A couple of days ago, I promised that I would offer some suggestions aimed at resolving the feature creep challenge within Extension.
Summarizing my earlier remarks, I believe the longstanding Extension penchant for improvisation has been both a good and bad thing — good in the sense that it’s enabled us to bring our vast sources to bear over long stretches of time on seemingly intractable problems, such as the boll weevil; bad in the sense that our yen for winging it has tended to contribute to organizational feature creep.
And this feature creep, in turn, has contributed to a murky organizational vision and public image.
So what do we do about it? We do what Palm Pilot has done: we construct a wooden block — mentally speaking, that is — a block that will help us define who we are and, equally important, who we are not.
We do nothing less than creep-proof our features —and with it our organizational mission and our public image.
Granted, this requires some organizational navel-gazing — something we in Alabama have been doing as part of our marketing efforts.
So what defines our wooden block? We believe it can be explained in two words: Working Knowledge. This short phrase summarizes the mission of the Alabama Cooperative Extension System during the last century.
Since the early 20th century, we have empowered people through working knowledge. To one degree or another, every Extension educator throughout our history has empowered his or her clients by providing not just knowledge but knowledge with a practical understanding — working knowledge that enables them to improve their lives or livelihood in some meaningful way, whether tangible or intangible.
In a manner of speaking, our wooden block is the Tuskegee farm demonstration wagon, commonly known as the Jesup Wagon, which was equipped by Booker T. Washington and George Washington Carver and sent to far-flung regions of the state to reach farmers who, for whatever reason, were not attending Washington’s annual farm conferences.
In equipping these demonstration wagons, Washington and Carver evinced an intuitive understanding of the working knowledge concept. They didn’t equip these wagons with leather-bound transcripts of classroom lecturers but with simple items of immediate practical benefit to farmers — items such as a cream separator, a milk tester, a revolving hand churn, a one-horse steel power and a cultivator.
The movable school became a form of working knowledge on wheels.
Yes, the working knowledge concept is only that — a concept — though we do believe it is one with the potential of providing our employees with much-needed organizational clarity.
We consider it an effective standard for guarding against feature creep.
Every outreach effort, whether it involves a twitter or a blog, a field day or a workshop, a publication or a television appearance should be predicated on this question: Does it advance working knowledge? Does it enable our clients to improve their lives or livelihoods — or those of their families — in some meaning way?