There are approximately 500,000 Hispanics living in Georgia. The Green Industry (turfgrass, ornamentals, and landscape sectors) is one of the fastest growing industries in the state. Close to 90% of all Georgia Green Industry companies employ Hispanics as their primary labor force. Language and cultural barriers hamper productivity, efficiency, and safety in the industry. The need to develop training programs in Spanish is widely recognized. We present relevant information and tools to take into consideration when implementing training programs for the green industry\u27s Hispanic workforce

Chance, Willie

Fonseca, Marco

Martinez-Espinoza, Alfredo D

English

Clemson University: TigerPrints

The Journal of Extension Volume 41 Number 6 Article 21 12-1-2003 Reaching the Hispanic "Green Industry" Workforce: Experiences and Practical Tools for Extension Professionals Alfredo D. Martinez-Espinoza University of Georgia, martinez@griffin.uga.edu Marco Fonseca University of Georgia, mfonseca@uga.edu Willie Chance University of Georgia, wchance@uga.edu This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Martinez-Espinoza, A. D., Fonseca, M., & Chance, W. (2003). Reaching the Hispanic "Green Industry" Workforce: Experiences and Practical Tools for Extension Professionals. The Journal of Extension, 41(6), Article 21. https://tigerprints.clemson.edu/joe/vol41/iss6/21 This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. 	 JOEHOME JOURNAL GUIDELINES ABOUT	JOE CONTACT NATIONAL	JOB	BANKCurrent	Issues Back	IssuesDecember	2003	//	Volume	41	//	Number	6	//	Tools	of	the	Trade	//	6TOT3Reaching	the	Hispanic	"Green	Industry"	Workforce:	Experiencesand	Practical	Tools	for	Extension	ProfessionalsAbstractThere	are	approximately	500,000	Hispanics	living	in	Georgia.	The	Green	Industry	(turfgrass,ornamentals,	and	landscape	sectors)	is	one	of	the	fastest	growing	industries	in	the	state.	Closeto	90%	of	all	Georgia	Green	Industry	companies	employ	Hispanics	as	their	primary	labor	force.Language	and	cultural	barriers	hamper	productivity,	efficiency,	and	safety	in	the	industry.	Theneed	to	develop	training	programs	in	Spanish	is	widely	recognized.	We	present	relevantinformation	and	tools	to	take	into	consideration	when	implementing	training	programs	for	thegreen	industry's	Hispanic	workforce.	IntroductionThere	are	38.8	million	Hispanics	in	the	U.S.,	and	now	they	constitute	13%	of	the	nation'spopulation	(U.S.	Census	Bureau,	2003;	Haya	El	Nasser,	2003).	In	Georgia,	there	are	approximately500,000	Hispanics.	State	industries,	including	construction,	manufacturing,	restaurant,	greenindustry,	agriculture,	and	agribusiness	employ	Hispanics	as	the	backbone	of	their	workforce.The	Green	Industry	is	one	of	the	fastest	growing	industries	in	Georgia	and	has	an	impact	of	$2.56billion	to	the	state's	economy.	Approximately	90%	of	all	Georgia	landscape,	greenhouse,	andnursery	companies	employ	Hispanics	as	their	primary	labor	force	(Martinez-Espinoza,	2002).Language	and	cultural	barriers	hamper	productivity,	efficiency,	and	safety	in	the	industry.	There	isa	widely	recognized	need	to	develop	training	programs	and	publish	information	in	Spanish	whilethe	English	skills	of	these	workers	improve.	Delivery	of	information	in	the	primary	language	willfacilitate	learning	of	information	and	widespread	use	of	safety	practices	in	the	workplace.In	Georgia,	a	series	of	statewide	trainings	in	Spanish	have	been	implemented.	The	programs	wereaimed	to	improve	cultural	awareness	and	to	improve	productivity	and	workplace	safety.	Based	onanalyses	of	these	programs	we	present	some	useful	considerations	and	hints	to	establishsuccessful	trainings	tailored	specifically	for	Hispanic	audiences	in	the	green	industry.Considerations,	Recommendations,	and	RationaleProgram	Content	and	DeliveryUse	classroom	settings	combined	with	hands-on	components,	computer	aided	lectures	using	clearAlfredo	D.	Martinez-EspinozaAssistant	ProfessorDepartment	of	Plant	PathologyInternet	Address:	martinez@griffin.uga.eduMarco	FonsecaMaster	Gardener	State	CoordinatorInternet	Address:	mfonseca@uga.eduWillie	ChanceAgricultural	and	Natural	Resources	AgentUniversity	of	Georgia	Extension	ServiceInternet	Address:	wchance@uga.eduUniversity	of	Georgiaexamples,	numerous	pictures,	and	understandable	text.	Highlight	important	messages	or	keystatements.	Use	of	bilingual	content	gives	an	added	value	to	lectures,	increasing	industry	subjectvocabulary	in	both	languages.In	our	training	programs	we	found	out	that	combining	lecture	with	hands-on	components	waswidely	preferred.	Practical	examples	and	do-it-yourself	exercises	had	a	significant	impact	onlearning	new	skill	and	were	preferred	by	the	participants,	especially	exercises	held	outdoors.Computer-enhanced	lectures,	especially	with	pictures	and	underlined	remarks,	had	widerpreference.	Although	content	in	Spanish	was	preferred,	bilingual	content	was	well	received.Bilingual	content	not	only	helped	the	participant	understand	the	subject	matter	but	also	helped	inlearning	English.	Similar	observations	have	been	noted	by	other	professionals	(Watson,	2001;Hoorman,	2002;	Bairstow,	Berry,	&	Driscoll,	2002).Printed	MaterialPrepare	handouts	and	important	printed	technical	materials	for	attendees	to	take	home	orworkplace.Printed	technical	materials	were	useful,	especially	for	future	reference.	Participants	stated	theywould	use	the	materials	at	work	and	teach	co-workers	or	friends	and	family	about	the	subject.Feedback	from	managers	indicates	that	attendees	become	instructors	and	disseminators	ofinformation	in	the	workplace.RegistrationHave	a	bilingual	professional	handle	registration.English-speaking	owners	or	managers	inquired	regularly	about	the	programs.	Additionally,	aconsiderable	number	of	Spanish-speaking	participants	inquired	about	the	program	directly.	Theavailability	of	a	bilingual	individual	was	essential	to	handle	the	registration.AdvertisingAdvertise	widely	to	companies	directly,	using	printed	advertisement,	calling	directly,	or	sending	e-mails	to	Extension	clients	and	group	lists.	Announce	the	program	on	Hispanic	newspapers.	Usebilingual	advertisements.Company	contact	appeared	to	be	the	most	efficient	way	to	reach	participants.	The	second	wasthrough	Hispanic	newspapers.	Bilingual	advertisement	was	preferred	over	all-Spanish	or	all-Englishadvertisement.Contacting	the	CompanyEmphasize	the	importance	of	the	training	program	to	company	owners	or	managers.Company	involvement	was	one	of	the	most	important	determinants	in	the	training	programs'success.	85%	of	the	participants	received	company	support	in	time	allotted,	payment	of	fees,	andproviding	transportation.Travel	DistancePlan	for	and	expect	participants	from	a	90-mile	radius.Analyses	of	data	indicated	that	the	travel	distance	varied	depending	on	the	subject	and	place	oftraining	program.	Most	participants	were	willing	to	travel	considerable	distances	(average	of	90miles)	if	subject	and	nature	of	the	program	were	of	interest,	especially	if	they	received	companysupport.	This	data	could	be	important	in	selecting	the	region,	place,	and	time	of	year	to	performthe	training.Group	sizeExpect	a	group	of	35	participants.Data	from	our	surveys	indicated	that	the	average	number	per	training	was	35	participants,although	the	number	of	participants	varied	depending	on	the	type,	place,	and	advertisement	of	thetraining	program.	The	average	number	of	participants	is	important	for	planning	future	programs	inthe	green	industry	and	can	help	to	determine	costs,	handout	materials,	location	of	training,materials	and	equipment	needed,	etc.Characteristics	of	AttendeesExpect	young	participants	of	mostly	Mexican	background.Analyses	of	surveys	indicate	that	the	Green	Industry's	Hispanic	workforce	is	younger	than	30	yearsold.	Knowing	the	age	group	of	participants	can	help	to	tailor	the	programs	accordingly.	Ethnicbackground	of	most	participants	was	Mexican	(73%).	Knowing	the	ethnic	background	is	especiallyhelpful	for	selection	of	terminology	to	be	used	per	training	program	as	well	as	to	point	outdifferences	in	policies	and	safety,	pesticide	or	other	regulations	between	the	U.S.	and	othercountries.PartnershipsDevelop	partnerships	with	county	Extension	agents	and/or	local	agencies.County	faculty	and	staff	participation	was	crucial	to	the	training	success,	and	agents	performed	aninvaluable	job	in	local	advertising.	Evidence	suggests	that	county	Extension	agents	effectivelycommunicated	with	local	companies,	emphasizing	the	importance	of	programs	to	management.Recognition	for	attendeesPrepare	certificates	of	attendance.	Use	bilingual	"diplomas."Participants	wanted	written	"recognition"	for	their	participation	in	the	training.	Thereforecertificates	of	participation	were	given	to	most	participants.ReferencesBairstow,	R.,	Berry,	H.,	&	Driscoll,	D.	M.	(2002).	Tips	for	teaching	non-traditional	audiences.	Journalof	Extension	[On-line],	40(6).	Available	at	http://www.joe.org/joe/2002december/tt1.shtmlHaya	El	Nasser	(2003).	39	million	make	Hispanics	largest	U.S.	minority	group.	USA	Today,	June	19-2003.Hoorman,	J.	J.	(2002).	Engaging	minority	and	culturally	diverse.	Journal	of	Extension	[On-line],40(6).	Available	at	http://www.joe.org/joe/2002december/tt2.shtmlMartinez-Espinoza,	A.	D.	(2002).	Development	of	training	programs	and	published	materials	for	theGeorgia	green	industry	Hispanic	workforce.	Available	at:http://apps.caes.uga.edu/impact/viewstatement.cfm?stmtid=632U.S.	Census	Bureau	(2003).	Hispanic	population	reaches	all-time	high	of	38.8	million,	new	CensusBureau	estimates	show.	Available	at:	http://www.census.gov/pubinfo/www/multimedia/	LULAC.htmlWatson	W.	S.	(2001).	Translating	Extension	publications	into	Spanish:	Practical	hints	for	Extensionprofessionals.	Journal	of	Extension	[On-line],	39(6).	Available	at:http://www.joe.org/joe/2001december/tt2.htmlCopyright	©	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Articles	appearing	in	the	Journal	become	the	property	of	theJournal.	 Single	 copies	 of	 articles	may	 be	 reproduced	 in	 electronic	 or	 print	 form	 for	 use	 in	 educational	 or	 trainingactivities.	Inclusion	of	articles	in	other	publications,	electronic	sources,	or	systematic	large-scale	distribution	may	bedone	only	with	prior	electronic	or	written	permission	of	the	Journal	Editorial	Office,	joe-ed@joe.org.If	you	have	difficulties	viewing	or	printing	this	page,	please	contact	JOE	Technical	Support©	Copyright	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Copyright	Policy

Reaching the Hispanic  Green Industry  Workforce: Experiences and Practical Tools for Extension Professionals

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Reaching the Hispanic Green Industry Workforce: Experiences and Practical Tools for Extension Professionals

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