United States 

Department of 

Agriculture 

Soil 

Conservation 

Service 

Economics and 

Social Sciences 

Division 

and 

Program 

Support 

Staff 

June 1992 

...... - . ~""- i 

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CONSERVATION 

EFFECTS 

FOR 

DECISION MAKI NG 

{CED) 

TRAINING WORKBOOK .· 
Contents 

lntroductf~n 

Purpose of the CED Workbook .......•..••..•...•...•........... 1 

rntended· Audience ....••••.•••.•••......•.....•.•.......•.............. 1 

Learning Objective ..•••...•••••••••••.••.•••••.•••••.••••••.••••.•••.•... 1 

Workbook Organization- .••••..•....••...••..•.•.••...•.•..•....•.... 2 

Aevi·ew auesti-ons ...•••.••••...........•••...•...••..................... 2 

S8c::tions ••••• -................................................................. 2 

Glossary, Index, and User Response Card ...•...•....... 3 

What Do I Need to Comptete Thi& Workbook? .......... 3 

SECTION I OED CONCEPT 

Lesson 1 Concepi 

learning Objective ....••...••••••...•....•..•..••...................... 7 

Introduction to CED .........•......................................... 7 

Lesson Overview ......................•.....•.......................... 7 

c ED Defined .............................................................. 8 

Background ...............•.......••.........................•............ 8 

Problems .........•.•.....•................................................. 8 

1. i hformation for Clients ................................ 8 

2. Lack of Useful Records .............................. 9 

CE[) Objectives ....................................................... 10 

CED Benefits ....•...•.••........•.••................................... 11 

OED References ............................•......................... 11 

Review ...•...............................•..•.............................. 13 

lesson 2 CED Process 

Learning Objective .....•......•................•..................... 15 

CED Overview ......................................................... 15 

Review .•................................................................... 17 
TABLE OF CONTENTS 

II 

Lesson 3 Benchmark 

Learning Objective .....•..•..•.••••••••••••.••.•.••••••..••••.•..•••••..... ~ 19 

What is a Benchmark'? . . • . . . • • • . • . • . • • • . . • . • • . . . . • . . . . . . . . . . . . . . . . . • . • . . . . 19 

Future Conditions ......••.............••..................................... 21 

Review •...•........•...•....•........••...••••.•....••.••••.•••..•................ 23 

Lesson 4 Alternative 

Learning Objective: •.•••.•••••••.•••••••••••••••••••.••.••...•••••.••...•..• 25 

What is an Alternative? .•..••••••••••••.••.••••.•.•.•.•...•....•••........ 25 

Conservation Management System (CMS) .....•..•...•........ 26 

Can There Be More Than One Alternative? .........•.•..•..... 27 

How Do I Determine the Effects? ••••.••••••.....................•... 27 

Review •................••..........•...•.•....•......•.••......................... 29 

Lesson 5 Impacts 

Learning Objective ..................•....................................... 31 

Impact Example .......•..................................................... 32 

Impacts Are Not Effects ...................•.............................. 33 

How Are Impacts Expressed? •.......•...•..•...•.•................... 33 

Time Frame ...............•.•.......•.•••....................................... 33 

Review ............................................................................ 35 

Lesson 6 CED Worksheet 

Learning Objective .................•..........................•............. 37 

Amount and Type of Information ...................•................. 38 

Terms ....................•................••......•.....•.......................... 38 

Features and Benefits ..................................................... 39 

CED Worksheet .............................................................. 40 

CED Worksheet Contents ............................................... 40 

CED Worksheet Example ....•.....•..................................... 40 

Review ................................................•...................•....... 43 

Lesson 7 Values 

Learning Objective .........................•................................ 45 

What Are Values? ........................................................... 45 

How Are Values Used? ................................................... 46 

Review ......•..................................................................... 47 
TABLE OF CON"TENTS 

Lesson a Hierarchy of Analysis 

Leaming Objective ..•.•••......•...........•.......•.•...•.............. 49 

What is Hierarchy of Analysis? •................................. 50 

Hierarchy of Analysts Process .....•.•.•.•....................... 51 

Review .•...••..•••••.•.•..•.••••.•...••..••••••.....••........•.....•..•..... 55 

Lesson 9 Experience 

Leaming Objective •.••••••.••••..•.•••.•.•.••..............•.....•••••• 57 

What is Experience? •..••.•.......•..........•....•...••..•.••.•••.•. 58 

FOTG, Section V - Conservation Effects ............•.•.•.. 58 

Section V - Part A .................•........................... 59 

Section V - Part B ............................................. 59 

Format •..•..........................•..••.................................... 59 

Kinds of Data to Collect ...•••.•.•..••••••••.•...•.••••••............ 60 

Producer Experiences ..............•................................ 60 

Sources of Producer Experiences .................... 60 

Other Sources ........•••.....••........•................................ 61 

Evaluations for Other Programs ....................... 61 

Resource Inventories ......•................................ 61 

Studies by Outside Agencies ........................... 62 

Models ............•.......••.•.........•.........•................. 62 

Review ..............................•........................................ 63 

Lesson 10 CED and the Conservation Planning 

Process 

Learning Objective ................•.•.................................. 65 

SCS Policy ...........................•..................................... 65 

Steps in SCS ·Planning •............................................. 66 

Review .........................••............................................ 71 

Ill 
TABLE OF CONTENTS 

IV 

Section II CED Example 

Introduction ..•....••••••••••••••••••••••••••..••••••••••..••........................ 75 

Learning Objective ..•.•••••..•••••.••••.•.••••••..•.•.............•.... 75 

Purpose of this Example •...••.•.••••••••••••••••••••.••.•...••.•... 75 

Roadmap .................•.••.•...•.••............••.......•................ 75 

Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . 76 

Benchmark Notes •. . • . .. • . •. . . . .••• .. •. . . .. . . . . . . . . . . . . . . . . . . 76 

CED Worksheet . . . . .•. ••••. •. . . . . • . . .. . . . . . . . . . . . . . . . . . . . . . . . . 76 

Scenario ........•....•••..•.•••.•...•..•........•••••.....•••.....•..•...•..•.•••••••.. n 

Benchmark Notes ............................•.......•.......................... 78 

CED Worksheet .......................................•.......................... 82 

Format........................................................................ 82 

Major Sections ......•••..•.•..•.....•.•..•.•............................. 82 

Client Information ..••.............•.....••....•..........•......•....... 82 

CED Columns ••...••.••..............•••.•.••••........••.•..........•... 82 

Benchmark - System ......................................................... 84 

Benchmark - Effects .................................•......................... 86 

Benchmark - Effects Categories ...•.......•...................••..•.... 88 

Effect Categories ....•••...••..•.•...••••.••••.•••...•...........•.•...... 89 

Codes .................•........•.....•...••••.••.....•...........•............ 89 

Major Categories •.....•....••.•••••...........•............•. 89 

Minor Parts .......•••..........•..••.•..•................•....... 89 

Minor Part Descriptions ..........•........................ 90 

Ex.ample ...................................................................... 90 

Benchmark - Completed Worksheet .........•.......•.........•..... 92 

Alternative - CMS ..................................................•........... 95 

Alternatlve - Effects (1) ....................................................... 98 
TABLE OF CONTENTS 

Alternative • E ft ecta (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 1 o 1 

Impacts .............................................................................. 104 

Impacts - Completed CED Worksheet ............................. 106 

Values ....•.....•...•...................•.......•••..•.................•.•.•.......... 108 

Hierarchy of Analysts ....................................................... 11 o 

Request for More Information .............•........•.•........• 11 O 

Second Level of Analysis . . . . . . . . • . •• . . . . . . . . . . . . . . . . . . . . . . . . • . ••• 112 

Third Level of Analysis . . . . . . . . • . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 112 

Section Ill Field Office Practice 

Field Office Practice ..........•.............................................. 117 

Learning Objective ................................................... 117 

Purpose .................................................................... 117 

Procedure ................................................................. 117 

Requirements ........................................................... 118 

Glossary .......................................................................... 121 

Index ................................................................................. 121 

V-
Introduction 

Purpose bf The CED WorkbOok 

This workbook introduces you to the concept of 

Conservation Effects for Decisionmaking (CED). It is 

designed to teach you how to. use CED without a 

computer. Once you are comfortable with the CED 

process, yoli can use some of the powerful computer 

tools in the Field Office Computing System (FOCS) 

that can assist you in the planning process. You will 

receive FOCS training separately. 

Once you understand the CED concepts presented in 

this workbook, you can use FOCS to your best advantage to assist a client in developing and carrying out a 

conservation plan. You should finish this workbook 

before you begin FOCS software training. 

Intended Audience 

This workbook is for you - an SCS field office or 

consetvation district staff member. You can use this 

workbook in independent stiidy, in a class offered by 

your area ~r state trainers, and in continuing training 

in the field office. You should have your own copy of 

this workbook 

Learning Objective 

The purpose of the CED training covered in this 

workbook is to enable you to understand the overall 

process of CED. 

After completing this workbook, you will be able to 

use CED in the .scs consetvation planning process to 

help your clients make informed consetvation decisions. 

1 
INTRODUCTION 

Workbook Organization 

2 

The workbook is designed so you can proceed at your 

own pace. If you are using it in independent study, you 

can tailor your study around your workload. Try to 

complete at least one lesson each session - lessons in 

Section I should take from 15 to 30 minutes each. Use 

your own judgement on how long to spend on each part 

of Sections Il and Ill. 

Review Questions 

Several lessons in the first section of the workbook have 

review questions. Use the questions to check your understanding of important points. The questions will 

highlight areas you may need to study further. You can 

also use the review questions to set your own pace. 

If you are an experienced planner, you may want to look 

over the questions first to see how much time you need 

to spend in that lesson. If it has been some time since 

you completed a lesson, use the questions as a review 

before you go to the next lesson. 

Two types of review questions are used: objective and 

discussion. 

Objective questions are designed to help you check your 

progress. The answers to the objective questions will be 

listed on the next page. 

Discussion questions are designed to stimulate thought 

and may have more than one answer. You are encouraged to discuss your views with your peers and instructor. 

Sections 

The CED training workbook has three main sections plus 

a glossary and an index. The first section explains the 

concept of CED. The second section gives you an exam pie of how the CED process is used and shows some 

of the products you can produce for a client The third 

section allows you to practice using CED on planning 

problems. 

-
INTRODUCTION 

Glossary, Index, and User Response Card 

At the end of this workbook is a glossary of terms, an 

index, and a user response card. When you have 

completed this workbook, please take a few moments 

to complete the response card and drop it in the mail. 

What Do I Need To Complete This Workbook? 

In order to start CED training, you need ~oJcnow the 

SCS Conservation Planning Process at a Knowledge/ 

Skills/ Ability (I<SA) level of two or higher. This 

means that you have to understand the SCS Conservation Planning Process as it is explained in the 

National Planning Manual, Part 502, Subpart A - The 

Planning Process and are able to use this process 11 under supervision ... 

3 
4 
SECTION I 

5 
6 
Lesson 1 Concept 

To thoroughly understand a concept, you need to know why it 

was developed and what it was designed to do. This lesson 

examines the purpose of CED. 

Learning Objective: 

At the end of this lesson you should be able to demonstrate your understanding of the purpose of CED 

by listing: 

• Two major problems CED is designed to address. 

• Six primary results that CED is designed to 

produce. 

Introduction to CED 

CED is not a complicated concept to understand. 

Because you already know the SCS Conservation 

Planning Process, you know that you should approach a planning problem in an orderly and systematic way. CED is a method to do just that. It is designed to help you give better service to the client. 

Lesson Overview 

This lesson is an overview of CED. It will: 

1. Define CED. 

2 Give you the background of CED. 

3. Explain some of the major problems that CED 

is designed to address. 

4. List the objectives of CED. 

5. List the current references that implement 

CED. 

7 
LESSON1 

8 

CED Defined 

CED is an analytical process that helps in conservation 

planning. It is the framework for you to help clients 

make better informed decisions in solving natural resource problems. 

CED focuses on the producer as the decisionmaker. This 

focus on the client defines the type of information 

needed and the kinds of tools used to get that information. The people that designed CED aimed their efforts 

entirely at the field office. It is a process focused on the 

exchange of information between you and the people 

who make decisions about their operations. 

Background 

CED has two roots - changes in public law and SCS' s 

desire to focus more on the client. 

Problems 

The Food Security Act (FSA) and the Food, Agriculture, Conseivation and Trade Act (FACTA) had a 

dramatic impact on farmers, ranchers, and SCS. It 

mandated a greater need for farmers and ranchers to 

consider the social and environmental impacts of 

their actions. 

SCS recognized that you needed additional tools to 

help with the increased responsibilities. CED is one 

of those tools. 

A primary concern that drives the SCS conservation 

planning policy is the quality of service to the client. 

CED is designed to address two major problems in 

providing high quality service: 

1. Information For Clients 

Not Enough Infonnation. When clients request 

conservation assistance from SCS on a voluntary 

basis, the information they receive may be insufficient 

for them to make an informed decision. 
LESSON 1 

Amount tmd Type of Information.. When clients 

request conseivation assistance from SCS to 

qualify for farm program benefits, their information requirements are different than voluntary 

requests for help. Their requests may be more 

narrowly focused and they are generally less 

motivated to fully implement a conseivation 

management system. Each client needs to understand the impact of the decisions they make. 

Level of Detail. Depending on the planner's 

background and training, he or she may give a 

client information that is detailed in some areas, 

but weak in others. This is most often true of 

information relating to economics, social sciences, 

and ecological sciences. Consequently, clients do 

not always receive enough information about the 

costs and impacts to make an informed decision. 

CED uses a multidiscipline approach to solving a 

planning problem, with the emphasis on the 

client's needs. 

2. Lack Of Useful Records 

No readily usable method. SCS had no readily us-

. able method of recording and documenting the 

effects of conservation treatments that field office 

staff observe in the field. This knowledge primarily resides *in people's heads" and is not available when these individuals are reassigned, promoted, or retire. 

Consequently, new employees and transferees 

learn about local resource settings and the effects 

of conservation management systems from other 

staff and from observation. 

A fundamental element of CED is establishing a 

method to store and use conservation experience. 

9 
LESSON1 

10 

CED Objectives 

Now that you have seen the major problems that CED is 

designed to address, it is useful to examine what CED is 

intended to do. CED will help you: 

• Help the client make more informed decisions. This 

means establishing the client as the conservation 

decisionmaker; recognizing the client's values in 

determining the advantages and limitations of conservation treatments for the operation. 

• Descn"be the use of conservation effects in a consistent, 

common-sense framework to aid the client in making 

choices. 

• Descn"be different levels of information/ analysis 

useful to the client when making choices. 

• Help you give meaningful information to clients by 

providing guidance on use of experience, research 

data, and other information in the Field Office Technical Guide (FOTG). 

• Involve all disciplines in an integrated approach to this 

aspect of conservation planning that supports the 

process detailed in the National Planning Manual. 

• Direct SCS planning efforts toward client dedsionsallowing the clients to really buy into the conservation 

plan for the farm or ranch operation. 
LESSON 1 

CED Benefits 

CED is designed to help you assist the farmer or 

rancher in reaching an informed decision about a 

conservation plan by: 

• Giving you a method to more easily obtain and 

store effects information. 

• Outlining a process that helps you to present, 

discuss, and compare the effects of the present 

situation or system to any number of proposed 

treatments. 

• Giving you a logical method of assisting the 

client in evaluating the conservation treatment 

alternatives available. 

CED References 

CED has been implemented in several policy and 

guidance documents. For your information, some of 

the more important CED references are: 

National Planning Manual (NPM), Part 502 -

Planning and Implementation Guidelines, 

Subpart A - The Planning Process. For a more 

detailed discussion on how CED fits into the 

conservation planning process in the NPM, see 

lesson 10 in this workbook. 

Field Office Technical Guide (FOTG). The 

results of a CED-derived conservation treatment program are now required by General 

Manual (GM) 450, Part 401 to be listed in 

Section V - Conservation Effects, of the FOTG. 

For a more detailed discussion on the documentation requirements of CED, see lesson 9 in 

this workbook. 

Field Office Computing System (FOCS). Several 

FOCS application programs can be used for 

CED. You will receive specific computer 

training in a separate program. 

11_ 
• 

I ' 

• 

12 
LESSON1 

Lesson 1 Review 

You may look at the information you just read on pages 7 through 11 

to answer the questions. Be sure to check the answers on the next 

page. 

1. Briefly desmoe the two major problems that CED was designed to 

address. 

a. 

b. 

2. Briefly describe the six primary objectives of CED. 

a. 

b. 

c. 

d. 

e. 

f. 

3. Who is the dedsionmaker in CED? 

Discussion Questions 

1. Which problems on pages 8 and 9 do you agree with? Which problems don't you agree with? 

2. Is there one result of CED that is more important than the others? 

13 
LESSON1 

Answers To Lesson 1 Review Questions 

1. Briefly descn0e the three major problems that CED was designed to address. 

a. Information For Cients. 

(1) Not Enough Information. When clients request conservation assistance from SCS on a voluntary basis, the information they receive is 

often insufficient for them to make an informed decision. 

(2) Amount and Type of Information. Clients needs differ depending on 

their reasons for requesting assistance. 

(3) Level of Detail. Depending on the planner's background and training, they may give a client information that is detailed in some areas, 

but weak in others. Consequently, clients do not always receive · 

enough information about costs and impacts to make an informed 

decision. 

b. Lack Of Useful Records. SCS had no formal method of recording the 

effects of conservation treatments. New employees and transferees 

must rely on other staff and their own observations to learn about local 

resource settings and the effects of conseivation management systems. 

2. Briefly .describe the six primary objectives of CED. 

a. Help the client make more informed decisions by establishing the client 

as the conservation dedsionmaker. 

b. Descnoe the use of conservation effects in a consistent, common-sense 

framework to aid the client in making choices. 

c. Desmoe a number of different levels of information/ analysis useful to 

the client in making choices. 

d. Provide guidance on use of experience, data, and other information in 

the Field Office Technical Guide. 

e. Involve all disciplines in an integrated approach to conservation planning that supports the process detailed in the National Planning 

Manual. 

f. Direct SCS planning efforts to making decisions - allowing the producers to really buy into the conservation plan for the farm or ranch 

operation. 

3. Who is the dedsionmaker in CED? THE CLIENf! 

14 
Lesson 2 CED Process 

Once you have learned the purpose of CED, the next step is to 

look at the broad picture of the overall CED process and become familiar with the names of its major parts. 

Learning Objective: 

At the end of this lesson you should be able to demonstrate your understanding of the CED process by: 

• Diagraming the CED proce~ as shown below 

and correctly labeling each part. 

IMPLEMENT PLAN --· ~ EXPERIENCE 

ALTERNATIVE 

IMPACTS 

l . CED 

WORKaHl!I! 11--~~---1 t--~~~~--

CED Overview 

If you can draw this diagram and explain each of the 

major parts and their sequence, you have a good 

understanding of the concept of CED. Each part of 

the diagram is explained in more detail on the next 

page and in the lessons that follow. 

15 
LESSON2 

16 

You begin the CED process by examining and documenting the current system and effects, or BENCHMARK. 

Next, you prescribe a conservation ALTERNATIVE and 

document its effects. 

The differences between the Benchmark effects and Alternative effects are listed as IMPACTS. 

The CED WORKSHEET lists Impacts in a clear format, 

allowing the client to evaluate/ weigh the Impacts using 

his or her VALUES. 

HIERARCHY 

OF 

ANALYSIS 

EXPERIENCE 

PROFESSIONAL R 

KHOWLEOGE LJ 

To make a DECISION about the proposed 

conservation plan, the client may need more 

information in a particular area. You can 

analyze Impacts in greater detail using the 

HIERARCHY OF ANALYSIS. This technique allows you to concentrate on specific 

areas that are important to the client. 

After the client implements the plan, you 

can evaluate and document the results in 

Section V of the FOTG. This contn'butes to 

EXPERIENCE and assists future conseivation planning. 

Note that Experience forms the basis for 

understanding the effects of the Benchmark 

and Alternative. 
LESSON2 

Draw the CED~ diagram and label its major parts. 

17 
18 
[ BENCHMARK ) 

Lesson3 Benchmark 

Now that you understand how CED components/ 

elements fit together, the next step is to eXamine each 

major part of the process. You begin the CED process 

by establishing the Benchmark. 

Learning Objective: 

At the end of this lesson you should be able to demonstrate your understanding of the term Benchmark 

by: 

• Describing the factors that make up the Benchmark. 

• Listing examples of Benchmark effects. 

What Is A Benchmark? 

In the planning process, you need to estimate the 

difference between a starting poi.nt (Benchmark) and 

a result in order to gauge the effectiveness of a system. 

The Benchmark is a statement of the condition or 

situation that exists currently or is expected to exist in 

the futμre if the current pattern of resource use and 

problems are not treated. The Benchmark is descnl>ed within the context of the resource settini and 

includes the current management systems and the 

resulting effects. 

19 
, LESSON3 

20 

1. Resource Setting. The resource setting is a list of attributes or characteristics 

used to identify areas for measuring results 

of different treatments. In other words, it is 

a list of factors that will not change with 

different treatments, but are important in the 

planning problem at hand. The resource 

setting you use for the Benchmark will be 

the same for the alternative systems you 

may propose. Examples of factors you may 

list for a resource setting are: 

• Dominant soils 

• Precipitation rates 

• Elevation 

• Range site 

In your field office area, there may be a number 

(ranging from a few to more than a dozen) of 

resource settings you could use to descn'be the 

likely performance of conservation systems. 

2. System. The first part of the Benchmark is a 

description of the current management system. 

The term "system" means any combination of 

practices and management measures used that has 

a bearing on the planning problem. You describe 

the Benchmark system by listing the conditions for 

which you are concerned. 

Conditions noted in the Benchmark may include: 

• Crops and rotation 

• Management methods 

• Farming operations 

• Conservation practices, if any 
LESSON 3 

3. Effects. A list of Effects completes the Benchmark description. Effects are the results of treatments, practices, and syst.ems - they are results you 

can measure and desmoe. 

Effects should be recorded in physical terms rather 

than monetary terms. For example, an effect physical 

description might be a USLE erosion rate of 20 tons 

per acre per year or a com yield of 90 bushels per 

acre. 

Some examples of types of effects are: 

• Water I wind erosion rates 

• Water quality problems 

• Crop yields 

• Plant conditions and grazing rates 

• Soil tilth 

• Other reso\Jrce problems and opportuniti~s, such as improved wildlife habitat 

If needed for the client, physical effects can be converted to monetary terms. See lesson 8, Hierarchy of 

Analysis for another approach to monetary analysis. 

Future Conditions 

Yoq should incl4de in the Benchmark your assessment of the ~ffects expected from continuing the 

Benchmark system without change. In other words, 

estimate the conditions if no Alternative treatments 

are used. For example, a headcut :inay be growing 

and will cause a Joss of cropland, and will make 

machinery operations more difficult. 

With a clear idea of the Benchmark, the next step in 

CED is to look at the Alternative system and its 

effects. 

21 
22 
LESSON 3 

Lesson 3 Review 

You may look at the information on pages 19 through 21 to answer 

the questions. Be sure to check the answers on the next page. 

1. In your own words, define Benchmark. 

2. What factors should be included in desm1'ing a Benchmark? 

3. What are some examples of effects you would include in the 

Benchmark? 

Discussion Questions 

1. Why is it necessary to establish a Benchmark? 

2. \Vhat guides you in your efforts to define the Benchmark condition? 

3. Is defining a Benchmark a one-time task? 

If not, what would cause you to revise the assessment of the 

Benchmark? 

4. Is the Benchmark only what we can obseive today? Explain. 

23 
LESSON3 

Answers To Lesson 3 Review Questions 

24 

1. Define Benchmark. 

The Benchmark is a statement of the condition or situation 

that exists currently or is expected to exist in the future if the 

current pattern of resource use and problems are not treated. 

2. What factors should be included in desmoing a Benchmark? 

The Benchmark is desmoed in the context of the resource 

setting, and includes the current management system and 

the results of the system, or effects. Also included in the 

Benchmark is a list of future effects if the cuITent system is 

not changed. 

3. What are some examples of effects you would include in the 

Benchmark? 

Some examples of effects are: 

• USLE erosion rates 

• Water quality problems 

• Crop yields 

• Plant conditions and grazing rates 

• Soil tilth 

• Other resource problems and opportunities, such as 

improved wildlife habitat 

-· 
Lesson 4 

( BENCHMARK Pl ALTERNATM:) 

Alternative 

Now that you have established the 

Benchmark, the next step is to formulate 

an Alternative by de~aibing a conservation management system and listing 

_ the expected results or effects from that 

system. Descn1>e the Alternative just as 

you did the Benchmark, so you can 

evaluate the differences between them 

later. 

Learning Ob)ectl~e: 

At the end of this lesson you should be able to dem- _ 

onstrate your understanding of the term Alternative 

by: . 

• Listing the criteria for the Alternative. 

• Explaining how Alternatives are derived. 

What Is An Alternative? 

The Alternative provides a new picture of the unit 

with the proposed conservation management system 

in place. 

The Alternative is a description of the 

conservation management system you 

propose to correct the problems noted 

in the Benchmark. It also includes a list 

of the effects resulting from that system. The Alternative takes place within 

the same resource setting as the Benchmark. 

25 
LESSON 4 

26 

Conservation Management System (CMS) 

The system you propose to correct the resource problems 

is called a Conseivation Management System (CMS). 

CMS is a term that includes any combination of conservation practices and management that achieves a level of 

treatment of natural resources specified by criteria contained in the FOTG for a resource management system, 

acceptable management system, or other program-designated systems. 

Depending on the planning problem and the resource 

needs, the CMS you develop may end up requiring a 

number of practices, a single practice, or simply an 

adjustment of a current farm or ranch operation. 

For example, depending on the Benchmark condition, 

the CMS may involve a change in cropping system, land 

use, seeding date, tillage, structural components, or 

management levels, or it may be the combination of 

practices needed to fully treat all resource problems on 

the farm or ranch. 

Your CMS proposal to the client should include what 

actions are needed to install and maintain the system. 

Collectively, this means the kinds, amounts, and timing 

of actions to address the resource problems for the operation. 
BENCHMARK 

LESSON4 

Can There Be More Thao One Altematlve? 

You can generate more than one CMS (creating multiple Alternatives), but you should evaluate one CMS 

at a time. The CED process depends on your ability 

to compare two sets of effects to measure the differences between them. Therefore, you should propose 

one Alternative at a time, then work 

through the rest of the CED process 

with the client. 

If the client finds a part of your proposed system objectionable, it may be 

accepted if the client had more information. A provision for examining parts of the Alternative is in lesson 8, Hierarchy of Analysis . 

How Do I Determine The Effects? 

Determining the effects may be one of your most 

difficult tasks. The more experience you have , the 

better you can descnoe the Alternative. 

Effects can come from many sources: from your 

personal experience, from the experience of the client 

or neighbors, or by using the FOTG or models, such 

as the Universal Soil Loss Equation (USLE). 

Depending on the complexity of the problem, you 

may need the ~ssistance of other specialists to determine effects. This may be particularly the case for 

water quality or other topics where technology is 

changing rapidly. 

Field trials, successful experiences, university data, or 

other research material are also useful. In some cases, 

you c~ develop a clear picture only by conducting a 

trial on a few acres of the unit. 

27 
-

28 
lESSON4 

Lesson 4 Revtew 

You may look at the information on pages 25 through 27 to answer 

the questions. Be sure to check the answers on the next page. 

i. What shouid you inelude in descboing an Alternative? 

2 What criteria governs the system (treattnmt practices, or management) you propose for the Alternative? 

3. Can there be more than one Alternative? 

4. How do you deterlnirie the Effects for ati Alternative? / 

biscUsslon auestlotiii 

1. bo yotiuse diffe~e~t f~cl.ors or dtaracteristies ih defining the 

Benchmark and the Alternative? Why ot why not? 

2. What is the reference in time used to define the Alternative? 

29 
LESSON 4 

Answers To Lesson 4 Review Questions 

30 

1. What should you include in descnoing an Alternative? 

An Alternative is a desaiption of the conservation management system you propose to correct the problems noted in the 

Benchmark. The Alternative also includes a list of the effects 

resulting from that system. It takes place within the same 

resource setting as the Benchmark. 

2. What criteria governs the system (treatment, practices, or 

management) you propose for the Alternative? 

The Conseivation Management System (CMS) should achieve 

a level of treatment of natural resources specified in the FOTG 

for a resource management system or an acceptable management system. 

3. Can there be more than one Alternative? 

You can use one Alternative at a time in the complete CED 

process. H more Alternatives are desired, you must modify 

the CMS to produce a different set of effects. 

4. How do you determine the Effects for an Alternative? 

Effects can be described from your personal experience, from 

the experience of the client or neighbors, or by using the 

FOTG or models, such as the Universal Soil Loss Equation 

(USLE). 
Lesson 5 

ALTERNATIVE 

IMPACTS 

Impacts 

You now have two sets of 

conditions -the Benchmark 

and the Alternative. Each 

condition contains a system 

and effects. 

The pext step in QID is to measure the differences 

between the two sets of effects. The difference between 

a Benchmark effect and an Alternative effect is called 

tile IMPACT. The client can analyze the Impacts, 

tlten decid~ if he or she wants to implement the 

proposed sys.tem. 

Learning Objective 

At the end of this lesson you should be able to show 

your understanding of Impacts in CED by: 

• ~fining the term Impacts. 

~ Explaining how Impacts are expressed. 

31 
LESSONS 

32 

Impact Example 

Here is an example of how an Impact is derived: 

A farmer has a soil erosion problem. Using USLE, 

you determine that the farmer is losing 20 tons of soil 

per acre per year. Your recommended Alternative 

CMS would reduce the soil loss to four tons per acre 

per year of sheet and rill erosion. 

BENCHMARK 

Soil Loss: .,..____."" 

20Tons 

ALTERNATIVE 

Soil Loss: 

4Tons 

IMPACT 

Soil Loss: 

Reduced 

16 Tons 

• The Benchmark effect is a soil loss of 20 tons per acre 

per year. 

• The Alternative effect is a soil loss of 4 tons per acre 

per year. 

• The Impact is 11 soil loss reduced 16 tons per acre per 

year." 
LESSONS 

Impacts Are Not Effects 

Do not confuse Impacts with the term 11 effects." 

Effects are outcomes or results. Impacts are the differences between the effects. 

How Are Impacts Expressed? 

Impacts may be expressed in monetary, physical, or 

narrative terms. 

Monetary and physical terms can be measured 

and expressed in clear and precise terms. An 

example of a physical term is: 11 soil loss from 

sheet and rill erosion was reduced 16 tons per 

acre." 

A narrative term is an expression of an outcome 

that is not descri'bed in precise measurements -

either because it can't be quantified, or it doesn't 

need to be measured exactly to solve the problem. 

An example of a narrative term would be: •water 

quality would be improved because of less suspended sediment." 

Time Frame 

In some cases, you need to pay attention to the time 

frame in which the Impact occurs. Certain activities, 

such as range improvements, may result in immediate and large costs 11up front." An accurate measurement of this Impact should also include the even 

larger payback over a period of many years. Common examples of enterprises with large "up front" 

costs with larger returns over an extended time include: 

• Range improvements 

• Forestry 

• Orchards 

• Vineyards 

33 
34 
LESSONS 

Lesson 5 Review 

You may look at the information on pages 31 through 33 to answer 

the questions. Be sure to check the answers on the next page. 

1. In your own words, define Impacts. 

2. How are Impacts expressed? 

3. What is the difference between an Impact and an effect? 

Discussion Questions 

1. Are statements of Impact inherently good or bad, or simply 

statements of fact? Why? 

2. If different clients consider using the same Alternative system, 

will the Impacts be the same? Why or why not? 

35 
LESSONS 

Answers To Lesson 5 Review Questions 

36 

1. In your own words, define Impacts. 

Impacts are the differences between the Benchmark effects and 

the Alternative effects. 

2. How are Impacts expressed? 

Impacts may be expressed in monetary, physical, or narrative 

terms. 

3. What is the difference between an Impact and an effect? 

Effects are outcomes or results, while Impacts are differences or 

changes in outcomes when the specific conservation treatments 

are applied. 

--· 
Lesson 6 CED Worksheet 

IMPACTS 

CED 

W°"'KSH&a 

The CED process so far has compared 

two sets of effects and assessed the 

Impacts (the differences between the 

two sets of effects). The next step in 

CED is showing your findings to the 

client. A convenient way to display 

your information is the CED 

Worksheet. 

Learning Objective 

At the end of this lesson you should be able to demonstrate your understanding of presenting information to the client by: 

• Explaining the purpose and use of the CED 

Worksheet 

• Listing the type of information that should be 

presented to the client. 

37 
LESSONS 

38 

Amount and l)'pe Of Information 

Terms 

The focus of CED is to help clients make an informed 

decisiori, so you must give them the right type and 

amount of information to use. The type and amount of 

information depend on their needs. The clients should 

be able to use the information to judge the merits of the 

proposed Alternative and understand what the Alternative offers their total operation. 

Tailor the amount and type of information to the client's 

needs and objectives. You do not necessarily need to 

provide all of the detailed data you generated when you 

developed the Alternative - give the client only enough 

information to make an informed decision. 

You must also give the information to the client in terms 

he or she understands. In most cases, SCS jargon and 

terms aren't helpful to a client Put yourself in their 

place and try to use terms the client understands. 

H other disciplines are involved in developing your 

conservation plan, you may need to 11 translate" some 

economic, biological, computer (including FOCS), or 

other terms into language clients readily understand. 

Plain English never hurts, even in the most technical 

profession. Don't leave any room for misunderstandings. 

-
LESSONS 

Features and Benefits 

So far, you have followed the Conservation Planning 

Process from identifying the problem and determining the client's objectives, to formulating alternative 

solutions. You have helped the client develop a 

conservation plan that meets SCS and the client's 

objectives, and that is within the client's means. H the 

client doesn't understand the plan completely, 

chances are slim it will be adopted or carried out 

properly. In a sense, you are a "salesman,. for SCS. 

A sales technique borrowed from other professions is 

to convince the buyer (client) of the "features and 

benefits,. of your product (plan). This doesn't mean 

that you ignore or downplay negative aspects of your 

product. It means that the client understands all of 

the features (good and bad) and the good parts outweigh the bad. 

Once the features and benefits are clearly understood, 

the client is in a position to make an informed decision. This includes, if necessary, making tradeoffs. 

Features and benefits aren't necessarily concerned 

with money. Sometimes they can be intangi"ble factors, such as quality of life, better ecological balance, 

preserving the farm or ranch for their children when 

they grow up, or compliance with government programs, and state and local regulations. 

39 
LESSON6 

40 

CED Worksheet 

If the amount of information you need to present is 

small, present it verbally. However, in most cases, the 

proposed conservation plan is complex and needs to 

presented in writing. A simple way to structure your 

presentation is to use a CED Worksheet. 

There is no standard format for you to display the information on a CED Worksheet Use a format that is comfortable for you, but keep in mind that the focus of the 

presentation is on the client's needs. 

CED Worksheet Contents 

CED WORKSHEET 

CUENfl~ 

BENCHllARK AlmNATIYE 

An effective CED Worksheet includes 

the initial conditions (Benchmark 

system and effects), the expected 

future conditions (Alternative system 

and effects), and the differences 

between the two conditions (Impacts). 

S'tSTal IYSTEM ~ 

EFAiCTS EffEC1S IMPACTS 

CED Worksheet Example 

An example of a CED Worksheet produced with FOCS is 

on the next page. Section Il of this workbook demonstrates how to construct a worksheet manually. 
mIT!D STAM DEPAJtnat Of MIRICULTUU 

IOIL CCllS!RVATICll llRVICE 

UW. FlllJ> DrFlCE 

a.n:n: Joe hclal..Uer 

IUSIIESS: BaPPJ Fama, 1De. 

AllDUSS: 1111 at. a. 1os '" 

mrspyAIIQI! pm;D wze >et t t 

cm: u- ftATZ: CIB ZD: ttttt 

UJD UllITCS> m:satlrtICll: loutll 60 

C-.ntlonal Ullaa• for con md 

mad bean•, MIHt drilled ill llahllJ' 

cliahd beci rn1du•. • -u~. 

-------------------------------

SOIL/EROSIO!f /SHEET • RILL 

aoil lo•• 12 tcm•/~•/7••r 

SDILJDDSIOlf/CLASSlC GUU.Y 

tllree .... 11 aullie• 9Dl&ra1D& 

SOIL/COlfDITIOR/TILTB, CIDSTIJG 

aoil tilt.h will decline 

WATER/QUALITY /GROUNDWATEJlll'UTRIEnS 

llitratH in Uh !low9 1D t.b• Sprina 

WATEJl/QUALITY/SURFACE/PESTICIDES 

t..race• o! pe•ticidea 1D aura!ace ••tar 

WATER/QUALITY /SURF ACE/ln.JTRIDTS 

P205 in rune!! cauaiq •l&H bloc8 

111 !um pond ccmt..ributea t.o pollution 

in Lake tri• 

AlfIMAL/BA! ITAT /COVER 

!•nc• rowa and !iald edaea bare 

Pl.AlfTS/HANAGEHEl'lT/ESTABLISll1D'T 

yield• expect t.o daclin• over tllle 

no 1coutins 

...... ..w~. tenaoe, ~t.lGD 

aepp1Jll aecpence CC-Sb-W), 

~toe Ull.aa• <n con a "-·Kr •••t), peat --.--t. 

DllUimt. --.-t. ftai• l• • 

naw.rc• --.-t .,..t_ ,_, 

--------------------

scn/EICSIOR/sm:tr 6 RILL 

aotl loaa 3 t.ona/acre/7ear 

SOIUDtDsIClf /CUSS IC: GOLLY 

waterw., ait.ia•t•• 1ul.11ea 

scn1camITI0111tnm. CIDSTDG 

reaidue tmprovea tilth 

MATER/QIW.ITT /GRCU1'tlWATEJl/llt1TIUEll 

leaa leadliq of nitrate• 

tMt!l/OIW.ITY/Sf1lfl'ACE/P!snCIDES 

peaticid• application reduced 

MA1'rll/tl0Al.ITT /SUll AC!.nrt7mllll'IS 

Dat.l'S.ent pollutiOD redlaced 

Jibo•phoz\11 runoff reduced 

ASIMAL/BA!ITAT /C09!Jl 

1/2 ac. •S.ldli!a babit.at (weterwa7) 

Pl»TS/Ho\KAGEMDl'T /f:STA!LISJIUT 

loae 1/2 acre of croplancl, cbemic•l ua• 

lllcreuad, aquiP9911t. need• dacreued 

acovt1na !or peaem needed 

LESSONS 

1ND: 1 Of 1 

01/01193 

(619)5'5-ttH 

-----------------------

<DD ax.1111 ..,.. nr awm:s m nr 

IDQlllCI anu&nCll ca COftl)ITICll TBAT 

CAI IZ EIP!CDD Cit ms LAllD UllT IF 

nII l'I010S!D DIZADUT II FULLY 

Dm.Dlll'J'ZD) 

-----------------------------

IOn/l:IOSICll/Sl!ET • RILL 

redlaced t i.-/acre/7ear 

SOILIDCISIClf/Cl.ASSIC GULLY 

i. .. ecpipamt ~· 

SOD./CDmmCJf/TILTB, CIUISTIJG 

inf1ltrat1oa uacreued, lHa aoil 

ccmpact1on 

WA?'Ell/QUALITY/GllCUKDWATER/lfUTllIDITS 

DUtrimt pollutJ.oa reduced 

MAn:RIQUALITY/SUUACE/PESTICIDES 

better qaallt7 of -ur 

ft.UTS/HAMAGEHERT /ISTABl.ISHHENT 

yields •111 be aaintallled, fuel/ 

labor reduced, !Nna-down herbicide n•eded 

l'LAJITSIKAJWHlrt/l"ESTS 

tiale required !or acoutin& 

41 
42 
LESSONG 

Lesson 6 Review 

You may look at the information on pages 37 through 41 to answer the 

questions. Be sure to check the answers on the next page. 

1. What is the purpose of presenting the information to the client? 

2. What type and amount of information should be included in the 

CED Worksheet? 

3. Should a CED Worksheet only contain cost data? Why or why not? 

Discussion Questions 

1. What are the most important pieces of information you can present 

to a client? Are they the same in all cases? 

2. What is the best way to present a proposal to a client that you have 

seen? Will it work in all cases? 

43 
LESSON6 

Answers To Lesson 6 Review Questions 

44 

1. What is the purpose of presenting the information to the client? 

The CED Worksheet is the method you use to 11 sell" the plan to the 

client. Because the focus of CED is to help clients make an informed decision, you must give them the right amount and type of 

information to use to make that decision. The clients shoul4 be 

able to use the information to judge the merits of the proposed 

Alternative and understand what it can offer their total operation. 

2. What type and amount of information should be included in the 

c;.ED Worksheet? 

The type and amount of information depend on the client needs, 

and should be tailored to meet these needs. It isn't necessary to 

give clients all of the data yoμ generated when you developed the 

Alternative. They need only enough information to make an informed decision. An effective CED Worksheet includes the initial 

conditions (Benchmark system and effects), the expected future 

conditions (Alternative system and effects), and the differences 

between the two conditions (Impacts). 

3. Should a CED Worksheet only contain cost data? Why or why not? 

The "features and benefits" information in the CED Worksheet 

isn't necessarily concerned with money. Sometimes it can be 

intangible factors, such as quality of life, better ecological balance, 

preserving the farm or ranch for their children when they grow up, 

or compliance with government programs, and state and local 

regulations. 

-

-
Lesson7 Values 

IMPACTS 

An important factor must be considered 

when preparing and presenting information to the client - the information is 

filtered through the client's Value system. 

What may be unimportant to one person 

may be a deciding factor to another. caD 

WOllU<aHll• 

Learning ObJectlve 

At the end of this lesson you should be able to explain how the Values of the client are used in CED. 

What Are Values? 

Values are the whole of a client's ideals, intuitions, 

and concerns used to judge whether an Impact is 

favorable or unfavorable. 

The key word here is client. The Values that determine if the proposed Alternative CMS will be implemented belong to the client, not the planner. The 

Values that belong to society, SCS, and you are factors that shape the type of CMS you propose to the 

client, but the client ultimately determines how much 

gets done. 

An Alternative CMS that incorporates the client's 

Values stands the best chance of adoption and enthusiastic installation. As long as the Alternative CMS 

meets SCS criteria, society's Values are incorporated 

as well. 

Each person's set of Values will affect the merits of 

any Impact To one person, ten additional pheasants 

might be a positive Impact - to another, the additional pheasants may be of no value. 

45 
LESSON7 

46 

In the CED process, your most direct contact with the 

client's Values will probably come when you present the 

CED Worksheet for a decision. You should expect differences in judgement so be prepared to provide further 

information. 

How Are Values Used? 

The client judges each Impact by using his or her Value 

system. The client has to dedde if the Impact is important and, if so, how important. The type of system the 

client uses to rate the Impacts is not important. What is 

important is that the client is able to understand and 

compile the Impacts in a manner that leads to an informed decision. The most simple rating method is 

using a plus and minus against each Impact. Another 

method could be using numbers on a scale selected by 

the client, 1 to 10, for example. 

The client has to consider not only the relative importance of each Impact, but also the overall balance of all 

the Impacts. A proposed CMS may generate several 

Impacts the client considers to be negative, and just a few 

positive Impacts. 

However, the few 

positive Im pacts 

may be important 

enough for the client 

to accept the CMS 

_ .. with the accompanying negative 

Impacts. The client 

''".-.-:· has to weigh each 

~ .............. ---.. ................... ...__ ........... ·'··-:·· ..... ··.,.,..., .. ·,,.· __ .,.,,,, __ ",.,.,._ . .,-._. ...-.-................................... ...__·'': Impact using his or 

her own Values and 

be able to envision the net effect on his or her operation. 

Your job is to present the information so the client can 

understand the trade-offs required. 
lESSON7 

Lesson 7 Review 

You may look at the information on pages 4.5 and 46 to answer the 

questions. Be sure to check the answers on the next page. 

1. In your own words, define Values. 

2 How are Values used in CED? 

3. Whose Values are used? 

Discussion Question 

1. If Values differ in priority or importance, how is that difference 

accounted for in CED? 

47 
LESSON7 

Answers To Lesson 7 Review Questions 

48 

1. In your own words, define Values. 

Values are the whole of a client's ideals, intuitions, and concerns used to judge whether an Impact is favorable or unfavorable. 

2 How are Values used in CED? 

Each Impact is judged by the client using his or her set of personal, family, and societal Values. The client has to decide if 

the Impact is important and, if so, how important. 

3. Whose Values are used? 

THE CUENf'S (Society's Values are incorporated when the 

CMS complies with the quality criteria from the FOTG) 

-
Lesson& Hierarchy of Analysis 

HIERARCHY 

OF 

ANALYSIS 

IMPACTS 

CeD 

WOAKaHaa 

In some cases clients will 

require more information 

before they can "feel comfortable" in making a decision. They may need 

greater detail on some of the 

Impacts or an analysis of a 

new concern. 

You can develop the CED 

Worksheet to provide additional details; this is called 

the Hierarchy of Analysis. 

Learning Objective 

At the end of this lesson you should be able to demonstrating your understanding of Hierarchy of 

Analysis by: 

• Explaining how different levels of analysis are 

used. 

• Descn"bing how Hierarchy of Analysis is used 

in the CED process. 

49 
LESSONS 

50 

What Is Hierarchy of Analysis? 

The Hierarchy of Analysis is a technique you can use to 

provide the right amount of information to assist the 

farmer or rancher in making a decision. The chief principle of the Hierarchy of Analysis simple: give the clients only what they need. It is a process in which you 

refine, clarify, or expand information that is important to 

the client in well defined steps. Don't waste resources on 

information that won't be used, but spend as much time 

and effort as necessary on information the client will use 

to make a decision. 

When using the Hierarchy of Analysis use the following 

guidelines: 

1. Start simple and progress to the more complex. 

(Use your judgement to dedde how simple the 

starting point should be.) 

2 Let the client define the areas where more information is needed. 

3. Develop more detailed information in steps (levels of analysis). 

4. Continue the process until the client has enough 

information to make a decision. 

There are no specific guidelines to identify how many 

levels of analysis are needed. In most cases, you identify 

the cost of a system and describe necessary maintenance. 

In many situations one or two levels of analysis are 

sufficient. Occasionally, a complex analysis is necessary. 
LESSON a 

Hierarchy of Analysts Process 

I •llPLEllENT PLAN I 

Once you give the client the CED Worksheet with 

your initial (first level) analysis of the Impacts, the 

client can: 

(1) Accept the Alternative as proposed. If this happens, you have saved time by not analyzing each 

Impact to the fullest extent possible. 

(2) Request more information. The client may want 

to explore parts of the proposed Alternative for: 

(a) More information on specific Impacts. The 

client may want more detail, for example, on 

costs and maintenance of the proposed CMS. 

CED 

WO .. KSH&K 

In this case, you progress from an 

initial level of analysis to a second, third, or higher levels until 

the client is satisfied there is 

enough information to make a 

decision. You may have to return 

to the Benchmark and Alternative if the client is interested in an 

effect not considered in your 

initial analysis. 

51 
LESSONS 

52 

(b) Modify parts of the Alternative. A client may 

understand and like most parts of the Alternative you are proposing, but some parts of either 

the system or the effects may be better from the 

client's point of view. 

r·BENQ.NARt(··:......... ALTERNATIVE 

1.1 

CED 

You could be working to answer 

questions such as •How can I 

reduce some of the cost of implementing this system 1", or "Is there 

a way to do the same thing with . 

my existing equipment?" 

In this case you are changing the initial data that needs 

to be analyzed, instead of analyzing the same data to 

a greater detail. You are going back further in the 

CED process to the Alternative and effects instead of 

starting at the Impacts step. If the modifications to 

the system are extensive, use your judgement to 

decide if you should consider it a new Alternative. 

Modifying parts of the Alternative is part of the 

conservation planning process. In effect, this method 

is a method of 11 tailoring" the Alternative to the client. 

Because clients.have a chance to participate in the 

process, they are more likely to feel they 11 own" the 

plan and do a better job of implementing it The 

Alternative, including modifications, must conform to 

SCS standards, so an acceptable level of conservation 

will be taking place. 
LESSONS 

(3) Relect the Alternative Svstem. and ask for 

another system. Again, you have saved 

time by finding out early in the process 

what is unacceptable to the client. You can 

devote your time to developing another 

Alternative system. The next step in the 

CED process is to develop another Alternative system . 

.. . . . . .. .. .. .. . . ...... .. ~ 9ENcHMRK ;:::.:·:::·. ALTERNATIVE 2 . . . .. . . . . . . . . . . . . . " ' 

Higher levels of analysis means analyzing the same 

data in more and more detail. At times, this means 

refining the effect data for the Benchmark as well as 

the Alternative being considered. The more levels of 

analysis required, the more complex and sophisticated your tools need to be, particularly your economic and production models. 

In the CED process, you cycle through the Im pacts, 

Values, and CED Worksheet steps until the client has 

enough information to make a decision. The benefit 

is that you and the client are focusing your efforts in 

areas that most concern the client. 

53 
-· 

54 
LESSONS 

Lesson 8 Review 

You may look at the information on pages 49 through 53 to answer 

the questions. Be sure to check the answers on the next page. 

1. In the Hierarchy of Analysis technique, what is the first level of 

analysis? 

2 How do you determine how much analysis is needed? 

3. Do you always use the Hierarchy of Analysis the same way? 

Why or why not? 

Discussion Questions 

1. Who determines if tnote analysis or more information is needed? 

2. Is SCS solely respon5ible for analysis to support dedsionmaking? 

If not, who else could be involved, and under what circumstances? 

55-
LESSONS 

Answers To Lesson 8 Review Questions 

... 

56 

1. In the Hierarchy of Analysis technique, what is the first level of 

analysis? 

The first level of analysis is in the first CFD Worksheet (or 

equivalent) that you give the client. The CED Worbheet has a 

summary of the Benchmark system and effects, the Alternative 

system and effects, and a list of the Impacts. 

2 How do you determine how much analysis is needed? 

You need to give the client only enough information to make an 

informed decision. The amount of detail about the Impacts 

(level of analysis) in the first level of analysis is determined by 

the judgement of the planner. The judgement is based on the 

planner's estimate of the needs and experience level of the 

client. 

3. Do you always use the Hierarchy of Analysis the same way? 

Why or why not? 

No. Several different outcomes may result from presenting 

information to a client. If the client accepts or rejects the proposed Alternative System after receiving the initial level of 

analysis, the Hierarchy of Analysis is not needed. If the client 

wants more information or wants to see the effects of making 

changes to the proposed Alternative System, you use the Hierarchy of Analysis to develop and present the amount of detail 

needed for the client to make a decision. 
Lesson9 Experience 

EXPERIENCE 

PROFESSIONAL 

KNOWLEDGE FOTG. 

The foundation of the CED 

process is Experience. In CED 

the term Experience incorporates the process of collecting 

and storing information for 

future plans. 

Learning Objective 

At the end of this lesson you should be able to demonstrate your understanding of the term Experience 

by: 

• Defining Experience as it is used in CED. 

• Listing sources of data that should be stored in 

Section Vof the Field Office Technical Guide 

(FOTG). 

57 
LESSON9 

58 

What Is Experience? 

Experience is professional knowledge about conseivation. It directs the a5sessment, determines the Benchmark, helps formulate the Alternatives, and identifies the 

expected effects and refines the Impacts. 

Experience includes not only your personal lcnowledge, 

but also all the knowledge available to use. Experience 

comes from your background, the knowledge of the 

farmers and ranchers (and their neighbors), the knowledge of your fellow conseivationists, and the information 

available to you in SCS materials. 

FOTG, Section V - Conservation Effects 

A critical part of CED is building an experience base to 

use for future planning. The experience base needs to be 

kept in a place where others may use it, and in a format 

that others can understand. 

As you work with a farmer or rancher, you gain knowledge about what works and what doesn't work Ideally, 

your knowledge is recorded in Section V of the FOTG, 

where it is available to others now and in the future. 

The information in Section V forms the basis for formulating Consexvation Management Systems that are responsive to the resource problems. The better your 

experience and the more care you use to record it, the 

better your service will be to future clients. 
FOTG 

SECTION 

v 

LESSON9 

Section V - Part A 

Part A, "Effects for Conserwztion Managemmt System 

(CMS) Formulation,• is where you store the conservation practice physical effects used in planning CMS's. 

lbis section also oontains displays of the effects associated with the option illustrated on guidance documents. Guidance documents are developed in accordance with FOTG policy to show examples of conservation management system options to treat the most 

common resource problems for eaCh lo~y applicable 

land use. For each guidance document developed, a 

display of the effects will be filed in Section V. These 

effect displays will supplement, for general situations, 

the effect information that will be available for specific 

case studies. 

Section V - Part B 

Part B, "Eff eds for Decisionmaking," is where the conservation effect information is stored. These are the 

effects on ALL of the landowner's concerns - not 

merely those that are related to resolving resource 

problems. 

Format 

The specific format of Part B is up to you. Use a format that makes the greatest use of CED and works best 

for you. However, the format you adopt must: 

• Be specific for a named soil group and for a specific conservation practice or system of practices. 

• Provide information on the effects on the soil, 

water, air, plant, and animal resource as appropriate and the other considerations that are 

important to the client. 

• Provide effect information that is useful to the 

client - it should be specific, factual, and expressed in qualitative, quantitative, or narrative 

terms. It should enable the client to determine 

what the suggested Alternative means to his or 

her particular circumstance. 

59 
LESSON8 

Kinds of Data To Collect 

:······················~ 

; j.,.,,.,...... 

The kinds of data you should collect fall into two broad 

categories: producer experiences and other sources. 

ProducerExpe~encea 

First try to collect - directly from the clients - information about the most common situations in your area. 

According to recent research, the farmers' most preferred 

source for information about new technology, Jaws, 

procedures, and practices, is other farmers. Government 

agents were far down on the list. 

1 FOTG ~rT!:t------ 1 SECTION L/ .. :':,:. ~~:.~~~:. 

~ v ~:.:[:',t}: 

If you want to be effective at inform~g farmers 

about the effects of conseivation, say something 

like: •sally Jones over on County Line Road has 

soils exactly like yours. She tried this new 

tillage system, and she is sold. I'm going to tell 

you exactly how it turned out. When we're 

done, if you have any questions, I'd like you to 

: :::;:::: .. , .... •CASEST\.DIES 

: .........••... ~~·~-·-~~~·'." .... J.{/: ::::·: •TREAn.ENT 

60 

9£E1S 

~ 

•FELD~ 

talk to her directly. Sally told me that she'll be 

happy to discuss this with you." 

The number one priority for data in Part B of Section V is 

information gained directly from the land users. Data 

collected directly by the user is called primary data. It is 

generally more reliable (and trusted by the client) than 

information from others who in tum got it from someone 

else. 

Sources of Producer Experiences 

Case Study. A case study is an example of how a 

recommended conservation treatment worked out 

with a farmer. You record all the information 

about his or her goals or objectives, how they 

currently farm, and what conservation management system they implemented. After installation, you go back and follow up on what actually 

happened. A case study is one of the best ways to 

capture producer experience data. 

Treatment Information Sheet As you know, treatment information sheets are a structured approach 

to recording the effects of conservation as an 
LESSON9 

integral part of the planning process. Typically, a treatment information sheet is an 

•expanded" set of conservation planning notes 

that captures key data about the cooperator's 

operation. A successful treatment information 

sheet collected from an agreeable farmer or 

rancher can be expanded into a case study. 

Field Trials. Field trials are instances where you, 

and perhaps other local resource leaders get 

together to try something (i.e., to cause a field 

test or trial of some practice to occur) and then 

record the effect information resulting from 

this field trial. 

Other Sources 

OTHER SOURCES 

• OlHER PROGRAMS 

•OUTSIDE AGENCIES 

•W>DEUS 

Data should also be collected from other 

sources, including other programs, the local 

resource inventory, other agency studies, and 

system models. 

Evaluations for Other Programs 

Other programs include, for example, studies that 

support watershed protection projects. In many 

field offices, the backup data from these studies 

may be the only written information about particular conservation effects that is available. Any 

such studies should be reviewed to determine 

whether they will be useful in working with 

clients. 

Resource Inventories 

Local resource inventories may provide another 

source of information about conservation effects 

that are specific to certain resource and cropping 

situations. 

61 
LESSONS 

62 

Studies by Outside Agencies 

Models 

Studies conducted by outside agencies, such as a local 

university or Extension Service, can shed light on the 

effects of conservation and on the problems and 

opportunities of new technologies. These studies 

should be carefully reviewed for information that can 

be used in Section V. 

Occasionally, pieces of information are difficult to 

measure, particularly through onsite observation or 

working with farmers or ranchers. Some of these · 

pieces of information may be valuable in selling 

farmers or ranchers on the benefits of certain conservation systems. They can often be obtained through 

modeling of the system. Some examples of models 

are: 

• AGNPS (Agricultural Non-Point Source Pollution 

Program) 

• GLA (Grazing Lands Application) 

• USLE (Universal Soil Loss Equation) 
LESSONS 

Lesson 9 Review 

~ ou may look at the information on pages 57 through 62 to answer 

the questions. Be sure to check the answers on the next page. 

1. In your own words, define Experience. 

2. What are some sources of producer Experience data that should 

be collected and stored in Part B of Section V in the FOTG? 

3. What other sources produce data that should be collected and 

stored in Part B of Section V in the FOTG? 

Discussion Questions 

1. Why is it important to document your information in the FOTG7 

2. Are any other sources of Experience valuable to you? 

63 
LESSONS 

Answers To Lesson 9 Review Questions 

64 

1. In your own words, define Experience. 

Experience is your professional knowledge about conservation. 

It directs the assessment, determines the Benchmark, helps 

formulate the package of Alternatives, and identifies the expected Impacts. 

2. What are some sources of producer Experience data that should 

be collected and stored in Part B of Section Vin the FOTG? 

• Case Study - one of the best sources of data 

• Treatment Information Sheet - can be expanded into a case 

study 

• Field trial - can be an important source of data 

3. What other sources produce data that should be collected and 

stored in Part B of Section V in the FOTG? 

• Evaluations from other programs 

• Resource inventories from the local area 

• Studies by outside agencies 

• Models 
Lesson 10 CED and the 

Conservation Planning 

Process 

As an SCS conservation planner, you will use the SCS 

Conservation Planning Process. Now that you have 

seen the CED process, you need to understand how 

the two fit together. 

Learning Objective 

At the end of this lesson you should be able to understand how CED relates to the SCS Conservation 

Planning Process by: 

SCS Polley 

• Comparing the nine steps of the SCS Conservation Planning Process to the major parts of 

the CED process. 

The Conservation Planning Process is the broad, 

comprehensive SCS policy statement of what you 

must accomplish in conservation planning. It is a 

logical, orderly approach to problem solving that 

applies to almost any discipline. 

You must use the SCS Conservation Planning Process. 

The National Planning Manual (NPM) states that the 

SCS Conservation Planning Process 11 • •• will be used 

in all instances where SCS employees are involved as 

planners, regardless of the problem or program 

assisted.# 

CED does not replace the SCS Conservation Planning 

Process, nor is it a substitute for any part of il CED 

operates within the Conservation Planning Process 

and offers several tools for you to use to carry it out. 

CED is one way you can off er quality service to a 

client within the conservation planning process. 

65 
LESSON 10 

66 

SCS Conservation Planning Process 

CLIENT 

9 

EVALUATE 

RDUL.l'S 

OP'THE 

"-AN 

IMPLEMENTS 

7 

CLIENT 

MAKES 

DEClSION 

6 

IDEN11PY 

'THE 

PAOllLEll 

2 

5 

EVALUATE POAMULATE 

ALTERNATIVE ALTERNATIVE 

aownOHS ,.._ ... aoLunoN• 

Steps In SCS Planning 

INVENTORY 

'THE 

RESOURCES 

4 

ANALVZE 

·l'HE 

Rl!SOUACE 

DATA 

Although there are nine sequential steps in the planning 

process, in a real problem you do not always have a neat 

and orderly flow that starts on step one and ends on step 

nine with the problem solved. 

Some steps may need little or no attention, while others 

may consume a greater amount of time and resources. 

Also, one or more steps may have to be repeated, or 

subsequent steps may reveal more information that starts 

the process over, from the beginning or somewhere in 

the middle. 
CED 

LESSON10 

In trying to understand how the CED process fits in 

the conservation planning process, keep in mind that 

both the CED process, and conservation planning are 

cyclical. 

Rather than comparing the two processes as a whole, 

it may be more useful desm"bing how the major parts 

of CED relate to the steps of the conservation planning process. Also note that one part of the CED 

process may relate to more than one step of the conservation planning process and, in fact, may incorporate several steps, depending on the problem. 

CED within the SCS Planning Process 

9 

EVALUATE 

RESULTS 

OF THE 

1 

IDENTIFY 

'THE 

PROBLEM 

2 

DETERMINE 

• OBJECTIVES 

• CUEHT 

IMPLEMENTS 

PLAN 

CUE NT 

MAKES All DECISION • 

. •o 

•• •• llDe1 . . 6 

EVALUATE 

Al.. TERNATIVE 

ac>LUTIONS 

,..,_.~ .· • 

., ... . . . 5 

l"ORMULATE 

Al.. TERNATIVE 

SOLUTIONS 

• 

• THE 

RESOURCE 

DATA 

67 
LESSON 10 

CONSERVATION PLANNING CED PROCESS 

(Extracted from the NPM) 

STEP1 ., 

Identify the Problem Benchmark/EXperlence 

All significant resource problems The Benchmark part of CED also 

relating to the five resources (soil, starts with identifying the problem. 

water, air, plants, and animals) are A key factor in CED is the necessity 

identified and documented. to document the current conditions 

for later comparison with the Alternative, or future conditions to determine Impacts. 

The CED Benchmark part also overlaps Steps 2, 3, and 4, Determine the 

Objectives and Inventory the Resources, 

and Analyze the Resource Data. 

Experience, especially individual 

experience, is required in every part 

of CED that calls for judgement. 

STEP2 Determine the Objectives AlternatlveNalues/EXperlence 

This step involves scoping to estab- The client's objectives are needed in 

lish the level of detail of the planning CED for you to produce an Altemaeffort based on the objectives. The tive, or future condition. The client's 

client's objectives are clearly docu- Values also affect the choice of which 

mented. This step includes deter- Conservation Management System to 

mining the client's expectations, try. 

capabilities, characteristics, tenure, 

values, and limitations; SCS policy 

and technical requirements; community traditional values; financial 

constraints; and legal requirements. 

STEP3 Inventory the Resources Benchmark/Experience 

Factual data sufficient to analyze Recording factual data in a suitable 

problems and to develop and evalu- format can be considered the end 

ate alternatives are available and product of establishing the Benchrecorded in suitable formats. mark in CED. ~erience is used to 

decide what kind of data is important to record. 

68 
STEP4 

STEPS 

STEP6 

. Analyze the Resource Data 

Data must be analyzed to verify the 

problems, determine the causes of 

the problems, and determine if the 

data is sufficient to use in formulating proposed solutions to the problems. Data are analyzed to quantify 

identified problems and to forecast 

conditions and effects of resource 

problems without action. 

Formulate AHernatlve Solutions 

Alternative solutions are developed 

that produce the effects of solving or 

alleviating identified problems and 

meeting the client's objectives. 

Evaluate Alternative Solutions 

Alternative solutions are analyzed 

and compared, using CED and other 

tools, to determine if they meet the 

client's objectives, SCS policy, and 

technical and legal requirements. 

Effects of alternatives are evaluated 

individually and compared to Benchmark conditions as to their ability to 

solve or alleviate the problems and 

meet the client's objectives. 

LESSON10 

Benchmark/EXperlence 

BenchlllJrk. Quantifying problems 

and forecasting conditions and effects of resource problems is a part of 

the Benchmark process. 

Experience. A CED contribution to 

this Etcp of the conservation planning 

procf· ;~ i is the use of user experience 

doa::·1entation from Section V of the 

FOTG. 

Atternatlve/Experlence 

If the client does not like the results 

of a proposed CMS, a new Alternative CMS is proposed and the CED 

process is cycled through again. 

CED 

nus is the most important part of the 

CED process. 

69 
STEP7 

STEPS 

STEP9 

LESSON10 

Client Determines a Course of 

Action 

The alternative solution selected is 

based on the client's clear understanding of the effects of each alternative, and the selected solution is 

recorded in the proper format. 

Client Implements the Plan 

Client has adequate information to 

implement, operate, and maintain 

the planned treatments. Completion 

of this step alleviates or solves the 

problem. 

Evaluation of the Results 

of the Plan 

This step, which could also be called 

monitoring or followup, assesses the 

success of the SCS assistance in 

solving the identified problems and 

meeting the client's objectives. It 

includes recording the client's experience with the plan as implemented. 

This provides SCS with effects information for use with other clients 

with similar resource problems. 

70 

Values/ CED Worksheet/ 

Hierarchy of Analysis/ 

Experience 

The intended result of the CED 

process using Values, CED 

Worksheet, Hierarchy of Analysis, 

and Experience are all geared to 

providing the client a clear understanding of effects of the proposed 

Alternative and how it would impact 

the operation. 

CED 

The CED goal is to involve the client 

in the decision process so the client is 

fully committed to carrying out the 

conservation plan. 

Experience 

The Experience part of CED directly 

relates to this step of the conservation 

planning process. Because the CED 

process documents the effects in 

Section V of the FOTG, it will provide a growing base of experience to 
LESSON 10 

Lesson 1 o Review 

You may look at the information on pages 65 through 70 to answer 

the qu~stions. Be sure to check the 'a:l\Swel'S on the next page. 

l. List the rune steps of the scs Conservation P~g System. 

2 Which step(s) in the SCS Conservation Planning Process does 

CED replace? 

3. Compare the CED process with the SCS Consetvation Planning 

Process step of the "Client Determines a Course of Action." 

Discussion Questions 

1. SCS already has a plamtlng process outlined in the NPM. What 

does CED add? 

2 Are there examples of conservation planning problems where 

CED could or should not be used? 

71 
LESSON 10 

Answers To Lesson 10 Review Questions 

1. List the nine steps of the SCS Conservation Planning System. 

(1) Identify the Problem 

(2) Determine the Objectives 

(3) Inventory the Resources 

( 4) Analyze the Resource Data 

(5) Formulate Alternative Solutions 

(6) Evaluate Alternative Solutions 

(7) Client Determines a Course of Action 

(8) Client Implements the Plan 

(9) Evaluation of the Results of the Plan 

2 Which step(s) in the SCS Conservation Planning Process does 

CED replace 1 

CED does not replace the SCS Conservation Planning Process, nor 

is it a substitute for any part of it. CED operates within the Conservation Planning Process, and offers several tools for you to use to 

carry it out. It is a way you can offer quality service to a client 

within the conservation planning process. 

3. Compare the CED process with the SCS Conservation Planning 

Process step of the "Client Determines a Course of Action." 

SCS Planning Process CED 

The alternative solution selected is 

based on the client's dear understanding of the effects of each alternative, and the selected solution is 

recorded in the proper format. 

While not a distinct step in the CED 

process, Values, CED Worksheet, 

Hierarchy of Analysis, and Experience are all geared to help you 

present the necessary information for 

the client to make an informed decision on a course of action. 

72 
SECTt ON tt 

73 
ti 

74 
CED Example 

Learning Objective 

At the end of this section you should be able to demonstrate your understanding of the overall concept of 

CED by following a step-by-step example. 

Purpose of this Example 

This is example shows how you might use the CED 

process. It is intended to demonstrate the process of 

using CED to assist a client with a fairly typical 

resource conservation problem. 

Much of the data in this section came from a case 

study of a farm in Lima, Ohio. The district conservationist used CED and documented the effects. 

Some information, however, has been changed for 

instructional purposes. Do not get bogged down in 

the details -just follow the flow of information. 

75 
SECTION II 

76 

Roadmap 

Scenario 

1. Firs.t, you are given a short scenario that desaioes the 

problem. -

Benchmark Notes 

2. Next you are given a set of Benchmark Notes. These 

notes fill in much of the detail about the farmer's 

operation that you would need to start the CED 

process. The term "Benchmark Notes" is used in this 

example to indicate the form you would use to collect 

information in the field. You may be using a different 

form in your office - the format or name of this form 

is not important. This set of notes simulates your 

information collection in the field. 

CED Worksheet 

3. The remaining pages display each step of the CED 

process in a CED Worbheet. Again, there is no 

formal format for a CED Worksheet. The one displayed here is an example you may find useful. 
SECTION II 

Scenario 

. ·: . .,._ .. :: .. _, - - . ~ ... 

Joe l)e$ionmaker, of Lima, Ohio, has a probleJ,D. 

One of his fields is being eroded by runoff. The 

problem '5 compounded l>y nutrients (and probably 

pesticides) in the runoff. These are contaminating his 

neighbor's p~n~ ~t pr,ovides water for livestock. 

~utrient and pestidde residues fn runoff are a matter 

of growing concern in the region. Landowners and 

•Jate officials are placing increased emphasis on 

redu~g pollution of~ Erie. 

}dr. °'dsionmaker requests yOlll' help. 

77 
SECTION II 

78 

Benchmark Notes 

The first step in the CED process is to establish the Benchmark. 

The information you need to describe Mr. Dedsionmaker's Benchmark is summarized in the Benchmark Notes shown on the next 

three pages. 

The Benchmark Notes are in no particular format - it is merely 

data you collected on the current conditions. Your task is to· determine what information you will need later, then compile the information in a usable format. 

Examine the Benchmark Notes and identify the: 

• Benchmark system 

• Benchmark effects 

The next step in this exampJe·will be to document the Benchmark 

on a CED Worksheet. 
Benchmark Notes 

Name: Joe Dedsionmaker 

Address: RFD Rt z Box ·999 

City: Lima 

State: OH 

Zip: 99999 

Business: Happy Farms, Inc. 

Land Unlt(s) Description: South 40 

SOIL: 

Blount-Morley sQils, moder~tely sloping 

Excess sheet and rill, three small gullies (will enlarge) 

Soil loss 12 tons I ac. (calculated using USLE) 

Soil tilth will decline 

WATER QUALITY: 

8EC1lONll 

P 20 5 in runoff causing algae bloom inf~ pond and contributes to 

pollution bl Lake Erie 

Traces of p~stiddes in surf ace w~ter 

Nitrates in tile flpws in the sprirlg 

79 
SECTION II 

Benchmark Notes (continued) 

PRESENT MANAGEMENT SYSTEM 

~- Conventional tillage for com and beans. 

Wheat drilled in lightly disked bean residue. 

CORN: 

Apply N, P and Kin the fall 

Fall plow wheat stubble 

Disk 

Apply Lariat (Atrex-Lasso) 

Field Cultivate to incorporate herbiddes 

Plant 

Rotary hoe 

Spray Banvel +2,4-D amine as needed 

Row cultivate once 

BEANS: 

Plow in the fall 

Disk twice 

Plant and spray Turbo 

Double back for 15" rows 

Rotary hoe 

WHEAT IN BEAN STUBBLE: 

Disk once 

Drill wheat 

MACHINERY: 

80 

125 hp tractor 

moldboard plow 

disk 

field cultivator 

planter 

rotary hoe 

rowcrop cultivator 
CHEMICALS: 

Corn: 

Lariat .88 gal/ac. 

Banvel 1/ 4 pl/ ac. 

Beans: 

Turbo 1 ql/ac. 

Wheat 

None 

FERTILIZER: 

FUEL: 

Corn: 

N 1401b./ac. 

P 20 5 60 lb./ ac. 

KiO 90 lb.lac. 

Beans: 

P20 5 40 lb./ ac. 

KiO 120 lb.lac. 

Wheat 

N 75 lb./ac. 

P20 5 45 lb./ac. 

~o 80 lb.lac. 

Corn 

Beans 

Wheat 

8.3 gal./ ac. 

7 .0 gal./ ac. 

5.5 gal./ ac. 

LABOR: {no scouting) 

Corn 

Beans 

Wheat 

9 .8 hrs./ ac. 

8.8 hrs./ ac. 

5.0 hrs./ ac. 

YIELDS: (expect to decnne over time) 

Corn 

Beans 

Wheat 

143 bu./ac. 

42 bu./ac. 

60bu./ac. 

SECTION II 

81 
SECTION II 

82 

Format 

CED Worksheet 

The CED Worksheet shown on the opposite page is 

similar to the format of the CED Worksheet that will 

be produced in FOCS. You may use a different format; keep in mind that the pwpose of the CED 

Worksheet is to produce information in a format that 

the client can understand. 

Major Sections 

Client Information 

At the top of the page, fill in the client information, such as name, address, and description of the 

land unit. For this example, exact terminology is 

not important When you take FOCS software 

training, however, pay close attention to how 

terms are defined and used, because client information and land unit descriptions are used in 

several applications. 

CED Columns 

The rest of the CED Worksheet is divided into 

sections that correspond to the major parts of the 

CED process. You will be able to follow the CED 

process as you complete the CED Worksheet. 

--~ 

-
SEC110Nlf 

CONSERVATION EFFECTS WORKSllEET 

CLIENT: Joe O.cisionmaker 

BUllNEll: Happy Farms, Inc. 

ADDRESS RFD Rt 2, Box 9~ 

I 

CITY: Lina ITATE: Ohio ZIP: 111'9 

LAND UNIT(S) DESCRIPTION: 

DISTINQ OR CURREtfr 

TREATMENT., . 

. . . . . . . . . . . . . . . . . . 

: BENCHMARK: 

., SYSTEM --

. .. . . . . . . . . . . . . . . . 

UFEC1' OF EXISTING O~ 

CURRENT TREATMENT 

CD 

BENCHMARK 

COLUMN 

. . . . . . . --. . . -. -. -I 

. :eENCHMAFIK: 

EFFECTS . ................. 

PROPOaED OR ALTERNATIVE . '·· 'TRJATUENT 

.................. I 

:ALTERNATIVE: 

. , SYSTEM 

. . ............... . 

.,FEC1$ OP nus TAEATllENT 

IMPACTS 

IMPACTS OF THIS 

TREATMENT 

@® 

ALTERNATIVE 

COLUMN 

................. I 

:ALTERNATIVE· 

.. EFFECTS. 

I 

. ............... -

IMPACTS 

COLUMN 

83 
SECTION II 

84 

Benchmark - System 

Benchmark System 

The first step in the CED process is to document the 

Benchmark or current conditions. 

To document the Benchmark, first describe the 

Benchmark system (shown on the opposite page). 

The next step in constructing the CED Worksheet will 

be to document the Benchmark effects. 

-

,... 
SECTION II 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Decisionriaaker 

I us IN EIS: Happy Farms. Inc. 

ADDRESS RFD Rt 21 Box 999 

CITY: Lima STATE: Ohio ZIP: 99889 

LAND UNIT(I) DESCRIPTION: IOUth 40 

l!XISTING OR CURRENT 

TRUTlll!NT 

Conventional tulage for com 

and beans, wheat drilled In, 

lightly disked bean residue. No 

waterways. 

EFFECTS Of EXISTING OR 

CURRENT TREATMENT 

NO .. oai!D oll AL'l'itfltiATM! 

1RaATllllNT 

'·. 

Ill PACTS 

DESCRIBE THE EXISTING, OR 

CURRENT SYSTEM 

85 
SECTIONll 

86 

Benchmark - Effects 

After you have descnoed the Benchmark system, you are 

ready to list the effects of the current system. 

Use the information from the Benchmark Note~ and your 

Experience to list the effects of the current treatment. 

You must use your judgement on which effects should be 

shown. 

The Benchmark effects for our example are shown on the 

opposite page. 

Note that both factual naITative (three small gullies 

enlarging) and specific data (soil loss 12 tons/ acre/ year) 

are used in the CEO Worksheet. 

Also note that some future effects can be shown in the 

Benchmark column (soil tilth will decline), because the 

Benchmark includes effects that result if no changes are 

made in the current system. 
SECT10Nll 

C()NSERVATION EFFECTS WORKSHEET 

CLIENT: Joe DeclsloM1aker 

BUSINESS: Happy Farms. Inc. 

AD!'> RESS RFD Rt 2. Box 999 11£11\~,!li CITY: Lima STATE: Ohio ZIP: IHH 

LAND UNIT(I) DHCRIP110N: South 40 

RXIS11NG OR CURRENT 

TRl!A1111NT 

Conventional tillage for corn 

and beans, wheat drlled In, 

lightly disked bean realdue. No 

waterways. 

EFFECTS Of l!XJSTINQ OR 

CURRENT TREATMENT 

1011 1011 12 Iona/acre/year 

thrH small gullies enlarging 

soil tltth will decline 

PllOPOS&D Oil ALTKIUIA'llVS - ... TRU,.INT Ill PACTS 

LIST TH~ EFFECTS RESULTING FROM 

THE CURRENTSYSTEM 

(INFORMATION FROM THE 

'ENCHMARK NOTES) 

87 
SEC110N II 

i· 

88 

Benchmark - Effects Categories 

If you are creating the CED Worksheet manually, you are 

done with the Benchmark column when you have documented the current system and effects. If you plan to use 

FOCS, you must label the effects to enter them in the 

computer. In the example in this section, the effects are 

put into categories to make it easier for you to enter the 

data into FOCS. 

Each effect on the CED Worksheet can be put in a category. These effects are currently categorized in terms of 

Natural Resource Concerns and Human Considerations 

in General Manual (GM), Part 401, Technical Guides. 

-
SECTION II 

Cedes 

Major Categories 

The Effects Categories are: 

1. Soil 

2. Water 

3. Afr 

4. Plants 

5. Animals 

6. Human Considerations 

Minor Parts 

Each of the major categories is broken down into 

minor parts. For example, the major category1of 

Soil is further divided into: 

1.0 SOIL 

1.1 Erosion 

1.2 Condition 

1.3 Deposition 

89 
SECTION II 

90 

Minor Part Descriptions 

Example 

The minor parts can contain several desaiptions. 

For example, the minor part of [Soil) erosion is 

further described by: 

1.0 SOIL 

1.1 Erosion 

1.1.01 Sheet & Rill 

1.1.02 Wind 

and so on. There are nine desaiptions for soil 

erosion, including "other." 

The other major categories (Water, Air, Plants, 

Animals, and Human Considerations) have similar divisions. 

The example on the opposite page has soil erosion of 

12 tons/ acre/year caused by sheet and rill erosion. 
SECTlONll 

CONSERVATION EFFECTS WORKSHEET 

111111i~11 CLllNT: Joe D1clslonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2, Box 999 

CITY: Lima 8TATE: Ohio ZIP: 99111 

LAND UNIT(S) DESCRIPTION: South 40 

RXIS11NQ OR CURRENT 

TREATllllNT 

Conventional tJllage for corn 

and beana, wheat drilled In, 

lightly disked bean realdue. No 

waterways. 

EFFECTS OF EXISTING OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & AIU 

soil 1011 12 Iona/acre/year 

SOIL/EROSION/CLASSIC GULLY 

three small gulliea enlarging 

SOIUCONOITIONmL TH.CRUSTING, 

WATER INFIL 1RAT10N, ORGANIC 

MATERIAL 

PROPOSllD OR ALftRNATIYa 

TR&ATll.NT Ill PACTS 

INSERT THE EFFECTS CATEGORIES 

FROM THE FOCS APPLICATION, 

"CONSERVATION PLANNING" 

91 
SECTION II 

92 

Benchmark - Completed Worksheet 

The CED Worksheet on the opposite page shows the 

completed Benchmark information. 

The Benchmark column lists the: 

1. Benchmark system 

2. Benchmark effects 

3. Effects categorized under the Resource Considerations from Part 401 of the GM 

Once you have documented the Benchmark, your 

next step is to describe the Alternative. 
SECllONll 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Oedslonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rl 2. Box 199 

CITY: Lima 8TATE: Ohio ZIP: lllH 

LAND UNIT(S) DESCRIPTION: lou11t 40 

EOSTINCI OR CURR&NT 

11U!ATll&NT 

Conventional tillage for corn 

and beans, wheat drilled In, 

lightly disked bean residue. N 0 

waterways. 

EFFECTS OF EXtST1NQ OR 

CURRENT TREATMENT 

SOIUEROSION/SHEET I RILL 

aoll Ion 12 tons/acre/year 

SOIUEROSION/CLASSIC GULLY 

three amall gullies enlarglng 

SOIUCONOlllONfTILTH,CRUSTING, 

WATER INFILTRATION, ORGANIC 

MATERIAL 

soil liHh will decline 

WATER/QUALITY/GROUND WATER 

CONTAMINANTS/NUTRIENTS AND 

OR~ICS 

nitralea In Iii• flows in the 1pr Ing 

WATER/OUALITYJSURFACE WATER 

CONTAMINANTS/PESTICDES 

traces of pesticides In aurfaee 

water 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

P,O. In runoff caualng algae 

bloom In farm pond 

contributes to pollution In Lake 

Erie 

ANIMALJHABITAT/COWA 

fence rows and field edgea bar • 

PLANTS/MANAGEMENT/ESTABLISH 

MENT,GROWTH, AND HARVEST 

-

yields expect lo decline over time 

PLANTS/MANAGEMENT/PESTS 

no scouting 

PROPOS&D OR AL TERNATIW 

11H!AT'li&NT IMPACTS 

IMPACTS 0 F THIS 

ENT EPPECTS OP THIS TREATlll!NT TREATM 

WORKSHEET WITH 

COMPLETED BENCHMARK 

INFORMATION 

93 
94 
SECTION II 

Alternative - CMS 

Conservation Management System 

Once a Benchmark has been established, continue the 

planning process, using the FOTG to develop a Conseivation Management System (CMS). Using personal experience, previous documented cases, and the 

criteria for a CMS in the FOTG, you have developed a 

CMS to address Mr. Dedsionmaker's problem. 

The proposed CMS in this example was taken from 

the FOTG. It meets Resource Management Systems 

{RMS) criteria, and includes a grassed waterway, 

conseivation cropping sequence, conseivation tillage, 

pest management,. and nutrient management. 

The proposed CMS is on the next page. 

95 
SECTION II 

CONSERVATION MANAGEMENT SYSTEM (CMS) 

(extracted from a case study In lhe FOTG, Section V, Part BJ 

GRASSED WATERWAY 

- Construct and seed to smooth bromegrass 

NUTRIENT MANAGEMENT 

- See actions by crop below 

PEST MANAGEMENT 

- Scout for economic pest levels 

- Select alternate control measures 

- Use less mobile chemicals 

NO-TILL CORN IN WHEAT RESIDUE 

- Chop stubble (August) 

- Soil test in March or April 

- Apply P & Kone week prior to planting 

- Plant and spray 

Blad ex 

Gramoxone 

Isotox seed treater 

- Knife in anhydrous ammonia 

- Spray broadleaf weeds 

Banvel 

2,4-D 

NO-TILL BEANS IN CORN STALKS 

- Spray preplant herbicides 

- Spot spray for thistle, with Roundup 

- Plant and spray Turbo & Gramoxone double back for 15" rows 

- Spot spray quackgrass with Fusilade 

- Spot spray thistles with Basagran as needed 

MULCH-TILL WHEAT IN BEAN STUBBLE 

- Disk bean stubble 

- Drill wheat 

- Apply nitrogen in late February 

CED Worksheet· CMS 

The CED Worksheet with the Actions part filled in is on the opposite page. 

96 
SEC110NH 

CONSERVATION EFFECTS WORKSHEET 

illlitiii:i1J CLIENT: Jot Dtcislonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Al 2, Box 8GD 

CITY: Lima ITATE: Ohio ZIP: 19999 

LAND UNIT(I) DESCRIPTION: South 40 

l!XISnNG OR CURRaNT 

TRl!ATMl!NT 

Conventional tUlage for corn 

a_nd beans, wheat drlUed In, 

lightly disked bean reatdue. No 

waterways. 

EFFECTS OF EXISTING OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & RILL 

aoil loaa 12 Iona/acre/year 

SOIL/EROSION/CLASSIC GUUY 

three small gulliH enlarging 

SOILJCONOITIONmLTH,CRUSllNG, 

WA'T£R INFIL 'TRA1l0N, ORGANIC 

MATERIAL 

soil tilth will decline 

WA'T£R/OUAUlY/GROUNO WATER 

CONTAMINANTS/NUlRIENTS AND 

ORGANICS 

nitrates In tile flowa In lht aprlng 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTSJPES1lCIOES 

traces of pesticides In aurface 

water 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

P,01 In runoff causing algae 

bloom in farm pond 

contributes 10 pollution In Lake 

Erle 

ANIMAL/HABITAT/COVER 

fe nee rowa and fie Id edgea bare 

PLANTS/MANl>GEMENTJESTABLISH· 

MENT,GROWTH. ANO HARVEST 

yields expect to decline over time 

PLANTS/MANAGEMENTJPESTS 

no scouting 

PROPOSl!D OR ALftRNATIVR 

TR&ATlll!NT 

Grua1d . waterway, terrace, conMr· 

vatlon cropping aequence 

(C·Sb·W), conHrvatlon tillage 

(NT corn a beana, MT wheal), 

peat management, nutrient 

management. 

l!l'l'ECTS 01' THIS TREATMENT 

,_ 

IMPACTS 

IMPACTS OF THIS 

TREATMENT 

BRIEF DESCRIPTION OF THE 

CONSERVATION MANAGEMENT 

SYSTEM (CMS) 

97 
SECTION II 

98 

Attematlve- Effects (1) 

Using F.xperience to estimate the effects that would occur 

if the Conseivation Management System (CMS) is implemented by the farmer, you can descn"be the resulting 

effects. • .. 

The opposite page shows how you enter an Alternative 

effect on the CED Worksheet. 
I 

' 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Oecisionmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2. Box 988 

CITY: Uma STATE: Ohio ZIP: IHH 

LAND UNIT(S) DESCRIPTION: 

IXISTINQ OR CUAAINT 

TREATMENT 

Conventional tillage for corn 

and beans, wheat drilled In, 

lightly disked bean residue. No 

waterways. 

EFFECTS OF EXISTINQ OA 

CURRENT TREATMENT 

SOIUEROSIONJSHEET & RIU 

1011 1011 12 tons/acre/year 

South 40 

P"OPOSl!D OR AL,..ANA11W 

TRIATlllNT 

Graaaad waterway. terrace. conaer· 

vatlon cropping Mquonce 

(C·Sb·W), conHrvallon tillage 

(NT corn a beans, MT wheat), 

peat 1nanagoment, nutrient 

management. 

l!l'l'ECTII Of' THIS TRl!ATllENT 

SOIL EROSION/SHEET & RILL 

aoll 1011 3 tons/acre/year 

EFFECTS OF THE 

ALTERNATIVE 

SYSTEM 

SECTION(! 

Ill PACTS 

IMPACTS OF THIS 

TREATMENT 

99 
100 
.. 

SECTION 11 

Alternative - Effects {2) 

In this example, the proposed CMS will reduce soil 

erosion to 3 tons I acre/ year. 

Consider each Benchmark effect against the CMS, then 

list the resulting effects in the Alternative column. 

The information on the effects that result from the CMS 

are on the next two pages . 

101 
SECTION II 

ALTERNATIVE EFFECTS DESCRIPTION 

(extracted from a case study In the FOTG, Section V, Part BJ 

Soll 

- Waterway eliminated gully 

- Lose 1I2 acre of cropland 

- Soil loss 3 tons I acre 

- Residue improves tilth 

- Nutrients better utilized 

Water Quality 

- Nutrient pollution reduced 

- Sedimentation potential 

reduced 

- Increased runoff 

Pest Management 

- Less mobile herbicides used 

- Scouting for pests needed 

Machinery 

- 75 Hp tractor 

- No-till planter 

-Chopper 

· Chemicals 

102 

Corn: 

Gramoxone 2 pt I ac. 

Bladex 3 qt/ac. 

Banvel 1I4 pt I ac. 

2,4-D 1/4 pt./ ac. 

Beans: 

Gramoxone 1 pt I ac. 

Turbo 1 qt. I ac. 

Wheat: none 

Fertlllzer 

Com: 

N 

P20s 

~o 

Beans: 

Wheat: 

Fuel 

Com: 

Beans: 

Wheat: 

Labor 

Com: 

Beans: 

Wheat: 

Ylelds 

Com: 

Beans: 

Wheat 

40 lb. 80-100 lb. NH, 

60 lb.lac. 

90 lb.lac. 

P20s 

~o 

N 

P20 5 

~o 

40 lb.lac. 

120lb./ac. 

75 lb./ac. 

45 lb./ac. 

80 lb./ac. 

6.S gal.lac. 

4.8 gal.lac. 

4.7 gal.lac. 

7.4 hrs./ ac. 

5.5 hrs. I ac. 

4.2 hrs. I ac. 

143 bu./ac. 

42 bu./ac. 

60bu./ac. 

__, 
SECTION 11 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Decisionmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2, Box 999 

BEt!Bi,,,I 

CITY: Lima STATE: Ohio ZIP: IHH 

LAND UNIT(S) DESCRIPTION: 

l!XISTING OR CURRENT 

TREATMENT 

Conventional Ullage for corn 

and beans, wheat drilled In, 

lightly disked bean residue. No 

waterways. 

EFFECTS OF EXISTING OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET I RILL 

soil loss 12 tons/acre/year 

SOIL/EROSION/CLASSIC GULLY 

three small gulliea enlarging 

SOIL/CONOITION{TILTH,CRUSTING, 

WATER INALlRAllON, ORGANIC 

MATERIAL 

soil tilth will decline 

WATER/QUALITY/GROUND WATER 

CONTAMINANTS/NUlRIENTS AND 

ORGANICS 

nitrates in tile flows In the spring 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

traces of pesticides in surface 

water 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

P,O, in runoff causing algae 

bloom in farm pond 

contributes to pollution In Lake 

Erle 

ANIMAL/HABITAT/COVER 

fence rows and field edges bare 

PLANTS/MANAGEMENT/ESTABLISHMENT.GROWTH. AND HARVEST 

yields expect to decline over time 

PLANTS/MANAGEMENT/PESTS 

no scouting 

PROPOSED OR ALTERNATIVE 

TRl!ATlll!NT 

GraaHd waterway, terrace, conHrvation cropping Hquence 

(C-Sb-W). conservation tillage 

(NT corn & beana, MT wheat), 

peat management, nutrient 

management. 

El'f'ECTS Of' THIS TREATMENT 

SOIL EROSION/SHEET & RILL 

aoll loaa 3 tona/acre/year 

SOIL EROSION/CLASSIC GULLY 

waterway mitigates gulllH 

SOILJCONDITIONmL lH,CRUSTING, 

WATER INFILTRAllON,ORGANIC 

MATERIAL 

reaidue improves tilth 

WATER.OUAl.11Y/GROUND WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

less leaching of nitrate• 

WATER.OUALITY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

pesticide application reduced 

WATER.OUAU1YISURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

nutrient pollution reduced 

phosphorus runoff reduced 

ANIMALJHABITAT/COVER 

1/2ac.wlldlife habitat (waterway) 

PLANTS/MANAGEMENT/ESTABLISHMENT.GROWTH, ANO HARVEST 

lose 1/2 acre of cropland 

chemical uae increaaed 

equipment needs decreased 

PLANTS/MANAGEMENT /PESTS 

scouting for pests needed 

-

IMPACTS 

IMPACTS OF THIS 

TREATMENT 

WORKSHEET 

WITH 

COMPLETED 

BENCHMARK 

AND 

ALTERNATIVE 

INFORMATION 

103 
SEC110Nll 

104 

Impacts 

Compare the effects in the Alternative column with the effects with 

the Benchmark col~ then list the difference in the Impacts 

column. 

In this example: 

Benchmark soil loss: 

Alternative soil loss: 

Difference (Impact): 

12 tons/ac/yr 

3 tons/ac/yr 

-9 tons/ac/yr 

You can use the CED Worksheet to list the Benchmark effect, Alternative effect and Impact as shown on the opposite page. 
SECTION II 

CONSERVATION EFFECTS WORKSHEET 

l~il\4t:.~.;.:.:.~.~-.''.: .. ,~r_.'.;;!,N.i .. ~. :-:.:.·-:·: ,j\~i ::·:;:::::::: 

CLIENT: Joe Oecisionmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2, Box 999 

CITY: Lima STATE: Ohio ZIP: IHH 

LAND UNIT(S) DESCRIPTION: 

l!XISnNG OR CURRENT 

TRl!ATllENT 

Conventional tillage for corn 

and beans, wheat drilled In, 

lightly disked bean rHidue. No 

waterways. 

EFFECTS OF E>CJSnNG OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & RILL 

aoll lou 12 tons/acre/year 

South 40 

PROPOSED OR ALURllATIYR 

TREATlll!NT 

Graaaed waterway, terrace, conur· 

vatlon cropping Hquence 

(C·Se.·W), conHrvatlon tillage 

(NT corn a beana, MT wheat), 

peat management, nutrient 

management. 

l!l'l'ECTS 01' THIS TRl!ATMENT 

SOIL EROSION/SHEET 4 RILL 

aoll loaa 3 tons/acre/year 

COMPARE THE 

EFFECTS OF THE 

BENCHMARK WITH THE 

EFFECTS OF THE 

ALTERNATIVE TO 

DETERMINE THE 

IMPACTS 

Ill PACTS 

'nt9 COLUMN aHOWa THE CHANGES IN 1HE 

Rl!SOUACE lmlATION OA CONDITION THAT 

CM IE IXPECtm ON TH• LANO UNIT P 

TH9 lllllOl'OllD TREATMENT • FULLY 

.....uienm 

IMPACTS OF THIS 

TREATMENT 

SOIL EROS~ON/SHEET & RILL 

reduced D Iona/acre/year 

105 
SECTION II 

106 

Impacts - Completed CED Worksheet 

Now you are ready to list the Impacts on the CED 

Worksheet Complete this step for each effect category. 

The CED Worksheet is easier to understand if you line 

up the same effect categories across the sheet. 

A completed CED Worksheet with the Benchmark, 

Alternative, and Impacts columns is shown on the opposite page. 

--~ 

' ~ 
SECTION II 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Decialonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rl 2 Box 899 

WORKSHEET WITH COMPLETED BENCHMARK, ALTERNATIVE, 

AND IMPACTS INFORMATION 

Convention 

waterways. 

EFFECTS OF EXISTINQ OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & RILL 

soil Ion 12 tons/acre/year 

SOILJEROSION/CLASSIC GULLY 

three small gulliH enlarging 

SOILJCONDITIONmLTH,CRUSTING, 

WATER INFILTRATION, ORGANIC 

MATERIAL 

soil tiHh will decline 

WATER/OUAUlY/GROUNO WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

nitrates In tile flows In the spring 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

traces of pesticides in surface 

water 

WATER/OUAlllY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

P,O. In runoff causing algae 

bloom In farm pond 

contributes to pollution In Lake 

Erle 

management. 

Efll'ECTS Of' THIS TREATMENT 

SOIL EROSION/SHEET & RILL 

son 10.. 3 tons/acre/year 

SOIL EROSIONICLA.SSIC GULLY 

waterway mltlgatea gulUH 

SOIUCONDl110N/TILTH,CAUSTING, 

WATER INFILTRAllON,ORGANC 

MATERIAL 

rHldue lmprovH tilth 

WATERIQUAUTY/GROUND WATER 

CONTAMINANTSMUTRIENTS N.:J 

ORGANICS 

leH leaching of nltratea 

WATERJQUAUTYISURFACE WATER 

CONTAMINANTS/PESTICIDES 

pesticide application reduced 

WATERJQUAUTY/SURFACE WATER 

CONTAMINANTSMUTRIENTS NC 

ORGANICS 

nutrient poUutlon reduced 

phosphorus runoff reduced 

ANIMAL.JHABITAT/COVER ANIMAl./HABITAT/COVER 

fence rows and field edges bare 1/2ac.wlldllfe habitat (waterway) 

PLANTS/MANAGEMENT/ESTABLISH· PLANTS/MANAGEMENT/ESTABLISHMENT.GROWTH, ND HARVEST MENT,GROWTH, AND HNM:ST 

yields expect to decline over lime lose 1/2 acre of cropland 

chemical use Increased 

equipment needs decreased 

PLANTS/MANAGEMENT/PESTS PLANTS/MANAGEMENT/PESTS 

no &couting scouting for pests needed 

IMPACTS OF THIS 

TREATMENT 

SOIL EROSION/SHEET & RILL 

reduced 8 tons/acre/year 

SOIL EROSION/CLASSIC GULLY 

IHI equipment damage 

SOIUCONDITIONmLTH,CRUSTING, 

WATER INFILTRATION.ORGANIC 

MATERIAL 

Infiltration Increased 

leu soil compaction 

WATER/QUALITY/GROUND WATER 

CONTAMINANTS/NUTRIENTS ANO 

ORGANICS 

nutrient pollullon reduced 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

better quality of water 

WATER/QUALITY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS ANO 

ORGANICS 

pond wlH clear up 

ANIMALJHABITAT/COVER 

habitat Improved 

PLANTS/MANAGEMENT/ESTABLISH· 

MENT,GROWTH, AND HARVEST 

yield• wm be maintained 

fuel/labor reduced 

burn-down herbicide needed 

PLANTS/MANAGEMENT /PESTS 

time required for &couting 

107 
SECTION II 

108 

Values 

Once you have completed the CED Worksheet, you are 

ready to present it to the client. 

The client can compare the Benchmark with the Alternative, assess the Impacts, and make judgements. He or 

she can use the CED Worksheet or any other system that 

is comfortable to rate the Impacts. 

Example 

In the example shown on the opposite page, Joe 

Dedsionmaker has assigned a plus or minus rating to 

each Impact. He likes the reduction in soil loss and 

improved quality of water. He doesn't like the poorer 

weed control, the need for a bum-down herbicide, and 

the increased time required for scouting. 
CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Decislonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rl 2, Box 999 

CITY: Lima STATE: Ohio ZIP: HIH 

LAND UNIT(S) DESCRIPTION: South 40 

EXISTING OR CURRENT 

TAl!ATMl!NT 

Conventional tillage for corn 

and beans, wheat drilled In, 

lightly disked bean residue. No 

waterways. 

EFFECTS OF EXISTING OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & RILL 

soil Ion 12 tons/acre/year 

SOIL/EROSION/CLASSIC GULLY 

three small gullies enlarging 

SOILJCONDITIONmLTH,CRUSTING. 

WATER INFILTRATION, ORGNtC 

MA'TCRIAL 

soil tilth will decline 

WATEPJQUAUlY/GROUND WATER 

CONTAMINANTS/NUlRIENTS AND 

ORGANICS 

nitrates In tile flows In the spring 

WATER/OUAL.JlY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

traces of pesticides In surface 

water 

WATER/QUALllY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

~ in runoff causing algae 

bloom In farm pond 

contributes to pollution In lake 

Erie 

ANIMALJHABITAT/COVER 

fence rows and field edgea bare 

PLANTS/MANAGEMENT/ESTABLISHMENT.GROWTH, AND HARVEST 

yields expect to decline over time 

PLANTS/MANAGEMENT/PESTS 

no scouting 

PROPOSED OR ALTERNATIYa 

1Rl!ATllRNT 

Qraaaed waterway. terr8Ce, conaer· 

vatfon cropping aequence 

(C·Sb-W), conaervatton tillage 

(NT corn I. beana, MT wheat), 

pHt management, nutrient 

management. 

Rl'l'RCT8 OP THIS TRRATlll!NT 

SOIL EROSION/SHEET I. AIU. 

aoll loH 3 Iona/acre/year 

SOIL EAOSIONICLASSIC GULLY 

waterway mitigates gulUea 

SOILJCONDITION!TILTH,CRUS11NG, 

WATER IN9L TRATION,ORGANIC 

MATERIAL 

realdue lmprovH lllth 

WATERIQUAUTYIGROUND WATER 

CONTAMINANTSJNUTRIENTS AKJ 

~QN£5 

leH leaching of nHratea 

WATER.aUAUTYJSURFACE WATER 

CONTAMINANTS/PESTICIDES 

peatlclde application reduced 

WATERIQUAUTYISURFACE WATER 

CONTAMINANTSJNUTRIENTS AKJ 

~G.6NICS 

nutrient pollution reduced 

phoaphorua runoff reduced 

leas mobile herbicide• UHd 

ANIMAL.IHABITATICOVER 

1/2ac.wlldllfe habitat (waterway) 

PLANTS/MANAGEMENT/ESTABUSHMENT,GROWTH, ANO HARVEST 

loae 1/2 acre or cropland 

chemical use Increased 

equipment needs decreased 

PLANTS/MANAGEMENT/PESTS 

scouting for peats needed 

(+) 

(+) 

(+) 

(+) 

(+) 

(+) 

(+) 

(-) 

(+) 

(+) 

(+) 

(-) 

(-) 

IMPACTS 

IN THIS EXAMPLE, THE 

DECISIOllMAKER'S JUDGEMENT 

OF EACH EFFECT IS LISTED IN 

THE IMPACT COLUMN AS A 

PLUS OR MINUS 

IMPACTS OF THIS 

TREATMENT 

SOIL EROSION/SHEET & RILL 

reduced 9 tona/acre/year 

SOIL EROSION/CLASSIC GULLY 

leaa equipment damage 

SOILJCONDITIONITIL TH.CRUSTING, 

WATER INFILTRATION,ORGANIC 

MA'TERIAL 

Infiltration Increased 

lea• aoll compaction 

WATEPJQUAUlY/QROUND WATER 

CONTAMINANTS/NUTRIENTS AND 

ORGANICS 

nutrient pollution reduced 

WATER/QUAUlY/SURFACE WATER 

CONTAMINANTS/PESTICIDES 

better quality of water 

WATER/QUAUlY/SURFACE WATER 

CONTAMINANTS/NUTRIENTS ANO 

ORGANICS 

pond will clear up 

poorer weed control 

ANIMAlMABITAT/COVER 

habitat Improved 

PLANTS/MANAGEMENT/ESTABLISHMENT,GAOWTH, AND HARVEST 

yields will be maintained 

fuel/labor reduced 

burn·down herbicide needed 

PLANTS/MANAGEMENT/PESTS 

time required for scouting 

109 
SECTION II 

110 

Hierarchy of Analysis 

Request for More Information 

Joe Dedsionmaker has found that he doesn't have 

enough information about two areas shown on the CED 

Worksheet. He would 1ilce more information on Chemicals and Equipment. 

The CED Worksheet shown on the opposite page highlights the areas on which he has focused. 
SECTION II 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Oecislonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2, Box 999 

CITY: Lima STATE: Ohio 

LAND UNIT(S) DESCRIPTION: South 40 

l!XISTINQ OR CURRl!NT 

TRl!ATlll!NT 

Conventional tillage for corn 

and beans, wheat drlUed In, 

lightly disked bean residue. No 

waterways. 

EFFECTS Of EXISTING OR 

CURRENT TREATMENT 

SOIL/EROSION/SHEET & RILL 

soil 1011 12 tons/acre/year 

SOIL/EROSION/CLASSIC GULLY 

three small gullies enlarglng 

SOIL/CONDITIONmLTH,CRUSTING, 

WATER INFILTRATION, ORGANIC 

MATERIAL 

PAOPOSl!D OR ALTERNATIVI! 

TRl!ATlll!NT 

Graased waterway, terrace, connrvatlon cropping Hquence 

(C-Sb-W), conHrvatlon tillage 

(NT corn & beans, MT wheat), 

pest management. nutrient 

management. 

l!l'l'l!CTS OP na TRl!ATlll!NT 

SOIL EROSION/SHEET & RILL 

aoll IOH 3 tons/acre/year 

SOIL EROSIONICLASSIC GULLY 

waterway mlligatH gulUes 

SOIL/CONOlllON/TIL TH,CRUSllNO, 

WATER INFILTRATION.ORGANIC 

~ 

THE FARMER REQUESTS 

MORE DETAILS ABOUT 

CHEMICALS AND EQUIPMENT 

M ENT,GROWlH, AND 

PLANTS/MANAGEMENT/PESTS 

no scouting 

(waterway) 

scouting for pests needed 

(+) 

(+) 

(+) 

(+) 

(+) 

(-) 

(-) 

Ill PACTS 

IMPACTS OF THIS 

TREATMENT 

SOIL EROSION/SHEET & RILL 

reduced 9 tons/acre/year 

SOIL EROSION/CLASSIC GULLY 

le11 equipment damage 

SOIL/CONDITIONmL TH.CRUSTING, 

WATER INALTRAilON,ORGANIC 

MATERIAL 

ANIMAL/HABITAT/COVER 

habitat Improved 

PLANTS/MANAGEMENT/ESTABLISHMENT,GROWlH, AND HARVEST 

yields will be maintained 

fuel/labor reduced 

burn-down herbicide needed 

PLANTS/MANAGEMENT/PESTS 

time required for scouting 

111 
SECllONll 

112 

Second Level of Analysis 

An example of a second level of analysis canied out for 

the client is on the opposite page. 

The machinery, fuel, and labor analyses have been carried through from the Benchmark to the Impacts column 

to present a more complete picture to the client. 

Third Level of Analysls 

A higher level of analysis on fuel savings using the 

farmer's own price estimates would be easy to do. Using 

the fuel figures from the example on the opposite page, 

the planner can estimate the cost savings for fuel [Over a 

three year rotation: Com/Beans/Wheat]: 

Gallons of fuel saved per acre: 

Com: 

+Beans: 

+Wheat: 

1.8 gal 

2.2 gal 

0.8 gal 

4.8 gal 

Total gallons of fuel saved: 

4.8 gal 

x 40 acres 

192 gal 

Total dollars saved for fuel: 

192 gal 

x $0.90 per gal 

$172.80 

4.8 gal 

192 gal 

$172.80 

There is no specified format for the Hierarchy of Analysis. You should use what will work best to display the 

information. 
SECTION II 

CONSERVATION EFFECTS WORKSHEET 

CLIENT: Joe Oecislonmaker 

BUSINESS: Happy Farms, Inc. 

ADDRESS RFD Rt 2. Box 899 

CITY: Lima ITATE: Ohio 

LAND UNIT(S) DESCRIPTION: 

l!XISnNG OR CURRENT 

TRUTlll!HT 

Conventional tillage for corn 

and beans, wheat drllled In, 

lightly disked bean residue. No 

waterways. 

EFFECTS OF uasnNG OR 

CURRENT TREATMENT 

CHEMICALS 

Corn: 

Lariat .88 gal/ac 

Banvel .25 pt/ac 

Beans: 

Turbo 

Wheat: 

MACHINERY 

1 qt/ac 

none 

125 hp tractor 

moldboard plow 

disk 

field cultivator 

planter 

rotary hoe 

rowcrop cultivator 

FUEL 

Corn: 8.3 gal/ac 

Beans: 7.0 gal/ac 

Wheat: 5.5 gal/ac 

LABOR 

Corn: 9.8 hra/ac 

Beans: 8.8 hrs/ac 

Wheat: 5.0 hrs/ac 

PROPOSED OR ALTERNATIVE 

TRl!ATlll!NT 

Graued waterway. terrace, conaervallon cropping sequence 

(C-Sb-W), conHrvallon tillage 

(NT com & beans, MT wheat), 

peal management, nutrient 

management. 

l!l'l'l!CTS 01' 11tlS TRl!ATlll!NT 

01EMICALS 

Corn: 

IMPACTS 

IMPACTS OF THIS 

TREATMENT 

Gramoxone 

Bladex 

Banvel 

2,4-0 

Beana: 

2 pts/ac 

3 qt/ac 

.25 pt/ac 

.25 pt/ac 

Gramoxon• 1 pt/ac 

Turbo 1 qt/ac 

THIS IS AN EXAMPLE OF A SECOND 

LEVEL OF ANALYSIS ON ITEMS 

SELECTED BY THE 

DECISION MAKER 

Wheat: none 

MAailN:RY MACH NERY 

75 hp tractor power needa reduced 50 hp 

No-till planter 

Chopper Eliminate: 

Moldboard plow 

Field cultivator 

Rotary hoe 

Row cultivator 

R.JEL 

Corn: 8.S gal/ac FUEL SAVINGS 

Beana: 4.8 gal/ac Corn: 1.8 gal/ac 

Wheat: 4.7 gal/ac Beans: 2.2 gal/ac 

Wheat: 0.8 gal/ac 

U80R 

Corn: 7.4 hra/ac LABOR SAVINGS 

Beana: 5.5 hrs/ac Corn: 2.4 hra/ac 

Wheat: 4.2 hra/ac Beans: 3.3 hrs/ac 

Wheat: 0.8 hrs/ac 

113 
--· 

J 

114 
SECTION III 

115 
116 
Fleld Office Practice 

You have seen the theoiy behind CED (Section L 

CED Concept) and an example of CED use (Section Il, 

CED Example). Now it is time for you to use CED in 

your office. 

Learning Objective 

At the end of this section you should be able to use 

CED in actual planning problems. Your training 

supervisor will evaluate your progress. 

Purpose 

The purpose of this section is to give you practice to 

become proficient using CED. 

Procedure 

You will use several cases from your office to practice 

using CED. Select cases that you can readily get 

information. The best case to use at first would be 

one that does not present complex or multiple problems. Use problems that your office has now or has 

worked on in the past. 

Try to start with cases that present a fairly u typical" 

problem for your area. Generally, usually six to eight 

problems are recurring for a field office. The more 

proficient you become at documenting these problems, the better service you will give to your clients. 

This will have the added benefit of building a comprehensive data base in Section V of your FOTG for 

future use. 

H you select an incomplete case or one lacking treatment results, you will need to predict the outcomes as 

well as the client's reactions. This could be a beneficial exercise, particularly in a group setting where 

you can take advantage of the expertise of your peers. 

117 
SECTION Ill 

118 

Requirements 

Once you select the case you want to use, work through 

the stages of the planning process using CED. 

Your example should clearly demonstrate the following 

sections: 

1. BENCHMARK 

a. Benchmark System 

b. Benchmark Effects 

2. ALTERNATIVE 

a. Conservation Management System (CMS) 

b. CMS Effects 

3. IMPACTS 

4. CED WORKSHEET 

Use either your own format or the blank CED 

Worksheet on the next page 

5. VALUFS 

a. Agency values 

b. Dedsionmaker values 

6. IDERARCHY OF ANALYSIS (if required) 

7. OOCUMENfATION 

(FOTG, Section V requirements) 
CLIENT: 

BUSINESS: 

ADDRESS 

CITY: 

LAND UNIT(S) DESCRIPTION: 

l!XJSTING OR CURRl!NT 

TRl!ATMl!NT 

EFFECTS OF EXISTING OR 

CURRENT TREATMENT 

SECTION Ill 

CONSERVATION EFFECTS WORKSHEET 

STATE: ZIP: 

ltROPOSl!D OR ALTaANATIW 

TRl!.ATlll!NT 

l!PP'l!CTS OP' THIS TRl!.ATMENT 

lllltACTS 

IMPACTS OF THIS 

TREATMENT 

119 
120 
Glossary 

Alternatlve 

(Used in the context of Conservation Effects for Dedsionmaldng) The activities or the conservation treatment proposed to correct problems or take advantage 

of opportunities in the Benchmark conditions. Includes the practices applied and the methods of 

farming or ranching (Conservation Management · 

System) for the unit to be treated. A description of 

the Alternative includes the Conservation Management System proposed by the planner and a list of the 

conservation effects resulting from the system. (See 

also Conservation Practice, Conservation Management 

System, Conseroation Treatment, and System). 

Application Method 

The method or frequency of practice application. 

Requires annual application or the practice endures 

over a number of years. 

Assistance Notes 

A record of assistance provided to individuals, 

groups, corporations, organizations, units of government or tn"bes of the opportunities, potentials, and 

problems related to natural resource use. 

Benchmark 

The condition or situation that exists currently or is 

expected to exist in the future if the current pattern of 

resource use and problems are not treated. In CED 

the Benchmark description includes the current 

system (including treatments, practices, and management operations) and the effects resulting from that 

system. 

121 
GLOSSARY 

122 

Client 

A customer of the field office. May be a person, organizatio~ corporatio~ group, unit of government, or tn"be. 

Compliance Plan (FSA Conservation Compliance Plan) 

An approved conservation plan that when actively applied, 

keeps the producer in compliance with Food Security Act 

regulations. 

Conservation Effect 

The anticipated or experienced results of applying one or 

more conservation treatments on a planning unit in a particular resource setting or set of conditions. Conservation 

effects include onsite and off-site results of applied conservation treatments. Conservation effects are measures of a 

stage or level of outcome and may be expressed in physical, 

biological, sociological, monetary, or other terms. 

Conservation effects should not be confused with Impacts. 

Conservation effects are the outcome, or results of treatments, and Impacts are the differences or changes in outcome if specific conservation management systems are 

applied. (See _also Impact). 

Conservation Effects for Declslonmaklng (CED) 

A term which i~entifies an analytical process for carrying 

out conservation planning in SCS. The process is directed at 

the client as the dedsionmaker for protecting resources on 

the land unit The CED process draws upon information 

and tools from the Field Office Technical Guide (FOTG) to 

determine the effects for the Benchmark and Alternative 

systems, then provides impact information to enable the 

client to make an informed decision. CED is included in 

the National Planning Manual and the General Manual 

governing Field Office Technical Guides. 

Conservation Effects Worksheet (CED Worksheet) 

A method for presenting necessary information to the 

client, enabling him or her to make an informed decision 

about a conservation treatment. 
GLOSSARY 

Conservation Management System (CMS) 

A term that includes any combination of conservation practices and management that achieves a level 

of treatment of natural resources specified by criteria 

contained in the FOTG for a resource management 

system, acceptable management system, or other 

program-designated system. 

Conservation Practice 

A specific (conservation) treatment commonly used to 

meet a specific need in planning and carrying out soil 

and water conservation programs for which standards and specifications have been developed. Standards and specifications for conservation practices 

are in Section IV of the FOTG. 

Conservation Treatment 

Any and all conservation practices, management 

measures, works of improvement, or other actions 

that have the purpose of solving or alleviating natural 

resource problems. 

Conservation Treatment Unit (CTU) 

A field, group of fields, or other units of land with 

similar soil and water conservation problems requiring similar combinations of land use and conservation treatment. A CTU identifies a unit of land and/ 

or water that will be used as the basis for defining 

problems and causes, setting objectives, and planning 

and applying conservation treatments. 

Declslonmaker 

Effect 

An individual, group of people, or representative(s) 

of a unit of government with responsibility for making conservation decisions with respect to land/water 

use and treatment on a defined unit of land/water. 

See Conservation effect. 

123 
GLOSSARY 

124 

Effect Category 

One of the sets of categories used to organize and present 

conservation effect data. 

Experience 

(As used in the context of CED) The professional knowledge about conseivation. Used to direct the assessment, 

determine the Benchmark, formulate the conseivation 

management system, envision the effects of the treatment for the resource setting, and identify the expected 

Impacts. Experience combines the professional knowledge of the conseivation planner, the farmers and ranchers in the area, and the information available in SCS 

materials. Experience is stored in Section V of the FOTG. 

(See also Followup) 

Followup 

The process of checking on the actual results of the conservation management system applied on a specific 

conservation treatment unit. It provides the means for 

gauging success of the treatment as well as obtaining 

factual data on effects that are needed for carrying out 

the planning process with other clients. 

Hierarchy of Analysis 

Impacts 

A concept of systematic focusing and refinement of 

conservation effect and impact information to best address the needs and concerns of the client. 

The differences between anticipated effects of treatment 

in comparison to existing or benchmark conditions. 

Differences may be expressed in narrative, quantitative, 

visual, or other means. Impacts are used as a basis for 

making informed conservation decisions. 

Land Unit 

Any area of land that is of concern to the field office. 

This is typically a client's tract, field, or other parcel of 

land. Land units can be related to each other in a hierarchy. For example, a tract can be one or more fields, and 
GLOSSARY 

fields can include subfields. The types of land units 

that can be defined and the relations among them can 

be adjusted to suit the needs of the planner and the 

type of application program used. 

Practice 

An SCS approved conservation practice. Conservation measures developed under Food Security Act 

(FSA) compliance are included. Practices prescribed 

by agencies other than SCS are not included. 

Range Site 

An area of rangeland where climate, soil, and topography produce a distinct plant community. A range 

site differs from adjacent areas in the kinds of proportions of plant species it produces and/ or in total 

annual yield. 

Resource Management System (RMS) 

A combination of consetvation practices and management identified by land or water uses that, when 

installed, prevent resource degradation and permit 

sustained use by meeting criteria established in the 

FOTG for treatment of soil, water, air, plant, and 

animal resources. 

Resource Setting 

Attnoutes or characteristics of resource situations that 

are commonly used by consetvation planners in 

identifying areas for similar conservation treatments 

and can be expected to exhibit similar results of 

applied conservation treatments. Typical resource 

settings may be descriptive of dominant soils on a 

CTU, precipitation rates, elevation, vegetative conditions, and the like. A range site, for example, may be 

used as a descriptor of resource setting. The resource 

setting is identified during the resource inventory 

element of the planning process. 

125 
GLOSSARY 

126 

Soll Inventory 

System 

Values 

A listing of soils and their extent found within a land 

unit. 

A description of the treatment of a particular resource 

setting at one of several phases in the system's life. 

Used in CED, values reflect the ideals, beliefs, and customs of the client, and reflect the relative worth of the 

Impacts. 
A 

AGNPS 62 

Alternative 25-30 

B 

effects 25, 27 

resource setting 16, 25 

system 25. See also ConsBIV8lion 

Management System (CMS) 

Benchmark 19 

effects 19 

resource setting 19 

system 16, 19 

Benchmark Notes See CED: Example: 

Benchmark Notes 

c 

Case Study 60 

CED 

Background 8 

Benefits 11 

Defined 8 

Example 75-76 

Benchmark effects 86-87 

Benchmark Notes 78-81 

Objectives 10 

Problems ~9 

References 11 

CED Worksheet 16, 37-44, 60 

contents 40 

Example 

Alternative Effects 98-99 

Benchmark 92 

CMS 95, 96 

FOCS Worksheet 40 

Hierarchy of Analysis 110-113 

Hierarchy of Analysis - 2nd level 112 

Hierarchy of Analysis - 3rd level 112-

113 

Impacts 106-107 

Values 108-109 

format 40 

Codes See Effects: Categories 

Conservation Management System 

(CMS) 26, 95 

D 

Decision 16 

E 

Index 

Effects See Benchmark, Alternative, and 

Impacts 

Categories 88 

Experience 16, 57-M 

F 

FACTA 8 

Features and Benefits 39 

Field Office Practice 117 

Field Trials 61 

FOCS 1, 11 

Effects Categories 88 

FOTG 10, 11, 16, 27, 95 

Kinds of Data To Collect 60-61 

Producer Experiences 60 

SectionV 58 

PartA 59 

Part B 59 

FSA 8 

G 

General Manual (GM) 11 

GLA 62 

H 

Hierarchy of Analysis 16, 49-56 

levels of analysis 50 

process 51-62 

I 

Impacts 16, 31-36 

K 

terms 33 

monetary 33 

narrative 33 

physical 33 

KSA 3 

127 
INDEX 

M 

Models 62 

N 

National Planning Manual 

(NPM) 3, 10, 11, 65 

R 

Resource Inventories 61 

Resource Management Systems (RMS) 95 

Resource Setting See also Benchmarlc: 

s 

resource setting 

range site index 20 

SCS Conservation Planning Process 65-67 

Systems See Conservation Management 

System (CMS) 

u 

Universal Soil Loss Equation 

(USLE) 27, 32, 62 

v 

Values 16, 45-48 

128 

'-. 
CED TRAINING WORKBOOK 

USER RESPONSE C,ARD 

Name (optional): ______________ _ 

Job Title: Location: 

Please circle your response to the following items. Use the rating scale shown below. 

1 • Strongly Agree 

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3 - No Strong Feelinp Either Way 

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1. I understand the SC::S Conservation Planning~. 

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2. I was already familiar with CED. 

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3. The objectives of this workbook were clearly presented. 

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4. The workbook was easy to follow. 

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5. Section I (CED Concept) clearly explains CED. 

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7. The diagrams in Section II were helpful. 

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11. The workbook did a good job of teaching me CED. 

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When you have completed the form, please mail it to: 

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USDA Soil Conservation Service 

Programs Systems Staff/ 200 

2625 Redwmg Road, Suite 110 

Fort Collins, CO 80526 

\ 

Attn: CED T(aining Development Team 

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