DIANE CRAIG

NATIONAL EXTENSION AND RESEARCH ADMINISTRATIVE OFFICER’S CONFERENCE

ALASKA - MAY 24 , 2011

Identifying Competencies and Skills to Improve Training

Programs for New Extension Educators

University of FloridaInstitute for Food and Agricultural Sciences

318 county faculty (agents/educators) in 67 counties

111 courtesy faculty (county paid) in 67 counties

242 state specialists in 17 campus departments and 19 research centers statewide

Program Development and Evaluation Center

Data collection and reporting for AREERA, state, etc.

Coordinates training and professional development programs for county and courtesy faculty

Concern with high turnover rate among county faculty (agents) in past

Feedback indicated dissatisfaction among faculty and supervisors with preparation of new hires, especially in stressful environment of budget pressures and cutbacks in staff and resources

How to Reduce Turnover?

Employee turnover is related to good training, socialization and job embeddedness.

Are we meeting the needs of the county faculty in these areas?

Are we giving them what they need when they need it?

How can we best find out what they need and when they need it?

What is a Delphi study?

A systematic process of gathering information from a panel of experts to gain consensus on a particular issue or problem.

Each round is developed around the information gathered in the previous round.

Rounds continue until agreement or consensus is reached--typically 2 or 3.

Delphi Study – Round 1

Online survey of 92 county Extension faculty hired between January 2005 and May 2008, and 66 county or district Extension directors.

Round 1 conducted in July and August of 2008 with response rate of 37% among agents (n=35) and 34% among CED/DED group (n=23).

Notified via email and two follow-up emails to non-participants prior to closing of survey.

Round 1 Questions

Series of open-ended questions that asked respondents to identify the skills and competencies to be mastered at specific points in their career – ranging from the first month after hire through first three years.

“What do you consider the three most important skills or competencies for new county faculty to master during the [first month of hire/6 months/12 months/18 months/3 years]?”

Identifying Competencies and Skills

Roles and Responsibilities of AgentUnderstanding ExtensionOffice Know-HowNetworkingProgrammingProfessional GrowthPersonal GrowthAdvisory CommitteesUtilizing ResourcesEvaluation/AccountabilityReporting/Data CollectionCompetency in Field/Reputation

A handout describes in more detail each category in previous slide.

Delphi Study – Round 2

This round aimed to find consensus in the skills and competencies critical to each career milestone.

Surveyed same population regardless of whether they participated in Round 1.

Conducted in November 2008; 28% of faculty (n=26) and 23% of administrators (n=17) responded.

Round 2 Questions

“What are the top three competencies in the [first month of hire]?” (Choose from list of top mentions in Round 1 and rank ordered)

“Which of the competencies or skills that you ranked in the top three for the [first month] do you feel needs the greatest improvement in order to make sure faculty are well prepared to perform their job duties?”

Critical Competencies

Measure 1st Month

6 Months 12 Months

18 Months

3 Years

Top Skills & Compe-tencies*

Roles-26.0Network-19.3Office-18.0

Program-21.0Network-16.5Resources-12.3

Program-24.0Advisory-12.8Reporting-12.0

Program-23.8Prof Grow-17.8Report-11.5

Program-22.5Comp-19.0Prof Grow-15.3

Ranked Most Important

Roles -45%Network –26%Office-24%

Program-40%Network-26%Resources-12%

Program-44%Advisory-14%Report-12%Network-12%

Program-42%Prof Grow-21%Network-14%

Program-37%Comp-26%Prof Grow-21%

Needs Greatest Improve-ment

Roles-67%Network-12%Under Ext-9%

Program-26%Resources-19%Evaluation-19%

Program-30%Report-26%Evaluation-19%

Program-37%Report-28%Prof Grow-21%

Prof Grow-36%Comp-31%Program-24%

* Score is based on weighted counts – first choice = 1 pt.; second choice = .5 pt.; third choice = .25 pt.

First Month Months2 -6

Months7 - 12

Months13 -18

Months19 -36

Office Know-how

What is expected of me?

Overview of Extension organization

Designing programs to meet community needs

Leadership

Grant writing

Marketing

Team-building (managing conflict)

How to mentor others

T&P

Keys to a successful program (how to measure success)

Get involved

Managing advisory committees

Effective communication

Time management (work/life)

Getting your program started (needs assessment, planning, logic models, advisory committee)

State-County mentoring program

Evaluation plan

Reporting

What is a program?

Building a UF and Community network

Who can help me with my program?

What are SMART objectives?

Working with a Mentor

Where do we go from here?

Journal of Extension –pending publicationAdded in-service trainings to address specific

competencies at certain points in one’s careerModified new faculty training sessions to

follow the timeline more closelyEngaged administration and leadership to

define a clear professional development path for new faculty

Updated a guidebook for new faculty using this comprehensive and “just in time” model

Changes in New Faculty Training Program

Used to be offered three times per year in standalone modules: teaching, evaluation, and personal/professional growth.

Now it is two multi-topic sessions offered four times a year. The first session provides the foundations for teaching and evaluation while the second session focuses on specific skill building.

In past, new faculty may wait up to a year depending on their hire date to get their first training; now they wait no longer than six months.

Checklist for New Faculty & Supervisors

Guidebook for New Faculty and their County and District Extension Directors

Revised to match the needs of the faculty based on our study

Reconciled the disconnect between the faculty and the administrators

Responsibilities of each role –agent, DED, CED, PDEC, mentor, 4-H RSA) are listed separately

Guidebook - Month 1

Important phone numbersFocus on office know-how, understanding

Extension and the organization, identify campus resources, meeting with coworkers and key community leaders and contacts

Meet with state specialist(s) and DEDAssigned a mentor by CEDReview specified online training modules

Guidebook - Month 2-6

Focus on networking within and outside of the organization

Observe other faculty conducting Extension programs

Assist with a multi-county programTake specific online training modules that

explain the organization, travel and leave guidelines, IT policy, etc.

Guidebook - Month 7-12

Conduct needs assessment and deliver first program

Begin developing evaluation plan for programAssist with a multi-county program teamCED assists with Plan of Work and may conduct

six-month evaluationCED discusses progress of new faculty with DED

and mentor and may formally end mentor relationship if progress is satisfactory

Continue networking through advisory committee and community contacts and faculty colleagues

Guidebook - Month 13-18

Focus on improving programs and building effective advisory committee

Formal evaluation of at least one programComplete a Plan of WorkAttend Promotion and Tenure workshopBegin looking for external fundingAttend in-service trainings identified by your

mentor or CEDSeveral optional online modules available or

under construction on personal growth/development topics

Guidebook - Month 18-36

Should reach level of “expert” in your area and delivering effective programs that meet the community needs

Serve on Focus Team (internal) and become active in professional organizations

Build 3-year packet with guidance from DED, CED, and others

Several optional online modules available or under construction for leadership, team building, grant writing, marketing skills

Did we make a difference?

Less turnoverNew Faculty Training evaluations improvedInformal feedback indicates guidelines are

being followed by someNeed formal evaluation of mentor program,

guidelines, online modules

UF/IFAS Extension Long Range Plan

Shaping Florida’s programmatic focus and organizational structure for the next decade

January 2011 – December 2011University of Florida and Florida A&M

UniversityEngaging all faculty and staff – building

communityFocus on new ideas and new technologiesReaching out to those outside of Extension

not just our clientele

UF/IFAS Extension Long Range Plan

County Listening SessionsDistrict Reporting SessionsFaculty Input SurveyCommunity Input SurveyInternal Discussion ForumSocial Network Analysis

Questions?

Go to http://pdec.ifas.ufl.edu for information about most topics discussed.