Identifying Competencies and Skills to Improve Training Programs for New Extension Educators

1. Identifying Competencies and Skills to Improve Training Programs for New Extension Educators Diane Craig National Extension and Research Administrative officer’s conference Alaska - May 24, 2011

2. 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

3. 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

4. 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?

5. 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.

6. 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.

7. 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]?”

8. Identifying Competencies and Skills Roles and Responsibilities of Agent Understanding Extension Office Know-How Networking Programming Professional Growth Personal Growth Advisory Committees Utilizing Resources Evaluation/Accountability Reporting/Data Collection Competency in Field/Reputation

9. A handout describes in more detail each categoryin previous slide.

10. 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.

11. 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?”

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

13. 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 • Office Know-how • What is expected of me? • Overview of Extension organization

14. Where do we go from here? Journal of Extension –pending publication Added in-service trainings to address specific competencies at certain points in one’s career Modified new faculty training sessions to follow the timeline more closely Engaged 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

15. 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.

16. 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

17. Guidebook - Month 1 Important phone numbers Focus 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 DED Assigned a mentor by CED Review specified online training modules

18. Guidebook - Month 2-6 Focus on networking within and outside of the organization Observe other faculty conducting Extension programs Assist with a multi-county program Take specific online training modules that explain the organization, travel and leave guidelines, IT policy, etc.

19. Guidebook - Month 7-12 Conduct needs assessment and deliver first program Begin developing evaluation plan for program Assist with a multi-county program team CED assists with Plan of Work and may conduct six-month evaluation CED 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

20. Guidebook - Month 13-18 Focus on improving programs and building effective advisory committee Formal evaluation of at least one program Complete a Plan of Work Attend Promotion and Tenure workshop Begin looking for external funding Attend in-service trainings identified by your mentor or CED Several optional online modules available or under construction on personal growth/development topics

21. 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

22. Did we make a difference? Less turnover New Faculty Training evaluations improved Informal feedback indicates guidelines are being followed by some Need formal evaluation of mentor program, guidelines, online modules

23. UF/IFAS Extension Long Range Plan Shaping Florida’s programmatic focus and organizational structure for the next decade January 2011 – December 2011 University of Florida and Florida A&M University Engaging all faculty and staff – building community Focus on new ideas and new technologies Reaching out to those outside of Extension not just our clientele

24. UF/IFAS Extension Long Range Plan County Listening Sessions District Reporting Sessions Faculty Input Survey Community Input Survey Internal Discussion Forum Social Network Analysis

25. Questions? Go to http://pdec.ifas.ufl.edufor information about most topics discussed.