ALIGNING EXTENSION EDUCATION CURRICULUM AT LAND GRANT
UNIVERSITIES WITH PROFESSIONAL COMPETENCIES: A DELPHI STUDY
by
Michelle Katherine Passmore
A thesis submitted in partial fulfillment
of the requirements for the degree
of
Master of Science
in
Agricultural Education
MONTANA STATE UNIVERSITY
Bozeman, Montana
April 2010
©COPYRIGHT
by
Michelle Katherine Passmore
2010
All Rights Reserved
ii
APPROVAL
of a thesis submitted by
Michelle Katherine Passmore
This thesis has been read by each member of the thesis committee and has been
found to be satisfactory regarding content, English usage, format, citation, bibliographic
style, and consistency and is ready for submission to the Division of Graduate Education.
Dr. Shannon Arnold
Approved for the Department of Agricultural Education
Dr. Jeff Jacobsen
Approved for the Division of Graduate Education
Dr. Carl A. Fox
iii
STATEMENT OF PERMISSION TO USE
In presenting this thesis in partial fulfillment of the requirements for a
master‘s degree at Montana State University, I agree that the Library shall make it
available to borrowers under rules of the Library.
If I have indicated my intention to copyright this thesis by including a
copyright notice page, copying is allowable only for scholarly purposes, consistent with
―fair use‖ as prescribed in the U.S. Copyright Law. Requests for permission for extended
quotation from or reproduction of this thesis in whole or in parts may be granted
only by the copyright holder.
Michelle Katherine Passmore
April 2010
iv
TABLE OF CONTENTS
1. INTRODUCTION ………………………………………………………… 1
Background and Setting ……………………………………………………
Problem, Purpose and Objectives ………………………………………….
Definition of Terms ………………………………………………………...
Limitations …………………………………………………………………
Assumptions ………………………………………………………………..
Significance of Study ………………………………………………………
1
4
5
6
6
7
2. REVIEW OF LITERATURE ……………………………...……………… 9
Establishment of the Cooperative Extension Service ……………………... 9
Progression of the Cooperative Extension Service ………………………... 11
The Role of the County Extension Agent …………………………………. 13
Extension Education Programs at Land Grant Universities ………………. 15
Professional Competencies in Extension ………………………………….. 16
Conceptual Framework ……………………………………………………. 18
3. METHODOLOGY ………………………………………………………... 24
Research Design ……………………………………………………………24
Validity & Reliability ……………………………………………………... 25
Participant Selection ………………………………………………………. 26
Data Collection ……………………………………………………………. 29
Data Analysis ……………………………………………………………… 32
4. RESULTS OF THE STUDY ……………………………………………… 35
Respondent Demographics ………………………………………………... 35
Round One: Extension Education Professor Responses …………………... 36
Round One: Extension Administrator Responses to Question One……….. 38
Round One: Extension Administrator Responses to Question Two……….. 58
Round Two: Professor and Extension Administrator Responses …………. 59
Round Three: Extension Education Professor Responses ………………… 64
Round Three: Extension Administrator Responses ……………………….. 67
Summary …………………………………………………………………... 71
Objective One …………………………………………………………. 71
Objective Two ………………………………………………………… 72
v
TABLE OF CONTENTS – CONTINUED
Objective Three ………………………………………………………. 73
Objective Four ………………………………………………………… 74
5. CONCLUSIONS, IMPLICATIONS & RECOMMENDATIONS ……….
Objective One …………………………………………………………..….
Objective Two …………………………………………………….…..……
Objective Three …………………………………………………………….
Objective Four ………………………………………………………..……
Summary …………………………………………………………………..
78
78
81
83
86
88
REFERENCES CITED ………………...……………………………………… 89
APPENDICES ……………………………………………………………...… 96
APPENDIX A: IRB Training Certificate ………………………………… 97
APPENDIX B: Invitation Letter ………..………………………………… 99
APPENDIX C: Informed Consent .…………………………..…………… 101
APPENDIX D: Round One Invitation E-mail ……………………….…… 103
APPENDIX E: Round One Reminder E-mail ………………………….… 105
APPENDIX F: Round One Second Reminder E-mail ……….……………107
APPENDIX G: Round One Final Reminder E-mail ………………………109
APPENDIX H: Round Two Invitation E-mail …………………….…...… 111
APPENDIX I: Round Two Reminder E-mail ………………………….… 113
APPENDIX J: Round Two Final Reminder E-mail ……………………… 115
APPENDIX K: Round Three Invitation E-mail …………………….….… 117
APPENDIX L: Round Three Reminder E-mail …………………...………119
APPENDIX M: Round Three Final Reminder E-mail …………………… 121
APPENDIX N: Round One Survey - Extension Administrators ……….… 123
APPENDIX O: Round One Survey - Professors …………………….…… 127
APPENDIX P: Round Two Survey …...………...…………………...…… 131
APPENDIX Q: Round Three Survey – Extension Administrators ….....… 133
APPENDIX R: Round Three Survey - Professors ……………………..… 143
APPENDIX S: Coded Responses – Extension Administrators ……...…… 147
APPENDIX T: Coded Responses – Professors ………………….……….. 160
vi
LIST OF TABLES
Table
Page
1. Undergraduate Course Categories Aligned with Competencies as
identified by Extension Education Professors in Round One …………….… 37
2. Graduate Level Course Categories Aligned with Competencies as
identified by Extension Education Professors in Round One …………….… 38
3. Skill categories in relation to ―Ability to utilize technology for program
delivery‖ as identified by Extension administrators in round one ………. 39
4. Skill categories in relation to ―Accountability‖ as identified by
Extension administrators in round one …………………………….……. 40
5. Skill categories in relation to ―Applied Research Skills‖ as identified
by Extension administrators in round one ………………………….…… 41
6. Skill categories in relation to ―Communication Skills‖ as identified
by Extension administrators in round one ……………………………… 42
7. Skill categories in relation to ―Cultural Sensitivity‖ as identified
by Extension administrators in round one ………………………………. 43
8. Skill categories in relation to ―Developing Extramural Funding‖
as identified by Extension administrators in round one ……………….… 44
9. Skill categories in relation to ―Interpersonal Skills‖ as identified
by Extension administrators in round one ………………………………. 45
10. Skill categories in relation to ―Organizational Leadership Development‖
as identified by Extension administrators in round one …………………. 46
11. Skill categories in relation to ―Personal Leadership Development‖ as
identified by Extension administrators in round one ……………………. 47
12. Skill categories in relation to ―Problem Solving‖ as identified
by Extension administrators in round one ………………………………. 48
13. Skill categories in relation to ―Professionalism‖ as identified
by Extension administrators in round one ………………………………. 49
14. Skill categories in relation to ―Program Evaluation‖ as identified
by Extension administrators in round one ……………………………… 50
vii
LIST OF TABLES – CONTINUED
Table
Page
15. Skill categories in relation to ―Program Implementation‖ as identified
by Extension administrators in round one ………………………………. 51
16. Skill categories in relation to ―Program Planning‖ as identified
by Extension administrators in round one ……………………………… 52
17. Skill categories in relation to ―Relationship Building‖ as identified
by Extension administrators in round one ………………………………. 53
18. Skill categories in relation to ―Self Management‖ as identified
by Extension administrators in round one ……………………………… 54
19. Skill categories in relation to ―Teaching Skills‖ as identified
by Extension administrators in round one ………………………………. 55
20. Skill categories in relation to ―Technical / Subject Matter Expertise‖ as
Identified by Extension administrators in round one …………………… 56
21. Skill categories in relation to ―Volunteer Development‖ as identified
by Extension administrators in round one ………………………………. 57
22. Importance of professional competencies during the hiring process as
identified by Extension administrators in round one…………..………… 58
23. Level of preparedness of extension education graduates in the last five
years as perceived by extension education professors …….…………….. 59
24. Level of preparedness of entry-level extension agents in the last five
years as perceived by Extension administrators ………………………… 60
25. Comparison of perceptions of level of preparedness of graduates and
entry-level extension agents between professors and administrators …… 62
26. Undergraduate course categories and levels of agreement as indicated
by extension education professors (n=14) in round three ……………….. 65
27. Graduate course categories and levels of agreement as indicated by
extension education professors (n=14) in round three …………………... 66
28. Skill categories and levels of agreement as indicated by extension
administrators (n=23) in round three ……………………………………. 68
viii
LIST OF FIGURES
Figure
Page
1. Ohio State Competency Model (Scheer, Ferrari, Earnest,
& Connors, 2006)....................................................................................... 20
2. Model of entry-level Extension educator competencies
(Harder, Place, & Scheer, in press) ……………………………………… 22
3. Aligning Curriculum and Competencies at the Undergraduate Level …….. 75
4. Aligning Curriculum and Competencies at the Graduate Level ……….….. 76
5. Model of Career Success in Extension ……………………………………. 87
ix
ABSTRACT
This descriptive study utilized a Delphi methodology to explore the career
preparation of extension education students in the land grant university system through an
analysis of current curriculum and its alignment with professional extension work
competencies as identified by Harder, Place, and Scheer (in press). Academic professors
in conjunction with Extension regional or district department heads were utilized to
explore the professional competencies as they related to the preparedness of graduates
and new hires, the hiring process, specific job skills, and courses within extension
education degree programs. The purpose of the study was to explore current collegiate
extension education curriculum and Extension professional competencies in order to
improve the preparation of future extension agents and specialists across the nation.
Twenty two different land grant universities were represented. Over 300 courses falling
into 24 course categories at the undergraduate level and 18 at the graduate level were
identified by extension education professors at LGU‘s that matched the 19 professional
competencies presented. Extension administrators identified 65 different sub categories
within the 19 competency areas outlining specific skills needed for successful careers in
Extension. The conclusions reveal that by working together, Extension administrators and
extension education professors can continue to improve their programs so that both will
thrive and grow with the changing environment. Recommendations were made for
further research in the areas of hiring practices and self reflection by professionals in both
groups to analyze their own programs and practices. By utilizing the course categories
and specific skills related to the professional competencies needed for success, both
groups can work to improve existing programs and structures to ultimately reach success.
1
INTRODUCTION
Background and Setting
Since its beginning in 1914 with the Smith-Lever Act, Cooperative Extension has
been a dynamic organization that seeks to meet the needs of an ever-changing society. It
was this act that created the Cooperative Extension Service (CES) at each land grant
university. As one of the three components of a land grant university (Outreach,
Research, and Teaching), Extension strives to achieve its mission of advancing
knowledge for agriculture, the environment, human health and well-being and
communities. This mission is directly delivered by local county extension agents who
form the link between the land grant university and local community through educational
programming.
The ability of Extension to be successful relies on the professional abilities of
extension agents to interact with clientele (Stone & Coppernoll, 2004). One method for
future agents to prepare for successful careers in Extension is to enroll in an
undergraduate or graduate degree program at a college or university; however, minimal
current research has been conducted on academic preparation for careers in extension
(Benge, Mashburn, & Harder, 2008).
Historically, extension education research has focused on topics more often
associated with work responsibilities of an extension agent, such as program planning
and evaluation. These, along with media presentation development, were found to be the
most important instructional skills needed for success as an extension agent (Legacy &
2
Wells, 1987). Acker and Grieshop (2004) examined the types of undergraduate and
graduate courses offered in the broader area of agricultural and extension education.
Communication, personal and professional leadership, and teaching methods were the
most common topics at the undergraduate level, while graduate coursework focused on
research, advanced teaching methods, and leadership development.
Scheer, Ferrari, Earnest, and Connors (2006) research on the review of extension
education at The Ohio State University was the first published article to focus exclusively
on extension education in recent years. Findings from this study revealed a conceptual
model of competencies for extension agents. Ten core competency areas were identified
as necessary for success in Cooperative Extension which included: (a) Extension
knowledge, leadership, and management; (b) technology; (c) communications; (d)
program planning, implementation, and evaluation; (e) applied research; (f) diversity and
pluralism; (g) marketing and public relations; (h) theories of human development and
learning; (i) risk management; and (j) community development process and diffusion.
Benge, Mashburn, and Harder (2008) further explored the idea to describe the types of
extension education courses offered at the undergraduate and graduate levels according to
the Ohio State model. The study found that extension education curriculum most
frequently included courses related to Extension knowledge, leadership, and
management; theories of human development and learning; program planning,
implementation, and evaluation; and applied research (at the graduate level). In addition,
nineteen land grant universities that offered extension education as a major, minor or
graduate specialization were identified. A further study conducted by Harder, Place, and
3
Scheer (in press) explored the future competencies necessary for entry-level Extension
professionals in 2015. The study identified nineteen core competencies needed for
success. These competencies included: program planning, implementation and
evaluation; teaching skills; accountability; self-management, problem-solving,
communication, cultural sensitivity, professionalism, relationship building; applied
research skills; ability to attain extramural funding; technical/subject matter area
expertise; and volunteer development. It was recommended that future research should
use the competencies from the study as a framework for examining the career
preparedness of extension education graduates, competencies commonly held by preentry Extension applicants, and competency levels of current Extension employees.
While the previous studies effectively identified professional competencies,
further research was needed to examine current extension education programs and their
effectiveness in preparing graduates for extension service work. Additional research was
also needed to examine the preparedness of graduates and new hires, explore the current
curriculum as it relates to these competencies, and describe what these competencies
mean within the context of entry level Extension positions to develop recommendations
for curriculum and professional development opportunities. Therefore, this research
concentrated on describing the alignment of extension education curriculum with the
professional competencies needed to prepare students for successful careers in
cooperative extension.
4
Problem, Purpose and Objectives
Given that there is no consistent model that explores professional competencies
and the alignment of current curriculum in extension education programs, this study
sought to answer the question: What should a model for career success in Extension look
like? The purpose of the study was to explore current collegiate extension education
curriculum and Extension professional competencies in order to improve the preparation
of future extension agents and specialists across the nation. Specifically, the study
addressed the following objectives.
1. Describe how current extension education curriculum in undergraduate
and graduate programs of study at land grant universities aligned with
the professional competencies needed for a successful career in
Extension.
2. Describe specific job skills related to professional competencies
needed by entry-level extension agents.
3. Compare perceptions of Extension administrators and professors
concerning the importance of professional competencies within hiring
practices and level of career preparedness.
4. Develop a professional framework model for Extension and extension
education programs at land grant universities.
5
Definition of Terms
For the purpose of this study, the following terms are defined as:
1. Land Grant University (LGU) – Any of the 1862, 1890, and 1994
land-grant universities and tribal colleges established by the
Morrill Land Grant Act (Zimdahl, 2003).
2. Extension Education – Any program at Land Grant Universities
featuring an academic program of study to prepare students for
careers in Cooperative Extension (Benge, Harder, & Mashburn,
2008).
3. Professional Competencies – The skills, abilities and attributes
needed for a successful career in Cooperative Extension (Harder,
Place, & Scheer, in press).
4. Curriculum – Courses, content and topics within a program of
study that prepare students for careers in Cooperative Extension
(Benge, Harder, & Mashburn, 2008).
5. Extension Administration – Regional, district or area department
heads or directors within Cooperative Extension as identified and
utilized in this study (ECOP-LAC, 2005).
6
Limitations
This study was limited by the knowledge and experience of the experts chosen to
serve on each of the Delphi panels. Another limitation was that certain competencies
may have been obtained in courses and extracurricular activities that are not a part of the
program of study for extension education. Time was also a limitation that affected the
research. Each round was given a three week time limit for survey responses which
could have affected the number of responses collected. The study was also limited by the
selection method of the Delphi participants. An online search method was conducted to
identify academic and extension professionals that depended on the reliability of each
state‘s land grant university and Extension websites.
Assumptions
The study assumed that all responses given by members of the panel of experts
were honest and correctly reflected the programs of extension education at the LGU‘s
and the Extension systems which they represent. It was also assumed that the correct
LGU‘s were identified and that the online search yielded the appropriate professionals to
serve on the expert panel. Further assumptions were that the previous framework studies
were accurate reflections of the competencies needed for successful entry level careers in
extension in the year 2015. Finally, it was assumed that extension education programs
and career preparedness of extension agents can be compared across states.
7
Significance of Study
This study further explored the professional competencies needed for extension
professionals in 2015 as identified by Harder, Place, and Scheer (in press) in reference to
academic extension education program courses, hiring practices, and the level of
preparedness of graduates and new Extension hires. The goal was to determine if current
university programs are adequately preparing graduates for careers in Cooperative
Extension as seen by Extension administration. The Harder, Place, and Scheer study
recommended that, ―Future research should use the competencies from this study as a
framework for examining the career preparedness of extension education graduates,
competencies commonly held by pre-entry Extension applicants, and competency levels
of current Extension employees‖ (p. 14). The information obtained through this study
yielded an in-depth, comprehensive examination of topics and courses taught and
evaluated the appropriateness of those topics to develop professional skills in necessary
competency areas. The study sought to offer a core list of course areas for use in
educating college students in the area of extension education in order for them to have the
required competencies based on administrators‘ evaluations. This further exploration of
core competencies is not only relevant for state Extension systems, but also for academic
extension education programs. This is an important advancement in extension education,
as this study helps to further resolve some of the conflict between the findings of Harder
et al. (2008) and Scheer et al. (2006), as well as offer specific areas that may need
improvement. This research offers advice for current extension education programs to
self evaluate and improve current curricula for educating students pursuing careers in
8
extension. Additionally, Extension administrators provided valuable insight into the
specific skills and job duties related to each of the professional competency areas, the
current perceived level of preparedness of new hires, and the importance of each
competency during the hiring process. The data was combined to offer recommendations
for professional preparation of students as well as professional development areas for
existing agents in order to improve their success.
9
REVIEW OF THE LITERATURE
Establishment of the Cooperative Extension Service
The Cooperative Extension Service traces its history back to 1914 as one of three
significant legislative acts dealing with rural opportunities, programs and policy. At a
time when education in America was reserved for the elite, President Abraham Lincoln
signed the first piece of legislation to advocate education for the common people - the
Morrill Act of 1862 (Drake, Londo, & West, 2009). It was this act that led to the creation
of ―land-grant‖ institutions with the goal of providing education in agriculture,
mechanical arts and military strategy. Shortly after, the Hatch Act of 1887 was passed
which established agricultural experiment stations at each land grant university with the
role of researching new ways to enhance agricultural production, efficiency and profit
(Drake, Londo & West, 2009). The third piece of significant legislation was the SmithLever Act of 1914 that created the Cooperative Extension Service (CES) at each land
grant university. In their Cooperative Extension textbook, Kelsey & Hearne (1955),
stated that the Cooperative Extension Service is a joint agreement between the federal
and state government, using a memorandum of understanding, which facilitated the
creation of an extension office in each county staffed with trained professionals. The
primary purpose of the Smith-Lever Act of 1914 was ―to aid in diffusing among the
people of the United States useful and practical information on subjects relating to
agriculture, home economics, and rural energy, and to encourage the application of the
same‖ (p. 3).
10
When the CES was established, it had three primary functions (McDowell, 2001).
The first, seek to know the problems of ordinary people and to bring these problems to
the attention of researchers. Second, deliver non-formal education, based on the best
scholarship available, to ordinary people to help solve their problems. Finally, collect
political support from the beneficiaries of extension programs in order to fund the
continued research and education of ordinary people of society beyond farmers
(McDowell, 2001). These purposes were defined more specifically by Rasmussen (1989),
who stated that, "The mission of the Cooperative Extension Service is to help people
improve their lives through an educational process which uses scientific knowledge
focused on issues and needs‖ (p. 4). The mission today includes additional programs that
were created based on need such as 4-H established in 1928, rural development
established in 1972, and the Expanded Food and Nutrition Programs established in1969,
while maintaining programs in its traditional areas of agriculture and home economics
(Muske, Shepelwich, & Woods, 2007).
The mission of the CES as stated in the Smith-Lever Act of 1914 is to advance
knowledge for agriculture, the environment, human health and well-being and
communities. Its mission is guided by two basic operating tenets - ―local needs-based
programming‖ and ―making science useful.‖ When combined with its local presence of
extension agents, the result is bringing local people together to solve local problems
(Muske, Shepelwich, & Woods, 2007). The CES is the only public funded, non-formal,
research-based educational system linked to a land grant university that provides these
11
services; therefore, it is a critical component to improve all communities through
outreach education (Extension Committee on Organization and Policy, 1995).
Progression of the Cooperative Extension Service
A number of current trends and issues challenge the effectiveness and efficiency
of the CES. In 2000, a joint planning committee identified three trends that Extension
must address: funding, human capital, and system relevancy (Extension Committee on
Organization and Policy, 2000). Funding refers to the money from federal, state and
local partners, which allows the program to continue. Human capital refers to the
professionals in each county office who must be highly qualified and self directed for
success. System relevancy refers to the issue of maintaining relevance in a changing
society. These three trends must be addressed in order for Extension to continue to be
successful in the 21st Century.
Historically, the financial stability of the CES has depended upon the cooperation
of the federal, state, and local government. Currently, each of these partners has
experienced some level of financial uncertainty and as a result, financial commitments
have shifted (McDowell, 2004). Large federal deficits have dictated the need for
increased scrutiny of public expenditures, including those made to Extension.
Additionally, the number of special interest groups has increased dramatically over the
past two decades, increasing the competition for federal, state, and local dollars (Boyle,
1997).
12
The retention of extension agents was identified as a current challenge by the
National Association of State Universities and Land-Grant Colleges' Extension
Committee on Organization and Policy's Leadership Advisory Council (ECOP LAC,
2005). Low salaries, downsizing, and increased workload were identified as contributing
factors to employee turnover. This is a significant problem for Cooperative Extension
nationally, as increased burnout and staff turnover are monetarily expensive and an
inefficient use of time management (Ensle, 2005). A public or private organization may
spend as much as 150% of the employee's salary to hire another individual (Friedman,
Galinsky, & Plowden, 1992). Chandler (2005) estimated it could cost Extension from
$7,185 to $30,000 to replace an agent who had an annual salary of $30,000. This places
significant financial burdens on Extension and contributes to the problem of human
capital.
America is now a much different place than in the early and mid 1900s, when
Extension was just beginning. According to the United States Census Bureau (2000) and
the National Agricultural Statistics Service (2007), 60% of the country's 76 million
citizens lived in rural areas in 1900. During that same time, 42% of Americans were
employed on the farm, providing the labor force necessary to run the 5.7 million farms.
Today, the United States' population exceeds 300 million, with only 20% living in rural
areas. Less than 2% of America's labor force is employed on 2 million farms. But despite
these trends, much of the focus of Extension at land grant universities is on traditional
agricultural education (Drake, Londo & West, 2009). The basic concept of Extension
using objective, research-based information to help the public is more important now
13
than ever. Extension is at a crossroads and must adapt to the changes in clientele needs in
order to survive (ECOP, 2002).
Extension has directed its resources to focus on relevant issues within the
evolving context of local, state, multi-state, and national educational priorities. Extension
must continue to communicate using evolving and multiple learning contexts such as eExtension, coupled with the changing and expanding learning needs of citizens. This
connection between community need and education has always been a characteristic of
relevant, research-based, and high-quality extension education. Expansion and redirection
of resources is also necessary today in order for the organization to remain vital (Bull,
Cote, Warner & McKinnie, 2004). To keep pace with these changing times, it is now
more important than ever to have well-educated extension professionals filling the roles
in Extension, especially at the county level, and keeping them successfully employed.
County agents become the face of CES in the community by providing a link to the
university, delivering relevant programming and helping to solve community problems
that allows Extension to remain viable, current, and relevant.
The Role of the County Extension Agent
Well-prepared extension educators have been identified as the foundational
resource for a successful extension system (Chizari, Karbasioun, & Lindner, 1998).
Without adequate numbers of well-prepared educators, extension would be limited in its
ability to plan and execute exemplary nonformal educational programs and other
technology transfer activities for local communities (Chizari, Karbasioun, & Lindner,
14
1998). To fulfill the county extension role, there are a number of duties and tasks that are
performed by the local county extension office. These include (1) represent the state landgrant institution in the county in delivering nonformal education that provides solutions
to local concerns; (2) act as the liaison between local and state government; (3) facilitate
the organization of local citizens to determine and deliver nonformal education; (4)
develop collaborations and partnerships with other organizations; (5) provide a public
facility where local citizens can call, write, or visit for information; (6) stay informed
regarding social and economic changes in the county; (7) remain up-to-date on subject
matter expertise; (8) provide nonformal education through group presentations, one-onone consultations, and mass media; (9) facilitate the communication between local need
and research; and (10) provide assessment of educational programs and communication
of the same to local citizens (Kelsey and Hearne, 1955).
Extension professionals take part in many different roles within their
communities. The University of Wisconsin Cooperative Extension Service published an
article entitled, ―What Do County-based Extension Professionals Do?‖ in 2004 which
provided a comprehensive look at the many roles an extension professional. The roles
were summarized into four categories: educational roles, organizational roles,
interpersonal roles and technology roles. Within each category, the following are the
identified roles:
Educational Roles: Learning facilitator; subject knowledge expert/technical
resource; scholar/researcher; program developer and evaluator; program
15
coordinator/educational broker; community/organization capacity-builder;
volunteer developer; community partner; and a lifelong learner.
Organizational Roles: Strategic thinker; public relations/marketer; resource
developer; academic leadership; and an administrator.
Interpersonal Roles: Leader; communicator; colleague/team member; coach;
and balancer.
Technology Roles: Instructional technologist; and computer user.
Within a community, extension professionals take on all these roles. It is
important that the people filling these roles are adaptable and prepared to handle a variety
of situations in order for the extension program to be successful. It is important that
county extension offices excel in designing and implementing nonformal education
programs based upon the identified, analyzed and prioritized needs of the local
community (Boyle, 1981; Boone, 1985). Furthermore, the county extension agent has
become the link between the local community and state administration (Radhakrishna,
Yoder, & Baggett, 1994). Thus, leadership along with education, organizational,
interpersonal and technology roles have become essential elements for exemplary county
extension offices (Radhakrishna, Yoder, & Baggett, 1994).
Extension Education Programs at Land Grant Universities
The success of Cooperative Extension is largely dependent on the professional
abilities of the extension agents to interface with and educate clientele (Stone &
Coppernoll, 2004). One method for future agents to prepare for successful careers in
16
Extension is to enroll in an undergraduate or graduate degree program at a college or
university, (Benge, Mashburn, Harder, 2008). Degree programs prepare graduates in a
variety of areas that help them meet the demands of their careers. Extension agents must
improve their skills in areas beyond their specific programmatic expertise and the scope
of classroom management. University extension education programs play an integral role
in addressing these needs by providing a curriculum individually customized to obtain the
proficiencies required of extension employees.
Unfortunately, there are currently very few land grant universities offering degree
programs in the area of Extension. Benge, Mashburn & Harder (2008) conducted a study
to identify land grant universities who offer extension education degree programs. The
study found there were 19 land grant universities that offered some type of academic
program in extension education. Of these, 10 offered a major and six offered a minor in
extension education. All but one offered a master‘s degree in extension education. Eleven
universities offered a doctoral program, while only five offered distance-based extension
education programs. While this list may not be fully inclusive, it offers a profile of
current extension education programs that specifically focus on preparing future
extension professionals.
Professional Competencies in Extension
The future success of the Extension system will be determined to a large degree
by its ability to retain highly qualified agents. It will take a competent staff to meet the
needs of the people and ensure its success into the 21st century (Cooper & Graham,
17
2001). With the current challenges facing Extension, it is imperative that agents posses
the correct skill sets in order for them to be successful at fulfilling their roles within the
community. By identifying key competencies, both individual and organizational growth
can be targeted which helps the organization meet future demands (Pickett, 1998). The
competency based approach to human resource management enables organizations to
develop their capacity through the identification of knowledge, skills, and abilities
essential to success (Vakola, Soderquist, & Prastacos, 2007). Athey & Orth (1999)
define competencies as a collection of observable dimensions including individual skills,
knowledge, attitudes, behaviors and collective processes and capabilities which are
necessary for individual, organizational or program success. Authors in the area of
human relations management within Extension specifically recommend that
competencies serve as a foundation and help Extension personnel deliver needed
programs and improve its value within communities they serve (Maddy, Niemann,
Lindquist, & Bateman, 2002).
The concept of identifying core competencies is not new to Extension. Several
studies have been conducted from a variety of different positions and perspectives.
Beeman, Cheek, McGhee, and Grygotis (1979) first assessed the importance of core
competencies needed by extension agents in Florida as perceived by both county agents
and state staff. Betts, Firth, Watters, & Shepherd (1996) reported on core competencies
for Arizona county agents working with youth- and families-at-risk. Cooper and Graham
(2001) identified 57 competencies needed by county agents and county Extension
supervisors in Arkansas. These earlier studies have led to the development of several
18
competency models used in state Extension systems. Texas, Michigan, North Carolina
and 4-H all have their own competency models (Stone & Coppernoll, 2004; Michigan
State University Extension, 2008; North Carolina State University Cooperative
Extension, nd.; & Stone & Rennekamp, 2004). However, there is considerable variance
in the existing models. Some models have as few as 19 competencies outlined, while the
4-H model includes over 200 competencies. This inconsistency makes it difficult to
determine which competencies extension professionals really need to be proficient in
their jobs.
The identification of competencies needed by extension professionals is
particularly relevant for university academic extension education programs to ensure the
curricula is adequately preparing students to enter the profession following graduation
(Harder, Benge, & Mashburn, 2008). By identifying these competencies, it becomes
possible for extension education degree programs to self-evaluate and produce career
ready graduates. This is also important for CES administration to hire adequately
prepared entry-level employees as well as to provide opportunities for professional
development for existing agents to remain current with the changing times.
Conceptual Framework
Extension systems throughout the United States require individuals to have
college degrees to work as agents or specialists. At the county agent level, some states
require a bachelor's degree, while others prefer a master's degree. Successful extension
agents take many different avenues to attain the educational requirements for their
19
positions; however, many pursue academic degrees with a specific focus on extension
education. The following studies focus on the development and modification of specific
competencies and courses needed for successful careers in Extension.
In 2006, Scheer, Ferrari, Earnest, and Connors proposed 10 core competency
areas for extension education curricula: (a) Extension knowledge, leadership, and
management; (b) technology; (c) communications; (d) program planning,
implementation, and evaluation; (e) applied research; (f) diversity and pluralism; (g)
marketing and public relations; (h) theories of human development and learning; (i) risk
management; and (j) community development process and diffusion. These core
competencies were based on the research literature (Cooper & Graham, 2001; Levine,
2004) and the essential skills required for employment by state extension organizations.
The following represents the conceptual model proposed by this study:
20
Figure 1: Ohio State Competency Model (Scheer, Ferrari, Earnest, & Connors, 2006)
A national study by Harder, Mashburn, and Benge (2008) found extension
education curriculum most frequently included courses related to (a) Extension
knowledge, (b) leadership and management; (c) theories of human development and
learning; (d) program planning, implementation, and evaluation; and (e) applied research.
The remaining six core competency areas of: (a) technology; (b) communications; (c)
diversity and pluralism; (d) marketing and public relations; (e) risk management; and (f)
21
community development process and diffusion identified by Scheer et al. (2006) were
found to be severely underrepresented in the curricula (Benge, Mashburn & Harder,
2008).
A recent follow-up study conducted by Harder, Place, and Scheer (in press) was
conducted to determine the competencies that entry-level Cooperative Extension
professionals will need in 2015. The expert panel utilized in the Delphi study identified
nineteen core competencies split into two key groupings. The first grouping relates to the
extension program development process and includes program planning, implementation
and evaluation, teaching skills, and accountability. In the second grouping, there was
strong emphasis on core interpersonal skills including: self-management, problemsolving, communication, cultural sensitivity, professionalism, and relationship building.
Additionally, it was found that extension educators must possess applied research skills
and be able to obtain extramural funding. Furthermore, they need to be grounded in a
technical/subject matter area and volunteer development. The following is the
competency model developed from the findings:
22
Figure 2: Model of entry-level Extension educator competencies (Harder, Place, &
Scheer, in press).
Recommendations from this study included the need for extension systems to
critically assess their professional development activities and hiring practices within the
19 core competency areas. It was also recommended that academic extension education
programs critically examine curriculum and program updates. A final recommendation
was that future research should use the competencies from this study as a framework for
examining the career preparedness of extension education graduates, competencies
commonly held by pre-entry Extension applicants, and competency levels of current
Extension employees.
23
By utilizing these models as a conceptual framework, this study sought to follow
the recommendations given by Harder, Place, & Scheer (in press) to further explore these
competencies in relation to extension education programs, Extension administration
hiring, and professional development needs. Through an in-depth discussion of these
competencies with the goal of reaching consensus among the experts, this study sought to
ultimately develop a professional framework recommendation for extension education
programs at land grant universities as well as provide recommendations of professional
development opportunities for entry-level extension agents.
24
METHODOLOGY
This descriptive study utilized a Delphi methodology to explore the career
preparation of extension education students in the land grant university system through an
analysis of current curriculum and its alignment with professional extension work
competencies as identified by Harder, Place, and Scheer (in press). Academic professors
in conjunction with Extension regional or district department heads were utilized to
explore the professional competencies as they related to the preparedness of graduates
and new hires, the hiring process, specific job skills, and courses within extension
education degree programs.
Research Design
Given the complexity of differing competency models and county extension
programs, along with a lack of consensus among the experts, a modified Delphi
technique was chosen to research the alignment of extension education curriculum at land
grant universities with professional competencies. The Delphi method was developed by
Dalkey and Helmer (1963) of the RAND Corporation in the 1950s as a tool for
facilitating long-term planning in the technology field. Fischer (1978) stated that the
―Delphi is a method of gathering and refining the opinions of experts in order to obtain
consensus about some aspect of the present or the future‖ (p. 64).
The Delphi has been a research technique that allows a ―systematic analysis of
complex problems or tasks‖ (Stewart, 2001). The Delphi technique is a group process
designed to solicit expert responses toward reaching consensus on a particular problem,
25
topic, or issue (Delp, Thesen, Motiwalla, & Seshadri, 1977). Linstone and Turoff (1975)
describe the Delphi technique as a ―method for structuring a group so that the process is
effective in allowing a group of individuals as a whole, to deal with complex problems‖
(p. 13). The Delphi method allows a group to reach consensus on a certain concept
without bringing the subjects into personal contact with each other (Akers, 2000). While
common surveys try to identify what is, the Delphi technique attempts to address what
could or should be (Miller, 2006).
A three-round, modified Delphi technique was utilized to conduct this study. A
traditional Delphi begins with an open ended question and subsequent rounds seek to
reach consensus on the findings from the first round (Dalkey and Helmer, 1963). The
methodology in this study was modified in order to ask different questions in rounds one
and two, yet still reach consensus by the third round. This technique was selected for its
ability to gather and refine the opinions of experts in order to obtain consensus about
some aspect of the present or the future (Fischer, 1978). The goal of the research was to
reach a consensus among the experts related to extension education curriculum, hiring
practices, and professional development opportunities for entry-level extension
professionals.
Validity and Reliability
In any research study, consideration must be given to issues of validity and
reliability. A panel of five experts consisting of university faculty and state extension
specialists validated the Delphi questions for content and face validity prior to the study.
26
Threats to internal and external validity using the Delphi method were reduced by
following the three guiding principles established by Goodman (1987). First, threats to
validity were reduced by using participants who have knowledge and an interest in the
topic. Second, threats to validity were reduced by using multiple rounds of the
questionnaire. Finally, threats to validity were reduced by increasing the response rate of
participants through reminder e-mails and participation incentives. With regard to
reliability, Dalkey (1969) reported a reliability correlation coefficient approaching 0.9
with a group size of 13 and further stated that reliability increases with the size of the
expert panel therefore it was not essential to conduct a separate reliability test for the
study.
Participant Selection
Selection of participants for a Delphi study is considered the most important step
in the entire process because it directly relates to the quality of the results generated
(Judd, 1972; Taylor & Judd, 1989; Jacobs, 1996). Although no exact criterion has been
established for selecting participants for a Delphi study, Hsu and Sandford (2007) offer
the following recommendations: (1) choose decision makers who will utilize the
outcomes of the Delphi study; (2) select professional staff members together with their
support team; and (3) consider respondents whose judgments are being sought. All these
criteria were met in the participant selection for this study.
In this study, two separate panels of experts were created. One consisted of
agricultural and extension education professors at land grant universities (LGU‘s) that
27
have minor and/or major degree programs in extension education at the undergraduate or
graduate level. The second panel of experts consisted of regional department heads,
district or area directors or the equivalent position in each state (further referred to as
Extension administration) that are responsible for hiring and evaluating county agents in
their state. In order to identify these participants, an online search was conducted of all
land grant university websites to find extension education degree programs and was
guided by the previous research conducted by Benge, Mashburn, and Harder (2008).
Follow-up phone calls were made to many of the universities to verify the existence of a
degree program in extension education. Cross referencing with the American
Association for Agricultural Education directory was also used to identify appropriate
professors. Once the list of land grant universities was established, a second online
search was conducted to identify the Extension administrators for each of the states
identified as having extension education degree programs. Each of the participants in this
study was assigned an identification number and names were not revealed in any part of
the study. No demographic information was collected. This allowed respondents to react
and respond freely to the questions posed in each round (Linstone & Turoff, 1975;
Pollard & Pollard, 2004).
First round invitations and consent forms were sent via mail to all potential
members of each expert panel. A pool of 47 professors was identified and each received
an invitation letter and informed consent. Ten of the initial professors opted out after
receiving initial communication leaving a pool of 37 experts (N=37). Fifteen professors
responded to round one for a response rate of 40.5%. The respondents from round one
28
(n=15) were sent an invitation for round two and all responded for a response rate of
100%. Respondents from the two previous rounds (n=15) were then sent an invitation to
round three and 14 responded for a response rate of 93.3%.
A pool of 96 Extension administrators was identified and each was sent an
invitation letter and informed consent in the mail. Ten of the initial administrators opted
out leaving a pool of 86 experts (N=86). Twenty-nine Extension administrators (n=29)
responded to round one for a response rate of 33.7%. The respondents from round one
(n=29) were sent an invitation for round two and 25 responded for a response rate of
86.2%. Respondents from the two previous rounds (n=25) were then sent an invitation to
participate in round three and 22 responded for a response rate of 88.0%. Lower initial
response rates were attributed to the use of experts in the field as opposed to general
respondents. According to Cartwright (1978), experts are often inundated with requests
to complete questionnaires and they may only select only those that interest them. There
is little agreement regarding the ideal number of panelists for a Delphi study (Powell,
2003). According to Ludwig and Starr (2005), ―the validity of a Delphi study depends not
on the number of participants polled, but rather on the expertise of the panel who
participate‖ (p. 316). Consistent with the Linstone and Turoff (1975) study, participants
were selected because of their expertise and informed opinions; therefore, no neutral
position was provided as an answer in the Likert-scale questions in any of the rounds.
29
Data Collection
The Delphi process traditionally begins with an open-ended questionnaire. The
open-ended questionnaire serves as the cornerstone of soliciting specific information
about a content area from the Delphi subjects (Custer, Scarcella, & Stewart, 1999).
Kerlinger (1973) noted that the use of a modified Delphi process is appropriate if basic
information concerning the target issue is available. After initial contact via mail
explaining and inviting participation in the study, an electronic mail message was sent to
eligible participants from each Delphi group – extension education professors (N=37) and
Extension administrators (N=86). The e-mail contained a voluntary participation
informed consent statement and a link to a Survey Monkey questionnaire. Round one
was sent on October 27th, 2009 and remained open for three weeks. Follow-up
procedures were the first step in controlling for nonresponse error, attempting to get back
as many responses as possible (Dillman, 2000). Two reminder e-mails were sent to those
who had not responded each week in order to solicit more responses. One-time and late
respondents‘ answers were compared to control for non-response error (Miller & Smith,
1983). No significant differences were found, which allows more confidence in the
ability to generalize the results. Round two was sent out on November 13th, 2009 and
remained open for three weeks with reminders sent each week to non-respondents.
Round three was sent out January 26th, 2010 which allowed the researcher extra time to
analyze data and reduce non-response due to the holiday break. Round three remained
open for three weeks with reminder e-mails sent to non-respondents each week.
30
In round one, the first group of extension education professors at land grant
universities was asked the following question to determine courses taught in degree
programs:
The following list identifies the 19 most important competencies that
entry-level Extension professionals will need in 2015 as reported in a
research study by Harder, Place, and Scheer (in press). For each
competency, please list specific courses / course titles or other educational
experiences within your agricultural education and extension degree
program that target the specific competency.
In round one, the second group of Extension administrators was asked the
following question to assess professional skills and their importance:
The following list identifies the 19 most important competencies that
entry-level Extension professionals will need in 2015 as reported in a
research study by Harder, Place, and Scheer (in press). (1) For each
competency, please describe how these skills are utilized on the job by
entry level professionals in extension positions. Please be as specific as
possible. (2) For each competency, please rate the importance of the skill
during the hiring process for entry level positions, on a 4-point scale with
4=Very Important, 3= Important, 2= Somewhat Important and 1=Not
Important.
After initial responses were received, the second round of the study was sent out
only to the 44 professors and administrators that responded to round one. In round two,
all Delphi panel members were asked the same question. The purpose of this question
was to evaluate applicants‘ level of career preparedness. Panel members rated each
competency on a 5-point summated scale (1 = Unprepared, 2= Slightly Prepared, 3=
Moderately Prepared, 4= Prepared, 5 = Very Prepared).
The following list identifies the 19 most important competencies that
entry-level Extension professionals will need in 2015 as reported in a
research study by Harder, Place, and Scheer, (in press). For each
31
competency area, please rate your perceived level of preparedness of
extension education graduates or new hires in entry level extension
positions within the last five years. For clarification: If you are an
extension education professor, please answer the following questions
regarding graduates. If you are in extension administration, please answer
the following questions regarding new hires.
The third round questionnaire sought to determine consensus on the data obtained
from previous rounds. Panel members were asked to indicate their level of agreement
with each of the recommendations within the findings from rounds one and two, as well
as to provide comments if they did not agree with the summary results.
Extension education professors were asked the following questions:
1. The following list represents the 24 course categories identified in
previous rounds used to prepare UNDERGRADUATE students for
successful entry-level
careers in extension. (Table 1)
In order to achieve consensus, please indicate your level of agreement
(1 = Strongly Disagree; 2 = Disagree; 3 = Agree; 4 = Strongly Agree)
with the importance of each subject for educating future extension
professionals.
2. The following list represents the 18 course categories identified in
previous rounds used to prepare GRADUATE students for successful
entry-level
careers
in
extension.
(Table
2)
In order to achieve consensus, please indicate your level of agreement
(1 = Strongly Disagree; 2 = Disagree; 3 = Agree; 4 = Strongly Agree)
with the importance of each subject for educating future extension
professionals.
3. The following list represents graduates and new hires level of
preparedness over the last five years as identified in previous rounds.
(Table 23) Responses were ranked on a 5 point Likert scale with
1=Unprepared and 5= Very Prepared. Please rate your level of
agreement (1 = Strongly Disagree; 2 = Disagree; 3 = Agree; 4 =
Strongly Agree) with the ranked list below regarding important
competencies in hiring. If you disagree, please explain in detail.
32
Extension administrators were asked the following questions:
1. The following were identified as the most important skill areas within
each competency for extension agents as identified in previous rounds.
Please rate your level of agreement (1 = Strongly Disagree; 2 =
Disagree; 3 = Agree; 4 = Strongly Agree) with the importance of each
skill area in reference to each of the 19 professional competencies.
2. The following list represents the importance of each competency
during the hiring process as identified in previous rounds. (Table 22)
Responses were ranked on a 4 point Likert scale with 4 = Very
Important; 3 = Important; 2 = Somewhat Important; 1 = Unimportant.
Please rate your level of agreement (1 = Strongly Disagree; 2 =
Disagree; 3 = Agree; 4 = Strongly Agree) with the ranked list below
regarding important competencies in hiring. If you disagree, please
explain in detail.
3. The following list represents graduates and new hires level of
preparedness over the last five years as identified in previous rounds.
(Table 24) Responses were ranked on a 5 point Likert scale with
1=Unprepared and 5= Very Prepared. Please rate your level of
agreement (1 = Strongly Disagree; 2 = Disagree; 3 = Agree; 4 =
Strongly Agree) with the ranked list below regarding important
competencies in hiring. If you disagree, please explain in detail.
Data Analysis
Although the Delphi method is a respected technique for seeking consensus, there
is no commonly accepted definition of consensus in a Delphi study (Fink, Kosekcoff,
Chassin, & Brook, 1984; Shieh, 1990). However, Williams and Webb (1994) stress the
importance of identifying consensus criteria prior to data collection. For the purposes of
this study, consensus was established for an item when 80 percent of respondents
indicated that they either ―Agree‖ or ―Strongly Agree‖ with the statements. This was
based on Green‘s (1982) suggestion that at least 80 percent of Delphi subjects need to
rate three or higher on a four point Likert-type scale in order for consensus to be reached.
33
A conventional content analysis approach was used to code the first round
responses. Researchers avoided using preconceived categories (Kondracki & Wellman,
2002) and instead allowed the categories and names of the categories to flow from the
data. Analysis began with reading all data repeatedly to achieve immersion and obtain a
sense of the whole (Tesch, 1990). Data was then reread and highlighted to derive codes
using the exact words from the text that captured key thoughts and concepts (Miles &
Huberman, 1994; Morgan, 1993; Morse & Field, 1995). It is widely acknowledged that
inter-coder reliability is a critical component of content analysis, and that although it does
not ensure validity, when it is not established properly, the data and interpretations of the
data cannot be considered valid (Lombard, Snyder-Duch, & Bracken, 2002). Neuendorf
(2002) notes, ―given that a goal of content analysis is to identify and record relatively
objective characteristics of messages, reliability is paramount. Without the establishment
of reliability, content analysis measures are useless‖ (p.141). Kolbe and Burnett (1991)
wrote that ―inter-coder reliability is often perceived as the standard measure of research
quality. High levels of disagreement among coders suggests weaknesses in research
methods, including the possibility of poor operational definitions, categories, and coder
training‖ (p. 248). With this in mind, the researcher utilized multiple coders for
verification and to increase inter-rater reliability. Finally, codes were sorted into
emergent categories based on their relationships. These categories were then reported as
the course areas and skill sets utilized in round three of the study to achieve consensus.
Descriptive statistics are often used to describe respondents of a survey (Dillman,
2007). Descriptive statistics allows the researcher to take raw scores and organize or
34
summarize them in a form that is more manageable (Gravetter & Wallnau, 2007). The
Statistical Package for Social Sciences (SPSS) version 17.0 software program was used
to calculate means and standard deviations for data from rounds two and three. An
independent samples t-test was also used to verify significance of responses in round two
reporting p values for statistical significance and Cohen‘s d for effect size.
35
RESULTS OF THE STUDY
This three-round, modified Delphi study was conducted from October 2009 to
February 2010. The goal of the research was to reach a consensus among the experts
related to extension education curriculum, professional competencies and skills, hiring
practices and career preparedness for entry-level extension professionals. This chapter
presents the findings of the study. The results address the objectives of the study and the
purpose of aligning curriculum of extension education programs at land grant universities
with professional competencies.
Respondent Demographics
The participants in this study were chosen for their position as either an educator
of extension education at a land grant university or as a director or supervisor of county
agents within Cooperative Extension. The panel consisted of one-hundred forty-three
(n=143) potential experts. This included forty-seven (n=47) extension education
professors at land grant universities and ninety-six (n=96) Extension administrators. The
final response pool of professors that completed the study was fifteen (n=15) and twentynine Extension administrators (n=23).
Twenty two different land grant universities were represented in the study from
the states of Arkansas, Colorado, Florida, Georgia, Indiana, Iowa, Kansas, Michigan,
Minnesota, Montana, Nebraska, New Mexico, New York, North Carolina, North Dakota,
Ohio, Oklahoma, Oregon, Tennessee, Utah, Virginia, and West Virginia. Of the 15
36
extension education professors, five were female (33.3 %) and 10 were male (66.7%). Of
the 22 Extension administrators, five were female (22.7%) and 17 were male (77.3%).
Round One: Extension Education Professor Responses
In round one, the extension education professors (n=15) were asked to list specific
courses / course titles or other educational experiences within their agricultural education
and extension degree program that target each of the 19 specific competencies. Specific
courses were then coded into emergent categories in both the undergraduate and graduate
programs. At the undergraduate level, 24 course categories were identified. Categories
were reported in alphabetical order as follows in Table 1:
37
Table 1: Undergraduate Course Categories Aligned with Competencies as identified by
Extension Education Professors in Round One
Undergraduate Course Categories
Communications
Computer Applications
Diversity and Multicultural
Ethics
Foundation - Philosophy and Principles of Extension
Grant Writing
Group / Team / Organizational Leadership
International Focus
Internship / Field Experience
Leadership
Leadership / Management of Volunteers
Management / Ethics
Media Production
Organizational Management / Administration
Personal Development
Program Planning / Instructional Development
Public Relations
Research
Speaking
Statistics & Data Analysis
Teaching Methods
Web Authoring
Writing
Youth / Special Needs
38
At the graduate level, 18 course categories were identified in alphabetical order as
follows in Table 2:
Table 2: Graduate Level Course Categories Aligned with Competencies as identified by
Extension Education Professors in Round One
Graduate Course Categories
Communications
Data Collection
Distance / e-Learning
Diversity and Multicultural
Evaluation
Grant / Proposal Writing
Group / Organizational Leadership
International Focus
Internship / Field Experience
Leadership
Problem Solving / Critical Thinking
Program/Instructional Planning/Development
Research Methods / Design / Application / Theory
Statistics & Data Analysis
Teaching/Delivery Methods including Adult & Nonformal Ed
Technology in Education
Volunteer & Youth Management / Leadership / Development
Writing
Round One: Extension Administrator Responses to Question One
Extension administrators (n=29) were asked to describe skills associated with
each of the 19 competencies and how they are utilized on the job by entry-level
professionals in extension positions. For each competency, a conventional content
analysis approach was utilized and specific job duties and skill categories were
established. The following tables represent the coded responses for each of the 19
competencies.
39
Table 3: Skill categories in relation to ―Ability to utilize technology for program
delivery‖ as identified by Extension administrators in round one
MICROSOFT OFFICE PROGRAMS: Document creation, flyers & marketing,
charts & spreadsheets, PowerPoint Presentations
COMMUNICATION & GENERAL CORRESPONDENCE: Letters, e-mails,
newsletters, e-newsletters
ON-LINE WEB DELIVERY: Websites, webinars, YouTube, Podcasts, Blogs, Online assessments, Wiki, Moodle, Wimba, On-line courses
SOCIAL NETWORKING: Facebook and Twitter
EQUIPMENT SETUP: Computers, LCD projectors, Webcasts, Video
conferencing
The competency of ―Ability to utilize technology for program delivery‖ resulted
in four categories including Microsoft Office programs, communication and general
correspondence, online web delivery and equipment set-up. All Extension administrators
who responded cited the importance of technology and many reported the value of
matching the technology to the audience. One respondent said, ―Agents must be able to
utilize a variety of program delivery technologies and styles to fit the audience he or she
is working with. Sometimes the best media is a chalkboard while other times it might be
a webinar.‖ Another respondent outlined the significance of sharing resources by saying,
―With a reduction in staffing in Extension across the country, more educators will benefit
from sharing resources that can be captured and shared through the use of technology
tools.‖ Many administrators echoed the importance of finding ways to utilize the latest
technologies to keep Extension current and meet changing clientele needs.
40
Table 4: Skill categories in relation to ―Accountability‖ as identified by Extension
administrators in round one
WRITTEN DOCUMENTATION & REPORTING IMPACTS: to stakeholders,
supervisors, community, commissioners, state, local, federal etc.
TIGHT BUDGETS LEAD TO INCREASED EXPECTATIONS: Money, human
resources, performance reviews
PROGRAM DEVELOPMENT & EVALUATION: Set standards and objectives,
evaluation forms, Logic Models, SMART objectives
ACCOUNTABILITY IN RELATIONSHIPS: Follow up on commitments, build
credibility and trust, address needs without bias
The competency of accountability lent itself to four skill categories including
written documentation and impact reporting; tight budgets leading to increased
expectations; program development and evaluation; and accountability in relationships.
Many agents cited the necessity of accountability as funding shifts and budgets become
tighter. One administrator summed up the responses by saying, ―An agent never knows
when they will be called to account to funding partners to provide evidence that the
dollars expended are worth the investment. ‗Why should we continue to fund your
office?‘ Organized reporting should help agents always be ready to address these
questions.‖ It was evident that Extension administrators deem accountability important
on several different levels including self accountability, accountability in relationships,
and being accountable to others in programming and reporting efforts.
41
Table 5: Skill categories in relation to ―Applied Research Skills‖ as identified by
Extension administrators in round one
COMMUNICATING RESULTS: Evaluations of programs and impacts
KEEPING CURRENT IN RESEARCH BASED INFORMATION: Educational
credibility, research based programs, interpretation of results, validation of research
ARTICULATE RESEARCH: Provide real life applications to participants, relating
the research to client needs on their level
CONDUCTING RESEARCH: To support local programs, identify issues and
solutions, applying outcomes of evaluations, design for possible publication
The competency of applied research skills was broken into four skill areas:
communicating results; keeping current on research-based information; articulation of
research; and conducting research. While some respondents deemed the practice of this
competency unnecessary, all agreed on the importance of having an understanding of
research. This idea was summarized through the following response from an
administrator, ―Abilities in applied research are valuable even when no research is
conducted in a county program. The critical thinking skills that are developed through
applied research help agents be more discerning when people are asking about or selling
a certain option or solution to clientele.‖ While some administrators did not see the
importance of this competency in Extension, the majority indicated that while agents may
not need to conduct research, a basic understanding is still necessary.
42
Table 6: Skill categories in relation to ―Communication Skills‖ as identified by
Extension administrators in round one
WRITING SKILLS: written & electronic communication, newsletters, press releases,
web entries, brochures, reports, grant proposals
SPEAKING SKILLS: positive interactions with clientele, working with media - TV
& radio, office visits, ability to speak with confidence, conflict resolution,
negotiation & facilitation, good listening skills
TEACHING & PRESENTING: Clearly presenting, conveying a point, delivery of
materials, selling ideas to others
WORKING & COMMUNICATING WITH: Coworkers, specialists, volunteers, staff,
stakeholders, local leaders & politicians
The four skill categories derived from the competency of communication skills
were: writing skills, speaking skills, teaching and presenting, and working and
communicating with a variety of constituents. A common theme outlined was the
importance of being able to match these skills with the intended audience. One
respondent pointed out that, ―Writing a newsletter or a press release is much different
than writing a journal article,‖ while another stressed the importance of being able to
relate technical subject matter to the audience into an easy to understand manner.
43
Table 7: Skill categories in relation to ―Cultural Sensitivity‖ as identified by Extension
administrators in round one
RESPECT FOR DIFFERENT PERSPECTIVES: Cultural, racial, socioeconomic,
religious, education level, gender, sexual orientation, age, physical & mental
capabilities
UNDERSTAND LEARNING STYLES OF DIFFERENT GROUPS: Awareness of
differing needs of all clientele
CONSIDER DIFFERENT AUDIENCES: Engage audiences currently not engaged,
not just traditional
The competency of cultural sensitivity divided into three skill categories: respect
for different perspectives; understand learning styles of different groups; and
consideration of different audiences. One respondent noted that, ―Cultural sensitivity is
needed more today than in the past because Extension needs to be viewed as a non-biased
organization. Society is much more diverse and there is less tolerance for those who are
inappropriate, insensitive or unwelcoming.‖ Another stated that, ―Being welcoming of
all viewpoints and types of people makes the Extension office a ‗safe‘ place for everyone
to go. People who disagree usually just come to an issue with different presuppositions.
This is where Extension can teach the facts.‖ Another common theme in the findings was
the need to target underserved or new populations not traditionally reached by Extension.
44
Table 8: Skill categories in relation to ―Developing Extramural Funding‖ as identified
by Extension administrators in round one
DECREASE IN PUBLIC FUNDING: Need to seek outside funding sources to
survive
KNOWLEDGE OF FUNDING SOURCES: How to apply & obtain grants, document
and report impacts, go outside the box, seek funds in line with needs
COLLABORATION: With other organizations, working with colleagues, knowing
how to approach and work with funders
The competency of developing extramural funding separated into three
categories: decreased public funding; knowledge of funding sources; and collaboration.
This competency was deemed as important by all respondents considering the tighter
budgets from federal, state, and local partners in the last five years. One respondent
noted, ―This skill is less important in the beginning but does become important later on in
an agent‘s career. Extension is a system that is very efficient in its use of funding.
Success does not require a large lump sum award to help people have better lives. Being
successful in developing additional funding can provide great flexibility; but it can also
tie an agent up in fulfilling grant requirements that do not help better the lives of
clientele.‖ With growing concerns about funding, administrators indicated there will be
an increase in the need for skills in this competency area.
45
Table 9: Skill categories in relation to ―Interpersonal Skills‖ as identified by Extension
administrators in round one
PEOPLE SKILLS MORE IMPORTANT THAN SUBJECT MATTER: Integrity,
outgoing, cooperative, trustworthy, responsible, caring, able to articulate & listen,
negotiation skills
WORKING IN A TEAM ENVIRONMENT: Colleagues, office staff, clients, boards &
committees, networking, developing partnerships
MAINTAIN HIGH VISIBILITY IN THE COUNTY: Marketing and promotion
The skill categories associated with the competency of interpersonal skills were:
people skills are often more important than subject matter, working in a team
environment, and maintaining high visibility in the county. All respondents articulated
the extreme importance of these skills in Extension. One noted that, ―Extension is often
described as a people business, thus interpersonal skills are imperative.‖ Many also
expressed that interpersonal skills are more important in Extension than subject matter or
technical expertise. This idea was nicely summarized by a respondent who stated, ―The
highest numbers of employees who lose their jobs or do not succeed in their workplace
have difficulty because of their lack of interpersonal skills. Being smart, being right, or
knowing all the technical information is not enough for a person to succeed in the
workplace, much less with clientele they are to develop programming for and with.‖ It
was apparent from responses that administrators view interpersonal skills as important for
successful careers in Extension.
46
Table 10: Skill categories in relation to ―Organizational Leadership Development‖ as
identified by Extension administrators in round one
DEVELOPING LEADERS TO TAKE ON ROLES: Volunteers, parents, youth,
stakeholders, partners, succession planning
UNDERSTAND COMPONENTS OF SUCCESSFUL ORGANIZATIONS: How
departments integrate to support mission, organizational change, work toward vision
PROVIDE PROGRAM LEADERSHIP: Ability to multitask, determine priorities and
follow through, coach & mentor, strategic planning, lead change, adapt quickly
The organizational leadership development competency was divided into three
categories: developing leaders to take on roles; understanding component of successful
organizations; and providing program leadership. Respondents emphasized the need of
being able to lead, listen, and grow, as well as the importance of knowing what role they
should play in various situations. One respondent noted, ―Developing leadership
capacity in a variety of settings is the unique ability and strength of Extension. Building
capacity to meet local needs provides agents great flexibility to address issues through
others; thus allowing the agent to retain freedom to address current issues in their
community.‖ Administrators indicated that it is just as important for an agent to be able
to hold leadership roles as it is for them to help develop that potential in others in order
for the organization to succeed in the future.
47
Table 11: Skill categories in relation to ―Personal Leadership Development‖ as
identified by Extension administrators in round one
UNDERSTAND OWN LEADERSHIP STYLE AND HOW TO IMPROVE SKILLS:
Self esteem, confidence, character ethics, can act independently, portray positive
image, effective leader and follower, motivate and inspire others, lead by example
UNDERSTAND LEADERSHIP STYLES OF OTHERS AND HOW TO WORK WITH
THEM: Lead teams, confidence to interact with public in planning process, focus on
success
DESIRE FOR LIFELONG LEARNING: Ask for and learn from mentors and
experienced professionals, thinking out of the box, explore new topics, open to new
ideas and opinions
The emergent categories from the competency of personal leadership
development were: understanding your own leadership style and how to improve skills;
understanding the leadership styles of others and how to work with them; and a desire for
lifelong learning. One respondent discussed the impacts of leadership, ―This [personal
leadership development] is really the foundation of what we do in Extension. Even when
we are providing technical assistance and information, we are also trying to increase that
person‘s ability to make prudent decisions for their farm, ranch, family, business,
organization.‖ Respondents stressed not only the importance of the agent improving their
own personal leadership but also having the capacity to develop those skills in their
volunteers and clientele they serve.
48
Table 12: Skill categories in relation to ―Problem Solving‖ as identified by Extension
administrators in round one
PROVIDE POSSIBLE SOLUTIONS TO CLIENTS: Analyze needs and propose
solutions, use critical thinking skills, show creativity and empathy, be inclusive,
examine all possibilities, ability to think on feet
SOUND DECISIONS ALIGNED WITH PROGRAM GOALS: Funding, staffing,
prioritizing needs, address all challenges with critical mindset, developing strategies
for program success
The problem solving competency responses were separated into two categories:
providing possible solutions to clients and making sound decisions aligned with the
program goals. Respondents stressed the importance of problem solving skills as they
relate to dealing with issues that arise in the workplace as well as being able to address
the specific problems of clientele. One respondent explained the diversity of situations
encountered, ―This is why many people want to involve Extension in their issues. We
help families, groups or organizations move from point ‗a‘ to point ‗b‘ by removing or
addressing obstacles and giving people the confidence to resolve issues and improve.‖
Another noted, ―Clientele come to extension agents with problems to which they would
like to have a workable solution.‖ An additional response identified three areas in which
problem solving skills are necessary - subject areas, people interactions and program
applications. The importance of having skills to work in each of these areas was reconfirmed by many participants.
49
Table 13: Skill categories in relation to ―Professionalism‖ as identified by Extension
administrators in round one
DEMONSTRATE CREDIBILITY OF THE PROFESSION: Maintain confidence and
high integrity, ethical interactions and behaviors, trustworthy, dependable and
accountable, strong work ethic, respect, maintain composure in trying times
BUILD STRONG RAPPORT WITH STAKEHOLDERS, CLIENTELE & OTHER
PROFESSIONALS: Understand role within organization, visibility and local respect
for extension, professional demeanor and appearance
CONTINUE PROFESSIONAL DEVELOPMENT
Professionalism was condensed into three skill categories: demonstrating
credibility of the profession; building strong rapport; and continuation of professional
development. This competency revealed some very interesting key points and comments.
One respondent noted that, ―Serving the public puts extension workers in the spotlight
where professionalism is expected,‖ while another stated, ―New agents are very visible in
their communities. It doesn‘t matter if they are at a public meeting or shopping for
groceries. It is imperative they always take the high road when the public can see them.‖
Several respondents addressed the issue that some agricultural agents in particular see
professionalism as a barrier to building relationships with local farmers. This can lead to
the ―good old boy‖ mentality and reflects on the credibility of the Extension program.
This issue is of particular importance as the credibility and relevance of Extension is
questioned. By maintaining professionalism, extension agents will help to increase the
credibility of the organization.
50
Table 14: Skill categories in relation to ―Program Evaluation‖ as identified by
Extension administrators in round one
MEASURE, DOCUMENT AND REPORT IMPACTS AND OUTCOMES: To
improve and create strong future programs; local, federal and state reporting, grant
reporting and seeking funds
SHOWING CHANGES RELATED TO MATERIAL TAUGHT: Measuring practice
and behavior changes, outcomes, awareness, knowledge gained, determine how
conditions changed
DETERMINING ACCOUNTABILITY AND MAINTAINING FOCUS: Determine if
programs are making a difference, program quality and relevance control
The competency of program evaluation was categorized into three skill areas:
measuring, documenting and reporting impacts and outcomes; showing changes related
to material taught; and determining accountability and maintaining focus. Extension
administrators expressed the importance of conducting thorough program evaluations.
One respondent said, ―This is a crucial skill and one that is often misunderstood. A
certain portion of evaluation seeks to find out how to refine and make program things
more effective such as space, agenda and marketing. While these can be valuable, the
real goal of Extension evaluation is to determine if people have a better understanding of
the issues, intend to change their practices, or have actually changed their lives for the
better.‖ Respondents also addressed the importance of being able to show impacts with
tightening funds and reporting to stakeholders, grant funders, and collaborators.
51
Table 15: Skill categories in relation to ―Program Implementation‖ as identified by
Extension administrators in round one
QUALITY PROGRAMS THAT FIT EXTENSION MISSION AND MAKE A
DIFFERENCE: Determine goals and objectives and strive to reach them,
educational design/adult learning principles, delivery methods to meet audience
needs
TAKE IDEAS AND MAKE THEM HAPPEN: Self starter willing to take
responsibility, organize and use time effectively, flexible, timing and marketing
ABILITY TO FORM PARTNERSHIPS AND BUILD COALITIONS: Seek feedback
from partners, follow through with stakeholders to support programs, make contacts
to carry out plan
Program implementation was summarized into three categories: quality programs
that fit the mission and make a difference; taking ideas and making them happen; and the
ability to form partnerships and build coalitions. One administrator commented on the
value of prior education, ―Practice and experience are helpful but students need to come
with some understanding of the planning required to implement a program, the steps
needed, the timeline and the commitment required to get a new program off the ground.‖
Respondents also discussed the importance of not only planning programs, but actually
implementing them. As one respondent stated, ―A plan not implemented is a dream. A
dream does not warrant funding or grow support.‖ Respondents outlined the different
aspects involved in the implementation process that must be considered from the
planning stage including delivery methods, locations, and timing. Some indicated that
this is a skill that comes from experience or can be taught on the job, while others
indicated this is an important skill to have when entering the field.
52
Table 16: Skill categories in relation to ―Program Planning‖ as identified by Extension
administrators in round one
NEED ASSESSMENTS: Determine through focus or advisory groups, brainstorm,
listen to others, set objectives, develop program to meet needs, prioritize needs
UTILIZE CLIENTELE TO DEVELOP PROGRAM: Subject matter, length,
determine what's important
PLANNED ACTIVITIES TO ALTER BEHAVIOR, ATTITUDE OR ASPIRATION:
Begin with end in mind - what you want to learn, what changes you anticipate,
evidence of goal setting, SMART objectives
PLAN OF WORK WITH EFFORTS JUSTIFIED: Include evaluation tool, relevance
to community
Program planning was broken into four main skill areas: needs assessments;
utilizing clientele to develop programs; planning activities to alter behavior, attitude or
aspirations; and having a plan of work with efforts justified. However, it was agreed that
this competency is critical for success in Extension. One administrator stated, ―This is a
skill that has to be developed in the first five years of a person‘s career. The reason it can
be developed after a year or two on the job is that Extension‘s greatest strength is being
local and needs-based. It takes the first year or so to begin to understand local needs.‖
Another reinforced the significance of program planning by saying, ―Program planning
can be very simple or very difficult depending on the size and complexity of the project;
however, the basic skills are needed every day. Being able to assess the issue, decide on
a plan of action and anticipate the expected outcomes is basic to any activity.‖ While
some respondents indicated this is something that can be learned on the job, it was
evident that the majority feel it is of greater importance to have at least a basic
understanding of these skills coming to the job.
53
Table 17: Skill categories in relation to ―Relationship Building‖ as identified by
Extension administrators in round one
NETWORKING TO DEVELOP PARTNERSHIPS/COLLABORATIONS: Outside
sphere of influence, sponsors, boards, commodity groups, foundations, colleagues,
create positive funding environment, avoid program overlap and duplication
POSITIVE RELATIONSHIPS = SUCCESS / BUILDS RAPPORT: With clients,
partners, local government, community members, staff, specialists, agents
MEET PEOPLE AT COMMUNITY FUNCTIONS: Sporting events, clubs, church,
community festivals
ONLINE NETWORKING VIA SOCIAL MEDIA
BECOME A TRUSTED PROVIDER / SOMEONE TO RELY ON: Listening skills,
ability to emphasize, be inclusive
Relationship building responses were summarized into five categories:
networking to develop partnerships; positive relationships equate success and build
rapport; meeting people at community functions; online networking; and becoming a
trusted provider. Respondents verified that often ―who you know‖ is as important as
―what you know.‖ One administrator quoted, ―Understanding that professional
relationships between clients, organizations and funders are critical is key to success.‖
Another defined relationship building as the utilization of several resources to achieve a
larger goal that could not have been accomplished by the individual resource alone.
54
Table 18: Skill categories in relation to ―Self Management‖ as identified by Extension
administrators in round one
SELF-MOTIVATED/DISCIPLINED/DIRECTED/STARTER: Initiate and follow,
perform with limited supervision and direction, seek support when needed, set
priorities, perseverance and patience
TIME MANAGEMENT: Manage own time schedule, meeting deadlines, returning
calls in timely fashion, submit reports when due, balanced life, form strategic
alliances
The competency of self management was categorized into two skill areas: being
self-motivated, a self-starter, self-directed and self-disciplined; and time management.
With the changing nature of Extension, these skills are very important. Respondents
stressed the importance of not over-committing and maintaining a balanced life. One
stated, ―Focus on the important things and don‘t get consumed with petty things.‖
Another said, ―Agents must be self-motivated to succeed as no one is going to tell them
what to do on a daily basis. Beyond that, each person has to figure out what strategies
work best for them. There is no correlation between organization and impact.‖ Through
their responses, administrators indicated that self motivation and time management are
some of the most important skills necessary for success in Extension.
55
Table 19: Skill categories in relation to ―Teaching Skills‖ as identified by Extension
administrators in round one
UTILIZE A VARIETY OF TECHNIQUES: Hands on, online, lecture, facilitation,
electronic, face to face, small or large group, individual, non-formal, field day
APPEAL TO MULTIPLE LEARNING STYLES TO INCREASE IMPACT: How to
apply / match learning styles to teaching methods
CATER TO AUDIENCE NEEDS: Speak clearly and effectively, interact and adapt
materials to audience, focus on learner, use hands on real life experiences, active
learning
KNOWLEDGE OF SUBJECT MATTER TO BE TAUGHT
The competency of teaching skills was divided into four areas: utilizing a variety
of techniques; appeal to multiple learning styles; cater to audience needs; and having
knowledge of subject matter being taught. Respondents identified this as one of the
―most critical competencies for new agents.‖ An administrator stated, ―These skills have
to present at some level to begin with and improve over a career. If a new agent is
sensitive to local needs and perceptive or effective in their evaluation of whether they are
having positive impacts with clientele, then they will continue to refine their teaching
skills, strategies and effectiveness to make sure they are having impact.‖ It was evident
from administrator responses that there are many skills needed in the area of teaching
skills to be successful in Extension careers.
56
Table 20: Skill categories in relation to ―Technical / Subject Matter Expertise‖ as
identified by Extension administrators in round one
MUST BE BALANCED WITH PEOPLE AND ORGANIZATIONAL SKILLS: Have
technical subject matter expertise but generalized
GENERAL KNOWLEDGE: Public prefers expert but decreased funding requires
more generalist approach
NEED TO BE A LIFELONG LEARNER: Use reference based materials, read
journals, stay current, attend professional development and conferences, get training
in weak areas
APPROPRIATE TO POSITION AND FUNCTION: Need knowledge for credibility,
gain support and respect in community
Technical / subject matter expertise resulted in four categories: balance of people
and organizational skills; general knowledge; need to be a lifelong learner; and
appropriate to position and function. Many stressed the importance of agents needing to
be lifelong learners to stay current on changing information and new technologies.
Others outlined their opinion that caring for their clientele and being competent in people
skills is more important since technical subject matter can be taught.
57
Table 21: Skill categories in relation to ―Volunteer Development‖ as identified by
Extension administrators in round one
WORK WITH AND TRAIN VOLUNTEERS: Select, screen, place, mentor, recognize,
provide guidance, motivate, teach, utilize, learn from supervise, recruit, retain,
evaluate
VOLUNTEERS IMPORTANT TO MEET NEEDS WITH REDUCED FUNDS: Need
competent and trained volunteers, help develop their leadership potential, empower
others to be successful
HOW TO WORK WITH AND ORGANIZE PEOPLE: Work with committees and
boards, conflict resolution skills, develop effective long term relationships through
respect and understanding
Volunteer development was divided into three skill areas: working with and
training volunteers; importance of volunteers to meet needs with reduced funds; and
knowing how to work with and organize people. One respondent pointed out, ―We often
think of volunteers and their ability to do work for us, but it is also a personal
development opportunity for the volunteer. Yes, it benefits us in Extension but the
volunteer also usually becomes a better person.‖
This summarizes the specific skill areas identified by Extension administrators in
relation to the 19 professional competencies. The emergent categories and direct quotes
gave a clearer, more descriptive view of what these competencies actually ‗mean‘ for
entry-level extension agents. These finding are discussed further in the responses of
Extension administrators in round three.
58
Round One: Extension Administrator Responses to Question Two
Next, Extension administrators in round one were asked to rate the importance of
each competency during the hiring process for entry-level positions on a 4-point scale
with 4 = Very Important, 3 = Important, 2 = Somewhat Important and 1 = Not Important.
Below is the resulting ranked list with the corresponding descriptive statistical values of
means and standard deviations.
Table 22: Importance of professional competencies during the hiring process as
identified by Extension administrators in round one (n=29)
Competency
Mean
SD
Communication Skills
3.79
0.41225
Interpersonal Skills
3.76
0.43549
Professionalism
3.66
0.48373
Relationship Building
3.52
0.68768
Accountability
3.48
0.68768
Self-management
3.48
0.73779
Problem Solving
3.38
0.62185
Teaching Skills
3.38
0.56149
Cultural Sensitivity
3.28
0.64899
Able to utilize technology for program delivery
3.21
0.55929
Technical / Subject Matter Expertise
3.14
0.51576
Program Implementation
3.04
0.69293
Program Planning
3.03
0.73108
Program Evaluation
2.86
0.78940
Personal Leadership Development
2.83
0.71058
Volunteer Development
2.72
0.70186
Develop Extramural Funding
2.55
0.68589
Organizational Leadership Development
2.52
0.68768
Applied Research Skills
2.41
0.73277
Note: 4 = Very Important, 3 = Important, 2 = Somewhat Important, 1 = Not Important
59
Round Two: Extension Education Professor and Extension Administrator Responses
After initial responses were received, the second round of the study was sent out
only to the respondents from round one (N=40). In round two, all Delphi panel members
were asked the same question: ―Please rate their perceived level of preparedness of
extension education graduates or new hires in entry-level extension positions within the
last five years based on each of the 19 competency areas on a 5-point summated scale (1
= Unprepared, 2 = Slightly Prepared; 3 = Moderately Prepared; 4 = Prepared; 5 = Very
Prepared). The extension education professors‘ ranked list is as follows:
Table 23: Level of preparedness of extension education graduates in the last five years as
perceived by extension education professors (n=15)
Competency
Mean
SD
Interpersonal Skills
4.47
0.63994
Technical / Subject Matter Expertise
4.27
0.79881
Relationship Building
4.07
0.70373
Personal Leadership Development
3.93
0.88372
Program Planning
3.93
1.03280
Program Implementation
3.93
0.96115
Professionalism
3.80
0.77460
Able to utilize technology for program delivery
3.73
0.70373
Communication Skills
3.73
1.03280
Problem Solving
3.67
0.89974
Teaching Skills
3.60
1.18322
Self-management
3.53
0.74322
Organizational Leadership Development
3.40
1.12122
Applied Research Skills
3.20
1.14642
Program Evaluation
3.07
1.03280
Cultural Sensitivity
3.00
0.84515
Accountability
2.87
0.74322
Volunteer Development
2.87
1.06010
Develop Extramural Funding
1.80
0.94112
Note: 1 = Unprepared, 2 = Slightly Prepared; 3 = Moderately Prepared; 4 = Prepared; 5 =
Very Prepared
60
Extension education professors ranked the areas of interpersonal skills, technical
subject matter expertise and relationship building as the areas in which graduates were
the most prepared (M=> 4.0). Areas that graduates were ranked as moderately prepared
or lower (M=< 3.0) were accountability, volunteer development and developing
extramural funding. Areas with the highest variability as indicated by standard deviations
above 1.0 were: program planning (SD=1.03280), communication skills (SD=1.03280),
teaching skills (SD=1.18322), organizational leadership development (SD=1.12122),
applied research skills (SD=1.14642), program evaluation (SD=1.03280), and volunteer
development (SD=1.06010).
Table 24: Level of preparedness of entry-level extension agents in the last five years as
perceived by Extension administrators (n=25)
Competency
Mean
SD
Able to utilize technology for program delivery
4.20
0.64550
Technical / Subject Matter Expertise
3.71
0.85867
Communication Skills
3.68
0.90000
Interpersonal Skills
3.56
0.86987
Self-management
3.52
0.82260
Problem Solving
3.44
0.71181
Cultural Sensitivity
3.40
1.00000
Professionalism
3.40
0.95743
Teaching Skills
3.36
0.75719
Accountability
3.32
1.14455
Relationship Building
3.32
0.85245
Personal Leadership Development
3.24
0.77889
Program Implementation
3.24
0.72342
Program Planning
3.12
0.97125
Applied Research Skills
2.96
1.01980
Organizational Leadership Development
2.96
0.78951
Develop Extramural Funding
2.48
1.19443
Program Evaluation
2.44
1.12101
Volunteer Development
2.44
0.96090
Note: 1 = Unprepared, 2 = Slightly Prepared; 3 = Moderately Prepared; 4 = Prepared; 5 =
Very Prepared
61
Extension administrators perceived that entry-level agents were the most prepared
(M=>3.5) in the top five areas - ability to utilize technology for program delivery,
technical subject matter expertise and communication skills, interpersonal skills, and selfmanagement. Areas where administrators perceived entry-level agents as moderately
prepared or lower (M=<3.0) were development of extramural funding, program
evaluation and volunteer development. Areas with the highest variability as indicated by
standard deviations above 1.0 were: accountability (SD=1.14455), applied research skills
(SD=1.01980), development of extramural funding (SD=1.19443), and program
evaluation (SD=1.12101).
62
Table 25: Comparison of perceptions of level of preparedness of graduates and entrylevel extension agents between professors and administrators (n=40)
Competency
Prank
8
Erank
1
t
p
Cohen’s
d
0.51939
Able to utilize technology for program
2.140
0.039*
delivery
Accountability
17
10
1.367
0.180
0.49729
Applied Research Skills
14
15
-0.688
0.496
0.26522
Communication Skills
9
3
-0.172
0.865
0.05525
Cultural Sensitivity
16
7
1.295
0.203
0.44203
Develop Extramural Funding
19
17
1.879
0.068
0.75146
Interpersonal Skills
1
4
-3.501 0.001**
1.0056
Organizational Leadership
13
16
-1.455
0.154
0.48624
Development
Personal Leadership Development
4
12
-2.592
0.013*
0.76251
Problem Solving
10
6
-0.883
0.383
0.25417
Professionalism
7
8
-1.369
0.179
0.44203
Program Evaluation
15
18
-1.761
0.086
0.69620
Program Implementation
6
13
-2.592
0.013*
0.76251
Program Planning
5
14
-2.504
0.017*
0.89512
Relationship Building
3
11
-2.855
0.007*
0.82882
Self-management
12
5
-0.051
0.959
0.01105
Teaching Skills
11
9
-0.784
0.438
0.26522
Technical / Subject Matter Expertise
2
2
-2.028
0.050
0.61885
Volunteer Development
18
19
-1.308
0.199
0.47519
Note: *Starred items indicate areas that were found to be significantly different at
p<.05** Starred items indicate areas found to be significantly different at p<.003 due to
adjustment for Type I error using the Bonferroni correction
An independent t-test between the two groups indicated that there was statistical
significance at p<.003 in the competency of interpersonal skills between the two groups.
This p value was used to address Type I error which occurs when a researcher rejects a
null hypothesis that is really true (Gravetter & Wallnau, 2007). The Bonferonni
correction was used to address the problem of multiple comparisons. The alpha level,
which is the probability that a Type I error will occur, needed to be lowered to account
for the number of comparisons being performed (Gravetter & Wallnau, 2007) so the p
63
value of 0.05 was divided by 19 (representing the 19 competency categories) to get the
value of p = 0.003. While interpersonal skills was the only competency found
statistically significant using the Bonferonni correction, both groups found this skill as
one of the four highest areas of preparedness as professors ranked it as the number one
competency and Extension administrators ranked it as the fourth highest competency.
Other competencies that were not found statistically significant with the Bonferroni
correction but were found significant at the alpha level of p<.05 were: ability to utilize
technology (p=0.039), personal leadership development (p=0.013), program
implementation (p=0.013), program planning (p=0.017), and relationship building
(p=0.007). While Extension administrators found able to utilize technology as the
competency in which graduates were most prepared, extension education professors
ranked it eighth on their list. Personal leadership development was ranked fourth by
professors, but twelfth by Extension administrators. Program implementation was ranked
sixth by professors and thirteenth by administrators. Program planning was found fifth
by professors and fourteenth by administrators, while relationship building was found
third by professors and eleventh by administrators. Although only one competency was
found statistically significant in terms of mean level of preparedness score, there were
differences in where the competencies were ranked in the list between each group. This
data revealed that there are differences in the perceived level of preparedness of
graduates between those who educate future Extension professionals and the Extension
administrators who hire them.
64
Cohen‘s D value was also calculated to measure effect size. Cohen (1988)
recommended that effect size can be standardized by measuring the mean difference in
terms of standard deviation. Gravetter & Wallnau (2007) indicate that a d value of 0.2 is
a small effect size, 0.5 is a medium effect size while a d of 0.8 or greater has a large
effect size. In this study, those with large effect sizes were: interpersonal skills
(d=1.0056), program planning (d=0.89512), and relationship building (d=0.82882).
Round Three: Extension Education Professor Responses
The third round questionnaire sought to determine consensus. Panel members
were asked to indicate their level of agreement with each of the recommendations from
the results in rounds one and two, as well as to provide comments if they did not agree
with the summary findings. Extension education professors were asked to rate their level
of agreement with each of the course categories identified for graduate and undergraduate
programs. The following is a ranked list of undergraduate course categories including the
mean level of agreement value.
65
Table 26: Undergraduate course categories and levels of agreement as indicated by
extension education professors (n=14) in round three
Undergraduate Course Category
Mean
SD
Program Planning / Instructional Development
3.93
0.26726
Communications
3.86
0.53452
Teaching Methods
3.86
0.36314
Writing
3.86
0.36314
Speaking
3.86
0.36314
Internship / Field Experience
3.79
0.57893
Leadership
3.71
0.46881
Group / Team / Organizational Leadership
3.71
0.46881
Leadership / Management of Volunteers
3.71
0.61125
Foundation - Philosophy and Principles of Extension
3.69
0.49725
Ethics
3.64
0.63332
Public Relations
3.64
0.63332
Computer Applications
3.43
0.51355
Youth / Special Needs
3.36
0.49725
Diversity and Multicultural
3.29
0.82542
Personal Development
3.21
0.57893
Grant Writing *
3.07
0.73005
Management/Ethics *
3.00
0.96077
Organizational Management /Administration *
3.00
0.67937
International Focus *
2.64
0.74495
Research *
2.50
0.75955
Statistics & Data Analysis *
2.43
0.64621
Media Production *
2.36
0.74495
Web Authoring *
2.14
0.66299
Note: *Starred items indicate categories that did not reach consensus; 4 = Strongly
Agree, 3 = Agree, 2 = Disagree, 1 = Strongly Disagree
For the purposes of this study, consensus was established for an item when 80%
of respondents indicated that they either ―Agree‖ or ―Strongly Agree‖ with the statement.
This was based on Green‘s (1982) suggestion that at least 80 percent of Delphi subjects
need to rate three or higher on a four point Likert-type scale in order for consensus to be
reached. Based on this criterion, consensus was reached on 16 of the 24 categories.
Consensus was not reached on eight of the categories as denoted in Table 25 by an
66
*asterisk, indicating these course areas were perceived as less important at the
undergraduate level by extension education professors.
The following is the ranked list of the 18 graduate course categories including the
mean level of agreement value.
Table 27: Graduate course categories and levels of agreement as indicated by extension
education professors (n=14) in round three
Graduate Course Categories
Mean
Program / Instructional Planning / Development
3.93
Evaluation
3.93
Writing
3.86
Volunteer & Youth Management / Leadership / Development
3.79
Teaching/Delivery Methods (including Adult & Nonformal Ed)
3.71
Communications
3.71
Leadership
3.64
Grant / Proposal Writing
3.64
Group / Organizational Leadership
3.57
Research Methods / Design/Application/Theory
3.57
Data Collection
3.57
Technology in Education
3.50
Problem Solving / Critical Thinking
3.43
Internship / Field Experience
3.43
Statistics & Data Analysis
3.43
Diversity and Multicultural
3.29
Distance / e-Learning
3.29
International Focus *
2.79
Note: *Starred items indicate categories that did not reach consensus
SD
0.26726
0.26726
0.36314
0.42582
0.46881
0.61125
0.49725
0.49725
0.51355
0.51355
0.51355
0.65044
0.75593
0.75593
0.75593
0.82542
0.82542
0.89258
For the purposes of this study, consensus was established for an item when 80%
of respondents indicated that they either ―Agree‖ or ―Strongly Agree.‖ Based on this
criterion, consensus was reached on 17 of the 18 categories in the chart above.
Consensus was not reached on the category of International Focus (denoted by an
asterisk*). This indicated this course area was perceived as less important at the graduate
67
level. These findings revealed a greater level of agreement among extension education
professors on the required graduate level courses when compared to undergraduate
courses.
Extension education professors were also presented with the results from round
two, a ranked table (Table 23) of each of the 19 competency areas based on their
perceived level of preparedness of extension education graduates. They were asked to
rate their level of agreement with the results on a 4 point Likert scale (1 = Strongly
Disagree; 2 = Disagree; 3 = Agree; 4 = Strongly Agree). If they disagreed with the list,
they were asked to explain their thoughts in detail. For the purposes of this study,
consensus was established for an item when 80% of respondents indicated that they either
―Agree‖ or ―Strongly Agree.‖ Consensus was reached, however, feedback indicated that
professors who disagreed with the list believed that volunteer development, development
of extramural funding, and program evaluation should have ranked higher on the list.
Round Three: Extension Administrator Responses
The third round questionnaire sought to determine consensus. Panel members
were asked to indicate their level of agreement with each of the resulting skill categories
and hiring practices from round one and the level of preparedness from round two, as
well as to provide comments if they did not agree with the summary findings.
68
Table 28: Skill categories and levels of agreement as indicated by extension
administrators (n=23) in round three
Competency
Ability to utilize
technology for
program delivery
Associated Skills
Mean
Communication & General
3.74
Correspondence
Microsoft Office Programs
3.61
Equipment Setup
3.39
On-Line Web Delivery
3.13
Social Networking *
2.70*
Accountability
Written Documentation & Reporting
3.87
Impacts
Accountability in Relationships
3.87
Program Development & Evaluation
3.48
Tight Budgets Lead To Increased
3.48
Expectations
Applied Research
Communicating Results
3.61
Skills
Articulate Research
3.39
Keeping Current in Research Based
3.26
Information
Conducting Research
3.01
Communication
Teaching & Presenting
3.87
Skills
Working & Communicating w/
3.83
Different People
Speaking Skills
3.74
Writing Skills
3.70
Cultural Sensitivity Respect For Different Perspectives
3.70
Consider Different Audiences
3.48
Understand Learning Styles of
3.43
Different Groups
Development of
Collaboration
3.59
Extramural Funding Knowledge of Funding Sources
3.48
Decrease in Public Funding
3.30
Interpersonal Skills Maintain High Visibility in The
3.70
County
Working in a Team Environment
3.57
People Skills More Important than
3.48
Subject Matter
Organizational
Develop Leaders to Take on Roles
3.43
Leadership
Provide Program Leadership
3.39
Development
Understand Components of
3.13
Successful Organizations
Note: *Starred items indicate categories that did not reach consensus
SD
0.44898
0.49901
0.65638
0.54808
0.63495
0.34435
0.34435
0.51075
0.66535
0.49901
0.58303
0.61919
0.66831
0.34435
0.38755
0.44898
0.47047
0.47047
0.51075
0.50687
0.50324
0.59311
0.55880
0.55880
0.50687
0.51075
0.50687
0.49901
0.34435
69
Table 28 Continued: Skill categories and levels of agreement as indicated by extension
administrators (n=23) in round three
Personal Leadership
Development
Desire for Lifelong Learning
3.43
Understand Own Leadership Style &
3.43
How to Improve Skills
Understand Leadership Styles of
3.26
Others & How to Work w/ Them
Problem Solving
Provide Possible Solutions to Clients
3.48
Sound Decisions Aligned w/
3.39
Program Goals
Professionalism
Build Strong Rapport
3.78
Demonstrate Credibility of the
3.70
Profession
Continue Professional Development
3.57
Program Evaluation
Measure, Document & Report
3.61
Impacts & Outcomes
Determining Accountability &
3.55
Maintaining Focus
Showing Changes Related to
3.50
Material Taught
Program
Ability to Form Partnerships & Build
3.61
Implementation
Coalitions
Take Ideas & Make Them Happen
3.61
Quality Programs that Fit Mission &
3.43
Make Difference
Program Planning
Needs Assessments
3.52
Planned Activities to Alter Behavior,
3.48
Attitude or Aspiration
Plan of Work w/ Efforts Justified
3.30
Utilize Clientele to Develop Program
3.17
Relationship
Positive Relationships = Success /
3.59
Building
Builds Rapport
Networking to Develop
3.50
Partnerships/Collaborations
Become Trusted Provider / Someone
3.48
to Rely On
Meet People at Community
3.04
Functions
Online Social Networking *
2.52*
Note: *Starred items indicate categories that did not reach consensus
0.50687
0.50687
0.44898
0.51075
0.49901
0.42174
0.47047
0.50687
0.49901
0.50965
0.51177
0.49901
0.49901
0.50687
0.51075
0.51075
0.47047
0.38755
0.50324
0.51177
0.51075
0.47465
0.51075
70
Table 28 Continued: Skill categories and levels of agreement as indicated by extension
administrators (n=23) in round three
Self Management
Time Management
3.95
Self-Motivated / Disciplined
3.91
/ Directed / Starter
Teaching Skills
Cater to Audience Needs
3.70
Utilize Variety of
3.61
Techniques
Appeal to Multiple Learning
3.57
Styles
Knowledge of Subject
3.52
Matter
Technical / Subject
Appropriate to Position &
3.48
Matter Expertise
Function
Lifelong Learner
3.48
Must be balanced w/ People
3.30
& Organizational Skills
General Knowledge *
2.65*
Volunteer
How to Organize People
3.39
Development
Important to Meet Needs w/
3.35
Reduced Funds
Work w/ & Train
3.35
Volunteers
Note: *Starred items indicate categories that did not reach consensus
0.21320
0.28810
0.47047
0.49901
0.50687
0.51075
0.50687
0.51075
0.47047
0.57277*
0.49902
0.57277
0.57277
For the purposes of this study, consensus was established for an item when 80%
of respondents indicated that they either ―Agree‖ or ―Strongly Agree.‖ Based on this
criterion, consensus was reached on all but three categories in the chart above.
Consensus was not reached on the categories of social networking as it related to ability
to utilize technology for program delivery; online social networking as it related to
relationship building; and general knowledge was more important than being an expert as
it relates to technical / subject matter expertise. The findings indicated these categories
were perceived as less important skills for entry-level extension professionals by
Extension administrators. Consensus was reached on all other categories.
71
Extension administrators were also presented with the ranked tables of each of the
19 competency areas based on their perceived importance during the hiring process
(Table 22) and level of preparedness of entry-level extension professionals (Table 24)
from rounds one and two respectively. They were asked to rate their level of agreement
with the ranked list on a 4 point Likert scale (1 = Strongly Disagree; 2 = Disagree; 3 =
Agree; 4 = Strongly Agree). If they disagreed with the list, they were asked to explain
their thoughts in detail. For the purposes of this study, consensus was established for an
item when 80% of respondents indicated that they either ―Agree‖ or ―Strongly Agree.‖
Regarding the importance during hiring, consensus was reached on the ranked
list. Feedback indicated that Extension administrators who disagreed believed that
volunteer development, development of extramural funding and program evaluation
should have ranked higher on the list. Regarding the level of preparedness of entry-level
extension agents, consensus was not reached on the ranked list (Table 24). Feedback
from Extension administrators who disagreed with the list indicated that many of the
technical aspects can be taught on the job, but people skills needed to be ranked higher on
the list as they tend to hire those who already have these skills developed.
Summary
Objective One
The first objective of the study sought to describe how current extension
education curriculum in undergraduate and graduate programs of study at land grant
universities aligned with the professional competencies needed for a successful career in
72
Extension. Overall, over 300 courses falling into 24 course categories at the
undergraduate level and 18 at the graduate level were identified by extension education
professors at LGU‘s matched the 19 professional competencies presented. Some
programs, however, did not have specific courses that matched particular competencies.
There was a shortage of courses that taught the competencies of developing extramural
funding, applied research skills as well as volunteer management at the undergraduate
level. At the graduate level, there were very few courses with regard to cultural
sensitivity, communications skills and volunteer development.
Objective Two
The second objective of the study sought to describe specific job skills related to
professional competencies needed by entry-level extension agents. Extension
administrators identified 65 different sub categories within the 19 competency areas
(Table 28). The only categories that did not reach consensus in round three were online
social networking as it related to ability to utilize technology for program delivery, online
social networking as it related to the competency of relationship building, and general
knowledge as being more important than being an expert as it related to the competency
of technical / subject matter expertise. The results showed that Extension administrators
did not see online social networking as a necessary skill for entry-level extension agents.
73
Objective Three
The third objective sought to compare perceptions of the importance of
professional competencies within hiring practices and level of career preparedness.
Extension education professors ranked interpersonal skills, technical subject matter
expertise and relationship building as the competencies in which graduates were most
prepared (Table 23). Competency areas that graduates were ranked lowest in were
accountability, volunteer development and developing extramural funding. These
findings suggest that there may be a need for more emphasis in these areas within
extension education programs at LGU‘s.
Extension administrators perceived that entry-level agents were the most prepared
in their ability to utilize technology for program delivery, technical subject matter
expertise and communication skills (Table 24). The perceived weakest areas were
development of extramural funding, program evaluation and volunteer development.
These findings indicate that there is some agreement among the two groups that
graduates are lacking in their preparation within the areas of volunteer development and
the development of extramural funding.
When comparing the level of preparedness of graduates to the importance
Extension administrators place on each competency during the hiring process, there were
differences in the rankings of the competencies as well. Administrators ranked
competencies found within the concept of core interpersonal skills - communication
skills, interpersonal skills, professionalism, relationship building, accountability, selfmanagement, and problem solving - to be the most important during the hiring process
74
(Table 22). The competencies of volunteer development, development of extramural
funding, organizational leadership development, and applied research skills were
perceived as less important during the hiring process.
Objective Four
The fourth objective sought to develop a framework for extension education
programs at land grant universities. Based on the results of the study, the following
models were created revealing the current course categories being taught and their
alignment with the specific competencies.
75
Figure 3: Aligning Curriculum and Competencies at the Undergraduate Level
76
Figure 4: Aligning Curriculum and Competencies at the Graduate Level
These models outline the course categories at the undergraduate and graduate
levels that extension education professors identified in the study that correspond with the
competencies necessary for success in Extension. The models reveal that there are some
competencies that are addressed more heavily at the graduate level such as applied
77
research skills and others more heavily at the undergraduate level such as communication
skills. The model also shows that there are some courses that address a wide variety of
necessary competencies (program planning / instructional development and internship /
field experience) while others were very targeted to specific competencies (diversity &
multicultural, writing, speaking, statistics & data analysis and computer applications).
By utilizing competencies and skills found in the study to improve extension
education degree programs, Extension administrators will have a qualified pool of
candidates to hire from for entry-level positions. Also, Extension administrators can use
the information and work with professors at the LGU‘s to provide professional
development opportunities to help further improve their skills in the competency areas.
By utilizing all these components, the overall success of both programs can be improved.
78
CONCLUSIONS, IMPLICATIONS & RECOMMENDATIONS
This three-round, modified Delphi study was conducted from October 2009 to
February 2010. The goal of the research was to reach a consensus among the experts
related to extension education curriculum, professional competencies and skills, hiring
practices and career preparedness for entry-level extension professionals. This chapter
presents the conclusions, implications and recommendations from the study. These
conclusions address the objectives of the study and the purpose of aligning curriculum of
extension education programs at land grant universities with professional competencies.
Objective One
The first objective of the study sought to describe how current extension
education curriculum in undergraduate and graduate programs of study at land grant
universities aligned with the professional competencies needed for a successful career in
Extension. Professors reached consensus on sixteen course categories at the
undergraduate level and seventeen course categories at the graduate level that are
currently being taught. It was evident from the research that there are currently areas
such as developing extramural funding and volunteer development that extension
education programs could improve in order to effectively deliver necessary
competencies.
These findings were relatively consistent with the study conducted by Benge,
Mashburn & Harder (2008). While the 2008 study utilized an online search and used preconstructed categories from the Ohio State Model rather than seeking input from the
79
professors on the content of specific courses, there were still some similarities in the
findings. The courses categories identified by Benge, Harder & Mashburn (2008) were
very similar to those found in this study; however, it failed to recognize several course
areas such as grant writing, statistic and data analysis, volunteer development, problem
solving, teaching methods, group and organizational leadership. This study also allowed
extension education professors to report courses taken outside of their department to
more accurately reflect the students‘ program of study. These findings suggest that it is
important for extension education professors to assess their program as a whole, not just
courses offered by the department. They can then also require additional courses in their
programs of study that are already being offered by other departments outside of
extension education to improve and further prepare graduates in all the necessary areas.
Further research into courses outside of the department may be necessary to fully
understand the specific competencies and skills associated with these specific courses.
Further research should be conducted to determine if the courses in the extension
education curriculum are adequately preparing graduates by teaching the specific skill
sets necessary for successful careers. Also, professors can use this research as a
framework for self-evaluation of their programs to see which areas that could use
improvement. Further research and self exploration of specific course content should also
be conducted. By utilizing the current courses and cross referencing with the associated
skills, professors can self assess current course content to see if specific course topics are
teaching the associated skills necessary for successful careers in Extension.
80
This exploration also raises the question concerning degree requirements for
entry-level extension agents. While some states only require a Bachelor‘s degree, many
states are beginning to require or at least prefer a Master‘s degree for these positions.
One Extension administrator summarized this by saying, ―Many of these skills [core
professional competencies] are weaknesses of my Bachelor level employees.‖ This
educational requirement will become increasingly important as Extension moves into the
21st century. Extension administrators and extension education professors need to work
together in order to structure programs that adequately prepare graduates with the correct
competencies needed to perform successfully. Extension administrators and extension
education professors should collaborate to design educational programs at the LGU‘s as
well as internships, specific courses, and professional development. There is also the
potential for collaborative efforts to create a pre-professional training program to further
prepare agents for entering the field. If a particular state requires a Master‘s degree for
entry-level positions, this requirement must be publicized and options must be made
available for applicants. In some states, financial waivers are given to Extension
professionals to help them pursue a higher degree indicating that there is associated value
placed on a Master‘s degree within Extension. Extension administrators should work
with extension education professors within their state to make sure that there are
available opportunities for professional growth. For example, if a state only requires a
Bachelor‘s degree, but certain necessary competencies are not obtained at the
undergraduate level, then this must be taken into consideration during the hiring process.
Options to ensure employees gain needed skills may include collaborative professional
81
development opportunities, pre-professional training programs or possibly a mentor
program for new agents. Further research should be conducted with regard to the current
and future collaboration of these two groups in order to identify and further explore ways
to improve existing programs and create new ones.
Objective Two
The second objective of the study sought to describe specific job skills related to
professional competencies needed by entry-level extension agents. Extension
administrators identified 65 different sub categories within the 19 competency areas
(Table 28). The only categories that did not reach consensus in round three were online
social networking as it related to ability to utilize technology for program delivery, online
social networking as it related to the competency of relationship building, and general
knowledge as being more important than being an expert as it related to the competency
of technical / subject matter expertise. With regard to technical / subject matter expertise,
one respondent summarized this point well, ―[Technical / subject matter expertise] is
important but sometimes not as important as personality and attitude. I‘d rather hire a
person with the right personality and attitude and train them than have one that is
technically competent but without people skills.‖ Since online social networking did not
reach consensus in either area, this indicated that Extension administrators do not rate
online social networking as a critical job skill at this time. As Extension evolves in
changing times, this skill area may become an important component of successful
marketing and promotion of programs. Ironically, social networking was one of the most
82
frequently cited skill areas in Extension administrators‘ responses, yet it did not reach
consensus in the final round of the Delphi. This would be a very interesting subject for
further research to discuss whether online social networking should be utilized and how it
could be utilized to reach the next generation of Extension clientele. This also raised
questions about the background of the Extension administrators involved in the study and
the types of agents they were referring to in answering the different questions as well as
their personal and professional backgrounds. Further research should look at the type of
agents in each participating state (ie. Do counties in the state have multiple, specialized
agents or just one dual purpose agent? Also, what is the relationship between the
administrator and the agents? Has the administrator held a county Extension position?
How long has the administrator been in that position? etc.) Further exploration in these
areas may give further insight into some of the differences that were observed in this
study.
The 63 skill areas identified (Table 28) serve as a great resource for both the
extension organization and academia. These skills can be used to make job descriptions
within Extension that are often vague, much more specific to what they are looking for in
applicants. Also, extension education professors can utilize this list of skills to
incorporate into their courses to better prepare graduates for each of the competencies
they will need for successful careers. Further research should analyze these specific job
skills from the perspective of entry-level extension agents to determine their agreement,
assess whether any skills were missed, and identify specific areas needed for professional
development.
83
Another topic of interest that resulted from the Extension administrator responses
regarding the issue of professionalism was the concept that often, ―Ag agents in particular
find professionalism to be a barrier to building relationships which becomes a problem in
being seen as professionals by the community.‖ The issue of extension agents sometimes
having the ―good old boy‖ mentality in some parts of the country can definitely hinder
the organization by reducing the perceived professionalism of the program. When an
agent is more concerned with being a friend or one of the group than providing research
based information, the validity of the organization is threatened. This is a topic that
warrants further research.
Objective Three
The third objective sought to compare perceptions of the importance of
professional competencies within hiring practices and level of career preparedness.
Extension administrators perceived that entry-level agents were the most prepared in their
ability to utilize technology for program delivery, technical subject matter expertise and
communication skills. This indicates that educational degree programs are adequately
preparing students in these areas through current courses and experiences. Areas in
which students were perceived as being less prepared were development of extramural
funding, program evaluation and volunteer development. These three competencies were
also identified by professors as the areas in which students were least prepared. These
similarities indicate that there is agreement among the two groups that graduates are
lacking in their preparation for volunteer development and the development of extramural
84
funding. Additional courses should be added to address these specific topics or these
topics should be added to existing courses within extension education programs of study.
For existing agents who are struggling with this, professional development opportunities
should be provided. These might be valuable topics for existing agents within states to
help mentor and teach to both current agents as well as students. Extension
administrators and extension education professors should work together to develop these
opportunities and additions to the current curriculum.
When comparing level of preparedness to the importance Extension
administrators place on each competency during the hiring process, there were
differences as well. Administrators ranked competencies found within the concept of
core interpersonal skills - communication skills, interpersonal skills, professionalism,
relationship building, accountability, self-management, and problem solving - to be the
most important during the hiring process (Table 22). The competencies of volunteer
development, development of extramural funding, organizational leadership
development, and applied research skills were perceived as less important during the
hiring process. These findings indicate that there is a distinct difference in the
perceptions of extension education professors and Extension administrators in their
perceptions of the preparedness of graduates and new hires. These differences indicate
that there may be areas in which graduates need to be better prepared, such as the areas of
volunteer development and the development of extramural funding. Either the addition
of these topics to already existing courses or additional required coursework should be
added to extension education programs in these areas. For existing agents who struggle
85
with not being prepared in these areas, collaborative efforts should be made to provide
professional development training in these areas. Extension administrators could also set
up a mentorship between new agents and existing agents who are proficient in these areas
to allow for further development.
There were differences in the rankings of competencies that Extension
administrators said they placed emphasis on during hiring and the level of preparedness
of graduates, but there were also similarities. These similarities indicated that there may
be a reflection in education programs based on former hiring practices of Extension
administrators. Both extension administrators and extension education professors
indicated that graduates are prepared in the area of technical and subject matter expertise
but this competency ranked eleventh in the importance placed during hiring. The
competencies of volunteer development, development of extramural funding,
organizational leadership development and applied research skills ranked the lowest in
the importance during hiring and were also areas that both extension administrators and
extension education professors ranked lowest with regard to the level of preparedness of
graduates. Hiring practices within Extension is an area that should be explored through
further research. It is important for the future success of Extension that hiring practices
match the skills and competencies that are most important for successful careers. This
issue is also related to the retention of Extension agents. Perhaps by better preparing
agents through education and hiring agents that are highly qualified with the right skill
sets, the organization can improve the success rate and retention of agents; thereby
reducing the associated costs of agent turnover. As budget issues continue to plague
86
Extension, administrators are constantly seeking new avenues to decrease spending.
Through collaboration with academia, extension can work with professors to design
appropriate teaching and learning experiences that better prepare future applicants.
Objective Four
The fourth objective sought to develop a recommended professional framework
for extension education programs at land grant universities. Figures 3 and 4 in the results
section outlined the course categories that are currently being utilized to teach the
specific competencies. The following model offers recommendations of how both
organizations can work together to create future success for both programs.
87
Figure 5: Model of Career Success in Extension
This model utilizes professional competencies and associated skills found in this
study as the foundation for successful Extension and extension education programs. It
employs a stair-step method to show a possible career preparation path for individuals
hoping to have successful careers in Extension. It asks both extension education
professors and Extension administrators to examine their current practices to make sure
they are providing opportunities for success for entry-level agents. It also calls for both
to work together to achieve these goals and to make both organizations better.
88
Summary
The conclusions reveal that there is a great deal that can be learned and improved
by utilizing the results of this study. By working together, Extension administrators and
extension education professors can continue to improve their programs so that both will
thrive and grow with the changing environment. Recommendations were made for
further research in the areas of hiring practices and self reflection by professionals in both
groups to analyze their own programs and practices. By utilizing the course categories
and specific skills related to the professional competencies needed for success, both
groups can work to improve existing programs and structures to ultimately reach success.
Finally, a new model for career success was presented combining previous education and
competency models and incorporating the results of this study. The researchers look
forward to seeing the implications of this research as the recommendations are carried out
by both groups in order to see the continued success and growth of extension education
programs and organizations.
89
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90
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Chizari, M., Karbasioun, M., & Lindner, J. R. (1998). Obstacles Facing Extension Agents
in the Development and Delivery of Extension Educational Programs for Adult
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96
APPENDICES
97
APPENDIX A
IRB TRAINING CERTIFICATE
98
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research
certifies that Michelle Passmore successfully completed the NIH Webbased training course “Protecting Human Research Participants”.
Date of completion: 10/17/2008
Certification Number: 118793
99
APPENDIX B
INVITATION LETTER
100
101
APPENDIX C
INFORMED CONSENT
102
103
APPENDIX D
ROUND ONE INVITATION E-MAIL
104
To:
[Email]
From:
michelle.passmore@msu.montana.edu
Subject:
Extension Education Delphi Study: Round 1 Invitation
Body:
Greetings,
You should have received a letter of invitation and informed consent inviting you to participate
in a study exploring the competencies needed for professionals entering the field of Cooperative
Extension at the county level. You have been chosen for participation in this study because of
your position as either an Educator at a Land Grant University or as a Director or Supervisor of
county agents within Cooperative Extension. If you have not received this letter and would like
an electronic copy, please let us know.
The following is the consent clause and link to the survey for round one:
By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation.
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
105
APPENDIX E
ROUND ONE REMINDER E-MAIL
106
To:
[Email]
From:
michelle.passmore@msu.montana.edu
Subject:
Reminder for Extension Education Delphi Study
Body:
Greetings,
This is a reminder that if you would like to be involved in the Extension Education Delphi
study, time is running out. We appreciate and thank you for your responses in helping us to
develop a model curriculum for Extension Education. Below is the original invitation e-mail
for round one including the link to the survey.
Thank you for your time and participation.
"You should have received a letter of invitation and informed consent inviting you to participate
in a study exploring the competencies needed for professionals entering the field of Cooperative
Extension at the county level. You have been chosen for participation in this study because of
your position as either an Educator at a Land Grant University or as a Director or Supervisor of
county agents within Cooperative Extension. If you have not received this letter and would like
an electronic copy, please let us know.
The following is the consent clause and link to the survey for round one:
By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study."
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation.
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
107
APPENDIX F
ROUND ONE SECOND REMINDER E-MAIL
108
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Last Chance for Participation in Extension Education Delphi
Body: Greetings,
This is the final reminder that if you would like to be involved in the Extension Education
Delphi study please respond by MONDAY as round 2 will be sent out next week. Please
consider participation as the more information we receive, the more potential this research has
to impact our field. We appreciate and thank you for your responses in helping us to develop a
model curriculum for Extension Education. Below is the original invitation e-mail for round
one including the link to the survey.
Thank you for your time and participation.
"You should have received a letter of invitation and informed consent inviting you to participate
in a study exploring the competencies needed for professionals entering the field of Cooperative
Extension at the county level. You have been chosen for participation in this study because of
your position as either an Educator at a Land Grant University or as a Director or Supervisor of
county agents within Cooperative Extension. If you have not received this letter and would like
an electronic copy, please let us know.
The following is the consent clause and link to the survey for round one:
By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study."
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation.
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
109
APPENDIX G
ROUND ONE FINAL E-MAIL REMINDER
110
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Your Response Matters: Extension Education Delphi
Body: Greetings,
Please consider participation as the more information we receive, the more potential this
research has to impact the field of Extension. We appreciate and thank you for your responses
in helping us to develop a model curriculum for Extension Education. Below is the original
invitation e-mail for round one including the link to the survey.
Thank you for your time and participation.
"You should have received a letter of invitation and informed consent inviting you to participate
in a study exploring the competencies needed for professionals entering the field of Cooperative
Extension at the county level. You have been chosen for participation in this study because of
your position as either an Educator at a Land Grant University or as a Director or Supervisor of
county agents within Cooperative Extension. If you have not received this letter and would like
an electronic copy, please let us know.
The following is the consent clause and link to the survey for round one:
By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study."
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation.
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
111
APPENDIX H
ROUND TWO INVITATION E-MAIL
112
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Extension Education Delphi: Round 2 Invitation
Body: Greetings,
Thank you for your participation in Round 1 of our study. Below is the survey link for Round
2. Remember that each time you respond, you are entered to win one of two $25 gift cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round two:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
113
APPENDIX I
ROUND TWO REMINDER E-MAIL
114
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Extension Education Delphi: Round 2 Reminder
Body: Greetings,
Thank you for your participation in Round 1 of our study. Below is the survey link for Round
2. Remember that each time you respond, you are entered to win one of two $25 gift cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round two:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
115
APPENDIX J
ROUND TWO FINAL E-MAIL REMINDER
116
To: [Email]
From: michelle.passmore@montana.edu
Subject: Extension Ed Delphi Reminder: Only takes 5 minutes!
Body: Greetings,
Round 2 is ready and will only take about 5 minutes. Thank you for your participation in
Round 1 of our study. Below is the survey link for Round 2. Remember that each time you
respond, you are entered to win one of two $25 gift cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round two:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
117
APPENDIX K
ROUND THREE INVITATION E-MAIL
118
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Extension Education Delphi Round 3: Only takes about 15 minutes!
Body: Greetings,
Thank you for your participation in Round 1 and 2 of our study, "Aligning Extension Education
Curriculum with Professional Competencies." Below is the survey link for Round 3, the final
round of the survey. Remember that each time you respond, you are entered to win one of two
$25 gift cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round three:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
119
APPENDIX L
ROUND THREE REMINDER E-MAIL
120
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Reminder for Extension Education Delphi: Only 10 minutes!
Body: Greetings,
Thank you for your participation in Round 1 and 2 of our study, "Aligning Extension Education
Curriculum with Professional Competencies." Below is the survey link for Round 3, the final
round of the survey. Remember that each time you respond, you are entered to win one of two
$25 gift cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round three:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
121
APPENDIX M
ROUND THREE FINAL REMINDER E-MAIL
122
To: [Email]
From: michelle.passmore@msu.montana.edu
Subject: Last chance for participation in Extension Education Delphi: We need your responses!
Body: Greetings,
Thank you for your participation in Round 1 and 2 of our study, "Aligning Extension Education
Curriculum with Professional Competencies." Below is the survey link for Round 3, the final
round of the survey. It is very important for us to receive your response in order to reach
consensus. Remember that each time you respond, you are entered to win one of two $25 gift
cards.
Thank you for your time and participation.
The following is the consent clause and link to the survey for round three:
"By clicking on the link to Survey Monkey, it is known that you have read the informed consent
and understand there are no personal benefits, consequences, or costs associated with
participation in this study.
I, ___________________ (name of participant) voluntarily agree to participate in this research.
I understand that I may later refuse to participate, and that I may withdraw from the study at any
time. By answering the questions in the online survey, I am volunteering my participation."
http://www.surveymonkey.com/s.aspx
This link is uniquely tied to this survey and your email address. Please do not forward this
message.
Thank you so much for your participation!
Please note: If you do not wish to receive further emails from us, please click the link below,
and you will be automatically removed from our mailing list.
http://www.surveymonkey.com/optout.aspx
123
APPENDIX N
ROUND ONE SURVEY – EXTENSION ADMINISTRATORS
124
125
126
127
APPENDIX O
ROUND ONE SURVEY- PROFESSORS
128
129
130
131
APPENDIX P
ROUND TWO SURVEY
132
133
APPENDIX Q
ROUND THREE SURVEY – EXTENSION ADMINISTRATORS
134
135
136
137
138
139
140
141
142
143
APPENDIX R
ROUND THREE SURVEY - PROFESSORS
144
145
146
147
APPENDIX S
CODED RESPONSES – EXTENSION ADMINISTRATORS
148
Able to utilize Technology for Program Delivery
1) Microsoft Office Programs
a) Document creation
b) Flyers & marketing
c) Spreadsheets and charts
d) PowerPoint Presentations
2) Communication – General correspondence
a) Letter & e-mails
b) E-newsletter
3) On-line Web Delivery
a) Website management
b) Webinars
c) YouTube
d) Podcasts
e) Blogs
f) Wiki / Moddle / Wimba / Ning / Jing
g) eXtension
h) Online courses / distance learning
i) Interactive video networks
j) Resource sharing
k) Electronic reporting
l) Online assessments
4) Social Networking
a) Facebook
b) Twitter
5) Equipment
a) Computers
b) LCD projectors
c) Equipment for webcasts
d) Video conferencing
6) Photo Documentation
7) Matching media to audience
Accountability
1) Written documentation and reporting impacts to:
a) Stakeholders
b) Supervisors
c) Community
d) Federal / State / Local
e) Committees
f) Commissioners
149
g) Funding sources
h) Justification of existence
2) Tight budgets lead to increased expectations
a) Money
b) Human resources
c) Performance reviews
3) Program Development & Evaluation
a) Evaluation forms
b) Logic Models
c) SMART Objectives
d) Build in accountability standards and objectives
e) Deliver relevant programming
4) Relationships with community and stakeholders
a) Follow up on commitments
b) Build credibility and trust
c) Address needs without bias
d) Work within politics, people and location
e) Answer why – face to face
Applied Research Skills
1) Communicating results
a) Evaluations of programs & impacts
2) Keeping current in research based information
a) Educational credibility
b) Research based programming
c) Interpretation of research results
d) Validate research
3) Articulate research and provide application to participants
4) Conducting research
a) To support local programs
b) Identify issues and find most effective solutions
c) Applying outcomes of evaluations
d) Design for possible publications
i) Field trials
ii) Assessments
iii) Research
iv) Demonstrations
5) Knowledge needed but not necessary to conduct
6) Weakness of bachelor level employees
150
Communication skills including speaking and writing skills
1) Writing skills
a) Written and electronic communication
b) Writing for level of audience (not too technical or adjust to higher ed standards)
c) Newsletters
d) Press releases
e) Web entries
f) Brochures
g) Monthly and annual reports
h) Complex reports / grant proposals
i) Scholarship
2) Speaking skills
a) Speaking engagements
b) Positive interactions with clientele
c) Working with media – TV and Radio
d) Phone conversations
e) Office visits
f) Ability to speak with confidence
3) Teaching and presenting
a) Clearly presenting
b) Delivery of materials
c) Conveying a point
d) Selling ideas to others
4) Working and communicating with:
a) Coworkers
b) Specialists
c) Volunteers – diplomacy
d) Staff
e) Stakeholders
f) Local leaders
g) Politicians
h) Conflict Resolution
i) Negotiation and facilitation
j) Good listening skills
Cultural Sensitivity
1) Respect for different perspectives
a) Cultural
b) Racial
c) Socioeconomic
d) Religious
e) Education level
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2)
3)
4)
5)
6)
f) Gender
g) Sexual orientation
h) Age
i) Physical or mental capabilities
Understand different learning styles of different groups
a) Aware of needs of all clientele
Desire to engage audiences currently not engaged
Consider different audiences – not just traditional
Develop relationships to open doors for programs
Sensitive to offensive actions that could be discriminatory
Develop extramural funding
1) Decrease in public funding – need to seek outside sources to survive
2) Basic knowledge of funding sources
3) How to apply and obtain grants
4) Rules, procedures and protocols
5) Meeting plan, executions and evaluating for meet funder requirements
6) Documentation and reporting impacts to show importance
7) Seek funding in line with needs
8) Collaboration with other organizations
9) Effectively and ethical management of funds
10) Knowing how to approach and work with funders
11) Going outside the box for funds
12) Work with other colleagues
13) Required for tenure track
Interpersonal Skills
1) People skills more important than subject matter
a) High integrity
b) Ability to relate to others
c) Outgoing
d) Personable
e) Cooperative
f) Trustworthy
g) Responsible
h) Caring
i) Able to articulate
j) Abel to listen
k) Negotiation skills
l) Good habits and attitude
m) Reputation of excellence
n) Easy to converse with
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o) Responsive to requests – returning calls and emails in timely manner
2) Working in a team environment
a) Colleagues
b) Office Staff
c) Clients
d) Boards and committees
e) Networking with other organizations and agencies
f) Developing partnerships
g) Social networks
h) Interacting with the public
3) Maintain High visibility in county
a) Marketing and promotion
4) People will be angry with you – being able to deal with that diplomatically
Organizational Leadership Development
1) Developing leaders to take on roles
a) Volunteers
b) Parents
c) Youth
d) Stakeholders
e) Partners
f) Succession planning
g) Selecting visionary representation
2) Understanding of components of successful organizations
a) Why things happen the way they do
b) How departments integrate to support mission
c) Understanding of organizational change
d) Work toward organization vision
3) Providing program leadership
a) Ability to multitask, determine priorities and follow through
b) Leadership in the office
c) Ability to be a visionary
d) Organize self, programs and activities
e) Able to coach and mentor and also be coached and mentored
f) Participate in professional development
g) Strategic planning
h) Lead organizational change
i) Knowing what roles to play in different situations
j) Adapt quickly
k) Function as a committee member
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Personal Leadership Development
1) Understand own leadership style and how to improve skills
a) Personal self esteem and confidence
b) Character ethics
c) Abiltiy to act independently
d) Skills to start, lead and finish projects
e) Portray positive image
f) Self starter – takes initiative
g) Effective leader and follower
h) Able to motivate and inspire others – coach to highest level of performance
i) Skills to lead, guide, demonstrate to and manage
j) Understand self, beliefs, values and goals
k) Lead by example
2) Understand leadership styles of others and how to work with them
a) Where co-workers fit into helping with projects
b) Confidence to interact with public in planning process
c) Focus on success of others as well as self
d) Expected to lead teams – sometimes thrust into roles
i) Working with staff, county boards, managing volunteers
3) Desire for lifelong learning
a) Ask for and learn from a mentor/experienced professionals
b) Thinking out of the box
c) Explore new topics and ways to deliver message
d) Openness to new ideas and opinions
Problem-solving
1) Providing possible solutions to clients
a) Listens and understands perspectives of others
b) Analyzes needs and proposes solutions
c) Using critical thinking skills
d) Organize thoughts and develop strategies
e) Gather, evaluate and use relevant sources to anticipate and solve problems
f) Use creativity and empathy
g) Be inclusive – allow everyone to input
h) Look at all possibilities
i) Able to see potential consequences
j) Develop option and implement strategies
k) Lifelong learning – learning outside comfort zone
l) Ability to think on feet
m) Willing to work as a team
2) Enables sound decisions aligned with program goals
a) Funding shortfalls
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b)
c)
d)
e)
f)
g)
h)
Staffing concerns
Prioritizing responsibilities
Addressing research issues
Identifying areas needing improvement
Able to answer without consulting someone else
Addressing every program opportunity/challenge/change with critical mindset
Key to understanding local issues and developing strategies for program success
Professionalism
1) Demonstrate credibility of the profession
a) Maintain confidence and high integrity
b) Being prepared / proactive vs. reactive
c) Build strong relationships
d) Positive role model and good representation of the University
e) Ethical in interactions and behaviors
f) Trustworthy, portrays a positive image
g) Able to maintain confidentiality
h) Treat everyone with respect and courtesy
i) Dependable and accountable
j) Strong work ethic
k) Both action and planning focused
l) Commitment to vision and goals of extension
m) Able to manage multiple priorities and responsibilities
n) Able to balance family and work time
o) Trust, kindness, responsibility, citizenship, respect and caring
p) Keep composure in trying times
2) Build strong rapport with stakeholders, clientele, other professionals
a) Working with decision makers and key leaders
b) Understanding role within the organization
c) Visibility and local respect for extension and the University
d) Smooth running of local office
e) Professional educator demeanor and appearance
f) Proper character, dress and speech
g) Serving public puts in spotlight
3) Audience may devalue info if they don‘t respect the educator
4) Need to continue professional development
Program Evaluation
1) Measure, document and report impacts / outcomes and value of work
a) Evaluate programs with the end in mind
b) Essential for improving and creating strong future programs
c) Local, federal and state reporting
155
d) Grant reporting and seeking funds
2) Showing changes because of material taught
a) Measuring practice and behavior changes
b) Outcomes, awareness, knowledge gained & applies, conditions changed
3) Determining if programs are making a difference
a) Are programs meeting needs
4) Determining accountability and maintaining focus
a) Program quality
b) Program relevance
Program Implementation
1) Quality programs that fit extension mission and make a difference
a) Determine goals and objectives and strive to reach them
b) Good educational design/adult learning principles
c) Delivery methods to meet audience needs
2) Take ideas and make them happen
a) Self starter willing to take responsibility
b) Location!!!
c) Timing
d) Marketing
e) Organize and use time effectively
f) Flexibility equally important
3) Ability to form partnerships and build coalitions
a) Seeks feedback from partners
b) Follow through with stakeholders to support programs
c) Make contacts to carry out plan
d) Value determined by interaction with public
Program Planning
1) Needs assessments
a) Determine needs through focus or advisory groups
b) Brainstorm individually or with others
c) Listen to others for topics that address clientele needs
i) Set objectives
ii) Develop program to meet needs
d) Prioritize needs
e) Research based information
2) Utilize clientele to develop
a) Subject matter
b) Length of program
c) Importance
3) Planned activities to alter behavior, attitude or aspiration
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a) Begin with end in mind
i) What do you want to learn?
ii) What changes do you anticipate
b) Evidence of goal setting
c) SMART objectives
4) Plan of work with efforts justified
a) Include evaluation tool
b) Relevance to community
5) Organization abilities
a) Work with other agencies
Relationship Building
1) Networking to develop partnerships / collaborations
a) Outside sphere of influence
b) Sponsors
c) County boards
d) Commodity groups
e) Foundations
f) Extension committees
g) Colleagues
h) Other professions
i) Other organizations and agencies
j) Create positive funding environment
k) Avoid program overlap / duplication of efforts
2) Positive Relationships = success / Build Rapport
a) Clients
b) Partners
c) Local government
d) Politicians
e) Community members
f) Staff
g) Specialists
h) Agents
3) Meet people at local functions
a) Sporting events
b) Clubs
c) Church
d) Community festivals
4) Online networking via social media
5) Recognized as trusted provider / someone to rely on
a) Listening skills
b) Ability to emphasize
c) Be inclusive
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Self-management
1) Self motivated / disciplined / starter /directed
a) Initiate and follow through to get work done
b) Work independently to accomplish goals
c) Seek support when needed to get job done
d) Independent
e) Work well with others but can do by self if necessary
f) Set priorities for self and organization
g) Perseverance and patience
h) Focus on educational programming
i) Take on appropriate roles
2) Time management
a) Based on priorities
b) Manage own time schedule
c) Meeting deadlines
d) Returning calls in timely fashion
e) Submit reports when due
f) Schedule office in and out time
3) Perform with limited supervision and direction
a) Open to professional feedback
b) Effective reporting of impacts
c) Balanced life – don‘t over commit
4) Form strategic alliances
a) Effective communication with collaborators
Teaching Skills
1) Utilize a variety of techniques
a) Hands on
b) Online
c) Lecture
d) Facilitator
e) Electronic
f) Face to face
g) Small group
h) Individual
i) Large group
j) Non-formal
k) Classroom
l) Senior citizen
m) Youth
n) Field day
2) Appeal to multiple learning styles to increase impact
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a) How to apply / match learning styles to methods
3) Need to cater to audience needs
a) Speak clearly and effectively
b) Interaction with audience
c) Adapt materials to audience
d) Focus on learner
e) Able to use hands on real life experiences
f) Active learning
g) Show them not just tell them
h) Techniques to engage people
4) Techniques + Interpersonal Skills + Professionalism = Success
a) Knowledgeable of subject they are teaching
b) Desire to reach and help people
Technical / Subject matter expertise
1) Must be balanced with people and organizational skills
a) Good but need entire package
2) Public still prefers the expert but decreased funds require more of a generalist
3) Need to be a lifelong learner
a) Use referenced based material
b) Set aside time to read professional journals
c) Must stay current and look forward
4) Attend professional development and conferences
a) Get training in weak areas
5) Appropriate to position and function
a) Needed for credibility
b) Often become the go-to person
c) Gain support and respect
d)
Volunteer Development
1) Work with and train volunteers
a) Select
b) Screen
c) Place
d) Mentor
e) Grow
f) Recognize
g) Provide guidance
h) Motivate
i) Teach
j) Learn from
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k) Utilize
l) Supervise
m) Recruit
n) Retention
o) Evaluate
p) Provide constructive feedback
2) Important to meet needs with reduced funds
a) Competent and trained volunteers
b) Help develop leadership potential
c) Delegating to others
d) Empowering others to be successful
e) Ex. Master Gardner program
f) Become advocates for extension
g) Need to buy in to program
h) Extend reach and sphere of influence
3) How to work with and organize people
a) Work with committees and boards
b) Conflict resolution becomes important
c) Develop effective long term relationships through mutual respect
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APPENDIX T
CODED RESPONSES - PROFESSORS
161
Competency
Able to utilize technology for program delivery
Undergrad
Ag Communications
Teaching / Delivery Methods
Computer Applications
Media Production
Web Authoring
Accountability
Ethics
Foundation - Philosophy/Principles
Program Planning/Development
Internship/Field Experience
Applied research skills
Statistics & Data Analysis
Ag Communications
Research
Cultural sensitivity
Native American Studies
International Focus
Diversity & Multicultural
Youth/Special Needs
Methods
Communication skills - speaking & writing
Communications
Writing
Speaking
Public Realtions
Leadership
Methods
Develop extramural funding
Internship/Field Experience
Grant Writing
Foundation - Philosophy/Principles
Interpersonal Skills
Communications
Leadership
Organizational leadership development
Group/Organizational Leadership
Leadership
Organizational
Management/Administration
162
Foundation - Philosophy/Principles
Program/Instructional Development
Personal leadership development
Personal Development
Ag Communications
Special Topics in Leadership
Team & Organizational Leadership
Internship/Field Experience
Problem-solving
Methods
Philosophy
Communications
Management/Ethics
Internship/Field Experience
Professionalism
Communications
Methods
Professional Development/Seminar
Foundation - Philosophy/Principles
Internship/Practicum
Program evaluation
Program Development
Methods
Foundation - Philosophy/Principles
Internship
Program implementation
Leadership
Methods
Foundation - Philosophy/Principles
Internship
Program planning
Leadership
Program Planning/Development
Methods
Foundation - Philosophy/Principles
Internship
Relationship building
Leadership
Methods
163
Foundation - Philosophy/Principles
Internship/Field Experience
Self-management
Leadership
Internship
Teaching skills
Methods
Internship
Communications
Technical/Subject matter expertise
Misc
Volunteer development
Leadership/Management of volunteers
Methods
Internship
Foundation - Philosophy/Principles
Competency
Able to utilize technology for program
delivery
Grad
Program/Instructional Development
Methods
Technology in Education
Delivery Methods
Distance / eLearning
Accountability
Program Planning/Evaluation
Developing Funded Proposals
Applied research skills
Research Methods/Design/Application/Theory
Statistics & Data Analysis
Evaluation
Data Collection
Cultural sensitivity
International Focus
Diversity & Multicultural
Methods
Leadership
Communication skills - speaking & writing
Communications
164
International Focus
Writing
Research
Program Planning/Design
Develop extramural funding
Program Development
International Focus
Grant/Proposal Writing
Research
Interpersonal Skills
Communications
Leadership
Methods
Organizational leadership development
Group/Organizational Leadership
Program Planning/Design
Leadership
Volunteer/Youth Management
International Focus
Personal leadership development
Foundations of Leadership
Youth Leadership
Volunteer Leadership
Management/Planning of Programs
Special Topics
Problem-solving
Methods
Program Planning
Research Methods
International Focus
Probelem Solving/Critical Thinking
Professionalism
Program Planning/Development
Field Experience/Seminar
Leadership
Program evaluation
Program Planning/Development
Evaluation
165
Program implementation
Program Planning/Development
Internship
Methods
International Focus
Program planning
Program Planning/Development
Methods
Leadership
International Projects
Relationship building
Program Planning/Development
Leadership
Research
Methods
Internship/Seminar
Self-management
Leadership
Program Planning/Development
Research
Grant Writing
Methods
Internship
Teaching skills
Methods
Program Planning/Facilitation
Communications
Technical/Subject matter expertise
Misc
Volunteer development
Program Planning/Development
Management/Leadership/Development of
Volunteers
Leadership
Methods