Professional Development as
a Recruitment, Engagement,
and Retention Strategy
Guidance from the Literature
Prepared for the National Extension & Research Administrators’ Conference
Anchorage, Alaska / May 24, 2011
Gae Broadwater
State Specialist for Program & Staff Development
Land Grant Program
Kentucky State University
502-597-6325
gae.broadwater@kysu.edu
The Challenge
•
•
•
•
•
•
Documented in numerous professional fields
Intersects with diversity – racial, ethnic, age
Diminishes effort and impact
Puts investments at risk
Acknowledged as universal problem
Recognized by ECOP in 2005
What Employees and Former
Employees Say they Want
•
•
•
•
•
•
Emphasis on professional development
Preparation for realities of job
Opportunities for personal growth
Career advancement opportunities
Recognition for contributions
Relationship building
Strategies that Meet the Challenge
•
•
•
•
•
•
•
Mentoring
Development
Clear Expectations
Feedback
Innovation
Engagement
ERG’s – Employee Generational Groups
References
• Dwyer, K., and N.L. Dwyer. (2010). Managing the baby boomer brain
drain: The impact of generational change on human resource
management. A Change Factory White Paper, www.changefactory.com.au
• Frankel, B. (2011). Why you need generational ERGs. DiversityInc.com.
• Kroth, M., and Peutz, J. (2010). Workplace issues in extension. Journal of
extension, 48(1).
• Lynch, D., and Worden, J.M. It’s all about the people. Phi Delta Kappan,
92(3), 53-56.
• Pinkovitz, W.H., Moskal, J., & Green, G. How much does your employee
turnover cost? Madison, WI: UW Extension Center for Community &
Economic Development.
http://www.uwex.edu/ces/cced/economies/turn.cfm#calc
• Safrit, R. D., and Owen, M.B. (2010). A conceptual model for retaining
county extension program professionals. Journal of extension, 48(2).
• Strong, R., and Harder, A. (2009). Implications of maintenance and
motivation factors on extension agent turnover. Journal of extension,
47(1).
Diane Craig
Research Analyst
University of Florida
Institute of Food and Agricultural Sciences
• High turnover among agents and training/
socialization deficiencies
• Delphi study to determine what competencies
and skills are required at key stages of early
career
• Revised training program
• New mentoring program
• New faculty guidebook
Where
Greatness is Learned
The value of
NAEPSDP
National Association of Extension Program
and Staff Development Professionals
to the
WVU Mentoring Program
Pat Gruber WVU Extension Service
Where
Greatness is Learned
Spring 2009
WVU moves forward
to develop a
Mentoring Program
For new county faculty hires,
entering positions located off campus
Pat Gruber WVU Extension Service
Beginning the Process
• Design a Mentor Program for new
county hires as an integral part of our
West Virginia new faculty “Onboarding”
• Identify states with mentoring programs
• Identify contacts within the states
Pat Gruber WVU Extension Service
WVU Extension Process
• Begin West Virginia new faculty interviews
35 new hires 2006-2009 interviewed
First training January 2010
May 2011 54 trained mentors
35 county faculty hired between 2008-2011
have assigned mentors
Pat Gruber WVU Extension Service
State Contact
Phone Conversations
• Suggestions of process
• Strengths and weaknesses
• How the process flowed
• Suggestions for West Virginia
Pat Gruber WVU Extension Service
Had there been a
NAEPSDP in 2009
• Immediate group to contact
• Educational opportunities related
• Networking opportunities
Pat Gruber WVU Extension Service
If there were a
NAEPSDP in 2009
I could have more easily found a
positive and successful
“Mentor or two” from among
colleagues within our national
Extension Service programs.
Pat Gruber WVU Extension Service
Professional Development for
Extension Professionals
Linda Marie Manton
University of California
Division of Agriculture and Natural Resources
Executive Director of Staff Personnel
Reorganization and Staff
Development Funding
 Reorganization of ANR in 2010
 Development of Training Coordination
 Training Coordination Advisory Committee
 Funding provided to academics and support staff
 Training Modules
 Required trainings
 Optional trainings
Camtasia Relay
 Capture and Publish Their Lectures or Presentations
 Supports a Wide Variety of Video Formats
 Lecture or presentation
 Multiple playback devices and portable media devices
 Two Parts to Camtasia Relay
 Recorder—software program (Windows or Mac)
 Server—processes and publishes all presentations
More About Camtasia Relay
 Why Camtasia?
 Deploy access to all of our staff and academics without
individual expense
 Individual can download the Camtasia Recorder
software on their own computer
 Simplicity was a key factor
 Record presentation without an internet connection

Upload later into a formatted file to the server
Professional Development to
Ensure Successful Promotion
and Retention of Non-Tenure
Track Academic Faculty
Julie N. Middleton, Ph.D.
Director of Organizational Development
Presented to the National Extension and Research
Administrative Officers’ Conference
May 24, 2011
How Does Promotion
Contribute to Retention?
• Communicates to employees that they are
valued
• Provides an incentive to remain
• Facilitates career progression
• Improves morale
• Ensures faculty outcomes
• Results in faculty feelings of success
New Promotion System
• Preview of first dossiers:
 Format was not followed.
 Materials were not organized.
 Documentation for assessing criteria was
difficult to find.
 It was difficult to assess the true impact of
body of work.
 Key forms were eliminated.
 Some faculty were modest about
accomplishments.
 Strengths were not emphasized.
Who Should Receive
Professional Development
for Promotion?
• New faculty
• Faculty employed 3 to 5 years
• Faculty interested in applying for
promotion
• Faculty ready to participate in the
promotion process
• Reviewers
• Promotion committee
• Supervisors and other administrators
Modes for Professional
Development
•
•
•
•
•
•
•
Face-to-face
Adobe Connect
Moodle or Blackboard
Statewide conferences
Website (tips, resources)
FAQ
Open-door policy
Content of Professional
Development
• Overview of promotion system (guidelines,
process)
• Factors to be considered for promotion
(degree, experience)
• Incentives
• Factors in making decision to apply
• Role of the faculty member, supervisor,
committee
• Criteria to be considered for promotion
• Documentation required
Content of Professional
Development
•
•
•
•
•
•
•
•
How to write an effective CV
Tips for summarizing accomplishments
Format of promotion packet (checklist)
Selection of internal and external
reviewers
Mistakes often made
Sample dossiers
Use of technology, if appropriate
Names of committee members
Missouri’s Criteria
I. Extension Activities (Extension Scholarship)
•
•
•
•
•
•
Transfers or applies knowledge
Documents impact
Exhibits creativity and innovation
Generates revenue
Contributes to eXtension
Engages diverse audiences
Missouri’s Criteria
II. Professional Activities and Service
•
•
•
•
•
Professional development
Leadership roles and workshops
Local, state or national presentations
Leadership in associations
University, local, state or national service
Criteria: Assistant
Extension Professional
1. Transfer of Knowledge and Applied Research
Criteria
Demonstrates excellence in transferring or
applying knowledge
Incorporates current and appropriate
research in educational efforts
Organizes, presents and implements highquality, stimulating, educational
programming
Produces scholarly works (traditional and
non-traditional)
Examples of Documentation
Teaching philosophy
Summary of instructional activities and role
assumed
Sample curricula that include latest research
Samples of high-quality work
Articles, publications, fact sheets, list of scholarly
presentations, curricula, software, audio and video
clips, PowerPoint presentations, newsletters,
institutional plans or models, educational
resources, websites, speeches, blogs,
comprehensive reports of projects, initiatives,
trainings, etc.
Criteria: Assistant
Extension Professional
2. Curricula Development and Program Impact
Criteria
Examples of Documentation
Demonstrates effectiveness in program
development
Curricula and other programs that have been
developed
Learning modules
Learner evaluations of programs
Short-term and long-term impact data and
reports
Program summary report from extension web
application
Learner outcomes
Documents significant outcomes with
individuals and communities in highpriority knowledge areas/named or
branded programs
Criteria: Assistant
Extension Professional
3. Innovation and Creativity in Teaching Techniques
Criteria
Examples of Documentation
Applies new teaching techniques,
delivery systems and learning
approaches to subject matter
Copies of instructional activities conducted,
outlining teaching techniques and learning
approaches
Documentation of innovation
Criteria: Assistant
Extension Professional
4. Revenue Generation
Criteria
Examples of Documentation
Secures funding or other resources to
support educational programming and
development; implementation and
evaluation consistent with position
description and responsibilities
5. Contributions to eXtension
List of grants and amounts secured
Fees generated through program offerings
Gifts, endowments
Membership in CoP
Contributions to “Ask an Expert”
Scholarly articles
Criteria: Assistant
Extension Professional
6. Engagement of Diverse Audiences as Reflected in the Community
Criteria
Examples of Documentation
Provides educational experiences to
Web Apps Affirmative Action Plan and Report
audiences that represent the
Demographics of program participants
demographics of their community
7. Professional Activities and Service to the University
Pursues continuous professional
development and improvement
Participates in professional service
organizations utilizing position expertise
Contributes to the achievement of the
goals of extension, the department,
college and/or university
Attracts recognition by profession as
leader
Local conferences, seminars or other
educational experiences attended; additional
degrees obtained
Membership in professional service
organizations
Documentation of contributions to goals of
extension, the department, college or university
Awards and other types of recognition
Results
Dossiers that are easy to review:
• Fewer questions
• Fewer requests for additional information
• Strengths emphasized
• Program impact apparent
• Professional service readily identified
• Successful recommendations at the level
of the promotion committee
NAEPSDP
Visit the website at
http://www.naepsdp.org