Professional Development as a Recruitment, Engagement, and Retention Strategy Guidance from the Literature Prepared for the National Extension & Research

Professional Development as a Recruitment, Engagement,

and Retention Strategy

Guidance from the LiteraturePrepared for the National Extension & Research Administrators’ ConferenceAnchorage, Alaska / May 24, 2011Gae BroadwaterState Specialist for Program & Staff DevelopmentLand Grant ProgramKentucky State [email protected]

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 CraigResearch AnalystUniversity of FloridaInstitute 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 ofThe value of NAEPSDPNAEPSDP

National Association of Extension ProgramNational Association of Extension Programand Staff Development Professionalsand Staff Development Professionals

to the to the

WVU Mentoring ProgramWVU Mentoring Program

Pat Gruber WVU Extension ServicePat Gruber WVU Extension Service

Where Greatness is Learned

Spring 2009Spring 2009

WVU moves forward WVU moves forward to develop to develop a a

Mentoring Program Mentoring Program

For new county faculty hires,For new county faculty hires,

entering positions located off entering positions located off campus campus



Beginning the ProcessBeginning the Process

• Design a Mentor Program for new Design a Mentor Program for new county hires as an integral part of our county hires as an integral part of our West Virginia new faculty West Virginia new faculty ““OnboardingOnboarding””

• Identify states with mentoring programsIdentify states with mentoring programs

• Identify contacts within the statesIdentify contacts within the states

WVU Extension ProcessWVU Extension Process

• Begin West Virginia new faculty interviews Begin West Virginia new faculty interviews 35 new hires 2006-2009 interviewed35 new hires 2006-2009 interviewed

First training January 2010First training January 2010

May 2011 54 trained mentorsMay 2011 54 trained mentors

35 county faculty hired between 2008-2011 35 county faculty hired between 2008-2011 have assigned mentorshave assigned mentors


State Contact State Contact Phone ConversationsPhone Conversations

• Suggestions of processSuggestions of process

• Strengths and weaknessesStrengths and weaknesses

• How the process flowedHow the process flowed

• Suggestions for West VirginiaSuggestions for West Virginia


Had there been a Had there been a NAEPSDP in 2009NAEPSDP in 2009

• Immediate group to contactImmediate group to contact

• Educational opportunities relatedEducational opportunities related

• Networking opportunitiesNetworking opportunities


If there were a If there were a NAEPSDP in 2009NAEPSDP in 2009

I could have more easily found a I could have more easily found a positive and successful positive and successful

““Mentor or twoMentor or two”” from among from among colleagues within our national colleagues within our national Extension Service programs.Extension Service programs.


Professional Development for Extension Professionals

Linda Marie MantonUniversity of CaliforniaDivision of Agriculture and Natural ResourcesExecutive Director of Staff Personnel

Reorganization and Staff Development FundingReorganization of ANR in 2010Development of Training Coordination

Training Coordination Advisory CommitteeFunding provided to academics and support

staffTraining Modules

Required trainingsOptional trainings

Camtasia RelayCapture and Publish Their Lectures or

PresentationsSupports a Wide Variety of Video Formats

Lecture or presentationMultiple playback devices and portable media

devicesTwo Parts to Camtasia Relay

Recorder—software program (Windows or Mac)

Server—processes and publishes all presentations

More About Camtasia RelayWhy 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 factorRecord 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 ResearchAdministrative Officers’ Conference

May 24, 2011Anchorage, Alaska

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 Examples of Documentation Demonstrates excellence in transferring or applying knowledge

Teaching philosophy Summary of instructional activities and role assumed

Incorporates current and appropriate research in educational efforts

Sample curricula that include latest research

Organizes, presents and implements high-quality, stimulating, educational programming

Samples of high-quality work

Produces scholarly works (traditional and non-traditional)

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.

2. Curricula Development and Program Impact

Criteria Examples of Documentation

Demonstrates effectiveness in program development

Curricula and other programs that have been developedLearning modules

Documents significant outcomes with individuals and communities in high- priority knowledge areas/named or branded programs

Learner evaluations of programs Short-term and long-term impact data and reports Program summary report from extension web application Learner outcomes


3. Innovation and Creativity in Teaching Techniques


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


4. Revenue Generation


Secures funding or other resources to support educational programming and development; implementation and evaluation consistent with position description and responsibilities

List of grants and amounts securedFees generated through program offerings Gifts, endowments

5. Contributions to eXtension Membership in CoP Contributions to “Ask an Expert”Scholarly articles


6. Engagement of Diverse Audiences as Reflected in the CommunityCriteria Examples of Documentation

Provides educational experiences to audiences that represent the demographics of their community

Web Apps Affirmative Action Plan and Report Demographics of program participants

7. Professional Activities and Service to the University

Pursues continuous professional development and improvement

Local conferences, seminars or other educational experiences attended; additional degrees obtained

Participates in professional service organizations utilizing position expertise

Membership in professional service organizations

Contributes to the achievement of the goals of extension, the department, college and/or university

Documentation of contributions to goals of extension, the department, college or university

Attracts recognition by profession as leader

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

http://www.naepsdp.org/