2010 NCRCRD Webinar: Competencies for extension professionals
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The document discusses the development of competency models for extension professionals in the 21st century, emphasizing the importance of employee knowledge and abilities for organizational success. It integrates findings from a national Delphi study and a state extension organization study, resulting in distinct competency models for agricultural extension educators and human resource management. Key competencies identified include communication, problem-solving, leadership, and technical expertise, highlighting the need for adaptive practices in extension systems.
2010 NCRCRD Webinar: Competencies for extension professionals
- 1. Competencies for Extension professionals in the 21st Century Amy Harder amharder@ufl.edu University of Florida Graham Cochran cochran.99@osu.edu Scott Scheer scheer.9@osu.edu The Ohio State University For a recording of the Webinar held on November 16, 2010, go to http://go.osu.edu/BJX
- 2. Competencies and Competency Modeling • Extension organizations have placed a high value on their people. The 21st century is a time of change for Extension organizations – now more than ever, success depends on the knowledge and capabilities of employees • Human resource management (HRM) and Extension organizations (Maddy, Niemann, Lindquist, & Bateman, 2002; Stone & Bieber, 1997) recommend competencies as a powerful tool to provide focus on individual behaviors for organizational success
- 3. Skills Knowledge Attitudes Other Personal Characteristics (e.g., traits, values, self-image) 3 Action/ Behavior Job Performance
- 4. Competencies 4 VisionStrategy Strategic Initiatives AbilitiesTraits Interests Motivations Work Context Work Activities Training/ Education Experience Competencies Available Competencies Required Performance Standards Exemplary Performance = Alignment * What is needed by the organization and human capital. Adapted from Schippmann, 1999
- 5. Our Work - Methods • Integration of two studies: (1) national Delphi study to determine AEE competencies for beginning educators/agents and (2) study to develop a competency model for a state Extension organization’s HRM
- 6. Our Work - Methods (continued) Academic Extension Education Study • Delphi study conducted to determine the AEE competencies required for entry-level Extension educators/agents for success in 2015 • 12 Delphi panelists resulted from 117 nominations by 33 state Extension directors • Level of consensus a competency needed to achieve was determined a priori (66% of the respondents needed to rate an item “agree” or “strongly agree” to progress to next round)
- 7. Our Work - Methods (continued) Extension Human Resource Management Study • Mixed methods (Jones, Torres, & Arminio, 2006) with emphasis on qualitative approaches (reviews of existing research, interviews and focus groups). Peer debriefing and survey research to validate and refine the competency model • Purposeful sampling as key informants across all job groups; administrative cabinet members, exemplary performers: competency project team, focus groups, and survey respondents (census of exemplary performers) • Focus on core competencies – relevant across all job groups
- 8. Results AEE model resulted in 19 competencies • Communication skills (including oral and written) • Cultural Sensitivity • Interpersonal Skill • Organizational leadership development • Personal leadership development • Problem-solving • Professionalism • Relationship building • Self-management • Program planning • Program implementation • Program evaluation • Teaching skills • Accountability • Able to utilize technology for program delivery • Applied research skills • Develop extramural funding • Technical/subject matter expertise • Volunteer development
- 9. Results Extension HRM model resulted in 22 competencies (includes areas of expertise) • Communication • Continuous learning • Customer service • Diversity • Flexibility and change • Interpersonal relationships • Knowledge of Extension • Professionalism • Resource management • Self-direction • Teamwork and leadership • Technology adoption and application • Thinking and problem solving • Understanding stakeholders and communities • Extension teaching • Information technology • Management and supervision • Marketing • Program planning, development, and evaluation • Research • Subject matter expertise • Volunteer management
- 10. Results Integration of AEE and Extension HRM models – * denotes unique competency • Communication • Diversity • Interpersonal relationships • Professionalism • Resource management • Self-direction • Teamwork and leadership • Thinking and problem solving • Extension teaching • Information technology • Technology adoption and application • Research • Program planning, development, and evaluation • Subject matter expertise • Volunteer management • Continuous learning* • Customer service* • Flexibility and change* • Knowledge of Extension* • Understanding stakeholders and communities* • Management and supervision* • Marketing*
- 11. Competency Model Recruitment & Selection Assessments Professional Development Performance Management Rewards Compensation Succession Planning Competency-based HR: Linkages and alignment Mission/Strategy Results/Outcomes 11
- 12. Implications/Applications • Extension systems assess their HRM practices using the competencies to inform efforts • Additional modeling, tailoring, and/or validation • Examples – New agent training – Professional development – Performance management
- 13. Example – OSU & Performance Review Well Below (1) Meets (3) Well Above (5) Not willing to work through change May never be certain that enough data exists to support need for change or adaptation Comfortable doing the same thing in the same way Unwilling to modify a strongly held position in the face of contrary evidence Remains open to different ideas and approaches Sees the merits of other ideas Has an open mind Readily tries new approaches Generally supportive of change Seeks to understand changes in work tasks, situations, and environment as well as the reason for such change Seeks information and withholds judgment Approaches changes positively Flexibility and change - Demonstrates agility and adaptability, maintaining effectiveness when experiencing changes in the work environment or conditions affecting OSU Extension (e.g., social, economic, or political); has an openness to new and different ways of doing things; accepts change and is willing to deal with ambiguity; adjusts to new work structures, programs, or processes; recognizes need to change and is willing to take risks.
- 14. Dialogue 14
- 15. Selected References Dubois, D. D., Rothwell, W. J., Stern, D. J., & Kemp, L. K. (2004). Competency-based human resource management. Palo Alto, CA: Davies-Black Publishing. Cochran, G. R. (2009). Ohio State University Extension Competency Study: Developing a competency model for a 21st century Extension organization (Doctoral dissertation). Retrieved from ProQuest. (AAT 3375730). Harder, A., Place, N. T., & Scheer, S. D. (in press). Towards a competency-based Extension education curriculum: A Delphi Study. Journal of Agricultural Education. Jones, S. R., Torres, V., & Arminio, J. (2006). Negotiating the complexities of qualitative research in higher education. New York: Routledge. Lucia, A. D., & Lepsinger, R. (1999). The art and science of competency models: Pinpointing critical success factors in organizations. San Francisco: Jossey-Bass/Pfeiffer. Maddy, D. J., Niemann, K., Lindquist, J., & Bateman, K. (2002). Core competencies for the Cooperative Extension System. Retrieved from http://extn.msu.montana.edu/Jobs/pdf/Core_Competencies.pdf Scheer, S. D., Cochran, G., Harder, A., & Place, N. T. (in press). Competency modeling in Extension education: Integrating an academic Extension education model with an Extension human resource management model. Journal of Agricultural Education. Schippmann, J. S. (1999). Strategic job modeling: Working at the core of integrated human resources. Mahwah, NJ: Lawrence Erlbaum Associates. Stone, B., & Bieber, S. (1997). Competencies: A new language for our work. Journal of Extension, 35(1). Retrieved from http://www.joe.org
- 16. Competencies for Extension professionals in the 21st Century Amy Harder amharder@ufl.edu University of Florida Graham Cochran cochran.99@osu.edu Scott Scheer scheer.9@osu.edu The Ohio State University
Editor's Notes
- #3: Discuss background/use of competencies in Cooperative ExtensionImportance of competencies in today’s environmentNext – what are competencies?
- #4: Important to talk a little about what competencies are…defined in different ways; for our discussion…A competency is a collection of related knowledge, skills, attitudes, and other personal characteristics working in concert to produce outstanding performance.A number of authors use some type of a pyramid or an iceberg model to illustrate the concept of competency. This illustrates that a competency can be made of a number of things. Knowledge – e.g., an organizations structure, policies, proceduresSome are harder to identify and develop than others (below the surface) Values – e.g., respecting all peopleA competency is reflected in behaviors that are above the surface – observable.The behavior results in outcomes we see in job performance.How are competencies identified for a job, job group, or an organization?
- #5: Competency modeling…helps to draw a picture of what we are trying to do when we identify lists and descriptions of competencies for a job or an organization.This shows factors that affect the competencies an organization needs and the competencies actually available. The illustration shows:Building blocks for an individual’s competencies – on the right – abilities, training, experience, and other characteristics.AndFactors that affect competencies required by an organization – on the left – strategy, vision, work context, etc.We will share two competency modeling efforts that the three of us have been involved in…Future focus is important
- #11: Put unique on next slide??
- #15: Dialogue