Guidelines for Documenting Program

Excellence

2011

Version 1.0

For Use with County and Unit Faculty/Staff

Cooperative Extension Program Prairie View A&M University

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Table of Contents Guidelines for Planning……………………………………………………………………………………… 3 Resources for Program Development…………………………………………………………………… 5 Planning………………………………………………………………………………………………………. 7 Creating a Plan………………………………………………………………………………………………. 9 Custom Plans (Outcome/Output)…………………………………………………………………….. 10 Adding Tasks………………………………………………………………………………………….... 17 Model Plans (Outcome/Output)………………………………………………………………………. 26 Existing Plans (Outcome/Output)……………………………………………………………………… 27 Individual Development Plans………………………………………………………………………… 28 Organizational Support Plans…………………………………………………………………………. 30

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Guidelines for Planning OVERVIEW Texas AgriLife Extension Service and the Cooperative Extension Program at Prairie View are educational agencies of the Texas A&M System. Our mission is to improve the lives of people, businesses, and communities across Texas and beyond through high-quality, relevant education. To achieve this mission, we develop, deliver, and evaluate educational programs on a wide variety of issues involving agriculture and natural resources, families and health, youth development, and community and economic development. The section below provides the fundamentals of the process used to develop programs in AgriLife Extension & the Cooperative Extension Program. What is a Program? A program is a comprehensive set of activities, events, experiences that leads to intended results. These activities, events, and experiences are reported as tasks within TExAS. Intended results include increases in knowledge, change in attitude, performance of skills, and changes in behavior or the adoption of practices. A program is typically not a single activity since single activities rarely lead to the intended results listed above. What is Program Planning? Program planning is a process by which community leaders work with Extension educators to identify issues and needs, establish program plans and implement education to help people reach their goals. Boone, Safrit, & Jones, (2002) notes the following assumptions about educational programs:

• Programming is focused toward change in behavior of the learner. • Programming is a decision making process. • Programming is a collaboration between the organization (Texas AgriLife Extension Service or

Cooperative Extension Program at Prairie View) and community leaders. • Programming is a system that contains three major parts (planning, design & implementation, and

evaluation). Going through the program planning process enables you to establish plans of actions for the upcoming year. During programming planning you have the opportunity to develop unique programs that fit the environment of your counties. When developing program plans there are four options that you may choose from, each having its own unique set of intended results. (1) Outcome Programs Plans – Plans comprised of a series of educational activities, events, and/or experiences that use appropriate methods designed to help targeted audiences reach a goal (client change level). This means you are providing a sequential learning opportunity for the same audience over several educational experiences. Moreover, multiple educational strategies are used to teach this audience. Some potential strategies include lectures, seminars, workshops, field days, newsletters, etc. The end result is an outcome or client level change. These client change levels include: Behavior Change/Adoption of best practice or new technology, change in attitudes, development of skills, or increase in knowledge. Evaluation strategies are purposefully developed to measure toward one of these client change levels (in other words intended results). Plan Requirements: Plan Overview and Tasks for each plan You should have 1-4 Outcome Program Plans. Each county should have an Outcome Program Plan focusing on Youth.

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(2) Output Programs Plan – Plans comprised of a series of educational activities, events, and/or experiences that use appropriate methods designed to measure targeted audiences’ satisfaction levels and general clientele feedback. Such programs do not measure client change. However, satisfaction data is collected using either customer satisfaction or informal means to measure satisfaction feedback. In addition to a series of educational activities, there may be one extensive educational event that could be considered an output program if deemed appropriate by the Regional Program Director and District Extension Administrator/County Extension Director, or Associate Department Head/Program Leader. Plan Requirements: Plan Overview and Tasks for each plan Addresses specific program areas, subjects, and/or disciplines Specific number of Output Program Plans is based on the county/unit situation. Work with your

Regional Program Director and District Extension Administrator/County Extension Director, or Associate Department Head/Program Leader

Plans provide customer satisfaction and/or clientele feedback information Each county should have an Emergency Management Plan

(3) Organizational Support Plans – Plans based on activities and/or functions that enhance or support the Extension program. Organizational support plans address items such as EPC management, county/unit management, county/unit marketing, support of county programs, collaborations and partnerships, and faculty development. There are no expectations for evaluation with this type of plan. Plan Requirements: Plan Overview and Tasks for each plan Specific number of Organizational Support Plans are based on the county/unit situation. Work with

your Regional Program Director, District Extension Administrator/County Extension Director, or Associate Department Head/Program Leader

(4) Individual Development Plans – Plans based on an employee’s strategy to improve themselves. These plans are based on activities and/or functions that promote growth for the faculty member. There should be only one Individual Development Plan per person. Plan Requirements: Plan Overview and Tasks for the plan Each faculty/staff member will have one plan

For more information on the differences in these plans as well as steps to write outcome indicators and evaluation examples, please click on the link below: http://od.tamu.edu/prog-materials.htm

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Resources for Program Development

There are several websites that offer program development resources and tools to assist you in your program planning efforts. These sites are listed below: Texas Extension Accountability System (TExAS) TExAS has a ‘Help and Contact’ section with many helpful links including News & Updates, a TExAS User Guide, a Glossary, and the Strategic Plan Decision Tree. The address for TExAS is http://texas.tamu.edu. Login using your UIN and password and then click on the ‘Help and Contact’ tab at the top of the page to access these links. News & Updates – Upcoming TExAS related events and updates made to TExAS organized by date. TExAS User Guide – Overview and Guide on how to use TExAS and is organized by category or tab Glossary – Glossary of terms used in TExAS Strategic Plan Decision Tree – PDF version of plan categories based on the agency strategic plan

Organizational Development Organizational Development has resources available for all aspects of the program development process. The address is: http://od.tamu.edu/. Within this website are several new informative sources of information. These include: Resources supporting program planning including worksheets designed for TExAS, and support

resources such as the program development guide, voice over presentations, newsletters, and various other resources.

Resources supporting evaluation and accountability efforts. Resources supporting individual development including links to dossier development, performance

appraisal, study leave, learning opportunities, and the Texas Extension Competency Model.

Texas Volunteer Website The Texas Volunteer website provides resources for all aspects of volunteer management and recruitment. The web address is: http://texasvolunteer.tamu.edu/ . Specific resources located on this website include: Resources on the development and management of County Leadership Advisory Boards Resources on the development and management of County Youth Boards Resources supporting Program Area Committees and Associations/Chapters Publications and curriculum on all aspects of volunteer management.

Building Connections Website The Building Connections website provides resources on how to develop stronger leadership within communities. The web address is: http://buildingconnections.tamu.edu . Specific resources included on this website are: Who should be involved in specific community leadership programs and how to contact them and get

them on board. How to communicate the importance of building leadership within communities with the different people

involved. o Examples – Communicating across cultures, developing a vision, strategic planning, etc.

Defining what makes up a good leader How to work collaboratively with others in the community (team building) Understanding the importance of volunteers and creating boards and task forces.

Family and Consumer Sciences The Family and Consumer Sciences website has a wealth of resources and tools available for agent use. Go to http://fcs.tamu.edu and login to the agent side of the system. Login to the agent password protected site by using your county name, then office zip code as the password.

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Agriculture and Natural Resources The Extension Agriculture & Natural Resources provides agents and specialists with a wide array of information that can be beneficial during the program planning process. Packaged programs, regional issues, and team reports are just a few of the resources that agents and specialists may utilize during the programming process. Go to http://extensionanr.tamu.edu. 4-H and Youth Development The Texas 4-H website also includes information of value to agents and specialist as they plan programs. Go to http://texas4-h.tamu.edu. Publications Various publications are available electronically through the Extension Resource Center at http://agrilifebookstore.org. You can access these resources through the employee login in the system. Documents such as the program development guide and various publications on evaluation can be found at this site.

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PLANNING All plans are to be entered, reviewed and approved by December 1, 2009 or as designated by your Regional Program Director, District Extension Administrator/County Extension Director, or Associate Department Head/Program Leader. Plans are reviewed and approved using the following protocol: County-Based Faculty

Outcome and Output Plans are to be reviewed and approved by the Regional Program Director for the subject of the plan respective to the Regional Program Director’s role.

Organizational Support and Individual Development Plans are to be reviewed and approved by the District Extension Administrator or County Extension Director. For Cooperative Extension Program (CEP) faculty, plans are to be reviewed by the respective CEP Program Leader for ANR or FCS. CEP 4-H plans are to be reviewed by the designated CEP Program Leader.

Unit-Based Faculty All plans are to be reviewed and approved by the Associate Department Head/Program Leader respective to the unit where the specialist is primarily assigned.

There are two (2) parts to all plans; the Plan Overview and Tasks. The Plan Overview consists of information that describes what the plan is, when the plan takes place, why it is being conducted, who it addresses, and where the issue was identified. Think of this as the what, when, why, who, and where of the plan. Tasks are the activities, events, and/or experiences that are designed to implement the plan, also known as the ‘how’ of program planning. There are seven (7) types of tasks: Planning Groups, Marketing/Promotion, Educational Methods, Evaluation, Interpretation, Individual Development, and Resource Acquisition/Management. For more information on developing tasks and examples of each of the seven refer to page 18. Each plan should have multiple tasks according to what is needed to accomplish the plan. Worksheets are available at http://od.tamu.edu/prog-materials.htm. The worksheets provide a template for putting together information needed for the plan overview. There is also a section that includes information needed for each type of task. These task planning sheets may be replicated as needed. Developing and Modifying Plans Plans should be developed based on the specific needs of the clientele being served. Plans are built using a model developed by the Organizational Development unit. The Organizational Development unit focuses on program and employee development. Plans are documented in the accountability system called TExAS (Texas Extension Accountability System). TExAS allows for multi-year planning so all plans do not have to be re-written or developed annually. As you plan for 2010 and beyond, you will have 3 options available to develop your plans. These options include: 1) Develop new plans (custom) Custom plans are completely original and created from scratch by the user. Custom plans are typically new programs that may be specific to an individual county/unit.

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2) Adopt model plans (from model) Model plans provide the opportunity for faculty to adopt a pre-developed plan with core tasks that are consistent across the state. Example Model Plans include: Walk Across Texas, BLT, EarthKind Stewardship, Master Gardener, and Quality Counts. Any program that has a set curriculum or needs to be adopted in a similar way could potentially be a model plan. Model plans can be Outcome, Output, or Organizational Support plans. All model plans adopted will be able to be adapted for specific use at the county level with two exceptions:

1) You will not be able to edit the Plan Type 2) You will not be able to edit the Program Area Category.

However, it is imperative that when you adopt a model plan you tailor that program plan to fit your county. You should identify what makes the county unique and make proper modifications to your programs. Please go to TExAS for a list of all model plans. 3) Modify your existing plans (from existing) An existing plan is any plan that you previously developed in TExAS. This method of creating a plan will allow adjustments to be made to existing plans from year to year. Multi-year plans are possible, but they will now be separated into yearly segments.

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Creating a Plan When creating a new plan, click on the type of plan that best fits the situation. Different plans are used in different situations. Whether it be developing an original plan (custom), developing one that already exists (from existing), or adopting a model plan (from model) you must know what type of plan will work best for your specific issue. The screenshots below (from the Home tab and from the Plans tab) illustrate the options available when selecting a plan.

The highlighted area to the left illustrates the three options when developing a new plan. To create a new plan click on one of the three options. This function will not work in Internet Explorer. You must use Mozilla Firefox to effectively use TExAS. Mozilla Firefox can be installed free of charge by going to http://www.mozilla.com

Another way in which new plans can be created is shown on the right. Click on the plan that best fits your situation.

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Custom Plans (Outcome/Output)

Custom plans are completely original and created from scratch by the user. Custom plans are typically new programs that may be specific to your county/unit. The steps to create a custom plan are on the left below. The right side (yellow box) discusses the program development steps that you should be considering when developing a program plan.

Once the issue is identified a plan can be created in TExAS. The figure below is the first step to create a custom plan. The plan title needs to consist of the year, the county name, and an identifiable plan name.

Step 1 – Identifying Issues As you begin the program planning process it is important you are targeting issues that are relevant to your county/unit. There are a number of ways in which issues can be identified within counties. Some of these include:

• Leadership Advisory Boards – The Leadership Advisory Board (LAB) is designed to be advisory in nature. The LAB is responsible for the “big picture” of the county program. Specifically, their role is to provide long-term vision for the county program, serve as advocates for the county program by assisting with interpretation of the program throughout the county, and provide support to develop resources for the county program.

• Program Area Committees – Program Area Committees advise Extension educators about issues and needs in the areas of agriculture and natural resources, family and consumer sciences, and community and economic development.

• Youth Boards – Youth Boards advise Extension educators working with the 4-H and youth development program.

• Associations/Coalitions – Volunteer associations and coalitions are made up of volunteers with similar interests and education that come together for a common cause. Such groups support the mission of Texas Extension through their education and service.

• Others include specialists, data trends, etc.

For Extension educators to be successful it is imperative they target their programs towards issues identified by groups like the ones listed above. These committees and boards are the “grass roots” that make Extension programs successful.

After developing a plan title you must select a plan type. The type of plan will be one of four (4): Outcome, Output, Organizational Support, or Individual Development. (A detailed description of the plans is located on page 3 and 4 of this document).

Once a plan type is selected enter the start and end date of the plan. This should be the time frame in which the plan will take place.

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Program Area Category

Click the edit icon to select the appropriate program area category in the Strategic Plan Decision Tree. Continue to select an option that best fits program until no further selections are available

Identifying Issue cont. Once an issue has been identified, you must determine social, economic and environmental ramifications associated with answers to the issue. Moreover, you should research the issue’s scope and severity. These first impressions about an issue are called its “situation.” When evaluating a situation, ask yourself the following: • Why is this issue a major problem? • How severe is the problem created by

the issue? • What are the costs associated with the

problem? • Do we have the resources to solve the

problem? • What previous efforts have addressed

this issue? Can we team with these efforts or must we go ahead on our own? What can we learn from earlier efforts?

• What are the implications if we do not solve the problem?

• What will happen to the community if the issue is not resolved?

• What are the benefits of solving the problem?

For example of the Strategic Plan Decision

Tree steps, see next page!

For example of the Strategic Plan Decision Tree steps, see next page!

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Strategic Plan Decision Tree

Issue Source

The ‘issue source’ is the designation of where the issue was identified in the county. Select an issue that best fits where the issue was identified.

The ‘program area category,’ is selected based off the Strategic Plan Decision Tree (found under ‘Help and Contact’ in TExAS). When selecting a program area category, continue to select an option that best fits the program until no further selections are available. To the left is an example of selecting options from the Strategic Plan Decision Tree. It is important that you continue to select a category that best fits the program until there are no other options. If you come to a point in the selection process where no options fit your needs you may stop selecting.

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Plan Description

Identify the Target Audience

Step 2 - Describing the Situation - When describing the situation you must decide why issues identified in step 1 are important. You should look at the severity of the situation and any costs associated with it. In addition, you must decide what consequences will come about if the issue is not resolved. Below are five terms you should be familiar with when describing the situation:

• Scope/Size – the number of participants, location of activities, and length and size of program

• Severity – the level of importance of the topic being covered

• Social – human factors to consider, such as ethnicity, socioeconomic, age, and geographical location

• Economic – financial impact • Environmental conditions – impact on

natural resources, such as water and soil Step 3 – Identifying the Target Audience Although often overlooked, identifying the target audience for a program is an important step. By identifying a specific target audience, you are able to narrow your educational focus and marketing efforts to a specific group. To determine a specific target audience you must identify the people who will be affected the most by the issue. In addition, the primary and secondary audiences will also need to be identified. Once the target audience is determined, you must determine if the number of people within this group can be reached through the program. After this decision is made, you may begin designing your program. Questions about target audiences that you should ask yourself include: • Who are the people affected by this issue? • How many people are in the target

audience? • How many members of the target audience

can be reached with an educational program?

• What are some of the target audience’s characteristics?

• Does any baseline data about the target audience exist, particularly with regard to this issue?

When selecting a target audience in TExAS, choose the appropriate audience until no further selections are available. The images below are an example of this.

After selecting an issue source you must fill in the plan description field. In the space provided you must discuss identified issues, their severity, and how they will affect the community. For more information on what should be included in the plan description refer to step two in the program development process located to the right.

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Program Goals

Intended Outcome (Outcome)

Intended Outcome (Output)

Step 4 – Specifying Intended Outcomes Before you can begin programming towards a specific outcome, you must determine what those intended outcomes will be. Intended outcomes, or client change, can be defined as the intended change they plan to bring about because of the program that is being implemented. Client change should be determined from the needs of the clients they are educating. There are six types of client change broken into two categories. They are as follows: Learning

• Knowledge – Knowledge gain pertains to learned information or accepted advice; it also includes varying levels of comprehension.

• Skills – Skills refer to individuals’ mental and physical abilities to use new and/or alternative processes.

• Attitudes – Attitudes focus on individuals’ beliefs, opinions, feelings and perspectives.

Application • Behavior change – Behavior Change

can be defined as changes or benefits for participants. Behavior change typically happens after a learning change has occurred. In other words, after a participant developed a skill, they may change their behavior if they deem it necessary.

• Best practices – Best Practice is when a participant decides that a new practice is preferred over the current practice and so they decide to adopt this practice.

• New technology – New Technology can be defined as participants adopting of innovations because of the educational program they participated in.

Once you determine what your outcomes will be you can then begin developing an education plan.

When establishing program goals, it is important for you to write goals. These goals should be easy to comprehend and interpret. They should also be targeted at one of six forms of client change, which are described to the right.

The first part of the client change section asks for the ultimate client change in which you plan to achieve. The next part focuses on the intermediate client change you plan to achieve with your program. The last section requests a brief description of the specific changes you plan to achieve with your program.

The first part of the client change section asks whether you will be measuring customer satisfaction or will be gaining clientele feedback. The last section requests a brief description of the specific changes you plan to achieve with your program.

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Percent Time

Other Personnel/Team Members

Volunteers

Collaborators

Percent Time When entering in a percent time, you must assign an amount of time (as a percent) you intend to work on a specific plan for the year. It is very important that the total planned percent time on plans (both as an originator and team member) add up to 100%. In general, outcome and output plans should be roughly 75 – 80% of the 100%, and organizational support and individual development plans should account for the remaining 20 – 25%. Individual development plans should account for no more than 10% –15% of your time. Other Personnel / Team Members If there will be any other personnel involved in a plan they should be added to the other personnel box when creating a plan in TExAS. Other Personnel are commonly referred to as Team Members. Before adding any team member, make sure you visit with them to determine their willingness to participate and to decide their role. Click the edit icon, to begin the process of adding team members to a plan. A ‘last name’ search for team members should be performed. Once a team member’s name is selected, they become a part of the plan. From that point, an option will be given to include them on any task within the plan. Volunteers Another optional category is volunteers. When creating a plan in TExAS if volunteers will be used for the program you will need to indicate the type of volunteers that are involved in the ‘volunteers’ section. Examples of possible volunteers that may be included are Master Gardeners, Program Area Committees, Youth Boards, Leadership Advisory Boards, Parent Associations, Junior Master Gardeners, MENTOR Volunteers, etc. Collaborators When conducting programs, any community, state, or national organizations/groups that are making contributions must be recognized by selecting them from the ‘collaborators’ section in the plan overview section. If a local collaborator is not listed in TExAS, you must list it in the collaborator text box when reporting to the task during your monthly reports. If you are collaborating with a statewide or national group/organization that is not listed in TExAS, you should contact the TExAS help desk so the group/organization may be added to the list.

In the box highlighted below list any local collaborators that were not listed in the collaborators section in the plan overview. (NOTE: The screenshot below comes from the report, while the screenshot above is from the plan overview.)

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Approvers/Reviewers

Every plan is required to have an approver. For Count Extension Agents

• For Individual Development and Organizational Support plans, a DEA will be automatically designated as the approver.

• For Output or Outcome plans, you will be required to edit and select the appropriate RPD in your region.

For Specialists

• All plans will be approved by the specialist’s or unit faculty’s Associate Department Heads or Program Leaders.

The first figure below is an example of how the approvers/reviewers section appears once an approver and a reviewer are selected.

To edit the approver, click the icon circled in red and the box outlined in red will appear. Make any changes needed, click DONE, and all changes will be saved.

To edit the reviewer click on the icon circled in blue and the box outlined in blue will appear. Enter the first few letters of the person’s last name and press search to display names in Step 2. Click the name of the person you would like to choose as a reviewer, click DONE, and all changes will be saved. Reviewers are entirely optional. You will not need to add a DEA or RPD as a reviewer to a plan, regardless of whether or not they are the approver. DEAs and RPDs will have open access to all plans.

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Adding Tasks

There are a couple of ways in which tasks can be developed within a plan. The first of which is from the ‘Plans View.’ Click the Manage Tasks icon. This will direct you to a list of tasks.

You may also go to the plans tab and select the plan in which you would like to add a task. After selecting the plan, click the add task icon to ‘Add New Task’.

Tasks are the activities, events, and/or experiences that are designed to implement the plan, also known as the ‘how’ of program planning. There are seven (7) types of tasks: Planning groups, Marketing/Promotion, Educational methods, Evaluation, Interpretation, Individual development, Resource Acquisition/ Management. Each plan should have multiple tasks according to what is needed to accomplish the plan. Worksheets are available at http://od.tamu.edu. The worksheets provide a template for putting together information needed for the plan overview, then a section that includes information needed for each type of task. These task planning sheets can be replicated as needed.

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Begin adding the new task by filling in all the initial values of the task. These include entering the task title, selecting the type of task, and selecting the lead for the task. Once this is complete click the add task button.

Once the initial values have been entered, the required fields must be filled in. Different tasks will have different information that must be filled in under the required fields. It is important that you fill in all required information. After filling in all required information you must hit the save button or the task will be lost.

The following pages illustrate examples of each of the seven types of tasks. It is important to note that the required fields are different for each of the seven tasks.

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Planning Groups

Planning Groups – a task to plan for and document the use of program area committees, youth boards, task forces, coalitions, etc in planning, developing, implementing, and evaluating Extension educational programs. Below are examples of possible planning groups you may use to help identify issues. Agriculture & Natural Resources

• Program Area Committees • Task Forces • Beef Councils

Family & Consumer Sciences

• Program Area Committees • Various Health and Human Sciences

Collaborators Community Development

• Leadership Advisory Boards • Coalitions

4-H & Youth Development

• Youth Boards • Parents Associations

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Marketing/Promotion

Marketing/Promotion – a task to plan and document efforts to market and/or promote a program, event, activity, or experience to the public or an audience targeted by an educational program or effort. Below are examples of possible Marketing/Promotion methods you may use.

• Newsletters • Email lists • Radio talk shows • Newspaper articles • Fliers • Handouts • Magazines

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Educational Methods

Step 6 – Program Delivery Educational Methods – a task to plan for and document educational activities, events, or experiences that will lead to clientele change or reactions. Several individual and group methods can be used to deliver subject matter; include a mixture of educational activities to achieve success. Try to incorporate a variety of teaching methods and styles, so that target audiences have opportunities to learn by a variety of means. Educational methods include group, mass media, one-to-one, letters/newsletters, and result demonstrations.

1. Group – Educational event conducted with multiple people in a setting. May be delivered in-person or via technology.

2. Mass Media – Education event delivered via radio, television, newspaper, web pages, e-mail list(s), or multiple types.

3. One-to-one – Site visits with clientele that are intensive and the duration of the visits needs to be documented. Typically, this would be a visit of one hour or longer.

4. Letters/Newsletters – Letters or Newsletters sent to clientele that are educational in nature. These must contain subject matter content and not be solely for publicity such as announcing an event.

5. Result Demonstration – Educational event delivered to show the efficacy of a particular practice.

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Evaluation

Step 7 – Measuring Outcomes Evaluation – a task to plan for and document how evidence is collected to measure the effects of an educational program. Outcomes and results measure the program’s impact on its target audience. There are a number of ways in which outcomes can be measured. However, it is important to note that the method used should match the intended outcome in which you are trying to achieve. The methods most commonly used to evaluate educational programs include:

• Group assessment (focus groups) • Case study • Direct observation • Individual measurement • Interview with participants • Questionnaires • Mailed surveys • Testing

In addition, measuring economic impact of programs is another responsibility you have when measuring outcomes. When measuring economic impact the question is raised, “How much money is being saved as a result of the changes in skills and behaviors brought about by the educational effort?” Many times this is found out by sending follow-up questionnaires months after the educational event.

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Interpretation

Interpretation – a task to plan for and document how information on the results of a program is disseminated to stakeholders either during a program or at the conclusion of a program. When developing an interpretation task or interpreting an event it is important to write toward the three “Rs.” A brief description of the three “Rs” is listed below. Relevance

• Reason the educational program was implemented

• Role education can play in addressing an issue

• Where the issue was identified and the target audience

Response • Provides information on program

delivery • Description of the program being

implemented • Demographic characteristics of

participants • Level of participation • Educational content and methods of

delivery utilized Results

• No results will be available during the planning process

• Methods in which results will be presented can be outlined

It is important that when results are interpreted you know your audience so an appropriate interpretation method is used.

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Individual Development

Individual Development – a task to plan for and document specific activities, events, or experiences that leads to the professional development of an employee related to their subject matter. This means you may not develop an individual development task that is outside your outcome program. It is also important to work with your RPD, DEA, or ADH to develop your professional development plan. Examples of possible individual development tasks are listed below.

• Professional conferences • College Courses • Certifications • Professional development activities

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Resource Acquisition/Management

Resource Acquisition/Management – a task to plan for and document the use and management of resources to carry out this specific plan. Resources include people, time, materials, and money. Examples that may be used for resource acquisition/management are listed below.

• Grants • Instructional materials • Guest Speakers • Donations

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From Model Plans (Outcome/Output)

Adopt model plans (from model) Model plans provide the opportunity for you to adopt a pre-developed plan with core tasks that are consistent across the state. Example Model Plans include: Walk Across Texas, BLT, EarthKind Stewardship, Master Gardener, and Quality Counts. Any program that has a set curriculum or needs to be adopted in a similar way could potentially be a model plan. All model plans adopted will be able to be adapted for specific use at the county level with two exceptions:

1) You will not be able to edit the Plan Type

2) You will not be able to edit the Program Area Category.

However, it is imperative that when you adopt a model plan you tailor that program to fit your county. You should identify what makes your county unique and make proper modifications to their programs. Please go to TExAS for a list of all model plans.

After selecting the “From Model” option from the “Add New Plans” section, select the Program Category for the plan. A list of eleven program categories should appear. In the example, “Youth Model Plans” is selected as seen highlighted below.

Once selected, a list of all Model Plans available for adoption will appear below the categories. Once you find the plan you want to select, you must click on the adopt icon. In this scenario a list of Youth Model Plans appear for adoption. After finding the plan that suits your needs, click on the adopt icon.

After the plan has been adopted, you will see a confirmation message. This message confirms that the plan and tasks have been added. Press the “Edit This Plan” button to begin modifying the plan. At this point, it is imperative you take the time to tailor the plan to fit your county.

* Note: Be sure to continually save as new information is entered into the system, as well as when you are finished. Any unsaved information will be lost and must be reentered.

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From Existing Plans (Outcome/Output)

Modify your existing plans (from existing) An existing plan is any originator plan you previously developed in TExAS. This method of creating a plan will allow you to adjust your existing plan from year to year. You can still have multi-year plans, but now the plan will be separated into yearly segments. Very Important to Know: All team members will be cleared from the plan once it is copied. You will be forced to re-think who your team members are for your plans from year to year. This will also prevent them, as a team member, from being stuck on team member plans from previous years. *Please do not add a team member to plans if they do not have a role in the plans.

You will be asked to select the plan you wish to reuse. Once selected, TExAS will make an exact copy of the plan. All dates will be cleared and it will be your job to reschedule the date of the plan and all of its tasks. You can delete any tasks you no longer need and add new tasks as needed. When the current version of the plan is completed, you can close it and begin to work in the new one.

After the plan has been readopted, you will see a confirmation message. This message confirms that the plan and tasks have been readopted. Press the “Edit This Plan” button to begin modifying your plan.

* Note: Be sure to continually save as new information is entered into the system, as well as when you are finished. Any unsaved information will be lost and must be reentered.

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Individual Development Plans

Individual Development Plans Plans based on your plan to improve yourself. These plans are based on activities and/or functions that promote growth for you. There will be only one Individual Development Plan per person.

To create an individual development plan select the ‘custom’ or the ‘from existing’ option from the ‘add new plans’ section. If custom is selected enter in the plan title first. Once this is completed select ‘individual development’ from the type of plans section. Next, enter in the start date and end date of the plan. This can be completed manually or by clicking the calendar. Once all the necessary information is filled in and selected click on the add plan button. The screen shot below illustrates how to begin developing an individual development plan.

After adding the plan, you will see a number of required fields. The first field is ‘degree plans.’ You will need to select the option that best fits you.

After selecting a degree, enter your title and job description in the field titled ‘Job and Responsibilities.’

Once a job title and description have been entered into the system you should enter in any long term goals (5yrs. +) you have.

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The next required field is your ‘short term career goals (1-3yrs.).’ Enter in all career goals that fit into this period.

The next three fields include major, hours completed, and university or college. Enter the major you are currently working on, the number of hours you have completed, and the university or college you are attending in their respective fields. (*Note: If you did not choose a degree in the ‘degree plans’ section you will not see these fields.)

In the ‘certification plans’ field you should enter any certifications you are planning to get or are currently working on.

The last required field is ‘percent time.’ In this section, you should enter the percent of time you plan to spend on your individual development for the year.

You will also need to select an ‘approver’ and ‘reviewers’ for your plan. The approver is automatically selected on individual development plans. However, if there are any reviewers you would like to add to the plan, you must simply click the pencil button and do a search for the person(s) you are looking for.

* Note: Be sure to continually save as new information is entered into the system as well as when you are finished. Any unsaved information will be lost and must be reentered.

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Organizational Support Plans

When creating an Organizational Support plan the same steps should be followed as creating a custom Outcome or Output plan with a few exceptions. Under the ‘program area category,’ Organizational Support plans have a drop down menu to choose from, rather than a series of pop-up screens to make a selection (see figure below). An Organizational Support plan also does not include the issue source, goal, or client change fields.

Organizational Support Plans Plans based on activities and/or functions that enhance or support the Extension program. Organizational support plans address items such as:

• EPC management • county/unit management • county/unit marketing • support of county programs • collaborations and partnerships • faculty development

There are no expectations for evaluation with this type of plan.