performance development summary guide

8/2/2019 Performance Development Summary Guide

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PerformanceDevelopment

SystemGuide

Michigan State University Extension helpspeople improve their lives through an

educational process that appliesknowledge to critical issues, needs and

opportunities.


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Table of Contents

A Note about This Guide..............................................................................1

Philosophy & Goals......................................................................................1

Expectations of Use.....................................................................................2

Performance Planning.................................................................................2

Reflections/Progress....................................................................................4

Performance Summary................................................................................4

Steps of the Performance Summary Form..................................................6

Additional steps for Partially Meets or Does Not Meet Expectations.......7

Feedback of Supervisors Performance.....................................................10

Appeals Process........................................................................................10

The Extension Employees role.................................................................10

The Supervisors Role................................................................................11

Appendix A: Performance Summary.........................................................12

Appendix B: Sample Templates.................................................................18

Appendix C: Supervision Functions and Definitions..................................20

Appendix D: Extension Supervisor Performance......................................22

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Performance Development Systemfor Academic Staff Members

A Note about This Guide

This publication is a guide. The Performance Development System for AcademicStaff Members (PDS) is a tool that can be effective only when people

communicate with one another to establish positive working relationships. Thisguide can help users focus on performance, but it cannot replace honesty,integrity and sincerity. These attributes come into play when Extensionemployees and supervisors communicate effectively with one another. This guideis intended to facilitate that interaction.

Philosophy & Goals of the PerformanceDevelopment System

People are an organizations most important resource. For an organization toaccomplish its mission, its employees must have a clear understanding of their

roles, know how well they are performing those roles and be given opportunitiesto develop. These factors lead to positive outcomes for individuals, teams andthe organization. Thus, it is important for an organization to have an effectivesystem for assessing employee performance, communicating performanceinformation to employees and providing on-going support.

Many companies and educational institutions have begun updating traditionalemployee evaluation systems with systems that have evolved beyond appraisalalone. Newer systems place increased emphasis on employee developmentbecause of an expressed need by employees for greater involvement in theorganization, resulting in personal and professional growth. For example, in

2007, Michigan State University (MSU) initiated the Merit-based PerformanceDevelopment Appraisal to promote greater personal growth and to recognizeaccomplishments of its employees.

The MSU Extension Performance Development System for Academic StaffMembers assesses performance and fosters growth among MSU Extensionemployees. The appraisal itself is based on 10 core competencies and fiveperformance behaviors (Appendix A). It is characterized by and its successdepends on the principles of empowerment, professional development,interpersonal communication and teamwork, and the use of modern technology.Thus, the PDS serves both performance assessment and developmental

purposes.

The PDS will become an important tool in reaching Extension goals for humanresource and organizational development. The system offers a framework forExtension employees and their supervisors to participate in open and on-goingcommunication for individual employee assessment, planning, recognition anddevelopment. At the same time, it takes into account the broader concerns ofdeveloping educational programs, achieving effective group processes andenhancing team building. Observation of staff members is one factor that allowssupervisors to assist Extension employees in their professional development.

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Because the continuous development of Extension employees to meet currentand future clientele needs is critical to the health of Extension as an organization,the Performance Development System for Academic Staff Members cannotconclude with merely evaluating the employees performance once each year. Itis also not solely the task of the supervisor but a coordinated effort betweenemployee and supervisor. The PDS relies on three steps: performance planning,reflection/progress and summarizing/reporting. By their very nature, they connote

collegiality, collaboration and support. Thus, it is apparent that the PDS requireseffective communication among all staff members, as well as a developmentalstyle of leadership. These are essential because the end product of the system isfeedback that reinforces positive performance and supplies meaningfulassistance when improvement is needed. If this process is successful, the PDSwill naturally facilitate employee growth and development.

Expectations of Use

Successful implementation of the PDS will have a number of positive results. Ingeneral, the system will build greater teamwork by promoting increased

interaction both formal and informal among all staff members. Specifically,the system will have the following outcomes:

Narrowing the gap between Extension employees potential and actualperformance.

Facilitating communication and mutual support in carrying outeducational programs.

Empowering MSU Extension employees to respond more forcefully tolocal needs through individual and team efforts.

Promoting the concept of diversity in all areas.

Recognizing and rewarding outstanding performance.

Performance Planning

Extension employees are integrally involved in developing plans for their workthrough team and individual planning. During the planning phase, supervisorsand Extension employees agree on both team and individual performanceefforts.

These team and individual work efforts are expressed in the educationalinitiatives plan (See Appendix B). The basic elements of the educationalinitiatives plan include:

behavioral objectives, proposed delivery methods, diversity efforts, planned evaluation processes

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Educational Initiative Plan will be submitted in the Extension Information System(EIS).

For those with administrative/supervisory responsibilities, additional initiativesshould be planned around the following performance dimensions:

Policies and procedures. Program development.

Human resource management. Office/facility management. Fiscal management. Relationships and liaisons.

Extension employees use only the dimensions that apply to their jobs (all six forcounty Extension directors, Appendix C).

A draft of the employees educational initiatives plan is reviewed by thesupervisor so the supervisor and employee can come to agreement about theplan and expectations. Expectations describe desired behaviors relevant toeffectively accomplishing the objectives of MSU Extension. For example, onedimension is program development, which entails planning, implementation andevaluation. Specific process items related to each of these elements areidentified in the educational initiatives plan.

Affirmative action and diversity efforts should be noted in objectives andmethods. Purposeful efforts to promote diversity and pluralism should be evidentthroughout most elements of the plan and, in particular, within major initiatives.

The educational initiatives plan is important for several reasons: It represents an outline of the professional Extension employeesplanned allocation of time and program resources.

It provides a means to communicate with others about what theeducator is doing. It may be a tool to inform advisory committees andExtension councils.

It serves as a quarterly reference for the Extension employee and thesupervisor to communicate regarding planned goals.

It provides a record and benchmark for building on importanteducational programming and professional development goals.

It reflects the Extension employees commitment to diversity in allfactors of educational programs.

The Extension employee consults with the supervisor to discuss carrying out theeducational initiatives plan. The net product is a cooperatively designed packageof significant educational programs and other programming efforts.

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Reflections/Progress

The reflection/progress phase consists of quarterly meetings between theExtension employee and the supervisor to assess progress and give/receivecoaching and feedback. Coaching and feedback also can occur betweenquarterly meetings.

These quarterly discussions focus on the employees progress in implementingthe plan, support the supervisor can provide, changes needed and reinforcementfor work activities done well. The discussion between Extension employees andsupervisors should be primarily collegial, with each commenting aboutperformance accomplishments and improvements by the other.

The educational initiatives plan is the basis for this discussion. At the minimum,the employee should provide brief summary comments regarding major workefforts, other work initiatives and professional development quarterly on theExtension Information System.

Because the PDS depends on a two-way flow of communication, supervisorsalso seek feedback regarding their own performance. Formal feedback isrequested at the end of each program year (March). Though thereflection/progress phase is designed to be held quarterly, more frequentinteraction and/or reports may be appropriate.

Performance Summary

On or around April 1 of each year, the performance development summary forthe previous 12-month period is held. The end of the year EIS reporting iscompleted and the Major Initiatives and Other Work forms are completed. All

Extension employees participate annually in this process.

Extension employees and their supervisors independently review such pertinentmaterials as updated plans and expectations, quarterly summaries and otherappropriate documents. They then meet to discuss the employees performanceand record positive aspects on the summary form. Development opportunitiesare recorded in the Opportunities for Development section of the form.

During the summary phase, the supervisor completes the PerformanceSummary, describing the Extension employees performance. The form reflectsthe supervisors judgment of the extent to which the employee met the

performance goals set forth in the educational initiatives plan. A performancedevelopment plan is then established by the Extension employee and supervisorto address those items in the employees performance that would benefit byfurther development and/or improvement.

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The supervisor also determines whether the employee met work goals at one ofthe following levels:

Exceeds expectationsJob effectiveness regularly exceeds performance expectations during thereview period. Employee achieves results well beyond established criteriafor work performance. The employee uses sound process in carrying out

job functions and errors are rare or non-existent. Employee demonstrates

exceptional performance in quantity and/or quality of work.

Meets expectationsJob effectiveness meets and at times exceeds performance expectationsduring the review period. Generally, the employee achieves the expectedresults relative to the established criteria of work performance. Employeeuses sound process in carrying out job functions. Occasions whenexpected results are not achieved are infrequent and utilized as learningexperiences. Employee gives focused attention to suggestions forimprovement in quantity and or quality of work.

Partially meets expectationsJob effectiveness is uneven and generally below performanceexpectations during the review period. Employee produces some resultsthat meet the stated criteria of work performance and some results arebelow performance expectations for the review period. Errors areoccasional and sometimes repeated. Improvement in the quality and/orquantity of work in multiple areas of performance is necessary. A writtenperformance plan to improve process and/or results is required.

Does not meet expectationsJob effectiveness is consistently below performance expectations for the

review period. Employee fails to produce results consistent with theestablished criteria for work performance. Process is flawed in carrying outjob functions. One or all of these characteristics are present inperformance. Substantial improvement is required in quantity and/orquality of work. A written performance plan to improve process and/orresults is required.

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Steps of the Performance Summary Form

1. Employee completes self-assessment of core competencies, finalquarterly reporting summaries on EIS, and professional developmentplanning and engagement on the Performance Summary (PS).

2. Supervisor meets face to face with the employee and reviews the writtenperformance summary. Specific methods to address developmental

opportunities are jointly discussed and documented. When possible, atimeline will also be incorporated. The form is signed by both the employeeand supervisor. Written feedback is provided for each performance behaviorthat has exceeded performance expectations and likewise fordevelopmental needs. When possible, specific examples will beincorporated.

3. Signature indicates that the appraisal meeting has been completed anddoes not imply concurrence with the evaluation. Upon completion of adiscussion with the supervisor, if the employee has concern regarding theevaluation, a two-step appeals process is available to the individual being

evaluated.

4. Supervisors submit preliminary performance summaries to their supervisors(regional director, state program leader) for their employees withrecommendations that will indicate that the employee does not meet,partially meets, meets or exceeds expectations. Salary increases areprovided to all those who meet or exceed expectations.

For all individuals who partially meet or do not meet expectations on theperformance review summary, the supervisor will write a development planwithin 30 working days of the evaluative feedback.

5. At the time in the calendar year when the director is notified of availablesalary increase dollars, regional directors and state program leaders willdevelop proposed salary increases based on the performance summary.Employees that receive a partially meets expectations or does not meetexpectations rating will not receive merit increases or additional salaryadjustments.

6. To provide consistency across units, the regional directors and stateprogram leaders will meet individually with the director and associatedirectors to discuss performance level of employees from their unit andproposed merit pay increases. Following this meeting, merit pay will beassigned by the regional director or state program leader.

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Additional Steps for Partially Meets orDoes Not Meet Expectations

The following procedure is implemented for an employee who receives apartially meets or does not meet performance rating. See Partially Meetsnotes following these steps for further information.

When an employees performance is rated as partially meets or does not meet

expectations, when the time for Performance Summary appeal has elapsed orthe director sustains a does not meet recommendation from a performanceappraisal appeals committee, the employees immediate supervisor will developa Performance Improvement Plan (PIP) within 30 days. The PIP is at least threemonths in length.

1. To the extent possible, the immediate supervisors supervisor and theemployee should participate in the PIP development. This plan includes aprofessional development goal, methods to be used for development, aspectsof development for which the employee is responsible and those for which thesupervisor is responsible, the involvement of others in aspects of

development, a timeline and indicators of anticipated learning outcomes. Ameeting of the employee and the immediate supervisor is held to finalize andsign the plan.

A PIP expresses a supervisors perception of needed performanceimprovements and does not require the employees agreement. Though it isbetter to have the employees agreement, the performance plan will proceedregardless.

2. The immediate supervisor meets periodically (weekly is the goal) with theemployee to assess progress, provide feedback and provide support.Documentation of these meetings and discussions should be retained by the

supervisor and may be provided to the employee.

3. The supervisor of the immediate supervisor meets periodically with theimmediate supervisor and the employee to assess progress, providefeedback and provide support. Because the frequency of these meetings willbe dependent on progress being made and/or challenges that may havearisen during the PIP, a goal of monthly meetings may be necessary.Documentation of these meetings, progress demonstrated and outstandinggoals should be retained and provided to employee.

4. The PIP can be constructed with or without a dismissal sanction. The

dismissal sanction is applied only after discussion between the immediatesupervisor, the supervisors supervisor and the MSUE Human Resourcesmanager.

If the PIP includes the dismissal sanction, the employee is informed at thebeginning, in writing, and reminded throughout the plan, orally and in writing,that failure to meet the performance goals will result discipline, up to andincluding discharge.

If acceptable progress is not being made at any reasonable point during a PIPthat does not contain the dismissal sanction language, the immediate

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supervisor, following consultation with his/her supervisor and the MSUEHuman Resources manager, provides written communication to theemployee, outlining specific lack of progress and noting that continued failureto achieve the performance goals will result in dismissal.

5. For continuing employment employees (those who have been grantedcontinuing employment or are working toward continuing employment), atleast four months written notice of dismissal is required. However, the PIP

does not have to continue through this four-month period.If an employee does not meet the performance goals of the PIP, theemployee will be dismissed. If the four-month continuing employment noticeis required, it will be given at this point.

6. For fixed-term employees, the same process is applied. However, theemployer is not obligated to extend an appointment to accommodate the PIP,nor is a fixed-term employee subject to the four-month continuingemployment notice requirement.

If an employee does not meet the performance goals of the PIP, theemployee will be dismissed.

7. If the employee meets the performance goals of the PIP, the employeereturns to the annual cycle of PDS and appropriate documentation concerningsuccessful improvement will be made.

Partially Meets

The same performance improvement plan procedure is implemented for anemployee who receives a partially meets performance rating. If at the end ofthe initial PIP period, the employee meets most but not all of the goals of the PIP,an additional PIP period may be established. This extended PIP must include

written communication to the employee, outlining the specific lack of progress,and noting that continued failure to achieve the performance goals will result indismissal.

There is no salary increase given when an employee receives a partially meetsrating. With successful completion of the PIP, the employee returns to theannual PDS cycle and it is expected that the improvements made will becontinuous and ongoing. Without a mostly successful completion (see aboveparagraph), the employee is notified of his/her dismissal. The four-monthcontinuing employment notice must be given as part of this process, asappropriate (see item 5 above).

PIP Guide

It is anticipated that the majority of staff members will fall into the MeetsExpectations category. The following charts illustrate the process for anemployee who receives a rating of partially meets expectations or does notmeet expectations. Please note that this chart is meant as a reference guideonly and specific action taken should be based on the full PDS document andrelevant MSUE policies.

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Performance Level:

Partially meets

Additional support to improveperformance at the

partially meets rating level.

If, at the end of the initial PIP period established for partially meets performance rating, theemployee meets most of the goals of the PIP, an additional PIP period may be established. Followthe schedule outlined for Does Not Meet, below.

Performance Level:

Does not meet

Additional support to improveperformance at the doesnot meet rating level.

This chart is meant as a reference guide. Actions taken should be based on thedetails of the PDS document and relevant MSUE policies.

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Partially meets

3-monthPerformance Improvement Plan

with regular, documented reviews

Meets goalsestablished in

PIP

Does not meet goalsestablished in PIP

Maintain employment;

document accordingly;no pay increase

Does not meet

3-monthPerformance Improvement Plan

with regular, documented reviews

Termination -

four months noticefor CE staff

Meets goalsestablished in

PIP

Does not meet goalsestablished in PIP

Maintain employment;document accordingly;

no pay increase

Termination -four months notice

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Feedback of Supervisors Performance

At the time of the performance review all Extension employees are encouragedto provide feedback about their supervisors performance. Employees can do thisby completing the Extension Supervisor Performance form (Appendix D).Extension employees are encouraged to discuss their comments about thesupervisors performance with the supervisor and/or send a copy of the form tohim/her.

Appeals Process

If an employee does not agree with the content of the performance developmentsummary, s/he may attach a letter to that effect with the summary. An appealsprocess is available for those Extension employees who do not agree with theperformance rating. This process consists of two steps. First, the employeewrites to his or her supervisor within 15 days of the signature date on thePerformance Summary form. The employee, the supervisor and thesupervisors supervisor meet to discuss the employees concern. Any changesmust be noted on the summary form and detailed in writing within one week of

the appeal.

If the first step does not resolve the issue to the employees satisfaction, he orshe may go to a second step by writing to the MSUE Human Resourcesmanager within five business days of notification of the disposition of the firststep. A three-person hearing committee is appointed by the associate director tohear the complaint, review the documentation and recommend to the director ofExtension to accept or deny the appeal. The directors written report to theappellant is sent within 15 days of the hearing.

Roles and Responsibilities

The Extension Employees Role

The way in which the Extension employee approaches the PDS is extremelyimportant to its success. For the PDS to work well, employees must understandand accept how the process can assist each person with his/her professionaldevelopment. Extension employees are expected to have a cooperative attitude,offering constructive suggestions for supervisors and colleagues improvement,be receptive to development suggestions, value teamwork and report in a timelyfashion. This team effort will make the PDS successful in developing staff

members. Staff members will grow and develop through their own effort andthrough the support of others. The PDS is a tool to assist in that growth.

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The Supervisors Role

Implementing the Performance Development System for Academic StaffMembers is a collaborative effort between Extension employees and theirsupervisors. The supervisors role is pivotal to the success of the system.

The supervisor is responsible for promoting the development of staff memberswithin a unit. The supervisor does this by providing on-going guidance and

assistance to staff members to help them develop and accomplish work goals.This process requires a collaborative style of leadership with the full engagementof employees in making decisions that affect them. This can best beaccomplished by coaching rather than commanding. This leadership stylepromotes meaningful communication, mutual agreement and reciprocal trust. Inaddition, it is important that the supervisor observes staff performance in varioussettings throughout a performance period and provides feedback on a quarterlybasis. Only with an in-depth understanding of an employees performance can asupervisor offer valid feedback and developmental support.

It is readily apparent that this active role has considerable implications for the

skills a supervisor needs to carry it out successfully. Thus, growth amongsupervisors, as well as Extension employees, is the end product of the PDS.

The information exchange and discussion between Extension employees andsupervisors takes place quarterly.

As has already been noted, the supervisor conducts the PDS for Extensionemployees. When one employee has supervisory responsibility for otherExtension employees, such as a 4-H coordinator, it is the supervisorsprerogative to delegate to the responsibility for conducting the PDS to thatemployee. Nevertheless, the supervisor remains responsible for the process,

even though he or she may not directly carry it out. Feedback from other sourcessuch as program leaders, specialists, etc. can be requested.

For the PDS to function successfully, the relationship between employee andsupervisor should be collegial rather than hierarchical. This is the essence ofteamwork. Such an atmosphere enhances the opportunity to coach rather thansupervise. A collegial relationship requires a two-way exchange. Just as thesupervisor has the responsibility for development of staff members in a unit, staffmembers have an obligation to assist the supervisor in his or her development.Optimally, an Extension employee and a supervisor will have a continuingdialogue about performance improvements each can make. MSU Extensionsgoal is to create an atmosphere of openness and trust in which open exchangesoccur. Supervisors are strongly encouraged to solicit employees commentsregarding their performance during quarterly meeting, and Extension employeesare strongly encouraged to offer such comments. Further, employees are obligedto complete and sign a form during the summary phase of the PDS offering inputregarding the supervisors performance. They are strongly encouraged to discusstheir views with the supervisor and send a copy of the form to the supervisor.

Updated November 2008

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Appendix AAppendix APerformance Summary

Employees Name Date

Position Title Unit

Appraisal Performance Categories Demonstrated Strength Opportunities for Development Method

1. Program Planning & Development(Logic Model)

2. Program Implementation & Delivery(Logic Model)

3. Evaluation, Applied Research &Scholarship (Logic Model)

4. Communication Skills

5. Educational & Information Technology


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Appraisal Performance Categories Demonstrated StrengthOpportunities for Development Method

6. Facilitative Leadership

7. Diversity & Multiculturalism, Civil Rights

8. Marketing & Quality Service

9. External Linkages

10. Professionalism & Career Development

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Administrative Competencies AppraisalPerformance Categories Demonstrated Strength Opportunities for Development Method

A. Policies and Procedures

B. Unit Program Development andManagement

C. Fiscal Management

D. Human Resource Management

E. Office/Facility Management

F. Relationships and Liaisons

It is important that performance development be accomplished in the ensuing 12 months.

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Performance Rating: Performance Goals and Expectations

( ) Exceeds ( ) Meets ( ) Partially meets ( ) Does not meet ( ) Special

I acknowledge that this report has been discussed with me. I may or may not agree with the rating, strengths and/oropportunities, and I understand that I have the option of formally appealing within fifteen (15) working days from the date of msignature.

Employee Date

Supervisor/CED Date

Administrator Date

Performance Definitions:

Exceed expectations

Meets expectations

Partially meets expectations

Does not meet expectations

Special

Job effectiveness regularly exceeds performance expectations during the review period. Employee achievesresults well beyond established criteria for work performance. The employee uses sound process in carrying ou

job functions and errors are rare or non-existent. Employee demonstrates exceptional performance in quantityand/or quality of work.

Job effectiveness meets and at times exceeds performance expectations during the review period. Generally themployee achieves the expected results relative to established criteria of work performance. Employee usessound process in carrying out job functions. Occasions when expected results are not achieved are infrequentand utilized as learning experiences. Employee gives focused attention to suggestions for improvement inquantity and or quality of work.

Job effectiveness is uneven and generally below performance expectations during the review period. Employeeproduces some results that meet the stated criteria of work performance and some results are belowperformance expectations for the review period. Errors are occasional and sometimes repeated. Improvement ithe quality and/or quantity of work in multiple areas of performance is necessary. A written performance plan to

improve process and/or results is required.

Job effectiveness is consistently below performance expectations for the review period. Employee fails toproduce results consistent with the established criteria for work performance. Process is flawed in carrying out

job functions. One or all of these characteristics are present in performance. Substantial improvement is requirein quantity and/or quality of work. A written performance plan to improve process and/or results is required.

For staff members who have been absent from work because of illness/injury or on a leave without pay for asubstantial period of the appraisal year or when other circumstances make the regular performance appraisalcategories inappropriate.

Appeal

The Michigan State University Extension off-campus staff member appeal process consists of two steps.

The first step is initiated when a field staff member writes to the appropriate regional director within 15 working days of the signature date on the Report ofAppraisal Results form. Step 1 involves the appellant, the supervisor/CED, and the administrator in a group discussion of the appellants concern. (If theappellant is a CED/Supervisor, the associate director and the administrator discuss the CED/Supervisors concern.)

The regional director can recommend a change in the appraisal rating at this point.

If Step 1 does not resolve the issue to the appellants satisfaction, he/she may invoke Step 2 by writing to the MSU Extension Human Resources managerwithin 5 business days of notification of the disposition of Step 1. A hearing committee is appointed by the associate director to hear the complaint and reviewthe documentation. The committee makes recommendation to the director within 5 business days of the hearing. The directors written communication to theappellant will take place within 10 business days of the hearing.

Further information about the appeal process is available from the MSUE Human Resources office.

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Communication Skills:

Communication is a process of interaction for the purpose of exchanging ideasand information. All educators need the basic skills of translating technicalinformation for multiple uses through writing, speaking and conveying ideasthrough visual means. It is increasingly important that educators use their

communicative skills to create specific relationships and environments that inviteparticipation.

Education and Information Technology:

Educators must be able to identify, validate and gain access to informationsources, interpret information, and sometimes repackage information to helpothers understand and apply knowledge. Keeping technology skills updated isessential for transforming information into usable educational materials and tocommunicate effectively with a broad range of colleagues and clients.

Program Planning and Development:

Program planning and development is a process of on-going needs assessment,priority setting, conversations with stakeholders and collaborators, definingaudiences and results-oriented planning. Program planning requires knowledgeand skills to build partnerships, assess situations within a context, obtainresources, integrate evaluation plans, and document both processes andoutcomes.

Program Implementation and Delivery:

Involving learners in all aspects of the learning process is the key to successfulprogram implementation. Important implementation elements include usingresearch-based content; involving local, campus, and external expertise; creatingparticipatory learning experiences based on adult learning principles; anddeveloping volunteers.

Applied Research, Evaluation and Scholarship:

Extension is accountable to a number of stakeholdersparticipants, funders,local leaders, collaborators and other professionals. These stakeholders needinformation about Extension and its work. Careful evaluation of Extension

programs provides objective information to be shared about the processes ofprogramming, the impacts of programming and the changing need for alternativeefforts. Applied research and program evaluation results facilitate more objectivedecision making and identify opportunities to use scarce resources in creatingmeaningful change.


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Facilitative Leadership:

Facilitative leadership is a process of helping build a groups capacity toaccomplish its goals by learning and using process tools. All Extensioneducators, regardless of programming responsibilities, need to be able to workwith groups to help them succeed. Skills in facilitation and group processenhance programming, build local leadership and engage communities in

problem solving. Facilitative leadership can be learned through reading, in-services, and experience with teams, councils, boards and other groups.

Diversity and Multiculturalism, Civil Rights:

Workforce and audience diversity and multiculturalism are paramount toExtensions survival and success. Extension educators who are sensitive andknowledgeable about diversity and multiculturalism can incorporate effectivestrategies into planning, developing and delivering educational programs to servea broad and representative audience. Extension educators can also assistunderserved groups, access educational services and sensitize others for more

inclusive, anti-discriminatory practices.

Marketing and Quality Service:

As a non-formal education system, Extension is continually seeking to serve theeducational needs of people. This entails involving learners in organizingeducational experiences, and packaging, marketing and implementing these withquality and accountability in mind. Competence in marketing and quality service,when integrated with ones program planning and evaluative capacities, ensuresthat Extension offers educational programs that are relevant, timely and reflectiveof community needs. These competencies also enhance the development and

maintenance of partnerships to strengthen support for Extension programming.

External Linkages:

MSU Extension is a partnership of local, state and federal governments,community collaborators and a wide variety of partners. This web of relationshipsis critical to the sustainability of Extension and is the underlying strength ofExtension. All Extension educators contribute to these complex relationships byunderstanding local and state governmental structures, communicatingeffectively with public officials and community leaders, developing and sustainingprogram partnerships, and dealing effectively with controversial issues.

Professional and Career Development:

All professionals function within a code of ethics and behavioral expectations thatset them apart from others. Extension educators have such expectationsembedded in the unique roles and traditions of Extension. To serve others,educators must continually strive to be technically up-to-date, sensitive tointerpersonal and community relations, and reliable, ethical educational leaders.


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Appendix BSample TemplatesEducational Initiative Plan from EIS

Name of Programming Educational Initiative Plan and Objectives

Note: Required fields have an asterisk next to the field.

Educational Initiative: *(not to exceed 80 characters)

Date Initiative Started (mm/dd/yyyy):*

Estimated Completion Date (mm/dd/yyyy):*

Choose at least one and up to three areas with which the work of this initiative isassociated.* (Drop down to AoEs and other major areas)

Provide an estimate of % of Time (F.T.E.) you will spend on this initiative.*

If applicable, choose one established program name from the following list.(Optional)Program: (Drop Down)

Location of Initiative:* (Scroll down to see the selected locations. If more thanone location has been selected, and you wish to add another, hold down the Ctrlkey before you click on another location.

If applicable, link this initiative to your County Issue Identification Goals

If applicable, link this initiative to MSUE State Priorities (Select no more than two)

Developing entrepreneurs

Promoting healthy lifestyles Promoting healthy lifestyles

Preparing for the expanding bioeconomy

Educating and supporting decision makers

Building leaders for today and tomorrow

Describe Your Objectives in terms of KASA and Results (Knowledge, Attitudes,Skills, Aspirations) and (Behaviors, Environmental, Community Impact):

Describe Situation/Local need:

Stakeholder Input:

Describe Audience(s):


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Potential Audience (Number of participants who could be in the program):

Source of Potential Audience:

Target Number to be Served:

Describe Planned Diversity Efforts:

Describe Collaborators:

Describe Planned Activities/methods (includes specific diversity efforts andcollaborations):

Describe Planned Impacts (?):

Describe Evaluation Process (e.g., follow-up surveys, pre/post surveys, focusgroups):

Date Initiative Completed (mm/dd/yyyy): Calendar NOTE: Date InitiativeCompleted closes Educational Initiative.

Notes on Completion/Revision to Plan:


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Appendix CSupervision Functions and Definitions

Policies and ProceduresUnderstands and articulates the mission of the MSU College of Agriculture andNatural Resources and MSU Extension; has a sound knowledge of university,college and county policies and procedures, and assures that they are applied in

a consistent manner; keeps program staff members (professionals, programassociates, volunteers involved in the delivery of Extension programming),support staff members (secretaries, part-time office help, interns), and countyExtension council members informed of new policies and procedures;periodically reviews established policies and procedures with staff and Extensioncouncil members; periodically reviews affirmative action policies and complianceprocedures with staff and Extension council; and as appropriate and necessary,initiates policy change.

County Program Development and ManagementUnderstands the Extension program development process and is knowledgeableabout priority program thrusts; provides leadership in assessing county needswhich result in a comprehensive Extension education program; provides

leadership and assists staff in developing educational initiatives, which includeshort- and long-range program goals and affirmative action efforts; promotes ateam approach among county, regional and state staff and faculty members inthe development, implementation and evaluation of programs; assists staffmembers in developing and utilizing effective program development committeesand in setting program priorities; challenges staff members to be innovative inprogram development, delivery and outreach efforts.

Fiscal ManagementIn cooperation with staff members and the budget committee of the countyExtension council, provides leadership in the development and presentation of anadequate budget necessary to support county Extension programs; sees thatbudget is allocated so that all staff members have support to conduct programs;

monitors the budget to assure proper management of finances; provides for thedevelopment and maintenance of all fiscal records as required; explores, asappropriate, external funding opportunities to develop and/or expand Extensionprograms.

Human Resource ManagementCreates and maintains an office environment in which positive communicationbetween all program and support staff members can occur; conductsperformance reviews and evaluates all staff members in a fair and consistentmanner on the basis of sound knowledge of each individuals program;addresses performance-related issues; serves as a role model for continuingpersonal and professional development of all staff members; provides leadershipto staff members in balancing personal and professional life through utilization ofeffective organization and time management skills; motivates, counsels, directsand recognizes the accomplishments of staff members; manages interpersonalproblem relationships among staff members skillfully; provides leadership for thenew staff orientation program at the local level; provides leadership for all staff toparticipate in professional development opportunities including cultural diversityeducation; as consistent with county policy, either recommends to countycommissioners that a secretarial position be filled or recruits and hires for vacantpositions; assures that equal employment opportunity policies and practices arefollowed in all hiring opportunities (or other fixed-term and on call positions).


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Office/Facility ManagementConsistent with county policy, either recommends to county commissioners thata secretarial position be filled, or recruits and hires for vacant positions; overseesthe management of office operations (including the selection and purchase of up-to-date equipment; layout of office space, etc.) to provide adequate support for allExtension programs; and works to assure that facilities meet ADA standards. Ifappropriate, oversees the operation and maintenance of auxiliary facilities, 4-Hcenters, satellite offices, etc.

Relationships and LiaisonsProvides leadership in developing and implementing a county public relationsprogram for Extension; develops liaisons with a variety of external agencies,organizations and publics, and encourages staff members to do the same;maintains high visibility of Extension programs; has knowledge of the powerand the political structure within the county; interacts with county, state, andfederal officials to establish and develop an effective working relationship;provides leadership for coordinating the implementation of a plan for marketingthe county Extension program to a diverse audience; and assures that officefacility portrays inviting atmosphere for persons from all cultures, e.g., picturesrepresenting diverse audience, brochure rack offers a diversity of publications inEnglish and other languages as appropriate.


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Appendix DExtension Employees Input Supervision Performance

Enter comments on the supervisors performance relative to the dimensions listed below and returnto your supervisors supervisor. For an Extension employee serving more than one county, a formmay be completed for the supervisor in the home county/department as well as each supervisor.For district Extension employees, forms may be completed but are not required for each county

supervisor with whom you work.

Staff members are encouraged to discuss their comments with the supervisor and/or send a copyof the completed form to the supervisor, as well as the supervisors supervisor.

_________________________________________________________Name of your Supervisor

Policies & ProceduresStrengths

Development Needs

Program DevelopmentStrengths

Development Needs

Human Resource DevelopmentStrengths

Development Needs

Fiscal ManagementStrengths

Development Needs

Office & Facility ManagementStrengths

Development Needs

Relationships & Liaison

Strengths

Development Needs


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Answer both questions:Content discussed with supervisor? _____Yes _____NoCopy of Extension employee input form to supervisor? _____Yes _____No

_______________________________Staff member name

Please provide this form to your supervisors supervisor as soon as possible, butno later than April 30.

performance development summary guide

Documents