Volume 25 Number 3
|
Fall 1987 Volume 25 Number 3 |
|
|
Much Ado About ProfessionalismWe in Extension often speak of ourselves as "professionals." In doing so, we should be aware that being a professional involves privileges and responsibilities, as well as rewards and obligations. Such a person is assumed to be well-educated, knowledgeable about specific subjects, and dedicated to sharing this knowledge with others. In my opinion, you can't be called a professional unless you are in love with the work itself. If you really want to test yourself and how much you like and appreciate your position, just imagine yourself without it. There are many times your attitude may be more important than your ability. In an organization of professional people, each member makes important contributions to a similar goal; each is needed; each is important. Each assumes responsibility for planning and managing his or her own time and for his or her own development. I see eight necessary dimensions in seeking to develop as a professional:
We don't become professional all at once. We advance toward it little by little, always leaning toward our development as a person. As you strive to improve yourself professionally and accomplish great things, you'll build character, strengthen self, and gain many rewards. You need to think of yourself as a unique person with a unique contribution. The information contained in the "Special Section" of this issue should help you move closer to reaping those rewards. PJB Extension Journal, Inc. Extension Journal, Inc. is a quasi-official body of the National Association of State Universities and Land-Grant Colleges and the Extension Committee on Organization and Policy (ECOP). It is a nonprofit corporation organized for the purpose of publishing a journal for professional Extension staff, adult educators, and community developers. Board of Directors James L. Smith, president, Alabama, Member at Large Editorial Committee Ellen M. Ritter, chairperson, College Station, Texas Research in Brief Editors William G. Boldt, Cornell University, educational marketing Tools of the Trade Editor C. Stephen Scheneman, Virginia Polytechnic Institute and State University Futures Editor Michael Quinn Patton, University of Minnesota
Toward Peak PerformanceDarla Botkin
Patty Rai Smith
Sam Quick
It's tough to compete in today's informal educational marketplace. Tight budgets, keen competition, new technologies, and the changing needs of the public we serve all call for new standards of excellence. Paralleling this demand for excellence has been the timely emergence of a fascinating development - the science of peak performance. This article weaves together some of the most important research findings from this emerging science, thereby creating a cogent, practical model for peak performance. Peak performance has nothing to do with being a workaholic. It doesn't add stress and tension to our lives. It's not a special or mystical process reserved for the selected few. Rather, peak performance is an enjoyable, fairly easy-to-learn process for doing what's important to us in a more satisfying and effective way than we ordinarily believe possible. Charles Garfield, the computer scientist, psychologist, and world-class athlete who has been one of the leading figures in the study of high achievement, said he first heard the term "peak performance" from a cancer patient, a nationally known concert pianist who said, "Staying alive these days is my peak performance."1 Eighty years ago, William James, the great American psychologist, wrote: "Most people live...in a very restricted circle of their potential being....Great emergencies and crises show us how much greater our vital resources are than we had supposed." Thus, it has been in large part from studying ordinary people successfully facing extraordinary personal challenges, such as cancer and heart disease, and those desiring to perform at the furthest reaches of their athletic ability, that a research base on peak performance has been established. The components of the model of peak performance presented here will frequently be supported with findings from these medical and athletic studies. Peak Performance Matrix Figure 1, the Peak Performance Matrix, is a conceptual model showing the interrelationship of seven key components we have isolated as critical elements in optimal performance. Each of the seven components overlaps with and feeds into all the other components. It's from the compounded synergy of these elements that peak performance emerges. Bear in mind that performing at peak, or being at our best, is a skill that's applicable to any and all aspects of our professional responsibilities as well as in the domain of personal and family living. Commitment to Valued Goal A peak performer is able to set aside nonessentials and focus on what he or she personally believes to be most important. A sense of mission is what Garfield calls it- "an image of a desired state of affairs that inspires action."2 We're all aware of the astonishing energy displayed by a person who's doing something he or she sincerely believes in, be it to come out of a concentration camp alive, to host the best seminar possible, or to fully enjoy a favorite form of recreation. Commitment to a valued, self-chosen goal provides purpose, direction, motivation, and energy. A clear, inspiring, and personally meaningful mission is an essential first step toward exceptional accomplishment in any undertaking. Inner Calmness After years of studying elite athletes at those moments when they were performing extraordinarily well, Garfield concluded that an essential condition of peak performance, and the one most often mentioned by athletes, is "a sense of inner calm." The athletes also reported that along with their sense of energized calmness came physical relaxation and loose muscles.3 The opposite of this alert, relaxed calmness is negative stress, a major contributor to disturbances in one's physical, emotional, social, and family life, not to mention the costly blocks in creativity and personal effectiveness. Researchers at Cornell University Medical College have referred to stress as "the most debilitating medical and social problem in the U.S. today."4 Calmness and the sense of control it breeds are antidotes to stress and panic. Panic, even in its milder forms, takes an enormous toll on our physical and mental health, and is deadly to peak performance.5 Whether on the diving board or at the podium, being at our best means experiencing this sense of inner calm and peace, even though we're engaged in outward activity. Note that in the Peak Performance Matrix, this calmness is the central and critical component that holds all the others together. The deeper and more sustained this element, the more effectively the others can be carried out. Good nutrition, proper rest, hearty exercise, regular habits of skilled relaxation, the ability to let go, and a rich sense of humor are all important in developing inner calmness.
Figure 1. Peak Performance Matrix. Active Response to Intuition According to Webster, intuition is the "immediate knowing or learning of something without the conscious use of reasoning - an instantaneous apprehension."6 Intuition is a deep-down "feeling" that informs or guides us. It cuts through complexity and confusion, like a flashlight beam bores into the darkness, allowing us to see what's important. Listening to our intuition and actively following its guidance is absolutely essential to optimal achievement. A point emphasized by Garfield is that for peak performers, the primary focus of control is internal and intuitive rather than external.7 Trusting and acting on one's intuitive guidance generates poise, confidence, and security even in the face of novel challenges. Be aware, however, that learning to hear and respond to one's intuition is a subtle process that demands patience and involves making mistakes and learning from them. Creative Optimism Peak performers, whether in the executive suite, on the assembly line, or working with 4-Hers, have the marvelous ability to look at almost overwhelming problems and see opportunities. Peak performers also have an unassailable belief in the likelihood of their own success. Yes, they have doubts, setbacks, and moods, but they don't allow themselves to be controlled by these conditions. Whether in everyday life or in medical settings, sincere belief and/or faith is powerful medicine, as the amazing results of the placebo effect demonstrate.8 Success of almost every type demands a belief in a process, oneself, another person, and/or a higher power. Belief in positive possibilities and a willingness to back that belief up with hard, intelligent work is at the core of creative optimism. Positive Mental Preparation Peak performers make a point of mentally saying positive things to themselves. They also know that the pictures we hold in our minds draw us to the very things we're visualizing. So they use their skills of visualization to create positive images. For example, golfer Jack Nicklaus attributes 50% of his success to the mental imagery he uses before he takes each stroke.9 Basketball players can significantly improve their performance by using this practice.10 Drawing from the medical literature, there's the case of Glen, a youngster sent home to die with an inoperable brain tumor. One of the staff at the Mayo Clinic taught Glen to imagine flying around inside his head in a rocket ship, shooting at his tumor. He imagined the cancer as "big, dumb, and gray," and he blasted it regularly. After several months of dedicated, concentrated visualization, he said to his father, "I just took a trip through my head in a rocket ship, and, you know, I can't find the cancer anymore." You guessed it - Glen received a CAT scan and the cancer was gone.11 To enhance peak performance, mentally visualize yourself reaching your goal, performing at peak, being at your best. Let your worries go. It's okay if your mental images aren't clear; that will improve with practice. Throughout the day, take a few seconds to keenly concentrate on your mental picture of success. Occasionally give yourself a longer period for creative visualization. If doubt or negative images start to crowd in, immediately let them go and again focus on your positive imagery. Love and Support Support comes in a variety of forms: personal support from co-workers, family, and friends; a positive physical environment; and somewhat surprisingly, obstacles in all shapes and sizes. Obstacles are our friends; they test us and help us develop new capabilities and strengths. Difficulties are prods to higher understanding and achievement. Thus, obstacles, in a very real way, are supportive of peak performance. Those who perform at peak understand the importance of both giving and receiving personal expressions of love, perhaps something as simple as a cheerful smile or taking the time to listen. On the home front, a study of 10,000 men found that a wife who expresses her love for her husband reduces his chances of heart-related health problems.12 Other statistics indicate that if a wife kisses her husband good-bye in the morning, he has fewer auto accidents and lives five years longer.13 A husband or boyfriend who lovingly expresses his affection no doubt also enhances the well-being of his wife or girlfriend. Research also points out that a strong and positive social support network significantly enhances mental, social, and physical functioning.14 In terms of on-the-job well-being, the professional literature indicates that team building and team playing are essential to optimal performance.15 Persistent Concentration Concentration implies the ability to set priorities and then to focus one's attention on the task at hand. Because of the many distractions and obstacles that inevitably arise, persistence - the refusal to give up-is of utmost importance. Athletes, for example, when performing at their peak, repeatedly report being "focused in the present," without unnecessary thoughts or feelings about the past or future.16 Learning to increase our powers of concentration is vital. The greater one's ability to concentrate, the more successful he or she can be in any endeavor. Summary Peak performance, as presented in this article, is an interrelated set of six essential skills orbiting around the seventh and central skill of maintaining inner calmness. With the emerging advent of the science of peak performance, optimal achievement is no longer the mystical domain of a privileged few. It's a fresh, practical call to excellence and an opportunity for new heights in creative expression, self-satisfaction, and service. Footnotes 1. Charles Garfield, Peak Performers: The New Heroes of American Business (New York: Morrow and Company, 1986), p. 28. 2. Ibid., p. 77. 3. Charles Garfield, Peak Performance: Mental Training Techniques of the World's Greatest Athletes (Los Angeles, California: Tarcher, 1984), pp. 158-159. 4. Phil Nuernberger, Freedom from Stress: A Holistic Approach (Honesdale, Pennsylvania: Himalayan International Institute, 1981), pp. 3-4. 5. Norman Cousins, The Healing Heart (New York: Avon Books, 1983). 6. Webster's New World Dictionary (New York: World Publishing Company, 1966). 7. Garfield, Peak Performers, p. 29. 8. Steven Locke and Douglas Colligan, The Healer Within: The New Science of Mind and Body (New York: Dutton, 1986), pp. 193-200. 9. Robert Kriegel and Marilyn Kriegel, The C Zone: Peak Performance Under Pressure (New York: Anchor Press/Doubleday, 1984), p. 100. 10. Ibid. 11. Bernie Siegel, Love, Medicine, and Miracles (New York: Harper & Row, 1986), pp. 154-55. 12. Ibid., p. 183. 13. Ibid. 14. Emrika Padus, Your Emotions and Your Health: New Dimensions in Mind/Body Healing (Emmaus, Pennsylvania: Rodale Press, 1986), pp. 80-86. 15. Garfield, Peak Performers, pp. 169-97. 16. Garfield, Peak Performance, p. 159.
Recess Is OverKirk A. Astroth
Benny S. Robbins
The central problem of our time is that the future is not what it used to be. (Anonymous) Each of us in Extension has several roles to perform: change agent, facilitator, educator, and manager. Our role as educator is becoming the most important, yet it's also the one many of us are the least prepared for. In the immediate past, Extension agents have been rigorously trained to manage, supervise, organize, coordinate, plan, facilitate, and counsel (all important tasks), but not to teach. It's time to strengthen our expertise as professional educators. Extension evolved out of a need to provide Americans with up-to-date information that could help improve the quality of life. In time, four guiding principles were formulated about Extension: (1) it's an educational organization; (2) it's cooperatively organized with links at the federal, state, and local levels; (3) it's people-oriented; and (4) it's problem-oriented.1 These founding principles are just as valid today as they were in the early years. However, it's time to change our interpretation of the educational function. Why is such a change necessary? Previously, programs seemed to operate around seven assumptions:
Although these assumptions have guided Extension in the past, we must recognize that they can no longer provide prescriptions for the future. Perhaps Roger von Oech, founder of Creative Think, says it best: "Sometimes nothing short of a 'whack on the side of the head' can dislodge the assumptions that keep us thinking 'more of the same.'"3 Changes in society, technology, and people's attitudes have delivered a "whack" that should shake us out of our routine patterns and compel us to rethink our assumptions. Primary Role to Educate3 Extension was borne of a need to provide innovative, informal adult education programs. Initially, many programs concentrated on providing the most up-to-date information possible to producers, homemakers, and youth. However, with the rise of electronic transfer, the world has seen an unparalleled explosion of information. It's now available from a plethora of groups; in fact, some claim that this overabundance is the problem of our time. Our challenge, then, is to develop our expertise, not as mere disseminators, but as professional educators to help interpret and synthesize it in practicable ways. The goal of Extension should be in "assisting people to achieve what they desire through information and education."4 [emphasis added] Informed People Solve Problems Information alone doesn't solve problems, informed people do. In Megatrends, John Naisbitt observed that more than 6,000 scientific articles are written each day, and that technical information is doubling about every five years.5 With such proliferation, we desperately need professional educators who can adapt to new ways aimed at helping people grow intellectually. Information alone isn't a solution. Extension educators should focus on changing attitudes as a means of changing behavior. People want to know how to put it to work for them. As Extension staff, we should naturally and easily fill this role. Information-Suspect and Biased So much information is available from so many sources that, to many people, it appears to contradict itself. Each day, for example, we're deluged with more studies that tell us what does and doesn't cause cancer. People are skeptical to the point of resigning themselves to the fact that (as one current musician put it) "everything gives you cancer."6 In such a climate, even scientific information becomes suspect. Numerous groups throughout our society are providing information based on their own values, beliefs, or orientation. Today and in the future, information isn't viewed by anyone as ethically neutral (if indeed it ever was). Need to Benefit People want to be assured that they'll personally benefit from their participation in Extension programs. Potential clientele aren't attracted to programs that promise only more of the same. Our programs must be action-oriented and provide practical, adaptable techniques. As Naisbitt observed, people are swamped with information, but starved for knowledge.7 In our society, people want to know how to apply information to help them solve specific problems. Extension programs must provide this link. Survival Requires Anticipating Future Good programs today don't necessarily ensure Extension will have a future. People demand that we be on the cutting edge - otherwise (like Damocles of ancient times), we're likely to find ourselves seated under it. We can't rely on learning from the lessons of the past to guide us in the present or the future: In our agricultural period, the time orientation was to the past. Farmers learned from the past how to plant, how to harvest, how to store....We must learn from the present in precisely the ways we have learned from the past....We must now learn from the present how to anticipate the future.8 And the most reliable way "to anticipate the future is by understanding the present."9 Another authority, W. Robert Lovan, wrote in a seminar paper: The challenge is to get your thoughts to follow a "futures" process: that is, getting away from being captured by either past or present events in thinking about the forces Extension will be called upon to deal with.10 Broader Agent Training County Extension agents will require training in several broad subject areas to help a more diverse clientele. Roger von Oech points out that in "a strategy for managing information, specialization is essential."11 However, as we've argued here, Extension, in the future, will rely more heavily not on information handlers, but on educators. Even Naisbitt observed in Megatrends that "we are moving from the specialist who is soon obsolete to the generalist who can adapt."12 County staff, to meet changing circumstances, will need to be conversant and knowledgeable in several subject-matter fields. As budget cuts reduce the time and travel of specialists, county agents must once again assume a central and prominent role in the Extension-university linkage. At the county agent level, the generalist will be more valuable than the person who has expertise in only a narrow field. For instance, here in Kansas, pre-service requirements for 4-H agents have recently been changed to de-emphasize a narrow agricultural or home economics background and instead emphasize coursework in many social sciences and human relations fields. Subtly, county staff are being encouraged to broaden their knowledge base. Three Land-Grant Functions Research, teaching, and Extension will be required of all Extension personnel as a way of bringing together the three functions of the land-grant system at the county level. As we've observed, county staff will be required to develop expertise as professional educators with a broad knowledge base. This change will be so unsatisfactory and so alien that some will quit in frustration. For others, though, the future will enable county staff to meld the three functions of the land-grant system. In establishing themselves as local experts in agriculture, home economics, youth, or community and economic development, county staff may also be actively involved in conducting and reporting their own research on local problems. What does this mean for us? First, we need to enhance our abilities as professional educators. By realizing that good teachers aren't born, but develop by their own efforts, we'll need to learn how to establish educational objectives, gather and interpret data, design appropriate learning situations, use a variety of teaching methods, develop lesson plans, and employ evaluation techniques. A role as educator requires knowledge of group teaching techniques and processes, yet few of us in Extension have this foundation. We expect many states may need to develop and/or provide training to their staffs on adult education teaching processes, techniques, and methods. This has been done in the past and should be done now. Second, we must enhance our status as professional experts at the local level. County staff need to get involved with organizations and groups with interests and goals similar to those of Extension, network with other agencies, seek out new contacts, and continue to educate themselves in new areas. Seeking positions on volunteer committees will help others recognize our interest in community issues. By striving to expand our contacts, we can reach new audiences as well as learn from them. Third, each of us must be more visible as professional educators. We're part of the faculty of a land-grant university system, and our educational role stems naturally from this relationship. In many instances, however, our educational role has been the weakest. All too often, county agents have relied on specialists to conduct many local programs. In the future, county agents must move to the front of the class. Conclusion In many states, downsizing has meant that specialist positions, travel, and time have been curtailed. Additionally, our traditional volunteers and producers have also begun to reduce their level of participation in Extension activities, especially as resource people. This new environment will force county staff to be the prime educators, taking over where specialists leave off. County agents need to re-assert their prominence at the local level as experts in their respective fields and as professional educators by conducting programs for clientele groups. This is critical for the future. Some have argued that "the only person who likes change is a wet baby,"13 but our history has been one of change and innovation. We can maintain that historical tradition by recognizing that Extension is still America's only national system of informal adult education with more than 70 years of success as an agency of change. This role is vital to the future of our country, but we must heed the changes that will affect our mission in the decades ahead. Predicting the future is risky, but anticipating it can help Extension become a part of it. Footnotes 1. Handbook for County Extension Councils, C-350R (Manhattan: Kansas State University, Cooperative Extension Service, October 1975), pp. 4-5. 2. Certainly, the authors don't mean to imply that Extension hasn't been an educational organization in the past. Our point is that we've interpreted that educational role primarily as information transfer. For instance, Section 1 of the Smith-Lever Act of 1914 states that the purpose of the Cooperative Extension Service was to "aid in diffusing among the people of the United States useful and practical information.... " 3. Roger von Oech, A Whack on the Side of the Head: How To Unlock Your Mind for Innovation (New York: Warner Books, Inc., 1983), p. 12. 4. Russell C. Youmans, "Sustaining American Farm-Ranch Family Incomes: The Land-Grant Institutions Can Help," Paper #27 (Corvallis, Oregon: Oregon State University, Western Rural Development Center, September 1985), p. 7. 5. John Naisbitt, Megatrends: Ten New Directions Transforming Our Lives (New York, New York: Warner Books, Inc., 1984), p. 16. 6. Joe Jackson, "Everything Gives You Cancer," on Night and Day (Hollywood, California: A & M Records, Inc., 1982). 7. Naisbitt, Megatrends, p. 17. 8. Ibid., p. 9. 9. Ibid., p. xxiii. 10. W. Robert Lovan, "Problems and Opportunities for Extension Today and in the Future" (Presentation to the faculty of the New Hampshire Cooperative Extension Service, University of New Hampshire, Durham, January 29, 1986), p. 1. 11. von Oech, A Whack on the Side of the Head, p. 105. 12. Naisbitt, Megatrends, p. 32. 13. von Oech, A Whack on the Side of the Head, p. 71.
Carving a NicheRobert M. Ritchie
Michael H. Stitsworth
"The story goes that three umpires disagreed about the task of calling balls and strikes. The first one said, 'I calls them as they is.' The second one said, 'I calls them as I sees them.' The third and cleverest umpire said, 'They ain't nothin' till I calls them.'"1 The third umpire rather neatly illustrates a key element in organizational life - the important role people play in creating their organizational climate. Karl Weick says that in times of budget-related crisis, institutions normally characterized by objectivity, facts, figures, and accountability may react to crises with abstractions, inventions, making do, and arbitrariness until the emergency has passed. Many organizations, he claims, act and react on the basis of "How can I know what I think until I see what I say?"2 In the face of downsizing, Extension can't afford to assume such a posture. Rather, Extension must respond swiftly and decisively to the staffing problems posed by downsizing to maintain a quality 4-H program. In this article, we discuss incorporation of paid paraprofessionals into the county 4-H staffing model as one alternative to the problems caused by reduction in the number of professional youth agent positions. First, we describe the niche of paraprofessionals in the 4-H program. Next, we identify and describe eight major roles and responsibilities necessary to conduct a county 4-H program. Finally, using these identified functions, we delineate the roles of county 4-H personnel, including professional agents, paraprofessionals, and adult volunteers. Role of Paraprofessionals Changing Times for Paraprofessionals Paraprofessionals have been used extensively for a number of years in urban 4-H, EFNEP, and urban gardening programs-usually with well-defined job descriptions. Their use in the conventional 4-H program has become widespread only in recent years as a reaction to federal budget cuts, but these newly hired paraprofessionals frequently lack clear role definitions. Paraprofessionals have been used sporadically in the 4-H program for many years, but usually only for short-term projects, to fill temporary vacancies, or achieve program expansion without increasing the number of professional staff.3 In contrast, a recent survey of state 4-H program leaders conducted by the Department of 4-H and Youth at Purdue University indicated a new trend toward hiring paraprofessionals on a long-term basis to fulfill responsibilities previously performed by Extension youth agents. Simply put, they're now being hired to maintain the 4-H program rather than to expand it. Paraprofessionals: Neither Apples nor Oranges Many Extension agents, unaccustomed to working with paraprofessional staff, are reluctant to give away responsibilities.4 Administratively, the agent's closest experience to delegating responsibilities has been in using adult volunteer leaders. Yet, it's critical that paraprofessionals not be just paid volunteers - they must be much more to fill the role for which their position was created. Just what is a paraprofessional? The prefix para comes from the Greek word meaning beside - as in working beside a professional. Although we don't propose to equate paraprofessionals with professional Extension agents, we hasten to point out that neither should they be sub-professionals - second-class citizens. In the absence of direction, the paraprofessional is in a difficult position-neither professional nor volunteer. For the purpose of this discussion, we define a paraprofessional as a paid employee, supervised by a professional Extension agent, who helps the agent perform selected management functions and who works with volunteers to deliver programs and activities that don't require specific subject-matter expertise in representing the university. Roles/Responsibilities of 4-H Program We have identified eight major roles or responsibilities necessary for planning and conducting a county 4-H program. These functions, who's responsible, and a brief description of tasks are listed below and summarized in Table 1. Program Leadership One Extension agent charged with 4-H duties (even if shared with other program areas) must be responsible for this role. Tasks include the articulation of long-term goals and objectives, program direction, meeting emerging needs, and coordination of paid staff, volunteers, parents, and members. This agent is the spokesperson for the 4-H program, supervisor of other paid 4-H staff, and responsible for affirmative action compliance. Program Planning This function is the responsibility of an Extension agent. Duties entail working with 4-H advisory committees to identify needs and to set program priorities. Also included is development and implementation of an evaluation and accountability plan. Curriculum Development The agent, along with the paraprofessional, should define the 4-H curriculum and develop and implement its accompanying programs, projects, and activities. Volunteer Development Primary leadership for volunteer development may lie with either an agent or a paraprofessional. Key elements include recruitment, training, supervision, and recognition of volunteers. Audience Development Either paraprofessionals or volunteers can take responsibility for marketing the 4-H program and servicing the 4-H audience with emphasis on recruiting, recognizing, and retaining members. Resource Development Paraprofessionals or volunteers should actively work with public and private donors to secure cash and in-kind contributions to support the county 4-H program. Program Visibility A plan must be developed whereby paraprofessionals or volunteers work with the mass media to ensure maximum program visibility with special emphasis on 4-H week. Special Programs/Interagency Linkages Responsibility for implementing special programs to meet emerging needs lies with agents, along with paraprofessionals, volunteers, or special task forces, depending on the nature of the programs. Examples include working with handicapped or disadvantaged youths, substance abuse prevention, or latchkey programs. Role Definition: Who Does What? Agent Ultimately Responsible Some people might argue that the total 4-H program responsibility should be turned over to paraprofessionals. We disagree. It's important that the overall program remains the responsibility of an Extension agent, even if it's necessary for that agent to carry dual program assignments. Numerous studies list the chief functions of an Extension 4-H agent as program planning, development, and implementation.5 Minimally, an Extension agent should be solely responsible for the program leadership and program planning functions of the 4-H program, and should play a major role in curriculum development. Why? Because the Extension agent is uniquely associated with the land-grant university. With that standing comes credibility in working with Extension-related groups, government leaders, and other clientele. In addition, an agent possesses academic subject-matter expertise and may have training in the social sciences. Under the agent's direction, paraprofessionals should be capable of assuming major leadership for the remaining roles and responsibilities related to the county 4-H program. Paraprofessionals' Major Responsibilities No doubt, there are some advantages to hiring a local resident as a 4-H paraprofessional. A local person is likely to be familiar with the program and with county residents. Likewise, most counties will have a number of qualified individuals from whom to choose. But, promoting an outstanding local 4-H leader within his/her own ranks is also fraught with potential problems. This is particularly true if other volunteers perceive their promoted colleague as performing tasks they themselves perform as volunteers - and yet receiving pay. Therefore, it's critical that paraprofessionals not replace volunteers. In his research, Kiesow described a hierarchical youth program staff model in which the volunteer position remained at its present level and the youth agent moved up the hierarchy to make room for the paraprofessional.6 Like agents, paraprofessionals should "give away" as many of their duties as possible, acting as what Wilson calls an "enabler" to get things done by using volunteers.7 Conversely, a potential danger is an eventual legal challenge by the paraprofessional who sees his/herself performing the same tasks as an Extension agent, but without the same salary and benefits. A number of grievances were filed in the early days of the EFNEP program that resulted in judgments in favor of the paraprofessionals. It's critical, therefore, that the paraprofessional be thought of as an extension of and responsible to an agent with 4-H responsibility - not a replacement. As a paid employee, you can expect to get a certain amount of organizational allegiance, continuity, and special skills from a paraprofessional. We think consideration should be given to hiring paraprofessionals with four-year degrees, provided this academic training is used to support the roles and responsibilities delineated earlier, not to function as subject-matter educators. Role of the Volunteer What's left for the volunteer to do? Plenty! Paraprofessionals should derive nearly all their job roles/responsibilities from the tasks previously performed by an Extension agent, not from traditional volunteer functions.8 Volunteers should continue to work with Extension agents and paraprofessionals in all aspects of the 4-H program, but particularly in curriculum implementation, audience development, resource development, and program visibility. Volunteers must be on the front line, working with young people at the club level. Table 1. Roles/responsibilities and leadership.
Conclusion No one-best formula exists for adding paraprofessionals to the county 4-H staff. One thing's certain - as counties lose the services of agent FTE's committed to conducting the 4-H program, paraprofessionals can help fill the gap and make valuable contributions. But, to be successful, any formula must include hiring the right person for the job and helping him/her carve out a niche from the roles previously performed by a youth agent. Just like the clever umpire'sstrikes and balls, paraprofessionals' place in the 4-H program-who they are and what they do - "ain't nothin' till we calls them." Footnotes 1. H. W. Simons, Persuasion (Reading, Massachusetts: Addison-Wesley Publishing Co., 1976). 2. Karl E. Weick, The Social Psychology of Organizing (Reading, Massachusetts: Addison-Wesley Publishing Co, 1979). 3. See Jerry Parsons and John Kiesow, "The 4-H Program Assistant's Role," Journal of Extension, XIII (July/August 1975), 11-18; M. K. Munson and Jerry Parsons, "4-H Paraprofessionals: Defining Their Tasks," Journal of Extension, XVII (July/August 1979), 16-22. 4. Munson and Parsons, "4-H Paraprofessionals." 5. See John A. Kiesow, "Role Model for Paraprofessional Youth Worker in the Extension Service" (Summary of Extension Service, USDA, Washington, D.C., Special Project No. 12-05-300-191, 1973), p. 3; Norman D. Long, "An Evaluation and Accountability Study of Three Selected Extension 4-H Staffing Models: A Summary Report" (West Lafayette, Indiana: Purdue University, 1980), p. 7; Pantelis Ritsos, "Professional Competencies Needed by Extension Employees in Urban Counties of Ohio" (Master's thesis, The Ohio State University, Columbus, 1984). 6. Kiesow, "Role Model," p. 5. 7. Marlee Wilson, The Effective Management of Volunteer Programs (Boulder, Colorado: Volunteer Management Associates, 1976). 8. Kiesow, "Role Model," p. 5.
A Profile of ExcellenceLorilee R. Sandmann
Patricia M. Copa
Excellence...the cry of the 80s! But how is excellence found in the performance of Extension agents? For example, what's unique about how outstanding county level faculty do their jobs? Do these people approach their work in special ways that are likely to make what they do particularly effective? And, is it possible to use what we learn about the practice of excellent professionals to select new staff more wisely and to provide better support and instruction to those already in the system? These were some of the questions that guided a recent study of competent Extension professionals in Wisconsin. Study Description Five county home economists, who had been identified by district and state leaders as being exemplary in their practice, were each followed for three days, while observations were made and formal and informal interviews held. All involved were observed in teaching, program planning, staff interaction, and intra-agency activities. The five were chosen from a larger group suggested by the state leader to ensure that a variety of roles, full- and part-time positions, geographical areas, and years of service were represented. Although not large, the number permitted some diversity, while allowing in-depth study by two fieldworkers. The selection process was based on the belief that excellent performance in a particular field isn't necessarily an absolute quality, but rather is defined by the field's members - and particularly by its leaders. The study was planned as descriptive in design and aimed at providing a better understanding of the practice of good professionals in real settings. No attempt was made to generalize the findings to all Extension staff everywhere. Specialized qualitative analysis procedures were used to examine and analyze the gathered information - that is, transcripts of interviews and observations were studied for repeating themes. These important ideas and their relationships were examined for patterns based on how and where words and actions were used in several different contexts. Having observations as well as interviews made it possible to test what people said against what they actually did. Gradually, a model was constructed representing the dynamic processes that made up the thoughtful practice of these special professionals (Figure 1). Nature of Exemplary Practice Perhaps the most noticeable quality of the home economists' approach was its thoughtfulness and deliberateness. The agents continually and reflectively used and refined the following operations interactively as they thought about and acted on the particular dilemmas encountered in their work. Acute Sense of Context The home economists studied demonstrated special sensitivity to the social, political, historical, and cultural conditions of the settings in which they worked. They balanced a "big picture" of their county against the particular qualities and needs of special circumstances and individuals with whom they interacted (including themselves as participants in the process). Thoughtful Loyalty to Goals These educators knew where they were going and weighed alternatives against what they held as important ends. Sometimes they considered various objectives for particular situations; however, certain overall goals seemed to guide their decisions generally. Goals apparently provided consistency to conditions specific to the situation. Consideration of Alternative Means The group's choice of means was impressive and no doubt due to the initiative each person took to explore nontraditional resources, different colleagues, and alternative technologies. The wide array of means made it possible for the agents to select among many options and to consider trade-offs when particular conditions and goals made them desirable. Reflective Judgments Based on Balance Deliberate decisions were made about the best course of action to take in particular situations. These judgments involved determining an optimal balance between alternatives that created a sense of contradiction or tension.
Figure 1. Relationships among elements of competent practice. Essence of Excellence Often in the past, we've tried to tap the nature of successful professional practice by breaking down a position's responsibilities. Then, we proceed to pinpoint and describe the knowledge and skills needed to perform the particular tasks involved. This study examined the different activities in which the agents were involved, in addition to what they needed to do them successfully. For instance, we noted that each of the home economists did planning, teaching, question-answering, leading group meetings, writing reports and evaluations, and making TV and radio presentations. However, it wasn't what the agents did, but how they did it that made their activity praiseworthy. The five professionals we studied used the thoughtful process of reflection-in-action as described by Schon in his book, The Reflective Practitioner.1 True to this approach, they carried on a serious conversation with their unique settings and circumstances. They observed carefully and with skill. They developed ideas, hypotheses, and tentative plans. They tested these experimental ideas and approaches and watched. They carefully scrutinized the goals set and evaluated them in light of their observations - although some goals were held sacred and weren't open to compromise. They made judgments and acted on them, again paying careful attention as they planned for the future. All these activities were done as a whole and involved a dynamic, deliberate, interactive process executed with conscious, responsive, and reflective thought. In brief, the agents dealt thoughtfully with both the uniqueness and the generalities of the complex, changing human worlds in which they operated - but they didn't stop there. They made judgments and then acted on them decisively. Neither reflection nor action is of any value to Extension educators without the other, and these individuals were able to combine thought and action into an effective whole that successfully considered unique people and their settings. They found an optimal interplay between the careful thinking and the reasoned action needed to perform their jobs well. This interplay may well be the most essential part of excellence in Extension performance. Important Questions for Extension The challenging situations these outstanding home economists encountered are typical of those faced by all Extension faculty. Better understanding of the ways competent professionals make judgments and act in these circumstances can help us implement improved systems and approaches for developing and supporting excellence. We must ask ourselves:
Implications Answers to these questions have implications for all aspects of the Extension system. A few are suggested here to illustrate what a better understanding of exemplary practice might mean for policies and practices. Selection and Hiring The way programming efforts are undertaken appears to be more important than the doing of particular activities themselves. Thus, it seems necessary to ask applicants to describe the process by which they made programming and other judgments in the past. How do they describe the role that unique contexts, goals, and alternative means played in particular decisions? And, in describing future job responsibilities to potential employees, do we emphasize the ways people are expected to approach their work rather than only the tasks they are required to perform? Pre- and In-Service Assistance and Instruction We know that the dilemmas faced by field staff involve unique combinations of needs, assumptions, values, resources, and histories. The traditional linear model that applies general theory and facts to specific situations is inconsistent with the way good professionals operate in situations such as this. Might not the reasoning-focused, case study approach to training used in fields such as medicine and law be more valuable in fostering the skills needed in good Extension work? Ways of developing and using knowledge in real or simulated situations might well be the focus of training. Supervision and Support Perhaps the most significant challenge is directed toward administrators and supervisors. The study indicates that it's inappropriate for these people to present themselves as experts and reservoirs of ready-made answers. Instead, it's probably more supportive of good practice if they see themselves as askers of better questions. Mentors, colleagues, and fellow explorers (rather than authorities, bosses, or superiors) might be more appropriate relationships for promoting and supporting exemplary county staff. Summary Perhaps the time has come to look again at roles, structures, policies, and procedures that we've come to take for granted. Excellence in the practice of county Extension staff could well occur in spite of the systems we've set up, rather than because of them. Footnote 1. Donald Schon, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, Inc., 1983).
Between the Worlds of Work and HomeJoan S. Thomson
Nancy-Ellen Kiernan
Tena L. St. Pierre
Robert B. Lewis
County Extension work... ...demands too much time. ...offers a flexible work schedule. ...requires too many night meetings. ...makes families proud of agents' work. ...requires a high level of involvement and energy. ...offers satisfaction through working with and helping people. If you agree with these statements, your perception of county Extension work parallels that of participants in a recent Extension Work/Family Life project conducted in Pennsylvania.1 This study explored the relationship between county Extension agents' work and their family lives. Staff believed their work responsibilities affected their personal and family lives more negatively than positively. Based on these findings, Pennsylvania Extension sought to maximize the positive aspects of work, minimize the negative, and make improvements whenever possible. One of its first responses was a conference for Extension staff addressing the interdependence between home and the workplace. Conference Theme Charged with developing the conference around the theme "Extension in the Future," the planning committee began with the premise that staff are Extension's most important future asset. One day of the conference was devoted to staff and their needs as identified through the Extension Work/Family Life project, the results of which had already been presented to several groups of Extension personnel. The main objectives for the conference were to:
Effectively addressing work/family issues in Extension required an organizational climate supportive of a balanced work and family life. The project developers viewed this conference as essential in the continuing development of such a climate. Subsequent, more targeted actions by Extension would then be viewed as credible and appropriate initiatives. Evaluation To assess the extent to which conference goals were met, all participants were encouraged to complete the evaluation they received at registration and return it at the end of the conference. This assessed the staff's immediate response to the conference, as well as their interest in future activities. Among the 378 staff who registered for one of the workshops on professional and family/personal life, 71% were field-based; the balance were state staff and faculty. In all, 157 (42%) returned the evaluation questionnaire. Of these, 81% were field-based. Keynote Address High-level administrative support is essential to sustain an organizational initiative on work and family life. The dean of the college provided this support in his keynote address, stating his commitment to balanced professional and personal lives and expressing his support for an environment in which such issues could be addressed. He also affirmed the college's support for the effort. In his remarks, the dean reaffirmed flexible schedules, saying professional staff are responsible for their own work schedules as an operating procedure. Furthermore, he invited each of Extension's professional associations2 to appoint representatives to plan and carry out another initiative to address work/family issues among Extension personnel - an employee/spouse educational workshop.3 Workshops Following the dean's remarks, staff members could participate in two educational workshops that provided them with strategies for dealing with the effects of work on their personal/family lives (Table 1). The Conference Planning Committee expected that 75% of those participating in each workshop would acquire knowledge or learn strategies that would help them manage their work and personal/family lives more effectively. The workshop "Managing Our Personal and Professional Lives" was presented to all of the staff. Role-playing was used to illustrate Extension professional or personal/family situations, for example, peer pressure among agents. Following each vignette, a facilitator led audience discussion. The intent was to help Extension staff gain some understanding of themselves and their situations. Ninety-three percent of the staff who evaluated this workshop reported better understanding themselves or their situation. Well over two-thirds said the session also helped them find new ways to deal with work or personal problems. Of these, more than 80% named at least one strategy (for example, it's all right to take responsibility for your own time, or saying "no" to some demands without feeling guilty). Many participants mentioned they developed more sensitivity to the pressures of co-workers and their personal lives, and to the importance of getting a problem out in the open and talking about it with co-workers or family members. In addition to the session on "Managing Our Personal and Professional Lives," each staff member could attend one of the other four workshops (Table 1). In three of the four workshops, the resource persons offered strategies by which staff could manage their work and personal/family lives more effectively. The fourth workshop, "Working It Out," was a discussion of issues related to the topic.4 Two of the four workshops were selected by over two-thirds of the registrants. These workshops were "Up-Tight Ain't Right," on stress and time management5 and "Becoming a Self-Managed Professional."6 Among those responding to the evaluation for "Up-Tight Ain't Right," 83% indicated acquiring at least one technique to reduce pressure in their lives (Table 2). Ninety- three percent of these individuals named a specific strategy, with "knowing the difference between a problem and a predicament" the most frequently named. (A predicament was defined as something an individual has no control over and one should stop worrying about.) Other stress management strategies included stretching, relaxation, and breathing exercises. Similar results were obtained for the third workshop, "Lifestyle Behaviors." Following the workshop, participants listed strategies such as taking time for self twice a day, the value of exercise for good health and stress reduction, and specific exercise and relaxation techniques. The remaining workshops weren't well-received. In responses to open-ended questions on the "Self-Managed Professional" workshop, comments suggested that participants had a better understanding of the issues involved than the instructor anticipated; therefore, little time was spent on strategies. In "Working It Out," participants wanted to gain techniques by which to manage their work and personal lives, even though the workshop was intended only to provide a forum to discuss the issues. Future Directions Throughout the work/family life conference, staff also had the opportunity to identify educational programs they wanted in the future. Each of the 12 topics listed in the evaluation was selected by at least half of the respondents as a subject on which they'd like more in-depth educational programming. Topics selected by more than 60% included:
These topics became the focus of sessions at a subsequent staff conference and other in-service programs. Each is work-related; four address time-management issues. Staff reported the amount of time required in the Extension job as the most negative effect on their family lives.7 The multiple-and often conflicting - demands of work and family cause stress and frustration because there's not enough time to do everything. If we can assume that those who didn't respond would have similar concerns, it's clear that Extension staff are seeking help in establishing priorities for activities within their work and family lives as well as in activities between their work and family lives. Setting priorities would help staff develop a realistic management plan that should reduce the stress associated with overload and work/family conflict. Table 1. Extension staff conference workshops.
Table 2. Percentage of Responents who learned and named strategies by workshop.
Conclusion The staff conference described in this article focused on Extension's own personnel and vigorously supported an organizational climate committed to a balanced work and family life. The conference also provided the groundwork for other, more specific organizational efforts. This approach is consistent with Kanter's assertion that it's the world of work that should make changes to improve the lives of its employees.8 Based on responses to the first employee/spouse workshop held following this staff conference, a second is being planned. Programs on personal/professional development topics were offered at orientation and management workshops, and at subsequent staff conferences. The initial conference, by acknowledging that work affects family life and that Extension, as an organization, can directly influence the work environment, lent credibility to work practices supporting flexible scheduling. Factors that cause satisfaction or frustration for staff on and off the job aren't unique to Extension.9 In any organization, work affects family life. Pennsylvania Extension believes that attending to the human needs of its personnel increases effectiveness among staff as they carry out their responsibilities. Maintaining organizational support and staff participation in programming to improve the balance between work and family life are crucial in creating an organizational norm supportive of balancing personal/professional lives. Footnotes 1. T. L. St. Pierre, The Relationship Between Work and Family Life of County Extension Agents in Pennsylvania (Ph.D. Dissertation, The Pennsylvania State University, University Park, 1984a). 2. Pennsylvania Association of County Agricultural Agents (PACAA), Pennsylvania Association of Extension Home Economists (PAEHE), Pennsylvania Association of Extension 4-H Agents (PAE4-HA), Extension Professors Association (EPA). 3. This workshop, "Balancing Work and Personal Life as an Extension Professional," was to be a weekend retreat for more than 50 people, including spouses of married staff participating. The planning committee for this workshop later became the Extension Work/Personal Life Advisory Committee to the associate director. 4. Patricia Voydanoff, ed., Work and Family: Changing Roles of Men and Women (Palo Alto, California: Mayfield, 1984). 5. Robert J. Fetsch, Robert Flashman, and David Jeffers, "Up-Tight Ain't Right: Easing the Pressure on County Agents," Journal of Extension, XXII (May/June 1984), 23-28. 6. Interview with Henry P. Sims, Jr., "How to Get What You Want from Your Job," XCI, U.S. News & World Report, (August 31, 1981), 66-67 and Charles C. Manz, "Improving Performance Through Self-Leadership," National Productivity Review, II (Summer 1983), 288-97. 7. T. L. St. Pierre, "Addressing Work and Family Issues Among Extension Personnel," Journal of Home Economics, LXXVI (Winter 1984b), 42-47. 8. R. M. Kanter, Work and Family in the United States: A Critical Review and Agenda for Research and Policy (New York, New York: Russell Sage Foundation, 1977). 9. Leo F. Hawkins, "The Delicate Balance: Work and Family," Journal of Extension, XX (September/October 1982), 38-42.
From Farmhouses to TownhousesElaine Fogerty Barbour
When most people think of New Jersey, they picture petrochemical refineries, urban sprawl, smog, pollution, and overcrowding. There's another part of New Jersey that is off the beaten path and very beautiful. Hunterdon County in northwestern New Jersey is rural farm country: dairy and horse farms on rolling hills, roadside stands, silos, red barns, and old stone houses. County Information About two-thirds of Hunterdon County's 430 square miles (275,400 acres) is in farmland assessment - a special level of tax valuation applied to New Jersey agricultural property. Farming is still Hunterdon's biggest industry, one that employs thousands in producing, processing, and selling crops and their products. We rank first in the state for all hay production and number of sheep and lambs, second in field corn production and number of all cattle, third in number of hogs and pigs, and fourth in milk production. Nursery production, Christmas trees, and fruits and vegetables are steadily increasing.1 Diversified gross revenues average about $35 million, not including the horse industry or woodlands. Our total county population is just over 96,000 and about 15% is rural. At present, there's a 1 1/2% county unemployment rate, lowest in the state, and agriculture is Hunterdon County's biggest industry. Land Development Resources Grain, field crops, and dairy farmers are in a nationwide dilemma. As the price per bushel of grain drops, farmers can barely break even on production costs, and they still have to pay the mortgage. Price supports for milk producers are dropping as the stockpiles increase. To make matters worse, land values have dropped over the past five years so farmers selling their land can't even recover the equity.2 A severe financial distress exists in agriculture. The land situation in New Jersey, however, isn't in the same dire straits. In fact, land values have increased 27% during the past five years. In 1986, the average value per acre of land in New Jersey was $3,913-$388 higher than in 1985, and highest in the nation.3 New Jersey farmers have cash flow problems, but with land values so high, they don't go bankrupt; they just cash in the farm and retire or relocate. The housing and corporate building industry is booming in Hunterdon County, thanks in part to a recently completed interstate highway that connects Pennsylvania to New York City through northwestern New Jersey. About one-third of county farmland is held by speculators, and fields that farmers once rented for crops are now "producing" townhouses, condominiums, exclusive single-family homes, and corporate centers with campus-like settings. Farmers have also been approached by real estate developers to sell their land at astronomical prices: $5,000-$40,000 or more an acre. Serious development pressures exist on open space and farmland. Hunterdon County lost 2,000 acres of farmland to development between August 1985 and July 1986.4 The public, however, is very interested in retaining farmland and open space in the most densely populated state in the nation. The farmland assessment tax was passed by majority referendum in 1963 and "slowed farm sales from six a day in the late 1950s/early 1960s to one every six days after its passage."5 Recently, farmland preservation efforts have included the purchase of development easements (the difference between development value and the value as a farm) with county and state funds, transfer of development rights, cluster developments, agricultural zoning, outright purchase of land by interested conservation groups, and "right-to-farm" legislation to prevent nuisance suits. The Challenge Why should farmers turn down these outrageous real estate offers, with farm crop prices at a near all-time low? Their land is their "nest egg" and retirement pension. Sometimes there are no heirs to turn the farm over to; sometimes the heirs aren't interested in farming. It may be bad health, it may be the economic pressures that build. Whatever the reason, farmers were and will be considering the sale of their land. Selling the farm isn't a simple procedure; it's complicated. In hopes of looking at all options, Calvin G. Wettstein, the other county agricultural agent, and I met with a few experts in the field of real estate, investments, and taxes to design a one-evening program entitled, "Selling the Farm...The Legal, Financial, and Emotional Considerations." The speakers included an accountant with Farm Credit Services, a local realtor, a certified financial planner, and the two of us. The presentations were to be brief (20 to 25 minutes). A panel discussion with questions and answers followed a refreshment break. The audience was offered the option of writing their questions anonymously on index cards for the speakers to answer. The program wasn't to encourage anyone to sell the farm, but rather to offer briefly some marketing and crop alternatives (fruit, vegetables, nursery and greenhouse crops, and Christmas trees) to the current commodities of dairy and field crops and to discuss the latest farmland preservation efforts. For those seriously considering a sale, we discussed some sale procedures and contract options, tax-free exchanges, the new federal tax law and its implications, estate tax, closing contracts, investments, and the emotional aspects of selling the farm, including displacement, retirement, relocation, grief, guilt, shame, and stress. As far as program content, I found the emotional considerations of selling the farm the most difficult to research and deliver. The title of the program distressed some people, who thought that we were encouraging farmers to sell their land. We insisted that alternative crop and marketing ideas and farmland preservation options would be discussed. This was not going to be a "how-to-sell-the-farm" program. Others were concerned about the choice of session leaders. We chose the most personable speakers with the most experience with farmers. Of the 190 participants, 10 were realtors and 20 considered themselves farmer/realtor. There was no fee for the program, but pre-registration was requested to plan for handouts and refreshments. The program was advertised through direct mailings and news releases. With luck, we thought we'd have 25 participants. Imagine our surprise when 185 people registered and 190 showed up at the program! Findings An evaluation was distributed to the participants before the refreshment break. About half (92) were completed and returned by the end of the evening. The questionnaire was used to judge the program leaders' teaching effectiveness and rate the program overall. Here are some of the findings:
Summary and Conclusion New Jersey has the highest land values in the nation, while farm crop values are at a near all-time low. We're seeing a rapid change in the profile of rural Hunterdon County from farmhouses to townhouses as farmers sell their land for development. Farming must be profitable for farmers to stay in business, or some incentives must exist for farmers to sell their land as a farm (and be fairly compensated). Some farms will inevitably sell because family members aren't interested in farming, have no heirs, suffer poor health, or severe economic hardship. Farm sales will have a ripple effect on the entire county's economy. This one-night program successfully helped a great majority of participating farmers learn about tax law changes, land sales and contracts, financial planning, the emotional aspects of selling the farm, crop and marketing alternatives, and farmland preservation efforts. Four other counties have since expressed interest in organizing a similar program. For the future: (1) open forums are needed between legislators and farmers to discuss legislative changes related to farmland preservation; (2) educational programs should be presented to county and municipal planning and zoning boards to discuss the pros and cons of exclusive agricultural zoning, transfer of development rights, cluster zoning, and the purchase of development easements from farmlands; (3) educational programs for farmers are needed on estate planning, small business management, and cash flow; and (4) production and marketing information should be delivered to farmers through traditional educational methods about new and unusual crops, including horticultural and high-cash crops, to increase farm profitability, because "agriculture keeps New Jersey green."6 Footnotes 1. Crop Reporting Service, New Jersey Agriculture 1985, Circular 510 (Trenton: New Jersey Department of Agriculture, 1986), pp. 1, 12, 17, 34, 40, 46, 47, 53, 69. 2. U. S., Department of Agriculture, The Current Financial Condition of Farmers and Farm Lenders, Agricultural Information Bulletin 490 (Washington, D.C.: U. S. Government Printing Office, March 1985). 3. Crop Reporting Service, Farm Facts (Trenton, New Jersey: Department of Agriculture, May 30, 1986). 4. Hunterdon County Board of Taxation, Annual Report of Farmland Assessment Applications (Flemington, New Jersey: Hunterdon County, 1986). 5. Comments from former New Jersey Secretary of Agriculture Phillip Alampi, at open hearing on farmland preservation, November 24, 1986, Hunterdon County Extension Center, Flemington, New Jersey. 6. Motto of the New Jersey Agricultural Society, Trenton, New Jersey.
Reaching Out to Third World WomenPatrick Livingston
Barbara A. Holt
The problem with Nepal is our women - they are weak (Nepalese government farm manager, male, 1976). Men are the greatest obstacle to receptivity - and to any other progress in programs for women (international development consultant, female, speaking of Nepal, 1986). As the quotes above illustrate, there may be disagreement about the roles that women play, but there's no question of the growing awareness of the importance of women in contributing to rural development in nations around the world. Some poorer areas of the world are responding incredibly slowly to the need for improvement in food production at a point in history where maintaining the status quo will endanger the lives of a considerable portion of the world's population. Providing better access for women to the tools of agricultural development may be the deciding factor. Can Extension Help? This challenge was addressed in the 1984 Extension Committee on Organization and Policy position paper, New Directions: The International Mission of the Cooperative Extension Service - A Statement of Policy. One of the basic concerns in the paper was that ...Extension leadership, with its experience in technology transfer and its long history of community organization and farmer involvement, should participate more actively in international agricultural development programs.1 One of the enduring strengths of Extension in the United States has been its ability to structure complementary educational experiences not only for farmers, but also for every member of farm and rural families, including women. Programs designed to enable each family member to apply decision-making, management, leadership, and other life skills toward the mutual benefit of family and community account for Extension's broad-based popularity in rural America. As other countries prepare to pay more attention to women's contributions to agriculture, they may want to study the roots that established a vital Extension in this country. Should Extension Become Involved? This is a question many of us have heard from our clientele. Although the answer can be complicated, it can be stated simply. Our country is part of an interdependent web linking all countries of the world. A missing or weakened strand affects the overall efficiency of the production effort and jeopardizes the stability of the web itself. The same case can be made for integrating women into the development process at all stages. Rural progress will be most difficult to achieve without their input. The United States Extension Service, as one of the most successful development programs in the entire world, has a great deal to contribute to efforts in other countries. However, in the area of international growth, Extension is only one of a multitude, including the U.S. Agency for International Development (USAID), the Peace Corps, the United Nations, and a myriad of others. For Extension to determine the role it can best perform in this environment, a situation analysis is needed. It's essential for leaders becoming involved in overseas aspects of Extension to understand what has worked and why before embarking on what could become a most important voyage. As an example, let's focus on a specific program in Nepal where involving women has made a difference. Nepal Program The kingdom of Nepal is sandwiched between the two most populous nations of the earth, India and China. The country, although seemingly tiny, ranges from sea level to the Himalayan mountains and hosts dozens of ethnic and tribal groups among its 14 million people. Nepal also is known as one of the poorest of the poor countries of the earth. A World Bank study concluded that: Nepal has reached a critical state in its development. The country is caught in a vicious circle of poverty and, as difficult as it is to break the circle, the next five to ten years may represent Nepal's last chance to do so without having to become completely dependent upon the goodwill of aid donors.2 Perhaps the only ray of hope offered by the report was in a single paragraph that stated: Debilitating health and nutrition deficiencies are one of the worst facets of life in Nepal and badly affect productivity and learning ability. The education of females assumes special importance in this regard, as it's the most effective means of introducing such practices into the households.3 The Nepal government identified as a priority in the sixth five-year plan (1979-1984) the introduction of women's small scale-production enterprises in agriculture, cottage industries, and services.4 A Women's Development Section (WDS) was created as a cell of the Ministry of Local Development. This WDS cell, funded through the United Nations (UNICEF), served as the catalyst for a unique program entitled, "Production Credit for Rural Women." The program was designed to increase the income of poor, rural women by involving them in small-scale production activities. The design for this program at the local level wasn't too different from those developed to meet local program needs here, but because this was Nepal and not Anytown, U.S.A., a number of specific barriers had to be surmounted, primarily the lack of receptivity of patriarchal village governments to women field staff working in their midst. The success of this program is partly due to its leader, who has been described as ...a woman who has been firm and strong in response to pressure; humane in response to personal needs; creative in response to problems and committed to project goals.5 With such a leader come good followers (village-level workers equally committed), a component that we in Extension long have recognized as a prime ingredient for successful programming. The program also benefited from wise planning that targeted only five of the country's 74 districts for a pilot phase to work out the details of management. The problem of providing credit without collateral for the women who had scarce resources had been worked out through an established Small Farm Development Program,6 that was geared to the needs and repayment abilities of small farmers. The female "small farmer" has shown herself to be a much safer financial risk than her male partner, with repayment rates consistently higher.7 By giving high priority to projects targeting women, by providing access to credit, by opening up new sources of income in traditionally male occupations, and with committed leadership, the women of Nepal have started on the road to fuller participation in the national development process. Significance to Nepal So what is the significance of all this to the people of Nepal? First, it provided a means for socially disinherited farm families to view themselves with fresh eyes. Women who participated in the credit program now are taking part in community development activities and assuming a more prominent role in all aspects of community life. One Women's Development officer said: When I came here less than four years ago I could not find a single woman who wanted to join a small farmer group. Today there are eleven groups in Budhanilkantha with over a hundred members. These days the women are beginning to come to me.8 Significance to America What does this mean to the average American? In the policy paper quoted above, a second concern addressed the belief that ...more active international involvement should lead to an increase in domestic educational programs which will assist U.S. farmers and others to understand the international dimensions of our agricultural commerce with other nations.9 Every effort that succeeds in helping the people of Nepal toward self-sufficiency increases the potential for U.S./Nepal trade and thereby stabilizes the global web. The average American can benefit spiritually in the knowledge that starvation is less likely to affect a stable society. More realistically, he or she can relate to the fact that our tax dollars won't be spent in the effort to support Nepal's economy. Summary Over the past two decades, we've witnessed in several areas the impact of global events on our everyday lives. The changing dynamics of this world no longer afford us the illusion of pretense that "none of that concerns me." While many of us find it difficult to venture beyond the borders of our country, much remains to be done to prepare our clientele for the changes the world will encounter now and in the future. Our responsibility to our clientele demands that we understand the meaning of global interdependence and communicate that understanding to help maintain a strong local community through a stable, productive world. Making rural women around the world an integral part of these development efforts will go a long way toward realizing this goal. Footnotes 1. Lowell Watts, New Directions: The International Mission of the Cooperative Extension Service - A Statement of Policy (Washington, D.C.: United States Department of Agriculture, Extension Committee on Organization and Policy, 1984), pp. 4-5. 2. H. Yukon, Nepal: Development, Performance and Prospects (Washington, D.C.: The World Bank, 1979), p. v. 3. Ibid. 4. M. Acharaya and L. Bennett, Status of Women in Nepal (Kathmandu, Nepal: United States Agency for International Development, 1979). 5. N. Axinn, Personal correspondence, 1986. 6. M. Giri and S. Cameron, "Give Us More Credit, Power for the Future: Women in the 1980s," UNICEF News (No. 122, 1985), p. 20. 7. Ibid., p. 23 8. Ibid. 9. Watts, New Directions.
Creating Educational ExcellenceJanice R. Stewart
LuAnn Soliah
The need for educational excellence has received national attention in recent years. Primarily, the focus has been on curriculum and classroom instruction; however, all phases of education are now being reviewed for credibility and relevance. Likewise, Extension needs to examine the effectiveness of in-aservice education for district and county employees. In-service education has been defined as: Education received in a structured setting that enables one to become more competent professionally, i.e., to further develop technical subject matter competencies to keep abreast of and, if possible, ahead of change; to explore educational and technological content and processes in varying depths and to extend personal competencies....1 Television, cable television, telephone conferencing, and traditional in-service education methods have been studied and reviewed for their effectiveness, acceptance, and cost.2 Satellite videoconferencing is a new, nontraditional teaching technique. The study discussed in this article was designed to determine the teaching effectiveness of satellite videoconferencing with phone-in questions. Viewer acceptability from the public's point of view was also evaluated. The Video Program A live, two-hour videoconference, "Calcium-Osteoporosis and Beyond," was produced from Oklahoma State University by the food and nutrition specialists in cooperation with the Agricultural Information Department. The program was received by 24 sites across Oklahoma and 18 known sites outside the state. Program panel members accepted phone calls and answered questions on a live call-in. Study Methods Questionnaires were distributed to the public at each of the Oklahoma sites to evaluate viewer acceptance of the program. Teaching effectiveness of the video meeting as a substitute for traditional in-service education was studied in three Oklahoma districts by comparing:
Analysis of variance was performed on pre-test scores to confirm consistent baseline knowledge among groups.3 Pre- and post-test scores and improvement scores were evaluated by analysis of variance and t-tests to compare the effectiveness of the three educational methods.4 Results Public Acceptability The video meeting was evaluated by the public for acceptability and viewer appeal. Overall, the results indicated that they: (1) would attend another video meeting, (2) thought the program was excellent or good, and (3) would try to include more milk in their diet. Figure 1 illustrates the public's opinion on the depth or the level of subject-matter presentation. Teaching Effectiveness No significant differences existed among the three groups' pre-test or post-test scores, indicating equivalent baseline and ending knowledge. Also no significant difference existed in improvement scores, suggesting that all three groups had equivalent knowledge improvement scores. All teaching methods were highly significant for acquisition of knowledge (p<0.0002), with a mean improvement of 20%. There were no significant differences among the three teaching strategies. This indicates that all of the methods were equally effective in improving knowledge. Therefore, satellite videoconferencing needs to be taken seriously for its efficient and effective use as a substitute for on-site lectures. Cost Comparison Twenty-four counties in Oklahoma received the videoconference, with a cumulative audience of 788 viewers. The total cost of the video meeting, including production costs, air time, and uplinking charges, was $2,300. The per person cost was $2.91 for the in-state audience; 18 known sites received the program outside of Oklahoma. In contrast, the program would have cost $9.13 per person if the speakers had traveled to all 24 sites, assuming an attendance of 788.
Figure 1. Public's opinion on depth of subject-matter presentation. Conclusion Videoconferencing can be an acceptable, effective, cost-efficient substitute for traditional in-service training. Following the video conference, use of the videotape augments specialists' outreach efforts even further. Other advantages include the ability to maintain and increase the level of program delivery in a time of limited resources and enabling staff to reach nontraditional audiences. Footnotes 1. National Policy Guidelines for Staff Development (Durham: University of New Hampshire, Cooperative Extension Service, 1977) and Keith L. Smith, "Does In-Service Make a Difference?" Journal of Extension, XXIII (Winter 1985), 5-7. 2. Smith, "Does In-Service Make a Difference?" Mary Beth Lang, Kristina L. Blacklock, and Boyd E. Rossing, "Is Anyone Watching?" Journal of Extension, XXIV (Summer 1986), 7-10; and Jan Bjorkland and Joanne Fredmeyer, "Keeping Current Via Teleconferencing," Journal of Extension, XXIII (Summer 1985), 21-24. 3. SAS Institute, SAS User's Guide: Basics (Cary, North Carolina: SAS Institute, Inc., 1982). 4. Ibid.
Tailoring Programs to NeedsSusan B. Hester
Julie E. McDowell
Recently, Extension has realized the importance of reaching beyond its traditional clientele to work with business and industry. Currently, some interest exists in refocusing part of the resources in the clothing and textiles area toward similar goals. This includes exploring the idea of helping this industrial sector, especially in states where those industries are critical to the economic well-being of many families. Status of the Industry New York State serves as a prime example of this economic dependence. The textile and apparel industries are vital to the economic stability of its manufacturing sector. As an employer of 145,000 people, the apparel sector alone ranks sixth in the state and first in New York City.1 In recent years, employment has declined dramatically due to increased imports and a lack of marketing orientation. This decline has been especially devastating to small firms, which represent the majority in this sector and are scattered in 47 of the 62 counties in the state. The most significant concentration is found in the metropolitan New York area, but textile and apparel firms can be found in every major city and throughout a few key counties. Over 1,000 establishments are located outside the metropolitan area.2 Organizations aimed at directly or indirectly helping this industrial sector do exist. However, some programs have been limited by budget cuts and other streamlining measures. Others have been too broad to be of assistance to small firms, which have very specific needs. Still others have simply been ineffective in reaching the industry. Because of the limitations of many of the present programs, new methods for developing more successful marketing and management techniques are needed and could possibly be provided through Cooperative Extension or other college-based programs. This article: (1) reports the findings of a study designed to assess Extension's potential role, (2) outlines recommendations for the implementation of such a program, and (3) discusses possible roles for Extension agents, as well as the program's applicability to other business sectors. New York Study New York State, the major apparel producing state in the United States, was the focus of this project, which purpose was to assess the perceived information and assistance needs of the state's small apparel and textile manufacturers. The study examined the sources of information and help used by these firms, the kinds of information and help (marketing, technology) that were most needed, and the potential for Extension to help this sector.3 A statewide mail and telephone survey of 850 firms provided general information on the perceived needs of these firms. The results indicated that firms located outside New York City had a greater interest and need for university assistance programs and that marketing was the most needed type of assistance. Personal and telephone interviews were then conducted with owners from two specific industry segments throughout the state: apparel contractors and industrial fabricated product manufacturers.
Figure 1. Factors associated with Extension participation. Recommendations for Implementation The results of this study suggest that there's sufficient need and interest to warrant the further investigation and development of Cornell-based programs aimed at helping small apparel and textile firms outside the metropolitan New York area. Apparel and apparel-related textile product firms have a greater overall need for such a service, but industrial product firms shouldn't be excluded from assistance efforts. Since many of the manufacturers surveyed said assistance programs presently in existence were simply too broad and required too great an expenditure of time, these characteristics should be avoided in the future. Variables influencing participation in Extension programs by these respondents are given in Figure 1. Subject material and time availability were the most frequently stated conditions. Thus, Extension programming needs to be highly specialized in content and concise in format. To develop appropriate programming through Extension, it was necessary to survey media through which to provide this information and help. Equipment presently owned by manufacturers that might be used for Extension purposes was identified in addition to specific media channels (Figure 2). Microcomputers were owned by 42% of the sample, 43% owned video cassette recorders, 47% had tape recorders, and 30% owned slide projectors. Possible Program Ideas Here are some ideas to consider for this kind of programming:
Figure 2. Media to disseminate information or provide help. Extension Agents' Role Possible roles for agents in designing and implementing a program of this kind depend on the particular program selected, as well as the expertise and special skills of the agents involved. In the earliest stages of design, the agent can serve as an important contact in the business community, someone who knows the local entrepreneurs and therefore has access to important information. The agent, perhaps with the help of trained volunteers, could gather data to determine the parameters of individual county programs. County offices might serve as central locations for the delivery of services such as half-day workshops, or for the location of a resource center for specialized materials, computer software programs, video training films, or census data. Via a telephone hotline, agents could refer managers to other sources of information or help, such as specific state offices or federal agencies. Information required by manufacturers would also be useful to the larger consumer audiences - for example, new regulations concerning apparel labeling or the care and performance of new fabrics. A telephone hotline could also serve as a vehicle to spread results of current research projects. Summary This New York study and the successful track records of other industry programs mounted through Extension suggest that the time may be right for a new orientation to textile and clothing programs in selected states. The Extension network represents a promising vehicle for delivering programs, developed in the university with agent input, back out through the counties to the managers who need help. It's a model that capitalizes on the strengths of the entire network and one that has potential applicability to other states and business sectors. Footnotes 1. U.S., Department of Labor, Official Statistics (Washington, D.C.: U.S. Government Printing Office, 1985). 2. Bureau of the Census, County Business Patterns 1982: New York (Washington, D.C.: U.S. Government Printing Office, April 1984). 3. J. McDowell, An Analysis of the Information and Assistance Needs of Small Apparel and Textile Manufacturers in New York State (Master's thesis, Cornell University, Ithaca, New York, 1985).
Tomorrow's Extension ProfessionalsMichael Quinn Patton
The life and work of tomorrow's Extension professional will be dramatically different. About that prediction I'm quite confident, but a greater challenge is to predict how the work will change. This article presents predictions based on clearly identifiable trends already evident today. I urge readers to consider these scenarios with an open mind. It's the function of futurists to probe the possible. Some of the predicted changes may not be pleasant to ponder, but that may be all the more reason to do so. As General Robert E. Lee is reputed to have said, "I am often surprised, but I am never taken by surprise." One methodological point: before settling on the predictions below, I confirmed them as distinct possibilities with at least two other professionals highly knowledgeable about Extension and deliberative about Extension's future. Any prediction that I wasn't able to confirm with others as reasonably possible, Iomitted. Extension Professionals as Independent Contractors Most Extension staff in the future will be independent professionals who work for the university on a contract basis. The contract will be for a six-month to three-year period to work on a specific issue, problem, or initiative. There will be few permanent positions at any level in Extension. Hiring will be based on the ability to make a specific contribution to an effort for a specific period of time. This is in keeping with the national trend toward professionals working independently. For organizations in general, and universities in particular, such a contract approach solves several problems. These are related to Extension's heavy investment in and dependence on human capital. At a March 1987 National ECOP Conference on Evaluation, Maryland CES Director Craig Oliver observed that "Extension has become too heavily committed in human capital, with 92% of our state resources allocated in human resources and only 8% in operating funds." The future will include reductions in long-term human capital commitments. By hiring independent contractors, universities can either avoid paying fringe benefits, or at least avoid long-term commitments. Given the diversity of needs and wants, the process of providing adequate fringe benefits has become increasingly complex. Independent contractors are paid at a higher rate, but they must frequently provide for their own health and retirement needs. Hiring independent contractors also eliminates performance evaluation and staff development. At the end of a specific task, it may be easier and more effective to hire new professionals for new tasks rather than to keep the same people. Because specific professionals are hired who already have the skills needed, the staff development function is minimized. Rather than retraining people over the course of a career to take on new assignments, the independent contractor approach simply changes personnel to meet changing needs. Finally, this mode of contracting for professionals will fit the way Extension Services in the future will receive most of their funds. Most activity will be in the form of grants and contracts to carry out specific assignments and programs, with proportionately little on-going, permanent program funding. Thus, as Extension's funding becomes softer and more contract - and grant-based, the arrangements for professionals who work for Extension will correspond. The Home Office Over the next 15 years, county offices will largely disappear. Extension professionals, hired on an independent contractor basis, will work out of their homes. The need for a county office will be eliminated as the functions of the county office are eliminated. The local county Extension telephone number will feed into a regional office where questions can be answered and out of which materials will be sent. Secretaries will no longer be needed for typing, because voice-activated dictating equipment will feed information directly into computers and word processors for typing. Regional word processing and data centers will replace the county offices. All professionals will have telephones in their cars as standard equipment. There will be no need for a secretary to take messages, with mobile telephones and answering machines ubiquitous. Issues and Initiatives As indicated earlier, the Extension organization of the future will focus on issues and initiatives for which specific funding in grants and contracts is allocated. The program areas will become anachronisms. 4-H will be spun off into a private, nonprofit foundation or program, with some linkages to Centers for Youth Development in universities. Programs for the elderly will be more important than programs for youth. Extension's role will be to develop needed programs, demonstrate their effectiveness, then set them in place for private agencies to continue. The other traditional program areas will, at best, be centers to support issue areas and staff needs. Future programs will be delivered through interdisciplinary teams working on specific problems and focused initiatives. In many cases, these teams will be assembled by independent contracting organizations working on a subcontract basis for Extension and the university. Administrators and program directors, then, will essentially become grant and contract administrators. They'll have major responsibilities for writing funding proposals to a variety of sources. They'll negotiate contracts, assemble teams, monitor performance on relevant issues, and maintain contact with a network or pool of professionals who can offer specific services for limited time periods. Changed Funding Resources The cooperative partnership will also disappear as we have known it. The federal role will be reduced to a minimum. The Office of Management and Budget (OMB) has clearly targeted Extension programs for elimination. This execution goes much deeper than the Reagan administration. The case will be made (and is already being made) by OMB that the federal government has accomplished its goals in establishing strong land-grant universities in each state - it's now up to the states to continue that work if they choose. The only federal dollars will come in the form of specific grants and contracts. In the early days, those grants and contracts will be set aside specifically for Extension, but over time other competitors will enter the scene. County funding will become even more variable than it is now. Some counties will try to maintain traditional efforts, but most won't. The action will shift from counties to states and regions within states. The number of efforts for which the county is a reasonable and fundable unit will decline. Regions within a state will be designated as target areas for specific issues, and regional offices will have major administrative, coordinating, and program delivery responsibilities. Professional Credentials Most Extension field staff in the future will have a professional Ph.D. This is in contrast to the current doctorate, which is a research degree. The research Ph.D. serves primarily to prepare people for a life of scholarship. There are, however, a limited number of lifelong scholarship positions available. Yet, professionals have high educational aspirations. Increasingly, then, universities will respond to this market demand by developing a professional Ph.D., equivalent to the Ed.D. in education. The professional doctorate will require an applied research contribution; it will be oriented generally to prepare professionals to make lifelong problem-solving and applied research contributions rather than preparing for a life of scholarship. New Opportunities Extension's outreach capabilities to engage in initiatives and problem solving will extend well beyond traditional target populations and program areas. Extension will be able to use its expertise to assemble teams to tackle virtually any issue that needs or can benefit from the university knowledge base. Extension will be able to (indeed required to) draw to a greater extent from the entire university faculty, who will take on temporary specialist appointments to work on specific projects. There will be very few permanent specialists. The temporary specialist appointments will be attractive to faculty because they'll be required to respond to public research universities' strategic plans. They also must deliver on promises to engage in genuinely applied research relevant to real state needs. Future Professionalism Issues Without a permanent Extension career or organizational allegiance, future professionals will be much more dependent on networks and associations for growth and support. A major problem will be salary and work insecurity. Job insecurity will be a constant fact of life when programs, and therefore professionals, depend primarily on contract and grant monies ("soft" monies). Performance expectations, therefore, will be very high. To continue to find work, a professional will have to continue to deliver. From a professionalism perspective, these changes will reinforce the importance of individual professional identity - staff of the future won't take their identity from the organization, but rather from their function. A future professional wouldn't say, "I am a staff member of the university Cooperative Extension Service," but rather, "I am a professional Extension educator, working on a project for the university." That nuance of difference in identity captures a world of difference for tomorrow's Extension professional. These are predictions of drastic change. They forecast a very different world of work for Extension professionals. Moving in these directions will undoubtedly be painful for many. For others, these changes will be opportunities to make a major contribution to important issues of the day. For professionals dedicated to high impact, visible accountability, programmatic relevance, and educational effectiveness, the future holds multiple opportunities and challenges.
Making Music in Discordant TimesEllen M. Ritter
Six months ago, when this issue of the Journal and the special section on "professionalism" was still a set of unedited manuscripts, the Editorial Committee met in Dallas. Between work sessions, we discussed the issue of "downsizing" Extension, talked of tenure troubles, and shared stories of farms and families in crisis. At the final meeting, we were given a simple training exercise: create a metaphor that gives added insights into Extension professionalism. What are Extension professionals - "Climbers" conquering a mountain? "Missionaries" for lifelong education? "Gardeners" nurturing the growth of people's skills? We finally decided that true professionals in Extension are like members of a choir. Why? Because a choir is a collection of individuals using their voices to sing the same song. Each voice is unique, yet blends with the others in its section to perform one part: soprano, alto, bass, or tenor. Each singer's native talent, vocal training, and willingness to practice and help the group learn its part determines the strength of the section and of the choir as a whole. A director, who can see and hear all the singers, conducts the choir through the music as the parts weave in and out to carry the melody, then the harmony; sometimes in parts, other times in unison, or even in silence while a soloist soars. A choir exists to perform for an audience, encouraged by its patrons and under the scrutiny of critics. And it's the choral performance, not individual voices that's judged for quality and fidelity to the music. When the melody is sweet and the harmony simple, the performance is easier. Yet, it's the most difficult and complex music, with intricate harmonic patterns, changing rhythms, and unusual chords, that brings both choir and audience to new heights of musical understanding. To the 20 members of our Editorial Committee-agents and specialists in all program areas and from 22 states - the comparisons between our mythical choir and Extension became obvious. The separate areas - 4-H, home economics, community development, evaluation, agriculture, communications - are like the different parts in a choir. Leadership is critical, but each area, and Extension as a whole, is only as good as those individuals who continually strive to develop their own expertise and skills, encourage each other's professional growth, and support organizational goals. Extension now faces increasingly complex issues with fewer resources. To meet this challenge and have greatest impact, professionals from different program areas must work in a variety of interdisciplinary configurations. At times, one program area may need to give precedence to another or let an outstanding individual "solo" to accomplish overall objectives. Like a choir, Extension professionals also perform for an audience - an audience of clientele and of supporters and detractors in the university, county, state, and federal governments. In both simple and complex tasks, our performance must demonstrate unequivocally that Extension programs meet the needs of clientele and achieve worthwhile educational goals.
Advisory Councils - Real FriendsJulia A. Gamon
Action To Take What can we do to develop Extension councils and committees who are interested and supportive friends? Successful procedures hinge on looking at the council from the viewpoint of the member or potential member. Here are some proven ideas:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
