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August 2002
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Tools of the TradeWorking at Home When You Have No Choice: Personal Experiences and AdviceBarbara O'Neill Living as close to Ground Zero as I do, I've met several people in the last year who were unable to return to their offices in the New York financial district after the events of September 11. One, a financial planner with a firm housed in the World Financial Center, spent months holed up with colleagues in makeshift offices at a midtown New York hotel. Another tried to telecommute from home but found it very frustrating without the use of her employer's equipment and resources. I got to thinking then about what would happen to me if I were unable to work in my office. Could I continue to perform essential job functions as an Extension educator and state specialist, such as my weekly newspaper column, responses to consumer questions, media interviews, and curriculum development? Working at Home by NecessityAs it turns out, I didn't have to wait too long to answer this question. I've just spent 3 of the first 8 months of 2002 working at home, not by choice, but because I had to. And not the occasional "day at home to catch up on things," but 90 days away from everything and everyone at my office. The first month was due to an "asbestos survey" of my pre-Civil War era building. Contractors came in to tear up the walls and floors, and look for ACMs (asbestos containing materials). Everyone in the office was displaced. The four professionals worked at home, and we found a temporary office (read: room) for our two secretaries in another county building. The other 2 months (most of the summer) were the result of a fractured kneecap. I wasn't sick or in pain, but my office is on the second floor of a handicapped INaccessible building, and I couldn't get to work. I know what you're thinking: what about ADA (the Americans With Disabilities Act)? Let's just say that there are buildings all across the country that haven't been ADA rehabilitated yet. I happen to work in one of them. These two extended episodes of having to work at home were actually very productive. It could have been a lot worse. Luckily, I was able to plan ahead for the first dislocation and subsequently had many resources in place for the second. 10 SuggestionsHere are 10 suggestions for Extension personnel who need to spend extended time away from the office. Back Up Everything I make a copy of almost every file that my secretary or I creates. These files are copied onto a zip disk that I carry back and forth to the office. They are then backed up again from the zip onto a laptop at home, which is an exact duplicate of my desktop at the office. I also had the county IT folks put the electronic county purchasing system software on my laptop so that I can approve purchase orders from home (as office department head). Train Your Staff We taught our secretaries how to use e-mail so that we could send files back and forth. They also learned how to use a scanner and we subsequently scanned agents' digital signatures to expedite correspondence. Use Available Technology In addition to e-mailing files and scanned documents, we were able to call forward my office phone to my home phone after my fall (I was still working. I didn't take sick days because I wasn't sick). The secretaries transferred calls to me as usual during business hours, and callers never knew the difference. Have a Home Office I already had a well-equipped home office for my financial writing work, and it really helped. Key components to have include:
Another option: two of my colleagues who did not have office equipment at home made a written request to take Rutgers property home temporarily. Have your office get you stamps, because you can't get to the penalty mail meter, and also supplies such as paper and inkjet cartridges. Make a List of Essential Office Items List each item and where it is kept (e.g., Rolodex on right corner of desk). Keep this list at home. I made a list of required items for the asbestos relocation, and it was invaluable the second time when I needed to send others to my office to retrieve things after my fall. Photos of your office are also a good idea, as well as keeping a copy of important office documents at home or at another secure location. Keep Several "Work Anywhere" Projects in Your Briefcase These are tasks that you can do at home (or anywhere) on a moment's notice, such as reviewing journal articles, writing reports or newspaper articles, preparing grant and award applications or conference submissions, making phone calls, working on PowerPoint presentations, etc. It helps to keep a running "to do" list or record these tasks in a palm pilot. Print Out Your E-Mail Address Book I found that I had many more names on my work computer than I did at home. A hard copy of my address book, including the names of people in various e-mail groups, was a great time-saver. You can also copy your address book from one computer to another. Ask your IT folks to show you how. Watch Your Cell Phone Minutes When you can't get to your office phone, it is tempting to use your cell phone for office business because "you've already paid for the minutes." Most plans only allow you 300 or 400 weekday minutes, however, and they can get used up quickly. Our agricultural agent ended up owing over $300 for calls during the month we were out of the office. (Yes, he was reimbursed, but it made a dent in our annual budget). Be Good to Your Staff and Family My husband became my mail courier several times a week, and my staff and I interacted remotely via phone calls, notes, faxes, and e-mail. It's not the same as being at the office, of course, but it's do-able for a short time. Make the Most of It The key to thriving during an "office exile" is planning ahead (if you can) and controlling what you can about the situation. For example, I met with clients for meetings and financial counseling at alternate, accessible buildings. You're at an advantage when you can access office equipment and take advantage of technology to work smarter, not harder. Final ThoughtsCould you work at home productively for several months if you had to? Or, God forbid, cope with the destruction of key documents or equipment at your office? These are not idle questions in light of recent acts of terrorism and natural disasters. I hope this article has provided food for thought and strategies to plan proactively.
Sound Internal Communication Is Crucial in a Crisis SituationDave McAllister Marci Hilt IntroductionBefore September 11, 2001, "911" was only a phone number to most of us. Since then, it's come to symbolize an unforgettable day of terrorist attacks on the United States. The events of 9/11 affected all of our workplaces--you no doubt remember where you were and what you were doing. Was your workplace a model of calmness and clarity of purpose in those first hours and days? For most of us, probably not. Unlike other well-known days of infamy, like December 7, 1941 (Pearl Harbor Day), and November 22, 1963 (the assassination of President John F. Kennedy), the events of September 11, 2001, are--as we've been told by our government leaders--almost certain to recur. What lessons have we learned from 9/11, and what will we do differently next time? To address these questions, the DC Region of Agricultural Communicators in Education (ACE) put together a half-day workshop on the topic "Crisis Communications After 9/11: What About Next Time?" Nearly 50 government communicators gathered in Washington, DC, on June 12, 2002, for the workshop, co-sponsored by USDA's Cooperative State Research, Education, and Extension Service (CSREES) and USDA's Office of Communications (OC). Keynote Speaker"Before 9/11, a crisis had some fairly predictable elements," said keynote speaker Donald Hannaford, Senior Vice-President and Chief Operating Officer, Manning Selvage & Lee public relations firm, Washington, DC. "The scope has vastly broadened--9/11 was astonishingly brutal. Nothing's unthinkable anymore. There are no longer any lines that won't be crossed." The threat is no longer abstract, he said, but personal because of the anthrax scare last fall. People began to think: "This really could happen to me." In times of crisis in an office environment, Hannaford said, there needs to be great emphasis on effective internal communications. "Employees are anxious over their personal safety and their job security. Information is the key--you need to provide brief, accurate, and swift information to employees. They need to know what is happening and how it affects them personally." Hannaford said top managers and supervisors need to communicate with their employees quickly and then follow up with e-mail and small group meetings. He called printed information the least effective way to communicate in a crisis because there is limited provision for feedback. "You need to pre-empt the gossip network," he said, "and, if necessary, co-opt it." A well thought-out workplace response plan, Hannaford said, can get people moving again during a crisis. Everyone needs to know who is in charge, how to evacuate their building, and how to keep in touch once they leave the building. Households, he said, should have a similar emergency response plan. "Don't keep your plan a secret," he said. "Paralysis is the biggest enemy in a crisis. Develop clear lines of responsibility, and provide for multiple backups." Hannaford recommended that offices have their critical data backed up and secure, and that employees know how to find out when and where to report to work if they can't get back into their offices. Panel DiscussionA panel discussion followed, with Scott Hatch, Director, Office of Communications, U.S. Office of Personnel Management (OPM); Alisa Harrison, Press Secretary, U.S. Department of Agriculture (USDA); Kevin Keane, Assistant Secretary for Public Affairs, U.S. Department of Health and Human Services (HHS); and Mike Kortan, Chief of Media Relations, Federal Bureau of Investigation (FBI). Panel members all stressed the importance of having a crisis communications plan, getting accurate facts to the media, educating the media about how to cover your agency or institution during a time of crisis, and working to correct inaccuracies circulating within or about it. After 9/11, OPM Director Kay Coles James ordered a complete revamp of how employees at OPM are evacuated, Scott Hatch said. Each OPM employee now has detailed instructions on how to evacuate the building on a lanyard with their photo ID, he said. The cards also tell where to meet to check in, so that all may be accounted for quickly. "Our philosophy," he said, "is to keep employees informed to alleviate concerns they might have. Be open, tell more than necessary, and be reassuring." Mike Kortan said that FBI press officers do everything they can to communicate with FBI employees. Many times, however, Kortan said, employees see the information on CNN before they can hear it internally. This should not happen, he said. "During a crisis, you've got to follow the common sense stuff," said Kevin Keane, "like having a plan. You've got to be visible and accessible during times of crisis. People want to see their leaders. "Be prompt and accurate with your information," he said, "and be sure to confirm it with your experts. Resist the temptation to speculate--stick to the facts as you know them." Alisa Harrison said that 9/11 helped her understand what consumers need and expect from the government in time of crisis. "Government authority is key to consumer confidence," she said. "The public wants information from the government before something happens. We are trying to be prepared at USDA. The basics are important." Harrison said USDA is working to maintain the public's confidence in the food supply and to minimize any negative impact on the food and fiber markets. You need to decide who your key audiences are, she said--the media, stakeholders, consumer groups, and other government departments. Panel members said it was important to correct information inaccuracies transmitted within your organization--or in the media about your organization. "Go after the inaccuracy as aggressively as you can," said Keane. "Go to the source. Once you've got it corrected, circulate it widely." One workshop participant suggested that each employee keep an emergency bag at the office containing items such as cotton clothing, a waterproof jacket, tennis shoes and socks, a toothbrush, a map of the area, bottles of water, and nutrition bars. ConclusionExtension offices--like all workplaces--would benefit from having a "continuity of operations" plan to put into place if a crisis or disaster occurs. This plan should address:
The time to answer these questions is before--not during or after--a crisis situation. Everyone in the office should have quick and ready access to the answers--in written form.
Making Program Choices When Resources Are Limited: Using a Self-Assessment Tool with StakeholdersKeith G. Diem Scarce resources require priority setting and making choices. Unfortunately, Extension agents often have a tendency to add new programs without discontinuing existing ones. This results in added strain on minimal budgets, as well as increased stress to the agent due to limited time and minimal staff. One reason for becoming overloaded with too many programs and events without the resources to support them is the failure to make the difficult decisions needed. Many times this is because the agent doesn't have an objective method to use to make those decisions without upsetting select clientele who are often the "vocal minority." A simple evaluation tool can help with the decision-making process. A rating sheet containing 25 criteria for assessing the value of an Extension program can be given to a representative group of advisory committee members (or sample of program clientele or other stakeholders) to rate individual programs and help prioritize the ones that should receive the most attention. The advisory group needs to know in advance that the outcome must be choosing to offer the strongest current or potential programs. Generally, the higher the total score (sum of ratings for all 25 criteria), the higher the indicated value of the Extension program evaluated. However, even a program with a very high overall rating might be deemed inappropriate to develop or continue if a criterion such as "safe" or "moral" is rated very low. In other words, a single criterion, if rated low enough, may greatly reduce the overall worth of the program. Another alternative for programs rated low overall or in key components that might suggest discontinuing the program is to provide the opportunity for clientele/volunteers to take over the management of the program, with the basic support of the Extension office. This still frees the agent to spend more time on the highest priority programs, without ignoring the special interests of select clientele groups. Criteria for Assessing the Value of an Extension ProgramHere is an example listing "my" 25 criteria that you may find useful in evaluating the worth of an Extension educational program. The items may inspire you to add or substitute similar ones that better fit your local situation.
SummaryKeep in mind that this example is simply a tool to help assess program strengths and weakness and aid in prioritizing potential programs. Ultimately, the goal is to maximize a program's strengths (items rated high) and eliminate or reduce its weaknesses (items rated low) where possible. The best use of this tool may be the open discussion that it promotes while raising awareness of clientele groups about the need to offer the most valuable programs that have identifiable benefits to the maximum number of clientele. Keeping clientele part of the decision-making process also helps keep the agent out of hot water.
Producing Customized County Reports the Easy WayJanet Griesel John Leatherman Department of Agricultural Economics BackgroundOne of the challenges of serving a statewide network of county Extension offices is producing county-level data to support agent programming. In many states, a central office is responsible for providing such information. The Office of Local Government at Kansas State University is one such entity. As such, the Office periodically produces county Situation & Trends reports. These reports contain county-level demographic, economic, and other data to assist agents with program planning. Originally, the report was a single volume that presented table after table of data for all 105 Kansas counties along with a general discussion of statewide trends. Later, reports were produced for each Kansas county, but readers were still forced to identify and interpret the data for their county. In talking with agents, they made it clear that they valued the data in the report but wanted more county-specific interpretation. Thus, in planning the most recent update, we sought to efficiently produce a report highlighting each county's economic and social situation and any changes over time while making it as understandable and informative as possible. As described below, we linked data in Excel spreadsheets to Word documents to do so. The resulting reports mix text and graphics and are more comprehensive than their predecessors. Each 79-page report includes information on the county's population, income, local economy, housing, household composition, education, health, social environment, public finance, and agriculture. All 105 county reports are available for viewing at: http://www.oznet.ksu.edu/direct/Sit&Trends.htm. The ProcessFollowing is a step-by-step guide to the process we use to produce customized county reports. Recognize that before engaging in this process, time must be spent determining the data and other information to be included in the reports. 1. Organize Data in Excel Data is organized in a traditional spreadsheet layout. As shown in Table 1, county names are placed in the leftmost column and variable names in the top row. Blank rows or columns, borders, shading, and other formatting do not alter the effectiveness of Excel formulas. Table 1.
2. Write Excel Formulas The next step in the process is writing formulas that perform various functions. Formulas are placed in a separate spreadsheet to avoid confusion but should be in the same Excel workbook as the data spreadsheet. In Table 2, values in column B are the result of formulas presented in the rightmost column. These formulas typically are not displayed, but we present them here to aid understanding. Two types of formulas are used. The first are lookup formulas (=VLOOKUP in Table 2). These formulas search for a value in the leftmost column of a table of data and return a value in the same row from a column you specify in the table. Basically, the first formula below instructs the program to find the contents of cell B1 (Atchison) in the first column of the data table (range A2:D6 from Table 1) and return the value from column 2 of that row (1990 Population). These formulas allow us to gather all the data needed to generate a specific county report in one spreadsheet. We also use lookup formulas to insert county data into tables and as the source of data for figures. The second type of formulas use the data extracted by the lookup formulas in some way. These formulas may determine which text to enter (=IF in Table 2) or format data for entry in the Word document (=ABS in Table 2). This allows us to customize individual sentences in the report to conditions in the county rather than simply making generalizations. The examples presented in Table 2 determine whether the population increased or declined from 1990 to 2000 and ensure the percent change is in absolute terms for entry. These examples are relatively simple, but with nested IF statements, etc. formulas of this type can be quite complex. Table 2.
3. Paste Formulas into Master Word Document Once all formulas are in place, they are copied and pasted into a master Word document creating links that allow data to be updated for each county. Before copying data from Excel, it is important to ensure that the font type/size and number formatting in the spreadsheet match that desired in the Word document. To copy a cell or group of cells from the Excel spreadsheet, highlight the cell(s) to be copied and click "Copy" under "Edit." To paste a single cell (B6 in Table 2), place the cursor at the appropriate location (line 7 in Figure 1) and click "Paste Special" under "Edit." From the resulting dialog box, select "Paste Link" and "Formatted Text (RTF)," then click "OK." The resulting text should be formatted and placed correctly. If not, go back to Excel, make changes, and repeat the procedure. When running the cursor over the document, linked objects are identifiable as they are displayed in a shaded box (Figure 1). Figure 1.
To paste a table or figure, place the cursor at the appropriate location and click "Paste Special." From the "Paste Special" dialog box, select "Paste Link" and "Microsoft Excel Worksheet Object," then click "OK." Though the table or figure should be formatted properly, it may take some trial and error to size it correctly. Resizing should be done in Excel because doing so in Word affects font sizes and may distort the image. To add a border, center the table or figure, etc., click "Object" under "Format" in Word. To see and manage all links in the document, click "Links" under "Edit." The resulting dialog box shows all links in the document, their source files, and how they are updated. When updated automatically, linked objects update every time the file is opened and any time the linked object changes while the file is open. Updating links manually provides more control over when updates are completed and prevents accidental updates. To set links for manual updating, highlight each link and select "Manual." When finished, click "OK" to close the dialog box. 4. Generate County Reports Once links have been set up in the master Word document, creating a county report is simply a matter of updating. First, enter a county name in formula spreadsheet (cell B1 in Table 2) to update data for the county of interest. Then, save the master Word document under a new name (Atchison County Report). Open the "Links" dialog box by clicking "Links" under "Edit" and select all links in the document using the shift key. Click "Update Now" to update all linked objects in the document. This may take some time, depending on the number of linked objects. By entering another county name in the formula spreadsheet (cell B1 in Table 2), the data is updated and the next report can be prepared following the same procedure. ConclusionsFollowing initial setup, we have found this a relatively quick and easy way to produce custom reports. In addition to the county Situation & Trends reports, we use this process to annually produce Fiscal Conditions and Trends reports for each Kansas county. Feedback suggests that agents and others appreciate having reports tailored to their county. This is not to say that the process is problem free. It requires considerable time to write formulas and set up links. In addition, linked objects can be touchy. Still, it is a great improvement over past efforts, and we feel the finished product is worth the time and effort.
Summer "Hands-On" Pesticide Re-CertificationStephen Schumacher Mark Landefeld Ohio State University Extension Do farmers prefer winter classroom meetings or summer outdoor, "hands-on" type trainings? A cluster of five Agriculture and Natural Resource (ANR) agents in Southeastern Ohio have used a "hands-on" approach to pesticide re-certification the past 4 years. Breaking away from traditional winter classroom meetings, agents in the East District are offering a private applicator re-certification class in the summer. Using facilities at the Eastern Ohio Resource Development Center (E.O.R.D.C.), agents conduct much of the re-certification in the field using alfalfa, corn, and pasture fields as the classroom. Livestock are also available for demonstration purposes during training sessions for category #8 (livestock and livestock buildings) re-certification. Pesticide re-certification classes teach information for specific categories. Category determination is based on what the pesticide is used for. The summer program begins indoors, where information for the Core category (general pesticide topics such as wind drift, sprayer calibration, or personal protective clothing, etc.) is discussed. PowerPoint slides, conventional slides, and overhead presentations are used to teach this portion of the material. Clientele then move into nearby fields to look at various crops. Diseases, insects (beneficial and non-beneficial), growth stages, fertility, weeds, sampling procedures, economic threshold levels, and other topics are discussed. Clientele are urged to take part in discussions and to attempt to diagnose problems or pests that are seen. Sampling methods using a sweep net are demonstrated. Insect identification is accomplished using samples that are taken prior to the program, placed into clear plastic bags, then circulated throughout the group. In pasture fields, small groups are formed and asked to identify pre-selected weeds that are flagged and numbered. These groups are given a few minutes to look at the weeds, identify them, and write the names on a form. Then participants decide if the plant is an annual, biennial, or a perennial. Discussion then takes place to correctly identify each specimen and its life cycle. Clientele are asked "What chemical or other management practice may be implemented to control or correct the problems observed?" Options are discussed, and several scenarios are shared. Benefits for ClienteleBetter Received Information is easier to remember when more sensing abilities are engaged. Hearing discussion, seeing problems in the field, being able to observe plants that have been affected by insects/disease(s), and taking part in the steps to calibrate spray equipment, makes the information more realistic and applicable. More Practical Applicators are more willing to join in conversation during "hands-on" meetings. Sharing accumulated life experiences and knowledge obtained through practice is beneficial to other participants. Identifying pests correctly is the first step in making decisions about possible control methods. Clientele can see problems that are present and relate these situations to their farms. Identification of different life stages of pests, diseases, and or weeds may be discussed when viewed. Benefits for Extension Agents
EvaluationA survey was developed to compare the "hands-on" training method to the winter classroom approach. An 80% response rate was achieved. When asked to compare the summer "hands-on" training to the winter classroom meetings, participants rated the summer meeting as a 4.70 on a Likert-type scale, with one being poor and five being excellent. When rating how they were assisted in learning and how much they remembered the topics, the winter meetings scored a 3.55 and the summer "hands-on" training scored a 4.26. In response to open-ended questions, respondents shared comments such as:
ConclusionSummer "hands-on" pesticide re-certification is beneficial in many ways. Both clientele and ANR agents prefer the format of these meetings. Teaching with a "hands-on" approach will continue in the East District agent cluster.
The Teachable Moment: A SIDS Training Model for Child Care ProvidersCathy Malley IntroductionSudden Infant Death Syndrome (SIDS) has decreased by more than 40% since 1994, when the American Academy of Pediatrics initiated a "Back to Sleep" campaign. This national campaign simply recommended that parents, providers, and others responsible for the care of infants place babies on their back for the safest sleeping position. SIDS, however, still remains the country's deadliest and most unexplained health risk for infants between 2 and 4 months exclusively, but up to 1 year of age. Research indicates that certain populations, for cultural, ethnic, regional, or environmental factors, are failing to abide by or are not being exposed to the specific preventative SIDS guidelines, especially back sleeping. Recent studies indicate that there are a disproportionately high number of SIDS deaths occurring in child care settings. One alarming statistic is that 20% (one of every five SIDS deaths) occur in a child care setting. This information provides Extension educators with an underserved population in need of SIDS training. Even beyond licensed caregivers, training needs to permeate into the most private, unlicensed, and informal child care arrangements. In May 2001, the Connecticut State Department of Public Health (DPH), United Way of Connecticut/Child Care Infoline, and the University of Connecticut Cooperative Extension System partnered to provide six regional SIDS training workshops throughout Connecticut. As a response to the high rate of SIDS deaths in child care settings, it was clear that all child care providers would be the target population for these trainings. What made these training workshops most effective and successful was their timing. In January 2001, A Connecticut Superior Court found a child care provider liable in a SIDS death of a 2 1/2-month-old infant. This decision awarded the mother $800,000 in damages. It also caused Connecticut child care providers to rethink ages of acceptance into their care and to seek measures to protect themselves. The SIDS trainings found an ideal teachable moment to transfer essential information. Of the 181 volunteer participants in these workshops:
MethodsThe 2-hour workshops, held from 6-8 P.M., free of charge, focused on:
Following the training workshop, an evaluation was distributed to the participants. It is important to note that not all respondents replied to each question. Table 1.
Participants were also asked for opinions on the SIDS training/trainer, general comments, and other training topics that they would find useful in their work. The feedback was crucial to the efficacy of the training/trainer, but also strengthened the relationship with child care providers by addressing their most pressing needs. Interestingly, topics for future training ranged from child abuse and neglect to how to get children to eat lunch. Discussion and ConclusionHistorically, SIDS trainings have been directed towards expectant parents and individuals in the health and medical professions. Child care providers have been largely underserved in obtaining SIDS information and in other issues important to their work. It was apparent through the Connecticut trainings how receptive the audience was to the SIDS topic. The evaluations and general feedback of the SIDS workshops also served as an informal needs assessment of these child care providers. The SIDS training became an excellent opportunity to tap into this important resource but also to teach-life saving skills to benefit our most vulnerable citizens. It appears that training for child care providers is another critical step in preventing SIDS and that Extension educators are in an ideal position to provide this important information. Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. |
