2.    ASSESSMENT AND ANALYSIS OF THE CURRENT STAFF DEVELOPMENT PROGRAM AND PERCEIVED NEEDS

 Methodology

Much effort was made to extensively involve NCCE employees and volunteers in this study.  Leadership for this involvement was provided by members of  the BRC, consisting of twenty-one members representing all job groups in NCCE.  Thirty-five adjunct members have contributed directly to the work of the commission, and hundreds of NCCE employees and volunteers provided relevant input data or feedback.  Members of the State Advisory Council have represented the thousands of volunteers, customers, and other NCCE stakeholders. 

The commission functioned as a learning community with members helping each other become experts in state-of-the-art  staff development and training.  Members used a variety of quantitative and qualitative research methods to collect and analyze data.  Peer institutions were selected for study and collaboration; these included Iowa State University, Texas A&M University and Ohio State University.  Experts from the latter two universities have served as consultants to BRC.  Training and development systems in the corporate sector were examined, including:  The Westinghouse Savannah River Company (WSRC); AT&T; Howmedica, Inc.; First Heritage of Canada; TransAmerica Life Companies; Toyota Motor Sales; Xerox Limited; Amoco Corporation; Schering-Plough Corporation; and Partners Healthcare System, Inc.

The work began with the study of a general description of the current staff development program provided by staff development leaders in NCCE.  Next an internal audit of the current program was planned and implemented.  Data collected from the audit enabled the BRC to establish the strengths and weaknesses of the current program as well as the perceived needs and suggestions of the various stakeholders for making improvements.

General Description of the Current Program

The following general description of the current staff development program represents the intended scope, philosophy, and operations as conceptualized by NCCE Staff Development Leaders.  This description is a picture of how staff development is supposed to operate currently and in the recent past in NCCE.  It lays out the current ideal, not necessarily the current  reality.

The staff development efforts of North Carolina Cooperative Extension (NCCE) extend over the major components of Pre-Service, Orientation, In-Service and Graduate Education.  Extension’s strong commitment to staff development for faculty and staff spans across twenty-two departments in the College of Agriculture and Life Sciences at North Carolina State University, the Cooperative Extension Program at North Carolina A. and T. State University, the100 County Extension Service Centers and the Cherokee Reservation,  in addition to the College of Forestry, the College of Humanities and Social Sciences, and the College of Design at North Carolina State University.  The critical functions of Extensions staff development are basic to the professional competence of faculty and staff as they fulfill the mission and goals of NCCE.

Staff development refers to all purposeful learning experiences engaged in by employees in order to acquire and/or maintain competencies needed to effectively perform their roles in the organization.  It includes self-directed efforts of the worker as well as those learning activities arranged by the organization for the purpose of enhancing professional competence among its employees.  For maximum effectiveness, staff development requires the commitment of the individual as well as support of the administrative leadership of the organization.

The policy of NCCE is to provide a climate conducive to staff development efforts in the organization.  Extension provides and arranges for educational opportunities for employees at county and state levels and is highly supportive of the individual’s efforts to acquire and maintain a high level of professional competence.

The need for a comprehensive Extension staff development program is accented by the fact that needs of Extension’s customers are constantly changing.   Also, the body of knowledge upon which programs are based is constantly changing.  This includes both technicl subject matter content and the Extension educational processes through which Extension educators bring about behavioral change in target audiences.

Staff development efforts are directed toward helping each employee acquire and maintain a comprehension of:

1. The Extension organization - - its philosophy, objectives, policies and operating procedures.
2. The roles and relationships of job groups and key leaders within the organization as well as relationships with external relevant agencies and groups.
3. The Extension educational processes, including program planning, program development and implementation, and program evaluation/accountability.
4. Basic technical subject matter content in the assigned area(s) of responsibility.
5. Continuing education opportunities and resources for professional and career development.

Educational needs of Extension employees vary greatly depending upon: job responsibility, length of service, educational experiences prior to joining the organization, and the speed at which new knowledge is generated in the field of specialization. 

The Extension staff development program provides for flexibility to meet these varying needs and contemporary issues facing both the individual and the organization. Conceptually, there is a gap between the educational needs of the Extension worker and the competencies required in an assigned position.  Procedurally, such gaps are delineated through various approaches.

First, as a professional, the individual occupying the position may identify deficiencies in his or her knowledge and skills required for a position.  These deficiencies then give direction for individual educational needs.  Commitment on the part of the individual to achieve the needed competencies is paramount in a staff development program.

Secondly, the immediate supervisor, at county and state levels, through informal counseling techniques and during performance appraisal and review sessions, assists the individual in determining his/her training needs. Thus, they are in a position to prescribe needs that should be met through staff development programs.  Further, needs are identified by specialists and technical experts.  Specialists are aware of the latest research information in their fields and are also aware of national and regional priorities

Once the needs of Extension employees are identified, the organization coordinates and arranges learning experiences designed to meet these needs.  Through grouping of workers with similar needs, staff development programs can be conducted for homogeneous groups in one or more  settings throughout the year utilizing numerous instructional and technological delivery methods.

The current Extension staff development program is divided into four elements: Pre-Service, Orientation, In-Service, and Graduate Education.

Each major job group in Extension has a significant role in planning and implementing a staff development program.  A brief description of the responsibilities of these groups follows.

Administration

1. Includes in the budget such appropriate funds as are needed (subject to availability) to carry out the staff development program.
2. Formulates procedures for coordinating staff efforts in planning, implementing and evaluating an effective staff development program.
3. Designates a member of the Extension administrative council as leader of the staff development program.   This individual carries the title, Assistant Director.   Duties of the Assistant Director include providing consultation and clearinghouse services to supervisors and specialists in planning and organizing staff development activities.  The Assistant Director, Staff Development has been assigned this role in North Carolina Cooperative Extension Service and is assisted by the Extension Training and Development Leader, Extension Program Evaluation Leader, Extension  Program Delivery and Accountability Leader, Extension Instructional Design Leader and other faculty and staff in the Department of Agricultural and Extension Education at NC State University.
4. Considers time spent in staff development programs as official work when an employee has been selected or has received prior approval to participate.
5. Allows expenses for travel and subsistence, as described below, for participation in approved education programs and activities.
   • Orientation education for the new employee - - mileage and subsistence for the time required to be away from official headquarters.
   • Out-of-county group training - - mileage and subsistence for the period of time designated by the supervisor and administration.
   • In-state Extension summer school - - scholarships at a level determined by Administration, depending on availability of funds.
   • Out-of-state Extension schools - - each application or request considered on an individual basis.
   • To qualify for reimbursement the employee must receive approval from    his/her supervisor and administration.
6. Expects the participating employee to pay the tuition and fees for academic courses, including those in Extension summer schools, and to pay for books and other materials for such courses.
7. Requires a copy of the official transcript showing credit courses taken and grades received for academic work, together with appropriate records and evaluations of the employee’s participation and performance in comprehensive non-academic staff development programs; records to be placed in the employee’s personnel file.
8. Evaluates the extent of employee participation in training, performance in such training, together with level of performance on the job, before making a salary adjustment or recommendation for a promotion.

Extension Employees

1.      Extension agents pursuing graduate degrees: applicants who are approved for official study leave are expected to remain in the employment of NC Cooperative Extension one year for each semester of study leave.

2.      Extension agents pursuing doctoral degrees: applicants who are approved for official study leave are required to remain in the employment of NC Cooperative Extension one year for sabbatical leave granted with no obligation for leave without pay.

Assistant Director and Head of Agricultural and Extension Education

This Assistant Director is charged with overall leadership, guidance, and supervision of the total staff development program.  The Assistant Director is assisted  by other faculty with Extension opportunities within the Department of Agricultural and Extension Education.  Responsibilities of this group include

1. Determining educational needs of Extension personnel which is accomplished through:
   • Analyzing duties and responsibilities, as well as associated competencies, of staff positions in the organization, such as District Director, County Extension Director, Extension Agent, Specialist, Department Extension Leader, Program Assistants/Associates/Technicians and Extension Secretaries.
   • Counseling with appropriate supervisor in assessing prior training, experience, and level of performance of workers in relation of job requirements.
   • Analyzing the planned Extension program, areas of emphasis and priorities as related to educational needs and contemporary issues.
2. Planning, organizing, coordinating, and supervising staff development programs and activities, including:
   • Helping to determine employees who should participate in specific staff development programs or activities.
   •  Helping to determine the content and sequence of each staff development program.
   • Ensuring that staff development activities are properly planned and organized.
   • Arranging for instructors, facilities, etc.
   • Coordinating the total staff development program.

Supervisors

1. In  cooperation with the Assistant Director, charged with staff development, and members of the staff development unit, as well as appropriate specialists, make such analyses and evaluations of each employee so as to ascertain training needs to meet requirements of the job.
2. Assist each employee in determining needs and developing specific plans for meeting these needs.
3. Provide and/or arrange for new employees to receive adequate orientation education before they assume the full responsibilities of the positions for which they were employed.  The supervisor will also plan and arrange for appropriate on-the-job training to continue throughout the first year to employment and facilitate and monitor the assignment of an Extension mentor to new faculty.
4. Select, assign, or otherwise approve employees to participate in staff development programs and activities.  The supervisor is guided by the following:
   • Prior training, experience, and level of performance of the employee.
   • The employee’s current responsibilities.
   • Potential changes in these responsibilities.
   • The nature of the training being offered.
   • Evaluations of employee potential for further growth and development.

Specialists

1. Regard the continued training and development of agents and program assistants/associates/technicians as the most important function of their job.  The exception being those specialists who work directly with special clientele groups rather than through and with Extension Agents.
2. Train agents and program assistants/associates/technicians in both the technical subject matter and in the methods of teaching this subject matter.  Training will be in sufficient depth to assure a marked increased in the level of performance of the agent.
3. Help identify and determine the needs of the agent in the technical subject matter.
4. Inform the Assistant Director and appropriate faculty of needs and provide suggestions as to how these needs can best be met.  This is particularly important where group training utilizing innovative teaching and /or distance education methods would seem to be one of the best approaches.

Internal Audit

1. Identifying the primary stakeholders of the current system.
2. Collecting data from each stakeholder group using a variety of qualitative and quantitative methods including mail surveys, telephone surveys, electronic surveys, focus groups, and face-to-face interviews.
3. Summarizing and analyzing data.
4. Reporting findings.
5. Determining themes within each set of stakeholder responses.
6. Developing conclusions.

Agents

Questions with Examples of Responses:  (The examples reflect the general themes found in the data).

1. What encourages or motivates you to participate in staff development training opportunities?

1. 4-H Agents
   • Opportunity to get program materials.
   • Opportunity to network.
   • Something to put on PPC&E.
   • A feeling that I need to be smarter, quicker.
   • Relevance to me professionally and personally.
   • The teacher.
   • My peers and co-workers.
   • If it directly benefits what I do at work.
   • Opportunities provided to me outside and beyond Extension.
2. Family and Consumer Science Agents
   • Life long learner.
   • Effort to keep updated.
   • Want to know everything new.
   • The teacher.
   • Personal interests.
3. Agricultural Agents
   • If training is perceived as "quality training" -- ingredients of "quality" training included:
     • specialized area or area of my need;
     • being timely/current;
     • cutting edge;
     • instructor's reputation.
   • Flexibility to select for myself.
   • Variety of options.
   • Personal desire for improvement.
   • Desire to get a degree.
   • Required.
4. Area Agents
   • Perceived as "quality training".
   • Opportunities to meet with colleagues with similar responsibilities to l  learn/share.
   • Convenience.
   • Flexibility to select for myself.

2.      What discourages you or is a barrier to you participating in or seeking staff development opportunities?

a.           4-H Agents

• What's on my plate; what's competing with it?
• Location.
• Cost.
• Relevancy to my needs.

b.           Family and Consumer Science Agents

• Not quality training or same old stuff.
• Location.
• Time constraints.
• The teacher.
• Leadership isn't there.
• Time away from family.

c.           Agricultural Agents

• Time constraints or scheduling conflicts.
• Funding for anything other than "regular" opportunities, i.e. out-of-state conferences.
• Location.
• Most training is basic and directed to younger agents.
• Topics not locally pertinent or adaptable.
• Rewards not linked to trying to participation in training.

d.           Area Agents

• Time.
• Location.
• Funding.
• Relevancy of topics.
• Lack of rewards.

3.      What do you need to further your career in Extension?

a.           4-H Agents

• A degree.
• Volunteers.
• Title promotion.
• Program assistant.
• More resources (funding).
• Inspiration; Extension doesn't recognize innovative people.

b.           Family and Consumer Science Agents

• Keeping abreast of cutting edge technology.
• Training that makes me an expert.
• Ideas on working smarter; how to make good decisions.
• Prioritizing.
• Canned programs.
• Simpler evaluations.
• Higher level, more sophisticated training.

c.           Agricultural Agents

• Need more specific training.
• More statewide training.
• Need more support, time and dollars for getting an advanced degree.

d.           Area Agents

• Need training in leadership development, communications and financial management.
• Need opportunities in addition to EDI for leadership training.
• Need time, assistance and understanding in getting advanced   degree.
• Need training and equipment in new technology.
• Need training in diversity and how to teach different groups.

4.      Do current staff development/training opportunities support your needs?

a.           4-H Agents

• Among 4-H agents, generally yes.
• Nothing new after five years for experienced agents.

b.           Family and Consumer Sciences’ Agents

• No.  (Majority, but response varied)
• Encouraged by recent offerings from outside of Extension (more specialized).
• Like courses on satellite, but want to maintain balance between satellite and group meetings.
• More than other agencies.

c.           Agricultural and Area Agents

• N/A (Exact question not asked).

5.      Are you part of a Cooperative Extension Major Program (CEMP) committee?  Are you receiving the staff development support to do your job on this committee -- if no, what do you need?

a.           4-H Agents

• Training in preparation to this role perceived as minimal.

b.           Family and Consumer Science Agents

• Recent training an improvement over earlier. 
• Needs to be convenient and meaningful.

c.           Agricultural Agents

• Adequate training not being provided. 
• Need training on role of committee member and on evaluation methods.

d.           Area Agents

• Adequate training not provided. 
• Need training on role of committee and on evaluation methods. 
• Need better communications.
• Quality of the training that has been offered hasn't been high quality.

General Observations:

1. Location seems to be a major factor in whether agents take advantage of training.  The need for quality and cutting edge training is also a priority.
2. Perceived as barriers to training:  locations and resources for "other than regular" training; lack of encouragement from supervisors; lack of in-depth subject matter.
3. There is a desire for more training in areas such as communication, leadership development; evaluation and in subject matter technology.
4. Those on CEMPs teams felt they had received minimal training and that role and responsibility clarification is needed.

In summary, Extension agent themes included a desire to be more specialized, to obtain only training relevant to their jobs, a need for dispersed delivery systems, to have advanced as well as beginner training levels, and encouragement to take risks.  Overwhelmingly, agents felt that training around CEMPs was minimal.

Specialists

Specialists perceptions and involvement with regard to the existing staff development program were obtained through an electronic survey sent to all specialists.  There were seventy-three respondents.  Specialists time with Extension ranged from 6 months to 30 years with 1051 cumulative years of experience and a mean of about 13 years.

Specialists had been involved in many activities as part of how they maintain a level of professional development.  Every specialist had been involved in at least one of the listed professional development activities which included: national conferences, regional conferences, in-state conferences, collaborative research projects, other collaborative projects and self-improvement activities such as reading, online courses, and short courses.  Most specialists (84%) participated in some form of a state conference and 91% participated in national conferences in collaborative projects.  The average specialist was involved in about 4 collaborative projects. 

Specialists were asked to indicate the extent of their involvement in the NCCE current staff development system for the past 12 months.  Each specialist had been involved in some way in the current staff development system.  Sixty-two percent of the specialists responding had been involved in teaching during Extension’s annual conference during the past year and 63% had offered Phase II training.  Many of the specialists (92%) were involved in agent consultations or technical assistance.  Of the specialists responding 67% are involved in CEMP work.

Questions and an overview of findings from the survey are provided below.

1.         What is working well with the existing staff development system? 

There was a wide variety of responses to this question and little general consensus.  Several specialists cited Phase II, district and regional training, as positive agent training opportunities.  A few felt that Annual Conference had improved in recent years.  Organizational commitment to employee training was mentioned as positive aspects of the current system.  Collaboration between agents and specialists in designing and implementing training, computer training, and the use of electronic delivery methods were also reported as training components that were working well.  Participation by specialists in Leadership Development Institutes and the Creative Training Workshops were also named as positive experiences.

2.         What is not working well in the existing staff development system? 

Although Annual Conference was mentioned by some as having improved, many more specialists named Annual Conference as not working well from their perspective.  Too much competition for agent training time was perceived as a problem in Annual Conference.  A number of specialists also named Phase II training as not working well.  Some felt Phase II could allow far more in-depth training.  The fact that agents often fail to show up for these sessions was a critical problem frequently mentioned.

A typical comment was “Agents cancel at the last minute, so you travel to conduct the training and have only a few present.

Other dysfunctional components of the existing program included:  lack of agent time for training, lack of a comprehensive staff development plan for each person, limited advanced training for experienced agents, wasted time in CEMP training, failure to use electronic delivery, limited funds for training, limited training offerings for specialists, inadequate training on people skills, and a lack of incentive to participate in training.

One comment revealed a specialist’s frustration with the orientation program, “I have not been to orientation yet … one full year after I have been employed.

3.        What do you need in your Extension career, personally, or professionally in order to do your job the best you can?

Comments relevant to the staff development needs of specialists frequently related to setting priorities and time management.  Other potential training topics identified were:  interpersonal relationships, the role of specialists in program planning and evaluation, and computer skills.  Specialists also cited the need for more sabbaticals, information about external training opportunities, and use of mentors as ways to improve training from their perspective.  A number of respondents suggested the need to review the entire Extension structure for professional development needs and career opportunities.

Administrators

Data were collected via electronic survey from Department Extension Leaders, State Program Leaders and Associates, District Extension Directors, County Extension Directors, and the Director/Associate Director.  Questions and most frequent responses are below:

Number of respondents = 6              

1.        What are the most important training and development needs for your staff?

• New technologies.
• Time management.
• Conflict resolution.
• Collaboration and networking.
• Contracts and grants.
• Innovative training.
• Information management systems.
• Leadership development.
• Coaching skills.
• Facilitation skills.
• Building teams.
• Effective supervision.

2.        What is working well in Extension Staff Development from your perspective?

• In-Service training.

3.        What needs to be added or improved in staff development from your perspective?

• Strategic planning.
• Being more responsive to county needs.
• Internships for juniors/seniors in college.
• Regional core of agents trained in staff development.
• Public relations and marketing.

County Extension Directors

Number of Respondents = 69

1.         What are the most important training and development needs for your staff?

• Technical updates and training (cutting edge).
• Time management.
• Program planning, development, implementation, and evaluation.
• Marketing and public relations.
• Team building.
• Improved orientation.
• Accountability and reporting.
• Computer training.
• Volunteer development and management.
• Administration.
• Diversity training (working with diverse audiences)

2.         What is working well in Extension staff development from your perspective?

• In-service training.
• Phase II training.
• Computer training.
• MCNC delivery of training.

3.        What needs to be added or improved in staff development from your perspective?

• SPA training.
• Training flexibility (topics, time and location)
• Improve ability to get advanced degrees.
• District training instead of statewide.
• Management skills.
• Program planning.
• Supervisory training.
• Team building and management.
• Mentoring.
• Customer service.
• Tenured agent training (inadequate).

Department Extension Leaders

Number of Respondents = 9

1.        What are the most important training and development needs of your staff?

• Time management.
• Support to attend professional training.
• Software and technology advances.
• Team management.

2.        What is working well in Extension staff development from your perspective?

• Phase II and III training.
• New faculty orientation.

3.        What needs to be added or improved in staff development from your perspective?

• SPA training.
• Reporting impacts.
• Professional development planning.
• Agent/specialists relations and communications
• Integration of agents and specialists in program development.
• Training accountability.
• Computer courses.

Department Extension Leaders collectively indicated a need for support staff training, funding for professional development, orientation for newly designated administrators (DELs), and more in-depth training.

Responsibility for Training

In addition to the above questions, top administrators were asked who should be primarily responsible for training.  Responses were equally divided with one-third indicating the organization, one-third indicating the individual and one-third indicating both the individual and the organization.

Finally, administrators are seeking additional training related to leadership, team building, critical thinking, and job coaching.  They also suggested a need for a  professional development planning system and the need for being more responsive to specific training needs of staff.

Secretaries

An electronic survey was sent to all county level secretaries and to NCSU campus based Extension secretaries.  There were forty respondents, thirty county and ten campus based.  The results are provided below with questions and sample responses.

County-Based Secretaries

1.         What is working well in our existing staff development system?

•  Area Specialized Information Management Agents.
• State training every 4 years.
• Specialized training held in districts (i.e. scanner, digital camera, etc.)
• Support staff in state office is great!
• Administrations support of secretaries.

2.      What is working less well?

• Limited training opportunities.
• No program in place to encourage secretaries to become agents or to obtain higher education.
• No educational leave program for secretaries.
• No incentive program available for secretaries.
• Too much competitiveness.
• Area information specialists not up-to-date in all areas; not always  the best teachers.
• Overnight training sessions; could be offered over e-news.
• Very little emphasis from administration being placed on training for county secretaries.
• Professional development does not seem a very high priority to them.
• All counties need to be using same updated computers.  Some still using HP 700/44.
• Professional scheduling seems to have gotten out of hand.
• Agents who want to do their own secretarial work certainly takes a load off the secretary, but also allows for confusion and image problems to occur.  Computers are wonderful and have instilled confidence in some that as soon as a document comes through the printer, it is ready to be mailed.  If our organization is to keep its professional image, professional-looking and error-free publications are just as important as content.

3.         What are suggestions for improving our system?

• A mentoring training program, could be appointed by the DED.   There are big differences in responsibilities of the County Secretary II and the Administrative Secretary.
• Need more Lotus, Excel and Spanish classes.
• Color monitors for the Area Specialized Information Agents training classes.
• Develop and implement a career development system for Secretaries.
• More training; i.e. equipment trouble-shooting how-to's, as not to put a strain on the ETS Help Desk.
• Reward employees (Secretaries) for doing a good job.
• Central computer lab in each designated area for Information Management Agents.
• More training in the individual centers by the Area Technology Specialists.
• Team-building and more specialization (because no one can be good at everything; if they try, they become frustrated, ill and hard to get along with) and that causes low morale in the office.
• One-day training sessions every year, instead of 2 days every 4 years.
• Incorporate professional development into the secretaries' evaluations.  CED should be encouraged by state leaders and administration to stress professional development to their secretaries.
• More competitive salaries based upon experience and abilities.
• Include administrative secretaries in district CED conferences when administrative procedures or other changes are being implemented.
• More attention should be given to individual evaluations and less to job descriptions.
• Stricter guidelines for professional scheduling.
• In-Service training for secretaries that is made mandatory so that some CED's could not exclude secretarial staff.
• Opportunities to learn from one-day training sessions offered by agencies like Career Path, Fred Pryor Seminars, etc.
• Management training for administrative secretaries, set up training in the districts that will keep secretaries informed on what is expected from them in their respective levels.
• Informational meetings and training sessions in other languages.
• Allow secretaries to attend Annual Conference; Showcase of-Excellence and other programs are valuable tools for agents, and would be just as valuable for secretaries.
• Enable secretaries to have an opportunity to obtain a degree via distance-learning techniques; should be allowed during working hours.
• NCSU to provide manuals, program and materials available through Professional Secretaries International for the CPS exam; and pay for the exam fee once the secretary has passed the exam.
• Broaden subject matter from strictly clerical to "Dealing with Anger in the Workplace," to "Experimenting with A Down to Earth Garden."

4.        What kind of ideal system do you envision in the future?

• County staff (Secretaries and Agents) working as a team instead of in traditional roles.
• A system where Secretaries’ professional development needs receive far more attention than they are now.  Ideally, there should be a staff member at State who is responsible for analyzing and assessing the training needs of secretaries and following through until those needs are met with sufficient raining opportunities.
• A system that rewards good work and provides ample opportunities for advancement; not much incentive for a secretary who works 20 years and continually has high evaluation marks, but cannot reach the mid-point on the salary range.
• More courses during working hours; more on-line courses, more bits of information sent electronically; more district training, with computer specialist in each district.
• A system where all staff members have equal access to educational opportunities and are permitted to have paid time off to pursue these opportunities, tuition free.
• Ability to convert documents from English to Spanish or any other language, and print bulletins and documents in other languages from the computer.
• Leave time granted to secretaries for continuing education with on-site day-care and child care.

5.        What are critical career development needs of Secretaries?

• Orientation program … other than on the job training.
• Training for new secretaries on an annual basis.
• Career advancement for county secretaries; i.e. business administration or information management through local community colleges.
• More advanced computer training … cutting-edge technology.
• Could benefit from the Poverty Simulation Workshops that agents have attended, to better understand clientele.
• More opportunities in interpersonal skills, cultural diversity awareness, psychology, sociology, and leadership training.  “What an asset to have a well rounded secretary?  Ideally, the secretary could become the next NCCE Agent; experienced, qualified, and knowledgeable.”
• More office management training, personnel issues, grant management, and administrative management training.
• Certified Professional Secretary (CPS) training and testing.
• Allowance made for “working mothers” to be recognized and    promoted.  Not all have time that is required to become a CPS due to family restrictions.
• Customer service techniques, grammar skills, and computer utilization and technology skills enhanced.

6.        What roles can technology play in our future system?

• Linking more information from various departments to better serve the public.
• Greater value placed on the WebPage.
• Improve looks of newsletters with graphics.
• Offer continuous training in computer technology.
• Influence reluctant staff members to become more “computer friendly.”
• State-of-the-art computer labs centrally located in each district and have required training days for all secretaries.
• Offer web-based classes that could be chat rooms or self-paced; use chat rooms as a “meeting place” for seminars or discussion groups.
• More on-line classes to enable secretaries to use “familiar” computers; help embrace change to those “afraid” of the computer.
• More out-put with up-to-date equipment and programs.
• Technology involving updating NCCE to accommodate the Y2K crises is needful.

NC State University Campus-Based Secretaries

1.        What is working well?

• Responses ranged broadly.  Such as “I have generally had good opportunities for in-service training.  My supervisor has provided funding for travel to workshops and meetings when justified;” and, “If there is a staff development system for SPAs, I am unaware of it.” 
• Another response:  “The opportunity to attend seminars, field days, production meetings, and to attend classes on campus with a tuition waiver are all good for staff development.”

2.        What is working less well?

• Some random responses:  There is no effort made to help SPA people understand the structure of the organization and how it works.  Staff size has been reduced and work load increased.  The nature of the work demands higher skill levels.  The turnover rate has increased due to pay scale and Raleigh area employment situation.  Training is not a high priority, largely due to workload and time.

3.        Suggestions for improving the system:

• Help staff better understand the organization.  A good start would be to provide an organizational chart.
• Develop some type of system that rewards those who work hard to   improve skills. 
• Place a higher priority on development in terms of time allocation.

4.        What are training needs and suggestions?

• Improved communications.
• Provide each employee access to a professional career/business coach.
• Provide technology-based training.
• Close time gap between training and opportunity to apply what is learned.
• Provide those in technical roles opportunity to stay current with related technology and science.
• Career path opportunities should be explored and encouraged.
• All evaluation forms should be on-line.  Consider the possibility of desk-to-desk interactive training on topics such as software use.

General Themes

In summary, among both county and campus secretarial staff, there were trends indicating an interest in opportunities for advancement, rewards for competence, a desire for technology-based training, access to on-line courses, and access to a job coach and a career ladder.  There is a strong need to be included in a staff development program.  Relevance, access, and support for participation in staff development opportunities are desired.

Program Assistants/Associates/Technicians

            Data were collected from Program Assistants/Associates/Technicians through telephone interviews, face to face interviews, and electronic surveys.  The sample was limited to less than twenty respondents.  However, the themes were so consistent that the BRC concluded that the limited responses accurately reflected the perception of this group.

Consistent themes were

• Prefer face-to-face conference type training.
• Want to be recognized as an important group in NCCE.
• Want to be included.
• Want relevance in what they are offered.
• Desire convenient access.
• Want quality training.
• Want orientation for new people.
• Happy for what they get, but want more.

General Themes

Program Assistants/Associates/Technicians are seeking recognition as an important job group of NCCE.  They prefer face-to-face training opportunities of different degrees of difficulty.  An orientation program for Program Assistants is highly desired.

            The above themes were later verified by a representative group of BRC Adjunct members working on development of Program Assistant/Associate competencies and proficiencies at the Summit Conference.

Volunteers

            Over 170 Volunteers provided feedback through a mail survey.  Respondents were members of the NCCE Advisory Leadership System (ALS) and a majority were also involved in other volunteer roles in NCCE. 

            A summary of questions and responses with general themes are provided below:

1.      What training opportunities has Extension provided to help you grow in your volunteer role?

2.      What do you like most about Extension training opportunities?

3.      What would improve Extension training opportunities?

General Themes

•  Want better/closer connections with Extension professionals.
• Want closer connections with other volunteers.
• Willing to work more than they are currently working.
• Want more training and more information.
•  Desire convenience (evening and weekend scheduling; minimum travel).
• Want more hands-on training.
• Want more in-depth training.

Volunteers appeared to be ready for whatever training is offered to them.  They need additional information and are requesting it at times and locations to meet their schedules.  They expressed a need for additional specific information in order to be the most effective in their roles.

Conclusions

Weaknesses of the Current Program

The “one size fits all” concept is a weakness of the existing staff development program.  For example, the same orientation training program is provided for all new agents, regardless of their educational backgrounds, current level of expertise, or previous work experience.  An attempt is made to provide in service training at different levels, but most is offered as beginning or intermediate level training.

With regard to who provides training, there is the prevailing idea that specialists are best qualified to offer training for agents and that only training offered by NCCE is appropriate.  This does not take advantage of the expertise of agents and others who would make excellent trainers or full advantage of non-Extension sponsored training.  Another weakness of the current training program is that training is perceived to be best delivered in group settings in a face-to-face delivery mode.

Other weaknesses of the current staff development program identified by BRC are listed below.

• No systems approach for staff development.
• Very large and diverse system to facilitate.
• No continuum of care, not sequential, not comprehensive, no clear objectives. and not holistic – many parts funded in pieces.
• Inconsistency between departments.
• Difficulty in identifying “real” needs of learners.
• Not customer centered.
• Not inclusive of all those needing training.
• Limited rewards for training participation.
• Lack of clear career tracks.
• Training for employees is not clearly linked to organizational strategies.
• No built in accountability on either trainer or learner.

Strengths of the Current Program

There is much to be said about the strengths of the staff development program in NCCE.  North Carolina is recognized for having a strong staff development program by other cooperative extension organizations throughout the country, by extension leaders at the federal level, and by many international extension organizations.  Administrative support for training has ensured a tradition and an expectation for staff development since the early 1960’s.  A systems approach to staff development has been in operation for agents since 1980.  This system as described earlier included:  orientation training for agents at three levels, in service training in three phases, and graduate education.  Access to graduate education has been facilitated by offering courses at remote locations throughout the state and by developing cooperative memoranda of understanding with other universities.  The latter included joint arrangements for the Masters degree in Family and Consumer Science (Home Economics Education) with UNC Greensboro, East Carolina University, and Western Carolina University.  The inclusion of the Assistant Director (for Staff Development) as a member of the NCCE Administrative Council placed an advocate for training and development at the highest decision making level of the organization.  During the past twenty years, North Carolina has been recognized nationally in cooperative extension for training leadership in all aspects of program planning and for advanced training in leadership.  The Kellogg sponsored training series of modules Working with Our Publics, was developed under the leadership of North Carolina staff development experts.  Executive Development Institutes for both county faculty and specialists have received national recognition.  The assignment of overall coordination of staff development to a specific unit, currently the Extension Education Team, is another recognized strength of the NCCE staff development program.  Other specific strengths of the current program are:

• A program is in place to serve as model.
• Strong support for advanced degree.
• Customers give input on needs.
• Computer training is a good model.
• Flexibility to create opportunities and new options.
• Professional associations emphasize training.
• Extension technology unit supports training.
• Information management agents are a good staff model.
• Technology exists to support distance education.
• Core of recognized experts in staff development provide leadership.

Conclusions about components of the current program

Pre-Service Training

            There is little pre-service training except for those agents who received undergraduate degrees in Agricultural and Extension Education (AEE).  Agents who were involved as youth in 4-H often join NCCE with a basic knowledge of the organization and the programs.  Agents who have had experience in other states often have extensive knowledge of extension that applies equally well in NCCE.  Internships in Extension have been provided for undergraduates in AEE on a limited basis.

Orientation Training

Orientation training focuses on agents with a secondary emphasis on specialists.  Orientation training has been provided for program assistants/associates/technicians by the program area specialists such as 4-H and Expanded Foods and Nutrition Education Program (EFNEP).   Orientation is provided for most volunteer groups.  The most frequent criticism of orientation training is that it does not come soon enough after individual join the organization.

In-Service Training

            There is a diversity of perceptions about in-service training.  The organizational focus has been training for agents.  Phase I training held during Annual Conference, has been somewhat positive.  However, too much competition for agent time, lack of depth, and lack of advanced level training have been frequently cited as short comings.  Phase II Training, provided throughout the year and located across the state, was criticized  by specialists for poor attendance on the part of agents.  No general observations could be made about Phase III, targeted training perhaps because of the limited offerings in Phase III.  Secretaries, program assistants/associates/technicians and volunteers seem eager to participate in more in-service training opportunities.  The needs assessment process for determining training needs was felt to be ineffective by a number of specialists.

Institutes

Comprehensive, in depth training experiences such as those found in Institutes were most frequently viewed as positive experiences.  It was recommended by many former participants that Institutes be continued for those employees aspiring to higher levels of leadership in the organization.  Institutes have been limited to participation by Agents, County Directors and Specialists.

Graduate Education

Graduate Education has been encouraged for agents lacking advanced degrees.  One graduate course every five years has been required for all agents who do not have a terminal degree.  The primary identified needs for improving graduate education were:  1)  making classes more accessible in the western and north eastern parts of the state, 2) making classes more relevant to the job, and 3) providing tuition waivers for distance education courses.  The MCNC was identified as an organizational asset for delivery of graduate programs to remote parts of the state.

General Training Needs

The BRC surmised the following general training needs for employees and volunteers in NCCE:

• People want to be the best at what they do.
• People desire quality staff development opportunities conducted by well-trained and well-prepared teachers.
• People want their training to be high quality.
• People have a strong desire for training that is pertinent and relevant.
• People have a very strong desire that their staff development opportunities be convenient.
• People want support, encouragement, and rewards for their involvement in staff development opportunities.
• People desire very clear policies and expectations  from administration.
• People want individualized training based on their experience in Extension in this state and in their field.

Overall results from all job groups reflected a common plea to help “me” become an expert and for both technical and process training through an holistic staff development plan.  Results also underscored the “disjointedness” of the current  program and emphasized that one group does not have a clear understanding of the role of other groups in training and how they interrelate to accomplish the total organizational mission.  Finally, there is a need for a more systematic, responsive, and learner/customer focused staff development system.