New Mexico

Cooperative Extension Service

Performance Evaluation Document for

County Extension Faculty

Name:

County or Location:

Program Year:20-20

Table of Contents

I.Instructions for Using This Document

II.Extension Program Scholarship

III.Extension Program Scholarship Terminology

IV.Expectations of Extension Faculty

V.Performance Competencies

  1. Program Planning Competencies
  2. Equity, Access and Opportunity Competencies
  3. Program Promotion and Public Relations Competencies
  4. Program Implementation Competencies
  5. Program Support Competencies
  6. Interpersonal and Personal Behaviors

VI.Supervisory Competencies (Only County Directors and Faculty who supervise one or more paid employees)

  1. Supervisory Performance

VII.Administrative Competencies (Only County Directors and Faculty who supervise one or more paid employees)

  1. Administrative Performance
  2. Fiscal Management
  3. Office Organization and Operation
  4. Program Management
  5. Public Relations

VIII.Evidence of Extension Excellence

  1. Significant program accomplishments for the current program year
  2. Listing of publications
  3. Listing of awards
  4. Membership in professional societies and organizations
  5. Listing of committees and committee assignments (CES and other)
  6. Listing of professional improvement participation
  7. Listing of other activities and accomplishments that support this evaluation

IX.Overall Program Goals and Objectives

X.Performance Appraisal Summary

I.Instructions for Using This Document

Except for the last two pages this document is set up as a form. It cannot be edited. Just click inside of a box to make your selection or to enter text. You may type or copy and paste from another document into the text boxes provided. When entering text the box will expand as you fill it.

Step 1Review Section II “Extension Program Scholarship”. This section relays benchmarks that define excellence in Extension performance. SectionIII “Extension Program Scholarship Terminology” will help clarify the definition of terminology used throughout the instrument. Thesesectionsare simply reminders of Extension faculty behaviors that indicate “Excellence in Performance”. As you start this process, keep these indicators in mind. This may help you and your supervisors to more fairly and objectively fill out this evaluation.

Step 2Review Section IV“Expectations of Extension Faculty”. This is also a guideline to help you understand the core expectations that are related to your position.

Step 3Go through the checklist of “Performance Competencies” on your own and indicate by checking where you feel your own performance is for the competencies. Important:Be as objective and honest with yourself as possible. This evaluation is a process for measuring growth and can indicate that you are working towards outstanding. Fair or good may indicate success in working on these competencies and is not an indication that you have not met the competency. County Directors and faculty who supervise one or more paid employees follow the same procedures for filling out the Supervisory and Administrative competencies.

At the end of each competency section, list examples of evidence that; shows strengths; and areas needing improvement. Also include any goals and objectives related to the competencies in that section.

Step 4Section VIII- Evidence of Extension Excellence - is the core of this document. It is important to thoroughly complete this section. It provides documentation of your programs and activities. The information requested in this section mirrors the information needed for your promotion and tenure document. If completed properly the information should transfer directly to your promotion and tenure document.

Step 5The County Director will review this entire document with you to complete your evaluation.

Step 6The District Department Head will review the document and discuss your performance, goals and objectives and program accomplishment. Each of you will sign the document to verify the completion of the evaluation.

This document is a managerial tool that provides the employee with direction, feedback, appraisal and development assistance. It is both instructional and evaluative in nature. It should be completed in concert with a current plan of work, accurate job description and annual individual performance objectives.

Your performance is used to determine your merit pay increases. Your performance ratings strongly relate to your future tenure and/or promotion applications.

II. Extension Program Scholarship

Extension Program Scholarship by definition must meet the following criteria:

  • Is it creative intellectual work?
  • Is it validated by peers?
  • Is it communicated?

New Mexico Cooperative Extension Service work is based on the following framework which meets the above criteria.

Core Competencies Required for Extension Work

  • Subject-matter expertise
  • Networking and communication skills
  • Program development, delivery, and evaluation skills

Components of Extension Program Scholarship

  • Developing programs based on locally identified needs, concerns, and/or issues
  • Targeting specific audiences
  • Setting goals and objectives for the program
  • Reviewing current literature and/or research for the program
  • Planning appropriate program delivery
  • Documenting changes in clientele knowledge, behaviors, attitudes, and/or skills
  • Conducting a reflective critique and/or evaluation of the program
  • Validation of the program by peers and/or stakeholders
  • Communication of results to stakeholders and decision makers

Collaborative Nature of Extension Program Scholarship

  • Networking with other university faculty in identified areas of program discovery, development, and delivery
  • Collaborating with whomever necessary to identify local needs, garner resources, discover and adapt new knowledge, design, and deliver programs, assess clientele skill changes, and communicate program results

Benchmarks for Validating Extension Program Scholarship

  • Addressing clientele needs, concerns, and/or issues
  • Providing useful new value, breadth, and/or depth of knowledge
  • Producing planned changes in:
  • social, economic, and/or environmental conditions
  • learning or behavior
  • Creating insights regarding target audiences

Documenting Extension Program Scholarship

  • Documenting process of identifying local needs and situations
  • Documenting program objectives
  • Documenting benchmarks related to program objectives
  • Citing research basis for program methods
  • Documenting feedback to the research community
  • Documenting program results measured against benchmarks
  • Communicating results through peer-reviewed means and audience-oriented media

III. Extension Program Scholarship Terminology

Audience – Individuals, families, groups, agencies, organizations and institutions primarily within the state of New Mexico but also across the region, throughout the nation and across international borders; specific targeted audiences include low income, limited resource and high risk groups.

Benchmark – Performance data used either as a baseline against which to compare future performance or as a marker for progress toward a goal (e.g. NM citizens rank 49th in parenting skill knowledge); a point of reference for a measurement; the work ‘benchmark’ originated with the chiseled horizontal marks that surveyors made into which an angle-iron could be placed to bracket (bench) a leveling rod, thus ensuring that the leveling rod can be repositioned in the exact same place in the future.

Core Competencies – A set of skills an organization must perform well to be successful. Core competencies define the essence of “who the organization is; fundamental knowledge, ability, or expertise in a specific subject area or skill set that provides an organization with a marketplace advantage (e. CES faculty are experts in delivery of informal community education, partnering with others and interpersonal communication with clientele); one of an organization’s primary functions which is considered essential to its success; an organization’s core competency is the one thing that it can do better than its competitors. A core competency can be anything from product delivery to research development.

Extension Program – An educational series or single event that 1) originates from local clientele needs, 2) has learning objectives and 3) uses an evaluative tool that documents clientele knowledge, behavior, attitude and/or skill changes.

Goal – A goal provides general statement of purpose and direction. It is the end result of ultimate accomplishment toward which an effort is directed; a coherent, defined purpose, which allows for appropriately targeting an audience, creating a unified and effective message, and measuring the results; a broad statement generally describing a desired outcome for a program (e.g. CES will provide informal education on a variety of topics to help insure a higher quality of life for New Mexicans); a broad statement of what a program is intended to accomplish; the clearly stated, specific measurable outcomes(s) or change(s) that can be reasonably expected at the conclusion of a methodically designed program.

Objective–A statement of what the intended desired outcome needs to be in order to achieve a stated goal; objectives are written for specific actions, projects, or activities and usually begin with verbs like determine, apply, measure; a statement that is written in terms of specific measurable time-based and verifiable outcomes that challenge the organization to be more responsive to achieving desired goals. Goals are general in nature and objectives are specific, measurable and time-based.

Outreach Program – An educational series or single event that originates from the university.

Program Discovery – The act of discovering something; a productive insight; the disclosure of that which was previously unknown.

Program – A plan of action for achieving something based on identified goals and objectives.

IV. Expectations of Extension Faculty

All New Mexico Extension Faculty members are responsible for the following list of expectations as well as additional responsibilities agreed upon by the faculty member and their immediate supervisor(s). This information should be used when developing an individualized position description.

Program Planning

  • Faculty members participate in, and/or are responsible for, the development of plans of work in conjunction with appropriate colleagues and/or specialists.
  • Facultymembers lead advisory committees, meeting with them at least once yearly to develop Extension programs that meet expressed needs.
  • Faculty members ensure compliance with the civil rights laws. Through public notification and “all reasonable efforts,” they make all programs accessible to clientele without regard to race, color, national origin, religion, sex, age, or handicap.
  • Faculty members procure financial, human, and material resources to develop and enhance Extension programs. They manage related accounts, grants and resources in a professional manner.

Program Delivery

  • Faculty members cooperate and collaborate with other Extension faculty and staff to develop and conduct comprehensive Extension educational programs.
  • Faculty members provide programs based on grass roots recommendations from the communities they serve.
  • Faculty members provide programs that incorporate the elements of Extension program excellence.
  • Faculty members prepare educational materials, coordinate, facilitate, and teach subjects that are relevant to individual groups.
  • Faculty members teach an adequate number of programs each year to provide program breadth and depth.
  • Faculty members effectively use information technology, mass media and personal contacts to disseminate program information.

Program Evaluation

  • Faculty members conduct formal evaluations of major programs for outcomes and/or impacts in cooperation with appropriate collaborators.
  • Faculty members satisfy accountability requirements by submitting program and administrative reports in a timely manner.

Community Collaboration

  • Faculty members collaborate with local agencies and community organizations and are members of local community councils and/or committees.
  • Faculty members maintain partnerships with local government, existing agencies, businesses, schools, outreach partners and organizations to strengthen or extend educational programs.

University Collaboration

  • Faculty members provide feedback to subject matter specialists in the College and across the University regarding community needs and effectiveness of educational programs addressing those needs.
  • Faculty members serve as Extension program ambassadors for the University and conduct student recruitment, as appropriate.
  • Faculty members working in common subject-matter areas communicate regularly with appropriate specialists and work as a team.
  • Faculty members provide organizational support to statewide events.
  • Faculty members exert initiative and influence within the organization regarding their expertise and experience.

Professional Development

  • Faculty members pursue demonstrable and continuous professional development in the methodology of delivery and management of Extension programs.
  • Faculty members are competent in the use of information technology.
  • Faculty members participate in at least one professional development activity yearly.

Additional Responsibilities

  • Faculty members, without a 4-H assignment, serve as a resource for county 4-H Faculty and assist with leader recruitment, development and training.
  • Faculty members perform other duties and responsibilities as assigned by their immediate supervisor(s).

1

V. Performance Competencies

The following scale is provided to indicate the level of performance relative to each competency. It will be used for Sections V. through VII.

- Unsatisfactory – Knows the competency is important and failed to address it

- Fair – Knows the competency is important and is working towards improvement

- Good – Understands and applies competencies effectively

- Outstanding – Not only understands and applies the competency effectively, but also serves as a model for others

- Not Applicable

All county field faculty memberswill complete all sections related to their own performance competencies.

A. Program Planning Competencies

Unsatisfactory / Fair / Good / Outstanding / Not Applicable
1.Utilizes effective Advisory Committees
2.Has appropriate community representation on Advisory Committees to determine program priorities
3.Develops and conducts organizational and community needs assessments
4.Plan of Work reflects the needs of the community by identifying those needs and the goals and objectives for meeting them
5.Advisory Committee members are actively involved in assessing and setting priorities for extension programs
6.Planning committee members understand committee objectives/responsibilities
7.Demonstrates effective skills by organizing each month, each week, each activity, and plans by item what needs to be done
Unsatisfactory / Fair / Good / Outstanding / Not Applicable
9.Events are well organized
10.Programs are timely and meet clientele needs
11.Avoids last minute rush by thorough and advanced planning

List your strengths and weaknesses as they relate to the competencies in this section:

Strengths

Weaknesses

List your goals and objectives as they relate to the competencies in this section:

Goals

Objectives

B.Equity, Access and Opportunity Competencies

Unsatisfactory / Fair / Good / Outstanding / Not Applicable
1.Aware of and open to clientele who are diverse
2.Does not allow personal cultural/social identity and communication style to interfere with relationships with diverse audiences
3.Understands differing cultural values, norms, practices, and traditions of clientele and how they impact potential programming
4.Has male/female involvement in all aspects of program planning
5.Values and incorporates multiple perspectives
6.Uses non-defensive language and cross-cultural communication skills to prevent/minimize conflict in a cross-cultural setting
7.Applies active listening techniques in accordance with cultural context
8.Develops and conducts community needs assessments to gain meaningful input from diverse audiences
9.Applies program design strategies appropriate for the intended audience(s)
10.Recruits, supports and retains diverse volunteers
11.Develops meaningful, constructive relationships with local, grassroots organizations and informal community-based groups to expand outreach to diverse audiences

List your strengths and weaknesses as they relate to the competencies in this section:

Strengths

Weaknesses

List your goals and objectives as they relate to the competencies in this section:

Goals

Objectives

C.Program Promotion and Public RelationsCompetencies

Unsatisfactory / Fair / Good / Outstanding / Not Applicable
1.Maintains effective media relations
2.Maintains mass media educational communication via newsletter, email, news articles, radio or web site for specific audiences
3.Public and private sector decision makers express positive opinions about the faculty member’s Extension programs
4.Maintains positive relations with local officials and the power structure
5.Keeps appropriate community-leaders informed about programs
6.Provides support for university student recruitment efforts
7.Promotes a positive image of the Cooperative Extension Service and New Mexico State University

List your strengths and weaknesses as they relate to the competencies in this section:

Strengths

Weaknesses

List your goals and objectives as they relate to the competencies in this section:

Goals

Objectives

D.Program Implementation Competencies

Unsatisfactory / Fair / Good / Outstanding / Not Applicable
1.Programs have resulted in changes in clientele practices, skills, knowledge and/or attitudes
2.Effectively targets, markets, and promotes programs as evidenced by attendance
3.Clientele became aware of community issues or opportunities because of program efforts
4.Program ideas are shared with clientele and/or peers
5.Develops and prepares innovative educational materials when needed to support program efforts
6.Planning committees are formed and members involved in carrying out activities which are developed in the plan of work
7.Has a breadth and depth of knowledge about a range of specific facts, methods and principles in their area of responsibility
8.Is recognized by clientele groups as having skills to assist them
9.Is sought after as a resource person for area/state programs
10.Facilitates networking among relevant agencies and groups for planning and implementation of programming
11.Involves other agencies, groups and associations to accomplish program objectives
12.Consistently involves new audiences in CES programs
Unsatisfactory / Fair / Good / Outstanding / Not Applicable
13.Employs a variety of teaching techniques appropriate to audiences
14.Adapts resource materials to meet audience needs
15.Does an acceptable job of teaching in subject matter areas
16.Considers time, place and other circumstances in organizing a group
17.Provides accurate, complete and current information or assistance
18.Identifies and recruits volunteers and leaders
19.Appropriate gender minority representation exists in volunteer leadership and reflects the cultural values of the clientele groups in which they work
20.Recruits and develops leaders of new groups to a point where they function independently
21.Informs, supports, and supervises community leaders and volunteers on an individual basis
22.Involves volunteers and local leaders in implementing programs
23.Develops and conducts ongoing educational programs for volunteers based on identified needs and organizational requirements
24.Recognizes volunteers through appropriate intrinsic and extrinsic methods or strategies
25.Develops and conducts impact assessment of volunteer efforts and communicates results to stakeholders

List your strengths and weaknesses as they relate to the competencies in this section: