Performance Development System Guide

Michigan State University Extension helps people improve their lives through an educational process that applies knowledge to critical issues, needs and opportunities.

Table of Contents
A Note about This Guide..............................................................................1 Philosophy & Goals......................................................................................1 Expectations of Use.....................................................................................2 Performance Planning.................................................................................2 Reflections/Progress....................................................................................4 Performance Summary................................................................................4 Steps of the Performance Summary Form..................................................6 Additional steps for Partially Meets or Does Not Meet Expectations.......7 Feedback of Supervisors Performance.....................................................10 Appeals Process........................................................................................10 The Extension Employees role.................................................................10 The Supervisors Role................................................................................11 Appendix A: Performance Summary.........................................................12 Appendix B: Sample Templates.................................................................18 Appendix C: Supervision Functions and Definitions..................................20 Appendix D: Extension Supervisor Performance......................................22

Performance Development System for Academic Staff Members

A Note about This Guide
This publication is a guide. The Performance Development System for Academic Staff Members (PDS) is a tool that can be effective only when people communicate with one another to establish positive working relationships. This guide can help users focus on performance, but it cannot replace honesty, integrity and sincerity. These attributes come into play when Extension employees and supervisors communicate effectively with one another. This guide is intended to facilitate that interaction.

Philosophy & Goals of the Performance Development System

People are an organizations most important resource. For an organization to accomplish its mission, its employees must have a clear understanding of their roles, know how well they are performing those roles and be given opportunities to develop. These factors lead to positive outcomes for individuals, teams and the organization. Thus, it is important for an organization to have an effective system for assessing employee performance, communicating performance information to employees and providing on-going support. Many companies and educational institutions have begun updating traditional employee evaluation systems with systems that have evolved beyond appraisal alone. Newer systems place increased emphasis on employee development because of an expressed need by employees for greater involvement in the organization, resulting in personal and professional growth. For example, in 2007, Michigan State University (MSU) initiated the Merit-based Performance Development Appraisal to promote greater personal growth and to recognize accomplishments of its employees. The MSU Extension Performance Development System for Academic Staff Members assesses performance and fosters growth among MSU Extension employees. The appraisal itself is based on 10 core competencies and five performance behaviors (Appendix A). It is characterized by and its success depends on the principles of empowerment, professional development, interpersonal communication and teamwork, and the use of modern technology. Thus, the PDS serves both performance assessment and developmental purposes. The PDS will become an important tool in reaching Extension goals for human resource and organizational development. The system offers a framework for Extension employees and their supervisors to participate in open and on-going communication for individual employee assessment, planning, recognition and development. At the same time, it takes into account the broader concerns of developing educational programs, achieving effective group processes and enhancing team building. Observation of staff members is one factor that allows supervisors to assist Extension employees in their professional development. 3

Because the continuous development of Extension employees to meet current and future clientele needs is critical to the health of Extension as an organization, the Performance Development System for Academic Staff Members cannot conclude with merely evaluating the employees performance once each year. It is also not solely the task of the supervisor but a coordinated effort between employee and supervisor. The PDS relies on three steps: performance planning, reflection/progress and summarizing/reporting. By their very nature, they connote collegiality, collaboration and support. Thus, it is apparent that the PDS requires effective communication among all staff members, as well as a developmental style of leadership. These are essential because the end product of the system is feedback that reinforces positive performance and supplies meaningful assistance when improvement is needed. If this process is successful, the PDS will naturally facilitate employee growth and development.

Expectations of Use
Successful implementation of the PDS will have a number of positive results. In general, the system will build greater teamwork by promoting increased interaction both formal and informal among all staff members. Specifically, the system will have the following outcomes: Narrowing the gap between Extension employees potential and actual performance.

Facilitating communication and mutual support in carrying out educational programs.

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

Promoting the concept of diversity in all areas. Recognizing and rewarding outstanding performance.

Performance Planning
Extension employees are integrally involved in developing plans for their work through team and individual planning. During the planning phase, supervisors and Extension employees agree on both team and individual performance efforts. These team and individual work efforts are expressed in the educational initiatives plan (See Appendix B). The basic elements of the educational initiatives plan include:

behavioral objectives, proposed delivery methods, diversity efforts, planned evaluation processes 4

Educational Initiative Plan will be submitted in the Extension Information System (EIS). For those with administrative/supervisory responsibilities, additional initiatives should be planned around the following performance dimensions:

Policies and procedures. Program development. Human resource management. Office/facility management. Fiscal management. Relationships and liaisons.

Extension employees use only the dimensions that apply to their jobs (all six for county Extension directors, Appendix C). A draft of the employees educational initiatives plan is reviewed by the supervisor so the supervisor and employee can come to agreement about the plan and expectations. Expectations describe desired behaviors relevant to effectively accomplishing the objectives of MSU Extension. For example, one dimension is program development, which entails planning, implementation and evaluation. Specific process items related to each of these elements are identified in the educational initiatives plan. Affirmative action and diversity efforts should be noted in objectives and methods. Purposeful efforts to promote diversity and pluralism should be evident throughout most elements of the plan and, in particular, within major initiatives. The educational initiatives plan is important for several reasons: It represents an outline of the professional Extension employees planned allocation of time and program resources. It provides a means to communicate with others about what the educator is doing. It may be a tool to inform advisory committees and Extension councils.

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

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

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

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

Reflections/Progress
The reflection/progress phase consists of quarterly meetings between the Extension employee and the supervisor to assess progress and give/receive coaching and feedback. Coaching and feedback also can occur between quarterly meetings. These quarterly discussions focus on the employees progress in implementing the plan, support the supervisor can provide, changes needed and reinforcement for work activities done well. The discussion between Extension employees and supervisors should be primarily collegial, with each commenting about performance accomplishments and improvements by the other. The educational initiatives plan is the basis for this discussion. At the minimum, the employee should provide brief summary comments regarding major work efforts, other work initiatives and professional development quarterly on the Extension Information System. Because the PDS depends on a two-way flow of communication, supervisors also seek feedback regarding their own performance. Formal feedback is requested at the end of each program year (March). Though the reflection/progress phase is designed to be held quarterly, more frequent interaction and/or reports may be appropriate.

Performance Summary
On or around April 1 of each year, the performance development summary for the previous 12-month period is held. The end of the year EIS reporting is completed and the Major Initiatives and Other Work forms are completed. All Extension employees participate annually in this process. Extension employees and their supervisors independently review such pertinent materials as updated plans and expectations, quarterly summaries and other appropriate documents. They then meet to discuss the employees performance and record positive aspects on the summary form. Development opportunities are recorded in the Opportunities for Development section of the form. During the summary phase, the supervisor completes the Performance Summary, describing the Extension employees performance. The form reflects the supervisors judgment of the extent to which the employee met the performance goals set forth in the educational initiatives plan. A performance development plan is then established by the Extension employee and supervisor to address those items in the employees performance that would benefit by further development and/or improvement.

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

Exceeds expectations Job effectiveness regularly exceeds performance expectations during the review period. Employee achieves results well beyond established criteria for work performance. The employee uses sound process in carrying out job functions and errors are rare or non-existent. Employee demonstrates exceptional performance in quantity and/or quality of work. Meets expectations Job effectiveness meets and at times exceeds performance expectations during the review period. Generally, the employee achieves the expected results relative to the established criteria of work performance. Employee uses sound process in carrying out job functions. Occasions when expected results are not achieved are infrequent and utilized as learning experiences. Employee gives focused attention to suggestions for improvement in quantity and or quality of work. Partially meets expectations Job effectiveness is uneven and generally below performance expectations during the review period. Employee produces some results that meet the stated criteria of work performance and some results are below performance expectations for the review period. Errors are occasional and sometimes repeated. Improvement in the quality and/or quantity of work in multiple areas of performance is necessary. A written performance plan to improve process and/or results is required. Does not meet expectations Job effectiveness is consistently below performance expectations for the review period. Employee fails to produce results consistent with the established criteria for work performance. Process is flawed in carrying out job functions. One or all of these characteristics are present in performance. Substantial improvement is required in quantity and/or quality of work. A written performance plan to improve process and/or results is required.

Steps of the Performance Summary Form

1. Employee completes self-assessment of core competencies, final quarterly reporting summaries on EIS, and professional development planning and engagement on the Performance Summary (PS). Supervisor meets face to face with the employee and reviews the written performance summary. Specific methods to address developmental opportunities are jointly discussed and documented. When possible, a timeline will also be incorporated. The form is signed by both the employee and supervisor. Written feedback is provided for each performance behavior that has exceeded performance expectations and likewise for developmental needs. When possible, specific examples will be incorporated. Signature indicates that the appraisal meeting has been completed and does not imply concurrence with the evaluation. Upon completion of a discussion with the supervisor, if the employee has concern regarding the evaluation, a two-step appeals process is available to the individual being evaluated. Supervisors submit preliminary performance summaries to their supervisors (regional director, state program leader) for their employees with recommendations that will indicate that the employee does not meet, partially meets, meets or exceeds expectations. Salary increases are provided to all those who meet or exceed expectations. For all individuals who partially meet or do not meet expectations on the performance review summary, the supervisor will write a development plan within 30 working days of the evaluative feedback. 5. At the time in the calendar year when the director is notified of available salary increase dollars, regional directors and state program leaders will develop proposed salary increases based on the performance summary. Employees that receive a partially meets expectations or does not meet expectations rating will not receive merit increases or additional salary adjustments. To provide consistency across units, the regional directors and state program leaders will meet individually with the director and associate directors to discuss performance level of employees from their unit and proposed merit pay increases. Following this meeting, merit pay will be assigned by the regional director or state program leader.

2.

3.

4.

6.

Additional Steps for Partially Meets or Does Not Meet Expectations

The following procedure is implemented for an employee who receives a partially meets or does not meet performance rating. See Partially Meets notes following these steps for further information. When an employees performance is rated as partially meets or does not meet expectations, when the time for Performance Summary appeal has elapsed or the director sustains a does not meet recommendation from a performance appraisal appeals committee, the employees immediate supervisor will develop a Performance Improvement Plan (PIP) within 30 days. The PIP is at least three months in length. 1. To the extent possible, the immediate supervisors supervisor and the employee should participate in the PIP development. This plan includes a professional development goal, methods to be used for development, aspects of development for which the employee is responsible and those for which the supervisor is responsible, the involvement of others in aspects of development, a timeline and indicators of anticipated learning outcomes. A meeting of the employee and the immediate supervisor is held to finalize and sign the plan. A PIP expresses a supervisors perception of needed performance improvements and does not require the employees agreement. Though it is better to have the employees agreement, the performance plan will proceed regardless. 2. The immediate supervisor meets periodically (weekly is the goal) with the employee to assess progress, provide feedback and provide support. Documentation of these meetings and discussions should be retained by the supervisor and may be provided to the employee. 3. The supervisor of the immediate supervisor meets periodically with the immediate supervisor and the employee to assess progress, provide feedback and provide support. Because the frequency of these meetings will be dependent on progress being made and/or challenges that may have arisen during the PIP, a goal of monthly meetings may be necessary. Documentation of these meetings, progress demonstrated and outstanding goals should be retained and provided to employee. 4. The PIP can be constructed with or without a dismissal sanction. The dismissal sanction is applied only after discussion between the immediate supervisor, the supervisors supervisor and the MSUE Human Resources manager. If the PIP includes the dismissal sanction, the employee is informed at the beginning, in writing, and reminded throughout the plan, orally and in writing, that failure to meet the performance goals will result discipline, up to and including discharge. If acceptable progress is not being made at any reasonable point during a PIP that does not contain the dismissal sanction language, the immediate 9

supervisor, following consultation with his/her supervisor and the MSUE Human Resources manager, provides written communication to the employee, outlining specific lack of progress and noting that continued failure to achieve the performance goals will result in dismissal. 5. For continuing employment employees (those who have been granted continuing employment or are working toward continuing employment), at least four months written notice of dismissal is required. However, the PIP does not have to continue through this four-month period. If an employee does not meet the performance goals of the PIP, the employee will be dismissed. If the four-month continuing employment notice is required, it will be given at this point. 6. For fixed-term employees, the same process is applied. However, the employer is not obligated to extend an appointment to accommodate the PIP, nor is a fixed-term employee subject to the four-month continuing employment notice requirement. If an employee does not meet the performance goals of the PIP, the employee will be dismissed. 7. If the employee meets the performance goals of the PIP, the employee returns to the annual cycle of PDS and appropriate documentation concerning successful improvement will be made. Partially Meets The same performance improvement plan procedure is implemented for an employee who receives a partially meets performance rating. If at the end of the initial PIP period, the employee meets most but not all of the goals of the PIP, an additional PIP period may be established. This extended PIP must include written communication to the employee, outlining the specific lack of progress, and noting that continued failure to achieve the performance goals will result in dismissal. There is no salary increase given when an employee receives a partially meets rating. With successful completion of the PIP, the employee returns to the annual PDS cycle and it is expected that the improvements made will be continuous and ongoing. Without a mostly successful completion (see above paragraph), the employee is notified of his/her dismissal. The four-month continuing employment notice must be given as part of this process, as appropriate (see item 5 above). PIP Guide It is anticipated that the majority of staff members will fall into the Meets Expectations category. The following charts illustrate the process for an employee who receives a rating of partially meets expectations or does not meet expectations. Please note that this chart is meant as a reference guide only and specific action taken should be based on the full PDS document and relevant MSUE policies. 10

Performance Level: Partially meets Additional support to improve performance at the partially meets rating level.

Partially meets

3-month Performance Improvement Plan

with regular, documented reviews

Meets goals established in PIP

Does not meet goals established in PIP

Maintain employment; document accordingly; no pay increase

Termination four months notice for CE staff

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

Performance Level: Does not meet Additional support to improve performance at the does not meet rating level.

Does not meet

3-month Performance Improvement Plan

with regular, documented reviews

Meets goals established in PIP

Does not meet goals established in PIP

Maintain employment; document accordingly; no pay increase

Termination four months notice for CE staff

This chart is meant as a reference guide. Actions taken should be based on the details of the PDS document and relevant MSUE policies. 11

Feedback of Supervisors Performance

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

Appeals Process
If an employee does not agree with the content of the performance development summary, s/he may attach a letter to that effect with the summary. An appeals process is available for those Extension employees who do not agree with the performance rating. This process consists of two steps. First, the employee writes to his or her supervisor within 15 days of the signature date on the Performance Summary form. The employee, the supervisor and the supervisors supervisor meet to discuss the employees concern. Any changes must be noted on the summary form and detailed in writing within one week of the appeal. If the first step does not resolve the issue to the employees satisfaction, he or she may go to a second step by writing to the MSUE Human Resources manager within five business days of notification of the disposition of the first step. A three-person hearing committee is appointed by the associate director to hear the complaint, review the documentation and recommend to the director of Extension to accept or deny the appeal. The directors written report to the appellant is sent within 15 days of the hearing.

Roles and Responsibilities

The Extension Employees Role
The way in which the Extension employee approaches the PDS is extremely important to its success. For the PDS to work well, employees must understand and accept how the process can assist each person with his/her professional development. Extension employees are expected to have a cooperative attitude, offering constructive suggestions for supervisors and colleagues improvement, be receptive to development suggestions, value teamwork and report in a timely fashion. This team effort will make the PDS successful in developing staff members. Staff members will grow and develop through their own effort and through the support of others. The PDS is a tool to assist in that growth.

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The Supervisors Role

Implementing the Performance Development System for Academic Staff Members is a collaborative effort between Extension employees and their supervisors. The supervisors role is pivotal to the success of the system. The supervisor is responsible for promoting the development of staff members within a unit. The supervisor does this by providing on-going guidance and assistance to staff members to help them develop and accomplish work goals. This process requires a collaborative style of leadership with the full engagement of employees in making decisions that affect them. This can best be accomplished by coaching rather than commanding. This leadership style promotes meaningful communication, mutual agreement and reciprocal trust. In addition, it is important that the supervisor observes staff performance in various settings throughout a performance period and provides feedback on a quarterly basis. Only with an in-depth understanding of an employees performance can a supervisor offer valid feedback and developmental support. It is readily apparent that this active role has considerable implications for the skills a supervisor needs to carry it out successfully. Thus, growth among supervisors, as well as Extension employees, is the end product of the PDS. The information exchange and discussion between Extension employees and supervisors takes place quarterly. As has already been noted, the supervisor conducts the PDS for Extension employees. When one employee has supervisory responsibility for other Extension employees, such as a 4-H coordinator, it is the supervisors prerogative to delegate to the responsibility for conducting the PDS to that employee. Nevertheless, the supervisor remains responsible for the process, even though he or she may not directly carry it out. Feedback from other sources such as program leaders, specialists, etc. can be requested. For the PDS to function successfully, the relationship between employee and supervisor should be collegial rather than hierarchical. This is the essence of teamwork. Such an atmosphere enhances the opportunity to coach rather than supervise. A collegial relationship requires a two-way exchange. Just as the supervisor has the responsibility for development of staff members in a unit, staff members have an obligation to assist the supervisor in his or her development. Optimally, an Extension employee and a supervisor will have a continuing dialogue about performance improvements each can make. MSU Extensions goal is to create an atmosphere of openness and trust in which open exchanges occur. Supervisors are strongly encouraged to solicit employees comments regarding their performance during quarterly meeting, and Extension employees are strongly encouraged to offer such comments. Further, employees are obliged to complete and sign a form during the summary phase of the PDS offering input regarding the supervisors performance. They are strongly encouraged to discuss their views with the supervisor and send a copy of the form to the supervisor. Updated November 2008 13

Appendix A Performance Summary

Employees Name Position Title Appraisal Performance Categories
1. Program Planning & Development (Logic Model)

Date Unit Demonstrated Strength Opportunities for Development Method

2. Program Implementation & Delivery (Logic Model)

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

4. Communication Skills

5.

Educational & Information Technology

Appraisal Performance Categories

6. Facilitative Leadership

Demonstrated Strength

Opportunities for Development

Method

7.

Diversity & Multiculturalism, Civil Rights

8.

Marketing & Quality Service

9.

External Linkages

10.

Professionalism & Career Development

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Administrative Competencies Appraisal Performance Categories A. Policies and Procedures

Demonstrated Strength

Opportunities for Development

Method

B. Unit Program Development and Management

C. Fiscal Management

D. Human Resource Management

E. Office/Facility Management

F. Relationships and Liaisons

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

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Performance Rating: Performance Goals and Expectations

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

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

Employee

Date

Supervisor/CED

Date

Administrator Performance Definitions:

Exceed expectations

Date
Job effectiveness regularly exceeds performance expectations during the review period. Employee achieves results well beyond established criteria for work performance. The employee uses sound process in carrying out job functions and errors are rare or non-existent. Employee demonstrates exceptional performance in quantity and/or quality of work. Job effectiveness meets and at times exceeds performance expectations during the review period. Generally the employee achieves the expected results relative to established criteria of work performance. Employee uses sound process in carrying out job functions. Occasions when expected results are not achieved are infrequent and utilized as learning experiences. Employee gives focused attention to suggestions for improvement in quantity and or quality of work. Job effectiveness is uneven and generally below performance expectations during the review period. Employee produces some results that meet the stated criteria of work performance and some results are below performance expectations for the review period. Errors are occasional and sometimes repeated. Improvement in the quality and/or quantity of work in multiple areas of performance is necessary. A written performance plan to improve process and/or results is required. Job effectiveness is consistently below performance expectations for the review period. Employee fails to produce results consistent with the established criteria for work performance. Process is flawed in carrying out job functions. One or all of these characteristics are present in performance. Substantial improvement is required in quantity and/or quality of work. A written performance plan to improve process and/or results is required. For staff members who have been absent from work because of illness/injury or on a leave without pay for a substantial period of the appraisal year or when other circumstances make the regular performance appraisal categories inappropriate.

Meets expectations

Partially meets expectations

Does not meet expectations

Special

Appeal
The Michigan State University Extension off-campus staff member appeal process consists of two steps. The first step is initiated when a field staff member writes to the appropriate regional director within 15 working days of the signature date on the Report of Appraisal Results form. Step 1 involves the appellant, the supervisor/CED, and the administrator in a group discussion of the appellants concern. (If the appellant is a CED/Supervisor, the associate director and the administrator discuss the CED/Supervisors concern.) The regional director can recommend a change in the appraisal rating at this point. If Step 1 does not resolve the issue to the appellants satisfaction, he/she may invoke Step 2 by writing to the MSU Extension Human Resources manager within 5 business days of notification of the disposition of Step 1. A hearing committee is appointed by the associate director to hear the complaint and review the documentation. The committee makes recommendation to the director within 5 business days of the hearing. The directors written communication to the appellant will take place within 10 business days of the hearing. Further information about the appeal process is available from the MSUE Human Resources office.

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Communication Skills: Communication is a process of interaction for the purpose of exchanging ideas and information. All educators need the basic skills of translating technical information for multiple uses through writing, speaking and conveying ideas through visual means. It is increasingly important that educators use their communicative skills to create specific relationships and environments that invite participation. Education and Information Technology: Educators must be able to identify, validate and gain access to information sources, interpret information, and sometimes repackage information to help others understand and apply knowledge. Keeping technology skills updated is essential for transforming information into usable educational materials and to communicate effectively with a broad range of colleagues and clients. Program Planning and Development: Program planning and development is a process of on-going needs assessment, priority setting, conversations with stakeholders and collaborators, defining audiences and results-oriented planning. Program planning requires knowledge and skills to build partnerships, assess situations within a context, obtain resources, integrate evaluation plans, and document both processes and outcomes. Program Implementation and Delivery: Involving learners in all aspects of the learning process is the key to successful program implementation. Important implementation elements include using research-based content; involving local, campus, and external expertise; creating participatory learning experiences based on adult learning principles; and developing volunteers. Applied Research, Evaluation and Scholarship: Extension is accountable to a number of stakeholdersparticipants, funders, local leaders, collaborators and other professionals. These stakeholders need information about Extension and its work. Careful evaluation of Extension programs provides objective information to be shared about the processes of programming, the impacts of programming and the changing need for alternative efforts. Applied research and program evaluation results facilitate more objective decision making and identify opportunities to use scarce resources in creating meaningful change.

Facilitative Leadership: Facilitative leadership is a process of helping build a groups capacity to accomplish its goals by learning and using process tools. All Extension educators, regardless of programming responsibilities, need to be able to work with groups to help them succeed. Skills in facilitation and group process enhance programming, build local leadership and engage communities in problem solving. Facilitative leadership can be learned through reading, inservices, and experience with teams, councils, boards and other groups. Diversity and Multiculturalism, Civil Rights: Workforce and audience diversity and multiculturalism are paramount to Extensions survival and success. Extension educators who are sensitive and knowledgeable about diversity and multiculturalism can incorporate effective strategies into planning, developing and delivering educational programs to serve a broad and representative audience. Extension educators can also assist underserved groups, access educational services and sensitize others for more inclusive, anti-discriminatory practices. Marketing and Quality Service: As a non-formal education system, Extension is continually seeking to serve the educational needs of people. This entails involving learners in organizing educational experiences, and packaging, marketing and implementing these with quality and accountability in mind. Competence in marketing and quality service, when integrated with ones program planning and evaluative capacities, ensures that Extension offers educational programs that are relevant, timely and reflective of community needs. These competencies also enhance the development and maintenance of partnerships to strengthen support for Extension programming. External Linkages: MSU Extension is a partnership of local, state and federal governments, community collaborators and a wide variety of partners. This web of relationships is critical to the sustainability of Extension and is the underlying strength of Extension. All Extension educators contribute to these complex relationships by understanding local and state governmental structures, communicating effectively with public officials and community leaders, developing and sustaining program partnerships, and dealing effectively with controversial issues. Professional and Career Development: All professionals function within a code of ethics and behavioral expectations that set them apart from others. Extension educators have such expectations embedded in the unique roles and traditions of Extension. To serve others, educators must continually strive to be technically up-to-date, sensitive to interpersonal and community relations, and reliable, ethical educational leaders.

Appendix B Sample TemplatesEducational Initiative Plan from EIS

Name of Programming Educational Initiative Plan and Objectives Note: Required fields have an asterisk next to the field. Educational Initiative: *(not to exceed 80 characters) Date Initiative Started (mm/dd/yyyy):* Estimated Completion Date (mm/dd/yyyy):* Choose at least one and up to three areas with which the work of this initiative is associated.* (Drop down to AoEs and other major areas) Provide an estimate of % of Time (F.T.E.) you will spend on this initiative.* If applicable, choose one established program name from the following list. (Optional)Program: (Drop Down) Location of Initiative:* (Scroll down to see the selected locations. If more than one location has been selected, and you wish to add another, hold down the Ctrl key before you click on another location. If applicable, link this initiative to your County Issue Identification Goals If applicable, link this initiative to MSUE State Priorities (Select no more than two) Developing entrepreneurs Promoting healthy lifestyles Promoting healthy lifestyles Preparing for the expanding bioeconomy Educating and supporting decision makers Building leaders for today and tomorrow Describe Your Objectives in terms of KASA and Results (Knowledge, Attitudes, Skills, Aspirations) and (Behaviors, Environmental, Community Impact): Describe Situation/Local need: Stakeholder Input: Describe Audience(s):

Potential Audience (Number of participants who could be in the program): Source of Potential Audience: Target Number to be Served: Describe Planned Diversity Efforts: Describe Collaborators: Describe Planned Activities/methods (includes specific diversity efforts and collaborations): Describe Planned Impacts (?): Describe Evaluation Process (e.g., follow-up surveys, pre/post surveys, focus groups): Date Initiative Completed (mm/dd/yyyy): Calendar NOTE: Date Initiative Completed closes Educational Initiative. Notes on Completion/Revision to Plan:

Appendix C Supervision Functions and Definitions

Policies and Procedures Understands and articulates the mission of the MSU College of Agriculture and Natural Resources and MSU Extension; has a sound knowledge of university, college and county policies and procedures, and assures that they are applied in a consistent manner; keeps program staff members (professionals, program associates, volunteers involved in the delivery of Extension programming), support staff members (secretaries, part-time office help, interns), and county Extension council members informed of new policies and procedures; periodically reviews established policies and procedures with staff and Extension council members; periodically reviews affirmative action policies and compliance procedures with staff and Extension council; and as appropriate and necessary, initiates policy change. County Program Development and Management Understands the Extension program development process and is knowledgeable about priority program thrusts; provides leadership in assessing county needs which result in a comprehensive Extension education program; provides leadership and assists staff in developing educational initiatives, which include short- and long-range program goals and affirmative action efforts; promotes a team approach among county, regional and state staff and faculty members in the development, implementation and evaluation of programs; assists staff members in developing and utilizing effective program development committees and in setting program priorities; challenges staff members to be innovative in program development, delivery and outreach efforts. Fiscal Management In cooperation with staff members and the budget committee of the county Extension council, provides leadership in the development and presentation of an adequate budget necessary to support county Extension programs; sees that budget is allocated so that all staff members have support to conduct programs; monitors the budget to assure proper management of finances; provides for the development and maintenance of all fiscal records as required; explores, as appropriate, external funding opportunities to develop and/or expand Extension programs. Human Resource Management Creates and maintains an office environment in which positive communication between all program and support staff members can occur; conducts performance reviews and evaluates all staff members in a fair and consistent manner on the basis of sound knowledge of each individuals program; addresses performance-related issues; serves as a role model for continuing personal and professional development of all staff members; provides leadership to staff members in balancing personal and professional life through utilization of effective organization and time management skills; motivates, counsels, directs and recognizes the accomplishments of staff members; manages interpersonal problem relationships among staff members skillfully; provides leadership for the new staff orientation program at the local level; provides leadership for all staff to participate in professional development opportunities including cultural diversity education; as consistent with county policy, either recommends to county commissioners that a secretarial position be filled or recruits and hires for vacant positions; assures that equal employment opportunity policies and practices are followed in all hiring opportunities (or other fixed-term and on call positions).

Office/Facility Management Consistent with county policy, either recommends to county commissioners that a secretarial position be filled, or recruits and hires for vacant positions; oversees the management of office operations (including the selection and purchase of upto-date equipment; layout of office space, etc.) to provide adequate support for all Extension programs; and works to assure that facilities meet ADA standards. If appropriate, oversees the operation and maintenance of auxiliary facilities, 4-H centers, satellite offices, etc. Relationships and Liaisons Provides leadership in developing and implementing a county public relations program for Extension; develops liaisons with a variety of external agencies, organizations and publics, and encourages staff members to do the same; maintains high visibility of Extension programs; has knowledge of the power and the political structure within the county; interacts with county, state, and federal officials to establish and develop an effective working relationship; provides leadership for coordinating the implementation of a plan for marketing the county Extension program to a diverse audience; and assures that office facility portrays inviting atmosphere for persons from all cultures, e.g., pictures representing diverse audience, brochure rack offers a diversity of publications in English and other languages as appropriate.

Appendix D Extension Employees Input Supervision Performance

Enter comments on the supervisors performance relative to the dimensions listed below and return to your supervisors supervisor. For an Extension employee serving more than one county, a form may be completed for the supervisor in the home county/department as well as each supervisor. For district Extension employees, forms may be completed but are not required for each county supervisor with whom you work. Staff members are encouraged to discuss their comments with the supervisor and/or send a copy of the completed form to the supervisor, as well as the supervisors supervisor.

_________________________________________________________ Name of your Supervisor Policies & Procedures Strengths Development Needs Program Development Strengths Development Needs Human Resource Development Strengths Development Needs Fiscal Management Strengths Development Needs Office & Facility Management Strengths Development Needs Relationships & Liaison Strengths Development Needs

Answer both questions: Content discussed with supervisor? _____Yes _____No Copy of Extension employee input form to supervisor? _____Yes _____No _______________________________ Staff member name Please provide this form to your supervisors supervisor as soon as possible, but no later than April 30.