Needs Assessment Competencies: Are They Important for Extension Educators?

Subject Areas : Environmental policy and management

Nav R. Ghimire ¹ ( University of Wisconsin-Extension, Green Lake County 571 County Road A, Green Lake, WI 54941 )
Robert A. Martin ² ( Professor Department of Agricultural Education and Studies Iowa State University, 201 Curtiss Hall, Ames, IA 50011 )

Received: 2015-08-30 Accepted : 2015-08-30 Published : 2011-09-01

Keywords: Needs Assessment, Professional Competencies and Extension Educators,

Abstract :

The purpose of this study was to determine the importance of eleven professional competencies related to needs assessment and program development; a secondary purpose was to identify the best time these competencies should be learned. The study followed a survey research design, in which 441 randomly selected extension educators in the North Central Region of the United States responded to a questionnaire through an online survey. Results suggest that respondents perceived nine of the eleven competencies as highly important for their professional development. High percentages of the respondents also reported that six competencies should be learned on the job. Stepwise regression analysis revealed the demographics of “gender” and “education” as statistically significant predictors in determining respondents’ perceptions. Findings indicate a need for flexible staff development programs for extension educators through graduate education, in-service programs, and on-the-job training. Findings have implications for designing new policies for employee selection, training, professional development, and performance appraisal. Further study was recommended to determine whether the findings would be valid at the national level.

References:

1- Ajzen, I. (1985). From intentions to actions: Atheory of planned behavior. In J. Kuhl, & J. Beckmann(Eds.), Springer series in social psychology (pp.11-39). Berlin: Spring

2- Arkansas Cooperative Extension Service (2009).2009 employee training needs assessment results.University of Arkansas Cooperative ExtensionService, Program and Staff DevelopmentDepartment. Available on line at:http://www.uaex.edu/depts/PSD/news_events.htm#Assessment.

3- Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen,C. (2006). Introduction to research in education.(7th ed.). Belmont, CA: Thomson Wadsworth.

4- Baker, M., & Villalobes, H. (1997). Perceptionsof county faculty of the professional developmentneeds of specialists. Extension, 35(4). Available online at: http://www.joe.org/joe/1997august/a1.html.

5- Bem, D. J. (1972). Self -perception theory. In L.Berkowitz (Ed.). Advances in experimental socialpsychology (Vol. 6, pp. 2-62). New York: Academicpress.

6- Bennett, C. (1979). Analyzing impacts of extensionprograms. Washington, D.C.: U.S. Department ofAgriculture, Science and Education Administration(ES C-575).

7- Birkenholz, R. J. (1999). Effective adult learning.Danville, Illinois: InterstatePublishers.

8- Blewett, J., Keim, A., Leser, J., & Jones, L.(2008). Defining a transformational educationmodel for the engaged university. Journal ofExtension, 46(3). Available on line at:http://www.joe.org/joe/2008june/comm1.php.

9- Boyle (1981). Planning better programs. NewYork: McGraw-Hill.

10- Boone, H. N., & Boone, D. A. (2005). ABC's ofbehavioral objectives - Putting them to work forevaluation. Journal of Extension, 43(5). Available online at: http://www.joe.org/joe/2005october/tt3.shtml

11- Brachaus, B (1984). Needs assessment in adulteducation: Its problems and prospects. Adult EducationQuarterly, 34(4), 233–239. [DOI via Crossref]

12- Braiser, K., Barbercheck, M., Kiernan, N.E., Sachs, C., Schwartzberg, A., Trauger, A.(2009) Extension educators' perceptions of theeducational needs of women farmers in Pennsylvania.Extension, 47(3). Available on line at:http://www.joe.org/joe/2009june/a9.php.

13- Baruch, Y. (1999). Response rate in academicstudies – A comparative analysis. Human Relations,52(4): 421- 438.

14- Caffarella, R. M. (2002). Planning program oradult learners: A practical guide for educators,trainers and staff developers (2nd ed.) San Francisco,CA: Jossy-Bass.

15- Carpenter, W. B. (1875). Principles of mentalphysiology, with their application to the trainingand discipline of the mind, and the study of itsmorbid condition. New York: Appleton.

16- Castetter, W. B. (1981). The personnel functionin educational administration (3rd ed.). New York:Macmillan Publishing Co.

17- Clark, A. (1994). Contemporary problems inthe philosophy of perception. American Journal ofPsychology, 107(4), 613-622.

18- Chartrand, T. L., Maddux, W. W., & Lakin, J. L.(2005). Beyond the perception-behavior link: Theubiquitous utility and motivational moderators ofnonconscious mimicry. In R. Hassin, J. Uleman, &J. A. Bargh (Eds.), The new unconscious: Socialcognition and social neuroscience (pp. 334-361).New York: Oxford University Press.

19- Coates, P. (1998). The inaugural address: Perceptionand metaphysical scepticism. AristotelianSociety Supplementary Volume 72(1), 1-28. [DOI via Crossref]

20- Cohen, J., Cohen, P., West, S. J., & Aiken, L. S.(2003). Applied multiple regression/correlation analysisfor the behavioral sciences (3rd ed.). Hillside,NJ: Lawrence Erlbaum Associates.

21- Cook, C., Heath, F., & Thompson, R. L. (2000).A meta-analysis of the response rates in web- or internet-based survey. Educational and PsychologyMeasurement, 60(6), 821-836.

22- Cornell Cooperative Extension System. (1999).Adult learning and the extension educator.Facilitating Adult Learning Sourcebook, Unit 1.New York: Cornell University.

23- Cooper, A. W., & Graham, D. L. (2001).Competencies needed to be successful countyagents and county supervisors. Extension, 39(1).Available on line at: http://www.joe.org/joe/2001february/rb3.html.

24- Cowley, S., Bergen, A., Young, K., & Kavanagh,A. (2000). A taxonomy of needs assessment, elicitedfrom a multiple case study of community nursingeducation and practice. Journal of Advanced Nursing,31(1), 26-134.

25- Crosby, D. J. (1920). The need of special trainingfor extension workers. Paper presented at the NationalExtension Service Conference, USA.

26- Davis, J. (1971). Elementary survey analysis.Englewood, NJ: Prentice Hall.

27- Dijksterhuis, A., & Bargh, J. A. (2001). The perception-behavior express way: Automatic effect ofsocial perception on social behavior. In M. P. Zanna(Ed.), Advances in experimental social psychology(Vol. 33, 1- 40). San Diego, CA: Academic Press.

28- Dillman, D. A. (2007). Mail and Internet surveys(2nd ed.). San Francisco, CA: Wiley and Sons.

29- Dillman, D. A., Smyth, J. D., & Christian, L. M.(2009). Internet, email and mixed-mode surveys:The tailored design method. Hoboken, NJ: Wileyand Sons.

30- Duval, T. S., & Wicklund, R. A. (1972). Atheory of objective self-awareness. New York: Academic.

31- Extension Committee on Organization and Policy(ECOP). (2006). Measuring excellence in CooperativeExtension. Developed by the Excellence in ExtensionTask Force and Work Group of the Extension Committeeon Organization and Policy (ECOP) in collaborationwith Cooperative Extension directorsand administrators nationwide (November 2006).Produced at the University of Kentucky, Lexington,Kentucky, in 2007. Available on line at:http://www.ca.uky.edu/ECOP/index.htm.

32- FAO (1979). Brackish water aquaculture developmentand training project. Corporate DocumentRepository, FAO, Rome.

33- Ferguson, M. J., & Bargh, J. A. (2004). Howsocial perception can automatically influence behavior.Trends in Cognitive Sciences, 8(1), 33-39. [DOI via Crossref]

34- Forest, L., and Mulcahy, S. (1976). First thingsfirst: Handbook of priority setting in Extension.Madison, WI: University of Wisconsin Extension.

35- Francis, D. R. (2007, January). Why do womenoutnumber men in college? The National Bureau ofEconomic Research. Massachusetts Avenue, Cambridge,Massachusetts. Available on line at:http://www.nber.org/digest/jan07/w12139.html.

36- Franz, N., Garst, B. A., Baughman, S., Smith,C., & Peters, B. (2009). Catalyzing transformation:Conditions in extension educational environmentsthat promote change. Journal of Extension, 47(4).Available on line at: http://www.joe.org/joe/2009august/rb1.php

37- George, D., & Mallery, P. (2003). SPSS forwindows step by step - A simple guide and reference(4th ed.). New York: Pearson Education, Inc.

38- Gonzalez, I. M. (1982). The professional competenciesneeded by extension agents in the PennsylvaniaCooperative Extension Service. (Unpublisheddoctoral dissertation). Pennsylvania State University.

39- Gregg, J. A., & Irani, T. A. (2004). Use of informationtechnology by county extension agents ofthe Florida Cooperative Extension Service. Journalof Extension, 42(3). Available on line at:http://www.joe.org/joe/2004june/rb2.php

40- Heider, F. (1960). The gestalt theory of motivation.In M. R. Jones (Ed), Nebraska symposium on motivation(Vol. 8, pp. 145-172). Lincoln, NE: NebraskaUniversity Press.

41- Hentschel, U., Smith, G., & Draguns, J. G.(1986). Subliminal perception, microgenesis, andpersonality. Advances in Psychology, 38, 3-36. [DOI via Crossref]

42- Hernandez-Plaza, S., Pozo, C., & Alonso –Morilleno,E. (2004). The role of informal social supportin needs assessment: Proposal and application of amodel to assess immigrants' needs in the south ofSpain. Community and Applied Social Psychology,14, 284-289. [DOI via Crossref]

43- Kennedy, I., Howard, R, Jarman, B., & Maclean,M. (2001). Competent healthcare professionals. In, Theinquiry into the management of care of children receivingcomplex heart surgery at the British Royal Infirmary1984-1995. Available online at: http://www.bristolinquiry.org.uk/final_report/report/sec2chap25_.htm.

44- Ilieva, J., Baron, S., & Healey, N. M. (2002).Online surveys in marketing research: Pros andcons. International Journal of Market Research,44(3), 361-382.

45- King, J., & Safrit, R. D. (1998). Extensionagents' perceptions of volunteer management. Journalof Extension, 36(3). Available on line at:http://www.joe.org/joe/1998june/a2.php.

46- Knobloch, N. A., & Martin, R. A. (2000). Agriculturalawareness activities and their integrationinto curriculum as perceived by elementary teachers.Agricultural Education, 41(4), 15-26. [DOI via Crossref]

47- Knowles, M. (1990). The adult learning: A neglectedspecies. Houston, TX: Gulf Publishing Company

48- Knowles, M. (1970). The modern practice ofadult education: Andragogy versus pedagogy. NewYork: Association Press.

49- James, W. (1890). Principles of psychology(Vol. 2). New York: Holt. [DOI via Crossref]

50- Lee, C. H., & Bruvold, N. T. (2003). Creatingvalue for employees: Investment in employee de-velopment. International Journal of Human ResourceManagement, 14(6), 981-1000. [DOI via Crossref]

51- Leeper, R. (1935). A study of a neglected portionof the field of learning - The development of sensoryorganization. Genetic Psychology, 46, 41-75.

52- Martin, R. A. (Ed.). (1991). Empowering adults:A new agenda for agriculture. A model for researchcollaboration in the North Central Region. NCR-158 Committee on Adult Education in Agriculture.

53- McWalter, G., Toner, H., Corser, A., et al.,(1994) Needs and needs assessment: Their componentsand definitions with reference to dementia. Healthand Social Care in the Community, 2(4), 213-219.

54- Merriam, S. B., Caffarella, R. S., & Baumgartner,L. M. (2007). Learning in adulthood: A comprehensiveguide (3rd ed.). San Francisco, CA: Jossey-Bass.

55- Millar, A., Simeone, R. S., & Carnevale, J. T.(2001). Logic models: A systems tool for performancemanagement. Evaluation and Program Planning,24(1), 73-81. [DOI via Crossref]

56- Miller, L. E. (1994). Correlations: Descriptionor inference? Agricultural Education, 38(1), 54-60.

57- Monette M. L. (1979). Needs assessment: A critiqueof philosophical assumptions. Adult Education,29(2), 83-95. [DOI via Crossref]

58- Morse, R. S., Brown, P. W., & Warning, J. E.(2006). Catalytic leadership: Reconsidering thenature of extension's leadership role. Extension,44(2). Available on line at:http://www.joe.org/joe/2006april/a9.shtml.

59- NCRCRD (2005). Foundation of practice: Communitydevelopment core competencies for extensionprofessionals in all program areas. Retrieved fromthe North Central Regional Center for Rural Development(NCRCRD) website at: http://www.ncrcrd.iastate.edu/projects/corecomp/index.html.

60- O'Neill, B. (2004). Collecting research dataonline: Implications for Extension professionals.Journal of Extension, 42(3). Available on line at:http://www.joe.org/joe/2004june/tt1.php.

61- Osborne, E. (Ed.) (2005). The national researchagenda for agricultural education and communication:Research priority areas (2007–2010). A joint projectof the professional associations in agricultural education,communication, extension education, leadershipand NCAC-24. University of Florida.

62- Pratt, C., & Bowman, S. (2008) Principles ofeffective behavior change: Application to extensionfamily educational programming. Journal of Extension,46(5). Available on line at:http://www.joe.org/joe/2008october/a2.php.

63- Prinz, W. (1986). Looking at some new lookproblems from an information processing point ofview. Advances in Psychology, 38, 419-426. [DOI via Crossref]

64- Radhakrishna, R. B. (2001). Professional developmentneeds of the state extension specialist.Jounral of Extension, 39(5). Available on line at:http://www.joe.org/joe/2001october/rb4.html.

65- Rasmussen, W. D. (1989). Taking the universityto the people: Seventy–five years of CooperativeExtension. Ames, IA: Iowa State University Press.

66- Rogers, A. (1996). Teaching adults. New York:Redwood Books.

67- Rollins, T. J., & Yoder, E. P. (1993). Adultlearning preferences: A profile of extension educators.Agricultural Education, 34(1), 18-25.

68- Schunk, D. H. (2008). Learning theories: Aneducational perspective. Upper Saddle River, NJ:Pearson.

69- Schwartz, M. H., & Gibson, J .D. (2010). Aneeds assessment of aquaculture extension agents,specialists, and program administrators in extensionprogramming. Journal of Extension, 48(2). Availableon line at: http://www.joe.org/joe/2010april/a6.php

70- Seevers, B., Graham, D., & Conklin, N. (2007).Education through Cooperative Extension (2nd ed.).Albany, NY: Delmar Publishers.

71- Seward, H. (2002). More female than malecollege graduates means problems in the future.Retrieved July 24, 2009 from Concerned Womenfor America web site: http://www.beverlylahayeinstitute.org/articledisplay.asp?id=837&department=BLI&categoryid=dotcommentary.

72- Shanteue, J. (1992). Competence in experts:The role of task characteristics. Organization Behaviorand Human Decision Processes, 53, 252-266. [DOI via Crossref]

73- Sleezer, C. M., Kelsey, K. D., & Wood, T. E.(2008). Three reflections on assessing safety trainingneeds: A case study. Performance ImprovementQuarterly, 21(2), 103-118. [DOI via Crossref]

74- Smith, C. B. (1934). Extension stands the testof time. Extension Service Review, 5(6), 82-94.

75- Sork, T. J. (2000). Planning educational program.In A. L. Wilson & E.R. Hyes (Eds.), Handbook ofadult and continuing education. San Francisco, Ca:Jossey-Bass.

76- Stone B. B., & Bieber, S. (1997).Competencies:A new language for our work. Extension, 35(1).Available on line at: http://www.joe.org/joe/1997february/comm1.html.

77- Tipping, J. (1998) Getting started with needsassessment: Part 2—the focus group. ContinuingEducation in Health Professions,18(1), 62–64.

78- Van den Ban, A. W., & Hawkins, H. S. (1996).Agricultural extension (2nd ed.). Malden, MA:Blackwell.

79- Weber, C., & Antal, A. B. (2003). The role oftime in organizational learning. In, M. Dierkes, A.B. Antal, J. Child, & I. Nonaka (Eds.), Handbook oforganizational earning and Knowledge (pp. 351-368). New York: Oxford University Press, Inc.

80- Wright, P. M., McMahan, G. C., & McWilliams,A. (1994). Human resources and sustained competitiveadvantage: A resource-based perspective. InternationalJournal of Human Resource Management, 5, 301-326. [DOI via Crossref]

81- Yoder-Wise, P. S. (1981). Needs assessment asa marketing strategy. Continuing Education inNursing, 12, September/October, 5-9.