Personnel
Annual Performance Evaluation
County Extension Agents
Policy Number: C.E.S.P. 1-63
Date Revised: 9-7-2005
Supersedes: 8-7-2003 |
Purpose
Performance Evaluation is an integral part of
Extension planning, teaching, supervision, and salary administration. It is a
continuing, day-to-day activity. It occurs whether we realize it or not, whether
we do it formally or informally. It occurs in each situation where one person is
responsible for or interested in the work of another. Its primary purpose is to
aid in providing the highest possible level of educational service for the
people of Arkansas through improved performance. The Evaluation process should
encourage employees in areas that indicate strength and aid them in those which
need improvement.
Performance Evaluation is a measurement process
for determining the level of effectiveness of an employee in the assigned job.
Results obtained through the Evaluation procedure are expressed in what is
commonly referred to as a performance rating. The terms "performance appraisal"
and "performance evaluation" are essentially synonymous.
Performance Evaluation increases the
effectiveness of Extension faculty by:
1. Increasing the understanding of their jobs and the
expected level of performance.
2. Increasing their satisfaction and educational
experiences on the job.
3. Providing information that will help assign
personnel to the program area(s) where they can make the greatest contribution.
4. Furnishing a basis for in-service training and
guidance.
5. Helping them to evaluate annually their own work.
The performance Evaluation process in the
Arkansas Cooperative Extension Service is based on the following principles:
1. Job performance in each assigned area of work is
evaluated.
2. The performance Evaluation is an educational process
used to identify the strong and weak points of employee performance.
3. Honest and consistent self-analysis, supplemented
with an objective performance Evaluation by the supervisor, is the most
productive type of evaluation.
4. Any person making a performance Evaluation must be
acquainted with the work of the person being reviewed. Therefore, the person
primarily responsible should be the immediate supervisor.
5. Performance Evaluation is a recognized and accepted
part of supervision.
6. The self-respect and confidence of the individual
faculty member must be protected.
I. Responsibility
The primary responsibility for performance evaluation
rests with the immediate supervisor. Final review and approval rests with
the appropriate administrator.
Structure-County Extension Agent's Evaluation Guide
The Agent Performance Appraisal Guide was developed by
a committee and approved by the administrative team of the Arkansas Cooperative
Extension Service in order to:
1. Ensure consistency from
one program area and geographical area to another in the appraisal of county
extension agents by the County Staff Chairs and District Directors.
2. Enable County Extension
Agents to become aware of the criteria used to appraise their performance under
each of the performance guidelines.
Each
performance guideline has been defined with expectations in columns ranging from
the lowest of “Unacceptable” and progressively shows higher levels of
expectations in the columns of “Improvement Needed to Meet Requirements”, “Meets
Requirements”, “Exceeds Requirements”, to the highest of “Substantially Exceeds
Requirements”.
An agent is
expected to substantially meet all the criteria listed in a column before they
can be scored on the next highest column. For example, all the
expectations under the column “Meets Requirements” must be met before credit is
given for any of the expectations under the column “Exceeds Requirements”.
The agent will receive a score for the highest level of expectations met, as
long as those in previous columns are also met. It is also possible to
have performance accomplishments that place an agent in the "exceeds" and
"Substantially Exceeds" performance categories that are not listed on these
performance standards criteria. Such situations must be justified in the
comments section of each scored performance area.
Criteria used
to determine scores for the County Extension Agent Performance
Evaluation
include but are not limited to, information submitted by the agents through
I.P.O.W.
results, personal observation by the rater and the Annual Performance Narrative.
This guide was
intended to not only provide consistency in the appraisal process, but to also
provide expectations that will promote excellence in the County Agent’s
performance and county programs. Raters of employees have the option of
establishing other standards that must be attained to get ratings in the
“Exceeds Requirements” and “Substantially Exceeds Requirements” categories.
Modification of these standards must be made prior to the beginning of the
rating period and must be authorized by the District Director or Associate
District Director.
1. PROGRAM PLANNING AND DEVELOPMENT
1 A. County
Extension Councils (C.E.C.)
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Has
no C.E.C. meetings or program area committtees.
C.E.C.s
are manipulated by agent.
|
C.E.C.
and program area committees are not involved in planning programs.
C.E.C.s
are only used to concur agent’s plan.
Attendance at C.E.C. meetings is less than 50% of the members. |
County
Extension
Council and program committees assist in identifying issues,
planning and evaluating programming needs.
Attendance at C.E.C. meetings is at greater than 50% of the members. |
County Councils review and evaluate program impact and discuss further
programming ideas on a regular basis as reflected in the minutes.
Program planning groups include persons beyond Extension County Councils,
i.e., county government, schools, civic groups, etc.
Attendance at C.E.C. meetings is greater than 75% of the members. |
County Councils identify emerging issues and develop long range plans to
be pro-active in Extension programming.
County Councils and agent plan as partners.
County Councils regularly develop special task forces to develop creative
and innovative Extension programming. |
1 B. Affirmative
Action
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
No
attempt is made to involve new audiences in programming efforts or to
reach parity of participation by race and/or gender..
No
knowledge of Civil Rights Compliance procedures and no visible interest in
learning the procedures.
|
There
is little or no attempt to reach new audiences or to obtain parity of
program participation.
There
is no documentation of all reasonable efforts.
Some
knowledge of Civil Rights Compliance procedures but no evidence of
implementation exists.
C.E.C.
has minority members but they don’t attend the C.E.C. meetings. |
Uses
radio, newspaper, newsletter, flyers, personal contact, Internet, etc. to
reach out to diverse audiences.
Reaches parity in leadership, contacts, and County Councils.
Knows
Civil Rights Compliance procedures and fully supports their goals.
C.E.C.
committee attendance is usually diverse. |
Addresses key issues with diverse clientele and involves them in
programming.
Involves minority groups in programs through significant delivery
methods; i.e., targeted programs, location of programs, etc. |
The
program is a model for inclusiveness and diversity.
Citizens and groups from all segments of the population work together in
program planning, implementing and evaluating.
|
1 C. Plans programs based on local
needs
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
There
is no evidence of a planned program.
The
agent’s efforts are only reactionary.
No
effort is made to recruit new clientele and involve them in program
planning
|
Program planning is focused on activities, not on local program needs or
issues.
Little effort is made to involve others in program planning. |
Planned educational experiences reflect county issues.
Programs are prioritized according to local needs and situations.
There
are documented efforts to annually involve new people in program planning. |
More
than one educational activity is planned that builds on past programming
efforts and uses a curriculum approach to program accomplishment.
Documented efforts are made to involve new groups or organizations into
program planning, to increase collaborative programming efforts and to
reach new audiences. |
Program effort reflects new and innovative approaches.
Current needs assessment is used to identify program needs, involving
groups outside the Extension County Councils.
Appropriate programs, no longer requiring Extension’s efforts, are
transferred to other groups. |
1 D. Individual
Plan of Work
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Programs are planned with no efforts to document outcomes. |
Programs are planned with lower levels of program impact (less than
K.A.S.A.).
Plan
of work annual revision does not show progression in accomplishments.
Plan
of work is a re-write of the previous year’s plan. |
Programs are planned which include commonly accepted methods of program
evaluation and documented impacts at least at the K.A.S.A. level.
There
is evidence that the I.P.O.W. is guided by C.E.C. committee work.
Impact indicators are clear and measurable.
|
Programs are planned using commonly accepted methods of program
evaluation, documenting impacts at the K.A.S.A. and Practice levels.
Impacts are planned across various program efforts and stages.
There
is a clear linkage between the I.P.O.W. and C.E.C. committee work. |
Programs are planned using evaluation methods at the Practice, and K.A.S.A.
levels, recognizing that projected outcomes are at various levels of
completion. |
1 E.
Collaboration/community involvement
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Does
not meet with other groups or agencies.
Does
not collaborate nor participate in other groups’ activities or allow them
to participate in the agent’s program. |
Meets
with other groups but there is no evidence of significant collaboration as
a result of the investment of time.
|
Is a
contributing member of community agencies.
Does
programming in collaboration with community agencies and other groups with
the proper recognition of Extension’s role maintained. |
Serves in leadership roles within community groups.
Involved in community groups from which benefits are realized by other
program areas in the county. |
Seeks
out joint programs with community groups leading to a total comprehensive
plan that has impact on community.
Collaborates with community groups to secure additional program resources. |
2. PROGRAM
IMPLEMENTATION
2. A. Educational
Methods
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Does
not locally prepare educational materials.
Rarely takes on the role of an educator in a public setting.
Limits scope of program to one-on-one contacts. |
Presents educational information that may contain errors, is of poor
quality, does not relate to target audience, or is often late.
Is
ineffective in a public speaking role and in delivering educational
programs.
Is
not usually viewed in a teaching role. Another agent or specialist
usually teaches educational programs. |
Prepares accurate, timely, quality educational materials based on local
needs.
Demonstrates the ability to effectively present ideas, information and
programs orally and in writing, both to groups and one-on-one.
Uses
a variety of educational techniques; i.e. demonstrations, newsletters,
tours, workshops, meetings.
Seeks
opportunity to be in a teaching role. |
Modifies educational methods and materials to meet the needs of diverse
audiences.
Uses
organized teaching methods including outline, objectives, visuals, and
evaluation components.
Develops creative and effective teaching materials using the technology
available.
|
Prepares professional quality, well-organized educational materials that
are used beyond county level or in other counties.
Contributed to a statewide Extension publication and his or her name is
listed as an author of publication.
Equips leaders with materials to enable them to effectively transmit
programs to others.
|
2. B. Educational
Programs
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Programs are lacking or outdated.
|
Programming efforts do not result in expected impacts with target
audiences.
Scope
and significance of programs are lacking.
Programs make little attempt to address emerging needs. |
Program efforts result in expected impacts on target audiences.
Programs are of are sufficient quantity and quality to meet potential in
community.
Programs contain research- based information, are balanced in subject
matter content, and are flexible to meet changing needs of
county clientele. |
Program efforts result in greater than expected outcomes.
Joint
efforts of agents and specialists lead to new programs that address
local and state needs. |
Programs show consistently high quality results and are consistently
evolving to reach new levels.
Agent’s programs are considered models and are duplicated by others.
Programs reflect new and “cutting edge” subject matter.
|
2. C. LEADERSHIP
DEVELOPMENT
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
There
is little or no volunteer involvement in programs.
|
Volunteers are given little or no education/training, limiting
their effectiveness in program implementation.
Leaders only do what agent instructs them to do.
No
recognition is given to leaders.
The
same leaders are always called on to help with Extension programs or
demonstrations with no new leaders accepting leadership roles within
Extension.
|
There
is evidence of formal leader education programs.
Leaders are provided instruction and conduct the assigned
responsibilities.
Informal recognition, appropriate to the community is given to volunteers
and leaders
New
leaders/cooperators participate or assist with Extension educational
programs each year. |
Committees of volunteers are used to efficiently implement programs.
Leaders are empowered to plan and carry out programs with instruction and
coordination of agent.
Formal recognition for volunteer leaders, county council
members and others who participate in programs is provided. |
Trained leaders assume responsibility in
ownership of program.
Leadership development programs are provided to clientele.
The
program has reached a level of interdependence with leaders and agent.
Leaders assume teaching roles in selected segments of community.
Contributions of leaders and volunteers are publicized and promoted. |
3. PROGRAM EVALUATION AND
IMPACT
3. A. Evaluation Methods
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Does
not plan for either formal or informal evaluation of programs.
|
Does
some program evaluation but at input level.
|
A
variety of formal and informal evaluation methods are used including
observation, group methods, surveys, etc.
Selected program thrusts are mostly evaluated at the K.A.S.A. level. |
Selected programs are followed up with evaluations to determine long-term
educational impacts.
Program evaluation results influence future program improvements or
adaptations.
Measures programs with some Practice level changes in addition to K.A.S.A.
level change. |
Involves councils in evaluation of programs.
Evaluation methods are creative, objective, believable, and proven so as
to insure that changes have truly happened.
Measures programs for impact at practice level. |
3. B. Impact
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Only
impact noted is attendance figures at meetings, workshops etc.
Activity oriented results. Narrative indicates general lack of
understanding of impact.
|
Some
impact noted but impact is mostly activity oriented. Not certain how
impacts were evaluated. Narrative indicates some knowledge of impact.
|
A
variety of formal and informal evaluation methods are used including
observation, group methods, surveys, etc. and definite impact as a result
of the program are noted i.e. dollars saved, input costs reduced.
Programs evaluated at the K.A.S.A. level. (Knowledge, attitudes, skills,
adoption) |
Selected programs are followed up with evaluations to determine long
term educational impacts.
Program evaluation results influence future program improvements or
adaptations.
Measures programs with some Practice level changes in addition to
K.A.S.A. level change. |
Involves councils in evaluation of programs.
Evaluation methods are creative, objective, believable, and proven so as
to insure that changes have truly happened.
Program efforts have substantial and recognizable impact upon clientele to
the point that the program totally changed the way clientele operate their
enterprise, manage their lives or families.
|
4. RESPONSE TO CLIENTS
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Does
not respond to all clientele requests or is discriminatory in responses.
|
Clientele requests for service are not answered in a timely manner.
Clientele requests for service are frequently put off until the next
workday to avoid having to work any extra hours. |
Responds to requests for assistance are addressed within a reasonable
amount of time.
Assists clientele with day-to-day issues and concerns, providing sound
information that aids clientele in decision-making.
Has
an effective system to cover clientele questions and requests.
Provides information to leaders and clientele on rules, regulations, and
procedures as related to program area. |
Uses
requests for assistance as a prompt for education and media efforts.
Sometimes works extra hours and weekends to ensure timely response to
clients requests.
|
Uses
a proactive approach rather than only responding to clientele
questions.
Regularly works extra hours and weekends to provide timely response to
requests.
|
5. INTERPERSONAL SKILLS AND RELATIONSHIPS
5. A. Teamwork and
Resource Sharing
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
The
agent exhibits selfish use of time and resources (secretary time,
facilities, equipment, materials, money, and other office resources).
Programs are individual effort. |
Will
work with the team only when specifically asked or directed.
Works
only with agents in their respective program area. Limits
involvement with county team members.
Does
not work with others on the team to maximize resources. |
The
agent willingly works and communicates with co-workers both on county and
area basis.
Uses
available resources wisely, efficiently, and shares with others. |
Readily supports county and area team efforts and offers to assist
co-workers.
Offers information of similar efforts in programming to coworkers to help
them avoid possible problems in program implementation.
Seeks
ways to expand the use of resources and is creative in their use. |
Co-workers feel comfortable in asking for assistance.
Initiates county team efforts around appropriate issues.
Assists others in development of resources that are available to all.
Works
across county lines with other agents to enhance county program. |
5 B. People Skills
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Selected clients are favored.
Evidence of prejudice in working with diverse audiences.
The
agent creates conflict, is demanding or is demeaning to others.
|
Works
primarily with the same groups with limited involvement from new people
and new groups.
The
agent has difficulty in relating to some clientele groups.
Avoids resolving conflict.
|
Works
well with groups across program lines.
Seeks
to resolve conflict or adopts measures to prevent conflict.
|
Works
easily with all clientele groups and actively seeks to reach
non-traditional, new, and diverse audiences.
Actively participates in conflict resolution, works to find root
cause and seeks proper information or advice to help resolve conflict. |
Is
highly respected in the community by all groups and is actively sought for
information, facilitation, collaboration, and/or cooperation from all
groups.
Provides leadership to help individuals and groups to deal with conflict.
Has
ability to handle difficult persons and the ability to defuse potentially
explosive situations. |
5. C. Work Habits
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Exhibits inappropriate work habits, poor punctuality, or insufficient time
commitment that is detrimental to job performance.
Is a
clock-watcher when it is time to go home but not when it is time to come
to work.
No
advance planning is shown.
Continues to not be in compliance with standard reporting policies.
Quality of reports is of questionable accuracy and reliability.
|
Has
established patterns related to work habits and hours which do not
demonstrate a full commitment to the job.
Work
style and lack of office communication creates difficulty in maintaining
accessibility and accountability to clientele.
Most
planning is done on an “as needed” basis.
"Whines" about having to work late or on weekends.
Is
often late with reports and requires prompting from the District Director
or District Secretary to get reports in on time.
|
Gets
the job done in a timely and professional manner, working extra hours when
necessary.
Keeps
others informed of location in order to stay in touch with the clientele.
Keeps
appropriate office hours and is accessible to the clientele.
The
agent is willing to have a flexible work schedule to meet a particular
requirement.
Usually submits reports on time without reminders of deadlines.
Few
errors are noted on reports.
Reports reflect factual details of program efforts and accomplishments. |
Advanced planning is conducted with leaders to anticipate and preclude
problems.
Plans
are in place that allow for handling emergencies as they arise.
Always submits reports on time without reminders of deadlines.
County reports follow guidelines precisely and are nearly error free. |
Programs are owned by leaders, well-planned in advance, and allows agent
flexibility to focus energies on newly developing issues so that current
programming is not impacted.
Maintains a heavy workload while exhibiting efficient work habits and
conducting high quality programs.
Continues to manage job in order to avoid “burn out.
County reports are submitted on time and error free.
Reports/Impact statements are exceptionally outstanding in content,
quality and professionalism and worthy of forwarding to state legislators. |
5 D. Office
Maintenance
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
Agent’s office does not look professional and atmosphere does not help
clientele feel welcome.
Office is exceptionally cluttered with numerous items sitting around in a
disorganized fashion.
|
Little effort is expended to make office more professional in appearance.
Agent’s office area is cluttered.
Inefficient use of storage and filing space limits the offices’ ability to
be operational. |
Agent’s office area is neat, clean, organized, and provides a professional
image. |
The
agent makes an effort to maintain facilities available for customer
friendly atmosphere.
People of the community use the Extension office, feel at ease in
seeking information there and find educational information easily
accessible. |
Extension staff and leaders continually upgrade and evaluate office space
and equipment |
6. MARKETING AND PROMOTION OF EXTENSION PROGRAMS
6 A. Marketing
Extension and Interpreting the Program
|
Unacceptable |
Improvement Needed to
Meet Requirements |
Meets Requirements |
Exceeds Requirements |
Substantially Exceeds
Requirements |
|
No
effort is made to increase visibility of Cooperative Extension Programs
through public media or collaborative efforts with other organizations.
No
effort is shown to disseminate program impact to the general public. |
Reports only their efforts in their program area in the “Report to the
People”.
Makes
little effort to deliver information to decision makers and general
public.
Program reports are mostly activity oriented rather that impact oriented.
|
Conducts a specific effort to increase awareness of the Cooperative
Extension Service in the community.
Uses
Extension logo and marketing materials to increase recognition of
the Cooperative Extension Service.
Progress Report/Impact statements reflect a team effort, shows
impacts of the total Extension program and is distributed to a wide
segment of the county. |
The
Impact Reports show true undeniable impact that is obvious and significant
in nature
Effectively uses state-developed materials, as well as locally
developed materials, to enhance publicity and accountability with various
audiences.
|
