Browsing by Author "Gibson, Jerry D."

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    An Assessment of Virginia Cooperative Extension's New Extension Agent Training Program
    Brown, Almeshia S. (Virginia Tech, 2003-11-13)
    This study is an assessment of the New Extension Agent Training (NEAT) program in Virginia. Although new Extension agents have exceptional subject matter training, they often lack skills needed to be effective Extension professionals (Bennett, 1979). The NEAT program provides a way for new agents to receive hands-on experiences that will facilitate a smooth transition into their respective roles. There is currently no specific data that has the NEAT program. Therefore, an evaluation of the program by its participants to determine its importance and effectiveness may be utilized to enhance the effectiveness of the NEAT program. The survey utilized to collect data in the study was developed by the researcher. The instrument was put on a website where participants could access it during a given time frame. The population consisted of new Extension agents, training agents, and administrators who participated in the NEAT program and are currently employed by Virginia Cooperative Extension (VCE). Participants were asked to rate the importance and effectiveness of the NEAT program in facilitating new Extension agents' growth in a series of goals needed for a new agent to be proficient. These goals were then divided into eight competencies as outlined by National Policy Statement on Staff Training and Development (1968). Participants were asked to provide demographic information and suggestions that would be useful in designing future programs. Data were analyzed using SPSS. The data showed that communication was rated the most important competency while human development was considered the least important. The data related to the ratings of effectiveness of the NEAT program in relation to the eight competencies also demonstrated that respondents rated communication as the most effectively taught competency covered in the NEAT program, and human development as the least effectively taught competency. Significant differences among ratings by position in the NEAT program were measured at the 0.05 alpha level. Significant differences were observed both between new Extension agents and Extension administrators and between Extension training agents and Extension administrators were in the importance of a selected competency and the effectiveness of the NEAT program in teaching the some of the competencies.
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    The Attitudes of Extension Faculty Toward Globalizing Extension Programs: A Case Study of Virginia Cooperative Extension
    Lewis, Edwin C. (Virginia Tech, 2006-02-24)
    Over the past several years, many state Cooperative Extension Services have taken inventory of their engagement with international issues, including barriers (real and perceived) to active participation in globalizing programs as well as staff needs for effective communication with diverse audiences. While Virginia Cooperative Extension (VCE) has actively involved 4-H youth in international exchange programs, they have not engaged in a coherent and proactive effort to globalize all program areas. The study purpose was to assess attitudes of VCE faculty toward globalizing their programming efforts. Also examined were information related to VCE faculty's current involvement in globally-focused activities and barriers to globalizing programming efforts. The survey instrument combined various sections of two surveys developed and employed by Barbara Ludwig in studies on Ohio Cooperative Extension. The web-based survey included four sections: 1) Employee Profile, 2) Involvement in International Activities, 3) Perception towards Global Issues, and 4) Perceived Barriers to Globalizing Extension Programs. The target audience included all VCE faculty members (N = 332). Two hundred six faculty members completed the on-line survey. This represents a return rate of 62%. Data revealed that 92% of the respondents were involved in international efforts within the past five years. On a scale of one to four, with four representing the highest level of engagement, campus administrators (mean = 2.66) and specialists (mean = 2.13) were the most involved in international programming effort; the least involved were the district directors (mean = 1.21). "Exchanged ideas with colleagues from other countries" and "hosted an international visitor" were the top two activities performed by faculty. Data also revealed an attitude mean score of 2.9 on a scale from one to four, with four being the most positive. Campus administrators (mean = 3) were the most positive of the four position categories; agents were the least positive (mean = 2.86). Furthermore, the top two barriers to globalizing VCE programs, as identified by respondents, were "lack of financial support" and "not a programming priority". Respondents also selected "Lack of time" as a major barrier.
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    Deciding to Diversify: A Case Study of Seven Virginia Farm Businesses
    Dickinson, Keith Randolph (Virginia Tech, 2001-10-22)
    Farm enterprise diversification is an important tool for agricultural producers with respect to risk management. As agricultural producers in Virginia look to prepare their farm businesses for the new millennium, they are increasingly considering non-traditional enterprises and activities for their farms. As producers add new enterprises, they encounter challenges to develop new skills and gather adequate information for their new activities. Virginia Cooperative Extension has the task of providing producers with timely and useful research-based information. As both producers and Virginia Cooperative Extension agents and specialists prepare for the challenges of the changing face of agriculture in Virginia in the next generation, a mutual understanding of the key factors and motivations for enterprise diversification is necessary. This study investigates the key factors, motivations, and information needs of seven diversified farms in Virginia. The implications for producers and Cooperative Extension are outlined, and recommendations are made for Virginia Cooperative Extension, lenders, and agribusiness.
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    A Needs Assessment of Aquaculture Extension Agents, Specialists, and Program Administrators in Extension Programming
    Schwarz, Michael H. (Virginia Tech, 2005-11-18)
    The purpose of this study was to identify continuing education and training needs of aquaculture Extension agents, specialists, and program administrators on the list serve AQUA-EXT. Ten competency areas were evaluated regarding perceived importance, and need for continuing education or training. In addition, 14 resources on the Aquaculture Network Information Center (AquaNIC) website were evaluated from this population for frequency of use and recommended improvements. Lastly, demographic data were collected to determine possible relationships to continuing education and training needs. The survey population was the AQUA-EXT list serve membership (N = 223), of which 174 responded. AQUA-EXT is a Web based mail group established by the Cooperative State Research, Education, and Extension Service as a means of disseminating information to the Extension community with work and interest in aquaculture. Data were collected with an online survey conducted via the interactive and encrypted Web site www.survey.vt.edu. Upon completion, data were exported into, and analyzed via the Statistical Package for the Social Sciences (SPSS). A majority of Extension agents, specialists, and program administrators did not require significant continuing education or training to accomplish their work effectively. However, general agreement among the three groups was for continuing education in the areas of program evaluation, information technologies, and human development. Regarding the AquaNIC website, 52% of Extension agents, 71% of specialists, and 81% of program administrators reported having used AquaNIC, however, use was infrequent. Recommendations to enhance Web site utility focused on requests to update and incorporate more comprehensive and in-depth information for all resource areas. Demographics indicated that mean ages for Extension agents, specialists, and program administrators were 47.9, 50.5, and 51.5 years respectively. Sixty three percent of agents indicated having master's degrees, and 63% and 72% respectively of specialists and program administrators indicated having doctorates. Means for years in their present position were 13.4, 13.2, and 8.4 years respectively for Extension agents, specialists, and program administrators, and 16.6, 16.1, and 15.5 respectively regarding total years in Cooperative Extension or Sea Grant. No statistical relationships between demographics and continuing education and training needs for Extension specialists, specialists, and program administrators were found.
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    New extension specialist training
    Gibson, Jerry D.; Nunley, Betty (Virginia Cooperative Extension, 2002)
    The purpose of the New Extension Specialist Training Program is to provide opportunities for newly employed specialist faculty to receive unit based, hands-on orientation and training in preparation for assuming assigned roles in their department. As a training specialist, it is your responsibility to work with the new specialist to orient them to Extension and provide meaningful experiences in Extension educational programming for up to three months before they report to their assigned unit. The information in this manual is designed to assist you in carrying out your responsibilities as a Extension specialist.
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    Training Needs Of Area Specialized Extension Agents in the North Carolina Extension Service
    Gibson, Jerry D. (Virginia Tech, 1992-12-01)
    The study determined the level of agreement between ASEAs and their administrators and subject-matter specialists as to the competency areas considered most important to the effectiveness of the agents. The study also determined the specific items within the competency areas that ASEAs would like to have included in their in-service training. Selected demographic characteristics were collected to determine characteristics such as agents' age, race, gender, level of education, and years of experience. The population for this study consisted of 66 ASEAs, 49 administrators, and 18 subject-matter specialists employed by the North Carolina Cooperative Extension Service. Data were collected by mailing the questionnaire accompanied by a letter from the director of the North Carolina Cooperative Extension Service announcing the study and providing details on its nature, use of the data, and instructions for completing the questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies and means were used to describe the research objectives. Demographics were surveyed using an instrument developed for that purpose by the researcher. Major findings included several items. In terms of importance, ASEAs, administrators, and specialists rated program planning highest. In rating the need for training, ASEAs, administrators, and specialists also rated program planning highest. Specific items in the program planning competency area that were rated important, 3.0 on a 4.0 scale, were the role of area agents, involving lay people, long-term program development, area agent programming, developing programs, and evaluation. The only important differences among groups--ASEAs, administrators, and specialists-~regarding specific items were in their ratings of the need for training of the items of history, philosophy, University USDA-partner, and county responsibilities in the general competency area of organization and administration. An important differences among groups was also observed in ratings of need for training in the program planning competency area for the specific item program planning. No other important differences were found. The majority of ASEAs held master's degrees. Over 50% of ASEAs had a tenure as ASEA of 5 years or less, and over 50% had a tenure with the Extension Service of 6 years or less. The majority of ASEAs were male; only 18% were female. The majority of ASEAs were Caucasian; only 5% were minorities. From the data gathered in this study, a proposed Area Specialized Extension Agent Development Institute was developed.