Professional Development Stages and Volunteer Development Dr. Jim Rutledge Retired Extension Educator.

Professional Professional Development Stages Development Stages

and Volunteer and Volunteer Development Development

Dr. Jim RutledgeDr. Jim Rutledge

Retired Extension Retired Extension EducatorEducator

What Is This?What Is This?

• This power point is a condensed This power point is a condensed version of a presentation that is part version of a presentation that is part of a workshop designed to strengthen of a workshop designed to strengthen the professional development of the professional development of Extension Educators.Extension Educators.

• For the best understanding of this For the best understanding of this material, please view this power point material, please view this power point before looking at all the other before looking at all the other materials.materials.

What Is This?What Is This?

• Some of the materials in this Some of the materials in this presentation are about my personal presentation are about my personal journey as an Extension professional journey as an Extension professional over the past 37 years. These are over the past 37 years. These are included primarily to illustrate how the included primarily to illustrate how the stages may influence an Extension stages may influence an Extension career.career.

• My personal experiences are the ones on My personal experiences are the ones on slides with the * on either side of the slides with the * on either side of the title.title.

My My Background/QualificatioBackground/Qualificatio

nsns• 4-H member, teen leader, parent 4-H member, teen leader, parent • Club volunteer, club organizational leaderClub volunteer, club organizational leader• County Agent (WI)County Agent (WI)• Area Specialist (WY)Area Specialist (WY)• State Volunteer & Staff Development State Volunteer & Staff Development

Specialist (OK)Specialist (OK)• State Program Leader/Dept Head (OK & OR)State Program Leader/Dept Head (OK & OR)• Foundation Executive Director (OK)Foundation Executive Director (OK)• Adjunct Professor for Extension EducationAdjunct Professor for Extension Education• 37 Years as an Extension Educator37 Years as an Extension Educator

Work in ProgressWork in Progress

• Result of personal frustrationsResult of personal frustrations• Conversations with mentors & Conversations with mentors &

colleaguescolleagues• Professional readingProfessional reading• Evolved over 30 yearsEvolved over 30 years• Needs additional researchNeeds additional research• Please feel free to challenge my thinkingPlease feel free to challenge my thinking

– Send questions and comments to Send questions and comments to [email protected]@sbcglobal.net

I Trust YouI Trust You

•To look for the meaning To look for the meaning •To decide for yourself To decide for yourself •To think about how it helps To think about how it helps

you and your colleagues you and your colleagues

Goals For This SessionGoals For This Session

•Help us think about:Help us think about:– How our professional How our professional

development stage influences development stage influences the capacity of our educational the capacity of our educational programprogram

– Whether we are ready to be Whether we are ready to be transformational leaderstransformational leaders

Goals For This SessionGoals For This Session

• Help us think about:Help us think about:– How WE influence the relationship How WE influence the relationship

with volunteers, peers and clientelewith volunteers, peers and clientele– How to increase program size and How to increase program size and

quality through better teamwork quality through better teamwork with volunteers and otherswith volunteers and others

– How we can help each other along How we can help each other along the path toward greater the path toward greater effectivenesseffectiveness

Transformational Transformational EducationEducation

I believe my model is consistent with the I believe my model is consistent with the current definition of transformational current definition of transformational education, so the corollary to that education, so the corollary to that model is included for each stage.model is included for each stage.

Transformational education: Transformational education: A continuous process of knowledge A continuous process of knowledge

discovery, integration, application and discovery, integration, application and reflection. The goal is not to reflection. The goal is not to accumulate more knowledge but to accumulate more knowledge but to expand the CAPACITY to produce the expand the CAPACITY to produce the desired results by applying knowledge.desired results by applying knowledge.

Getting ThereGetting There

• In my view….we can’t begin as a In my view….we can’t begin as a transformational leadertransformational leader

• We have to go through some We have to go through some developmental stages in the growth developmental stages in the growth of our skills and abilities in order to of our skills and abilities in order to become a transformational leader.become a transformational leader.

Traditional View of Traditional View of Career PathsCareer Paths

• VolunteerVolunteer• Program AssistantProgram Assistant• Unit Educator/ County AgentUnit Educator/ County Agent• Area SpecialistArea Specialist• State SpecialistState Specialist• AdministratorAdministrator

Traditional View of Traditional View of Career PathsCareer Paths

• Increasing levels of responsibility Increasing levels of responsibility and leadership.and leadership.

• Only a few get to the top. Only a few get to the top.

• Organization is dependent on many Organization is dependent on many individuals in early stages of their individuals in early stages of their careers.careers.

Career PathsCareer Paths

I HAVE A PROBLEM. I HAVE A PROBLEM.

THIS HAS ROOMTHIS HAS ROOM

FOR ONLY A FEW FOR ONLY A FEW

AT THE TOP.AT THE TOP.

Career PathsCareer Paths

I prefer to think of ExtensionI prefer to think of Extension

as a place where as a place where

EVERYONE EVERYONE

can achieve the highest level can achieve the highest level of of

professional development.professional development.

Developmental StagesDevelopmental Stages

• We understand that children and We understand that children and adults go through systematic adults go through systematic stages in their progression toward stages in their progression toward maturity.maturity.

• As professionals we also go As professionals we also go through systematic stages that through systematic stages that may influence our capacity and our may influence our capacity and our success.success.

Developmental StagesDevelopmental Stages

• I believe everyone goes through I believe everyone goes through similar developmental stages.similar developmental stages.

• While the path is essentially the While the path is essentially the same, progress through same, progress through developmental stages varies developmental stages varies between individuals.between individuals.

My Professional My Professional Development ModelDevelopment Model

• Looks at our relationships with Looks at our relationships with volunteers, colleagues and collaborators.volunteers, colleagues and collaborators.

• Appears to be much more precise than is Appears to be much more precise than is possible.possible.

• Will show its flaws the moment I share it.Will show its flaws the moment I share it.

In reality there are many overlapping In reality there are many overlapping characteristics that are not well characteristics that are not well illustrated, because some things are illustrated, because some things are situational.situational.

Relevant ResearchRelevant Research

• Relates to the evolution of the Relates to the evolution of the employee from beginning novice to employee from beginning novice to top administrative positions (a top administrative positions (a pyramidal structure).pyramidal structure).

• Models depend on mentors, coaches Models depend on mentors, coaches or supervisors to “direct” the new or supervisors to “direct” the new employee into professional maturity.employee into professional maturity.

Relevant ResearchRelevant Research

• Because most Extension Because most Extension professionals are not located with professionals are not located with their content expert or supervisor, their content expert or supervisor, there is a high degree of autonomy there is a high degree of autonomy for the Extension professional. for the Extension professional.

Good News!Good News!

•Because of this autonomy, Because of this autonomy, it’s desirable for most it’s desirable for most Extension educators to Extension educators to achieve the highest levels of achieve the highest levels of professional growth.professional growth.

Best News!Best News!• Where you are today is OK! Where you are today is OK! • It’s not where you are, but It’s not where you are, but

where you are headedwhere you are headed• If you understand the stages, If you understand the stages,

you can be your own coachyou can be your own coach• If others understand the stages, If others understand the stages,

they can help youthey can help you• Everyone can achieve SUCCESSEveryone can achieve SUCCESS

WARNING!!WARNING!!

You will see yourself in several You will see yourself in several of these stages at the same of these stages at the same

time. time. This is normal.This is normal.

Sometimes it is appropriate for Sometimes it is appropriate for stages stages

to take years.to take years.

Professional Developmental Professional Developmental StagesStages

My Model My Model

Orientation of the four stages:Orientation of the four stages:

Stage I – Service/RelationshipStage I – Service/Relationship

Stage II - EducationStage II - Education

Stage III - ManagementStage III - Management

Stage IV - LeadershipStage IV - Leadership

Mixing ModelsMixing Models

• The following page includes the The following page includes the transformational education model, transformational education model, with my four stages included in ( ).with my four stages included in ( ).

• Through this overlay of the two Through this overlay of the two models, you can see that achieving models, you can see that achieving the highest level of professional the highest level of professional development leads to becoming a development leads to becoming a transformational leader.transformational leader.

Transformational Transformational EducationEducation

PROCESSPROCESS

RELATIONSHIP

low

high

InformationInformation

(Service)(Service)

FacilitationFacilitation

(Management)(Management)

Transformational Transformational Education Education

(Leadership)(Leadership)

Content Content TransmissionTransmission

(Education)(Education)

highCONTENT

Let’s Look at the StagesLet’s Look at the Stages

• In the following pages you will see In the following pages you will see narrative descriptions of some of the narrative descriptions of some of the characteristics of each of the four characteristics of each of the four stages.stages.

• You will also see examples of how You will also see examples of how my career unfolded as I moved my career unfolded as I moved through the four stages.through the four stages.

Stage I – Stage I – Servant/RelationshipServant/Relationship

• Focus is on learning the jobFocus is on learning the job• Doing things for those you serveDoing things for those you serve• Proving that you deserve this new jobProving that you deserve this new job• Want others to respect your contributionsWant others to respect your contributions• Unsure how to utilize others who want to Unsure how to utilize others who want to

helphelp• Feel like you are responsible for everythingFeel like you are responsible for everything• Building relationships is important Building relationships is important

Stage I – ServantStage I – Servant

• Burnout is common Burnout is common • Failure to get beyond this stage is often Failure to get beyond this stage is often

the reason agents leave Extension.the reason agents leave Extension.• You may feel insecure and be more You may feel insecure and be more

prone to making excuses for the things prone to making excuses for the things you don’t get done.you don’t get done.

• BUT…. this is a necessary stage to BUT…. this is a necessary stage to develop the relationships that will develop the relationships that will support your continued professional support your continued professional growth.growth.

Transformational Transformational CorollaryCorollary• Low ProcessLow Process• Low ContentLow Content

Information QuadrantInformation Quadrant

(Service)(Service)

*My First Year As Agent**My First Year As Agent*(* for my professional (* for my professional

journey)journey)• I started the week of the county fairI started the week of the county fair• Thought I was in charge of everything. In Thought I was in charge of everything. In

fact the secretary told me I was in charge.fact the secretary told me I was in charge.• Spent my day running from show to show Spent my day running from show to show

and barn to barn.and barn to barn.• Ran myself silly and didn’t get a lot done Ran myself silly and didn’t get a lot done

either.either.• Could have upset some leaders that were Could have upset some leaders that were

doing just fine.doing just fine.

Stage II – EducatorStage II – Educator

• Realizing you can’t do it all yourselfRealizing you can’t do it all yourself• Focus is on teaching others to do what you Focus is on teaching others to do what you

know how to doknow how to do• You get comfortable with your role as a You get comfortable with your role as a

teacherteacher• Still want others to be dependent on you as Still want others to be dependent on you as

“the” professional“the” professional

Caution: Don’t confuse this with your job titleCaution: Don’t confuse this with your job title


• You may “settle in” to a comfort zone You may “settle in” to a comfort zone with the size and scope of your with the size and scope of your programprogram

• You may feel that any You may feel that any recommendation that you expand your recommendation that you expand your program is unfair and ill informedprogram is unfair and ill informed

• After all, you are working as hard as After all, you are working as hard as you can, and the program is the same you can, and the program is the same size it’s always been.size it’s always been.


• It’s still YOUR program, and you take It’s still YOUR program, and you take pride in what you have accomplished.pride in what you have accomplished.

• You have probably developed a cadre You have probably developed a cadre of colleagues who see the world much of colleagues who see the world much the way you do.the way you do.

• Reorganization and constant change Reorganization and constant change may cause many educators to hold on may cause many educators to hold on to this stage for security.to this stage for security.

Stage II – EducatorStage II – Educator• Out of fear of being accountable for Out of fear of being accountable for

some negative change, you hold fast some negative change, you hold fast to what you know, and that is to what you know, and that is teaching those things you know well.teaching those things you know well.

• However, this limits the capacity of However, this limits the capacity of your educational program to your your educational program to your energy and your skills. energy and your skills.

Transformational Transformational CorollaryCorollary• Low ProcessLow Process• High ContentHigh Content

Content Transmission QuadrantContent Transmission Quadrant

(Education)(Education)

*After the First Fair**After the First Fair*

• Realized something had to change.Realized something had to change.• County had 1250 members and 350 County had 1250 members and 350

volunteers for one agent.volunteers for one agent.• Started thinking about a different way to Started thinking about a different way to

do things.do things.• Thought I could Thought I could TEACHTEACH my way out of it. my way out of it.• Started developing project committees, Started developing project committees,

but I did most of the training.but I did most of the training.• Relied heavily on the teen leaders that I Relied heavily on the teen leaders that I

trained.trained.

Stage III – ManagerStage III – Manager

• This stage is the first big leap.This stage is the first big leap.• It may come in 3 to 5 years or it may It may come in 3 to 5 years or it may

never come.never come.• Focus becomes ways to engage Focus becomes ways to engage

others in doing some of the work.others in doing some of the work.• Empowering and managing others to Empowering and managing others to

do the work.do the work.


• Begin looking at realistic Begin looking at realistic expectations for the future of the expectations for the future of the program.program.

• Realizing that its ok for others to get Realizing that its ok for others to get credit because they know the subject credit because they know the subject better than you do.better than you do.

• Realize the program can be more Realize the program can be more than just what it has been. It can be than just what it has been. It can be much more.much more.


• As a manager, all your colleagues, As a manager, all your colleagues, volunteers and collaborators are potential volunteers and collaborators are potential partners who can help expand your partners who can help expand your program.program.

• You look outside your normal sphere of You look outside your normal sphere of friends for ideas and you are open to friends for ideas and you are open to challenges that expand your program.challenges that expand your program.

• You become more of a risk taker by You become more of a risk taker by engaging others in important leadership engaging others in important leadership roles.roles.


• At this stage you show more interest At this stage you show more interest in the welfare of your colleagues and in the welfare of your colleagues and the Extension program as a whole.the Extension program as a whole.

• You realize that only when the whole You realize that only when the whole organization is successful will you be organization is successful will you be successful too.successful too.

Transformational Transformational CorollaryCorollary• High ProcessHigh Process• Low ContentLow Content

Facilitation QuadrantFacilitation Quadrant

(Management)(Management)

*Graduate School *Graduate School Revelations*Revelations*

• After three years, graduate school for a After three years, graduate school for a Masters Degree in Extension Education.Masters Degree in Extension Education.

• Discovered that “Discovered that “management”management” could could be the cure!be the cure!

• Worked with 22 project and activity Worked with 22 project and activity committees.committees.

• Started recruiting leaders that knew Started recruiting leaders that knew things I didn’t know, such as a local things I didn’t know, such as a local expert in dairy judging.expert in dairy judging.

• Got really involved with NAE4-HA and Got really involved with NAE4-HA and state associations, and became a mentor state associations, and became a mentor myself.myself.

Stage IV – LeaderStage IV – Leader

• Focus on moving the organization Focus on moving the organization toward its capacity.toward its capacity.

• Creating and promoting your vision.Creating and promoting your vision.• Engaging others in designing a Engaging others in designing a

better future.better future.• Selecting and training others to Selecting and training others to

manage some parts of the program.manage some parts of the program.• Still doing some teaching and some Still doing some teaching and some

managing.managing.

Stage IV – LeaderStage IV – Leader• Focus on doing the right things to Focus on doing the right things to

expand the program.expand the program.• Looking for new partners, new sources of Looking for new partners, new sources of

funds, and new opportunities to build the funds, and new opportunities to build the size and scope of the program beyond size and scope of the program beyond what you would have believed possible a what you would have believed possible a few years ago.few years ago.

• More open to partnerships with More open to partnerships with colleagues.colleagues.

• Less likely to look for excuses or others Less likely to look for excuses or others to blame for your “situation”to blame for your “situation”

Stage IV – LeaderStage IV – Leader• Still doing a lot of informal “teaching”Still doing a lot of informal “teaching”• You invest your energy in fulfilling the You invest your energy in fulfilling the

vision rather than in program vision rather than in program maintenancemaintenance

• You are really engaged in the evolution You are really engaged in the evolution of the profession and Extensionof the profession and Extension

• You are serving as a coach or mentor You are serving as a coach or mentor for others and you are seen as a role for others and you are seen as a role modelmodel

Transformational Transformational CorollaryCorollary

• High Content High Content • High ProcessHigh Process

Transformational Education QuadrantTransformational Education Quadrant

(Leadership)(Leadership)

*Slow Learner**Slow Learner*

• Spent seven years in county, and only Spent seven years in county, and only began to move out of management.began to move out of management.

• Changed jobs and had to start all over Changed jobs and had to start all over again.again.

• I’ve gone back through the stages I’ve gone back through the stages every time I have changed jobs.every time I have changed jobs.

• Combination of situational leadership Combination of situational leadership and task maturity.and task maturity.

*The Leader **The Leader *

• Not really sure when it happened.Not really sure when it happened.

• My thoughts about this have evolved My thoughts about this have evolved over the past thirty years or more.over the past thirty years or more.

• One day it was just clear. I understood One day it was just clear. I understood how my role needed to change.how my role needed to change.

• Remember my history. I have started Remember my history. I have started over many times!over many times!

*The Leader **The Leader *

• I didn’t stay in some jobs long enough to I didn’t stay in some jobs long enough to get beyond education or management. get beyond education or management.

• When I moved to Oregon it took me at least When I moved to Oregon it took me at least three years to see the best path to become a three years to see the best path to become a leader.leader.

• In the last 6 years, the number of youth In the last 6 years, the number of youth served more than doubled from 50,000 to served more than doubled from 50,000 to 106,000.106,000.

• Outreach became a very important goal.Outreach became a very important goal.• 4-H Youth Development Education was 4-H Youth Development Education was

viewed as a successful part of the University viewed as a successful part of the University and the new College of Education.and the new College of Education.

TransitionsTransitions

• Frequent job changes or job instability Frequent job changes or job instability make it really hard to move toward the make it really hard to move toward the leadership stage.leadership stage.

• Any time we change roles, we start Any time we change roles, we start back through the stages again.back through the stages again.

• Hopefully much more rapidly than the Hopefully much more rapidly than the first time.first time.

The LeaderThe Leader

• This can result in some new stressThis can result in some new stress

• You have to give some things up to be a You have to give some things up to be a leaderleader

• Your colleagues and traditional volunteers Your colleagues and traditional volunteers see your transition to leader as a change see your transition to leader as a change in your level of commitment or dedication in your level of commitment or dedication because you are not “in the trenches with because you are not “in the trenches with them” as much as you were beforethem” as much as you were before

The LeaderThe Leader

• It has to be a personal choice, but It has to be a personal choice, but the rewards are many.the rewards are many.

• Many of us enjoy teaching or Many of us enjoy teaching or managing and never leave those managing and never leave those stages.stages.

• If we are going to focus most on one If we are going to focus most on one of these roles it should be a choice.of these roles it should be a choice.

Warning!!Warning!!

• Remember Remember – Even after you reach the leadership Even after you reach the leadership

stage, you will be doing some things stage, you will be doing some things from each of the other stages.from each of the other stages.

– Any time you change jobs you will have Any time you change jobs you will have to start over to some extent.to start over to some extent.

– The most important thing is where you The most important thing is where you FOCUS your energy and where you are FOCUS your energy and where you are going.going.

Matrix *Matrix *More detail is provided in matrix More detail is provided in matrix

handoutshandouts

Educator’sEducator’s View ofView of Functions ofFunctions of Capacity Capacity

RoleRole VolunteerVolunteer VolunteerVolunteer of Programof Program

__________________________________________________________________________________________________________________________

ServantServant ObjectObject RecipientRecipient Very LimitedVery Limited

EducatorEducator StudentStudent LearnerLearner Agent & Hand Picked Agent & Hand Picked Vol.Vol.

ManagerManager EmployeeEmployee TeacherTeacher Expanding OpportunitiesExpanding Opportunities

LeaderLeader PartnerPartner Middle ManagerMiddle Manager Unlimited Unlimited OpportunitiesOpportunities

Contrasting ModelsContrasting Models• Now that you’ve seen the model, lets look at the Now that you’ve seen the model, lets look at the

traditional model again.traditional model again.• Typical Organizational model of career paths:Typical Organizational model of career paths:

LeaderLeader

ManagersManagers

TrainersTrainers

ServantsServants

Extension ModelExtension Model

LeadersLeadersManagersManagers

EducatorsEducators

ServantsServants

Unique OpportunitiesUnique Opportunities

In Extension,In Extension,

every professional every professional

can achieve the highest level can achieve the highest level of of

professional development.professional development.

Unique OpportunitiesUnique Opportunities

• Because of the autonomy and Because of the autonomy and independence of most county/unit independence of most county/unit programs, it is possible and programs, it is possible and desirable for most professionals to desirable for most professionals to achieve Stage IV (Leader)achieve Stage IV (Leader)

• So what’s the problem?So what’s the problem?

The ProblemThe ProblemUnfortunately some professionals are Unfortunately some professionals are

not only satisfied to stay in stage II not only satisfied to stay in stage II or stage III, they desire to stay there or stage III, they desire to stay there because they really enjoy the roles because they really enjoy the roles of educator or manager and do not of educator or manager and do not want to loose the close daily contact want to loose the close daily contact that those roles include.that those roles include.

Perception of the rank and tenure Perception of the rank and tenure system may reinforce education role system may reinforce education role and discourage true leadership.and discourage true leadership.

ScenariosScenarios

• A new agent, in the service stage is A new agent, in the service stage is hired to work in a county that was hired to work in a county that was led by someone in the management led by someone in the management or leadership stage for many years.or leadership stage for many years.

– Do you recognize this situation?Do you recognize this situation?– What is the relationship between the What is the relationship between the

agent and the volunteers/clientele?agent and the volunteers/clientele?

ScenariosScenarios• A new agent, in the service stage is A new agent, in the service stage is

hired to work in a county that has hired to work in a county that has had several short term agents (all in had several short term agents (all in the service stage) over the past ten the service stage) over the past ten years. years.



ScenariosScenarios• An agent with several years An agent with several years

experience, at management or experience, at management or leadership stage is hired to work in a leadership stage is hired to work in a county that has had several short county that has had several short term educators (all in the service term educators (all in the service stage) over the past ten years. stage) over the past ten years.



ScenariosScenarios

• What happens when an experienced What happens when an experienced agent, at management or leadership agent, at management or leadership stage takes a job as a state specialist stage takes a job as a state specialist or administrator?or administrator?


specialist and their former colleagues in specialist and their former colleagues in the field? the field?

So What Do We Do?So What Do We Do?

• Learn to recognize the stages.Learn to recognize the stages.

• See the problems caused by the See the problems caused by the conflicts that are inherent in some conflicts that are inherent in some scenarios.scenarios.

• Think about ways to minimize the Think about ways to minimize the problems and move to solutions.problems and move to solutions.

So What Do We Do?So What Do We Do?

• Our purpose is achieving Our purpose is achieving organizational goals & professional organizational goals & professional growth.growth.

• We do this by paying attention and We do this by paying attention and having a plan.having a plan.

• We have to remember that these are We have to remember that these are developmental steps and we can’t force developmental steps and we can’t force anyone to move until they are ready.anyone to move until they are ready.

Step OneStep One

• Where are YOU TODAY? Where are YOU TODAY?

• Are you satisfied?Are you satisfied?

• Would you like to be in a different Would you like to be in a different stage in 3 to 5 years?stage in 3 to 5 years?

Step TwoStep Two

• What are the barriers to you achieving What are the barriers to you achieving success?success?

• What opportunities are there to assist you?What opportunities are there to assist you?

• How can you help yourself and each other?How can you help yourself and each other?

• Remember….this one program can’t explain Remember….this one program can’t explain or solve all your problems.or solve all your problems.

Step ThreeStep Three

• Remember these are …Remember these are …

Developmental Developmental StagesStages

You are where you are….You are where you are….

It’s where you are headed that is It’s where you are headed that is important.!!important.!!

What About Volunteers?What About Volunteers?

• Can this information help volunteers Can this information help volunteers be part of the solution?be part of the solution?

• How would you share this with How would you share this with volunteers?volunteers?

• I believe the most important lesson I believe the most important lesson is that without good relationships, it is that without good relationships, it won’t matter what stage you are in.won’t matter what stage you are in.

Final ThoughtsFinal Thoughts

• Focus on positive relationships at all Focus on positive relationships at all stages.stages.

• Learn to see the stages you are Learn to see the stages you are going through yourself.going through yourself.

• Trust others to believe you are Trust others to believe you are trying to help them.trying to help them.

Final ThoughtsFinal Thoughts

• Don’t let organizational stress throw Don’t let organizational stress throw you off track.you off track.

• Support each other to stay on track Support each other to stay on track to advance to leadership.to advance to leadership.

More Information/Schedule More Information/Schedule PresentationPresentation

• For more information or to schedule a For more information or to schedule a presentation, please feel free to contact presentation, please feel free to contact me.me.

• I have provided presentations geared I have provided presentations geared specifically to volunteer development, but specifically to volunteer development, but have also tailored this presentation to have also tailored this presentation to professional development for all Extension professional development for all Extension educators, regardless of program educators, regardless of program assignment.assignment.

• Presentations have been made in WI, IL, Presentations have been made in WI, IL, ND, SD, KS, MI, Western Region, NAE4-ND, SD, KS, MI, Western Region, NAE4-HA, JCEP Conferences, and National HA, JCEP Conferences, and National Volunteerism in Extension Conference.Volunteerism in Extension Conference.

Best WishesBest WishesJim RutledgeJim Rutledge

405-762-2555405-762-2555

[email protected]@sbcglobal.net

Professional Development Stages and Volunteer Development Dr. Jim Rutledge Retired Extension Educator.

Documents

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extension professional

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systematic stages

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