FACULTY COMPETENCIES

Proficient

Development
Required

Assessment Comments

Academic Specialty:
- Demonstrate knowledge, skills, and expertise in the area of
specialization.
- Acquire, analyze, interpret, and apply research in program
development and implementation.
- Communicate research findings and their implications orally
and in writing to colleagues and clientele.
Teaching and Learning:
- Develop goals and objectives, performance indicators, focused
and practical lesson plans and materials for a variety of audiences
through an understanding of the teaching/learning process.
- Demonstrate knowledge of group dynamics, learning
environment and its effect on learning.
- Relate effectively to all audiences.
- Demonstrate knowledge about educational and societal issues
in the community and state, and develop appropriate programs to
meet the needs of citizen.
- Demonstrate knowledge of educational practices, principles,
and learning styles.
Educational Design:
- Determine learner needs and assets and match these to program
design.
- Examine and organize content, selecting appropriate teaching
tools.
- Create an effective learning environment, working toward
specific outcomes.
Evaluation:
- Effectively evaluate educational programs.
- Participate effectively in program evaluation, matching the
evaluation technique to the program.
- Communicate the impact of programs to internal and external
audiences.

http://extension.missouri.edu/staff/corecompetencies.aspx
Core competencies for MU Extension personnel
Each faculty and staff member is expected to possess knowledge, skills, abilities, behaviors
and attributes that contribute to a successful organization. Competencies are used to ensure
effective performance, and they are guidelines for individuals to increase their capabilities.
Core attributes for extension faculty and staff are listed below. It is recommended that faculty
and staff possess these attributes at the time of employment. If the employee does not
display an attribute at that time, the employee should work with the supervisor on a plan for
professional development experiences to develop the attribute during the first year of
employment.
Detailed core competencies specific for faculty are listed below the basic core attributes for
all extension employees. These detailed core competencies can be used in the faculty
members annual performance evaluation to determine the individuals professional

development needs. The faculty member is encouraged to get help from the supervisor to
find appropriate training opportunities. In addition, the faculty member is encouraged to
explore internal and external learning experiences that address specific competencies.

Core attributes for extension personnel: entry level

1.

Exhibits a high personal standard of excellence

2.

Is an effective written and oral communicator

3.

Builds and sustains strong interpersonal relationships

4.

Operates with minimal guidance

5.

Is an effective team player

6.

Demonstrates inclusivity, civility and respect for all

7.

Can engage stakeholders, learners and decision-makers

8.

Is a self-directed learner

9.

Demonstrates competence in area(s) appropriate to the position

10.

Is flexible and adaptable to changing circumstances

Detailed core competencies for experienced faculty for

performance evaluation and professional development
Communication The ability to listen and to communicate effectively orally and in writing

Ability to effectively publicize programs offered by extension faculty

Ability to work effectively with the media

Ability to inform constituents about the purpose and role of extension, and the impact
of its programs throughout the community, state and nation

Educational programming and knowledge of subject matter The ability to plan,

design, implement, evaluate, account for and report the impact of significant extension
education programs that improve the quality of life for extension learners

Ability to conduct needs assessment or facilitate asset mapping

Ability to develop programs that address identified needs, including program

objectives, performance indicators and evaluation plans

Ability to engage in extension scholarship that includes transferred or applied

knowledge and applied research such as guide sheets, curricula or journal articles
in-service education instruction, articles in professional and popular press,
presentations at professional meetings, and funded grant proposals

Ability to understand and apply research being conducted by faculty and others in the
program area

Ability to engage learners and partners to teach and to facilitate co-learning and codiscovery of knowledge

Inclusivity The awareness, commitment and ability to include broad cultural perspectives
in programming

Ability to demonstrate understanding and respect of varying racial, ethnic, religious

and social groups, and conduct programming with diverse audiences

Ability to incorporate demographic, economic, human service and environmental

data into educational programs and services
Ability to ensure that programmatic content reflects a valuing of all people

Ability to effectively communicate with diverse audiences

Ability to recognize, understand and facilitate opportunities within diverse

communities

Ability to broker the necessary resources that best respond to the needs of
individuals and communities

Ability to work locally, statewide, nationally and globally

Information and education delivery The ability to effectively deliver educational

programs and information in a way that meets the learning styles of the target audience

Ability to utilize new and existing technology and social media as appropriate in
educational programming

Ability to use delivery methods that support educational programs and guide
behavior change among extension learners

Interpersonal relations The ability to successfully interact with individuals and groups to
create partnerships, networks and dynamic human systems

Ability to promote the positive exchange of ideas

Ability to work as an effective team member

Ability to collaborate with faculty and staff located in county offices, across
programmatic disciplines, regions and campuses
Ability to work with stakeholders, maintaining essential partnerships

Knowledge of organization Understanding the scope of extension as it is carried out on

campus and in the field

Mastery of an understanding of the history of extension

Mastery of an understanding of the philosophy and mission of extension

Mastery of an understanding of the contemporary nature of extension

Leadership The ability to proactively influence a wide range of diverse individuals and
groups positively

Ability to make sound decisions, use effective judgment, motivate people and
promote excellence

Ability to try new ideas

Ability to supervise faculty, staff and volunteers

Organizational management The ability to establish structure, organize processes,

generate and monitor revenue, and lead change to obtain educational outcomes effectively
and efficiently

Ability to manage time

Ability to balance multiple priorities and tasks

Exhibits entrepreneurship to garner resources for programs

Professionalism The demonstration of behaviors that reflect high levels of scholarship

and performance, a strong work ethic, and a commitment to self-assessment and continuing
education and to the mission, vision and goals of extension

Actively participate in professional development opportunities to continuously

improve skill and research-based knowledge

Ability to solve problems and engage in conflict resolution

Ability to demonstrate flexibility and adaptability in changing circumstances and
opportunities

Ability to operate with minimal guidance

Shows passion for the mission of extension

Ability to pursue working within a framework of professional ethics, promoting

collegiality and maintaining integrity

Exemplifies the values of respect, responsibility, discovery and excellence

Maintains a high personal standard of excellence

==
Revised 2014

Core Competencies for

MU Extension Faculty:
For Performance Evaluation and Professional Development
Assessment and Planning Checklist
This document lists core competencies that apply to faculty. These competencies should
be reviewed annually at the time of performance evaluation to determine the individuals
level of competence and professional development needs. A more detailed list of
competencies may be found at http://extension.missouri.edu/staff/corecompetencies.aspx.
The faculty member is encouraged to use this tool for self-assessment and to explore
internal and external learning experiences that address those competencies that need
strengthening. It is also appropriate for the faculty member to engage the supervisor in
assisting with locating training opportunities in areas of competency.
The Individual Plan of Work may include areas in need of strengthening.
The MU faculty member is expected to possess or develop knowledge, skills and abilities
in the following core competencies:
#
1.

2.

Core Competency
Communication --The ability to listen and to
communicate effectively orally and in writing

Ability to effectively publicize programs offered by

extension faculty

Ability to work effectively with the media

Ability to inform constituents about the purpose and role of

extension, and the impact of its programs throughout the
community, state and nation

Educational programming and knowledge of

subject matter The ability to plan, design,
implement, evaluate, account for and report the
impact of significant extension education programs
that improve the quality of life for extension learners

Is
Competent

Comments/Plans

3.

Ability to conduct needs assessment or facilitate asset

mapping

Ability to develop programs that address identified needs,

including program objectives, performance indicators and
evaluation plans

Ability to engage in extension scholarship that includes

transferred or applied knowledge and applied research
such as guide sheets, curricula or journal articles inservice education instruction, articles in professional and
popular press, presentations at professional meetings, and
funded grant proposals

Ability to understand and apply research being conducted

by faculty and others in the program area

Ability to engage learners and partners to teach and to

facilitate co-learning and co-discovery of knowledge

Inclusivity The awareness, commitment and

ability to include broad cultural perspectives in
programming

Ability to demonstrate understanding and respect of varying

racial, ethnic, religious and social groups, and conduct
programming with diverse audiences

Ability to incorporate demographic, economic, human

service and environmental data into educational programs
and services

Ability to ensure that programmatic content reflects a

valuing of all people

Ability to effectively communicate with diverse audiences

Ability to recognize, understand and facilitate opportunities

within diverse communities

Ability to broker the necessary resources that best respond

to the needs of individuals and communities

Ability to work locally, statewide, nationally and globally

4.

5.

6.

7.

Information and education delivery The ability

to effectively deliver educational programs and
information in a way that meets the learning styles of
the target audience

Ability to utilize new and existing technology and social

media as appropriate in educational programming

Ability to use delivery methods that support educational

programs and guide behavior change among extension
learners

Interpersonal relations The ability to successfully

interact with individuals and groups to create
partnerships, networks and dynamic human systems

Ability to promote the positive exchange of ideas

Ability to work as an effective team member

Ability to collaborate with faculty and staff located in

county offices, across programmatic disciplines, regions
and campuses

Ability to work with stakeholders, maintaining essential

partnerships

Knowledge of organization Understanding the

scope of extension as it is carried out on campus and
in the field

Mastery of an understanding of the history of extension

Mastery of an understanding of the philosophy and mission

of extension

Mastery of an understanding of the contemporary nature of

extension

Leadership The ability to proactively influence a

wide range of diverse individuals and groups
positively

Ability to make sound decisions, use effective judgment,

motivate people and promote excellence

Ability to try new ideas

Ability to supervise faculty, staff and volunteers

8.

9.

Organizational management The ability to

establish structure, organize processes, generate and
monitor revenue, and lead change to obtain
educational outcomes effectively and efficiently

Ability to manage time

Ability to balance multiple priorities and tasks

Exhibits entrepreneurship to garner resources for programs

Professionalism The demonstration of behaviors

that reflect high levels of scholarship and
performance, a strong work ethic, and a commitment
to self-assessment and continuing education and to the
mission, vision and goals of extension

Actively participate in professional development

opportunities to continuously improve skill and researchbased knowledge

Ability to solve problems and engage in conflict resolution

Ability to demonstrate flexibility and adaptability in

changing circumstances and opportunities

Ability to operate with minimal guidance

Shows passion for the mission of extension

Ability to pursue working within a framework of

professional ethics, promoting collegiality and maintaining
integrity

Exemplifies the values of respect, responsibility, discovery

and excellence

Maintains a high personal standard of excellence

http://www.futured.com/UniversityFacultyCompetencies.htm
==

Abstract
Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of
competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue
that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore
and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals
diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies
into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between
occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework
also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing
roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The
generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing
processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the
academic medicine community to engage in further discussion

http://www.msrit.edu/wp-content/uploads/2014/01/NAAC_2013_14.pdf
http://www.oxfordec.edu.in/documents/SAR_NAAC_2013.pdf
http://www.ssit.edu.in/wp-content/uploads/2013/12/SAR.pdf
http://efiles.mediu.edu.my/mye-books/ACD/Self%20Assessment.pdf