1,721,153 research outputs found
The Establishment of Agricultural Leadership Programs and the International Association of Programs for Agricultural Leadership
No full textThe Kellogg Farmers Study Program established agricultural leadership programs in 1965. Today these programs, which are part of the International Association of Programs for Agricultural Leadership, are used around the world to develop leaders for “continued or future service to their community—rural, agricultural, or otherwise.” This 3-page fact sheet was written by Hannah Carter and Avery Culbertson, and published by the UF Department of Agricultural Education and Communication, October 2012
The Wedgworth Leadership Institute for Agriculture and Natural Resources
No full textThe Wedgworth Leadership Institute for Agriculture and Natural Resources (WLIANR) develops and refines the leadership capabilities of leaders involved in Florida agriculture and natural resources. These leaders are prepared to become increasingly involved in forming policies that affect the future of Florida agriculture and natural resources in a direct or indirect manner. This 2-page fact sheet was written by Hannah Carter and Rochelle Strickland, and published by the UF Department of Agricultural Education and Communication, October 2012
Developing Strong Teamwork to Support Excellence in Extension Programming
No full textSometimes differentiating a group from a team is difficult. Is the group of people that you work with truly a team? What benefits are there to being a member of a highly functioning team? In Patrick Lencioni’s iconic book on teamwork, The Five Dysfunctions of a Team, five elements are outlined as necessary for highly functioning teams. These are trust, ability to successfully engage in conflict, commitment to each other and the team, accountability, and focusing on collective results. This 2-page fact sheet was written by Hannah Carter, Amy Harder, and Kevan Lamm, and published by the UF Department of Agricultural Education and Communication, May 2013.
http://edis.ifas.ufl.edu/wc14
Engaging Millennials in the Workplace
No full textOver 70 million adults born between 1981 and 1996 make up the generation of adults referred to as millennials, the fastest-growing group making up the present-day workforce, with 56 million currently employed or looking for work. One in three individuals in the workplace is a millennial. Because millennials make up such a large portion of the workforce, it is imperative that employers better understand them and understand how to engage them. This 2-page fact sheet written by Lauren Headrick Sweeney, Matthew Benge, and Hannah Carter and published by the UF/IFAS Agricultural Education and Communication Department discusses offers some strategies.
http://edis.ifas.ufl.edu/wc32
Engaging Millennials in the Workplace
No full textOver 70 million adults born between 1981 and 1996 make up the generation of adults referred to as millennials, the fastest-growing group making up the present-day workforce, with 56 million currently employed or looking for work. One in three individuals in the workplace is a millennial. Because millennials make up such a large portion of the workforce, it is imperative that employers better understand them and understand how to engage them. This 2-page fact sheet written by Lauren Headrick Sweeney, Matthew Benge, and Hannah Carter and published by the UF/IFAS Agricultural Education and Communication Department discusses offers some strategies.
http://edis.ifas.ufl.edu/wc32
Reconciling Immigration and Agricultural Labor Concerns for a Sustainable State Economy
No full textImmigration in Florida is a contested issue and having an understanding of this issue can help facilitate communication. This 6-page fact sheet provide brief but clear information about the trends in policies that can be used by Extension agents to increase educated conversations around immigration issues. Written by Chandra Bowden, Alexa Lamm, Hannah Carter, Tracy Irani, and Sebastian Galindo, and published by the UF Department of Agricultural Education and Communication, December 2012.
http://edis.ifas.ufl.edu/wc13
Using Personality Type Preferences to Enhance Team Work in Extension Programs
No full textThis 4-page fact sheet is the fifth of the Teaching to Personality Types series, a series on teaching different personality types. It covers the practical ways in which Extension professionals can use the influence of personality type preferences to enhance team dynamics in Extension program development and implementation. It also covers the Myers-Briggs personality type indicator, True Colors personality type indicator, and the Kirton Adaption Innovation Inventory. Written by J. Brianne Bird, Alexa J. Lamm, and Hannah Carter, and published by the Department of Agricultural Education and Communication, September 2016.
AEC607/WC269: Using Personality Type Preferences to Enhance Team Work in Extension Programs (ufl.edu
Using Personality Type Preferences to Enhance Team Work in Extension Programs
No full textThis 4-page fact sheet is the fifth of the Teaching to Personality Types series, a series on teaching different personality types. It covers the practical ways in which Extension professionals can use the influence of personality type preferences to enhance team dynamics in Extension program development and implementation. It also covers the Myers-Briggs personality type indicator, True Colors personality type indicator, and the Kirton Adaption Innovation Inventory. Written by J. Brianne Bird, Alexa J. Lamm, and Hannah Carter, and published by the Department of Agricultural Education and Communication, September 2016.
AEC607/WC269: Using Personality Type Preferences to Enhance Team Work in Extension Programs (ufl.edu
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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