Florida Extension defines a contact as having an intention to convey educational information (Taylor and Israel, 1994). In Workload, we restrict this further to include only the general population or non-academic audience. In other words, do not include contacts with, or publications for, other faculty and staff (e.g., In-Service Training) or the UF student-credit population. For more details, check out the new Fact Sheet.For more detailed information about reporting clientele
All faculty who transfer educational information to the community through face-to-face interaction, individual correspondence, a group presentation or interactive video conference, or written documents should report clientele contacts and/or educational materials. Workload data are used for many important purposes.
Yes, you should report the clientele contacts made by others on behalf of your program or research. This includes program assistants, support personnel, and volunteers that you supervise.
The clientele contacts data you enter in Workload should be the totals that you reported in your ROA for educating external audiences (i.e., not other faculty or UF students). You will have more information in your ROA than you will have in Workload (i.e., direct mail, in-service trainings, etc.). For more details, check out the new Fact Sheet.
We recommend that clientele contacts and group attendance be recorded monthly in some fashion. You may enter the information into Workload as often as you'd like but you will need to keep track of the totals yourself. The Workload application does not calculate a cumulative total each time you enter data. We have added a "Last Updated:" field to help you remember where you left off.
Yes. Log into Workload and click on My Reports to see your most recent report. Click on Workload Reports, then Faculty Reports. Select your report and use the drop-down to select year. Reports from 2008-2017 are in a separate section called Archived Reports when you first log into Workload. Workload reporting is based on calendar year and may be updated at any time.
If you are unable to get into Workload application because of a firewall, please contact your local network administrator.
A very useful tool for Extension faculty to use to keep track of clientele contacts is a Clientele Contact Log (in MS Excel) created by Doug Mayo of Jackson County Extension. Simply print it off and keep it near your phone or computer so you can jot down the contact information as it occurs. Then, enter the monthly totals into the Excel sheet itself to calculate your annual total contacts for Workload and your gender and ethnicity breakdowns required for your ROA.
For more information about affirmative action requirements, visit the District Extension Directors (DED) website on Affirmative Action Basics.
You should only count the original work, not the distribution of that work. For example, an article or press release is counted one time regardless of how many newspapers, magazines, or newsletters in which it is published. A modification to an existing publication should be counted as an original work if the changes are significant. Updating a few simple statistics or data is not a significant change.
Include refereed publications but do not include EDIS publications as we collect that information directly from EDIS.
Count it as an office consultation if the diagnostic service is performed in your laboratory and as a field consultation if the diagnosis takes place at the client's location. Simply sending a sample to another site is not an office consultation. To be counted as an office or field consultation, a diagnostic service should provide educational information in additional to the factual data.
Do not include In-Service Training group participants in Workload but do include it in your ROA.
You may count Facebook and Twitter activity if you are providing educational information, rather than simply pointing to a website or providing details about an event (i.e., time and place).
In most cases, social media should be counted as a social media contact. If you have a created a Facebook post that is an extensive piece (or a series of substantive posts on a specific topic) then you may want to count it as an educational material. Educational materials include EDIS publications, fact sheets and newsletter articles, so weigh the time and effort you put into these posts relative to those types of materials when considering whether or not to count as an educational material in Workload. As always, if you are posting the same item in multiple websites, blogs, and/or social media sites, it should only be counted as a single educational material.
There are many metrics available through Facebook Insights, Twitter Analytics, and YouTube Analytics. For Workload, we count Facebook post views, likes, comments, shares, and clicks; for Twitter, favorites or retweets; for YouTube, views, comments, shares, and favorites added. We do not count Facebook "friends" or Twitter "followers" or YouTube "subscribers" as a clientele contact for the same reason we do not count newsletter subscribers or a TV/radio audience. It is a form of mass communication, whereby the potential audience is known but not the actual number of users. Use the following guidelines for reporting social media contacts in Workload:
Use this method if you don't post often and want to collect data once a year:
Use this method if you post often:
One of the greatest benefits of using social media is that you can monitor and measure success frequently and easily. So while we recommend that you capture your social media clientele contacts on a regular basis, it is best to review the analytics (beyond what we ask for in Workload) more frequently so you can measure your success and make any necessary adjustments to improve your reach and programs. There is a wealth of information available through the various social media analytics beyond what we discuss here. For more information about using social media, visit UF/IFAS Social Media Services.
If you have a registration process and/or require a log in to view content, or have an assessment at the end of the course or program, then you simply count attendees like you would any other group learning participant. If you do not have a way to track attendance or logins, use Google Analytics to count unique visitors to the class URL for the calendar year (or more often if you add or change the content on a regular basis, have an advertised schedule of when they should complete certain sections, etc.) and count them as Social Media Contacts not Group Participants.
Registration that collects demographics is strongly recommended. Step-by-step instructions on how to set up registration for live or on-demand classes and evaluation questions have been created for Zoom and other guides are coming soon.
If you hold a live virtual event and do not collect demographics, the attendees should be counted as Social Media Contacts rather than Group Participants. One way to collect demographics (and evaluation data) is to create a survey and display the link at the end of your presentation and encourage people to fill it out. In this case, you may end up with a hybrid attendance, with some counted as participants and some counted as social media contacts. In some cases, you may be able to collect demographics more informally. For example, you might know the participants from prior events and have collected those data in the past. Or, you may ask them to provide their email address via a private chat so you can collect that information later, or even ask them during the session to provide gender and race/ethnicity in the private chat. Do not ask viewers to submit demographics through the publicly viewed chat. 4-H faculty need to follow youth protection laws in how they collect data.
The content you produce for a blog or wiki is considered an educational material.
If you exchange information on a particular issue or problem with an individual using the comments section that can be counted as a social media contact.
If your blog is re-posted by another blogger or "trackbacked" (i.e., when another blogger includes a reference to your blog posting in their own article and shows this to you by filling out the trackback section, and typically displays in your blog comments section) that should also be counted as a social media contact.
If you provide educational information on another person's blog or wiki that can be counted as a social media contact or as an educational material, depending on the amount of information and work that goes into the response. You will need to make that call.
For Workload we only include the content as an educational material and do not include the subscriber base as a clientele contact since we don't know for sure who is actually reading it. Electronic newsletters may be counted as an educational contact if there is a means to track whether the recipient opened and/or read the newsletter (e.g., open rate, click-through). Same as TV or radio - count the program but not the potential audience. However, if the article generates an inquiry from a reader then count that as a clientele contact (email, phone, etc.). Or if someone requests information and you send them this subscription email then you may count this as an email clientele contact.
When the email is a newsletter or contains multiple articles whether it is counted as a single educational material or multiple ones is a gray area. When the articles are lengthy or detailed and/or there are multiple authors then it should be broken out to its individual parts. It really is a judgment call only author/editor can make based on how much new work and information went into the article.
Each team member will count their "share" of the training or outreach even if they are the same participants. The team leader should not count the work of others in Workload if they did not participate in the actual training or outreach. Instead, they should describe this work as a team leader in their year-end report of accomplishments. In the case of social media (including videos, podcasts, recorded trainings) that is developed and managed by multiple people, it is best if either a single faculty member reports these data, or estimate a portion of the social media contacts per faculty member. Everyone who substantively contributed to the creation of the web site, podcasts, videos, fact sheets, presentations, etc., should count the creation of these as educational materials. As a team leader, you may write an overall impact statement showing the team's overall numbers and evaluation data - that is very helpful and encouraged.
Whether it is a printed or web-based publication, newsletters should be counted as an educational material in Workload. Each author should report their own work and the faculty member who assembles and organizes an issue should also count their work as an educational material. The same article should only be counted once regardless of how many times or where it is published (e.g., website, SMS email, hand-delivered). If you provide the newsletter as a response to an inquiry from a client then it is counted as a clientele contact (i.e., email or phone consultation).
If you are addressing individuals one-on-one count those as an office or field consultation. If you are addressing the entire group in a Q&A where everyone hears the question and the answer in most cases it would be considered a continuation of the same group learning event. As always, this is a judgment call. For example if the discussion goes 1-2 hours in much greater depth or covers an entirely new topic then you may want to consider it an additional group event with just those who stayed longer.
Read EDIS Publication WC058-Reporting Clientele Contacts in Workload or check out these examples of how to count clientele contacts in a wide variety of situations. We recently added a new fact sheet that summarizes these resources and explains some of the differences between Workload and the ROA.
In November 2020, PDEC conducted a three-part series on this topic. You can watch the recorded sessions and/or download the presentation slides on PDEC's Evaluation Resources page.
Unfortunately there is no easy formula for calculating volunteer hours. For example, a New Mexico study of adult 4-H leaders1 found the annual volunteer hours ranged from 7.5 hours to more than 2000 hours. The median number of adult volunteer hours was 369.5. The study does provide some valuable insight as to how 4-H leaders spend their time. An Ohio study2 in 1998 found that adult 4-H volunteers averaged about 150 service hours per year.
Many agents request that their volunteers keep track of their hours. Volunteer hours should include time spent on training and travel. Master Gardeners are expected to report their working and learning hours as instructed by the county Master Gardener Coordinator.
1 Hutchins, J. K., Seevers, B. S., & Van Leeuwen, D. (2002). Value of Adult Leaders in the New Mexico 4-H Program. Journal of Extension [Online]. 40(2). Available at: http://www.joe.org/joe/2002April/rb4.html.
2 Culp, III, K. & Schwartz, V. J. (1998). Recognizing Adult Volunteer 4-H Leaders. Journal of Extension [Online]. 36(2). Available at: http://www.joe.org/joe/1998april/rb3.html.