EC32-134 Sweet Clover Management

Sweet clover has made a phenomenal growth in popularity and acreage during recent years. In Nebraska, the production increased from 30,000 acres in 1920 to 1,126,000 acres in 1930, an expansion of over one million acres in a 10-year period. Just a few years ago, when sweet clover was classified as a weed, it was the subject of proposed state legislation to prevent its production and spread. Today sweet clover has a recognized place among standard crops and in rotation systems. The acreage of sweet clover in Nebraska is now practically equal to that of alfalfa and is more than ten times that of red clover. Some Nebraska counties grow more than 40,000 acres of sweet clover annually. This 1932 extension circular discusses the kinds of sweet clover; time and method of seeding; kinds of seed and rates of seeding; liming and inoculation; growth habits; utilization of sweet clover for pasture, soil building, hay and seed; and sweet clover in wild hay meadows.

Talent Management in Higher Education: Developing Emerging Leaders Within the Administration at Private Colleges and Universities

This research focused on identifying a series of successful practices relating to administrative talent management within the higher education setting. The field study included a thorough examination of seven small to mid-size private colleges and universities that have incorporated employee development strategies. These strategies were aimed at growing future leaders from within the organization in order to achieve continuity and support institutional priorities. Specifically, several focus areas were investigated including presidential vision, leadership commitment, talent management’s place among institutional priorities, program characteristics, and program evaluation. Among the commonalities that were gathered included support at the senior officer level who serve as advocates, mentors, and program facilitators, a strong connection between talent management and the institutions’ strategic plans, and a holistic approach to developing talent at all levels of the organizations. In addition, both coaching and opportunities for growth in the work environment were evident within several of the institutions. Also, academic leadership development was considered to be a part of the talent management strategy within three of the colleges and universities. The key differentiators included the incorporation of organizational and leadership competencies to provide focus toward the performance development process at two institutions, the implementation of a succession planning model at another institution, and the location of human resource generalists in departments across two of the institutions to identify learning opportunities for both individuals and work teams. Based on both the findings from the field study and the literature review, a comprehensive procedural model is introduced that serves to support human resource departments and higher education professionals, in general, who are looking to either begin or broaden their own talent management approach. However, despite the progress that has been made across several institutions noted throughout the research study, much more must be learned in terms of how the time and resources invested in talent management translates to institutional success. Advisor: James O‘Hanlon