Extension
It Starts With Us
Developing Leadership and Communication Skills
Leadership and Communication Skills
Christy A. Martin, Jonathan Oakes, FCS agent/assistant
4-H Volunteer Programming
4-H Leadership Core Curriculum
Kentucky Extension Homemaker Association
Empowering Community Leaders (general)
Basic leadership and communication skills are essential for success in almost all careers. The skills associated with leadership and communication are necessary when working in a group. By assisting in the development of leadership and communication skills in clientele, we improve their ability to face the challenges of tomorrow. When people have confidence in their leadership and communication skills, they are more likely to accept new responsibilities and volunteer roles.
- Youth will serve as teen and adult leaders in 4-H and in the community.
- Youth will identify and address critical issues that impact the community.
- Youth will become productive, contributing adults.
- Youth will use leadership and communication skills needed to be successful in the workplace.
- Youth share the elements of the music, dance, drama, and/or visual arts with their community.
- Youth develop into competent, capable, contributing adults as important developmental assets are met through their participation in the 4-H Leadership, Communication, and Expressive Arts programs.
- Community issues are solved through active, engaged leaders.
- Youth will demonstrate leadership, teamwork, and communication skills in their daily life.
- Youth and adults will utilize leadership skills learned from CES programming in other venues.
- Senior 4-H members will assist or become leaders of 4-H project clubs and day camps and mentor younger 4-H youth.
- Youth will engage in community-based service projects.
- Youth write and present a speech or demonstration to their family, school, and/or county qualifying event.
- Youth increase their confidence in presenting in front of groups.
- Youth and adults utilize communication skills to assume leadership roles in 4-H or other clubs and community organizations.
- Youth apply elements of music, dance, drama, and/or visual arts in creating and performing.
- Clientele will learn basic parliamentary skills to run a meeting.
- Clientele will increase their knowledge about leadership and communication.
- Clientele will be able to identify positive and negative leadership characteristics.
- Youth will acquire decision-making skills.
- Youth will gain an appreciation for service learning/civic engagement.
- Clientele will learn to set SMART goals.
- Clientele will learn to listen to other perspectives of issues.
- Youth will research, outline, write, and/or present a speech or demonstration to a group or qualifying speech/demonstration event.
- Youth can identify key elements of music, dance, drama, and/or visual arts.
Outcome: Youth learn to write a speech or demonstration
Indicator: Youth write a speech/demo with an opening, body, and closing
Method: post-program survey; conversations with volunteer leaders
Timeline: conclusion of program
Outcome: Youth present a speech or demonstration in front of a group
Indicator: Youth present a speech or demo in front of a group
Method: observation and discussion with volunteer leaders
Timeline: throughout and at conclusion of program
Outcome: Youth set a goal and take steps to achieve the goal.
Indicator: 30% of you set a goal and make steps toward achieving it
Method: post-program survey
Timeline: end of program
Outcome: 4-H club and Homemaker officers learn basic parliamentary procedure.
Indicator: Club officers learn to lead meeting with minimal help from agents
Method: observation
Timeline: throughout year of club meetings
Outcome: Youth and Homemaker members engage in a community service project.
Indicator: 30% of youth and adults participate in a community service project
Method: observation of participation
Timeline: throughout year
Outcome: Senior-age youth work with project club leaders to conduct 4-H programs.
Indicator: High school youth step up to mentor and teach younger youth
Method: discussion with volunteer leaders
Timeline: throughout each respective clubs’ year
Outcome: Youth participate in 4-H expressive arts projects.
Indicator: Youth gain knowledge in the various forms of expressive arts.
Method: observation; discussions with volunteer leaders; post-program survey
Timeline: throughout and at conclusion of program
Outcome: Youth display their talents from the 4-H expressive arts program to the local or online community.
Indicator: Youth arts projects are displayed at area businesses and events
Method: observation
Timeline: January – June
Outcome: Youth participate in citizenship and civic education
Indicator: 40% of youth value their citizenship in the United States
Method: post-program evaluation
Timeline: March 2020
Project or Activity: Teen leadership and community service
Content or Curriculum: Kentucky 4-H leadership curricula
Inputs: volunteer leaders, community
Date: throughout year
Project or Activity: Leader, officer, and member leadership development
Content or Curriculum: KY 4-H clubs handbook
Inputs: curricula; leader involvement
Date: September - May
Project or Activity: 4-H Camp
Content or Curriculum: 4-H camp handbook
Inputs: volunteer leaders, scholarship donations
Date: summer 2020
Project or Activity: Learning to set SMART goals
Content or Curriculum: 4-H leadership curricula
Inputs: youth participation; curricula; volunteer leaders
Date: fall 2019
Project or Activity: 4-H speeches and demonstrations
Content or Curriculum: Kentucky 4-H communication curriculum
Inputs: judges, teacher-leaders, facilities
Date: January – March 2020
Project or Activity: 4-H written communication
Content or Curriculum: 4-H communication curricula
Inputs: youth involvement; volunteer leaders; guidelines
Date: November 2019-February 2020
Project or Activity: 4-H expressive arts
Content or Curriculum: 4-H expressive arts curricula
Inputs: volunteer leaders, art materials, funding
Date: January & February 2020
Project or Activity: 4-H photography
Content or Curriculum: 4-H photography curricula
Inputs: youth participation; volunteer leaders and judges; community resources; website; social media
Date: throughout year
Project or Activity: 4-H Citizenship Education
Content or Curriculum: Kentucky 4-H Citizenship Curriculum
Inputs: youth participation; volunteer leaders and judges; community resources; website
Date: September 2019-March 2020
Project or Activity: Extension Homemakers
Content or Curriculum: Officer training and club participation
Inputs: KEHA manual, KEHA website, KELD materials
Date: throughout year
Author: Christina A. Martin
Major Program: 4-H Agriculture Core Curriculum AND Natural Resources
4-H Camp has been a growing program in Russell County over the past several years. Several of the adult leaders of the program now were once campers when they were younger either in Russell County or their home county. They have a strong desire to help young people have an enjoyable camping experiences like they had when they were younger. For the last two years, Russell County 4-H had exceeded our expected camp numbers as a direct consequence of having enthusiastic teen and ad
Author: Christina A. Martin
Major Program: 4-H Leadership Core Curriculum
The goal of the 4-H International Program is to enhance world understanding and global citizenship through high-quality 4-H international cultural immersion, global educational opportunities, and exchange programs. To compete in our changing world, individuals need to change their attitudes toward others and need to collect information about their cultures and values, and finally they need to develop skills to embrace the changes for the establishment of a tolerant society (Altun, 2017). &
