Extension
It Starts With Us
Youth and Volunteer Development
Community Leadership Development
4-H
Leadership 4-H Core Curriculum
Many leadership scholars and youth development professionals agree that leadership development is an important, but often overlooked facet of youth development and education (MacNeil ,2000). The development of leadership contributes greatly to the positive development of young people and their communities. Leadership skills, such as goal-setting, problem-solving and sound decision-making, are not just necessary for leaders-these skills are needed for success in today's world (MacNeil, 2000). Furthermore, helping young people develop leadership competencies makes them better able to solve community problems and enhances their civic participation (O'Brien & Kohlmeier, 2003). Young leaders also demonstrate higher career aspirations, increased self-esteem, and improved high school completion rates (Bloomberg, Ganey, Alba, Quintero, & Alcantara, 2003).
By supporting and engaging young leaders, adults, organizations and communities experience direct benefits, through stronger connections to other young people in the community (Zeldin, McDaniel, Topitzes, & Lorens, 2001). They have a greater understanding of the problems facing other youth, and fresh perspectives for how to address these problems (Des Marais, Yang, & Farzanehkia, 2000; Zeldin, McDaniel, Topitzes, & Lorens, 2001; McGillicuddy, 1991). Additionally, young people help to re-energize adults and counteract negative stereotypes of youth when they are successfully engaged in leadership within their communities (Zeldin, & Camino, 1999; Fiscus, 2003).
Becoming an active part of the community necessitates that youth and adults value the diversity present and promote inclusivity at all levels of programming and involvement. The demographic makeup of the US has changed significantly over the last few decades and will continue to change in terms of race, ethnicity, sexual orientation, socio-economic status (SES), special needs and educational attainment. This changing population and awareness of diversity will continue to change into the future. Three powerful trends in society have contributed to a focus on diversity, inclusiveness and education about this topic. These trends are: 1) a competitive, globalized market in which the US conducts business; 2) substantial changes in the makeup of the US population and, 3) the celebration of individual differences and a movement away from “fitting in”. Some facts related to this:
-4 of 5 new jobs are the result of foreign trade.
-The percentage of whites in the population continues to decline. Asians are the fastest growing race group while Hispanics are the largest. By 2050, approximately 1 in 2 people (50%) will be non-white.
-The majority of new workers are women and people of color.
-Taken as a whole, people with disabilities make up the largest minority group (15%) in the US.
-The fastest growing age group are those 75+ years old.
Youth will serve as teen and adult leaders in their communities, community organizations, and
as mentors for younger youth.
Youth will demonstrate the understanding of diversity, inclusivity and multiculturalism in their
daily life.
Youth will identify and address critical issues that impact the community
Youth will be productive, contributing adults in the future.
Youth will use leadership and communications skills needed to be successful in the workplace on
a daily basis.
Youth will demonstrate leadership, teamwork and communication skills in their day to day lives.
Youth will utilize leadership skills learned during their time in 4-H in clubs, activities and other
venues with 4-H and other community organizations.
Senior 4-H members will become leaders or co-leaders of a 4-H project club, day camp or other
project based group of younger 4-H members.
Youth will indicate increased awareness of diversity issues in their community and personal
lives.
Youth will engage in community based service projects selected to address identified needs.
Youth will learn the communication, leadership and procedural skills that will allow them to run
a meeting.
Youth will increase their knowledge about leadership and how to be an effective leader, team
player and communicator.
Youth will learn about leadership styles and will be able to identify positive and negative
leadership characteristics.
Youth will learn about diversity and will demonstrate inclusivity.
Youth will acquire decision making skills and gain an appreciation for civic engagement.
Youth will learn how to set appropriate, attainable goals.
Youth will listen to people who have different ideas from them.
Initial Outcome: Participants will increase knowledge of effective leadership skills
Indicator: # of individuals participating in leadership programming and % of knowledge gained
Method: Post evaluation and # of participants
Timeline: 2018-2019
Intermediate Outcome: Individuals will actively engage in leadership and volunteer roles
Indicator: Volunteer hours and # of volunteers
Method: observation, personal testimonies
Timeline: 2018-2019
Long-term Outcome: Individuals will serve as leaders in their community and community organizations
Indicator: # of effective leaders in significant leadership roles
Method: observation, follow-up surveys, testimonies
Timeline: 2018-2019
Audience: 4-H Council officers and members
Project or Activity: meetings
Content or Curriculum: reports and updates
Inputs: agent, volunteers, agendas, minutes, reports
Date: meetings held every other month
Audience: 4-H club leaders and volunteers
Project or Activity: various clubs and projects
Content or Curriculum: UK and CES publications/curriculum, adapted resources/materials
Inputs: volunteers, agents, cert. hours, training
Date: 2018-2019
Audience: 4-H Teen club/volunteers
Project or Activity: MS club, day camp, 4-H Camp
Content or Curriculum: leadership development
Inputs: agents, teens, planning, resources, handbooks
Date: 2018-2019
Audience: 8th graders
Project or Activity: Leadership Academy
Content or Curriculum: UK/4-H Resources
Inputs: agents, volunteers, teachers, school staff
Date:2018-2019
Audience: 5th/6th graders
Project or Activity: Leadership/Communication Boot Camp
Content or Curriculum: UK/4-H Resources
Inputs: agents, volunteers, teachers, school staff
Date: 2018-2019
Author: Molly Jordan
Major Program: 4-H Youth Development Programming
Historically, in Bracken County, Augusta Independent students have been an underserved audience. Seeing this as a 4-H agent, I wanted to begin introducing 4-H to students in hopes that they would get involved in our programs. Understanding the impact that 4-H has on a young person’s life, I approached the school with the idea of developing a Cloverbud program in grades K-3rd. The primary goal of the Cloverbud program is to promote children's healthy development - mentally, physically,
Author: Molly Jordan
Major Program: 4-H Youth Development Programming
The life of the high school senior is full of “adult” decisions: selecting a college, picking a major, choosing a career path, and moving out! Although today’s adolescents are technologically advanced compared to prior generations, they sometimes lack basic practical living skills. After being approached by school officials with this very same concern, the Family Consumer Science Agent and 4-H Youth Development Agent decided a crash course was needed. The Adulting 10
Author: Molly Jordan
Major Program: Specialty Camps (overnight camps that take place outdoors)
Studies have proven that children involved in educational outside of school are more likely to become successful members of society. The 4-H Cloverbud Program is a way to reach kids at a younger age to get them involved in the 4-H Program. This program serves as a stepping stone to introduce youth to all the various 4-H programs and activities. In Bracken County, our Cloverbud program has been confined to afterschool activities and short summer day camps. In an effort to engage younger youth in
