Russell County CES

Title:

Developing Leadership and Communication Skills

MAP:

Developing Youth Leadership and Communication Skills (4-H)

Agents Involved:

Christy A. Martin, Jonathan Oakes, FCS agent/assistant

MAJOR PROGRAM 1:

Communications and Expressive Arts 4-H Core Curriculum

MAJOR PROGRAM 2:

Leadership 4-H Core Curriculum

MAJOR PROGRAM 3:

Kentucky Extension Homemaker Association

MAJOR PROGRAM 4:

Empowering Community Leaders (general)

Situation:

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.

Long-Term Outcomes:

• 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.

Intermediate Outcomes:

• 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.

Initial Outcomes:

• 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.

Evaluation:

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 2019

Learning Opportunities:

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 2019

Project or Activity:                Learning to set SMART goals

Content or Curriculum:       4-H leadership curricula

Inputs:                                    youth participation; curricula; volunteer leaders

Date:                                       fall 2018

Project or Activity:                4-H speeches and demonstrations

Content or Curriculum:       Kentucky 4-H communication curriculum

Inputs:                                    judges, teacher-leaders, facilities

Date:                                       January – March 2019

Project or Activity:                4-H written communication

Content or Curriculum:       4-H communication curricula

Inputs:                                    youth involvement; volunteer leaders; guidelines

Date:                                       November 2018-February 2019

Project or Activity:                4-H expressive arts

Content or Curriculum:       4-H expressive arts curricula

Inputs:                                    volunteer leaders, art materials, funding

Date:                                       January & February 2019

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 2018-March 2019

Project or Activity:                Extension Homemakers

Content or Curriculum:       Officer training and club participation

Inputs:                                    KEHA manual, KEHA website, KELD materials

Date:                                       throughout year

Success Stories

Picturesque

Author: Christina A. Martin

Major Program: Communications and Expressive Arts 4-H Core Curriculum

The Russell County 4-H program collaborated with the local home school association to present a photography program to over 20 youth. Photography is a component of the Kentucky 4-H Communication and Expressive Arts core curriculum. The benefits of photography are numerous. Youth can learn a form a creative expression that allows them to document memories throughout their lifetime as well as create memories with family and friends. Photography is also a wonderful form of stress relief that lets p

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Service Learning

Author: Christina A. Martin

Major Program: Leadership 4-H Core Curriculum

4-H has had a rich history in community service.  Part of the 4-H Pledges is that we “pledge our hands to larger service.”  Engaging youth in a variety of community service opportunities allows them to learn the value of helping other people, lets them build self-esteem from the positive results of service, develop as sense of responsibility and of community, and realized that effective leaders also serve others.Russell County 4-H embarked on two community service projects

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Citizenship Counts

Author: Christina A. Martin

Major Program: Leadership 4-H Core Curriculum

The Russell County 4-H program offered a yearlong program on developing qualities of a good citizen based on feedback and needs identified by the Russell Co. 4-H  and County Extension Councils based on needs assessments conducted.  The local councils noted a need for youth to develop personal responsibility and gain respect for their country.  Using the Kentucky 4-H Citizenship curriculum, a program was developed to examine the qualities of good citizens and explore the traditions

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Development of a Community Leader

Author: Laura Rogers

Major Program: KSU Small Farm Program

  Wayne Riley, head of the African American Museum in Laurel County, strived to achieve a more leadership role within the Laurel County community.     Riley had goals of a location in which people could go and learn about gardening, farming, beekeeping, and pastured poultry. Riley strives to have a place people could processing their products through a commercial kitchen.     In order to encourage and support Riley in achieving his goal Kentucky State Univ

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