Ballard County CES

County Emphasis:

Empowering Leaders, Strengthening Skills, and Preparing for Workforce and Financial Success

Concentration 1:

Building Leadership Capacity

Concentration 2:

Work and Life Skill Development

Concentration 3:

Financial Security and Economic Well-Being

Situation:

Building Leadership Capacity (Adult)

Leadership is critical at several levels, from elected officials and internal management structure of organizations to project managers, team leaders, and those who inspire throughout a community. Thriving communities may require many leaders willing to take on leadership roles. And yet, it can be a challenge to identify new leaders or to encourage leaders to step up to the role without first building leadership capacity (CEDIK 2024). Respondents participating in the University of Kentucky Cooperative Extension Community Needs Assessment identified the need to build leadership capacity to enhance individual and family development and community and economic development. Kentucky has a statewide need to “prepare community members for formal/informal leadership and/or volunteer roles” and to build “capacity of local nonprofits and community leaders,” according to the survey. UK Extension aims to work on strengthening critical leadership skills and confidence for new and emerging leaders so that the pool of willing and capable leaders can rise to match local needs. Volunteer training can have motivational benefits ranging from inspiring volunteers to get more involved to keeping them in the program (Fox, Hebert, Martin & Bairnsfather, 2009). 

Building Leadership Capacity (Youth Focus)

4-H opportunities profoundly impact individuals and communities in Kentucky by equipping youth with essential skills like communication, teamwork, and problem-solving, fostering personal leadership, and community engagement. Skills like analytical thinking, creative thinking, resilience, flexibility, and adaptability are key to future employment (World Economic Forum, 2023). 77% of employers say that there should be less focus on traditional school subjects and more focus on real-world skills (Kauffman Foundation, 2021). In the 2023 University of Kentucky Cooperative Extension Service Needs Assessment youth life skill training opportunities (such as leadership and communication skill opportunities), strengthening youth workforce readiness, and strengthening youth-adult or mentorship relationships were top priorities across Kentucky. According to the National 4-H Annual Index Survey (2024), 95% of youth identified their strengths through 4-H, 80% explored career options, and 50% received guidance for college decisions. Additionally, 75% enjoyed helping their community, and 93% felt inspired by 4-H, with 42% being inspired “a lot” to volunteer. These experiences build leadership capacity, promote civic engagement, and create connected, resilient communities by encouraging critical thinking and empathy. Furthermore, 4-H offers life skill training, strengthens youth workforce readiness, fosters mentorship, maximizes youth voice in important issues, and enhances peer-peer relationships. 

Work and Life Skills Development (Youth Focus)

America’s future hinges on a prepared workforce and engaged communities collaborating to tackle society’s most pressing challenges. As of 2024, there are 2,465,949 job openings in Kentucky and nationwide there are 10 million unfilled jobs. Fasted growing jobs are in the fields of vocational education and higher education teachers, agriculture professionals, and digitally enabled roles: ecommerce specialists, digital transformation specialists, and digital marketing professionals (World Economic Forum, 2023). 85% of the jobs that will exist in 2030 haven’t been invented yet (Dell Technologies, 2019). 77% of employers say focus less on traditional school subjects, more on real-world skills (Kauffman Foundation, 2021). Skills like analytical thinking, creative thinking, resilience, flexibility, adaptability are key (World Economic Forum, 2023). According to the National 4-H Index Study 2024, 80% explored career options, 50% received guidance for college decisions, and 95% reported 4-H helped them identify things they were good at. To ensure a sustainable society, it is crucial that our youth are equipped to fill these positions. The University of Kentucky Cooperative Extension System Community Needs Assessment (2023) has identified key priority issues related to life skill development for young people. These priorities include youth life skill training opportunities, youth workforce readiness, and maximizing youth voice in matters that directly impact them. Empowering our youth to actively participate in addressing societal issues is essential for a thriving future. 

Financial Security and Economic Well-Being (Adult)

A disproportionate number of Kentuckians live in economically distressed communities (39% of Kentuckians, compared to 15% nationally). Further, most Kentucky households are concerned with financially sustaining a quality of life that allows them to survive and thrive in an economically challenged society. From housing to grocery expenses, the cost of living continues to rise, and households are ill-equipped to adjust. Securing financial stability is vital for the well-being of state constituents. The University of Kentucky Cooperative Extension Service (CES) is committed to improving the financial security and economic well-being of families across the Commonwealth. Related CES programming is designed to help Kentuckians become more economically resilient by promoting financial literacy education, comprehensive family resource management skills, and small business engagement and support. 

In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Financial Literacy and/or Resource Management Skills was among the top 10 state-identified priority issues reported by Kentuckians, and Efforts that Support Local & Small businesses was among the top 10 Community & Economic Development needs in the state. 

County Situation:

Long-Term Outcomes:

Building Leadership Capacity (Adult)

• Increased community pride or investment 
• Improved local economy

Building Leadership Capacity (Youth)

• Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.
• Youth will serve in leadership roles in their community.

Work and Life Skills Development (Youth)

• Youth will become engaged, healthy, and productive members of their communities.

Financial Security and Economic Well-Being (Adult)

• Increased financial literacy skills 
• Improved financial security and stability

Intermediate Outcomes:

Building Leadership Capacity (Adult)

• Participants gain confidence to lead 
• Leaders are inspired to get more involved

Building Leadership Capacity (Youth)

• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills

Work and Life Skills Development (Youth)

• Youth will choose to take on leadership roles in their community.

Financial Security and Economic Well-Being (Adult)

• Increased sound financial decision-making 
• Implementation of financial literacy and resource management strategies/skills

Initial Outcomes:

Building Leadership Capacity (Adult)

• Improved leadership skills

Building Leadership Capacity (Youth)

• Youth will explore their spark in leadership.
• Youth realize how their actions impact others

Work and Life Skills Development (Youth)

• Increased knowledge of educational, training, and certification opportunities. 
• Youth will practice civic engagement, leadership and communication skills.

Financial Security and Economic Well-Being (Adult)

• Developed strategies for maintaining a health work-life balance 
• Improved financial literacy knowledge

Evaluation:

Building Leadership Capacity (Adult)

Initial Outcome: Improved leadership skills.

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains) 

Timeline: Survey will be collected immediately after program participation 

Intermediate Outcome: Increased confidence to lead.

Indicator:  Number of people reporting increased confidence in their leadership abilities. 

Method:  Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: 

Survey will be collected immediately after program participation or via follow-up evaluation after six months.

Long-term Outcome: Increased community pride 

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months

Building Leadership Capacity (Youth)

Initial Outcome:

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).
• Number of youth who reported that they have set goals to serve in leadership roles
• Number of youth who reported that they are interested in serving as a leader.

Method: Post participation survey 

Timeline: After Program/ Activity Completion

Intermediate Outcome:

Indicator:

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc. 
• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level.
• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.

Method: Survey

Timeline: At end of Club/Program Year

Long-term Outcome:

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study 

Method: Survey

Timeline: At least a year from participation

Work and Life Skills Development (Youth)

Initial Outcome: 

Indicator:

• Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others.  
• Number of youth who reported demonstrating a skill they have learned.  
• Number of youth who reported serving in a leadership role.  
• Number of youth who reported working in a team / group to accomplish a common task or goal.  
• Number of youth who reported realizing how my actions impact others.  
• Number of youth reporting identifying the needs of others in their community.  
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others).  
• Number of volunteers who provided opportunities for youth to serve in a leadership role.  
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.   
• Number of volunteers who helped youth understand how their actions impact others.  
• Number of volunteers who coordinated service activities (community service, service learning, personal service to others).  
• Number of volunteers who taught youth to recognize leaders in their community or area of interest. 

Method: Standard Evaluation

Timeline: Immediately Post Program 

Intermediate Outcome:

Indicator:

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.   
• Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey 

Timeline: End of Program Year

Long-term Outcome:

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey or Interview

Timeline: 1+ year(s)

Financial Security and Economic Well-Being (Adult)

Initial Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management 

Method: Self-reported surveys 

Timeline: Post-program/curricula survey administration or follow-up evaluation  

Intermediate Outcome: Increased sound financial decision making

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews 

Timeline: Follow-up evaluations to capture action/behavior change over time. 

Learning Opportunities:

Building Leadership Capacity (Adult)

Audience: Individuals

Project or Activity: Kentucky Extension Homemakers Association (KEHA) 

Content or Curriculum: Homemakers Leader Lessons, Publications, Newsletters/News & Notes, Officer/Chairman training materials, KEHA State Meeting, various other resources and materials 

Inputs: Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc. 

Date: Ongoing

Audience: Individuals

Project or Activity: Master Clothing Volunteers (MCV) 

Content or Curriculum: Publications, MCV training, continuing education/content experts  

Inputs: Programmatic materials, paid staff, volunteers, community partners, agents, Homemakers, etc. 

Date: Ongoing

Audience: Individuals 

Project or Activity: Agricultural Leadership 

Content or Curriculum: KALP curriculum, Publications, other materials and expertise 

Inputs: Programmatic materials, paid staff, external evaluators, community partners, volunteers, etc.   

Date: Ongoing

Building Leadership Capacity (Youth)

Audience: Youth 

Project or Activity: 4-H Leadership Program

Content or Curriculum: Curriculum such as Leadership Skills you never outgrow is sourced from Shop 4-H and Ricochet: An Extreme 4-H Leadership Adventure is sourced from other Land Grant Systems. All curriculum pieces focus on leadership, communication, and civic engagement.  

Inputs: In school clubs for middle and high school, after school clubs for teens, area ten councils, Middle school leadership clubs, and civic engagement opportunities. These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: Program Year 

Audience: Youth

Project or Activity: 4-H Camp Counselor Training (Teens)

Content or Curriculum: Content in the Camp Volunteer Training Guide is sourced from the American Camp Association best practices and focuses on developmental needs of campers, safety considerations, operating procedures, age-appropriate behavior management, and camper supervision techniques.

Inputs: These trainings are supported by the research base of the American Camp Association with materials provided by the 4-H State Office, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and led by County Extension Staff responsible for 4-H Camp.

Date: Pre-Summer

Work and Life Skills Development (Youth)

Audience: 4-Hers, Extension Professionals, Clientele

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communication and Expressive Arts, Science, Engineering and Technology, Health and well-being, and Family Consumer Sciences), 4-H Camp, Cloverbud, Volunteerism 

Content or Curriculum: Approved Kentucky 4-H Curriculum by Core Program Area or Area of Interest 

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.

Date: Program Year

Financial Security and Economic Well-Being (Adult)

Audience: Individuals, Families, Employees 

Project or Activity: Estate Planning 

Content or Curriculum: Estate Planning publication series; Transferring Cherished Possessions curriculum; MONEYWI$E newsletter and podcasts; farm succession and legacy building programs; etc.

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, farms, community centers, etc

Date: Ongoing

Audience: Communities

Project or Activity: Local & Small Business Support 

Content or Curriculum: SBDC publications, Growing Our Own, Economic Development Collaborative resources, Economic Subject Matter resources CEDIK Vibrant Economies toolkit

Inputs: Programmatic materials, paid staff, small businesses, volunteers, community partners, non-project organizations, schools, farms, community centers, etc.

Date: Ongoing

Audience: Individuals, Families, Employees 

Project or Activity: Development of Family Resource Management Skills 

Content or Curriculum: MONEYWI$E newsletter and podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Leader Lessons; etc

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Court system, community centers, etc.  

Date: Ongoing 

Evaluation:

Building Leadership Capacity (Adult)

Initial Outcome: Improved leadership skills.

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains) 

Timeline: Survey will be collected immediately after program participation 

Intermediate Outcome: Increased confidence to lead.

Indicator:  Number of people reporting increased confidence in their leadership abilities. 

Method:  Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: 

Survey will be collected immediately after program participation or via follow-up evaluation after six months.

Long-term Outcome: Increased community pride 

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months

Building Leadership Capacity (Youth)

Initial Outcome:

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).
• Number of youth who reported that they have set goals to serve in leadership roles
• Number of youth who reported that they are interested in serving as a leader.

Method: Post participation survey 

Timeline: After Program/ Activity Completion

Intermediate Outcome:

Indicator:

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc. 
• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level.
• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.

Method: Survey

Timeline: At end of Club/Program Year

Long-term Outcome:

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study 

Method: Survey

Timeline: At least a year from participation

Work and Life Skills Development (Youth)

Initial Outcome: 

Indicator:

• Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others.  
• Number of youth who reported demonstrating a skill they have learned.  
• Number of youth who reported serving in a leadership role.  
• Number of youth who reported working in a team / group to accomplish a common task or goal.  
• Number of youth who reported realizing how my actions impact others.  
• Number of youth reporting identifying the needs of others in their community.  
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others).  
• Number of volunteers who provided opportunities for youth to serve in a leadership role.  
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.   
• Number of volunteers who helped youth understand how their actions impact others.  
• Number of volunteers who coordinated service activities (community service, service learning, personal service to others).  
• Number of volunteers who taught youth to recognize leaders in their community or area of interest. 

Method: Standard Evaluation

Timeline: Immediately Post Program 

Intermediate Outcome:

Indicator:

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.   
• Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey 

Timeline: End of Program Year

Long-term Outcome:

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey or Interview

Timeline: 1+ year(s)

Financial Security and Economic Well-Being (Adult)

Initial Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management 

Method: Self-reported surveys 

Timeline: Post-program/curricula survey administration or follow-up evaluation  

Intermediate Outcome: Increased sound financial decision making

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews 

Timeline: Follow-up evaluations to capture action/behavior change over time.