Hickman County CES

County Emphasis:

Empowering Hickman County: Building Leadership, Strengthening Skills, and Securing Financial Futures.

Concentration 1:

Financial Security and Economic Well-Being

Concentration 2:

Building Leadership Capacity

Concentration 3:

Work and Life Skill Development

Concentration 4:

Family and Youth Development

Situation:

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 dedicated to enhancing the financial security and economic well-being of families throughout 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. 

 

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). 

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. 

 

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. 

 

Family and Youth Development programming is essential for fostering healthy, supportive environments where both children and adults can thrive. By offering structured activities and educational workshops, UK Extension aims to build strong family bonds equipping young people and older adults with critical life skills. Guided by the Cooperative Extension’s National Framework for Health Equity and Well-being, our programming also addresses social and emotional needs throughout the lifespan, promoting resilience and positive relationships which are two of the key concerns identified in the top 15 needs of Kentucky’s statewide needs assessment. Investing in such programs can prevent future challenges by supporting early intervention and personal growth. Ultimately, these initiatives contribute to the well-being of individuals and the stability of communities, making them a vital component of social development. 

County Situation:

Hickman County, Kentucky, reflects broader statewide economic and health challenges, with many households facing financial insecurity in an increasingly challenging economy. The county’s population, estimated at 4,447 in 2023, struggles with the rising cost of living, particularly in areas like housing and food, where financial sustainability remains a concern. Hickman County mirrors the state’s trend, where 39% of Kentuckians live in economically distressed communities, a stark contrast to the national figure of 15%. The median household income in the county is significantly below the national average, and a substantial portion of households struggle to meet living wage standards. These financial strains directly impact access to healthcare and other essential resources critical to quality of life, underscoring the need for programs that enhance financial literacy, family resource management, and support for small businesses. The University of Kentucky Cooperative Extension Service (CES) aims to tackle these issues by promoting economic resilience through educational initiatives. 

Youth in Hickman County face the repercussions of economic uncertainty, primarily due to fluctuations in the job market and shifts in industries such as agriculture. With the rise in job growth in areas such as hospitality and retail, unemployment in Kentucky increased by 4.7% from July 2023 to July 2024, exacerbating the economic challenges faced by young people. The 2023 Kentucky Cooperative Extension Community Needs Assessment identified key priorities for youth, including building financial literacy, resource management skills, and workforce readiness. These priorities are integral to preparing the next generation for a dynamic economy. Kentucky 4-H plays a crucial role by offering programs that focus on leadership, communication, and workforce development. By engaging youth in activities that foster skills such as resilience, adaptability, and critical thinking, 4-H equips them to thrive in a future shaped by rapidly changing job markets. 

Despite these challenges, the community in Hickman County is actively working to build economic resilience. With nearly 62% of Kentucky households unable to meet living wage standards, the need for adult education and workforce development is clear. Programs focusing on soft skills, job readiness, and entrepreneurship are essential for enhancing financial security throughout the state. In Hickman County, as in the rest of Kentucky, initiatives that improve financial literacy, resource management, and small business development are central to economic recovery and stability. Through these efforts, the University of Kentucky Cooperative Extension Service aims to empower both youth and adults, building stronger families and communities that are well-equipped to navigate economic challenges and contribute to Kentucky's long-term growth. 

Long-Term Outcomes:

Improved financial and economic well-being 

 

Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 

 

Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future. 

 

Increased meaningful social connections 

Intermediate Outcomes:

Youth will practice habits and skills that contribute toward sound economic and financial well-being.   

 

Participants gain confidence to lead 

 

Increased implementation of employability strategies/skills 

 

Increased healthy relationships across generations that support healthy community, nurturing behaviors, and quality time together. 

Initial Outcomes:

Increased confidence to implement employability strategies 

 

Participants give their time to serve in volunteer roles 

 

Youth will practice civic engagement, leadership and communication skills. 

 

Increased awareness of community resources to support healthy families. 

Evaluation:

Initial Outcome: Work and Life Skill Development 

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 youth who reported recognizing leaders in their community or area of interest.? 

• Number of volunteers who taught youth to express their thoughts or opinions.? 

• Number of volunteers who taught youth how to use information to communicate with others.? 

• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned.? 

• 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 facilitated the identification of the needs of others in their community.? 

• 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  

Initial Outcome: Building Leadership Capacity 

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: Survey  

Timeline: After Program/ Activity Completion??  

Initial Outcome:  Financial Security 

Indicator: 

• Number of youth who reported learning ?the differences between purchases made for?“needs”?vs “wants”? 

• Number of youth who reported that they learned about budgeting.? 

• Number of youth who reported that they learned about savings. 

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey  

Timeline: Immediate Post Program  

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?  

Initial Outcome: ?Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) 

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.  

Method: Self-reported surveys  

Timeline: Post-program/curricula survey administration  

Initial Outcome: ?Increased?confidence and motivation?to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) 

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills  

Method: Self-reported surveys  

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

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: Building Leadership Capacity 

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 to plan and implement a workshop or activity.

Method: Survey  

Timeline: At end of Club/Program Year  

Learning Opportunities:

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;OneOp; Leader Lessons; 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: Youth and Volunteers  

Project or Activity: Youth/4-H Leadership Programs, Teen Conference, 4-H Summit, State STC, Camp Counselors, 4-H Volunteerism, Achievement program  

Content or Curriculum: The curriculum is sourced from Shop 4-H and the Land Grant System, and focuses on leadership, communication, and civic engagement.?  

Inputs: In-school clubs for middle and high school, after-school clubs for teens, area teen 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: Ongoing 

Audience: 4-Hers, Extension Professionals, Clientele    

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communcation 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  

Audience: Families and Individuals  

Project or Activity: Kindergarten Readiness  

Content or Curriculum: Laugh and Learn Playdates, Understanding Disability, Information Releases, and Publications  

Inputs: Programmatic materials, paid staff, community partners, volunteers, faith-based organizations, HeadStart/daycare organizations, healthcare providers and local clinics, health department, non-profits, schools, Homemakers, community centers, etc.  

Date: Ongoing  

Audience:

Project or Activity:

Content or Curriculum:

Inputs:

Date:

Evaluation:

Initial Outcome: Work and Life Skill Development 

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 youth who reported recognizing leaders in their community or area of interest.? 

• Number of volunteers who taught youth to express their thoughts or opinions.? 

• Number of volunteers who taught youth how to use information to communicate with others.? 

• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned.? 

• 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 facilitated the identification of the needs of others in their community.? 

• 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  

Initial Outcome: Building Leadership Capacity 

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: Survey  

Timeline: After Program/ Activity Completion??  

Initial Outcome:  Financial Security 

Indicator: 

• Number of youth who reported learning ?the differences between purchases made for?“needs”?vs “wants”? 

• Number of youth who reported that they learned about budgeting.? 

• Number of youth who reported that they learned about savings. 

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey  

Timeline: Immediate Post Program  

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?  

Initial Outcome: ?Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) 

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.  

Method: Self-reported surveys  

Timeline: Post-program/curricula survey administration  

Initial Outcome: ?Increased?confidence and motivation?to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) 

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills  

Method: Self-reported surveys  

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

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: Building Leadership Capacity 

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 to plan and implement a workshop or activity.

Method: Survey  

Timeline: At end of Club/Program Year