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December 2005
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Research in BriefFun and Friendship in the Natural World: The Impact of Oregon 4-H Residential Camping Programs on Girl and Boy CampersMary E. Arnold Virginia D. Bourdeau Janet Nagele Oregon State University IntroductionEach summer, 4-H youth across the country pack their bags and head off to summer camp. Spending time with friends old and new, living and learning in a natural setting, singing songs and playing games, hiking, swimming, and campfires are what camp is all about. The American Camping Association defines residential camps as an experience consisting of a minimum of 4 nights where the camp staff is responsible for the campers 24 hours a day (American Camping Association, 1998). Residential camps are comprised of three interrelated attributes: the outdoors, education, and community (Slatter, 1984). These attributes combine to create the camp experience. While all 4-H programs are designed to enhance the development of important life skills in youth (Hendricks, 1996), 4-H residential camping allows youth to experience this growth while living in a natural, communal setting that provides abundant opportunities for the development of knowledge, independence, responsibility, self-esteem, self-efficacy, and teamwork (Garst & Bruce, 2003; Powell, 2003). Campers also learn about nature and the outdoors, often returning from camp with a wider awareness and appreciation of the natural world (Smith, 2001). In addition, research on positive youth development emphasizes the importance of a positive, inclusive atmosphere in youth programming (Roth & Brooks-Gunn, 2003). When youth participate in programs, they need to feel included and comfortable in order to benefit from the program. Together, the adult camp leaders; the camp counselors, who are often older 4-H teens; and the friendliness of other campers play an instrumental role in ensuring a fun and inclusive camp community where youth can flourish. Boys and girls attend 4-H camp together, and it is assumed that camp has the same impact on all campers, regardless of gender. Research shows, however, that girls and boys differ considerably in their social and relationship development. For example, girls are more likely to have a deeper level of intimacy in their friendships (Lansford & Parker, 1999). Boys spend more time in group activities, while girls prefer more one-on-one interaction (Benenson, 1990). Girls are also more likely to share their thoughts and feelings with, and receive more support and understanding from, their friends than boys (Dolgin & Kim, 1994). One aspect of positive youth development programming that has not been looked at in any depth is whether there are gender differences in life skill development. Given that many of the life skills identified by Hendricks (1996) are relational in nature, it makes sense that there may be significant differences in development between boys and girls on some of the life-skill items. In 2005, the American Camping Association (ACA) published the results of the first comprehensive evaluation of the impact of residential camps on youth (American Camping Association, 2005). The ACA study involved over 5,000 families at 80 camps across the United States. The study confirmed much of what camp practitioners have "known" for a long time: that residential camps have a significant impact on the social, cognitive, and physical development of young campers. While the results of the ACA study are more confirming than surprising, the study makes an important contribution to the systematic understanding of the impact of camping programs on youth. This article reports the results of a systematic, multi-site evaluation of a 4-H residential camp program conducted with campers who attended one of 13 Oregon 4-H camps in the summer of 2004. The purpose of the evaluation was to examine whether 4-H residential camps had an impact on campers in the three main areas of the 4-H camp experience: personal growth, life skill development, and camper satisfaction as an indicator of the camp community's welcoming and supportive atmosphere. In addition, the study looked at gender differences in life skill development and camp satisfaction among campers. Like the ACA study, the results of this study are confirming more than they are surprising, but they nonetheless offer an important contribution to the scarce but developing body of research documenting the impact of youth residential camping programs. Developing bodies of evaluation research is especially important in areas of traditional 4-H programming, programming that has often been done for years without any formal impact evaluation. While 4-H educators, volunteers, parents, and youth have long "known" the value of such programming, formal evaluation studies are important. Sometimes evaluations results confirm what we already suspect, and other times they challenge our assumptions about the impact of programming. In either case, formal evaluations are important for informing programming and articulating the impact of programming to stakeholders. Methods and ProceduresThe evaluation was conducted using a multi-site evaluation methodology, with each of the 13 participating camps administering the same questionnaire, and following the same evaluation protocol (Arnold, 2003; Garst & Bruce, 2003). The questionnaire included basic demographic information, eight questions related to the camper's perceived life skill development (Henricks, 1996); six retrospective pre/post questions related to growth during camp (Pratt, McGuigan, & Katzev, 2000), and a set of four questions related to the camper's satisfaction with camp. Because one of the most important aspects of conducting program evaluations at multiple sites is buy-in from the site directors (Arnold, 2003; Garst & Bruce, 2003), the questionnaire was developed with significant input from local camp directors, who are primarily 4-H agents in Oregon. At a staff development conference held in the spring of 2003, 4-H agents were invited to help articulate the impact of camp on youth. The information from this session was drafted into an initial two-page questionnaire. The questionnaire was then reviewed by three 4-H agents with significant camp expertise, as well as by a local 4-H county camp advisory council. Following the reviews, the final questionnaire was finalized for use in the study. Each site agreed to designate time at the end of camp during which campers were asked to complete the questionnaire about their camp experience. The completed questionnaires were sent to the state 4-H office for data entry and analysis. By the end of the summer, each camp received a report of the results for their own camp from the state office. The data were then aggregated for use in this statewide analysis, a strategy that allows a more robust understanding of the impact of similar programs that are held at different sites (Arnold, 2003; Straw & Herrell, 2002). Eight hundred forty-nine youth campers, entering grades 4 through 9, completed the questionnaire (100% response rate). Five hundred fifty-nine of the campers were girls (66%), and 238 were boys (34%). Sixty-one percent (518) of the campers were 4-H members. This was the first time attending 4-H Camp for 55% (467) of the campers. ResultsOpportunities for Personal GrowthTo measure personal growth, campers were asked how they felt about six items related to the camp experience. For example, campers were asked about being away from home, managing their free time, living in nature, and doing skits or presentations in front of others. Using a retrospective pre-test and a 1-4 scale, campers rated each item based on how they felt before camp and then after camp. A rating of 1 indicated the statement was "not true" and a rating of 4 indicated the statement was "very true." Before and after ratings were analyzed using a paired t test. The analysis revealed a significant, positive change for each item (p < .05). Table 1 presents the pre- and post-camp mean scores and the results of the paired t test analysis.
Life Skill DevelopmentCampers were asked how much 4-H camp helped them to develop life skills selected from the Targeting Life Skills Model (Hendricks, 1996). Campers rated each of eight skills on a 1 to 4 scale, with a rating of 1 indicating that camp contributed nothing to the development of that skill, and a 4 indicating that camp contributed "a lot!" (Cronbach's Alpha =.89). Mean ratings ranged from 3.10 (working through disagreements) to 3.47 (learning new things I like to do). Table 2 presents the score range and mean ratings for each of the life skills. Table 3 shows the percentage of campers rating who rated each life skill item a 3 or 4.
Gender Differences in Life Skill DevelopmentA one-way analysis of variance (ANOVA) was conducted to determine if there were significant differences between boys and girls and reported level of life skill development as a result of camp participation. Statistically significant gender differences in mean ratings were found for 3 items. Table 4 presents the results of the ANOVA.
Camper Satisfaction with CampFinally, in an effort to determine the extent of a positive atmosphere at camp, campers were asked about their counselors, friends, and whether camp was fun. Campers were asked to rate each of 4 items on a 1 to 4 scale, with 1 indicating "not true" and 4 indicating "very true" (α = 73). Mean ratings for camp satisfaction ranged from 3.32 (camp was one of the most fun things I have done) to 3.80 (I liked my camp counselors). Table 5 presents the score range and mean ratings for each item.
Gender Differences in Camper Satisfaction with CampFinally, because many of the items that measured camp satisfaction had a relational quality, and because of the established gender differences in the social relationships of youth, a one-way ANOVA was conducted to determine any significant gender differences in camp satisfaction ratings. Statistically significant gender differences in mean ratings were found for 4 of the 5 items. Table 6 presents the results of the ANOVA.
ConclusionThe results of the evaluation suggest that 4-H summer camp plays an important role in the development of young campers. The results show that camp provides an experience for youth to grow socially, to develop important life skills, and experience nature--all in a fun, hands-on setting. At the end of camp, campers reported that camp helped them to feel good about themselves, learn new things, to make friends, and work together in a spirit of cooperation. Perhaps most important, the natural setting of camp allowed campers to enjoy learning about the natural world. The study explored gender differences in life skill development and camp satisfaction. As noted earlier, little has been done to understand gender differences in the impact of 4-H programming. This understanding seems important to consider given the established body of literature that documents such differences and the fact that much of 4-H programming is conducted with boys and girls together. The results showed significant gender difference in some of the life-skill items used for this study. Specifically, girls rated "learning new things I like to do," "trying new things," and "cooperating with others" significantly higher than boys. It appears that camp offers a place for youth to learn and try new things, particularly for girls. The reasons behind this finding are only speculative at this point, but present an interesting place for further investigation. Girls also rated "cooperation with others" significantly higher than boys. This finding is consistent with research on gender differences in social development and therefore somewhat less surprising (Black, 2000). Despite the significant gender differences that were found, it is important to note that the mean ratings for each life skill items was above a 3.00 for both girls and boys, indicating that camp had an important impact on life skill development for both groups. Significant gender differences were found for four of the five camp satisfaction items. Liking one's camp counselor, making friends, wanting to share camp with friends, and wanting to invite others to camp are all social or relational in quality and thus consistent more with the nature of girl's social development than boys (Dolgin & Kim, 1994). Given the gender differences found in this study and the fact that the items measuring camp satisfaction were highly social or relational in nature, it is important that future measures of program satisfaction or atmosphere contain items that are not entirely in the social-relational domain. Doing so will help avoid results that are biased by developmental gender differences. The gender differences found in the study have important implications for future research and program design, but they should not be interpreted to mean that girls get more out of camp than boys. 4-H summer camp provides an experience consistent with the 4-H youth development philosophy. That is, youth learn and grow in situations where there is opportunity for hands-on, experiential learning, in a safe and inclusive atmosphere. Experiencing the out of doors and participating in educational programs has a greater impact when combined with camp's unique temporary community setting. Acknowledgements This research was possible because of the contributions of many people. Specifically, we would like to thank: Tammy Skubinna and Robin Van Winkle, 4-H Youth Development County agents, and the Clackamas County 4-H Camp Advisory group for their thoughtful review and critique of the evaluation instrument; Jana Mienhold, doctoral candidate in Human Development and Family Sciences at Oregon State University, who entered the data and conducted the camp-by-camp analyses. She also prepared reports that were sent to each camp; The County 4-H Youth Development faculty members at each camp site who were responsible for data collection. A special thanks is extended to each person who helped make the data collection go so smoothly and effectively. Finally, a big thank you to the 849 campers who took the time to complete the questionnaire at the end of a very busy and fun-filled week of camping! ReferencesAmerican Camping Association (2005). Directions: Youth development outcomes of the camp experience. Martinsville, IN: ACA. American Camping Association (1998). Accreditation standards for camp programs and services. Martinsville, IN: ACA. Arnold, M. E. (2003). Using multi-site methodology to evaluate 4-H Youth leadership retreats. Journal of Extension [On-line], 41(6). Available at: http://www.joe.org/joe/2003december/rb1.shtml Benenson, J. F. (1990). Gender differences in social networks. Journal of Early Adolescence, 10, 472-495. Black, K. A. (2000). Gender differences in adolescent behavior during conflict resolution tasks with best friends. Adolescence, 35, 499-512. Dolgin, K. G., & Kim, S. (1994). Adolescents' disclosure to best and good friends: The effects of gender and topic intimacy. Social Development, 3, 146-157. Garst, B. A., & Bruce, F. A. (2003). Identifying 4-H camping outcomes using a standardized evaluation process across multiple 4-H educational centers. Journal of Extension [On-line], 41(3). Available at: http://www.joe.org/joe/2003june/rb2.shtml Hendricks, P. A. (1996). Developing youth curriculum using the Targeting Life Skills Model: Incorporating developmentally appropriate learning opportunities to assess impact of life skill development. Ames, IA: Iowa State University Extension. Lansford, J. E., & Parker, J. G. (1999). Children's' interactions in triads: Behavioral profiles and effects of gender and patterns of friendships during adolescence. Developmental Psychology, 35, 80-93. Pratt, C. C., McGuigan, W. M., & Katzev, A. R. (2000). Measuring program outcomes: Using retrospective methodology. The American Journal of Evaluation, 21(3), 341-349. Roth, J. L. & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94-111. Powell, G. M. (2003). What happens to campers at camp? The social, health, and psychological impact on children attending camp. Camping Magazine (September-October). Slatter, T. (1984). The temporary community. Sydney, Australia: Albatross Books. Smith, P. L. (2001). A view from the woods: Camping as character-building experience for children and youth. Camping Magazine (September/October). Straw, R. B., & Herrell, J. M. (2002). A framework for understanding and improving multi-site evaluations. New Directions for Evaluation, 94, 5-15.
4-H Experiences Contributing to Leadership and Personal Development of 4-H AlumniRama B. Radhakrishna Megan Sinasky Department of Agricultural and Extension Education Introduction4-H is one of the leading youth clubs across the United States and Canada. 4-H is the most highly recognized of all Extension programs (Van Horn, Flanagan, & Thomson, 1999). For the past 102 years, 4-H has been helping children and youth reach their fullest potential through learning new life skills, meeting new people, learning responsibility, and building self-confidence. Participation in 4-H fosters core objectives, such as knowledge and skills, leadership and personal development, and citizenship skills through its projects, activities, and programs (Asthroth & Haynes, 2002). A number of studies have examined the impact of 4-H projects and activities on life-skill development (Fox, Schroeder, & Lodl, 2003; Mead, Hirschl, Rodriguez, & Goggin, 2000; Boyd, Herring, & Briers, 1992; Heinsohn & Cantrell, 1986). Consensus from these studies indicated that 4-H members developed critical life skills, such as decision making, leadership, communication, personal development, and social skills. Other researchers have studied the impact of 4-H on former members (alumni). In their national study of former 4-H members, Ladewig and Thomas (1987) found that 4-H alumni were more satisfied with 4-H's contribution to their personal development (self-worth, responsibility, and goal setting). They also found that years of participation, entry age, and gender contributed to life skill development of 4-H alumni. Collins and Associates (1997) studied the impacts of 4-H programs on members, families, and alumni in Canada. Findings revealed that 4-H experience was beneficial (83%); helped in leadership, teamwork, and communication (82%); and taught them how to face challenges and take responsibility (78%). Further, 84% of 4-H alumni indicated that 4-H participation kept them busy and out of trouble, and parents and families benefited from their children's membership in 4-H. In 2003, a follow-up to the 1997 study was conducted by the Canadian 4-H Council. Findings indicated that a majority of alumni (74%) felt that 4-H experiences contributed significantly to personal and career experiences later in their lives. Eighty-five percent said that they would recommend 4-H to young people, while 78% felt that the knowledge and skills gained in 4-H continue to benefit them in their adult lives. In today's environment of accountability, budget constraints, and expensive program alternatives, evidence is needed concerning who benefited, by how much, and what difference does it make that individuals participated in 4-H. Stakeholders need to be informed of the impact 4-H is making on former 4-H members. Purpose and ObjectivesThe major purpose of the study reported here was to ascertain how 4-H experiences of past members (4-H alumni) has influenced or contributed to other experiences later in life. The following objectives guided this investigation:
Methods and ProceduresPopulation and SampleThe population for the study included all 4-H alumni (N=1,254) listed in the 4-H Alumni Database maintained in the Department of Agricultural and Extension Education at Penn State. A random sample of 289 alumni was chosen for the study. This sample size reflects a 5% margin of error with a 5% risk of drawing a bad sample (Krejcie & Morgan, 1970). InstrumentationA questionnaire developed by the Canadian 4-H Council (2003) was modified and used to collect data. Section one of the questionnaire consisted of information relative to 4-H participation, age at participation, number of years in 4-H, and county, club, or officer position held. Section two elicited information on number of 4-H projects and usefulness of 4-H projects completed. Section three contained nine statements relative to challenges and responsibilities experienced 4-H alumni and benefits of 4-H participation. Section four contained 18 statements relative to leadership and personal development. Statements in all the three sections were measured on a Likert-type scale. The final section consisted of demographic questions (place of residence, level of education completed, county, gender, current age, and employment status). Validity and ReliabilityA panel of five experts (two agricultural and Extension education faculty, Extension program leader for youth, children, and families, 4-H program coordinator, and a graduate assistant) judged the questionnaire for content and face validity. A pilot test was conducted using Collegiate 4-H members to estimate the reliability. All the sections of the questionnaire had acceptable reliability. Cronbach's alpha for the final study ranged from a low of 0.87 (usefulness of 4-H projects) to a high of 0.95 (leadership and personal development), with an overall reliability of 0.96. Data Collection and AnalysisThe questionnaire was mailed to the sample on November 24, 2003. After one follow-up and a post card reminder, a total of 178 4-H alumni had responded (61%). Of these, 168 (58%) provided complete and useful data. Early and late respondents were compared based on the procedures suggested by Miller and Smith (1983). The 103 early and 65 late respondents were not statistically significant (p>.05) on key variables (gender, age, number of 4-H projects completed, usefulness of projects, challenges, and responsibilities learned in 4-H, and leadership and personal development skills) examined in the study. The data provided by 168 4-H alumni was entered into a SPSS database. Descriptive, correlational, and stepwise regression techniques were used to analyze and summarize the data. The scale provided by Davis (1971) was used to determine the strength of relationships between independent and dependent variables. ResultsObjective 1: Demographic and Program ProfileA majority of the 4-H alumni were female (74%). Twenty-three percent had completed high school; 27% some college; 30% bachelor's; 16% graduate degrees (masters and doctoral); and 3% professional degrees. The average age of alumni was 47.6 years, with the youngest being 18 and the oldest 86 years. Almost two-thirds (65%) lived on a farm or in a rural, non-farm location; 12% in towns of 2,501-10,000 population; 9% under 2,500; 10% in cities with a population of 10,000 or more; and 4% other. A little over one-half of the respondents (52%) indicated that they currently work full-time. Regarding 4-H participation, 82% of alumni had joined 4-H before age 12. Alumni had participated in 4-H an average of 8.5 years. Seventy-nine percent had held officer positions in 4-H. On average, alumni had completed 23, projects with a minimum of three and a maximum of 100 projects. Alumni had participated in a variety of 4-H projects: animal science (64%), leadership and personal development (60%), family and consumer science (34%), environmental education and earth sciences (31%), healthy lifestyles (28%), and communication and expressive arts (23%), and citizenship and civic education (23%). Three out of every four 4-H alumni reported that they had to leave 4-H because of age limitations, while 22% left 4-H while they were still eligible to participate. Objective 2: Usefulness of Completed 4-H Projects and Activities4-H alumni were asked to indicate on a five-point scale (1 "not at all useful" to 5 "very useful") the usefulness of 4-H projects and activities they completed (Table 1). 4-H projects they worked on (M= 4.56, SD=0.66) and the people they worked with (M=4.49, SD=0.68) were rated "very useful." In addition, alumni viewed participation in competitions, shows, fairs, and events at national and state levels as "useful."
Objective 3: Challenges and Responsibilities and Benefits Experienced in 4-H4-H alumni were asked to indicate on a scale of one to five, with 1 being "never" and 5 being "very often," the challenges and responsibilities experienced in 4-H. Results are shown in Table 2. 4-H alumni indicated that they "often" received help and encouragement from home (M=4.32, SD=0.88), had the opportunity for developing their own skills (M=4.26, SD=0.76), felt they were making contribution to 4-H (M=4.07, SD=0.88), and completed challenging tasks (M=3.82, SD=0.85). In addition, 4-H alumni indicated that they "often" experienced opportunities to lead others, make important decisions, and plan activities (Table 2). 4-H alumni were asked to indicate on a single item using a seven-point scale (1 being "not all beneficial" to 7 "very beneficial") their overall 4-H experiences in terms of contributing to personal and/or career experiences later in their life (Figure 1). Seventy-seven percent said that their experiences as 4-H members were "very beneficial," followed by "somewhat beneficial" (11%), often beneficial (11%), and not at all beneficial (1%).
Figure 1.
Objective 4: 4-H Experiences Relative to Leadership and Personal DevelopmentOn a seven-point scale (1 "no contribution" to 7 "great contribution"), alumni indicated that the experiences they had in 4-H contributed "greatly" to developing personal pride in achievements and progress (M=6.19, SD=1.08); enjoying recreation, leisure, companionship, and fun (M=6.00, SD=1.04); and in developing self-esteem/self-confidence (M=5.96, SD=1.22). In addition, alumni felt that their 4-H experiences also greatly contributed to developing group interaction skills, leadership skills, and decision-making skills. However, experiences such as business management, entrepreneurial skills, practicing good health, safety, and nutritional practices contributed "somewhat" to leadership and personal development (Table 3).
Objective 5: 4-H Experiences Influencing Leadership and Personal Development of 4-H AlumniDescriptive, correlational, and stepwise regression techniques were used to determine the contribution of 4-H projects and activities to leadership and personal development. Regression analysis provides a wealth of information about the relationships between the independent variables and the dependent variable (Urdan, 2005). For example, 1) it tells the relationships between independent and dependent variables, 2) provides information on the variance explained by each independent variable, 3) tells the relationships between independent and dependent variable when controlling for other independent variables in the regression equation, and 4) identifies which of the independent variables is a stronger predictor of the dependent variable. The independent variables selected for this study were: challenges and responsibilities; benefits of 4-H participation to personal and career in later life; completing 4-H projects in animal science, family and consumer science, science and technology, environmental sciences, international and diversity, communication and expressive arts, healthy lifestyles, leadership and personal development, citizenship and civic education; number of years in 4-H; usefulness of 4-H projects; total number of projects completed; age; and gender. All nominal variables (4-H projects completed and gender) were dummy coded (1=completed 4-H projects, 0=did not complete 4-H projects; 1=female, 0=male). Significant, positive relationships were found between the dependent variable (leadership and personal development) and independent variables--usefulness of 4-H projects (r=0.61), challenges and responsibilities (r=.74), and benefits of 4-H participation (r=0.68). Low to moderate relationships were found between leadership and personal development and type of projects completed--animal science (r=.23), leadership and personal development (r=.30), citizenship and civic development (r=.18), communication and expressive arts (r=.15), and number of years in 4-H (r=.28). No relationship existed between number of 4-H projects completed and leadership and personal development (see Table 4).
Table 5 summarizes the order in which the variables entered into the regression equation. The results indicate a total of six variables (in order of entry): challenges and responsibilities, benefits of 4-H participation, number of years in 4-H, animal science projects completed, usefulness of projects, and total number of projects completed significantly contributed to leadership and personal development. The order in which the variables entered gives valuable information on the contribution of each variable in explaining the variation in personal and leadership development of 4-H alumni. The first variable to enter the regression equation was challenges and responsibilities. It explained 52.8% of the total variance in leadership and personal development. The second variable entered was benefits of 4-H participation, which explained 11.9%, followed by number of years in 4-H (1.8%), animal science projects completed (1.2%), usefulness of 4-H projects (0.8%), and total number of 4-H projects completed (0.1%). Collectively, these six independent variables explained 69.5% of the total variance in leadership and personal development (Table 5).
Conclusions and RecommendationsOverall, Pennsylvania 4-H alumni, even after having left 4-H many, many years ago, view their 4-H experiences as very positive. It appears that the experiences they had in 4-H continue to influence them in later life. Many 4-H alumni believe that 4-H is a superior organization when compared to other youth organizations. Participation in 4-H projects and activities, the value of projects completed, and the challenges and responsibilities experienced in 4-H have contributed to the personal and leadership development of 4-H alumni. These results support findings of earlier studies (Ladewig & Thomas, 1987; Asthroth & Haynes, 2002; Briers, Boyd & Herring,1992; Fox, Schroeder, & Lodl, 2003) reported in the literature. Extension educators should continue to find innovative ways to teach challenges and responsibilities to youth and children as these contribute to leadership and personal development. Emphasis should be placed on new 4-H projects or revising 4-H curricula to reflect current technological trends. For example, classes such as biology, anatomy, biotechnology, computer technology in agriculture, and food science could have a positive effect on 4-H enrollment. In addition, age-specific programs/projects needs to be developed so that project books are appealing and challenging to youth. In addition, a marketing and advertising strategy should be developed to communicate the various benefits that 4-H offers for young people. These efforts will help attract and retain youth in the 4-H program. In a time when budget constraints and elimination of Extension programs and personnel are facing Cooperative Extension, the impact and value of Extension programs, especially 4-H programs and activities, should be documented. In addition, these impact results should be communicated to key stakeholders for a better understanding of the positive impact that 4-H makes on young people that carry into adulthood. Findings of this study should be shared with all stakeholders, especially Extension educators, specialists, and other development personnel to make informed decisions about Pennsylvania 4-H program. Extension educators in the counties may use the findings as a marketing and recruiting tool for 4-H programs. ReferencesAsthroth, K. A., & Haynes, G. W. (2002). More than cows and cooking: Newest research shows the impact of 4-H. Journal of Extension [On-line], 40(6). Available at: http://www.joe.org/joe/2002august/a6.shtml Boyd, B., Herring, D., & Briers, G. (1992). Developing life skills in youth. Journal of Extension [On-line], 30(4) Available at: http://www.joe.org/joe/1992winter/a4.html Cantrell, J., Heinsohn, A. L., & Doebler, M.K. (1989). Is it worth the cost? Journal of Extension [On-line], 27(1). Available at: http://www.joe.org/joe/1989spring/a4.html Collins, J. B., & Associates (1997). Measures of success: A project of the Canadian 4-H Council measuring the impacts of the 4-H programs on members, families, alumni. Canadian 4-H Council, Central Experimental Farm, Ottawa, Canada. Davis, J. A. (1971). Elementary survey analysis. Englewood Cliffs: Prentice Hall. Fox, J., Schroeder, D., & Lodl, K. (2003). Life skill development through 4-H clubs. The perspective of 4-H alumni. Journal of Extension [On-line], 41(2). Available at: http://www.joe.org/joe/2003december/rb2.shtml Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size in research activities. Educational and Psychological Measurement, 30, 607-610. Ladewig, H., & Thomas, J. (1987). Does 4-H make a difference? College Station, TX: Texas A & M University System. Mead, J., Hirschl, T., Rodriguez, E., and Goggin, S. (2000). 4-H clubs: Making a difference in the lives of New York state youth. Cornell Cooperative Extension, 4-H Youth Development, Cornell University, Ithaca, New York. Urdan, T. C. (2005). Statistics in plain English. Mahwah, NJ: Lawrence Erlbaum Publishers. Van Horn, B. E., Flanagan, C. A., & Thomson, J. S. (1999). Changes and challenges in 4-H (Part 2). Journal of Extension [On-line], 37(3). Available at: http://www.joe.org/joe/1999february/comm1.html Zeldin, S., McDaniel, A., Topitzes, D., & Calvert, M. (2000). Youth in decision-making: A study on the impacts of youth on adults and organizations. National 4-H Council, Madison, WI.
Training Methods and Needs Related to Volunteer Management Competencies of Extension 4-H Youth Development AgentsBrenda S. Seevers Jacqueline S. Baca Dawn Van Leeuwen IntroductionVolunteers have been an integral part of the development and delivery of 4-H educational programs since its inception (Wessel & Wessel, 1982). Creating and managing a strong volunteer program allows the Extension agent to maintain and improve programs as well as introduce new ones to meet the needs of youth. A strong volunteer program requires not only capable and willing volunteers but also professional staff with the knowledge and skills necessary to coordinate and direct the efforts of the program. As an organization's need for volunteers strengthens, the need for a person to take responsibility for inducing constructive change in volunteer management within the organization and community increases (Wilson, 1976). Since the emergence of volunteer management as a recognized profession, many theoretical models (Boyce, 1971; Penrod, 1991; McCurley & Lynch, 1996; Culp, Deppe, Castillo, & Wells, 1998; Wells, Safrit & Schmiesing, 2000) have been researched and created, as well as many lists of volunteer management competencies (Hastings & Lifer's PRK, 1988; the 4-H PRK (no date); the American Volunteer Association's (AVA) functional areas and competency statements; and Fisher & Cole, 1993) have been established. 4-H Youth Development Extension Agents are expected to master competencies through pre-service training, in-service workshops, seminars or programs, and on-the-job experience. Purpose and ObjectivesThe purpose of the study was to describe professional and personal training experiences related to volunteer management and development. Specific objectives of the study were to:
Methods and ProceduresThe descriptive study reported here utilized a mail questionnaire to collect data. The population of the study was a census of 4-H Youth Development Agents in the United States in 2001 (N = 2189). A random sample of 350 agents was selected. A panel of experts assessed the instrument for content and face validity. Reliability was assessed through a pilot test using 40 4-H agents not included in the study. Data were collected from October through November 2001 following a modified Dillman procedure for U.S. mail surveys. A final usable response rate was 51% (n = 131). Early and late respondents were compared statistically on selected characteristics. No significant differences were found allowing the results to be generalized to the population. Data were analyzed using descriptive statistics. Open ended questions were analyzed to determine trends and patterns in responses. Results and FindingsA description of the respondents indicates that 68% were female, 92% Caucasian, and the majority (34%) between the ages of 46-55. Almost 65% reported a Master's degree as their highest level of education. The average number of years as a CES agent was 11.7. Although relationships were investigated between selected demographics and professional development related to attitude and perceived competence with selected volunteer management functions, no reportable associations were found. Objective OneDuring a 2-year period, approximately 45% of all respondents reported they had participated in Extension-sponsored professional development activities related to volunteerism, while roughly 30% participated in non-Extension sponsored professional development activities. Most frequently participated in activities were seminars and workshops, followed by reading journals and other volunteer-related literature. Professional development activities least engaged in included academic and continuing education courses. During a 24-month period, agents reported only a total of 1-5 hours were spent participating in seminars/workshops or professional conferences related to volunteerism. Additionally, membership in professional volunteer management organizations was low. Agents were engaged in reading professional articles on the topic in journals and other related literature an average of only one-five times during the 24-month period (Table 1). Therefore, while 4-H agents do participate in professional development activities related to volunteerism, it is at a very low level.
Objective TwoWhen asked to identify training needs related to volunteer management and development, several common themes emerged. More than 200 responses provided suggestions for training topics. The two most commonly cited were recruitment and motivation of volunteers and conflict management skills. Recruitment/MotivationOne agent quite emphatically stated, "Train youth development (4-H) coordinators HOW TO RECRUIT volunteers." Several others simply identified the following key words and phrases, "Recruitment and retention," "Recruitment and rotation of leaders," "Recruitment and motivation strategies," and "how to recruit, train and fire volunteers." Conflict Management and People SkillsConflict management and people skills represented a high number of individual responses. One agent stated, "I need to know how to handle volunteers who conflict with other volunteers, and also how to terminate volunteers." Another said, "I want help dealing with difficult volunteers." Still others said the important needs were: "cooperation, conflict management, respecting ideas of others and how to get volunteers motivated and involved." New Agent Training and PreparationNew agent training and preparation also elicited several comments. One individual stated, "I feel we hire individuals too young and they are not ready to work with volunteers. In some cases, the volunteers have more experience than the 4-H agent. The first six months of training should be with an experienced agent, learning how to manage programs and volunteers." Another stated, "People skills for new agents is a must. Understanding failure and being able to keep trying and dreaming." Another agent stated, "I feel there is a lack of knowledge about what a good volunteer program looks like and what it takes to implement a middle-management system. This is a major barrier that a young agent runs into." Other SuggestionsOther suggestions for training topics frequently cited were time management, establishing a common vision, legal issues and liability, and volunteer evaluation: "How do I release volunteers that no longer fulfill expectations of our program/youth development?" and "I am concerned about liability issues with volunteers and any new legal issues." Others wanted help with volunteer evaluation. One agent stated, "I need help in knowing (they) are in the right place, filling the right needs and that they are happy." In regards to time, the following quote seems to sum up feelings expressed. "I have recognized that a sole agent can not have an effective program without volunteers. I will also state this . . . one agent with total 4-H responsibility can only do so much. Volunteer development is a job in and of itself." And finally, "In completing this questionnaire, I learned that one of the barriers is lack of time to work with volunteers. I feel all the categories deserved a 4, but time limitations prevent me from fully accomplishing the objectives. Volunteer management is a job in and of itself, but an agent has program development, academic committee work, etc. It is a real juggling act. Volunteers deserve more time than I have to give." Conclusions/Recommendations/ImplicationsVolunteers are an important part of American society as well as a critical element of the 4-H Youth Development program. As the 4-H program continues to grow and increase, it will require more and more volunteers. The 4-H agent will be required to become an expert in volunteer management in order for the program to prosper. Low levels of participation in volunteer-related professional development activities were found. Yet, when asked to identify specific areas of training needs, a long and varied list was established. These two findings raise some interesting questions. How will the 4-H Youth Development Program continue to survive if training needs are evident but not pursued by agents? The extensive list of training topics generated by 4-H agents indicates that they are interested and do want help. What is preventing their participation? What factors influence decisions about how they currently are receiving training and information? Should pre-service training and/or experience in volunteer management be required for employment? Can the use of mentors assist newly hired agents needing these management skills? Should in-service training be mandatory for all Extension agents working with volunteers, but especially 4-H agents? Agents identifying training needs frequently cited the desire for more practical, hands-on approaches to training. Are there other delivery modes than those currently practiced that are better suited to train and prepare agents in volunteer management? How can agents be prepared for the time and training commitment a strong volunteer program needs? ReferencesAssociation of Volunteer Administration. (2000). About AVA. Available at: http://www.avaintl.org/about/index.html Boyce, M. V. (1971). A systematic approach to leadership development. Washington, DC: USDA, Extension Service. (ERIC Document Reproduction Service No. ED 065 763. CSREES Publication (no date). Professional research and knowledge taxonomy for 4-H Youth Development. Chevy Chase, MD: National 4-H Council. Culp, III, K., Deppe, C. A., Castillo, J. X. & Wells, B. J. (1998). The GEMS model of volunteer administration. The Journal of Volunteer Administration, 16 (4), 36-41. Dillman, D. A. (1978). Mail and telephone surveys: The total design method. New York: John Wiley, Fisher, J.C. &b Cole, K,M. (1993). Leadership and management of volunteer programs. San Francisco: Jossey-Bass Publishers. Hastings, S., & Lifer, C. (1988). 4-H PRK: Professional research and knowledge base final report. Mississippi State University and The Ohio State University. McCurley, S., & Lynch, R. (1996). Volunteer management: mobilizing all the resources of the community. Downers Grove, IL: Heritage Arts Publishing. Penrod, K. M. (1991, winter). Leadership involving volunteers. Journal of Extension [On-line], 29(4). Available at: http://www.joe.org/joe/1991winter/a2.html Wells, B. J., Safrit, R. D. & Schmiesing, R. J. (2000). Towards a universal model for contemporary volunteer management: Qualitative and quantitative research bridging the literature with best practices. Unpublished paper. The Ohio State University, Columbus. Wessel, T., & Wessel, M. (1982). 4-H: An American idea 1900-1980. Chevy Chase, MD: National 4-H Council. Wilson, M. (1976). The effective management of volunteer programs. Boulder, Colorado: Volunteer Management Associates.
What Motivates Volunteers to Serve in a Youth Literacy Program?Ryan Schmiesing Jeff Soder Susan Russell 4-H Youth Development IntroductionYouth development programs are comprised of non-formal educational opportunities that typically transpire outside the traditional classroom setting. Frequently, volunteers provide leadership to the development and implementation of these activities. In 2003, more than 24,000 4-H volunteers committed their time, energy, and talents to programs involving youth ages 5-19 in Ohio's communities (Ohio State University Extension, 2004). Over the course of 100 years, volunteers have become the backbone for delivering programs that lead to the successful development of youth in Ohio and across the country. Much of the literature on volunteer motivation builds upon the work of Atkinson and Birch (1978), who define three different sources of human motivation. Individuals are motivated by achievement (desire to perform at a high level); affiliation (desire for positive relationships); and power (desire to be in control and influence others). Maehr and Braskamp (1986) apply this framework to the world of work and the motivation of volunteers, again finding the same three sources of motivation. A considerable amount of literature on volunteer motivation follows this framework and attempts to determine which of these three sources of motivation are most important to the individual volunteer. Rouse and Clawson (1992), in a study to determine what kinds of incentives were most valued, found older adults were motivated by achievement and affiliation. Culp and Schwartz (1999) found that tenured volunteers were motivated by affiliation and did not identify personal recognition as a significant reward. More recently, Fritz, Karmazin, Barbuto, and Burrow (2003) found that the motivation of urban and rural volunteers was similar, and the particular kind of recognition they preferred (letters, phone calls) was congruent with their being motivated by affiliation. Braker, Leno, Pratt, and Grobe (2000) identified volunteers being motivated by their ability to help others and the satisfaction they received from helping others. In a study involving master volunteers, Wolford, Cox, and Culp (2001) identified the opportunity to learn new things (achievement) and wanting to be affiliated with the organization (affiliation) as primary motivators. White and Arnold (2003) suggested that volunteers were motivated by making a difference in the lives of youth and receiving satisfaction through helping others. Each of these researchers or authors have built upon the early work of Atkinson and Birch (1978) and often found the desire for affiliation as a primary motivator of volunteers. Clary et al. (1998) depart significantly from the framework proposed by Atkinson and Birch (1978). As social psychologists who see human action serving personal and social goals, we were particularly interested in understanding volunteers' sustained commitment to helping others, and their significant contribution of time, energy, talent, and even money. Clary et al. postulate that volunteerism serves six functions for volunteers: volunteerism correlates with volunteers' altruistic values; volunteerism correlates with volunteers' desire for understanding and new knowledge, it serves a social function in that it involves relationships with others; it may serve a career function in that it provides training and contacts; it may have a protective function by protecting individuals from feelings of guilt from having too much; and volunteerism may have an enhancement function by improving self-esteem. Purpose and MethodologyThough numerous studies consider 4-H volunteers' motivation from an achievement-affiliation-power framework, to date, no studies were found that evaluated 4-H volunteers' motivation using the six functions of volunteerism described by Clary et al. (1998). The purpose of the study reported here was to investigate how volunteers' sustained commitment in a literacy project served their personal and social needs. Additionally, we sought to identify which of the six possible functions of volunteerism identified by Clary et al. were served through volunteering in the Literacy and Mentoring Partnership (LAMP) program in a rural Ohio community. The LAMP program provided us with access to volunteers who were required to participate in an intensive training and had made at least a 1-year commitment to the program. The program required volunteers to spend 10 hours in literacy training prior to beginning the mentoring process. Upon completion of training, volunteers then met with one or two children during school hours, for a half hour, to engage them in literacy activities throughout the school year. Through anecdotal evidence, the program was seen by volunteers, schools, and the community as highly successful and beneficial. A descriptive study based upon the functional motivations survey developed by Clary et al. (1998) was utilized. The first section of the instrument included the six functional motivational constructs measured by 30 items. Each function (construct) consisted of five items measured by a 7-point Likert-type scale ranging from 1 (extremely unimportant/inaccurate) to 7 (extremely important/accurate). The second section collected demographic data on LAMP volunteers, including number of years served, gender, age, employment status, children in school, children in LAMP, grade mentored, other volunteering, place of residence, and ethnicity. Additional questions sought information about the LAMP program, including volunteers' greatest frustration, how volunteers learned about the program, and whether or not the volunteer had been a struggling reader as a child. A pilot study was conducted with LAMP volunteers (not included in the study), with resulting Cronbach's Alphas indicating internal reliabilities ranging from x= .57 to x=.88. As a result of the low internal reliabilities on the specific constructs of enhancement and social motivation, we eliminated one question from each, ultimately increasing the Cronbach's Alphas to meet the desired .70 (Stevens, 1992). One follow-up reminder postcard was sent two weeks after the initial mailing, resulting in a 73% response rate. FindingsSelected DemographicsVolunteers responding to the survey were 43 years of age and primarily white (96%) and female (88%). More than half had children in school (61%), but very few had children in the LAMP program (4%). The vast majority of respondents also volunteered with other organizations (82%) in addition to LAMP. Most volunteers heard about LAMP either through a teacher/administrator (43%) or another LAMP volunteer (25%). Respondents indicated they were employed full-time (17%), part-time (34%), or not employed (34%). Functional Motivations of VolunteeringOut of the six possible functions of volunteerism, respondents rated the values function of volunteerism highest (X=6.2; SD=.6). LAMP volunteers were much more motivated by the opportunity to express their altruistic values and humanistic concerns through volunteering than by the other five functions (Table I). Mean scores for the functions of understand, enhance, and social were close to neutral on the 7-point scale. The remaining two functions, protective and career, had mean scores significantly lower.
Conclusions/RecommendationsDedicated volunteers in the LAMP project, who commit to volunteering weekly for a year or more, are primarily motivated by opportunities to exercise their humanitarian and altruistic values. Volunteers were not as strongly motivated by the other five functions identified by Clary et al. (1998). This is a significant departure from research that investigated the achievement-affiliation-power model of motivation and found that volunteers are frequently motivated by a desire for affiliation. Given this earlier research, we would have expected volunteers to be motivated by the social function of volunteerism In previous research, Clary et al. (1998) found that volunteers who score high on the values function of volunteerism also scored the highest on long-term intent to serve. This finding corroborates the results of this study, because LAMP volunteers, on average, commit to more than 2 years in the program. These same volunteers who were motivated by the values function of volunteerism had also made relatively lengthy commitments to the program. Over half (51%) of the LAMP volunteers were employed part- or full-time. Additionally, the vast majority (82%) volunteered with other organizations. These individuals may already have full social lives and not be dependent upon LAMP to fulfill a social function. Additionally, LAMP volunteering may be a somewhat isolating activity, because it involves one-on-one mentoring with a student. Perhaps individuals seeking volunteer opportunities that fulfilled a social function pursued other kinds of volunteer opportunities. The study results provide important insights into recruiting volunteers who will successfully commit to an intensive assignment such as the LAMP program. Clary et al. (1998) argue that potential volunteers respond best to volunteer recruitment materials that are matched to their motivation for volunteering. Recruitment materials that promote the value function of volunteering will appeal to volunteers who are motivated by their values. Thus, the LAMP project, if it aims to recruit volunteers similar to the ones who are currently committed to the program, should design recruitment materials that appeal to potential volunteers who are motivated by opportunities to share their altruistic values and humanistic concerns. The school teacher/administrator and current LAMP volunteers also play important roles in LAMP recruitment as over two-thirds (68%) of current volunteers heard about the program through the school teacher/administrator or another LAMP volunteer. A personal invitation to join the LAMP project may have been instrumental in attracting highly committed volunteers and should not be underestimated as an effective recruitment tool. Last, the community's commitment to literacy, its promotion of the LAMP project, and the dynamic leadership of the project have all worked to create a positive LAMP image that has undoubtedly helped with recruitment of talented and committed volunteers (personal interview with Sue Arnold, 2003). The findings of this research suggest that a similar program that wishes to attract committed volunteers who engage in significant training to serve youth in a one-on-one situation might promote the value function of the volunteer opportunity. Recruitment tools that appeal to the volunteer's "altruistic values and humanitarian concerns for others" will be most attractive to this group (Clary et al., 1998, p. 1517). School personnel and teachers might also emphasize the value function of volunteerism when making their appeals. It is important to note, though, that the values function of volunteerism was motivating for a very homogenous demographic (i.e., white, middle-aged females), and a different demographic may be motivated by other functions of volunteerism. We cannot conclude this article without mentioning the sheer number of respondents who wrote in the comments section that they appreciated the opportunity the program gave them to spend with children. Perhaps neither model of volunteer motivation adequately captures the joy many adults experience when interacting with children. These adults may need no further motivation to commit to LAMP. ReferencesAtkinson, J., & Birch, D. (1978). An introduction to motivation (2nd ed.). Cincinnati: D. Van Nostrand Company. Braker, M. J., Leno, J. R., Pratt, C. C., & Grobe, D. (2000). Oregon extension volunteers: Partners in action. Journal of Extension [On-line], 38(2). Available at: http://www.joe.org/joe/2000april/rb3.html Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J., Stukas, A. A., Haugen, J., et al. (1998). Understanding and assessing the motivations of volunteers--A functional approach. Journal of Personality and Social Psychology, 74(6), 1516-1530. Culp, K., III, & Schwartz, V. (1999). Motivating adult volunteer 4-H leaders. Journal of Extension [On-line], 37(1). Available at: http://www.joe.org/joe/1999february/rb5.html Erwin, S., NcNeely, N. M., Safrit, R. D., & Schwartz, V. (1996). Volunteers and Ohio State University Extension: A winning team. Columbus: authors. Fritz, S., Karmazin, D., Barbuto, Jr., J., B., & Burrow, S. (2003). Urban & rural 4-H adult volunteer leaders' preferred forms of recognition and motivation. Journal of Extension [On-line], 41(3). Available at: http://www.joe.org/joe/2003june/rb1.shtml Maehr, M., & Braskamp, L. (1986). The motivation factor. Lexington, MA: Lexington Books. Ohio State University Extension. (2004). 2003 Ohio 4-H statistics. Columbus, Ohio: Ohio State University Extension. Rouse, S. B., & Clawson, B. (1992). Motives and incentives of older adult volunteers. Journal of Extension [On-line], 30(3). Available at: http://www.joe.org/joe/1992fall/a1.html Stevens, J. (1992). Applied multivariate statistics for the social sciences (2nd ed.). Hillsdale, N. J.: Lawrence Erlbaum Associates. White, D. J., & Arnold, M. E. (2003). Why they come, why they go, and why they stay: Factors affecting volunteerism in 4-H. Journal of Extension [On-line] 41(4). Available at: http://www.joe.org/joe/2003august/rb5.shtml Wolford, M., Cox, K., & Culp, K., III. (2001). Effective motivators for master volunteer program development. Journal of Extension [On-line], 39(2). Available at: http://www.joe.org/joe/2001april/rb4.html
Evaluating the Impact of a Community Agricultural Leadership Development ProgramKeith G. Diem Mary Powers Nikola Background and PurposeThe importance of providing leadership development for community and agricultural leaders has long been recognized. Langone (1992) stated that "Community leadership is that which involves influence, power, and input into public decision-making" and found that a leadership program established in the mid-1980's, "designed to enhance and develop skills of community leaders, also highlighted how Extension can be a catalyst for creating stronger linkages and problem-solving capabilities in rural areas." Horner (1984) described how Extension educators in one state developed a program to "do something about the gap in public policy education for adult leaders in agriculture." Kraenzel (2001) concluded that The foremost challenge is to provide educational programs that provide new frameworks for building relationships . . . to address such subject matter areas as interpersonal relationships, working relationships, negotiations, and cooperation. Related areas include alliances, partnering, market structures, food chain structure, and food product distribution systems. During the past 20 years, a variety of Extension educational programs have been offered throughout the nation to focus on developing the skills and leadership abilities needed by agricultural leaders. However, the outcomes of many of these programs have gone unevaluated or unreported. This article outlines a concerted effort to measure the benefits and impact of the New Jersey Agricultural Leadership Development Program (NJALDP) that was developed in 1996 to help members of agriculture-related professions to:
Through a series of seminars and interactive workshops over 2 years' time, NJALDP participants explore various agricultural topics; debate key issues; sharpen communications skills, particularly public speaking; and establish and cultivate an extensive agricultural network throughout New Jersey. The program is a collaboration of Rutgers Cooperative Extension/Cook College and the New Jersey Agricultural Society, the New Jersey Department of Agriculture, and the New Jersey Farm Bureau. Four classes have completed the program so far. NJALDP participants develop skills in a variety of areas, including interpersonal communications, marketing, decision making, negotiating, and business and personal leadership. The skills that participants acquire can be used to improve their own business and personal lives and enhance involvement not only in agricultural organizations but also community and civic groups, governmental bodies, and school and youth programs. In addition, NJALDP participants examine key agricultural topics, including land use, environmental issues, agricultural economics, bio-security, agri-terrorism, aquaculture, and fisheries. As a result, participants hone their analytical and decision-making skills and develop skills in conflict resolution and negotiation as well. Two travel seminars complete the program. Through a multi-day seminar in Washington, D.C., participants enhance their understanding of agricultural infrastructure and the legislative and lobbying processes. An international seminar provides the opportunity to observe how business is conducted outside of the U.S., study alternative agricultural methods, examine other countries' challenging issues, establish international contacts, and develop cultural awareness and an international perspective. The international seminars average 7-10 days, and, to date, the leadership classes have traveled to Chile, Mexico, Costa Rica, Germany, Belgium, and Holland. As part of their continuing education, NJALDP participants engage in a variety of homework assignments, including readings, research, presentations, and community service projects. MethodologyAlthough evaluation of individual sessions was conducted previously, the primary purpose of the study reported here was to determine the lasting impact. Participants from the first three classes were surveyed to determine the difference the leadership program has made on their lives and careers. The study employed descriptive survey and correlational research methods and was conducted during the fall of 2003. The questionnaire was designed by the authors and reviewed by a group of individuals similar to the respondents, who served as a panel of experts. The survey was sent to a total of 63 participants from the three classes that completed the program. Multiple follow-ups were conducted with non-respondents. A total of 50 usable surveys were returned, yielding a 79% overall response rate. Response rates among the three classes ranged from 74-88%. Responses were treated confidentially. FindingsKnowledge GainedParticipants were presented with a list of topics pertaining to agricultural-related leadership development and asked to designate a number to indicate what they knew about each item before participating in this program and also specify a number to indicate what they know after completing the program. Zero (0) represented "no knowledge" and four (4) indicated "a great degree of knowledge." The results are shown in Table 1.
Most UsefulWhen asked what was the most useful knowledge or skill they learned or improved during the leadership program, participants reported the following open-ended responses:
Practice ChangeAs a result of participating in NJALDP, participants reported having done the following practices since completing the program, based on a list of fixed choices related to the goals of the program:
Lasting ImpactsTypical examples of accomplishments and changes in their businesses/careers and personal lives that participants attributed to participating in this program included:
Participant SatisfactionAs indicated by the following results, participants were very satisfied with the program:
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