This document discusses several issues facing the Texas 4-H and Youth Development Program, including its public perception, age appropriateness, youth voice, and funding. It also provides participation data showing declining 4-H membership from 2006 to 2009 but an increase in 2010 and 2011. Popular projects are listed from 2010 to 2012. The document encourages setting participation goals and discusses examples of successful 4-H projects in different counties. It presents a model of youth progression in 4-H from gaining foundational skills to applying knowledge to careers and higher education.
The document describes World Ready Training, an international self-development program that prepares individuals for modern business demands through competency-based training involving team projects in different regions. The year-long program aims to provide pre-employment training and a pool of job candidates through an integrated framework involving individual learning, team projects in various environments, and assessments. It outlines the program structure, management, costs and feasibility findings for piloting the initiative.
This document provides information about the Chartered Institute for the Management of Assessment Practice (CIMAP). It includes the board members and regional conveners. It contains a message from the board welcoming members and wishing them a happy festive season. It also provides notices about upcoming events and deadlines.
Over 3,500 4-H members used the online record book system in 2011-2012, creating over 15,000 forms across various age groups. Some categories for state record book competition entries were proposed to be merged or renamed to reduce the total number of categories from 39 to 31 for 2012-2013. The plan was to make minor updates to the forms and guide, develop judging resources, improve the online system, and provide training workshops for staff on the changes.
The document summarizes changes made to the Texas 4-H recordkeeping system. Feedback found most members and volunteers felt the previous system needed changes. The new system simplifies recordbooks by age group - Juniors, Intermediates, and Seniors. Forms can now be completed online or printed. Recordbooks will focus on one project and be judged using a new rubric-based scoring sheet. The goal is to make recordkeeping more understandable, consistent, and fun for members.
The document provides guidance and priorities for the 2011 Texas 4-H and Youth Development program. It outlines emphasis areas, management plans, program priorities including One Day 4-H and Leaders 4 Life, and upcoming events. District specialists are tasked with reviewing county program plans and providing feedback to help agents effectively plan and implement the 4-H program. Other resources mentioned include curriculum enrichment, the 4-H Summit training, and the 2011 4-H Roundup event. The overall goals are to support agents and focus county programs on measuring impactful work.
This document contains headings for various sections of personal information and report forms for juniors, intermediates, and seniors in 4-H, including sections on 4-H project experiences, leadership experiences, community service, other projects, recognition and awards, non 4-H activities, and college/career exploration.
This document summarizes several 4-H programs including 4-H Sports Nutrition, 4-H Food Challenge, Photography, Take a Stand, and Leaders 4 Life. It provides information on the objectives, resources, opportunities, and evaluation of each program. The document emphasizes increasing healthy lifestyles, leadership development, and addressing issues like bullying through these 4-H programs.
The Centra system was down, causing issues for a planned online meeting. The document was an agenda for a virtual leadership training covering topics like positivity, motivation, dealing with negativity, and components of successful teams. It included quotes, exercises, and discussions of vision, change management, passion, and the power of positive thinking.
The document describes World Ready Training, an international self-development program that prepares individuals for modern business demands through competency-based training involving team projects in different regions. The year-long program aims to provide pre-employment training and a pool of job candidates through an integrated framework involving individual learning, team projects in various environments, and assessments. It outlines the program structure, management, costs and feasibility findings for piloting the initiative.
This document provides information about the Chartered Institute for the Management of Assessment Practice (CIMAP). It includes the board members and regional conveners. It contains a message from the board welcoming members and wishing them a happy festive season. It also provides notices about upcoming events and deadlines.
Over 3,500 4-H members used the online record book system in 2011-2012, creating over 15,000 forms across various age groups. Some categories for state record book competition entries were proposed to be merged or renamed to reduce the total number of categories from 39 to 31 for 2012-2013. The plan was to make minor updates to the forms and guide, develop judging resources, improve the online system, and provide training workshops for staff on the changes.
The document summarizes changes made to the Texas 4-H recordkeeping system. Feedback found most members and volunteers felt the previous system needed changes. The new system simplifies recordbooks by age group - Juniors, Intermediates, and Seniors. Forms can now be completed online or printed. Recordbooks will focus on one project and be judged using a new rubric-based scoring sheet. The goal is to make recordkeeping more understandable, consistent, and fun for members.
The document provides guidance and priorities for the 2011 Texas 4-H and Youth Development program. It outlines emphasis areas, management plans, program priorities including One Day 4-H and Leaders 4 Life, and upcoming events. District specialists are tasked with reviewing county program plans and providing feedback to help agents effectively plan and implement the 4-H program. Other resources mentioned include curriculum enrichment, the 4-H Summit training, and the 2011 4-H Roundup event. The overall goals are to support agents and focus county programs on measuring impactful work.
This document contains headings for various sections of personal information and report forms for juniors, intermediates, and seniors in 4-H, including sections on 4-H project experiences, leadership experiences, community service, other projects, recognition and awards, non 4-H activities, and college/career exploration.
This document summarizes several 4-H programs including 4-H Sports Nutrition, 4-H Food Challenge, Photography, Take a Stand, and Leaders 4 Life. It provides information on the objectives, resources, opportunities, and evaluation of each program. The document emphasizes increasing healthy lifestyles, leadership development, and addressing issues like bullying through these 4-H programs.
The Centra system was down, causing issues for a planned online meeting. The document was an agenda for a virtual leadership training covering topics like positivity, motivation, dealing with negativity, and components of successful teams. It included quotes, exercises, and discussions of vision, change management, passion, and the power of positive thinking.
This document provides an overview of Susilo Baskoro's career path and principles for success in a dynamic world. It summarizes his career moving from field engineer to HR director across various countries. It outlines five principles to understand for success: (1) change is constant, (2) encourage the heart, (3) focus on the journey, (4) learning is ongoing, and (5) build relationships. The document emphasizes adapting to changes, pursuing one's vision and interests, setting goals, ongoing learning, and networking.
Donald Super's career development theory proposes that career is influenced by one's self-concept and develops throughout life in stages of growth, exploration, establishment, maintenance, and disengagement. Stratton's 2000 research paper found that teens have concerns about affordability and finding enjoyable work, change career goals without commitment, and rely on interest and ability when gathering information and making decisions. Effective career counseling should address teens' changing aspirations and help them relate education to realistic career goals using focused information.
Using Youth Development Approach to Foster Global Learning through Media & Te...pasesetter230
This document provides an overview and agenda for a workshop on using a youth development approach to foster global learning through media and technology. The workshop will discuss how afterschool programs can build youth's global competence and outcomes like improved life skills and relationships. It will provide examples of programs like World Savvy that integrate global learning, media literacy, and civic engagement. It will also overview resources from organizations like PASE, TeachUNICEF, and UNICEF that support global citizenship education and connecting classrooms internationally.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
The document discusses coaching and its role in developing leadership. It provides information on:
1) Coaching helps leaders gain clarity, expand their options, and make choices to develop themselves and achieve their goals. Coaching focuses on learning, not telling people what to do.
2) There are different types of coaching including individual, group, team, and peer coaching. Coaching can support training, transitions, and addressing health and work-life balance concerns.
3) Effective coaching promotes trust, active questioning, listening, providing feedback, and creating an environment for positive outcomes like increased motivation, clarity, productivity, and responsibility.
The document discusses how Young Harris College transformed from a 2-year to a 4-year institution through effective branding and enrollment strategies. It outlines the college's vision to establish new academic programs, improve facilities, and double enrollment. A key part of this transformation involved redefining the college's brand to attract more applicants and meet enrollment goals earlier than planned. The strategies discussed include developing a clear brand platform and messaging, creative marketing materials, and website content to express the new brand identity and position Young Harris as a distinctive 4-year liberal arts college. Measurement of enrollment metrics and a focus on net revenue rather than discount rates also helped drive the successful transformation.
Old Mutual Team - Implementing Cultural Transformation in a Decentralised Int...ValuesCentre
The document discusses Old Mutual's cultural transformation journey across its business units:
1) Wealth built leadership capacity and alignment through an experiential process that fostered transparency, collective responsibility, and dialogue.
2) The Group took the work group-wide using culture assessments, metrics, case studies, and engaging employees.
3) Emerging Markets used a rolling start, first educating leaders then aligning them through shared experiences before building a broad leadership program.
4) Nedbank sustains its journey through yearly culture assessments showing increasing alignment to key values like accountability and client-focus.
This document covers various topics related to leadership and administration, including strategic planning, SWOT and PEST analyses, logic models, vision and mission statements, goals and objectives, and knowledge management. It discusses elements of effective vision and mission statements, and components of goals and objectives. It also covers principles of community design, group exercises, and analyzing organizational culture and values.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
Endava Career Days Iasi Jan 2012 - Talent ManagementEndava
Helene Speight discusses talent management at Endava. She outlines Endava's internal career path which includes three development levels: CARE, GROW, and SHARE. Each level focuses on different skills and objectives to help employees grow. Endava also offers various technical and soft skills training programs. The presentation discusses other talent management initiatives like global mobility, Endava University, high performance culture through performance reviews, and maintaining employee engagement.
Lockyer valley education and skills summit workforce development wp v1.0Workforce BluePrint
This document outlines a workforce development plan process for the Lockyer Valley region. It discusses assessing workforce needs, developing a current and future workforce profile, identifying gaps, and strategies to address gaps. A 5-step model is provided: 1) analyze context and environment; 2) develop current workforce profile; 3) forecast future needs; 4) identify gaps and strategies; 5) review and evaluate. Key priorities identified include increasing training and qualifications, promoting regional lifestyle, and developing a partnership approach between stakeholders to coordinate workforce development efforts. The plan aims to retain and attract skilled workers to the Lockyer Valley.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document discusses training and performance gaps. It makes three key points:
1. There is no magic in training - effective training skills can be learned and developed through a systematic process.
2. Not all performance issues can be solved with training alone. Other factors like motivation, job fit, skills and the work environment must be considered.
3. A true performance gap that indicates a need for training is identified through a needs analysis that examines what knowledge, skills and abilities are required versus actual performance and determines the root cause of the gap.
The Cape Coral High School mission statement outlines its goal to develop sensitive, knowledgeable, and contributing members of an ever-changing world by sharing responsibility with parents and the community. The vision is to create active participants engaged in pursuing academic excellence, integrity, knowledge, and respect as valued members of a global society. The core beliefs focus on academic standards, collegiality, student achievement, safety, and respect. Implementation of the core beliefs centers on ensuring academic rigor, collaboration among teachers, high expectations for all students, a safe learning environment, and demonstrating respect for all.
The document provides an orientation to career guidance and counseling in developing countries. It discusses the need for career planning given complex modern societies. Traditional assumptions about career assessment and choice are giving way to recognition that multiple factors influence careers in contexts of uncertainty. Career development is emerging as a professional activity requiring philosophical grounding and multi-layered training. An example workshop orientation provides foundational theory and tools to implement career guidance programs while building support through demonstration of value. Evaluation found the workshop significantly increased participants' career development knowledge and skills.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
The document discusses implementing a middle school career exploration program with the goals of expanding students' knowledge of career and education options, increasing their understanding of career goals and interests, and raising awareness among staff of career development resources. It recommends infusing career exploration into the curriculum through classroom activities, guest speakers, and simulations. An organizational structure is proposed with a program coordinator, site coordinator, teachers, and administrators all having defined responsibilities to plan, implement, and evaluate the program. Sample activities and how to fit them into the school schedule are also addressed.
The document provides information about the Doctor of Philosophy (PhD) program offered by the Middle East Research Academy. The 3-4 year part-time program is designed for professionals holding a relevant master's degree. The learning objectives are to develop research skills, expertise in the chosen field, and business communication abilities. Students complete a thesis and other coursework for a total of 48 credits. The program fees are $17,500 over 4 years and include registration, annual course fees, and a submission fee.
This document discusses the concept of vision and its importance for leadership. It defines what a vision is, where visions come from, and how visions can supply the human element, help harness opportunities, and link the present to the future. The document encourages developing a vision by understanding what is doable, keeping it simple, and basing it on reality. It also provides examples of vision statements from organizations like Habitat for Humanity and 4-H.
The document outlines 10 ways to master leadership skills: 1) Preparing, 2) Volunteering, 3) Keeping an open mind, 4) Giving speeches, 5) Developing discipline, 6) Meeting deadlines, 7) Staying in touch, 8) Listening, 9) Cooperating, and 10) Doing things for others. It provides further details on being prepared, committing to a cause, keeping an open mind, rehearsing speeches, developing discipline, meeting deadlines, maintaining contact, listening, cooperating, and putting others first.
This document provides an overview of Susilo Baskoro's career path and principles for success in a dynamic world. It summarizes his career moving from field engineer to HR director across various countries. It outlines five principles to understand for success: (1) change is constant, (2) encourage the heart, (3) focus on the journey, (4) learning is ongoing, and (5) build relationships. The document emphasizes adapting to changes, pursuing one's vision and interests, setting goals, ongoing learning, and networking.
Donald Super's career development theory proposes that career is influenced by one's self-concept and develops throughout life in stages of growth, exploration, establishment, maintenance, and disengagement. Stratton's 2000 research paper found that teens have concerns about affordability and finding enjoyable work, change career goals without commitment, and rely on interest and ability when gathering information and making decisions. Effective career counseling should address teens' changing aspirations and help them relate education to realistic career goals using focused information.
Using Youth Development Approach to Foster Global Learning through Media & Te...pasesetter230
This document provides an overview and agenda for a workshop on using a youth development approach to foster global learning through media and technology. The workshop will discuss how afterschool programs can build youth's global competence and outcomes like improved life skills and relationships. It will provide examples of programs like World Savvy that integrate global learning, media literacy, and civic engagement. It will also overview resources from organizations like PASE, TeachUNICEF, and UNICEF that support global citizenship education and connecting classrooms internationally.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
The document discusses coaching and its role in developing leadership. It provides information on:
1) Coaching helps leaders gain clarity, expand their options, and make choices to develop themselves and achieve their goals. Coaching focuses on learning, not telling people what to do.
2) There are different types of coaching including individual, group, team, and peer coaching. Coaching can support training, transitions, and addressing health and work-life balance concerns.
3) Effective coaching promotes trust, active questioning, listening, providing feedback, and creating an environment for positive outcomes like increased motivation, clarity, productivity, and responsibility.
The document discusses how Young Harris College transformed from a 2-year to a 4-year institution through effective branding and enrollment strategies. It outlines the college's vision to establish new academic programs, improve facilities, and double enrollment. A key part of this transformation involved redefining the college's brand to attract more applicants and meet enrollment goals earlier than planned. The strategies discussed include developing a clear brand platform and messaging, creative marketing materials, and website content to express the new brand identity and position Young Harris as a distinctive 4-year liberal arts college. Measurement of enrollment metrics and a focus on net revenue rather than discount rates also helped drive the successful transformation.
Old Mutual Team - Implementing Cultural Transformation in a Decentralised Int...ValuesCentre
The document discusses Old Mutual's cultural transformation journey across its business units:
1) Wealth built leadership capacity and alignment through an experiential process that fostered transparency, collective responsibility, and dialogue.
2) The Group took the work group-wide using culture assessments, metrics, case studies, and engaging employees.
3) Emerging Markets used a rolling start, first educating leaders then aligning them through shared experiences before building a broad leadership program.
4) Nedbank sustains its journey through yearly culture assessments showing increasing alignment to key values like accountability and client-focus.
This document covers various topics related to leadership and administration, including strategic planning, SWOT and PEST analyses, logic models, vision and mission statements, goals and objectives, and knowledge management. It discusses elements of effective vision and mission statements, and components of goals and objectives. It also covers principles of community design, group exercises, and analyzing organizational culture and values.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
Endava Career Days Iasi Jan 2012 - Talent ManagementEndava
Helene Speight discusses talent management at Endava. She outlines Endava's internal career path which includes three development levels: CARE, GROW, and SHARE. Each level focuses on different skills and objectives to help employees grow. Endava also offers various technical and soft skills training programs. The presentation discusses other talent management initiatives like global mobility, Endava University, high performance culture through performance reviews, and maintaining employee engagement.
Lockyer valley education and skills summit workforce development wp v1.0Workforce BluePrint
This document outlines a workforce development plan process for the Lockyer Valley region. It discusses assessing workforce needs, developing a current and future workforce profile, identifying gaps, and strategies to address gaps. A 5-step model is provided: 1) analyze context and environment; 2) develop current workforce profile; 3) forecast future needs; 4) identify gaps and strategies; 5) review and evaluate. Key priorities identified include increasing training and qualifications, promoting regional lifestyle, and developing a partnership approach between stakeholders to coordinate workforce development efforts. The plan aims to retain and attract skilled workers to the Lockyer Valley.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document discusses training and performance gaps. It makes three key points:
1. There is no magic in training - effective training skills can be learned and developed through a systematic process.
2. Not all performance issues can be solved with training alone. Other factors like motivation, job fit, skills and the work environment must be considered.
3. A true performance gap that indicates a need for training is identified through a needs analysis that examines what knowledge, skills and abilities are required versus actual performance and determines the root cause of the gap.
The Cape Coral High School mission statement outlines its goal to develop sensitive, knowledgeable, and contributing members of an ever-changing world by sharing responsibility with parents and the community. The vision is to create active participants engaged in pursuing academic excellence, integrity, knowledge, and respect as valued members of a global society. The core beliefs focus on academic standards, collegiality, student achievement, safety, and respect. Implementation of the core beliefs centers on ensuring academic rigor, collaboration among teachers, high expectations for all students, a safe learning environment, and demonstrating respect for all.
The document provides an orientation to career guidance and counseling in developing countries. It discusses the need for career planning given complex modern societies. Traditional assumptions about career assessment and choice are giving way to recognition that multiple factors influence careers in contexts of uncertainty. Career development is emerging as a professional activity requiring philosophical grounding and multi-layered training. An example workshop orientation provides foundational theory and tools to implement career guidance programs while building support through demonstration of value. Evaluation found the workshop significantly increased participants' career development knowledge and skills.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
The document discusses implementing a middle school career exploration program with the goals of expanding students' knowledge of career and education options, increasing their understanding of career goals and interests, and raising awareness among staff of career development resources. It recommends infusing career exploration into the curriculum through classroom activities, guest speakers, and simulations. An organizational structure is proposed with a program coordinator, site coordinator, teachers, and administrators all having defined responsibilities to plan, implement, and evaluate the program. Sample activities and how to fit them into the school schedule are also addressed.
The document provides information about the Doctor of Philosophy (PhD) program offered by the Middle East Research Academy. The 3-4 year part-time program is designed for professionals holding a relevant master's degree. The learning objectives are to develop research skills, expertise in the chosen field, and business communication abilities. Students complete a thesis and other coursework for a total of 48 credits. The program fees are $17,500 over 4 years and include registration, annual course fees, and a submission fee.
This document discusses the concept of vision and its importance for leadership. It defines what a vision is, where visions come from, and how visions can supply the human element, help harness opportunities, and link the present to the future. The document encourages developing a vision by understanding what is doable, keeping it simple, and basing it on reality. It also provides examples of vision statements from organizations like Habitat for Humanity and 4-H.
The document outlines 10 ways to master leadership skills: 1) Preparing, 2) Volunteering, 3) Keeping an open mind, 4) Giving speeches, 5) Developing discipline, 6) Meeting deadlines, 7) Staying in touch, 8) Listening, 9) Cooperating, and 10) Doing things for others. It provides further details on being prepared, committing to a cause, keeping an open mind, rehearsing speeches, developing discipline, meeting deadlines, maintaining contact, listening, cooperating, and putting others first.
The document outlines ten characteristics of true leaders: eagerness, cheerfulness, honesty, resourcefulness, persuasiveness, cooperation, altruism, courage, supportiveness, and assertiveness. It then provides further details on each characteristic, such as how leaders embrace responsibility, inspire others with a bright outlook, communicate honestly without sugar-coating, make use of available resources, persuade others that following them is beneficial, share information and cooperate with others, place others' needs above their own, move forward even when scared, lend emotional and physical support to their team, and nail down their convictions while standing up for their beliefs.
The document outlines 10 common mistakes that leaders make: 1) repeating mistakes without learning, 2) failing to be flexible as situations change, 3) not acknowledging one's past experiences and training, 4) commanding instead of leading through guidance and motivation, 5) failing to listen to others' perspectives, 6) putting one's own needs above others', 7) thinking leadership will last forever without change, 8) failing to teach skills to others, 9) taking oneself too seriously without humor, and 10) seeing issues in black and white without acknowledging nuances. The document emphasizes that no leader is perfect and that circumstances change over time.
This document discusses various topics related to leadership and teams. It covers how teams create benefits for members by giving them ownership, accountability, permission, acceptance and forgiveness. It emphasizes the importance of carefully selecting team members and setting agendas. It also discusses gathering information, team learning through experience, replicating teams, addressing situations when followers won't follow, and leading across diverse cultures.
Leadership as a subject: leadership in everyday life
- Leading in real life
- Volunteering
- Finding time
- Training for Real Life
- Personal Report Card
- Aspect of your life
- What do you really want
- Leading when you coach
This document discusses leadership skills and expectations. It identifies important leadership skills such as decision-making, direction setting, arbitration, mediation, facilitating, and motivation. Good leaders map out expectations, believe in their vision and goals, and work as a team. Leaders must understand expectations of their team and superiors, which include having drive, communicating well, exercising good judgment, and creating trust. The document provides tips for how leaders can delegate effectively and simplify tasks through managing details.
The document discusses the different roles that leaders take on. It describes five critical roles or "hats" that leaders wear: 1) the truth-seeker who gathers information to understand where the organization needs to go, 2) the direction-setter who sets the course for others to follow, 3) the agent of change who catalyzes organizational change, 4) the spokesperson who sells and communicates the needed changes internally and externally, and 5) the coach/team builder who helps the team maintain focus and live the vision. Understanding these different roles is important for leadership.
The document discusses building leadership skills and muscles. It outlines objectives like using critical thinking, communicating effectively, driving yourself, developing a sense of urgency, being honest and seeking truth, displaying good judgment, being dependable and consistent, creating an atmosphere of trust, encouraging learning, and finding common ground. The key is exercising these leadership traits every day through communication, decision making, and consideration of others to effectively guide a group.
Leadership as a subject: Remember they're not electing you dictator for life
- All Leadership is temporary
- Situational leadership
- Transitional leadership
- Hierarchical leadership
The document discusses the key aspects of leadership. It debunks common myths, such as the idea that only born leaders can lead, and emphasizes that anyone can become a leader by embracing responsibility and accountability. It also stresses the importance of emotional intelligence and connecting with people. Specifically, it asserts that self-awareness, empathy, social skills, and putting others' needs first are vital leadership traits. Overall, the document argues that leadership requires inspiring trust, acting consistently, motivating followers, and having the willingness to lead others.
This document contains 10 photo credits from various photographers including HowardLake, Patrick Hoesly, JMULibraries, Jeremy Brooks, rickpilot_2000, Scientific Studies, Raido Kaldma, "The Wanderer's Eye Photography", timtak, and Len Radin. It concludes by encouraging the reader to create their own presentation on SlideShare.
This document discusses strategies for improving volunteer engagement and leadership in Texas 4-H programs. In 3 sentences: The retreat addressed changing negative perceptions of past events to positive ones, and discussed ways to build consensus through effective event management, volunteer mobilization, and use of online resources. The document also outlines management topics like chartering requirements and financial oversight for 4-H clubs, and identifies popular 4-H projects and how to use data to guide program marketing efforts toward youth, parents, and volunteers.
This document provides guidelines and best practices for managing finances in 4-H clubs. It discusses setting up bank accounts with two signatures from different families, keeping detailed financial records, reconciling accounts monthly, and having annual financial reviews. It also addresses debit cards, cash withdrawals, and the roles of county agents in overseeing club finances.
This document outlines a plan called "Let's Go, Let's Grow" to strengthen the Texas 4-H program by increasing enrollment. It recommends focusing on developing local programs and empowering volunteers. Key strategies include recognizing the program is locally-driven, setting enrollment goals, training volunteers throughout the year, focusing on program strengths, and promoting short-term special interest clubs to engage more youth. The goal is to make the 4-H program bigger, better, and more flexible to serve more youth across the state.
This document discusses the strengths and opportunities of the Texas 4-H program. It outlines that 4-H is a youth development specialist with trained volunteers, a reputation through its long history, and structures of support at local, district, state, and national levels. It encourages those involved to be bold in promoting 4-H's projects, emphasize the benefits to youth, and focus efforts on areas where 4-H can excel and attract more youth through meaningful engagement. The overall message is that 4-H has the tools and expertise to deliver high quality programming for Texas youth.
This document discusses the strengths of Texas 4-H and provides guidance on how to maximize its impact. It outlines that 4-H is a youth development specialist with trained volunteers, a reputation of 100 years, and a supportive structure. It encourages being bold in promotions to emphasize the benefits for youth, confronting reality to design for what youth want, and focusing on a passion to build the best program possible. The overall message is that 4-H has the tools and reputation to make a difference for youth, and should focus its efforts on delivery and outreach.
1. The documents compare a county youth board model to a 4-H and youth development advisory board model.
2. The youth board focuses on identifying youth issues and planning programs, while the 4-H board provides oversight of all 4-H programming.
3. Membership, responsibilities, and meeting structure are described for each type of board. The 4-H board annually reviews programming while the youth board plans one major program per year.
3. Issues Facing Texas 4-H and Youth
Development Program
• Perception of the program (who we
are and what we offer)
• Age Appropriateness of content and
delivery system
• Youth Voice (truly youth driven)
• Texas 4-H, Inc (and what it means to
Texas 4-H).
• $20
4.
5. D? ROCKS
• NEED A CELEBRATION SLIDE
• FOR COUNTIES THAT
• DID WELL IN EACH
• DISTRICT
6. Participation Totals
Year Total Enrollment 4-H Club Membership
2006 658,810 57,824
2007 646,248 66,657
2008 642,641 64,013
2009 593,033 58,055
2010 665,425 61,155
2011 649,779 60,456
9. Is it Enough?
• Level 1
– Increase from last year
• Only a Starting Point
• Level 2
– Percent of your county?
• Where do we fit?
• Is an increase enough?
– Discussion with the 4-H Specialist,
District Extension Administrator,
and Regional Program Director
16. Tom Green 4-H Program
Cancer Fund Raiser
• Served about 900 people;
• They raised $50,000 on the auction.
• Over 950 desserts were made and
donated to the cause with at least
twenty 4-H families donating
desserts.
• At least 80 volunteers volunteered their
time of which at least 40 of those were
4-Hers.
• A total of $4500.00 in food donations
toward the meal were raised.
18. Teens Use Leadership Skills in Emergency
Situation
• Spotted smoke from a house.
Sherriff said,
• Called 911 “This is a
wonderful
• Saved an 89 year old woman example of
teaching our
young teens
about
responsibility
, ethics and
morals.”
20. Progression of Youth in Texas 4-H
Objectiv Outcome
e Reflection of worth of
OUTWARD
Personal Value individual training and acct of
teaching
& Acct
Reflection of applying
Transfer of knowledge and applications
Info. learned to others
Knowledge of Reflection of career goals and
opportunities
Careers
INWARD
Reflection of educational goals
Knowledge of and opportunities
Higher Ed.
Reflection, evaluation &
Knowledge of building knowledge of scientific
Project principles
Youth Entering
4-H
FOUNDATION: LEADERSHIP & LIFE SKILL DEVELOPMENT
Reflection of leadership goals and learned life skills Zanolini, 2011
Zanolini, 2011
Editor's Notes
These issues don’t change. What makes our organization unique (in terms of age appropriateness)? We offer the same package to youth no matter their age (con) We are available to youth ranging in age from 3 rd grade to 18. Most other organizations concentrate on a more specific age. This does present some challenges. Strategies to keep older youth engaged: Empower them. Split older/younger youth when it’s time for business.
Moving forward on our enrollment fee. No changes this year. $20 was a big deal, but people weren’t bothered by the late fee of $25. 238 youth requested the enrollment fee be waived….granted. The program is worth every bit of $20. We need to make our program worth it. Is it worth it in your county??? Last year, 10,000 people decided it wasn’t worth $20. Our obligation is to do our part to sell the program and make it worth the $20. $20 enrollment fee vs. $10 cost recovery every time county program gets together for program!!! Keep your eye on the prize….developing youth!
Customize slide for district. Celebration slide!
Membership trends. Don’t have 2012 total enrollment until end of September. Need CE numbers due by September 15 th .
From this point, we are moving forward. This is the new baseline. Previous slide is where we’ve been. We are moving forward from this number. We are not making numbers up to fluff reports. 2012 numbers in your county are YOUR baseline for your county enrollment.
Left: our piece of the pie – curriculum enrichment (600,000) of 7 million 3 rd – 12 th grade youth…about 10% have a 4-H experience Right: % of Texas youth that have a 4-H club experience (50,000 of 7 million) It’s our obligation! We are state funded. This program is open to all! Must move forward from the 50,000. 1 volunteer to every 2 youth (about 30,000 volunteers) Other organizations have about 1 volunteer for every 12 youth Could we handle 300,000 youth in our program? Not the way we currently do things.
Level 1: What are this year’s goals? Do your best to promote this program to get more youth involved than what we did last year. Level 2: Can look at percentage of youth in county involved in program and set goals from there.
These are the top projects the 50,000 youth were involved in. (club members) 9 of 10 projects would cost more than $20 to participate (swine, shooting, etc.). Ag Fair Days, curriculum enrichment, etc. not included in these numbers!!!
Not drawn to scale… All numbers included (clubs, special interest, curriculum enrichment, etc,) 600,000 We have 2 distinct areas of drop off in our program. Between 3 rd & 4 th grade (first year of membership) and when youth enter high school. Curriculum enrichment targets 3 rd & 4 th grade. Do very little (if any) curriculum enrichment at the high school level.
Club Membership – 50,000! Celebration slide! Looks a lot different than previous slide. Agents: what you’re doing is good stuff. 12% of membership is in 3 rd grade. 4 th grade – number actually goes up. Enrollment is pretty stable until we hit high school. Other youth organizations do not look like this…don’t have the consistency that we do. (YDI looked at other youth organizations…boy scouts, little league, etc.) High school – drop off: Puberty Start driving No “afterschool” programs for high school kids…but have tons of extra curricular activities What this tells us: We are doing something right! We can grow this program! **Who do we market the program to? As we move forward, how do we demonstrate the answer to this question. We are marketing to the 8 year old’s parents…not the 8 year old.
Whether or not you have kids….$20 to prevent THESE actions is worth it to me. Our program priority: We are going to provide a safe environment to our young people! Every one of us has to be committed to this!!!
Ordered and had teams of youth put together bikes. Then, gave them to foster families.
On way home from leadership lab
They join 4-H b/c they want to have fun with something they’re interested in (foods, shooting sports, etc.). If they don’t get what they are interested in, they are going to go somewhere else. It starts with inward development…I want to learn this, do something better. Too many 4-H’ers never get out of inward development. Outward – giving back – community service projects previously highlighted. If they’re only inward-focused, then they probably won’t stay in the program. What can they add to the program that they learned (use inward to move outward)? They start with a project (top ten, most likely) and use it to get to the outward experience (for those we keep in the program through high school). The youth with outward experiences are our best kids. They are still receiving something from our program…outward experience! You know the most about something when you teach it! Same for youth!