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‘ .’ " ’.:-"It::_-‘,1,y "1" "~' 5:1: I'm-m. va-A

m DEVEIDPIEN’! 0F LEADERS' GUIDES AND PROJECT WIS
IN HOME WM:

1‘0 USE WITH OIDER' G611 CLUB MEMBERS

by

Helen 1'. Horton

5.119%

Submitted to the College of he Economics , Michigan
State University of Agriculture and Applied
Science in pertiel fulfillment of the require-
nente for the degree of

M81333 OF ARTS

Department ef Home Hangout end Child Development

196 l

MP9;

6//334/5

mum

The writer wishes to express her sincere thanks to Dr.
Alice Thorpe, Head of the Department of Home Management end
Child Development for her most helpful and understanding

guidance of this study.

Gratitude is extended to Marie Wolfe, Assistant State
4-H Leader. and other members of the State 4-H staff for their

interest, suggestions and co-operation.

Appreciation is expressed to Lucille Ketchum, Home Manage-
ment Specialist, for her assistance. her ideas and for the use
of 4-H information and supplies which served as a framework

for this problem.

Grateful acknowledgement is due the Kentucky Cooperative
Extension Service for the time granted for graduate study and
the provision of financial assistance; also for the words and
letters of encouragement from the staff members which nade

a study such as this one possible.

he".
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T A B L E O F C
INTRODUCTION..........
PURPOSEOPSTUDY........
REVIEW 0? LITERATURE . . . . .
METHODOLOGY ..........

Evaluation - Project Books

Evaluation - Leaders' Guides
RESULTS 0? ANALYSIS . . . . . .
IEADERS'GUIDE.........
h-EPRDJECTBOOK... .....
SUMMARY AND RECOMMENDATIONS . .

BIBLIOGRAPHY..........

APPENDIX eeseeeesses

HTE

I")

Page

11
12

l3

17

48

86

88

INTRODIETION

Home management as a field of study is concerned with the way
a family utilises its resources to achieve its goals. Cross and
Crandall say that: '

"Reduced to its simplest terms, management is using
what you have to get what you want. What you
219. consists of the resources of time, energy,
money, materiel goods and knowledge, interests,
abilities, skills and attitudes of the family
Wars, and commity facilities."1

Management occurs when there is some problem to salve or some
choice to make in order to bring about change. As our world and
way of living become more complex, the amber of choices a person
must make also increases. The quality of these choices determines
the kind of living the family will achieve. People build worth-
while lives from the choices they make day to day.

Even though this is the modern concept of management, it is
still evident in sane printed materials classified as "home
management" that cannon misconceptions exist. Some sources think
of home management only as "how to do" techniques or "how to" use
a resource, which indicates that management is an end in itself

and not a means to an end as the modern definitions imply.

PURPOSE OF THIS PROJECT

One part of this study was to evaluate what certain states

 

'1 Inn 11. Cross and Elisabeth Grandall, W
W, New York; Appleton-Century-Crofts, Inc., 1954. p. 3.

-1-

.were teaching in home managelnent to 4-H club mmnbers. After assessing
these programs' strmgths and wealmesses, a leaders guide and pro-
ject book in bane management were developed to emphasise theoretical
concepts, the management process and use of resources.

More specifically the purposes were:

1. To analyse the content of 4-H leaders' guides and
project books to find out what was being stressed.

2. To develop a leadersl guide and project book for
older 4-H club masters in the areas of home manage-
ment where materials were needed.

Several terms are used in this report with which the reader
may not be funiliar. To help clarify, definitions are given below:

Leader - a lay person who volunteers to conduct an activity
or other phase of the 4-11 program. In this paper.
the leader designates the one who will conduct the
classes in home management.

Leaders’ guide . a printed plan which furnishes information
about the area of study. It also contains helpful
suggestions about how to teach the project, group
activities and requirements for completion of the

project.
4-11 member - boys and girls ranging in age from 10 to 20
years who enroll in the 4-11 Club organisation and

agree to carry out certain tasks and assune res-
ponsibilities.

Project book - a book written specifically for some area‘of
study providing not only information about the
project, but suggestions for various activities.

Multipbase age level - 4-11 club masters grouped into three
age categories for the purpose of developing pro-
gram geared at a specific level.

The age levels are:
I - 10 to 12 years old
11 - 12 to 14 years old

111 - 14 to 16 years old

{fe[{{.ul.l’\.[{lf lll'lb'lll;“ l I Ill-Ill . .lll All IIIII ‘1. l '1‘ fl

REVIEW 0? LITERATURE

A look at the literature will help clarify what management
is and what it is not.

Families are constantly making choices or decisions in deal-
ing with their present situations. Something underlies and directs
even simple decisions, even though the decision-maker may not be
aware of the directing forces. Two of these forces are known
as salsa: and seals.

McKee defines values as man's ability to select from the
many possibilities available to him those interests, ends and
ideas which seem most significant, most satisfying and which
give meaning to a pattern of life.2

Cross and Crsndall agree that the term values is very vague
and subjective. They say that these belong to the inner world of
the individual based on his experiences and that one met be
conscious of his values in order to manage we11.3

Cooligan classifies a value as a guidepost which serves as a
compass for an individual's life. Values provide the basis by
which people tell what is most worthrhile to them and what is less
so. Values are the "why" man decides to do the things he does.

These whys help people to decide what goal is most important to

 

2 William McKee,"Va1ues in Home Management, " W
. -V- - a ‘ w- .. ,

nope. .: Esme Management I and Child Development, Michigan sue. Uni-
versity, East Lansing, Michigan. (July 4-6) 1955. p. 8.

 

3 Gross and Crandall, M" p. 36.

-3-

them.‘

Goals are more definite than values - they are the things
people set out in life to accomplish. They may be something
materialistic, a mark to be reached, or a purpose to be achieved.

Gross and Grandall state:

"The term goal is more specific. It is sasething
definite toward which one works. It is easier to
define a goal than a value. Goals stem from
values."

Most authors agree that decisions are vital to management.
Paolucci and O'Brien include them in their definition of home
management, in which they say:

"Home management consists of a series of decisions
which form a goal-directed process; this in turn
serves as a vehicle for helping families charge}
their resources toward achievement of goals.’

Nickell and Dorsey believe that managment involves the weighing
of values and the making of decisions.7 '

Pitzsismons and White emphasise decision-making as the essence

of home management and relate it to goals:

 

4 Patricia M. Coolican, "Guideposts of Home Management':
Newsletter, Chautauqua County Home Demonstration Department; James-
town, N.Y., October 3, 1960.

5 Gross and Crandall, M" p. 37.

6 Beatrice Paolucci and Carol O'Brien, "What is Manage-
MCY? We V01. 75s Nae 7e Septulber, 1959e P. 22s

7 Paulena Nickell and Jean Muir Dorsey, W
W, 3rd ed. New York: John Wiley 6: Sons, Inc., 1959.
p. 35.

q

-5-

"..... management is very largely choice-making;
choice mnong goals to be sought and ways of
using resources to secure them."8

These concepts of decision-making, values and goals were
taken from those of several authors to form a theoretical frame-
work of home management.

It has been pointed out that home management consists of a
series of decisions. These decisions make up the process of using
the fuily‘ s available resources to achieve its goals.

Gross and Crandall believe that:

"The process consists of three more or less
consecutive steps; planning, controlling
the various elements of the plan while
carrying it out, and evaluatingngesults
preparatory to future planning.

In their analysis, planning consists of a series of individual
decisions which bear upon one another. The value of planning lies
in the fact that it is done ahead of the task. rte-planning per-
mits the job to be seen as a whole, each part seen in proper per-
spective to each other.

Controlling the plan in action is carrying out the plan, and
consists of initiating and sustaining the action, checking the pro-
gress Of the plan and adjusting the plan as needed.

Evaluation consists of looking back over the other two steps
in the process (1) to recognise that a good or poor job has been
done and (2) to determine how good a job has been done. It in-

volves a complete review of what has already taken place with a

 

8 Cleo Fitssinmons and Nell White, W,
Chicago: .1. B. Lippincott Company, 1958. p. 6.

"9 Gross and Crandall, Mn 1!. 4.

view toward better management in the future.

From the previous definitions of management, it appears that
the family in managing uses its resources to achieve its goals, and
than the decisions made determine how these resources will be used.
The aim of effective management is to use the family's resources in
a way that will bring the greatest satisfaction to the family.

Starr classifies the resources of the faily as both material
and Ina-an. Failies may not be aware of the lumen resources, but
these consist of one's abilities, time, energy, interests, skills.
knowledge and attitudes. Material resources are money, gifts,
furnishings, community facilities such as parks, missus, town
hall, schools, libraries, etc.10 In order to avoid wasting
valuable tuna resources, families should be aware of their total
assets.

Gross ad Crandall believe that the family's resources can
be identified as abilities ad interests, skills, knowledge,
money,. time, energy, materials and commity facilities.11

These may be defined as follows:

MW - abilities refer to the special skills or
knowledge a person has which enable him to do various things
better than he otherwise could. Interest - a attitude of
readiness to focus on some subject.

m - familiar knowledge about something ad ability to apply
it. The ability to do something effectively.

 

10 Mary Catharina Starr. W,
Boston: D. c. Heath ad Company, 1956. p. 26.

11 Gross and Crandall, m" p. 3.

M - information one has which enables him to understand
ad carry out various things.

My - that which is customarily used as a medium of exchange for
goods and services.

W - those things available for use by people
but owned by society or the commity.

ya - the period during which something occurs.

m - all the things a person uses in living and accomplishing
tasks.

522:8! - the physical and mental power within a person which en-
ables him to get things done.

mmonoxpcv

To detemine what areas of home management were being taught
4-11 ”are through project books ad leaders guides, fifteen
states were selected as the sample. The. states represented in the
study were: Arkansas, Connecticut, Hawaii, Illinois, Kansas,
Kentucky, Louisiaa, Maryland, Michiga, Minnesota, North Carolina,
New Eapshire, New York, South Carolina and Tennessee. These were
recs-sanded by the Michigan Esme Management Specialists because
(1) there was evidence that these states had done work in home
management for 4-11 clubs ad (2) they were representative of
various sections of the United States. A letter was sent to the
Extension Home Masgement Specialists in the states to obtain the
needed materials for the study.* Those received in reply to the
letter were the ones used in the evaluation.

Content analysis was used in the evaluation and is defined

".....s research technique for the objective, systematic
and quantitative Bscription of the manifest content
of commanication"

Before the analysis could be made, criteria were needed for
judging the project materials. The components selected for the
criteria evolved from the various definitions of home management.

In the developent of the evaluation scheme these three areas
were used: '

J

12 Bernard Eerelson, "Content Analysis," W,
Social ngcholggy, Vol. 1. Reading, Mass: Addison-Wesley Pub-
lishing Company, 1954. p. 489.

l' Appendix A .. Article 1.
..g-

lu[([l’l[[u‘il[{ls[‘,lalll“..l[ll‘ ‘III lull. I. l l

M:

Values, goals and decisionsmaking comprise the theoretical
concepts of management.

frames:

The management process consists of planning, controlling and
evaluating.

W:

Cross and Crandall's eight resources were chosen as the most
concise and representative of both human and material resources.
These are: money, time, energy, skills, materials, interests and
abilities, knowledge and community facilities.*

Some states use multiphase prong in developing 4-H
materials ad programs. This means that three age categories
are used and 4-E.project books and leaders guides are written
specifically for each age level.

These levels can be classified as:

I - 10 to 12 years old
11 - 12 - 14 years old
III - 14 to 16 years old

Since project materials from the selected states were to be
evaluated at each level, the Roman numberals I, II and III were
used to avoid confusion.

Although the 4-H project books and leaders’guides were

evaluated separately, the same criteria and procedures were

 

* These resources are defined on pages 6 and 7.

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used for both.*

During aalysis, the project books and leaders' guides were
grouped according to the age level indicated and the number of each
recorded.

Each book was carefully read. If one or more of the compo-
nents in the three areas: theoretical concepts, managasnt pro-
cess and use of resources were mentioned, a star was placed in the
column to indicate what had been found ad at what age level. Al-
though the same item might appear more tha once in the seas book
or guide, it was recorded only one time since the purpose of this
evaluation was to find out what was being reflected, not how may
times it was reflected.

The aslysis was made of 61 project books and 17 leaders'
guides. Fifteen project books were for level I, 11 for level II
and 35 for level III. There were four leaders' guides for level

1, four for level II and nine for level III.

 

* See Project Book Evaluation,Chart No. 1, p. 11, and
Leaders' Guide Evaluating-Chart No. 2, p. 12.

  
  

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.11-

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-12-

Chart 2

4-K IBADERS' GUIDE EVALUATION

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RBSUL‘I'S 0! ANALYSIS

The areas of home management used in this analysis and their
component parts are: theoretical concepts , management process
and use of resources.

W

The use of resources was stressed most frequently in all age
levels in the project books. Skills and materials were daninant
in levels I and II. Honey seemed to be the main concern at level
III. Interest and abilities along with knowledge were empha-
sised at levels I and II with interest and abilities lessening
at level III. It was interesting to note that no project books
had been written about time or energy at level III nor about
commity facilities at level II.

The second general area of emphasis was the management
process. From the fifteen books analyzed at level I, four-men-
tioned planning, three controlling and three evaluating. Eleven
books were written for level II. Of this number, three mentioned
planning, two controlling and one evaluating. It appeared that
the management process was stressed more at level III, but there
were also more project books written for this group. Thirty-five
project books in level III were evaluated; six mentioned planning,
six controlling and five evaluating.

The area stressed least was the theoretical concepts of
management. Two books contained information on values, goals and
decision-making at levels I and II. At level III, five stressed

.13-

c 14-

values, five goals and four decision-making.*
' ui e

Pour leadera' guides were received for age levels I and II
and nine for level III.

It seemed that the leaders' guides followed the project books
as to the areas emphasized; resources first, process second and
theoretical concepts third. However, only eight states sent
leaders' guides with the project books. Five stressed money at
level III and one at level II with none at level I. Skills and
materials were mentioned nest often with knowledge following
closely. Resources for which no leaders' guides were written
were: commity facilities, energy and time.

Two of the four guides evaluated contained planning or!
controlling with one on evaluation at level I. No guides were
obtained for level II. At level III, five stressed plaming, four
controlling and two evaluating. ea

These findings indicated that in 6-H home management projects
the need for information was greatest in the concepts and process
areas and also in regard to such resources as time, energy and
using commity facilities at all age levels.

am. the findings as a basis, it was decided to develop
a leaders' guide and 4-H project book for level III. This was to

consist of six lessons; one containing concepts of home manage-

ment; one explaining the management process, three applying manage-

 

*Table No. l,Colm A, page 16.

“Table No. l, Coluan 3, page 16.

.15-

ment to a process and one on evaluation.

Realizing that the leaders' guide is most important to the

effective teaching and success of any project, it was carefully

planned and was developed before the project book. Although

the major concern was to formulate guides containing home manage-

ment information, other things had to be taken into consideration.

1.
2.

3.

4.

The information was directed toward high school age girls.
A wide range of teaching methods was mded for variety
and interest.

Lay leaders would be teaching the members and might not
by professionally trained in teaching techniques and
procedures.

Suggestions for conducting classes and carrying out the

project were needed.

When the guide was completed, the project book was developed,

based on the information presented in the guide. Important con-

siderations were:

1.

2.

3.

4.

To keep information simple enwgh to be understood by
high school girls.

To include illustrations and pictures relating to the
subject areas being studied.

To suggest general activities specifically geared to
this teen age girl.

To encourage individual participation through discussion,
buss sessions, demonstrations, role-playing, field trips,

etc .

.15-

Table l
Sta-nary 4-H Home Mansgmnent Materials from 15 States
com A com B
Project Books Leaders' Guides

Age Level 10-12 l2-l4 14-16 10-12 12-14 14-16
Total lumber Nils N-ll Nh35 N-4 “-4 8&9
COMBPl'S

Values 2 2 3 O l 0

Goals 2 2 5 1 2 1

Decision-

mekins 2 2 4 l ‘2 2
"‘ PROCESS

Plan 4 3 6 2 0 5

Control 3 2 6 2 0 4

Evaluate 3 l 5 l 0 2
RESOURCES

Honey 2 l 7 0 l 5

Time 3 l O 0 0 0

Energy 1 2 O 0 0 0

Skills 9 6 2 3 4 1

Materials 9 4 3 3 3 2

Interest 6

abilities 6 4 2 0 0 1
Knowledge 6 5 S 3 4 6
4‘. Cmity

facilities 1 o 1 _ o o o

MADE/23’ GU

 

1.3 A.D E R S ' G U I D E
4-H Ems Management Project
"Teenagers learn to Manage"

LESSON I

"Guideposts for Home Managaaent"

Every family has purposes in
life and is on its way somewhere.
People differ in how clearly they
see their purposes and how well
they express them. If purposes
are very clear, they act as guide-

posts and give a sense of direction.

 

The way a family uses what it has to
get what it wants from life is called W.

There are three kinds of guideposts that are used by an indi-
vidual or by a family. One of these guideposts is called 21139.3
another, W and the third, gala.

Values serve as a guiding compass for each of our lives. They
provide the basis by which individuals and families tell what is more
worthwhile to than and what is less so. Values are sometimes called
the HE! guideposts. They are the m we decide to do the things we
do. They help us realize the important things we want. They are the
beliefs based upon experiences within our enviroment which guide our
behavior and help us in making choices about our lives.

Values are reflected in what we say and do. From this family's

situation, Pick out the VII! of their behavior.

.- 18-

ileIlI'l‘I-l.

‘lrl‘ (lull II I 1 l u I‘ [ l x I I l l I I III l l
7 v Dial-ll V]. [II I I l ‘I‘ [lull [' rl ‘ .‘ ‘ t {l‘ I. i [ll ‘ll
[ s .

.19-

Lesson No. l (cont'd)

*************

The Romans might be a fairly typical family. John, at fifteen,
liked to wear levi's almost everywhere he went. His parents felt that
levi's were not suitable for school or for any social occasions. They
bought him slacks, shirts, and ties to wear to school.

John's father said that he had driven past the school and observed
that some of the boys entering and leaving the building looked very
nest in slacks and shirts and seemed to him to be much more suitably
dressed than the boys in levi's.

John's mother said, “We've spent good money for decent school
clothes for you, and you are letting thm hang there unworn while you
outgrow them. Soon they'll be too small, and the money will have been
wasted."

But John replied, "I didn't want those slacks in the first place.
You didn't have to spend the money for them. All I wanted was some
more levi's and sweaters. And if a few boys want to wear slacks,
that's their choice. my, boys in my school wear levi's and that's
what I'm going to wear."

he continued to wear a battered up pair of levi's to school and
to show a sulky face every morning at breakfast because he could feel
his parent's disapproval. '

John's sulky face was hardly noticed on many mornings, however,
because his parents were too much involved with his younger sister,
Ann - age 13. Every morning, Ann came to breakfast wearing a different
combination of blouse and skirt, or sweater and skirt, and contrasting
colored neck scarf. Mrs. Bowman disapproved of Ann's choices of color
combinations. She would say, "Ann, M are you trying to do? Attract
attention to yourself? That green scarf with that purple sweater is
simply awful. And m that ribbon around your neck? Of all things."

Then Mr. Bowman would say, "Wipe off some of that lipstick. lo
daughter of mine is going to appear on the street looking like that."

.Ann would say, "I know what looks good on me. I'm the one that's
wearing these clothes. What difference does it make to you? You
aren't going to have to look at me today." On some days she would
yield to her partents' wishes. 0n others, she would snatch up her
books, slam the door, and go to school.

***************

.20.

Lesson No. l (cont'd)

Why do you think each said or acted the way he did?

what values did you detect?

how do you think values help determine what a person wants out
of life?

'Where does a person obtain his values?

 

Let's consider the second guidepost - pm.
We often talk about standards, but what exactly do we mean? A
standard has been defined as anything used as a basis of comparison.
It can also be stated as a measure of a person's attaimnent, involving
his interests, his tastes, values and goals. We usually tend to
1’ adopt the standard of our friends, neighbors and the commity in

which we live. If our friends wear saddle shoes and cashoere sweaters,

- . -21.

Lesson No. 1 (cont'd)

we may feel that we should too. If our neighbors have an automatic
washer and television set, we also tend to expect these things. This
1' called 'WWJ'

When a standard helps us select worthwhile goals and work toward
them, it has a good effect. But the standard we adopt or have forced
upon us may be far in excess of our possible level of attainment. In
that case, it only makes us unhappy to try to reach the standard.

To be desirable, a standard mat be consistent with our real
goals and with our ability to attain it.

Name a standard that you have which your mother does not.

'0

Why do you think they are different?

The third guidepost along our route is 8211!.-

Goals are the things we set out to accomplish in life. They
may be something material we want, a mark to be reached, or a purpose
to be achieved.

Goals may be: short time goals

long time goals
lifetime goals.
Short time goals are ones you want to reach quickly. Getting
"a

a new dress for the spring prom is an example. What are some others?

ll], All-Ill [lrlllallll lll..(ll.lll. Ill .

.22-

lessen No. l (cont'd)

long time goals are ones which might take several years to reach.
These goals are usually stepping stones to the most important --

lifetime goals.
Lifetime goals are like "landmarks in the horizon," giving us a

sense of direction.

The faily that decides which goals are most important and best
for it and then works toward achieving the goals, is the family most

likely to get what it really wants from life.

 

Class assignment for next week:

 

Select one of the following activities to do during the week.
Pick out the values, standards ad goals of the fully ad put them in
the colunms below:

Make a report to your class next time.

Activities: (Check to the left the one that you selected):

1. Listen to a conversation between two people other than your
faily.

 

2. Watch a television program about a fully.

3. Read a short story about a fmnin.

 

VALUES STANDARDS some

 

 

 

LEADERS ' GUIDE
4-H home Management Project
"Teenagers learn to Haage"

'Lssson II

"Choices are Vital to Management"

Note to leader:

Take time to discuss last week's assign-ant before
beginning this lesson. (10 to 15 minutes).

 

Suppose we could watch a series of films dated 1760, 1860,

1900 and today; each showing people at work ad at home, their

physical surroundings, their activities ad how they live fras

d” to days

In comparison, you would see that today:

1.
2.

3.
4.
5.

We live in a more cuplicated world.

We have access to goods ad services our fore-
fathers never dreamed of.

We do more things away from home.

We move at a faster pace.

We have more leisure time to do the things we

enjoy doing.

What are other things which are different today?

M“

Making choices:

Since we live in such a cue-

Q Q 53> pls: world, mm the right

.1 decisions about our lives is

.' vital. We are living in a

a 0

\‘ j "which one will I choose" world.

I

Q

UOeO' _

Choices are made on the basis of

.23-

Decis ion-making

-24..

what a person thinks is important to him and his family - his
values. Everyone wants to make the "best" choice.

Young people feel that they know their on needs and their
own situation better than their parents do, and therefore have
the right to decide may things for thence lves. This is one
way that children gain independence, but parents want to help
them in making wise choices.

If you make the decision by yourself, ask yourself this
question:

If I make the wrong decision, a I willing to accept the
consequences of my choice?

Parents would like to relax their authority and let you
decide some things for which they are now taking the responsi-
bility. But first, they want to make sure you can make wise
choices and follow through with what you attempt. If you talk
problems over together, the solving of them usually cues easier.

Good management is getting the most you can of the things
you want from what you have to use. The things you have to use a
are called RESOURCES. You may not realise it, but families
have two kinds of resources - lessen and material. Some samples

of these are:

m m
abilities sewing machine
skills money

Name other resources:

-25-
-. . Lesson No. 2 (cont'd)

We decide how to use our resources to obtain goals. Decision-
making is part of the management process. When we use this pro-

cess, we have selected the keys to good management.

KEYS'IOGOODMANAGENENT

Plan Control Evaluate

 

 

You are using keys to good management:
(1) when you plan to use your resources
(2) when you carry out your plan

(3) when you examine the results before making new
plans and setting new goals.

When we manage, we bring about change; from the present
-situation to a future one. One aim in studying management is
to learn how to recognize situations that need changing and
another is to learn how to bring about changes.

You can follow these six steps with something you want to
change or manage better. Go about it in this way:

1. Set down the things you went to accouplish (with a

given task, a certain activity, homework or anything
else.) GOAL":

l, ‘l.l|ll

 

[(4{[ I‘ll ll Illlll‘ |l'l|l|.l'l‘[l.l|l[vl[:

Lesson No. 2 (cont'd)
2. flake a list of things you can use to help you (equip-
ment, help of others, advice, money, etc.) RESOURCES
3. Consider different choices in tools, time to do various
things, various ways and methdds you can use. ALIER-

NATIVES

4. Decide which alternative is best to help you reach
your goal. DECISIONdnAKING

5. Make a plan for getting the job done. (What to do
first, when to do other things, equipment and'methods
you will use, etc.) ' PLANNING

7. Control your plan and make changes as needed.
CONTROLLING‘YOUR.PLAN

8. After it is finished, go back over what has been
accomplished and note: What things went real well?
Which did not? Why? EVALUATE

Some people like to think of these steps as a circle which

is continuous and can be illustrated as follows:

consider
goals ~.\\\
\\‘analyze
////”e> “\\:j resources
evaluate \\
results
consider
\// alternatives
control make the
plan in \ decision
mak a
a out lsn
try / p

the plan

Lesson.No. 2 (con'd)

Assignment:

Do all of the following suggested activities. Select one

to report to the class next time.

1.

3.

Think about the last time you made a choice in buying
a new dress, coat, or other item.

What was the item?

 

were you satisfied with your choice?

 

Why?’

Think about a poor choice you made. What was the

choice?

Why did you consider it a poor choice?

Use the 8 steps in solving a problem to think through

a change you would like to make in a task or activity.

‘1

LEADERS' GUIDE
4-H Home Management Project

"Teenagers Learn to Manage"

L E S S O N I I I.

"Does it Work?"

Discussion of last week's assignment (10 to 15 minutes).
Review the management process from last week:
1. Planning»
2. Controlling your plan

3. Evaluating results .

(For leader to demonstrate) Select one to show to the class.
be only enough of the task to permit discussion. (22 92; make

a work plan).

Packing a picnic basket Applying makeup
Writing a letter Doing homework
Making a salad Other

Class suggests better and faster ways - improved method. Let
class help make a plan for what should be done. Permit one of

the girls to carry out the plan.

In what ways did you improve upon the first way?

What is meant by this old saying? "Use your head and save

your heels" ?

.28-

.29-

Lesson No. 3 (cont'd)

What is the purpose of simplifying tasks and activities when

possible?

Streamline your movements:

Do you think these are important? Give reasons:
1. Use a plan as a guide.
2. Do one thing at a time.
3. Make one trip do.
4. Use both hands whenever possible.
5. Don't run if you can walk.
6. Maintain good posture.
7. Place items together that are used together.

If yOu were going to have a backyard cookout for some of
your friends Saturday evening, what is the procedure you would
go through in planning for it?

Decide: What needs to be done

Who is to do it
How it is to be done
Where

When

 

Assignment:
Select an activity that you are going to help with at home,
such as cleaning room, making bed, hand laundry. the complete

plans, control your plan in action, and evaluate your results.

Use the management process to find ways to improve a job
that you dislike to do because it takes too long. Examples:

doing homework, dressing for school, etc.

LEADERS' GUIDE
4-H Home Management Project

"Teenagers Learn to Manage"

LESSON IV

"Your Twenty- four Hour Day"

Note to leader: Discuss assignment from previous week before

beginning this one. (10 to 15 minutes)

 

Our lesson today is about using one of the resources which
we mentioned a couple of weeks ago. This resource is $5. During
our second meeting we said families and individuals use both
human and material resources in achieving their goals. One
way to look at time as a resource is to list all the things we
must accomlish in our 24 hour day.

Each'of us have many things to do -- helping at home, doing
school work, attending club meetings, personal grooming, re-
creation, etc. Life is made up of a variety of activities.

How much we get done, how well it's done, and how much we
enjoy doing it depends largely on how we go about it.

Check your habits of doing things. Which one of the
following descriptions fits you? Maybe you are a combination
of two or more:

MY POTTER-OPE; - Who puts off doing things as long as

she can and then never has time to do them well. She

is always swamped.

Lesson No. 4 (cont'd)

QICE AIHAYS-IN-A-HURRY - who always is too busy to do the

things she really would like to do.

HAQIE HARD-WAY . who makes such hard work of everything
because she knows no better way.

GINGER GOOD-MANAGE - who gets the things done that she

needs and wants most, and enjoys doing them.

Some people seem to sake every moment count. They seem
to be experts in using time and getting almost everything done
that they want to do. They recognise that they met allow time
to develOp their own personal qualities and to be with people.
They learn to spend a minimum of time in routine work.

Other folks have not learned the knack of making minutes
count. They too say they want the important things in life.

But they go about using time in such a way that they never have
any left. They may spend all their time on small routines of
everyday living or fritter it away on insignificant details. Then
they bemoan the fact that they never have any left for bigger,
more important things.

Beverly, for example, spends so such time in primping before
the mirror that she never has time for anything else. On the
other hand, Lois spends enough time on her appearance to be
attractive and well groomed, but she is always ready to join
her family and friends in activities that are fun.

All of us have to perform certain routines in life. We have

Lesson No. 4 (cont'd)

to sleep, eat meals, bathe, brush our teeth, dress, walk or
ride to school, plus many other things. All of these take
time. Many of them have become so habitual we seldom think
about the way we do them.

But it might pay to examine these habits. we may be spend-
ing much more time than we need to. If we conserve time by
good management, we will be able to do more things - important
things.

Have you ever looked at the way in which you use your day?
You would undoubtedly find it rather interesting to find out
exactly where your twenty~four hour go.

Take a tip from big executives. Their time is valuable.
Most of them plan to free themselves from routine tasks for
more creative activities.

When making time plans, strive to keep them flexible.
Allow time to make changes and adjust to new developments in
your life.

'Make your plans workable. Be realistic and learn what you
can and cannot expect of yourself. KnowHwhat your own tempo

and speed are and under what conditions you do your best.

 

Class assignment for next week:

1. Keep a diary of how you spend your time for 24 hours.

Lesson No. 4 (cont'd)
2. Make a time plan for a 24-hour period. Try it out.

Record changes where needed.

3. What are some activities for which you often wish you
had time?

4. Can you see any activities on which you might begin to

spend less time so that you really could allot time
to your wishes?

LEADERS' GUIDE
4-H Home Management Project

"Teenagers Learn to Manage"

LESSON V

"curing our Money's Worth - Bumship"

10 to 15 minutes for discussion from last week's assignment.

 

We are directing our attention to how to use another one
of our resources - m. We shall study how to get the most
for the money we have to buy with.

You and your family have many wishes and needs. And some
of them can be fulfilled only by spending money. Yet to many
people there never seems to be enough money to buy everything
they want. When they do buy, how can they be sure they have
picked exactly what they want? Are they getting their money's
worth?

Good shopping usually begins at home when a girl decides
she needs or wants something. Of course, you may not have
decided on every detail before leaving home. A good deal depends
on what you find at the store and the price tag attached to it.

If you need to buy clothing, perhaps it would be a good
idea to take a careful look at what you already have. In other
words, take an inventory or make a list of the clothes you now
own. Look over your wardrobe carefully. Think about the many
purposes you want clothes to serve -- school, sports, dressup,

etc. Consider the matter of matching, harmonizing and con-

-34-

treating colors._ Is there evidence that you have planned an
effective, integrated use of color and styles? Or have you
just thrown together a variety of different ones?

In terms of what you wish to accomplish, where do you now
stand?

After your inventory, set your goals. Look to the future.
How long do you expect this new item to last? ‘Will it be in
style next year or longer?

One of the tricks to the business of shopping is learning
what to look for - Quality. If a person knows his basic purpose,
then it is easier for him to see the characteristics that are
desirable in the goods he is buying.

Sometimes, especially when one is shopping for some un-
familiar article, it is difficult to know what to look for.
Then it pays to talk with sellers and experienced buyers to
find out what features are desirable and which ones to ignore.

Let's take Mery for an example: ‘Mary-s mother asked her
to stop at the grocer's and buy a can of corn. She found that
the store had two brands: one priced at 19 cents, the other 24
cents. What are some things that Mary must know before she

selects either can?

Which one would 122 select?

8

~36-

Lesson No. 5 (cont'd)

Some people tend to make the price tag an index of quality
and value. Time after time we use it as the gglygmeasure of
quality.

But how can a person be sure he has made the best choice
for the amount of money he had to spend? One thing to assist
him.in his selection is the label placed on the product by
the manufacturer.

What information do you think should appear on a sweater

label? Think again about purpose, etc.

On a tennis racket?

 

Class assignment for the following week:

1. If you were considering buying a transistor radio,
what are some questions you might ask?

2. ‘Make an inventory of your wardrobe. What additions
do you need to make for next summer/winter?

3. Bring to class 1 label from any article you purchased.
Think about good and bad points of the label.

LEADERS ' GUIDE
4-H Home Management Project

"Teenagers Learn to Manage"

LESSON VI
"How Well Did I Do?"

A Pattern for Livng
Did you realize that you use a pattern to manage your day-

to-dey activities? This pattern is a guide just as a pattern is
a guide when you make a dress. Your family is the designer of
the pattern. This pattern of living starts when family members
decide what is important to them. The things they want form
the basis for their family living design.

Using a pattern, you cut pieces of fabric to make a dress.
It can never become a dress unless you put the pieces together.
You carry out many activities in behalf of the family after the
family selects its pattern.
Takes

The first piece which we will cut is values. These are basic,

m motivating factors in all human beings. Indi-

\: ‘ viduals within the family will have some of
their own values; the family shares some
VALUES values. The family passes on value patterns

to younger generations. Values are the fac-

 

 

 

.4; tors that make differences between families.

.37-

-38-

Lesson No. C (cont'd)

One family may place great importance - or value - upon educa-
tion. Their actions are influenced by this. values cause
families to set for themselves the kind of pattern they will
live by.

goals

Family goals are those things that the members consider imp
portant and want to obtain.
Goals are basic pieces in the :.
family's pattern for living. _ GOALS
A family has many goals, and \
these are constantly changing.

As each goal is reached, others become of first importance and
everyone works together to obtain the new goals.

Each family sets its own goals. The same things are not
important to all families. Recognizing family goals and working
together to achieve them is a step in the designing of each
family's pattern for living.

Resources

When you make a dress, you select from a wide range of

fabrics, threads, fastenings, and trimmings.
These are the resources. You choose the ones

RESOURCE
most suitable to the individual and style of
dress. You have a variety of resources from

which to choose when working toward a goal. Some of these are:

'money, knowledge, skills, time, equipment, energy, community

-39-

Lesson No. 6 (cont'd)

services, etc. You may use a few or many of these in working
toward one goal. Consider all resources,then choose those
that can be used most effectively in achieving a goal. This

piece of pattern must be flexible.

P anning

You follow the guide sheet that comes with your dress
pattern when you assemble fabric pieces. Your family plans its
guide sheet. One family's plan won't fit another; each family
works out its own. The seamstress who doesn't use the guide sheet
may find she has a lot of ripping and renewing before she finishes
the dress. One who follows the guide sheet step by step pro-
duces a finished garment‘with few mistakes, and has a feeling
of satisfaction from a job well done. If your family plans in a
haphazard fashion, you may find mistakes to undo in making life
what you want it to be.

Controlling your plan

Following the plan, you fit together the values, goals, and
resources just as you fit the pieces together in making the
dress. Threads hold the pieces together and make a whole gar-
ment possible. iMansgement is the thread that holds the pieces
of a family's life in preper position to make it complete.
Evaluation

When the garment is completed, we give it a thorough

going over. Is the stitching firm? ‘Was the fabric cut on the

I ’ . a .
{ii I III! ll I it 1.11 ll'a' llll.ll|l .IIIIIIII,I‘VIIII Ill

Lesson Nb. 6 (cont'd)

grain? Does it fit? Does it serve the purpose? was the
finished product worth all the time and effort put into it?
we can do the same thing to the pattern for living. ‘Here
the goals those that "fit" the family's needs and wants? Did
we accomplish our purpose? How'would we change the pattern before

cutting another dress?

************

Let's look at our own pattern for this 4da project.

What are some jobs or activities you have improved through
these lessons?

What did you enjoy doing or studying about?

What did you dislike?

Which section would you like to learn more about?

SIBGSTIONS FOR TEACHING ms PROJECT

PURPOSE:

This project in Home Management has been designed for girls
of high school age - 14 years of age and over. It deals with
teaching these girls how to set goals (what they want) , how to
use your available resources (what they have)to obtain the things
they want that will give them the greatest satisfactions.

In order to set go: la, the girl needs to £32191. what is
most important to her. Therefore, W
is vital to obtaining goals.

An attempt has been made to help girls recognize their own
values (or the 1'21 they want particular things).

These three factors (values, goals, and decision-making_
are applied to specific resources in order to present examples

of how these can be applied to .3: resource.

SCOPE:

This project covers the following 6 lessons:

1. Guideposts for Bane Management

2. Choices are Vital to Management

3. Does it Work?

4. Your Nenty-four Hour Day

5. Getting Your Money's Worth

6. How Well Did I Do?

Situations and activities have been suggested that might
occur in any teenager's home. They are of the type that parents
would be willing to let their children do and even assist them in

carrying them out.

4+1-

.-42-

However, it is the project leader's privilege to make

any other wggestions which would fit best with her particular

. 1mt1°ne

TBACHIM m: PROJECT:

A- W
six classes of 45 minutes to 1 hour for instructions.

Outside activities as needed arranged by leader and

group.

B-WW

Attend leader training mating on this project and
receive project materials.

Keep classes interesting by varying methods of teaching.

You might try to use the following where possible:

a.
b.
e.
d.

h.

demonstration

"role-playing" situations

skit by club where

exhibits or charts relating to the subject

pictures from magazines and clippings which
emphasise any of the instruction materials.

a homemaker to give a short talk on how she
manages

field trip or tour to local store to talk
to dealer about quality, labels, etc.

buss groups - let the members get together
to compare ideas before presenting to whole
Clu.e

0. WW
ommm mm:

This would be held before the classes begin.

.l I
l £1.11].

lin‘ lie! I . 1' ll!

Illl'l‘l‘iII-‘f

1.

2.

3.

4.
5.
6.

7.

~43-

Invite mothers to come with their daughters to
this matings

1. Ask each girl to introduce her mother and
herself.

2. Give lesson topics and l or 2 of the suggested
activities for each one.

3. Explain this is an experimental approach in
teaching the new ideas about home management.

4. Ask for questions from parents and children.

5. Set regular time each week for classes.

1

Ask question - What do you think W means?
Have girls write definition in their activity.book,

Discuss guideposts from lesson sheet.
A. Values

B. Standards

C. Goals

Ask 4 girls to "role-play" the parts of:

John Bowman Mrs. Bowman
Ann Bowman Mr. Bowman

Present skit
Discuss values that these family members had.

Discuss smears;

In buss groups of 3 or 4 each, let girls make a
list of standard the Bowman family had.

One member from each group present report to
class.

Discuss m
Kinds of goals.

Ask for examples of W.

7.

Make assignment for next meeting.

W

First 10 to 15 minutes - go over assigmnent from previous
week.

1.

2.
3.

4.

*5.

6.

7.

List some things which are different today compared
to 20 years ago.

Discuss "making choices".

Discuss importance of accepting consequences in regard
to choices made.

Explain: Resource
mm;
A. Ihnnan
B. Materiel
Class name others
Explain keys to good management
(Keys can be made from cardboard for illustrations)
1. Key No. l - Plan
2.. Key No. 2 - Control
3. Key No. 3 - Evaluate
Discuss:
How to bring about change -

Steps in solving a problem, making an
improvment.

Go over steps with group in thinking through a change.

Give class assigrment for next week.

-45-

21%.:

Assignment from last class - Let each girl select one of
the three activities to present to class. (10 to 15 minutes)

1.

2.

Review Management Process (keys to good management).

Demonstrate part of one of the following activities:
packing a picnic basket applying makeup
writing a letter doing homework
making a salad other

One girl demonstrate improved method.

Discuss improvement upon the firlt.

Discuss WW-

Make written plens for cookout.

Assignment:

Ask girls to suggest activities or tasks they want
to improve.

Make the assignment.

013;; fig, 4
(Previous assignment - 10 to 15 minutes)

1.

2.

3.

4.

Review - What is a m?
Discussion -

Patty Putter-offer
Alice Always-in-a-hurry
Hattie Hard-way

Ginger Good-manager

Discuss habits of:

Beverly
Lois

In buss groups of 3 or 4 members, make a list of
things or routines we met do daily. (How long should
it take to do each task?)

«it

-45-

* 5. Optional - invite a speaker to tell how she saves time.
6. Discuss purpose of keeping a diary of activities.
7. Make assignment for next week.
CL“! N2. 5
(Previous assigmnent - 10 to 15 minutes)

1. Question - "What does it mean - getting your money's
worth"?

2. What does ggod 212222.23 mean?

3. What is an inventory?
When is it used?

4. Discuss importance of making good coler combinations.
5. Discuss quality.
6. Show 2 grades of same canned food.
A. Compare labels
B. Price
C. Size of can
D, Suggestions for serving
E. Other
7. Discuss purpose of labels.
* 8. (A suggestion is that the group make a field trip to
a store to talk to the clerk about an item. Go as
a group at a time arranged before next class time.)
9. Make class assignment for next week.
CL“: 83, 6
(Discussion of last week's aseignnent - 10 to 15 minutes)
1. Review:

What is a pattern?

2.

3.

5.
6.
7.

-47-

Pattern pieces to good living.

A. Values

B. Goals

C, Resources

Planning is using the guidesheet.

Leader could have a pattern to use when talking about
the pieces.

Control your plan - stitching the garment together.
Evaluation - inspecting the finished garment.
Evaluation of the project.

Ask girls to define W. Compare this
definition to the first one they wrote in their
activity book.

Suggestion:

Girls could plan a get-together for their mothers;
a tea, coffee or any informal affair.

The group make complete plans for such things as:

What will it be:

When will it be held?
Where?

Who will do what parts?

The girls can put into practice all the manage-
ment principles learned through this project.

* These may require some advance preparation.

 

 

 

TEENAGERS LEARN
TO MANAG E

4-H PROJECT
AND

ACTIVITY BOOK

 

4-H HUME MANAGEMENT

 

-49-

Before we begin our project, write here your own definition
of m W. Do not read ahead, just write what you think
it is.

 

 

 

 

 

 

 

This definition will be compared with another one which

you will write at the end of the project.

 

 

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interests and ””9,
@ time abilities 0

® money family resources knowledge pg

g energy the us'e of \skills fig:
6532737 materials A commity $3

facilities

 

 

 

 

plans controls and evaluath

77

through w ich one

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[mmmrtsmumcsss]

 

 

 

 

INTRODUCTION
Home Mamement, simply defined, is the way a family uses
what it has to get what it wants, needs, and desires as a group
and for the individual family members. It is the way a family

tries to achieve the most important things in life. It requires

.50-

both thinking and doing.

Home management goes on all the time. It's there in little
decisions as well as in big ones. All activities, routine as
some of them are, required a decision by the family the first time
it was done.

Through taking this project, it is our hope that you will
learn to recognize what is important to you, set your goals
about your own life, decide how to reach your goals, and under-
stand why some things are more important to you and other things

are not. (These WHY's are called values.)

L E S S O N I

-"Guideposts for Home Management“

VALUES , GOALS , and STANDARDS
serve as guideppsts and give a sense of
direction to the purposes in our lives.

Guidepost No. l - Vglggg

These serve as a guiding compass
for our route through life. They
provide the basis by which individuals

and families tell what is more worth-

 

 

while to them. values are sometimes
called WHY guideposts. They are theighy we decide to do certain
things.
Values are reflected in what we say and do. From this
family's situation, pick out the HE! of their behavior.
(Suggestion): Four girls could act out the parts of:
John Bowman
Ann Bowman
Mrs. Bowman
‘Mr. Bowman

e e a e e a a e a e e

The Bowmans ‘might be a fairly typical family. John, at
fifteen, likes to wear levi's almost everywhere he goes. His
parents feel that levi's are not suitable for school or for
any social occasions. They bought him slacks, shirts, and ties
to wear to school.

Jehn's father said that he had driven past the school and
observed that some of the boys entering and leaving the building

-52-

‘0

Lesson No. l (cont'd)

looked very nest in slacks and shirts and seemed to him to
be more suitably dressed than the boys in levi's.

John's mother said, "We've spent good money for decent
school clothes for you, and you are letting them hang there
unworn while you outgrow'them. Soon they'll be too small, and
the money will have been wasted."

But John replied, "I didn't want those slacks in the first
place. You didn't have to spend the money for them. .All I
wanted was some more levi's and sweaters. And if a few boys
want to wear slacks, that's their choice. Most boys in my
school wear levi's and that's what I'm going to wear."

He continued to wear a battered up pair of levi's to school
and to show a sulky face every morning at breakfast because he
could feel his parents' disapproval.

John's sulky face was hardly noticed on many mornings,
however, because his parents were too much involved with his
younger sister, Ann - age 13. Every morning, Ann came to
breakfast wearing a different combination of blouse and skirt,
or sweater and skirt, and contrasting colored neck scarf. Mrs.
Bowman disapproved of Ann's choices of color combinations.

She would say, "Ann, what are you trying to do? .Attract atten-
tion to yourself? That green scarf with that purple sweater

is simply awful. And why that ribbon around your neck? Of
all things." _

Then Mr. Bowman would say, "Wipe off some of that lip-
stock. No daughter of mine is going to appear on the street
looking like that."

Ann would say, "I know what looks good on me. I‘m the
one that's wearing these clothes. What difference does it make
to you? You aren't going to have to look at me today." On
some days she would yield to her parents' wishes. 0n others,
she would snatch up her books, slam the door, and go to school.

-* e s a e e e a * e e *
Questions about the skit:

1. Why do you think each person said or acted the way he

or she did?

-54-

Lesson No. l (cont'd)

2. What values did you detect? (list here)

A. F.
B. G.
C. H.
D. I.
E. J.

 

The Guidgpgst called §§andards.

A standard has been defined as anything used as a basis of
comparison. 'We usually tend to adopt the standard of our
friends, neighbors-and the community in which we live. If our
friends wear saddle shoes and cashmere sweaters, we may feel
that we should too. If our neighbors have an automatic washer
and television set, we also tend to expect these things. This
is called "keeping up with the Joneses."

When a standard helps us select worthwhile goals and work
toward them, it has a good effect. But the standard we adopt
or have forced upon us may be far in excess of our possible
level of attainment. In that case, it only makes us unhappy to
try to reach the standard.

To be desirable, a standard must be consistent with our
real goals and with our ability to attain it.

Which would you rather have in your home:

A. "Everything in its place" all the time.

B. A home with a "lived in" look.

-55-

Lesson.No. l (cont'd)

Name examples of other standards:

Name a standard that you have which your mother does not:

What do you think accounts for your standard being different

than your mother's?

 

Another guidepost is called‘ggglg.

Goals are the things we set out to
accomplish in life. Everyone knows what
‘gga_l_ £293.! are. Our goals in life may be
compared to these. They are something
we want, a mark to be reached, or a

purpose to be achieved.

I

 

 

 

 

 

Lesson No. l (cont'd)

Goals may be:
short time goals
long time goals
lifetime goals
Shprt time_goalg are ones you want to reach right away.
Going to a dance Saturday night is an example of a short time
goal. What are some of your short time goals?

List here:

Long time goals are those which might take several years
to reach. These goals are usually stepping stones to the most
important ones -- lifetime goals. Getting a college education
might be a long time goal.

Name one of your long time goals:

 

When should you accomplish it?

 

Lifetime goals are like "landmarks in the horizon", giving

us a sense of direction.

l‘.’ "

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.57-

Lesson No. l (cont'd)

What might a lifetime goal he?

 

 

Class assignment for next week:

Recoggizing valuesI standards and goals

Select one of the following activities to do during the
week. Pick out the values, standard and goals of the family and
put them in the alumna below:

'the a report to your class next time. '
Activities: (Check to the left the one that you selected)

1. Listen to a conversation between two people other
than your family.

2. watch a television program about a family.

3. Read a short story about a family.

VALUES STANDARDS GOALS

 

 

 

L E S 340 N I I

"Choices are vital to Management"

How‘many times have you faced the problem.of not being
sure as to which choice to make?

‘Will it be a red dress or a blue one?

Shall I go swimming or to a movie?

Should I do my homework at school during study hall or

at home after dinner?

The more decisions we have to make, the more important

that we select the best ones. We live in a complex and "which

one should I choose" world.

 

Suppose we could watch
a series of film strips
dated 1760, 1860, 1900 and

the present; each showing

 

pe0ple at work and at home,
their physical surroundings, their activities and how they live
from day to day.

In comparison, how is the way we live today different?

Choices are made on the basis of what a person thinks is
most important to him or to the family. ‘Your parents help
you in making many decisions and you make many by yourself.
A good test of growing up is willing to accept the conseggences
.53.

.59-
Lesson No. 2 (cont'd)

if ypu make a poor choice. It's natural to make poor decisions

sometimes, but a good manager finds out why the decision is
bad so as to avoid making similar mistakes again.

Good management is using what you have to get what you
went. These things that you have to use are called RESOURCES.
People have two kinds of resources which they can use - called
'hgggg and material.

Some examples of each are given below:

My; mterial
abilities money
skills sewing machine

Name other resources:

We decide how to use our resources to obtain goals.
Decisionvmaking is pert of the management process. When we use

this process, we have selected keys to good management.

KEYS TO GOOD MANAGEMENT

    

    

Evaluate

..tm-mmxflmz-m

 

(. )1?-
'1‘

-30.
Lesson No. 2 (cont'd)

You are using keys to good management:
(1) when you plan to use your resources.
(2) when you carry out and control your plan

(3) when you examine the results before making new
plans and setting new goals.

When we manage, we bring about change; from.the present
situation to a future one. One abm in studying management is
to learn to recognize situations that need changing and another
is to learn how to bring about changes.

You can follow these steps with something you want to
change, improve, or a problem.you want to solve. Climb the

steps to accomplish your goal.

szruxrs,

CONTROI
PLAN

 

 

 

CARRY
OUT PLNN

 

 

PLAN

MAKE '
DECISIO
ALTER- '

NAIIVES

RE-
SOURCESI

SET
GOAL

 

 

 

 

 

 

 

-51-
Lesson No. 2 (cont'd)

PROBLEM SOLVING SHEET

1. List Goals (what is it that you went to accomplish?)

2. What Resources (equipment, help of others, advice, money,
etc.) do you have that can help you.

3. Consider the different ways, time to do various things,
methods , etc. ALTERNATIVES

4. Decide which.;lternative is best in accomplishing your goal.

Lesson No. 2 (cont'd)

5. In light of the alternative which you selected, make a plan
for what needs to be done, when it is to be done, who is to
do it, where, etc.

6. Egrry out the plan as set up in Step 5.

7. Control the plan as it is being carried out. Make changes
as needed.

8. After you have solved your problem or finished the job, go
back over what has been accomplished and note: What things
went real well. Which did not? This is called evaluating.

-53-

Lesson No. 2 (cont'd)

Class assignment:

Do all of the following suggested activities. Select one

to report to class next time.

1.

2.

3.

Think about the last time you made a choice in buying
a new dress, coat, or other item.
What was the item?

‘Were you satisfied with your choice?

 

Why?

Think about a poor choice you made. What was the
choice?

Why did you consider it a poor choice?

Use the 8 steps in solving a problem to think through
a change you would like to make in a task or activity.

LESSON III

"Does it Work?"

From what we learned from the last class, can you explain

each of the following in your own words?

  

I think to PLAN means to:

         

“GOALS”
homework
swimsamg
shappm-‘g

Wmm WMJ

 

 

 

 

 

 

 

 

 

 

To CARRY OUT and CONTROL your plan means to:

 

 

 

 

 

 

 

 

(:23?) When we EVALUATE what has been accomplished

\zfitx .

 

 

 

 

.64.

.‘ I Ii .II 'II II I I.“ III lllill ‘

‘I'ifl III-‘1'"
. . . III

'-65-
Lesson No. 3 (cont'd)
use this sheet to make a plan for improvement of the task which
your leader demonstrated.

The task was

 

My Plan is:

What are some of the ways you improved over the first way it was
done?

1.

2.

3.

lo.

5.

6.

7.

Ill 14 {An-.Illl III [III [l Ill .‘I‘ 'I' II ‘1‘ 4‘ ‘

‘1

.llll‘l' {Ill.ll['l ‘
. . a {Iv

~66-
Lesson No. 3 (cont'd)

What is the purpose of simplifying tasks and activities whenever

possible?

Do you think the following are important to good management?
Mark 129, or pa; in the space provided. Give reasons for your
choice.

yes no
1. USE A PLAN AS AGUIDE
Reasons:

 

A.
B.

2. DOONLYONETHIMATATDQE.
Reasons:

A.
B.

3. MAKEONETRIPDOTHATOF TWO:
Reasons:

A.
B.

4. USE BOTH BANDS WHENEVER POSSIBLE.
Reasons:

A.

B.

Lesson NO. 3 (cont'd)

5. DON'T RUE IF YOU CAN WALK.
Reasons:

A.
B.

6. iMAINTAIN GOOD POSTURE.
Reasons:

A.
B.

7. PLACE ITEMS TOGETHER THAT ARE USED TOGETHER.
Reasons:

If you were going to have a
backyard cookout for some of your
friends Saturday evening, what is
the procedure you go through Ln

planning for it.

 

Decide:

What needs to be done:

Who is to do it:

How is it to be done:
Where:

When:

C“

'1‘-)

lesson No. 3 (cont'd)

Assignment:
Do both activities listed below:
1. You have things that you do at home, such as cleaning your
. room. making your bed, hand laundry, etc. Make complete
plans, control your plan in action and evaluate how well

you improved from the old way.

2. Use the magemsnt process to find ways to improve a job that
you dislike doing because it takes you too long. Example

might be: doing homework, dressing for school, etc.

LESSON IV

"Your Twenty-four Hour Day"

This lesson is about how we use one of our
resources - pg. Each of us have many things to
do - helping at home, doing school work, and
many other things. How such we get done, how
well it's done, and how much we enjoy doing
it depends largely on how we go about it.

One way to use our time is through the

many activities we have to do every day.

W-

What I did Time it took to do it

 

Did I take too long?

 

 

 

49-

Yes Np

 

r...

o 70-

Lssson No. 4 (cont'd)

What we get done depends a

great deal on our personal goals.

What are your goals? Do you
want to accomplish more and get
more fun out of your activities
and work? Are you developing
abilities that will help you
now and later?

It's a good idea to check
up on your habits of working
and doing.

Which one of the following
descriptions fits you? Maybe
you are a combination of two
or more:

 

PATTY POTTER-OFFER

Who puts off doing things
as long as she can and
never has time to do
them well. She is

always swamped .

 

 

 

ALICE AIHAYS-IN-A-HURRY

Who always is too-..busy to-do
the things she really would

 

BATTIE HARD-WAY
Who makes such hard work of
everything because she knows

a? bettségwaéé Wm DB
in ' d) g
35 If»; ”#3

GINGER soon-ma

Who gets the things done that
she needs and wants most, and
enjoys than. Has time to do
extra-curricular activities
with her friends and at school.

 

0‘

I III I . '

-71-

Lesson No. 4 (cont'd)

Which one would you prefer to be?

 

 

 

 

 

Noon
Sh‘de in.thé 11 12 1 p.m.
for certain. 9 3
tasks. Dif-
feral“: I 8 4
colors may 7
also be. ;
used to 5 <
indicate
5
how much
8
time it took ‘
you to do 3 9
certain activities.
2 O
1 .s".
12
Midnight

Which jobs are taking you too long?
1.
2.
3.
4.

Assignment to do before next class:

1. Make a time plan for 24 hour . Try it out. Record changes

as needed. Begin at the tins you get up in the morning.

‘4,

Lesson No. 4 (cont'd)
MY PLAN FOR WHAT I WANT 10 ACCOMPLISH 10mm

Task or activity [How long should it take? Time saved over old
method

 

 

 

lesson No. 4 (cont'd)

2. What are some activities for which you often wishes you had
more time?

3. Can you see any activities on which you might begin to spend
less time so you could allot more time to your wishes?

LESSON V

"Getting Your Money's Worth"

Money is another resource which
we can use to obtain items we
want. to many peop Is, there never
seems to be enough money to buy

everything they want. When a

 

girl selects something. how can
she be sure she has picked exactly what she wants or if she is
getting her. money's worth?

W usually begins at home when you decide you want
or need smoothing.

If you need to buy clothing. perhaps you should take an in-
ventory or make a list of the clothes you now own. look over your
wardrobe carefully. Think about the purpose you want olothim
‘to serve -- school, sports. clutch. etc.

Consider the matter of matching. harmonizing and contrasting
colors. Is there evidence in your clothes closet that you have
chosen effective color combinations as well as style which will
serve you more than one year?

After you know what you now own, consider what you need.

One of the tricks to the business of shopping is learning
what to look for -- this is called quality. If you know for
what purpose the item is to be used, then it's easier to see
characteristics that are desirable in goods you're purchasing.

If you are shopping for an unfamiliar article, such as a

.74.

-75.

Lesson No. 5 (cont'd)

sleeping bag, it may pay to talk with sellers and experienced

buyers to find out what features you desire.
Take Mary for example. Her mother asked

her to stop by the grocer's and buy a can

of corn. She found that the store had

two brands. one priced at 19 cents. the

 

other at 24 cents.
What are some things that Mary mat know before she selects

either can? (Remember to consider purpose. quality, etc.)

Which one would you buy?

Some people tend to look only at the gigs in when buying.
Do you think this is a good index of quality and value?

Yes

 

No

 

Why?

.76-

Lesson No. 5 (cont'd)

IK

 

Another thing to assist a

        

person in her selection

“1

“I

\ is the label placed on

«(0"

‘
\y9td-

a&‘\{(((

the product by the man-

 

ufacturer.

 

What information do you think should appear on a sweater label?

Remember - think of purpose, quality, etc.

    
     

On a tennis racket? f

@flffmfl \ '-'-‘-' -_

 

Class assignment for next week:
1.

what are some questions you might ask the dealer?

If you were considering buying a transistor radio.

 

 

Lesson No. 5 (cont'd)

2. Make an inventory of your wardrobe.

you need for next summer/winter?

Article of clothing:

-77-

No. I have

What additions do

No. need to buy

 

Hats
summer
winter

Outdoor clothflng
(date
heavy*wflnter
light wool
raincoats
Jackets
sweaters

Outer clothing
Dresses
school
'church
party
play or home
suits
skirts
blouses
sweaters
shirts
other°

Underwear
slips
girdles. garter belts
bra. :
panties
other

Nightwear

nightgowns
Pill!!!

Bousecoats, bathrobes
Bose

nylon.hoee
cotton socks

 

 

.78-

Lesson No. 5 (cont'd)

Article of clothing No. I have No.need to buy

 

Footwear
shoes
house slippers
boots

Accessories
gloves
purses
umbrellas
others

 

 

 

3. Bring l label from any article you purchased to discuss good
and bad points with your class next week.

W W

This is a label from a

 

4. Did you ever think of the number of possible cosbinations you
can make from your present number of skirts. blouses and
sweaters?

Write a brief description of each in the spaces provided
on the next page.
To make combination. No. l skirt may combine with A,c,B

and P. sweater. Put this under combination.

Lesson No. 5 (cont'd)

Skirts

Blouses, sweaters

Combination

 

10.

 

A.

 

 

Total possible
combinations

 

L E S S 0 N V I

"How Well Did I Do?"

A Pattern for_§iging

The pattern you use to manage your day-to—day activities
can be compared to a pattern for making a dress.

Your family is the designer of this pattern. It begins
when the family decides What is important to it. These

pieces are fitted together.

These pieces of family management include: ////,n

‘l
\\
\‘

gglueg
These are basic, motivating factors in

all human beings. Each family's values are

different from another family's. values

 

cause families to set for themselves the

 

kind of pattern they will live by.
Goals
Family goals are those things that the members consider

important and want to

 

 

.________A i_ev.
GOALS obtain. Goals are basic
pieces of the pattern.
Goals are constantly
changing. As each goal
is reached, others become of first importance.
Each family sets its own goals. Recognizing family

goals and working together to achieve them is a step in

the designing of each family's pattern for living.

.30.

-31-
Lesson No. 6 (cont'd)

Resources

When you make a dress, you select from a wide range of

fabrics, threads, fastenings and trimmings.

EE;:} These are resources. You choose the ones

OURCES .
most suitable to the individual and style
of dress.

A family has a wide variety of re-
sources from which to choose when working toward a goal. Some
of these are: money, knowledge, skills, time, equipment,
'energy, community services, etc.

PLANNING:

You follow the guidesheet that comes with your dress
pattern to assemble the pieces. Your family plans its guide-
sheet. One family's plan won't fit another. The seamstress
who does not use the guidesheet may find she has lots of
ripping and resewing before she finishes the dress. One who
follows the guidesheet step by step produces a finished gar-
ment with femeistakes, and has a feeling of satisfaction
from a job well done. If your family plans in a haphazard
fashion, you may find mistakes to undo in making life what
you want it to be.
CONTROLLING THE PLAN:

Following the plan, you fit

 

together the values, goals, and

 

resources just as you fit the

 

BOZH
Lesson No. 6 (cont'd)

dress pieces together. Threads hold the garment pieces together.
Mbnagement is the thread that holds the pieces of a family's
life in proper position.
Evaluation

When the garment is finished, we give it a good going
over to make sure the'
stitching is firm, that the
fabric is cut on the grain,
that it fits, serves the
purpose, etc. We can do

the same thing to the pat-

 

tern for living. Were the

 

 

Rwalnating a dress goals those that "fit"

the family's needs and
wants? Did we accomplish
what we set out to do? How would we alter the goals and

resources before cutting out a new pattern for living?

What do you think home management means now since you have

taken this project?

~83~

Lesson No. 6 (cont'd)

Compare this to the definition you wrote at the beginning.

How do they differ?

What are some jobs or activities that you have improved through

taking this 4-H project?

What did you enjoy doing or studying about?

What did you dislike?

What lesson would you like to learn more about?

SMARY AND REOOIIENDATIONS

This study was concerned with (l) finding out what was being
taught as home management to 4-H club members through prepared project
materials and (2) the development of new 4-H project books and leaders'
guides to help fill the gaps in the areas least stressed. From the
author's experience as an Extension Agent, it seemd to her that
home management was generally thought of as being concerned primarily
with the improvement of skills, learning new techniques and how to
select correct tools and equipment for various household tasks.

Such a view placed emphasis upon achieving high standards and efficiency
as an end, rather than a means to an end - satisfactions in family
living.

According to the most recent definitions of home management,
management is looked at as a way of life, or using what a family has
to obtain its goals. Families constantly make choices in dealing
with their present situations. Values underlie these decisions in
relation to goals. Values are the "why" peeple want the things they
do. Making decisions is the very heart of management.

Home management consists of a series of decisions. The process
of management includes planning, controlling and evaluating. Resources
are the things used to get what a family wants.

Using management concepts, process and resources as a foundation,
criteria were developed to use in analyzing 4-H project materials
from fifteen states.

After gaps in this material were determined, a six-lesson
project was develomd for 4-1! members; this included project books

for members and a guide for the leaders.

.~&4-

-35-

a 10 Pu S :

Development of project books and leaders' guides in home
management for the other two levels is needed.

Means of finding out the effectiveness of 4-H home management
teaching should be developed.

A survey to determine areas of interest and concern in home
management of high school boys and girls would also be helpful.

The development and use of materials such as these in this study
is one step toward improvement and advancement in 4-H project books

and leaders' guides in home management.

Re f r T h s P

The leaders who will teach this project need thorough training
in home management subject matter. This could be conducted in a
workshop prior to the project.

Since this is a new approach to presenting home management
4-H project materials, it is suggested that it be taught on an experi-
mental basis (perhaps in one or two carefully selected pilot counties)

before adopting as a state-wide project.

-35-

BIBLIOGRAP' '
BOOKS
Berelson, Bernard. "Content Analysis," Handb o o S P

Vol. 1. Reading, Mass: Addison-Wesley Publishing Co., 1954.

Duvall, Evelyn Millie. Fail: Living. New York: The Macmillan
Company., 1950.

Pitssimons, Cleo, and White, Nell. W123. Chicago:
J. B. Lippincott Company, 1958.

Gross, Inna H. and Crandall, Elizabeth, Walbert. W
W. New York: Appleton-Century-Crofts, Inc. ,
1954.

Hoeflin, Ruth. 2 1 1? Li . New York: John Wiley
and Sons, Inc., 1960.

Landis, Judson T. and Landis, Mary C. W. New
Jersey: Prentice-Hall, Inc., 1959.

Nickell, Paulena and Dorsey, Jean Muir. W
3.42138- 3rd ed. New York: John Wiley 6: Sons, Inc., 1959.

Starr. Mary Catherin- WW- Boston: 19. C-
Heath and Company, 1956.

Wilhelms, Fred 1'. and Heimerl, Ramon P. W.
New York: McCraw-Hill Company, Inc. , 1959. .

BULLETINS

Bell, Helen E. "How Many Persons is a Homemaker?" Pennsylvania
Agr'l. and Home Economics Extension Service leaflet No. 233.
(December, 1959)

Beck, Glinda J. and Woodruff, Louise. "Is There a Better Way?"
University of Missouri Agr' 1. Extension Circular No. 694.
(January, 1959).

Tenbory, Crystol. "4-H Club Home Management Workboo ," University
of Arkansas Agr' 1. Extension Service Workbook No. 16. ' "
(June, 1959).

com PR D

McKee, William. "Values in Home Managemmt," P es s C e
' v5. ‘ - k1." - "'- - Dept. Of

Home Management and Child Development. Michigan State University

East Lansing, (July 4-6.1955).

 

P_§§IODICAL ARTICLES

Paolucci, Beatrice and O’Brien, Carol. "What is Management?"
m. Vol. 75. No. 7. September, 1959.

UNPUBLISHED MATERIALS

"The Art of Homemaking" - prepared by Home Management Specialists.
Missouri Extension Service., 1961

Bell, Helen E, "Manage Your Way to a Better Day." Penn. Agr'l.
and Hans Economics Extension Service. University Park, Pam.

"Pattern for Living." mimeographed. Penn. Agr'l.

and Home Economics Extension Service. Univeristy Park, Penn.
1960.

 

Coolican, Patricia M. "Guideposts for Home Management." Newsletter,
Chautauqua County Home Demonstration Department. Jamestown,
New York. October 3, 1960.

APPENDIX A

420 Owen Hall

Michigan State University
East Lansing, Michigan
January 20, 1961

Mrs. Edna K. Jordahl, Extension Economist
Home Management

University of Minnesota

Institute of Agriculture

St. Paul 1, Minn.

Dear Mrs. Jordahl:

I am a graduate student in Home Management at Michigan State
University. As part of my research, I am reviewing and evaluating
4-H home management project books and leaders' guides from selected
states. Minnesota has been chosen as one of the sample.

Would you send me any 4-H materials which you classify as
home management.

Your cooperation is sincerely appreciated.

Sincere 1y yours ,

Helen F . Horton