.._ _, : -. 3‘ : _ k _ :_ :_ ‘ __ f_ 1: ¥ :. ‘ __ 63S ‘__ mam E cl .0. {.x‘ m 1 w c “8 xi. i 3.) l"- "I l um t ‘té 51.31;. 0 I CIT; _ it? of" A“ S .1 M 9‘23} .Afl't I?“ f", v. ‘ fii «J 3 I“ -uin ’9 a". n ‘13 c. g.“ ; fl“ r',[ -5 3‘ Q g I 11: um; winging/mu M 121% Law Wfl H5! ll LIBRARY Michigan Stave University ,,l.|‘.i (41:? ABSTRACT A CONSTRUCTED TYPOLOGY OF TRAINING PROGRAMS FOR h-H COMMUNITY CLUB LEADERS by Edgar C. Sobers The objective of this study was to analyze the more desirable types of leader training programs for h-H commu- nity club leaders now existing among the various state ex- tension services according to: (1) who does the training, (2) how the training is given, (3) what kind of training is given, and (h) to whom the training is given (first year leaders or leaders with two or more years of tenure). From this analysis and review of research studies a typology of training programs was to be constructed which would serve as bases for further research and testing. From the results of the analysis and review of re- search studies, a typology consisting of four leader train- ing programs was constructed. Type A consists of a pre-service training program for new leaders and a specific training program for leaders with two or more years of tenure. The method by which the training is to be given in both programs consists of a series of leader training meetings, county basis, followed by supplementary training of the leaders by individual Edgar C. Sobers contact between the club leaders and the county h-H club agents. The personnel to present the training in both pro- grams are extension subject matter specialists, members of the state h—H staff, county h-H club agents, trained 4-H club leaders, and personnel other than those directly con- nected with‘the extension "family." New leaders are to receive training in the follow- ing.¢reas: philosophy and objectives of 4-H club work; how to organize a club; understanding the needs and interests of youth; teaching methods; how to hold a club meeting; program planning; evaluation; 4-H project requirements; subject matter training; county and state A-H activities and events; community and county.responsibilities and oppor- tunities; how to secure parent cooperation; h-H leader responsibilities; how to train h-H officers; achievement and awards in the h-H club program; and hOW'tO work with junior leaders. The leaders with two or more years of tenure are to receive training on these areas: understanding the needs and interests of youth; teaching methods; program planning; evaluation; 4-H project requirements; subject matter training; county and state 4-H activities and events; community and county responsibilities and opportunities; achievement and'awards in the 4-H club program; and how to work with junior leaders. Edgar C. Sobers Type B consists of a specific training program for new leaders to be completed before the end of one year of tenure and a specific training program for leaders with two or more years of tenure. Both the new leaders and the leaders with two or more years of tenure are to be given the same method of training, the same personnel to present the training, and the same kind of training as used under their respective programs in Type A. Type C consists of a combined training program for both new leaders and leaders with two or more years of tenure. The method of training and the personnel to present the training are the same as those given to leaders with two or more years of tenure under Type A. The kind of train- ing to be given is the same as that given to the new leaders under Type A. Type D consists of a specific training program for new leaders and a specific training program for leaders with two or more years of tenure. The method by which the training is to be given is by individual contact between the county h-H club agents and the club leaders only. The kind of training given to the new leaders and the leaders with two or more years of tenure is the same as that given to them under their respective programs in Type A. It is hoped by the author that the constructed training programs may be tested out among the counties and serve as bases for further research and testing, so that eventually they may lead the way toward better training programs for h-H community club leaders. 8 A CONSTRUCTED TYPOLOGY OF TRAINING PROGRAMS FOR h-H COMMUNITY CLUB LEADERS BY Edgar C. Sobers A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Institute for Extension Personnel Development 1961 Q/Zqfla( ACKNOWLEDGMENTS The author wishes to express his appreciation to the following without whose help this thesis could never have been written: To the Pennsylvania State University for the period of sabbatical leave in which to pursue such interests as this study; To Mrs. Laurel Sabrosky and Mr. V. Joseph McAuliffe of the Federal Extension Service, who contributed so greatly in the selection of the states for the analysis; To the staff of Michigan State University from whose counsel the author has been privileged to benefit; To the professional h-H staff members of all the state extension services contacted during the study for contributing so freely of their leader training informa- tion.; To Dr. George Axinn especially, who has been a most patient and contributing advisor; And to the author's wife, Catherine, who made numerous sacrifices of her personal interest so that this study might become a reality. ii TABLE OF CONTENTS ACIWOWLEDGI‘ENTS o o o o o o o 0 LIST OF TABLES CHAPTER I. INTRODUCTION Background Situation Objectives II. III. REVIEW OF LITERATURE ANALYSIS OF THE EXISTING PROGRAMS Selection of the Programs . . . Procedureooooooooooo Major Categories Used in Making Definition of Terms Used in the Results of the Analysis . . . Who Gives the Training IV. Objectives Instruments Constructed Type A Type B Type C Type D V. CONCLUSIONS General Hypotheses APPENDIX BIBLIOGRAPHY To Whom is the Training Given How is the Training Given . . What Kind of Training Given . CONSTRUCTION OF THE TYPOLOGY the for Measuring ypology T AND RECOMMENDATIONS iii the Analysis 00.0.0. Analysis 00000:». O Page ii iv \o -qr4 rd LIST OF TABLES Table Page 1. Categories of Personnel Used in the Training Programoo0000000000000... 20 2. Combinations of Personnel Used in the Train- ingProceSS................ 21 3. General Types of Training Programs Given to , Leaders 0.000000000000000 22 h. Methods Used in Presenting the Material . . . 23 5. Combinations of Methods Used in Presenting the Program 0.000000000000000 21+ 6. Range in Amounts of Training Meetings Held . 25 7. Kinds of Training Given to the Leaders . . . 26 iv CHAPTER I INTRODUCTION Background Situation The need for good training programs for voluntary local 4-H club leaders has long been recognized by extension workers to be of utmost importance in carrying out a good t-H club program. As Kelsy and Hearne point out, "The position of the leader is an essential mechanism of effec- tive group organization. Groups are dependent on leaders and without them are helpless; leadership is associated with responsibility. What the leader does or fails to do directly affects the welfare of the group."1 The Smith-Lever Act of 191A, which authorized the establishment of the Cooperative Extension Service, set fbrth the major function of extension as being, "To aid in difosing among the people of the United States useful and practical infbrmation on subjects relating to agriculture and home economics and to encourage the application of the same. . . ."2 1L. Kelsey and C. Hearne, Coo erative Extension Work (New Ybrk: Comstock Publishing Associates, I555), p. I9§. 2The Coo erative Extension Service Toda U.S.D.A. Federal ExtensIon SerVIce (Washington, D.C.: July, 1958), p. 3. -1- -2- This act clearly defines extension's function as education. It is not formal education, but education of an informal and distinct type. To be more specific, Kelsey and Hearne define extension work as being, "a job designed to bring education and service to a community through leaders who are discovered and trained in the process. Through those leaders programs are planned and executed."3 Also to be considered is that "in this Act, Congress designated 4-H club work as the youth phase of agricultural extension, and assigned to the t-H club leadership the re- sponsibility of providing instruction in agriculture, home economics, and related subjects fer boys and girls 10 to 20 years of age."4 The leadership of this youth program is provided by the county extension agents and local leaders. The county extension agents and county home agents of the United States are devoting an average of about one- third of their total time to A-H Club work. In view of their responsibilities, this probably is as much time as they will be able to give to A-H Club work in the foreseeable future. Consequently, any additional h-H Club service for reaching more boys and girls must come probably either from additional county per- sonnel or through improved methods of work with volun- tary leaders who are under the agents' general guidance.5 3Kelsey and Hearne, op. cit., p. 199. L‘Bardin H. Nelson and Gerald M. York, 5-H Club Train- in : An Anal sis, Texas Agricultural Extension ervice o - Iege StatIon, Texas: October, 1959), p. 3. 5 Statement of Sec e and Res nsibilit : Ybuth Begslopment, U.S.D.A., PederaI ExtensIon Service (Washifigton, u y, 1958), pp. B-A. (Mimeographed.) -3- With this in mind, we are forced to recognize that "without the corps of dedicated 4-H leaders there wouldn't be any program, and that unless there is continuing growth and development on the part of leaders, expansion and enrich- ment of the program will be seriously limited, and that h-H will not achieve its high purpose in service to youth."6 Thus we might say that the day of the "untrained" local h-H leader is about over. Not only must extension continue to obtain new leaders to allow for greater expansion and development of the A-H club program, but both the "new" and the "old" leaders must be adequately trained. The spread of influence in the h-H club program of our limited number of extension employees is multiplied or blocked by the way we work with our local volunteer 4-H club leaders. It must also be pointed an;that "the problem of leadership in A-H Club work, and in all organizational and community activity for that matter, have become more demand- ing and more challenging as: 1. Size and complexity of organizations have increased. 2. Change has accelerated. 3. Programs and services have become broader and more inclusive. 4. Specialization and professionalization have in- crdased. 5. People became better educated and more demanding. 6. Program and service standards rise. 7. Imagination and creativity become more important.7 6Edward 0. Moe, "What Are Our Leader Training Objec- tives?" A talk by Edward 0. Moe at a A-H Agents Con erence, South Central District, Marshall, Feb. 9, 1961. (Mimeographed.) 71bid. -4- It has been said, and correctly, that "We all do our work well if: (1) we have the personal satisfaction of doing a good job. (2) We feel personal security in the job. This . . . is true for volunteer 4-H Club local leaders."8 In a program such as 4-H club work, the personal satisfaction of the volunteer adult leader is considered as paramount to his continuation in his role. A chief source of this satisfaction comes in knowing that he or she has performed well as a leader in the eyes of club members, parents, other leaders and extension agents. Satisfactory performance and confidence in his role as afleadeg depends largely upon knowing what is expected 0 him 0 Several terms are necessary in order to adequately describe the role of the 4-H club leader. First of all, the 4-H leader must be an educator. Unless the 4-H club local leader teaches others and assists them and helps provide them with learning ex- periences which will lead them toward broad educational objectives, the Cooperative Extension Service has little justification in promoting the 4-H Club program through the use of federa , state and county funds. 0 As an information educator, the essential role of the leader is one of guiding rather than directing and 8Laurel K. Sabrosky and Fern S. Kelley, Let's Strength- en Our Local g-H Leader Training, A booklet based primari y on a stu y n estern tates involving 3,307 local leaders in 33 counties (U.S.D.A., Federal Extension Service, 1959), p. l. 90. Dean Allen, "A Comparison of Two Types of 4-H Electric Publications Used by First Year Leaders in Michigan," (unpublished Master's thesis, Michigan State University, 1960), p. . 10Ralph E. Kirch, "An Exploratory Study Setting a 'Benchmark' of Present Levels of Local 4-H Club Leadership in Twenty-Two Counties of Michigan," (unpublished Master's thesis, Michigan State University, 1961), p. 5. -5- ordering. He works with people rather than fer them and strives to be identified with the group rather than above the group. He is trying "to help people to help themselves." One of the main responsibilities of the professional 4-H club worker is that of providing by example the de- sire on the part of the local leader to have a conscious knowledge of what to do how to do it and why it is im- portant and desirable.11 What areas of training do 4-H leaders need in order to successfully carry out their role? As a result of the western 4-H Leaders Study and findings of the exploratory committee of state 4-H leaders at the 1956 National4-H Con- ference, ten areas may be considered as comprising a total curriculum for leader training. These areas are: l. The needs and interest of young people. 2. The objectives and philosophy of 4-H club work. 3. Project work. 4. Club activities. 5. Program development. 6. Teaching procedures. 7. County events. 8. Community responsibilities and opportunities. 9. County responsibilities and opportunities. -6- 12 10. Measurement and evaluation. Professional extension workers are then faced with the problem of how to teach or train the leader in the many_ areas of competencies needed for effective club leadership, and in such a way that the club leader gains the most satis- faction from his work and continues to remain in the 4-H club program. There are a variety of methods used by the professional 4-H club worker to train leaders. There are booklets, leaf- lets, home and club visits, 4-H events, leader training meet- ings, and various other methods being used, in various com- binations and/or separate entities. However, indications show that there is still definite need for improvement. Sabrosky and Kelly in the western Region 4-H Leaders Study, report that . . . one-half of the local 4-H Club leaders in the study were first-year leaders. This means a 50 per cent turnover in local leaders that year. There is a strong possibility {hat a trained local leader will stay with the program. 3 Many studies have pointed up these ideas: (1) that leaders recognize the need fer more trainifig, and (2) that they actually want more training. 12Suggested Content fer a -H Leaders' Training Pro- gram, U.S.D.A. Extension Service prepared by a committee of Professional 4-H Club leaders in the Northeast Region, 1946), p. l. (Mimeographed.) 13Sabrosky and Kelley, op. cit., p. 3. 1J’Idoe, OE. Cite, p. 10 -7- Therefore, not only do club leaders need training, but research also indicates that the training requirements differ among leaders according to their tenure. Kirch, in his study of 22 Michigan counties, found a direct corre- lation between training needs of community club leaders and tenure. His research shows that: A. lst year leaders need: 1 History of 4-H work 2 Philosophy and objectives 3 Subject matter 4) How to teach boys and girls B. 2nd year and over leaders: 1; Subject matter review of requirements, etc. 2 Teaching methods 1 3) Understanding needs of young people. 5 It therefore appears that there is a definite need fer leader training programs that will not only fulfill the areas of competencies required by all community club leaders, but the specific needs of first-year leaders and leaders with two or more years of tenure. Objectives It is the objective of this study to analyze the more desirable types of 4-H leader training programs for local h-H community club leaders now existing among the various state extension services according to: (1) who does the training; (2) how the training is given; (3) what kind of training is given; and (4) to whom the training is given __¥ lsKirCh, OE. Cite, pp. 3-1}. -3- (first year leaders or leaders with two or more years of tenure). From this analysis, a typology of 4-H leader train- ing programs will be constructed which will serve as bases fer further research and testing. CHAPTER II Review of Literature The most important areas of research pertinent to this study are those that pertain to leadership in the 4-H club program and local leader training. The "Guide Report" states that "leadership develop- ment suggests several intermediate objectives aimed at in- dividual progress toward improving: 1. Understanding of the nature of leadership and group membership. 2. Understanding of group processes, group goals, resources within the group, and membership goals of the group. 3. Awareness of the nature of an organization and of its demands upon the individual. 4. Ability to follow successfully the problem-solving process. 5. Sensitivity to one's behavior and its effects on others and on the group. 6. Skill in communications, including the skill of listening. 7. Skill in such group techniques as discussion, organization, programming, and arriving at con- sensus. warren states that "to succeed with young people, 'the 4-H leader must be patient, tolerant, and sympathetic lExtension Committee on Organization and Policy--l959, .A Guide to Extension Pro rams for the Future, The Agricul- ‘turaI Extension ServIce, Nortfi CaroIina State College, Raleigh, 1959, p. 36. -9- -10- toward their shortcomings, and confident that, in time they may be overcome. He or she must also be of the type that takes pleasure in helping other people. It is doubtful if anyone can become a really successful leader without this capacity for friendship, understanding and faith."2 Martin defines the qualifications of a community club leader as being: 1. A resident of the same community as the club mem- bers whom he will serve. 2. His ideas and objectives are similar to those of the group, and with this similarity of background, he can make acceptable contacts with the untrained members of the club, who need his judgment, ad- vice, and guidance. 3. He is interested in and has an understanding of the group, and voluntarily helps the members in thinking through their problems until they make a decision. He is one who stays in the background of club situations and encourages the members of the group to assume progressively larger respon- sibilities in self-help activities, which tend to develop their own initiative and other leader- ship traits. Joy presents twelve qualifications a leader must have before he is likely to be successful. They are: to be liked and respected by parents and the community; have a sincere liking for boys and girls, have a strict standard for sportsmanship and honesty; be enthusiastic about 4-H 2Gertrude’L. warren, Organization of 4-H Club work, U. S. Department of Agriculture, Agr cu tura an oo o. 33, (washington: U. 8. Government Printing Office, February, 1952), p. 1 . 3T. T. Martin, The -H Club Leader's Handbook (New York: Harper and Brothers, 5 , p. 5 . -11- club work, be liked by boys and girls; be unselfish; enjoy *working with others; be interested in better community and arural life; be able to plan ahead; know the subject matter 'to be taught; perseverance; the ability to get others to assume responsibility.“ The Wisconsin 4-H club staff defines the duties of a community club leader as being: 1. Guiding the over-all organization of the club. 2. Helping the club to function smoothly and reach its objectives. 3. Serving as a general contact pergon between the club and the county extension office. Clark and Skelton, in their studies of 4-H club ,leaders, found that leaders presented the following account, :ranked in order of importance, of duties they considered :important in carrying out their job: To help members with projects--selecting, developing and completing them; to develop character traits in young people; to teach young people practical skills; to interest members in 4-H club work; to keep the 4-H club functioning smoothly; to en rvise constructive activities fer young people in t 6 community; to assist members in planning and developing 4-H club activities; to take an interest in club members, gaining their con- fidence and coopegation; and to advance 4-H club work in the community. hBernard Joy, et al., Volunteer Leaders Are Essenti l 'totthe g-H Program, Cooperative Extension Work In AngcuIture and one Econo cs, Extension Service Circular 347, February, 1941, pp. 21-22. 5The Wisconsin 4-H Club Staff, 43H Leader's Handbook, TPhe University of Wisconsin Extension Service, CircuIar 4-H-77, July, 1960, p. 70 6Robert 0. Clark, Jr. and William E. Skelton, 1% -H Club Leader, New Ybrk State College of Agriculture, IiuIIetin 94 (Ithaca: Cornell University, December, 1950), p. 8. -12- Lantrip and Word state that there are three kinds of’leaders in 4-H club work. They are: l. Autocratic Leaders--They determine all the policies, activities and goals fer the club. Methods and ways of working are dictated by the leader. Members are uncertain as to what action will be taken next by the leader. They assign work fer members and set up committees. No choice is available to members. They give "personal" praise and criticism of the work of each member. 2. Laissez-Faire Leaders-~This kind of leadershi is in the extreme of autocratic. The club has comp ete freedom with no rules, no clear goals, or no objec- tives. The leader operates as an observer only. They supply materials and furnish information when asked for. They take no part in the discussion of plans and never express an opinion or participate with the members. Sometimes they will make comments on the work of the club, but they are not concerned with helping members with meetings or activities. 3. Democratic Leaders-~They encourage and help the club through discussions to set up its own goals, objectives, and policies. They help the club through discussions on steps in working toward their goals. They give advice and suggestions when needed by the club. Mem- bers are free to make choices and decide. Members are free to work with whomever they choose. Job and committee assignments are decided on by the club. They stick to facts and do not praise or criticize individuals directly. The leaders often participate in the club activities.7 Recent studies in various organizations portray the :feelings of voluntary leaders as to why they accept leader- ship positions. Some of the responses are: . . . because my child belongs; because I have a pre- vious experience and believe strongly in the program; because I believe that the movement is the best of the 7D. S. Lantrip and U. G. Word, Jrai Ideas for Exten- sion Agents on Community 4-H Clubs and Ad t 4-H Leadership, Agric tura Extension Serv ce, nivers ty 0 Ar ansas, February, 1959, p. 12. -13- youth movements; because I feel that a job had to be done; because I have an obligation to the community; I enjoy working with young peeple; it is an opportunity to serve youth; a man whom I respected asked me to help; this seemed to be an Opportunity to advance my name in the community; I joiged because I thought I could im- prove the operation. Professional extension workers are constantly trying ‘to find ways of improving 4-H club leadership. The Tennessee 4-H club staff states that in relation to leaders "the primary objective is to train the leader so that he will be able to effectively guide the activities of a local 4-H club on his own on a year-round basis."9 Wadleigh finds that it is desirable and necessary .for extension agents to be able and willing to analyze a .local leader's needs and to prescribe the essential assis- ‘tance, rather than to depend upon the leader recognizing Ihis own needs and asking for assitance.10 Monosmith presents the following objectives of a 'training program for community club leaders: 1. To familiarize leaders with the over-all 4-H Program --local, county, state, and national organization, history, philosophy. 8Edward 0. Moe, Let's Listen to the Voluntar Leader, (Cooperative Extension Service, MIcEIgan State UniversIty, «January 1961, pp. 1-2. (Mimeographed.) 9The Tennessee 4-H Club staff, Tennessee 5-H Club ILeadershig in Depth, Cooperative Extens on Serv ce, he ni- *wers ty 0 ennessee, June, 1960, p. 2. 100. B. Wadleigh, A Study of 5-H Local Leadership in New Ham shire, 1937, Cooperative Extension WOr n Agr cu ture and Home Economics, Extension Service Circular 291 (Washing- ton, D.C.: September, 1938), pp. 16-17. -14- 2. To help leaders learn duties and responsibilities, giving them confidence, security, and satisfaction in their work. 3. To help leaders learn how to understand and work with boys and girls. h. To meet needs of leaders for information, teaching skills, and competence in these areas: (a) Projects--requirements, teaching methods, keeping records * (b) Organizing new clubs c Planning a club program d) Use of awards--1ocal, county, state, national Use of promotional material Getting parent cooperation Exhibits and displays Public presentations Judging Officer training--how to conduct a meeting Use of activities and events--recreation. 1 WUP'D'O'Q “:0 Studies on why people resign from voluntary leader- ship positions show that leaders resign because: Too many meetings of insignificant nature; you didn't tell me the whole story when I was recruited; the or- ganization's structure is too poor; the organization is too big and demanding of volunteers; staffman or professional made commitments without consulting me; failure to recognize the right people; responsibilities were not defined thoroughly; set up was dictatorship from.the top; too much manpower wasted; the organization no longer wanted my services; the professional leader- ship was weak; lack of cooperation from other leaders of the organization itself.12 Sabrosky in her review of 4-H studies shows that the local leader is one of the successful keys to successful 11 R. 0. Monosmith, Develo ment of Professional and Lay Leadership for Effective Extension Iguth Pro rams, Cooper- at ve xtens on Service, nlvers ty 0 a lfornia (Berkley: University of Califbrnia Press, 1959), p. l. 12M03, 02. Cite, p. 30 -15- 4-H club work; local leaders with several years' experience have more successful 4-H clubs than the first year leader; leaders who are adequately trained stay in 4-H club work longer than those who are not; those leaders who attend leader training meetings have more successful 4-H clubs than those who do not.13 Sabrosky and Kelley give several reasons why train- ing meetings should be considered as essential parts of the local leader training program. These are: 1. No county extension staff is large enough to give individual training to each leader. 2. Experienced 4-H leaders want to hear experiences from other 4-H leaders and discuss them. These "old hands," knowingly or not, are expressing one of the important reasons for training in groups. In group training all of us can see how other people do things and exchange experiences with them. Also, an ex- perienced local leader often times carries more authority than a professional extension worker. 3. The group situation provides for different points of view and ideas among group members. These differences provide stimulation to change. If you try to train a local leader individually, he is not challenged as much to change. Change is the essence of education. 4. Groups offer support and encouragement for a person to think or feel as he does. 5. It is important to the morale of a person to get group recognition and approval. 4 Evidence from the western Region 4-H Study indicates that present leader training meetings may be inadequate. 13Laurel K. Sabrosky, Here Are Some 4-H Facts About Getting More Effective Results rom oca ea ers, . . Extgns on erv ce, Washington, D.C.: July, 1950),. p. . 1I'Laurel K. Sabrosky and Fern S. Kelley, Let's St: rengph- en Our Local g-H Leader Training, U.S.D.A. Extension Service, -16- because: (1) attendance was low; (2) not all the available qualified personnel were used to train leaders; (3) too few leaders received training in each area of training need; (A) the training did not always allow for differences in requirements between first year leaders and leaders with two or more years of tenure; and (5) the training was not held at areas convenient to leaders.15 Kirch, in his study of 22 Michigan counties, found a correlation between tenure and the specific training needs of the leaders. Local leader training meetings need to be specialized to fulfill specific needs of local leaders at the vari- out stages of tenure. A. lst year leaders need: £1; History of 4-H work 2 Philosophy and objectives 3) Subject matter 4) How to teach boys and girls B. 2nd year and over leaders: 1) Subject matter review of requirements, etc. 2 Teaching methods 16 (3 Understanding needs of young people. The above review of research shows the responsibil- ity of leadership undertaken by local club leaders and the need for professional extension workers to continue to find improved ways of training leaders for their role. 15Ibid., pp. 3-10. 16Ralph E. Kirch, "An Exploratory Study Setting A 'Benchmark' of Present Levels of Local 4-H Club Leadership in Twenty-Two Counties of Michigan," (Master's thesis, Michi- gan State University, 1961), pp. 3-4. CHAPTER III ANALYSIS OF THE EXISTING PROGRAMS Selection of the Programs In order to secure descriptions of the best train- ing programs for community 4-H club leaders now existing among the various extension services throughout the United States, initial contact was made with Mrs. Laurel Sabrosky, Extension Analyst, Program Research Branch, Division of Ex- tension Research and Training, Federal Extension Service, washington, D.C.; with further reference to Mr. V. Joseph McAuliffe, Program Leader, Leadership Development, 4-H Club and YMW Programs, Federal Extension Service, Washington, D.C. From these contacts the following states and/or counties were suggested as those having the most desirable types of 4-H leader training programs at the present time. These are: California; Onondaga County, New York; Wisconsin; Michigan; Lawrence County, Pennsylvania; North Carolina; Missouri; New Hampshire; Arkansas; Ohio; Minnesota; and Tennessee. Following further contact with state and county extension offices, descriptions of the leader training pro- grams were obtained. -17- ~18- Procedure The initial contact with Mrs. Laurel Sabrosky was made by telephone call to her office. Upon further refer- ence by her, a letter was sent to Mr. V. Joseph.McAuliffe asking him for a list of states and/or counties who appear at the present time to have the best training programs for 4-H community club leaders. After receiving his commenda- tions, a request was sent by letter to the state 4-H club leader or county 4-H club agent in the states or counties mentioned in his suggestions, asking for the complete train- ing program used to include; who does the training, to whom the training is given, how the training is given, and what kind of training is given. ngor Cgtegories Used in Making the Analysis The training programs were analyzed under four major categories: 1. Who gives the training to the leaders? 2. To whom is the training given (new leaders, leaders with two Or more years of tenure, etc.). 3. How is the training given? A. What kind of training is given (philosophy and objectives of 4-H club work, understanding the needs and interests of youth, etc.)? Definition QfTerms Used in the Analysis In order to more adequately communicate the results of the analysis, the following terms will be operationally defined as to their use in this study: l. 2. 3. 4. 5. 6. 7. 8. -19- Communit --A body of people living reasonably cIose together within a certain area of a county and having common rights, interests, opportun- ities, and responsibilities. 4-H Club Leader--An adult male or female who is given and assumes, the responsibility of holding and conducting 4-H club meetings. 5-H Club--A group of boys and/or girls between t e ages of 10-21 years of age sanctioned by the Agricultural Extension Service and under the direction and supervision of a professional agri- cultural extension worker and local 4-H club leader. County 5-H Club Agent--Any professional county agr cu tura or one economics extension worker who is given and/or assumes part or all of the responsibility of the county 4-H club program. State 5-H Staff Member--Any professional agri- cu tura or home economics extension worker within a given state who is given and assumes responsi- bility for part or all of that particular state's 4-H club program. Extension Sub'ect Matter S ecialist--Any pro- fessionaI agricuIturaI or home economics exten- sion worker who is given and assumes responsi- bility for diseminating specific subject matter related to agriculture or home economics within a given state. (Extension dairy specialist, ex- tension clothing specialist, etc.). Personnel not Directl Connected with the Exten- sion "Famin"--AII persons, Iay or professionaI, who are not either 4-H club leaders, professional extension workers, or 4-H club members, but do assist in providing part of the training program to 4-H club leaders. Leader Trainin Meetin --Any group of 4-H leaders gathered togetRer for the specific purpose of receiving training in any or all areas of com- petencies required by them to effectively carry out their role as a 4-H club leader. -20- Results of thg Analysis Who Gives the Training Table 1 - Categories of Personnel Used in the Training Program Conducts the Used in Entire Combination Total Program Alone with Other No. of Personnel States Personnel No. of States No. of States Extension subject matter specialists 3 12 Member of the State 4-H Staff 10 12 County 4-H Club Agents 2 10 12 Trained 4-H Club Leaders 5 12 Personnel other than those directly connected with the extension "family" 2 12 -21- Table 2 - Combinations of Personnel Used in the Training Process Total No. of No. of States States Using Using the Combinations Combination Combination of Personnel Extension subject matter specialist and county 4-H club agents 1 10 Extension subject matter specialists, members of the state 4-H club staff and county 4-H club agents 1 10 Extension subject matter specialists, members of the state 4-H club staff, county 4-H club agents, trained 4-H club leaders and personnel not directly connected with the extension family 2 10 Members of the state 4-H club staff and county 4-H agents 4 10 Members of the state 4-H club staff, county 4-H club agents and trained 4-H club leaders 2 10 -22- To Whom is the Trgining Given Table 3 - General Types of Training Programs Given to Leaders No. of States Using the Total No. Type of Program Program of States A pre-service training program for new leaders, a training program for leaders with two or more years of tenure, and a combined training program for new leaders and leaders with two or more years of tenure covering certain topics 2 12 A specific training program for new leaders to be completed before one year of tenure, a specific training program for leaders with two or more years of tenure, and a combined train- ing program for both new leaders and leaders with two or more years of tenure covering certain topics 4 12 A specific training program for new leaders to be completed before one year of tenure, and a specific training program for leaders with two or more years of tenure 3 12 No specific training program for new leaders or eaders with two or more years of tenure, all leaders receive the same kind and amount of training 3 12 -23- How is the Training_Given Table 4 - Methods Used in Presenting the Material Used Alone to Used in Com- Present All bination with of the Train- Other Methods Total ing Program No. of Type of Method No. of States No. of States States Leader training meet- ings-—county basis only 0 8 12 Leader training meet- ings--district basis only 0 l 12 Leader training meet- ings--county district and statewide basis 0 3 12 Visual aids (movies, slides, demonstrations, etc.) 0 12 12 Radio 0 12 12 Television 0 12 12 Printed Material (bulletins, magazines, mimeos, etc.) 0 12 12 Telephone 0 12 12 Personal letter 0 12 12 Farm or home visit 0 12 12 -24- Table 5 - Combinations of'Methods Used in Presenting the Program Total No. of Combination Used No. of States States Leader training meetings, county basis, topics covered at the meetings supplemented by the use of visual aids and printed material, followed by further training of the leader through individual contacts be- tween professional 4-H club agents and leaders by use of telephone, personal letter, radio, etc. 8 12 Leader training meetings, district basis, topics covered at the meetings supplemented by the use of visual aids and printed ma- terial, followed by further train- ing of the leader through individual contacts between professional 4-H club agents and leaders by use of telephone, personal letter, radio, etc. 1 12 Leader training meetings, county, district and statewide basis, topics covered at the meetings supplemented by the use of visual aids and printed material, followed by individual contacts be- tween professional 4-H club agents and leaders by use of telephone, personal letter, radio, etc. 3 12 -25- Table 6 - Range in Amounts of Training Meetings Held W Range in Total Amounts States Total Held per Using the No. of Type'of Training Meeting Year Practice States Pre-service training meet- ings for new leaders, county basis 1-6 2 12 Specific training meetings for new leaders only, to be completed before one year of tenure, county basis 3-6 9 12 Specific training meetings for leaders with two or more years of tenure, county basis 3-12 7 12 District training meetings for new leaders only 7 1 12 District training meetings involving both new leaders and leaders with two or more years of tenure 1-4 4 12 District training meetings for leaders with two more years of tenure only 1 2 12 Statewide training meetings for either new leaders or leaders with two or more years of tenure 1-2 2 ' 12 County training meetings for both new leaders and leaders with two or more years of tenure 1-4 8 12 \' -26- What Kind of Training_is Given to the Leaders Table 7 - Kinds of Training Given to the Leaders (Number of States) W Given to Both New Given to Leaders Leaders and Lead- Given With 2 or ers with Total to New More Years 2 or More No. of Leaders of Tenure Years of States Kind of Training Only Tenure Philosophy and ob- jectives of 4-H club work 10 O 2 12 How to organize a club 10 0 2 12 Understanding the needs and interests of youth 12 12 Teaching methods 7 0 5 12 How to hold a club meeting 11 0 l 12 Program planning 0 O 12 12 Evaluation 0 0 12 12 4-H project requirements 7 0 5 12 Subject matter training 0 0 12 12 County and state 4-H activities and events 0 0 12 12 Community and county re- sponsibilities and opportunities 8 O 4 12 How to secure parent cooperation 8 O 4 12 -27- Table 7 - Continued W Given to Both New Given to Leaders Leaders and Lead- Given With 2 or ers With Total to New .More Years 2 or More No. of Leaders of Tenure Years of States Kind of Training Only Tenure 4-H leader reponsi- bilities 10 0 2 12 How to train 4-H club officers 7 0 0 12 Achievement and awards in the 4-H club program 0 0 12 12 How to work with junior leaders 7 O 5 12 A topic of interest chosen by agents and leaders 0 1 2 12 From the results of the analysis, it can be seen that there are a great many variations among the training programs chosen for the study in; who does the training, to whom the training is given, how the training is given, and in what kinds of training are given to the leaders. It is also important to point out the fact that while the analysis of the training programs represent the ideal level of training to be carried on within the states chosen for the study, it does not mean that this is the -23- actual level of training being carried on at the present time. It must be considered that the professional 4-H ex- tension workers in the many counties within each state will differ in interests and abilities. This will undoubtedly have an effect on what is actually being carried out. Another point to be considered is that in the selec- tion of the training programs themselves, final judgment was made by only two people, Mrs. Sabrosky and Mr. McAuliffe. While these people are very well qualified and versed in the field of 4-H leader training and extension research, narrowing judgment down to these two people does not com- pletely remove the possibility of error in judgment that some or all of these programs may not necessarily b3 repre- l’ sentative of the best available. CHAPTER IV CONSTRUCTION OF THE TYPOLOGY Objectives It is from the proceeding analysis and review of research studies that the constructed typology of training programs for 4-H community club leaders will be made. The basic purpose in mind in the construction of this typology, is to provide the 4-H community club leader sufficient training to enable him to increase the depth and impact of 4-H club experience in the life of every young person who participates in his or her club's program. The specific objectives of these constructed train- ing programs are to help leaders to: 1. Better understand young people, their hopes, their aspirations, their fears, their problems. _2. Understand the 4-H club program, its philosophy, its approach, and its procedures. 3. Understand the club as a unit and to become more effective in their management of a club. 4. Better understand specific types of subject matter related to projects and activities. 5. Increase their skill as teachers and counsellors of young people. 6. Gain greater satisfaction from leadership and to have the rewarding feeling of a job well done.1 1Edward 0. Moe, What Are Our Leader Training Objec- tives? Cooperative Extension Service, Michigan State Unl- versIty, February, 1961, p. 2. (Mimeographed.) -29- -30- The resultant objectives from the application of these constructed training programs are: l. 2. 3. To enable the leader to provide greater impact and depth of 4-H club experience on club members. To enable the leader to provide greater impact and depth to the county, state, and national 4-H club program. By virtue of having these experiences the leader will gain more satisfaction from his job and remain longer as a leader in the 4-H club program. Instruments fer Megsuring the Effects Each of the resultant objectives could be measured by the following means: 1. 2. 3. Greater impact and depth of 4-H experience on the member. This measurement could be obtained by measuring the number of project completions per member and the tenure per member in each club where the leaders have received one of the train- ing programs, over an established period of time, and a comparison made. Greater impact by the leader to the county, state and national 4-H club program. This measurement could be indirectly obtained by comparing the increase (or decrease) in member tenure and pro- ject completions per club and comparing clubs where the leaders have received one of the train- ing programs. The greater the increase in member tenure and project completions, the greater the impact of the club to the county program, and thus to the state and national program as well, thereby indirectly measuring the club leaders' impact to the county, state, and national club program. This measurement could also be directly obtained by measuring the increase (or decrease) of the leaders' participation in county and state 4-H activities and events and a comparison made. Greater satisfaction from the job and remain longer as a leader in the 4-H club program. This measurement could be obtained by comparing the increase (or decrease) of tenure among the leaders -31- receiving the training programs, over an estab- lished period of time, plus a questionnaire on job satisfaction sent all leaders receiving the program. The efficiency of each of the training programs could be measured by the following formula: E (Efficiency) - %%%§§§§%31 Results = The accomplishment of the resultant ob- jectives. Cost = The cost in time, labor, and materials involved in giving the training, plus the cost in the time spent by the leaders in receiving the training. Constructed Typology Type A l. A_pre-service training program for new legggpg: A. Mgpth--A series of leader training meetings, county basis, to be held within specified areas of the county deemed convenient to the leaders who will be taking the training. The time the training is to be given, the amount of meetings to be given, and the geographic areas in which the training is to be given to be pro-determined by the county 4-H club agents and 4-H club leaders. All topics covered at the meetings to be supplemented by visual aids and printed material. Further additional supplementary training to be given to the leaders by individual contacts between the 4-H club agents and club leaders by use of any -32- or all of the following means: radio, television, telephone, personal letter, written material, farm or home visit, and printed material, as often as deemed necessary the 4-H club agents and/or club leaders. B. Personnel to Present the Training--Any or all of the following personnel; extension subject matter specialists, members of the state 4-H staff, county 4-H club agents, trained 4-H club leaders, and personnel other than those directly connected with the extension "family." The selec- tion of these personnel to be made by the county 4-H club agents on the basis of those most qualified to present training in one or more of the topics covered at the train- ing meetings. C. Kind of Trgining to be G11en--The leaders are to receive training in each of the following areas: philosophy and objectives of 4-H club work; how to organize a club; understanding the needs and interests of youth; teaching methods; how to hold a club meeting; program planning; evalu- ation; 4-H project requirements; subject matter training; county and state 4-H activities and events; community and county responsibilities and opportunities; how'tdgsecure parent cooperation; 4-H leader responsibilities, how to train 4-H club officers; achievement and awards in the 4-H club program; and how to work with junior leaders. -33- 2. A training program for legders with 2 or more_years of tenure. A. MgphpQ--A series of leader training meetings, county basis, to be held within specified areas of the county deemed convenient to the leaders who will be taking the training. The time the training is to be given, the amount of meetings to be given, and the geographic areas in which the training is to be given to be pre-determined by the county 4-H club agents and 4-H club leaders. All topics covered at the meetings to be supplemented by visual aids and printed material. Further additional supplementary training to be given to the leaders by individual contact between the 4-H club agents and club leaders by the use of any or all of the following means: radio, television, .telephone, personal letter, written material, and farm or home visit, as often as deemed necessary by the 4-H club agents and/or club leaders. B. Pgrsonnel to Present the Training--Any or all of the following personnel; extension subject matter specialists, members of the state 4-H staff, county 4-H club agents, trained 4-H club leaders, and personnel other than those directly connected with the extension "family." The selec- tion of these personnel to be made by the county 4-H club agents on the basis of those most qualified to present train- ing in one or more of the topics covered at the training meetings. -3p- 0. §1nd of Training to be Given--The leaders are to receive training in each of the following areas: understand- ing the needs and interests of youth; teaching methods; program planning; evaluation; 4-H project requirements; subject matter training; county and state 4-H activities and events, community and county responsibilities and oppor- tunities; achievement and awards in the 4-H club program; and how to work with junior leaders. Type B l. A s ecific trainin ro ram for new leaders count basis, to Es compIeted beéore tHe end of one yeg3_of tengpg. A. Mppppd--Same as Type A for leaders with 2 or more years of tenure. B. Pegggnnel Used to Present the Training--The same as Type A. C. Kind of Training Given--The same as Type A for new leaders. 2. A ecific trainin ro ram for leaders with 2 or more years of tgnure, county basis. A. Method-~Same as used in Type A for leaders with 2 or more years of tenure. B. Personnel to Present the Training - Same as Type A. C. Kind of Training Given - Same as Type A for leaders with 2 or more years of tenure. -35- Type C 1. No specific training_program for either new leggers or leaders with'2 or more ears of tenure. All leaders to receive the same kind and amount of training, county basis. A. Method--Same as Type A for leaders with 2 or more years of tenure. B. Personng1_to Present the Training--The same as Type A. h C. Kind of Training_to be Givegr-The same as used in Type A for new leaders. Type D l. A spgcific training program for new leaders, county basis, to e comp ete e ore ygar o tenure. A. Method--No leader training meetings to be held. All training to be presented by individual contact between the 4-H club agents and club leaders by the use of one or more of the following means: radio, television, telephone, written materials, personal letter, and farm or home visit, as often as deemed necessary by the 4-H club agents and/or club leaders. B. Personnel to Prggent the Training--The county 4-H club agents. C. Kind of Training to be G1yen--The same as used in Type A for new leaders. 2. A s cific trainin ro am for leaders with 2 or more years of tenure, county EasIs. A. Method--No leader training meetings to be held. -36- All training to be presented by individual contact between the 4-H club agents and club leaders by the use of one or more of the following means: radio, television, telephone, written materials, personal letter, and farm or home visit, as often as deemed necessary by the 4-H club agents and/or club leaders. ‘ B. Personnel to_present the Training--The county 4-H club agents. C. Kind of Training to be Given--The same as used in Type A for leaders with 2 or more years of tenure. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS From this series of constructed types, it is hOped that the training programs may serve as bases for further research and testing, and lead the way toward the ultimate objective, that of finding the "ideal" training program for 4-H community club leaders. In conclusion the author offers the following hypoth- eses for further research and testing. Genepgl Hypptheses l. The efficiency resulting from the application of Type A will be greater than the efficiency ob- tained from the application of either Type B, Type C, or Type D. Type AB) Type BE, Type CE, or Type DE ‘ 2. The total results from.the application of Type A will be greater than the total results obtained from.the application of either Type B, Type C, or Type D. TyreaAR> Type BR. Type 03. or Tyre DR -37- 3. 4. 5. -33- The total cost from the application of Type A will be equal to those resulting from the appli- cation of Type B, but greater than those result- ing from the application of either Type C or Type D. Type AC = Type BC Type AC) Type CC or Type DC The efficiency resulting from the application of Type B will be less than the efficiency obtained from the application of Type A, but greater than the efficiency obtained from the application of either Type C or Type D. Type BE< Type AE Type BE) Type CE or Type DE The total results from the application of Type B will be less than the total results from the application of Type A, but greater than the total results obtained from the application of either?I Type C or Type D. Type BR< Type AR Type BR) Type CR or Type DR 6. 7. 8. -39- The total costs resulting from the application of Type B will be equal to those resulting from the application of Type A, but greater than the total costs resulting from the application of either Type C or Type D. Type BC - Type AC Type BC> Type CC or Type DC The efficiency resulting from the application of Type C will be less than the effiency obtained from the application of either Type A or Type B, but greater than the effiency obtained from the application of Type D. Type CE< Type AE or Type BE Type 03> Type DE The total results from the application of Type C will be less than the total results from the application of either Type A or Type B, but greater than the total results obtained from the application of Type D. Type CR<: Type AR or Type BR Type CR3> Type DR 9. 10. ll. 12. -40- The total costs from the application of Type C will be less than the total costs obtained from the application of either Type A or Type B, but greater than the total costs obtained from the application of Type D. Type CC< Type AC or Type BC Type 00) Type DC The efficiency resulting from the application of Type D will be less than the efficiency obtained from the application of either Type A, Type B, or Type C. Type DE<: Type AE, Type BE or Type CE The total results from the application of Type D will be less than the total results obtained from the application of either Type A, Type B, or Type C. 1 . Type DR< Type AR, Type BR or Type OR The total costs from the application of Type D will be less than the total costs obtained from the application of either Type A, Type B, or Type C. -41- Type DC< Type AC, Type BC or Type CC The purpose of this study was to construct a typology of training programs for 4-H community club leaders; and to offer hypotheses to be tested out among the counties, so that together the two may serve as bases for further research and testing and eventually lead the way toward better train- ing programs. APPENDIX Procurement Instrument -43.. Institute for Extension C O P Y Personnel Development . Room 113, Agricultural Hall Michigan State University April 4, 1961 Dear Sir: I am a graduate student in the Institute for Ex- tension Personnel Development at Michigan State University as a candidate for a Master of Science Degree. My thesis topic is "A Constructed Typology of Training Programs for 4-H Community Club Leaders." Briefly, what I intend to do is analyze the more desirable types of training programs now existing among the various extension services, and from this analysis construct a typology of training pro- grams which may serve as a bases for further research and testing, and eventually lead the way toward better train- ing programs. I would appreciate it very much if you would send to me the complete leader training program form4-H com- munity club leaders used in your state, to include: (1) who does the training, (2) how the training is given, (3) what kind of training is given, and (4) to whom the training is given (new leaders or leaders with two or more years of tenure). Your cooperation would be most helpful in the con- struction of this typology. Very truly yours, Edgar C. Sobers Graduate Student BIBLIOGRAPHY Books Kelsey, L. and Hearne, C. Cooperative Extension Work. New York: Comstock Publishing Associates, 1958. Martin, T. T. The 4-H Club Leader's Hangbgok. New York: Harper and Brothers,’l956. Bulletingj Circulars and Publications Clark, Robert C. and Skelton, William E. The 4-H Club Leader. New York State College of grlcu ture, Bulletin 94. Ithaca: Cornell University, December, 1950. Extension Committee on Organization and Policy. The Cooper- ative Extension Service Today: A Statement 0 Scope and RespgnSl i ity. U.S.D. ., Federa Ex- tension Service. Washington, D.C.: U. S. Govern- ment Printing Office, July, 1958. . A Guide to Extension Programs for the Future. U.S.D.A., Federal Extension Service. Washington, D.C.: U. S. Government Printing Office, August, 1959. Joy, Bernard, pp g1. Volunteer Leaders Are Essential to the 4—H Program. U.S.D.A., FederaI Extension Service, Circu ar 347. Washington, D.C.: U. S. Government Printing Office, February, 1941. Lantrip, S. D. and Word, G. U. ideas for Extension A ents on Community 4-H Clubs and AduIt K-H Leadersh . Agricu tura Extension Service, University 0 Arkansas. Little Rock: University of Arkansas, February, 1959. Monosmith, 0. R. Development of Professional and Lay Leader- sh1p for Effgctive Extension Youth Programs. The Cooperative Extension Service, University of Cali- {gggia. Berkeley: University of California Press, ~hh~ -45.. Nelson, Bardin H. and York, Gerald M. 43H Club Training: An Analysis. The Texas Agricultural Extension Service. College Station, Texas: Texas A. and M. University, October, 1959. Northeast Committee of Professional 4-H Club Leaders. Suggested Content for a 4-H Leaders' Traininngro- gram. U.S.D.A., Federal Extension Servlce. Wash- ington, D.C.: U. S. Government Printing Office, February, 1946. Sabrosky, Laurel K. Here Are Some 4-H Facts About Gettgpg More Effective Results—fromlLocalLegders. U.S.D.A., Federal Extension Service, PA-ll6. WaShington, D.C.: U. S. Government Printing Office, July, 1950. and Kelly, Fern S. Let's Strengphen Our Loca1 4-H Leader Training. U.S.D.A., Federal Extension Service, PA-395. Washington, D.C.: U. S. Govern- ment Printing Office, August, 1959. The Tennessee 4-H Club Staff. Tennesgeep4-H Club Leadership in Depth. The Agricultural Extension Service, University of Tennessee. Knoxville: University of Tennessee Press, June, 1960. Wadleigh, B. C. A Study of 4-H Local Leadership in New Hampshire: i123]. U.S.D.A., Federal Extension Service Circular 291. Washington, D.C.: U. S. Government Printing Office, September, 1938. Warren, Gertrude L.’ The 0r anization of ifh Club Work. U.S.D.A. Agricultural HandbooklNo. 33. Washington, D.C.: U. S. Government Printing Office, February, 1952. Wisconsin 4-H Club Staff. The 4:H Leader's Handbook. The ' Cooperative Extension Service, University of Wis- consin, Circular 4-H-77. Madison: The University of Wisconsin Press, July, 1960. Unpublished Material Allen, Dean C. "A Comparison of Two Types of 4-H Electric Club Publications Used by First Year Leaders in Michigan." Unpublished Master's Thesis, Michigan State University, 1960. -46- Kirch, Ralph E. "An Exploratory Study Setting A 'Benchmark' of Present Levels of Local 4-H Club Leadership in Twenty-Two Counties of Michigan." Unpublished Master's Thesis, Michigan State University, 1961. Moe, Edward 0. "What Are Our Leader Training Objectives?" A talk presented at the South Central District, Marshall 4-H Club Agents Conference, February 9, 1961. (Mimeographed). . "Let's Listen to the Voluntary Leader." Co- operative Extension Service, Michigan State Uni- versity, 1961. (Mimeographed). Other Sources McAuliffe, V. Joseph. Program Leader, Leadership Develop- ment, 4-H and YMW Programs, Federal Extension Service, Washington, D.C. Personal Letter. Sabrosky, Laurel K. Extension Analyst, Program Research Branch, Division of Extension Research and Training, Federal Extension Service, Washington, D.C. Tele- phone conversation. 795*";- L121. “"r "”9"“4 res-r m 2': Ii 8,” in} U R :11 r. 1 5w" . H's” "IMATHEW