SELF CONCEPT EN RELATSON TO 4-H LEASER TENURE Thesis: for the beams ed M. S. WCHEGAN TATE UNWERSiTY Garald Waii'er Brag 7.964 THE!!! I III IIIIIIIIIIIII IIII WE 1293 096 ”(“65le IIIIII III LIBRARY Michigan State: University ABSTRACT SELF CONCEPT IN RELATION TO 4-H LEADER TENURE By Gerald w. Brog The basic question to which attention was focused in this study was, "What elements of an individuals self concept are asSociated with continued and/or dis- continued leadership in the 4-H Club program?" Addi- tionally, a measure of the effectiveness with which the leader enacts the role was compared with length of tenure. It is believed that identification of such factors in the self concept will provide clues to overcome the problem of early termination of service by 4-H leaders. A national sample of leaders reports length of service to average between two and three years. The theoretical position taken in this study is that variation in human behavior is partially a function of the individual's self concept. The self concept arises from interaction with relevant others in the social system in which the individual moves. Self- concept is the psychological resultant of the attitudes of others directed toward the individual and the meanings of these attitudes assigned by the individual. 1 2 Gerald Walter Brog The instruments used in this study were the Twenty Statements Test (T. S. T.) to measure self attitudes, a modification of the Twenty Statements Test designed to assess the respondent's perception of the role of 4-H leader, and a questionnaire entitled Michigan 4-H Leader Inventory. The variables identified were: (1) Locus score, the number of consensual statements on the T. S. T.; (2) Saliency of "I am a 4-H Leader," the numerical posi- tion of this response on the T. S. T.; (3) Community orientation, the number of references to community acti- vities and responsibilities on the T. S. T.; (4) Immediate- other, nuclear family and occupational references on the I T. S. T.; (5) Role perception, number of relevant role statements made in response to the question, "What do 4-H Leaders Do?"; and (6) Effectiveness, the score derived from selected items on the Michigan 4-H Leader Inventory. The dependent variable was leadership tenure which was defined as: Continuing leaders, those leaders in 1961 who were still leading in 1963; and Drop-out leaders, those leaders who discontinued leadership between 1961 and 1963. The sample was further dichotomized into two groups; the short tenure group was leaders with less than fouriyears service, and the longer tenure group which included leaders with four or more years service at the time the data were collected. 3 Gerald Walter Brog Six hypotheses were tested with the following results.for leaders with one through three years tenure. 1. High saliency for "I am a 4-H Leader" then con- tinuedleadership.i Supported. l High locus then continued leadership. Not supported. I High community orientation then continued leader- ship. Not supported. Results indicate a signi- ficant inverse relationship from the hypothesis. High immediate-other orientation then discon- tinued leadership. Not supported. High role perception then continued leadership. Not supported. High effectiveness then continued leadership. Supported. Among leaders with four or more years of service there were no significant results for any of the above six hypotheses. An exploratory investigation of the interrelated aspects of the variables among one through three year leaders resulted in the following: 1. Highly community oriented non-farm leaders tend to discontinue leadership. p 4< .10. Leaders with low community orientation who are effective are slightly more inclined to continue than are leaders with low community orientation who are less effective. 4 ‘ Gerald Walter Brog Among leaders with high community orientation those with high saliency will tend to continue leadership, whereas leaders with low saliency will tend to discontinue leadership. p .< .01. Among leaders with low saliency, those with low community orientation tend to continue while leaders with high community orientation tend to discontinue. p -< .005. Leaders with high immediate-other orientation and high saliency for "I am a 4-H Leader" will tend to continue to lead. p ‘< .10. Among leaders with low saliency for "I am a 4-H Leader," those with high effectiveness will tend to continue leadership, while leaders with low effectiveness will tend to discontinue leader- ship. p < .01. SELF CONCEPT IN RELATION TO 4-H LEADER TENURE by Gerald Walter Brog A THESIS Submitted to Hichigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Institute for Extension Personnel Development 1964 C3 a “135+ ‘6 9/3 /' 2.71 resulted in significance at one de- gree of freedom, one alternative. Contingency coefficients were computed on all signi- ficant chi-squares as a measure of association between the variables under test. 0 =.1// X2 x2 + N The upper limit of the value of C is .707 when it is derived from a two by two table.4 Since all tables in this study were two by two tables, no correction was made to put C values on a perfect continuum of zero to l. “Ibid., pp. 196-202. CHAPTER‘V TESTING OF HYPOTHESES The question around which this study centers is "what elements of an individual's self-identification are associated with continued or discontinued leadership in a volunteer youth serving organization?" This chapter presents the results of statistical analysis of the data designed to provide insights into answering this question. 6 The independent variables are: (l) the saliency variable which indicates the degree with which the indivi- dual has internalized the role "4-H Leader" into his self- identification; (2) the effectiveness variable, derived from selected items on the lflchigan 4-H Leader Inventory, represents a measure of the individual's ability as a leader; (3) the community orientation score represents that part of the individual's self-identification which iden- tifies him with community responsibilities and activities; (4) the immediate-other variable indicates the number of occupational and nuclear family responses made by the respon- dent in his self-identification on the Twenty Statements Test. The Locus variable may be viewed as being the number 40 41 of different roles the individual thinks of himself as occupying; (6) the role perception variable is the subject's responses to the question, "What do 4-H Leaders Do?" and is essentially what he perceives to be the job of a 4-H leader. Chi—square statistical analysis was used on these nominal data. Such tests are not as precise as other in- ferential statistical models, however, they do provide indications of significant relationships between the variables under test. Results reported in the first section of this chapter will be limited to the relationships of one independent variable to the dependent variable. It is recognized that human behavior is seldom, if ever, based on a single event or fact but rather on a complex system of interrelated factors. multivariant analysis of contingency table data is, however, almost impossible to compute. Keeping this in mind, the second section of this chapter attempts to deal in an exploratory way with one independent variable in re- lation to the dependent variable with yet a third variable held constant. Such a procedure provides an indication of the interrelationships of two independent variables at one time. It will also be recalled that, although this study is primarily concerned with leaders who are fairly new to the program, we have two tenure groups. These leaders 42 with from one through three years service are in the short tenure group, and those with four or more years of service are in the longer tenure group. Data will be presented in terms of these two groups. Two Variable Analysis of Data Hypothesis 1. Continuing 4-H Leaders will hold the role "4—H Leader" more saliently in their self- identification than will drop-out leaders. Table 6 shows that with leaders of one to three year tenure there is a statistically significant association between the saliency with which they hold the role and their continued enactment of that role. This relationship is not exceptionally strong as indicated by a C value of .17. One is permitted to say, on the basis of these data, there is a slight tendency for 4-H leaders who more sali- ently identify with the Club program to continue to lead. The data also indicate that leaders who do not incorporate the role into their self-identification and have less than four years exposure to the role will be more likely to drop out. Table 6.-~Saliency of "I am a 4-H Leader" in Relation to Stay or Drop for.0ne Through Threeerar Leaders W Saliency Tenure High Low Total 27 18 Stay 45 (22.2) (22.8) 19 29 Drop 48 (23.8) (24.2) 46 47 93 x2 - 3.09 p < .05 c a .17 Table 7.--Saliency of "I am a 4-H Leader" in Relation to Stay or Drop for Leaders with Four or More Years Service .______________T_____________________________T_______________ Saliency Tenure High Low Total 50 35 Stay 85 (46.2) (38.8) 12 17 Drop 29 (15.8) (13.2) 62 52 114 x2 = 1.49 Not Significant 44 For those leaders with four or more years tenure the association is in the same direction but does not exist significantly. (See Table 7) Hypothesis 2. Continuing 4-H Leaders will have more role oriented statements in their self-iden- tification than will drop-out leaders. Operationally this hypothesis predicts leaders who continue will have higher locus scores (more role-oriented statements) than will the drop-out leaders. If one looks at the frequency distribution of the locus variable it is apparent that leaders with four or more years tenure do indeed have a higher mean score than those leaders with less than four years service (mean for the one through three year equals 10.4; mean for four years and over equals 11.2). A contingency table for the short tenure group of leaders however confounded the writer by being a reverse from the prediction of the hypothesis! This chi-square is not significant at the five per cent level of confidence. Table 8 shows the extent of the differences of observed as opposed to expected frequencies for the short tenure group. The same reverse directional tendency holds for leaders with four or more years of service as it did for the shorter tenure group. (See Table 9) 45 Table 8.--Locus Scores in Relation to Stay or’DrOp for Leaders with One Through Three Years Tenure Locus Tenure High Low Total 16 29 Stay 45 (19.8) (25.2) 25 23 Drop 48 (21.2) (26.8) 41 52 93 0 X2 - 1.7 Not Significant Table 9.--Locus Scores in Relation to Stay or Drop for Leaders with Four or More‘Years Tenure , ‘ Locus Tenure High Low Total 38 47 8 Stay 5 (40) (45) 15 14 ' Drop 29 (13) (16) 53 61 114 x2 = .19 Not Significant. 46 The reader will recall that in chapter two it was stated that individuals may attempt to enhance their self identification by acquiring statuses which are held in posi- tive regard by those individuals with whom they interact. The individual may also tend to reject those statuses which are negatively valued by his groups. With this in mind one may look at these findings and offer the tentative suggestion that leadership in the 4-H Club program, and especially continued leadership, may offer opportunities for status to individuals whose self- identification does not include strong status recognition. If we regard the locus variable as a state of being_ for that individual (how he defines himself now) and cer- tain elements of behavior such as continued leadership as a state of becoming (the kinds of behaviors the indivi- dual feels will enhance his self-concept) this suggestion seems quite tenable. I Further indications of this will be considered in the second section of this chapter. Hypothesis93. Continuing 4-H Leaders will have a stronger community orientation in their self-iden- tification than will drop-out leaders. The data shown in Table 10 indicate that those 4-H leaders with a self-identification characterized by a 47 high number of references to community activities do not continue leading as predicted in hypothesis 3. Table 10.--Community Orientation of One Through Three Year , Leaders in Relation to Stay or Drop . Community Orientation V Tenure High Low Total 21 24 Stay 45 32 16 Drop 48 (27.4) (20.6) 53 40 93 12 - 3.01 Not Significant (inverse relationship .from hypothesis) Continued leadership for the one through three year tenure group is not associated with a high community orientation in the leader's self-identification. In fact, the reverse is indicated. Leadership in the 4-H Club program may be one avenue these leaders perceive as open to them to achieve a degree of self enhancement. This sugges- tion is especially tenable if the community in which the leaders reside and the people with whom they interact look upon the 4-H Club program with a great deal of positive regard. 48 The four year and over tenure group of leaders show no relationship between community orientation and continued leadership (See Table 11). Table ll.--Community Orientation of Leaders with Four or more Years Tenure in Relation to Stay or Drop Community Orientation Tenure High Low Total 34 51 Stay 85 (34.3) (50.7) l2 17 Drop 29 (11.7) (17.3) 46 68 114 -x2 - .007 Not Significant Hypothesis 4. Drop-out leaders will have a stronger immediate-other orientation in their self-identifi- cation than will continuing leaders. Results of this hypothesis shown in Table 12 do not permit one to reject the null hypothesis of no difference in immediate-other orientation between continuing and drop-out leaders in the one through three year category. Differences 49 in each cell equal .7 (observed as compared with expected frequency); therefore, a definite indication of direction as well as significance is lacking. Table l2.--Immediate-other Orientation of One Through Three ‘Year Leaders in Relation to Stay or Drop Immediate-other Orientation Tenure High Low Total 22 23 Stay 45 (22.7) (22.3) 25 23 Dr0p 48 (24.3) (23.7) 47 46 93 x2 = .009 Not Significant In the longer tenure group as shown in Table 13 the differences are in the expected direction; however, they are not significant. I The lack of support for the hypothesis may be accounted for in part by the fact that 4-H Club work is generally consi- dered a family activity. Assuming this to be the case we might speculate that a parent could be partially fulfilling his or her family commitment by continued leadership in the club program. 50 Table 13.--Immediate-Other Orientation for Four‘Years and Over in Relation to Stay or Drop Immediate-other Orientation Tenure High Low Total 36 49 Stay 85 (38) (47) 15 14 Drop 29 (13) (15) 51 63 114 X2 = .4 Not Significant Earlier the regret was expressed that data were not gathered to indicate whether the leader had children con- tinuing in 4-H at the time their leadership was terminated. These data would have allowed one to test the hypothesis, "Leaders with children in 4-H will continue to lead while leaders with no children in 4-H will tend to drop out." Furthermore, data on the availability of adult leader- ship in the community might have indicated if this con- tinuation in the leadership role was the result of a desire to lead or the desire to provide an opportunity for the leader's own youngsters to continue in club work. If no other leadership was available and the leader assumed the 51 job in order to provide the club experiences for his youngsters, then we could consider the high immediate-other orientation, given that situation, to be an important factor in continued leadership. Hypothesis 5. Continuing leaders will have a more accurate perception of their role than will drop- out leaders. The data as shown in Tables 14 and 15 do not support this hypothesis. In short, role perception as measured by the responses to the question, "What do 4-H Leaders do?" when compared with the role model used as a criteria for .- this study does not appear to be associated with leader5 ship tenure for this sample. The direction of the distribution for the short tenure group would indicate that, given high role percep- tion, the leaders tend to drop. This might indicate that certain leaders accurately perceive the role, but perhaps low group achievement would tend to discourage these leaders and therefore they drop. It may also be that role perception is associated with length of tenure but that the expectations held by relevant others such as club members, parents of members, and other leaders will differ from the expectations held for the role by the sponsoring organization. 52 Table l4.--Role Perception of One Through Three Year Leaders . in Relation to Stay or Drop Role Perception Tenure High Low Total 22 23 Stay 45 (24.0) (21.0) 28 20 Drop 48 (26.0) (22.0) 50 43 93 X2 = .49 Not Significant Table 15,--Role Perception Scores of Leaders with Four or More Years Tenure in Relation to Stay or Drop Role Perception Tenure High Low Total 42 . 43 8 Stay 5 (41.1) (43.9) 13 16 Drop 29 . (13.9) (15.1) 55 59 114 12 = .04 Not Significant 53 The activities of the 4-H Club leader are primarily on the local level, consequently the people with whom a leader works are predominately local people. It is to these people the leader must attend if he is to be accepted in his leadership role. If these relevant others define the role of a 4-H Leader to include certain jobs not nor- mally associated with the role the leader must at least minimumally perform these jobs in order to be considered acceptable as a leader by these relevant role definers. A parallel to this view may be seen in the massa- chusetts School Superintendent studies where it was found that several categories of role definers exist for the superintendent. Each category held differing expectations for the incumbent of the position.1 Hypothesis 6. Continuing 4-H Leaders will be more effective than will drop-out leaders. Effectiveness was treated as a relevant independent variable in this study based on the rationale that leaders who are effective in their role enactment would receive positive sanctions from relevant others with whom they in- teract, and thus be more inclined to continue leading than leaders who are less effective in enacting the role. 1Gross, Mason, and HcEachern, Op. cit. 54 This hypothesis is supported at the five per cent level of confidence for those leaders in the one through three year tenure group as shown in Table 16. Table l6.--Effectiveness in Relation to Stay or Drop for One . Through Three Year Leaders Effectiveness Tenure High Low Total 27 18 Stay 45 (22.2) (22.8) 19 29 Drop 48 , (13.8) (24.2) 46 . 47 93 12 . 3.09 p < .05 c - .17 These data indicate that more leaders in the short tenure group who score high for effectiveness will tend to stay than to drop. It also indicates leaders in this service category who have low effectiveness scores will tend to be the leaders who drop from leadership activities. Table 17 shows a non-significant relationship between these two variables for the data on leaders with four or more years service. The direction of the frequencies for this group is in the predicted direction. 55 Table l7.-4Effectiveness for Leaders with Four or more Years Tenure in Relation to Stay or Drop r—MW Effectiveness Tenure High Low Total 44 41 Stay 85 (41.7) (43.3) 12 17 Drop 29 (14.3) (14.7) 56 58 114 12 - .53 Not Significant This section has presented six hypotheses treating the association of a single independent variable to the dependent variable-~1eader tenure. No significant relationship was found for any variable when leaders with tenure of four or more years were consi- dered. Among the one through three year leaders it was found that saliency with whihh the role is held and effectiveness in enacting the role were associated with continued leader- ship. It was found that a low level of commitment to organizational activity was also associated with continued leadership. Furthermore, fit was indicated, but not supported statistically, that a low level of social anchorage 56 as represented by consensual references in the leader‘s self identification was partially associated with leaders who continue. No significant association was found between tenure and the frequency of immediate-other responses in the self identification of the leader nor was there a significant relationship between tenure and the leader's role percep- tion. These hypotheses imply a unidimensional approach to human behavior. The complexity of the human organism as well as the variations in the social systems in which he has his being indicates more than one factor may impinge upon the selection of behavior appropriate for a given situation. It is to the question of these interrelation- ships that we now turn. Relationships with One Independent Variable Held Constant At the beginning of this chapter it was indicated that we would deal in an exploratory way with the inter- relationships of certain independent variables to leader- ship tenure with a second independent variable held constant. This method of testing interrelationships was selected because of the inability to simultaneously control for several variables in contingency table data. This section is exploratory in nature in that no specific hypotheses are presented. The results of the two 57 variable analysis do however raise questions of inter- relationships; therefore, this section seeks to explore possible answers to these questions. The data presented herein will be limited to com- parisons for the one through three year leadership group. It is also admitted that other questions germaine to this study could have been considered and presented here. The writer feels, however, that these findings represent a sample of the factors which are most relevant in this study. Community,0rientation Certainly one of the most intriguing questions to be considered is the reversal from the prediction of the re- lationship of community orientation to whether the leaders continued or discontinued leadership. The first question attacked was, "Is there a signi- ficant difference between farm and non-farm leaders which might effect their community orientation?" Underlying this question was the thought that farm residents would have restricted opportunities to interact with a wide variety of people because of the relatively isolated aspects of their residence and occupational duties. Non-farm resi- dents, on the other hand, generally live in close proximity to others and their non-farm occupational positions may bring them in contact with more people and a wider variety of experiences. 58 Contingency table data designed to investigate this question show no significant relationship (Table 18). we . Table l8.--Residence on One Through Three Year Leaders in Relation to Community Orientation _ Residence Community Orientation Farm Non-Farm Total 20 33 High 53 (19.2) (33.8) 14 26 Low 40 (14.8) (25.2) 34 59 93 x2 - .002 Not Significant If the data do not permit us to state a difference in community orientation,an0ther area which may logically be investigated is the relationship of community orientation to continued or discontinued leadership with residency held constant. One would expect to find farm residents with high community oriented self-identification to remain committed to a.program sponsored by the Cooperative Extension Service (traditionally a rural oriented institution) and conse- quently to be more inclined to continue to lead. 59 On the rationale that non-farm residents have more community activity alternatives available to them, and that 4-H Club work may not be sufficiently established as a non-rural program among the people with whom these leaders interact, one might further expect highly community oriented non-farm leaders to be those who terminate leadership. Table 19 shows the results of a test of these two expectations. In both cases the results are not signi- ficant at the five per cent level of confidence. In the case of the non-farm leaders one could accept the hypothesis, "Highly community oriented non-farm leaders will drop out," with the expectation of being in error one time in 10 (X2 = 1.9, p >'.05 «< .10, one tailed test). - In the two variable tests it was shown there is an association between a low level of community orientation and continued leadership. There are, however, leaders with high community orientation who continue to lead. Remembering also that we found a significant re- lationship between the saliency with which the role is held and continued leadership, one is then prompted to ask, "Are those leaders who hold the role '4-H Leader' at a high level of saliency the leaders with high community orienta- tion who continue leadership?" 60 mo. .A oa. v. m.H u «a paeofioficmfim poz m. a mm mm mm mm em 3H om $3 a: 8.3 6.8 :m 3H noun «H mm s 0H xflflv Redo A~.mv Am.flnv mm om hmpm 3H HH 0H . 0H deuce sou swam Hosea son swam masses coapmpcoano zpassssoo coapmpcofino hpficsssoo andmucoz sash ooceoaaom unmpmcoo cam: oocooauom spa: snowmen use» conga nwsonna oco non noun no moon on coapaaom ca soapspnouno huaonsaoonn. ma canoe 61 By holding the community orientation variable con- stant one can test this relationship. Table 20 shows the results of such a test. One finds that leaders who identify themselves with community activities and responsibilities and have inter- nalized the role of 4-H leader sufficiently to mention it saliently on a self-identification test tend to continue leadership. If the individual identifies with community activities but does not give indications of having inter- nalized the role of 4-H leader he will tend to discontinue leadership. This relationship appears quite strong as evidenced by a contingency coefficient of .35. By treating these same data with Saliency held con- stant one finds a highly significant association between community orientation and tenure within the low saliency group. This relationship is shown in the right half of Table 21. While this result provides no definitive answer to. why leaders continue, it offers an insight into w§g_continues. Among those with low saliency one finds leaders who have low community orientation tend to continue and leaders with high community orientation tend to discontinue their leadership affiliation. This finding, coupled with the results shown in Table 20, provides a basis to speculate that leaders with low community orientation who have not internalized 62 pcmoHMHcmam p02 5:. u «N. mm. H 0 Ho. V. a m.» u NH _o: mm «H mm ma #m Am.oflv Am.ev Am.aflv “H.HHV ma mm noun «H m NH ma Am.eflv Am.ev Afl.ev Am.mav mm om seem 0H m N ma Hence zoo swam Heaps zoo swam spaces hoooaHmm hosoaamm mom son: coapmpcofino hpficsaaoo pompacoo vac: coapmpcoano hpaczaaoo new: noun no keen on cofipmaom 2H unoosoq use» conga swoonza one go nonoom hoseuammun. om oases 63 we. a o “moo. u. a .:.oH n ma pesofioacmnm poz mm. u «x as mm ma we NH em xe.eflv Am.flflv Am.sv An.eflv mm ma noun «H ed m ma Am.OHV Ae.ev Aa.ev Am.mav . ma hm zoom ma m m ma Hence son swam Hapoa zoo swam assess cofipdpcofino hpacsssoo soapspcoano hpacaasoo 30A swam =noodoq was: no hooofiflmm pompucoo hocoaamm and: uaocmon use» sonny swoonza one no coapmpcoano hpficsasoouu.am canoe 64 the role perhaps define themselves as community oriented yet are not participating in sufficient community activi- ties to score high for the community orientation variable by the criteria used in this study. Leadership in the 4-H program may be an avenue these individuals see as available to them for the fulfillment of the personal desire to participate in community ac- tivities and the status derived from this participation. A search for an answer as to why these leaders con- tinue was directed to the effectiveness of such indivi- duals to determine if this could supply a clue. One possible rationale would be that leaders who are not highly community oriented but are effective will tend to continue to lead. This would suggest the satis- faction of meeting the expectations of the program and a sense of accomplishment would be sufficient to per- suade leaders to continue. Tabel 22 shows the results of this area of inquiry. The relationship is not significant at the accepted level of confidence, but the direction of the distribution lends partial support to this rationale. That is, there is a slight tendency for the leaders with low community orientation who stay to be more effective, while those leaders who are less effective tend to drop. I 65 oceofioncmfim ooz m.H a mu fl, ococfioeemfim poz m. n «x 0: me am mm .mm mm 35 :2: 8.2V 2.3 3 mm no.5 om w ma ma Ae.sev Ao.efiv xfi.HHV Ao.ov am an soon m ma m «H Hosea zoo swam Hopes seq deem ounces auoco>apoommm mnocopapoohuu son no“: soapspcoano huaozssoo pompmcoo ode: cofipmpcoano hpacsasoo Spa: down no been on soapsaom ca unmomon use» conga swoonsa coo no nuo=o>apoomumun. mm «Home 66 -Other relationships between community orientation and tenure, while holding the remaining variables constant, produce no indication of association beyond that which could be expected by chance. Immediate-other The rationale presented in Chapter II presented the immediate-other variable as the orientation of the indi- vidual toward family responsibilities and commitment to occupational duties. Because 4-H Leadership is voluntary it was hypothe- sized that leaders with a high level of immediate-other orientation, i.e., one who identifies himself highly with these personal commitments, would drop from leader- ship. The reasoning underlying this hypothesis was that 4-H leadership requires time which may otherwise be spent 'with the nuclear family (the prime source of this orien- tation). One will recall there was no support for this hypothesis. This lack of support raises the question, "If self definition by means of immediate-other references is held constant will the saliency of the role 4-H leader be sig- nificantly related to whether that individual continues or drops his leadership activities?" One would expect that among leaders with high im- 'mediate-other self definitions, those leaders with high 67 saliency would tend to continue while those with low saliency would tend to discontinue leadership. Table 23 shows these relationships are not signifi- . cant at the five per cent level for either the high or low level of immediate-other orientation. One might be encouraged by the fact that the results are in the pre- dicted direction for both levels of immediate-other orien- tation and further, that a relationship exists among leaders with high immediate-other orientation between tenure and saliency at the 10 per cent level of confidence. Saliency The saliency variable, it will be recalled, yielded a significant relationship to tenure when considered alone. A significant result was also found for the effectiveness variable. As one looks at these two variables it could be asked, "What relationship exists between effectiveness and length of tenure with saliency held constant?" Of particular concern to this study are those leaders who have low saliency scores yet continue to lead. Among the leaders who hold role saliently there is no significant relationship (see Table 24). A 68 peooeofiomfim poz me. u mm mm. a o “OH.“v mo..A o .mm.m a me we mm mm a: em mm Am.HHv Am.HHV Am.mflv Am.mflv mm mm noun ma oH ma m Am.HHV Am.aflv Am.HHv Am.oav mm mm zoom oH ma m ea Hosea son swam Hence son new: ounces hoeoadsm hocofiasm zoo swam nonponopuuomssH essences odes nonposooefioossH some down no mean on soapsaom ca snowmen hmow_oon£a swoonna one no monoom hocoHHeMIu. mm magma mm. n 0 “do. v. o .m.e u we pcsenoeewen sex ed. a «x a: on an me mm mm Ae.oflv Ae.mflv he.mv Am.oev ‘ mm ma noun an m m HH Ae.eflv he.mv Am.NHV Ae.eev ma hm hmpm m ma ma we Hopes seq swam Hence seq swam ounces unoco>fipoouum mnoco>fipoo9hu son swam hocofiamm g peeoocoo neon aeeoeaom one: poo down on compsflom 2H encoded has» conga swoonna moo no aueco>fipoommunn .im magma 70 Among those leaders for whom the role is not an important element of their self definition, i.e. those with low saliency, one finds a highly significant associ- ation between effectiveness and whether they continue or discontinue leadership. (See right half of Table 24.) Within the group with low saliency there is a — r marked tendency for those leaders who are effective to fl continue leadership while those leaders with low effec- 4 tiveness tend to discontinue leadership. If the leader is effective in enacting the role he or she is in all likelihood meeting with approval and sup- portive reciprocal behavior from relevant others. This kind of behavior would tend to encourage the leader to continue leadership. Leaders who have not internalized the role and are not effective tend to discontinue leadership as shown in this table. This indicates that leaders who can not enact perscribed portions of the role and have not inter- nalized the role terminate their leadership responsibilities They are not meeting the expectations held for the role nor do these leaders have a morale boosting self-image of being a 4-H leader. without these two supports to sus- tain them they will tend to quit. 71 Summary The following brief summary will show the results of this study directed to the question, "What elements of an individual's self-identification are associated with continuing or discontinuing leadership in the 4-H Club program?" These data were presented first by relating each independent variable to the dependent variable which is continued or discontinued leadership. These relation- ships were stated as directional hypotheses and the fol- lowing results reported for leaders with one through three years of service: H1 High Saliency for "I am.a 4-H Leader" then con- tinued leadershiphSupportedsx2 = 3.09, P < .05- High Locus then continued leadership. Not supported. H3 High community orientation then continued leadership. Not supported. Results were in the reverse direction from hypothesis. 1:2 = 3.01, p < .05, one tailed test. H4 High immediate-other orientation then dis- continued leadership. Not supported. H5 High role perception then continued leader- ship. Not supported. 72 H5 High effectiveness then continued leadership. Supported; X2 = 3.09, p < .05. No significant association was found between the variables identified and tenure for leaders with four or more years years tenure. The second section of the chapter was exploratory in nature and reported selected questions of interrela- tionships between one variable and continued or discon- tinued leadership with yet a third variable held constant. Results of these tests applied to the one through three ,year leaders are as follows: 1. Highly community oriented non-farm leaders tend to discontinue leadership. X2 = 1.9. p < .10. Leaders with low community orientation who are effective are slightly more inclined to continue than are leaders with low community orientation who are less effective. Among leaders with high community orientation those with high saliency for "I am a 4-H Leader" will tend to continue leadership, whereas leaders with low saliency will tend to discontinue leader- ship. 1:2 = 7.5. p < .01. Among leaders with low saliency for "I am a 4-H Leader," those with low community orientation tend to continue while leaders with high community orientation tend to discontinue. x2 = 10.4, p < .005; C = .42. 73 5. Leaders with high immediate-other orientation and high saliency for "I am a 4-H Leader" will tend to continue to lead. x25- 2.53, p < .10. 6. Among leaders with low saliency for "I am a 4-H Leader," those with high effectiveness will tend to continue leadership, while leaders with low effectiveness will tend to discontinue leader- ship. x2 s 7.2, p .< .01. The results above lend at least partial support to the rationale presented in Chapter II and hypotheses one and six which were deduced from this theory. The results also indicate there is a differing degree of influence of the variables when compared one with another. Saliency, for'example, produces a marked influence in the predicted (lirection on all variables except role perception. On the Hu ouoom owoom coHumucoHuo :.unH use: ouoom mono Hoasbz toomwm coHuaoouom mosuo NuHcseeoo NocoHHmm nsooH no Noam oHaamm oHom oumHoosEH ouscoa use» nouns nwsousH oco mafia muopmoH wow uoompsm HmDpH>Hch Na noHanun> Nunusm now nouoomuloHtm oHan 97 No 0H s q o NH m eeH Ho HH N o e e H m moH on e m o e . HH m NNH mm 0H m o w ON m «NH so m m N n NH 9 oNH me n H H m w m NHH m o m N e . HH 9 NHH Hm o N H m 0H m HHH no a N o e o N Q OHH so 0 N o m «H a moH mm N o m mH NH O on as m H H e . H m 00H me o H o q o m moH HN oH H N . . 0H m «0H He N H o e . N m Na mN e H o e . N 9 mm oq o o N o m a Na He N a n . . wH n ma an «H N n o w m NN Nm N m o . . m m Nw em a N m n m m mm mm m o m m NH a Hm mm N N N o o m we mN HH N H mH H a No No HH N o . . N m «o 0H m m N m o m Ho neoco>Hu ouoom ouoom soHunusoHuo :.unH mus: ouoom noun nooasz noommm :oHuaoouom nosuo NuHcsaaoo NocoHHnm nsooH no Nmum oHaEmm oHom ousHooEEH I )l oossauseonu.H.u oHnoa 98 Om OH O H NH OH O OHN ON O N H O O O OHN ON O N O o o ON O OHN ON O N H N OH O OHN ON O N n e . NH O NHN OH N O N e e O O NHN HO O O H OH OH O OON OO O N O O ON a OON Om. OH O H HN O m OON ON O N N O HH O OOH NO O N H N O m NOH ON O N H O OH O OOH NO N m N N OH O NOH OO O H N e e N m ONH HO O O N O OH O ONH NN O O H e . OH O NNH NH O O O O OH O ONH NO O N O O HH 9 HNH NO O O H e o OH O ONH NO O O H N OH O OOH OH O N H N O m OOH OO OH O O O OH O OOH NO O O O N m m OOH HN OH O O o . OH O NOH OO O O H O OH O NOH Om N O n O OH O OOH OO HH N N O OH O OOH neoco>Hu ouoom ouoom :oHuousoHuo :euoq :nO: ouoom noun nooasz noommm :oHuOoouom Hosuo NuHcsEEoo NocoHHmm msoQH no Noam oHQEmm oHoe oneHooasH sosseoseu--.H.n oHesa Om H H N O O O OON OH N O O O NH O OON OO O N O O O m OON ON O N O . . NH O OON NO OH O O . . OH O NON NN O O O o . O a HON OO N O O c . w n OON Om N O O . . O m ONN OO O O O o . O m NNN Nm O O H e . NH O ONN ON OH O H e . NH O NNN NO O N H . . N m ONN mnoco>Hu ouoom ouoom coHumucoHuO :.HOH mnO: ouoom moan uoOEdz uoomwm coHuaoouom wonuo OuHcsEBoo NocoHHmm msooH no Nmum oHaamm oHom oumHOoesH eossaosoouu.H.m oHosa vvvvvvvv oooooo lCK) HO O H H O OH O OO OO O N O H N O OO HO HH O N OH NH O OO NO OH O O O NH O OO NO OH O O O ON O OO ON N N O O HH O OO OO O O N O O O NO OO O O O o o OH O HO ON O O H O ON O OO ON O O O o . OH O OO OO O O O O HH O NO OO N O N O OH O ON OO O H H O O 9 ON OO O N O O OH 9 ON OO O H O o o N m ON NN O N H N O m HN OO O O O O OH O OH HO OH N O O HH a HH OO OH N N O O O O OO O O N OH O O O OO HH O H o e O n N OO HH O N N HH O O HO O O O O OH O O ON O O N O O O N neoco>Hu ouoom ouoom GOHunumoHuo :.HOH OIO: ouoom noun Honasz noommm cOHuOoouom Honuo NuHcsano NOOOHHOO maooH no Nmum oHOEmm oHom oumHOoEEH I I i summon sumo» one: no pooh muHs.nuoOooH wow uoofinsm HnsOHpHOsH NO noHOuss> Nusanm now nouoomuueNIO oHasH 101 NO N O O OH ON O NNH OO O N O OH ON O :HNH OO O N O O O O OHH HO HH N N O NH O NOH HO O N H O O O OOH HO O O N O OH O OO OO O O O O OH O OO NO O H O OH O O OO OO O H N HH NH O HO OO O N O . . O O OO OO OH H H HN HH O OO NO OH O O O OH O OO ON N O O . . O O OO OO OH N H O OH O OO OO OH O O N OH O OO OO N N H O OH O NO NN O O O O NH O OO HO HH O O O OH O ON OO O O H OH HH O NN OO O N O N ON O ON OO NH O H OH N O ON OO O H O N O O ON NO O O O O OH O ON OO N N N H O O NN HO O O O O NH O HN OO O H N H O O ON unoco>Hu ouooO ouooO coHusuconO zeuOH maO: ouooO OouO wogasz toommu :OHuOoouoO uosuo OuHcseaoO OosoHHmO nsooH Ho NmuO oHOamO oHoO oueHnoeaH oossqosco--.~.m oHesa (Iv 1132 OO O N N OH HH O OOH OO O N N O O O NOH OO HH O O O NH O OOH OO O N N H OH O OOH NO OH N H O OH O OOH OO N O O OH NH O NOH OO O O N H O O HOH NO N O H O H O OOH OO O N N . . O O OOH OO OH N O O NH O OOH HO N O N O HH O OOH OO O O H O OH O NOH OO OH N O N OH O HOH OO N N O O OH O OOH HO O N O N N O OOH OO O N N O O O OOH OO O O O O N O OOH NO O N H O O O OOH ON O N O o . O O OOH OO O N N . . OH O NOH OO N O O HH OH O HOH OO OH O O O OH O ONH OO O N O o . O O NNH OO O O H H O O ONH OO O N O N ON O ONH OO NH N O N O O ONH neoco>Hu ouooO ouooO OOHuoucoHuo :.uuq mnO: ouooO OouO Honesz noowmm COHuOoouom Hosuo OuHcsEBoo OocoHHmO msooH no OmuO oHOBmO oHom oumHOosEH ) OossHucoocleNIO oHOmH 103 OO O H O N OH O OON NO O H N OH O O NON OO OH O O O O O OON OO OH N O o . NH O OON HH O N H H O O OON OH O N H e . O O NON HO O N N H O O HON OO N O O OH NH O OOH OO NH N O O OH O OOH OO OH N O O OH O OOH OO OH N N O OH O OOH OO O N H N ON O NOH NO NH O O . . NH O HOH OO O N O . . ON O OOH HO O N O O NH O OOH OO O O O H NH O OOH OO O O O O NH O OOH NO O N O H OH O HOH NO O O O H ON O OOH NO NH O N O NH O ONH O O N O ... N O ONH OO O O O O NH O ONH NO O O O O OH O NNH ON O N N O HH O OOH neoco>Hu ouooO ouooO :oHunucoHuo :euOO OIO: ouooO OouO Honssz Ioommm :OHuOoouom mosuo OuHcsaaoo OosoHHnO nsooH no OmuO oHOEmO oHoO ounHOoesH UQSGHUGOU I.-. N I.” OH ONH. 104 OO O N N O N O NON OO O N O o e O O HON OO O O H N O O OON OO O H O o . HH O NON NO O O N O OH O HON NO NH O N e . OH O OON OO HH O O O OH O NON OO O H H O OH O OON NO O N H o e O O OON OO N N O O OH O ONN OO O O O o o O O ONN OO OH N H o . NH O HNN ON HH O N O HH O NHN OO OH N N O NH O HHN nnono>Hu owooO ouooO coHunucoHHO :.uOH OIO: ouooO OouO wonasz soommm :OHuOoouom wonuo OuHcsEBoO OocoHHsO nsooH no OsuO oHOBmO oHom oumHOanH oossflosoo--.~.n oHosa APPENDIX.C Forms and Devices 105 also") 11...)“- - .‘i‘. ll!!! 106 May 28, 1964 Dear , In 1961 Del Dyer interviewed 4-H leaders in your county for a study on 4-H leader effectiveness. The data from this study has been most bene- ficial, along with that collected from other counties by Ralph Kirch and Dean Allen, in suggesting direction for leader training and leader re- cruitment. Another opportunity presents itself. Mr. Jerry Brog, 4-H Agent from Oregon, is looking still further at some of Del's research data as it -relates to leader drop outs. We are enclosing a list of 4-H leaders on whom we need additional information. These leaders will not be con- tacted or interviewed. For Jerry's research problem we simply need to know if they are still active, or if not when they were last active. Will you please have your secretary check these names against your leader files and indicate in the appropriate column whether or not they were still leading in September 1963. If they have dropped, please indicate their last year of leadership and the number of years leadership they completed. This information is needed by June 8. Please return to: Carl J. Couch, Leader Extension Communication Research Room 121 Agriculture Hall Michigan State University East Lansing, Michigan Thank you for your assistance in helping us take a further look at this very important problem of 4-H leadership in Michigan. Sincerely, Carl J. Couch, Leader Extension Communication Research Delwyn A. Dyer Program Specialist, 4-H Enclosure mb 107’ Return to: Dr. Carl J. Couch, Leader Extension Com. Research Room 121 Ag. Hall Michigan State University East Lansing, Michigan The following 4-H leaders from county partici- pated in a 1961 study by Del Dyer. Will you please give the appropriate information on each leader? Thank you very much. Check if If not Number of Check if NOT leading years of Leading in Leading in give last leadership Name Sept. 1963 Sept. 1963 gyear led completed 108 "WHO AM I?" There are twenty numbered blanks on the page below. Please write twenty answers to the simple question "Who am I?" in the blanks. Just give Wenty different answers to yourself, not to somebody else. Write the answers in the order that they occur to you. Don't worry about logic or "importance." Go along fairly fast, for time is limited. 1. 10. ll. 12. 13. 14. 15. 16. 17. 18. 19. 20. 109 TWENTY STATEMENTS PROBLEM ROLE INTERNALIZATION As in the previous case of "Who Am I?" there are twenty blanks on the page below. This time, please write twenty answers to the question ”What do 4-H Leaders do?" As before, write these answers as if to yourself. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. l6. 17. 18. 19. 20. 110 Table C-l.--Scale Values Assigned Items in Effectiveness Scale1* .-._, A1...a................_.....a._-..a---.---.-=a------n Question Responses Number 1 2 3 4 S 6 7 8 27 -l -1 0 +2 +2 +3 +4 +5 23 -1 +2 +3 +4. +4, +4 37 o = -2/1 or 2 = +1/3 or 4 = +2/5-7 = +3/8+ = +4 45 +4 for comm. activity 56 -2 +1 +1 +2 +2 +2 +2 +2 57 +2 +2 +2 +1 +1 +1 0 0 58 [+2 if Jr.'s used in specific way 59 +1 +1 +2 +3 +4 +4 +4 -2 61 -l -l -1 +3 0 +3 +3 +4 evaluate number 9 and score accord. 64 +2 +2 +4 +1 +3 +2 0 +3 +2 +1 72 +1 +1 +2 +3 +3 0 73 1-6 = +l/7-12 = +2/13-21 +-+3/21+-= +4 participation score 78 +3 +2 +1 0 64 -2 -2 +2 +2 +3 +3 +3 - 65 +1 +1 +3 +4 -2 ll 0 0 +2 +2 +4 +4. +4- -2 +2 -3 l3 -1 +3 0 '+1 +3 -1 eval. "other" 14 -l -2 0 +2 +3 +3 +3 19 +3 +3 +1 +1 0 -l *Scale values are inked in beside each question on Inventory. 1Dyer, 92: cit., p. 118. 4-5 10 11 12 13 111 MICHIGAN 4-H LEADER INVENTORX General Information about the Michigan 4-H Leader Section I Schedule Number County Name of Local 4-H Club Name of 4-H Leader (your name) Man: 1 Woman: 2 How old are you? (place check below proper age group) l 2 3 4 5 6 7 20-25 26-30 31-35 36-40 41-45 46-50 51-55 8 9 56-60 60+ How do you classify yourself as a leader? l._Local Leader 2.__Co- leader 3%__;Assistant Leader 4.__0ther: Specify What is your occupation? Your husband's (wife's) occupation is Is any one elsein your family in 4-H? 1. yes 2 no Is any one else in your family a 4-H Leader? 1. yes 2. no What was the highest grade of school completed by you? ]u___}£88 than eighth grade 2.___Eighth grade 3%__JOne to two years of high school 4. Three to four years of high school 5. One year beyond high school 6. Two to three years college or university 7. Graduate of College or University 8. More than four years of college. Page 1--Continued 1512 14 How'Many years have you served as a 4-H Leader? (check the appropriate box below the second row of numbers) 1 _l—‘ 2 3 4 7 X y 1 2 3 4 5 5 6 6 7 8 8 9 9 10 - 14 15 or more years Page 2 15 Place of residence 1. Farm 2. Open Country Non-farm 3. Village (up to 2500) 4. Town (2500 to 10,000) 5. C Page 3 ity (10,000 or more) 27 How'many of the members of this club completed their projects during the period reported above. -, 1. 07. 2. 1 to 50% O 30 51 to +5 4. 61 t0 *1 5. 71 t0 *3 6. 81 to *‘f 7.____9l to +3, 8._____1007o Page 4 33s -I +2 +3 3. 11 to 15 *‘7 5. 7. 16 to 20 ___21 to 25 60% 70% 80% 902 99% . More than 26 don't ranember Number: Percentage of completions How'many meetings were held by the club during the past completed project year? 1.__‘5 or fewer 2. 6 to 10 .r,‘ .A - ,2.- w 113 ‘Page 5 37-44 What percent of your members have participated in Demonstrations Judging Local level (within the club) County (at county elimination or training days) District (training or eliminations) State (training or eliminations) 45 What community activity has your 4-H Club completed in the past twelve months? l.__;Holiday gifts to needy children or families f4 2%___Community beautification such as planting shrubbery or painting J park equipment “fig 3. Community service such as painting and labeling mailboxes 4. Community beautification such as cleanup of parks or cemeteries 5°"p"5. Entertaining at veterans hospital or home for the aged 6. Solicitation for the Red Cross or March of Dimes 7. Other. Specify 8. we have completed no community project in the past 12 months Page 6 56 How many county-wide 4-H events did your members attend during the past twelve months? (Base your answer on all events sponsored by the Cooperative Extension Service for 4-H Members in your county. Do not include exhibit at achievement days or fairs.) -2 1.___None of our members attending any county-wide event other than achievement days and fairs +IZj %__JMembers attended one event other than achievement day and Fair 3. Members attended two events other than achievement day and fair 4. Members attended three events other than achievement day and Fair 5. Members attended four events other than achievement day and Fair *2 6. Members attended five events other than achievement day and Fair 7. Members attended six events other than achievement day and Fair 8. Members attended more than seven events other than achievement day and Fair 57 What percentage of your total membership attended at least one County- 'wide event during the past twelve months? l.___100 per cent (all members attended at least one county-wide *3 event) 2. 90 per cent (nine out of ten attended at least one other event) 3. 75 to 90 per cent I i'. 60 to 75 per cent . 5. 45 to 60 per cent (about half of the membership) 6. 30 to 45 per cent (about one third of the membership) 0 7. 15 to 30 per cent (about one quarter of the membership) 8. Less than one quarter of the membership Page 6 114 58 How are 4-H Junior Leaders used in your 4-H Club? ,2 :1. As project teachers for the younger members? I; 2.:As assistant to the local leader without any specific part of the “fig program assigned to them (they help out where needed) h, 3. _Responsible for club programming and special events 1W._ Responsible for recreation and games ‘7“: 5. _Responsible for the training of local club officers uufl\ 6. _Responsible for training members in judging and demonstrations 7._ *Responsible for planning and carrying out a community project { 8. _Responsible for keeping the members in line and under control 9. _Responsible for training in records and reports ?\x. Our club does not have a Junior Leader Page 7 59 The yearly planned program for our club contained information on (Please read all items before you choose. Note that by answering any particular one you answer all above it.) 1.— 2.— +2 3.: +3 4.___ 5. 6. 7. -4 8._ Time and place of each meeting only _Only the regular business and work meetings All meetings necessary to fulfill the requirements of the 4-H —project plus the time and place of each meeting All meetings, including parties and special events, their time *and place, plus the major topic or purpose of the meeting All meetings, including parties and special events, their time and place, the major topic or purpose of the meeting, plus the members in charge of the various segments or activities of the meeting All of the things mentioned above, plus special guests or acti- vities for each meeting All of the above, plus inclusion of major county events of inter- est to the club as a whole or to its individual members ‘We did not have a yearly planned program 61 How“were the majority of the 4-H Club activities and events planned or selected for the 1960-61 club? (How is basic planning done?) 1. l, 42': 3. —r3 4, 0 5. 6 *3 0 {7.— +7 8. em»! 90-— _By members of the club (without leader or agent help) By the local leader _By the County Extension Agent 4-H :Jointly by the members and local leaders _Jointly by the local leader and County Extension Agent 4-H _Jointly by the local leader and members _By committee from 4-H Club Executive committee :Leaders, members and parents Other Specify 2115 Page 8 64-65 In your opinion what are the three most important factors that make a 4-H Club successful? After you have chosen the three items will you please assign a 1 to the most important of the three, a 2 to the next important, and a 3 to the last. +¢_Z fl___Leader who is interested in members and their progress 2%___Leader who, is a good teacher, inspires interest 1"! 3.____Well-rounded and varied program of project work, other educa- tional features, social and recreational activities +| 4%__;Holds regular meetings throughout the year .3 5‘__;Members interested in 4-H Club work and willing to work +2 6.____Members get along well with each other, cooperate O 7n__;Members select their own projects +3 8.__Members participate in management of the club +2‘9%___Parents are informed, interested and cooperative 14 x.__Interest, cooperation, and help of 4-H Club Agent Other: Specify Page 9 72 How'many adults did you influence to become 4-H Leaders in the past three years? f] 1.____0ne 2. Two + 1 3. Three ,3 4. Four 5 0 Five 0 6. None 4116 Page 9--Continued 73-75 To what extent have you participated in the following organized groups during the past twelve months? 4', M6,? 72. O O «f /‘ +4 r Member Attendance Board Officer during past 12 mon member during Name of past (x) one col- during past 12 Organization 12 mon? past 12 months f es e months Service Clubs Total Participation Score (to be computed by researcher) Total Board and Officership Score (to be computed by re- searcher) Page.10 78 How familiar are you with your 4-H Leaders Handbook (Michigan 4-H Club Leader's Guide)? l%___I am very familiar'with its contents + a 2.____I am fairly familiar with it + I 3. I am not very familiar with it o 4. I am not at all familiar with it 5. I do not have a Huchigan 4-H Club Leader's Guide 117' Page 13 64 What are the criteria you personally use when assessing the success of your work as a 4-H Club Leader? (check one) ,2{1.___Number of blue ribbon winners in your club 2.___Number of County, State, and National Awards won by your members +‘ 3‘__;Percent of your members completing their projects +1 4‘___Progress made by each member in becoming skilled in their chosen project field 5.___Success you had in having each member be satisfied with their 43 years work 6%__;The value of 4-H Club work to the community and its future 7.___The overall change in youth development as measured by attention to each individual member 8. Other: Specify Page 14 65 4-H Club Leaders should evaluate individual member progress by: 1.___Primarily on the excellence of the article made or project completed 2‘___Primarily on the basis of the lesson learned in project com- pletion +3 3”___Primari1y on the basis of that individual member's over-all pro- gress during the project year. +j’ 4.__;Observation of the member's participation in all club activities, visitation to the member's home, examination of the project work ‘1 .5g__;Relying on others' judgements 6. Other: Specify +I Page 17 11 What part do you personally expect Parents to play in the 4-H Club program? (Check only one) o 1.____Drive members to meetings 2. Drive to special events +1 3. Assist in supervising project work 4. Assist‘with community projects and activities . Participate in the 4-H Club meetings and activities on a regular f3 basis 6. Participate in the Parents Advisory committee of the club 7. Assist in the program planning of the club "3 8. Not to come to the 4-H Club meeting, except by special invita- tion of the club members *1 9. Provide the materials for their own children in the 4-H Club and see that the member does his homework assigned <3 x. Do not encourage parents to help in the club in any way 118 Page l7--Continued 13 In helping the member to decide what project to do for any given year, the 4-H Club leader should: (check only one) '4 l.___Pollow'the 4-H Requirement Book to the letter +3 2.____Fit the member to the project by taking into account the back- ground, ability, interests and family situation of the member 0 3‘___Let the member choose and decide for themselves +l 4.__;Leave the selection of a project up to the member and his parents +3.5‘__‘A85é83 each member on their degree of knowledge concerning the project area they have chosen and assign project work.according1y -4 6.___Let the group select one project which everyone in the club will enroll in 7. Other: Specify Page 18 14 I praise my 4-H Club members for their progress or achievement (check one) —4 1. Only when they have been publicly honored by an award -2 2.___On1y at local or county 4-H achievement programs <3 3.__;Make it a habit not to praise individual members, but to always praise the club -+2 4.___flhen they have made substantial achievement in their work g__;flhen they have accomplished even the smallest hurdle 6.__;When they have satisfactorily completed whatever the task as- +3 signed them 7”__;Use praise to encourage members, sometimes even when they don't deserve it 8 0 0th er Page 19 19 The most important goal I strive for as a 4-H leader is? (Check One) .+3 1. Instilling a sense of citizenship and fairplay in the members 2. Seeing that each member has the most meaningful experience pos- sible +' 3. Teaching a skill to every member in the club ‘ 4. Seeing that every member completes every project they undertake in the alloted time for that project 0 5. Having our club be the top club in the county in every event we enter —/ 6. Getting the members through to achievement day and the Fair 7. Other: Specify {3025? USE GNU "W 1111111“