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WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE

Bennett, Amanda Marie
http://rave.ohiolink.edu/etdc/view?acc_num=osu1243992717

Abstract Details

2009, Master of Science, Ohio State University, Agricultural and Extension Education.
Young people are unprepared to enter the 21st Century workforce due to a lack in workforce skill development (The Conference Board, The Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management, 2006). Out-of-school programs present a unique opportunity for the development of these skills (Schwartz & Stolow, 2006). This study sought to explore the degree to which 4-H participation contributed to the development of workforce skills in Ohio youth. The focus was how Ohio 4-H members perceive their current level of workforce skills, and the extent to which 4-H participation has helped develop those skills. In addition, differences in the perceived helpfulness of 4-H were examined by grade, gender and leadership activities beyond the club level. The participants consisted of Ohio 4-H club members in 9th and 12th grade (n = 501). They completed an online or paper survey. Approximately 30% were male and 70% were female; 96% were white; length of involvement in 4-H was 6.7 years; and youth were involved in a wide variety of activities. Youth completed the measures on 4-H experiences, workforce skills, youth employment, and demographics. Frequencies indicate a perceived high level of workforce skills. They indicated 4-H was helpful in the development of these skills, particularly in being respectful of others, working well with others to achieve a goal or complete a project, and having a positive attitude about the work they do. They perceived 4-H to be the least helpful in technological skills and written communication. Pearson chi-square analysis indicated 12th graders perceived 4-H to be more helpful on one of the 25 skills. Females perceived 4-H to be more helpful on four of the 25 skills. Those with out of club leadership experience perceived 4-H to be more helpful on 20 of the 25 skills. Additionally, 30% of respondents indicated they had gotten a job as a result of the knowledge and skills they learned in 4-H. 4-H should offer more opportunities for written communication and technological skills to its members and youth development professionals should encourage young people to take part in leadership activities at all levels. 4-H should also consider addressing the gender gap. Further research could include replication in other states and using a multiple methods approach.
Kristi Lekies (Advisor)
Scott Scheer (Committee Member)
112 p.
Education
4-H; 4-H club members; Ohio 4-H; workforce skill development; leadership experience

Recommended Citations

Citations

  • Bennett, A. M. (2009). WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243992717

    APA Style (7th edition)

  • Bennett, Amanda. WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE. 2009. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1243992717.

    MLA Style (8th edition)

  • Bennett, Amanda. "WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE." Master's thesis, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243992717

    Chicago Manual of Style (17th edition)

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