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Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences

Light, Mark D.
http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408

Abstract Details

2021, Doctor of Philosophy, Ohio State University, Agricultural and Extension Education.
During the second week of March 2020, work shifted from the county extension office to home during the Coronavirus pandemic. During COVID-19, workers were shifted into new all-digital work environments without establishing boundaries that melded the work and home environment into one (Katsabian, 2020). While this shift to remote work was possible due to technology, work-life boundaries became even blurrier. Professionals who do not have good boundaries find themselves always connected to both spheres of work and home because of their digital devices (Richardson & Rothstein, 2008). OSU Extension professionals not only made the switch to remote work from home, but they had to adjust to an all-digital 4-H program delivery at the same time. By rapidly shifting to digital work, 4-H professionals had to adapt to this change. The Change Style Indicator (Musselwhite & Ingraham, 1998) assessment classifies a person as a Conserver, Pragmatist, or Originator. Conservers prefer gradual change. Pragmatists desire change that serves a function. Originators are the most adept to change and favor quicker, more expansive change. These preferences to change would have impacted their approach to dealing with the pandemic and remote work. This study explored the adaptation of county-based OSU Extension 4-H Youth Development professionals to an all-digital environment during the virtual work period of COVID-19. Specific objectives included: (a) to describe the population by their Change Style Preferences, (b) to describe the adaptations to the all-digital work environment, (c) to describe the types of digital tools used, (d) to describe the types of digital skills learned, (e) to describe the types of digital youth development programming implemented, to describe the types of digital youth development strategies generated, and (f) to explore these selected variables (a-e) and their relationship to the Change Style Preferences. Data were gathered in two parts. The Change Style Indicator assessment was used to sort how each employee ordered along the change preference scale in part one. A follow-up survey assessed adaptations to remote work, digital tools, skills, programs, and strategies used by staff during the all-digital period. The population of 98 Ohio 4-H professionals completed both parts of the survey. There were several key findings found during the remote work period during COVID-19. Over half of the population had a Change Style Preference of a Conserver. Change Style Preferences had little or no relationships with how 4-H professionals adapted to this all-digital environment. Colleagues indicated that they depended upon each other for support. Almost all of the 4-H professionals used time during the spring to learn new skills or improve existing skills. Staff also waited to alter 4-H programming due to the constant changes related to the pandemic. A majority of the respondents indicated that they could reach new youth audiences and collaborate with other colleagues because of remote work. Ohio 4-H professionals would continue using digital youth development strategies beyond the pandemic. This research played a unique role in capturing an all-digital 4-H programming period when there was no in-person programming or access to the physical office. The shift to a digital-only environment was one of the most significant changes to the work environment for Ohio 4-H Professionals and around the world. The focus on this period does not limit future research opportunities. Technology does not go away in the future, as new digital innovations will replace the present ones.
Jeff King (Committee Chair)
Caryn Filson (Committee Member)
Jerold Thomas (Committee Member)
208 p.
Agricultural Education; Communication; Educational Technology; Information Technology; Multimedia Communications; Organization Theory; Technical Communication; Technology
4-H; COVID; Remote Work; Technology; Change Style Preferences; Ohio; digital; pandemic; Coronavirus; work-life; boundaries; Youth; Positive Youth Development; telework; Conserver; Pragmatist; Originator; change; skills; mental health; tools; adaptability

Recommended Citations

Citations

  • Light, M. D. (2021). Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408

    APA Style (7th edition)

  • Light, Mark. Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences. 2021. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408.

    MLA Style (8th edition)

  • Light, Mark. "Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences." Doctoral dissertation, Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.