Spring 1988 // Volume 26 // Number 1 // Feature Articles // 1FEA5
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4-H Strikes a Positive Note
Abstract
The enhancement of career development, an important program goal of 4-H, provides career education to encourage occupational development through three approaches. They are: (1) the blending of career education with existing projects, (2) distinct career development/employment training projects, and (3) career-oriented activities such as career fairs, seminars, and camps.
Many 4-H alumni have indeed achieved occupational success. Although these success stories historically have been accepted as proof of 4-H program effectiveness,1 an increasing need for hard evidence has resulted in a few studies concerning 4-H impact on career development.2 However, a great need still exists for this type of research at the state, as well as at the national level. Such investigation has been targeted as one of five high-priority research needs in the Ohio program. Therefore, the primary purpose of this study was to identify the Ohio 4-H alumni's perceptions of the impact 4-H had on their career development.
The Ohio Study
The study, completed in August 1984, surveyed former members about the impact of 4-H on three general areas of their career development: self-awareness; career awareness, exploration, and selection; and work competency development.3
The study was based on 4-H alumni from four Ohio counties who were 17- or 18-year-old members as of January 1, 1977 through January 1, 1979. A stratified random sample of 275 people was selected from a computerized list. Although the results of this study apply only to the four counties sampled, data obtained from state statistical reports4 illustrate the similarities between programs in the selected counties and those throughout Ohio.
What Was Learned?
Of the 275 who were sent questionnaires, 166 (60.4%) responded. There were 162 usable instruments. Following are the major findings and conclusions.
4-H Impact on Self-Awareness
Table 1 shows the average scores of the items reflecting self-awareness. In general, alumni felt that 4-H had a great deal of impact on their self-awareness, defined as the recognition of their interests and abilities. This perception particularly applied to positive interests and abilities.
4-H Impact on Career Awareness, Exploration, and Selection
Table 2 displays the average scores of the items concerning the impact of 4-H on alumni's career awareness, exploration, and selection. Alumni perceived 4-H as having some impact in these areas. The greatest impact was attributed to 4-H in general career awareness concerning recognition of interests and abilities leading to a career, knowledge of career exploration resources, career considerations, and sense of need to make a career choice. Less impact was ascribed in more specific areas, such as discovering career obstacles and acquiring career information. The least impact was reported in alumni career planning through county 4-H agents, 4-H leaders, and other 4-H members.
4-H Impact on Work Competency Development
Table 3 presents the average scores of the items reflecting the impact of 4-H on alumni's work competency development. 4-H had a real impact on the development of general work competencies such as responsibility, getting along with people, following directions, and cooperation. These adaptability skills reflect humanization and good work habits and typically are acquired through a variety of instructional modes.
However, 4-H had little impact on the development of more specific work competencies: job interviewing, applying for jobs, and preparing resumes. These job-seeking skills usually are acquired through a more focused, purposeful instructional method.
Recommendations
Here are some recommendations for the Ohio 4-H program:
- 4-H members should be encouraged to participate in a broad range of activities, to help them become aware of their disinterests and weaknesses as well as their interests and abilities. Self-awareness, important throughout career development, should be started with 9- to 12-year-old members.
- 4-H leaders should continue and expand current career-awareness efforts, those general prerequisites to career exploration which include: (a) recognition of interests and abilities as leading to a career, (b) sense of need to make a career choice, (c) career choice considerations, and (d) knowledge of career information resources. Career awareness is aimed primarily at 9- to 12-year-old members.
- Career exploration efforts should be expanded greatly. In particular, members need more information about a variety of careers, as well as the careers they're currently interested in. Career exploration experiences should be offered throughout a member's teenage years.
- Leaders should continue to offer opportunities for general work competency development, the acquisition of humanizing skills, and good work habits. Such experiences benefit members of all ages.
- Greater emphasis should be placed on acquiring specific work competencies, those job-seeking skills relative to interviewing for jobs, applying for jobs, and preparing resumes. Members 16 years and older should be targeted for activities centered on these skills.
- Club leaders should be provided with materials and training to enable them to initiate career education components within their clubs or to augment existing efforts.
Table 1. Impact of 4-H on alumni's self-awareness.
| Statement (n = 162) | Mean |
|---|---|
| Through 4-H: | |
| I discovered things I enjoyed doing. | 4.56a |
| I discovered things I did well. | 4.06 |
| I discovered things I did not do well. | 3.20 |
| I discovered things I did not enjoy doing. | 2.99 |
| Overall self-awareness | 3.71 |
| aNote: 1 = not at all; 2 = very little; 3 = some; 4 = much; 5 = very much. | |
Table 2. Impact of 4-H on alumni's career awareness, exploration, and selection.
| Statement (n = 162) | Mean |
|---|---|
| Through 4-H: | |
| I learned that things I enjoyed doing could lead to a career. | 3.62a |
| I learned that things I did well could lead to a career. | 3.51 |
| I expanded my knowledge of people or materials available to explore careers of interest to me. |
3.08 |
| I learned about things to consider in choosing careers. | 3.06 |
| I developed a sense of need to make a career choice. | 3.03 |
| I acquired information about careers I was interested in. | 2.68 |
| I discovered possible obstacles to my career preferences. | 2.68 |
| I acquired information about various careers. | 2.56 |
| I acquired information about my present occupation(al) choice. | 2.16 |
| My 4-H leader(s) helped my career planning. | 2.03 |
| Other 4-H members helped my career planning. | 1.93 |
| My county 4-H agent helped my career planning. | 1.70 |
| Overall career awareness, exploration, and selection | 2.69 |
| aNote: 1 = not at all; 2 = very little; 3 = some; 4 = much; 5 = very much. | |
Table 3. Impact of 4-H on alumni's work competency development.
| Statement (n = 162) | Mean |
|---|---|
| Through 4-H: | |
| I developed responsibility. | 4.50a |
| I learned to get along with people. | 4.44 |
| I learned to follow directions. | 4.40 |
| I learned to cooperate with others. | 4.39 |
| I learned to work unsupervised. | 4.37 |
| I developed self-confidence. | 4.37 |
| I learned to make decisions. | 4.30 |
| I developed initiative. | 4.28 |
| I learned to do things on time. | 4.20 |
| I learned to keep records. | 4.01 |
| I learned to use my free time productively. | 3.94 |
| I learned to manage time efficiently. | 3.92 |
| I developed speaking skills. | 3.83 |
| I acquired job-interviewing skills. | 2.32 |
| I learned how to apply for jobs. | 1.89 |
| I learned how to prepare a resume. | 1.57 |
| Overall work competency | 3.80 |
| aNote: 1 = not at all; 2 = very little; 3 = some; 4 = much; 5 = very much. | |
Summary
Planning has begun for expansion of the 4-H career development program in Ohio. The results of this study will aid program planning by describing the impact of 4-H on alumni's self-awareness; career awareness, exploration, and selection; and work competency development. Future 4-H career development efforts will benefit from examination of past endeavors.
Footnotes
1. J. M. Meyers, "Busy 4-Hers Make Better Leaders," Journal of Extension, XVI (May/June 1978), 10-14.
2. S. K. Rockwell, R. F. Stohler, and L. E. Rudman, "How 4-H Helps Career Development," Journal of Extension, XXII (May/June 1984), 6-10.
3. J. K. Matulis, Perceptions of 4-H Alumni from Four Ohio Counties Concerning the Impact of 4-H on Their Career Development (Master's thesis, The Ohio State University, Columbus, 1984).
4. Ohio Cooperative Extension Service, Ohio Statistical Results (1977-1979).