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4-H Winter Leadership Camp

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									                     4-H Winter Leadership Camp
Submitter’s Contact Information
    Merry Klemme
    Associate Professor
    University of Wisconsin – Extension
    206 Court Street
    Chilton, WI 53014
    (920) 849-1450 ext 1

      Paula Huff
      Associate Professor
      University of Wisconsin – Extension, Courthouse
      301 Washington Street
      Oconto, WI 54153-1699
      (920) 834-6846

      Dawn Kuelz
      University of Wisconsin – Extension, Courthouse
      P.O. Box 670, 421 Nebraska Street
      Sturgeon Bay, WI 54235-0670
      (920) 746-2265

      René Mehlberg
      Assistant Professor
      University of Wisconsin – Extension
      625 E. County Road, Suite 600
      Oshkosh, WI 54901-9775
      (920) 232-1984

      Kevin Palmer
      University of Wisconsin – Extension
      Manitowoc Co. Office Complex, 4319 Expo Drive
      P.O. Box 1150
      Manitowoc, WI 54220-1150
      (920) 683-4172

                                            Page 1
Program of Distinction Category
   • Leadership, Citizenship and Life Skills: Leadership Development
   • Youth in Governance: Youth Decision-Making

Sources of Funding that Support this Program
   Primary funding sources are program participant fees for both the youth and
adults. Grant monies have been secured through Northeast District Extension
funds and the Wisconsin 4-H Foundation. In addition, many of the participating
counties assist in offsetting the cost for participants through their county 4-H
Leaders’ Association funds.

                              Program Content
Knowledge and Research Base
    Research shows that youth who take active roles in organizations and
communities have fewer problems, are better skilled, and tend to be lifelong
citizens (Pittman, Irby, Tolman, Yohalem, & Ferber, 2001). In addition, youth need
a variety of experiences in different settings to develop into productive youth
leaders. Two specific essential experiences for youth development include:
    Opportunities to take on new roles and responsibilities – group membership,
    contribution and service;
    Strategic support – guidance and help in decision-making, and access to
    resources (Zeldin, Kimball, & Price, 1995).
    To provide 4-H youth with the opportunity to take an active role in the
organization, it must be done before the youth leaves the program. There is a
sharp decline in 4-H membership at two distinct stages: as youth transition from 5th
to 6th grade (from elementary to middle school) and from 8th to 9th grade (from
middle school to high school) (Lauxman, 2003). Winter Leadership Camp was
designed to provide youth with the opportunity to develop and practice life skills
associated with leadership in a supportive environment.
    4-H has long been known for its ability to engage youth and promote the
development of life skills, including those of leadership and communication (Boyd,
Herring, & Briers, 1992). These life skills have application for the youth in their
schools and community because those youth who have been involved in 4-H are
more likely to hold positions of leadership (Astroth and Haynes, 2002; Goodwin et
al., 2005). The attitudes and life skills that youth develop in adolescence often lead
to civic engagement, and have been found to persist into adulthood (Ladewig &
Thomas, 1987; Pennington & Edward, 2006).
    In designing Winter Leadership Camp, we focused on providing life skills that
were identified by Hendricks (1998) as components of leadership including
communication, planning and organizing, and working well with people and groups
(teamwork). In addition, we added decision-making to our curriculum because of
its relevance to leadership and working within groups. And, based on the research
of Ladewig and Thomas (1987), who suggest that pairing the teaching of leadership
skills with leadership opportunities would increase the effect of the leadership
experience for youth, we added a component where youth had the opportunity to
apply their newly learned skills upon return to their community.

                                           Page 2
   The Winter Leadership Camp program is structured to provide youth with
“essential experiences of youth development” as outlined in the Program and
Activity Assessment (Zeldin, Day, & Matyski, 2001). Youth are able to experience
the four essential elements as outlined by Cathann Kress (2006): belonging,
mastery, independence, and generosity. The 4-H Youth Development staff
structures a safe and inclusive environment for all youth to experience belonging.
This is critical as this camp is often the youth’s first multi-county 4-H experience.
Mastery is experienced as youth are engaged in the interactive leadership sessions.
Each participant experiences independence from being away from his/her family as
well as thinking how s/he can apply the skills learned in future situations. Older
youth who help plan and teach workshop sessions are developing a sense of
generosity. Generosity is also experienced through the action plans participants
develop. These plans are a way for them to practice service to others.

Needs Assessment
        The current 4-H Winter Leadership Camp grew out of a 2002 strategic
conversation with 4-H Youth Development staff serving the Northeast District (11
counties). Previous to this camp, a Teen Winter Camp was held. The camp was
originally designed by youth leaders from the district who planned, implemented,
and evaluated the camp with a 4-H Youth Development Advisor. However, after a
change of structure and following two years of low attendance and limited youth
involvement in the camp, 4-H Youth Development staff decided to use the
opportunity to refocus and revamp the camp’s purpose and outcomes.
        Through the conversation, staff decided to focus the camp on middle school
youth. Middle school youth were targeted due to the perceived drop in 4-H
participation at that grade level. This was substantiated by the USDA’s Annual 4-H
Youth Development Enrollment Report: 2002 Fiscal Year. The report states that
Wisconsin’s 4-H enrollment peaked at 6th grade, and then significantly declined.
    Staff believed that if youth were able to change roles from participant to leader,
their interest in staying involved in the 4-H program might increase. The method
for achieving this was to develop an overnight camping experience with sound
educational leadership sessions. Youth would receive hands-on training in
leadership areas and make a plan of how to implement a project back home.

Goals and Objectives
Objective 1. Youth will improve their leadership skills in the following areas:
teamwork, communication, decision-making, and planning and organizing.
Objective 2. Youth will report an increased understanding of themselves
             and others.
Objective 3. Youth will apply leadership skills as they work with others
             to develop an action plan for their club and/or county.

Target Audience
       Based on the research and the needs assessment, the target audience is
youth in grades 6th, 7th and 8th grades participating in Extension programming.
From 2002-2003, the camp served the 11 counties of the Northeast Extension
District. The district represents a range of counties including rural (population
under 30,000) to urban (population over 160,000). Due to some administrative

                                           Page 3
redistricting, the majority of counties are now in the Eastern District. This
redistricting led to a total of 13 eligible counties participating. When the camp first
began, each county was allowed four delegates. With the addition of counties to
the district, that number has been decreased to three.
       Eastern District county 4-H youth development staff recruit youth for the
leadership camp in each of their counties. Applications are used to screen
participants at the county-level, and to collect needed information. Counties may
develop a waiting list which is used to fill open slots when counties don’t reach their
quota or to balance the gender differential. Each county is expected to provide one
adult chaperone/mentor. Each year, we have accepted between 45 and 50 youth.
Teaching space and group sizes per trainer determine the maximum number of
participants. The number is also somewhat determined by the gender of the
applicants. The camp has boy and girl dorm areas with a maximum of 26 sleeping
spaces per gender.
   How counties choose who they send to the camp is mostly determined by the
county. Some counties make it part of their interviewing process. Some take
youth on a first come, first served basis with a bit of sifting as needed. Often, 6th
graders are put on the waiting list to make space for the older youth who may be
aging out if not able to attend during the current year. Efforts to recruit youth are
broad because the goal is to develop new, emerging youth leaders, not necessarily
those who already have well developed leadership skills. Last year was the first
year we had to reject any youth, even from the waiting list, and the number was
very small.

Program Design & Content
     Type of Program
     4-H Overnight Camping Program

       Methods used to deliver the program
       The 4-H Winter Leadership Camp just completed its fourth year. Planning,
implementation and evaluation have evolved over the four years and the planning
team has changed as staff members from throughout the district have rotated on
and off the team.
       Six to eight 4-H youth development staff from the Eastern District are the
planning team. The original team identified skills to focus on within four key areas
of leadership: teamwork, communication, decision-making, and planning and
organizing. Leadership sessions during the camp target skills within those four
topics. In addition, the Color Matrixx (NCTI, 1999), a temperament identification,
communication, and team-building tool, has been the opening workshop on Friday
night of the two-day camp. This has served as a way to help youth learn about
themselves and others and a way to get to know others at the camp. The
presenters have geared the workshop toward using the concepts when working with
others in teams.
       On Saturday, staff members each teach a key leadership topic. Each staff
member develops his or her own material after preliminary discussion as a group.
Older youth and adult volunteers are recruited by staff members to be co-planners
and presenters of the workshop sessions.

                                           Page 4
One or two planning team members plan and lead the action plan phase of the
camp, which is done after the four leadership topics are taught. Using the tools the
youth have learned throughout the camp, campers develop a plan of action. The
plan can be for a 4-H club, county group, church or school group, or wherever they
would like. They can also choose to make an action plan as an individual or with
others from their county.
       One or two planning team members also plan, implement, and compile an
evaluation of the Winter Leadership Camp. Each workshop presenting team
develops two to four objectives for their session of the leadership camp. Those
objectives become part of the evaluation process.
       The camp schedule also includes free time for participants to have social and
fun time. The camp takes place at a 4-H leader-owned camp with a sledding hill
and cross-country skiing paths. Youth development staff and youth graduates of
the leadership camp are in charge of the social and fun activities, both indoor and
outdoor, for the campers. In addition to providing fun, these activities also help to
develop the group dynamics. Every camper is encouraged to take leadership when
and where they feel most comfortable doing so.
       The end of the camp is celebrated with presentations of the action plans
developed by the individuals or groups earlier in the day. Parents and siblings are
invited to attend the presentations and the meal that follows the presentations.
Group photos are taken and one last fun group learning activity closes the camp

      Curricula and/or educational materials
   A wide range of curriculum has been used, depending on the instructor and the
session, and includes:
• Color Matrixx (NCTI, 1999) – Used at the Opening Session and for Team
• Step Up to Leadership, CCS Leadership Curriculum – Pulling It All Together
   Session (Toomey & Chronic, 2003)
• Building Bridges, 4-H Curriculum – Communication Skills Session (Day & Lampe,
• Quicksilver. Project Adventure, Inc. 266pp. K. Rohnke and S. Butler. –
   Teamwork Session (Rohnke & Butler, 1995)
• Lost at Sea (Jossey-Bass Pfeiffer, 1989)

   Depending on the instructor, materials may be modified for teaching his or her
session. Participants receive a 3-ring binder with materials from the workshop
sessions, planning tools, and other relevant information to use as a resource in
their leadership efforts after the camp.

                                          Page 5
      Partnerships or collaborations

Program Partners                           Partner Role
13 County Extension Services               Recruit and screen participants;
                                           publicize; recruit adult volunteers
6-8 County Extension 4-H Youth             Planning Committee, teach workshops,
Development Staff                          manage program, evaluation,
                                           communicate with other participating
                                           County Extension offices
County 4-H Leaders Associations            Funding to participants
4-H Adult Volunteers and Older Youth       Session Planners & Presenters

The primary collaboration has been with the district 4-H youth development staff.
This is the only 4-H district wide effort.

Program Evaluation
        Each year the district planning team presents a report to the district 4-H
youth development program professionals during a district meeting following the
camp experience. At the meeting, we share how the camp planning and
implementation went and the results of the program evaluations. Personnel from
all of the counties involved give oral feedback from the perspective of the
participants, the families involved, and the leaders group in their county. Future
planning is done based on that feedback and the direct feedback of the participants.
        Examples of changes that have been made due to feedback over the four
(going on five) years of the program include: shortening the weekend (the first
year the camp went from Friday to Sunday); adjusting the schedule to balance
social and instructional time for the youth; and making sure that each county has
an adult at the camp to mentor the youth at the camp and back in their county.
Things that have stayed the same due to feedback have been the location of the
camp and workshop topics.
        Through the four years of camp, a total of 151 youth and 22 adults have
participated in the 4-H Winter Leadership Camp. In addition, 12 4-H Youth
Development Staff have worked with the program through the years.

      Outcomes and impacts
Evaluation of the 4-H Winter Leadership Camp includes the following:
      1) a youth participant retrospective evaluation survey of the session
      objectives identified by the workshop instructors. The youth participant
      retrospective post-then pre evaluation survey uses a three point scale of
      “Yes, Somewhat, No” to the list of questions.
      2) an open-ended self-assessment for youth participants to apply what they
      have learned
      3) an end-of-session assessment for adult participant survey. The adult end-
      of-session assessment used a 5 point Likert-type scale with 5 being excellent
      and 1 being poor.

                                          Page 6
         4) a participant follow-up survey given 3-6 months after the Winter
         Leadership Camp.

                     Leadership Skills Self-Assessment - Results
                  4-H Winter Leadership Camp, February 3-4, 2006

 Understanding Myself and Others
 A = I know why I act the way I do.
                                                         80            79                             76
 B = I understand why others act the way
 they do.                                                70
 C = I know how to work with others who think            60                            55                      % Before
 and act different from me.                              50                                      49            Training
                                                         40                                                    % After Training

                                                         20                       17
                                                                    A                 B             C

Communication Skills                              100
                                                               91                              88
A = I know three characteristics of a good
listener.                                          80                            76       73
B = I know how to express my feelings using
                                                   60                                                      % Before Training
“I” statements.
C = I know the 3 parts of a speech or              40                                                      % After Training
                                                          36                32

                                                              A              B              C

 A = I know the 4 basic skills needed to          80           81                81
 be an effective team member.                                                                    73
 B = I know how to become an effective
                                                  60                                                        % Before
 team member.                                                               49                              Training
 C =I know how to build team                              44                                46
                                                  40                                                        % After Training
 relationships and trust.

                                                              A              B                  C

                                                Page 7
Decision Making
A = I know the steps I need to take to solve a           100

problem.                                                                 83
B = I can identify the three styles of decision-         80


                                                                                            44         % Before Training
                                                                                                       % After Training

                                                                     A                  B

Pulling it All Together                                                            88
                                                   80               76                            79
A = I know three ways to brainstorm ideas.
B = I know how to set goals.                                                  66
C = I know how to develop an action plan to        60                                                  % Before Training
reach my goals.
                                                   40                                        41        % After Training


                                                                A              B                 C

          Below is a sampling of answers to the open-ended questions.                                  The original
    question is in bold:

    List one or two new things you learned in the workshops this weekend.
       Understanding Others
       How to use “I” statements
       Communication skills

    What do you do, when talking to friends, that makes you a good listener?
      8 - Eye contact
      Listen without interrupting
      Ask clarifying questions

    Name one quality that you like to see in a team member.
      You can depend on them
      They are hard working

                                                   Page 8
What style of decision-making do you use most often in your everyday life?
  Weighted vote
  Think and then decide

Write a 4-H goal and one action-step to help reach your goal.
  I can get my horse to canter collectively & controllably. I can work with him at
  least 3 x/wk
  Become a good leader for my club - bring activities to my club

What did you like best about Leadership Camp?
  Meeting/Seeing new people
  Having many new experiences
  I liked the Color Matrixx workshop
  Good team building activities

2003 & 2004 4-H Winter Leadership Camp Participant Follow-up Survey
67 surveys sent, 22 received; 1 returned due to incorrect address - 33%
response rate
Are you still in 4-H?
      20 yes
      2 no
    If no, what was your reason for leaving the program?
    • I had to move to Green Bay area, I plan to join again.
    • Graduated from school with the program.

Below is a sampling of answers to the open-ended questions. The original question
is in bold.

List 1 or 2 things you remember most from the workshops at 4-H Winter
Leadership Camp.
       I learned how to use my leadership skills in working with others and I
       learned what my personality is classified as.
       Different types of decision making; organizing.
       The Color Matrixx workshop.
       They were fun and informative.

Have you used the skills (teamwork, communication, decision-making,
planning and organizing) you learned at 4-H Winter Leadership Camp?
     20 yes     2 no

 If yes, tell how you’ve used the skills in any of the following settings by sharing as
 many examples as possible.

4-H Club (such as club officer, committee member, teaching a project or activity)
• I am vice president of my club and Junior Leaders. I have used all of the skills I
   learned from that.
• Officer; taught arts and crafts projects; more comfortable speaking in groups.

                                           Page 9
• We used the games for teamwork and communication.
County 4-H Program (such as county officer, committee member, teaching a project
or activity)
• Taught during Family Learning Day
• I’ve gotten more involved in the horse program example leading drill team
• Vice president of county wide junior leaders.
• Committee member – youth leader in Horse, Dog, Cat; Taught Crocheting at
   IDEA Day; Teach other kids in horse project.
• Helps with conflicts with friends
• Organize a dance and all of the homecoming dress-up activities.
• Student council
• Planning 8th grade fundraiser for trip; working on class projects in science and
   literature; help confidence in
Community (such as other youth groups and/or church)
• I’m in a youth group; I helped in the YMCA summer camp.
• President of church’s Lutheran Young Adults
• I was one of the actresses in my church play.
• I help tutor some sixth graders in math.
Other: please list:
• Tae Kwon Do: I teach and help teach classes often, so I need those skills.
• I was one of the 4-H Winter Leadership Camp Youth Leaders the second year.
• Our leadership team planned our countywide 4-H Dance in March. It turned out
   great and was well attended.

What else can you tell us that you remember about your 4-H Winter
Leadership Camp experience?
        It was fun, and very interesting.
        I learned how to communicate with others.
        I met a lot of good friends; I learned leadership better; I learned how to
        be part of a team.
        My brother had a pirate Birthday party, I did the games and organized the
        treasure hunt, etc. One of the games we played was the log game we
        played at camp. The kids loved it.

      Communication to stakeholders
   Annually to 4-H Youth Development colleagues in the district of evaluation
   results and action plans
   Written reports have been shared to grant funders
   Workshop presentations to state colleagues and at the 2005 Wisconsin State 4-
   H Program Area Conference
   Annually reports are found in various 4-H county newsletters.
   Success stories in the UW-Extension planning and reporting database used by
   administration for reports.
   Published Department of Youth Development paper:

                                         Page 10
Program Sustainability
        For the past 4 years, the 4-H Winter Leadership Camp has been successful
through the support of the counties participating and various small grants from
district or 4-H sources. Three of the five original planning team members are still
working with the camp. County 4-H staff implemented the program through their
base programming efforts. Program fees for the youth and adult participants cover
the costs of the camp. Staff people who have sent youth and adults speak to the
value of the program and are committed to sending youth to the program annually.
The District is currently working on a follow-up leadership camp for older youth
utilizing graduates of the Winter Leadership Camp to plan, implement, and evaluate
Leadership Camp II.

       The issue of retaining middle school youth in 4-H youth development
programs will continue. Models similar to 4-H Winter Leadership Camp can be
replicated as a strategy to meet that identified need. Results from evaluations, 4-H
youth development staff, and follow-up evaluations strongly support the program
and the impacts and outcomes it has achieved.
   The framework of the program was shared at the 2005 Wisconsin State 4-H
Program Conference, as well as selected activities from each of the educational
sessions. The program also received the 2004 North Central NAE4-HA Search for
Excellence in Teen Programming Team Award.

Rationale and Importance of the Program
        The Winter Leadership Camp is providing a valuable growth experience for
youth at a crucial time in their 4-H careers. Youth in the participating counties
have begun to anticipate this event and see it as an honor and unique opportunity.
Graduates of the program have been the most valuable recruitment tools. They
speak highly of the experience in their county and role model positive leadership in
their clubs and county programs.
        Reaching youth at this age has many advantages. First of all, they are really
“ready” to accept a new and more challenging role in their 4-H club and also in
their life. Secondly, they are looking to adults and older peers to “teach” them how
to do that and are especially open to learning. Thirdly, we see from research that
this age group will seek out opportunities and groups that will fulfill their need to be
independent and to belong. Teaching leadership in the fun environment of a camp
is our way of “tricking” youth into learning and growing. Whatever works!


Astroth, K.A. & Haynes, G. W. (2002). More than cows and cooking: Newest
      research shows the impact of 4-H. Journal of Extension, 40(4),

Boyd, B. L., Herring, D. L., & Briers, G. E. (1992). Developing life skills in youth.
      Journal of Extension, 30(4),

                                            Page 11
Day, T. and Lampe, G. (2001). Building bridges: Reaching people through
      communication. Madison: Extension Publications.

Goodwin, J. Barnett, C., Pike, M., Peutz, J., Lanting, R., & Ward, A. (2005). Idaho
     4-H impact study. Journal of Extension, 43(4)

Hendricks, P. (1998). Targeting life skills model. Ames: Iowa State University.

Jossey-Bass Pfeiffer. Lost at Sea (1989). From Pfeiffer & Company. 8517
      Production Avenue, San Diego, CA.

Ladewig, H., & Thomas, J. K. (1987). Does 4-H make a difference? The 4-H alumni
     study. College Station, Texas: Texas A & M University, Texas Agricultural
     Experiment Station.

Lauxman, L. (2003). To belong or not to belong: Tying theory to practice. News &
     Views, 56(1).

Kress, C. (2006). Transforming the lives of youth: why 4-H matters. Power Point
      Presentation. http://www.national4-

NCTI (1999). Matrixx System Certification Handbook. National Curriculum Training
      Institute, Inc.

Pennington, P., & Edward, M. C. (2006). Former 4-H Key Club members’
      perceptions of the impact of “giving” life skills preparation on their civic
      engagement. Journal of Extension, 44(1).

Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2001, September).
      Preventing program, promoting development, encouraging engagement:
      Competing priorities or inseparable goals? The Forum for Youth Investment.
      Retrieved December 13, 2002, from

Rohnke, K. and Butler, S. (1995). Quicksilver: Adventure games, initiative
     problems, tryst activities, and a guide to effective leadership. Dubuque:

Toomey, M. and Chronic, L. (2003). Step up to leadership: Mentor guide for grades
     6-12. National 4-H Cooperative Curriculum System, Inc.

Zeldin, S., Day, T., & Matysik, G. (2001). Program and Activity Assessment Tool.
       Madison: University of Wisconsin – Extension.

                                            Page 12
Zeldin, S., Kimball S., & Price, L. (1995). What are the day-to-day experiences that
       promote youth development? An annotated bibliography of research on
       adolescents and their families. Center for Youth Development Policy Report,
       #14. Prepared for the Carnegie Corporation of New York. Washington, DC:
       Academy for Educational Development.

                                          Page 13
          Appendix 1: 4-H Winter Leadership Camp Schedule

                           February 3-4, 2006
                       Camp Tapawingo, Mishicot, WI

Friday, February 3

6:30 pm                Arrival at Camp/Registration

7:00-7:30 pm           Get Acquainted Activities

7:30-9:45 pm           Color Matrixx Workshop/Break

9:45-11:00 pm          Movies/Pizza/Other Activities
                       Adult Volunteer Meeting

Saturday, February 4

8:00-8:45 am           Breakfast & Announcements

8:45-9:30 am           Leadership Session 1

9:30-9:45 am           Break

9:45-10:30 am          Leadership Session 2

10:30-12:00 noon       Outdoor/Indoor Fun

12:00 noon             Lunch

12:45-1:30 pm          Leadership Session 3

1:30-1:45 pm           Break

1:45-2:30 pm           Leadership Session 4

2:30-3:30 pm           Outdoor/Indoor Fun

3:30-4:30 pm           Pulling It All Together Session

4:30–5:00 pm           Camp Clean Up

5:00-5:45 pm           Dinner

5:45-7:00 pm           Group Presentations, Celebration, Departure

                                       Page 14
                  Appendix 2: Communication Teaching Outline
                           Winter Leadership Camp


   1. Youth will be able to identify three characteristics of good listeners.
   2. Youth will be able to express their feelings using I-messages.
   3. Youth will be able to identify the three parts of a speech.

Teaching Concepts                           Teaching Methods
1. Introduction/Anticipatory Set            Introduce presenters and welcome participants.

                                            Lead an icebreaker that focuses on
                                            communication and/or skills related to
2. Characteristics of Good Listeners        Ask participants to raise their hands if they know
                                            someone who is a good listener. As a group,
                                            develop a list of characteristics of good listeners.
                                            Put answers on flip chart. Have participants pick
                                            the three that are most important to them (as
                                            speakers) and record them on their participant
3. Guided Practice of Listening Skills      Use a dyad activity for guided practice of listening
                                            skills using the three characteristics of listeners
                                            that they identified in the above activity.

                                               In the dyad activity, one participant is the
                                               speaker, the other is the listener.
                                               Speaker: share something important with the
                                               listener (ex. How you will choose where you
                                               are going to college, or a dilemma over
                                               whether or not you are going to take algebra
                                               II next semester.)

                                               Listener: This isn’t a conversation, your role
                                               is as listener, so don’t say anything beyond
                                               clarifying questions, etc.
                                            (Hint: If you are giving your opinion, you aren’t
                                            a listener anymore!) Practice the three
                                            characteristics that you found important in a
                                            listener. After two minutes, switch roles.
4. Communicating With Others                Lead the group in a discussion of I vs. You
   Through I-Statements:                    statements, including when it is appropriate to
                                            use them.
   •   Identify your feeling
   •   Use an I-message to
       communicate that feeling
   •   Start with I, and add what you
       are feeling…I feel angry

                                              Page 15
5. Guided Practice in the use of I-    Guided practice: In small groups, role-play
   statements                          situations practicing using I-statements. Ask for
                                       volunteers to share their role plays with the
                                       group. Discuss.
6. Presentation Skills: The Three      Lead group in the activity “Silly Speeches”.1
   Parts of a Speech

    Building Bridges, 4-H Curriculum

                                        Page 16
                Appendix 3: Decision Making Teaching Outline
                          Winter Leadership Camp


   1. Youth will be able to identify four styles of decision making.
   2. Youth will be able to identify and apply the steps to good decision making.

Teaching Concepts                                   Teaching Methods
1. Introduction – Set the Stage for Adventure       Use a decision making
                                                    adventure such as Lost at Sea.
                                                    Set ground rules based on the
                                                    specific activity.

                                                    Divide group into four teams.
                                                    Give each group a card
                                                    complete with a description of
                                                    group decision making styles
                                                    (consensus, working consensus,
                                                    democratic and weighted vote).
                                                    Explain that each team will be
                                                    making their decision based on
                                                    that style of decision making.

2. Group Activity                                   Team works according to the
                                                    activity directions, but also
                                                    using the assigned group
                                                    decision making style for
                                                    reaching decisions.

3. Debriefing                                       Each team identifies the key
                                                    elements that they chose to
                                                    keep in the Lost at Sea activity,
                                                    and explain how they used the
                                                    assigned decision making style
                                                    to make that decision.

Lost at Sea. 1989. From Pfeiffer & Company. 8517 Production Avenue, San
Diego, CA

                                          Page 17
              Appendix 4: 4-H Winter Leadership Adventure
                    Planning and Organizing Workshop

                              Team Taught By:
     René Mehlberg, Winnebago County 4-H Youth Development Educator
                 Kayla Viste, Door County 4-H Youth Leader
               Lindsey Wilson, Door County 4-H Youth Leader

                         Saturday, February 28, 2004

    1. Youth will learn three ways of how to brainstorm ideas.
    2. Youth will learn how to identify success.
    3. Youth will learn how to develop an action plan.

•   Planning & Organizing Icebreaker – Kayla & Lindsey (5 minutes)
    Activity: All Aboard

•   Brainstorming – René
    Activity: Brainstorming ideas for their task

•   Goal Setting – Kayla & Lindsey
    Activity: Setting goal’s for the group’s task

•   Action Plan – Kayla & Lindsey
    Activity: Create an action plan for the group’s task

•   Success – René
    Activity: Create a picture/writing of what success looks like

•   Wrap-Up/Review - René

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                                   Ice Breaker/Warm-Up

 Activity: All Aboard

      • Goal – For all group members to stand aboard the “island” long enough to
         sing one verse of Row, Row, Row Your Boat, without touching the
         surrounding ground. Begin with the tarp/blanket in largest form and
         continue to fold it in half. First time: allow participants to simply “hop”
         on. For second time: make participants plan for one-minute before
         stepping on the tarp/blanket. Continue until group is unable to
         accomplish the task.

        •   The Presentation – Global warming has melted the polar ice caps and the
            surviving members of your group must take residence on an island which
            continues to shrink as the water level rises.

        •   Important Points – As facilitator and spotter, instruct participants that
            only their feet may touch the “island”. Participants may stand on their
            own foot, but not on the feet of other participants. Do not lock elbows
            with other participants. All participants must be touching the “island”
            with at least one foot and both feet need to be off the ground.

Participants will typically find some method of connecting arms across the platform
            and standing up together.

        •   Debriefing Questions:
              • How did your group get everyone on the “island”?
              • Did you feel like it was a team effort to reach your goal?
              • What happened when an idea didn’t work for your group?
              • What were some specific things that helped the group to succeed?
              • Did you just go ahead and do the activity or did you try to plan
                  before you tried something?
              • Were people encouraged to share ideas?
              • How did the group acknowledge success?
              • What situations have you found yourself in where you tried to reach
                  a group goal?

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Activity: To come up with ideas for a specific task. (Tasks predetermined and
groups select one.)

     • Pass out worksheet on brainstorming, goal setting, and success. We’ll be
        referencing these through the workshop.
     • Discuss importance of planning when involved in anything – relate to
        previous activity, school activities, club activities, homework, etc.

      •   Today each group will be planning a specific activity. It may be based on
          situation in school, 4-H, or another youth group. Even though you aren’t
          planning a real event, the situations are based on something you may
          actually do.

Brainstorming is based on two basic principles:
      • Delaying Judgment – postponing the evaluation of ideas until they’ve all
         been listed
      • Quantity Yields Quality – the more ideas that are generated, the greater
         the chance that one of them will provide a solution

The basic ground rules of brainstorming are: (on Flip Chart paper)
      1. All ideas are good! Don’t judge other’s ideas.
      2. Free-wheeling is welcomed (i.e., the wilder the idea, the better)
      3. Quantity, not quality is desired

There are many ways to brainstorm. Today we’re going to learn about three:
      1. Put up the topic, give individuals a minute to think, and then have
         members call out ideas to write down.
      2. Give everyone post-it notes. Have them write each idea (or thought) on
         ONE post-it note. When finished, put post-it notes up where all can see.
      3. Each person gets a piece of paper. Write the question or problem on the
         top. Each person writes 4 ideas on the paper and then places the paper
         in the center. The person then selects another sheet of paper. Repeat for
         10-15 minutes or until there are no more ideas.

Group select/assign ways to brainstorm goals for their selected topic.

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                              Goal Setting

Activity: Setting goals for the group’s task.

     • Goals are statements of what the participants want to see accomplished.
     • Have some discussion about the ideas that were generated.
 Guidelines for discussion: (On flip chart paper)
             1. Everyone’s ideas are important
             2. Everyone is entitled to their own opinion
             3. When you disagree, avoid put-downs and name calling
             4. Everyone has an equal vote
     • Put similar ideas together.
     • Write out the goals. They should include the following elements: (on
             • Be specific and as detailed as possible.
             • Measure the goal – can you clearly explain what you are doing?
             • Be action-oriented: make sure the goal explains what you are going
                to do
             • Make it realistic
             • Have a timeline for completion.
     • Have the group decide on 2-3 main goals for their topic. (If they are
         unable to come to agreement on what they should do, they can vote.
         Each youth votes on their top three ideas. They can use all their votes on
         the same idea or spread them between 2-3 different ideas. The three
         ideas that get the highest votes will be the goals the group works on.)
     • While trying to identifying the goals, have the youth go over the following
         questions for each idea to help to decide on goals: (on worksheet)
             • Can we accomplish this goal?
             • Is there enough time to accomplish this goal?
             • What are the resources available and how do we get them to
                accomplish this goal?
             • What other people can help?

 Even though this isn’t a real life situation, the questions might not help, but they
           are important things to consider when deciding on goals.

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                                     Action Plan

Activity: Create an action plan for the situation selected based on the goals the
group set and ideas generated.

     • Have the group look over the action plan questions to get an idea of the
        things they need to consider when developing their plan. (On flip chart
            • What things do we need to do?
            • What order do we need to do these things?
            • Who do we need to work with? (other youth, adults)
            • What resources do we need?
            • What problems might arise? What questions do we have?
            • How much time do we have to complete each step? The whole

      •   Making a Master Plan
          1. Hand out Sample Action Plan to show an example.
          2. Have the group brainstorm the major steps they need to do their
          3. Have them put the steps in order.
          4. Break into small groups. Have each group take one or two of the steps
             they brainstormed and list all of the things that need to be done to
             take that step. (Hand out Action Plan worksheet)
          5. Come back as a whole group and share your work. Put all of the steps

      •   Put plan into writing on planning sheet.


   Activity: Create a picture/writing of what success looks like

        • Have group visualize the end product through a picture/description of
           what a successful end product would look like.
        • Refer back to worksheet questions.

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