Oklahoma Cooperative Extension Service

OKLAHOMA COOPERATIVE EXTENSION SERVICE

APPLICATION FOR HONOR AWARDS

Outstanding Faculty and Field Staff Program Contribution

Team Award

Name of Team (Up to 5 People)Year of Nomination

SE District Leadership Team Program2015

Team:

Cheryl NewberryDistrict Program Specialist-4-HSE District Office

Team LeaderTitleHeadquarters

Greg OwenExtension Educator—4-HPittsburg County

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Jarred CampbellExtension Educator—4-HMcCurtain County

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Gerri BallardExtension Educator—4-HCarter County

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DETAILED NOMINATION NARRATIVE

Using nontechnical language, in two pages or less, clearly describe the significance of the contribution. The following questions should be considered in preparing the justification. 1) Why does the contribution deserve special recognition? 2) Was it unique? A new approach or pioneering effort? Exceptionally creative? Used as a model by others? Used by other in OCES? 3) What is the impact and scope of the contribution and ultimate effect it will have on the farmer, the consumer, the environment, the taxpayer? 4) What specific performance substantially exceeded expectations? If within job responsibility, why was the result so outstanding or beneficial? 5) What trials were met? What obstacles were overcome? What unusual courage or competence was demonstrated in what emergency? 6) Did the contribution result in increased program effectiveness? Better management? Cost reduction? Increased productivity? More efficient operations?

Program description should include the following criteria: a) program development; b) research based education programs: c) development of materials for use in delivery of educational programs; d) innovative use of methods or technology in delivery of educational programs; and, e) evidence of successful program delivery and impact.

Avoid - 1) general or vague statements; 2) emphasizing job responsibility rather than accomplishment; 3) in-house terminology and technical language; 4) statistics without using a comparison; retirement testimonials; long-winded statements and excessive superlatives; and, 5) describing personal outside activities unrelated to the achievement.

Issue Addressed: Ten years ago the Southeast District 4-H program had 24 kids run for 5 District 4-H offices. That told us that we had 19 kids that would want to serve at the district level in a leadership role that would not be able to be a district officer. The issue addressed was to provide an opportunity for youth to engage in leadership beyond the county level and equip them for future leadership roles without having to be a District Officer.

A group of SE District educators and 4-H teen leaders met in 2005 to organize and plan for what would become the Southeast District Action Team. Through this youth/adult partnership, an application for membership was developed and it was decided to pattern the program after the State 4-H Ambassadors. The goal was to meet quarterly to provide training for the team and provide opportunities in the District for them to practice their leadership skills. Other goals include shadowing the District 4-H officer team by assisting at a minimum of one district 4-H event each year. In October 2014, the expansion to the SE District Leadership Team occurred which brought the District Officers and SEDAT members together for training throughout the year and also allowed for them to work together to plan one district event as well as assist at District events and activities.

This team deserves recognition because there is documented evidence that youth participating in the SE District Leadership Team have gone on to successfully obtain leadership positions above the county and district level, scholarships, and more. This program is the only one of its kind in the State.

Resources Involved: The Southeast District Action Team is advised by county educators in the District. Since its inception, there have been 6 educators who have worked with this team. Volunteers and other educators have been involved in providing training with this group. In 2014-15, the team was supported by the Leadership Development Citizen Engagement Grant with $1000 to provide funding for training. Educators who work with the team utilize their county resources such as copying, materials, and supplies to support training activities. A youth leadership curriculum has been used for some of the training topics. That resource is called Everyday Leadership by Mariam G. MacGregor, M.S.. A number of resource speakers have also been involved in providing training. They include current state Ambassadors, 4-H alumni, and volunteer leaders.

Methods Used: The team primarily meets face to face and also uses webinars from time to time. Bringing the District Officers and SEDAT together to form the SE District Leadership Team has helped to increase their teamwork and knowledge. Each group also has time to meet separately to address specific topics for their own group. Many sessions focused on teamwork, problem-solving and decision-making. A variety of leadership skills such as communication, preparing for an interview, writing thank you notes, ethical decisions, state and national trip opportunities, expectations of and how to run for state council and state ambassador, service projects, and more were also addressed.

Results: Since the creation of SEDAT, there have 139 members from 11 counties in the SE District. In the 2014-15 year, there were 29 SEDAT members and 5 District Officers. These team members have taught workshops each year at District Leadership Conference. They also worked with the District Officers to create a new program to train 11-13 year olds in leadership through a one day training called Leadership L.E.A.P. This program began in 2012. In addition to the goals mentioned earlier, the SEDAT was instrumental in helping to develop a scholarship program in collaboration with educators in the SE District. To date, more than $38,000 has been raised and 12 scholarships have been awarded to deserving SE District 4-H’ers. Through the training they have received, leadership experiences they have had, and encouragement from their advisors and educators, the following results have been recorded:

22 SEDAT members have gone on to serve as a District Officer
18 SEDAT members have gone on to serve on State 4-H Council
15 SEDAT members have gone on to serve as a State 4-H Ambassador
42 SEDAT members have won a State Record Book category
14 SEDAT members have been in the Blue Award Group for State 4-H Hall of Fame and 2 were named State 4-H Hall of Fame winners this year

This year a pre- and post-test was administered with the current SE District Leadership Team. A total of 24 youth completed both the pre- and post-test. Results are provided below. In Table 1, areas showing an increase in knowledge and skills are provided. Table 2 outlines areas showing a decrease in knowledge and skills. Even though there are areas that still need to be addressed, the positive results of developing targeted training for these youth have worked. This program will continue and the evaluation results will help to guide our training for the 2016 year.

Table 1: Areas showing an increase of knowledge, skills and attitudes / Increase in points of Mean
I can resolve differences with others in positive ways / .50
I can use technology to help me express my ideas / .50
I am willing to consider the ideas of others even if they are different than mine / .25
I have confidence to speak in front of groups / .24
I know who I can go to if I need help with a problem / .20
I use information to make decisions / .19
I know how to deal with stress in positive ways / .19
I can explain why my decision was a good one / .17
I work well with other youth / .17
I like to work with others to solve problems / .17
I can resist negative social pressures / .13
I led a project that made a difference in my community / .10
Table 2: Areas showing a decrease of knowledge, skills and attitudes / Decrease in points of Mean
I can make alternative plans if something doesn’t work / .20
I listen well to others / .04
I am respectful of others / .04
I am comfortable making my own decisions / .04
I know community leaders who support me / .04
I have adults in my life who care about me and are interested in my success / .04
I learned things that helped me make a difference in my community / .04

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Rev. 7/30/98

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