4-H Club Leader’s GuideTable of Contents

I. OVERVIEW…………………………………………………………….. 1-12So You’re a New 4-H Club Leader—Welcome………………………… 1-4Purpose of 4-H…………………………………………………………….. 4Goals of 4-H……………………………………………………………….. 44-H in Action: Tools of Informal Education…………………………….. 4-8

The 4-H Club Meeting……………………………………………. 5The 4-H Project……………………………………………………. 5-6Record Keeping…………………………………………………… 6-74-H Activities and Events………………………………………… 7Additional 4-H Experiences for Learning………………………. 7-8Summary…………………………………………………………… 8

Life Skills Through 4-H…………………………………………………… 8-11What Are Life Skills? ............................................................... 8Life Skills Are Learned …………………………………………… 8-9General Life Skills and Project Learning……………………….. 9-11Life Skills and Leadership Roles ……………………………….. 11

Resources………………………………………………………………….. 12

II. 4-H PROCEDURES…………………………………………………… 13-204-H Youth Program……………………………………………………….. 13CE Office…………………………………………………………………… 13-14County 4-H Council/Advisory Board …………………………………… 14Affirmative Action………………………………………………………….. 14-16

Types of Action……………………………………………………. 15-16Membership Requirements………………………………………………. 16-17

Primary Members ………………………………………………… 17Volunteer Requirements ………………………………………………… 17

New Volunteers…………………………………………………… 17Current Volunteers……………………………………………….. 17

Insurance and Liability……………………………………………………. 17-20Accident Claim Forms ……………………………………………. 18General Liability Insurance………………………………………. 18-19Medical Treatment Forms………………………………………... 19Liability Waivers…………………………………………………… 19Facility Use Agreements…………………………………………. 19-20

4-H Uniforms………………………………………………………………. 204-H Enrollment Procedures……………………………………………… 20

III. CLUB LEADER………………………………………………………. 21-26Volunteer 4-H Position Description……………………………………… 21-22Timeline (Based on September-June Club Year)……………………... 22-24Parent Involvement……………………………………………………….. 24-25Jobs to be Considered for Assistant Club Leaders……………………. 25-26

i

IV. TEAMWORK…………………………………………………………... 27-33Definition……………………………………………………………………. 27Cooperative Extension Team……………………………………………. 27-28Team Working …………………………………………………………….. 28-30A Supportive Style of Leadership ……………………………………… 30Teamwork on the 4-H Frontlines………………………………………… 31-33

V. GROUP DECISION MAKING………………………………………... 35-37The Problem Solving Process…………………………………………… 35-37Some Basic Guidelines for Leading Discussions……………………… 37

VI. CLUB MANAGEMENT ……………………………………………… 39-55Program Planning…………………………………………………………. 39-42Sample Club Calendar……………………………………………………. 43Choosing a Meeting Site…………………………………………………. 43Successful 4-H Club Meetings…………………………………………… 44-484-H Club Meeting Outline………………………………………………… 49Effective Communication…………………………………………………. 49-50Club Record System………………………………………………………. 51Evaluating Your 4-H Club………………………………………………… 51-55

A Quick Look at Our 4-H Club…………………………………… 53I Believe Our 4-H Club Will Be Stronger If……………………… 54-55

VII. CONSTITUTION AND BY-LAWS…………………………………. 57-60Purpose……………………………………………………………………. 57Who Writes the Constitution and By-laws……………………………… 57Communication…………………………………………………………... 57Language and Wording…………………………………………………… 57-58Summary…………………………………………………………………… 58Sample 4-H Club Constitution…………………………………………… 58-60

VII. BUDGET AND FUNDRAISING……………………………………. 61-63Fundraising in 4-H…………………………………………………………. 61Ways to Make Money……………………………………………………... 61Guidelines………………………………………………………………….. 61-62Procedures for Audit Committees……………………………………….. 62-63

IX. WORKING WITH OFFICERS, COMMITTEES AND JR/TEEN LEADERS………………………………………………………………….. 64-70Working with Officers……………………………………………………… 64-67

Meet With Your Officers…………………………………………... 65Officer’s Duties…………………………………………………….. 65-66A Short Guide to Parliamentary Procedure…………………….. 66-67

Working With Committees………………………………………………... 67-69Working With Teenage Volunteers – Jr/Teen Leaders……………….. 69-70

Suggested Job Guidelines for Teen Volunteers……………….. 69-70Teen Leaders May Assist New Members………………………. 70

ii

X. RECRUITING AND TRAINING PROJECT LEADERS…………… 71-86Job Description—The 4-H Project Leader……………………………… 71The Successful 4-H Leader………………………………………………. 72Recruitment—Care and Feeding of the 4-H Team……………………. 72Systematic Approach To Leadership Development…………………… 73-76

Awareness of the Mission of 4-H Youth Development………... 73Choosing to Share Leadership Roles…………………………... 73Defining and Distributing Leadership Jobs……………………... 73-74Inviting an Adult Volunteer to Consider a Job………………….. 74-75Matching the person with the Job……………………………….. 76

Providing Necessary Training…………………………………………... 76-77Project Planning…………………………………………………………… 78-80Characteristics of Youth………………………………………………….. 80-81How to Teach a Manual Skill……………………………………………. 81-82Some Suggested Formats for Project Meeting………………………… 82-854-H Leader Safety Awareness…………………………………………… 86Parent Involvement……………………………………………………….. 86

XI. RECORD KEEPING………………………………………………….. 87-90Objectives………………………………………………………………….. 87More Than Just a Record Book………………………………………….. 87-88Goal Setting………………………………………………………………... 88-89Applications and Interviews………………………………………………. 89-90

XII. INCENTIVES AND RECOGNITION……………………………….. 91-94Purpose, Definitions and Assumptions…………………………………. 91Incentives…………………………………………………………………... 91-92Recognition………………………………………………………………… 92-93The Scope of California’s Incentive & Recognition System…………... 93-94

APPENDIX

A. Project Leader’s Organization KitB. Project Organizational FormC. All Reasonable Efforts Report Form

iii

iv

SO YOU’RE A NEW 4-H CLUB LEADER—WELCOME!!!Congratulations! You’ve just said “Yes”—

● “Yes—I will lead this 4-H club.”

● “Yes—I will work with others to make 4-H available for youth in my community.”

● “Yes I would like to become part of the larger 4-H system which spans our state and nation.”

● “Yes—I want to invest some of my energy and time—so that my family and my children may have 4-H experiences.”

● “Yes—I expect to learn new skills and grow personally as I provide leadership to this 4-H club.”

Think of your “Yes” as the first step in a journey of discovery, of leadership and of service.

● Where would you like this journey to go? What will you accomplish?

● What do you expect to do and learn on your journey?

● With whom will you travel; with whom will you share ideas and support?

● What tools and resources will you need?

● Will you become a different person as you travel?

The setting for the journey is your 4-H club. This club provides the primary 4-H experience for each of its members. Your leadership is a primary ingredient in the success of the club. As club leader, you are responsible for three major functions:

1. Adult volunteer leaders provide friendship, ideas and long-term support to 4-H members and their club. You coordinate the efforts of this leadership team.

2. Your county Cooperative Extension office and county 4-H programs provide the larger setting for your 4-H club program; you maintain contact and keep communications flowing between the county and your club.

3. Your community is proud to support 4-H; you see that your club and its activities are known to the community.

1

As you do these three things, you and your team will provide 4-H experiences for learning to 4-H youth; you will be teachers, guides and helpers to young men and women.

Your companions in the journey are the members of your club and their parents. 4-H is a family affair. Parents participate with their children in 4-H meetings and provide project support and guidance at home. Participation in 4-H strengthens families.

The 4-H Club Leader’s Guide is intended to be a tool kit, a set of resources for your journey. It is for your use as a club leader and sharing with members of your leadership team or parents.

● It is written in small pieces (units and modules) to make helpful information easy to find, easy to read and easy to share.

● The Table of Contents will help you know where to look for what you need. In the Table of Contents, you will find helps for:

starting a new club understanding 4-H understanding teamwork and organizing for 4-H leadership involving parents in 4-H planning the club program holding effective meetings solving problems within your group providing project leadership planning for fun and recreation knowing when you have done it well celebrating with your club finding program resources

This 4-H Club Leader’s Guide is not intended to be read in sequence from beginning to end. Look for the parts where you or your team members need help. Read and share those parts first.

This 4-H Club Leader’s Guide has been developed around some very important ideas. These ideas are like handles to help you take hold of 4-H. They include:

● Youth development—4-H members are front and center; 4-H exists to provide learning and experiences for 4-H youth!

● Lifelong human development—the importance of growing and learning throughout one’s lifetime.

2

● Informal education—learning by doing and by discovery, especially in areas of interest to oneself.

●Life skills—those feelings about self and skills for coping which are basic to survival, productivity and human community.

● Helpership—an interpersonal relationship of support and guidance; “doing with” rather than “doing for.”

● Teamwork—doing it together; a team is more than the sum of the parts of the team!

● 4-H is a family affair—members and parents learn together through 4-H.

● Communication—the key to helping 4-H happen.

Your 4-H club team (the group with which you work) and the 4-H system (the larger 4-H family which supports your club team) are guided by these important ideas. The ideas matter because they tell use “why 4-H” (our basic mission) and “how to help4-H happen” (ways 4-H has chosen to accomplish this mission).

So you are a new 4-H Club Leader! You have said “Yes” to beginning a journey. You will share this journey with the members of your club and their families. You have a strategic role to play in 4-H. You have a new kit of tools to use along the way.

The journey is up to you—

How much of yourself will you invest?

How will you involve others in the journey?

What do you need to know?

To what use will you put these tools?

What do you want most for your club; for 4-H members?

What do you want for yourself along the way?

4-H Club Leaders who have started the journey before you have found many kinds of satisfaction and rewards—

● the joy of watching boys and girls become secure and skillful young men and women.

3

● the strengths which emerge as a family learns and shares together.

● the excitement of personal growth—new skills, deeper awareness, caring, a richer set of relationships—the good feeling of investing self where the payoff matters.

(From: Welcome to Leadership in 4-H!!!—Faye Caskey, Extension Specialist, 4-H Youth Development Specialist, University of Minnesota)

PURPOSE OF 4-H…

The purpose of 4-H is to help youth develop into responsible, self-directed, productive citizens of the world, and to improve the well-being of youth and society through the use of research based, learn-by-doing educational experiences.

GOALS OF 4-H…

The goal of the 4-H Youth Development Program is to provide educational programs that lead to positive development of youth in California into capable, responsible and productive adults.

This goal is accomplished by providing educational programs that:

● Enhance individual youth development and well-being through acquisition of life skills, leadership skills, and problem-solving skills.

● Further the knowledge and skills related to the production and wise use of food and fiber; and the conservation of the world’s natural resources.

● Develop an understanding of and responsible participation in community affairs by youth.

THIS IS 4-H IN ACTION: TOOLS OF INFORMAL EDUCATION

Informal learning is learning by doing.

In 4-H, informal education happens cooperatively, individually and competitively.

The 4-H member learns through participating in the club meeting, working with the projects, attending events and activities, community service, or taking part in a special experience. The member learns by evaluating the work which has been done. 4-H provides a variety of experiences for learning and growing; these experiences are the tools of informal education.

4

The 4-H Club Meeting

At a meeting of a 4-H club, members share good times, become friends, participate in democratic decision making, and discover the variety of learning experiences available to 4-H’ers.

4-H meetings belong to 4-H members. The club meeting is conducted by officers and junior leaders. As members meet together, they come to know and care for each other. As they make decisions together, the meeting becomes a laboratory for cooperation. Through participation in 4-H meetings, members are encouraged to explore other types of learning experiences.

Each 4-H club meeting is unique. Clubs range in size from half a dozen to 40 or more members. A club may meet in the homes of its members, in a school building, or at a church or community center. Most clubs hold monthly meetings; 4-H members also participate in project group meetings and other club or county events. Some clubs meet weekly with each week of the month devoted to a particular purpose. Most clubs encourage parents to attend meetings; some clubs invite specific parents to visit each month. The meeting of your club will reflect its uniqueness and strengths.

The 4-H Project

The project is a key source of knowledge-based learning in 4-H. A project is a “semi-structured educational experiences in an interesting area chosen by the member.”

“Learning by doing” is the 4-H project way!

Enrollment for projects is done at one of the first club meetings in the fall. Enrollment materials are provided by the County Extension Office. Each member chooses one or more projects. New members should be encouraged to choose only one or two projects in the first year; experienced members who complete work easily may enroll in more projects. It is essential for parents to assist with project selection and with planning for project leadership. Parent support of project work is an important ingredient of a 4-H member’s success.

If several members indicate interest in a project area, a project group may be formed. The leader of a project group may be a parent or a resource person from the community, experienced in the project area. The project group meets as often as its leader and members choose. The project group helps members learn about the project and supports the member trying new project-related experiences. A member who enrolls in a Self-Determined Project may seek a parent or a resource person from the community to enroll as a volunteer project leader.

In most projects, each member receives a manual for the project and each project leader receives a leader’s guide. These materials are often developed at the University of California by subject matter specialists. County Extension staff, community resource persons and project leaders also contribute to the content of

5

the 4-H member’s project learning. Some project manuals and materials can be obtained from the County Office, most materials are available through the UCCE 4-H Catalog or the 4-H Source Book, which are available from the County Office.

California 4-H offers its members more than 80 project areas from which to choose. While the roots of these projects are in the skill areas of agriculture and home economics, we all know “4-H ain’t all cows and cookin’!” Projects have been developed to meet the wide range of interests of contemporary youth. They include topics such as: Child Development, Aerospace and Computers. In addition, members interested in a particular topic not offered as a 4-H Project, may explore their interest through the Self or Group Determined Projects.

The project provides for individualized learning. While the project group provides guidance and support, the actual project work is done by the members. Project work often is done at home—familiar spaces become the laboratory or workshop of informal education. A member may complete several items related to a project area. If the item is to be exhibited, the work must be done by the exhibitor. A member who completes a project item for the fair says with pride, “I did it by myself!”

From working with the project, the member gathers information. The member makes and carries out decisions. The member learns to plan, set goals and know when they have been reached, to keep accurate records, and to evaluate the results of the effort. The member may experience ownership and earn a profit or experience a loss. The member learns to appreciate quality work and develops a sense of responsibility. The member builds on prior learning; the member learns at a pace appropriate to personal age and level of development. Through 4-H projects, the member develops knowledge of the subject area, positive attitudes toward self and others, and skills for daily living.

Record Keeping

Record keeping is an important part of project work. The project record includes plans for project work, a statement of progress and allows members to summarize their accomplishments. It provides members with a learning experience that is applicable to other life situations.

We suggest time be set aside at the end of each project meeting to have your members work on project records.

As you work with 4-H members on records, what educational objectives do you consider? Objectives determine the direction of our philosophy about records. The list below contains some suggestions to help you become clearer and more meaningful, but you should only keep them in mind as guidelines as you formulate your own.

1. To help a member learn how to keep a record of accomplishments.

2. To help a member realize how much he/she has accomplished and how much growth as occurred.

6

3. To help a member realize what he/she has learned in a certain period of time.

4. To help a member learn how to figure details (hours, energy, and money) and the art of compiling achievements.

5. To help you, as a leader, determine how great a challenge a member needs to assume.

6. To help you and the Extension staff realize what members have learned during year and determine the next program steps.

7. To provide the basis for selection of incentives and recognition.

4-H Activities and Events

Many activities and events in 4-H are built around the successful completion of project learning experiences.

In the 4-H club setting, a member may share his new knowledge with the club through a demonstration. A member who does very well with a project may be invited to become a junior project leader. The club may tour homes of members to see project work in progress. A club may hold an Achievement Day to allow members to share the results of their project work.

Most 4-H members exhibit at a county event. At the 4-H Fair, members from many clubs share accomplishments and receive public recognition.

The 4-H event functions as a classroom for informal education. Learning begins at the club meeting and deepens with meetings of the project group. By doing while learning, the member develops skills and strives for a quality product. Learning is reinforced as work is compared with work done previously, the work of friends, and with widely-accepted standards of quality. Motivation to continue learning develops with success and recognition of accomplishments.

The 4-H Incentives and Recognition Program reinforces learning. By recognizing achievement, the awards encourage personal striving for excellence. Awards available to 4-H members range from symbols of achievement—such as a ribbon, certificate or pin—to more substantial awards such as scholarships and U.S. Savings Bonds. National 4-H scholarships are available to older youth. An award may be won for an excellent project exhibit, for a record of project achievements, or for personal performance. The awards program encourages 4-H members to continue to “Make the Best Better.” The recognition and celebration of personal strengths and achievements enhance the process of informal education.

Additional 4-H Experiences For Learning

Additional experiences for learning and personal growth are open to members of 4-H. Many county, regional, and state activities are planned, especially for members 14 and older. These may include retreats or activities for junior leaders, Hi Citizenship, various kinds of leadership training events, trips and exchange

7

programs. Fresno County has a 4-H camp open to all regular members (older members may attend as junior counselors) and a Marine Science Camp open to 4-H members 5th grade and above. There is also a countywide Judging Day, All Holiday Faire (a baking and craft event), Fashion Revue, and Presentation Day. These events are open to all 4-H members (Primary members included).

Summary

First-hand learning experiences are the traditional tools used by 4-H to provide informal education. These include the 4-H club meeting, the 4-H project and project record, 4-H club activities and competitive events and additional 4-H experiences for learning. The 4-H toolbox includes a variety of experiences for helping youth grow and learn.

LIFE SKILLS THROUGH 4-H

The goal of the California 4-H Youth Development Program is to provide educational programs that lead to the positive development of youth into capable, responsible and productive adults. One of the ways we address this goal is by providing educational programs that enhance the acquisition of life skills.

WHAT ARE LIFE SKILLS?

A life skill is an ability that makes a difference in everyday living. Many writers have tried to define life skills:

● Life skills equip a person to perceive and respond to significant life events.

● A life skill is a competency which enables a person to live in an interdependent society.

● A life skill equips a person to be self-directing and productive, to lead a satisfying life, and to contribute to society.

● A life skill enables a person to function effectively in a changing world.

Life skills include feelings about one’s self and skills for coping. Self-esteem and coping skills are essential to human survival, productivity and community. Life skills are personal, an expression of the self. Life skills are interpersonal, including relationships with others, problem solving and participation in the larger human community. A life skill increases proficiency of independent living; life skills make a difference in the quality of life.

LIFE SKILLS ARE LEARNED

Learning a life skill requires both training and practice. The “4-H formula for learning” begins with the interests of the learner and includes the experience of success:

8

(A question or interest) + (A new idea: knowledge)+ (Practice or rehearsal) + (Success or reinforcement) = Learning

Informal education through 4-H helps the member choose an area of interest, provides knowledge through demonstration and modeling, expects the learner to practice the learning through “hands on” activities at the project level, and offers a setting for examining results in order to identify and recognize success.

Life skills are learned by degree—one step at a time. The learning moves from simple skills toward complex skills. Completion of a simple task lays the foundation for trying a more complicated task another time. Successful performance of a complex role may sharpen and integrate several skills learned from an earlier age. Life skills are learned and continue to develop throughout one’s lifetime. The 4-H program provides a setting for learning a variety of life skills.

GENERAL LIFE SKILLS

A statement identifying general life skills was developed in 1974 by state program leaders of 4-H. This list of four life skills was later expanded to five by Iowa 4-H. The list of five life skills has been used by 4-H groups within in the United States. These five basic life skills are:

1. The 4-H member develops self—seeks the fullest unique potential as a person.

2. The 4-H member learns how to learn—develops a spirit of lifelong inquiry and knows how to obtain information when it is needed.

3. The 4-H member uses knowledge—can apply what is known in a productive way which contributes to the betterment of the individual, the family, the community and the world.

4. The 4-H member develops a sense of social responsibility—becomes aware of the community (beginning with the family) and its concerns, and is willing to be involved in improving the community.

5. The 4-H member relates to change—knows that life is constantly changing, expects to live in a changing world.

LIFE SKILLS AND PROJECT LEARNING

Learning the five general life skills is easily illustrated with the project which provides an ideal setting for learning.

A 4-H member working on a project will:

1. Develop self if:

● comfort and acceptance from group is felt.● self-expression and sharing of ideas and experiences occurs.

9

● support and encouragement are felt from leaders, members and family.*● the member has strong perceptions of personal capabilities. “I am capable.”*● the member has strong intra-personal skills. The ability to understand personal emotions, to use that understanding to develop self discipline and self control and to learn from experiences.

2. Learn how to learn if:

● personal interest and involvement are part of the project planning.● there is freedom to question, discuss and explore—building on what isalready known.● there is a free exchange of ideas and experiences and especially if the member can be the “teacher”.● there are adequate knowledge resources and data available.● one idea at a time is presented, with understandings moving from simple to complex.● the learning environment involves seeing as well as hearing, and an opportunity to do the new skill.*● the member has strong interpersonal skills. The ability to work with others and develop friendships through communication, cooperation, negotiating, sharing, empathizing and listening.

3. Use knowledge if:

● what is learned at a project meeting can be applied to a real situation, i.e. to grow a plant or solve a problem.● what has been learned can be generalized to larger vocational concerns, i.e. to a garden or nursery.● adult models use this knowledge in their work● the knowledge becomes part of the 4-H project record*● the member has strong perceptions of personal influence over life. “I can influence what happens to me.”

4. Develop a sense of social responsibility if:

● the project learning is understood to meet a social need, i.e. producing food for a hungry world.● the project learning can be used in an activity which improves the local community.*● the member has strong perceptions of significance in primary relationships. “I can contribute in meaningful ways and I am genuinely needed.”

5. Relate to change if:

● there is satisfaction and gladness in learning a new skill and recognition for completing a difficult task.

10

● there is assurance of help or support when needed.● change is understood to be part of the life process, an attitude is developedwhich accepts and welcomes change.*● the member has strong systemic skills. The ability to respond to the limits and consequences of everyday life with responsibility, adaptability, flexibility and integrity. *● the member has strong judgment skills. The ability to use wisdom and evaluate situations according to appropriate values.

* Taken from Dr. H. Stephen Glenn’s “Significant Seven” traits present in most successful people.

LIFE SKILLS AND LEADERSHIP ROLES

4-H programs offer many opportunities for members and adult volunteers to assume leadership roles. These roles embody functions which must occur to assure the life and work of the group. A leader is a person with skills who can help the group accomplish its goals. Leaders may be elected or appointed. Common youth leadership roles include president, secretary, treasurer, committee member and a variety of other offices. Larger clubs need many more leadership positions.

A person must have certain life skills in order to perform the duties of any leadership role. These life skills develop as the person has successful leadership experiences. Skills learned in one leadership position are useful in many life situations.

Life skills identified as basic to leadership include:

1. understanding self2. learning3. decision making4. management5. communications6. working within a group7. getting along with others

Life skills are basic to self-esteem, coping and surviving; persons with life skills contribute to responsible human community. Life skills emerge as a person successfully completes learning experiences which are meaningful and satisfying. The 4-H program provides a setting for informal learning in which the development of life skills can be a primary concern. 4-H human development through informal education is for life!

11

Resources used in this module include:

A Life Skills Approach to Leadership Development proceedings of a national staff development workshop held at the National 4-H Center, Washington, D.C. January 20-25, 1980.

“An Overview of 4-H Youth Development Programs of the Cooperative Extension Service”—prepared by State 4-H and Youth Leaders attending a National Workshop on Creative Procedures held at the National 4-H Center, Washington, D.C. October 21-25, 1974

4-H in Century III—Extension Committee on Organization and Policy, Norman A. Brown, chair of task force, 1976.

Leadership Life Skills Curriculum developed by Southern Region Leadership Subcommittee, Merl E. Miller, Oklahoma, chair, 1979

Learning Life Skills at 4-H Project meetings, Klara Peterson

Glenn, H. Stephen, Raising Self-Reliant Children…, Prima Publishing & Communications, Rocklin, CA 1989.

12

II. 4-H PROCEDURES4-H YOUTH PROGRAMThe 4-H Youth Program is conducted by University of California Cooperative Extension. 4-H Staff direct the program at county level. They are supported by the county director at the county level and 4-H specialists at the state level. The 4-H Center for Youth Development is part of U.C. Davis and is located at the ABS (Applied Behavioral Science) Building, U.C. Davis, Davis, CA 95616. The Regional Directors coordinate and support the 4-H program at the regional level. Our region, Central Valley, is headquartered at Kearney Ag Center, University of California, 9240 S. Riverbend Avenue, Parlier, CA 93648.

The structural organization of 4-H is dependent on local 4-H club or units. These clubs and units conduct the education programs and encourage personal development of 4-H members. Within the group, one or more adults are needed to assume a leadership role of community or organizational leader. They are responsible for the organization and proper functioning of the group. Other volunteers are recruited as project leaders to teach the various projects that the club will offer.

All 4-H Volunteer Leaders are considered representatives of Cooperative Extension and the University of California when carrying out 4-H work. As Extension representatives, the leaders have certain responsibilities and authority. They help direct club activities, projects, and assist with meetings to be held. They have the authority and responsibility to see that all programs within their club are conducted honestly, in the best interest of all their members, and in compliance with the University and local 4-H policies.

Leaders are protected by the University of California’s Liability Policy while conducting the 4-H Program. All leaders must also participate in and are covered by the 4-H Youth Accident Insurance Program.

U.C. COOPERATIVE EXTENSION OFFICE

In most counties the 4-H staff in the U.C. Cooperative Extension Office includes a 4-H Advisor, and/or 4-H Representatives and a secretary assigned to do 4-H Youth Development work. In addition to the staff, a variety of resource materials are available at the Cooperative Extension Office: examples of project member and leader guides and catalogs to order the curriculum, visual aids and equipment to use at project or group meetings, books, forms and catalogs of 4-H supplies. The 4-H volunteer leader plays an important role as the link between the 4-H members, project leaders and parents in the local club or unit and the 4-H Staff.

Just as communications are important at the 4-H group level, they are crucial between the community leader and the Cooperative Extension Office. Become

13

familiar with the 4-H Staff; they can assist with many concerns of the volunteer 4-H leader.

The Cooperative Extension Office will provide you with report forms, time lines, and information on various programs, activities and educational events. Your group will be relying on you for the sharing information and encouraging member and leader participation.

COUNTY 4-H COUNCIL

In each county, the volunteer 4-H leaders have an organization designed to assist in the promotion and conducting of the 4-H program. The County Leaders Council is made up of volunteer 4-H leaders. 4-H clubs and units are part of this management board as sub-units. In Fresno County, it is expected that each club will have representation within County Council. Each community club is allowed two voting members at each meeting. Your County Leaders Council coordinates, supports, and helps provide direction for the county’s 4-H program.

AFFIRMATIVE ACTION

Affirmative action must be a part of all 4-H programs. A continuous effort to incorporate affirmative action goals should include the following:

● Subject matter appeals to various potential clientele.

● Delivery system adaptation to meet needs of clientele.

● Publicizing availability of 4-H to potential clientele.

● Examining programs for barriers and make adjustments as necessary.

Individual club or unit efforts to meet affirmative action goals include all reasonable effort (ARE) in the following:

● Mass media, including radio, newspaper, television

● Newsletters, poster, flyers, announcements

● Personal letters to under-represented potential clientele

● Personal contacts with minority/female clientele

Reaching the county 4-H affirmative action goals will be best accomplished through the cooperation of staff and volunteers working together.

The 4-H All Reasonable Effort Report is important documentation that your club has made reasonable effort to publicize our program. During the year, 4-H staff would like for all of us to work together to publicize and promote “our” terrific youth development program.

14

This is a list of pre-approved ACTIONS that can be done for meeting ARE. They must be implemented in a manner that is designed to recruit new youth members and adult leaders. It is not enough to inform individuals that 4-H is open to all persons; they must actively be encouraged to participate. Variations of these actions or entirely new actions may be developed with the approval of the 4-H staff.

Types of Actions:

Presentations: Make presentations to community organizations, which have a significant number of members or clientele of ethnic or racial characteristics that are needed to achieve compliance in your club.

Displays: Set up a display at different public locations. Such displays must have either an individual present to answer questions about your 4-H club or give the name and phone number of an individual in the group who can be contacted about joining.

Recruitment Campaigns: Conduct recruitment campaigns in neighborhoods that have a significant number of individuals of the ethnic and/or racial characteristics needed to achieve compliance in your group.

School Promotions: Hand out information and put up posters at schools that have student bodies made up of a significant number of individuals of the racial and/or ethnic characteristics needed to achieve compliance in your group. All posters and handouts must have the name of your club and the name and phone number of the person from your group that should be contacted for more information. Be certain to obtain permission from school officials prior to handing out information.

Radio and/or Television: Prepare and have broadcast or televised radio or T.V. public service announcements and invited individuals to join your 4-H club. Be sure that the announcement contains the name and phone number of an individual from your group who may be contacted for additional information.

Newspaper and/or Newsletters: Prepare and have published newspaper announcements that encourage individuals to become involved in your group. Provide in the announcement the name of the club and the name and phone number of an individual who can be contacted for further information. Church bulletins and school or group newsletters can be used.

Sign Up Activity: Coordinate and hold a club, or community Sign Up Activity. The community, schools and other groups, which have a significant number of individuals of the ethnic or racial characteristics needed to achieve compliance, need to be informed of the Sign Up Activity.

Personal Contacts: Make personal contacts to individuals or groups who are not currently in 4-H and are of the ethnic and/or racial characteristics needed to achieve compliance in your group. These contacts may be in person, by telephone, or letter. Letters must be addressed specifically to an individual even when sent on behalf of a group. The content of a letter must include an invitation to participate in your 4-H

15

group and name and phone number of an individual in the club who can be contacted about joining.

Other: Specific promotions at the county level may count here.

A copy of the All Reasonable Efforts Report form can be found in the index.

MEMBERSHIP REQUIREMENTS

The University of California’s 4-H Youth Development programs are available to all California youth, and does not discriminate on the basis of race, color, national origin, religion, sex, physical or mental disability, medical condition (cancer-related), ancestry, marital status, or age. The University of California also prohibits unlawful discrimination on the basis of sexual orientation, status as a Vietnam-era veteran or special disabled veteran, or within the limits imposed by law or University policy, on the basis of citizenship.

Youth enrolled in a planned 4-H educational experience are considered 4-H members. County and volunteer staff should enroll all youth participating in any 4-H program or activity. Members may enroll in 4-H clubs, camps, special interest groups, 4-H TV, 4-H EFNEP, day camps, etc.

Participation in the 4-H Youth Development Program is open to youth from the first grade through the end of the calendar year in which the youth turns nineteen years of age. The fall of the calendar year in which a member turns nineteen shall be used for completing ongoing projects, including involvement in fairs, rather than for beginning new projects. County Cooperative Extension staff, based on review of local resources, many limit the program’s availability to certain grade levels.

Youth are eligible to participate in 4-H as Primary Members if they are six years old or in the first grade as of January 1 of the program year. Primary members may not work with large animals, may not compete against Regular Members at 4-H events, and can not include activities or years of participation conducted as Primary Members in incentives and awards programs when they become Regular Members.

Youth who are nine years old or in the fourth grade by January 1 of the program year, may enroll as a Regular Member. Please note that if youth are home schooled, the grade criterion does not apply. Youth remain eligible for membership until December 31 of the year in which they turn nineteen years old.

Experimental and special programs may disregard these age limits. Specific age requirements must be adhered to for participation in state and other award programs. While desirable, the participation of parents is not required for membership. The insurance fees are required. There are no other requirements for 4-H members; no other requirements may be established without the approval of the State Cooperative Extension Office.

16

PRIMARY MEMBERS

Each county may determine their own need for a Primary Member program. If the group and organizational leaders wish, this is the way to involve youngsters in the first through third grade level. It should be handled like any other project. There must be a 4-H adult leader and interested members. Clubs may require parent or guardian participation for any Primary Member activity.

The emphasis on Primary Member animal project participation shall be on learning about and caring for small animals rather than the competitive aspects related to animal exhibition. Animal exhibition activities involving Primary members are not encouraged. Any such 4-H activities must provide participation recognition ONLY for Primary Members. Project leaders are asked to advise parents/guardians if they feel the animals used by the Primary Members in their projects pose a hazard to individual members because of temperament, behavior, or other potentially harmful condition.

VOLUNTEER REQUIREMENTS

New Volunteers

● Must be 18 years or older (may be a member OR a leader, not both).

● 4-H Volunteer Application submitted through club (office for countywide resource leaders).

● Insurance fee paid for 4-H Accident Insurance Program.

● Have participated in New Leader Orientation, completed a confidential application survey, and be fingerprinted.

● Approval and granting of leader card by County Director.

Current Volunteers

● Previously completed orientation and a background clearance.

● Re-enrollment via a 4-H Volunteer Application.

● Insurance fee paid for 4-H Accident Insurance Program.

● Approval and granting of leader card by County Director

INSURANCE AND LIABILITY

4-H Accident and Sickness Insurance Program

All members and leaders must be covered under the 4-H Insurance Program. This is a basic accident insurance covering members and leaders while participating in or traveling directly to and from 4-H activities. The coverage is for the 4-H Program unit and all its members and leaders. Each leader must have a California 4-H

17

Volunteer Application on file in the Cooperative Extension Office. Each member of a club must have a Member Enrollment Form and be included on a list, signed by a 4-H leader, of members and leaders who have paid the insurance premium on file in the Cooperative Extension Office.

4-H members are not authorized by the 4-H Program to drive other 4-H members at any time.

The club is to pay for all members and leaders enrolled as required by the Cooperative Extension Office (usually at the time the club submits their enrollment forms). There are two ways to pay for the insurance fees: 1) Collect premiums from each member and leader as they enroll, and 2) have a special club fundraiser to pay for all members and leaders. These monies should be deposited into the club treasury. A club check is then submitted to the Cooperative Extension Office for the appropriate amount. It is the club’s responsibility to keep a record of who has paid insurance.

Money collected from additional enrollments after turning in the initial enrollment packets should be submitted to the Cooperative Extension office following established county procedures.

NOTE: Clubs may only collect money for insurance and material fees. NO OTHER DUES OR FEES can be required to join 4-H. Members and parents are expected to pay for their own project expenses and any extra activities in which they elect to participate.

Accident Claim Forms

Accident Claim Forms are available at the Cooperative Extension Office. Each claim form must be completed and signed by the following:

● The county 4-H staff at the Cooperative Extension Office.

● The 4-H leader or staff member supervising the activity.

● The injured adult volunteer leader, or parent/guardian of the injured member.

● The doctor or dentist providing care.

All claims are to be submitted through the Cooperative Extension Office. The Cooperative Extension Office will forward only completed claim forms to the Hartford Insurance Claims Office and return any incomplete claims for additional information to the claimant.

General Liability Insurance

The University of California maintains a self-insurance program for all employees and agents of the University while participating in official activities of the University. This coverage protects volunteers when they:

18

1. Have an approved California 4-H Volunteer Application of file in the Cooperative Extension Office.

2. Carry an up-to-date Volunteer Appointment Card.

3. Engage in or travel to or from any official UC business activity.

4. Are acting within the course and scope of an adult 4-H volunteer.

In the event of accidental damage to another’s property, or accidental injury to another person during the conduct of official UC business, and as the result of negligence by a 4-H volunteer leader, the University and the 4-H volunteer leader are protected against and from third party suits or claims.

When a 4-H volunteer leader is involved and accidental injury or property damage occurs to others, he or she must report full details promptly to the county 4-H staff.

The University of California general liability insurance program does not cover 4-H members, except those that are enrolled in the teen leader project. Since junior exhibitors have been sued for injuries sustained at fairs and events, it is recommended that junior exhibitors consider taking out a liability policy covering themselves and their exhibit. Members and their families are responsible for seeking liability protection against damages caused by their animals.

4-H leaders, serving in a volunteer capacity, are NOT COVERED by the University’s Workers Compensation Program.

Medical Treatment Forms

4-H leaders must collect Medical Treatment Forms (Form 4-H 1109) when traveling with youth outside of the county. For any activity within the County, the 4-H leader must either have immediate access to the parent and/or guardian of each 4-H participant, or have a properly signed Form 4-H 1109 in his or her possession for each participant.

Liability Waivers

All 4-H members and leaders enrolled in 4-H must fill out a release of liability agreement for the enrollment year. These waivers must be signed by the leader or the parent/guardian of the 4-H member.

Facility Use Agreements

A 4-H leader who signs a contract can be held personally liable for those events normally covered by 4-H insurance. All contracts must be signed by the University of California Cooperative Extension County Director or at the U.C. Oakland Office. All agreements must be made in the name of “The Regents of the University of California.”

19

Requests for use of school facilities for 4-H events and meetings require lead time (preferably 4-6 weeks), so that signatures and proof of insurance forms can be approved prior to the use of those facilities. Often the company, school, or community center may require additional proof of insurance. In this case the contract must be mailed to the University of California via the County Cooperative Extension Office.

4-H UNIFORMS

4-H does not require any uniform or hat for membership. For activities or events not under the specific administration of 4-H, sponsoring organizations may require the wearing of designated attire to identify the participants’ organization. Check with the sponsoring organizations for details on their requirements.

4-H ENROLLMENT PROCEDURES

As a club leader, part of your job is seeing that club/unit reports and other administrative details are taken care of. Statewide and in most counties, the 4-H club year runs from July 1 to June 30. As a result, the Cooperative Extension office asks for reports, awards, programs, and other items on a schedule to match that yearly cycle. Check with your local county 4-H staff for due dates and report forms that you will need.

The Cooperative Extension office maintains computerized records of your club/group enrollment data. The computer allows labels/lists to be compiled by selecting age, project, school, etc. The enrollment information that is maintained on the computer (by the Cooperative Extension Office) is used throughout the year. It is very important that it remains as current as possible. The computer records are used to:

● Mail newsletters to members and leaders.

● Distribute materials to specific groups (by age, project, club, etc.)

● Determine the clubs/groups ARE status

● Provide information to individuals or groups about joining 4-H

● Recognize members/leaders (Achievement Night)

● Provide verification for fair entries.

20

III. CLUB LEADER

VOLUNTEER 4-H POSITION DESCRIPTION

Purpose: To manage a 4-H Club/Group unit including: planning, organizing and facilitating the educational program, structure and administration of the 4-H Club; and to act as the primary contact person for the 4-H Club with the county Extension staff and the county 4-H program.

Duties:

Be familiar with policies and procedures as set forth by the state and county U.C. Cooperative Extension.

Assist project leaders, members and parents in developing club/group goals and a plan for involvement of members in projects and activities.

Use all reasonable effort to give public notification of 4-H meetings and enrollment dates and inform the public of opportunities within the 4-H Youth Development Program.

Manage all unit administration materials and information including 4-H insurance and enrollment forms, and turn in all required information to the CE Office by due dates.

Coordinate all project leaders, recruit new volunteer leaders, and help structure all projects to satisfy 4-H educational and safety requirements. All volunteer leaders should be made aware of training and updated training requirements.

Keep project leaders, members and parents informed of all countywide programs, events and activities. Encourage participation by members and leaders.

Assist club officers in planning club/group meetings by helping them with parliamentary procedure, meeting agendas and programs.

Assist in any countywide fundraising efforts by encouraging participation. Encourage 4-H members to keep records by providing them with the

necessary forms and giving them assistance in completing them. Project leaders should share in this responsibility.

Help members, officers and leaders evaluate projects and the club/group program.

Share responsibilities with other leaders, and older members in the club/group unit. Devise clear designations of positions to be filled and jobs to be done. Encourage parents to help by asking them for assistance in specific tasks suited to their talents and interests.

21

Qualifications: Interest in people Interest in 4-H educational programs Ability to organize, coordinate and utilize resources Ability to communicate and work with youth and adults Ability to share decision making and responsibilities with youth and adult

leaders

Time Commitment: Attendance at leaders training sessions Preparation and attendance at unit meetings Additional time varies greatly depending on unit size, types of involvement

and number of resource people sharing responsibilities. A minimum one year commitment is commonly expected in order to provide continuity.

Relationships: Parent cooperation is essential—keep parents informed and ask for help in

specific tasks. Officers conduct meetings. Members need to be involved as much as

possible in club operation in order to develop leadership. Other leaders and older members need to share responsibilities. Cooperative Extension is responsible for 4-H—County staff must be kept

informed.

SUGGESTED TIMELINE(Based on September-June Club Year)

August Recruit Leaders Obtain appropriate paperwork for use of school/building facilities for club

meetings. Allow at least 4 weeks. Only County Director can sign facility use agreements.

Pick up enrollment forms and medical treatment forms (if needed) from the Cooperative Extension Office.

Meet with club officers (and past president if desired)a. Plan September meeting and enrollment procedure.b. Plan recruitment campaign.c. Plan welcome for new members and parents.d. Plan special events and club meetings for year.e. Review duties with each officer and provide necessary resources.f. Change signatures on club checking account (if necessary)g. Send out club enrollment meeting notices to continuing members with

information on projects available, insurance fees, etc.

22

September Distribute enrollment meeting notices at school site(s) your club services. At this club meeting try to include: list of projects offered by club, overview of

4-H and how it works, opportunities in 4-H, installation of officers, recognition to members who completed the year, and collect enrollment forms and insurance fees.

Distribute parent opportunity sheets.

October Collect and turn in all enrollment forms and insurance fees (due to 4-H Office

by October 1 for all returning members). Introduce record keeping and its purpose at club meeting. Get list of members enrolled in projects to each of the project leaders. Inform project leaders of resources available at CE Office, project manuals,

visual aids, etc.

January Update club members on record keeping.

March Club officer nominating committee selected. Order 100% attendance pins (if your club awards these) from National 4-H

Supply (or contact the 4-H Office for additional vendors)

April Club officer nominating report and nominations from the floor.

May Club officer nominee campaign speeches. Election of officers by private ballot. Work with club treasurer and secretary to finalize their books.

June Finalize record books with club members. CCL Interviews and reports with 4-H Staff Club audit committee selected Conduct audit Club leader committee evaluates members record books for seal awards and

processing for County Record Book Judging.

Encourage members to participate in opportunities at county, sectional, state and national level. Check with your County 4-H Newsletter (Guidelines) for deadlines and further details about: Emerald Stars, Ruby Stars, All Stars, State Ambassadors, Citizenship Focus trips to Sacramento and Washington D.C., State Leadership Conference, and Leadership Conference of Regional Teens (LCORT). Local opportunities for members include Hi Citizenship, All Holiday Faire, Presentation

23

Day, Judging Day, Fashion Revue, 4-H Fair, 4-H Camp, and a variety of leadership and project opportunities.

PARENT INVOLVMENT

Parents are a vital part of a successful 4-H group. Much of what members gain from 4-H depends on the attitude and involvement of their parents. Parents who know about 4-H and believe in it can be a tremendous resource as members of the group’s leadership team. When parents participate in 4-H , the members gain support and confidence from working with interested adults. Parents gain the opportunity to become acquainted with their children’s friends, interests, and concerns and to share important experiences. Parents also gain new friends, become acquainted with other families, and learn or further develop new skills and knowledge.

When parents take an active part 4-H groups become stronger, larger and more active. By offering opportunities for families to do things together, 4-H can help develop family unity.

It is important to remember that for parents to be interested and willing to help, they must be informed about the activities of 4-H and their child. Stress that parents are important in 4-H and that they are welcome at 4-H meetings and events.

Studies indicate that more than half of 4-H parents are willing to help if they are informed of need for assistance and are asked for help. Be sure to make an attempt to involve parents in all aspects of the program for their benefit and yours. Volunteers don’t just volunteer; they have to be asked. When you know of a job that needs to be done and you believe a parent has the skill to perform the role, you’re in an excellent position to get a “yes” when you ask for help. Ask people to do specific jobs that are meaningful and important.

Sometimes it’s wise to ask a parent to handle a simple job before taking on a more complex one. If you ask a parent to accept a large complex task and they refuse, have another smaller job in mind that they may accept.

Learning parents’ skills, talents and interests makes it possible for you to ask them to perform jobs that interest them and that are appropriate. A parent-interest survey is used by some leaders. Parents are asked to complete the Parent Interest Survey from early in the year and return it to the leader. Here are some other ideas that work:

Hold a special meeting for parents at the beginning of the year to get acquainted and to explain 4-H.

Invite parents to attend and help with regular 4-H meetings and activities.

24

Explain what is expected of 4-H members in regard to attendance at meetings, projects, record keeping, activities and events, and officer and member duties.

Provide parents with current 4-H information through home visits, telephone calls, letters and calendars.

When you ask parents to help, describe clearly what is needed. Outline meaningful and challenging aspects of the responsibility.

Match people with tasks which utilize that person’s special talents, skills and interests.

Recognize parent support at meetings, parents’ meetings, or special parents’ dinners.

Help 4-H’ers remember to say thank you.

JOBS TO BE CONSIDERED FOR ASSISTANT CLUB LEADERS

Program Coordination● Assist with planning program for the year.● Work with officers to prepare for each meeting.

Communications● See that all information gets to members and their families.

Parent and Family Involvement● Work with membership and recruitment committees.● Plan to welcome parents to club meetings.● Interpret 4-H to 4-H families.● Interpret parent’s role in 4-H.

Junior/Teen Leadership● Advise junior leader project.● Provide for club officer and/or leadership training.

Public Relations and Resource Development● Interpret 4-H to the community.● Seek resources and support from business and friends of 4-H.

Project Support● Solicit and organize parent support in various projects.

Organization● Administer parent support survey early in the year (“Parent Interest Survey”).● Summarize the survey as to projects and club activities in which parents are willing to help.● Recruit people as needed to give leadership or to assist with each project or activity.

25

● Develop a club calendar of activities.● Publicize club calendar with parents, leaders and members.● Monitor activity and remind parents of their obligation approximately a month before they are to begin their work.● Encourage project leaders to attend project leader training events.

Awards● Organize record keeping workshops.● Organize club record book evaluation/judging.● Fill out appropriate paperwork for members pins, stripes and stars.● Fill out appropriate paperwork for leader organization.

Activity Leaders—One for each major activity (Demonstrations, Community Service, County Events, National 4-H Week, 4-H Camp, Club Tours, County Fair coordinator, Exchange Programs, etc.).

Delegate to County 4-H Council—One adult and one youth.

Helpers (Youth or Adult)—Provide transportation (adult only), do telephoning, address envelopes, assist with project or activity.

26

IV. Teamwork

A. A Working Definition

Teamwork is a cooperative process for achieving group goals.

A team is comprised of unique individuals, each with: attitudes which, when turned in positive ways toward the shared goals,

help interpret and reinforce those goals; and aptitudes which, when given free expression, enhance and

complement the contributions of other team members, and help move the team more effectively toward its goals.

The work of the team is to articulate and buy into its goals, and then plan and implement strategies based on their best assessment of what it will take to achieve them with the resources available.

B. The Cooperative Extension 4-H Team

1. Cooperative Extension System The Cooperative Extension 4-H Program is an exemplary model for teamwork. The cooperators are:

US Department of Agriculture – through the Cooperative Extension System (CES), which authorizes the 4-H name and clover emblem, and establishes the legal framework for our youth development activities.

University of California – through University of California Cooperative Extension (UCCE), which provides the academic leadership and organizational framework for 4-H Youth Development programming in California.

County government – which provides facilities and operating budget for the county programs.

2. The Support Network Beyond this official core is a support system which includes:

National 4-H Council California 4-H Foundation Local 4-H sponsor groups

Generous support from the private sector is funneled into 4-H through these above mentioned bodies and directly to 4-H clubs at the local level.

3. The People 4-H is about human and community development. The “star players” are our youth. Their coaches, guides, mentors and teachers are adults and, as they mature, many of the youth, themselves. Our UCCE 4-H team is comprised of three principal components:

27

4-H Professional Staff – Youth Development Specialist, Youth Development Advisor, Program Coordinator and Program Representative are titles of the 4-H professionals who design, develop and manage our state and county UCCE 4-H programming, with invaluable contributions from 4-H Program Assistants and 4-H Secretaries.

Adult Volunteers – These are the multipliers. They take the program to the youth in their communities as project, resource and administrative leaders. Their enormous contributions in most every dimension of the program allow 4-H to be the vital experience that it is for so many of California’s youth.

Members – As youth grow in ability and maturity, they can take on greater responsibility for their own educational experience. Committees, club offices, and junior and teen leadership provide a formal mechanism in 4-H for this process. At all ages and stages, however, youth give our 4-H Team its reason for existence, are its major source of inspiration, and are truly its most important players.

C. The Team Working

Many elements contribute to effective teamwork. Here are some:

Participation: Participation in 4-H is voluntary. Motives for joining 4-H vary, but the desire simply to belong to the group is probably a common denominator, since it is a basic human need. To attract and retain participants, we strive to maintain an environment of inclusiveness.

Once in a 4-H group that feels safe and friendly and has lots going on, people are apt to want to become more fully involved. To help convert this desire into true teamwork, some elements need to be present. These include:

A shared understanding of our vision and mission Roles that are meaningful and suited to each individual A defined and known group process that attends to details Compromise, consensus, and conflict management Trust built of acceptance, fairness and honor Leadership which provides and/or allows the above qualities to emerge in

abundance

Roles: All teams have some degree of role specialization. Many roles in 4-H are defined by law or policy. Others are defined by experience over many years. They may be described by formal position descriptions, but just as often by tradition or individual initiative.

Communication: Unless we communicate regularly and effectively, we cannot relate our own efforts to those of others. Open, two-way communication is essential to effective teamwork. Just as football teams have a huddle after each play or series,

28

and even call special “time outs,” the 4-H team needs to make time for and create modes of effective, clear team communication.Education: What we communicate is critical. Having relevant knowledge (i.e. education) and being well prepared to do our tasks (i.e. training) enables us to better respond to one another and to our common purpose.

Citizenship: this broad term encompasses many concepts important to teamwork. These include:

Being informed. Understanding the purpose of the committee, its methods and its importance to the club or community.

Being committed. No matter what your role is, whether leader, follower or coach, giving it your best.

Modeling desired behaviors. Certainly, the best way to engender the trust, respect, listening skills and other behaviors essential to effective teamwork is to model them.

For a person to perform this citizenship function willingly and honestly, the team’s purpose and methods must be consistent with his/her personal values. If they are, then that person’s participation will empower the whole team to better achieve its goals, and provide for its participants a deep sense of satisfaction. If they are not, that person has the right and duty to question the incompatibilities. If the issues cannot be negotiated to a point of mutual acceptance, then the individual is likely better off not serving on the team.

Group Process: There is good information from a variety of sources on effective group process. In this manual refer to Section V, “Group Decision-Making” and Section IX, “Working with Officers, Committees and Junior/Teen Leaders.”

Leadership: In true teamwork, there may be a designated leader or leaders, but the leadership function is shared in some fashion by every member of the team. Some major components of this leadership include:

Vision (creative imagination) Seeing the big picture (relating work of team to a greater context) Ability to articulate these first two items (a good communicator) Productivity and initiative (creating opportunity and acting on it) Ability and will to delegate (sharing the load) Accepting responsibility (the buck stops here) Modeling (of leadership styles, high performance and ethical standards) Concern for the needs of all team members, and for the integrity of the team

as a unit Aligning and/or balancing personal and group goals Attending to essential details (and knowing which details are not!) Exercising a sense of humor

In relating leadership to teamwork, keep in mind these three points:

1. No one leader possesses all of these qualities. That is why teamwork which

29

effectively shares leadership is potentially so much more powerful than one person acting alone.

2. The components of leadership listed above are uniquely expressed through the character and personality of each individual who possesses them. One of the big advantages of the 4-H club design, with its many adult and older youth leaders, is the opportunity for 4-H members to see many successful variations of the qualities of leadership.

3. This listing of teamwork elements is not exhaustive. As a 4-H team member, you may identify other elements that belong here. However, when the listed elements are present and honored through the best efforts of all team members, the team operates smoothly and effectively in efforts to achieve its goals. In other words, there is true teamwork!

D. A Supportive Style of Leadership – The Enabler

There are many styles of leadership, ranging from authoritarian (very controlling) tolaissez-faire (non-intervention). Each may be appropriate in a given time and place. However, one leadership style that is conducive to effective teamwork is the enabler.

The enabler engages the team using techniques of involvement and delegation.

Involvement: Effective involvement enables a person to grow through the group experience. A skillful enabler helps each individual to:

Become connected with the other team members. Maintain open communications. Participate fully in planning and decision making. Accept a “fair share” of tasks to be done.

Delegation: Once a plan or process is in place, the enabling leader oversees the process of assigning responsibilities. The leader does not do the tasks involved, perhaps not even the task of delegation; rather the leader makes it possible for team members to make these one another as individuals, and their collective commitment to their purpose. The skillful enabler helps the team to:

Organize and prioritize Clearly define tasks Delegate in realistic parcels, for appropriate time frames, matching people to

the task. Establish expectations for accomplishment. Gain the necessary resources and training. Have access to accurate, honest feedback.

The role of enabling leader then becomes that of coordinator, fostering the attitudes, implementing the training, and helping mobilize the resources needed to make the team effort successful.

(Section D is modified from a piece entitled “The Leader of the Team – An Enabler, by Faye Caskey)

30

E. Teamwork on the 4-H Front LinesThe general principles and processes presented above are intended to provide a “global” perspective to your local scene. Exactly how these concepts are expressed on the local level will vary with each individual circumstance. This is because teamwork is, at its core, more human chemistry than it is any particular organizational formula.

Leadership Roles: Let’s now look at teamwork from the perspective of you, the 4-H adult volunteer leader. In your capacity as an agent of the University of California, you have some roles defined by its Cooperative Extension 4-H Program. These include:

A leader of youth (teacher, guide, coach or facilitator) An extender of an educational development program (UCCE 4-H) A member of a county 4-H volunteer leadership structure (Leaders Council)

Reinforcing these official roles, you operate in some important unofficial capacities, as a member of your community, and likely as a parent or other relative of a 4-H member.

Leader of Youth: This places you at the heart of 4-H. You create structured learning experiences for 4-H members, in which you can foster interests and talents of individuals, helping them achieve excellence in terms of their abilities and states of readiness. You are in a position to contribute to their sense of confidence, their competence, and their understanding of what it means to be a responsible, contributing citizen of the world. You can develop their sense of teamwork, and as they gain maturity and mastery, bring them along as leaders in their own right. In short, you help oversee and contribute to their “learn-by-doing” education.

Section IX, “Working with Officers, Committees and Junior/Teen Leaders,” presents tools, procedures and guidelines for most formal teamwork opportunities within the club structure. Since everyone can benefit through active participation in these experiences, your adult club leadership needs to make it a high priority to see that all members have some meaningful role, and receive recognition for it.

There are many informal expressions of teamwork as well. Be particularly alert to cooperative learning as it naturally occurs in group experiences. Consciously acknowledge and reward positive group learning, labor and accomplishment among 4-H participants of all ages. This can fortify the sense of teamwork, bringing greater harmony to interpersonal relationships and strength to the whole 4-H Club. Section XII, “Incentives and Recognition,” provides models and opportunities for recognition.

Program Extender. You are a vital link in the University of California Cooperative Extension (UCCE) 4-H Youth Development Program. You deliver the county’s 4-H Youth Development Program to the young people of your local community. You are prepared for this task and supported in carrying it out by UC professional staff. As a true team member, you also bring your own interests, talents, professional

31

preparation and creative energies to the program; influence, enhancing and often constructing learning experiences, and strengthening the quality of the entire 4-H educational effort.

By joining UCCE 4-H, you have become part of a nation-wide public education system authorized by the US Department of Agriculture. Under federal law, 4-H is available to any person who meets age requirements. To achieve the goal of full participation by segments of the population long underrepresented in participation, Affirmative Action policies and procedures apply. Affirmative Action actively promotes racial and ethnic balance and efforts to accommodate people with disabilities in a commitment to make the 4-H team truly All-American.

As a volunteer within the UCCE 4-H structure, you can become involved in several capacities:

Project Leader- the most common and important of all positions (See Section X, “Project Leaders”)

Club Leader- managing community clubs or other administrative units (See Section III, “Club Leader)

Resource Leader- specializing in helping other leaders with information and services (See Section II, “4-H Procedures”)

Middle management- working closely with professional staff to meet 4-H Youth Development program educational and bureaucratic requirements.

Leaders Councils- on county, regional (sectional) and state levels.

Information on becoming a volunteer leader is provided in Section II, “4-H Procedures.” Lifelong learning is the watchword of education today. As a member of the UCCE team, you have exceptional opportunities and special obligations to expand your knowledge of positive youth development and its applications to 4-H, including current research and theories, learning methods, specific subject matter and the curriculum which supports it. While target beneficiaries of this effort are 4-H members, you clearly can and must share profoundly in the rewards. The personal satisfaction you get from this effort will likely be measured in the length and quality of your tenure as a 4-H volunteer.

University of California Cooperative Extension has an equal obligation to recognize the true worth of your contributions. These include countless hours of caring involvement, the donations of facilities, transportation, tools, materials, and the like. You additionally contribute intellectual capital of enormous magnitude, which, in concert with the academic leadership of the University, amplifies and helps keep relevant the 4-H educational content and structure.

The cooperation of professional youth staff and volunteers within the Cooperative Extension educational design has generated a powerful and, in many ways, incomparable educational experience for young people and their families within the context of their communities. Staff and volunteers share a commitment to keep this

32

partnership balanced and growing in a climate of appreciation, respect, fairness and honesty.

Leaders Council Member. You are one of hundreds of volunteer adult leaders in your county. This represents an incredible collection of human potential. Many of the major 4-H events are directed by the Leaders Council or other volunteer structures. Collectively, under the banner of 4-H Youth Development, volunteer leaders have great powers to define and shape their community’s attitudes and mobilize and direct much of its action with respect to its youth.

Informal Roles. As a community member with a vested interest in its quality of daily life and likely with familial connections of its youth, you have a legitimacy which gives you voice and authority beyond anything our formal organization can bestow. This places you in the crucial position of bonding the working relationship between the University and the community to make 4-H a powerful, truly democratic educational program, sensitive both to the broad issues affecting youth and to local circumstances.

Teamwork in the 4-H Spirit: Many hearts make sure we do the right work; many heads make sure we do the work right; many hands make that work light; and all together keep 4-H teeming with good health!

33

34

V. Group Decision Making

One of the first decisions a new group makes is which decision making process to use during meetings. A common one is Parliamentary Procedure.

More formal groups generally use parliamentary procedure which has well-established decision making procedures. Larger groups sometimes use parliamentary procedure because they feel it provides for more orderly meetings.

Groups are also choosing to use a less formal procedure which is flexible with a general agreement on how to discuss information and make decisions. This is the problem-solving approach. Everyone in the group has the responsibility of keeping the discussion moving and of making decisions.

In 4-H, both parliamentary procedure and some form of the problem-solving process are used and both work. The procedure chosen depends on the group, members’ interests and what the leaders and members feel most comfortable with. Your club may choose to use parliamentary procedure, the problem-solving method, or a combination of the two. Whichever method is selected, all officers and advisers must be familiar with the process so meetings can move along smoothly.

Using the less formal, problem-solving process in your club may mean group leaders and members can concentrate their most creative thinking on the issues at hand rather than on the proper way to make and dispose of motions and amendments.

The Problem-Solving ProcessEmphasis will be on exploring options and arriving at the best possible solution for the entire group. In a cooperative effort, members come to see the need for some “give and take.” What is best for an individual is not always best for the entire group. Members learn to realize the consequences of decisions. When agreement is reached, it’s ratified simply by a show of hands or a voice vote of those in favor and those opposed. Decision makers take responsibility for planning and implementing their solutions.

The first step is to describe the issue or problem that needs group decision or action. State the problem clearly so everyone knows what is under discussion. For example: Tonight we need to discuss our participation in the county fair parade.” At times it is helpful to state the problem in writing so group members have a clear understanding of the issues to be decided.

The second step is to collect all necessary facts and ideas about the problem. Decisions are reached more readily when problems are clearly defined and well understood. Make careful distinctions between facts and opinions. Facts concerning the county fair parade would include time, date, place, types of entries (floats, decorated bikes, horse groups), etc. “Boy, a float is a lot of work and it’s always hot on fair parade day,” expresses an opinion.

35

It’s important that members have a complete and accurate picture in order to make wise decisions. Many decisions are made right on the spot, without additional information and often with little discussion. However, if more information is needed, it’s wise to wait until members obtain it. Perhaps go on to another item of business while members collect information—maybe the date or the theme. It is usually beneficial to involve the members in obtaining needed information.

The third step is to make a list of all possible solutions or courses of action. Don’t forget to factor the consequences of the decision i.e., costs, time commitment, etc. Most 4-H clubs tend to center attention either on the first proposal mentioned or what was done in previous years rather than explore all of the possibilities. After exploring a variety of alternatives, group members can combine their thinking to arrive at a solution that has the most member support. The president should keep the discussion going until the group appears satisfied that all possible courses of action have been explored. Review goals from time to time to keep the discussion centered on the group’s objectives. Ask, “How can this decision help us meet our goals?”

After exploring the various alternatives, the club is ready for the fourth step—review the possibilities and select the best solution. Formulate a final decision by eliminating, combining or revising items on the list. The process usually generates interest and participation from group members.

As a leader, you can talk with the club about working out a solution without the complication of motions and amendments. This is useful in clubs with a large percentage of younger members or when members have little or no training in parliamentary procedure. After a discussion, members usually catch on to the new approach quickly.

However, if someone forgets or makes a motion to push a point of view, the president can review the procedure the group has agreed to follow and ask that the motion be held until the group completes the discussion. Then if the member is not pleased with the outcome, the president can entertain the motion. When the solution is reached, read it to the group so everyone is clear on what is proposed.

The fifth step is to either accept the decision through an expression of consensus or by a vote on a motion. For example, after the reading of a final version, the president can say, “All in favor of this proposal say ‘aye’ – opposed ‘no’. “ When the interest of the entire group is taken into account, there is seldom opposition at this point. If the club wants a more formal procedure, the president may ask if someone will state the proposal in the form of a motion. After a second and the opportunity for additional discussion, a vote is taken.

Don’t stop at this point. Make plans to implement the decision! When a decision calls for action, the president can spell out the work to be done, outline the steps to be taken, and finally appoint the members to carry out the decision.

36

The last step, evaluation, although often forgotten, is important to future planning. If good records are kept and suggestions for improvement made, the job will be easier in the future. A good question for evaluating is:

“What would we do differently if we had to do it again? Why?”

Summary of Steps:

1. Describe the issue or problem.2. Collect all necessary information.3. List all possible solutions and their consequences4. Review alternatives and select the best solution.5. Carry through on the decision6. Evaluate the results.

Many groups feel that the problem-solving process has the following advantages: Group discussion can result in higher quality decisions. Each group member has maximum opportunity to participate.

Decisions reflect the feeling of the total group. Conflict is easier to resolve. Group decisions lead to group action. People support what they

create.

SOME BASIC GUIDELINES FOR LEADING DISCUSSIONS:

Wait for participant’s ideas. Individuals need time to think before speaking. DO NOT feel rushed or make them feel rushed.

Reserve your own ideas, opinions, and illustrations until others have a chance. Your contribution may need to amplify or redirect the discussion.

Accept each contribution with a warm comment such as “That’s an interesting idea” – or – “Good.” An attitude of welcoming and valuing each contribution stimulates others.

Dispose of “ticklish” questions or irrelevant observations by such a comment as: “That is an interesting point, but we do not have time for it in this discussion. Perhaps we can follow it up later.”

Restrain the person who wants to monopolize by declining to “call on” him/her.Explain this by saying: “We want to get the ideas of as many persons as possible.” Interrupt the over-long speaker by a similar comment.

Restate the issue or summarize very briefly when participants’ comments have led the group away from the main point.

37

38

VI. CLUB MANAGEMENT

PROGRAM PLANNINGThe success or failure of any organization depends largely upon the program. Therefore, the more care and thought that is put into the program, the greater the probability for a successful 4-H club. If the program is to serve the purpose of 4-H – “providing opportunities for personal development of boys and girls” – then every member must be considered and included in some way. The experience 4-H members get, working together in the club program and personal growth through individual project work, are both important.

A plan is like a road map; it directs actions toward a goal or destination. A well-designed map will help reach goals and make the journey more enjoyable. A well-planned program will:

Provide a significant role for each member. Meet needs of all participants. Share responsibilities among members. Ensure a balanced program. Provide for better communication. Provide cooperation and compromise experiences. Provide opportunity to learn planning skills Avoid calendar conflicts.

Ways to plan a 4-H club program vary. In some clubs, the newly-elected officers and club leaders plan the year’s program. A special program planning committee made up of members and adults may use ideas to develop a program. This program should be presented to the club for approval.

Many clubs hold their annual election of new officers in May or June and appoint committees at this time. Program planning must begin early in the year. The program planning committee should represent the interests of all people in the club. Older members may be efficient planners but they may overlook the interests and needs of younger members. Those who are not involved in the planning process may become inactive. The committee should include representation from:

members of different ages males and females parents, project and activity leaders officer and junior/teen leaders club leader and assistant club leaders.

The committee can be appointed by the president (usually in consultation with the club leader), selected from volunteers, or elected from the membership. Before the planning committee is formed, all the club members should be aware of the purpose and responsibility of the committee. Each member has different ideas about the group activities and needs a chance to express them. Some kind of a survey will give each member an opportunity to contribute and will provide the planning

39

committee with a wide range of suggestions and ideas from which to choose. Listed below are a few ways to survey members. (These ideas also could be used at other times during the year.)

Suggestion Box. Decorate an appropriate box and explain its purpose at some general meeting early in the planning process. Members should be asked to put suggestions for the coming year in the box.Sharing Ideas. Tape a large piece of paper to the wall (shelf paper, brown paper, anything at large). As group members arrive, ask them to write on the paper at least one thing they would like to do in the 4-H club next year. Using magic markers or crayons in many colors might add to the fun.Collages. Attach picture and other items suggesting activities to large sheets of paper, boxes, cartons or bags. Be creative! Making collages gets members involved while giving the planning committee suggestions. Have members explain what the collages mean. Necessary materials would include magazines, newspapers, construction paper, crayons, glue, scissors, etc.Roll Call. Ask members to answer roll call with a suggestion for an activity, club goal, etc. No response should be repeated. Brainstorming. Divide the club into groups of five or six in which member make suggestions for club activities, events or goals. All ideas should be encouraged; do not evaluate or criticize at the time. Groups should be creative! Sitting on the floor and listing ideas on large sheets of paper may be fun.

The vice president may function as chairperson of the planning committee. No one way to plan the program is the “right” way. You may create a successful method which is different from the following suggestions:

Method 1. The program committee plans the entire program for the year. This is suitable for a small club and might require one to three meetings.

Method 2 . The program planning committee assumes major responsibility for planning and carrying out the program but depends on the input and services of other standing committees, such as activity, recreation or health committees. Responsibilities of standing committees must be clearly stated. They might plan and be responsible for one month’s program or a part of each program. Each committee would then coordinate the entire program. The duty of the program committee is to make each monthly program fit together smoothly.

Method 3. The program committee can function with the help of the entire club. The members are divided into groups with responsibility for planning a specific part of the program such as: time and place, business agenda, demonstrations and talks, recreation, club activities. The program committee is then responsible for coordinating the plans of these groups. This method shares responsibility but can cause difficulty in creating a unified program.

40

Before deciding on specific activities and events, review what the club did last year. The committee may want to conduct an evaluation with the entire club. This is the time to consider what good ideas from the current year could be carried over and what parts of the program need improvement.

Make sure the program will meet the current needs of the members. Remember, each member is on year older and has different interests than last year. Take time to review the situation annually! Ask: How many members are there? How many boys? How many girls? What is the range of ages? How many leaders are available? What countywide 4-H activities or events are planned? In which county activities or events do we want to participate?

Goals are statements of what you want to accomplish within a certain time period. Club members will set individual goals in their particular project. They should also have a chance to contribute ideas about what the club as a club should accomplish. Club goals should:

be realistic and measurable. meet needs and interests of club members. promote cooperation. provide individual achievement opportunities for each member. promote improvement over last year. provide community service and participation.

Most counties have suggestions for club goals and some have club recognition programs to encourage clubs to attain certain goals. Be sure the goals are clearly stated so the group can evaluate its programs. On a worksheet, list each goal and record what activities or events are planned to achieve the goal. Devise a simple program outline to show the activities and events for each meeting, along with necessary tasks.

The planning committee has the responsibility to explain the program plans to the total club membership. Since each person will be expected to help carry out the plan, each should have the chance to ask questions and voice an opinion of the plan. One or two committee members should explain the plan to club members. Organizing the report by months may help members get a clear picture of how the program fits together.

After explaining the plans, encourage members, leaders and parents to ask questions. This is the time to make any appropriate changes. Clear up date conflicts and other concerns as soon as possible. After members have discussed the plan and made any changes, they approve and adopt it as the yearly 4-H program of activities and events. Can you answer “yes” to the following questions:

Does the program involve all members? Is the program interesting to all ages? Is the plan realistic?

41

Are some fun and work activities included? Did we consider county 4-H events?

Good planning is the beginning of a successful year but will not guarantee it. Each person should be given an opportunity to accept appropriate responsibilities at the beginning of the year. Make sure someone is responsible for each task, whether it is an advisor, a member, a committee or a parent. Making a commitment early in the year allows people to plan ahead.

To ensure a successful experience, check to see that plans are carried out and that details from the plan are communicated to others. The planning committee can help by: providing each family with a calendar of club events; announcing dates at meetings, in newspapers and by radio; and providing support to persons who have accepted tasks. After several meetings, look at the goals again. Ask the following questions:

What have we done so far to reach our goals? What do we still have to do? Do the goals match the group’s interests and concerns? What changes should be made in the goals?

At the end of the year, look at the total program. Record your feelings for next year’s planning committee:

Were the club goals met? Was attendance at meetings and events good? Were all interested members involved in events? Did parents participate in activities and events?

42

SAMPLE CLUB CALENDARClub Goals for the Year:

Extend 4-H membership to five others in the community. Increase number of families attending club meetings. Participate in at least once community function. Make every member feel important in the club. Make parent and leader assistance available to every club member.

MONTH PROGRAM, EVENT, ACTIVITY COMMITTEE OR PERSON(S) RESPONSIBLE

September

Theme: Enrollment

Meeting at School Cafeteria

General Meeting Sept. 7:00 PM*Enroll all members*Explain projects to new members*Install Officers*Recognize members who completed the year.*Report of program committee

Enrollment CoordinatorProject Leaders

All Star

Organizational leadersBryan, Jeff, Jennifer

October

Theme: Halloween Fun

Meeting at School Cafeteria

General Meeting Oct. 4, 7:00 PM

*Member initiation ceremony*National 4-H Week Display*Halloween Party

Refreshments

Club PresidentClub Vice PresidentActivity Committee (Jennifer and Keith, Chairs and Mrs. Valdez)Stacey, Ashley and Karen

November

Theme: Getting to Know 4-H

Meeting at School Cafeteria

General Meeting Nov. 1, 7:00 PM

*Speaker—Citizenship Opportunities*Introduction to Record Keeping Objectives*Appoint Holiday Party Committee*Recreation

Vice President, contact speakerClub Leader, Jr/Teen Leaders

Club PresidentJeff, Renee, Andrea

CHOOSING A MEETING SITESelecting a location for your club or group meetings is just as important as planning other parts of your 4-H program. A great program can be ruined by a poor meeting room. Many clubs hold their meetings at schools or other community buildings. When selecting your location, look for the following:

Ease of use for you, the other leaders and the members. Who has the key to get in? Is there ample parking and enough space, chairs, tables and other items. How are the acoustics? Is there a fee charged? Many places will not charge 4-H groups to use the

room, but some may have janitor or other fees.SUCCESSFUL 4-H CLUB MEETINGS

43

4-H members want to be active and learn. As a leader, you can help make meetings both enjoyable and educational. In each session, include activities that members feel are important to them. Involve the group in planning meetings and you’ll be able to stimulate continuing interest. As a result, you’ll have 4-H meetings that are fun and provide learning experiences for youth.

Well planned meetings give youth an opportunity to: make new friends, share ideas, acquire new knowledge, enjoy recreational activities, develop self-confidence and leadership skills, participate in decision making.

Scheduling 4-H meetingsA 4-H club needs to meet regularly at a regular place and time. Moving a meeting date to meet the whims of the group may help get more members to a meeting in the short run. However, in the long run, member may become confused about meeting dates. Irregular meetings can also make it difficult for new members to merge well into the club. It helps to set a definite meeting time each month; i.e. the second Monday or the third Tuesday. The best way to set an acceptable meeting schedule is for the club to vote and to abide by majority rule. This is generally done at the first (organizational) meeting when the club is established. It is included in a club’s constitution. After that, it should change only when the membership and its needs drastically change. (A revision of the constitution would be needed). Obtaining parental support for the meeting schedule is helpful in maintaining member participation.

SeatingDifferent seating arrangements help break up fixed groups. Hearing and participation will also be better. Seating persons in a circle or semi-circle will create a feeling of informality and friendliness. More is learned when a friendly atmosphere is created by casual seating.

TimeShould the meetings last one or two hours? The ages of the members, subject and activities will affect this decision. Older members usually stay with an activity longer than younger ones. Younger members sometimes have early bedtimes and this affects evening meetings on school nights. Be clear when meetings start and finish so parents can make transportation plans.

Some leaders think that frequent meetings should be held when new groups are formed. They feel this helps take advantage of initial interest. Many groups and clubs meet monthly. Younger members can lose interest when meetings are too far apart. Every meeting should include a variety of experiences. Plan for a balance of business, learning and recreation. The group should work together in selecting what is to happen and how it will be done. Activities for early arrivals help the group develop a spirit of togetherness. Members can plan and lead games to help others have fun. Helping everyone feel welcome and accepted is vital to enthusiastic participation and cooperation. Younger members feel the

44

spirit of belonging when they see flags, banners and other symbols at the meeting. They like to wear jackets, quote pledges, mottos and creeds. These identify the meeting as 4-H and give members the feeling they are part of a big organization.

Although most 4-H’ers want to be active and take part in the program, younger members are especially pleased to be asked to lead the pledges. It gives them recognition and is something they can do well.

Meeting PlansAgendas vary from club to club. The following program patterns are only suggestions. Remember, clubs should plan to suit their own needs. We all like something a little different, something extra that we weren’t expecting. Try a new idea occasionally. The surprise may not take more than five minutes and may be a new song, a special skit or a special guest.

The leader who helps members learn to think, speak and discuss in a group, to respect another’s point of view, to take part in an organized business meeting and to act for the good of the group is showing outstanding leadership qualities. Some things you can do to accomplish this are:

Let club members plan their own activities. Ask them questions to help them think and plan. Help them plan ahead.

Ask club members instead of telling them. Provide opportunity for all club members to participate. Plan the yearly program with members so each person has a part. Never do anything yourself that members can do. Give positive reinforcement. Praise participation, group planning, group

decisions, initiative, and leadership shown by club members.

Business

To keep the business meeting interesting and moving, have officers plan it with help from the club leader before the meeting begins. The president will feel more confident if the business to be discussed is planned before the meeting.

Complicated business referred to committees for study and recommendation speeds up the meeting. This give members added opportunity to participate in activities and feel they are an important part of the group.

You will want to make sure every member understands what is being discussed and that each member feel free to ask questions, offer opinions and help make the decisions. The following order of business is often used.

Call to order. The president rises and says, “The meeting will please come to order.”

45

Pledges. Younger members like to be asked to lead the pledges. It gives them recognition and is something they can do well.

Roll Call. It is interesting to assign topics for answering roll call. Topics should be appropriate for the subjects to be discussed at the meeting…What are your summer plans?...Give a safety suggestion…and so forth.

Reading and approval of minutes. President says, “The secretary will read the minutes of the last meeting.” Minutes are read. President says, “Are there any additions or corrections?” If there are none, the president says, “If not, they stand approved as read.” If there are any corrections, they are made and the president says, “The minutes stand approved as corrected.”

Reading of correspondence. The president says, “Are there any letters to be read?” The secretary reads any correspondence.

Treasurer’s report. President says, “Will the treasurer please give the report?”

Committee reports. President should call upon chairperson of each committee for a report.

Unfinished/old business. Anything left over from the previous meeting should be discussed.

New business. Any club member may bring new business before the club or the president may state the business and ask for a motion on it.

Announcements. Announce all upcoming events, including the next meeting. Include time, place, what will be done and what materials the members need to bring.

Adjournment. A member may say, “I move to adjourn the meeting.” The motion is voted upon. Or the president may say, “There being not other business, the meeting is adjourned.”

Educational Program.Presentations. Each member should have an opportunity to share project work with the club. Large clubs may need to include two or three presentations at each meeting so every member can participate. Individual project leaders can help members prepare. Project Reports. Schedule time for project groups to report on their activities.Judging. Judging activities give members practice in making decisions and telling why they are made. Judging is a valuable teaching technique. It provides another way to present project information to the members and stimulate interest in the project. A variety of guides are available to help you. Fresno County has a variety of judging contest poster boards which can be checked upon request.

46

Guest speaker. Arrange for speakers who can share information that is helpful to the members. A highway patrol or police officer, doctor, nurse, dentist, etc. can be invited if the club is working on health or safety. City, county or state officials might help with citizenship or government topic. A foreign visitor, traveler or person with a distinctive nationality or background can give a program emphasizing international relations. Be alert to resources available in your own community. As a 4-H member or advisor to speak on a topic!Videos, slides or educational materials. Some visual aids are available through your local CE Office of the University of California Communications Services. Ask your local CE Office staff for a list of resources or what they recommend.Tours. Members learn more when they see a practice carried out than when they hear about it. Opportunities for tours are endless and fit into most projects and activities represented in the club. Consider the grocery store not only for foods members, but for those raising products that are processes and sold in retail markets. The hospital might be of interest to those working with health, safety, nutrition, accounting, child development, etc.

Social ActivitiesRecreation, music or a social event will do wonders for morale. The age, sex and size of the group determines the kinds of activities. Those responsible for recreation also need to consider the meeting place, time and preferences of group members. In addition to games and music, recreation might include treasure hunts or holiday caroling are other ideas. When refreshments are provided, coordinate them with the recreation theme or time of year. Other recreational events might include picnics, hayrides, wiener roasts, skating, swimming or pizza parties. Relating recreation to special days or celebrations ensures variety.

Many clubs serve refreshments at meetings although they are not essential. If your club does have them, see that it’s a way for members to learn how to select simple, nutritious and inexpensive refreshments or snacks, as well as how to serve them.

Anticipation is half the fun. If members of the group are to remain active, they need to look forward to the next meeting. Make sure they know its date, time and place. Alert them to the focus of the program and be sure individual members are aware of specific responsibilities.

Extra ActivitiesAs you and your group learn more about 4-H, you may want to expand your interests and go beyond the basics of business, education and recreation. Ideas for other educational and service programs are numerous. Possibilities include the areas of health, safety, citizenship, educational tours, community service, judging activities and international understanding. A variety of fun activities adds enthusiasm and enjoyment to 4-H meetings.

47

A CHECKLIST FOR SUCCESSFUL MEETINGS

A well balanced club meeting includes time for business, time for education and time for fun. Check on your club meetings by answering yes or not to the following items:

BUSINESS PROGRAM (20-30 MINUTES)Correct order of business followedMotion made and presented properlyCommittee reports complete but briefMeeting started promptly and ended at scheduled time

EDUCATIONAL PROGRAM (30-60 MINUTES)Program well balancedGroup singingProject information presentedActivity information presentedSpecial activitiesVariety of methods used to make meeting interestingProgram arranged to capture and hold interestQuality of program and program activities goodChange of pace from one activity to another

SOCIAL PROGRAM (10-15 MINUTES)At least two gamesSnappy, well organizedUsed 4-H pledge, pledge of allegiance, 4-H mottoSpecial ceremonies such as initiation, installation, citizenship

MEMBER PARTCIPATIONAll members presentAll or most of the members participate in the meetingInterested, attentive and enthusiasticCourteous to guests, leaders and club officersSpoke clearly and distinctlyArrived on time

LEADER PARTICIPATIONBrief statements and guidance given

GENERALDid the program offer a variety of activities?Did the program give each individual a chance to participate?Did the program provide for fun for all members?Did the program provide opportunity for teaching principles?Did parents attend the meeting?

48

4-H CLUB MEETING OUTLINEDate: Time: Place:Objectives for this meeting (the objectives should relate to club goals):1.2.3.

THINGS TO DO RESPONSIBLE PERSONActivity for Early Arrivals

Business

Program or Education

Recreation and Refreshments

EFFECTIVE COMMUNICATION

The success of most groups depends on how effective and efficient they are in communicating both within and outside the group. Members become lost or disinterested if they don’t know what is going on in the club. Parents can’t be supportive when they are not informed. Many opportunities will be overlooked and missed if the communication links are broken. Here are some ways to help keep good communications flowing in your group:

Read and share information from county 4-H newsletter. Ask all families if they are receiving the newsletter at home and encourage them to read it together to discuss information and select activities in which to participate.

Have a club telephone committee to relay messages, meeting reminders and special notices.

Have a local club newsletter with upcoming activities, reports of past events and feature articles. It can be mailed or hand delivered at 4-H meetings, at school or other locations.

49

Hold parent/leader meetings to inform and recruit help for various club activities. This is also a good time for feedback, evaluation and making adjustments in program planning.

Have club officers confer before group meetings to set the agendas and prepare to lead the meetings. Use these meetings for committees and other groups to review the membership list to be sure to involve all members in the club.

Establish a 4-H friend (buddy system) for new members and parents. Welcome new members to the club with a new member initiation. The 4-H program can be exhilarating and, at the same time, overwhelming for new members. All at once they’re bombarded with concepts of projects, community meetings, demonstrations, record keeping, committees and millions of other exciting prospects. Suggest parents of new members be contacted by present leaders or 4-H parents to answer any questions they may have, welcome them and their child to the club and encourage them to attend meetings with their child.

Additional communication methods are:

Orientation. Have a first-of-the-year meeting. Invite all members, parents, and leaders—especially new ones. Introduce everyone and make them feel comfortable. Have various leaders and members help explain 4-H and how your club operates. Distribute information sheets such as “Welcome Parents” and “Welcome to 4-H.” Allow time for project leaders to summarize their projects and talk informally with interested members and their parents. This would be a good time to have a sign-up night.

Project Leaders. You might want to have a special meeting for project leaders so they can get to know one another. Discuss how many members each leader will have. Find out if some leaders need extra help. Perhaps the experienced leaders can help orient the new leaders. This would be a good time to make out a club calendar and schedule project meetings so that members don’t have a conflict in meeting dates. This may also be the time to discuss which activities and events the members may want to take part in as a group and which leaders will be responsible for coordinating each event. Having leader meetings throughout the year may help prevent confusion and keep the club operating smoothly.

Parents. You can also invite parents to the leader meetings, some parents may be able to assist with general or one time needs of the group. Informed parents will be more interested and may volunteer to assist as leaders or helpers. Follow up information after the general orientation will help parents understand about record keeping, goal setting, demonstrations, fairs, camp, and other activities of your group. There are too many different aspects of 4-H to learn all at once. Provide short “mini lessons” about 4-H for parents, members and leaders both new and experienced as 4-H is always growing and changing.

50

CLUB RECORD SYSTEMThere should be a system developed at club level to keep track of your 4-H members and leaders. An index card file or small binder with a separate page for each member works well. You should start with vital information on each member including address, parent names and phone number. At the beginning of each year enter their grade in school, age and year in 4-H. Also indicate the date the insurance fee was paid, project enrollment and the number of years completed. At the end of 4-H year, verify projects completed, 100% attendance, and star rank earned. By keeping a continuous record on the member, you will easily be able to verify information when new enrollments and roster updates are required.

Sample Club Member Record

EVALUATING YOUR 4-H CLUBNothing succeeds like success! A 4-H Club which takes time to help its members and leaders feel good about the things which are going well will have members and leaders who are enthusiastic and proud to be a part of 4-H.

A sense of accomplishment and satisfaction is produced when people know the good results of the efforts they have invested. Individuals who are involved with planning and help carry out the plans have a stake in the results. The person who participates in something which matters while things are going well experiences satisfaction. This person will continue to work with 4-H.

SMITH,James (559)555-12341234 Maple St.Fresno, CA 93702 PARENT: Nancy and J.J. JonesBirthdate: 2-5-93

’02 – grade 4 - age 9 Pd. $6.00 Insurance 9/02Computers (1) 100% Attendance Vegetable Gardening (1)Public Speaking (1)

’03 – grade 5 – age 10 Pd. $6.00 Insurance 9/03Computers (2) Bronze StarPublic Speaking (2)Swine (1)

’04 – grade 6 – age 11 Pd. $8.00 Insurance 10/04Public Speaking (3) 100% AttendanceVegetable Gardening (2)Swine (2)

51

The only place to begin to build is with strength. Helping a 4-H Club feel good about its strength is like putting money in the bank; the process pulls together the resources on which the club can draw to move ahead.

Evaluation is the process of identifying what is valuable. Evaluation is a way to find what is going well. Evaluation identifies strengths which indicate success.

A strength is a property or characteristic of a person or group. Strengths are indicators of ability to cope and to survive. Strengths tell us what we can count on. To be strong is to be vigorous, alive, resourceful and competent.

Strength may be produced by a combination of factors. Members, parents, officers and leaders all contribute to the strength of a 4-H Club. Each club will have its own combination of factors which produce strength.

We usually expect to look for success at the conclusion of a program, an event, or the year for which the planning was done. This kind of evaluation helps us to think about total accomplishments, to look back and to look ahead.

It is also helpful to look for strengths before planning begins. This kind of evaluation tells us what resources the club has to work with and what the club can count on during the year. It helps the club feel good about where it is and to be realistic about choosing goals for itself. Another kind of evaluation looks for indicators of strength along the way. By checking the process each time the club meets, a leadership team can know its progress toward a larger goal.

All of us have some sense of whether things are going well. A leadership team can ask itself, “How are things going with our 4-H Club?” Conversation will indicate where people feel good about what is occurring and where change would be helpful. A more systemic way to look for strength is based on goal setting. Goals, like a map, indicate direction for the 4-H Club program. Goals indicate changes which are desired. Goals and objectives with criteria allow a leadership team to gather data which provide a reliable picture of progress. When success has been identified, it can be used to help the group feel strong and proud.

52

A Quick Look at Our 4-H Club

This sheet will help you take a quick look at your unit program. The general factors listed on the left will stimulate discussion of specific things that caused either positive or negative feelings. From this discussion, you will be able to decide which things you want to change and which you want to do over again.

Place a check in the box that best describes the situation in your club. After everyone on the planning committee has had a chance to fill in this sheet, the group should discuss the responses.

Needs much improvement

Needs some improvement O.K. Good Excellent

1. Attendance at general meetings.2. Attendance at other club activities.3. Members know about club happenings.4. Parents are aware of club functions.5. Parents involved in club functions.6. Number of leaders involved.7. Members assuming club responsibilities.8. Variety of programs at general meetings.9. Club year-long program plan.

53

I BELIEVE OUR 4-H CLUB WILL BE STRONGER IF…EACH MEMBER…

attends and participates in more than half our business meetings each year.receives printed project materials for each project in which enrolled.re-enrolls the following year.completes at least two projects each year.participates in at least one county, regional or state event each year.has the opportunity to participate in project groups with meetings for each project in which enrolled.can recognize the life skills and choose experiences which foster development of the life skills.participates in at least six hours of planned recreation on two occasions each year.

EACH PARENT (OR PARENT COUPLE)...is helped to understand the parent’s role in supporting project work by member at home.receives regular communications about club programs and activities.is invited each year to accept a role in the club.receives a personal invitation to attend and participates in at least one meeting each year.is helped to understand the mission of 4-H and the California Extension Service and is familiar with concepts of life skills and human development.has input in the process of planning the annual club program.

EACH OFFICER OR JUNIOR/TEEN LEADER…sets achievable goals for himself each year.receives guidance in planning for the project or role he has accepted.has an experience in which he can grow in leadership skills at a county, regional, state or national event.gives leadership to one or more segments of the club program.meets with a group of other youth leaders for learning and friendship

EACH ADULT LEADER…has a sense of belonging to the leadership team and is committed to the 4-H program.understands the mission of 4-H and of the University of California Extension Service.has received printed resources for the job which as been accepted.has clearly identified opportunity for personal growth as part of the commitment to club leadership.can clearly articulate 4-H life skills and helps members plan to achieve these.has received training for the job which has been accepted.has opportunity to assume increasingly responsible positions with increasing leadership experience.has a clearly-identified role (job description) with a written volunteer agreement (including clearly defined goals) which is renegotiable each year.

54

OUR CLUB…holds at least nine meetings of the full club each year.conducts a program planning process in which all members and families are involved.plans a community service activity or project each year.has a program plan for the year with clearly-stated measurable goals for the year and each meeting.works with members to assure that 80% of projects for which members enroll are completed each year.encourages members to enroll in more advanced phases of projects completed.maintains enrollment next year at the same or higher level.80% of all members attend one county, sectional or state event during each year.involves a range of resource persons from the community in presenting the club program.cooperates with other youth groups as appropriate.provides training for parents to enable them to support project work at home.includes members who are of a minority race or are handicapped or underprivileged.invites all members and families to help evaluate meetings in which they participate and decide the degree to which the club has met the goals for the year.maintains the ratio of one identified and committed adult leader for each four members enrolled.starts another new 4-H club.

Use this sheet with adult volunteers of your leadership team. It suggests the kind of criteria which indicates a strong 4-H Club and which can be measured. Writing this kind of goal for your club lets you measure progress by counting what is occurring

Choose only a few (3-6) of these to work on in any one year. No single club would ever achieve all of these at the same time.

55

56

VII. CONSTITUTION AND BYLAWS

PURPOSEEach 4-H Club Unit is required to complete a Constitution and Bylaws. This document reflects the organization of the 4-H Club. It describes when and where the club meets, who may join, what officers the club elects and what the criteria is for a member to remain in “good standing.” Club constitutions and bylaws must contain a non-discrimination statement. A copy of each club’s constitution and/or bylaws must be on file with the county 4-H staff. If changes are made, a new copy must be sent to the 4-H staff.

WHO WRITES THE CONSTITUTION AND BYLAWS?The entire 4-H club is responsible for approving the Constitution and Bylaws. It is important that members, parents, volunteer leaders and the Community Club Leader (CCL) have input in the way the club is operated. Each year a committee comprised of youth and adults should review the 4-H Club Constitution and Bylaws, and update it as necessary.

WHO APPROVES THE CONSTITUTION AND BYLAWS?It is the responsibility of 4-H staff to approve club constitutions and bylaws. The 4-H staff should examine each club’s constitution, bylaws, and operating procedures to determine that there are no constraints to membership such as: dues, uniform requirements or required attendance of parents at meetings.

COMMUNICATIONAt the beginning of the year, all members, parents and leaders should know the requirements of the 4-H Club. Special attention should be given to new members, parents and leaders to make sure they are aware of what is expected of them. It is suggested that all new members receive a copy of the Constitution and Bylaws.

LANGUAGE AND WORDINGIt is important how the Constitution and Bylaws are phrased. One must remember that the entire membership must be able to understand and take ownership in this important document. Attempt to write from a positive viewpoint. For example, rather than saying “if a member misses three meetings they are not in ‘good standing’ and cannot exhibit at the fair” write “Members must attend seven meetings to remain in ‘good standing.’ Members in ‘good standing’ are eligible to exhibit at the fair.” The current non-discrimination statement should be included in the by-laws:

The University of California prohibits discrimination against or harassment of any person employed by or seeking employment with the University on the basis of race, color, national origin, religion, sex, physical or mental disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual orientation, citizenship, or status as a covered veteran (special disabled veteran, Vietnam-era veteran or any other veteran who served on active duty during a war or in a campaign or expedition for which a

57

campaign badge has been authorized). University Policy is intended to be consistent with the provisions of applicable State and Federal laws.

The _______________ 4-H Club of Fresno County affirms and complies with this University of California policy.

SUMMARYRemember to make sure 4-H members take an active role in writing the Constitution and Bylaws. All club rules and Bylaws should be written to make operating the club easier. Write this document from a positive point of view.

SAMPLE 4-H CLUB CONSTITUTION

Article 1- Name

The name of this organization shall be the ___________________ 4-H Club.

Article 2 – Objective

The objective of this club is to aid in the development of its members through 4-H project work, club meetings, demonstrations, community service, club and county events, and other activities.

Article 3 – Membership

Section 1. Boys and girls from all socioeconomic, cultural and ethnic groups who have completed the 3rd grade or are 9 years old and under 19 on January 1 of the current club year are eligible for membership upon agreement to follow 4-H requirements.

Section 2. Boys and girls living in the following elementary school districts:_____________________________ are eligible for membership in the ____________________ 4-H Club.

Article 4 – Officers

The officers of this club shall be President, Vice President, Recording Secretary, Corresponding Secretary, Treasurer, Reporter, Song Leader, Recreation Leader, Sergeant at Arms, Historian, ___________________________________________.

Article 5- Meetings

There shall be a minimum of eight regular meetings of the club each year. Special meetings may be called by officers and leaders when needed.

Article 6 – Amendments

It shall require a two-thirds vote of the members present at any regular meeting to amend the Constitution.

58

SAMPLE BYLAWS

Article 1 – Elections

Section 1. Officers shall be elected by ballot at the April meeting each year.

Section 2. A nominating committee consisting of a chair and four members will make their report to the club one month prior to the election.

Article 2 – Duties of Officers

The President shall preside at all meetings of the club and have in mind at all times the best interests of the club. Executive meetings shall be called by the President before each meeting of the club.

The Vice President shall perform the duties of the President in his or her absence. He or she shall serve as chair of the yearly program committee.

The Recording Secretary shall keep a record of all proceedings of the club and shall keep an accurate count of all members. The Secretary will submit a completed club Secretary’s Book which includes an up-to-date club Constitution and Bylaws to the County Cooperative Extension Office by the county deadline.

The Treasurer shall receive and take care of all money belonging to the club and shall pay it out upon the order of the President. The Treasurer shall also be the chair of the budget and finance committee. The Treasurer will submit a complete club Treasurer’s Book to the County Cooperative Extension Office by the county deadline.

The Reporter shall write news reports of all meetings and activities and send them to the local papers.

The Song Leader shall be prepared to lead the members in community singing at club meetings and social events.

The Recreation Leader shall be responsible for the recreation period at club meetings and special events.

The Sergeant at Arms shall be expected to maintain order of all members at each meeting.

The Historian shall keep an accurate scrapbook of all local club news and events, as well as county-wide and state-wide events.

Article 3 – Committees

Committees will be appointed by the President. The committee shall consist of a chair, co-chair and enough members to carry through the specific assignment.

59

Article 4 – Membership

Section 1. Membership responsibilities:1) Complete enrollment form and return to local 4-H leader.2) Pay insurance fee.3) Enroll in at least one project.4) Attend local club meetings and project meetings5) Keep 4-H records6) Participate in local and county 4-H events.7) Agree to follow the 4-H Code of Conduct.8) Agree to abide by project or club agreements, if used.

Article 5 – Meetings

Section 1. The regular meeting of the club shall take place on the second Monday of each month. Special meetings may be called by the President with the consent of the club leader.

Section 2. Members shall be required to regularly attend club meetings and project meetings in accordance with the requirements set by the club and the project leaders.

Section 3. Excused absences will be given for illness and other reasons agreed upon by local leaders, provided they are reported to the President or club leaders before the local club meeting or to the project leader before the project meeting.

Article 6 – Program of Work

The written plan of work for the year shall be adopted not later than the third meeting of the club year.

Article 7 – Amend Bylaws

These Bylaws may be amended by a majority vote of the members present at any regular meeting.

Article 8 – Record Books

4-H records are valuable learning tool and members are encouraged to keep records of their 4-H experiences. Records are not required to re-enroll in 4-H, but they may be used to verify completion of a project and to earn credit for completing a year in 4-H.

Article 9 – Project Completion

The project leader shall determine if a member has completed a project. The project leader’s signature on the project report indicates project completion.

60

VIII. BUDGET AND FUNDRAISING

FUNDRAISING IN 4-HUse 4-H club fundraising for a specific educational program or activity. Develop fundraising activity as an educational experience for members. However, avoid having fundraising be a 4-H group’s major objective.

Through raising and spending funds, 4-H members can learn: How to handle and account for funds. How to plan and carry out a money-raising activity. How to share with other club members and the community. Teamwork. Self-reliance.

FUNDS FOR WHAT?Early in the program year, have members set up a realistic club budget. Have members consider: “What do we want to do with our money? How much money do we have now? How much can we raise during the year?” Once members answer these questions, they can promote their activity giving the specific project or purpose for which the money will be used. Some projects for which 4-H members might need money include:

Paying 4-H club expenses—group tours and trips, group recreation, program equipment and club supplies, officer pins or food preparation supplies.

Supporting community projects—improving community buildings, community parks and roadside picnic areas, purchasing community signs or books for libraries.

Supplementing costs of special 4-H events—trips, camps, etc. for youth who otherwise could not go.

WAYS TO MAKE MONEY

Auctions Golf tournaments Rummage sales BabysittingHomemade crafts Snow shoveling Bake sales Ice cream socialsVegetable sales Bazaars Lawn mowing Walk-a-thonBoarding pets Take-out dinners Window washing Paper drivesGame parties Dinners Car washes Square dancesFestivals Skating parties Special movies Variety showsPlays, pageants Food booths Mailbox or home signs

GUIDELINES Give people something for their money or invite them to support a specific

educational activity or facility. Plan fundraising activities so the public or customers will receive value for dollars spent.

Encourage club members to make items offered for sale.

61

Keep fundraising to a minimum. Make periods for fundraising brief; one or two special activities a year.

Be aware of your community’s reaction to door-to-door selling before using this method.

Use the 4-H name or emblem only on products members have made or produced or that have county approval.

Consider making some event a tradition, such as an annual ice cream and cake social.

Be sure members know how to:1. Introduce themselves to a customer.2. Explain the purpose of the fundraising.3. Explain the program of their 4-H Club.4. Keep records of the money they receive.

Give special consideration to activities that would encourage family involvement. Before selling anything, check with your county 4-H Advisor.

All fundraising activities must be approved by 4-H staff. Funds for specific project areas must be club approved. Monies must be

deposited in club treasury and can be earmarked for specific project areas. Fundraising policy forbids gambling, wagering or raffles of any kind.

Section 319 of the California Penal Code defines and prohibits “lotteries, raffles, or gift enterprises or by whatever means the same may be known.” For any fundraising activity to be considered a lottery, the following elements must be present:

● A valuable consideration must be paid by the participants.● Prizes are distributed.● By chance.

This regulation applies to the solicitation and use of goods and services in 4-H programs as well as the solicitation of funds.

PROCEDURES FOR AUDIT COMMITTEES

1. Check each month’s reconciled bank statement, canceled checks, the Treasurer’s book, and the checkbook.

2. Total all cash received (Treasurer’s book must equal receipts).

3. Total all deposits made (must equal value of cash received).

4. Total all expenditures

62

5. Bank balance beginning of the year ________________________

+ (plus) deposits ________________________

- (minus) expenditures ________________________

Must equal end of year bank balance ________________________

6. Total all expenditures for saleable items (caps, candy, etc.).

7. Total cash received for sale of these items (receipts).

8. Expenditures for saleable items ________________________

- (minus) receipts for saleable items ________________________

Equals inventory on hand. ________________________

9. Count value of saleable inventory on hand.

10. Check to see that inventory of club property is complete. Check location of each item so it does not get lost.

This material was adapted from the Vermont Leader’s Handbook. This unit was developed by the University of Missouri-Columbia, 4-H Youth Program. Our thanks to them for their permission to reprint.

Refer to the “Treasurer’s Book for 4-H in California” (4-H-1035) for accepted procedures to: bank unit monies, pay bills, budget and complete the end of the year audit.”

63

IX. WORKING WITH OFFICERS, COMMITTEES, AND JR/TEEN LEADERS

WORKING WITH OFFICERSAn organized 4-H club or unit provides youth members with opportunities to learn and practice specific skills. Group meetings give members a chance to take on responsibility and to practice citizenship, leadership, and democratic procedures—all learned by doing.

4-H Club members usually belong to several different project or interest groups. Working with a large group requires different skills than does working with a small group of members who share a common purpose or interest.

A group needs some form of organization if members are to plan and do things together. Written guidelines will help prevent confusion and misunderstanding.

Officers4-H club officers plan, organize, carryout and evaluate club activities and business. Officers, their responsibilities, and procedures for selecting them should be included in the Club Constitution and Bylaws. Officers commonly elected are President, Vice President, Secretary, and Treasurer, although others are often added depending upon club needs. Base the number of officers on the needs and population of the club.

As club leader, you will advise club officers but let them make their own decisions and take responsibility for the results. The amount of assistance you need to give depends on the age and experience level of the group. Younger members need more help and guidance. Older or more experienced members need more freedom and responsibility.

Help Officers Learn… Planning – by discussion and planning meeting, activities, and other events

with group members.

Democratic procedures – by presiding, using parliamentary procedures, and sharing responsibility.

Responsibility – by making decisions and having to account for the results.

Cooperation – by having to plan and work with members and other officers.

Evaluation – by reviewing the results of decisions and actions.

64

Meet with your OfficersBefore each club meeting, meet with the Executive Committee to plan the larger group meeting. A possible agenda for the Executive Committee meeting could be:

Executive Committee Agenda

● Call to order by president.

● Give all attending a copy of “Club Meeting Agenda”.

● Review agenda. Fill in who is responsible for each agenda item and make any necessary changes. Add any new business. All officers attending should fill out the agenda so everyone knows what will be discussed during the meeting.

● Discuss officers’ concerns and problems.

● Discuss leaders’ concerns and problems.

● Adjourn

Officers’ Duties(For a more detailed list, consult publications available from 4-H staff.)

President● Preside over all club meetings● Chair club executive meetings● Prepare agenda for club meetings

Vice-President● Perform duties of the President in his/her absence● Serve as chairperson of the yearly program committee● In charge of programs at the club meetings

Recording Secretary● Keep a record of the minutes of each club meeting● Keep accurate attendance records at club meetings● Keep accurate accounting of all club property● Complete Secretary’s book and submit at the end of the program year

Corresponding Secretary● Take care of all correspondence for the group

Treasurer● Keep accurate accounting of all club and project monies● Issue receipts for all money received and require a bill for any money expended● Balance bank statement every month● Give financial report at each group meeting● Serve as chairperson of budget committee● Turn in Treasurer’s book and supporting records for audit at end of program year.

65

Reporter● Write news reports of important group activities or events and submit to local newspaper, radio station or county 4-H newsletter. Include photographs with newspaper article, if available.

Club Newsletter Editor● Solicit articles from members and leaders for group newsletter ● Prepare newsletter and distribute to members and leaders

Song Leader● Learn some songs suitable for meetings● Lead members in group singing at club meetings and activities

Recreation Leader● Learn some games suitable for group meetings● Lead members in recreation at meetings and activities

Sergeant-At-Arms● Responsible for seeing that members maintain order during group meetings

Historian● Collect photographs and published articles about club activities and achievements of members● Keep club scrapbook up-to-date and bring it to club meetings

A Short Guide to Parliamentary Procedure

Order of BusinessEach officer should know the order of business used for their club meetings. A suggested order of business is:

1. Call to order

2. Pledges

3. Roll Call

4. Reading minutes

5. Approving minutes

6. Treasurer’s report

7. Committee reports

8. Member reports

66

9. Leader reports

10. Council and Hi Citizenship reports

11. Unfinished business

12. New business

13. Adjourn

Some General Rules of Order

1. A member should always rise to make a motion or to address the group.

2. The president need not rise to recognize a member.

3. When making a motion, one should say, “I move that ______________” instead of “I make a motion that _______________”.

4. A motion must be approve by a second person’s saying, “I second the motion”.

5. Recognition from the chair is not required to second a motion. (This rule is true in most cases, however, some larger, more formal groups do require recognition for seconding a motion.)

6. A nomination does not require a second.

7. If there is a motion before the house, no other motion can be made except:● to adjourn● to table● to move to the previous question; that is, to end the discussion and bring up the motion for vote.

8. A member may rise to a point of order; that is, if a member observes the violation of a rule, he may rise, secure recognition and state the point which is out of order.

WORKING WITH COMMITTEES

Committees give youth members the opportunity to participate and assume responsibility in club decisions with adult guidance. They allow a few members to devote more time to a specific subject than would be possible during a club meeting. Committees also offer training in group leadership.

Determine committee size by the task. Remember, with fewer people there is more opportunity for each member to take part.

The informal committee encourages youth to talk and contribute more freely. This can be an important way to involve new or less active members.

67

When individuals volunteer for a job, they are likely to be more interested in the task. Expect some members to enjoy the recreation committee while others prefer program planning.

Committees narrow the number of decisions with which the entire club must deal. The program committee can present the best program suggestions to the entire club.

Standing committees and special committees are two major types of committees.

Standing committees handle part of the organization’s regular ongoing work. Active throughout the year, these committees have duties that are generally constant over time and clearly stated. Standing committees are organized when the program year begins. The size of a club often determines how many standing committees are needed. Examples of standing 4-H club committees might include the program, activity, membership and recreation committees.

Special committees carry out a specific task for a limited period of time. Some groups tend to put every issue into a committee; other groups spend time deliberating when a committee could resolve the issue more easily. Avoid over-or under using special committees. The responsibilities of a special committee need to be clearly stated so the group can complete its task in a timely manner. Examples of special committees within a 4-H Club might be the fair, parade, party, budget, audit or service committee. Most standing and special committees need an adult adviser.

Important considerations for selecting members are:

An interest in the work of the committee.

A willingness to work with others in the group.

Cross-section of membership (equal representation of the total club is often important for standing committees).

Possibility of great group commitment because of committee participation.

Knowledge and experience essential to the committee assignment.

The chairperson is generally selected first. Ideally, select someone who has had successful experience as a committee member. Choose the chairperson for leadership ability. Clearly-defined goals increase productivity and personal satisfaction and reduce misunderstandings. In order to ensure that each member has a clear understanding of the job at hand, put the assignment in writing.

Give special committees a date for completing the work. For standing committees, indicate dates for progress reports.

68

Whenever two or more committees do work that might overlap or affect each other, be sure they coordinate their efforts. For example, the program committee and the activity committee need to consult with each other. Be sure the responsibilities are clearly stated, especially when coordination is important.

As the club leader, you play an important role in advising members about a committee structure that will work best for the club. Productive and efficient committees contribute to a successful 4-H Program. They do not happen by accident.

WORKING WITH TEENAGE VOLUNTEERS – JR/TEEN LEADERS

Teenagers want the freedom to make decisions and direct others. They are enthusiastic resources when involved in conducting programs or decision making.

In the 4-H Program, members in the 7th through 9th grades may be Junior Leaders. Junior Leaders assist an adult leader with a project or activity. Teens in 10 th grade and above may be Teen Leaders. A Teen Leader may assist an adult leader, or may teach a project or lead an activity with adult leader supervision.

The Junior or Teen Leader will meet with the adult leader to plan goals and activities for the year. Assist your Jr./Teen Leaders with their plans but let them make their own decisions and take responsibility for the results. Give them honest feedback during the year about their role. Don’t expect them to understand everything at first. Give support and encouragement and help them see their success and learn from their failures.

If you are working with a junior or teen leader for the first time, read the Leadership Development Project Manual 4-H 8043. Agree on a regular time for meeting with your junior or teen leaders to discuss their goals and responsibilities. Help junior or teen leaders learn to see how their actions as leaders affect the entire group. Help them understand how to work with others and how to provide learning opportunities for younger children. Keep them challenged. Give them more leadership responsibility as their skills improve.

Suggested Job Guidelines for Jr./Teen Leaders:

Serve . Identify and perform specific tasks to improve life in the community.

Raise funds . Organize and conduct effective money-raising campaigns to support programs.

Plan programs . Work cooperatively with others in exploring situations, helping the group identify their needs, setting goals, and developing a plan of action.

Maintain programs . Work with adults and other Jr./Teen Leaders to ensure continuity by maintaining existing programs.

69

Teach . Instruct others individually or in a group.

Coordinate . Organize the activities and resources of two or more groups.

Supervise. Oversee the work of others.

Evaluate . Assess various programs and/or products to measure progress toward stated objectives.

Recruit . Identify, interview and enlist young people and adults for program participation.

Consult and advise . Assist other young people or youth groups in a specific subject.

Advocate . Know what other young people are saying and reflect their needs to policy-making groups, the public, and other community groups.

Make policy . Serve on a policy-making board or committee with voting rights and other privileges comparable to adult members of such boards or committees.

Teen members may assist new members

Call them before community club meetings.

Call them before a county event to explain the event and to see if they would like to attend.

Make an effort to talk to them at meetings.

Support them by helping with demonstrations, Holiday Faire, Field Days, Fair, etc.

Help them keep record books throughout the year.

Encourage them to participate in activities and to attend camp.

Be a friend to new members!

“Working with Committees” section adapted from “Committees…A Key to Group Leadership”. North Central Regional Extension Publication No. 18. This unit was developed by the University of Missouri-Columbia, 4-H Youth Program. Our thanks to them for their permission to reprint.

70

X. RECRUITING AND TRAINING PROJECT LEADERS

JOB DESCRIPTIONTHE 4-H PROJECT LEADER

General Description: Supervises and teaches a group of 4-H members enrolled in a given project the skills and knowledge required for a successful project.

Responsibilities:

1. Develops a plan for the year for teaching the project or activity information and holds enough meetings during the year to adequately cover the material.

2. Keeps informed about the project/activity he/she is teaching.3. Provides instruction on the project. Knows, learns and keeps up-to-date

on subject matter.4. Guides parents and members in project selection.5. Includes training on record-keeping in project meetings. Uses it as a

teaching tool, a basis for decision making and a means to measure a member’s growth and progress.

6. Keeps parents informed on activities and events planned.7. Uses various methods to teach project knowledge:

● lectures● for general project information● demonstrations● showing the how and telling the way● member participation● “Learn by Doing”● Judging activities● Comparing with set standards● Tours and field trips● business, government, private (speakers, demonstrations, visuals)

8. Counsels members in solving problems with their projects.9. Informs members of countywide events, instructs them on how to take part

and encourages them in their leadership projects.10. Invites older members to be Junior or Teens Leaders, counsels and

encourages them in their leadership projects.11. Visits member’s projects or arranges for another leader to visit them. 12. Attends leader training meetings.13. Recruits the assistance of parents or interested individuals as needed for

transportation, refreshments, etc.14. Helps organize and participate in area, county and regional events and

activities.

71

THE SUCCESSFUL 4-H LEADER

Success is defined in Webster’s Dictionary as; “The degree or measure of attaining a desired end.” Each of you has his or her own unique style of working with youth. Success can only be measured by you, as you will determine and set requirements for members to follow.

The following is a description of what we feel describes the characteristics of a successful 4-H leader.

Characteristics Needed In a 4-H Leader A sincere interest for youth and a desire to help them. Knowledge of project and the skills required. Awareness of resources available and willingness to involve others when

needed and those who would be helpful. Ability to teach young people or a willingness to learn the necessary skills and

teaching techniques

RECRUITMENT – Care and Feeding of the 4-H Team:Building a Strong Volunteer Leadership System

A strong 4-H club team develops as persons who are award of the mission of 4-H youth development discover that 4-H provides for learning which they want or need for their children or themselves. Motivation for leadership is rooted in consent to common goals and the satisfaction of personal growth.

The club leader plans for (or helps the 4-H club team plan for) a leadership system which makes the wisest use of human resources available to the club. A strategy for leadership development should provide for the following functions:

creating and maintaining awareness of the mission of the 4-H youth development,

choosing to share leadership roles, carefully defining leadership jobs and planning to distribute them evenly

among 4-H families, inviting an adult volunteer to consider a job, matching the person with the job, planning together to accomplish the job, providing necessary training, providing necessary resources, maintaining good communication, providing regular feedback, providing recognition, providing for personal growth and opportunities for increasingly responsible

leadership positions.

72

Systematic Approach to Leadership Development:

A. Creating and maintaining awareness of the mission of 4-H youth development.

The mission or purpose of 4-H attracts persons to the program and provides the larger goals around which they gather and toward which they work together.

The 4-H club team can promote understanding of human development through informal education by:

interpreting 4-H to all families of 4-H members. helping each family feel part of the 4-H club. interpreting the need for volunteer leaders in 4-H. interpreting the 4-H youth development program to the local community.

B. Choosing to share leadership roles

Team building begins with the decision to share leadership. Sharing leadership is not always easy to do. Another person may do the job differently than the team leader wishes or not follow through on a job which as been accepted. The leader of the team who chooses to share leadership takes a risk. By trusting others, the leader bets that the other person will follow through with the job accepted and will find satisfaction and growth in doing so. The leader bets that the club will be stronger for having a broader base of leaders.

The leader of the team who chooses to share leadership will seek to know and become friends with all the families of the club. An interest inventory for use with parents such as “Sure! I’d Like to Help!” is a good source of information. Parents might be asked to fill those out early in the year. These might be kept on file for quick reference as help is needed during the year.

Members of the 4-H team may help each other get acquainted with families. Inviting guests for coffee, for dinner or for a picnic or visiting the home of a new or inactive family may help to build relationships.

C. Carefully defining leadership jobs and planning to distribute them evenly among 4-H families

What job does your 4-H club need to have done?

The answer to the question will depend on the size of the club, the kind of program which is planned and the ages of the 4-H members. All clubs must have officers (president, secretary and treasurer) and adult leaders (a club leader and project leaders).

73

Small clubs may organize themselves very simply; one person may do several jobs. Larger clubs have more jobs and different kinds of jobs to be done. A more complex program creates more jobs. A club with may older teens who participate in county events will need more activity leaders and advisors. A club with younger members will need more “one on one” help with projects.

A job description is a statement which describes one piece of the club’s work. Describing a job in this way will help you think it through carefully and communicate the need clearly to the volunteer.

It is important to distribute jobs evenly among the families of your 4-H club. “Doing my share” of the leadership jobs is part of belonging to the club. Try to give each family one major responsibility, then distribute the smaller jobs as evenly as possible.

D. Inviting an adult volunteer to consider a job

A person who has chosen to accept a job will be much more committed to doing it well. Giving the person a choice begins with personal contact. The person to person “1 to 1” approach is the most effective way of asking! The primary leadership roles (club leader, project leader) will usually be taken by persons who are active in the club program and familiar with 4-H. These contacts may be made:

in a meeting, such as a planning meeting with parents. during a visit to the home, especially for the positions which have the most

responsibility and require the most time. by a written note with a follow-up telephone call.

Some clubs choose adult leaders by election by the 4-H members or by a rotation system where each parent “takes a turn.” It is especially important if leaders are selected in these ways that persons who are selected in these ways that persons who are selected to be given the choice of whether or not to accept the job. Care must also be taken to see that persons are contacted and have given their consent before names are listed in a program booklet. A person who has chosen to accept a job will be much more committed to doing it well! Here are some clues for talking with a potential volunteer about a job which needs to be done:

Greet the person as a friend, show interest in the person as a person. Know essential information about 4-H and the job, be prepared for questions. Tell the person why the job is important. Help the person see the challenge of the job and feel that the job is one which

he/she can do. Help the person see how the job will benefit his/her child, his/her family,

members of the 4-H club, or the local community.

74

Give clear, reasonable job expectations using a written job description and being clear about the amount of time required and beginning and ending dates.

Match the person with the job (see E below) Let the person know what kinds of training, resources and support are

available. When the person is ready, ask for a decision. This might come with the first

contact or the person might like to think about it for a few days. If so, call or come back later.

If the person says “Yes,” involve him/her as soon as possible in that role in the 4-H program. A person “coming in” might work for a short period with the person “going out” in order to help with learning the job.

Follow up the initial contact as appropriate. A letter, call, or a visit will keep commitments firm and expectations high.

Before you talk to any leader prospect be prepared to answer these questions:

1. WHAT DO I HAVE TO DO?Ask for the project outline, leader’s guide, members learning manuals and records for the project you want the new leader to teach. Take it to him/her and review it with him/her. If possible when you go to see the new leader prospect, take a leader who has experience in the project to explain what the leader does, based on firsthand experience. This gives a much clearer picture than the project literature alone.

2. HOW MUCH TIME WILL IT TAKE?The project literature will give some idea, but again, if experienced leaders can tell the prospect, based upon their experience, he will have a more realistic idea of the time involved. You can also apply the “12 hour rule.” If the prospective leader can give 12 hours of service to the project – 6 hours for planning and 6 hours for 6, one hour project meetings per year, he/she can be a valuable project leader.

3. I DON’T KNOW WHETHER I CAN DO IT.Assure him he can if he has an interest in the project you want him to teach and if he likes boys and girls. Many of our best project leaders are those that learn along with the members. There is plenty of help for the asking—4-H literature, other leaders, Extension Advisors, to name a few that are readily available.

Answer these three questions to the leader prospect’s satisfaction and we have got a new 4-H leader who will enjoy the program and fulfill a needed project area in your club.

75

E. Matching the person with the job

A person is more likely to enjoy, perform well and grow in a job which matches personal needs and interests. When a person has indicated interest in a leadership role, it is wise to talk about the job, the interest and skills of the person and the time the person can give to the 4-H club program.

A job description written ahead of time can be used to clarify what the club needs to have done.

A “4-H Leader Job Agreement” can be written by the recruiter and the volunteer to indicate which parts of the job description the volunteer expects to do.

When recruiting volunteer leaders keep the following in mind.

1. What motivates a person to volunteer for 4-H? for the children—interest in helping kids for the family—looking for ways to structure time together for personal growth—to develop skills, knowledge, attitudes

2. Why is a person sometimes reluctant to volunteer for 4-H? afraid of a difficult task afraid of getting hooked forever (or asked to do too much) competition for time by legitimate needs competition for time by employment of both parents changing personal and cultural values

3. What does a person need in order to have satisfaction and growth as volunteer for 4-H?

to have tasks that fit personal interests and abilities to have a task that can be done in the time available to have a task that matters and makes sense to receive training for the task to receive personal support from other members of the team to have opportunities for continued personal growth to have opportunities for increasing responsibility

PROVIDING NECESSARY TRAINING

Training for 4-H leadership skills is provided by county Extension staff and subject matter specialists. Your county newsletter will tell you when these training sessions occur. Be sure the new members of your team are especially encouraged to attend; a new team member might like to ride with you to the training. County 4-H Advisors may also meet with your team if requested.

76

Another form of training takes place among members of the team. A person who has performed a job will help orient a person taking that job for the first time. The retiring leader may remain “on call” for guidance or assistance as needed. A great deal of the wisdom about leadership in 4-H is shared by experienced volunteer leaders who continue to work with the programs.

The new leader will need to know where to turn for personal support and where to find resources with which to do the job.

Bulletins and printed information are available from the county Extension office

Advisors can order audiovisuals for your use from the Audiovisual Service of the University of California Extension Service.

Many County Extension offices have visual aid equipment and audiovisuals available to be checked out.

Some counties also have County Project Resource Leaders for most projects who will personally help new leaders in their subject area. These leaders are a great resource because they are very experienced and have gone through what the new leader is now going through.

Organization is essential for a successful project group. Project leaders should be given the “Project Leaders Organization Kit” immediately when they make the decision to be a leader. It provides the base of organization and basic information to be able to function as a project leader. It is short and concise, so it does not overwhelm the leader, but provides basics such as the 4-H motto and pledge, important phone numbers, etc. It also outlines what is expected in a typical project meeting, so a leader can conceptualize what a meeting should consist of. It also gives important information on the retention levels of different teaching methods. This section includes “Characteristics of Youth,” which defines developmental characteristics of the different age groups. All community club leaders should have a supply of the “Kit” on hand to present to new leaders. (See index for a copy.) The “Kit” is also supplied to new leaders during leader orientation.

GUIDELINES FOR SUCCESSFUL LEADING

Democratic group procedures and discussions of social and economic problems will help to develop decision-making abilities and good judgment.

Be sensitive to feelings of members. See that an atmosphere of warmth and acceptance is provided to help members feel comfortable.

Work individually as well as collectively with members. Provide some time to work with each member as an individual, especially in helping set goals, plan activities and evaluation progress.

Individual integrity is encouraged when the member is considered for what he is rather than for what he does. Accept youth as they are rather than as you wish them to be.

77

Recognize and allow for individual differences. Youth vary in ability, interests, desires, areas of sensitivity and goals.

The progress of the individual can best be rewarded by recognition from the person working most closely with him.

Records are one way to recognize progress. Learn the value of self-evaluation methods and use them. The leader must help members learn to evaluate their own progress.

Recognize that competition can be cruel. Youth should be given the opportunity to elect individually whether or not to compete without being pressured.

Recognize that the ability and willingness to accept responsibility is learned through opportunity and practice.

Decision making is learned through practice in reviewing alternatives, making choices, setting goals and evaluating progress.

Use a democratic approach. Work with members to make decisions jointly.

PROJECT PLANNING

Your 4-H Project is often the most important source of a member’s experience in 4-H. It offers members the opportunity to learn about something they are interested in and be recognized for their efforts. The success of each member’s project depends greatly on the content of the project meetings.

It is important that you, with the aid of Jr./Teen Leaders, meet to set up your project plans and set clear goals and objectives so that members and parents know what is to be accomplished and how it is to be accomplished.

A companion publication to the “Project Leaders Organization Kit” is the one sheet “4-H Project Organizational Form”. (See index for a copy.) The Form gives a basic format for planning a project group. It includes a place to list the leader’s and member’s phone numbers and addresses. It provides a place to list the requirements of participation in the project group such as giving demonstrations, exhibiting, safety quizzes, home usage rules, etc. A place is provided to list the dates, places, and topics of each project meeting. It is an excellent tool for the critical first meeting with members and parents to plan what will be accomplished and learned within the time constraints of the leader and member’s family. After it is completed at the first meeting, it can be copied and sent to each family to give them complete information on the when, where, and what of meetings plus a listing of all the members and leaders involved. It also lists the requirements of the group.

Project Outline

It is essential to have a general guideline for your project. Some projects have such outlines available and are designed so that your members will progress to a different level each year. These are optional, and you may wish to develop an outline which will suit the needs of your project group.

78

Helpful Hints:1. Know your project before you start making an outline.2. Consult with your Community Leader, Jr./Teen Leader and other

leaders of the same project from other clubs and the 4-H Office.3. Find out what literature is available for members to use (4-H Office).4. Check materials and equipment members will need.5. What skills and/or information do members need to start the project.6. Check with County, Sectional and State activities/events are related

to your project. (Do any of these have specific requirements?) Find out what members will need to do to take part in them.

Project Work Helps Members Develop their knowledge, skills, and problem-solving abilities. Examine and study career opportunities. Develop favorable self-image or self-worth. Development of project skills and

abilities increases the member’s self-confidence and self-esteem.

Importance Keys to Effective Project Meetings Flexible—so that all members take part. Meaningful—so that all members learn. Useful—so that members feel the importance of the meeting and can relate

what is learned. Interesting—so that members develop a motive for learning. Have a surprise

at meetings. Individual—so that members return home with a feeling of accomplishment

and achievement. Unified—so that members learn through mental, physical and emotional

means.

Project GoalsGoals and objectives are statements of what you, the project leader together with your Jr./Teen leader wish to accomplish during the project year.

Project goals should: be realistic and measurable. meet the needs and interests of project members. provide individual achievement opportunities for each member. be clear and understandable.

Project RequirementsProject requirements are the minimum standards that project leaders set for completion of project work. Some clubs and counties may set completion requirements for project work, but even if they do not, project leaders should set standards and communicate them to members and parents early.

79

Requirements should be based on participation in the basic educational components of the project such as the number of meetings which must be attended, completing a project report and/or giving a talk about the project. Avoid trying completion requirements to exhibiting project work at fairs and shows. These activities are optional experiences for members, not the core of the project.

Check with your club or county for established or recommended project completion requirements.

Project Meetings Project groups may meet once a week, every two weeks, or once a month. They can last for various lengths of time. Take into account county planned events or activities which pertain to your

project when planning your calendar. Set how many meetings they are expected to attend and who is to be

contacted if they are unable to attend. Make sure you keep accurate attendance records.

Set dates and times with your Community Leaders so that members are not supposed to be in two places at once.

CHARACTERISTICS OF YOUTH

Younger 4-H Members (Ages 9-12; Grades 4-7) Live in a neighborhood world and are loyal to this world. Not too busy to expect to play. Interest span short. Want to belong to a group, probably not coeducational. Like symbols and regalia and accept rules and regulations. Eager, enthusiastic, and easily motivated. Learning to make choices. Accept direction and leadership blindly. Want to be self-reliant but lack

foresight. Want to earn spending money.

Early Teen 4-H Members (Ages 12-14; Junior High School) Lives in larger community with wider loyalties and interests than younger

members. Busier with home, school, and community activities, but need to be busy. Boys and girls want social activities together. Interested in meeting others. Developing leadership abilities. Need and accept adult counsel but not

control. Desire for independence is strong. Self-conscious. Have strong desire to conform and be accepted by own age

group. Need help in self-improvement In “trying-out” age, open-minded. Want to explore, but not study intensively.

80

Want voice in developing own program. Need for citizenship development and building democratic attitudes and

values. Interested in what various jobs and vocations are like.

Older 4-H Members (Age 14-18; High School) Establishing independence toward mature adulthood. Learning social skills and acquiring managerial ability. Developing higher level of reasoning. Strong peer group attachment and interest in opposite sex. Prepare for vocation and career. Prepare for reasonable citizenship. Are keenly aware of appearance and personality. Developing interest in a broader horizon.

HOW TO TEACH A MANUAL SKILL

Be Ready to Teach

1. Have all your equipment and material ready for use.2. Know exactly what you want to accomplish—specifically what you want your

project members to be able to do and how well they should be able to do it as a result of your teaching.

A. Introduce the subject and prepare your pupils1. Tell them what you are going to teach them and show the value of learning it. 2. Set the standards of performance. Show what a good job looks like.3. Find out what they know about this job and how much skill they have already.

Don’t question them; try out one or two. You’ll need them later.4. Show and explain equipment and define new terms.5. Make sure all are comfortable and can see your demonstration.

B. Demonstrate the Job or Skill1. Demonstrate once slowly, doing each step separately, explaining key points

as you do it.2. Repeat the demonstration more rapidly, emphasizing the key points (key

points are the special knacks, kinks, and devices which make the job easier to do.)

C. Provide Practice Under Close Supervision. This is when your members really learn. People learn by doing.

1. Select one of the members you identified in Step B-3 and who is reasonably skilled. (He/she is to become your first assistant).

2. Have him/her do the job while you supervise and correct errors.

81

3. Keep him/her until he/she does it right, understands what he/she is doing, and can explain the key points.

4. Divide your project group into two groups.5. Have one group watch you and help you as you check out your second

assistant. Have the other group watch and help your first assistant as he/she checks out another student.

6. Turn over the job of checking out the rest of the members to your assistants, while you supervise your helpers. Make clear to your assistants that they have the responsibility of making sure by checking each student individually, that each and every one can do this job and understands it.

D. Summarize1. Call the group back together and thank your assistants.2. Call attention to the fact that you set out to teach them a specific skill; that

now each one has learned it, and that you know each can do it.3. Emphasize that more skill and understanding will come with practice and

study.4. Try to interest them in learning more about it and developing more skill.5. Suggest additional sources of information—references, experts, etc.6. Show them that there are more things for them to learn about this subject by

describing or demonstrating more complicated aspects of the job.

Some Suggested Formats For Project Meetings

FIRST MEETING

Duration: 1 hour to 1 ½ hours (maximum)

Date: __________________ Place: ___________________________________

Time: __________________ Purpose: _________________________________

Invite all parents to this meeting. Be sure that parents of new members understand how much they are wanted.

IdeasMake a list of members’ names, ages, addresses, and telephone numbers. (This may be a good job for a Junior Leader.)

Complete the “4-H Project Organizational Form.”

Have each member tell how much experience, if any he/she has had in the project. This will give you an idea of the experience level of each 4-H member.

82

Talk with the group about skills, knowledge, and attitudes they want to develop during the year. Make an outline of the items discussed. Make separate listings for beginning, intermediate and advanced (a black-board, butcher paper, or sheets of blank newsprint might be helpful).

Have a general discussion of these ideas to select those that the group feels are most important. Have each member make a copy of the final list.

How about a quiz or judging contests for a change of pace? You might use a game that requires members to identify by name—or by pointing—the materials and/or tools needed for the project. (The Junior Leader might enjoy planning and organizing this.)

Discuss the following with your group: Meeting times and place. Number and frequency of meetings. Completion date for project. How and where project supplies and equipment used at a meeting can be

acquired. What members need to bring to the next meeting. Dates of special activities and how to participate. (Check your newsletter).

Clear meeting dates and times with your community club leader.

Hand out project literature, calendars, and records. Answer questions.

Adjourn.

After every meeting, spend a few minutes with your Junior Leader. See how he/she feels about the meeting—whether he/she feels he/she has been able to make a real contribution. Help him/her analyze his/her part. Be encouraging and supportive.

SECOND MEETING

Duration: 1 hour to 1 ½ hours

Date: __________________ Place: ___________________________________

Time: __________________ Purpose: _________________________________

IdeasInterest getter. A judging contest may be a good way for members to have fun and learn at the same time. Members can rank or select several items used in the project. (For example: select a class of animals from photos, choose foods for a nutritious breakfast, pick out best fabrics for specific garment, select best photos,

83

select woods suitable for a particular job, choose best methods of doing a specific job, etc.)

You may want to have junior leaders or experienced members give and explain their answers.

Records: Hand out record materials. Ask older members to explain each part. Have a junior leader use charts to demonstrate the different materials that can be used and how each can be filled out.

Skill session: Have members do the first skill job you listed in your project outline.

Discussion: Answer members’ questions and go over problems. Have members sign up to give demonstrations. Discuss place, time, supplies, and preparation for the next meeting.

REGULAR MEETINGS

Duration: 1-2 hours

Date: __________________ Place: ___________________________________

Time: __________________ Purpose: _________________________________

Note: Plan the length of meetings according to the age range of your project

members. Younger members have a short interest span. Activities should move fast and be well organized and directed. Older members like and need more freedom of choice. Their meetings can

last longer and allow time for more self-direction.

IdeasInterest getter (10 to 20 minutes). You can use identification quizzes or relay games, judging contests, demonstrations, tour of a member’s project, films or slides, guest speakers, project shows, and other activities to add variety.

Skill session (30 to 60 minutes). Most of the meeting time should be spent doing or practicing a job or skill. Don’t forget that an individual word or personal recognition from you means a great deal to every member.

Discussion (10 to 20 minutes). This can include questions, project problems, coming events, review of records, demonstrations given and assigned, members’ reports on programs, etc.

84

Summary (10 to 20 minutes). Plan for the next meeting—where, when, and what to bring. Make a few summary comments of the day’s meeting.

Refreshments or recreation. Optional, but use recreation to keep members interested. Recreation is particularly good if members come to the meeting right after school.

Junior Leader. After everyone is gone, spend some time with your junior leader. Discuss the meeting with him/her. Did you both accomplish what you set out to do? Help him/her learn ways to be more effective. Plan the next meeting with him/her. (When you are new at being responsible, things can look pretty bad. Junior leaders need lots of encouragement and time to talk things over.)

FINAL MEETING

Date: __________________ Place: ___________________________________

Time: __________________ Purpose: _________________________________

At the end of the year, usually June, you will be asked to evaluate each member’s project work and indicate whether he/she has satisfactorily completed the project. A project is completed when at least one or two of these elements is present:

the knowledge goal set by the member or leader is achieved; the member and/or leader is satisfied with the member’s work; some type of record is completed.

Ideas

Interest getter. Have the group review the project outline and determine whether or not they have achieved their goals.

Skill session. Have Junior Leaders or older members demonstrate how to fill out records. If your members still have project business to complete after the records are due—i.e., selling livestock at the fair—the process of closing out records may be confusing. Check the member’s work and give advice.

Discussion: Discuss the members’ feelings about the project. Ask for their recommendations of what they would like to do next year. You may wish to have each member go over his/her project work with you.

Assignments. Point out when and where records are due. Let members know about events that occur after your last meeting. Discuss if members should do anything between now and the first meeting next year.

85

4-H LEADER SAFETY AWARENESS

4-H Leaders serve an important role in assisting with the development of today’s youth. Providing important building components for sound foundations through development of cooperation, leadership, and citizenship skills and knowledge is critical to the success of today’s youth. These skills and knowledge are gained through project work. Key to successful project work is safety awareness. The University of California is committed to providing safe environments for programs conducted.

The state of California enacted legislation requiring employers to develop and implement an Injury and Illness Prevention Program directed at safety training, potential hazard identification, and injury prevention. While requirements of the Injury and Illness Prevention Program (IIP Program) do not apply directly to 4-H Leaders, the University views the intent of the IIP Program as an excellent guide for promoting safety awareness in 4-H Programs.

Everyone has a specific role in promoting and maintaining safe environments for project work. Here are the basic responsibilities of the 4-H Leader:

Upon initial sign-up as 4-H Leader review applicable information provided by the 4-H Advisor.

Include a safety awareness/training element in all project work. Practice safety at all times.

The University recognizes and appreciates the important contribution 4-H Leaders make to the promotion of safety awareness.

PARENT INVOLVEMENT

When there are special activities and events, be sure that all members and their parents understand what will take place and what will be required. Wearing of a 4-H uniform is not required, but should be encouraged. Uniforms may only be required for showing livestock at fairs and shows.

Transportation. You are not expected to provide transportation for members. Parents should view this as their responsibility. Be sure they know what you expect.

Chaperonage. 4-H is open to all youth and you are expected to work with them. However, you may inform parents that you will not be responsible for (will not chaperon) their child if the child presents a continued behavioral problem. Let the parents know that the member may still participate in events but that they must chaperon him/her.

Special forms. Be sure that parents and members realize that the responsibility for entry forms, etc., is theirs. If you offer to help prepare for competitive events, be sure that both the parents and the members understand that you are only helping.

Fairs. Have parents and members read a copy of the premium book. Youth must be enrolled in 4-H to exhibit as 4-H members

86

XI. RECORD KEEPING

OBJECTIVESRecord keeping is an important part of project work. It provides members with a learning experience that is applicable to other life situations. We suggest that time be set aside at the end of each project meeting to have your members work on project records.

MORE THAN JUST A RECORD BOOKThe record and reporting activities done in 4-H can be divided into three fairly distinct groups: Record Keeping, Goal Setting, and Applications and Interviews.

In 4-H, as in life, record keeping is an important skill. It should be fostered among 4-H members. Information or records about many things are required to be kept and shared in our adult life. Anything and everything from keeping track of our finances and reporting for IRS to various forms of data found on our jobs and in our homes.

The 4-H record keeping process also encourages members to develop skills in observation. These skills are recording and reporting what they have learned and participated in through 4-H.

Gathering data about their projects is another skill learned through record keeping. They learn how to collect and manipulate data, such as numbers of items made or the accounting of expenses and income.

The basic 4-H record book forms are used for maintaining information about the members projects. These include the 4-H Project Report for general projects and various supplemental forms for specific projects. Some of these special forms include: Advanced Livestock, Leadership Plan and Report, Self Determined Plan A Project, Dog Care plus many others.

The record book forms are designed for members to record participation such as attendance at meetings, events and tours. The forms include sections for listing: what the member has learned in the meetings and while working on the project; description of items made, raised or grown; and exhibits, ribbons and recognition received.

The record keeping forms allow members to reflect and review their activity in 4-H. Then they can write in their own words what they have learned and gained through the 4-H project. Members can like the work that they have done—be it raising animals, building a rocket, sewing a shirt, knowing what foods are best, or many of the different activities in 4-H.

Another important part of record keeping is the financial aspect. Finances include both the expenses and income or value of what was done in the project.

87

Expenses are those things or items that were purchased for the project. The hammer, the rocket engine, the flour and shortening, the dog food, or whatever else was needed for the project. Members learn and understand value as they add up the totals for their expenses. Even if some items have been obtained through donations or gifts, the value should be listed.

The income section is used to show the value of the completed project. Members list the items made, raised or grown, or even the services rendered. Members may list services such as in a cake decoration project, citizenship or a babysitting project. For each item, the member lists the amount of money received from the sale of items. Not all projects are sold. Many are made from the member or use in their family. If the member did not sell the item then a market value should be listed. It is important to list the value of those items used by the member or their family. Items consumed or produced without an actual monetary income still provide a personal satisfaction. By showing the value or money saved from the member’s project we can help raise the feeling of self-worth by the member.

Through the listing of income and value, the member can readily see the importance of their own work. A simple comparison can be made between the values of what was made or raised to the expenses or resources needed for the project. The members can see their own worth in labor performed in a dollar amount. Members also begin to realize and recognize the benefits of budgeting and saving money.

Projects can also have other types of recording: number of hours devoted to the project; inventory of equipment or materials purchased; maintenance record or listing for their project.

Items such as cooking pots and pans, tools for woodworking or electricity projects, rocket launchers, halters and feed pans for animal projects; should be part of the project inventory and capital expenses for long-term use.

Sometimes the value of reusable items is misunderstood. They can be maintained and inventoried through record keeping procedures by placing a starting and ending value on each reusable item. For example, sewing shears can still be used at the end of the project year. The used value can be accounted for by the member.

Record keeping in 4-H provides practice and develops an understanding for the collection, maintenance, presentation and interpretation of data.

GOAL SETTING

Looking into to future is an important process in setting one’s goals. Members should start small and learn to expand their outlook and goals to be reached. The Personal Development Report form is the major goal setting tool in the 4-H record book. The Personal Development Report is a tool that individuals can use to set their personal goals and objectives in 4-H. It’s designed to be completed annually.

88

Members set goals at the beginning of the project or program. That they can evaluate and record items which will lead them to the accomplishment of their goal.

The Personal Development Form is used to earn the bronze, silver and gold stars. These 4-H Star Ranks are incentives or rewards that hopefully, will motivate members to accomplish the tasks toward their goal.

The various activities and learning experiences in the Personal Development Report allow members to check items they would like to do in reaching for the star rank. It is through these activities that the members gain skills and knowledge, and develop attitudes that are positive in the development of the young person. As the member completes the items they step closer to their overall development and reaching their goal.

Other forms for goal setting could be planning guides, such as the Leadership Plan and Report. In a little different way, the Leadership Plan and Report allows members to plan out activities with specific goals. They write the plan and then carry out the action of the plan. After completing the activity and plan, they report what was accomplished, how the plan worked, and changes or redirecting they might try to suggest for the future. By using this Plan and Report procedure, the members can strive for and then reach the individual goals they set.

This is a more advanced development level—one closer to those made as adults. The form allows members to evaluate both successes and failures. We should not overlook the fact that we can also learn from our failures, and improve as we go on to other activities and leadership roles.

This goal setting function starts with small steps for the younger members and grows with the members. Try not to confuse the difference between the goals and the awards! It is the development of the individual that is important, not the ribbon or medal.

APPLICATIONS AND INTERVIEWS

The third area of record keeping is really an area of “how to apply.” Applications are used for a variety of things:

to attend college to get a job for scholarshipscandidate for election building permits and much more!

These are all various forms of applications. Members can learn how to fill out forms and applications in 4-H and the importance of completeness and accuracy in each form filled out. They also learn that sometimes we have to repeat the same information for different groups. Most applications have a purpose and are intended

89

for a specific activity or event. The response for one application may not be appropriate for a different position or job.

Various opportunities are provided in 4-H for written applications and personal interviews. Some examples include: fair entry forms, summer camp staff, most conferences, health form, Code of Conduct, Emerald Star and All Star, California 4-H Incentives and Recognition Application, etc.

If we look at these 4-H forms as applications, we can see the benefit that members will have from learning the process and procedures for filling out applications.

The three processes listed above assist the members in learning skills, reflecting on past achievements, and in setting goals for the future. If we just call them “the 4-H Record Book”, we may lose sight of the fact that there are different purposes and reasons for the various forms and reports. Leaders should try to keep this in mind and instill in our 4-H members the reasons whey we keep records, set goals, and learn how to apply for different activities, events, and awards.

90

XII. INCENTIVES AND RECOGNITION

A. Purpose, Definitions, and Assumptions

Purpose. The purpose of an incentives and recognition system is two-fold:1. to reinforce the motivation of 4-H members and leaders to participate,

contribute and achieve in the 4-H program;2. to underscore a sense of belonging and being valued in the 4-H community.

Definitions. As we use the terms in 4-H programming, these definitions apply:

An incentive is a stimulus that creates a desire in an individual or group to participate, learn or achieve. An incentive to participate in an activity exists prior to the activity itself (e.g., the expectation of personal satisfaction or the expectation of a reward.)

Recognition is the acknowledgment and affirmation of an individual or a group for completing a task or achieving a result.

A reward is positive reinforcement that follows the completion of an activity or the achievement of a goal.

Assumptions. The development of an Incentives and Recognition (I & R) system in 4-H is based on these assumptions:

Incentives are needed in all aspects of 4-H to help participating youth and their adult leaders to attain greater competence and grow in self-confidence.

The human need for acknowledgement and affirmation is universal. Adult involvement and support are essential for fostering learning, growth and

goal attainment by youth. Recognition is most meaningful when it is presented immediately following a

learning experience. A diverse I & R system, that provides a variety of incentives, recognition and

rewards, is needed to serve the needs of our diverse youth audience. An effective I & R system will foster realistic appraisal of an individual’s

achievements. Sometimes this involves the recognition of temporary setbacks. However, a system that results in long-term disillusionment or a loss of self-esteem is not performing properly.

Intrinsic rewards, those occurring naturally from participation in an activity, are preferred over extrinsic rewards, those that are artificially associated with an activity. However, when used wisely, extrinsic rewards can play a useful and constructive role in the development of competence.

B. IncentivesIncentives are motivators to participate or achieve. They help a person to get started in an activity and see it through to completion. (e.g., An award presented after completion of an activity is not an incentive itself. The expectation of that

91

award is an incentive.) The expectation of favorable recognition, such as from valued adults, whether formal or informal, can be a powerful incentive.

Two categories of incentives are valuable in the 4-H Program: incentives for participation in an activity and incentives for achievement. Wise planning will make use of a variety of incentives in both categories.

Incentives for participation include the following: the opportunity for social interaction with old friends or new peers, through

trips, fun activities, Hi 4-H clubs, etc.; the opportunity to learn new and valued skills; the expectation of learning in a secure, stimulating environment led by caring

adults; the opportunity to teach others, e.g., younger 4-H members; the opportunity to contribute to one’s group and community; the expectation of acceptance, encouragement, and informal recognition of

one’s worth from peers and valued adults; the expectation of formal recognition for participating and contributing.

Incentives for achievement include the following: the expectation of acquiring a valued skill or body of knowledge; the expectation of informal recognition of one’s skill or worth from peers and

valued adults; the expectation of formal recognition such as awards or competitive

achievements.

C. RecognitionBuilding on the National 4-H Recognition Model, the California 4-H Program identifies recognition as being valuable for five kinds of youth activity:

1. participation in activities;2. progress toward self-set personal goals;3. achievement of generally recognized standards of excellence;4. achievement through peer competition;5. accomplishment through cooperation. (Ideally, an element in each of the

other four activities.)

Two recognition systems that are commonly used in 4-H are the Individual Comparison System, also know as the American System of Placing, and Comparison to a Standard, also know as the Danish System of Placing. The American System is appropriate to category 4 (peer competition) of the National Recognition Model, whereas the Danish System corresponds to category 3 (achievement of generally recognized standards of excellence).

Criteria to follow when designing an Incentives and Recognition System: Orient all persons involved in the planning process on the philosophy,

purposes, and models of the 4-H Youth Development recognition.

92

Verify that every mode of the 4-H Youth Development delivery includes an I&R component.

Plan I&R to be as comprehensive and inclusive as possible, while retaining its meaningfulness.

Adhere to official policies and guidelines. Keep resources invested in I&R in proportion to their importance with respect

to other dimensions of 4-H activity. Be certain that all eligible members and leaders know of available awards and

recognition through appropriate publicity and promotion. Verify that planned competition will enhance the learning experience. Evaluate incentives and recognition against the objectivities of the 4-H

activities to which they are applied, and adjust as necessary.

D. The Scope of California’s Incentives and Recognition System

Local Recognition. Occurring at the project, club/unit, and county levels, local recognition is designed for youth of all ages. This level of program recognition provides meaningful encouragement for the greatest number of participants in 4-H. Therefore, the greatest overall investment of human and financial resources is typically directed here. Special awards included in this category in some counties are Emerald Star and Teen Leader Awards.

The Leadership Project. This is an opportunity to develop and recognize youth leadership on the project level. Emblems are awarded for junior (grades 7-9) and teen (grades 10 and up) leadership, but by far the most important aspect of this recognition is acknowledgement of the member’s emergence as a valued member of the 4-H leadership team.

The Star Rank System. This voluntary advancement program is designed as a goal-setting tool, aimed at encouraging broad-spectrum participation and achievement in 4-H. Youth, grades four and up can participate. Bronze, silver and gold stars are awarded for the three levels of achievement.

Emerald Star and Ruby StarThe Emerald Star Rank is available in many counties (including Fresno). The criteria and process is set up by participating counties. In Fresno County, the rank is available to members who have earned their gold star but have not yet served as an All Star or State Ambassador. Candidates must submit a work plan and undergo an interview process. The Ruby Star is a star rank developed by Fresno County and is available to youth who have previously earned an Emerald star and/or served as an All Star. The process is similar to that of an Emerald star; although the minimum requirements are greater.

All Star (County) and State Ambassador (formerly Diamond Star). These are the highest ranking awards that can be conferred on 4-H members in the California I&R system. Considered “working honors,” they are awarded through a selection

93

process defined by the appropriate jurisdiction (county or state) to provide 4-H youth with expanded leadership experiences, selected and based in one of the four UC DANR administrative regions (usually their home region) and they tailor their plans of work to include both regional and state needs and opportunities.

California I&R Achievement Recognition. Recognition for achievement in project work, leadership and citizenship is provided at the club, county, regional and state levels.

Club level. Members are evaluated on the basis of their 4-H record book, which is judged against a set criteria (Danish System) and receives a seal.

County level. The member’s 4-H record book may require modification to meet county standards prior to judging at this level. The records are typically judged on a combination of the American and Danish systems; that is, they are ranked, first to last, but awarded county winner and medalist (and/or other means of recognition) only if they meet generally accepted standards of excellence. Senior County Winners and First Alternates may go on to sectional level competition.

Sectional and State levels. Evaluation at these levels is restricted to 4-H members aged 14 and above who participate through a special application process. This application in based primarily on the member’s 4-H experience, but with acknowledgement of significant developmental activities outside of 4-H. The judging process is similar to that noted above for the county level. Sectional winners move on to the state level, where state winners are selected. Refer to the Incentives and Recognition Handbook at your county UCCE Office or on the state website for further detail.

94