Theresa M. FerrarieXtension Evaluation CoP Webinar - March 16, 2011

EMPOWERMENT THROUGH EDUCATION

• Present concepts of workforce skills and work-based learning as applied to camp counseling.

• Provide examples of ways to evaluate camp counselors’ workforce skills.

• Discuss ways that evaluation results can be shared.

Participant Feedback

• How do you currently evaluate your camp counselors?

Share in chat window.

“I had fun being a counselor this year. It was a new experience and I can’t wait to do it next year.”

“Camp counseling is one of the best things I have ever gotten involved with. I love the adults and the fellow counselors I got to work with this year. Camp is fun and the best experience I’ve ever had.”

“Many of the values that are needed to be a

good camp counselor are also values that can be applied to work and

the future.”4-H Camp Counselor

Got Skills?

Yes, we do!

Based on a review of the current literature, workforce skills can be organized into several major categories.

Thinking SkillsCommunication

Teamwork

Leadership

Initiative

Professionalism

Workforce Skills

• Are also called “applied” skills, distinct from “technical skills.”• Are those needed for success in the

workplace and beyond.• Must be practiced to demonstrate mastery.• Are not possessed by many new entrants

to the workforce.

Using the principles for quality work-based learning programs, educators create an intentional approach that blends workforce preparation and camp counseling.

They modify their camp counselor training and use teen self-assessments and supervisor assessments to evaluate the work experience of the camp counselors.

Participant Feedback

• Questions?

• Thinking of camp counseling as “work-based learning” is a new concept for me.

If yes, indicate with a check mark.

T = Teen; P = 4-H Professional*(Engagement: A = affective (emotional), B = behavioral, C = cognitive)

• Contains 24 items to assess workforce skills in 5 categories.

• Collects assessments from two groups.– Teen self-assessment– Supervisor (4-H professional) assessment

• Uses retrospective format– Allows for comparison of before and after– Controls for response-shift bias

Professionalism

I manage time well.

I have good work habits.I have a positive attitude about work.I dress appropriately for the job.I work well with people from diverse backgrounds.I meet scheduled deadlines.I offer suggestions for improvements for the program.I am respectful of others.

Response Scale

I need to significantly improve this skill. 1

I need to show some improvement in this skill. 2

I demonstrate basic understanding of this skill. 3

I sometimes excel at this skill. 4

I consistently excel at this skill. 5

This skill is not applicable to my experience (adult ratings = not applicable or not observed)

N

Workforce Skills for Which at Least 50% of Teens Were Rated as “Consistently Excelling” (2010)

Teens Adults

Dresses Appropriately (P) 76% 78%

Respects Others (P) 83% 74%

Works w/ Diverse Backgrounds (P) 76% 72%

Has a Positive Attitude (P) 62% 70%

Has Good Work Habits (P) 67% 66%

Meets Deadlines (P) 56% 61%

Supports & Encourages Others (T&L) 76% 57%

Works w/ Others to Achieve Goals (T&L) 71% 51%

According to their own and their 4-H professionals’ assessments, teens improved their skills as a result of being a camp counselor. The skills where teens consistently

excelled were in the areas of Professionalism (P) and Teamwork and Leadership (T&L).

Workforce Skills ComparisonsSkills Teens

MAdults

M

Thinking Skills (3 items) Before 4.0 3.4 After 4.5 4.3Communication Skills (4 items) Before 3.7 3.0 After 4.2 3.8Teamwork & Leadership (5 items) Before 4.0 3.4 After 4.5 4.3Initiative (4 items) Before 3.9 3.3 After 4.4 4.3Professionalism (8 items) Before 4.2 3.6 After 4.6 4.6

Based on ratings by both teens and adults, counselors’ workforce skills increased significantly from “before” to “after” in all areas as a result of their camp counseling experience.

The lower scores for communication skills are due to lower ratings for writing.

Workforce skill ratings given by teens and adults were closer at the end of the camp counseling experience than at the beginning.

Work Connections Items

I thought about how skills learned as a camp counselor will help me in the future. I thought of a specific way that I can use my camp counseling skills right away .I looked at my role as a camp counselor as a job or work experience.I learned about skills employers value in the 21st century. I developed a better understanding of the world of work.Rated on a 5-point response scale: (1) hardly at all; (2) a little bit; (3) somewhat; (4) quite a bit; (5) a whole lot

Being a camp counselor helped teens to develop a better understanding of the world of work, to gain skills that employers value, to gain self-awareness, and to provide insight for future career decisions.

• “It helped me look at work in a whole new way.”

• “It has given me experience with resumes & interviews.”

• “It has helped me understand what it takes to be a good employee as well as a counselor.”

• “It has taught me the skills that are important in life no matter what kind of job you get.”

Insights into the World of Work

• “I have become more organized and have been able to plan my time more wisely and have become more responsible, preparing me for my future.”

• “I have learned work ethic and have been put into a work-type environment. This has helped me to communicate, lead, organize, manage time, and to be a responsible and hardworking person.”

Teens gave examples of the skills they learned as a camp counselor and how these skills applied to their life – now and in the future.

• Make program improvements.

• Show others the value of the program.– Share with stakeholders.– Share Got Job Skills? handout.

• I will use something from today’s presentation:

If yes, indicate with a check mark.

• What was the most useful thing about today’s presentation?

Share in chat window.

What you do matters!

Funding for the Ohio 4-H Workforce Preparation Initiative provided by the Erie & Orlyss Sauder Endowment of the Ohio 4-H Foundation.

We thank the Ohio 4-H professionals who participated in this project: Nadine Fogt, Connie Goble, Heather Gottke, Tonya Horvath, Mark Light, Mary Longo,

Vicky Oboy, Jessica Rockey, Susan Russell, Gwen Soule, Jill Stechschulte, Kathy Tackett, Cassie Turner, Travis West, Tracy Winters, Janine Yeske, Bruce Zimmer, & Raci Zimpfer

• Theresa Ferrari ferrari.8@osu.edu

• Nate Arnett arnett.67@osu.edu

• Websitehttp://youthsuccess.osu.edu

• Business-Higher Education Forum. (1997). Spanning the chasm: Corporate and academic cooperation to improve workforce preparation. Retrieved from: http://www.bhef.com/publications/documents/spanning_chasm_taskforce.pdf

• Casner-Lotto, J. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21 st century U.S. workforce. Retrieved from the Conference Board Web site: http://www.conference-board.org/pdf_free/BED-06-Workforce.pdf

• Cochran, G., Catchpole, K., Arnett, N., & Ferrari, T. M. (2010). Extension’s role in preparing youth for the workforce: A challenge to Extension professionals. Journal of Extension, 48(4), Article 4COM1. Retrieved from: http://www.joe.org/joe/2010august/comm1.php

• Cochran, G., & Ferrari, T. M. (2009). Preparing youth for the 21st century knowledge economy: Youth programs and workforce preparation. Afterschool Matters, 8, 11-25. Retrieved from: http://www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf

• Hamilton, M. A., & Hamilton, S. F. (2004). Designing work and service for learning. In S. F. Hamilton & M. A. Hamilton (Eds.), The youth development handbook: Coming of age in American communities (pp. 147-169). Thousand Oaks, CA: Sage.

• Digby, J. K., & Ferrari, T. M. (2007). Camp counseling and the development and transfer of workforce skills: The perspective of Ohio 4-H camp counselor alumni. Journal of Youth Development, 2(2), Article 0702FA007. Retrieved from the National Association of Extension 4-H Agents Web site: http://data.memberclicks.com/site/nae4a/JYD_070202final.pdf

• Ferrari, T. M., & Arnett, N. (2011). Implementing a work-based-learning approach to 4-H camp counseling. Article submitted to the Journal of Youth Development.

• Ferrari, T. M., Arnett, N., & Bateson, L. (2010, October). Work-based learning goes to camp: Results of a pilot study in Ohio. Research & Evaluation Seminar presented at the National Association of Extension 4-H Agents annual conference, Phoenix, AZ.

• Ferrari, T. M., Arnett, N., & Cochran, G. (2008). Preparing teens for success: Building 21st century skills through a 4-H work-based learning program. Journal of Youth Development, 3(1), Article 0803FA001. Retrieved from the National Association of Extension 4-H Agents Web site: http://data.m emberclicks.com/site/nae4a/JYD_080301final.pdf

• Ferrari, T. M., Arnett, N., Fogt, N., Gottke, H., Horvath, T., Light, M., & Turner, C. (2011). Camp WORKS: A work-based learning approach to camp counselor training. Program seminar submitted for presentation at the National Association of Extension 4-H Agents annual conference, October 24-28, Omaha, NE.

• Ferrari, T. M., & McNeely, N. N. (2007). Positive youth development: What’s camp counseling got to do with it? Findings from a study of Ohio 4-H camp counselors. Journal of Extension, 45(2), Article 2RIB7. Retrieved from: http://www.joe.org/joe/2007april/rb7.php

• Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008). A developmental perspective on college and workplace readiness. Retrieved from the Child Trends Web site: http://www.childtrends.org/Files//Child_Trends-2008_09_15_FR_ReadinessReport.pdf

• McNeely, N. N. (2004). The Ohio 4-H camp counseling experience: Relationship of participation to personal, interpersonal, and negative experiences. Unpublished doctoral dissertation, The Ohio State University. Retrieved from http://www.ohiolink.edu/etd/view.cgi?acc_num=osu1095800892

• Partnership for 21st Century Skills. (2002). Learning for the 21st century. Retrieved from: http://www.21stcenturyskills.org/images/stories/otherdocs /P21_Report.pdf