Beliefs about change in the Indiana 4-H/Youth Development Program: A case study analysis

Renee Krieg McKee, Purdue University

Abstract

This three-phase study utilized both qualitative and quantitative methods to document and interpret current beliefs of staff and volunteers involved in determining policy for the local 4-H Program toward the possibility of encouraging proactive change in the county level 4-H/Youth Development Program. The quantitative phase of the study involved each of the 97 4-H/Youth Educators completion of the Organizational Change Orientation Scale ©. This scale provided an assessment of the tendencies of individuals to behave in predictable ways in response to change. The qualitative phases of the study involved selected staff members and volunteers with whom they worked. Nine 4H/Youth staff members who represented three distinct categories of responses on the OCOS© scale each participated in a semi-structured, in-depth interview designed to gain a better understanding of their change practices as they related to the local 4-H/Youth Development Program. Focus group interviews were conducted with volunteer members of the local 4-H policy-making groups (i.e., 4-H Council) with which the nine selected staff members worked. A case study approach was utilized to present the data. Data analysis indicated that in general, volunteers believed in the core values of the 4-H Program; recommended that the 4-H Program should reach more and different youth; and that the program's rural image inhibits progress in these areas. Staff tendencies or attitudes toward change did not appear to greatly influence the thinking of the local volunteers interviewed. Several reasons for the 4-H/Youth Development Program not being more open to change and innovation were discovered. Staff interactions with volunteers, lack of parental involvement, the 4-H Program's rural image, lack of awareness of policy-making groups, policy-making group organization and structure, and youth representation were cited as barriers to a more open and inclusive organization.

Degree

Ph.D.

Advisors

Talbert, Purdue University.

Subject Area

Adult education|Continuing education|Curricula|Teaching

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