Introduction
Founded in 1902, 4-H is a youth development program under the Cooperative Extension Service, originally aimed at educating rural youth and their families about innovative agricultural practices Today, 4-H has expanded to urban areas, offering diverse educational programs and activities related to agriculture In West Virginia, approximately 15,000 youth participate annually in various 4-H projects, civic engagement opportunities, and judging teams Research by Ladewig and Thomas (1986) highlighted that community and school clubs are the most popular participation forms, with 71% of members engaging in stock shows and 60% in judging contests.
4-H aims to foster positive youth development by providing programs that enhance essential life skills, preparing individuals for higher education and the workforce The skills gained through 4-H, including leadership, communication, critical thinking, problem-solving, self-responsibility, cooperation, and teamwork, are applicable across various careers, not just those in agriculture This foundation supports ongoing personal and professional growth.
Judging teams are an integral part of the 4-H curriculum, fostering essential life skills among participants Originating in the early 4-H club activities, these teams have been in existence since before 1921 In West Virginia, members can compete in eight distinct judging categories, including homesite evaluation, livestock, poultry, dairy cattle, forestry, horse, land, and horticulture Although these categories cover various agricultural areas, the evaluation processes share common steps Through their involvement in judging teams, participants gain valuable life skills that enhance their personal development.
4-H agricultural judging teams create a supportive environment where individuals can learn and enhance essential life skills These teams focus on hands-on experiences and organizational skills, encouraging youth participation in leadership roles while offering volunteers the chance to mentor young participants.
While the costs of judging programs may appear significant, their value lies in the life skills participants gain, which enhance future educational and career prospects Collegiate judging teams can also attract prospective students, showcasing the importance of these programs Participants, particularly 4-H members, develop essential skills such as leadership, communication, self-confidence, responsibility, and decision-making However, research linking these skills to future employment outcomes remains limited A study by Robinson (2006) explored employability skills among graduates from Agriculture, Food, and Natural Resources, highlighting the need for further investigation Understanding how past 4-H judging team members perceive the relevance of their acquired life skills in their current jobs is crucial for assessing the long-term impact of these programs.
Each year, around 15,000 youth in West Virginia engage in the 4-H program, with approximately 475 participating in judging teams These teams aim to teach essential judging skills while also fostering vital life skills, including leadership, communication, and self-confidence, as outlined in the Targeting Life Skills Model by Hendricks.
Developing life skills is crucial for youth to succeed in their future careers, as highlighted by research indicating that participation in programs like 4-H and 4-H judging teams significantly enhances these skills (Boyd, Herring, & Briers, 1992; Ladewig & Thomas, 1987; Lerner & Lerner, 2013; McCann & McCann, 1992; Rusk, Martin, Talbert, & Balschweid).
Further research is needed to assess the significance of life skills acquired through participation in 4-H judging teams and to evaluate how these skills influence the career trajectories of participants in their future professional lives.
This study aims to assess the impact of participation in West Virginia 4-H agricultural judging teams on the development of life skills It focuses on evaluating the life skill abilities of former 4-H state judging team winners from 1995 to 2006, exploring their perceptions of how their involvement influenced these skills Additionally, the study compares the significance of various life skills in relation to the current jobs of past participants.
The objectives of the study were:
1 To describe how participating as a part of a West Virginia 4-H state agricultural judging team impacts the development of life skills
2 To describe how past West Virginia state 4-H judging team participants perceive their current level of life skill development
3 To determine past West Virginia state 4-H judging teams members’ perceived importance of various life skills to their current job
This study focused exclusively on the winners of the West Virginia state 4-H agricultural judging team competitions from 1995 to 2006 who participated in the national contest Participants who won the state competition but chose not to attend or declined to participate in the national event were not included in the study.
Literature Review
Numerous studies on youth life skill development have identified a variety of essential skills, with leadership and communication skills being among the most frequently examined Research highlights the significance of leadership abilities (Astroth, 1996; Garton et al., 2007; Seevers & Dormody, 1995; Singletary et al., 2006; Walker, 2003) and effective communication (Boyd et al., 1992; Fitzpatrick et al.) as critical components in fostering youth development.
& Phelps, 2005; Guthrie, 1997; McCann & McCann, 1992; Shurson & Lattner, 1991; Woloshuk, Kerns, & Pennington, 1994), self-confidence (Armstrong, 2010; Fox,
Research by Schroeder and Lodl (2003), Guthrie (1997), and others has explored various aspects of decision-making, yet there is a notable scarcity of literature linking the development of life skills to their practical applications in professional settings.
With a primary focus on youth development in 4-H programming, Hendricks
(1996) developed the “Targeting Life Skills Model” which highlights the four H’s (head, heart, hands, and health) and classifies a variety of life skills related to each This
The Targeting Life Skills Model was created to aid programmers in developing educational content, featuring a detailed list of essential life skills The model is divided into four categories: "hands," which encompasses skills like leadership, teamwork, and self-motivation; "health," focusing on self-esteem, self-responsibility, self-discipline, and stress management; "head," which includes decision-making, problem-solving, critical thinking, and goal-setting; and "heart," addressing empathy, conflict resolution, social skills, and communication Although research on judging teams is limited, various studies have explored the development of life skills in related activities.
A study by McCann and McCann (1992) explored the impact of 4-H judging team programs on alumni, revealing that participation significantly enhanced communication skills, confidence, and decision-making abilities Additionally, the research indicated that these programs influenced the college choices of 44% of participants.
A study by Woloshuk, Kerns, and Pennington (1994) examined the effects of 4-H agricultural judging programs in West Virginia, revealing that participants, parents, guardians, and team coaches held favorable views of these initiatives The research highlighted that judging teams offered valuable opportunities for members to develop essential skills such as communication, decision-making, problem-solving, and organization.
Targeting Life Skills Model (Hendricks, 1996 Used by permission of Iowa State
A study on the Idaho 4-H animal judging program revealed that 97% of alumni felt their experience significantly contributed to their personal success Key life skills enhanced through this program included knowledge of the livestock industry, self-confidence, decision-making abilities, and the capacity to verbally defend decisions (Nash & Sant, 2005).
Seevers and Dormody (1995) conducted a study on the predictors of leadership life skill development in youth, focusing on 400 senior 4-H members Their research identified participation in leadership activities, particularly judging contests, as the most significant factor contributing to the development of leadership skills.
Singletary, Smith, and Evans (2006) conducted a study on volunteer leaders in Nevada, focusing on their perceptions of the skills developed by youth participating in 4-H programs The findings revealed that volunteer leaders prioritized the importance of ensuring both physical and psychological safety for 4-H members Additionally, the study indicated that youth involved in 4-H acquired essential life skills, including communication, self-esteem, decision-making, public speaking, leadership, and goal setting.
A Montana study examined the impact of 4-H involvement on leadership development by surveying community leaders It found that rural leaders who participated in 4-H as youths reported significant benefits, including enhanced skills in conducting meetings, increased participation in community activities, and the development of leadership abilities (Flynn, Frick, & Steele, 2010).
A study by Boyd, Herring, and Briers (1992) found that Texas 4-H club members aged 13 to 19 experienced enhanced leadership life skills development with increased participation in the program Key skills developed included teamwork, self-awareness, effective communication, decision-making, and leadership abilities.
A survey conducted among 4-H campers aged 8 to 21 in West Virginia assessed the development of life and leadership skills gained through their camp experiences Older campers (ages 12-21) identified key skills such as taking responsibility for their actions, respecting others' rights and property, and contributing to team efforts as the most significant lessons learned In contrast, younger campers (ages 8-13) emphasized the importance of accepting differences, respecting others, participating in teamwork, and listening attentively.
A study by Rusk, et al (2003) found that 4-H members who participated in livestock projects developed not only skills related to caring for animals, but also
Association The findings indicated that leadership development was found among all participants, particularly in the areas of responsibility, goal-setting, and setting priorities
A study by Shurson & Lattner (1991) on Ohio swine project members highlighted the development of essential life skills such as sportsmanship, teamwork, responsibility, communication, and decision-making Similarly, Guthrie (1997) emphasized the significance of dairy cattle judging in equipping individuals entering the dairy industry with vital skills, particularly in communication, confidence, and decision-making.
A study by Everswick (2011) on 4-H youth aged 13 to 19 in New Jersey revealed significant development in empathy, social connections, and vocational skills Additionally, research on 4-H alumni in Nebraska indicated that participation in 4-H programs positively influences life skills, including responsibility, competition management, leadership, and self-confidence (Fox et al., 2003).
Astroth (1996) found that 4-H programs provide practical skill development that schools often lack, empowering youth with greater autonomy in their learning and decision-making This hands-on experience fosters essential abilities such as leadership, responsibility, and interpersonal skills.
A study by Lerner and Lerner (2013) revealed that fifth-grade participants in 4-H programs exhibited notably higher levels of positive youth development, encompassing attributes such as competence, confidence, connection, character, and caring, compared to their peers who were not involved in 4-H These 4-H members also demonstrated a greater commitment to community service, leadership, and helping others.
Methodology
This study aimed to evaluate the impact of participation in West Virginia 4-H agricultural judging teams on the development of life skills It focused on assessing the life skill abilities of former state judging team winners from 1995 to 2006, exploring how their involvement in the judging teams influenced these skills, and comparing the relevance of these life skills to their current job roles.
The objectives of the study were:
1 To describe how participating as a part of a West Virginia 4-H state agricultural judging team impacts the development of life skills
2 To describe how past West Virginia state 4-H judging team participants perceive their current level of life skill development
3 To determine past West Virginia state 4-H judging teams members perceived importance of various life skills to their current job
4 To describe how the life skills model used in 4-H programming relates to skills needed in employment situations
A descriptive survey was conducted to gather a broad range of qualitative and quantitative data from the target population This research approach focuses on understanding the nature, incidence, and distribution of variables without manipulating them, as noted by Ary, Jacobs, and Razavieh (2002) The study's design was predominantly quantitative, supplemented by several open-ended questions to enrich the data collection process.
This study focused on winners of the West Virginia state 4-H agricultural judging team contests from 1995 to 2006, specifically those who competed at both state and national levels A comprehensive census was conducted, excluding team members who did not participate in state competitions or declined national competition The State 4-H Youth Livestock specialist provided a list of past participants, while county extension agents assisted in obtaining current addresses for these individuals This approach aimed to minimize sampling and selection errors in the research.
Review Board requirements at West Virginia University were met
The internal reliability of the population data was assessed using the Spearman-Brown Coefficient, resulting in an exemplary rating with a value of 894.
(Robinson, Shaver, & Wrightsman, 1991) Measurement errors were controlled by using a valid and reliable instrument
The questionnaire aimed to gather insights on the factors influencing participation in judging teams, the life skills developed through this involvement, and the applicability of these skills in current employment The initial set of questions focused on the influences that encouraged individuals to join 4-H and its judging teams, utilizing a rating scale from 1 (not at all influential) to 5 (almost essential) to assess the impact of various individuals on their decision to participate.
The second group of items dealt with participants’ experiences on 4-H judging teams Respondents were given a series of diametrically opposed adjective pairs, such as
“boring” and “exciting”, and asked to rate their experiences on a scale from 1 to 5 for each, with 1 being at the negative end of the scale
The third set of items assessed the impact of participation on a judging team regarding education and career choices The influence was rated on a scale from 1 (not at all influential) to 5 (almost essential).
The fourth section covered life skill development and current usage of life skills in respondents’ jobs Respondents were asked to rate their current level of ability in each of
The study examined 35 life skills and assessed how participation in a 4-H judging team influenced the development of these skills and their significance in participants' current jobs A rating scale was utilized to evaluate the current level of ability, ranging from 1 (very poor) to 5 (excellent) Additionally, the influence of the judging team on skill development and its importance in their jobs was rated from 1 (not at all influential) to 5 (almost essential).
The list of 35 life skills was taken from the Targeting Life Skills Model by
Hendricks (1996) Each skill listed was accompanied by a definition (see Figure 2)
Service learning is an educational approach that combines active participation in organized service experiences with skill and experience development, addressing genuine community needs This method fosters learning that is directly connected to real-life situations, ensuring that students engage meaningfully with their communities while enhancing their educational journey.
Critical Thinking — strategies for analyzing, comparing, reasoning, and reflecting focused on deciding what to believe or do; discovering meaning; building connections with past learning
Problem Solving — clearly identifying a problem and a plan of action for resolution of the problem
Decision Making — choosing among several alternatives
Learning to Learn — acquiring, evaluating and using information; understanding the methods and skills for learning
Resiliency — adaptability; the ability to recover after experiencing misfortune or disease; coping with change; overcoming problems and difficulties
Keeping Records — recording selected useful information, usually focused for a specific purpose
Nurturing Relationships — two or more people form a connection that contributes to their mutual well being, each providing care and attention to the other person
Sharing — to have, use or do together with another or others
Empathy — being sensitive to or identifying with another person’s situation, feelings or motives
Concern for others — to worry about, give attention to, the well being of others
Accepting Differences — to recognize and welcome factors that separate or distinguish one person from another
Conflict Resolution — finding and applying creative and non-destructive ways to resolve differences between two or more persons; getting along with others
Social skills are essential abilities that individuals utilize when engaging with others, enabling them to navigate social interactions and adhere to the accepted customs of their society These skills facilitate effective communication and help individuals adapt successfully to their social environments.
Cooperation — to work or act together for a common purpose or mutual benefit
Communication is the process of exchanging thoughts, information, or messages between individuals, utilizing various forms such as speech, writing, gestures, and artistic expression In the Hendricks model, public speaking is not classified as a life skill However, public speaking can be defined as the ability to effectively communicate in front of an audience.
Community Service/Volunteering — to donate one’s time and/or effort of one’s own free will for the benefit of the group without guarantee
Leadership — to assist the group in meeting its goals by showing or directing along the way; using personal influence to guide the group in reaching its goals
Responsible Citizenship — an individual demonstrating love and devotion in response to duties, rights, and privileges as a member of a community or country
Contributions to group efforts — to give or supply along with others for a common purpose
Marketable Skills — to have the abilities wanted by employers and needed to hold a job
Teamwork — work done by two or more people, each doing parts of the whole task
Self-motivation — able to make the needed effort to carry out a task or a plan; personal will to take action
Self-esteem — pride in oneself; proper regard for oneself as a human being; valuing oneself; a feeling of ability to cope; learning to accept and like oneself
Self-responsibility — taking care of oneself; being accountable for one’s behavior and obligations; choosing for oneself between right and wrong
Character — a person’s moral strength; integrity, fortitude, reputation; a person’s usual qualities or traits; adherence to a code of values or ethical principles
Managing Feelings — expressing one’s feelings appropriately and in proportion to circumstance
Self-discipline is the ability to regulate one's actions and behavior according to moral principles, personal values, and societal norms It involves exercising control to prevent harmful or hurtful behavior, ensuring that decisions align with what is considered right and important.
Adopting healthy lifestyle choices involves enhancing knowledge, attitudes, and behaviors that promote current well-being and ensure future health Key components include regular exercise, balanced nutrition, effective disease prevention, personal safety measures, and stress management techniques.
Stress Management — to direct or have control over physical or mental strain and pressure, or one’s reaction to it; coping with change
Disease Prevention — to anticipate and ward off conditions that keep the body from functioning normally, such as infection or stress that impairs normal physiological functioning
Personal Safety — taking care to avoid danger, risk, or harm; self-protection; being cautious, careful; physically and emotionally safe
Definitions of Life Skills (Hendricks, 1996 Used by permission of Iowa State University Extension and Outreach.)
The fifth set of items collected demographic information, including age, education level, employment status, and years of participation in 4-H and its judging teams Each participant received a cover letter detailing the study's purpose, a questionnaire, a return envelope, and a slip for entering a reward drawing To track non-respondents, each return envelope was marked with a number Two weeks post-initial mailing, non-respondents were sent a follow-up packet with the same materials, followed by a final reminder postcard one week later.
A comparison of early and late respondents revealed no significant differences between the two groups, suggesting that they are similar Consequently, the findings can be generalized to the entire target population.
This study will explore the factors influencing participation in 4-H judging teams and the perceived benefits of involvement It will compare the life skills developed through participation with their application in current employment The findings will offer valuable insights for Extension agents and specialists to enhance training for future judging teams.
Findings
This study aims to assess the impact of participation in West Virginia 4-H agricultural judging teams on the development of life skills It focuses on evaluating the life skill abilities of former 4-H state judging team winners from 1995 to 2006, exploring how their experiences on the judging team influenced these skills, and comparing the significance of these life skills in relation to their current employment.
The objectives of the study were:
1 To describe how participating as a part of a West Virginia 4-H state agricultural judging team impacts the development of life skills
2 To describe how past West Virginia state 4-H judging team participants perceive their current level of life skill development
3 To determine past West Virginia state 4-H judging teams members perceived importance of various life skills to their current job
4 To describe how the life skills model used in 4-H programming relates to skills
The study focused on West Virginia state 4-H agricultural judging team contest winners from 1995 to 2006, identifying a target population of 320 individuals Out of these, 33 were deemed undeliverable, resulting in 287 potential respondents Ultimately, 117 surveys were returned, with one deemed unusable, leading to a total of 116 valid responses and a response rate of 40.0%.
Data were inputted into an Excel spreadsheet and analyzed using the Statistical Package for the Social Sciences (SPSS) Descriptive analyses, including frequencies, percentages, and means, were employed to assess numerical data, while responses to open-ended questions were documented in their entirety.
An independent t-test was conducted to analyze the differences between early and late respondents regarding their years of participation in 4-H, current age, and the relevance of their jobs to agriculture The results indicated no significant differences, allowing for generalizations to be made about the target population.
Participants were requested to share demographic details such as their years of membership in 4-H, duration of involvement with 4-H judging teams, age, highest attained education level, and current employment status.
Youth in West Virginia can participate in 4-H from ages nine to 21 Survey respondents reported an average participation duration of 10 years in the program.
Participation in various judging teams at the local level revealed an average of 5.3 years for livestock judging, 5.2 years for poultry judging, 3.9 years for dairy cattle judging, 1.4 years for forestry judging, 3.2 years for horse judging, 2.5 years for land judging, 2.8 years for homesite evaluation, and 3.6 years for horticulture judging.
Years on Local Judging Teams
At the state level, participants in livestock judging teams averaged 5.0 years of experience, while poultry judging had a slightly higher mean of 5.2 years Dairy cattle judging participants averaged 3.1 years, forestry judging had an average of 1.3 years, and horse judging participants averaged 2.7 years Additionally, land judging had an average of 2.5 years, homesite evaluation averaged 2.1 years, and horticulture judging participants averaged 4.0 years.
Years on State Judging Teams
On a national scale, participants in livestock, poultry, land judging, and homesite evaluation teams averaged 1.0 years of involvement In contrast, those engaged in dairy cattle, forestry, and horse judging had a slightly higher average of 1.1 years Notably, horticulture judging teams recorded the highest mean participation at 1.3 years.
Years on National Judging Teams
The survey revealed that the largest age group among respondents was 26 to 30 years old, accounting for 48.3% of the total (N = 55) The second most prevalent age range was 31 to 35, representing 33.3% (N = 38) Additionally, 14.9% of respondents were aged 21 to 25 (N = 17), while those aged 36 to 40 made up 3.5% (N = 4).
The survey revealed that a majority of participants hold advanced degrees, with 35.1% possessing a Bachelor’s degree and 26.3% holding a Master’s degree The most common fields of study among respondents include business and related disciplines, agriculture, animal science, and veterinary degrees, highlighting the diverse educational backgrounds of the participants.
The respondents held a diverse range of jobs, with over half (66.1%, N = 74) not directly related to agriculture, while 33.9% (N = 38) indicated their current roles were agriculture-related Additionally, a majority of the respondents (57.7%, N = 64) expressed a desire to continue in their current positions for the remainder of their careers, whereas 42.3% (N = 47) preferred to seek other opportunities.
Jobs Related to Agriculture and Desire to Remain in Current Career
Judging Team Practices and Experiences
A survey revealed varying levels of parental influence on respondents' decisions to join 4-H and 4-H judging teams Specifically, 3.5% of participants reported that their parents were not influential at all, while 7.0% described their influence as mild In contrast, 14.9% indicated a moderate level of influence, and 36.0% acknowledged their parents as highly influential Notably, 38.6% of respondents deemed their parents almost essential in their decision to join.
In a survey regarding the influence of fellow 4-H members, 6.3% of respondents reported no influence at all, while 11.6% felt they were mildly influential A moderate level of influence was noted by 23.2% of participants, and 45.5% considered their peers to be highly influential Additionally, 13.4% of individuals indicated that other 4-H members were almost essential to their experience.
When asked about how influential 4-H leaders were in their decision to join 4-H,
In a recent survey, 17.1% of respondents (19 individuals) reported feeling not at all or mildly influential, while 25.2% (28 individuals) considered themselves moderately influential Additionally, 28.8% (32 respondents) claimed to be highly influential, and 11.7% (13 individuals) indicated that 4-H leaders were almost essential to their influence.
Summary, Conclusions, and Recommendations
Summary, Conclusions, and Recommendations Purpose
This study aims to assess the impact of participation in West Virginia 4-H agricultural judging teams on the development of life skills It focuses on evaluating the life skill abilities of former state judging team winners from 1995 to 2006, exploring how their involvement in the judging teams influenced these skills, and comparing the significance of these life skills in their current employment.
The objectives of the study were:
1 To describe how participating as a part of a West Virginia 4-H state agricultural judging team impacts the development of life skills
2 To describe how past West Virginia state 4-H judging team participants perceive their current level of life skill development
3 To determine past West Virginia state 4-H judging teams members perceived importance of various life skills to their current job
4 To describe how the life skills model used in 4-H programming relates to skills
Nearly 50% of survey participants were aged 26 to 30, with a significant majority holding higher education degrees; specifically, 35.1% possessed a Bachelor’s degree and 26.3% held a Master’s degree Additionally, two-thirds of respondents were employed in agriculture-related fields, and most expressed a desire to remain in their current roles for the long term.
On average, respondents participated in 4-H for a decade, with local judging team involvement varying from 1.4 years in forestry to 5.3 years in livestock State-level participation mirrored local trends, with forestry teams averaging 1.3 years and poultry teams 5.2 years Most participants competed nationally for just one year, with none exceeding two years; however, those in horticulture judging teams had the highest likelihood of competing twice, resulting in an average participation length of 1.3 years.
Judging Team Practices and Experiences
Survey findings reveal that the decision to join 4-H was significantly influenced by various individuals, with parents being the most crucial, as indicated by 36.0% of participants who deemed their influence essential Additionally, existing 4-H members played a highly influential role, with 45.5% of respondents acknowledging their impact, while teachers were generally perceived as less influential in this decision-making process.
Extension agents play a crucial role in influencing decisions to join 4-H judging teams, with 63.0% of participants identifying them as essential or highly influential Parents also significantly impact this decision, with 57.2% of individuals considering them almost essential or highly influential Additionally, 4-H leaders are noted by 52.9% of respondents as having a strong influence In contrast, teachers (54.8%) and siblings (48.1%) are perceived as having little to no influence on joining these teams.
In a survey regarding the sources of skill development for competing on 4-H judging teams, respondents identified extension agents, parents or guardians, and fellow 4-H members as key influencers Specifically, 62.1% of participants credited extension agents, while 54.3% acknowledged the role of parents or guardians, and 52.6% highlighted the impact of other 4-H members in their training.
Participants in the study rated their experiences positively, favoring descriptors such as "wonderful" over "terrifying," "exciting" over "boring," and "learning experience" over "waste of time." Additionally, they perceived their experiences as more "relaxing" than "stressful," although this sentiment was less pronounced compared to the other adjective pairs.
A significant majority of respondents, 88.2%, practiced for their state judging contests at least once a week, with many increasing their practice frequency leading up to national contests—18.7% practiced daily While only 16.8% felt their participation was moderately influential in choosing a college with a judging team, a notable 47.8% indicated that their judging team experience was at least moderately influential in their choice of college and career paths Furthermore, 43.9% rated their judging experience as influential for continuing education beyond high school, and 47.8% acknowledged its impact on their career decisions.
Judging Team Influence on Education and Career Choice
When rating their current skill levels in a list of 35 life skills, respondents were
Completing HS Continuing beyond HS
College choice College w/judging team
In a recent survey, 62.1% of respondents rated their skill levels as either good or excellent, with self-responsibility being the most recognized strength among participants Additionally, 55.2% rated their character and self-motivation as excellent, while 51.7% felt confident in their marketable skills Conversely, significant areas for improvement were identified, as 32.8% of individuals rated their community service and volunteering skills as average or below, and 31.0% felt similarly about their healthy lifestyle choices.
Very Poor Poor Average Good Excellent
Participation in a 4-H judging team significantly enhances various life skills, with 81.0% of participants identifying it as highly influential in developing the ability to learn Additionally, 79.3% reported that their experience contributed greatly to group effort, while 79.0% noted improvements in teamwork skills Decision-making abilities were also positively impacted, with 45.0% of those surveyed recognizing the experience as highly influential or essential.
A significant portion of respondents indicated that participation in the 4-H judging team had minimal impact on certain skills Specifically, 51.3% felt that their experience with the judging team was only mildly or not at all influential in disease prevention Additionally, 40.9% reported that it had little effect on their ability to make healthy lifestyle choices, while 35.3% expressed a similar sentiment regarding personal safety skills.
Not at all influential Mildly influential Moderately influential Highly influential Almost essential
In a recent survey, respondents highlighted the significance of various life skills in their current jobs, with community service/volunteering (28.7%), healthy lifestyle choices (20.2%), disease prevention (17.5%), and service learning (14.8%) being perceived as less important by over 10% of participants.
In a recent survey, problem solving emerged as a crucial skill for 72.2% of respondents in their current jobs Additionally, self-motivation and self-responsibility were highlighted as vital attributes, with an impressive 95.7% of participants deeming each skill as either highly important or nearly essential.
Not at all important Mildly important Moderately important Highly important Almost essential
Based on the findings of this study, the following conclusions were drawn:
Parents and fellow 4-H members play a crucial role in attracting youth to 4-H programs and judging teams, while also imparting essential skills for participation Additionally, Extension agents and 4-H leaders continue to impact youth development after they become involved in 4-H activities.
2 4-H judging team participants come away from judging teams with a positive view of the experience
3 Judging team participation has some influence on future choices about education and careers for roughly 40% of participants
4 Over 90% of 4-H judging team participants perceived their skills in all life skills to be at least average; over 60% perceived their skills to be at least good
Participating in a 4-H judging team enhances youth development by fostering essential life skills such as teamwork, communication, decision-making, and self-motivation This experience encourages contributions to group efforts and strengthens social skills, ultimately empowering young individuals to learn effectively and collaborate with others.
6 The life skills less likely to be influenced by 4-H judging team participation were often less likely to be perceived as important in jobs
2 More research is needed to determine the relationships that exist between life skills learned as a result of 4-H participation and those that are used in jobs and careers