Critical Competencies of Program Quality as Perceived by Extension Educators

Jeantyl Norze

doi:10.11648/j.ash.20200602.11

Abstract

This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.

Highlights

This paper researched program quality in the context of positive youth development (PYD) with the purpose of examining the perceptions of youth development professionals about the components of a staff training model that was designed to help them identify and respond adequately to implementation challenges they face at work
The findings indicate that training in “social ecological theory” might be beneficial for youth development professionals who work in youth serving organizations that pursue program quality
The findings further suggest that training in “program management” for staff in the field of positive youth development is a determinant for achieving program quality

Summary

Introduction

This paper researched program quality in the context of positive youth development (PYD) with the purpose of examining the perceptions of youth development professionals about the components of a staff training model that was designed to help them identify and respond adequately to implementation challenges they face at work. It requires a mutual understanding among practitioners, stakeholders, and researchers on which best practices, features, and indicators that lead to implementation quality [5, 6] This operational definition of program quality incorporates both formal theories and stakeholders’ theories of program evaluation [7]. Priorities and opportunities for professional development should derive from needs assessment

Objectives

Methods

Results

Conclusion