Abstract
Although camping has been a successful 4-H delivery method, we believed a more intentional approach that viewed camp counseling as a job would allow teen camp counselors to connect skills they were learning with those needed for workforce success. Eighteen Ohio counties participated in a pilot project to test the implementation of this work-based learning approach. 4-H youth development professionals added specific workforce-related topics and made minor changes in their camp counselor training. In addition, they used a performance appraisal process consisting of teens’ self-assessment and supervisor assessment. Focus groups were conducted to gain implementation data. Although there were some challenges, this approach took relatively little additional effort, and there were benefits for both counselors and professionals. This intentional approach could be applied to other youth programs.
Highlights
Camping is one of several delivery methods in the 4-H program
With relatively little effort, workforce skills can be successfully incorporated into camp counselor training
Those who consider adopting this approach should be aware that it will take an investment of time to complete performance appraisals
Summary
Camping is one of several delivery methods in the 4-H program. Ohio uses a county-based model for its camping program, where each county runs a camp staffed with teen camp counselors who are selected through an application and interview process and trained by the county 4-H professional. Whereas leading a group of 10 nine-year-olds in a get-acquainted activity is specific to the job of a camp counselor, leadership is a skill needed throughout the workforce. Because learning is a missing ingredient in typical adolescent employment (Greenberger, Steinberg, & Ruggerio, 1982), a work-based learning approach embedded within a youth development program provides a safe setting for practicing and refining skills under the guidance and support of adult mentors.
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