Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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2. Find out what others think about the program.• What do they think the program offers?• Why didn't they enroll?• Who influenced their decision? (Try to talk to those people too.)• What would interest them to enroll?Various methods can be used to find needed information. A few are:• Written questionnaires• Personal or telephone interviews• Discussions at participant and staff/volunteer meetings, classes & workshops• Opinion questions on applications, enrollment forms• A comprehensive review of your program every 3-5 yearsFinding out what people think is very important. Remember, that people's perceptions ofreality, not just the actual facts, influence people's attitudes, decisions, and actions!3. Determine if there are discrepancies between what people think of your program and what itactually is or you think it should be.• Devise a plan of action to alleviate or minimize these discrepancies. This is yourmarketing strategy.• Your marketing strategy will probably differ from one aspect of your program toanother. This means that one approach won't work for every situation.• Gear your promotion efforts toward the people you're attempting to attract. If you don'ttarget your message to a specific audience, your message may not get through toanyone.An Advisory Group Can Help:• If you don't already have one, consider organizing a working advisory group for yourprogram.• The group might be composed of community leaders, current and former participants,parents, and volunteers, and other staff.• To get representative views, a mixture of people who know the program well and thosewho don't may help generate objective opinions and a greater variety of ideas.• Your advisory group could be formed just to make initial recommendations for changesin your program or to help promote it. Ideally, it would meet on an ongoing basis.• Many people in youth development organizations think that advisory groups are merelya formality and a hassle. Consider that industry puts big money into similar groups;they call them “focus groups.”Conclusions & Recommendations• Using the marketing approach to your program can result in improved program qualityas well as increased enrollment.• Keeping your program current in meeting needs and interests of your clientele, thecommunity, and society is essential.• Promoting an accurate and relevant image is the key in making sure people realize thevalue of your program.
The importance of this challenge is emphasized by the likelihood that satisfied “customers” willtell a few friends about the “product” but, unfortunately, those who are dissatisfied are likely totell even more people of their bad experience; an unfortunate but common phenomenon ofhuman nature. It is also further incentive to work hard at maintaining and promoting avaluable, interesting, and relevant program - the "product" in an educational organization oryouth development program.Lastly, realize that “social marketing is founded on trust. It is not driven by profit but, at leastostensibly, a desire to benefit the target audience. It therefore has a very different, andperhaps, morally higher, base than commercial marketing on which to build mutual respect withits customers” (Hastings, 2003, p. 9).ReferencesBoyle, P.G., & Brown, E.J. (1964). Adapting 4-H to urban situations. Journal of Extension [Online],2(1), 29-36. Available at: http://www.joe.org/joe/1964spring.Bureau of Labor Statistics, U.S. Department of Labor. (2002). National Longitudinal Survey ofYouth 1979 cohort, 1979-2002. Produced and distributed by the Center for Human ResourceResearch, The Ohio State University. Columbus, OH. Available online: http://www.bls.gov/nls.Diem, K.G. (1987). The relationship of marketing activities and promotional methods used withcounty 4-H club membership in New Jersey and Ohio. Ph.D. dissertation. The Ohio StateUniversity, Columbus.Diem, K.G. (1989, October). Using a marketing approach to improve and expand your county4-H program. National Association of Extension 4-H Agents News and Views, p. 5.Diem, K.G. (1990). The Image of the 4-H Youth Development Program and Rutgers CooperativeExtension of Somerset County, NJ: A study of public awareness and perceptions. Abstract in1988-1989 Summary of Research in Extension, Volume 4. Mississippi State University, Starkville.Diem, K.G. (1991, July). Overcoming myths of 4-H youth and volunteer resources: Don’twonder, just ask! National Association of Extension 4-H Agents News and Views.Diem, K.G. (1992a). Putting marketing concepts into practice in 4-H. (Seminar presentation).Proceedings from National Association of Extension 4-H Agents national conference, KansasCity, MO.Diem, K.G. (1992b). How youth find out about 4-H and why they join. Abstract in 1990-1991Summary of Research in Extension, Volume 5. Mississippi State University, Starkville.Diem, K.G. (1992c). The value of 4-H according to parents of 4-H club members in SomersetCounty, NJ. Abstract in 1990-1991 Summary of Research in Extension, Volume 5. MississippiState University, Starkville.
Page 2 and 3: Winter 2008Volume 3 Number 3Editor
Page 5: Examining the Potential Unintended
Page 8 and 9: centered, multidisciplinary approac
Page 10 and 11: Volume 3, Number 3, Winter 2008Arti
Page 12 and 13: fostering skill learning and positi
Page 14 and 15: Table 1Participation in out-of-scho
Page 16 and 17: ResultsOur analyses were conducted
Page 18 and 19: watching TV, playing video games or
Page 20 and 21: Accordingly, this research augments
Page 22 and 23: Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
Page 28 and 29: section is a set of statements that
Page 30 and 31: Table 3Experience in the 4-H clubNo
Page 32 and 33: significantly higher than Caucasian
Page 34 and 35: p
Page 36 and 37: This study focused only on the 4-H
Page 38 and 39: Theokas, C., Lerner, J.V., Phelps,
Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: Promoting Supportive Relationships
Page 52 and 53: focused on youth-adult relationship
Page 54 and 55: Conversely, more modern educational
Page 56 and 57: perhaps most importantly, the effic
Page 58 and 59: Organized youth programs, when stru
Page 60 and 61: likely to internalize the positive
Page 62 and 63: Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65: Schweinle, A., Meyer, D.K., & Turne
Page 68 and 69: This study uses the “5 Cs” mode
Page 70 and 71: ResultsIn this analysis 48 codes we
Page 72 and 73: Table 3Inductive Codes Classified b
Page 74 and 75: CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
Page 78 and 79: practices and competitions, the gir
Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
Page 86 and 87: The present work builds upon that o
Page 88 and 89: MethodSample and Data CollectionAs
Page 90 and 91: (scores ranging from 0 to 8) and a
Page 92 and 93: Table 2Paired Sample T-tests Compar
Page 94 and 95: Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Volume 3, Number 3, Winter 2008Arti
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Cross-Cultural UnderstandingThrough
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that plague these nations such as p
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2003). Youth leadership training in
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• enable these young people to pa
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We believe that the USPORT program
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West Virginia’s Response to theRo
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Ensuring good oral health requires
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Table 1Correlations between Planner
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problems in this rural state…This
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vacuum. Determination of factors, a
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ReferencesBaldwin, C., & Caldwell,
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Purpose of StudyThe purpose of this
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Students in the High computer gamin
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Do Higher Levels of 4-H LeadershipA
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IntroductionEmotional Intelligence
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second section examined demographic
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a constructive manner. The group is
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differences in the scores for the 1
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Adaptability include “Reality Tes
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ReferencesAmerican Academy of Pedia
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Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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