The longitudinal study of 4-H by Tufts University (cited in my blog of May 18^th) has revealed some additional findings I wanted to comment on.  This study examined what they call a SOC score.  The model of Selection, Optimization and Compensation (SOC), developed by Paul Baltes, Margaret Baltes and Alexandria Fruend, is used to describe and measure intentional self-regulation in adolescence, and the relation between intentional self regulation and positive development.

What is meant by a SOC score?  First, the "selection" relates to how well you can identify and select positive life goals.  Second, the "optimization" refers to how well a young person can figure out what they need to do to achieve those goals.  Finally, the "compensation" refers to how well the young person can come up with new approaches when confronted with obstacles or setbacks.

4-H members were found to have a higher SOC score than youth who have never been in 4-H.  One possible explanation is because through our projects and the process of keeping records, 4-H members must engage in these very steps--much like the experiential learning process of "Do-Reflect-Apply"--all the time.  4-H members know how to set goals, identify what they need to do to achieve those goals, and know what to do when they experience setbacks and obstacles along the way.  What a program!

A recently completed study of successful CEOs in business titled "Which CEO Characteristics and Abilities Matter?" brought to light some surprising (to me) results.  Steven Kaplan, Mark Klebanov, and Morten Sorenson collected detailed personality assessments of 316 CEOs and measured their companies' performances.  What did they find?

• Strong people skills correlate loosely or not at all with being a good CEO.  For example--
• Traits like being a good listener, a good team builder, an enthusiastic colleague, a great communicator do NOT seem to be very important when it comes to leading successful for-profit companies.
• What mattered was the ability to get things done and organizational skills.  The traits that correlated most powerfully with success in the for-profit world were attention to detail, persistence, efficiency, analytic thoroughness and the ability to work long hours (ouch!).

In other words--warm, flexible, team-oriented and empathetic people are less likely to thrive as CEOs.  Organized, dogged, and anal-retentive and slightly boring people are more likely to thrive as CEOs in the for-profit world.

This work is consistent with other work that has been conducted over the past several years.  In 2001, Jim Collins wrote in his book "Good tor Great" that the best CEOs were not flamboyant visionaries.  Rather, they were humble, diligent and resolute people who found one thing they were really good at and did it over and over again.  Other studies have shown that extroversion, agreeableness, and openness to new experiences did not correlate well with CEO success.  Instead, what mattered was emotional stability and conscientiousness--being dependable, making plans and following through on them.

In the for-profit world (which is different from the non-profit one) seems to want are CEOs that offer clear and resolute direction for their companies.  What these studies suggest is an ideal personality type--humble, diffident, relentless and a bit uni-dimensional.  These are not the most exciting people to be around. But Wall Street likes this type because it results in corporate success.

How, if at all, do these findings transfer to the non-profit or public benefits sector?  That is not clear.  While many Extension groups have been avid readers of "Good to Great" and other business world advice books, it is not clear that the same traits or models work well for the non-profit sector. The goals and measures of success in the non-profit world are different.  While results do matter in the non-profit world, so do people skills.  There is more than the bottom line.

In my view, people skills, the ability to form teams, listening, vision--these are all important skills in the non-profit sector and help define why those who are needed in this field are different from those who pursue careers in the for-profit sector.  The same skills that are needed in the non-profit sector are the skills that define effective parents.  And as we all know, the hallmarks of a successful family can not be reduced to a bottom line number.

Read more at:  http://faculty.chicagobooth.edu/steven.kaplan/research/kks.pdf

For the past 5 years, Tufts University has been conducting a longitudinal study of 4-H and non-4-H youth to learn about the difference 4-H makes in the lives of young people.   The comprehensive 4-H Study of Positive Youth Development out of Tufts University and conducted by Rich Lerner shows that 4-Hers are more likely to:

·        Exhibit higher participation in science, engineering, and computer technology programs;

·        Choose advanced courses in science, engineering, and computer technology;

·        Be in the highest trajectories of contribution to their communities;

·        Show the lowest trajectories for depression;

·        Get better grades, were more behaviorally and emotionally engaged with school and were more likely to see themselves going to college;

·        Be civically active in their community;

·        Avoid risky behaviors and other anti-social behaviors;

·        Set goals, optimize ways to achieve those goals and overcome obstacles; and

·        Pursue a career in science and in engineering.

That's powerful evidence. And when you combine that with 4-H's strong brand equity and well-established presence in every county of every state, it means 4-H is unrivaled. It's the reason organizations like Toyota, 3M, Coca-Cola, John Deere and the World Wildlife Fund are already collaborating with 4-H on innovative, environmentally-focused programs that cover everything from resource conservation to rain harvesting to alternative energy.

And, even during these economic times, it's more critical than ever to support 4-H in our communities.  4-H works, and has been working for over 100 years.  But then, you already knew that!

To read the research summery, visit:

http://4-h.org/d/Pages/Layouts/GroupPageedc5.html

American Humanics has partnered with the National Human Services Assembly and Idealist.org to promote careers and volunteerism in the public benefits (non-profit) sector.  They have recently launched careersforgood.org as a web site that creates a single, go-to resource for people interested in careers, internships and volunteer opportunities in the public benefits sector.  On this site, you can search for new career opportunities.

In addition, non-profit members of American Humanics and the National Human Services Assembly alliance will receive discounts for posting internships, job and volunteer openings on the site.

Check it out at: careersforgood.org

Kirk

Lights, Camera, Challenge!

National 4-H Council, National 4-H Headquarters, and University of Arizona 4-H Youth Development, invite all 4-H professionals, staff and volunteers to produce their own digital video for front-line educators and volunteers to better implement SET programs. The purpose of this contest is to build a vault of films to show great 4-H facilitation in practice. We seek films that will help others know what really learning looks like in practice. As the saying goes--A picture is worth a thousand words. We are looking for bold, creative, and exciting videos to help educate facilitators about how to implement SET, in particular The Power of the Wind.

On this web site-- http://4-h.org/set/videochallenge.html

--find out how to enter this unique contest and become rich and famous (well, maybe not right away).

STEP 1 - Create your own 3-5 minute video.

STEP 2 - Check out valuable resources for making your video including: The 4-H Filmmaking Studio & Workshop, located at
www.4-H.org/curriculum/filmmaking is an online space to find tools and resources about video production. On the home page of the site, you'll find the main Filmmaking Workshop--an 11 video virtual workshop, geared toward supporting individuals interested in making Science, Engineering, and Technology (SET) films.

STEP 3 - Submit - Complete your entry form and release forms and submit your video between May 8 - June 19th.