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Communicating the Impact of 4-H to Local Stakeholders

Communicating the Impact of 4-H to Local Stakeholders. 4-H Lunch ‘n Learn Tuesday, May 10 th , 2011. Objectives. Why is it important to communicate impact? Who needs to hear the 4-H message? What message do we communicate? When should we communicate impact?

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Communicating the Impact of 4-H to Local Stakeholders

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  1. Communicating the Impact of 4-H to Local Stakeholders 4-H Lunch ‘n Learn Tuesday, May 10th, 2011

  2. Objectives Why is it important to communicate impact? Who needs to hear the 4-H message? What message do we communicate? When should we communicate impact? How do we best communicate the message about 4-H impact? What tools do we have available?

  3. Why do we need to communicate impact? Demonstrate that we are positively impacting youth Illustrate that individuals and communities are improving as a result of our program Celebrate successes Raise awareness and/or money for our program Identify opportunities to improve our program

  4. Who is our audience? Internal • Program Staff • 4-H Members & Families • 4-H Volunteers • 4-H Council • Extension Board • PCARET External • County/City Government • Schools • Community groups and partners • State/Federal Legislators • Private Donors • General Public The format and content of the message may change depending upon the audience we are trying to reach. We need to tailor our message to meet stakeholder needs. Each group may want to know slightly different information, perhaps in a different format.

  5. What message do we want to share? Information that our target audience/stakeholders cares about or wants to learn. Evidence that 4-H is having a positive impact on the youth in our program (emphasize outcomes). Reasons that youth and adults will want to participate in 4-H. Include numbers, quotes, and stories related to 4-H participation. Provide data that are compelling and trustworthy. Share our 4-H story!

  6. When should we share the 4-H message? At any time Immediately prior to or following an event In the elevator, store, or parking lot Whenever we’re asked …Not just at budget or enrollment times!

  7. Myths about reporting impact One report is enough. People read written reports. Complex analysis and big words impress people. Oral reports have the same effect as written reports. Describing limitations weakens report. Everything should be reported. The audience knows why they are getting the report.

  8. How do we communicate our message? • Written • Press Releases • “Make a Difference” Report • Impact statement • Success Story • Newsletter, bulletin • Published article • Executive summary • Web-based • Email • Web site • Visual • Video • YouTube • Photos • Television • Display, exhibit • Poster • Slide presentation • Social Media • Facebook • Twitter • Blogs • Radio • Personal conversations, discussions, meetings

  9. Porter County 4-H Facebook Page Porter County 4-H It's been a long-time goal to reach an enrollment of 1,100 in the Porter County 4-Hprogram! We are happy to report as of today, we have 1,002 4-H members in Grades 3rd-12th. Thanks to all of our members who have gotten their friends to join the fun of 4-H. It's never too late for first-timers to join us! http://www.facebook.com/home.php#!/PorterCounty4H

  10. Perry County 4-H Blog This blog is set up to keep everyone up to date on the happenings of Perry County, Indiana 4-H. If you want to keep up to date, you can follow us by email or become a follower through the Google Follower link. Includes link to “Making a Difference in Perry County” programs. http://perrycounty4-h.blogspot.com/

  11. Georgia 4-H YouTube Video http://www.youtube.com/watch?v=kyoXvxEyQwY

  12. President’s Roundtables Groups of 10-15 youth talk about 3 community issues that are important to youth. Encourage youth to provide solutions to community problems they identify. Sign up at www.whitehouse.gov/YoungAmericans and host an event by May 31st. Report results at the same site. * Thanks to Rae Ann O’Neill for bringing this information to us from the 2011 National 4-H Conference in Washington, D.C.!

  13. What tools do we have to share the impact of 4-H? Impact statements/reports Success stories Program evaluations Skills and knowledge gained Participant numbers Dollars saved/contributed through investment in 4-H Volunteer contributions – time (valued at $17.61/hour), dollars, supplies, other

  14. What tools do we have to share the impact of 4-H? • 4-H program principles of practice • Mission & Vision • Elevator message • Evaluation and research results • Tufts Study • Indiana 4-H Tenure Study • County IRB-approved protocols • Personal testimonials from participants • Verbal • Written • Scholarship/Trip applications

  15. Sample Documents Research studies Making a Difference stories

  16. Sample questions to ask participants that illustrate impact: What do you consider to be your most important contribution in 4-H this year? What have you learned about (INSERT SKILL/KNOWLEDGE) this year from your (INSERT PROJECT NAME) project? Describe what you taught younger members of your 4-H club. Something I will do as a result of my 4-H participation this year is… Describe 2-3 of the most important things you learned through 4-H that will or has affected your life. How will you utilize your 4-H experiences and life skills in the future?

  17. Be prepared with an “Elevator story” A succinct, attention grabbing story that can be communicated in a short elevator ride. Be armed and ready with your best 30-second story! Your story is important. Your job is to make sure decision makers know it. You never know when opportunity might knock!

  18. Purdue 4-H Extension Educator Elevator Message • When asked “What do you do?”, the 4-H Youth Development Extension Educator can include the following points in his or her “Elevator Message” response: • I work for Purdue University and with the people of (NAME) County. • I work with the 4-H Youth Development program, which includes youth in grades 3-12. • Our office as a whole interacts with audiences such as…(ANR, CFS, ECD) • Some of the programs and groups I work with include… (4-H Junior Leaders, Adult 4-H Volunteers, 4-H Project Workshops, after school/in school programs, etc.)

  19. Purdue Extension Making a Difference Reports • The most important point about content is that 'less' is better. Most people can remember two or three points. It is unlikely that additional information will be used or remembered. • Select projects that would be interesting or valued by decision-makers. Remember that these Making a Difference reports are not about our preferences, they are really about what other people value in us. • Make sure that the projects you select have impact. This could be impact data or possibly a testimonial quote from a participant.

  20. Purdue Extension Making a Difference Reports • Review the Making a Difference template, it provides some good examples of high impact reports. Note that the projects are summarized very briefly with a focus on the difference we make. • The Purdue Extension Delivers box is to be included, it has important messages about our organization. • Please keep your report to one page. If you feel it is necessary, you may prepare additional reports (please keep in mind the 'less is more' concept).

  21. As you write and talk, remember these tips for effective communications Tailor the message to the topic and the audience Avoid jargon and technical terms Be clear, concise Use active voice Eliminate wordiness Check writing, grammar Be accurate, balanced, impartial Be timely Use graphics, quotes, photos, real stories Consult a communications specialist Write-rewrite-rewrite

  22. A 4-H Success Story… • Tells how 4-H has made a difference in people’s lives. It describes positive change and benefits. • Sets a scene, tells a story, and clearly documents how 4-H made a difference. • Is written with short, direct sentences, using familiar words and avoiding acronyms. • Can be used to illustrate the value of the program to stakeholders and also to demonstrate staff member’s efforts during performance reviews.

  23. Ingredients of a Good 4-H Success Story • Captures attention of reader • Provides a compelling, convincing story • Gives specific outcomes (e.g., money saved, skills increased, practices changed, actions taken) • Includes numbers and narrative • Based on reliable, credible information • Presents balanced, fair assessment • Uses succinct, clear writing

  24. Sample Success Story from Wisconsin “4-H Camp Counselors Gain Skills while Leading Youth”

  25. 4-H Camp Counselors Gain Skills while Leading Youth • In 2003, 4-H camp counselors were asked what they gained from the experience of working with youth. The 274 counselors participating in the study included 20 from Columbia and Sauk Counties. All the counselors led a wide variety of camp activities and collectively supervised more than 1,900 campers including nearly 100 from Columbia and Sauk Counties. • “Awesome!” “Fun!” “A Learning Experience!” were among the words counselors across the state most used to describe their experience.

  26. 4-H Camp Counselors Gain Skills while Leading Youth • Counselors said they gained the following skills from their experience: leadership, people skills/working with youth; communication, patience/tolerance, responsibility, and teamwork. Counselors said, “I have gained more responsibility. I never realized how much responsibility it is to make sure all my girls are always with me, they are getting along and all are having fun.” “I believe I developed better communication skills. I found out some things about my campers that made me realize how much I need to talk to them.”

  27. 4-H Camp Counselors Gain Skills while Leading Youth • Training and camp experiences increased their planning, organization, and teamwork skills. Counselors said: “I learned how successful you can be when you plan and organize. Things work smoother and you get great results.” “We have to work with another counselor in each cabin, so we learn to share the responsibility and work together to make sure our campers have a good, safe time at camp. We have to decide who is going to bring what for the cabin, and plan activities for the kids to do.”

  28. References Indiana Youth Institute (December 2010.) Using Data to Show Impact. www.iyi.org. Preskill, H. (2006.) Communicating & Reporting Evaluation processes & Findings. AEA/CDC Summer Evaluation Institute. Claremont Graduate University. University of Wisconsin-Extension. (2009.) Building Capacity in Evaluating Outcomes. Program Development and Evaluation.

  29. Questions?

  30. Thank you for joining us for the 4-H Lunch ‘n Learn Series! http://www.four-h.purdue.edu/ext_ed/lunchnlearn.cfm Recordings of all 9 programs are available at:

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