![](media/image1.png){width="1.625in" height="1.25in"}

***Self Assessment***

*The purpose of this self-assessment is for 4-H youth development
educators to use the 4-H Professional Research, Knowledge and
Competencies (4-H PRKC, 2004) model to better understand what's
important when conducting 4-H youth development work, identifying areas
for their own improvement or to assess staff development needs of groups
of staff.*

The 4-H PRKC is organized around 6 domains and related competencies:
youth development, youth program development, volunteerism, equity,
access and opportunity, partnerships and organizational systems.
Competencies are described as proficiencies or specific skills and
behaviors that are necessary for being an effective youth educator. Each
competency is defined in terms of evidence of proficiency.

-   **[Good: Core Level]{.smallcaps}**

    -   At this level, the person is a learner who understands that the
        behavior is important to youth development work, but may not
        have addressed it yet or cannot apply the knowledge and skills
        consistently. This beginning level may be common to a new youth
        worker learning the basics of youth development or an
        experienced youth worker learning the complexities of youth
        development programs.

-   **[Better: Intermediate Level]{.smallcaps}**

    -   At this level the individual understands the concept of the
        competency and is able to apply the knowledge and skills
        effectively.

-   **[Best: Advanced Level]{.smallcaps}**

    -   At this level the individual is skilled at applying the
        competency, but is also able to consistently provide innovative
        or creative solutions to a problem or situation. The person is
        extremely effective in the competency area and able to coach
        others in skills and behaviors associated with it.

**[[Instructions]{.underline}]{.smallcaps}**

Read each of the statements on the following pages and then mark what
you think your level of proficiency is.

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

![](media/image1.png){width="1.0in" height="0.7145833333333333in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply how youth grow physically    |
| * | * | * | * | 5** | and how these changes influence youth development |
| 1 | 2 | 3 | 4 |     | programming                                       |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply how youth grow cognitively   |
| * | * | * | * | 5** | and how these changes influence youth development |
| 1 | 2 | 3 | 4 |     | programming                                       |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply how youth grow socially and  |
| * | * | * | * | 5** | emotionally and how these changes influence youth |
| 1 | 2 | 3 | 4 |     | development programming                           |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply the intentional process that |
| * | * | * | * | 5** | promotes positive outcomes for young people by    |
| 1 | 2 | 3 | 4 |     | providing support, relationships, and             |
| * | * | * | * |     | opportunities                                     |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply a model that demonstrates    |
| * | * | * | * | 5** | how multiple contexts have influence over the     |
| 1 | 2 | 3 | 4 |     | growth and development of youth                   |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and apply the theory that all youth    |
| * | * | * | * | 5** | are affected by risk and                          |
| 1 | 2 | 3 | 4 |     |                                                   |
| * | * | * | * |     | protective factors and how programming can        |
| * | * | * | * |     | maximize protective factors and minimize risk     |
|   |   |   |   |     | factors                                           |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Understand and create positive relationships with |
| * | * | * | * | 5** | youth, families and community partners            |
| 1 | 2 | 3 | 4 |     |                                                   |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Set up environments and programs to promote       |
| * | * | * | * | 5** | positive behavior while implementing strategies   |
| 1 | 2 | 3 | 4 |     | to deal with negative behaviors in appropriate    |
| * | * | * | * |     | ways                                              |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Demonstrate understanding of conflict management  |
| * | * | * | * | 5** | and resolution                                    |
| 1 | 2 | 3 | 4 |     |                                                   |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+
| * | * | * | * | **  | Articulate and develop programs that allow youth  |
| * | * | * | * | 5** | the opportunity to practice life skills           |
| 1 | 2 | 3 | 4 |     |                                                   |
| * | * | * | * |     |                                                   |
| * | * | * | * |     |                                                   |
+---+---+---+---+-----+---------------------------------------------------+

![](media/image2.jpeg){width="0.875in" height="0.7444444444444445in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

  ------- ------- ------- ------- ------- ---------------------------------------------------
  **1**   **2**   **3**   **4**   **5**   Develop an effective advisory council

  **1**   **2**   **3**   **4**   **5**   Use existing data sources to identify program
                                          opportunities

  **1**   **2**   **3**   **4**   **5**   Obtain citizen perspectives through community
                                          forums, focus groups, interviews, or surveys

  **1**   **2**   **3**   **4**   **5**   Set program priorities

  **1**   **2**   **3**   **4**   **5**   Lead a committee or design team through the process
                                          of developing a local program

  **1**   **2**   **3**   **4**   **5**   Use a logic model to represent how a program
                                          operates

  **1**   **2**   **3**   **4**   **5**   Utilize knowledge of youth development and the
                                          learning process to create high quality learning
                                          experiences for young people

  **1**   **2**   **3**   **4**   **5**   Teach effectively using basic principles of
                                          instruction

  **1**   **2**   **3**   **4**   **5**   Design effective evaluations

  **1**   **2**   **3**   **4**   **5**   Utilize quantitative and qualitative evaluation
                                          methodology

  **1**   **2**   **3**   **4**   **5**   Analyze and interpret evaluation data
  ------- ------- ------- ------- ------- ---------------------------------------------------

![](media/image1.png){width="1.0in" height="0.7145833333333333in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Develop and apply personal and organizational   |
| * | * | * | * | *5** | philosophies of volunteerism                    |
| 1 | 2 | 3 | 4 |      |                                                 |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Apply societal changes to volunteer             |
| * | * | * | * | *5** | administration strategies                       |
| 1 | 2 | 3 | 4 |      |                                                 |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Advocate for the benefits of volunteerism       |
| * | * | * | * | *5** | through education and change management         |
| 1 | 2 | 3 | 4 |      | processes                                       |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Create and support a positive organizational    |
| * | * | * | * | *5** | environment through effective volunteer         |
| 1 | 2 | 3 | 4 |      | staffing models                                 |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Develop and conduct organizational and          |
| * | * | * | * | *5** | community needs assessments relative to         |
| 1 | 2 | 3 | 4 |      | volunteer engagement                            |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Identify potential volunteer positions within   |
| * | * | * | * | *5** | the organization and develop                    |
| 1 | 2 | 3 | 4 |      |                                                 |
| * | * | * | * |      | or utilize existing written position            |
| * | * | * | * |      | descriptions in a comprehensive recruitment     |
|   |   |   |   |      | process                                         |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Implement appropriate selection strategies to   |
| * | * | * | * | *5** | engage potential volunteers for available       |
| 1 | 2 | 3 | 4 |      | position(s)                                     |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Develop and conduct new volunteer orientation   |
| * | * | * | * | *5** | programs and ongoing educational programs for   |
| 1 | 2 | 3 | 4 |      | volunteers                                      |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Develop and conduct ongoing educational         |
| * | * | * | * | *5** | programs for volunteers based on identified     |
| 1 | 2 | 3 | 4 |      | needs and organizational requirements           |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Recognize volunteers through appropriate        |
| * | * | * | * | *5** | intrinsic and extrinsic                         |
| 1 | 2 | 3 | 4 |      |                                                 |
| * | * | * | * |      | methods or strategies                           |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+
| * | * | * | * | *    | Develop and conduct impact assessment of        |
| * | * | * | * | *5** | volunteer efforts and communicate to            |
| 1 | 2 | 3 | 4 |      | stakeholders                                    |
| * | * | * | * |      |                                                 |
| * | * | * | * |      |                                                 |
+---+---+---+---+------+-------------------------------------------------+

![](media/image2.jpeg){width="0.875in" height="0.7444444444444445in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

  ------- ------- ------- ------- ------- ---------------------------------------------------
  **1**   **2**   **3**   **4**   **5**   Understand my own cultural/social identity and
                                          communication styles and how they impact
                                          relationship building

  **1**   **2**   **3**   **4**   **5**   Aware of and open to youth and volunteers who are
                                          diverse

  **1**   **2**   **3**   **4**   **5**   Understand differing cultural values, norms,
                                          practices and traditions and how those impact
                                          potential programming

  **1**   **2**   **3**   **4**   **5**   Value and incorporate multiple perspectives without
                                          prejudging individuals

  **1**   **2**   **3**   **4**   **5**   Understand the historical impact of power and
                                          privilege and develop then apply program polices to
                                          promote and support diversity

  **1**   **2**   **3**   **4**   **5**   Use non-defensive language and cross-cultural
                                          communication skills to prevent/minimize conflict
                                          in a cross- cultural setting

  **1**   **2**   **3**   **4**   **5**   Apply active listening techniques in accordance
                                          with cultural context

  **1**   **2**   **3**   **4**   **5**   Develop and conduct community needs assessments to
                                          gain meaningful input from diverse audiences

  **1**   **2**   **3**   **4**   **5**   Apply program design strategies appropriate for the
                                          intended audience(s)

  **1**   **2**   **3**   **4**   **5**   Recruits, supports and retains diverse volunteers
                                          and advisory committee members

  **1**   **2**   **3**   **4**   **5**   Develop meaningful, constructive relationships with
                                          local, grassroots organizations and informal
                                          community-based groups to expand outreach to
                                          diverse audiences
  ------- ------- ------- ------- ------- ---------------------------------------------------

![](media/image1.png){width="1.0in" height="0.7145833333333333in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

  ------- ------- ------- ------- ------- ---------------------------------------------------
  **1**   **2**   **3**   **4**   **5**   Assess the readiness of youth and adults to work
                                          together

  **1**   **2**   **3**   **4**   **5**   Create environments which foster positive
                                          youth-adult interactions

  **1**   **2**   **3**   **4**   **5**   Facilitate youth involvement on 4-H boards and
                                          committees

  **1**   **2**   **3**   **4**   **5**   Understand and apply various models for youth
                                          action (organizing, advocacy, leadership,
                                          governance, and service learning)

  **1**   **2**   **3**   **4**   **5**   Understand and apply principles of community youth
                                          development

  **1**   **2**   **3**   **4**   **5**   Establish and maintain effective professional
                                          networks

  **1**   **2**   **3**   **4**   **5**   Assess readiness for community alliances

  **1**   **2**   **3**   **4**   **5**   Create and manage appropriate community alliances

  **1**   **2**   **3**   **4**   **5**   Develop and conduct a community analysis

  **1**   **2**   **3**   **4**   **5**   Apply community development tools and processes

  **1**   **2**   **3**   **4**   **5**   Facilitate workforce development through 4-H youth
                                          development
  ------- ------- ------- ------- ------- ---------------------------------------------------

![](media/image2.jpeg){width="0.875in" height="0.7444444444444445in"}

**Proficiency Scale**

**1** *Good -- Knows the competency is important but has not yet
addressed it or does not do it consistently.*

**3** *Better*- *Understands and applies knowledge and skills
effectively*

**5** *Best* - *Not only understands and applies the competencies, but
coaches others using the same skills and behaviors for the particular
area*

  ------------------------ --------------------- -------------------------- --------------------- ------------------------
  **[GOOD]{.smallcaps}**                         **[BETTER]{.smallcaps}**                         **[BEST]{.smallcaps}**

  **[1]{.smallcaps}**      **[2]{.smallcaps}**   **[3]{.smallcaps}**        **[4]{.smallcaps}**   **[5]{.smallcaps}**
  ------------------------ --------------------- -------------------------- --------------------- ------------------------

  ------- ------- ------- ------- ------- ---------------------------------------------------
  **1**   **2**   **3**   **4**   **5**   Understand the Cooperative Extension Service/4-H
                                          history and mission

  **1**   **2**   **3**   **4**   **5**   Establish effective program governance and
                                          management structures (i.e. committees, boards,
                                          policies, etc.) in accordance with organization
                                          policy and procedures

  **1**   **2**   **3**   **4**   **5**   Establish priorities and manage time, priorities,
                                          and resources effectively

  **1**   **2**   **3**   **4**   **5**   Apply strategies to balance work/life issues in a
                                          healthy manner

  **1**   **2**   **3**   **4**   **5**   Demonstrate effective and diverse interpersonal
                                          communication skills and strategies

  **1**   **2**   **3**   **4**   **5**   Develop and manage budgets in accordance with
                                          organization/university policy and procedures

  **1**   **2**   **3**   **4**   **5**   Secure and manage financial/human resources to
                                          support youth development programs in accordance
                                          with organization/university policy and procedures

  **1**   **2**   **3**   **4**   **5**   Plan for and manage safe, inclusive program
                                          environments for all persons

  **1**   **2**   **3**   **4**   **5**   Apply ethical standards of the profession

  **1**   **2**   **3**   **4**   **5**   Apply strategies to enhance the profession through
                                          the integration of research practice

  **1**   **2**   **3**   **4**   **5**   Advocate for positive youth development in all
                                          aspects and levels of work
  ------- ------- ------- ------- ------- ---------------------------------------------------