Advances in Sciences and Humanities

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Critical Competencies of Program Quality as Perceived by Extension Educators

Received: Mar. 13, 2020    Accepted: Mar. 26, 2020    Published: Apr. 14, 2020
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Abstract

This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.

DOI 10.11648/j.ash.20200602.11
Published in Advances in Sciences and Humanities ( Volume 6, Issue 2, June 2020 )
Page(s) 52-57
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Staff Training, Program Quality, Diversity, Positive Youth Development

References
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[17] Huebner, A. J., Walker, J. A., & McFarland, M. (2003). Staff development for the youth professional: A critical framework for understanding the work. Youth & Society, 35 (2), 204-225.
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    Jeantyl Norze. (2020). Critical Competencies of Program Quality as Perceived by Extension Educators. Advances in Sciences and Humanities, 6(2), 52-57. https://doi.org/10.11648/j.ash.20200602.11

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    Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv. Sci. Humanit. 2020, 6(2), 52-57. doi: 10.11648/j.ash.20200602.11

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    AMA Style

    Jeantyl Norze. Critical Competencies of Program Quality as Perceived by Extension Educators. Adv Sci Humanit. 2020;6(2):52-57. doi: 10.11648/j.ash.20200602.11

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  • @article{10.11648/j.ash.20200602.11,
      author = {Jeantyl Norze},
      title = {Critical Competencies of Program Quality as Perceived by Extension Educators},
      journal = {Advances in Sciences and Humanities},
      volume = {6},
      number = {2},
      pages = {52-57},
      doi = {10.11648/j.ash.20200602.11},
      url = {https://doi.org/10.11648/j.ash.20200602.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ash.20200602.11},
      abstract = {This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.},
     year = {2020}
    }
    

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    AB  - This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.
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Author Information
  • College of Agriculture, Biotechnology & Natural Resources, University of Nevada Cooperative Extension, Las Vegas, USA

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