The Bridge: Issue Management Process-- Connecting FFA Students with Employers
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Date
2015-05-06
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Ohio State University. Office of Outreach and Engagement
Abstract
Empowering students to develop 21st century skills that are critical for today's workforce and for fostering economic growth in their communities is the overarching theme of this Abler Enterprise Center project. FFA members from Ridgeon High School will participate in developing a train-the-trainer facilitator's kit for The BRIDGE: Issue Management Process Model. AEC has crafted this six-step model of proven business analysis tools to facilitate teams to solve a complex issue and create an implementation plan.
Description
IMPACT. 1: By utilizing The BRIDGE model, students are taught job skills most sought by employers: information gathering, problem solving, critical/creative thinking, organizing, planning, decision making, and teamwork. -- 2. After polishing their own facilitation skills, the students will partner with AEC staff to use The BRIDGE with Hardin County businesses to analyze workplace issues, determine solutions, and create action plans. -- 3. Previous FFA members from Ridgemont High School have BETA tested an earlier version of The BRIDGE, from which they developed several service-learning projects within their school and community.
OSU PARTNERS: Alber Enterprise Center; OSU Extension Community Development Educator; OSU Extension Hardin County Educators; Ohio State Marion Academic Advising
COMMUNITY PARTNERS: Ridgemont High School FFA Advisor (Stephanie Jolliff) and Students; Hardin County Chamber and Business Alliance (John Hohn)
PRIMARY CONTACT: Frank Gibson (gibson.363@osu.edu)
OSU PARTNERS: Alber Enterprise Center; OSU Extension Community Development Educator; OSU Extension Hardin County Educators; Ohio State Marion Academic Advising
COMMUNITY PARTNERS: Ridgemont High School FFA Advisor (Stephanie Jolliff) and Students; Hardin County Chamber and Business Alliance (John Hohn)
PRIMARY CONTACT: Frank Gibson (gibson.363@osu.edu)
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Citation
Engaged Scholars, v. 3 (2015).