This booklet provides extension personnel with basic information on how to help handicapped individuals through referral to the appropriate service provider. A series of steps is suggested for locating help for a client when no appropriate service provider can be readily located. Lists are then presented of possible sources of help in these areas:…

The author describes the problems facing an extension agent in selecting and utilizing indigenous paraprofessionals to teach extension programs in their neighborhoods. She suggests that extension professionals look on the requirement for them to supervise paraprofessionals as a challenge to extend and improve extension programs. (MF)

The Reflective Appraisal of Programs (RAP) approach allows county extension staff (in cooperation with volunteer leaders, specialists, and district staff) to obtain systematic evidence on results that participants perceive to have occurred in the months or years following their involvement in an extension program. Simpler than a…

Volunteers have needs, abilities, and desires of their own. The skilled and caring extension agent will use management and supervision principles to fully use all of those needs and abilities. (LRA)

"Together" 4-H programming involves both youth who have disabilities and those who do not. This workbook cna help an individual begin "together" 4-H programming or expand existing programs. The workbook has been prepared to provide professional and volunteer staff with: (1) a working notebook on 4-H programming with handicapped…

Evaluating extension educator performance is difficult due to the nature of extension education, the variety of educational methods and clientele, and the broad subject matter taught. Some approaches to performance evaluation are classroom visitation, self-appraisal, plan of work review, "student" input, group sampling, and peer evaluation. (MF)

From his extension experience in Wayne County, Michigan, the third most populous county in the nation, the author offers some principles to consider in enhancing staff and program effectiveness: resource assessment, staff utilization, program funding, time management, and program visibility. (MF)

Presents a marketing decision model and other methods that extension agents may use in presenting extension programs dealing with the problems of marketing agricultural commodities. (MF)

A new county extension agent, having community development responsibilities, will be concerned with identifying projects, organizing for action, identifying key people for the projects, and identifying the resources needed to undertake new initiatives. Three methods of community action planning are discussed step by step. The social action process…

This guide describes intergenerational programs and provides ideas for initiating and implementing informal and formal interaction between youth and senior adults. Intergenerational programs can help dispel negative stereotypes that youth and older adults may have about each other. Successful programs provide rewarding experiences for both…

Humanized management may be the core of a successful extension career for both administration and staff, according to the author, who discusses the process of humanizing and managing for extension (and other) professionals. He states that humanized management is an art that must be learned and practiced. (MF)

This manual is intended for extension workers involved in rural development programs in developing nations. The focus is on communication skills and education and is aimed at the trainers of extension workers. There are four main sections with each section divided into units with handouts and activities. Section 1, "Basic Education…

This guide was developed to assist 4-H club leaders in implementing a youth leadership skills project. Leadership skills are categorized into three levels: personal skills, skills working within groups, and skills leading groups. The first chapter discusses leadership and the value of teaching leadership skills to youth. The leadership life skill…

Three groups were surveyed to determine the preferred modes of learning of persons directly associated with cooperative extension education in North Carolina. The modes of learning stated on the questionnaires were doing, touching/feeling, smelling, tasting, seeing, hearing, and discussing. Three groups completed the questionnaire: targeted…

Extension personnel can aid rural decision makers with impacts felt from rapid growth in their communities via a locally applicable community impact model. This paper illustrates how extension professionals can utilize community impact models. Impact models reviewed include: model to measure the impact of new industry on rural communities in…