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)

Describes the methods and results associated with the development and implementation of a content-validated test appropriate to assess the on-the-job writing essential for the job of county extension agent. (Author/IRT)

A study used Kolb's Learning Style Inventory to assess the learning styles and computer training preferences of 200 extension personnel listed in the Iowa State University Extension Directory (184 respondents). It found that 29% had a converger-type learning style; 26% a diverger style; 25% an accommodator style; and 20% an assimilator style. (JOW)

Telephone interviews with 26 extension field staff and 53 nutrition specialists about use of impact indicators found that field staff saw little incentive for conducting evaluations and thought systemwide measures neglected individual program nuances. Specialists considered evaluations important but cited lack of time and resources as barriers.…

To overcome agent resistance to issues-based programming, an extension service used a stakeholder task force to identify critical issues. A survey was constructed and conducted with a sample population to verify the importance of the issues for program development. (SK)

Extension professions can bring specific expertise to solving community housing problems with local organizations: community knowledge, housing knowledge, volunteer development skills, and organizational development skills. (SK)

Tested two formats of remarriage educational program on cooperative extension agents. Agents (n=119) were randomly assigned to written format group, audiotape format group, or control group and were mailed pretest-posttest packets. Analysis of pretest-posttest scores for three groups indicated significant increase in scores for written format…

In 11 North Carolina counties, extension agents interviewed 7 clients per county; 31 new agents were also interviewed. Results show that "doing" is clearly the most preferred learning mode of both groups. Combinations of learning modes were even greater learning enhancers than individual modes. Seeing, doing, and discussing were the most…

A Namibian project to train agricultural extension staff considered three approaches to curriculum development: content, product, and process. Use of participatory approaches brought new dimensions to the final product, but they cannot become an alternative to working with trainees on their own agenda. (SK)

Surveys sent to 233 extension agents in New York received 112 responses; 21% had natural resources as a primary responsibility. There was greater interest in water resource topics than in forest management topics; rankings differed by agents' programming responsibilities. Several new areas were identified for which there is no current Extension…

Internet inservice training was offered to 150 county Extension agents representing six southeastern states, who used Web-based materials, an online pretest/posttest, and listserv discussions. Questionnaire responses indicated that most agents were very receptive to this method. Pretest/posttest scores show that the training resulted in a…

A survey of 208 Ohio county extension agents revealed a somewhat high level of customer orientation, commitment to customer service, and positive attitude toward continuous quality improvement. Paraprofessionals had higher customer orientation than professionals or support staff; women's customer orientation was higher than men's. (SK)

Responses from 61 of 67 Ohio State University extension agents who left between 1990-94 showed they were primarily female (66%), white (90%), and untenured (98%). They were most likely to leave due to other priorities, insufficient pay, family obligations, too many work responsibilities, or the opportunity to make more money elsewhere. (SK)

Ohio State University extension agents who chose either the faculty (n=29) or administrative and professional (n=58) track were surveyed. Agents in the faculty track tended to be male and younger. Administrative track agents were not influenced by salary. Scholarship of application was the most influential distinction between faculty and…

To help build the capacity to serve culturally diverse communities, Pennsylvania extension professionals developed Diverse Issues, a quarterly newsletter. The newsletter is mailed to Extension professionals across the state. Responses from 136 extension personnel indicated that the newsletter has increased the knowledge, awareness, and…