Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 370-376).

Thesis (M.S.)--University of Wisconsin, 1962. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [105-106]).

Thesis (M.S.)--University of Wisconsin, 1962. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 52).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 599 p.; also includes graphics (some col.). Includes bibliographical references (p. 383-408). Available online via OhioLINK's ETD Center

The purpose of this study was to determine what job responsibilities Extension 4-H youth development professionals (n = 241) chose to spend their work time doing and how the workload related to their job satisfaction and burnout. They were asked to rank order seven common, predetermined job responsibilities, based on the 4-H Professional, Research, Knowledge, and Competencies ( 4-H PRKC), and to identify their level of job satisfaction and burnout. The study utilized quantitative methods for gathering data from 4-H youth development Extension professionals from 6 land-grant universities. Over the past 25 years, there has been an increase in research investigating burnout and job satisfaction. Burnout is a serious issue that can lead to decreased productivity for the employee and increased costs for the employer. Finding the connections among burnout, job satisfaction, and work environment is important to help reduce problems, including work overload. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. To determine the workload, 4-H youth development professionals were asked to rank seven job responsibilities for each of the domains that are common to the youth development profession. The job responsibility that had the lowest mean of any from the six domains was #1 "using volunteer committees" in the volunteerism domain, with 71.9% of the respondents ranking it as one of the top two job responsibilities within the domain. Determining job satisfaction related to the individual job responsibilities was the first measurement used in identifying the level of job satisfaction in the survey. The youth development domain's job responsibility #6 "develop programs to practice life skills" provided the respondents the greatest degree of job satisfaction (M = 1.93, SD= 0.72) of any of the responsibilities with the six 4-H PRKC domains. The second instrument used to assess job satisfaction for 4-H youth development professionals was the Job Satisfaction Survey (JSS), in which the mean score was 3.72 (SD= 0. 79). The third and final measurement used to determine job satisfaction was the self-reported overall level of job satisfaction. The mean for the self-reported overall job satisfaction was 2.20 (SD= 0.83). The greatest degree of burnout (M = 3 .21, SD= 1.26) within any of the domains was in the youth development domain with job responsibility #7 "dealing with conflict management." This job responsibility also indicated a negative relationship between the workload rank score and job responsibility burnout (r = -0.250). The overall mean for the Burnout survey was 3.84 (SD= 0.86). The greatest burnout came from the work within the youth development domain. The 4-H youth development professionals reported feeling very little overall burnout related to their job. The overall self-reported mean for burnout was 2.75 (SD=1.17). They also reported being satisfied with their current job (M= 2.20, SD= 0.83).

A descriptive type of research was conducted to study the Cooperative Extension Service in the United States with implications for the Agricultural Extension Program in Sri Lanka. The Commonwealth of Virginia's Cooperative Extension Service was selected for detailed study and information was collected through literature reviews and personal interviews. Based on the writer's experience and available materials, information concerned with the Agricultural Extension Program in Sri Lanka was presented. The information on organizational structure and operation of the cooperative agricultural extension program in Virginia, including the history of agricultural extension programs in the United States; cooperative extension work at Federal, state and county levels; responsibilities of extension personnel; program planning and evaluation; flow of information and teaching methods; staff development; and 4-H activities were collected and compared with similar aspects of the agricultural extension program in Sri Lanka. The comparison of the Cooperative Extension Service in the United States and the Agricultural Extension Program in Sri Lanka shows both differences and commonalities. Basic functions and the general objectives of both extension programs are almost the same, but there are differences between the two extension programs in organizational structure, subject matter coverage, approach to the clientele, procedures of program planning and implementation, staff development and in 4-H activities. Based on the findings of this study, the following most important conclusions were drawn: (1) a lack of formal functional relationship between the Agricultural Extension Service and the higher educational institutes has limited the use of personnel and resources available in the institutes; (2) the lack of job descriptions for agricultural extension workers leads to confusion of their duties and responsibilities; (3) the Agricultural Extension Service in Sri Lanka has not used local clientele committees during the program development process; (4) the village level extension workers do not have input in the preparation and implementation of the programs at the local level; (5) an evaluation unit or commitment for evaluation is neglected in the organizational structure of the Agricultural Extension Service in Sri Lanka; (6) the demonstration method of teaching has been overlooked and is used too infrequently in agricultural extension education activities; (7) technical assistance provided by extension workers is limited to agricultural production; and (8) young farmers program activities have been neglected for many years. Based on the selected conclusions of this study, the selected recommendations were made to help strengthen the Agricultural Extension Service in Sri Lanka: 1. that a formal functional relationship be established between the Agricultural Extension Service and the higher educational institutes; 2. that the duties and responsibilities of extension workers at the various levels be defined; 3. that advisory committees be organized at each hierarchy level of the organizational structure of the Agricultural Extension Service; 4. that agricultural extension programs be developed and implemented at local levels; 5. that an evaluation unit be created as a part of the Agricultural Extension Division; 6. that the demonstration technique be used as a primary teaching method; 7. that the competency level of extension personnel be improved through a systematic and planned preservice and in-service preparation programs; and 8. that village level extension workers organize young farmers clubs in each of their ranges. / Master of Science

The objectives of the study were as follows: 1. To investigate the following of the Cooperative Extension in the United States (Virginia) and Nigeria (Anambra): A. Background and history B. Organization C. Administration D. Responsibilities of personnel E. Financing F. Program areas G. Training of staff H. Communication processes and methods used I. Reporting and evaluation of programs 2. To write·a descriptive comparison of the two extension systems. 3. To make recommendations for the improvement of the Nigerian Agricultural Extension Service based on the findings. Nigeria has an Agricultural Extension Service which has not been successful in changing the life of the peasant farmers and needs to be improved if agriculture is to be successful in Nigeria. Nigeria's economy has gone down within the last year due to the reduced price of oil on which the nation has built its wealth since the mid-1960's. It is now believed by the Nigerian policymakers that agriculture is a more stable and everlasting base for the economy and again needs to be the primary source of income in Nigeria. The methods used in this study were as follows: A. Literature review. A literature review was made on the elements selected for study. B. Sources of information. Additional information was obtained from other sources such as the Cooperative Extension Service in the United States and Nigeria, personal interviews, world bank offices in the United States. C. A descriptive comparison was made on all of the elements studied and conclusions were drawn. Recommendations for the improvement of the Nigerian Agricultural Extension Service were made. The comparison between the Cooperative Extension Service in the United States and the Nigerian Agricultural Extension Service shows similarities and differences. There is greater similarity in their operations than in the organizational and administrative structure. There are also differences in the methods used to carry out the extension programs, variety of programs, procedures used in program planning and reporting and evaluation of programs. Ten important recommendations resulting from this study are: That the Federal government enact legislation (laws and regulations) which will provide adequate financial support, recognition and direction for the operation of the Agricultural Extension Service. That the technical personnel of the Agricultural Extension Service carry out educational functions exclusively. That additional technical extension personnel be employed so that there is an adequate number to do the work and that they be well trained. That more workers in the Home Economics programs be employed and trained. That the extension workers use the training and visit system (T and V) to train the farmers. That the extension service provide an adequate number of demonstration units. That cine vans (demonstration units) equipped with microphones and cinema equipment tour all the villages more frequently to enlighten the farmers. That a separate Evaluation Section be included in all Agricultural Extension Divisions in the nation. That the personnel of the Agricultural Extension Service be given adequate training in the area of reporting and evaluation. That adequate funds be provided for the reporting and evaluation section so that the workers and the public will know how much progress is being made, / Ph. D.

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Call number: LD2668 .T4 1952 L6 / Master of Science

Call number: LD2668 .T4 1963 J46 / Master of Science