Thesis (M.S.)--University of Wisconsin, 1967. / Extension Repository Collection. Typescript (photocopy). Includes autobiographical sketch of author. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 77-79).

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]).

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).

Thesis (M.Sc. (Agricultural Extension)) -- University of Limpopo, 2016 / Agriculture is regarded as one of the pillars for economic development for most developing countries including South Africa; however youth participation in the sector is minimal. Similar to the situation in many other developing countries both commercial and subsistence agriculture are practiced in South Africa. Agriculture is the primary employer and has the potential to contribute significantly towards youth employment and poverty reduction especially in rural areas of Limpopo province. However this might not be seen to be the case by the youth in rural areas of the Limpopo Province of South Africa. The study aimed at evaluating the extent of out of school youth participation in agricultural activities. the focus of the study was to (a) Identify and determine the roles and responsibilities of stakeholders involved in agricultural out-of-school youth projects;(b) determine the socio economic factors that influence out-of-school youth participation in the agricultural sector;(c) determine and document the skills possessed by out-of-school youth participating in the agricultural sector and (d) determine strategies that can be used to attract and sustain youth participation in the agricultural sector. Both qualitative and quantitative methods of data collection tools were used to collect data. These included semi-structured questionnaires, resource maps, transect walks and focus group interviews. The study revealed that out of school youth have the potential to contribute positively towards developing the agricultural sector as well as their local rural areas through agricultural activities. It was also shown that male youths were dominating in decision making of most of the projects even though their female counterparts generally played major roles in implementing agricultural activities. Although male youths dominated decision making in the projects, they were outnumbered in the projects by their female counterparts, more so for those in the early thirties (31-35). As revealed by the study, there was limited training in terms of skills development for out of school youths participating in agricultural projects. Also institutional factors such as access to land, funding and information flow influenced youth participation in agricultural activities. Partnerships between the state and other stakeholders were identified by all participants as crucial for attracting and sustaining youth in the sector and for addressing the constraints faced by the youths, e.g. Financial, technical and marketing problems. Several socio-economic factors that affect participation of out of school youth in agricultural activities were significant at different level of significance. Youth participation in agricultural activities in the study area varied from district to district. v Youth projects consist mainly of primary production activities with few supporting actors alongside the value chain. As such there are several constraints that prevent youth projects from accessing the high value chain markets. Therefore the study recommends the formulation and implementation of policies that are aimed specifically at youth in agriculture. Such policies can include subsidized inputs to youth projects and access to fund without demanding collaterals. Improved access to extension support and information centres will improve participation of youth in agricultural activities. Establishment of linkages alongside the agricultural value chain will allow youth projects to access high value markets. Multistakeholder partnership between government and all actors in the value chain will ensure effective and efficient demand drive service delivery

No description available.

The study determined the level of agreement between ASEAs and their administrators and subject-matter specialists as to the competency areas considered most important to the effectiveness of the agents. The study also determined the specific items within the competency areas that ASEAs would like to have included in their in-service training. Selected demographic characteristics were collected to determine characteristics such as agents' age, race, gender, level of education, and years of experience. The population for this study consisted of 66 ASEAs, 49 administrators, and 18 subject-matter specialists employed by the North Carolina Cooperative Extension Service. Data were collected by mailing the questionnaire accompanied by a letter from the director of the North Carolina Cooperative Extension Service announcing the study and providing details on its nature, use of the data, and instructions for completing the questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies and means were used to describe the research objectives. Demographics were surveyed using an instrument developed for that purpose by the researcher. Major findings included several items. In terms of importance, ASEAs, administrators, and specialists rated program planning highest. In rating the need for training, ASEAs, administrators, and specialists also rated program planning highest. Specific items in the program planning competency area that were rated important, 3.0 on a 4.0 scale, were the role of area agents, involving lay people, long-term program development, area agent programming, developing programs, and evaluation. The only important differences among groups--ASEAs, administrators, and specialists-~regarding specific items were in their ratings of the need for training of the items of history, philosophy, University USDA-partner, and county responsibilities in the general competency area of organization and administration. An important differences among groups was also observed in ratings of need for training in the program planning competency area for the specific item program planning. No other important differences were found. The majority of ASEAs held master's degrees. Over 50% of ASEAs had a tenure as ASEA of 5 years or less, and over 50% had a tenure with the Extension Service of 6 years or less. The majority of ASEAs were male; only 18% were female. The majority of ASEAs were Caucasian; only 5% were minorities. From the data gathered in this study, a proposed Area Specialized Extension Agent Development Institute was developed. / Ed. D.

The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities. / Ed. D.

No description available.

Thesis (PhD) -- University of Western Sydney, Nepean, 1999. / "A thesis submitted in fulfillment of the requirement for the degree of Doctor of Philosophy" Bibliography : leaves 218-224.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.