multicounty area staff specialist 

 positions. Extension specialists 

 have no line authority over county 

 staffs, although in forestry, 

 program implementation is with 

 and through them for the most 

 part. Forest-products specialists 

 tend to work more directly with 

 clients and client firms. Thus 

 educating and persuading county 

 extension staff to (1) recognize 

 program needs, opportunities, and 

 promising solutions; and (2) mount 

 appropriate programs at the county 

 level have been a major 

 responsibility of the specialist in 

 forestry (Wade 1975 unpubl.). 



Relationships have varied among 

 specialists and forestry and forest- 

 products academic units. Where 

 extension was conducted within 

 this unit, the academic unit 

 administrator usually shared 

 administrative responsibility with 

 the State extension director. 

 Where the operation was separate, 

 the specialist staff answered 

 primarily to the State Extension 

 Administration (Extension 

 Committee on Organization and 

 Policy 1976). 



External relationships are diverse, 

 extensive, ad hoc, or permanent, 

 as indicated earlier, and will not be 

 discussed further here. Case 

 examples to be cited later will help 

 illustrate their nature. 



Methods 



All educational methods have been 

 used. Selection has depended on 



the client's needs, state of 

 knowledge, and individual 

 situation; the type of information 

 to be communicated; the degree of 

 tailoring required; and other 

 factors. Both group and one-on- 

 one approaches have been 

 employed. 



In earlier times, extension relied 

 heavily on field method 

 demonstrations and result 

 demonstrations to introduce new 

 and improved practices. These 

 demonstrations were located on 

 clients 1 properties or at their 

 facilities. Efforts were made to 

 identify local leaders with influence 

 among their peers to act as 

 demonstrators. 



The method demonstration was 

 just that — a show-how and practice 

 event at a meeting on a property 

 where the practice or practices 

 could be applied advantageously. 



The result demonstration went 

 further in that it involved 

 collecting, keeping, analyzing, and 

 publicizing comparative cost and 

 performance data over the 

 response period. 



Extension staffers selected the 

 demonstration method in light of 

 the old learning theory that people 

 remember 10 percent of what they 

 hear or read, 30 percent of what 

 they see, and 70 percent or more 

 of what they do. The 

 demonstration method is still 

 extensively used. But today the 

 whole gamut of media and 



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