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The University of Nebraska–Lincoln Testing Agricultural Performance Solutions (TAPS) program involves use of farm management competitions to increase engagement across producers, industry, and universities. Participants make several management decisions throughout the growing season in a controlled field trial held at the university research station. Results are analyzed, and awards are presented for most profitable farm, most efficient farm, and farm with the greatest grain yield. The TAPS program involves several techniques for facilitating participatory assistance, including two-way communication and transformational learning. It has resulted in participants' questioning their past management decisions and realizing that they need to improve their marketing skills to improve profitability. [ABSTRACT FROM AUTHOR]

Transformative learning can lead to great awareness of one's own and others' personal perspectives and result in changes in how participants understand important social issues and how they choose to take action or not. Three examples of Extension teaching that embrace transformative learning are presented: a phenomenological approach to interaction with landowners; forest story cards; and scenario planning. These tools have been shown to be useful in forestry and may be useful in many Extension disciplines. [ABSTRACT FROM AUTHOR]

The article discusses a study which explored the nature of organizational learning within the Extension Service of a major Midwestern land-grant university through quantitative analysis of semi-structured individual and focus group interviews involving Extension professionals. Four key dimensions of learning reportedly surfaced in the study including the application of a model for organizational knowledge creation. An overview of organizational participants in the study is also provided.