In this paper, an attempt has been made to treat sociological concepts and those from other disciplines, as tools for deriving objectives for staff training and development. The Cooperative Extension educator's job was considered as one in which he uses these concepts in achieving change in individuals and groups by performing the functions of teaching, linking systems, maintaining and developing the organization, and conditioning the public for acceptance and support of educational programs. The behavioral components of objectives were described as appropriate only inasmuch as they are derived from staff members' needs relating to their job and its inherent functions. Determination of objectives was treated as a process that provides for continuous development and training. Some criteria were set forth for deriving and rank ordering objectives in a way conducive to the active, meaningful learning essential to staff development. (Author/LY)