The purpose of this study was to identify, define, and operationalize the communication concepts required by adult educators in agriculture to fulfill their role as educational change agents. Four stages were seen: (1) the determination of anticipated behavioral requirements; (2) identification of relevant communication concepts; (3) the definition and description of the concepts; and (4) the development of suggested educational objectives. A review of research reports and projections by experts in agricultural education was conducted and a list of an anticipated intellectual behavioral requirement developed. An extensive review of literature by authorities in the field of communication served to identify relevant communication concepts. The concepts were ranked into four groups according to their importance. A list of educational objectives for training programs was suggested based on definitions and explanations of the most important communication concepts. It was concluded that the study of technical, social, and economic trends and related changes was an effective way of determining intellectual behavior requirements needed for future competence in communication. (Author/PT)