Theoretically, a number of demographic, personality, attitudinal, cognitive, and performance variables were selected for examining television performance effectiveness. The experiment, conducted within the workshop context, was replicated in 1965 with a total of 62 participants. Each year subjects were placed into three random groups, stratified by sex and job classification. Group 1 subjects made a television presentation, saw and evaluated the videotape replay, and received a written panel critique for study and comparison. Group 2 subjects performed, then had the panel critique only. Group 3 subjects performed but had no feedback. Inservice training followed treatment. At the end of the workshop all subjects remade their presentations, which were both panel and performer evaluated. High feedback produced significantly more favorable attitudes toward television as a medium for extension education (P<.05). Key predictors of change were grade point average, college television courses, graduate credits, degrees, years in extension, television experience, attitude, self concept, television knowledge, and the exhibition, achievement, autonomy, order, dominance, and aggression personality traits. Performance ratings by television directors were similar to those of other authoritative evaluators. (Author/NL)