To describe how Partnership for Rural Improvement (PRI) field program associates perceive themselves performing their role functions, three associates and two assistants responded to questions about: their tasks, responsibilities, and roles; how they got started; what skills they needed; and what materials or technical assistance could benefit them. The responses were analyzed and compared to role descriptions found in relevant literature. Associates described themselves as facilitators, social researchers, community educators, publicists, catalysts, process helpers, and resource links. The descriptions were supported by the literature. Their description of initiating, building, and maintaining PRI relationships served as the basis of a generic involvement procedure for field program associates. The procedure had five phases: orientation and awareness, problem identification, alternatives identification, planning and implementation, and on-going support. The document includes 16 articles and excerpts that can serve as a beginning collection of resources for the personal and professional growth of the field program associates. The document also includes 99 tools and techniques for use by field program associates, a briefly annotated bibliography of 55 materials available from the American Society for Training and Development, and a list of 20 new books and materials acquired by PRI. (SB)