Forestry Training Manual: Inter-America Region (Peace Corps, 1986): Session LIV

Forestry Training Manual: Inter-America Region (Peace Corps, 1986)

		(introduction...)
		Acknowledgements
		Trainer guidelines
		Training program overview
		Forestry observation guide for site visit
		Getting ready
		Conducting the training program
		Weekly evaluation form
		Session I - Welcome, expectations, and evaluation criteria
		Daily schedule for technical training I
		Session II - Special projects
		Session III - The forest of the world, Peace Corps forestry goals, the individual volunteers' roles
		Session IV - Language class
		Session V - Record keeping
		Session VI - Journal keeping and setting
		Session VII - Flowers, seeds, the beginning
		Session VIII - Spanish language class
		Session IX - Non-verbal communication
		Session X - Basic site selection, planning and layout of a nursery
		Session XI - Spanish lesson
		Session XII - Cultural values
		Session XIII - Soil preparation, seed bed sowing, and reproduction by clippings
		Session XIV - Spanish language
		Session XV - Communication through illustration
		Session XVI - Fertilizers, watering and containers
		Session XVII - Spanish language
		Session XVIII - Protection and record keeping
		Session XIX - Individual interviews
		Weekly evaluation form
		Session XX - Planting trees
		Session XXI - Spanish language session
		Session XXII - Introduction to extension
		Session XXIII - The principals of pruning and thinning learning how to make and use a diameter tape
		Session XXIV - Spanish language
		Session XXV - Volunteer's role as an extensionist
		Session XXVI - Pacing, plane table, rustic transit and compass
		Session XXVII - Spanish language
		Session XVIII - Forestry extension
		Session XXIX - Forest menstruation
		Session XXX - Spanish language
		Session XXXI - Working with groups as an extension worker
		Session XXXII - Agro-forestry
		Session XXXIII - Spanish language
		Session XXXIV - Lesson plan and use of visual AIDS in teaching
		Session XXXV - Small research projects
		Session XXXVI - Individual interviews
		Session XXXVII - Soils
		Session XXXVIII - Spanish language
		Session XXXIX - Community analysis introduction
		Session XL - Soil erosion
		Session XLI - Spanish language
		Session XLII - Problem analysis
		Session XLIII - Watershed management
		Session XLIV - Spanish language
		Session XLV - Review of expectations - Mid way
		Session XLVI - Spanish language
		Session XLVII - Species report
		Session XLVIII - Forestry issues
		Session XLIX - Spanish language
		Session L - Field trip overview
		Session LI - Ecology teams give presentations
		Session LII - Individual interviews
		Session LIII - Review of field trips
		Session LIV - Project planning: Goal setting
		Session LV - Spanish language
		Session LVI - Resources
		Session LVII - Compost heap. Insect collection. Light gaps
		Session LVIII - Spanish language
		Session LIX - Cultural shock - Are we ready for it?
		Session LX - Grafting and fruit trees
		Session LXI - Spanish language
		Session LXII - Professional approaches to interaction with host country officials
		Session LXIII - Final interviews
		Session LXIV - Graduation

Session LIV - Project planning: Goal setting

Total Time:

4 hours

Goals:

- To integrate the technical material, problems identified and personal learnings into a clarified set of personal and project goals and objectives.
- To write immediate project goals and those in three months.
- To identify and list resources needed to accomplish goals.
- To identify personal learning goals for the next three months.
- Review learnings of and accomplishments in last 15 weeks of training.

Exercise I:

Lecture on goals, objectives and activities.
Individual work on three month project plan.
Individual work on personal learning.

Materials:

Flip charts, marker pens, tape. Participants may want to briny their journals.

Trainer's Note: You may want to suggest that participants bring their journals to this exercise.

Exercise I - Project Planning, Goal Setting

Total Time:

4 hours

Overview

In this session trainees take time to plan their projects and set their own goals. They will deal with integrating the training they have received, problems that have been identified and personal learnings. They will also look at accomplishments they have made since the beginning of training in-country.

Procedures

Time	Activities
	1. Trainer opens the session by explaining the goals of the session; making linkages to the prior sessions will now stress their role as a volunteer. All the information they have gathered over the past 14 weeks is to he incorporated into a series of plans for the future.
	2. Ask each person to review and list their major learnings during training.
	3. Ask each person to review the learning goals they have set for themselves in session five. Now put into a written statement, if they have reached these goals.
	4. Ask each person to then fill out the following matrix. Explain that the exercise has two parts. The first considers the specific volunteer project assignment. The second part asks people to set out goals for personal learning or development.
		a. Where would I like to be on my project in 3 months?
	Goals		To Do's	By When	Resources Needed
		b. Benchmarks (or milestones)
		To get to my next 3 month goals, I plan to have accomplished the following in 6 weeks:
		c. When I get to my site, I plan to do the following things first.
1 hour	5. After the exercise is completed, ask the group to review the "goals", "to do's" and "resources needed" in pairs. Remind the group that this is another opportunity to use their planning skills and apply them to this situation. Use the following questions.
		- Is the plan realistic, feasible?
		- What will I do to measure success?
15 minutes	BREAK
20 minutes	6. Personal learning/action goals: Ask each person to look over their journal entries and the chart they made earlier and consider what they want to set as personal learning or action goals for the next three months.
30 minutes	7. when the list is completed, ask the group to go hack into the same pairs again and review each person's plan. The group should be instructed to share only what they feel comfortable sharing. Some areas may he private.
15 minutes	8. Close the session by asking:
		1) What have you learned from this process?
		2) Is there any unfinished business?
		3) Will you be able to apply these tools in your work with the community?

FORESTRY TECHNICAL TRAINING

ECUADOR/PARAGUAY

Introduction to Planning (Sample Outline for Lecture)

I. The ability to plan is a key characteristic of a professional.

A. Need for Planning:
1. Necessary for effective Peace Corps Service.
2. Necessary for most host country agencies.
3. Underdevelopment is as much due to poor planning as it is to resource limitations.

B. The planning process begins with the establishment of clear objectives.

II. The formation of clear useful objectives.

A. The need for clear objectives.
1. The desired outcome of the project must be clear to plan necessary activities and tasks.
2. Evaluation of project effectiveness requires clear objectives.

B. The qualities of meaningfully stated objectives.
1. They identify in concrete terms the terminal project situation or behavior and give a picture of what should exist at the end of the project.
2. They identify any pertinent conditions or assumptions that would affect the achievement of the project objectives.
- To forewarn participants of any possible problems.
- To avoid misunderstandings when objectives are not met due to outside factors.

3. They specify the criteria used to establish acceptable project performance, giving a statement of specific quality, quantity or time necessary for fulfillment.
4. They are stated in concrete non-ambiguous terms:
a. Terms often used in objectives the are open to many interpretations.
- TO MOTIVATE people to plant trees,
- TO TRAIN people in nursery management,
- TO UNDERSTAND the essentials of nursery management,
- TO ENCOURAGE tree planting.

b. Terms open to fewer interpretations:
- TO ESTABLISH a nursery capable of producing 100,000 healthy trees each year.
- After participating in the training course participants will be able: TO DESCRIBE AND DEMONSTRATE the following essential skills of a forester.
- After training they will be able TO MAKE A LIST of most common pests and diseases found in nurseries.