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

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

Weekly evaluation form

Date: __________
Name: __________

1. I have gained the following__________
2. On a scale of 1 to 10 my learning this week has been a. __________
3. This week has been (respond to all that applies):
__________Informative
__________A rehash
__________Motivating
__________Stretching
__________Too much in too little time
__________Unnecessary
__________Valuable
__________A waste of time
__________A stone dray
4. This week has (respond to all that applies)
__________Challenged me
__________Reinforced my technical skills
__________Made me more confident
__________Enabled me to polish communication skills
__________Improved my group interaction skills
5. Feedback on the training program
6. Feedback to Trainers
7. Things I would like to see included in training program

Staff Meetings

It is important for trainers and co-trainers to meet daily. We found that the time when participants were occupied with Spanish classes was best. The following is a suggested agenda:

1. How have sessions gone since we last met?
2. Are we ready for next sessions?
3. What kind of help do we need?
4. Any participants we are concerned about?
5. Any feedback for each other?
6. Role clarification for trainers.

The day before personal interviews staff meetings tend to run longer as staff decides on feedback for each trainee/participant. It is important that staff have consensus on feedback they provide to each trainee.

Presenting the Sessions

Format

Each session design includes one or more exercises directed at the goals of the session. The information provided in the design includes:

1. Session/Exercise Title,
2. Total time required to complete session/exercise
3. Overview statement describing purpose of session/exercise,
4. Procedure and activities - sequenced and timed steps which describe what trainer and participants are required to do at a particular point in the program,
5. Material required,
6. Trainer Notes: Special instructions relevant to a particular session or exercise.

Review/Study the Training Program Guideline

Even though each session is described in detail it will be necessary for you and any co-staff to review carefully the entire design to assure that there is an understanding of the overall sequence of activities and of specific trainer activities/responsibilities for each session. In reviewing the design for each session you should do the following:

1. Review the trainer and participant materials;
2. Review the purpose/goals of each session and determine the relationship of the session to the previous and subsequent sessions, and the total course;
3. Prepare session/exercise goals/objectives on flip chart. Note: Write these in your own words rather than copying them verbatim from the guidelines;
4. Be sure all the materials are prepared, equipment is working, and that the space needed is properly set up for training;
-Prepare flip charts before the sessions; if an easel is not available, paper may be tacked or taped to the wall;
-Prepare any lecture notes required - keep these to a minimum - Gather copies of all handouts and worksheets,

5. Review the sequence of activities, the points to be discussed, and materials several times before the session to become thoroughly familair with the session and its content,
6. Assign shared responsibilities of co-trainers .
7. During the presentations, keep in mind the structure of the session, i.e., introduction, major points summary.

If you are not confident of your own knowledge as to the content of one of the sessions, you may want to look for an outside resource to cover that session. We had a soil specialist cover the session on soils and a person actively engaged in agro-forestry cover the session on agro-forestry.

Adding to the Given Design

It has been our experience that outside speakers do not necessarily add to the design. In fact, we had to redo two sessions when speakers did not cover material they were asked to cover. Be sure experts are expert and focus their talks on the required topic area.

Inviting a speaker because they speak Spanish does not always mean his/her Spanish will be understood. Inviting a host country expert is good because the trainees need to hear articulate host country nationals and see the resources available.

Sequence for Session/Exercises

For each session/exercise the trainer should:

- Explain purpose of the session/exercise,
- Review specific goals and objectives,
- Summarize major activities contained in session/exercise,
- Provide time for participants to record in journals.

Remember the time allotted for each activity is approximate. More or less time may be required or desired depending on group size and needs. while some flexibility is "built-in., scheduling should allow for adequate coverage of all activities in each session.

WORDS ABOUT TRANSITIONS

One key to any training program "hanging together" is the participants' understanding of how the pieces (i.e., sessions and exercises) fit together.

It is important to bridge each exercise and/or session with the one(s) that precede and follow it. These transitions are done simply by summarizing what has already happened/been accomplished:

Thus far we've had a chance to get to know each other, review the goals of the training program, and reach agreement on what we might expect from this training.............

Then link it to what is going to happen:

In addition to being helpful in "hands on" nursery management, this session will also generate useful data in conducting small research projects.

Each session/exercise needs to be explained with these linkages in mind. As you prepare to introduce individual activities take a few moments to determine what these transitions are and which ones you need to highlight as you explain the goals of each activity.