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close this bookForestry Training Manual: Inter-America Region (Peace Corps, 1986)
View the document(introduction...)
View the documentAcknowledgements
View the documentTrainer guidelines
Open this folder and view contentsTraining program overview
View the documentForestry observation guide for site visit
Open this folder and view contentsGetting ready
View the documentConducting the training program
View the documentWeekly evaluation form
View the documentSession I - Welcome, expectations, and evaluation criteria
View the documentDaily schedule for technical training I
View the documentSession II - Special projects
View the documentSession III - The forest of the world, Peace Corps forestry goals, the individual volunteers' roles
View the documentSession IV - Language class
View the documentSession V - Record keeping
View the documentSession VI - Journal keeping and setting
View the documentSession VII - Flowers, seeds, the beginning
View the documentSession VIII - Spanish language class
View the documentSession IX - Non-verbal communication
View the documentSession X - Basic site selection, planning and layout of a nursery
View the documentSession XI - Spanish lesson
View the documentSession XII - Cultural values
View the documentSession XIII - Soil preparation, seed bed sowing, and reproduction by clippings
View the documentSession XIV - Spanish language
View the documentSession XV - Communication through illustration
View the documentSession XVI - Fertilizers, watering and containers
View the documentSession XVII - Spanish language
View the documentSession XVIII - Protection and record keeping
View the documentSession XIX - Individual interviews
View the documentWeekly evaluation form
View the documentSession XX - Planting trees
View the documentSession XXI - Spanish language session
View the documentSession XXII - Introduction to extension
View the documentSession XXIII - The principals of pruning and thinning learning how to make and use a diameter tape
View the documentSession XXIV - Spanish language
View the documentSession XXV - Volunteer's role as an extensionist
View the documentSession XXVI - Pacing, plane table, rustic transit and compass
View the documentSession XXVII - Spanish language
View the documentSession XVIII - Forestry extension
View the documentSession XXIX - Forest menstruation
View the documentSession XXX - Spanish language
View the documentSession XXXI - Working with groups as an extension worker
View the documentSession XXXII - Agro-forestry
View the documentSession XXXIII - Spanish language
View the documentSession XXXIV - Lesson plan and use of visual AIDS in teaching
View the documentSession XXXV - Small research projects
View the documentSession XXXVI - Individual interviews
View the documentSession XXXVII - Soils
View the documentSession XXXVIII - Spanish language
View the documentSession XXXIX - Community analysis introduction
View the documentSession XL - Soil erosion
View the documentSession XLI - Spanish language
View the documentSession XLII - Problem analysis
View the documentSession XLIII - Watershed management
View the documentSession XLIV - Spanish language
View the documentSession XLV - Review of expectations - Mid way
View the documentSession XLVI - Spanish language
View the documentSession XLVII - Species report
View the documentSession XLVIII - Forestry issues
View the documentSession XLIX - Spanish language
View the documentSession L - Field trip overview
View the documentSession LI - Ecology teams give presentations
View the documentSession LII - Individual interviews
View the documentSession LIII - Review of field trips
View the documentSession LIV - Project planning: Goal setting
View the documentSession LV - Spanish language
View the documentSession LVI - Resources
View the documentSession LVII - Compost heap. Insect collection. Light gaps
View the documentSession LVIII - Spanish language
View the documentSession LIX - Cultural shock - Are we ready for it?
View the documentSession LX - Grafting and fruit trees
View the documentSession LXI - Spanish language
View the documentSession LXII - Professional approaches to interaction with host country officials
View the documentSession LXIII - Final interviews
View the documentSession LXIV - Graduation

Session V - Record keeping

Record Keeping - More Group Process

Total Time - 2 hours 15 minutes

Goals:

- To establish the importance of record keeping, as scientists and as responsible Peace Corps Volunteers.
- To observe group process.

Overview

This exercise is devoted to the importance of accurate record keeping not only during training but also as a professional habit during Peace Corps service. The groups will also look at its own group process.

Exercise:

I. Record Keeping
I I. Group Process

Materials

Flip charts, maker pens, tape.

Exercise I: - Record keeping

Total Time:

1½ hours

Overview

The purpose of this exercise is to provide trainees with an opportunity to realize the importance of record keeping as a must during training, and also during Peace Corps service.

Procedure

Time

Activities

Data Collection
20 minutes

1. Trainer divides participants in groups of five, asking that people get together with others with whom they have not worked.


2. Trainer gives the group the following problem posted on newsprint:


What information would you need to know if you arrived three weeks after an experiment in germination was set-up, in a nursery and you are expected to take over the experiment? Trainer asks groups to make a list of all data they would need.

10 minutes

3. Have two groups meet together and combine their lists.

10 minutes

4. Combined groups present to large group their combined data sheets.

Trainer's Note: The purpose of combining groups (making them large ) is to have groups experience what it will be like in the field, having people with the same information, but articulating it in a different way.

30 minutes

5. The combined groups are now given the task of designing a record keeping form. They must figure out how they can best do the task with such a large group. The form developed is put on newsprint.

10 minutes

6. Groups take presentations and critique each others forms.

10 minutes

7. Trainer summerizes as follows using newsprint:


Data Sheet



a. careful layout



b. easy to read



c. easy to use



d. all on one sheet if possible



e. all data can he important


8. Trainer stresses once again the importance of keeping records during training.


9. Move from this exercise directly into the "Group Process" exercise.

Exercise II - Group Process

Total Time - 45 minutes

Goals:

- To explore the group process.
- To understand collaboration.

Overview

In this exercise experiential learnings and group collaboration are emphasized.

Procedure:

Time

Activities


1. Each group is instructed to discuss observations of the group process, both on a technical and interpersonal level. Sore questions that may stimulate discussion are:



a. What were the reactions of group members regarding various individual technical skill levels in the group?



b. Did people find it a help or a hinderance to work with people of different skill levels?



c. How were decisions made during the data/form making process?



d. That factors contributed to or impeded mutually shared decision-making?


2. Trainer presents a summary of various styles in group decision-making, including:



- The "pulp"



- Self authorization



- Handclasp



- Baiting



- Authority rule



- Majority vote



- Unanimous consent



- Consensus

A short discussion follows concerning the potentially positive (satisfying) or negative (frustrating) consequences of each type of decision-making technique. Trainer should point out that all the styles, with the exception of consensus, often preclude the full involvement and commitment of some group members, or ignore important issues that should be raised. Mutually-shared decision-making, termed consensus, is a positive alternative to other styles; although it may require more time and increased sensitivity to the individual group member it provides for the involvement and commitment necessary for group cohesiveness and cooperation.

10 minutes

3. Each group meets to discuss the styles of decision-making that characterized their group during the record keeping exercise.


4. Trainer guides a summary of group conclusions concerning decision-making styles and group cooperation. Some points for discussion are:



a. The perceived value of different styles to facilitate accomplishing a group task,



b. The reaction of group members to various styles,



c. Observations of ways to improve group dynamics during training,



d. The application of such experience to the role of the volunteer in forestry extension work .