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

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 XXII - Introduction to extension

Total Time:

2 hours

Goals:

- To introduce extension work.
- To give historical overview.
- To look at specific goals of extension.
- To begin the process of developing an extension agent.

Overview

Each trainee regardless of their job assignment will eventually become involved in forestry extension work. This session begins by giving the historical overview of extension work in North America; then goes into "Six Axioms of Forestry Extension."

Exercises

1. Historical overview and some techniques used in the past. Lecture.
2. Six Axioms for forestry extension; small group discussions.

Materials

Flip charts, marker pens, tape.

Exercise II - Six Axioms of Forestry Extension

Total Time

1 hour 10 minutes

Overview

In this exercise participants become familiar with the basic rules of extension work. Since extension work is such an unstructured activity, the extension worker will find that there are long periods of time when he/she feels as if he/she is not doing anything and is tempted to do more; he/she may also wonder, from time to time, if what he/she is doing is actually advancing or retarding extension work in the community. In extension work the temperament and sensitivity of the worker influence to a large degree how effective the work will be.

Procedures

Time		Activities
30 minutes		1. The trainer posts on newsprint the following axioms and speaks about each one.
			- The forestry extensionist should never do anything for people that they are able to do for themselves.
			- The forestry extensionist should never encourage the use of resources from outside the community until all the resources within the community have been exhausted.
			- The forestry extensionist should never try to organize people to deal with a need they don't themselves recognize (may have to educate first).
			- The forestry extensionist's most important dedication must be to the sound local progress of his/her community.
			- Forestry extension must be carried out from an understanding of the host culture and in terms of that culture.
			- The forestry extensionist role in his/her community is transitory.
It is tempting to add a seventh axiom, which says that the above six should not be taken too seriously. If there is one single encompassing rule in extension work, it is that given the basic goals, the means ultimately are flexible - subject to variations according to specific conditions. The extensionist should understand the axioms of an extension worker well enough to follow them when possible and break them, if necessary.
20 minutes-small group 3 minutes-large group	2. Trainer now asks participants to break into groups of five and discuss ways in which they can be successful extension workers. Ideas are recorded on newsprint and presented to the entire group. The following are some examples that came out of our groups.
Ways to Be Successful Extension Workers We are not alone communication -contacts know when to compromise positive attitudes diplomacy know where to start cultural sensitivity technical competence be objective be aware of problems don't push own ideas keep it simple be a Mr. Tree work with counterpart be a resource be a good example get along with officials impart knowledge follow up on what you do do not spread yourself too thin follow the six points of extension be aware of external and internal resources transfer a system work with people have a good reputation help others make decisions; do not do it for them build extension bridges action speaks louder than words maintain a sense of humor quality vs. quantity (do a few things well) be aware of group dynamics
5 minutes	3. Trainer now does summary of session: Emphasizing that trainees are becoming members of a historical tradition - extension.

Exercise I - Historical Overview and Some Techniques Used in the Past

Total Time:

40 minutes

Overview

During the introduction to extension it is important for trainees to understand that the extension movement has 100 years of history. Though it may be a new concept in developing countries it comes as a tried and true system for helping farmers. Experiences are shared to help trainees get a picture of an extension worker as one who must interact on a one to one basis in order to help a community develop.

Procedures

Time	Activities
	Lecture on history of extension outline:
			- 1862 Morrill Act - Land Grant Colleges
			- 1887 Research - Experimentation
			- 1914 Extension
			- 1940 - 1950 - Good Neighbor Policy of Harry S. Truman, "Partners in Progress."
For extension to be most effective, it must achieve: General: 1. National concern to improve agrarian structures. 2. Rural population with high level of self esteem. 3. Active participation in significant development programs, i.e., agrarian. Specific Goals of Extension: 1. Significant objectives - precise, measurable, realistic. 2. Appropriate image. 3. Power - legal, money, political. 4. Institutional mystique. 5. Internal efficiency. 6. Effective communication with public. 7. Coordination with other agencies. 8. Democratic procedures.
		2. Be a Mr/Ms Tree. In order for people in a community to know you and why you are in the community you must identify yourself. Any opportunity which arises, you should give away a tree. Some examples are:
				1. birthdays
				2. thank you for any kindness
				3. p.r. for yourself
				4. christenings
				5. just to be friendly
		Trainer asks for suggestions from group at this point.

Trainer's Note: This concept really catches the imagination of the participants. If you know the story of "Johnny Appleseed," it fits in well here. Trainer makes point that in order for people to associate you with trees you must advertise. It is important to remind trainees that any trees given should be personal gifts, never use trees from nursery stock. This is also a good time for trainer to talk about their own experiences as extension agents or community development workers.