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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 LIV - Project planning: Goal setting

Total Time:

4 hours


- 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.


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


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.




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?


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


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?



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.