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

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 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 .