Cover Image
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

Conducting the training program


This training program comes at the end of in-country cross cultural training. It is scheduled at this time so that the volunteer gets exposure to the culture and people of host country and some familiarity with the conditions present at his/her work site.


As stated in a previous section, when planning ahead the setting for training is important. A center located in the countryside is important not only because that is where forest land is most likely to be found, but because it cuts down on having to contend with trainees wanting to do other things, i.e. going to movies, dancing, etc. In other words, the country has minimum distractions.

Available time is limited during the training. In selecting a site consider as critical, the "time lost factor" in taking care of life activities such as getting food, bathing and sleeping. The atmosphere of the training site directly effects participants' attitude. If they have to spend time coping with the facilities, they are less likely to spend time productively during training.

Group Size

There should not he less than 12 people in the training program. In countries where there are less than twelve people in the forestry training program they may want to decide on combining with another country with similar geographic and climatic conditions and similar skill needs to save on the cost of training. If the group size is small the program becomes "incestuous." If the group size is too large-, the facilitators do not have enough time during sessions to offer individual assistance, especially for the sessions identifying communication skills, technical skills and "hands on" activities. Preferred group size should not exceed 25 people. Should the training component exceed 25 participants you will need to allocate a co-trainer for every trainer.


This program requires one well rounded, experienced forestry technical trainer, one human interaction trainer and one administrative/technical trainer. If more than one country is involved an additional co-trainer from the country where the training is not to be held should be added to the staff. During the field trips second year forestry volunteers are included as co-trainers.

Sometimes during the small group activities several of the small groups will need the assistance of a facilitator, especially if the group is having difficulty. Once an activity is explained and the exercise begins, the facilitator "floats" from group to group to check that the activity is moving smoothly and if help is necessary. One person cannot cover all groups effectively. It is essential to have the support of another facilitator for redesign, sharing the load and providing alternatives to handling problem situations.

The trainers are the key to the training program. They create the atmosphere, set the tone and help participants achieve maximum benefit from the activities. However in the introductory session, the facilitators should make clear to the participants that each person gets out of this program whatever they put into it.


As part of the "tone" it is important to give a clear but concise overview of the training program - what we're doing, where we're going, and why - and while conducting the session take a few minutes to explain an exercise - the direction of the exercise and how volunteers will benefit from it. We have included notes to show you how to do this.


In the previous section on "Getting Ready" we have included a long list of materials covering the 5-week long training program. At the beginning of each session there is a materials list which you should have ready before the session begins. As there are a great many materials and tools, we suggest that one trainer be in charge of all materials to see that they are not lost and that supplies are maintained and provided for each session. Also there is the one trainer that participants go to when they need materials for special projects.


There is a minimum of handouts trainees receive. Following is a list of those handouts:

Overall training design schedule,
Weekly schedule,
Evaluation criteria/weekly evaluation form,
Schedule of due dates on special projects,
Technical papers and pamphlets,

In addition notebooks used for personal journals offer the participant a chance to record thoughts, insights, learnings, technical data or notes that he/she finds relevant and useful. Participants should be provided an opportunity at the end of each day to write in his/her journal.


Many of the activities involve sharing with a partner or a small group. You may be asked "Why so much sharing?" A response is that sometimes you get a different perspective about an idea or thought when you verbalize it or hear it repeated back from other people. The purpose of sharing is to add dimensions - trying to help people "stretch" and to get help and suggestions from one another.

It is up to the facilitator to create an atmosphere of trust and non-judgement that will encourage people to feel free to express themselves. In any case, early in the training process, the facilitator encourages people to share with each other, but only to the degree that each is willing to share.

Weekly Evaluation

As a way of determining the progress of training and obtaining information regarding necessary design adjustments or problem areas, some form of a weekly evaluation should be conducted. One way is to ask the participants to respond in writing to the weekly evaluation form on the following page.