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

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 IX - Non-verbal communication

Total Time:

Goals:

- To identify ways we communicate verbally and non-verbally.
- To identify patterns of non-verbal communication.
- To look at perceptions one has about one's non-verbal message
- To identify some implications of non-verbal communication for cross cultural effectiveness.
- To develop non-verbal communication skills.

Overview

This session explores communication as a process. Trainees will have received some nonverbal communications training previously. This session will reinforce those learnings and concentrate on building non-verbal skills.

Exercise:

1. "Messages" and lecture
2. Reflections on non-verbal communications and observations of another.

Exercise I - Messages

Total Time:

45 minutes

Overview

We communicate our likes and dislikes; actually we communicate more non-verbally about relationships than we do in any other way. In this exercise we are going to communicate non-verbal only.

Procedures

Time	Activities
5 minutes	1. Trainer announces that "we are going to try a game; the meaning of which we will discover later, trust me." The game is structured rather like charades except that one may not use charade-like signals (such as spelling with the fingers or using work conventions. Even if you have played this game before, it is fun to see if you are becoming skillful at it.
	2. In pairs, give each person a message on a piece of paper (see list below); then tell the group that they have three minutes to try to get the message across without using words. They cannot write, spell or talk. Trainer keeps track of time. After first three minutes, switch so that the other person can try it out also. A sample list of messages follows (you may add your own but the message should include either an emotion or communicate something about a relationship, as well as to try to give a message about a thing).
	Messages (have them written out on slips of (paper):
		a. "I'm angry because the goats ate my seedlings."
		b. "I'm happy because your crew arrived to work today."
		c. "I'm frustrated because you never listen to me."
		d." You can't understand me, and this frightens me."
		e. "I'm surprised at your youthful appearance. "
		f. "I like you and want to be your friend."
		g. "I'm weak (and submissive) and you are strong (and dominant)."
		h. "I don't like not being able to talk."
	3. After the non-verbal experience, gather group reactions:
		- What was that like for you?
		- What was easy about it (i.e., what part of the message could you get)?
		- What was difficult (i.e., what part of the message couldn't you get)?
30 minutes	4. Build a lecture out of group experience:
		- How many of you know about non-verbal communication?
		- What is it? Give some examples.
		- What does non-verbal communication communicate?
		- How aware are you of your own non-verbal message?
	As trainees answer these questions, write down the answers on a flip chart and examine them with the group. At the end, the group and the trainer should arrive at a working definition of non-verbal communication which they can test out during the next week with each other.

Exercise III - Reflections on Non-Verbal Communications and Observations of Another

Total Time:

45 minutes

Overview

The purpose of this exercise is to give individuals time to think about how they communicate non-verbally. They can then decide it there is perhaps some new or different non-verbal behavior they would like to try out during training.

Procedure

Time	Activities
20 minutes	Trainer lists on newsprint the following:
		- Body bearing
		- Appearance
		- Tone of voice
		- Use of space
		- Content of language
		- Gestures
		- Ornaments
		- Touching
		- Facial expressions
		- Smells
		- Colors
		- Signs
		- Other
	Asks participants to take a few minutes to write down how and what they think they communicate non-verbally in each one of these categories.
5 minutes	2. Ask participants to look over responses to the non-verbal categories. Determine it there is some area of non-verbal communication they want to strengthen or perhaps change.
	3. Ask participants to choose partners which will he for the purpose of "observing each other" for a one week period in order to learn more about non-verbal communication and the way we are perceived by another. The task is co "watch each other" during the week whenever possible and notice how the other person uses non-verbal communication. At this point they may want to share with each other their responses to the non-verbal categories to have partners check-out their perceptions of how and what they communicate non-verbally.
	4. Trainer says that at the end of the week, the same pairs will meet to troth provide each other feedback on how they communicated non-verbally and to draw some generalizations from the experience about how people from our culture communicate non-verbally. Also, participants will he able to check their own non-verbal images with their partners.