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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 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.