Cover Image
close this book Forestry training manual Inter-America Region
View the document Information collection & exchange
View the document Acknowledgements
View the document Trainer guidelines
Open this folder and view contents Training program overview
View the document Forestry observation guide for site visit
Open this folder and view contents Getting ready
View the document Conducting the training program
View the document Weekly evaluation form
View the document Session I day one
View the document Daily schedule for technical training
View the document Session II special projects
View the document Session III The forest of the world, peace corps forestry goals, the individual volunteers' roles
View the document Session IV Language class
View the document Session V Exercise I: Record keeping
View the document Session VI Exercise II
View the document Session VII Flowers, seeds, the beginning
View the document Session VIII Spanish language class
View the document Session IX Non-verbal communication
View the document Session X Basic site selection, planning and layout of a nursery
View the document Session XI Spanish language class
View the document Session XII Cultural values
View the document Session XIII Soil preparation, seed bed sowing, and reproduction by clippings
View the document Session XIV Spanish language
View the document Session XV Communication through illustration
View the document Session XVI Fertilizers, watering and containers
View the document Session XVII Spanish language
View the document Session XVIII Protection and record keeping
View the document Session XIX Individual interviews
View the document Session XX Planting trees
View the document Session XXI Spanish language session
View the document Session XXII Introduction to extension
View the document Session XXIII The principals of pruning and thinning
View the document Session XXIV Spanish language
View the document Session XXV Volunteer's role as an extensionist
View the document Session XXVI Pacing, plane table, rustic transit and compass
View the document Session XXVIII Spanish language
View the document Session XVIII Forestry extension
View the document Session XXIX Forest menstruation
View the document Session XXX Spanish language
Open this folder and view contents Session XXXI Working with groups as an extension worker
View the document Session XXXIII Spanish language
View the document Session XXXIV Lesson plan and use of visual aids in teaching
View the document Session XXV Small research projects
View the document Session XXXVI Individual interviews
View the document Session XXXVII Soils
View the document Session XXXVIII Spanish language
View the document Session XXXIX Community analysis introduction
View the document Session XL Soil erosion
View the document Session XLI Spanish language
View the document Session XLIII Watershed management
View the document Session XLIV Spanish language
View the document Session XLV Review of expectations - mid way
View the document Session XLVI Spanish language
View the document Session XLVII Species report
Open this folder and view contents Session XLVIII Forestry issues
View the document Session XLIX Spanish language
View the document Session L Field trip overview
View the document Session LI Ecology teams give presentations
View the document Session LII Individual interviews
View the document Session LIII Review of field trips
View the document Session LIV Project planning: goal setting
View the document Session LV Spanish language
View the document Session LVI Resources
View the document Session LVII Compost heap - insect collection - light gaps
View the document Session LVIII Spanish language
View the document Session LIX Cultural shock - are we ready for it?
View the document Session LX Grafting and fruit trees
View the document Session LXI Spanish language
View the document Session LXII Professional approaches to interaction with host country officials
View the document Session LXIII Final interviews
View the document Session LXIV Graduation

Session I day one

Welcome, Expectations, and Evaluation Criteria.

Total Time: 2 hours 45 minutes

Goals (Metas)

- Introduce staff and define staff roles,

- To provide an overview of the training program goals,

- Introduce experiential training method and explain adult learning theory,

- Go over schedule for week,

- To share expectations,

- To provide evaluation criteria,

- To provide an opportunity to become better acquainted.


The beginning session is critical to establishing the climate for the entire training program and assuring that everyone understands the intended outcomes; the methods of training and the ground rules for the conduct of the workshop. It is also the time for people to get acquainted. Even if they have met before, it is helpful to have participants re-introduce themselves in some way that is relevant to the training program.


- Training program overview/goals.

- Who are you?

- Expectations.

- Working together.


- Flip charts, marker pens, tape

- Handouts: pencils, pens, weekly schedule, training program schedule, loose leaf binders 5 x 7, Index cards, pins, evaluation criteria.

Exercise I Training Program Overview

Total Time 30 minutes


The purpose of this exercise is to introduce the trainers and other staff and to provide a brief review of purpose and goals of the training.





Welcome and Getting Acquainted


Introduce yourself and welcome participants to the workshop. Introduce everyone responsible for training and provide an opportunity for them to welcome participants.


2. Training Overview

10 minutes

In the description of the training program the following points may 10 minutes be made: (Show flip chart with the following):


• The Adult Learning Theory


- Adults learn through experience,


- Adults learn when they have a need to know,


- Adults learn when they can apply their learning,


- Adults have a lifetime of experience to draw from.


Lecture should make the following points:


A. To the extent possible, trainees will he experiencing training. There will he "hands-on" training. There will be very little directive training as the idea is for them to work out solutions and to solve problems through experience.


B. The very fact that trainees are here for this program tells us that they have a need to know.


C. In some cases such as with graduate foresters there will already he knowledge and skill. This training program is designed for them to apply their new earnings.


D. The trainees have a lifetime (short though it may be) of education, technical skills, job related skills, work experience, and social skills that they have brought with them, which will be sharpened and brought into focus in the next five weeks.


E. Finally, as adults we expect them to take responsibility for their own learning. We will provide many opportunities, experiences, simulation, and insights for them, hut they must understand that they alone are responsible for what they get out of this program.


F. The skills that we will focus on here are those that will give them technical competence to do their job and interaction skills that will enable them to do their job within the context of this Latin American culture. It is important that they are not only prepared technically, but through cultural awareness are able to do their job well.

10 minutes

3. Training Goals/Schedule


Briefly review the goals of the training program and explain the sequence of the sessions. Training goals and the titles and sequence of sessions should be displayed on a flip chart for this presentation. At this time each trainee should also he handed a previously made up schedule of sessions.


Put on flip chart the following (use your own words):

Goals (Metas):

1. To enable trainees to recognize their skills and feel competent in the use of these skills.

2. To enable trainees to know how to transfer the technical skills that they have.

3. To identify areas for skill building and to improve those skills.

4. For trainees to understand their role in host country and as a Peace Corps Volunteer.

5. To help trainees identify resources available to them and find resources in their community sites and host country agencies.

6. For trainees to research species of trees and know where to find information to identify species both indigenous and exotic.

7. For trainees to know how to start small research projects, investigation etc., write projects up related to forestry in host country.

8. Trainees will have illustrated competency in establishing a tree nursery. This includes site location, planning, layout, soil preparation, sowing of seed, outplanting and maintenance.

9. Trainees will have illustrated competency in practical forestry techniques in tree planting, thinning, pruning, pacing, measuring trees and stands of trees, grafting and other techniques necessary to forestry.

10. Trainees will he able to analyze communities social systems, identify problems and help communities seek solutions.

11. Trainees will understand basic theories of forestry extension work.

12. Trainees will have increased usage of the Spanish language.

13. Trainees will have increased interpersonal, team building, and communication skills.

14. Trainees will have a better understanding of global and country specific forestry issues.

Exercise II

Total Time 30 minutes


- To allow participants to get acquainted.

- To get people talking.

- To begin building a sharing atmosphere.


This exercise gives participants an opportunity to get to know each other. Even if they have met in training before this activity allows them to see each other in a different way and to begin talking and interacting.

This exercise is the first in which the participants share something about themselves. The design suggested here is therefore fairly simple and does involve some risk-taking.




Introduction Set-up


10 Minutes

1. Introduce exercise by stating the purpose and asking participants to get an index card and a pin.

20 minutes for mingling

2. After everyone has a card show the following newsprint;




When you have completed your card please pin it on and start to mingle with other participants and discuss each others' card. Try and meet with as many people as possible.


Trainers should join group as participants after you have set up the exercise and are sure people are mingling with each other.

Time check

Let the participants know when they have 5 minutes left so they can check to be sure that they have talked with as many people as possible.



6 minutes

3. Ask individuals to share some of the interesting "things" they have discussed about each other.

Trainer's Note: Listed below are five possible introduction exercises that can he used. You may prefer to use another exercise that will accomplish the same purpose.

1) Dyad-Ouartet

Each person meets and gets to know the other; he/she in turn introduces his/her partner to another dyed.

2) Depth Unfolding Process

Because it takes five 'minutes per person, this exercise should he done in small groups. The leader should disclose first to make trainees more comfortable.

In the first 3 minutes, tell what has brought you to this point in your life. Use one minute to describe your decision to join Peace Corps. Use the last minute to answer questions from others.

3) Structured Introductions

In dyads, small groups, or in large group, participants can tell why they joined Peace Corps, or write a letter to a friend about their decision.

4) Life Map

Each person draws on newsprint with crayons or magic marker a picture of their vision of their Peace Corps service, using stick figures and symbols.

5) Sentence Completion

The trainer presents a series of unfinished sentences, asking each group member in turn to complete the statement.


- One of the things I anticipate about my Peace Corps service is __________ .

- The shiny I will miss about home is __________ .

Exercise III - Expectations


The purpose of this exercise is to provide each participant with an opportunity to identity and classify his/her own goals and interest in this training program. It also provides an opportunity to match participants goals with the content of the training program and to either reassure participants that goals are possible or to state reasons why goals may not be net and perhaps to negotiate any inconsistencies which may exist.






5 minutes
Put items on flip chart

1. Divide into small groups. Explain the purpose of the exercise. Ask participants to write on newsprint the expectations they have for this training program. Encourage the groups to record as many items as possible in this short time.


Expectations may include things they want:


- to know


- to have given to them


- to have happen/not happen


- the facilitator to do/be


- the other participants to do/he


- to he able to do

List Expectations

Encourage group to record as many items as possible in a short time.

15 minutes




10 minutes

2. Now ask each group to prioritize the top five expectations that they all share.


3. Ask groups to share their expectations with large group.

Reporting xpectations


20 minutes

Take a few minutes to review the list of expectations.


Comment and eliminate those that the training program cannot hope to address. Those who are not part of the program may be met depending on ingenuity of the facilitator and technical expertise of the forester trainer. Do not leave group with a list of expectations the facilitators or the program cannot meet.


4. Trainer now produces on newsprint, the following list of questions about group dynamics.



20 minutes


a. how did your group work together?


b. Who took leadership?


c. Did everyone participate?


d. Did anyone check to see that everyone was included?


e. Who recorded for the group; how was that decision made?


f. Who talked a lot, who talked a little, quality?


g. How did decisions get made (consensus, voting, railroading)?


h. Did anyone summarize for group?


Trainer asks for observations about what things were the most helpful in each group and records them on newsprint - Asks for things that perhaps weren't quite as helpful, and records them on newsprint. Trainer



10 min

points out that a great deal of our work will he done in groups and that it is important for us to be aware of our own process, how we get work done and thus get the most out of the training programs. Further, we will from time to time ask groups to look at their own process.

Trainer's Note: You will want to save the expectation list to go over at a later date. It is best to leave posted if possible.

Exercise IV - Working Together

Total Time: 30 minutes


- To present and discuss the administrative, re: time, breaks, housekeeping issues, travel, per diem etc.

- To reach agreement regarding ground rules about attendance, participation.

- To explain evaluation criteria.

- To clarify role of trainee and participants.


This exercise is focused on reaching agreement on ground rules for how program participants and staff will work together. The evaluation criteria are also discussed and questions answered. It is also an opportunity for trainees to clarify their roles and expectations.





1. Review purpose and objectives of exercise.

Mechanics, Facilities


5 minutes

2. Present and discuss appropriate points regarding the mechanics of program including:


- starting times/stopping times,


- break/meal times,


- procedures re: meals,


- facilities,


- restrooms, offices, recreation, etc.

Ground rules


6 minutes

3. Give some general rules about the program and sessions:


- attendance; no coming and going, arrive on time,


- participation; i . e . , the more you give, the more you get,


- Listening - allow and encourage each person to speak fully before the next person begins talking,


- Importance of keeping on schedule.



5 minutes

4. Discuss the group norms which will help the workshop he a success.


- Need to trust the process and the trainees.


- Push youself; stretch even though it may he uncomfortable - that is a part of the learning process.


- avoid being judgemental with other's contribution - remember that you are responsible for your own learnings.


5. Trainer now produces on newsprint the evaluation criteria. Explains that at the end of each week trainees will be interviewed individually and given feedback based on this criteria.


Productive Competence


- Ability to transfer information and skills to others.

- Maintains energy level necessary to accomplish tasks, solve problems.

- Able to acquire information and skills necessary to establish professional credibility in program need areas.

- Able to speak Spanish at FSI-2 level.

- Able to formulate 3-month work plan.


Social Sensitivity


- Respect and empathy,

- Cultural awareness,

- Interaction skills,

- Ability to adjust.


Emotional Maturity


- Has strong attitude about self in order to deal effectively with new environment,

- Recognize own strengths/weaknesses,

- Able to give and receive feedback,

- Able to modify behavior appropriately,

- Good mix of pessimism and optimism,

- Self confident,

- Self reliant.




- Balance between enlightened self interest and altruistic-humanitarian value system.

- Sense of responsibility and accountability to self, PC and host country forestry service,

- Timely and active participation in training activities,

- Takes active role with group work.


Technical Skills


- Able to grasp basic concepts of forestry techniques,

- Able to use tools,

- Show ability to do simple forestry mechanics and to demonstrate these mechanics to others.


Trainer Expectations Role


5 minutes

6. Outline-any expectations you have as a trainer as well as the roles you wish to assume. Responsibilities may include:


- Providing structure/instruction,


- Introduce each activity and assist in its completion,


- Monitor group energy,


- Manage how the group works,


- Probe/push/facilitate the process of "looking within,"


- drink/have fun/generally enjoy the experience.


7. Summarize the activity by emphasizing that this training program is really directed at helping participants realize that they have many of the skills and information needed to meet the challenge of their role as a Peace Corps Volunteer. We will he adding to that information and introducing new tools for them to use in forestry. They will develop a new awareness of the cross-cultural dimensions of their volunteer experience and develop skills necessary to communicate, analyze and work with groups in the host country.