Cover Image
close this book Forestry training manual for the Africa region
View the document Acknowledgements
View the document Trainee guidelines
Open this folder and view contents Training program overview
Open this folder and view contents Conducting the training program
Open this folder and view contents Presenting the sessions
View the document Words about transition
View the document Session 1 : Welcome, expectations, and evaluation criteria
View the document Session 2 : Special projects
View the document Session 3 : The forests of the world, peace corps' forestry goals, the individual volunteer's role
View the document Session 4 : Record keeping - group process
View the document Session 5 : Video tapes
View the document Session 6 : Agro-forestry data collection
View the document Session 7 : Feedback
View the document Session 8 : Flowers, seeds, the beginning
View the document Session 9 : Nutrition
View the document Session 10 : Non-verbal communication
View the document Session 11 : Germination
View the document Session 12 : Coping skills
View the document Session 13 : Basic site selection, planning & layout of a nursery
View the document Session 14 : Review of trainees' nursery plan
View the document Session 15 communication through illustration
View the document Session 16 : Soil preparation, seedbed sowing
View the document Session 17 : Individual interviews
View the document Session 18 : Reproduction by clippings and nursery review
View the document Session 19 : Introduction to extension
View the document Session 20 : Protection and record keeping (Insect collection)
View the document Session 20A : Chicken preparation
View the document Session 21 : The volunteers' role as an extensionist
View the document Session 22 : Tropical horticulture: care, tending and disease control
View the document Session 23 : Women in development - part I
View the document Session 24 : Team building
View the document Session 25 : Building and using a rustic transit
View the document Session 26 : Women in development - part II
View the document Session 27 : Working with groups as an extension worker
View the document Session 28 : Trees: identification & planting
View the document Session 29 : Lesson plan and use of visual aids in teaching
View the document Session 30 : The ugly American
View the document Session 31 : Catchments - sowing of seedlings into catchments
View the document Session 32 : Weekly interview
View the document Session 33 : Agro-forestry
View the document Session 34 : Community analysis introduction
View the document Session 35 : Soils
View the document Session 36 : Community analysis
View the document Session 37 : Irrigation
View the document Session 38 : Review of expectations - mid-way
View the document Session 39 : Problem analysis
View the document Session 40 : Soil erosion
View the document Session 41 : Species report - research demonstration
View the document Session 42 : Cultural values
View the document Session 43 : Wellbeing
View the document Session 44 : Field trip overview
View the document Session 45 : Agro-forestry reports
View the document Session 46 : Weekly interview
View the document Session 47 : Leave on week-long field trip
View the document Session 48 : Pesticides
View the document Session 49 : Review of field trips
View the document Session 50 : Resources
View the document Session 51 : Area measurement, pacing, compass use
View the document Session 52 : Compost heap - greenhouse construction - germination percentage
View the document Session 53 : Culture shock
View the document Session 54 : Range management
View the document Session 55 : Grafting and fruit trees
View the document Session 56 : Professional approaches to interaction with host country officials
View the document Session 57 : Project planning: goal setting
View the document Session 58 : Final interviews
View the document Session 59 : Ecology teams presentations
View the document Session 60 : Graduation

Session 10 : Non-verbal communication

Total time 1 hour 30 minutes

Goals

- To identify ways we communicate verbally and non-verbally,

- To identify patterns of non-verbal communication,

- To look at perceptions 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. The trainees will have previously received some non-verbal communications training. This session will reinforce those learnings and concentrate on building non-verbal skills.

Exercises

1. Messages

2. Reflections on Non-Verbal Communications and Observations of Another

Materials

Flip chart, markers.

Exercise 1 Messages

Total time 45 minutes

Overview

Non-verbal communication is practiced in this exercise. Because we tend to communicate our likes and dislikes in our day-to-day relationships in a non-verbal way, special attention is given to this method of communication in this session.

Procedures

Activities

1. The trainer announces that "we are going to try a game, the moaning of which we will discover later, trues mot" The game is structured rather like charades except that one may not use charade-like signals (such as spelling with the fingers or using word conventions). Even if you have played this game before, it is fun to see if you are becoming skillful at it.

Time

5 minutes

Activities

2. In padre, give each person a message on a piece of paper (see list below); then toll the group that they have three minutes to try to got the message across without using words. They cannot write, spell or talk. The trainer keeps track of time. After the fires three minutes, switch so that the other person can try it 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). 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 crow arrived for 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."

Time

10 minutes

Activities

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)?

Activities

4. Build a lecture out of group experience:

- How many of you know about non-verbal communications

- What is it? Give some examples.

- What does non-verbal communication communicate?

- How aware are you of your own non-verbal message?

As the 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 during the next week with each other.

Time

30 minutes

Exercise 2 Reflections on Non-Verbal Communications and Observations of Another

Total time 45 minutes

Overview

This exercise gives individuals time to think about how they communicate non-verbally. They can then decide if there is perhaps some new or different non-verbal behavior that they would like to try during training.

Procedure

Activities

1. Trainer lists on newsprint the following:

- Body bearing

- Appearance

- Tone of voice

- Use of apace

- Content of language

- Gestures

- Ornament

- Touching

- Facial expressions

- Smells

- Colors

- Signs

- Other

Ask the participants to take a few minutes to write how and what they think they communicate non-verbally in each one of these categories.

Time

20 minutes

Activities

2. Ask the participants to look over responses to the non-verbal categories.

Determine if there is some area of non-verbal communications that they want to strengthen or perhaps change.

Time

5 minutes

Activities

3. Ask the trainees to choose partners which will be 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 to "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 and have partners determine their perceptions of how and what is communicated non-verbally.

Time

15 minutes

Activities

4. Trainer says next week, the same padre will meet to provide 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 be able to check their own non-verbal images with their partners.

Time

5 minutes