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 39 : Problem analysis

Total time 2 hours

Goals

- Using the same cybernetic social sub-system as used in Session 36, the trainees do problem analysis,

- Explore each possible solution's impact on the fourteen social sub-systems.

Overview

Building upon the community analysis from Session 36, the trainees should analyze a problem using the fourteen social subsystems to discover resources, patterns, and see how possible solutions affect other segments in the community. They may also discover possible support for solutions.

Exercise

1. Problem Solving

Materials

Flip charts showing fourteen sub-systems.

Exercise 1 Problem Solving

Total time 2 hours

Overview

In this session the trainees work with the fourteen social cybernetic sub-systems to examine how each problem and solution impacts the other sub-systems.

Procedures

Activities

1. The trainer describes the following problem solving system to the group (place on newsprint).

A. Problem identification,

B. Information gathering,

C. Pre-conclusion (hypothesis),

D. Diagnosis,

E. Brainstorming,

F. Decision making,

G. Planning,

H. Implementation stages.

The trainer gives the following directions:

We are going to give you some problems we have identified as step A. You will check the fourteen sub-systems to determine how many are affected by the problem. This is step B. Step C will be your pre-conclusions and will include some assumptions on your part. Step D will be your diagnosis of the problem. In step E you will brainstorm for possible solutions. In Step F you will decide upon one solution and once again see how solutions will affect other sub-systems. You will decide how your solution could be implemented in step G. In step H try to look at what steps would have to be taken in implementation and what other subsystems might be involved.

You will list all steps taken on newsprint. At the end of this exercise you will describe to the group your eight step process. Each group will have a different problem on which to work.

Trainer's Note: A list of several problems that Volunteers have faced during their service follows. You may wish to add others.

Time

1 hour 30 minutes

Activities

2. The groups describe the problems and process they used as a group on news print.

Time

25 minutes

Activities

3. The trainer summarizes by emphasizing that there is no way to effect just one sub-system with a solution and that no problem effects just one sub system.

Time

5 minutes

Activities

Possible Problems for Analysis

1. In a small community, a neighboring large land owner has offered a piece of land for a forestry project. The PCV has organized the group and since everything except the final arrangements for purchase of the land was ready, the group decided to proceed with planting one hectare of trees.

But after a year, permission to purchase the land had not been arranged. The landowner decided to sell his land and move to the city. The new owner refuses to recognize the value of the trees planted and the group is angry with the PCV.

2. A PCV organized a tree planting project on the land of the local school and with the students planted seedlings.

The teacher gave permission to the president of the "PTA" to graze his cows in the woodlot and many small trees were killed.

3. In a small community a PCV has established a forestry nursery with good results - largely due to the help of the president of the Town Council who got fencing, water and wages for the laborers from the town budget.

When the trees are ready for outplanting the president comes to the PCV and asks for 2000 free trees for planting on his own farm.

4. After six months of hard work in developing an interest in forest management and success in establishing a nursery, your project is going full speed. Seeing this success your counterpart is getting nervous and realizes he is going to have to spend more time on the project than he anticipated or else look very bad. He is planning a trip to headquarters to complain about you and to suggest that you be changed to another site.

5. In your community there is a high interest in tree planting and available land. A meeting was called to discuss the project and Ahmed Bah was named project chairman.

After the meeting you learn that Ahmed Bah has very few friends. In fact as a store owner who sells on credit, almost everyone owes him money and is intimidated by him. It is clear that the forestry project will not prosper under Ahmed's leadership.

Trainer’s Note: These are sample problems. It would be best to write problems that are specific to the area in which the trainees will be working.