| Forestry training manual for the Africa region |
Total time 2 hours 45 minutes
- To introduce the staff and define staff roles,
- To provide an overview of the training program goals,
- To introduce experiential training method and explain the adult learning theory,
- To review the schedule for the next five weeks,
- 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, methods of training and ground rules for the conduct of the program. 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.
1. Training Program Overview/Goals
2. Who Are We?
4. Working Together
Flip chart, marker pens, tape, pencils pens.
Handouts: Weekly schedule, training program schedule, loose leaf binders, 5 X 7 index carafe, pine, evaluation criteria.
Exercise 1 Training Program Overview/Goals
Total time 25 minutes
The purpose of this exercise is to introduce the trainers and other staff and to provide a brief review of the purpose and goals of the training.
1. Introduce yourself and welcome participants to the workshop. Introduce everyone responsible for training and provide an opportunity for them to welcome participants.
2. In the description of the training program the following points may 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 from which to draw,
- Adults need to have life experiences validated.
Lecture should make the following points:
A. To the extent possible, the trainees will be experiencing training, There will be very little directive training as the idea is for the trainees to solve problems through experience.
B. The very fact 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 be knowledge and skill. This training program is designed for them to apply their learnings.
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 will bring into focus in the next five weeks.
E. Finally, as adults, we expect the trainees to take responsibility for their own learning. We will provide many opportunities and experiences, simulations, and insights for them, but they must understand that they alone are responsible for what they get out of this program.
F. The skills on which we will focus are those that will give them technical competence and interaction skills to enable them to do their jobs. It is important that they are not only prepared technically and feel competent about their skills, but also that they become confident in their own abilities over the next six weeks.
3. Briefly review the goals of the training program and explain the sequence of the sessions. The training goals and the titles and sequence of sessions should be
displayed on flip chart for
On the flip chart put the following (use your own words):
1. To enable the trainees to recognize their skills and feel competent in the use of these skills,
2. To enable the 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. To enable the trainees to understand their role in host country and as Peace Corps Volunteers,
5. To help the trainees identify resources available to them and know how to find resources in their community sites and host country agencies,
6. To allow the trainees to research species of trees and know where to find the information to identify species both indigenous and exotic,
7. To enable the trainees to start small research projects, investigations, etc., related to forestry in host country,
8. To allow the trainees to experience the implementation and up-keep of a tree nursery,
9. To enable the trainees to apply practical forestry techniques in tree planting, pruning, pacing, measuring, grafting and other techniques necessary to forestry,
10. To enable the trainees to analyze communities' social systems, identify problems and help communities seek solutions,
11. To acquaint the trainees with women in development (WID) issues related to forestry,
12. To introduce the trainees to the basic theories of extension work,
13. To allow the trainees an opportunity to test the extension theory,
14. To allow the trainees to practice their interaction skills,
15. To ensure that the trainees have an understanding of agro-forestry issues,
16. To provide the trainees with a concept of ecology issues as related to their future jobs.
Exercise 2 Who Are We?
Total time 35 minutes
- To allow the participants to get acquainted,
- To get people talking,
- To begin building a sharing atmosphere.
This exercise gives the 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. This design is therefore fairly simple and does involve some risk-taking.
1. Introduction: Introduce the exercise by stating the purpose and asking participants to get an index card and a pin.
2. Mingling: After everyone has a card, show the following on newsprint;
ON YOUR CARD, WRITE OR PRINT WHETHER YOU ARE A FORESTER OR A GENERALIST. NEXT LIST ANY SPECIALIST CLASSIFICATION YOU MAY HAVE. NEXT LIST SPECIAL INTERESTS YOU HAVE (PHOTOGRAPHY, MUSICAL INSTRUMENT, ART....) AND FINALLY, TWO HUMAN INTERACTION SKILLS THAT YOU HAVE (GOOD LISTENER, ABLE TO MIX WELL IN NEW GROUP....)
When you have completed your card, please pin it on yourself and mingle with the other participants and discuss each others' card. Attempt to meet with as many people as possible.
The trainers should join the group as participants after you have set up the exercise and are sure people are mingling.
Let the participants know when they have five minutes left so they can be sure that they have talked with as many people as possible.
3. Summary: 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 be used. You may prefer to use another exercise to accomplish the same purpose .
Each person meets and gets to know one another; 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 be done in small groups. The leader should disclose first to make trainees more comfortable.
In the first three 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 a large one, 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 using stick figures and symbols, a picture of their vision of their Peace Corps service.
5. Sentence Completion
The trainer presents a series of unfinished sentences and asks each group member in turn to complete the statement.
One of the things I anticipate about my Peace Corps service is ____________________.
The thing I will miss about home is ____________________.
Exercise 3 Expectations
Total time 1 hour 15 minutes
The purpose of this exercise is to provide each participant with an opportunity to identify and classify his/her own goals and interests in this training program. It also provides an opportunity to match the participants' goals with the content of the training program and to either reassure participants that goals are possible, state reasons why goals may not be met and perhaps negotiate any inconsistencies which may exist.
1. Divide into small groups. Explain the purpose of the exercise. Ask the participants to write on newsprint the expectations they have for this training program.
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/be,
- To be able to do.
2. Encourage the group to record as many items as possible in a short time. (Put items on flip chart)
3. Now ask each group to prioritize the top five expectations that they all share.
4. Ask the groups to share their expectations with the large group.
5. Explain that there will be quiet time every evening for a half hour of journal writing.
Exercise 4 Working Together
Total time 30 minutes
- To present and discuss administrative business, i.e., time breaks, housekeeping issues, travel, per diem, etc.,
- To reach an agreement regarding ground rules about attendance, participation,
- To explain evaluation criteria,
- To clarify the role of the participants and staff.
This exercise focuses upon reaching an agreement on ground rules for how program participants and staff will work together! The evaluation criteria are also discussed and questions answered. This is also an opportunity for the participants to clarify their roles and expectations.
1. The trainer reviews the purpose and objectives of the exercise.
2. He/she presents and discusses appropriate points regarding the mechanics of program including:
- Starting times/stopping times,
- Break/meal times,
- Procedure for meals,
- Restrooms, offices, recreation, etc.
3. The trainer gives 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,
- The importance of keeping on schedule.
4. The trainer discusses the group norms which will help the workshop be a success.
- The need to trust the process and the trainers,
- Push yourself; stretch even though it may be uncomfortable - that is a part of the learning experience,
- Avoid being judgemental with other's contribution - remember that you are responsible for your own learnings.
5. Evaluation criteria: The trainer now produces on newsprint the evaluation criteria. He/she explains that at the end of each week the trainees will be interviewed individually and given feedback based on this criteria.
Productive Competence - The trainees will be able to:
- Transfer information and skills to others,
- Maintain an energy level necessary to accomplish tasks, solve problems,
- Acquire information and skills necessary to establish professional credibility in program areas,
- Become familiar with forestry terms in the host country language,
- Formulate three-month work plan.
Social Sensitivity - The trainees should :
- Show respect and empathy,
- Demonstrate cultural awareness,
- Develop interaction skills,
Emotional Maturity - The trainees wills
- Have a strong attitude about self in order to deal effectively with their new environment,
- Recognize own strengths/weaknesses,
- Give and receive feedback,
- Modify behavior appropriately,
- Balance pessimism and optimism,
- Demonstrate self-confidence and self-reliance.
Motivation - The trainees shells
- Balance enlightened self-interest and altruistic-humanitarian value system,
- Maintain a sense of responsibility and accountability to self, Peace Corps and the host country forestry service,
- Participate actively in training activities,
- Take an active role with group work.
Technical Skills - The trainees will be able to:
- Grasp the basic concepts of forestry techniques,
- Use tools,
- Show the ability to do simple forestry mechanics and to demonstrate these mechanics to others.
6. The trainer outlines the expectations as a trainer as well as the roles you wish to assume. Responsibilities may include:
- Providing structure/instructions,
- Introducing each activity and assisting in its completion,
- Monitoring group energy,
- Managing how the group works,
- Probing/pushing/ facilitating the process of "looking within",
- Drinking, having fun, generally enjoying the experience.
7. The trainer summarizes the activity by emphasizing that this training program is really directed at helping the 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 be 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 skills necessary to communicate, analyze and work with groups in host country.