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close this book Aquaculture - Training manual
View the document Acknowledgments
View the document Forward
View the document Chapter one: Introduction
View the document Chapter two: Training philosophy and methodology
View the document Chapter three: Goals and objectives
View the document Chapter four: Site requirements, logistics and length of training
View the document Chapter five: Trainee qualifications and assessment
View the document Chapter six: Staff qualifications, staffing pattern and staff training
View the document Chapter seven: Ten-week program: summary and weekly schedule of events
View the document Chapter eight: Eight-week program: limltations, adjustments, program summary and weekly schedule of events
View the document Chapter nine: Program design considerations and orientation
Open this folder and view contents Chapter ten: Program design - week one
Open this folder and view contents Chapter eleven: Program design - week two
Open this folder and view contents Chapter twelve: Program design - week three
Open this folder and view contents Chapter thirteen: Program design - week four
Open this folder and view contents Chapter fourteen: Program design - week five
Open this folder and view contents Chapter fifteen: Program design - week six
Open this folder and view contents Chapter sixteen: Program design- week seven
View the document Chapter seventeen: Program design - week eight
Open this folder and view contents Chapter eighteen: Program design - week nine
Open this folder and view contents Chapter nineteen: Program design - week ten
View the document Chapter twenty: Program evaluation
View the document Chapter twenty-one: Recommendations for in-country training
View the document Chapter twenty-two: Publications, equipment and materials

Chapter seventeen: Program design - week eight

Field Trip

Objectives:

• Provide overview of aquaculture industry in the United States including many of the various aspects of the industry;

• Provide trainees with a new perspective regarding the potential of aquaculture as an industry to increase their own sense of conviction and enthusiasm;

• Provide opportunity to reinforce and see practical application of the knowledge and concepts trainees have learned in training;

• Familiarize trainees with concerns and actual daily activities of farmers and others in the industry;

• Provide opportunity for trainees to interact at a professional level with others in the industry.

Overview: The field trip is usually six to seven days long and takes place following the seminar presentations. Trainees travel as a group to visit a wide variety of facilities and businesses that comprise the various aspects of the aquaculture industry. The trip is extremely valuable on many levels, serving to reinforce and supplement technical knowledge, provide new perspectives, dramatically increase enthusiasm and instill a sense of pride in the trainees related to feeling a part of what, for most, is a new and exciting field. In addition, the trip provides a break in the hectic routine of training at a point in the program when the trainees are usually tired, and allows trainees to catch up on some rest, rejuvenate and prepare themselves for the last two weeks of training. This chapter does not describe any session designs, but is a set of notes for the training staff regarding the preparation, planning and implementation of the field trip.

Trainer Notes:

• One trainer is designated the Field Trip Coordinator and has overall responsibility for all aspects of the field trip. This is a very difficult and stressful job. The Master Trainer and the other staff members should keep that in mind and be sensitive, cooperative and supportive throughout the preparation of the trip, during the trip, and immediately after the trip.

Planning and Preparation:

• The Coordinator should begin making preparations as early in the program as possible. If the program is being conducted at a new training site, a great deal of research should already have been done prior to the beginning of the program to identify possible resources, facilities and businesses that may be visited on the field trip and to make contact with as many of the people as possible. The Coordinator should familiarize him/herself with the names of contact people at each potential stop, and should learn about the goals and practices at each facility. He/she should begin trying to make the appointments and work out the route as early as the second or third week of training.

• It can be difficult to set up the itinerary since so many people are involved, each with his or her own busy schedule. The Coordinator must become very familiar with the routes and be prepared to juggle stops as necessary to be able to make arrangements that will fit into everyone's schedule and work out logistically.

• Once appointments have been made, each should be confirmed by letter, and then reconfirmed by phone (and letter, if possible) closer to the time of the trip. Be sure to get extremely good, thorough directions including details on mileage if at all possible and landmarks to watch for, especially in rural areas.

• For arranging lodging and meals, be sure to learn about all administrative procedures related to billing, payment and the arrangements that are to be made regarding all aspects of the trip involving money. (Lodging, meals, gas, emergency repairs, entrance or admission fees, parking, unforeseen supply purchases, and medical emergencies). This part of the preparation should be done in conjunction with the training site administrator(s).

• Establish contact with specific people at each motel,restaurant or other support facility. For lodging, tell people at the motels and send a written copy of prices agreed upon, procedures for payment, all rooming lists, exact numbers of people and rooms, etc. For meals, arrange all menus ahead of time and make all other necessary arrangements for special considerations such as provision of sack lunches, meals that need to be served outside of normal hours, and filling of coolers with ice and/or drinks, in addition to getting clear agreements on prices. Again, confirm by phone and by letter.

• Calculate all mileage. Write a complete itinerary that includes directions between every stop (including lodging and meal facilities), exact mileage, amount of driving time between each stop, arrival and departure times.

• Determine how many vehicles will be necessary for the trip. Keep in mind that a good deal of time will be spent on the road so it helps if vehicles don't have to be full to capacity. Also remember you will be carrying people and their luggage, plus coolers with lunches and other supplies.

• Calculate amount of money that will need to be carried for lodging, meals, gas (base on mileage, be very generous in your estimates), emergencies and other possible unforeseen expenses.

• Make all necessary arrangements to get Traveler's Checks(or whatever form of money is to be carried). Devise an efficient system for keeping extremely accurate records of all expenses and keeping all receipts in order. You will be accountable for this money.

• Determine all responsibilities that need to be shared by the staff and figure out the best way to divide them among the staff members. Get input on this from the Master Trainer and from the trainers, but you make the final decisions regarding how the work will be divided.

• There will probably need to be several staff meetings regarding the trip, but it is imperative that you call and facilitate a lengthy, formal staff meeting to discuss the itinerary in detail, as well as each trainer's specific roles and responsibilities for the trip. Other issues to be covered in staff meetings before the trip include deciding which trainees should be asked to help drive, assigning trainee facilitators for each stop, and discussing how behavioral data will be collected on the trip.

Roles and Responsibilities:

Note: Individual roles for trainers is broken down according to what makes the most sense in terms of numbers of staff and trainees, skills and experience of staff members (for example, some may be repeat trainers who are already familiar with the stops and know the resource people, some have better organizational skills, etc.), the normal supplemental training duties already designated, fairest division of the work load and personal preference. The following breakdown is an example of how responsibilities were divided for some of the field trips in this program, in this case assuming a staff of four trainers (Master Trainer did not go on the trip).

• Trip Coordinator: If circumstances are such that there is a repeat trainer or that one of the trainers is especially familiar with the fish culture industry in the surrounding areas, these would be helpful in determining which trainer should be in this position. In addition, this position requires someone with excellent organizational, leadership and interpersonal skills who can work well under pressure. Duties include:

• All preparations listed above.

• Facilitating staff meetings as necessary in preparation for the trip and during the trip.

• Serves as the main contact person at all stops. All resource people and hosts will know this person's name and he/she should be the first person they meet from the group.

• Introduce trainee facilitators to hosts/resource people at each stop.

• Makes any necessary announcements about changes in the itinerary.

• Handles all cash transactions (meals, lodging, gas, any other expenses). Must retain all receipts and be accountable for all money spent.

• Duties are shared by the staff, and in general, decisions that fall under another trainer's job responsibilities should be made by that trainer. However, if a decision must be made about something that does not clearly fall into someone else's role, or if the staff cannot reach an agreement about something, the Coordinator has the final word in making decisions.

• Maintains contact throughout the trip with the Master Trainer and/or site administrator who remains at the training site.

• Attend all briefing meetings (in some cases, this trainer will be the most appropriate person to do the briefings).

• Usually, this trainer should be in the lead vehicle unless another trainer is more familiar with the directions.

• Upon return from trip, write thank you note on behalf of staff to each resource person, host.

• Assessment, Meals and Supplies: Duties include:

• Devise system for collection and organization of behavioral data during the trip. This can be difficult at the stops.

• Notify other trainers when behavioral data is not being collected for certain individuals.

• Be responsible for notifying the Master Trainer of any unusual, extreme or otherwise significant behaviors that occur during the trip.

• Be aware of exactly what was agreed upon regarding all meals and ensure that exactly what was agreed upon is delivered, and that they are delivered at the specified times. (Menus, sack lunches, drinks and ice, plastic utensils, napkins, and condiments).

• Upon arrival at any facility at or from which a meal is to be provided, make contact with the appropriate personnel.

• Remind meal personnel at motels about sack lunches to be prepared for the following day. Be sure that lunches are loaded onto the vehicles. If coolers are to be refilled, be sure they are cleaned and given to the mealpersonnel in time to fill.

• Make sure all necessary supplies are loaded prior to trip and distribute them as necessary. A suggested supply list includes:

Notebook paper

Toilet paper

Notebook dividers

Tissues

Pens

Paper towels

Pencils

Dish-washing liquid

Markers

All-purpose cleaner

Trainer Notepads

Scotch tape

Garbage bags

Stapler and staples

Ziploc baggies

Scissors

Insect repellent

Post-it notes

Tylenol and/or aspirin

Index cards

First aid supplies

Hole punch

Sponges

Masking tape

Paper plates

Twine (for net-making assignment)

Knives/forks/spoons

Flashlights

Duct tape

Coolers

Electrical tape

Maps

• Lodging, Briefings, Thank-You Notes: The job of giving briefings to the trainees is best given to a trainer who has been on the trip before or who has the most familiarity with the various facilities and resource people, if possible. In this case, we are assuming the person in charge of lodging is also an appropriate person for briefings, but jobs can be rearranged as discussed above. Duties include:

• Reconfirm reservations for each evening during the early afternoon of that day. Reconfirm arrival times and meal times, and notify motel and/or meal staff of any changes in schedule (e.g. late arrival).

• Upon arrival at the motel, accompany the Coordinator to the registrationdesk, provide rooming list, pick up keys. Distribute keys to trainees, and make sure trainees understand the room assignments.

• Notify trainees of any special rules, regulations,recreation facilities, etc. as appropriate at motels.

• Each evening, meet with trainee facilitators for following day's stops (separately by stop). Tell the trainees the names of the contact people, and brief them about the facility including special points of interest, suggestions for appropriate types of questions, and time frames. Also, go over the directions with them so they can navigate to the stop.

• Collect thank you notes from trainee facilitators. Be responsible for making sure these are typed, reviewed by the trainees and mailed upon return to the training site.

• Vehicles: The trainer who normally has responsibility for vehicles is the logical choice for continuing this role during the field trip. Duties include:

• Works closely with trainee drivers. Meets with them frequently, monitors their driving habits, etc.

• Meets with trainee drivers prior to trip to ask them if they are willing to drive, describe their responsibilities in detail, and take them for practice drives in the vehicles.

• Responsible for all vehicle maintenance (trainee drivers help with this). Includes thorough check-over of all vehicles prior to trip as well as upkeep during trip, being sure all vehicles are fueled each evening, oil checked, tires checked, windshields cleaned, etc.

• Make sure each vehicle is supplied with important items such as basic tools, flashlight, first-aid kits, and maps.

• Deal with any vehicle breakdowns.

• Attend briefings meetings whenever possible, and review directions with trainee drivers. Preferably do this each evening for the following day's trip,otherwise first thing in the morning.

• If the group is large, you may choose to assign certain trainees to certain vehicles. In any case, set up some system for making sure everyone is always accounted for no one is ever left behind at a stop.

• Either set up rotation system for trainee (and staff) drivers, or assign each one to a specific vehicle. All drivers should know exactly which vehicle they will be driving on any day.

• Additional notes regarding vehicles:

• Trainee driver selection: Trainee drivers should be carefully selected by the staff. If at all possible, only trainees on whom the staff agree unanimously should be selected. They should have good driving records, and must be mature and responsible individuals. Be sure not to confuse issues regarding the kinds of characteristics that need to be assessed in making this decision. For example, the strongest trainee in terms of technical competence is not automatically also the most responsible as a driver. Be sure to consider all aspects of the trainees' demonstrated behavior, maturity and level of responsibility in various situations. In some cases, there are trainees who have experience driving in a professional capacity such as school bus drivers, delivery people, or truck drivers, so be sure to pay attention to details of the trainees' experiences prior to joining Peace Corps. Once chosen, trainees should be asked, not ordered, to serve as drivers. Some may prefer not to bear that responsibility. Be well informed about insurance policies, liability and similar issues.

• Guidelines for trainee drivers: (These should be explained in detail by the trainer in charge of vehicles during a meeting held prior to the trip).

• You have the most difficult and important job of anyone on this trip. Keep in mind the responsibility you have for many other lives, that vehicles may be unfamiliar to you, and drive extra carefully. You must be in excellent condition whenever you get behind the wheel.

• Do not drink (alcohol) at all during the day. It is suggested that you do not drink in the evenings, but if you choose to do so, do it early in the evening (after completing any maintenance activities such as going to get gas) and in moderation.

• Get plenty of rest. Go to bed early.

• Be sure to share your driving with a trainer. Be honest and smart about asking for a break when you need one (or even if you don't think you need one but you have been driving for a long time).

• Try to sleep or relax when not driving. Choose a comfortable seat. Do not serve as a navigator when taking a break from driving (facilitators will do that).

• On the day that you are to serve as a trainee facilitator, you will not drive to or from that stop so that you can carry out the duties associated with that role.

• If CB's are to be used in the vehicles (these are recommended), remember that the CB's are not toys. Use them only as necessary, not for chatting or joking. All CB's are to be kept on the designated channel at all times.

• Keep headlights on at all times so vehicles can keep track of one another. Use flashers to signal a problem if the CB doesn't work.

• Always follow the lead vehicle and always move as a group. No vehicle should take a different route because they think they know a shortcut or because they think an error has been made. In the latter situation, try to contact the other drivers through the CB or some flasher signals agreed upon in advance, all vehicles pull over and drivers discuss the problem.

• Do not exceed speed limits.

• Note: All rules and regulations for trainee drivers apply to staff drivers as well.

• Vehicle Breakdowns: The first rule here is, make sure you don't have any. If that rule gets broken, then make sure you have a set of guidelines to follow in case of a breakdown, and be sure everyone knows what they are. For example:

• If a vehicle breaks down, get it off the road as quickly and completely as possible.

• All other vehicles should stop at or return to the broken vehicle and pull off the road. If the problem cannot be solved in time to meet the itinerary, try to load all trainees into remaining vehicles (if it can be done safely and legally), or arrange a shuttle and proceed to the next stop leaving the trainer in charge of vehicles and one other trainer (preferably with a vehicle) with the disabled vehicle.

• If being late for the next stop or a staggered arrival is inevitable, notify the people at that stop as soon as possible.

• The trainers who stay behind will need to do whatever is necessary to get the vehicle repaired. This may involve fixing it themselves, getting towed to a service station or getting road service. Be sure everyone knows in advance how payments for these situations should be handled.

• The trainers who remained will have to use their best judgement to determine what to do once things have been put into motion to get the vehicle repaired. One may rejoin the group while the other waits, or they may both need to wait. Try to rejoin the group as soon as possible.

 

• Itinerary:

• Each trainee and staff member should receive an itinerary that contains the following information:

• For each day:

• Date

• Arrival and departure times

• Names of facilities, contact people (with titles) at each facility, telephone number of each facility

• Trainee facilitators assigned to each stop

• Name of motels and restaurants, telephone numbers,contact people

• Directions and mileage to each facility, motel and restaurant (optional: photocopied portions of maps)

• Additional information:

• Rooming lists

• Van assignments (if appropriate)

• Staff copies of itineraries may include additional information such as menus, highlights of stops, description of roles and responsibilities, guidelines for vehicle use and breakdowns.

• In putting together the trip itinerary, try to include a diversity of stops that will provide an overview of the aquaculture industry. Suggestions regarding the kinds of facilities and/or resource people that should be incorporated, if possible, include:

• Large commercial production facilities

• Small, private production facilities

• Government production facilities

• Production facilities that operate at different levels of technology (simple and high-tech)

• Research facilities (university, government)

• Both hatcheries and food fish production facilities

• Fish-out operation

• Fish restaurant

• Fish market

• Extension facilities, extension agents

• Spokes person for organized farmer group

• Transporter (Live hauler)

• Feed Mill

• Processing plant

• Parasite and disease diagnostician

• Equipment supplier (assorted aquaculture supplies, net making factory, transport box manufacturer, etc.).

• Since a field trip will have to be developed for any specific training site, a complete sample itinerary will not be provided here.