Session 13. Construction of Earthen Blocks[edit | edit source]
| Total time: | 2 hours |
| Objectives: | * To compare various clay-sand mixes suitable for the construction of earthen blocks* To construct earthen blocks |
| Resources: | * Adobe News Inc., "Adobe Today Newsletters"
* Boutette and Evans, Lorena Stoves * Long, J. 3., Adobe Construction * Neubauer, L. W., Adobe Construction Methods, Manual 19 |
| Materials: | * For the shake/feel/shine and ribbon tests: glass jar or bottle, water and soil sample.
* For block construction: hoe, shovel, machete, appropriate earthen mixtures, water, straw and molds |
Procedures:
Step 1. (10 minutes)
Introduce the session objectives and outline the procedures.
Step 2. (10 minutes)
Encourage the participants to share any experience or knowledge they may already have of earthen tech nologies.
| Trainer Notes
During the discussion of the various types of earthen construction, mention the following applications: * Wattle and daub * Rammed earth * Cob method * Ferromud * Earthen blocks * Bamboomud * Compressed blocks |
Step 3. (10 minutes)
Describe the type of earthen blocks that will be made in today's session.
| Trainer Notes
During your introduction, mention the following information: * The utilization of mud blocks is often an appropriate substitute when access to manufactured construction material is limited and costs are high. * Earthen blocks have many advantages: they are low-cost, durable and strong enough to be used as structural materials in a wide range of applications. * Adobe buildings are fire-resistant, sanitary, dry and (due to the thermal properties of adobe) help equalize both hot and cold temperature extremes. Consequently, they are well-suited for use with passive solar heating designs. * In addition, earthen construction is often an indigenous technology with which people may already be familiar. * Earthen blocks are rectangular, shaped in molds, dried in the sun and then used in construction with mud or cement mortar. * Bricks are made by mixing clay soil (28 - 48X clay) and water and then pouring the mixture into wood frame molds. * Molds are generally 10cm x 30cm x 45cm (4" x 12" x 18"), having a volume of 16 liters (1/2 cubic foot) and weighing 23 kilograms (50 pounds). * Blocks are left to dry three weeks, then turned on edge and left up to two weeks to cure. |
Step 4. (15 minutes)
Have participants practice the shake/feel/shine/ thread and ribbon tests. Encourage a discussion of their findings and observations.
| Trainer Notes
You can provide a focus for this discussion by asking: How can this knowledge about soil composition be applied when making earthen blocks? The participants should understand that these tests are to determine the relative amounts of sand and clay in the soil and to become familiar with the different soil types. A reference to these tests can be found in Lorena Stoves, pp. 42-44. Mention the following information during the discussion: * Clay is the glue that binds the sand particles together. * Because sand is rigid and doesn't shrink during drying like clay, a mixture of clay and sand is less likely to crack. * It is not only the amount of clay in the mixture but the type that affects cracking. Some clay types (Kaolin, for example) have a much lower expanding and shrinking quality. |
Step 5. (10 minutes)
Have the participants assemble the construction materials.
Step 6. (5 minutes)
Ask the participants to form construction groups.
Step 7. (45 minutes)
Instruct the group to begin working and make earthen - blocks using the following procedure:
* Sift the soil and sand through a 3mm to 5mm (1/8" to 3/16") mesh screen.
* Dig a shallow pit to use as a mixing basin.
* Mix soil, sand and water to stiff mud consistency by puddling.
| Trainer Notes
Explain here that the blocks should be of varying proportions of soil/sand and some should contain different admixtures such as chopped straw. These different proportions will produce varying results that can be evaluated by the participants as the blocks dry. |
* Place a small amount of sand on the ground so blocks won't stick.
* Place the mold over the sand, making sure to wash the inside of the mold after each use.
* Fill the mold, ramming the mixture into all of the corners of the form, leveling the top and noting the soil/sand proportions on the surface of the block.
* Quickly withdraw the mold.
* Repeat the process until at least five blocks have been formed.
| Trainer Notes
Circulate throughout the construction groups and offer assistance as needed. |
Step 8. (5 minutes)
Reconvene the group and explain that the blocks should be turned on edge to allow for uniform drying in 2 or 3 days.
| Trainer Notes
Encourage the groups to return periodically to examine the way in which the blocks are drying. Explain that ideally the blocks will dry completely in about two weeks. |
Step 9. (10 minutes)
Have the participants clean up the work area and the tools.
Session 14. Global Energy Issues[edit | edit source]
| Total time: | 2 hours |
| Objectives: | * To examine and discuss the differences in the world's per capita energy consumption
* To identify global energy issues and discuss ways of addressing them * To compare energy consumption patterns in the U. S. with those of the Third World * To discuss how this training program addresses some global energy issues |
| Resources: | * Eckholm, The Other Energy Crisis
* Crabbe and McBride, The World Energy Book * Katz, Food: Where Nutrition, Politics and Cultures Meet * Eckholm, Losing Ground * Attachment I-14-A, "Per Capita Energy Use and GNP" |
| Materials: | Newsprint and felt-tip pens |
| Trainer Notes
* In order to carry out this session well, it is important that you have a strong awareness of international development issues. * Spend some time prior to the session reviewing the resource materials. If the participants have had limited international experience, ask them to complete the "Global Energy Questionnaire" in Katz, pp. 151-155 and 187-189 as an additional first step to this session. * Write the objectives on newsprint before the session. |
Step 1. (5 minutes)
Present the objectives and outline the session activities.
Step 2. (15 minutes)
Distribute, review and discuss Attachment I-14-A, "Per Capita Energy Use and GNP."
| Trainer Notes
* Encourage participants to comment on the position of the United States on the chart ant the position of the countries of the developing world. * Ask them to identify some of the forms of energy used in the U. S. and in the developing world. * Have them briefly discuss their consumption of energy here in the U. S. and how they expect it to change when in-country. |
Step 3. (15 minutes)
Have the participants brainstorm a list of global energy issues. Encourage questions, comments and discussion.
| Trainer Notes
* The list should include: deforestation, erosion, the population explosion, inequitable distribution of resources, political instability, displacement of people, pollution and environmental degradation, squandering of resources, poor balance of payments, etc. * Write each issue on newsprint as it is stated. * Ask people to give examples of each issue and try to trace the interrelationship between them. |
Step 4. (40 minutes)
Have the participants form small groups and discuss in detail the global energy issues identified in Step 3.
| Trainer Notes
Explain that each group should: * List possible ways of addressing global energy issues. * Identify ways in which this training program can begin to address them. * Name a group member to serve as a recorder and write the key points of the discussion on newsprint. * Identify responses to the issues which may not be covered during this program but could be addressed later incountry. |
Step 5. (35 minutes)
Reconvene the groups and have them present the results of their discussions.
| Trainer Notes
* Ask the recorders from each group to post and present the points covered in their discussions. After each group has made its presentation, encourage questions, comments and discussion. * Clarify, if necessary, which issues will be addressed directly during training (i.e., fuel-saving cookstoves and the fuel wood shortage in the developing world) and which may be addressed incountry. |
PER CAPITA ENERGY USE AND GNP* * Energy per capita versus the gross national product per capita in 1968 for several nations
Graphic
Session 15. Introduction To The Evaluation Process[edit | edit source]
| Total time: | 2 hours |
| Objectives: | * To examine the way in which participants are evaluated during the program
* To identify and clarify criteria that will serve as the basis for evaluating participants during the program and for assessing their readiness and suitability for future Peace Corps service |
| Resources: | * Attachment I-15-A, "Self Evaluation Sheet"
* Attachment I-15-8, "Trainer Evaluation Form" * Attachment I-15-C, "Explanatory Notes on the Evaluation and Selection Process" |
| Materials: | Newsprint and felt-tip pens |
| Trainer Notes
It is important that staff members participate in this session so that decisions concerning the evaluation are mutually understood and accepted by both staff and participants from the start of the program. |
Step 1. (10 minutes)
Review the session objectives.
| Trainer Notes
Explain that throughout the program each participant will be evaluated based on the knowledge, skills, behavior and attitude that will be important during Peace Corps service. The essence of the evaluation system is that all who take part in the program -- staff and participants alike -- also share in the process of defining and using the criteria for effective Peace Corps work. Also stress that the evaluation process will emphasise self evaluation on the part of all participants. |
Step 2. (20 minutes)
Distribute Attachment I-15-C, "Explanatory Notes on the Evaluation ant Selection Process," and allow time for reading and questions.
| Trainer Notes
Also included in Attachment I-15-C is an outline of the evaluation process as it occurs throughout training. This may be used as reference material for the trainer or made available to participants as well. |
Step 3. (10 minutes)
Distribute Attachment I-15-A, "Self Evaluation Sheet," and Attachment I-15-B, "Trainer Evaluation Form," ant review them.
| Trainer Notes
Explain that the criteria in each of the four categories have been developed during other training programs and are intended as samples that may be used as guidelines during the next step to help people develop their own criteria or modify the existing ones. |
Step 4. (30 minutes)
Have the participants form four groups (one for each major evaluation category: communication, commitment, technical and cognitive) and develop on newsprint a list and explanation of the criteria that they believe are important as a basis for evaluation in that particular category.
| Trainer Notes
Each group should include representatives from both staff and trainees to insure that there is active involvement by all who are participating in the training program. Whether the criteria from the sample form are used, modified or changed, there should be ample time allotted for discussion so that the group can arrive at an agreement about the criteria to be used. It is possible that the group will accept the sample evaluation criteria ant all that will be necessary is a review and definition of the terms already listed. |
Step 5. (45 minutes)
Reconvene the large group and have a representative from each group post and explain their criteria list
| Trainer Notes
For each major category, the participant explaining his/her 1 group's criteria list should make any necessary modifications, additions or deletions such that the entire group agrees upon the list. |
Step 6. (5 minutes)
Explain that the final criteria lists developed in this session will be used by the staff in completing "Trainer Evaluation Forms" and should be used by the participants in completing their "Self Evaluation Sheets" at the end of each evaluation period.
| Trainer Notes
The criteria lists should be typed and transferred to the "Self Evaluation Sheets" and the "Trainer Evaluation Forms" before the end of the first evaluation period. The written explanations for each criteria should be typed separately and distributed to all participants and staff as a reference aid. |
SELF EVALUATION SHEET
| Name: | Phase: |
| Criteria/trainee Comments __________________________________________________________
(Be specific and give examples to support your comments. Provide suggestions for self improvement.) | |
| COMMUNICATION SKILLS |
| * Active Listening |
| * Clarity of Expression/Thought |
| * Versatility |
| * Feedback |
| * Role Flexibility |
| * Patience |
| * Effective Facilitation |
| COMMITMENT TO PROGRAM |
| * Positive Motivation |
| * Enthusiasm |
| * Taking Responsibility for Oneself and Program |
| * Punctuality |
| * Willingness to Change/Adapt |
| * Cooperation & Mutual Support |
| * Active Participation |
| * Self Assessment |
| * Sincerity |
SELF EVALUATION SHEET
| Name: | Phase: |
| Criteria/Trainee Comments ________________________________________________________
Be specific and give examples to support your comments. Provide suggestions for self improvement. | |
| TECHNICAL COMPETENCE |
| * Resourcefulness |
| * Processes |
| * Results |
| * Understanding |
| * Transfer of Skills |
| COGNITIVE SKILLS |
| * Problem Solving |
| * Understanding Development Ideas |
| * Cross-Cultural Awareness |
| * Application of Experiential Learning |
| * Awareness of Strengths and Weaknesses |
| * Observation Skills |
| * Organizational Skills |
TRAINER EVALUATION FORM
| Name: | Phase: |
| Criteria/Staff Comments ____________________________________________________________
Be specific and give examples to support your comments. Provide suggestions for improvement. | |
| COMMUNICATION SKILLS |
| * Active Listening |
| * Clarity of Expression/Thought |
| * Versatility |
| * Feedback |
| * Role Flexibility |
| * Patience |
| * Effective Facilitation |
| COMMITMENT TO PROGRAM |
| * Positive Motivation |
| * Enthusiasm |
| * Taking Responsibility for Oneself and Program |
| * Punctuality |
| * Willingness to Change/Adapt |
| * Cooperation and Mutual Support |
| * Active Participation |
| * Self Assessment |
| * Sincerity |
TRAINER EVALUATION FORM
| Name: | Phase: |
| Criteria/Staff Comments ____________________________________________________________
Be specific and give examples to support your comments. Provide suggestions for improvement. | |
| TECHNICAL COMPETENCE |
| * Resourcefulness |
| * Processes |
| * Results |
| * Understanding |
| * Transfer of Skills |
| COGNITIVE SKILLS |
| * Problem Solving |
| * Understanding Development Issues |
| * Cross-Cultural Awareness |
| * Application of Experiential Learning |
| * Awareness of Strengths and Weaknesses |
| * Observation Skills |
| * Organizational Skills |
EXPLANATORY NOTES ON THE EVALUATION AND SELECTION PROCESS
The essence of this program is to help you develop the skills and knowledge that will be necessary during Peace Corps service. For this reason we emphasize the importance of ongoing evaluation. Such evaluation is essential to making any recommendation about your readiness and suitability for Peace Corps service.
Remember: you are not yet a Peace Corps Volunteer and it is your participation in this program that will help you and the training staff determine whether or not Peace Corps is the right direction for you at this time. We encourage you to take an active role in the process: from identifying the criteria that will be used to evaluate you, to taking part in the evaluation of your knowledge, skills, attitudes and characteristics that are relevant to future Peace Corps service.
The evaluation process includes a number of steps and is intended to provide staff and trainees with some tools for examining your growth and readiness. The decision to leave the program can be made at any point during training, either by you or by the training staff. Any decision of this kind should be mutual and based on an honest, open self appraisal.
The format and implementation plan of this evaluation and selection process consists of the following:
A. Skills and Knowledge Assessment Sheet
- Purpose
To provide you and the training staff with an understanding of the skills and knowledge you bring to the program
- Implementation
To be distributed and completed during the first week of the program
B. Introduction to Training Manual and Training Goals
- Purpose
To provide you with an understanding of the goals and methodology of the training program
- Implementation
To be distributed and explained during the first week of the program
C. Training Expectation List
- Purpose
To enable you to clarify your expectations regarding the training program and to enable the training staff to clarify its expectations
- Implementation
To be developed in a structured activity during the first week of the program
D. Peace Corps Service Expectation List
- Purpose
To enable you to clarify your expectations regarding Peace Corps service as a volunteer
- Implementation
To be developed in a structured activity during the second week of the program
E. Trainee Evaluation Criteria
- Purpose
To provide you and the training staff with a basis for assessing your ability to acquire the skills necessary for successful Peace Corps service
- Implementation
To be carried out through the use of the following multiple techniques and indicators:
a. Trainer Evaluation Forms To include trainee evaluation criteria lists. They are designed to be completed by the training staff at the end of each phase of training
b. Self Evaluation Forms To include the same components as the Phase Evaluation Forms and to be completed by you at the end of each phase of training
F. Counterpart Sessions
- Purpose
To provide you and the training staff with the opportunity to share perceptions of your progress regarding levels of skills acquisition and to discuss strengths and weaknesses in a mutually supportive and constructive environment
- Implementation
To be conducted at the end of each phase of the program on a one-to-one trainee/staff basis with completed Trainer Evaluation Forms and Self Evaluation Sheets serving as a basis for discussion
G. Final Written Statement of the Role of Volunteer in Development
- Purpose
To provide you and the training staff with a final written statement of your perceptions of your role as a Peace Corps volunteer
- Implementation
To be completed during Phase VI of the training program
H. Final Skills and Knowledge Assessment Sheet
- Purpose
To provide you and the training staff with an understanding of any new skills and knowledge you acquired during the training program
- Implementation
To be distributed and completed during Phase VI of the training program
J. Final Interview
- Purpose
Based on the culmination of all completed evaluation techniques and indicators, to provide you and the training staff the opportunity to discuss your overall readiness and suitability for Peace Corps service and to arrive at a final, mutuallynegotiated decision regarding your invitation for Peace Corps service
- Implementation
To be conducted during the final week of training
K. Final Written Recommendation
- Purpose
To provide you, the training staff and Peace Corps with a final written statement of your level of skills development and an over-all recommendation regarding your invitation to enter Peace Corps service
- Implementation
To be completed and negotiated mutually during final interviews
| PHASE I | PHASE II | PHASE III | PHASE IV | PHASE V | PHASE Vl |
| Introduce the evaluation process
Complete Skills and Knowledge Assessment Sheets Introduce the training manual and program goals Identify expectations of training program Develop trainee evaluation using Trainer Evaluation Forms and Self Evaluation Sheets Conduct counterpart Sessions to discuss written evaluations |
Develop expectation list for Peace Corps service
Develop written evaluation using Trainer Evaluation Forms and Self Evaluation Sheets Conduct counterpart sessions to discuss written evaluations |
Develop written trainee evaluations using Trainer Evaluation Forms and Self Evaluation Sheets
Conduct counterpart sessions to discuss written evaluations |
Develop written trainee evaluations using Trainer Evaluation Forms and Self Evaluation Sheets
Conduct counterpart sessions to discuss written evaluations |
Develop written trainee evaluations using Trainer Evaluation Forms and Self Evaluation Sheets
Conduct counterpart sessions to discuss written evaluations |
Complete final written statement of the role of the volunteer in development
Complete Final Skills and Knowledge Assessment Sheets Conduct final interviews to review all evaluations and discuss final invitation to Peace Corps service Complete final written recommendation stating over-all levels of skills development and final invitation to Peace Corps service |
NOTE: It is important to consistently carry out all the components of the trainee evaluation process in an ongoing fashion throughout the program. This brief schematic outline indicates the major components of the process as they should occur in each phase.
Session 16. Evaluation and Integration of Training Themes[edit | edit source]
PART ONE: THE PHASE EVALUATION QUESTIONNAIRE
| Total time: | 30 minutes |
| Objectives: | * To evaluate the effectiveness of the past phase of training
* To give feedback to the staff about the program to date |
| Resources: | Attachment I-16/1, "Phase Evaluation Questionnaire" |
| Trainer Notes
Before the session, prepare and post on newsprint. * A chronological list of sessions from the phase being evaluated * A list of trainers who participated in the phase |
Procedures:
Step 1. (5 minutes)
Introduce the evaluation process, post the list of sessions and distribute the evaluation questionnaire.
| Trainer Notes
Explain that the questionnaire will be used throughout training. It provides an opportunity for people to communicate their thoughts about the effectiveness of sessions and of the training staff and to make suggestions for improvement. Point out that participants need not sign their names to the questionnaires. |
Step 2. (10 minutes)
Have participants complete Part I of the questionnaire, using the list of sessions as a guide.
Step 3. (10 minutes)
Have participants complete Part II of the questionnaire, using the list of trainers as a guide.
Step 4. (5 minutes)
Collect the completed questionnaires and explain how they will be used.
| Trainer Notes
Emphasize that this evaluation process will be repeated at the conclusion of each phase of the training. Let the participants know the information provided by the questionnaires will be used by the staff to modify and improve the training program. |
PHASE EVALUATION QUESTIONNAIRE
This questionnaire provides us with ongoing information we can use to increase the effectiveness of the training. We would appreciate your thoughtful consideration in making specific comments to tell us why an activity was useful or why it was not as useful as it might have been.
Part I: Sessions
List training activities in the order indicated by your instructor. Next rate their usefulness by circling a number on the scale.
| Session Title | Not Useful | Moderately Useful | Very Useful | |||
|---|---|---|---|---|---|---|
| 1. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 2. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 3. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 4. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 5. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 6 | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 7. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 8. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 9. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 10. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 11. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 12. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 13. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 14 | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 15 | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 16. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 17. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 18. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 19 | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
| 20. | 1 | 2 | 3 | 4 | 5 | |
| Comments: | ||||||
Part II: Trainers
List the name(s) of your major trainer(s) in the blanks provided and comment on the overall effectiveness during this week. Use the following points for consideration:
* Ability to effectively communicate information
* Apparent knowledge of subject matter
* Ability to integrate the major components of training, e.g., technical, health and nutrition, women in development, extension, cross-cultural and role of volunteer in development
* Methodology (flexibility, adult learning principles, etc.)
| Name: | Comments: |
| Name: | Comments: |
Part III: Participation
Do you feel that you have participated in the discussions to the extent that you wanted?
( ) Yes ( ) No
Do you feel that other participants have had an equal opportunity to contribute to the discussions?
( ) Yes ( ) No
Comments:________________________________________________________
Reflect on this week ant pick out the three most important things you have learned (such as a particular content, an insight, an interaction, a process, something shared, etc.) and write them in the blanks provided.
- ______________________________________________________________
- ______________________________________________________________
- ______________________________________________________________
List any difficulties or problems with the training to date and suggest how they might be corrected.
______________________________________________________________
EVALUATION AND INTEGRATION OF TRAINING THEMES
PART TWO: EXAMINATION OF TRAINING THEMES
| Total time: | 30 minutes |
| Objectives: | * To identify and discuss the major themes of the training program
* To examine how the themes of the program are related to one another |
| Resources: | Chronological list of sessions from the past phase (see Part One of this session) |
| Materials: | Newsprint and felt-tip pens in different colors |
Procedures:
Step 1. (10 minutes)
Refer to the posted list of sessions and ask the participants to identify the major themes of training. Record their responses on newsprint.
| Trainer Notes
If necessary, provide an example or two of the training themes that appear in the introduction to this manual. |
Step 2. (10 minutes)
Have the participants form groups of 4 or 5 and, on newsprint, develop a visual representation of the way the training themes relate to one another.
| Trainer Notes
Encourage the groups to make their representation as detailed and creative as possible. If necessary, provide an example. |
Step 3. (10 minutes)
Have the groups reconvene and present and discuss their visual representations.
| Trainer Notes
Some questions for discussion include: * Is there a need for more technical training at this time? * Why is a health and nutrition component included in training? * What importance do facilitation and communication skills have in this program and during Peace Corps service? * How is this program similar to or different from your expectation? |
EVALUATION AND INTEGRATION OF TRAINING THEMES
PART THREE: THE FISHBOWL -- AN EXERCISE IN COMMUNICATION
| Total time: | 1 hour |
| Objectives: | * To establish open and positive communication among training staff and participants
* To practice giving and receiving feedback |
| Materials: | Newsprint and felt-tip pens |
| Trainer Notes
We suggest that one of the trainees facilitate this session. It is a good opportunity to encourage active participation and to demonstrate staff willingness to "let go" and be receptive to feedback. |
Procedures:
Step 1. (5 minutes)
Review and explain the session objectives.
Step 2. (15 minutes)
Have people form groups of 4 or 5 and:
* Record on newsprint three criticisms of the program and, for each criticism, a specific suggestion as to how the program could be altered to address it.
* Post the criticisms and suggestions.
| Trainer Notes
It is important that the entire training staff participate in this activity. Each small group should include at least one staff member. While the small groups are working, arrange chairs in a semicircle at the front of the room so that four people can face and speak to one another while reading the posted criticisms and suggestions. Arrange a second row of chairs around the first four. The configuration should look like this |
Step 3. (10 minutes)
Have the group reconvene and occupy the chairs in the outer semi-circle. Explain the "Fishbowl" activity.
The reason for using the fishbowl structure is to provide a comfortable format for discussion and to encourage constructive feedback and suggestions. Therefore, it is important that people feel free to express their thoughts without fear of reprisal. People should be encouraged to enter the discussion and to exchange places with one another when they have something to say. It is a good idea to have at least one member of the training staff in the discussion group at all times.
Step 4. (25 minutes)
Ask that four volunteers move to the inner semi-circle and initiate the activity by responding to one of the criticisms.
Step 5. (5 minutes)
Summarize the criticisms and suggestions that have resulted from this activity, and explain that the fishbowl format may be used at any time during training, whenever people feel it is necessary to discuss issues, clear the air or evaluate some aspect of the program.
| Trainer Notes
Procedural Note: The process of participant evaluation and assessment of the training program consists of a series of integrated activities which occur throughout the program. This session outlines the evaluation activities recommended for Phase I. It also identifies those activities which should occur at the end of each subsequent phase (i.e., the evaluation questionnaires and the optional fishbowl activity). Other recommended program evaluation activities are outlined in Phase III, "MidProgram Evaluation," and Phase VI, "Final Program Evaluation" and "Energy Fair Evaluation." In order to insure effective on-going program evaluation, it is important to be consistent and use the recommended activities at the end of each phase. The outline on the following page is designed to help you remember the program evaluation activities which should occur in each phase of the program. |
OUTLINE OF PROGRAM EVALUATION ACTIVITIES
| PHASE I | PHASE II | PHASE III | PHASE IV | PHASE V | PHASE VI |
|---|---|---|---|---|---|
| Presentation of Phase Evaluation Questionnaire
Develop training expectation lists Integration of training themes Feedback and discussion/ fishbowl exercise |
Phase Phase Evaluation Questionnaire
Fishbowl exercise(optional) |
Phase Evaluation questionnaire
Mid-Program Evaluation: exercise Review and (optional) assess expectation lists Complete Mid-Cycle and Final Evaluation of Training Goals forms Fishbowl exercise (optional) Assessment of group dynamics: Coat of Arms activity |
Phase Evaluation Questionnaire
Fishbowl exercise(optional) |
Final Program Evaluation Questionnaire
Fishbowl exercise(optional) |
Evaluation Mid-Cycle and Final Evaluation of Training Goals forms (PCT facilitator)
Energy Fair Evaluation Success Indicator Lists (PCT facilitator) |
