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close this bookAppropriate Community Technology - A Training Manual (Peace Corps; 1982; 685 pages)
View the documentThe Farallones Institute Rural Center
View the documentCHP International, INC.
View the documentPreface
View the documentAcknowledgments
View the documentIntroduction
close this folderPhase I: Introduction to training
View the documentPhase I Calendar
View the documentSession 1. Sharing perceptions of appropriate technology: an ice breaker
View the documentSession 2. Defining expectations of the appropriate community technology training program
View the documentSession 3. Group resource assessment
View the documentSession 4. Appropriate educational and learning processes part 1: non-formal education (nfe) and international community development work
View the documentSession 4. Appropriate educational and learning processes part 2: adult learning theory and how it is used in this training program
View the documentSession 5. Development of facilitation skills criteria
View the documentSession 6. Cross-cultural awareness and communication
View the documentSession 7. Hollow square
View the documentSession 8. Health in a cross-cultural context
View the documentSession 9. Community resource investigation
View the documentSession 10. An exercise in problem solving: formulating a plan for well-being
View the documentSession 11. Communication and listening skills
View the documentSession 12. Construction of earthen block molds: a focus on group dynamics
View the documentSession 13. Construction of earthen blocks
View the documentSession 14. Global energy issues
View the documentSession 15. Introduction to the evaluation process
View the documentSession 16. Evaluation and integration of training themes
Open this folder and view contentsPhase II: Earthen construction and fuel-saving cookstoves
Open this folder and view contentsPhase III: Pedal/treadle power
Open this folder and view contentsPhase IV: Solar water heaters
Open this folder and view contentsPhase V: Solar agricultural dryers
Open this folder and view contentsPhase VI: Concluding the program: The energy fair
Open this folder and view contentsAppendices
 

Session 16. Evaluation and integration of training themes

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

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5

Comments:

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15

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20.

1

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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.

1.______________________________________________________________

2.______________________________________________________________

3.______________________________________________________________

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.

Trainer Notes

Ask if anyone has had experience with this activity. If so, ask them to help you with the explanation Your explanation should include the following points:

* Only four people at a time will be in the inner semi-circle.

* The role of each of the four people will be to discuss and respond to the posted criticisms and examine the feasibility of the suggestions.

* The role of those in the outer semi-circle will be to observe.

* When someone from the outer circle wants to enter the dis cussion, a person from the discussion group should leave and join the observers.

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)

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