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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 5. Development of facilitation skills criteria

Total time:

2 hours


* To plan, design and carry out an activity using a training design format
* To identify a list of criteria for evaluating facilitation skills
* To demonstrate skills necessary to be an effective facilitator


* "Skills for Development Facilitators" from Manual Introduction
* Attachment I-4/1-C, "The Participative and Directive Trainer"


Newsprint and felt-tip pens

Trainer Notes

* This activity serves as a "session within a session" and gives the participants an opportunity to develop skills in designing, practicing and evaluating a group activity.

* The design format that is used in this session will be used throughout this program. It can be helpful to Peace Corps volunteers in the design of group activities and workshops on the community level as well.


Step 1. (5 minutes)
Introduce the session by explaining the importance of identifying and using facilitation skills during this program and in Peace Corps service.

Trainer Notes

Emphasize that one of the more important aspects of community work is to provide people with skills to solve problems creatively and in cooperation. This is the essence of good facilitation.

Step 2. (10 Minutes)
Present and explain the training design format.

Trainer Notes

Post the following design format on newsprint:

1. Identify and agree upon objectives.
2. Identify resources.
3. Design or select an activity or activities to meet the objectives.
4. Carry out the activities.
5. Evaluate the activities to see if objectives have been met.
6. Discuss the effectiveness of the process (Steps 1 4).

Explain that this training design format will be used in planning, designing, carrying out and evaluating this and other sessions throughout the training program.

Step 3. (10 minutes)
Begin implementing the training design format by reviewing and discussing the session objectives.

Trainer Notes

* The objectives for this session have already been set. Review and discuss them to illustrate the first step of the format.

* It is important that the participants agree that objectives are ones that they want to meet. Otherwise, there is little motivation or reason to meet them. For more background information, refer to Attachment 1-4/1-C, "The Participative and Directive Trainer."

* If participants are not satisfied with the stated objectives assist them in modifying them or identifying additional ones.

Step 4. (10 minutes)
Help participants identify resources from within the group (e.g., those who have had experience in group facilitation, training programs, curriculum design, etc.) and make available the resources listed at the beginning of the session.

Step 5. (15 minutes)
Assist in the selection or design of an activity or activities which will meet the session objectives

Trainer Notes

* Some suggested activities include: brainstorming, discussion, small group meetings, etc.

* Suggest that the procedures of this activity be outlined. Ask that one person keep time, that another observe the way the session progresses and that a third record the facilitation skills criteria as they are identified. (It is important that these criteria be recorded for copying and future distribution. See Step 8, Trainer Notes.)

Step 6. (50 minutes)
Assist participants in carrying out the activity.

Step 7. (10 minutes)
Have participants evaluate the activity.

Trainer Notes

The following questions will help in the evaluation:

* Were the objectives met?
* Was a list of facilitation skills criteria developed?
* Was there active participation by all? Most? Some? Or, just by a few people?
* Were effective facilitation skills demonstrated?
* What went well?
* What was not done well during the activity?

Use the list of criteria developed during the activity to check the skills demonstrated by the facilitator.

Step 8.
Review the training design format and conclude the se 5 sign.

Trainer Notes

Your review of the format should center around the following questions:

* Does this format have potential for use during Peace Corps service? Why?
* What advantages and/or drawbacks does it have?
* When might it be appropriate? Inappropriate?

Mention that a copy of the criteria will be distributed to all participants and will be used throughout the program for checking facilitation skills.

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