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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
Open this folder and view contentsPhase I: Introduction to training
Open this folder and view contentsPhase II: Earthen construction and fuel-saving cookstoves
Open this folder and view contentsPhase III: Pedal/treadle power
close this folderPhase IV: Solar water heaters
View the documentPhase IV Calendar
View the documentSession 1. The role of the volunteer in development: international development part 2: the green revolution: successes and failures
View the documentSession 2. Introduction to solar water heaters
View the documentSession 3. Assessing community water needs and uses
View the documentSession 4. Introduction to solar water heating: determining hot water demand
View the documentSession 5. Plumbing a solar water heater
View the documentSession 6. Sizing a solar water heater
View the documentSession 7. Demonstrating a technical concept
View the documentSession 8. Shade mapping and solar siting
View the documentSession 9. Design of solar water heaters.
View the documentSession 10. Construction of solar water heaters
View the documentSession 11. Multi-media standard first aid
View the documentSession 12. Wind technology
View the documentSession 13. Volunteer in development part 2: women in development
View the documentSession 14. House design in four climates
View the documentSession 15. Presentation of 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 7. Demonstrating a technical concept

Total time:

2 hours

Objectives:

* To practice explaining, demonstrating and transferring technical information

 

* To identify and discuss effective communication techniques involved in transferring technical information

Resources:

* Attachment IV-7-A, "Role Play Descriptions"

 

* Fuglesang, Applied Communication in Developing Countries

 

* Hall, Beyond Culture

Materials:

Newsprint and felt-tip pens, hot plate and tea kettle (or coffee percolator or other steam source), 1m² (1 ft.²) sheet of glass

Trainer Notes

This session will require considerable advance planning, study and preparation. You should familiarize yourself well with the procedures before beginning the session. Also, all the role play descriptions from Attachment IV-7-A should be read, cut out and organized for distribution in advance.

In this session, there are a total of six role play situations: three in which participants play PCVSs and three in which they play villagers. Each participant will play the PCV role once and the villager role twice.

There will be one presentation done by each of the three PCV role play groups. While the first PCV role play group is doing its presentation, all the other participants will play the first villager role described in the attachment (Part II). Then, while the second PCV role play group is doing its presentation, all other participants will role play the second villager role. And, finally, while the third PCV role play group is doing its presentation, all other participants will take the third villager role.

Step 1. (5 minutes)
Briefly present the session objectives and review the procedures.

Step 2. (10 minutes)
Have the participants divide into three groups and distribute the three PCV role play descriptions from Part of the attachment.

Trainer Notes

* Distribute to each PCV group the "General Role Description."
* Distribute to PCV role play Group #1 the firs. "Specific Role Description."
* Distribute to PCV role play Groups #2 and #3 the second and third "Specific Role Descriptions" respectively.
* Give newsprint and felt-tip pens to PCV Groups #2 and 3#.
* Give the glass and steam source to PCV Group #3.

Step 3. (25 minutes)
Have each PCV role play group prepare its presentation based on the information provided by the descriptions.

Step 4. (10 minutes)
Reconvene all the participants and ask PCV role Group #1 to set up their presentation as you distribute and explain the First Villager role description (from Part II of the attachment) to all of the other participants.

Trainer Notes

Explain that while PCV role play Group #1 is doing their presentation, all other participants will be role playing villagers as described in the First Villager role description.

Step 5. (15 minutes)
Have PCV role play Group #1 do their presentation.

Step 6. (5 minutes)
Have PCV role play Group 2# set up their presentation as you distribute and explain the Second Villager role description (from Part 11 or the attachment) to all of the other participants.

Trainer Notes

Explain that while PCV role play Group #2 is doing their presentation, all other participants will be role playing villagers as described in the Second villager role description.

Step 7. (15 minutes)
Have PCV role play Group #2 do their presentation.

Step 8. (5 minutes)
Have PCV role play Group #3 set up their presentation as you distribute and explain the Third Villager role description (from Part II of the attachment) to all of the other participants.

Trainer Notes

Explain that while PCV role play Group #3 is doing their presentation, all other participants will be role playing villagers as described in the Third Villager role description.

Step 9. (15 minutes)
Have PCV role play Group #3 do their presentation.

Step 10. (15 minutes)
Have all the participants regroup and discuss the effectiveness of each role play presentation.

Trainer Notes

* Encourage the participants to generalize about effective or ineffective communication techniques used during the presentation.

* As an aid to discussion, post the following:

I hear, I forget; I see, I remember; I do, I understand.
-Confucius-

* Mention that the use of all the senses is the best way to learn.

ROLE PLAY DESCRIPTIONS

Part I: PCV Role Descriptions

General Role Description to be distributed to every member of each PCV role play group.

You are PCVs in a small village in rural Africa where historically a high infant mortality rate has been experienced which has been attributed to amoeboic dysentery caused by unsanitary water. The youngest son of the village chief contracted this disease and recently died.

Concerned villagers, especially the chief, have asked you and your group to discuss ways of solving this problem. Your job, should you choose to accept it, is to explain the concepts of evaporation/ condensation as they apply to solar stills and clean water.

* * *

Specific Role Descriptions to be distributed to group members only.

PCV Group #1:

This culture does not- permit use of gestures outside of the immediate family and does not appreciate material from outside of the immediate family nor any material from outside the village used for communication. Therefore, no visual aids or props can be used.

PCV Group #2:

This village has a high degree of appreciation for nonverbal communication based upon designs and figures used in weaving. It is considered impolite for a non-villager to make speeches. Therefore, you may not as an individual speak more than two sentences at a time. Posters that you have previously drawn showing vectors of fly-borne disease have had a great impact in raising village consciousness.

PCV Group #3:

In the past, this village has had limited exposure to Westerners and ideas of the West, so that there is understanding of visual symbols, pictures, alphabets and advertising. Local crafts are important to village life and skills are taught by elder craftsmen to young boys by apprenticeship. These young boys learn by doing.

ROLE PLAY DESCRIPTIONS

Part II: Villager Role Descriptions

First Villager:

You are concerned about children dying, disapprove of gestures. You have a tradition of listening politely to and being cooperative with strangers. You are a dignified, serious and industrious people.(Distribute to PCV Groups #2 and #3)

Second Villager:

You are concerned about children dying, appreciate visual representations, do not like strangers to talk too much (it is improper for strangers to speak more than two sentences at a time). You have a tradition of listening politely to and being cooperative with strangers. You are a dignified, serious and industrious people. (Distribute to PCV Groups #1 and #3)

Third Villager:

You are concerned about the death of your children. You have little patience with listening to the expression of new ideas. You are anxious to learn by doing. You have a tradition of listening politely to and being cooperative with strangers. You are a dignified, serious and industrious people. (Distribute to PCV Groups #1 and #2)

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