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close this bookAquaculture - Training Manual (Peace Corps; 1990; 350 pages)
View the documentAcknowledgments
View the documentForward
View the documentChapter one: Introduction
View the documentChapter two: Training philosophy and methodology
View the documentChapter three: Goals and objectives
View the documentChapter four: Site requirements, logistics and length of training
View the documentChapter five: Trainee qualifications and assessment
View the documentChapter six: Staff qualifications, staffing pattern and staff training
View the documentChapter seven: Ten-week program: summary and weekly schedule of events
View the documentChapter eight: Eight-week program: limltations, adjustments, program summary and weekly schedule of events
View the documentChapter nine: Program design considerations and orientation
Open this folder and view contentsChapter ten: Program design - week one
Open this folder and view contentsChapter eleven: Program design - week two
Open this folder and view contentsChapter twelve: Program design - week three
Open this folder and view contentsChapter thirteen: Program design - week four
close this folderChapter fourteen: Program design - week five
View the documentSession V-1: Guest lecturer - site selection, pond design and pond construction
View the documentSession V-2: Quiz - week five
View the documentSession V-3: Site development/pond design
View the documentSession V-4: Processing of masonry project
View the documentSession V-5: Issues in peace corps aquaculture programming
View the documentSession V-6: Introduction of seminars and seminar topics
View the documentSession V-7: Fish fry
View the documentSession V-8: Personal interview - week five
Open this folder and view contentsChapter fifteen: Program design - week six
Open this folder and view contentsChapter sixteen: Program design- week seven
View the documentChapter seventeen: Program design - week eight
Open this folder and view contentsChapter eighteen: Program design - week nine
Open this folder and view contentsChapter nineteen: Program design - week ten
View the documentChapter twenty: Program evaluation
View the documentChapter twenty-one: Recommendations for in-country training
View the documentChapter twenty-two: Publications, equipment and materials
 

Session V-4: Processing of masonry project

Total tune: Approximately 2 hours

Objectives:

• Provide opportunity for group leaders to bring the project to a formal conclusion;

• Provide opportunity for trainees to review steps followed throughout the project and fill in gaps that individuals may have in their notes;

 

• Provide opportunity for trainees to critique their work, identify strong and weak points from both technical and organizational standpoints;

• Reinforce technical [earnings and clarify points of confusion as necessary.

Overview: The masonry project involves many steps and is completed over a period of time. During that time, some trainees may be more involved in some steps than in others and may need to learn more details about the steps in which they were less involved. In addition, it is important to take time to assess the final product as well as the steps of the process used to achieve that product in order to identify strong and weak points, problems and solutions, etc. and draw conclusions that may be applied next time trainees need to tackle a masonry project. This meeting is facilitated by the group leaders for the masonry project. Near the end of the meeting, the trainer who was in charge of this project also offers his/her input.

Note: A short description of this session is given as part of the design for Masonry and Carpentry Projects in Chapter Twelve. The following is a review of the processing step in a bit more detail. If wheelbarrows were or will also be constructed, the processing of that project can take place as a supplement to this meeting or in a separate meeting depending upon scheduling and logistics.

1. The trainee group leaders facilitate a discussion of the project. This should take place mainly in the classroom in order to ensure that everyone can hear, see and participate, but should also include a walk out to the actual project site in order to look at the completed structure. This may occur at the beginning or at the end as the group leaders see fit, but if it occurs at the beginning, they should point out specific things the trainees should look at and be prepared to discuss.

2. The trainee facilitators should begin the session with a review of the entire project, chronologically, from beginning to end. The discussion should address:

• What actually occurred at each step (including preparation of site, design and construction of form, setting up and bracing of form, reinforcement, mixing and pouring of concrete, tamping, finishing, curing, removal of forms);

• What worked well, what didn't work well for each aspect;

• Suggestions for alternative or improved techniques, solutions or approaches;

• Special problems or difficulties encountered, solutions tried or recommended;

• Results (condition of finished product, what caused any unanticipated results;

• Economics (materials and tools used, costs of construction, time and labor, efficiency);

• Analysis of group organization aspect (i.e., effectiveness of group leaders, unique aspects of being a leader, unique aspects of being a group member not in the leadership role, how well group worked together, problems encountered, what helped, what people learned about themselves, what people learned about group projects.

The discussion should involved a lot of group discussion, sharing of ideas, asking and answering of questions.

3. Near the end of the session, the trainee group leaders should ask the trainer in charge for input. The trainer should provide insights on his/her observations, constructive criticisms, reinforcement of positive aspects, suggestions. The trainer should share any personal experiences and ideas, and give any helpful hints or techniques he/she may be able to provide.

4. The trainer should ask the trainees to spend ten minutes or so listing important points that came up during the discussion that they want to be sure to remember for next time they are involved in a masonry project, and/or a group project of any kind as either a leader or participant.

5. In concluding, the trainer should congratulate the group on the project and on the discussion, as appropriate, and should thank the group leaders.

Resources and Materials:

• Blackboard, chalk, eraser (in case trainees want to illustrate points or ideas, or if group leaders want to put up an outline for the discussion;

• Other materials group leaders may request (newsprint and markers, etc.).

Trainer Notes:

• The trainer in charge of this project should meet with the group leaders well in advance of this session. They should be given ample time to prepare and should provide suggestions for ensuring that the issues listed in step number two (above) are addressed. The trainer should ask the group leaders to allow time at the end for him/her to share some of his/her observations with the group. It is also a good idea to encourage the group leaders to take the initiative in critiquing their own leadership in the project, and encourage them to prepare themselves for both giving and receiving feedback in a constructive manner;

 

• The trainer in charge of this project should also be well prepared. Careful notes should be taken throughout the project in order to be able to provide good, accurate, useful input regarding observations the trainer made as trainees worked through all of the steps, as well as technical points that may have been overlooked, not clearly understood, or that can be offered to supplement the knowledge the trainees have. The trainer's input should also be provided in a constructive, positive and helpful manner;

 

• This project provides a perfect opportunity for trainees to feel a real sense of accomplishment. There will probably have been errors made, but if the errors serve to enhance the trainees' learning, then they will have been worthwhile. If the group tends to be very hard on themselves, the trainer should make a point of helping them put their errors into perspective. He/she should try to help the trainees recognize both their accomplishments and the new knowledge they obtained through the project.

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