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HELPING HANDS Giving Volunreer Leaders A Place inThe Extension Program WHO ISA LEADER? WHY ARE VOLUNTEER LEADERS IMPORTANT? HOW TO FIND LEADERS Leaders Are Selected for Specific Jobs What Kinds of Help Can Leaders Give? Leaders Grow A Leadership Ladder TRAINING LEADERS Recognize and Thank Leaders Village Leadership Patterns WHAT DOES THE EXTENSION AGENT DO IF LEADERS ARE TEACHING? What Do You Get Out of It? LEADER'S GUIDE FOR DE R TI O O N DEMONSTRATION ON TESTING SEED FOR 3
WHO IS A LEADER? Anyone in the viilage or community may possibly be a leader. A person is a leader when his ideas or actions influence others, or when he helps the people of the village get what they want. In every village there are already people with some knowledge and experience. When other people in the group benefit from these attributes, the people who have them are put in a leadership position, These are all leaders: 1. The chief or head man of the village 2. The head of the religious group 3. The teacher of the school 4. The person who helps a youth club 5. The farmer who tries a new variety of a crop and others ask him about it 6. The woman who grows better tomatoes than her neighbors and shares the knowledge with them. 7. The young mother who invites other mothers to her home to see a demonstration on how to better feed their babies 8. The farmer who cails a meeting to order 9. The woman who tells others about a meeting 10. The young inan who helps the arricultural officer d..monstrate seed treatment, Many others serve as leaders in a great variety of ways, both large and small. These leaders fall into two groups. The first consists of the designated or formal leaders, such as the chief, the religious leader, the Extension worker, and the teacher. The second group is made up of those who are leaders because of what people expect of them. In this group are many who do not consider themselves leaders. These are often called volunteer leaders, unpaid leaders, or informal leaders. WHY ARE VOLUNTEER LEADERS IMPORTANT? Volunteer leaders are im. portant for two reasons. One is that leadership and experience help an individual grow and de. velop self-confidence. The second is that an educational pro, a,, such as Extension conducts, needs local people who are will. ing to give time and effort to plan and carry out a program. A professional paid Extension worker cannot reach all the peopie needing assistance without help from the local villagers, Most people like to help others by sharing their knowledge and skills. They often use leadership skills they learn in an Extension program tL help in othe'r programs. With the help of leaders, an Extension worker can reach more people. In many countries, an Extension worker has 1,000 families to serve. With the use of trained and supervised volunteer leaders, an agent can come much nearer to meeting their needs. For example, in a half a day the age:it may teach the me<strong>mb</strong>ers of one youth club or train leaders who in turn may teach the mem. bers of 1,) or 12 clubs. Thus, in place of helping the boys and girls in one club, the Extension worker has helped boys and girls in 10 to 12 clubs. Including volunteer leaders from the community gives a pro -ram a greater chance of success. It is &heirprogram and they will work to have it succeed. Leaders help keep a program realistic and related to needs. They not only channel information to the people, but also relay the people's reactions back to dhe professional worker. People trust local leaders and may work with them more readily than they will with you, the professional leader. HOW TO FIND LEADERS 1. You m--t believe in leader. To find leaders, you must believe that people can be leaders. Sometimes an Extension agent will say, "There are no leaders in my area," and, of course, he has no leaders helping with the program. He is looking for people who are called leaders, or who stand out from other people in the village. One rarely finds such people. Usually one finds potential leaders and helps them develop. In one country the State supervisor said that she played a game of hunting leaders each time she visited a village Without fail, as she wa3 leaving a village, she would say about some woman, "There is a leader." She could see the small signs that indicated a woman might be a leader. This
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WATER AND SANITATION FORHEALTHPROJE
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WASH FIELD REPORT NO. 99 TRAINING I
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4.6 Evaluation ... . ... ..........
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Staffing and transport requirements
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Malawi =area .,-Osok a . asama / '
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only one consultant) and by the Gov
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3.1 Introduction Chapter 3 THE TRAI
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Wednesday Afternoon 1:30-5:30 pm -
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A cadre of trainers, some of them w
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1. Learning by Doing; The workshop
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4.5 Agenda The agenda for each of t
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The written examination on workshop
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5.4 Production of Visual Aids Tangi
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Chapter 6 OUTCOMES AND CONCLUSIONS
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APPENDIX A WATER AND SANITATION FOR
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t+,I: IV W." M4 pl, FfOi€ AC +-,
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Tl\I' ING COLBULTAT TEIS OF REFERE1
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Participants: Leaders: Visitor: APP
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IoB.C& Vumbe J.W. Kanthalo A-It Chi
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Page 41 and 42: SUPPLEMENT TO WASH FIELD REPORT NO.
Page 43 and 44: CONTENTS PAGE 1. INTRODUCTION 1. 1.
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Page 65 and 66: THE LECTURETTE Description This is
Page 67 and 68: CASE STUDY AND CRITICAL INCIDENTS D
Page 69 and 70: Description INSTRUMENTATION Instrum
Page 71 and 72: Determine the number of role player
Page 73 and 74: GROUP DISCUSSION Description Center
Page 75 and 76: Don't allow one or more members to
Page 77 and 78: In a leadingquestion, the answer is
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Page 81 and 82: ABOUT DEMONSTRATIONS What A demonst
Page 83 and 84: When and Where Plan when and where
Page 85 and 86: 8 Here is an outline for planning a
Page 87 and 88: CONDUCTING YOUR DEMONSTRATION E' 'T
Page 89: EVALUATE YOUR DEMONSTRATION Everyon
Page 93 and 94: Some people have one kind and some
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Page 97 and 98: joyed it. If you train leaders to d
Page 99 and 100: EXPER ,NTIAL TRAlLiG IETHODOLOGY Th
Page 101 and 102: D£.zing this phase it is not possi
Page 103 and 104: The Role of The Trainer in Experien
Page 105 and 106: Task Analysis (Ccnt'd) -2- Much of
Page 107 and 108: 7aak-Ana.&sis (Cont 'd) -4- The nex
Page 109 and 110: Task Analysis (Cont'd) This, obviou
Page 111 and 112: 1. ORDERS: "Don't do that anymore !
Page 113 and 114: MIN TASK: or = ±\owedereuie Codecs
Page 115 and 116: A Behavioral Objective is not conce
Page 117 and 118: Some of these actions might include
Page 119 and 120: -6- MAIN POINTS ABOUT FEH{VIORTL O3
Page 121 and 122: CONTENTS 1. INTRODUCTION 2. TRAININ
Page 123 and 124: Chapter 2 TRAINING SESSIONS 2.1 Int
Page 125 and 126: Project Background and Strategy (Co
Page 127 and 128: Village Leadership (Continued) NOTE
Page 129 and 130: 2.4 Co-ordination with Water Depart
Page 131 and 132: 2.5 Village Inspection Skills 3 hou
Page 133 and 134: Village Inspection Skills (Continue
Page 135 and 136: Review of Village Inspection Visit
Page 137 and 138: Evaluation of the workshop (Continu
Page 139 and 140: 2.9 Sanitation Technology 5 hours O
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2.10 Introduction to Village Health
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2.11 What HE - 3 Adults to Learn 1
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What helps Adults to Learn (Continu
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2.12 Effective Questioning 1 hour O
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Effective Questioning (Continued) 3
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2.13 Leading a Discussion 3 1/2 hou
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Leading a Discussion (Continued) 4.
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Problem Analysis - Introduction, Pr
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2.15 Review of Problem Analysis Vil
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Review of Problem Analysis Village
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Communicable Diseases (Continued) 5
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2.17 infestations 50 minutes Object
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Diarrhea, Dehydration and Rehydrati
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Lesson Planning (Continued) LUNCH 7
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2.20 Giving Training Lessons 7 hour
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2.22 Final Review of Recording and
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1983 Project Objectives (Continued)
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Last Day (Continued) Activities: (C
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Newsprint - 500 sheets APPENDIX B T
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C-1 REPORT ON NATIOI&L SEMINAR FOR
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14 INTRODUCT ION _HEALTH OUCATION A
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4e RESOURCE PIMONS -3 A variety o
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-5-. OPINGQ SPEicII Seminar Partici
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-7- Participants then marked a pape
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-9- Each group should then discuss
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9 In addition to the.,alrcZy S; ' c
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0 FIRST R' P% ' par SC ticipation L
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* *o 0 *b. 0b. 10. PerSonaI-;l T'11
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T1 t S T ,aionsGrat rpit>~ inaon~ 0
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- 19 6a12 Deve len a Framiework
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- 21 - Question 6: How relovant wor
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4.4 Goais of the Workshop C-2 By th
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NAIE STATION c-4 1R&H DUOAION AND I
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C-6 FIGURE 6.3.1: STEPS IN PROJECT
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It should be kept in mind that the
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*.i 55.no4 S "5',01A W r'I ~ s- s.A
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5,6 Village Health Committee Traini
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5.8 VHC Follow-up Visits After the
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5.13 Continued Follow-up Visits To
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13 VIT4 AGINS)PC,I01T '13.1 Pupose
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13.4 What to Inspect There are thre
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13.4.1.6 Dish RacKs -5- Cccasionall
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13.4.3.1 .A.ellin7 Houses: The cond
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The number of households is very im
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TASK 14 Why People Behave in Unheal
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IUMDWCTION II- 1. Excreta-related d
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-3 9. Mosquitoes. Wet pits encourag
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- 20 35. The pit dimensions are
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C-12 LOOKING AT COMMUNITY LEADERSHI
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C-13 WHAT HELPS ADULTS TO LEARN? IN
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Refs No. -WSS/21/24 C-15 MINISTRY O
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C-16 MISTRy OF HEALTH HOSP. WORKSHO
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CONJUNCTIVIT IS ~c-i 7 Conjunctivit
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R=IYfRAT ION DehYdrati6n is a serio
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0 LESSON PLANNING What (Content) Ho
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C-22 CHAPTER 13 Janaki and Saraivwa
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So Janaki discussed the!se customs
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STORY TELLING AS A TOOL FOR TEACHIN
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In this book we use ,alot of storie
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S. Acting out stories In Lardin Gaa
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TASK 15 The Village Health Game STA
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C-25 HESP PROJECT OBJECTIVES By 31s
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PERCENTAGE RECKONER NUMBER OF LATRI
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HEALTH EDUCATION AND SANITATION PPC
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- - - - -- - - - - - - - - - - - -
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~*4~~ 7 co-, * a 0 0 0 Submitted by
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Nearest Health Unit (name, type) Vi
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Name__ SUNDAY -1 L MONDAY L L k'LHI
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- 2 6. Which of the following disea
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