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supervisor looked for women who had done something a little better than others in the village. They seemed willin to share their . knowledge or skills with others. An agricultural officer in one country says he looks for the farmer who tries a new idea out, such as planting a new variety of seed, or building a fence of thorn bushes around the garden. He also. finds leaders who ask for more information about new agricultural practices they have heard described over the radio, work, or hearing a person's name used often by neighbors may be your keytto a potential leader, If you are to find leaders, you must believe that village people can become leaders, and you must want the help of leaders to share with you in teaching the people. If you don't believe that leaders can be found and that you want their help, you will never find them. The agent referred to at the beginning of this section, who had no leaders, probably did not really want any. Another Extension worker has pointed out the need to be alert and aware of the shy person. They often show interest in what's happening, but may not have done anything outstanding. Often these potential leaders are lost because they were not encouraged. 2. Look for Leadership Traits. Always be on the lookout for potential leaders. Observe where their particular skills are. See if Leaders Are Selected for Specific Jobs Leaders can't be "leaders" in name only. Jhey must be leaders of something. Since leadership means having responsibilities, a leader must be depended upon for a certain specific job. A group will choose the person they think would be best for the particular kind of leadership responsibili. ties. they appear well liked by the people. You will find some who might help with the youth program and others who might be good garden leaders to teach how to plant, weed, or harvest vegetables. Others may crganize a farmers' club. Still others may announce meetings or get people interested in a program. Do not expect every potential leader to fit into e,ery leadership job. Different people will emerge for different jobs. You may not find obvious enthusiasm or willing volunteers, You may have to look for less obvious evidence. Interest, frier tiness, or willingness to For example, the members 0; a clu' generally elect the perscn the.; think is best suited to ba pre., dent of the club. The mebers of a committee rften select the person who is to serve as chairman. A group of women may sele,-t one member they think WCr ljd do the best job as a clothing 'eader. The farmers' club may selkct a member to be a rice demonstration leader. Before this selection is made, the job the leader will perform should be carefully described to the group, so they can select wisely. A second way to select leaders is to appoint them. You, or another official, may appoint or 6 ask a person to be a leader for a specific job. This is usually not as effective as having the group select the leader to represent them. However, leaders so seleci ed often like it because it demonstrates your faith in them. A third way is to let people voluntee-. If the best person is too shy to volunteer, you may need to give encouragement, like "I would be grateful for your assistance." All of these ways are good. It is probably wise to vary your approach. What Kinds of Help Can Leaders Give? There are many ways leaders can help you and the program. Ask them for special kinds of help and give them specific job, to do. The following are examples of the help leaders can give: 1.Notify others of meetings. 2. Bring people to meetings. 3. Arrange for and find meeting places. 4. Help identify problems in the village and decide the best ways to solve these problems. 5. Give simple demonstrations. 6. Conduct meetings. 7. Lead youth groups and various individual projects. 8. Interest others in becoming leaders. 9. Teach neighbors skills. 10. Share information with neighbors. I; Serve as officer in an organization or chairman of a committee. Different kinds of leadership ability are needea to carry out the different jobs outlined above.
Some people have one kind and some another. The different types are: 1. Special know-how leadership having some special skill, know-how, or interest. 2. Teaching leadership - having ability to share or teach others what they themselves know or learn. 3. Organization.al leadership - having ability tc lead and guide an organized group. 4. Opinion, advisory, and influence leadership - having the respect of others so their opinion, advice, and approval is wanted on important matters. People and leadership jobs differ, so there isa greater possibility of finding someone for each leadership job. Leader, Grow Leaders grow in many ways as they are trained and given chances to help with your program. They grow or develop in understanding, and in the things they can do. They also become more skilled in working with ofla eader youth club calls on members to help them with theirprojects. This en. courages members such as this boy to 1vor/CM hard to have a succeful projecL .MR' 9 ., ' A k". Z - . I. 4- C[/b -04 .1'-7. , .;A :YA It - %~ f .50i - .. V~ J 7
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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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APPENDIX E MAILYASTMES kIWMAYztix U
Page 41 and 42: SUPPLEMENT TO WASH FIELD REPORT NO.
Page 43 and 44: CONTENTS PAGE 1. INTRODUCTION 1. 1.
Page 45 and 46: 1.4 Site The TOT was held at Msamba
Page 47 and 48: 2.1 Tuesday Morning (Continued) Act
Page 49 and 50: 2.2 Wednesday Morning (Continued) T
Page 51 and 52: 2.3 Wednesday Afternoon (Continued)
Page 53 and 54: 2.4 Thursday Morning (Continued) Di
Page 55 and 56: 2.5 Thursday Afternoon (Continued)
Page 57 and 58: 2.7 Friday Afternoon (Continued) Th
Page 59 and 60: 3.1 Participant Responses to Evalua
Page 61 and 62: 4. Recommendations 4.1 More Time Du
Page 63 and 64: Participants: Leaders: Visitor: TRA
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 and 90: EVALUATE YOUR DEMONSTRATION Everyon
Page 91: WHO IS A LEADER? Anyone in the viil
Page 95 and 96: ho meaning of "responsibility" fort
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
Page 141 and 142: 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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~*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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