1. Field visit

2. What is it?  A training method wherein the participants are taken to a place outside the classroom for acquiring requisite knowledge, skill and attitude through exposure to real life situations.  Alternatively, in more elaborate terms ……

3.  Field trip is a training method, which provides a dynamic environment near to or within the scenes of real action for learners to be a part of. It is a training method in which opportunities are provided to the learners …. (contd…)

4. Contd…  to visit organisations, work sites, communities or villages, etc. with a view to observe, be a part of and collect information to reflect, analyse and learn from. They use the experience undergone by them for learning during and after the trip.

5. Our task today:  We imagine ourselves to be probationers  Form ourselves into two groups  Each group to make field visit

6. Contd…  One group will join a front line staff in studying field Botany in company of the villagers,  Second group will observe another forest guard interacting with the villagers for resource mapping in a PRA Exercise  Duration of field visit: 30-40 minutes

7.  Once again: we are in the shoes of probationers  Take voluminous notes  Have a nice outing

8. as you know.  Brainstorm for a while and identify the topics to be covered by field visit in training of front line staff. It was not a pleasure trip,

9. FORM INTO FOUR GROUPS  Each group to probe the following:  What steps are required by the trainer while preparing for Field Visit?  What are the activities to be performed by the trainer during Field Visit?  What is to be done by the trainer on return from field visit?  How do you propose to train your trainees (faculty of SFTIs) in the conduct of Field Visit?

10.  Record your conclusions for presentation before the plenary  Time:  Group work: 30 minutes for preparation  Presentation: 10 minutes for each team  Discussion: 5 minutes on each presentation

11. Where to use?  To examine practicality of new ideas. Thereby generate thoughts on feasibility of implementation. These ideas could be useful to both the trainees and the host organisations.  To interact with and secure information from experienced people about the job, organisation etc.  To develop skills for managing uncertainties.  To challenge pre-conceived views.

12. Contd…  By host organisation for problem solving.  To sensitise learners to the ground realities especially, in sectors like Forest, health, education, rural development.  To generate a sense of caring for the poor, ownership by them to solutions, develop their decision- making skills, co-operative spirit etc..

13. Criteria for selection  Whether learning through Field Visit is likely to be the most effective method in the area in which training is being imparted? Even if certain gaps exist, can it be filled by using other methods before, after, alongside Field Visit? Especially to capture the potential of the method to provide real experience to the learners.

14. Contd..  When to use the Field Visit in a training course and the implications of the decision?  Capabilities of the trainer(s) to use the method effectively and if other methods are to be combined, then trainer(s)' skills in using those methods in combination.  General considerations like availability/convenience of host organisation, safety, climatic conditions etc.

15. Advantages  Ground realities of the learning environment increase trust in the learning tremendously.  As Learning is in near job related situations more effective transfer of learning.  Can contribute equally towards learning by trainees and the host organisation.

16. Contd…  Scope for unintended learning is very high  Very high trainee participation and involvement  Helps in Group Building.

17. Disadvantages  Very High demand for planning and preparation.  Logistics and arrangements are critical for success.  External factors play vital role, eg. host Organisations etc.  High uncertainty – climatic conditions  Expensive ( time and cost) as compared to other methods.

18. Trainers’ tasks  Pre-visit phase  During the visit  After the visit

19. Pre-visit activities  Have a long term Institutional and individual networking to ensure co- operation from the host organisation/hosts.  Use class room sessions for planning and preparation by the trainees for the activities to be undertaken during the Field Visit by them. Ensure preparation of questionnaires, checklists etc.

20. Contd…  Prepare the trainees for their field role by providing opportunities for filling the existing gaps in knowledge and skills relating to the Field Visit. Trainees would be required to visualise and thereafter ensuring participation by the persons in the host organisation. etc. The shifts required would be to do more listening than telling

21. Contd…  Creating learning situations for themselves rather than dictating terms and conditions  Facilitating rather than directing or controlling the data collecting activities etc  Address the issues relating to the trainees working in groups, effectiveness of different groupings vis- a vis the practicality, learning possibilities etc.

22. Contd…  Obtain reports/feedback from organisers and trainees of the previous Field Visits if any to the same place. This will help in understanding the behaviour of the villagers or select communities and help overcome the blocks in the interest of learning. A discussion or interactive session with past trainers /trainees etc. could also be arranged.

23. During the visit  Organise periodic reviews  Encourage notes on data and the process both.  Encourage flexibility with the check list prepared to suit the ground realities.  Be very observant if accompanying the group, if not monitor the activities very closely.

24. After the visit  Ensure processing of information and report writing where necessary.  Draw out learning points  Allow trainees to share the experience during the Field Visit to help them come out  Thank all the persons and organisation involved with the trip.

25. Precautions before selection  Relevance of field visit (can it be done by other means?) to the course  Location of the place (should not take 30-45 minutes of travel) otherwise, participants are subject to fatigue.  Should be of practical value to the participants/related to their work place/job/role.  Size of the group should be upto a maximum of 20-25. Otherwise, scope for each member to learn is less. Even the group should be divided into ‘teams’ of 4-5 for effective involvement.

26. Contd…  Should have enough number of facilitators.  Identify/shortlist locations (at least 2).  Contact the concerned and do a ‘Reconnaissance’ to inform them what you want your participants to be told and also be convinced of the competency of the concerned and the “nature” of the example being shown.

27. How to conduct  briefing participants (where, why, what is to be learnt)  logistics(transport, food, water and other items)  maintaining time (break activities and allot time)  expected behaviour of participants during the field visit  materials to be carried (charts, pens, or other material)  who all to meet  involve participants as Group leaders.

28. Task allocations  Observing  Facilitating  Documenting  Time keeping

29. Sample Objectives At the end of the field visit, the trainees would be able to:-  Describe processes involved in ……… (a certain activity)  Demonstrate skills required for ………. (carrying out an activity)  Compare practicability of the event to their work place.

30. Before your ToT …  Have a check list made for a specific type of Field Visit, say:  Regeneration  Forest protection  Forest mensuration  Soil and water conservation

31.  Have nice day