Programming and Training

Booklet 6

How to Integrate

Programming and Training

T0118

Peace Corps

Programming and Training

Booklet 6

How to Integrate 

Programming and Training

Peace Corps

ICE Number T0118 

Design or Revise

Implement Assess

Train
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Programming and Training 

Booklet 6

How to Integrate 

Programming and Training

Peace Corps

2003

Information Collection and Exchange

Publication No. T0118
iv Peace Corps

Preface

The Peace Corps’ programming and training guidelines are composed of six booklets. The booklets provide 

agency-wide programming and training (P&T) guidance for Peace Corps staff and project partners.

Booklet 1: Programming and Training: The Basics is an overview of the Peace Corps’ approach to 

programming and training.

Booklet 2: How to Design or Revise a Project offers a step-by-step approach for designing or revising a 

project, beginning with analyzing the situation in a country and ending with a complete project plan.

Booklet 3: How to Integrate Second and Third Goals Into Programming and Training provides ideas on 

how to integrate the Peace Corps’ cross-cultural second and third goals into programming and training.

Booklet 4: How to Assess a Project shows how to design and implement a monitoring and evaluation plan.

Booklet 5: How to Implement a Project provides guidance, tips, and tools to use in implementing a project, 

including information on site development, how to train and support Volunteers, and the agency’s planning 

and budgeting system.

Booklet 6: How to Integrate Programming and Training presents points at which programming and 

training link to prepare and support trainees and Volunteers in their service.

The Peace Corps first developed agency guidelines for programming and training through the production of 

the Programming and Training System (PATS) in 1990. In response to feedback from posts, numerous field 

and headquarters staff revised and updated the publication. The Peace Corps gratefully acknowledges the 

contributions of everyone who participated in the development and production of this manual.
v

Table of Contents

Introduction..........................................................................................................................................................1

Overview of Programming and Training Integration ...................................................................................3

Project Plan Design, Review, and Revision...................................................................................................5

Task Analysis and Competency Development ..............................................................................................5

Start With the Project Framework .......................................................................................................5

Conduct a Task Analysis.......................................................................................................................5

Develop Competencies ..........................................................................................................................7

Training Design and Implementation..............................................................................................................9

Sessions and Activities ........................................................................................................................11

Staff Selection, Orientation, and Development ...........................................................................................13

Training Site Identification and Community Development ......................................................................15

Trainee and Volunteer Assessment................................................................................................................16

Trainee Interviews ................................................................................................................................18

Training Assessment........................................................................................................................................18

Planning and Budgeting Processes ................................................................................................................20

Requesting Vo lunteers.....................................................................................................................................21

Challenges of Integrating Programming and Training...............................................................................21

Appendices.........................................................................................................................................................23

1. Acronyms...........................................................................................................................................23

2. Glossary .............................................................................................................................................25

3. Programming and Training Integration Checklist......................................................................29

4. Training Informs Programming Scenarios...................................................................................34

5. Sample Timeline...............................................................................................................................36

6. Sample Task-to-Competency Worksheet.....................................................................................37

7. The Peace Corps Continuum of Training Events........................................................................38

8. Training Continuum.........................................................................................................................41

9. Types of Peace Corps Training......................................................................................................42

10.Description of Work Format .........................................................................................................43

11.Content for Training Events..........................................................................................................47

12.Tips for Designing ISTs and Mid-service Conferences............................................................49

13.General Calendar of Events (COTE) for PST ............................................................................51

14.Timeline for PST Preparation .......................................................................................................53

15.Four-Tiered Preparation for PST ..................................................................................................55

16.Staff Preparation for PST...............................................................................................................57

17.Trainee Assessment Roles and Responsibilities........................................................................60

18.Questions to Guide Action Planning for Training.....................................................................62

19.Questions to Guide Resource Planning for Training ................................................................63

20.Programming and Training Budget Cycle Questions...............................................................64

21.Post Programming and Training Readiness Survey..................................................................65

22.Characteristics of an Effective Team...........................................................................................70

23.Phases of Group Development......................................................................................................71

24.Diversity in the Peace Corps.........................................................................................................73
vi Peace Corps
P&T Booklet 6: Integrating Programming and Training

1

Introduction

Booklets 1 through 5 in this series deal with various aspects of the 

programming of Peace Corps projects: designing and revising the project, 

implementing the project, and monitoring and evaluating the project’s 

progress and results. This booklet provides information and ideas on ways 

to increase each post’s effectiveness through linking programming and 

training.

Programming and training have a direct impact on the success of each other. 

At the Peace Corps, 

• programming drives training, and 

• training informs programming.

The diagram and explanation below illustrate the relationship between 

programming and training and the other elements that affect them.

The purpose of training is to prepare and support trainees and Volunteers 

during their two years of service. Therefore, training reflects the goals and 

objectives of specific project plans and the tasks that Volunteers perform. 

Programming staff works with training staff to build training curricula that 

are based on the tasks and competencies that Volunteers need to be 

effective. 

At the same time that programming drives training, training guides or 

informs programming. For example: 

• Training staff counsel programming staff on the knowledge, skills, and 

attitudes (KSAs) that can be developed before and during service to 

meet project goals and objectives.

• Training staff identify a timeline for developing competencies. This 

helps programming staff understand which of the project objectives can 

be met at the beginning, middle, and end of a Volunteer’s service.

• Training staff provide programming staff with information that helps 

place trainees at appropriate sites.

+ Training = Programming

VRS

Host Country

Priorities

Community Needs

informs

drives

Applicant

pool
P&T Booklet 6: Integrating Programming and Training

2 Peace Corps

• Training staff provide programming staff with ideas for ongoing formal 

and informal skills development during each Volunteer’s service.

Programming and training also are affected by other factors. For example:

• Each project plan reflects the host country’s priorities as well as 

community needs.

• The project plan also reflects the applicant pool plus the training that 

the Peace Corps provides.

Taking all these elements into account, programming staff request from 

Volunteer Recruitment and Selection (VRS) Volunteers who have the skills 

required for the project as well as Volunteers who can be trained in the 

skills needed.

If the applicant pool does not reflect the skill levels needed for a project, 

and if the skills cannot be gained in-country through training and 

experience, staff review and revise the project plan with participation from 

the host country.

The diagram above illustrates these links among host country, 

programming, training, and recruitment and selection.
P&T Booklet 6: Integrating Programming and Training

3

Overview of Programming and Training 

Integration 

The word “integrate” means to combine or bring together into a whole so 

that all the elements support one another. In the context of programming 

and training, integration refers to how programming and training staff 

ensure that these two functions reflect and support each other throughout 

the life of a project. While this booklet emphasizes the areas where 

programming and training staff collaborate, it is important to note that 

Volunteers, other staff at post and headquarters, and project partners add 

valuable input and feedback to various aspects of programming and 

training.

The successful integration of programming and training relies on teamwork. 

Because Peace Corps posts throughout the world use different staffing 

patterns, how integration is carried out varies from post to post. All posts 

have associate Peace Corps directors (APCDs) or program managers who 

are responsible for projects. Some posts also have program assistants who 

support one or more projects. Programming staff become a part of the 

training team during Pre-service Training (PST). They also are involved in 

the training events, workshops, and conferences that happen between PST 

and close of service (COS).

Some posts have full-time staff who manage training year-round. Training 

staff might include a training manager or director, a cross-cultural 

coordinator, and a language coordinator. Posts also hire part-time staff as 

their needs dictate. During pre-service training, for example, additional staff 

might include a PST director, language trainers or facilitators, technical 

coordinators or trainers, and logisticians. If there are two or three PSTs per 

year, language and technical trainers are often hired full time. Some posts 

contract their training with outside organizations. Some posts have a 

program and training officer (PTO). A part of the PTO’s role is to facilitate 

the integration of programming and training.

Because staffing patterns and roles and responsibilities differ, this booklet 

uses the generic terms programming staff and training staff. Each post 

needs to identify which of its staff or contractors are responsible for the 

points where it is important for programming and training staff to 

collaborate. These points of integration occur when staff members

• Design, review, and revise the project plan.

• Conduct task analyses and develop competencies.

• Design and implement training events.

• Select staff for programming and training.

• Orient and develop staff.

• Select training sites and develop community resources.

• Assess trainees and Volunteers.

• Assess training. 

• Assess programming.

• Document programming and training.

• Participate in planning and budgeting processes.

• Request resources to support programming and training.

• Request Volunteers. 
P&T Booklet 6: Integrating Programming and Training

4 Peace Corps

Each of these areas is covered in the following pages.

For a checklist of activities where programming and training integrate, see 

Appendix 3, Programming and Training Integration Checklist. 

For examples of how training informs programming, see Appendix 4: 

Training Informs Programming Scenarios.
P&T Booklet 6: Integrating Programming and Training

5

Project Plan Design, Review, and Revision

Projects evolve over time based on host country priorities, community 

needs, and the kinds of Volunteers that the Peace Corps can recruit and 

train. Staff continually discuss what they observe in the field, what they 

read in reports, and what they hear when groups of Volunteers and/or 

project partners convene. By involving other staff, Volunteers, and project 

partners, programming staff are able to assess the effectiveness of the 

project from different perspectives. Some posts convene a project advisory 

committee (PAC) to help in designing, reviewing, or revising programming.

For information on how to design or revise a project, see Booklet 2: How to 

Design or Revise a Project (ICE No. T0114).

Task Analysis and Competency 

Development

The project plan is the base from which programming and training staff 

build the training design. They 

• start with the project framework’s purpose, goals, and objectives;

• conduct a task analysis; and

• develop competencies.

Each of these steps for designing training is described below.

Start With the Project Framework

Each project plan has a framework that states the purpose, goals, and 

objectives of the project. The purpose describes the broad desired 

improvement in people’s lives that will result from the project. Goals state 

the conditions that need to occur to achieve the project’s purpose. 

Objectives describe the major activities that Volunteers and their 

community partners will do and the changes desired from those activities. It 

is from the major activities that programming and training staff identify 

Volunteer tasks and competencies. Competencies are the knowledge, skills, 

and attitudes (KSAs) that Volunteers need to be successful. These 

competencies drive the content of training sessions and other learning 

experiences.

Conduct a Task Analysis

A task is something a Volunteer does that contributes to the success of the 

project. A task analysis answers the question “What do Volunteers do in 

order to meet each objective in the project plan?” While programming staff 

are usually responsible for conducting a task analysis, it is helpful to include 

training staff, Volunteers, and community partners in the process for the 

following reasons: 

• Training staff use the information to design the training program, from 

PST to COS. Involving trainers in the task analysis provides them 

firsthand knowledge of what Volunteers do in the field and the 

challenges and opportunities that they face.

• Volunteers know what is happening in the field, what activities or tasks 

are effective, what activities or tasks are not effective, and how tasks 
P&T Booklet 6: Integrating Programming and Training

6 Peace Corps

may be changing.

• Project partners provide a different perspective and help Peace Corps 

staff understand how Volunteers can be more effective at work and in 

their communities.

Staff use the following steps as they and their colleagues conduct a task 

analysis:

Step 1. The task analysis team asks questions for each of the key training 

components (technical, language, cross-cultural, personal health, and safety 

and security). 

The following are examples of questions:

• What should Volunteers do in the technical part of their jobs? 

• How should they plan for the sustainability of projects?

• What language do they need to use, including vocabulary related to 

survival, social, technical, health, and safety and security issues? 

• What do they need to know about local customs, values, and beliefs in 

order to work within the culture? 

• What should Volunteers do in order to enter effectively into a 

community and build relationships? 

• What do they need to do to maintain personal health?

• What do they need to do to maintain safety and security?

• What do they need to do as they prepare to leave their communities?

Step 2. To obtain information that answers the questions above, the team

• interviews Volunteers one on one or in groups in the field, in the office, 

and at training events;

• interviews project partners;

• interviews sector specialists;

• observes Volunteers in the field; and

• reads Volunteer documents, including quarterly reports, descriptions of 

service (DOS), and journals. 

The following is an example of information that might come from a task 

analysis for agriculture Volunteers in Jamaica. 

The objective of the project might be as follows:

By 2008, 50 Volunteers and their community partners will have taught 200 

small hillside farmers in new yam-planting techniques. This will result in 50 

percent of the farmers using new yam-planting techniques and a 25 percent 

increase in yam production.

From asking questions and making observations, programmers and trainers 

might identify the following tasks:

 ̧ Volunteers use new yam-planting techniques.

 ̧ They use the Farmers Almanac and can explain how it influences 

what farmers do.

 ̧ They know how to approach, talk to, and build trust with farmers.

The following are examples of 

tasks from different sectors:

TEFL: Design sessions on selfesteem that combine English 

grammar points and student 

interests.

Health: Conduct a community 

assessment to identify health 

needs of women and children 

and community strengths.

Small enterprise development: 

Deliver sessions for small 

business entrepreneurs on ways 

to market their products.

Agriculture: Teach hillside 

farmers the A-frame method of 

contour planting.
P&T Booklet 6: Integrating Programming and Training

7

 ̧ They know what will motivate farmers to attend demonstrations 

and to use the new planting techniques. 

 ̧ They know what areas are not safe to travel through or to frequent.

Step 3. The task analysis team then clusters and prioritizes the tasks.

Based on input from Volunteers and project partners, the team lists the tasks 

in chronological order (see Appendix 5: Sample Timeline). This process is 

especially helpful to trainers who need to know what must be covered in 

PST to prepare Volunteers for their first three to six months at site. It also 

helps staff identify what can be covered in later training events. The team 

prioritizes the list of tasks by importance, frequency, and level of skill 

required. Knowing the importance and frequency helps trainers give 

appropriate emphasis to particular areas. Knowing the level of difficulty 

enables trainers to design activities that begin with less complex skills and 

then build to more difficult tasks.

Step 4. The task analysis team verifies the tasks.

Staff ask Volunteers to review the list of tasks periodically, especially if 

there have been changes in the project. This helps identify which tasks 

continue to be important, which have taken a lesser role, which no longer 

take place, and what new tasks are required. This is often done at in-service 

trainings and COS conferences. It can also be done when programming and 

training staff make site visits. The list may be sent to Volunteers and project 

partners for comments. It is critical that programming and training staff 

share this information, since it has a direct impact on training and tells 

programming staff how the project plan is being carried out in the field.

The task analysis also helps programming staff write a Volunteer 

Assignment Description (VAD) for each project. The VAD outlines the 

responsibilities, activities, work objectives, and other information that helps 

Volunteer Recruitment and Selection staff recruit, select, and place 

Volunteers. And it helps other staff at headquarters design training materials 

that are used before and during staging.

Develop Competencies 

The task analysis leads to the development of competencies. A competency 

includes the basic knowledge, skills, and attitudes (KSAs) that enable a 

Volunteer to perform a given task effectively.

Competencies usually are categorized by training component (technical, 

language, cross-cultural, personal health, or safety and security). Staff from 

programming, training, medical, and administrative units come together to 

write the initial list of competencies. This helps ensure that each of the 

components is appropriately included for each task. 

For an example of a task-to-competency worksheet, refer to Appendix 6.

The following is an example 

of one task and the related 

competencies from a 

business education project. 

Task: Design sessions on 

accounting principles for 

small business 

entrepreneurs.

Competencies (what the 

Volunteer must be able to 

do):

• Compare standard 

accounting principles 

with local practices. 

• Design a lesson plan 

using 4MAT.

• Use technical 

vocabulary. 

• Include methods that will 

increase class 

participation, taking 

gender roles into 

account.

• Include assessment 

techniques to monitor 

and evaluate learning.
P&T Booklet 6: Integrating Programming and Training

8 Peace Corps
P&T Booklet 6: Integrating Programming and Training

9

Training Design and Implementation

Competencies drive the content for training that begins before trainees 

arrive in-country and spans each Volunteer’s two years of service. 

Programming and training staff determine which competencies are 

addressed in the different training events at post: PST, In-service Training 

(IST), mid-service training (MSC), and close of service (COS).

A list of training events is included in Appendix 7: The Peace Corps 

Continuum of Training Events and in Appendix 8: Training Continuum. 

Also see Appendix 9: Types of Peace Corps Training.

During the design phase of PST the training staff bring together 

programming and other Peace Corps staff, Volunteers, and project partners 

to develop training goals, competencies, and a calendar of sessions and 

activities. In preparation for PST, the team answers questions such as the 

following:

• What KSAs do trainees already have and how can we best utilize and 

build on them? 

• Based on the competencies that trainees need and the skills they have, 

what is the content that we need to include? 

• What methodologies should we use to optimize these learning 

opportunities? 

• What kinds of sessions and activities will most efficiently and 

effectively support the trainees as they learn?

• Who will be responsible for covering specific competencies in sessions 

and activities? 

• How are we going to know that trainees are ready for the first three to 

six months of service?

As staff members design training events that follow PST, they answer 

additional questions, such as:

• How well are Volunteers performing in their jobs?

• How effectively are they integrating into their communities?

• What additional KSAs do they need?

• How best can these needs be addressed?

• How can we involve project partners so that they are able to work more 

effectively with Volunteers?

For a list of content areas for training events that follow PST, see Appendix 

11: Content for Training Events. Also see Appendix 12: Tips for Designing 

In-Service Trainings and Mid-service Conferences.

Sharing Information

The staff review many documents in preparation for designing training 

events. Programming staff share the following documents with the training 

team:

• Volunteer Assignment Description (VAD) 

• Welcome book

• Description of Service (DOS)

• Project plan

• Task analysis

• Quarterly reports

Guide for Discussions

In Peace Corps/Panama, the 

training team asks the 

programming staff to complete 

a form that provides 

information on the project, 

technical parts of PST, site 

information, language needs, 

IST needs, and resources. This 

information is used to generate 

discussions among training and 

programming, medical, and 

administrative staff. These 

discussions form the basis of 

the training design. For an 

example of the form refer to 

Appendix 10: Description of 

Work Format.

PST Preparation Meetings

In Peace Corps/Bolivia 

programming staff meet with 

the training staff to discuss 

what Volunteers need to know 

during their first three or four 

months at site. They stress the 

importance of language 

learning and community entry 

skills. This prepares Volunteers 

to observe and become a part of 

their communities before they 

concentrate on the technical 

aspects of their assignments. 

Later in the Volunteers’ service 

ISTs provide opportunities to 

focus on technical skills.
P&T Booklet 6: Integrating Programming and Training

10 Peace Corps

• Volunteer technical newsletters

• Site visit reports

• Project Status report 

• Feedback on training events

• Information on the trainees

Site Visits

In addition to reading materials, training staff obtain information through 

interviews with programming staff, Volunteers, and project partners. 

Training staff make site visits to interview Volunteers and project partners 

in the field. While the project plan, task analysis, VAD, Welcome Book, 

and various reports give trainers a basic understanding of what Volunteers 

do, site visits enable the training team to design and facilitate sessions with 

a greater depth of understanding. Conversations and observations provide 

examples for case studies and information to use in response to trainees’ 

questions.

An Example of What Training Staff Learn From Site Visits

Imagine that training staff are preparing for a PST for health Volunteers. They 

have read the project plan and other materials. They then go on a site visit and 

sit down with Volunteer Jake over a cup of tea. Jake tells them the following 

story:

As you know, I am assigned to a local health clinic in the village. My job is to 

help the medical staff promote good nutrition, especially among pregnant 

women. You wouldn’t believe how high the rate of anemia is around here! Last 

month my supervisor and I did an assessment of the current health education 

activities. We decided that I should conduct mini-lectures and demonstrations 

at the clinic in the mornings while the women wait to see the doctor. So now I 

have a little room right across the hall from the waiting area. I’ve had it for 

three weeks. I’ve put up signs and I’ve even gone out into the hall to invite the 

women in. But, you know, not one woman has come into the room, and they’re 

all sitting right across the hall from me! Don’t they realize that I’m here to 

help them?

What information does this story provide that training staff probably would not 

glean from reading documents? What does this story say about the need for 

integrating community entry skills and knowledge of cultural mores with 

technical skills? What does it say about the importance of attitudes and 

attributes such as patience, perseverance, and flexibility? This story is an 

example of why it is important for training staff to get into the field, talk to 

Volunteers and Counterparts, and then use the information they get in the 

design and facilitation of training.

Programming staff encourage training staff to participate in site visits by 

inviting them to join them on scheduled trips. They also facilitate site visits 

for trainers by contacting and scheduling meetings with appropriate people. 

For full-time training staff these visits happen throughout the year. For parttime staff these visits generally happen in the weeks before PST. 

Preparation for PST

In Peace Corps/Cameroon, the 

training officer holds a meeting 

with training staff, the APCD, 

Volunteers, Counterparts, and 

supervisors. This meeting takes 

place well in advance of PST. 

They review the project plan 

and recommendations from the 

previous PST and IST. In small 

groups they list the activities, 

roles, and responsibilities of 

Volunteers as well as the skills 

needed to be sworn in as a 

Volunteer. In the large group 

they develop a job description 

and list of technical 

competencies.
P&T Booklet 6: Integrating Programming and Training

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Sessions and Activities

Programming and training staff come together to develop the training 

curriculum. They also involve medical and administrative staff as well as 

Volunteers and project partners. Staff use the competencies to develop 

sessions and activities. Sessions refer to formal learning opportunities. 

Activities refer to experiences in which those being trained seek 

information or practice skills and apply what they have learned.

Staff determine how the KSAs will be incorporated into the training 

content. For example, members of the training team might determine that 

they will include some cross-cultural competencies in language sessions and 

other competencies in technical sessions. Or they might decide that they 

will include information on safety to and from work in technical sessions 

and safety vocabulary and expressions in language sessions. 

It is critical for staff to identify

• where each competency will be addressed and who is responsible for 

that session or activity;

• how sessions and activities will be sequenced so that they build on one 

another; and

• how the trainee assessment process will work so that staff can 

determine what KSAs each trainee has and needs by the end of training.

As trainers from each component lay out their suggested competencies, 

some natural connections occur. Others are negotiated as trainers agree to 

shift some of their competencies from one week to another. Some posts use 

themes to integrate the various components and develop sessions that build 

on one another. 

After identifying the sessions and activities, the training team develops the 

detailed calendar of training events (COTE). Together, programming staff 

and training staff determine when to schedule visits to Volunteer sites, visits 

to trainees’ assignment sites, the supervisor or counterpart conference, and 

community projects. The calendar also includes both weekly and daily 

blocks of time and session titles.

Planning the content of PST, or any training event, takes time. In addition to 

the weeks before PST, staff meets weekly during PST to share progress and 

make changes to the plan. PST staff maintains continual communication 

with other groups as well, and periodically updates Peace Corps staff on 

progress, changes in the calendar, and any issues. PST staff meets with the 

trainees to hear how training is meeting their needs and how it could be 

improved. PST staff also checks in with host families and community 

members to ensure that there is a mutual benefit to their partnerships with 

the Peace Corps. Each of these activities helps the training team monitor 

and make appropriate changes to the calendar of training events.

Programming staff play a critical role during training. In PST, for example, 

they present information on the project plan as well as the life and role of 

Volunteers in the field. They arrange for Volunteer and sector specialist 

panels and presentations. Programming staff also spend formal and informal 

time with trainees in order to get to know them. This enables staff to make 

better decisions during the site assignment process. It also helps them 

identify additional support that trainees might need after training. 

For an example of a general COTE that maps out critical events over an 

entire PST, see Appendix 13: General Calendar of Training Events for PST. 

For a PST sample timeline, see Appendix 14: Timeline for PST Preparation.

PST Staff Visit Volunteer 

Sites

In Peace Corps/Thailand 

trainers spend 3 to 4 days at a 

Volunteer’s site to learn about 

the challenges, coping 

strategies, and rewards of being 

a Volunteer. They stay at the 

Volunteer’s house, meet with 

community officials, learn 

about the sector, and observe 

the Volunteer’s project work as 

well as involvement in 

secondary activities. 

In Peace Corps/Kyrgyz 

Republic language/crossculture facilitators (LCFs) 

participate in ISTs and visit 

Volunteers at their sites in order 

to develop SED-specific 

materials. Volunteers work with 

the LCFs to incorporate SED 

vocabulary into the language 

curriculum.
P&T Booklet 6: Integrating Programming and Training

12 Peace Corps
P&T Booklet 6: Integrating Programming and Training

13

Staff Selection, Orientation, and 

Development

Often posts hire additional training staff for PST. Programmers support the 

staffing process by helping to identify and select candidates. Programmers 

may know of individuals, possibly Volunteer counterparts, who would be 

appropriate technical or language trainers. Or they may be able to access 

trainers through the ministry or agencies where Volunteers are placed. 

Programmers can also help in the interview and selection process for 

technical trainers, since they understand what needs to be included in 

technical training. Likewise, trainers can support programmers when they 

select programming assistants. This is especially important when 

programming assistants play a significant role in technical training.

Staff development is an ongoing process. Staff work together to provide 

information and training so that all full-time and part-time staff have the 

knowledge, skills, and attitudes to work with trainees and Volunteers. In 

some posts technical training is carried out by technical trainers who are 

hired for PST. In others, APCDs or program managers and program 

assistants conduct technical training. In preparation for this, training staff 

help programming staff with their session design, presentation, and 

facilitation skills. When programming staff are responsible for other 

training (ISTs, mid-service, and/or close of service) and other workshops 

and conferences, training staff again support programming staff in 

improving their skills.

In preparation for PST, programming staff help orient the PST team to 

project goals and objectives, as well as Volunteer tasks and competencies. 

Programming staff facilitate site visits for training staff to increase their 

understanding of Volunteer life and work. Some posts use a four-tiered 

strategy to bring different players into the planning and staff development 

process for PST. 

Tier 1: PST Planning

Tier 2: Coordinators Workshop

Tier 3: Training of Trainers Workshop

Tier 4: Site Preparation

For a description of the four tiers, see Appendix 15: Four-Tiered 

Preparation for PST.

For a list of topics covered in the Training of Trainers Workshop see 

Appendix 16: Staff Preparation for PST.

Throughout staff orientation and development, programming and training 

staff emphasize the importance of personal health and safety and security 

for trainees and Volunteers as well as for staff. Programming and training 

staff brief other staff on the concepts that trainees have learned during 

staging. They also review and discuss the Emergency Action Plan (EAP) 

for trainees and Volunteers.

In preparation for other training events, programming and training staff 

work together to ensure that trainers are skilled in topics such as:

• using surveys and focus groups to identify training needs,

• using Volunteers in the planning and management of training,

Staff Development

Staff development for PST 

trainers can take place over a 

period of time and may vary for 

different types of trainers. As 

you plan staff development 

sessions, identify who needs to 

know what and when. Some 

posts, for example, provide 

language cross-cultural 

facilitators (LCFs) with training 

in competencies and session 

design before PST starts. Then 

they offer mini-workshops in 

facilitation skills throughout 

PST. These mini-workshops are 

based on observations that staff 

make and feedback from 

trainees during training.
P&T Booklet 6: Integrating Programming and Training

14 Peace Corps

• applying adult learning principles,

• writing learning objectives,

• using processing skills,

• coaching and counseling trainees and Volunteers,

• working with communities to support training, and

• monitoring and evaluating training.
P&T Booklet 6: Integrating Programming and Training

15

Training Site Identification and Community 

Development

In programming the word “community” refers to the site where Volunteers 

complete their service. It also refers to the people who become host 

families, colleagues, and friends of Volunteers. Likewise, in training, 

“community” refers to the site(s) as well as the people who are involved 

with the trainees and training staff. This includes host families, medical 

personnel at local facilities, officials, townspeople, and so forth.

During PST many posts find that taking training into the community is 

often more effective than bringing the community into the classroom. Since 

the primary goal of Pre-service Training is to prepare trainees to become 

productive and self-sufficient Volunteers in their communities, the more 

practical, realistic, and experiential the training activities are, the more 

useful the learning is. As programming and training staff review the 

competencies and training content, they identify ways in which they can 

involve the community. Involving communities

• exposes trainees to real-life situations;

• increases trainees’ technical skills through formal sessions, practicums, 

and small projects; 

• exposes trainees to cultural norms and behaviors through social 

contacts;

• increases trainees’ language skills through daily interactions;

• increases trainees’ workplace and community entry skills;

• develops trainees’ awareness of community members as resources;

• helps trainees maintain better health and personal safety; and

• provides language or cross-cultural and technical trainers.

Posts bring trainees and communities together in a number of activities, 

including

? host family stays ? community projects

? community projects ? practicums

? internships ? site visits to Volunteers

? community mentoring and “shadowing” and

? site visits to the trainee’s site.

Programming staff often help training staff develop appropriate training site 

and host family selection criteria. Programming staff may travel to training 

sites to ensure that there are adequate opportunities for community 

activities. They may also request that training staff identify host families in 

which one member is involved in the same technical field as the trainee.

Involving communities also provides training staff with resources, including

• technical or language trainers;

• support staff, such as administrative assistants, cooks, and drivers;

• training offices and rooms for sessions and events;

• housing for trainees; and

• housing for training staff.

Technical Training in 

Communities

In Peace Corps/Dominican 

Republic trainees spend half of 

their PST in community-based 

training (CBT). Programming 

staff work with training staff to 

identify training sites where 

trainees will be able to 

participate in appropriate 

community activities and also 

be able to learn from current 

Volunteers.
P&T Booklet 6: Integrating Programming and Training

16 Peace Corps

Programming staff are often in a position to help training staff identify the 

above resources by facilitating connections with community members. 

These resources might include 

• government officials (mayor, superintendent, and chief, as well as 

informal town leaders);

• security officials (police chief, police officers);

• health officials (hospital superintendent, doctors);

• ministry officials and staff;

• local experts for demonstrations, panels, or mini-lectures;

• mentors and counterparts to work with trainees and staff;

• school officials, teachers, and students for skills practice activities;

• NGOs and other organizations for internships;

• groups such as farmers and extension agents, women, and youth; and

• host families.

The key to community involvement lies in collaboration among the training, 

programming, medical, and administrative staffs. Together they identify 

appropriate communities and plan the right kinds of community 

involvement.

Training and programming staff also work together to develop community 

members’ orientation to the Peace Corps, the project, and their roles and 

responsibilities during training. They develop modules on personal health 

and safety and security to ensure that community members understand how 

to manage routine health precautions and what to do in the event of an 

emergency. Programming staff may help facilitate the orientation, and they 

may follow up with community members to assess their involvement in the 

training process and the extent to which trainees are meeting the required 

competencies.

As mentioned above, “community” also includes the sites where Volunteers 

work. As a part of community development for project partners, many PSTs 

include supervisor and counterpart conferences. Volunteers and their future 

colleagues come together to learn about their roles and responsibilities and 

to develop work plans. Programming and training staff work together to 

schedule this event, plan the content of the workshop, and prepare the 

trainees for meeting their project partners.

Trainee and Volunteer Assessment 

Each pre-service training program has clearly defined qualification criteria 

for trainee assessment. Programming and training staff develop the 

qualification criteria, communicate them to trainees, and discuss and 

document each trainee’s progress toward achieving training objectives. The 

purpose of trainee assessment is to

• Assist trainees in identifying and developing the KSAs that they need 

for service by providing timely feedback regarding their performance 

and progress.

• Advise and coach trainees on specific behaviors that may detract from 

their success as a Volunteer and to support them as they work to 

improve.

• Provide staff with information that will help them place trainees in 

appropriate site assignments.

• Help trainees and staff identify what additional knowledge and skill 

Counterpart Orientation

Peace Corps/Dominican 

Republic holds a counterpart 

orientation before trainees go 

on their site visit. The night 

before the full-day session the 

counterparts arrive to meet and 

have dinner with the trainees. 

The next day the counterparts 

receive an orientation to the 

Peace Corps and discuss their 

roles and responsibilities while 

the trainees discuss what they 

plan to accomplish during their 

four-day site visit. In the 

afternoon the trainees and 

counterparts meet to discuss 

expectations and develop work 

plans. The next morning the 

trainees and their counterparts 

have breakfast together before 

traveling to their sites.
P&T Booklet 6: Integrating Programming and Training

17

development trainees will need at site or at subsequent training events.

• Help trainees reassess, on an ongoing basis, their decision to become 

Peace Corps Volunteers in light of the realities of service in the 

country.

• Counsel and advise those trainees whom staff believe should not be 

sworn in and provide the reasons for the decision, the trainee’s rights, 

and an explanation of the process.

The assessment process

• Applies to all trainees.

• Includes criteria and competencies that are based on the project 

assignment, are realistic, and can be easily monitored.

• Is clearly explained to trainers and trainees.

• Actively involves trainees in self-assessment.

• Involves feedback and suggestions from Peace Corps staff 

(programming, training, medical).

• Includes input from community partners (host families, counterparts).

• Supports opportunities to modify behavior within a certain time fra me. 

• Includes staff training prior to PST and staff coaching during PST.

• Includes clear, accurate, and objectively verifiable documentation. 

• Requires that files be open to trainees and staff.

• Models professionalism and open communication.

• Rewards positive behavior and attitudes.

• Builds confidence.

• May, after repeated efforts to change the trainee’s behavior, lead to deselection based on non-achievement of criteria.

Staff initially inform trainees of the assessment process in the materials that 

they send prior to the trainees’ arrival in-country. These materials include 

VADs, the Welcome Book, and other materials that posts develop. 

During the first three days of training, training staff inform trainees of the 

process both verbally and in writing. Information may include the 

following: 

• Qualification criteria (often a document that is signed by each trainee)

• The assessment process: when, who, what, and why

• Grounds for administrative separation 

• Training site and country-specific behavioral guidelines

• The consequences of not achieving the criteria or of violating countryspecific behavioral guidelines

• The right of appeal in case of administrative separation

Staff agree on the framework for the assessment process. They incorporate 

multiple opportunities to assess trainees’ progress within the training 

process. These opportunities include self-assessments, tests, trainee 

journals, formal and informal observations in classroom and community 

settings, and interviews with community partners and host families. 

Train ing and programming staff use a series of progress reviews that 

involve the trainee. In many posts the country director also conducts one or 

two interviews with each trainee during PST. 

Prior to each interview, training and programming staff review each 

trainee’s self-assessment and the progress and/or issues noted by staff. The 

Country Director 

Involvement

In some posts the country 

director introduces the trainee 

assessment process to 

emphasize the importance of it 

and to stress that it should be 

taken seriously. The country 

director also states that it is 

designed to be participatory, 

supportive, and positive.
P&T Booklet 6: Integrating Programming and Training

18 Peace Corps

progress report to the trainee integrates staff feedback on the trainee's 

achievement in all areas of training and includes suggestions for improving 

knowledge, skills, and attitudes. Posts often ask trainees to keep a notebook 

or journal of their progress during PST. This helps both staff and trainees 

monitor and evaluate each trainee’s growth.

Trainee Interviews

Programming and training staff hold one-on-one interviews with trainees 

during the first week of PST and with Volunteers during other training 

events. Staff use the information to support trainees and Volunteers through 

their learning process and cultural adjustment. These meetings offer 

opportunities to find out things such as 

• Learning styles

• Professional background

• Strengths and skill needs

• Concerns 

• Learning goals

• Preferences for host families

• Preferences for site assignment

• Adjustment at site

• Needs for resources or other support

As programming and training staff design the assessment process they 

consider whether trainees will be interviewed by the same staff member 

throughout PST or by different staff members.

For a list of roles and responsibilities in the trainee assessment process see 

Appendix 17: Trainee Assessment Roles and Responsibilities. 

Training Assessment 

Because training supports programming, programming staff take an active 

role in the assessment of all training events, including the training events 

that they manage: IST, mid-service conference, close of service, etc. 

The purpose of training assessment is to improve the quality and relevance 

of training so that trainees and Volunteers have the best possible preparation 

and ongoing support for their assignments.

A variety of people are involved in the assessment of training:

• During training trainees conduct assessments that indicate how well 

they think training is meeting their needs. 

• After training Volunteers give feedback through surveys, one-on-one 

meetings, reports, and group meetings. They discuss how well training 

prepared them for their life and work as Volunteers.

• Training and programming staff observe trainees during training and 

after training to assess how well training has prepared them for their 

assignments. 

• Programming and training staff also consult with each Volunteer’s 

supervisor to determine how effectively the Volunteer is meeting the 

job requirements.

• Training and programming staff ask host families, supervisors, and 

Definition of Terms

Assessment: The process of 

determining quality, what 

you do, how you do it, and 

the results of the process.

Monitoring: Intermittent 

checks on how things are 

going.

Evaluation: Activities to 

determine if objectives were 

met and what difference 

training made.

Indicators: Examples of 

change that provide a way to 

determine the effectiveness 

of the process and the 

impact of training.
P&T Booklet 6: Integrating Programming and Training

19

community partners how well their trainees and Volunteers are 

integrating into the community and using culturally sensitive behaviors. 

• A training advisory group helps staff conduct interviews, review 

findings, and make recommendations. 

• Peace Corps headquarters staff or staff from a nearby post help in an 

assessment exercis e.

The ultimate purpose of assessment is to collect data that will provide 

people with information that they can use to make informed decisions. The 

following is a list of people who are recipients of training information and 

the ways that they use it. 

Who needs to know? Why?

Training staff (present and 

future)

To improve training in progress

To improve future trainings

To develop follow-up training events

To revise competencies

To revise training methods

To train and coach trainers

Programming staff To revise project plans

To identify changes needed in 

Volunteer requests

To revise task analyses

To provide coaching to Volunteers

To improve technical training sessions

To plan the next training event(s)

Administrative staff To develop appropriate budgets to 

support training

To maintain or improve systems

Medical staff To improve sessions

To provide field support during and 

after training

Country director To provide resources, systems, or ideas 

to improve training

Trainees and Volunteers To identify KSAs they need

To understand what Peace Corps staff 

are doing as a result of feedback

Peace Corps/Washington To identify sectoral and global trends

To identify and share practices

To communicate accomplishments and 

lessons learned

To identify and provide resources to 

Review to Improve

After every training event, staff 

in Peace Corps/Turkmenistan 

hold a “Review to Improve” 

meeting to discuss the various 

aspects of the training. They 

use this information as they 

prepare for future events.
P&T Booklet 6: Integrating Programming and Training

20 Peace Corps

support the field

To understand recruiting needs

To design or modify materials sent to 

nominees, invitees, or trainees

Ministries, community 

organizations, and agencies

To support training with resources 

(facilities, staff, experts, etc.)

To utilize Volunteer KSAs 

To understand and appreciate the Peace 

Corps as a development organization

Other posts with similar 

programs

To learn from other posts 

To share experiences

Planning and Budgeting Processes

Assessing programming and training provides staff with information that 

they use in the Peace Corps’ agency-wide planning and budgeting process.

The Project Status Report (PSR) and Training Status Report (TSR) provide 

opportunities for programming and training staff to communicate to 

headquarters their plans and resource needs for the next fiscal year. Each 

report includes strengths and challenges as well as lessons learned. The 

reports indicate how the post is meeting or plans to meet challenges. The 

information that the post submits is used by headquarters to identify 

resources needed in the field. The Center also summarizes the information 

and shares trends and promising practices with headquarters and the field. 

Both the PSR and the TSR reflect feedback and input from programming 

and training staff, trainees and Volunteers, and project and training partners.

Posts send PSRs and TSRs to headquarters by November 1 of each year. In 

preparation for writing the reports it is very helpful for programming and 

training staff to participate together in review and planning sessions. By 

sharing information and ideas, programming and training staff are better 

able to address issues and make decisions. The PSR/TSR process also helps 

posts work through the budgeting process that begins in late February and 

March.

For ideas on how to guide discussions on training during these planning 

sessions, see Appendix 18: Questions to Guide Action Planning for 

Training and Appendix 19: Questions to Guide Resource Planning for 

Training.

Posts communicate to headquarters their plans, resource needs, and changes 

to their plans through the Integrated Planning and Budget System (IPBS). 

This process occurs several times throughout the fiscal year.

While most of the IPBS documents are prepared by administrative officers, 

they represent input from all staff at post, Volunteers, and community 

partners. Programming and training managers need to develop their plans 

and identify their requests so that they can discuss them and get input and 

buy-in from the rest of the staff at post. 

IPBS submissions are made at the following times of the year:

April: Strategic Plan and Budget Process—The post submits its strategic 

plan and general budget needs. Programming and training staff identify 
P&T Booklet 6: Integrating Programming and Training

21

numbers and kinds of training events, staffing, and needs for materials and 

equipment. They also identify any support they want from the Center for 

Field Assistance and Applied Research and submit any requests for United 

States Personal Services Contractors (USPSCs).

July: Operating Plan and Budget Process—The post submits a detailed 

budget for the upcoming year. This reflects feedback from headquarters on 

the April submission. Programming and training staff complete detailed 

Center Activity Request forms for each activity that they want the Center to 

fund.

February and June: Periodic Budget Reviews (PBRs) Post submits changes 

to the budget forecasts twice during the year. Programming and training 

staff submit new requests to the Center, or modify or cancel previous 

requests. They also address any changes in their needs for resources.

For questions to guide programming and training staff through the IPBS 

process see Appendix 20: Programming and Training Budget Cycle 

Questions.

For more information on the IPBS process see Booklet 5: How to Implement 

a Project (ICE No. T0117). 

Requesting Volunteers

As mentioned earlier in this booklet, programming reflects the applicant 

pool plus the training that the Peace Corps provides. As programming staff 

request Volunteers from headquarters, they consider the knowledge and 

skills that Volunteers must have and cannot be taught as well as the 

knowledge and skills that can be learned in-country. This is done in 

collaboration with training staff. Some programming staff find that when 

one assignment area is difficult to recruit for, they can request Volunteers in 

different assignment areas and can modify training to bring these 

Volunteers up to the skill level needed by the project. Programming staff 

work closely with headquarters so that each group understands and 

appreciates the other group’s roles and challenges. Programming staff 

provide information about their projects so that Volunteer Recruitment and 

Selection staff can recruit more effectively and make better matches 

between trainees and posts.

Challenges of Integrating Programming 

and Training

The preceding pages in this booklet outline the necessity for and the 

advantages of integrating programming and training. Despite the advantages 

of collaboration, some staff members may resist integration for any number 

of reasons. For example:

• Staff may feel that it requires more time to coordinate with other staff.

• Staff may find it difficult to approach other staff and ask for 

information.

• Collaboration may require that staff give up or change roles that they 

have had in the past.

• Staff may feel uncomfortable about other staff observing their work 

and potentially voicing criticism about areas that are their 

responsibility.

Modifying Recruitment

In the past Peace 

Corps/Turkmenistan requested 

Volunteers with a master’s in 

public health. Because it was 

hard to recruit people with skills 

in this area and because there 

was a high early termination 

(ET) rate among these 

Volunteers, the post modified 

the health project. The post 

then requested a different 

assignment area that included 

individuals with some 

experience in health-related 

topics. The result was a higher 

fill rate and increased 

Volunteer satisfaction.
P&T Booklet 6: Integrating Programming and Training

22 Peace Corps

• Staff may find it overwhelming to begin an undefined process.

• Staff may not have the experience or skills in areas that integration 

requires (e.g., programming staff may not have skills in training).

• Staff may be comfortable with the status quo and not convinced that a 

new way will be better.

• Some aspects of integration may have budgetary implications (e.g., 

additional site visits by staff).

Each post’s situation is different. Staff have different priorities, different 

skills, different experience, different personalities and work styles, and 

different opportunities and challenges. However, there are actions that staff 

can take to facilitate communication and improve their teamwork. They 

can:

• Bring a group of staff members together to discuss the points of 

integration and the benefits of integration both to staff and ultimately to 

trainees and Volunteers. 

• Choose one or two critical integration points and work on those first.

• Identify champions of the “vision” who can encourage other staff when 

time is short, problems arise, and stress is high. 

• Offer training opportunities so that staff can develop the KSAs that 

they need.

• Talk to colleagues at other posts who have successfully integrated 

programming and training. Talk to colleagues at Peace Corps 

headquarters.

• Be honest and acknowledge that participatory processes are complex 

and often seem slow.

• Develop plans and time lines for points where programming and 

training integrate and be clear on who is responsible for what and 

when.

• Demonstrate how working together builds skills as staff learn to take on 

new roles. 

• Acknowledge times when the team makes decisions, solves problems, 

and agrees to compromises. 

• Build on existing foundations, aspects of integration that are strong, 

and small successes.

• Continually monitor so that the course can be corrected quickly.

• Incorporate feedback along the way.

• Learn from mistakes. 

• Reward risk takers and innovators. 

• And finally, communicate, congratulate, and celebrate.

Appendix 21: Post Programming and Training Readiness Survey offers a 

tool to assess where a post is in the process of bringing programming and 

training staff together as a team.

The more that staff understand the dynamics of teamwork, the better they 

are able to come together and support one another. The following three 

appendixes offer additional ideas on teamwork:

Appendix 22: Characteristics of an Effective Team

Appendix 23: Phases of Group Development

Appendix 24: Diversity in the Peace Corps

On-going Integration 

Discussions

Staff in Peace Corps/ 

Dominican Republic often 

discuss one aspect of 

programming and training 

integration during each staff 

meeting. By addressing one at a 

time they are able to keep the 

task manageable and also see 

results on an ongoing basis. 
P&T Booklet 6: Integrating Programming and Training

23

Appendices

Appendix 1 

Acronyms

AA Assignment area

AF Africa region

AID Agency for International Development

AO Administrative officer

AOT Administrative officers training

APCD Associate Peace Corps director

APCMO Area Peace Corps medical officer

AVC All-Volunteer conference

BIT Budget Implementation Team

CBT Community-Based Training or Computer-Based Training

CD Country director or community development

CDA Country desk assistant

CDO Country desk officer

CDU Country Desk Unit

COS Close (or continuation) of service

COTE Calendar of training events

DOS Department of State or description of service 

DOW Description of work

EAP Emergency Action Plan

EMA Europe, Mediterranean, and Asia region

ET Early termination

FAD Field Assistance Division

FSN Foreign Service National

HCA Host country agency

HCN Host country national

HQ Headquarters

IAP Inter-America and the Pacific region

ICE Information Collection and Exchange

IP Individual placement

IPBS Integrated Planning and Budget System

IST In-service training

LCF Language/cross-culture facilitator

M&E Monitoring and evaluation

MED SEP Medical separation

MOA/U Memorandum of agreement/understanding

MOU Memorandum of understanding

MS Manual section or Medical Services

MSC Mid-service conference

NGO Nongovernmental organization

OST Overseas staff training

P&T Programming and training

PBR Periodic budget review

PC/W Peace Corps/Washington
P&T Booklet 6: Integrating Programming and Training

24 Peace Corps

PCMO Peace Corps medical officer

PCMS Peace Corps Manual section

PCT Peace Corps trainee

PCV Peace Corps Volunteer

PCVC Peace Corps Volunteer coordinator

PCVL Peace Corps Volunteer leader

PDM Project design and management

PLU Program Learning Unit

PO Personnel officer or programming officer

PSR Project status report

PST Pre-service training

PTA Programming and training advisor

PTLO Programming and training liaison officer

PTO Programming and training officer

PTQ Pre-training questionnaire

PVO Private volunteer organization

QBR Quarterly budget review

QTRS Quarterly Trainee Request System

RAU Regional Assistance Unit

RD Regional director 

RDD Resource Development Division

RPCV Returned Peace Corps Volunteer

RSO Regional security officer

SAV Special assignment Volunteer

SBD Small business development

SED Small enterprise development

SPA Small Project Assistance

SRPTC Sub-regional programming and training coordinator

STAU Short Term Assistance Unit

TA Task analysis, technical assistance, or travel authorization

TCN Third country national

TCT Third country training

TI Trainee input

TO Training officer or travel orders

TOT Training of trainers 

TR Trainee requests

TSDU Training and Staff Development Unit

TSR Training status report

USPSC U.S. personal service contractor 

VAD Volunteer assignment description

VRS Volunteer Recruitment and Selection

VS Volunteer Support

WHO World Health Organization

WID Women in Development
P&T Booklet 6: Integrating Programming and Training

25

Appendix 2

Glossary

Assignment area Description of the training, qualifications, and experience required for a specific 

Volunteer assignment. Also indicates a generic job title and code number for a 

Volunteer assignment.

Baseline data Data that describe the situation to be addressed by a project and serve as the 

starting point for measuring the performance of that project.

Benchmarks Activities or decision points that are critical to the achievement of objectives. 

Benchmarks should have time frames to help track progress toward meeting 

objectives.

Close of Service 

Conference

A planned event that marks the end of a Volunteer’s service. Activities are 

planned to assist Volunteers in making the transition back to the United States and 

to receive Volunteer feedback on their assignments.

Community members The individuals who are the ultimate target of a project intervention and for whom 

the project is working to improve upon a basic life condition, i.e., food, shelter, 

health, employment, education, income, quality of life indicators, etc. 

Community partners The individuals with whom Volunteers work in community settings, sometimes 

referred to as counterparts or service providers. 

Competency A particular skill, knowledge, attitude, or behavior required to perform a given 

task.

Country Agreement A legally binding document developed by the Peace Corps and the hostcountry 

governmental body responsible for overseeing Peace Corps activities. This 

document specifies Peace Corps program goals and activities. 

Description of work A document that defines the goals of training and provides the following: general 

guidelines for trainer responsibilities, expected trainee competencies, number of 

instruction hours, course content, host country officials to be used as resources for 

training, and country-specific requirements particular to the training.

Development 

cooperation agencies

Organizations involved in development efforts in the host country. These include 

large NGOs (CARE), bilateral organizations (USAID from the U.S. or DANIDA 

from Denmark), and multilateral organizations (UNICEF). These may or may not 

be stakeholders that have some involvement in a Peace Corps project. However, it 

is helpful to be aware of the activities of these agencies to better understand the 

development context in the host country and the most appropriate role for the 

Peace Corps.

Evaluation Part of an assessment, done at a particular point in time, such as in the middle or 

at the end of a project. It usually answers the questions: Did we do what we said 

we were going to do? and What are the results of our efforts?

Focus group A data collection technique in which selected participants are guided in a 

discussion on a specific topic.

Host country agency 

partners

Host country government ministries and/or local nongovernmental agencies 

(NGOs) that are co-designing, implementing, and assessing a project with the 

Peace Corps. There may be one or more agency partners involved in a project in 

some role.

Indicator A marker or characteristic that represents the achievement of an objective. 

Indicators need to be relevant to the situation, specific, measurable, and feasible. 

In-Service Training Training activities that take place in the Volunteer’s assigned country during the 

period of service and meet a Volunteer’s ongoing training needs: technical, 

linguistic, cross-cultural, personal health, and personal safety and security.
P&T Booklet 6: Integrating Programming and Training

26 Peace Corps

Integrated Planning 

and Budget System 

(IPBS)

An annual process that describes a Peace Corps post’s program strategies and 

goals, including proposed new projects, a description of the year’s programming 

and training events, and the budget for the country program.

Interview A data-gathering technique in which a set of questions (structured or unstructured) 

is asked of an individual or a group of individuals.

Learning objective Learning objectives describe what the trainee will be able to do as a result of 

training. Most learning objectives are made up of three parts:

Performance, the measurable or observable knowledge, attitude, skill, or behavior 

the trainee learns; 

The condition under which the learned knowledge, attitude, skill, or behavior is 

observed; and

The standard of performance, or how well the trainee demonstrates the new 

knowledge, attitude, skill, or behavior.

Memorandum of 

Understanding 

(MOU)

When referring to programming, an MOU is a document that defines the terms of 

agreement between the Peace Corps and a host country agency regarding a 

collaborative project. The MOU, also called “project agreement,” contains or 

refers to the project plan and defines the responsibilities of the Volunteers, Peace 

Corps staff, and the host country agency.

Monitoring Part of an ongoing assessment that answers the question “How are we doing?” It 

provides information on the day-to-day functioning of the project.

Observation A systematic data collection technique for watching people or events and 

recording what is seen. 

Outcomes The changes in project participants resulting from project activities. Outcomes 

may relate to changes in knowledge, skills, attitudes, values, behavior, conditions, 

or status.

Participatory 

evaluation

Participatory evaluation involves project stakeholders in the different phases of an 

evaluation effort, including planning and design, collecting and analyzing the 

data, and disseminating and using the results. 

Program Refers to all Volunteer activities within one country. For example, the entire 

Peace Corps operation in Ecuador is referred to as the Peace Corps program in 

Ecuador. 

Project All Volunteer activities related to a common purpose. The purpose is achieved by 

implementing a set of goals and objectives. For example, under the health sector 

in Mali, there are two projects—a water and sanitation project and a maternal and 

child health project. 

Project Agreement A document , although not legally binding, serves as a contract between the Peace 

Corps and host-country agency, clearly defining the purpose, goals, objectives and 

details of a project, as well as the responsibilities of each party. Also known as 

Memo of Understanding (MOU) in some countries.

Project criteria Peace Corps priorities reflecting philosophy, needs, and resource availability that 

should be incorporated into each project. While each criterion need not be met in 

every project, each must be addressed.

Project goal A project goal statement should answer the question “What condition needs to 

occur to achieve the project’s purpose?”
P&T Booklet 6: Integrating Programming and Training

27

Project objective Project objectives describe what activities will take place and the desired change 

that will occur because of those activities. Project objectives answer two 

questions: What major activities will Volunteers and their community partners 

do? What knowledge, skills, attitudes, or behaviors are expected to change 

because of these activities? Project objectives should be measurable and time 

bound.

Project participants All of those involved, in one way or another, in the promotion, design, 

organization, implementation, evaluation, and/or documentation of a project, to 

include community members, host country agency partners, community partners, 

co-workers, and supervisors. 

Project plan The written agreement between the Peace Corps and a host country agency that 

serves as a working document, defining why and how they will proceed with a 

project strategy and Volunteer assignments. It is compatible with Peace Corps 

programming criteria, host country priorities, and community needs and 

resources, and consists of the project background, project description including 

the project framework (project purpose, goals, and objectives), monitoring and 

evaluation plan, and project management. The project plan is often incorporated 

into a project agreement or memorandum of understanding that is jointly signed.

Project purpose A project purpose statement that answers the question “What is the broad desired 

improvement in people’s lives that will result from this project?” The statement 

should be brief and visionary and explain why the project is being implemented.

Qualitative data Pieces of information in the form of words, usually quotes, and a description that 

answers questions about “why” and “how.”

Quantitative data Pieces of information in the form of numbers that answers questions about “what” 

and “how many.”

Quarterly Trainee 

Request System

A process by which posts, four times a year, project the numbers and types of 

Volunteers needed for country projects.

Questionnaire A written document consisting of questions that individuals are asked to complete, 

either by themselves or with the data collector. 

Sector Refers to all activities related within one content area. Peace Corps activities are 

usually classified according to the following sectors: agriculture, business 

development, education, environment, health, and youth development.

Stakeholder Individuals or groups of individuals who either affect or are affected by a project. 

In a Peace Corps project, this typically includes Volunteers, community partners, 

community members, supervisors, host country agency partners, programming 

and other post staff, and Peace Corps headquarters staff.

Statement of Work 

(SOW)

Part of the contractual document that outlines the responsibilities of a person 

performing a Personal Services Contract (PSC) or an organization performing 

under a non-Personal Services Contract. The SOW is included in the Request for 

Proposal (RFP) provided to contractors who wish to bid for a training program or 

other Peace Corps contract.

Supervisor A person within a government agency or nongovernmental organization in charge 

of a particular department or unit to which Volunteers are assigned.

Task analysis An examination of project objectives to determine the discrete activities that a 

Volunteer must be trained to perform in order to accomplish the objective.

Task, project Activities that Volunteers perform to meet the project’s goals and objectives.

Training goal A training goal describes the broad desired results of a training event.
P&T Booklet 6: Integrating Programming and Training

28 Peace Corps

Training of trainers 

(TOT)

A program to prepare training staff for their duties. The TOT is attended by the 

training manager, coordinators, language instructors and other instructors, and 

support staff as determined by the training manager.

Volunteer assignment A set of responsibilities to be undertaken by one or more Volunteers working on a 

project. For example, the health project in Ecuador has two Volunteer 

assignments: (1) an assignment that includes activities requiring the skill of a 

person with a degree in health, and (2) an assignment that includes activities 

requiring the skills of a person who has a background and an expressed interest in 

community extension work in health.

Volunteer 

Assignment 

Description (VAD)

The document outlining the responsibilities, activities, work objectives, crosscultural expectations, living conditions, entry skills, and other competencies 

required for a given Peace Corps Volunteer assignment. It is used by placement 

officers to select and place future Volunteers, and to inform those invited to 

become Volunteers about the assignment they are being offered.
P&T Booklet 6: Integrating Programming and Training

29

Appendix 3

Programming and Training Integration Checklist

The following list of practices describes ways in which programming staff play a critical role in training 

and training staff play a critical role in programming. As you read the list below, indicate how often these 

practices occur at your post. Then mark an asterisk (*) next to those practices that you want to put in place 

or improve.

Practices Never Sometimes Always

A. Project Plan Design, Review, and Revision

1. Programming staff design, review, or revise 

project plans to reflect host country priorities, 

community needs, the kinds of Volunteers who 

are available, and to what extent Volunteers can 

be trained to meet the goals and objectives of the 

project. 

2. Training staff discuss with programming staff 

what KSAs can and cannot be learned during 

PST and other training events.

3. Programming staff use this information to 

guide project design and revision.

4. Programming staff create a project advisory 

committee (PAC) to guide the development, 

review, or revision of the project. Training is 

represented in the PAC.

B. Task Analysis and Competencies

1. Programming staff, with assistance from 

training staff, conduct a task analysis to 

determine the tasks that Volunteers do to meet 

the project’s goals and objectives. They 

accomplish this through discussions and site 

visits with Volunteers and counterparts, through 

questionnaires, and from Volunteer reports. 

2. Programming staff review the task analysis 

annually, make revisions if necessary, and 

inform training staff of any changes.

3. Programming staff use the task analysis to 

develop Volunteer Activity Descriptions 

(VADs).

4. Programming staff share VADs with training 

staff.

5. Programming and training staff use the task 

analysis to develop competencies. The 

competencies describe the KSAs related to work, 

family, community, health, and safety and 

security that trainees need to know in order to 

complete their assignments effectively. 

6. Programming staff include the competencies 

in a description of work (DOW) that guides 
P&T Booklet 6: Integrating Programming and Training

30 Peace Corps

in a description of work (DOW) that guides 

training staff as they design and implement 

training.

7. Programming staff provide the language 

trainers with a list of technical vocabulary to 

include in PST and in language clinics.

C. Training Design

1. Training and programming staff use the task 

analysis and competencies to develop training 

objectives and content for PST and other training 

events (IST, mid-service, close of service, etc.). 

They review these annually.

2. Each year, if necessary, staff review and revise 

objectives and content for training events.

3. Training and programming staff review the 

KSAs of trainees to determine the gap between 

what they know and can do and what they need 

before they swear in as Volunteers. They design 

PST based on the gaps.

4. Staff determine strengths of trainees and 

involve them as facilitators in those areas.

5. Programming staff give input on the design of 

the calendar of training events (COTE) for PST, 

including the timing and length of site visits, the 

supervisor or counterpart conference, technical 

training practice sessions, and community 

activities or projects.

6. Programming staff give input to the PST 

syllabus, including themes and order of content.

7. Programming staff work with training staff to 

identify community activities or projects for PST 

and appropriate self-directed activities.

8. Programming staff recommend community 

members as speakers, trainers, mentors, coaches, 

and host families.

9. Programming and training staff conduct needs 

assessments with Volunteers prior to all training 

events, through discussions and site visits to 

Volunteers and counterparts, questionnaires, and 

quarterly reports. They use the information to 

design ISTs, etc.

10. Programming and training staff assess the 

gap between Volunteer KSAs and community 

needs to determine what to include in ISTs.

11. Programming staff develop In-Service, midservice, and close of service training designs 

with training staff in response to needs of 

participants.
P&T Booklet 6: Integrating Programming and Training

31

D. Training Site Selection and Development

1. Programming and training staff develop 

training site selection criteria.

2. Programming staff share information with 

training staff on sites that may be appropriate for 

training events.

3. Programming and training staff identify types 

of community activities or projects for trainees 

during PST. Programming staff make visits to 

potential training site(s) to determine if these 

types of community involvement are possible.

4. Programming staff give input to training staff 

on project-related selection criteria for host 

families. Criteria might include language needs 

or experience in the project’s sector.

5. Programming and training staff provide 

orientation, training, and coaching to community 

members involved in PST and ISTs.

E. Staff Selection, Training, and Development

1. Programming and training staff collaborate to 

develop the criteria for, advertise for, and select 

technical trainers for PST.

2. In preparation for PST, programming staff 

provide training staff with documents that 

explain the project plan and the life and work of 

Volunteers. These materials include the VAD, 

welcome book, project plan, description of work 

(DOW), brochures, Project Status Report (PSR), 

quarterly and annual reports, newsletters, etc.

3. During TOT, programming staff hold sessions 

for training staff on the project plan and the roles 

of the Volunteer in development.

4. Programming staff arrange for training staff to 

conduct site visits before PST to better 

understand the life and work of Volunteers. 

Visits include meetings with agencies, 

Volunteers, counterparts, community members, 

host families, etc.

5. Programming staff arrange for training staff, 

including part-time staff, to participate in ISTs 

and workshops to hear Volunteer challenges and 

successes as well as feedback on training.

6. Training staff work with programming staff to 

improve skills in training design and facilitation.

F. Training Implementation

1. Programming staff participate in PST as 

technical trainers or advisors to technical 

trainers, and as coaches to trainees.
P&T Booklet 6: Integrating Programming and Training

32 Peace Corps

2. Programming staff participate in other training 

events as trainers and facilitators.

3. Programming staff visit PST regularly to 

present information on the project, site 

assignments, roles of the Volunteer in 

development, project implementation and 

assessment, etc.

4. Programming staff include counterparts and 

community members in appropriate training 

events as opportunities for capacity building.

G. Trainee Assessment and Volunteer Development

1. Programming and training staff assess each 

trainee’s performance throughout PST to 

determine if each meets the requirements for 

swearing in. They conduct observations and 

individual interviews. Staff discuss strategies for 

additional support (tutoring, mentoring, 

shadowing, etc.) during PST.

2. Training staff provide information and 

materials to programming staff as they develop 

plans with Volunteers to continue their learning 

process at site (i.e., with language tutors, 

coaching, technical advisors, materials, etc.).

H. Trainee Site Placement

1. Programming and training staff conduct 

meetings with trainees throughout PST to 

determine KSAs and site preferences.

2. Training staff (as well as medical staff) give 

input to programming staff during the placement 

process, including information on trainee 

strengths and weaknesses and preferences.

I. Site Visits

1. Programming and training staff design site 

visit report formats that elicit from Volunteers 

and their project partners information on the 

project, community integration, training, health, 

and safety and security.

2. Programming and training staff (as well as 

administrative and medical staff) make site visits 

to Volunteers and their project partners. They 

share information that they glean with the rest of 

the staff.

J. Training Assessment

1. Training and programming staff design 

training assessment tools based on who needs to 

know, what they need to know, and when.
P&T Booklet 6: Integrating Programming and Training

33

2. After each training event, programming and 

training staff, along with other staff involved in 

training, hold a “Review to Improve” session.

3. Programming and training staff ask trainees 

and Volunteers for feedback and input on 

training during and after each training event, 

through reports, site visits, office visits, training 

events, and surveys.

4. Programming and training staff assess 

Volunteer performance in the field to identify to 

what extent KSAs presented in PST and IST are 

being used and whether there are other KSAs 

that need to be included in future training.

5. Programming and training staff assess how 

well training prepared Volunteers for their life 

and work in their communities through 

observation, trainee and counterpart feedback.

K. Volunteer Recruitment

1. Training staff discuss with programming staff 

the project-related KSAs that can be developed 

through formal and informal training. 

2. Programming staff use this information to 

identify the skills Volunteers need to have before 

arriving in-country. This drives the assignment 

areas (AAs) that programming staff request from 

Volunteer Recruitment and Selection.

3. Programming staff revise the project plan if it 

is not possible to get or train Volunteers in the 

skills required by the project goals and 

objectives.

L. Planning and Budgeting Processes: IPBS, Ops, PSR/TSR

1. Programming and training staff identify 

strengths and weaknesses in training and include 

their analysis and plans to address weaknesses in 

PSR/TSRs.

2. Programming and training staff identify 

programming and training priorities to present at 

the IPBS planning retreat.

3. Programming and training staff develop an 

annual calendar of training events. This 

information guides the budget planning process.

4. Programming and training staff discuss 

budgetary needs with the administrative officer.

5. Programming and training staff identify the 

need for USPSCs and document this in the IPBS.

6. Programming and training staff collaborate on 

Center requests.
P&T Booklet 6: Integrating Programming and Training

34 Peace Corps

Appendix 4

Training Informs Programming Scenarios

The following scenarios are examples of how training informs programming. Read each scenario. Then 

ask staff members what they would do in the scenario and what decisions they would make. Finally, 

compare their answers with the possible solutions provided.

Scenario 1: Are the right skills being taught?

Through site visits, interviews, and reports staff find that Volunteers are not using the skills that were 

taught during training. 

What might be the reasons?

Possible reasons:

• Trainees did not learn what was taught,

• The skills were not taught effectively,

• The skills cannot be taught in the PST time period, or

• The skills are not the ones needed in the field.

What would you do?

Possible actions:

• Change the approach to training to make it more effective,

• Reteach the skills in IST, or

• Conduct another task analysis to determine what skills are needed and redesign training accordingly.

Scenario 2: Should the post change the Volunteers it requests or the project plan?

Peace Corps headquarters informs the post that it is no longer able to recruit the large number of Volunteers 

with nursing degrees that the post needs for its health project. Training staff confirm that they cannot teach 

these high-level skills through in-country training. What would you do?

Possible actions: 

• Determine if the goals and objectives of the project can be attained by lower-skilled Volunteers,

• Consider requesting fewer higher-skilled Volunteers and place them in strategic assignments so that 

they can act as resources for lower-skilled Volunteers, or

• Change the goals and objectives of the project to reflect the lower-skilled Volunteers who can be 

recruited.

Scenario 3: What programmatic and training changes will increase Volunteer skills? 

A post requests French-speaking trainees for a TEFL secondary education project. Staff observe that 

French-speaking trainees with no teaching experience are not able to develop adequate classroom skills in a 

10-week PST. Staff also observe that trainees with an education background can learn basic French in 10 

weeks of PST. What would you do?

Possible actions: 

• Continue to request French-speaking skills, 

• Intensify PST technical training and practice teaching and schedule a technical IST three months after 

PST, 

• Increase the number of site visits during the first year to coach Volunteers, 
P&T Booklet 6: Integrating Programming and Training

35

• Place Volunteers with good technical skills closer to Volunteers with weaker skills to encourage peer 

teaching and coaching, 

• Decrease the number of requests for or stop requesting Volunteers with French-speaking skills, 

• Request Volunteers who have a degree in education and/or have successfully worked in classrooms, 

• Continue to focus on language skills during PST, 

• Require language learning or tutoring during the first six months at site, or

• Conduct regional language clinics after PST.

Now discuss similar scenarios that are relevant to your post.
P&T Booklet 6: Integrating Programming and Training

36 Peace Corps

Appendix 5

Sample Timeline

Task Analysis for /

(Assignment Area) 

Volunteer Tasks Timeline/Months

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Task 1

Conduct a participatory needs 

assessment of current health education 

activities targeting women

PST ® IST ® PDM ® IST ® COS ®

Task 2

Based on the assessment, work with 

health personnel to determine how the 

needs of pregnant women can be better 

met

PST ® IST ® PDM ® IST ® COS ®

Task 3

Assist health personnel in developing a 

one-year strategic plan for implementing 

ongoing health education activities for 

pregnant women

PST ® IST ® PDM ® IST ® COS ®

Task 4

Help health personnel implement the 

strategic plan (with specific benchmarks) 

for health education for women

PST ® IST ® PDM ® IST ® COS ®

Task 5

Assess quality and quantity of health 

education activities targeting pregnant 

women and adapt strategic plan 

PST ® IST ® PDM ® IST ® COS ®
P&T Booklet 6: Integrating Programming and Training

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Appendix 6

Sample Task-to-Competency Worksheet

Project Community Health Education /

(Assignment Area) 

Task: Conduct a needs assessment (NA) that helps a community identify its health needs and strengths.

Competencies

Technical/Roles of the 

Volunteer in Development 

(RVID) 

Language Cross-Cultural Personal Health Safety and Security

Describe or demonstrate the 

preferred methods of conducting 

a needs assessment

Using the local language

List the techniques and materials 

required for each method of NA

Identify potential implications 

of each technique

Work with counterpart to select 

the most appropriate NA

Demonstrate ability to lead a 

conversation

Describe the implications of 

status, hierarchy, gender, and 

decision-making roles

Identify the factors that need to be 

considered, including gender, 

transportation, and street safety

Work with counterpart to 

prepare the community 

Demonstrate ability to use 

appropriate greetings and deliver 

a presentation 

Describe the protocol for 

addressing local leaders and 

different family members

Explain the dynamics of group 

interactions

Demonstrate how to invite 

people to participate in the NA

Describe how to politely decline 

questionable food or drink

With Counterpart, conduct the 

NA

Describe the role of interviewer 

and interviewees 

Describe the preferred transport to 

and from the interview sites

Compile and prepare data for 

presentation to the community

Describe how to communicate 

data to a nonliterate audience

Describe appropriate ways to 

present the information to the 

community: the setting, 

methods, role of local leaders, 

role of the community members

Describe beverages that are 

typically present at communal 

gatherings and which ones to 

avoid

Describe situations to avoid in large 

gatherings

Identify strategies that help reduce 

risk factors
P&T Booklet 6: Integrating Programming and Training

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Appendix 7

The Peace Corps Continuum of Training Events

Training in the Peace Corps is a continuum of learning opportunities that build on each other. They begin 

before trainees arrive at post and span the two years of Volunteer service. Programming and training staff 

determine which competencies will be addressed in the different training events that take place at post. 

They work with staff at headquarters to integrate information that is provided before and after Volunteer 

service begins.

A list of the training events is included below in “Training Events” and “Additional Training 

Opportunities.”

Training Events

The following training events are considered standard events by most posts. They begin before trainees 

arrive at post and continue until a few months before Volunteers close their service.

Staging: This event is held at various locations in the United States and is managed by the Staging Office 

at headquarters. Staging is a time for invitees to finalize administrative paperwork, become more familiar 

with the Peace Corps, increase their knowledge and skills in safety and security, and begin to form 

networks with colleagues. Prior to staging, invitees receive information on what the Peace Corps is doing in 

the country, training, policies, and the host country. Additional information often includes materials for 

language learning. Programming and training staffs develop materials that are used during staging, 

including an overview of the post and training. 

Pre-Service Training (PST): This eight-to-12-week training event is held in the country of assignment 

and is the cornerstone of the Peace Corps’ formal training program. The primary purpose of PST is to 

prepare each Volunteer for the first three to six months of service. It is also a time to introduce concepts 

and skills that will be built upon during subsequent training events and while Volunteers live and work at 

their sites. PST focuses on language, technical skills, cross-cultural understanding, community integration, 

the role of the Volunteer as a development worker, personal health, and safety and security. PST is a time 

for the Peace Corps to assess each trainee’s readiness for service. It is also a time for each trainee to 

reconfirm that he or she is ready to make the commitment to serve as a Volunteer. Depending on the post, 

the training model may be center based (most of the training conducted at a central site), community based 

(trainees living and learning primarily in villages), or a combination of the two (often referred to as mixed). 

For a comparison of the three types of training, see Appendix 9: Types of Peace Corps Training.

In-Service Training (IST): The purpose of IST is to reinforce the language and technical skills that were 

presented during PST. It is also an opportunity to learn new information and skills. IST includes content 

that reflects needs observed during staff field visits. It also reflects input from Volunteers and project 

partners. IST is generally held three to six months after PST and usually lasts three or four days. At some 

posts staff bring Volunteers together from the same sector but from different groups. In many cases, the 

IST is an opportunity for Volunteers and their host country national Counterparts to work together on 

common projects or topics.

Close of Service Conference (COS): The purpose of the COS conference is to prepare Volunteers for their 

reentry into American culture, school, and the job market. It is also a time for Volunteers to plan how they 

will make the transition out of their project and their communities. Some posts invite counterparts for part 

of the conference so that they can plan with Volunteers how they will support project sustainability after 

the Volunteers leave. Peace Corps staff use the COS conference to obtain feedback on the project, training, 
P&T Booklet 6: Integrating Programming and Training

39

and issues such as Volunteer support. They also encourage Volunteers to discuss how they can support the 

Peace Corps’ third goal of taking the world back home. The three- or four-day conference is usually held 

three to four months prior to the end of service.

In addition to the above training opportunities, some posts include other conferences and workshops based 

on Volunteer needs, new initiatives, and special circumstances that require staff, Volunteers, and 

counterparts to come together. These training opportunities described below require the same careful needs 

assessment, planning, and facilitation as the other training events.

Additional Training Opportunities

Pre-Staging: Prior to staging, the Peace Corps promotes learning about development and the country of 

service by sending materials to invitees and referring them to other resources.

Mid-service Conference: This conference is generally held 12 months after PST. Its purpose is to review 

the successes and challenges of the Volunteers’ service, to share ideas, to review the project and get 

feedback, and to provide additional skills and support as necessary. The conference usually lasts three or 

four days.

All-Volunteer Conference:Some posts hold an AVC to strengthen collaboration and idea sharing among 

Volunteers from different groups and projects. An AVC is also an opportunity to get feedback from 

Volunteers and to discuss critical issues. Often, all staff at post participate to get feedback and to support 

teamwork between the office and the Volunteers.

Counterpart Workshop: Most posts hold a supervisor/Counterpart workshop during PST. Its purpose is 

to provide time for trainees to get to know their colleagues and to plan what they will be doing in their 

assignment for the first several months. It is also an opportunity for the Peace Corps to review with agency 

partners project goals and objectives and to clarify roles, responsibilities, policies, and procedures.

Sector Meetings: Programming staff meet with their Volunteers to discuss project-specific topics. Sector 

meetings might include a review or evaluation of the project plan or upcoming changes in the project. They 

are often combined with ISTs and mid-service conferences.

Project Design and Management Workshop (PDM): This workshop brings Volunteers and their 

Counterparts together to learn how to engage communities in identifying, planning, managing, and 

evaluating projects. (Refer to the New Project Design and Management Workshop Training Manual, ICE# 

T0107.)

Peer Support Workshop: Some posts hold an optional workshop that focuses on listening skills and ways 

Volunteers can support one another.

Conferences on Peace Corps Initiatives: These events focus on post, regional, or agency-wide initiatives. 

They might include topics such as HIV/AIDS, Gender and Development (GAD), diversity, information 

communication technology (ICT), etc. 
P&T Booklet 6: Integrating Programming and Training

40 Peace Corps

Safety and Security Workshops: While the topic of safety is included in each training event, posts may 

decide, because of events or incidents in the country, to hold special workshops that focus strictly on safety 

and security.

Teaching Skills Workshops: Based on need, posts may hold workshops for non-TEFL Volunteers who 

teach in the classroom (e.g., small business development and environment Volunteers).

Cross-Border Workshops: Some posts find it helpful for Volunteers and staff from different posts to 

convene to discuss topics that are of mutual interest. Topics might include sharing ideas on summer 

activities such as camps or developing SBD materials. Other topics might include discussions on safety 

and/or Emergency Action Plans.
P&T Booklet 6: Integrating Programming and Training

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Appendix 8

Training Continuum

Trainees Arrive;

PST Begins

In-Service Training

Technical/Language

Mid-service Training

Technical/Language

Swearing In

Staging

Calendar Reports

? IPBS–April

? PSR–November

? TSR– November

? QTRS–quarterly

COS Conference

Trainees 

Invited

3-6 months after PST

12 months after PST

Getting Volunteers to Post

? VADs–3 quarters prior to arrival

? Trainee handbook –3 months prior

? Bridge to country letter–one week prior

? Request USPSC trainers for PST–6 months prior

PST Preparation

? Finalize training design(s)

? Identify/contract site

? Hire/contract staff

? Finalize PST logistics

? Conduct TOT ev ents

? Identify host families

PST Wrap-up

? PST evaluation

? Recommendations for changes 

? PST report to D.C.

? Contractors appraised

IST Preparation

? Hire trainers or facilitators

? Arrange logistics

? Conduct needs assessment, or incorporate into 

quarterly report

? Review PST, project plan and VAD

? Evaluate IST

Mid-service Preparation

? Arrange logistics

? Conduct needs assessment

? Review project plan and VAD

? Evaluate mid-service training

3-6 months prior to COS

COS Conference Preparation

? Assess needs

? Hire facilitator

? Review overall program

? Have Volunteers review their service 

 and solicit recommendations

COS

Activities managed by Washington, D.C.

Activities managed by post
42 Peace Corps

Appendix 9

Types of Peace Corps Training

Center-based Training Mixed Community-based Training

A. Training activities are centralized 

around a training facility, and all 

trainees live at or near site where the 

training center is located. Trainees 

may or may not live with families for 

all or part of their training.

This is center-based training 

that incorporates field-based 

or self-directed learning 

activities.

A. Training is decentralized, with small 

groups of trainees (three or four) 

living and working in multiple 

communities or neighborhoods. All 

trainees live with families for the 

duration of training.

B.

Language teachers are responsible 

mainly for language training and may 

provide periodic assistance with other 

training.

This is essentially a centerbased training design, but with 

an important distinction. B.

Language or cultural facilitators not 

only teach formal language classes 

but serve as cultural and technical 

“guides” for trainees outside of the 

classroom.

C.

Most training activities are directed 

by instructors or trainers, whether in 

the classroom or in the field. Daily 

training schedule is determined by 

training staff.

Project-specific groups of 

trainees (usually 10 or more) 

spend a period of time in a 

community other than the one 

in which the central training 

facility is located.

C.

Independent “trainee-directed 

activities” constitute the bulk of 

training at the community level. 

Trainees are responsible for setting 

their own schedule within a set of 

parameters.

D.

The majority of (nonlanguage) 

training is through group sessions at a 

central location. Trainee-directed 

activities outside of the center are the 

exception rather than the rule. The 

central training facility is necessarily 

in a fixed location.

The field-based portion of the 

training is generally organized 

around technical training, 

though the other components 

of training are integrated.

D.

Independent, community-based 

training activities are linked to 

periodic (weekly) training “seminars,” 

which form the bulk of group training. 

The central seminar site need not be 

in a fixed location.

E.

All administrative and managerial 

functions are handled by training staff 

from a central training facility. E.

Many administrative and managerial 

functions are relegated to facilitators 

and trainees themselves, and handled 

at the community level.

F.

Training staff have supervisory 

functions within a training center 

location. All training staff are present 

throughout training.

Trainees are often tasked with 

designing and implementing a 

small community project. F.

There are no supervisory personnel. 

The facilitator serves as a “guide,” but 

trainees and facilitators negotiate 

roles and responsibilities for learning 

and behavior. Senior training staff 

make occasional visits.

G.

Local community members and 

resources may assist with training, but 

training staff assume responsibility 

for identifying and arranging for 

cooperation. Most information is 

transmitted to trainees through the 

training staff.

They usually stay with a family 

and often return to the training 

center at the end of the fieldbased component.

G.

A variety of community members are 

called on to cooperate with training 

activities. Trainees (with facilitators) 

are charged with seeking out local 

people and resources. Most 

information is transmitted directly to 

trainees from local resources.

H.

Most training takes place in 

classrooms at the central training 

facility. H.

Most training takes place in trainees’ 

homes or another place chosen by 

trainees and facilitator.
P&T Booklet 6: Integrating Programming and Training

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Appendix 10

Description of Work Format

Peace Corps/Panama

The following format provides trainers and programming staff a structure to use when they share and 

discuss the knowledge, skills, and attitudes that trainees and Volunteers need to be successful in their 

assignments. It also asks for information on sites and resources. Trainers use the information to design 

training events. (Expand the space on the form as needed.)

Acquired Competencies

List 10 skills (concrete) that trainees will need to have by the end of training in order to be effective 

Volunteers. For example, knowing how to organize a seminar would include planning it, inviting people, 

preparing materials, learning vocabulary, giving the seminar, and giving follow-up.

Technical Week

Write down five themes to be covered during Tech Week.

Project Plan

In a paragraph, describe what the focus will be with this training group regarding the project. For example, 

the community environment education trainees will be working in coastal communities with local 

fisherman to improve results in fish production while preserving the environment. This will be in addition 

to working in the schools.

Based on your own perspective and your project plan’s perspective, why is the Peace Corps here in 

Panama?

VAD

What changes, if any, do you anticipate from the Volunteer assignment description these trainees received?
44 Peace Corps

Site Information

In order to prepare the trainees with realistic and accurate situations, provide the following information 

about the sites you are investigating for this training group.

List of Possible Sites

List sites. Next to each one indicate if this is the first, second, or third Peace Corps Volunteer at the site. 

When was the last Volunteer there and in what sector?

Indigenous Sites

How many?

Which indigenous group(s)?

What languages are spoken?

Size

What is the population of the largest site?

What is the population of the smallest site?

Special Needs

Do any of the sites that you have selected/are selecting have a special challenge, problem, or need that is 

not covered in the calendar of training events (e.g., a high rate of malnutrition, alcoholism, or violence; 

only women’s groups in the community; problems with people of different racial backgrounds)? If so, 

please list.

Training Objectives

Training includes the following components: language, technical, and common areas. The common areas 

include cross-cultural themes, the roles of the Volunteer in development, health and medical Issues, safety, 

Peace Corps/Panama policies and resources, American diversity, and working with Counterparts.
P&T Booklet 6: Integrating Programming and Training

45

Language

List 15 topics that should be covered in language that would enable the Volunteer to communicate more 

effectively in his/her job (e.g., conducting meetings, making appointments, speaking on the telephone).

Technical Vocabulary

In which specific technical themes do trainees need to acquire vocabulary (e.g., deforestation, accounting, 

or teaching a lesson in a school)? Using the example of teaching a lesson in a school, the trainees would 

learn all the vocabulary needed to successfully teach a lesson in the classroom.

Integrated Areas

For each topic below, list at least six concepts that should be covered during the Friday (integrated) 

sessions. Keep in mind that there are only eight Friday sessions, which add up to 52 hours in total. 

Cross-Cultural Themes

The Roles of the Volunteer in Development

Working With Counterparts

Safety 

Health
46 Peace Corps

American/(Panamanian) Diversity

Country-Specific Information

Peace Corps/(Panama)

In-Service Training

The first IST is made up of 50 percent language and 50 percent technical, cross-cultural, safety, and 

program sessions. The second IST is divided 70 percent and 30 percent. List topics that should be 

covered for both ISTs that cannot be covered during the PST or may need to be touched upon again.

First IST (December)

Second IST (July)

Resources

List any resources below that would be helpful to the technical trainer in planning and implementing the 

training program. 

Speakers

Name Agency Phone # Would be good for 

(which topics) ...

Speaks 

English?

Written Information

Current, up-to-date information about the project can be found in the following places.

Name Location Information Available Phone #
P&T Booklet 6: Integrating Programming and Training

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Appendix 11

Content for Training Events

Some posts using community-based training (CBT) place more emphasis on language, cross-cultural, and 

community development skills during PST. They then bring Volunteers back together after three or four 

months at site for a more concentrated block of technical skills training. Some posts emphasize technical 

training for one to two weeks during PST. Each post and each sector decide how important technical skills 

are for Volunteers during their first few months compared with the skills that trainees already have and the 

nature of their assignment.

Some posts hold ISTs that concentrate strictly on language skills. They use sector meetings or technical 

ISTs to address technical skills and community development topics. Other posts cover comp etencies in all 

the components during a general IST. Some posts include Volunteer counterparts in ISTs to build their 

capacity and foster teamwork. Counterparts may also attend parts of the COS conference to plan with their 

Volunteers ways to make the work they have done together more sustainable.

The following is a list of topics and activities that are typically covered in the different training events. 

Notice that some of the topics are the same. When the topics are covered depends on the needs of the

Volunteers and the topics that staff feel are important.

Use the list as you work with other staff to develop training events.

In-Service Training

• language skills

• a review of the first three to six months: accomplishments and challenges

• technical competencies as identified by Volunteers and staff

• working with counterparts, problem solving

• cross-sectoral collaboration

• cultural adjustment

• dealing with uncomfortable situations: ethics, abuse, alcoholism, etc.

• update on project: activities, project review, individual meetings with staff

• ideas for secondary activities, summer activities

• funding sources through the Peace Corps, the American Embassy, others, websites

• fundraising ideas, writing grants

• peer support techniques: listening skills

• NGOs: who they are, how they operate, how to work with them

• health and safety topics

• policies for time away from site

• administrative issues and processes

• plans for the next six to nine months

• immunizations

Mid-service Conference

• a review of the last year: accomplishments and challenges 

• cross-sectoral collaboration (especially important if this is not a focus in PST or IST)

• funding for projects

• stress management, time management

• peer support techniques: listening skills
48 Peace Corps

• updates on the situation in ministries and the country’s politics and economy

• update on Peace Corps policies

• review of the project plan by sector, review of task analyses, training competencies

• individual meetings with programming staff

• health and safety topics

• plans for the next year, with a focus on sustainability 

• immunizations

All-Volunteer Conference

• networking and sharing ideas

• cross-sectoral collaboration 

• cultural adjustment

• NGOs: who they are, how they operate, how to work with them

• feedback to sectors, review of project plan, tasks, competencies

• feedback to the Peace Corps on Volunteer support, training, programming, medical, administration

• recommendations for PST

• update on the Peace Corps, headquarters, and post

• “hot topics” of concern to all groups, such as safety issues, new initiatives

• team building between Volunteers and staff

Close or Continuation of Service(COS)

• celebration of accomplishments and personal growth during the past two years

• giving feedback on the Peace Corps program

• information on and skills in writing résumés, networking, going back to school, retiring

• reverse culture shock: readjusting to life in the United States, issues and strategies

• sector meetings, project review and feedback, individual meetings

• plans for the last three or four months at site, with a focus on sustainability (may include counterparts)

• plans for the first several months after returning home 

• administrative processes for leaving 
P&T Booklet 6: Integrating Programming and Training

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Appendix 12

Tips for Designing ISTs and Mid-service Conferences

As you plan the methodologies that you will use in training, remember that the group you trained during 

PST may be very different from the group that arrives after months of living and working at site. In fact, 

you may not recognize them! Not only will they have changed physically, but they will also have grown in 

what they know, what they have experienced, the skills that they have, and the way that they act and react 

to their experience as Volunteers. 

Keep the following in mind as you develop training:

Volunteers are eager to reconnect and share their experiences. 

Include time for the initial greetings, stories, and celebrations both on the night Volunteers arrive and 

during the first session.

 

Volunteers come with their own case studies. 

They will have real issues that they are dealing with around cultural behaviors, ethics, work issues, and 

relationship issues. 

Use their experiences in case studies with their permission. This is a particularly important time for 

trainers to encourage reflection.

Volunteers learn from one another. 

Allow for listening and problem solving. 

Often Volunteers are more receptive to training because they see the need for additional information 

and skill building. 

Trainers can provide challenging hurdles for them to master in technical and language skills. Build on the 

competencies introduced during PST and introduce new ones that are relevant for the next six to nine 

months.

A common theme is counterpart relations.

If this topic is not covered in the counterpart conference during PST, consider bringing counterparts in for a 

day or two during an IST or mid-service conference to support team building.

Volunteers know what they want, and they are motivated to learn. 

Allow them to design and facilitate a major portion of the training event. 

Volunteers want to learn and share according to their needs.

Provide open space to accommodate different interests.
50 Peace Corps

After months at site, Volunteers have a more realistic idea of what they are able to accomplish. They 

realize that it takes a series of small steps, rather than a single bound, to climb a tall mountain.

Provide time for them to plan what they want to accomplish, both personally and professionally, over the 

next six to 12 months.

Volunteers also need time to decompress.

Build in blocks of time when they can relax together. As in open space, sharing and networking continue 

through the informal times as well as during planned sessions. 
P&T Booklet 6: Integrating Programming and Training

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Appendix 13

General Calendar of Events (COTE) for PST

As staff design PST they develop a calendar that identifies the dates for major training events, including: 

Trainee arrival

Trainee movement between training sites

APCD interviews

Assessments

Village stays

Practicum

Site announcements 

Site visits (to Volunteers and/or assignment)

Group meetings 

Supervisor/counterpart conference 

Swearing in 

Move to site

By keeping the scope broad staff can focus on the flow of the entire training before they get immersed in 

the details. The calendar below helps staff as well as trainees understand the overall timing of PST. 

As programming and training staff design the calendar for PST they discuss the following questions:

When should the host family stay begin? The first day? After several days? The third week? 

How long should the home stay be? Several weeks? The entire PST?

How many site visits should trainees make? One to a Volunteer and another to their own site? 

When should the Volunteer site visit be? At the beginning of PST, so that trainees see what their life will 

be like and understand the value of training? In the middle? 

When should site placements be announced? Early to put trainees in the right language groups? Mid-PST 

to stimulate self-directed learning? Later in PST to allow more time to get to know trainees so that staff 

can make a better site placement decision?

When do trainees visit their sites?

When should the supervisor/counterpart conference be? Before site visits? Just before swearing in? How 

many days should it be? (While programming staff are usually responsible for planning the 

supervisor/counterpart conference, training staff can provide ideas for designing sessions and activities. 

They also will need to prepare trainees for the event.)

In community-based training, how often should the cluster groups meet? Every week? Every other week? 

For how many days? 

The answers to the above questions depend on the training objectives, the amount of time that it takes to 

travel between sites, staffing, the budget, and the tradeoffs that staff have to make to balance all the 

variables that exist during PST.

Helpful Hint: Sticky Notes to the Rescue! 

In preparation for the meeting when staff plan the general calendar, make a calendar on large sheets of 

paper. Then, during the meeting, place sticky notes, each labeled with one of the major events, on the 

calendar. This allows you to move the events around as the group makes different suggestions and 

eventually comes to a consensus.
52 Peace Corps

Pre-Service Training Calendar of Major Events

Example for Education Volunteers in Community-Based PST

Revised xx/xx/xx

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

WK 1

SEPT. 1 2 3

Group 

Arrives

4 5 6

Street 

Smarts

Bus Rally

7

WK 2

8

Trainee 

Interviews

9 10 11 12 13

To Training

Sites & Host

Families

14

WK 3

15

Begin 

Community

Projects

16

Classroom

Observations

17 18 19

Classroom

Observation

20

21

WK 4

22

Site 

Announcements

23 24 25 26

Group 

Meeting 

Assessments

27

Group 

Meeting

28

WK 5

29 30

MiniPracticum

OCT. 1 2 3

Group

Meeting

4

Group

Meeting

5

WK 6

6 7

MiniPracticum

8

MiniPracticum

9 10

Community

Projects Fair

11

Site Visits

12

WK 7

Site Visits

13

Site Visits

14

Return From

Site Visits

15 16 17 18

19

WK 8

20 

Practicum

21 22 23 24

Group

Meeting

25

Group 

Meeting

Assessments

26

WK 9

27 28 29 30 31 NOV. 1

2

WK 10

3

Return to 

Central Site

4

Final 

Interviews

6

PST 

Evaluation

5

 Supervisor

Conference

7

Sup. Conf.

Swearing-In

Banquet

8

Leave for

Sites

Notes From the Field: Don’t Chop It Up! 

Peace Corps/Zambia has found through experience that “the blocks of community-based training time need 

to be larger and less chopped up.” A number of additional posts using community-based training report 

that holding group meetings every weekend takes too much time away from communities. Consequently, 

they recommend meeting every other week or another configuration that reduces the number of meetings. 

Calendar for Staff

Staff also benefit from developing another calendar that highlights major events for PST staff and post 

staff. This includes all the information above, plus dates for when interim and final reports are due, staff 

meetings, trainee assessment meetings, matching trainees to sites, staff evaluations, PST and Peace Corps 

staff evaluation of PST, etc. Give a copy of the staff calendar to each person on the training team as well as 

appropriate Peace Corps staff. 
P&T Booklet 6: Integrating Programming and Training

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Appendix 14

Timeline for PST Preparation

This timeline is an example of a project management tool. Prior to each training event it is helpful to 

identify who will do what by when. The tool is then updated and shared during progress report meetings.

Abbreviations: AO = administrative officer; APCD = associate Peace Corps director; CD = country 

director; HFC = host family coordinator; LC = language coordinator; LCF=language/cross-cultural

facilitator; PCMO = Peace Corps medical officer; PTO = programming and training officer; TM = 

training manager.

Revised: __/__/__

Time to PST Activity Responsibility

6-12 months Participate in IPBS to identify resources needed 

for training (PST expenses, staffing, USPSC, 

ISTs, etc.)

All staff 

Confirm PST budget with PC headquarters. AO, PTO, TM

Identify guidelines for training salaries, per 

diem, host family contributions, training facility 

costs, walk-around allowances, etc.

AO, PTO, TM

Identify effectiveness of past PSTs and 

recommendations.

TM with PTO

Make recommendations on PST structure and 

any changes in approach, sites, etc.

TM to PTO to CD

Communicate changes to Peace Corps staff, 

Volunteers, and communities.

TM, PTO, CD

4-6months Develop, review, or revise task analysis and 

training competencies.

TM and APCD

Develop, review, or revise objectives of training 

components.

TM review with APCD

Identify, review, or revise criteria for training 

site selection.

TM and PTO review with 

PCMO and CD and report to 

PC staff

Identify, review, or revise criteria for host 

family selection.

TM and PTO review with 

PCMO and CD and report to 

PC staff

Identify Volunteers who will help with PST. APCD, TM

3-4 months Meet with community officials to identify 

training sites and facilities and opportunities for 

skill practice. 

TM, training staff

Identify training sites that meet criteria. TM, review with PTO, CD

Identify logistics: communications, 

transportation, medical facilities, meals, etc.

TM, AO, PCMO

Identify housing for staff, if necessary. TM, AO

Identify and agree on all renovations to be made 

to housing and training facilities.

AO, TM, training staff

Sign contracts for training sites and housing. AO
54 Peace Corps

Document Emergency Action Plan AO and PCMO

Send Welcome Book and language materials, if 

appropriate, to Desk

TM, LC

Develop, review, or revise description of work 

for technical trainers, facilitators, and 

administrative assistants.

TM with PTO, report to AO

Advertise for training staff and coordinators. AO

Purchase materials and equipment. AO

2-3 months Hire and train host family coordinator (HFC). TM

Hire and train host family recruiter(s). TM and HFC

Begin identification of host families. HFC and recruiters

Develop, review, or revise trainer handbooks. TM, PTO

Recruit, interview, and hire PST staff. TM, PTO, AO

Hire and bring on board PST director, if 

appropriate.

TM, PTO, CD

Develop, review, or revise training curriculum 

for each sector.

TM, APCD

Develop, review, or revise training handbooks 

and texts. 

TM, tech trainer with APCD

Develop assessment indicators, process, and 

tools for training program, trainees, and staff.

TM, PTO, PST director

Set up all logistics: communications, 

transportation, payment systems, etc.

AO, TM, PST director

Design training of trainers (TOT). TM, PTO, APCD, PCMO, 

CD

Develop, review, or revise training assessment 

process and training report process/documents.

APCDs, TM with PTO and 

CD

1 month Hold PST staff TOT, orientation, and 

preparation for training.

TM, PTO

Coordinate with training site community 

agencies and support organizations.

TM, PCMO, AO

Finalize host families and hold orientation. HFC

Hold orientation for community mentors. TM, PST staff

Develop calendar of training events. (COTE) PST staff

Develop session and activity outlines. PST staff, review with TM, 

PTO

1-2 weeks Move to training site(s) and seminar site. PST staff

Prepare site(s) for training. PST staff

Each staff member on the list receives a copy of the timeline as well as all updates. The list is a useful tool 

for training managers to refer to at meetings when they give status reports on the preparations for PST. 
P&T Booklet 6: Integrating Programming and Training

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Appendix 15

Four-Tiered Preparation for PST

Tier 1: PST Planning

The country director, programming staff, and administrative staff meet with the training manager 

or PST director. The group discusses budget requirements, general information about training 

goals and objectives, project updates and needs, numbers of trainees per project, site information, 

language requirements, and plans and processes for hiring language, technical, and administrative 

training staff. These meetings take place at least four to six weeks prior to PST if the PST 

director is new to the post. If the PST director is full time, these conversations take place during 

the IPBS process and on an ongoing basis several months prior to PST.

Tier 2: Coordinators Workshop 

The training manager or PST director prepares the training management team in a 

coordinators workshop that takes place at least three weeks prior to PST. The workshop can last 

three or four days, depending on the experience of the team and the groundwork that has already 

been laid in past PSTs. At this workshop, the training manager or PST director prepares the 

component coordinators (technical, language and cross-cultural, administrative) to play major 

roles in orienting and helping develop the skills of new staff members as well as plan the overall 

structure of the training. Programming staff provide information on the projects and site 

placement. The group reviews reports from previous PSTs, reviews their responsibilities for the 

budget, reviews and updates project task analyses and related lists of competencies, identifies 

opportunities for integrating components, and develops plans for community activities and 

projects. The group also begins to lay out the major components of the calendar of training 

events. In some countries coordinators also hire training staff. This requires time to help new 

staff develop skills as well as apply skills.

Tier 3: Training of Trainers Workshop

The training management team prepares language and cross-cultural facilitators (LCFs), 

technical trainers, Volunteers, and training administrative staff at least three or four weeks 

prior to PST. Community mentors and coaches who play a significant role in PST may attend 

appropriate sessions. Posts often divide the content of the workshop into two areas, staff 

development and PST content preparation. Descriptions of each follow.

Staff Development: Content includes an orientation to the Peace Corps, the training philosophy, and PST; 

elements of successful teamwork; the role of the Volunteer in development and the post’s projects; training 

and facilitation skills; integrating the components; reviewing training assessment policies and processes; 

and developing a calendar of training events. The length of the training of trainers depends on the 

experience of the team.

PST Content Preparation: Trainers work with the training management team to develop session plans 

and materials based on task analyses, competencies, component integration opportunities, and feedback on 

past PSTs. During this time trainers apply the knowledge and skills that they gained during the staff 

development phase of the training of trainers. The length of this work period depends on the experience of 

the team and the quality and appropriateness of the sessions and materials that have been used in previous 

PSTs.
56 Peace Corps

Tier 4: Site Preparation 

Language and cross-cultural facilitators and technical trainers orient and train the community, 

including community mentors and counterparts and host families. They also prepare the training site 

facilities. Site training and preparation may take three or more days.

The length of the training of trainers depends on a number of factors, including the following: 

- The number of times that the training design has been used successfully and the amount of 

development or revision that needs to be done

- The number of training sites and the experience of the community working with the Peace 

Corps

- The experience of the staff with training methodology, facilitation, self-directed learning, and 

working with the Peace Corps

- The extent to which competencies have been developed from project tasks

- The extent to which training objectives have been identified and sessions and activities 

developed
P&T Booklet 6: Integrating Programming and Training

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Appendix 16

Staff Preparation for PST

The following questions and related topics help training staff frame, from the learners’ perspective, the 

information and skill building that need to be included in an orientation to the Peace Corps. Both training 

and programming staff provide the information in sessions to help staff prepare for PST.

What are we here to accomplish?

• Goals of the Peace Corps and the country program

• Objectives of PST and its role in the two -year training cycle

• Overview and agenda 

• Needs of the group that drive the agenda

How can we work effectively as a team?

• The members of the team and their professional experience

• Personal information for team-building purposes

• Roles and their interdependence 

• Diversity

• Key strengths and needs

• Elements of effective teamwork

• Phases of group development

• Norms

• Coaching and mentoring

• Staff members at the post and how they relate with the PST team

What are the Peace Corps’ policies and procedures?

• Statement of work

• Professional conduct and expectations

• Preventive health measures and procedures

• Pay schedules, per diem, receipts, etc.

• Vehicle and equipment usage

• Security of equipment and materials

Why do Volunteers join the Peace Corps?

• History of the Peace Corps

• Selection process of trainees

• Expectations of trainees

What do Volunteers do in this country?

• In-country program and sector

• Overview of principles of development, strength-based approach

• Community assessment approaches and tools

• Role of the Volunteer in development
58 Peace Corps

• Project plan overview

• Site placements and assignment process

• Resource documents: VAD, site journals, Volunteer reports

• Resource people: Volunteers, counterparts, supervisors, host families

What makes Volunteers successful?

• Characteristics of effective Volunteers and implications for training

• Task analyses and related competencies based on each project plan 

• Language needs

• Diversity among Volunteers and implications for training 

• Trainees’ strengths and needs

What are the challenges of living and working in another culture?

• Comparison of American values and host country’s values

• Cultural integration, culture shock, and the implications for staff

• Staff’s role as cultural informants or guides

• “Day in the life” of a Volunteer, panel, and/or visit to Volunteers or sites

What are the Peace Corps principles and practices that govern PST?

• Adult learning principles and experiential learning cycle

• Learning styles, self-directed learning

• Competency-based training 

• Community-based training 

• Health, safety, and emergency action plan 

• Trainee support 

• Asset approach to development and resource management

• Integration of programming and training

How can we design an effective training?

• Characteristics and skills of good trainers

• Calendar of training events

• Integration of components to reflect Volunteers’ realities 

• How to write behavioral session objectives

• Designing sessions and activities

• Presentation and facilitation skills

• Listening and feedback skills

• Training resources (PST reports, community, agencies, Volunteers, ICE, etc.)

• Visit to training site and identification of community resources 

• Developing materials, training syllabus, readings

How can we effectively assess training?

• Informal and formal assessment processes

• Reporting requirements, process and formats
P&T Booklet 6: Integrating Programming and Training

59

• Trainee assessment process and tools, role of self-assessment 

• Staff assessment process and tools, role of self-assessment 

• Communicating, coaching, mentoring 

• Giving and receiving feedback 

• Roles and process for documenting performance (staff and trainees)

• Early termination processes and procedures

• Administrative separation process

Within each of the topics there are areas that include both knowledge and skills. Some of the topics take 

very little time to cover, while others require more time for group work and practice, observation, and 

feedback. At the beginning of staff preparation, the learners can complete a self-assessment tool to identify 

what is most important to them and where they feel they need information and skills.
60 Peace Corps

Appendix 17

Trainee Assessment Roles and Responsibilities

The following list is based on the assessment process used by Peace Corps/Jamaica. Posts assign the roles 

and responsibilities to staff based on the PST model and staffing patterns at the post. Use the list below to 

ensure that the process is carried out appropriately and that the necessary information is included in trainer 

and trainee documents and training sessions.

Each trainee 

• receives general information on the assessment process prior to coming to the country. 

• attends a session on the details of the assessment process early in training. 

• completes a self-assessment and identifies his/her strengths and weaknesses.

• meets with staff to discuss his/her progress throughout training.

• suggests potential solutions or ways to improve performance or attitude.

• acknowledges potential outcomes and consequences of behavior.

The training director

• ensures that the training staff know their roles and responsibilities and use the evaluation process 

correctly.

• gives support and guidance to the training staff if they have questions or problems with the evaluation 

of trainees. 

• keeps the country director informed of problems that could lead to disciplinary action.

• consults with trainers as to what constitutes a problem behavior and how it should be handled. 

• directs the trainers to document any behaviors that are problematic.

• follows up with trainers about problematic behaviors to identify progress. 

• summarizes all verbal and written reports about problematic behavior and puts them into one summary 

report that can be reviewed with the trainee. 

• consults with the country director before written documentation is discussed with a trainee. 

• delivers summary feedback to the trainee when a behavior may warrant administrative separation. 

• treats all performance issues with appropriate confidentiality.

The technical trainer, cultural and community development coordinator, or language and crosscultural facilitator (LCF)

• demonstrates knowledge of roles and responsibilities in the assessment process.

• provides feedback to trainees through formal meetings and informal discussions.

• asks questions when there are problems with the assessment of trainees. 

• documents in personal notes any behaviors that are problematic.

• uses the performance or behavior report form when appropriate.

• consults with the training director as to what constitutes a minor versus a serious behavior or problem 

and how it should be handled before giving feedback to the trainee. 

• reports to the training director any problematic behaviors or continuance of problems to identify 

solutions. 

• gives verbal and written reports about problematic behavior to the training director for use in the 

summary report that is reviewed with the trainee if probation is the next step.

• gives feedback to APCD to help in site assignments.
P&T Booklet 6: Integrating Programming and Training

61

• apprises APCD of any on-going trainee problems.

• meets with APCD to review assessment interview before and after interviews take place.

• treats all performance issues with appropriate confidentiality.

The Peace Corps medical officer

• gives feedback in areas that relate to medical issues. 

• reports to the training director problematic behaviors and prepares any necessary written reports.

• notifies the country director, training director, and APCD concerning medical separation or medicalrelated resignations.

• notifies the country director, training director, and APCD of circumstances that impact trainee 

placement.

• treats all personal information with appropriate confidentiality.

The host family coordinator

• gives feedback to the training director or trainer in matters related to relationships with host families.

• prepares any necessary written reports.

• treats all issues with appropriate confidentiality and requests that host families do the same.

The APCD or program manager 

• gives feedback in areas that relate to site placement during training.

• consults with the technical trainer and training director concerning trainees who receive written 

feedback or probation.

• consults with technical trainers before and after assessment interviews.

• consults with the training team as decisions are made on trainee site placements.

• treats all performance issues with appropriate confidentiality.

Volunteers or Volunteer PCVCs (Peace Corps Volunteer Coordinators)

• are not formally involved in the assessment or evaluation of trainees or Volunteers.

• report observations to the training director and training staff with whom they are working.

• treat all performance issues with appropriate confidentiality.

The country director

• is consulted prior to providing written feedback to the trainee.

• is consulted when administrative, medical, or interrupted-service (which replaces non-disciplinary 

discontinuance of service) separation is being considered.

• is consulted when a trainee is considering resignation.

• conducts the final interview with each trainee and confirms the two-year commitment.

• treats all performance issues with appropriate confidentiality.
62 Peace Corps

Appendix 18

Questions to Guide Action Planning for Training

Use the following questions to guide discussions in preparation for strategic planning.

q What is the strongest area of our training program right now? What has made it strong? How can we 

take what we have learned and use it elsewhere?

q What is the weakest area of our training program right now? If we launch a major effort to improve it, 

what can we accomplish? What resources will we need?

q When was the last time we tried something radically new to improve training’s effectiveness? What 

was it? Did it work? What changes did it bring about? What did we learn by trying it?

q Who is involved in training now? Who should be? How can we get them more committed and 

involved?

q How are we determining the content of training events? How are we finding out what Volunteers 

need? What tools or methods can we use to get better information? 

q Are we trying to cover too much or too little in PST? What information and skills are better covered in 

ISTs? Are there technical skills or community integration skills that need greater emphasis in PST or 

IST? 

q Are there any changes that will impact the content of our next training event(s)? Are there changes in 

the project plan(s) that need to be taken into consideration? How is the next group of trainees different 

from those in the past? 

q Do the methodologies that we use mirror the principles of adult learning? What percent of training is 

experiential? What percent is learner driven?

q How are we determining the effectiveness or impact of training? Are we getting useful information on 

the changes that have occurred because of training? What new assessment methods can we pilot? 

q How can we increase the staff’s skills in the design and facilitation of training? What staff 

development opportunities are there within the post, country, subregion, or region? How can we use 

U.S. personal service contractors to build the capacity of our training team?

q What is our action plan for the coming year? What will we do, who will do it, what resources do we 

need, and by when will it be done?

Once you identify where you want to go and the process for getting there, your team needs to identify the 

resources required to support your plans. Resources might include funding to support training events or 

materials development. They might include funding to support staff development or capacity building for 

community partners. Resources might also include additional staffing or the use of personal service 

contractors.
P&T Booklet 6: Integrating Programming and Training

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Appendix 19

Questions to Guide Resource Planning for Training

Consider using the questions below to help you identify the resources needed for training.

q If we are planning to change our PST model, how will the change impact costs for staffing, 

transportation, supplies, and equipment? Will staff be traveling more frequently to develop and 

manage training sites?

q Will we need a U.S. personal service contractor or a host national to manage PST or conduct technical 

training? 

q Do we need outside assistance to evaluate our training program or assist in designing a new approach 

to PST?

q How many Volunteers and host country nationals will we include in PST? What are the costs for their 

travel, lodging, and per diem?

q Are we holding more or fewer training events in the upcoming year? Will there be more or fewer 

Volunteers at each event? What will be the increase or decrease in costs?

q Will we include community partners in ISTs or conferences? What will the costs be, and can we get 

funding to support their involvement?

q Will staff be making more site visits as part of our new approach to training assessment?

q What cost implications are there in our plans for staff development? Will staff be going to subregional 

conferences, and will they be conducting site visits to other posts?

q Have training costs for lodging, meals, and materials increased over the past year? 

q What is the expected increase in the cost of living in the country? What impact will any increase have 

on host country national trainers’ salaries and payments to host families?
64 Peace Corps

Appendix 20

Programming and Training Budget Cycle Questions

As programming and training staff prepare for the IPBS, they answer the following questions:

Budget Cycle Programming Training

IPBS Strategic Planning

(March)

What are programming priorities for 

the coming year? Associated costs 

included?

Anticipated growth to post programs?

Changes to program goals and 

objectives?

Are more site visits required?

Will host families be used? Changes in 

payment? 

New equipment? New staff?

Any decreases in funding fro m 

program changes?

Estimate of SPA funds request?

What are training priorities for the 

coming year? Current plan and 

enhancements?

Is post moving to community-based 

training?

Is more travel money needed?

Are more trainers needed?

New equipment or supplies needed?

Increase in home stay allowance? 

Facilities rentals?

Request for U.S. personal service 

contractor?

Center funds requests?

Operating Plan

(July)

Do we need more training events?

Are more staff in-country travel trips 

needed?

Request of Center-funded activities?

Request of SPA funds and AOL Peace 

Pack, etc.?

Are additional program support 

personnel needed?

Develop proposed PST training

Provide PST title, dates, number of 

trainees, and location

How many trainers are needed?

Review budget line items

Develop proposed IST. New venue? 

More or less expensive?

Provide IST title, dates, number of 

Volunteers, and location

Periodic Budget Review 1

(January)

Change in budget/Center requests (add, 

delete, change)

Are there new requirements that should 

be in an unfunded request?

Has the estimated number of 

Volunteers at post changed?

Any changes to PST events?

Has the estimated number of trainees at 

post changed?

Review budget line items

Any changes to IST events?

Periodic Budget Review 2

(June)

Change in budget/Center requests (add, 

delete, change)

Are there new requirements that should 

be in an unfunded request?

Has the estimated number of 

Volunteers at post changed?

Any changes to PST events?

Has the estimated number of trainees at 

post changed?

Review budget line items

Any changes to IST events?
P&T Booklet 6: Integrating Programming and Training

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Appendix 21

Post Programming and Training Readiness Survey

(Based on an instrument used at the Morocco Programming and Training Conference, January 2001)

The following questionnaire assesses the extent to which a post has “what it takes” to implement the 

principles of the Peace Corps’ programming and training (P&T) vision. For each of the nine elements of 

the programming and training vision, there are questions that help posts rate their readiness. After rating 

each question, staff identify the activities that they need and want to address as a team. 

Answer each question by writing in the space provided a number from 1 (not at all) to 5 (completely). 

(A) Building team effectiveness is not an event, but a process; not episodic, but ongoing; not 

outside the organization, but ingrained in the day-to-day operations.

Rating

1. To what extent are all P&T staff members’ opinions and contributions valued?

2. To what extent does post’s organizational culture nurture a climate of trust among the staff?

3. To what extent is there mutual respect and are all prepared to listen to one another?

4. To what extent does the P&T staff function as a team to solve organizational problems, issues, 

or challenges?

5. To what extent are post’s P&T teams able to achieve their purpose and goals?

6. To what extent are controversial issues addressed and resolved rather than avoided?

7. To what extent are members of the administration and medical units included in P&T efforts 

(and vice versa)?

8. To what extent is there enjoyment and satisfaction in working together?

9. To what extent do P&T staff share a common vision and goals?

10. To what extent do the P&T staff understand their roles and responsibilities?

11. To what extent does every P&T staff member take responsibility to ask the question “What 

can I do to be a more productive member of the team?”

(B) P&T staff in carrying out their daily activities utilize a number of skills.

1. To what extent do staff have the technical expertise to do their jobs—administrative systems, 

processes, site development, etc?

2. To what extent is staff trained to handle issues involving diversity—gender, sexual orientation, 

skin color, age, learning styles, physical disabilities, socioeconomic status, ethnicity, etc.? 

3. To what extent is staff trained to facilitate group processes?

4. To what extent is staff trained to cope with conflict?
66 Peace Corps

5. To what extent is staff trained to assist Volunteers in resolving their issues?

6. To what extent does staff understand the Peace Corps as a community development agency?

7. To what extent is staff trained to use available computer technology?

8. To what extent are staff members’ communications clear, timely, and professional?

9. To what extent does every P&T staff member take responsibility to ask the question “What 

can I do to increase my repertoire of skills, which will also improve the post’s program?”

(C) Successful integration of programming and training depends on (1) trainers understanding 

what Volunteers need to implement post’s projects and (2) programmers’ involvement in the 

design and implementation of a training strategy and content.

1. To what extent is training content based on a project’s goals and objectives?

2. To what extent is training experiential?

3. To what extent are all Peace Corps staff involved in training?

4. To what extent are all Peace Corps staff involved in programming?

5. To what extent is integration valued?

6. To what extent is there a shared understanding of post’s Peace Corps vision among all staff?

7. To what extent does mutual support exist among staff?

8. To what extent do post staff understand their own roles and responsibilities?

9. To what extent do post staff understand their colleagues’ roles and responsibilities?

10. To what extent are post staff’s unique assets recognized, valued, and utilized?

11. To what extent are all post activities ongoing and interconnected?

12. To what extent are information and resources shared among staff?

13. To what extent do staff ask the question “What can I do to promote the integration of post 

activities?”

(D) A well-developed network of strategic partnerships with other organizations is essential to 

the success of post’s program.

1. To what extent do Peace Corps partnerships provide significant benefits for both 

organizations?

2. To what extent is programming and training information regularly shared with partners?

3. To what extent do partners share information or resources with the Peace Corps?
P&T Booklet 6: Integrating Programming and Training

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4. To what extent do programming partners work in a collaborative way with Volunteers?

5. To what extent are the Peace Corps’ partners regularly recognized and thanked?

6. To what extent do P&T staff take responsibility to ask the question “What can we do to 

develop more productive partnerships?”

(E) The ability to manage resources includes managing human resources and personal time as 

well as physical resources.

1. To what extent do staff have a shared vision? 

2. To what extent is there openness to work as a team?

3. To what extent do staff accept personal responsibility and feel empowered?

4. To what extent are ideas of staff and Volunteers utilized to most effectively manage resources?

5. To what extent are goals carried out consistently with the appropriate resources?

6. To what extent is available technology used to maximize the effective use of resources?

7. To what extent is there quality and transparency in the flow of information?

8. To what extent is there a consistent and inclusive performance appraisal process?

9. To what extent do P&T staff take responsibility to ask the question “How can we better utilize 

resources—human, personal time, and physical resources?”

(F) Sector projects organize the work of Volunteers, enabling them to encourage positive change 

in the lives of people in their host country.

1. To what extent are projects relevant to the needs of people, and do they effectively reach the 

target population?

2. To what extent do project plans clearly communicate to stakeholders (Volunteers, 

counterparts, agency partners, target groups, programming and training staff) what activities are 

to be carried out and what the expected outcomes are?

3. To what extent do projects integrate the use of appropriate technology?

4. To what extent are project stakeholders involved in designing, implementing, and assessing 

projects?

5. To what extent do projects include the members of society who do not normally have access to 

opportunities, i.e. women, youth, minorities?

6. To what extent do written project plans reflect what Volunteers are actually doing?

7. To what extent do P&T staff ask the question “What can we do to improve post’s projects?”

(G) Monitoring is a means of organizational learning—a way for the organization to assess its 

progress and change in ways that lead to greater achievement of its mission.
68 Peace Corps

1. To what extent do project plans have meaningful and feasible monitoring and evaluation 

plans?

2. To what extent does post collect information from relevant stakeholders?

3. To what extent do the data collected provide useful information about whether Peace Corps 

P&T objectives (activities and outcomes) are being achieved?

4. To what extent is post staff encouraged to learn from prior experience?

5. To what extent does the post learn from prior experiences?

6. To what extent do Volunteers receive monitoring results?

7. To what extent are monitoring reports easy to complete and simple to interpret?

8. To what extent do you have confidence in the reliability (accuracy) and validity (meaning) of 

the data?

9. To what extent does the post use monitoring data to make decisions?

10. To what extent is staff developing, and aware of, criteria for closing a site or ending a 

project?

11. To what extent do P&T staff ask the question “How can we improve our monitoring and 

better utilize the information?”

(H) Self-sufficient Volunteers (those with abilities to function effectively) are key to the success 

of post’ program.

1. To what extent do Volunteers’ language skills allow them to accomplish both the Peace Corps’ 

goals and project goals?

2. To what extent are Volunteers’ technical knowledge and skills sufficient to accomplish project 

goals?

3. To what extent do Volunteers understand their roles as development workers?

4. To what extent do Volunteers have meaningful jobs?

5. To what extend are Volunteers building the capacity of host country individuals, 

organizations, and communities?

6. To what extent are Volunteers successful in sharing their American culture?

7. To what extent are Volunteers respectful of their host country’s culture and prepared to share 

the culture with friends and family following their Peace Corps service?

8. To what extent are Volunteers’ sites safe enough that you would feel comfortable having a 

member of your own family living and work at their sites?

9. To what extent are Volunteers “low maintenance” (self-sufficient)?
P&T Booklet 6: Integrating Programming and Training

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10. To what extent are Volunteers satisfied with their service?

11. To what extent do P&T staff ask the question “What can we do to better prepare and support 

Volunteers so they will be effective, ‘low maintenance,’ and satisfied?”

(I) The function of the extended team (regional and Center for P&T staff) is to assist field staff 

by providing timely and useful technical information and appropriate and useful P&T feedback.

1. To what extent are you able to access timely and useful technical information or assistance 

from the region or the Center?

2. To what extent are communications from the extended team clear, professional, and timely?

3. To what extent are data collected for headquarters valuable for post?

4. To what extent is feedback from the extended team timely and constructive?

5. To what extent do P&T staff ask the question “How do we strengthen collaboration with the 

extended team?”
70 Peace Corps

Appendix 22

Characteristics of an Effective Team

Whenever there is increased cooperation and coordination among staff, the synergy created makes the 

whole greater than the sum of its parts. And even though one might assume that teamwork comes easily, 

staff who have worked together successfully know that it requires conscious effort and ongoing attention. 

Use the checklist below to analyze, reflect on, and discuss how well staff are laying the groundwork for 

working together as a team.

The characteristics of an effective team can be summarized on five fingers. The following elements form 

the five R’s of team building:

1. Reason: Team members strive toward a common purpose when

• Leadership articulates a clear vision.

• Team members understand the rationale for tasks.

• There is consensus around principles of operation.

• Members of the team model what they preach. They “walk the talk.”

2. Roles: Team members function effectively when

• Delegation of workload is fairly balanced.

• Team members recognize their interdependence.

• People have the competencies required for their jobs.

• They know what needs to be done, how, by whom, and by when.

3. Rules: Systems facilitate and reinforce operations when

• There are predictable operating patterns.

• Systems build on successes and best practices.

• Systems anticipate problems.

• Systems are consistent, yet flexible and responsive.

• Systems reflect efforts to be fair.

• Decisions are not personalized.

4. Relationships: Teamwork is supportive when

• Team members work to build trust.

• Team members value diversity.

• Team members listen actively.

• Team members communicate respectfully.

• Team members give constructive feedback.

• Team members manage internal competition.

• Team members have fun together.

5. Rewards: Team members feel valued. 

• Ideas and work are acknowledged.

• Attempts to build knowledge and skills are supported.

• Compensation for work is fair.

• There are opportunities for professional growth.

The five R’s model is used with permission from the Institute for Conflict Analysis and Resolution, 

Introduction to Negotiations and Conflict Resolution (George Mason University, 1992).
P&T Booklet 6: Integrating Programming and Training

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Appendix 23

Phases of Group Development

It is helpful for staff to understand that working as a team has its challenges as well as its rewards. The 

following model outlines how teams can reach performance levels by working through different stages. 

The model suggests that all groups go through processes of growth and maturation much like individuals 

do. In other words, the relationships of group members change as they experience working together over 

periods of time. Much like friendships, working relationships grow closer when members handle decision 

making and issue resolution effectively, and they grow farther apart when they do not. The model 

identifies the following four phases of group development:

Forming

Storming

Norming

Performing

The process of working through the phases is both linear and circular. That is, groups progress from one 

stage to the next stage, but they may also circle back through the stages when a new member joins the 

group and as the group faces new challenges. The process is evolutionary and dependent on the individuals 

involved. Every group reflects the individuals in it and their reactions to situations and to one another. It is 

this dynamic nature of teamwork that can make the adventure taxing and also exciting and rewarding. 

The following descriptions present information on the four stages of group development and how a 

manager can facilitate the process. 

Phase 1: Forming

This is the beginning stage when the group established itself. The issues revolve around purpose and 

membership and what the group is all about. In this stage members test each other out and depend upon the 

leader for direction. Members get to know one another and try to figure out what the norms are and how 

the group is going to function. Often, little work gets done at this stage because the rules are still not clear. 

“Forming” also happens to some extent when a new member joins an existing team. 

There are things that teams can do to help the group begin to bond. Even something as small as learning 

each other’s names is important to teamwork. Staff can create a photo page of Peace Corps staff and PST 

staff so that everyone can learn names quickly. Three-sentence biographies can be placed beside each 

photograph. Groups can develop a list of norms that they can refer to throughout PST preparation and PST 

and possibly expand during Phase 3: Norming. It is often helpful for people to discuss in a group their 

statements of work and identify where they are interdependent. In addition, teams should participate in 

activities that provide opportunities for the group to discuss how they feel their teamwork is progressing.

Phase 2: Storming

“Storming” refers to any argument or overeagerness that occurs. Disagreement can occur in other phases 

of group development too, but it seems to be the main characteristic of this second stage. Team members 

may react to each other with defensiveness or competition. They may take sides or resist getting down to 

the task because they are concerned about how they will be seen and how much influence they will have in 

the group. If the group does not move beyond this stage, it can get polarized. 

When staff realize that “storming” is a natural part of the process, they may be more willing to address 

issues and work toward resolving them.
72 Peace Corps

Scheduled meetings can be used to prevent and address issues. It is helpful to hold

- weekly staff meetings of senior management.

- biweekly staff meetings with all staff.

- short morning meetings during the PST preparation workshop. 

- weekly management meetings of programming and training staff during PST.

In the meetings staff 

- review what happened during the past week.

- celebrate accomplishments.

- preview current and future work.

- address issues.

Phase 3: Norming

In this stage, the customs, roles, and behavior of group members become clearer. Norms develop in 

response to how people treat one another and approach each task. Communication among staff members 

becomes deeper as people trust each other more. The group’s goals become clearer and a “team spirit” may 

emerge. Real work starts to be accomplished.

It is important for the group to review their norms and modify them if necessary. 

Phase 4: Performing

This stage is reached only after the group has successfully navigated the first three stages. In this stage, the 

group’s objectives are best accomplished. People function well together and are more interdependent. 

They collaborate on activities, with individuals sharing leadership functions and contributing to the group 

through individual skills and strengths. 

During this phase staff take time for reflection, discuss their performance, and identify dynamics that are 

supporting or getting in the way of their work. It is also important to take time to celebrate successes and 

to enjoy one another’s company outside of the workplace.

The group development model is used with permission from Mark Sanborn, Teambuilt: Making Teamwork 

Work (Koen Book Distributors, 1994). 
P&T Booklet 6: Integrating Programming and Training

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Appendix 24

Diversity in the Peace Corps

The Peace Corps is committed to the dignity, respect, and success of all trainees, Volunteers, and staff. It 

is important, therefore, for staff to address the topic of diversity. This refers not only to America’s 

diversity but also to the diversity within the Peace Corps staff. Diversity includes differences in age, sex, 

professional experience, sexual orientation, ethnicity, and religion, among other characteristics. 

In many Peace Corps posts, programming and training staff join a team of colleagues from different regions 

and ethnic backgrounds within the host country. This is not always an easy scenario, for, like Americans, 

many host country nationals have not had the opportunity to learn and appreciate the value of diversity. 

Diversity may present challenges to staff. It is important that these challenges be discussed so that staff, 

trainees, Volunteers, and even community members can develop the necessary skills to work 

collaboratively. The matrix below offers a way for staff to begin to explore the role that diversity plays in 

their group and what they can do to optimize differences.

Diversity Matrix

Instructions: The column on the left (What?) identifies categories of cultural diversity that bear special 

significance in the Peace Corps context. In the column in the center (So What?) write how you think the 

particular aspect of diversity might play out within the group and the impact it might have. (While the 

example reflects the topic of staff diversity, this matrix can be used to explore the impact of diversity on 

and response to diversity of trainers, trainees, Volunteers, and even community members.) In the column 

on the right (Now What?) include the possible responses to the challenges and opportunities that each 

category represents. Write your answers and then discuss your responses with your team members.

What?

Diversity Categories

So What?

Impact 

Now What? 

Responses

Age Example: Younger staff may defer to older 

staff.

Example: Call on different people for 

responses. Pair younger staff for 

projects to highlight their strengths to 

the rest of the group.

Sex

Professional Experience

Married/Single

Ethnicity

Tribal Origin

Sexual Orientation

Religious Orientation

Other