Trainers' training edited


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Trainers' training edited

  2. 2. PRINCIPLES OF COOPERATIVE EDUCATION1. Education focuses mostly on “ADULT LEARNERS”.2. Education favors a PARTICIPATORY PROCESS.3. Education employs the DIALOGICAL APPROACH.4. Education is an INSTRUMENT OF CHANGE.5. Education is NEEDS-BASED.
  3. 3. PRINCIPLES OF COOPERATIVE EDUCATION6. Education is EXPERIENTIAL.7. The use of hands-on learning technology must be stressed.8. Education must be a SUSTAINED ACTIVITY.9. Education adheres to a LADDERIZED APPROACH.
  4. 4. ROLES OF EDUCATION & TRAINING COMMITTEE “ETC shall be responsible in planning,developing, implementing, and promoting the educational activities of the cooperative.” (Article III Section 2.2 of the Model Cooperative By-Laws.)
  5. 5. COMPOSITION OF ETC ETC is composed of at least threemembers. They are appointed from the general membership by the Board ofDirectors (BOD) with the Vice-Chairman as the ex-officio committee head.
  6. 6. AN EFFECTIVE & FUNCTIONAL ETC1. Conducts regular committee meetings.2. Plans capability-enhancement activities.3. Develops ready-to-use teaching/training aids.4. Maintains an Indigenous Trainers Pool5. Draws a Network Directory.6. Programs training activities.
  7. 7. ADMINISTRATION OF TRAININGA. Administration of Training ProgramB. FacilitationC. Determining Group BehaviorD. Handling Training Problems
  8. 8. A. Administration of Training Program1. Ensure conducive atmosphere for learning.2. Document all training activities and proceedings.3. Ensure all activities are well-coordinated.4. Provide adequate administrative services throughout the training duration.
  9. 9. B. Facilitation Facilitation is one very important area ofresponsibility during actual implementation of the training. It assists the resourcespeakers in bringing about learning among participants by ensuring an atmosphere most conducive for training. Training facilitators are usually composed of experienced staff.
  10. 10. C. Determining Group Behavior The facilitator/s and resource speaker/s can easily identify appropriatemethodology to be used by groupsbehavior. One popular method is thelisting of various types of group behaviorusing “animal coding”
  11. 11. ANIMAL CODING1. CARABAO A natural hardwall whose pre-set motions are almost impossible to alter*Trainer’s Approach A painstaking effort would be required for this character who at most times could be more convinced with the support of his own peers.
  12. 12. ANIMAL CODING2. LION The participant of kingly bearing who dominate the discussion and who gets upset when somebody disagrees with his/her ideas.*Trainer’s Approach Organized facilitation which prompts monopoly of discussion would be appropriate for this character ; consistent reminders on objective and openness among the partners would be advisable.
  13. 13. ANIMAL CODING3. OSTRICH An attention seeker who gets too conscious in the choice of words, delivery of thought, impact of messages and at times, even personal appearances.*Trainer’s Approach The best approach would be to “give credit when due, but never overdo.”
  14. 14. ANIMAL CODING4. CAT A yawning character who sleeps his way throughout the training.*Trainer’s Approach Unfreezing activities with the participant in limelight would be effective although delegating responsibilities on this character would keep him busy throughout.
  15. 15. ANIMAL CODING5. FOX Who shyly works his way in the discussion to test the limits of the trainers’ knowledge on the subject matter and capability to deliver.*Trainer’s Approach At times his behavior has positive effect on the trainer who is forced to prepare his best; although it may be best to admit limitations humbly in such a situation.
  16. 16. ANIMAL CODING6. MONKEY A usual clown whose antics can be more annoying than amusing.*Trainer’s Approach A casual reminder on unnecessary expenditure of energy addressed to the whole group would be advisable.
  17. 17. ANIMAL CODING7. TURTLE The reserved type who has to be forced open in order to be heard.*Trainer’s Approach Effective facilitation which on this end “would let the quiet speak” is still best recommended.
  18. 18. ANIMAL CODING8. SNAKE The type who likes to beat around the bush before striking the point.*Trainer’s Approach The best of time could be avoided if rules pertaining to time management in group discussions were stated at the very start.
  19. 19. ANIMAL CODING1. FISH The character with an unblinking stare which could be interpreted to be either a positive or a negative feedback and who puts most trainers in a state of quandary. *Trainer’s Approach Directing trigger questions to this character will always result in a sure response.
  20. 20. ANIMAL CODING10. FROG A great speaker who does not say anything new.*Trainer’s Approach “To quiet those who speak too much” would be an effective approach for this extreme from the turtle (7).
  21. 21. ANIMAL CODING11. RABBIT The type who runs away from group conflicts.*Trainer’s Approach This withdrawing behavior could be best be remedied through good facilitation which encourages participation.
  22. 22. ANIMAL CODING12. GIRAFFE Who’s too proud to join in the discussion*Trainer’s Approach A patient prodding of this character’s ideas which could prove to be proudly valuable or of no worth at all should be effective.
  23. 23. ANIMAL CODING13. OWL Whose bookbound ideas are usually offline to actual experiences and particular learnings.*Trainer’s Approach A theoretical and academic character could always be humbled by ground experiences.
  24. 24. ANIMAL CODING14. CHAMELEON The type who agrees with all sides of a group conflict*Trainer’s Approach A trigger question which would make this character realize that not all sides are correct would be the best approach.
  25. 25. D. Handling Training Problems1. Identify/Analyze the problem2. Consider personalities of individual/s involved3. Provide list of possible solutions4. Some common problems experiences by facilitator
  26. 26. DEVELOPMENT OF TRAINING MATERIALS The use of the various types of trainingmaterials has always been very effectivein facilitating learning. This contributes tothe success of a training program asshown by the appreciation and adoptionby trainees of the specific skills,knowledge, and technology transferredthrough the learning activities.
  27. 27. IMPORTANCE OF TRAINING MATERIALS Facilitating trainees’ understanding of the subject matter; Stimulating imagination and draws the participation of trainees in the discussion; and Eliminating monotony in the training methodology of the trainer
  28. 28. GENERAL GUIDELINES1. The trainer, training staff and/or ETC members, who will prepare the training materials, must have a mastery of the subject matter.2. The trainer, training staff and/or ETC must make use of resources available to the coop.3. In preparing training materials, the trainer, training staff, and/or ETC must always consider the socio- cultural milieu of the particular community and group of people.4. Training materials must be simple and easy to understand
  29. 29. COMMON TYPES OF TRAINING MATERIALS 1. Black/Chalkboard 2. Flipchart 3. Flash Cards 4. Magnetic Board 5. Transparency 6. Hand-outs
  30. 30. MEMBERSHIP RECRUITMENT & DEVELOPMENT One of the most important responsibilities of the Education & Training Committee is the recruitment of members and sustainability of their membership. Recruitment is the act of drawing individuals to become members of the coop. Sustainability refers to the maintenance of membership
  31. 31. RECRUITMENT & EXPANSION ARE NECESSARY IN A COOPERATIVE FOR: Capital build-up and savings program The implementation of project and activities. Project require funding and personnel. More members will facilitate the achievement of projects and activities, as in warehousing, trucking, business transactions; Sustainable operations; and More offerings and services. There would be other services if there are more members as demands would vary according to members’ needs.
  33. 33. I. RECRUITMENT GENERAL GUIDELINES1. Recruitment and expansion plans, target, and budget must be well-prepared.2. Pre-membership and other forms of educational programs must be conducted continuously; and3. Linkages with other cooperatives and organizations should be made for coordination and complementation of membership programs.
  34. 34. GENERAL PROCEDURES1. Prepare plan for recruitment, target and budget including incentives. a. identify areas, puroks, sitios and barangays where recruitment shall be made. b. List prospective members. c. Formulate action plan with time schedule and persons responsible d. Assign recruitment officers or create membership recruitment units.
  35. 35. GENERAL PROCEDURES2. Submit plans to BOD for approval and funding.3. Approve/disapprove plan.4. Communicate with prospective members for pre-membership trainings. a. send out letters of invitation. b. request other members to campaign. c. conduct house-to-house visits. d. distribute reading materials about coops e. display posters in strategic places
  36. 36. GENERAL PROCEDURES5. Consult with prospective members on the preparation of Pre-Membership Seminar (PMES) e.g. time, venue and others.6. Conduct regular pre-membership education seminars.7. Distribute membership application forms and assist in filling them up.8. Screen applicants.9. Approve/disapprove applications.10. Induct new members.
  38. 38. II. SUSTAINING MEMBERSHIP It is necessary to sustain the membership for the following reasons:o Continuous operation and financial expansion. There will be no activity and action without the support of the members of the cooperative; ando Image-building and recognition. A good track record encourages non-members to join the cooperative and actively participate in its activities.
  39. 39. SUSTAINING MEMBERSHIP GENERAL GUIDELINES1. Involve all members in cooperative activities whenever possible.2. Determine members’ needs and provide appropriate responses/assistance/services.3. Inform new members of new policies products, and activities.
  40. 40. SUSTAINING MEMBERSHIP GENERAL PROCEDURES1. Prepare calendar of cooperative activities a. Sportsfests and outings during summers. b. Raffle/door prizes during meetings. c. Birthday “regalo”. d. Community activities, like tree-planting and beautification, cleaning of canals, and others. e. Christmas party and carollings. f. Surveys and opinion polls. g. Suggestion boxes and bulletin boards.
  41. 41. SUSTAINING MEMBERSHIP GENERAL PROCEDURES2. Prepare specific plans for each coop consolidating activity.3. Implement and monitor such activity.4. Assess the implementation of the activity.
  43. 43. III. CONTINUING MEMBERSHIP EDUCATION One important principle of a cooperative is continuous education religiously conducted by ETC to provide:• Additional knowledge, attitudes, and skills which should be internalized and applied;• Improvement of personality and human relations among members, officers, staff, and the community at large;• Development of members as potential leaders and managers; and• A well prepared pool of ready coop officers, trainers, managers, and employees for a smooth transitions of management
  44. 44. CONTINUING MEMBERSHIP EDUCATION GENERAL PROCEDURES1. Conduct a training needs analysis.2. Consult with participants, officers, managers, and others regarding the proposed training program.3. Make necessary preparation for the training such as resource speakers, kits, materials, and others.4. Conduct training as scheduled or planned.5. Evaluate training program.6. Monitor and evaluate post-training performance of participants.7. Conduct follow-up seminar, if necessary.
  46. 46. PROMOTION OF COOPERATIVE SERVICESOne major responsibility of the Education and Training Committee is to inform and promote the coop’s program and services. It aims to:b. Draw members’ participation and patronage of coops services/productc. Make the general public aware of the various coop’s services and programs.
  47. 47. 1. PROMOTING COOP PROGRAMS AND SERVICESThe life of a coop business depends largely on the patronage of its members. ETC must actively engage in promotional activities among coop member on a sustained basis.
  48. 48. SOME COMMON PROGRAMS & SERVICES OFFERED BY COOPS TO MEMBERS a. Credit Services b. Production Services c. Providential Services
  49. 49. NECESSARY PROCEDURES IN PLANNING A COOP PROMOTIONAL ACTIVITY1. Make a list of/review all coop’s products and services.2. Identify appropriate promotional activities/materials for each product.3. Formulate a promotional plan for each product considering the following factors: a. product b. target & potential market c. extent & type of distribution d. objectives of the campaign e. type of message or selling appeal f. budget available g. competitors and the promotional campaign they use, if any
  50. 50. NECESSARY PROCEDURES IN PLANNING A COOP PROMOTIONAL ACTIVITY4. Submit the plan to BOD.5. Approve the promotional plan.6. Implement the promotional campaign plan.7. Monitor, evaluate, review and/or adjust when necessary the plan to ensure an effective campaign in the patronage of its products.
  51. 51. 2. DEVELOPMENT OF COOPS PROMOTIONAL MATERIALSSome forms of promo/propaganda materials which the coop may develop are: Flyers Leaflet Bulletin Poster Brochures Komiks Wallnews Newsletter Billboards Road Shows Open-Fora or Barrio-level Dialogues
  53. 53. BASIC COURSES1. Pre-Membership Education Seminar (Coop entry course)2. Basic Course on Cooperatives3. Trainer’s Training4. Basic Coop Management Course5. Cooperatives Policy Formulation & Implementation6. Basic Cooperative Bookkeeping and Accounting Course7. Basic Course in Credit and Collection Management8. Basic Course for Supervisory/Audit Committee/Election Committee/Credit Committee9. Cooperative Membership Seminar
  54. 54. ADVANCED COURSES1. Leadership Training2. Advanced Management3. Cooperative Trainer’s Training4. Seminar Workshop on Cooperative Tie-up for Credit, Production, and Marketing5. Advanced Cooperative and/or Financial Management
  55. 55. LEVELS OF IDENTIFYING TRAINING NEEDS1. Needs at the individual level2. Needs at the occupation/group level3. Needs at the organizational level
  56. 56. METHODS OF DETERMINING TRAINING NEEDS1. Analysis of various reports and personnel records2. Identification of operating problems3. Requests from management4. Assessment centers, tests, and examination5. Interview with employees and group conferences6. Task Analysis
  57. 57. METHODS OF DETERMINING TRAINING NEEDS7. Available training8. Legal Mandate9. Training Advisory Committee10. New Technology, Knowledge Attitudes11. Long-range planning and manpower inventory12. Interviews13. Instruments
  58. 58. METHODS OF DETERMINING TRAINING NEEDS14. Test15. Sensing Interviews16. Committees17. The Delphi Technique18. The Nominal Group Technique (NGT)
  59. 59. METHODS OF DETERMINING TRAINING NEEDS19. Brainstorming20. Observation21. Review of Existing Data22. Consensus23. Voting24. Compromise
  60. 60. PARTS OF A TRAINING DESIGN1. RATIONALEDefines the problems and/or needs of the system (small group, organization, society, and others) and offers a particular type of training activity as a means of helping solve the problems or meet the needs. The benefits that maybe derived from the training are likewise stated.
  61. 61. PARTS OF A TRAINING DESIGN2. OBJECTIVESStates the desired effect that the training envisions to achieve. Generally, the objectives are stated in terms of behavioral changes.General : states the overall aim of the training activitySpecific: the breakdown of the general objective into small definitive and achievable terms.
  62. 62. PARTS OF A TRAINING DESIGN3. COURSE CONTENTEnumerates the areas of study and specific subject-matter content. As the “meat” of the training, the subject matter provides solution to problems or satisfaction of the need, and gives new information or ideas. It must be interesting to the participants.
  63. 63. PARTS OF A TRAINING DESIGN4. METHODOLOGYDescribes the procedures and techniques of running the activity. It spells out the focus of the training, the relationship between the subject-matter areas and the subject- matter emphasis.
  64. 64. PARTS OF A TRAINING DESIGN5. PARTICIPANTSDescribes the specific group to be trained or target clientele of the training activity
  65. 65. PARTS OF A TRAINING DESIGN6. DURATION AND SITEStates the proposed site or venue and the duration of the training.
  66. 66. PARTS OF A TRAINING DESIGN7. STAFFINGDescribes the staffing requirements in terms of number and qualifications
  67. 67. PARTS OF A TRAINING DESIGN8. RESPONSIBILITIESDescribes the responsibilities of each of the people involved in the training. It also defines the relationship and functions of each personnel.
  68. 68. PARTS OF A TRAINING DESIGN9. FINANCINGStates the estimated cost of the training activity, the breakdown of expenses and the sharing basic if ever there are more than one sponsor.
  69. 69. PARTS OF A TRAINING DESIGN10. EVALUATIONDescribes how the activity shall be evaluated before, during, and after the training.
  70. 70. PARTS OF A TRAINING DESIGN11. FOLLOW-UPDescribes the method(s) of the follow-up or follow-through activities to be undertaken after the training.
  71. 71. VARIOUS TRAINING METHODOLOGIES 1. LECTUREIt is the oldest, basic and most widely used training method. It is the most criticized as well. Traditionally it comprises of a delivery by a trainer to his audience. It is a one-way communication and allows little interaction between trainer and audience.
  72. 72. VARIOUS TRAINING METHODOLOGIES2. PANEL DISCUSSIONA panel discussion requires that different aspects of an issue are presented in a formal session for trainees in a coordinated way by a group of experts knowledgeable about the subject matter.
  73. 73. VARIOUS TRAINING METHODOLOGIES3. GROUP DISCUSSIONA group of persons meet together to discuss and deliberate on a topic or issue of mutual concern. The participants in a programme can be divided into small groups and allowed to discuss a particular problem/ issue in-depth with or without the assistance of a resource person.
  74. 74. VARIOUS TRAINING METHODOLOGIES4. SMALL GROUP DISCUSSIONA large group is divided into small groups, each of four (4) to five (5) individuals, to hold in-depth discussion on a particular topic under its own chairperson conducting the discussion and a secretary, recording the deliberations.
  75. 75. VARIOUS TRAINING METHODOLOGIES5. BUZZ SESSIONThe participants are divided into small buzz groups five (5) to seven (7) members for a limited time 5-7 minutes for discussion where each member contributes his ideas.
  76. 76. VARIOUS TRAINING METHODOLOGIES6. SYNDICATEA problem is assigned to each syndicate for study and solution. The essence of the syndicate method is to encourage members to learn from each other, by sharing experiences. The trainers simply organize the work. The group members choose a leader from among themselves who will coordinate and lead the group work.
  77. 77. VARIOUS TRAINING METHODOLOGIES 7. INDIVIDUAL OR GROUP REPORTOne variation of the syndicate method is the individual or group report. This is intended to allow the participants a training program to take part in the elaboration of certain units or sub-units of the course through library research.