2. PRINCIPLES OF COOPERATIVE
EDUCATION
1. 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. PRINCIPLES OF COOPERATIVE
EDUCATION
6. 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. 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. COMPOSITION OF ETC
ETC is composed of at least three
members. They are appointed from the
general membership by the Board of
Directors (BOD) with the Vice-Chairman
as the ex-officio committee head.
6. AN EFFECTIVE & FUNCTIONAL ETC
1. Conducts regular committee meetings.
2. Plans capability-enhancement activities.
3. Develops ready-to-use teaching/training
aids.
4. Maintains an Indigenous Trainers Pool
5. Draws a Network Directory.
6. Programs training activities.
7. ADMINISTRATION OF TRAINING
A. Administration of Training Program
B. Facilitation
C. Determining Group Behavior
D. Handling Training Problems
8. A. Administration of Training
Program
1. 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. B. Facilitation
Facilitation is one very important area of
responsibility during actual implementation
of the training. It assists the resource
speakers in bringing about learning among
participants by ensuring an atmosphere
most conducive for training. Training
facilitators are usually composed of
experienced staff.
10. C. Determining Group Behavior
The facilitator/s and resource speaker/
s can easily identify appropriate
methodology to be used by groups
behavior. One popular method is the
listing of various types of group behavior
using “animal coding”
11. ANIMAL CODING
1. 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. ANIMAL CODING
2. 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. ANIMAL CODING
3. 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. ANIMAL CODING
4. 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. ANIMAL CODING
5. 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. ANIMAL CODING
6. 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. ANIMAL CODING
7. 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. ANIMAL CODING
8. 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. ANIMAL CODING
1. 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. ANIMAL CODING
10. 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. ANIMAL CODING
11. 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. ANIMAL CODING
12. 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. ANIMAL CODING
13. 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. ANIMAL CODING
14. 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. D. Handling Training Problems
1. Identify/Analyze the problem
2. Consider personalities of individual/s
involved
3. Provide list of possible solutions
4. Some common problems experiences by
facilitator
26. DEVELOPMENT OF TRAINING
MATERIALS
The use of the various types of training
materials has always been very effective
in facilitating learning. This contributes to
the success of a training program as
shown by the appreciation and adoption
by trainees of the specific skills,
knowledge, and technology transferred
through the learning activities.
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. GENERAL GUIDELINES
1. 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. COMMON TYPES OF TRAINING
MATERIALS
1. Black/Chalkboard
2. Flipchart
3. Flash Cards
4. Magnetic Board
5. Transparency
6. Hand-outs
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. 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. I. RECRUITMENT
GENERAL GUIDELINES
1. Recruitment and expansion plans, target,
and budget must be well-prepared.
2. Pre-membership and other forms of
educational programs must be
conducted continuously; and
3. Linkages with other cooperatives and
organizations should be made for
coordination and complementation of
membership programs.
34. GENERAL PROCEDURES
1. 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. GENERAL PROCEDURES
2. 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. GENERAL PROCEDURES
5. 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. 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; and
o Image-building and recognition. A good
track record encourages non-members to
join the cooperative and actively
participate in its activities.
39. SUSTAINING MEMBERSHIP
GENERAL GUIDELINES
1. 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. SUSTAINING MEMBERSHIP
GENERAL PROCEDURES
1. 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. SUSTAINING MEMBERSHIP
GENERAL PROCEDURES
2. Prepare specific plans for each coop
consolidating activity.
3. Implement and monitor such activity.
4. Assess the implementation of the activity.
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. CONTINUING MEMBERSHIP EDUCATION
GENERAL PROCEDURES
1. 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. PROMOTION OF COOPERATIVE
SERVICES
One 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/product
c. Make the general public aware of the
various coop’s services and programs.
47. 1. PROMOTING COOP PROGRAMS AND
SERVICES
The 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. SOME COMMON PROGRAMS & SERVICES
OFFERED BY COOPS TO MEMBERS
a. Credit Services
b. Production Services
c. Providential Services
49. NECESSARY PROCEDURES IN PLANNING A COOP
PROMOTIONAL ACTIVITY
1. 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. NECESSARY PROCEDURES IN PLANNING A
COOP PROMOTIONAL ACTIVITY
4. 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. 2. DEVELOPMENT OF COOPS PROMOTIONAL
MATERIALS
Some 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. BASIC COURSES
1. Pre-Membership Education Seminar (Coop entry
course)
2. Basic Course on Cooperatives
3. Trainer’s Training
4. Basic Coop Management Course
5. Cooperatives Policy Formulation & Implementation
6. Basic Cooperative Bookkeeping and Accounting
Course
7. Basic Course in Credit and Collection Management
8. Basic Course for Supervisory/Audit
Committee/Election Committee/Credit Committee
9. Cooperative Membership Seminar
54. ADVANCED COURSES
1. Leadership Training
2. Advanced Management
3. Cooperative Trainer’s Training
4. Seminar Workshop on Cooperative Tie-up for
Credit, Production, and Marketing
5. Advanced Cooperative and/or Financial
Management
55. LEVELS OF IDENTIFYING
TRAINING NEEDS
1. Needs at the individual level
2. Needs at the occupation/group level
3. Needs at the organizational level
56. METHODS OF DETERMINING
TRAINING NEEDS
1. Analysis of various reports and
personnel records
2. Identification of operating problems
3. Requests from management
4. Assessment centers, tests, and
examination
5. Interview with employees and group
conferences
6. Task Analysis
57. METHODS OF DETERMINING
TRAINING NEEDS
7. Available training
8. Legal Mandate
9. Training Advisory Committee
10. New Technology, Knowledge Attitudes
11. Long-range planning and manpower
inventory
12. Interviews
13. Instruments
58. METHODS OF DETERMINING
TRAINING NEEDS
14. Test
15. Sensing Interviews
16. Committees
17. The Delphi Technique
18. The Nominal Group Technique (NGT)
59. METHODS OF DETERMINING
TRAINING NEEDS
19. Brainstorming
20. Observation
21. Review of Existing Data
22. Consensus
23. Voting
24. Compromise
60. PARTS OF A TRAINING DESIGN
1. RATIONALE
Defines 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. PARTS OF A TRAINING DESIGN
2. OBJECTIVES
States 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
activity
Specific: the breakdown of the general objective
into small definitive and achievable terms.
62. PARTS OF A TRAINING DESIGN
3. COURSE CONTENT
Enumerates 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. PARTS OF A TRAINING DESIGN
4. METHODOLOGY
Describes 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. PARTS OF A TRAINING DESIGN
5. PARTICIPANTS
Describes the specific group to be trained or
target clientele of the training activity
65. PARTS OF A TRAINING DESIGN
6. DURATION AND SITE
States the proposed site or venue and the
duration of the training.
66. PARTS OF A TRAINING DESIGN
7. STAFFING
Describes the staffing requirements in terms
of number and qualifications
67. PARTS OF A TRAINING DESIGN
8. RESPONSIBILITIES
Describes the responsibilities of each of the
people involved in the training. It also
defines the relationship and functions of
each personnel.
68. PARTS OF A TRAINING DESIGN
9. FINANCING
States the estimated cost of the training
activity, the breakdown of expenses and
the sharing basic if ever there are more
than one sponsor.
69. PARTS OF A TRAINING DESIGN
10. EVALUATION
Describes how the activity shall be
evaluated before, during, and after the
training.
70. PARTS OF A TRAINING DESIGN
11. FOLLOW-UP
Describes the method(s) of the follow-up or
follow-through activities to be undertaken
after the training.
71. VARIOUS TRAINING
METHODOLOGIES
1. LECTURE
It 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. VARIOUS TRAINING
METHODOLOGIES
2. PANEL DISCUSSION
A 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. VARIOUS TRAINING
METHODOLOGIES
3. GROUP DISCUSSION
A 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. VARIOUS TRAINING
METHODOLOGIES
4. SMALL GROUP DISCUSSION
A 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. VARIOUS TRAINING
METHODOLOGIES
5. BUZZ SESSION
The 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. VARIOUS TRAINING
METHODOLOGIES
6. SYNDICATE
A 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. VARIOUS TRAINING
METHODOLOGIES
7. INDIVIDUAL OR GROUP REPORT
One 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.
