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ToTCOOP+i Lesson plan unit 2_final_version_en

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Training for Board of directors in the agri-food cooperatives: Unit 2 - Performance of the role of Directors

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ToTCOOP+i Lesson plan unit 2_final_version_en

  1. 1. 1 Competence Unit 2 / Training Unit 2 : Performance of the role of Directors and Managers Professional / Competence Standard Training Standard / Curriculum Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group Performance of the role of Directors and Managers within business administration of cooperative companies Preservation of the co-op’s character Safeguard of assets Hiring (and firing) of manager Setting of cooperative policy Distribution of year-end financial benefits Strategic planning Self-evaluation ofthe own performance Election of board officers Appointment of board committees Structural and business characteristics of cooperatives, and main challenges of cooperative sector Cooperative principles and practices Cooperative board of directors: general duties and powers of directors as set out in association’s articles of incorporation and bylaws, and specific responsibilities for: preserving co-op’s character; safeguarding assets; hiring manager and reviewing manager’s performance; setting cooperative policy; distributing year- end financial benefits; strategic planning; self- evaluating their performance; electing board officers; and appointing board committees. Roles and responsibilities of elected board officers (president, vice- president, secretary, and treasurer) Methods, techniques and tools for conducting To preserve the co-op’s character referring to laws, regulations, policies, and practices that distinctly apply to the cooperative To safeguard assets, protecting investment of members in the cooperative and equitably distributing benefits To appraise manager candidates’ qualification (leadership skills, business acumen, ability to manage personnel, potential skills in working with a board of directors, and knowledge of the uniqueness of cooperatives), and to review manager’s performance To set the general policies that relate to cooperative’s functions and how it conducts business To distribute year-end financial benefits, determining how the net income (or loss) will be distributed To provides leadership in developing cooperative plans to meet members’ needs as time goes on, developing objectives and strategies for management to implement to achieve the objectives, and monitoring plan progress on an ongoing basis and make To perform the role of Directors and Managers within business administration of cooperative companies Acquisition of the competence “To perform the role of Directors and Managers within business administration of cooperative companies” Structural and business characteristics of cooperatives, and main challenges of cooperative sector Cooperative principles and practices Cooperative board of directors: general duties and powers of directors as set out in association’s articles of incorporation and bylaws, and specific responsibilities for: preserving co- op’s character; safeguarding assets; hiring manager and reviewing manager’s performance; setting cooperative policy; distributing year- end financial benefits; strategic planning; self- evaluating their Theory: 10,5 (9 in classroom + 1.5 online) Practice: 1,5 (1.5 work-based +0 online) Training methods: Frontal / Instructor-Led Training (e.g., lectures, conferences, storytelling, etc.) Interactive methods (e.g., small group discussions, case and incident studies, simulations, active summaries, question- and-answer sessions, question cards, role-playing, business and management games, participant control, etc.) Experiential / Hands-on methods (e.g., coaching, mentoring, understudy, job shadowing, apprenticeship, job instruction, committee assignments, demonstrations, drills, etc.) Didactical resources: Blackboard or whiteboard, overhead projector, PC or laptop, broadband internet access, etc.. Learning media: Printed and digital texts Learning Management Systems (e.g., discussion pages, threaded discussions, chat rooms, group pages, grade book, etc.) Social Media Applications and Peer-to-Peer Platforms (e.g., Facebook, Edmodo, Classroom 2.0, Peer2Peer University, etc.) Web Conference Software (e.g., Online Meeting/Conferencing Applications, Two-Way Audio, etc.) Co-op members elected in the Board of Directors
  2. 2. 2 Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group discussion groups Methods, techniques and tools, for supporting group decision-making and problem solving, like voting, consensus, reference-to-authority and nominal group techniques Methods, techniques and tools for dealing with conflict and for managing group conflict Methods, techniques and tools for negotiation Methods, techniques and tools for influencing and persuading to ensure proper uplift and effort to ideas and proposals getting off the ground Methods, techniques and tools for planning and conducting effective meeting (for selecting participants, developing agendas, opening the meeting, establishing ground rules, time management in meetings, evaluating meeting process and overall meeting, and for closing the meeting) Methods, techniques and tools for supporting group performance and team building (for facilitating and motivating teams, enhancing effectiveness and performance of necessary adjustments To evaluate how well the board is fulfilling responsibilities, assessing: themselves individually, the board’s performance, and board meeting effectiveness To appraise directors competences needed for playing the role of elected board managers (president, vice-president, secretary, and treasurer) To appraise directors competences needed for participating to appointed board committees To conduct discussion groups ensuring interaction among group members to identify, clarify, analyze and/or select an item, e.g. about issues, recommendations, objectives, responsibilities, timelines To support group decision- making and problem solving To deal with conflict and to manage group conflict To influence and persuade for ensuring proper uplift and effort to ideas and proposals getting off the ground To discuss for reaching mutually satisfactory agreement (negotiation) To plan and conduct effective meeting To support group performance and team building To set direction within the cooperative’s governance and performance; electing board officers; and appointing board committees. Roles and responsibilities of elected board officers (president, vice- president, secretary, and treasurer) Methods, techniques and tools for conducting discussion groups Methods, techniques and tools, for supporting group decision-making and problem solving, like voting, consensus, reference-to- authority and nominal group techniques Methods, techniques and tools for dealing with conflict and for managing group conflict Methods, techniques and tools for negotiation Methods, techniques and tools for influencing and
  3. 3. 3 Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group teams, and evaluating team performance) Concept of leadership and theories (e.g. Behavioural Theory, Contingency Theory, Functional Theory, Great Man Theory, Situational Theory, Trait Theory, Transactional Theory, Transformational Theory, etc.) about leadership, as well as leadership approaches (e.g. Adaptive Leadership, Appreciative Leadership, Authentic Leadership, Charismatic Leadership, Dynamic Leadership, Heroic Leadership, Servant Leadership, Systems and Complexity Leadership, VUCA Leadership, Participative Leadership, Shared Leadership etc.), conventional leadership styles (e.g. Autocratic Leadership, Laissez-Faire Leadership, Democratic Leadership). Methods, techniques and tools for enhancing professional development of the Directors to ensure that that direction is followed , leading the cooperative collective project To support the enhancing of Directors’ professional development persuading to ensure proper uplift and effort to ideas and proposals getting off the ground Methods, techniques and tools for planning and conducting effective meeting (for selecting participants, developing agendas, opening the meeting, establishing ground rules, time management in meetings, evaluating meeting process and overall meeting, and for closing the meeting) Methods, techniques and tools for supporting group performance and team building (for facilitating and motivating teams, enhancing effectiveness and performance of teams, and evaluating team performance) Concept of leadership and theories (e.g. Behavioural Theory, Contingency
  4. 4. 4 Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group Theory, Functional Theory, Great Man Theory, Situational Theory, Trait Theory, Transactional Theory, Transformational Theory, etc.) about leadership, as well as leadership approaches (e.g. Adaptive Leadership, Appreciative Leadership, Authentic Leadership, Charismatic Leadership, Dynamic Leadership, Heroic Leadership, Servant Leadership, Systems and Complexity Leadership, VUCA Leadership, Participative Leadership, Shared Leadership etc.), conventional leadership styles (e.g. Autocratic Leadership, Laissez-Faire Leadership, Democratic Leadership). Methods, techniques and tools for
  5. 5. 5 Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group enhancing professional development of the Directors
  6. 6. 6 Training Unit 2: Performance of the role of Directors and Managers Learning Activities List Learning module 1: PowerPoint presentation(9 hours) Learning module 2: The Point of View Paradox (10 minutes) Learning module 3: Six hats of thinking (20 minutes) Learning module 4: Motivational video “Bridge conflict” (10 minutes) Learning module 5: Motivational video “Teamwork” (10 minutes) Learning module 6: Motivational video “The wisdom of geese” (15 minutes) Learning module 7: Motivational “How great leaders inspire action”(20 minutes)
  7. 7. 7 Learning Activities Description Learning module 1: PowerPoint presentation Duration: 10 hours 58 min. Short description: The board of directorsisappointedto act on behalf of the co-operatives’ membership to run the day to day affairsof the business.The boardare directlyaccountable tothe membership andeachyearthe companywill holdanannual general assembly atwhichthe directorsmustprovide areportto themon the performance of the company,whatitsfuture plansandstrategiesare and also submit themselves for re-election to the board. That is why the acquisition of the competence to perform the role of directors and managers within business administration of cooperative companies is a very important issue.  learning activities: - Lecture  self-assessment and peer-evaluation: - Evaluation during next group works Material:  PC or laptop with overhead projector and broadband internet access  Individual didactic resources: personal folders containing notebooks, pens, pencils, eraser, sharpeners and documentation of programme material. Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: https://assessment.trinity.duke.edu/documents/How_to_Conduct_a_Focus_Group.pdf http://www.smallgroups.com/articles/2008/tips-for-facilitating-group-discussion.html?paging=off http://www.umassd.edu/fycm/decisionmaking/process/ http://the-happy-manager.com/tips/steps-in-decision-making/ https://www.forbes.com/sites/forbesleadershipforum/2014/02/05/seven-steps-to-running-the-most- effective-meeting-possible/#261326087a61 http://managementhelp.org/misc/meeting-management.htm https://www.skillsyouneed.com/ips/conflict-resolution.html https://www.mindtools.com/pages/article/newLDR_81.htm
  8. 8. 8 Learning module 2: Role play “The Point of View Paradox” Duration: 10 min Short description: In thisactivitythe trainerdemonstratestothe learnershow ourpointof view powerfullyconditionsus and affects the way we interact with other people (linked to slide 40). The trainer shows the audience the following illustrations. He asks them to look closely at them, focusing first on the one on the left—and then slowly shift over to the one on the right: Then, he asks the learners: “Can you see the young woman with the small nose, wearing a necklace, and looking away from you in both illustrations?” He/she does the same with the following ones: At thistime,the trainerasksthe learners:“Can yousee the oldladywiththe large nose,sad smile,and looking down in both illustrations?”
  9. 9. 9 Nextstepisto lookcloselyatthe followingillustrations, focusing first on the one on the far left—and thenon the one inthe middle—andthenshiftyourfocus tothe one on the far right—andthen back to the one in the middle. After a few seconds, the trainer asks: “Can you now see both the young lady and the old woman in the middle illustration?” The Point of View Paradox is usually performed without using the secondary illustration (the one shownonthe rightof the firsttwoand inthe middle of the final one). Typically in a classroom setting, half of the roomhas theirperception“seeded” utilizing the illustration of the young woman, and the otherhalf withthe illustrationof the oldlady. Whenthe secondaryillustration is then revealed to the entire classroom, arguments commence over whether a young woman or an old lady is being represented. The purpose is to show that in the world of data quality and its related disciplines, The Point of View Paradox often negatively impacts the communication and collaboration necessary for success. Business and technical perspectives often appear diametrically opposed. Objective and subjective definitions of data quality seemingly contradict one another. And of course, the deeply polarized camps contrasting the reactive and proactive approaches to data quality often cannot even agree to disagree. Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Illustrations and general discussion  self-assessment and peer-evaluation:
  10. 10. 10 - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Flipchart and markers Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: http://www.ocdqblog.com/home/the-point-of-view-paradox.html
  11. 11. 11 Learning module 3: Role play “Six hats of thinking” Duration: 20 minutes Short description: In thisactivitythe trainershows the learnershow thinkingindifferentways(parallel thinking) canhelp to achieve many goals (linked to slide 41). In traditional thinkingwe constantlyfindourselvesinconflict.Eachside seekstocriticize the other pointof view.The Six ThinkingHatsmethod,however,encouragesParallelThinking,where everyone exploresall sidesof anissue atthe same time. In parallel thinking,confrontationisreplacedbyacooperative explorationof the subject.Itencourages the sharingof information,reducesargument,andallowstalkerstothinkandthinkerstotalk. The purpose ishelpinglearners become more effective,innovative thinkers. Itleadstomuchbetter resultswithinnovative thinking,improvedcommunication,andreducedmeetingtime.Thismethod putseveryone inmeetingsonanequal playingfield,keepsegosincheck,depersonalizescriticism,and createsan openenvironmentthatencouragesthe uniquecontributionsof eachindividual,eventhose whoare typicallymore reserved. These are some significantapplicationsforthe ParallelThinking Process of Six Thinking Hats:  LeadershipDevelopment  Team Productivity,AlignmentandCommunication  Creative andinnovativethinking  Meetingleadershipanddecision making  Productand ProcessImprovement,andProjectManagement  Critical,Analytical ThinkingandProblem-Solving
  12. 12. 12 Specific tasks and exercises of the learners on field related topics, within:  learning activities: - General discussion  self-assessment and peer-evaluation: - Feedback and Discussion Forum Material:  PC/laptop with overhead projector  6 colored hats: blue, white, red, black, yellow and green.
  13. 13. 13 Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups (theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: http://www.sixthinkinghats.com/ http://www.debonogroup.com/six_thinking_hats.php
  14. 14. 14 Learning module 4: Motivational video “Bridge conflict” Duration: 10 min. Short description: In this activity the trainer displays a video to the learners, corresponding to slide 59. The purpose isto make betterunderstanding how cooperation canhelp solve conflicts: learners must know how to agree with others when a conflict shows up. Thisvideoisabout the conflict that is created by not being able to pass both at the same time on the bridge. This forces others to turn around, use force, do not give up either. There is abuse of power from the greatest to the smallest. Then the little ones join to be able to with the bigger ones. Once theyhave got ridof the biggeronesthe same conflictarisesbetweenthe little ones, but this time one of the two squats and the other jumps over. This way they both win. Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Video and general discussion  self-assessment and peer-evaluation: - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Loudspeakers  Flipchart and markers Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: https://www.youtube.com/watch?v=taSRrqrcZOc
  15. 15. 15 Learning module 5: Motivational video “Teamwork” Duration: 10 min. Short description: In this activity the trainer displays a video to the learners, corresponding to slide 80. The purpose is to make better understanding how to get a team to work together. The trainees learn that working in teams can be both beneficial and challenging at the same time. Sharing work can be less than ideal if the team members do not work well together. In most team settings, there will be a leader and one or two other people who share the workload for the entire team. This can lead to pent-up feelings of resentment on the part of the “worker bees”, and sometimes the other team members can feel left out. Teams that work well together can greatly increase workplace productivity and creates a more cohesive co-operative culture. Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Video and general discussion  self-assessment and peer-evaluation: - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Loudspeakers  Flipchart and markers Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: https://www.youtube.com/watch?v=fUXdrl9ch_Q https://www.linkedin.com/pulse/good-team-work-vs-bad-iftikhar-ahmed
  16. 16. 16 Learning module 6: Motivational video “The wisdom of geese” Duration: 15 min. Short description: In this activity the trainer displays a video to the learners, corresponding to slide 81. The purpose is to make better understanding how to get a team to work together:  When people work together harmoniously on teams, sharing common values and a common destination,theyall arrive atthe destination quicker and easier, because they are lifted up by the energy and enthusiasm of one another.  Sometimespeopleplayingonteamswill dropoutof the group and try to accomplish goals on their own. However, like the geese, they usually discover that they miss the synergy and energy that comeswhentheyare an active part of a cohesive teammovingtowardtheir destination, and want to return to the group.  Whena team isfunctioningwell, various members of the team may take the leadership role for a while because of aparticularexpertise orexperience. Consequently,ongoodteams, everyone has the opportunity to serve as a leader as well as a follower.  Teams frequently fall apart because of the lack of adequate communication among the various members of the team. Perhaps human teams can learn from flying flocks of geese that constant communicationamongmembersisexceedinglyimportantinmovingeffectivelytowardsa common destination.  When working on teams, it is exceedingly important for each team member to communicate regularly with all the other team members.  Human teamsworkbestwhentheydomore than justwork together,butcare for the well-being of each other. These are the contents of the video (with explanations on the screen): Everyfall thousandsof geese fly from Canada to the southern part of the United States to escape the bitterlycoldCanadianwinter. Assoonas a flockof geese take flightfromCanadianwaterstheyquickly form a v-shape flying pattern, with one rotating goose in the centre lead and all the other geese trailing behind in two close lines. Wildlifescientistshave conductedextensive studiestodetermine whygeese andothermigratorybirds always fly in a distinctive v-formation. They found some fascinating results:
  17. 17. 17 1. When geese fly together, each goose provides additional lift and reduces air resistance for the goose flyingbehindit.Consequently,byflyingtogether in a v-formation, scientists estimate that the whole flockcanflyabout70% fartherwiththe same amountof energythanif each goose flew alone. Geese have discovered that they can reach their destination more quickly and with less energy expended when they fly together in formation. 2. Whena goose drops outof the v-formationitquickly discovers that it requires a great deal more effort and energy to fly. Consequently, that goose will quickly return to the formation to take advantage of the lifting power that comes from flying together. 3. Geese rotate leadership. When the goose flying in the front of the formation has to expend the mostenergybecause itisthe firstto breakup the flow of air that providesthe additional liftforall of the geese who follow behind the leader. Consequently, when the lead goose gets tired, it drops out of the front position and moves to the rear of the formation, where the resistance is lightest,andanothergoose moves to the leadership position. This rotation of position happens many times in the course of the long journey to warmer climates. 4. Geese honk at each other. They also frequently make loud honking sounds as they fly together. Scientistsspeculate thatthishonkingistheir way of communicating with each other during their long flight. 5. Geese help each other. Scientists also discovered that when one goose becomes ill, is shot or injured, and drops out of the formation, two other geese will fall out of formation and remain withthe weakenedgoose. Theywill staywithandprotectthe injuredgoose from predators until it is able to fly again or dies. Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Video and general discussion  self-assessment and peer-evaluation: - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Loudspeakers  Flipchart and markers Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: https://www.youtube.com/watch?v=5rOg4WfNDfM http://lenwilson.us/5-thing-geese-can-teach-us-about-teamwork/
  18. 18. 18 Learning module 7: Motivational video “How great leaders inspire action” Duration: 20 min. Short description: Simon Sinek has a simple but powerful model for inspirational leadership — starting with a golden circle and the question "Why?" His examples include Apple, Martin Luther King, and the Wright brothers, etc.. In this activity the trainer displays a video to the learners, corresponding to slide 101. The purpose is to make better understanding about leadership. Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Video and general discussion  self-assessment and peer-evaluation: - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Loudspeakers  Flipchart and markers Methodological recommendation for implementation and evaluation:  FacilitatinginFace-to-Face Groups(theseskillsare veryimportantwhenhelping a group come to consensus) Documentation/Internet Links: https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?

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