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ToTCOOP+i Lesson plan unit_3_final_version_en

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Training for Board of directors in the agri-food cooperatives: Unit 3 - Risk Management

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ToTCOOP+i Lesson plan unit_3_final_version_en

  1. 1. 1 Competence Unit 3 / Training Unit 3: Financial Risk management 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 Risk management within business administration of cooperative companies Mapping ofthe risks to cooperative strategy and operations (risk coverage) Measurement and evaluation of the size of the various risks Identification of the acceptable risk margin (risk appetite) Definition of the modalities for governing risk taking in cultural, governance and policies terms Information (risk data and infrastructure) needed for risk management Risks control (control Risks definitions and typology Risk management principles and application modalities of them in specific circumstances Corporate regulatory environment, corporate governance principles and the cooperative company’s accountability Process of managing risks : methods and tools for identification, assessment, and prioritization of risks, and for coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of unfortunate events or to maximize the realization of opportunities To identify the areas of organizational exposure to risk (including strategic) of the cooperative company To assess and prioritize the risks to cooperative strategy and operations, evaluating the risk portfolio in the context of all significant internal and external environments, systems, circumstances, and stakeholders of the cooperative company To keep information on risk data, by appropriate internal and external risk data-related infrastructure To control risks environment and to govern risk taking in cultural, governance and policies terms, defining the response addressed to the risks, and possible scenarios and risks interrelation that could hurt the cooperative strategy and operations To answer to relevant business questions within the strategy setting of the cooperative company, identifying potential events that may affect the cooperative, and managing risk for providing reasonable assurance regarding the achievement of cooperative objectives Acquisition of the competence “To answer to relevant business questions within the strategy setting of the cooperative company, identifying potential events that may affect the cooperative, and managing risk for providing reasonable assurance regarding the achievement of cooperative objectives” Risks definitions and typology Risk management principles and application modalities of them in specific circumstances Corporate regulatory environment, corporate governance principles and the cooperative company’s accountability Process of managing risks : methods, techniques and tools for identification, assessment, and prioritization of risks, and for coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of Theory: 8 hours (in classroom) Online: 4 hours (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, quizzes, 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, printer, 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 environment) Definition of the response addressed to the risks Definition of possible scenarios and risks interrelation that could hurt the cooperative strategy and operations unfortunate events or to maximize the realization of opportunities
  3. 3. 3 Learning Activities List. Activity 1: PowerPoint presentation (11 hours) Activity 2: The ABC of Me Game – Slides 5-7; 10 min Activity 3: Learner Expectations – Slide 8; 5-10 min Activity 4: Financial Risk Drawing – Slide 23; 10-15 min Activity 5: What’s in your wallet Exercise – Slide 44; 10-15 min Activity 6: “Attitude” Exercise – Slides 45-46: 5-10 min
  4. 4. 4 Learning Activities Description. Activity 1: PowerPointpresentation Duration: 11 hours Short description: Board of directors should be able to analyse the sources of financial risk as well as the importance of implementing effective financial risk management procedures in co-operatives. They will also should know howto mitigate financial risksusingavarietyof financial derivatives. The purpose of this module is to analyse how futures and forward markets operate and be able to calculate theoretical forward and futures prices and values. Also how to analyse and apply a variety of hedging and trading strategies using options, forwards, futures, options and swaps to hedge identified financial risks in currencies,interestrates,commoditiesandsharesandto evaluate the outcomesof these strategies  learningactivities: - Lecture  self-assessmentandpeer-evaluation: - Evaluationduringnextgroupworks Material:  PC or laptopwithoverheadprojectorandbroadbandinternetaccess  Individual didactic resources: personal folders containing notebooks, pens, pencils, eraser, sharpenersanddocumentationof programme material. Methodological recommendationforimplementationandevaluation:  Facilitating in Face-to-Face Groups (these skills are very important when helping a group come to consensus) Documentation/InternetLinks: None ………………………………………………………………………………………………………………. Activity 2: The “ABC’s of Me” Game – slides 5-7 Duration: 10 min. Short description: This activity is used as an icebreaker to get learners to know each other. Learners have to write their name down a page and then draw something about themselves, corresponding to the letters of theirname.
  5. 5. 5 Introductiontothe exercise: Allow five to ten minutes setup and drawing. When all posters are complete, have people introduce themselves using their name drawing. Depending on the size of the group, you may want to debrief in smallergroups.If possible,leave the drawingspostedthroughoutyourtrainingsession. ABCsof me You have been hired by the Creative Classroom Company to illustrate a poster to help children learn their ABCs.By happycoincidence,youandyourfirstname are the subjectof the poster! First,take a piece of flipchartpaperandwrite yourname verticallydownthe leftside. Next, choose a word that starts with each letter of your name. The words should describe something about you. Write those words horizontally across the paper, using the letters of your name as the first letter of each descriptiveword. Afteryouhave listedyourwords,drawan accompanyingpicture toillustrate each. Whenyouare finished,tape yourpostertothe wall. Specifictasks andexercises of the learnersonfieldrelatedtopics,within: LearningActivities: Get to knoweachother Self-AssessmentandPeer-Evaluation: None Material: Paper,Markersand Tape Methodological recommendationforimplementationandevaluation Thisis a group exercise conductedasa whole group. Documentation/InternetLinks: None ………………………………………………………………………………………………………………. Activity 3: Learner Expectations – Slide 8 Duration: 5-10 min. Short description: This activity is used to capture the expectation of learners in relation to the days training. It should be used at the start of the programme to check their understanding of what they need to get and again at the end of the day, when the trainer should refer back to the expectations to assure learners their expectationswereaddressed throughouttheday.
  6. 6. 6 Specifictasksandexercisesof the learnersonfieldrelatedtopics,within: learningactivities: participation in group forum self-assessmentandpeer-evaluation: None Material: Flipchart& markers Methodological recommendationforimplementationandevaluation Thisis a group exercise conductedasa whole group. Documentation/InternetLinks: None ………………………………………………………………………………………………………………. Activity 4: FinancialRisk Drawing – Slide 23 Duration: 10 - 15 min. Short description: This activity is used to check the understanding of learners, relating to financial risk management(FRM) and theroleof the director in FRM. Specifictasksandexercisesof the learnersonfieldrelatedtopics,within: In Groupsof 3-4 Draw pictures of your interpretation of what financial risk management and what your role as a director is inrelation toFRM. No words.Onlypicturesallowed. Reportto the largergroup. Picka spokesperson. learningactivities: LearnersDraw Picturesto Illustrate bothconcepts. self-assessmentandpeer-evaluation: Group Discussions
  7. 7. 7 Material: Paper,Markers&Tape Methodological recommendationforimplementationandevaluation Thisis a group exercise conductedasa whole group. Documentation/InternetLinks: None ………………………………………………………………………………………………………………. Activity 5: What’s in your wallet Exercise – Slide 44 Duration: 10 - 15 min. Short description: this activity is aimed at getting the learners to reflect on their past and apply to their own personalfinances. Specifictasksandexercisesof the learnersonfieldrelatedtopics,within: Directions: “Pick a coin from your wallet. Look at the date. I’d like you to think on one thing that happened that yearthat impactedyourfinancial situation(goodorbad!) . Then,we’ll go aroundthe table andask youto share brieflyyouryear.” learningactivities: Self-Reflection andsharing self-assessmentandpeer-evaluation: Feedback& Discussion Forum Material: Paper& Pens,Flipchart& Markers Methodological recommendationforimplementationandevaluation Thisis a group exercise conductedasa whole group. Documentation/InternetLinks: None ………………………………………………………………………………………………………………. Activity 6:“Attitude” Exercise – Slides 45-46 Duration: 5-10 minutes.
  8. 8. 8 Short description: This activity is used as a bit of fun just after lunch, to emphasise the importance of having the right attitude. Specifictasksandexercisesof the learnersonfieldrelatedtopics,within: Directions: Askleanerstocalculate the total percentage of havingthe rightattitude. Explainif A=1,B=2, C=3 etc.etc.thenaskthemto work outthe pointsfor the wordAttitude: An example mightbe: K+N+O+W+L+E+D+G+E ___________________________ = 96% 11+14+15+23+12+5+4+7+5 H+A+R+D+W+O+R+K ___________________________ = 98% 8+1+18+4+23+15+18+11 Solution: A+T+T+I+T+U+D+E ___________________________ = 100% 1+20+20+9+20+21+4+5 learningactivities: learners try calculate the answer,using theschematictable provided. self-assessmentandpeer-evaluation: None Material: ActivitySheet Methodological recommendationforimplementationandevaluation Thisis a group exercise conductedasa whole group. Documentation/InternetLinks: None

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