This document provides an overview of a training module on bank services. It discusses how the module aims to change consumers' behaviors related to bank services by addressing their attitudes, knowledge, skills, and self-efficacy. It explores common consumer behaviors around savings, desired new behaviors, and the types of knowledge and skills participants will gain from the learning sessions, such as describing different bank accounts and practicing using bank services. The methodology uses principles like respect, relevance and engagement to integrate activities, group work and role-plays to help participants practice skills.

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2. “Do you need a place to save your money? Do you need to borrow money? Do you need to send money to a relative in another country? Do you need a very secure place to store something valuable? If you answered ‘yes’ to any of these questions, you need a bank; most people do. ”- Bank Services Module Content Note
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3. Online Orientation
This online Bank Services Overview guides users in the use of the Bank Services: Know Your Options Module of the Financial Education Core Curriculum (FECC).
It is recommended that you participate in the online Orientation prior to viewing this Overview so that you are familiar with the tools and background of the FECC.
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4. Navigating this Overview
In this Overview, you will access and open the training tools of the Bank Services Module to explore it and its content.
The tools referenced in the presentation can be found to the right under “Workbook and Toolkit” and “Trainer’s Guide Components.”
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5. Objectives
By the end of this overview on the Bank Services Module, you will have:
•Explored the importance of bank services
•Reviewed current and desired behaviors of consumers regarding bank services
•Examined the attitudes, knowledge, skills, and self- efficacy consumers will acquire through participating in bank services learning sessions
•Considered the unique perspective in your community and target population to most successfully deploy the module
•Reviewed important methodological considerations for delivery of the Bank Services Module
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6. Reflect
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Do you consider bank services to be a “core” or fundamental money management topic? Why or why not?
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7. Bank Services: Know Your Options – Introduction

8. Bank Services: Know Your Options– Introduction
Bank services is a module of the Financial Education Core Curriculum that connects closely to the other modules. Without financial services, saving, debt management, budgeting, and managing money are much more difficult. This module will introduce consumers to the options available within the formal financial services sector.
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9. Consumer Behavior & Behavior Change

10. Bank Services and Financial Education
MFO’s definition of financial education aims to change consumers’ behavior through addressing attitudes, knowledge, skills, and self-efficacy. In this section, you will use each tool from the Bank Services Module. This will allow you to see how each of these aspects is addressed during a participant’s learning journey.
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11. Behavior Change Model
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12. Reflect
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What are common financial behaviors in relation to bank services that you see in the communities where you work?
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13. Market Research and Consumer Behavior
The Bank Services Module is developed based on the market research findings conducted with low-income consumers in our seven partner countries.
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What differences or similarities do you see between these behaviors and the behaviors in your community that you identified?
Activity: Open the Bank Services TOT manual to page 44 to review market research findings on some common consumer behaviors around savings.
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14. Bank Services: Changing Consumer Behavior
The Bank Services Module will help consumers move away from current savings behaviors that may not be working well for them to new behaviors that will help them save their money more effectively.
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What desired behaviors around bank services would you like to see in your target community?
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15. Attitudes
What must the participants’ thoughts, feelings, and opinions be to adopt the behavior?
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16. Attitudes
Attitudes about money are based on what we have seen, heard, and experienced in the past. We build our behaviors on them. However, some common beliefs about money are not accurate and they hold us back unnecessarily. For example, many of us believe that we cannot manage money well because we are not good at math.
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What is the difference in the attitudes of the sisters towards bank services?
Activity: Each module of the FECC is accompanied by a video. The Bank Services Video was produced in the Philippines. It shows a real-life situation in which a family deals with a savings challenge.
Click here to watch.
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17. Attitudes
One sister seems to feel comfortable with keeping her money in the bank, while the other sister may feel that:
•The bank isn’t safe
•She wouldn’t qualify for a bank account
•She doesn’t have the skills to manage a bank account
These attitudes may have prevented her from keeping her money in a bank.
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What are some of your personal attitudes about bank services?

18. Attitudes
The low-income consumer may have the concern that banks are for those who have more money. In most communities they have been, traditionally, powerful institutions feared for their ability to take the homes and businesses of honest people who fall behind on their loan payments.
Be sure to validate whatever perceptions or biases participants may voice toward financial institutions, however, stress that the banking industry has changed dramatically in past decades. Banks now offer many products and services in addition to savings and loans. Increased competition from other financial institutions is driving them to be friendlier and more concerned about keeping customers happy.
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19. Knowledge
What information does the participant require to adopt the behavior?
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20. Knowledge
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What knowledge would you expect a participant to acquire by participating in the Bank Services Module learning sessions?
Activity: What key ideas or knowledge do you think your participants will need related to bank services? Jot down a few sentences.
Take a look at the Learning Sessions at a Glance document. Compare the session titles and purposes with the list you made.
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Knowledge is the basic information participants need to know in order to effectively manage their money. In addition, they need the skills to be able to put that knowledge into practice, such as recording income and expenses in two columns to help track money, or keeping a marked envelope where they save money for a particular purpose. A more narrow definition of financial education focuses on just knowledge and skills, while MFO’s definition includes these but emphasizes the need for all four components to change behavior.

21. Skills
What must the participant be able to do to adopt the behavior?
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22. Skills
The Bank Services Module helps clients learn how to:
•Describe all sources of financial services, both formal and informal
•Distinguish between different types of bank accounts
•Practice using bank services and operations
•Identify the advantages and disadvantages of ATM and debit cards
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What would you expect your target population would be able to do after participating in these learning sessions?
What skills seem like the most difficult to acquire?
Activity: Look at the Learning Sessions at a Glance document and scan the session titles and purposes of the learning sessions contained in the Bank Services Module.
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23. Self-Efficacy
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Self-efficacy “is the measure of the belief in one's own ability to complete tasks and reach goals.”*
*See Ormrod, J. E. (2006). Educational psychology: Developing learners (5th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

24. Self-Efficacy
An important component of changing behavior is improving self-efficacy. The Bank Services Module simulates real-life situations in the classroom environment so that participants can practice the new skills they are learning. This gives them confidence in their ability to attempt using the skills and knowledge outside of the classroom environment.
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Activity: Look at the Learning Sessions at a Glance document again and identify 2-3 sessions that will provide the participants with the opportunity to practice new bank services skills in a supported environment.

25. Delivery of the Bank Services Module

26. Methodology: ALPPs
Open up the Trainer’s Guide to the Table of Contents on page VII. Choose a session that interests you and read through it.
The curriculum was designed based on Adult Learning Principles and Practices (ALPPs). What ALPPs do you see integrated in the learning session you selected?
•Respect
•Affirmation
•Relevance
•Dialogue
•Engagement
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27. Methodology: Activities
The Core Curriculum was designed to be engaging and interactive. In the learning session you selected, what types of activities do you see?
•Paired activity
•Group discussion
•Game
•Story
•Presentation
•Role-play
•Skit
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28. How to Use the Video
Videos are a great way to spark a group discussion. Some questions you can ask participants related to the Bank Services Video are:
•What challenge is the family in this video facing?
•How did the sister get more information about bank services?
•What disadvantages to saving outside of a formal institution are highlighted in this video?
•What would you advise the sister about financial services?
More guidance about how to incorporate videos into learning sessions is available in the Orientation.
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29. Wrap-Up

30. Objectives Revisited
Through the Bank Services Overview, you have:
Explored the importance of bank services
Reviewed current and desired behaviors of consumers regarding bank services
Examined the attitudes, knowledge, skills, and self-efficacy consumers will acquire through participating in bank services learning sessions
Considered the unique perspective in your community and target population to most successfully deploy the module
Reviewed important methodological considerations for delivery of the Bank Services Module
What other questions do you have about the content or use of the Bank Services Module?
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31. Wrap-Up
Now that you’re ready to use the training tools of the Bank Services Module, be sure to stay connected with our global network of providers. Let us know how you’re doing so we can add your program and numbers to our roster! Click on the impact reporting document to report back on how many clients you’re reaching.
We can be reached at info@mfopps.org.
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32. Microfinance Opportunities:
E: info@mfopps.org
T: 202-721-0050
F: 202-721-0010
W: microfinanceopportunities.org