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

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
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
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
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
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
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)

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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

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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
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
- 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
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
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
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

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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
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
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
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
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?