MATCOM since 1978

My.Coop
Managing your agricultural cooperative

Trainer’s Manual
 My.Coop
Managing your agricultural cooperative

Managing your Agriculture Cooperative

Trainer’s Manual
Managing your Agricultural Cooperative, My.COOP, is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.

The legal conditions of this copyright procedure are expressed here:

http://creativecommons.org/licenses/by-nc-sa/3.0/

Design and production: International Training Centre of the ILO, Turin

Printed in Italy
Table of Contents

Acknowledgements.........................................................................v
List of abbreviations....................................................................... ix
Glossary......................................................................................... x
Introduction................................................................................... 1
About the Trainer’s Toolkit............................................................... 7

Learning Activities....................................................... 11

1.0: My.COOP Sociogram............................................................. 13

Module 1:
Basics of Agriculture Cooperatives........................................ 15
1.1: The cooperative cube.
Introduction to basic cooperative concepts and principles................. 15
1.2: Being a member of a cooperative
The cooperative knowledge café. Informal learning around the table... 18
1.3: What is YOUR cooperative about? A storytelling exercise........... 20
1.4: The cooperative environment. A network analysis..................... 23
1.5: A value chain exercise........................................................... 27
1.6: Governance challenges. A brainwriting exercise........................ 30

Module 2:
Cooperative Service Provision.............................................. 31
2.1: Needs assessment.
A jigsaw exercise on different tools and instruments......................... 31
2.2: Mind-mapping and prioritizing needs
+ matching exercise with services................................................. 33
2.3: Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis.
How to improve the capacity of the cooperative to offer services........ 35

Trainer’s Manual iii

 Module 3:
Supply of Farm Inputs......................................................... 37
3.1: Peer assist on identified challenges......................................... 37
3.2: Round robin on storage and stock management........................ 39
3.3: Establishing a pricing policy. An expert panel debate .................. 41

Module 4:
Cooperative Marketing........................................................ 43
4.1: A value chain case study ....................................................... 43
4.2: Market information: analysis of the cooperative........................ 45
4.3: Improving performance. Towards a top 100 list........................ 47
4.4: Marketing mix board ............................................................ 49
4.5: A fishbowl discussion on certification schemes......................... 51

All modules........................................................................ 53
5.1: Open Space.......................................................................... 53
5.2: Study visit............................................................................ 56
5.3: Evaluation exercise on the management
of agricultural cooperatives............................................................ 57

Bibliography................................................................................ 58
ANNEX I: Sample Training Agenda................................................. 59
ANNEX II: Marketing Mix Board Game............................................ 60

iv My.COOP
Acknowledgements
Coordination
Carlien van Empel ILO Cooperative Facility for Africa

Technical editing
Carlien van Empel ILO Cooperative Facility for Africa

Authors
Tom Wambeke ILO/ITC DELTA programme

Language editing
Editing Group Juliet Haydock Translations Ltd

Comments, suggestions and other input provided by Nargiz Kishiyeva, Anna Laven, Ellen
Mangnus, Remco Mur, Hüseyin Polat, Carlien van Empel and the organizers and participants
of the pilot training course in Nigeria are gratefully acknowledged.

Trainer’s Manual v
 This training material has been developed by the organizations listed below.

Agriterra is an organization for international cooperation founded by rural people’s organizations in the
Netherlands. Agriterra offers, among other things, farmer-to-farmer advice and direct financial support
to rural people’s organizations in developing countries so that they become strong and representative
organizations. These organizations are indispensable for the promotion of democracy, for a better
distribution of income and for the economic development of a country. If farmers organize themselves
to jointly coordinate their production and to improve their presence in the market, they stand a better
chance to succeed in increasing their incomes and in the creation of employment. Agriterra aims to
promote such economic activities and to stimulate, support and finance the international cooperation
between rural people’s organizations in the Netherlands and those in developing countries.
http://www.agriterra.org

Centre for International Development Issues Nijmegen (CIDIN) is an interdisciplinary academic

institute addressing issues of inequality, poverty, development and empowerment. It carries out
undergraduate and postgraduate education in development studies, as well as research in a variety of
subjects related to development, economics, sociology and anthropology. CIDIN has broad experience
in interdisciplinary research on rural development and value chains, collection action and market
integration, impact assessment of value chain codes and standards, and gender theory, policy and
mainstreaming.
http://www.ru.nl/cidin

Cooperative College of Kenya (CCK) is located 17 kilometres from Nairobi city centre in a serene
environment. The College was established in 1952 to train government cooperative inspectors to
oversee the activities of the cooperatives in Kenya. The College has grown until now it is pursuing a
charter to become a university. The broad aim is to equip the staff of the cooperative movement and
the associative economy with appropriate managerial and supervisory skills in order to contribute
more effectively to the development of cooperatives. The College offers Degree Diploma and Certificate
courses in Cooperative Management and Banking. It also offers short courses that target the employees
and management of cooperatives. The College is ISO 9001:2008 certified.
http://www.cooperative.ac.ke

Cooperative Facility for Africa (COOPAFRICA) is a regional technical cooperation programme of the
International Labour Organization (ILO) in support of cooperative development. It promotes favourable
policy and legal environments, strong vertical structures (such as cooperative unions and federations)
and improved cooperative governance, efficiency and performance. The programme covers nine
countries in East and Southern Africa (Botswana, Ethiopia, Kenya, Lesotho, Rwanda, Swaziland,
Tanzania mainland and Isles, Uganda and Zambia) from the ILO Office in Tanzania with technical
support from the ILO Cooperative Programme (EMP/COOP) in Geneva. It was launched in October
2007 with core funding from the UK Department for International Development (DFID). COOPAFRICA is a
partnership initiative involving a range of international and national organizations.
http://www.ilo.org/coopafrica

Empowering Smallholder Farmers in Markets (ESFIM) is a partnership between national farmers’

organizations in eleven countries and AGRINATURA. ESFIM’s overall objective is to generate demand-
driven action research supportive to the policy activities undertaken by farmers’ organizations to
strengthen the capacities of smallholder farmers in developing countries to generate remunerative cash
income from markets by creating an enabling policy and regulatory environment as well as effective
economic organizations and institutions.
http://www.esfim.org

vi My.COOP
International Labour Organization (ILO) is the tripartite UN agency that brings together governments,
employers and workers of its member states in common action to promote decent work throughout
the world. The ILO views cooperatives as important in improving the living and working conditions
of women and men globally. Its Cooperative Programme (EMP/COOP) serves ILO constituents and
cooperative organizations based on the ILO Recommendation 193 on the Promotion of Cooperatives
Recommendation, 2002. EMP/COOP works in close partnership with the International Cooperative
Alliance (ICA) and is part of the Committee for the Promotion and Advancement of Cooperatives
(COPAC).
http://www.ilo.org and http://www.ilo.org/coop

International Training Centre of the ILO is the training arm of the ILO. Its Distance Learning and
Learning Technology Applications (DELTA) programme has a double mandate of strengthening the
Centre’s internal capacity in applying state-of-the-art learning and training methodologies and processes
as well as providing training services to outside partners and customers. It provides these services in
line with ILO Recommendation 195 on Human Resources Development. Its Enterprise, Microfinance
and Local Development (EMLD) programme offers training on cooperatives and the social and solidarity
economy as well as, among others: entrepreneurship education and training; enabling business
environments for sustainable small enterprise development; value chains and business development
services and women’s entrepreneurship development.
http://www.itcilo.org

Food and Agriculture Organization of the United Nations leads international efforts to defeat hunger.
Serving both developed and developing countries, FAO acts as a neutral forum where all nations
meet as equals to negotiate agreements and debate policy. FAO is also a source of knowledge
and information, helping developing countries and countries in transition modernize and improve
agriculture, forestry and fisheries practices and ensure good nutrition for all. Since its founding in 1945,
it has focused special attention on developing rural areas, home to 70 per cent of the world’s poor and
hungry people.
http://www.fao.org

Kenya National Federation of Agricultural Producers (KENFAP) is a registered non-political, non-

commercial, democratic membership federation that was founded in 1946 as Kenya National Farmers’
Union (KNFU). Its mission is an empowered Kenyan farmer with a strong voice making informed
choices for improved sustainable livelihoods. As the legitimate ‘voice’ of the Kenyan farmers, its key
role is to articulate issues specifically affecting farmers and the general agricultural sector. KENFAP
serves its members by offering representation, lobby and advocacy services. It facilitates cooperation
and networking among its members and with national, regional and international associations. It
also provides consultancy services and carries out research activities in the interest of the farming
community.
http://www.kenfap.org

Moshi University College of Cooperative and Business Studies (MUCCoBS) is the oldest cooperative
training institution in Tanzania, accumulating the experience of 48 years in the fields of cooperative
accounting, cooperative management and rural development. MUCCoBS came into being as a result
of upgrading the former Cooperative College into a Constituent College of Sokoine University of
Agriculture (SUA) in May 2004. It offers cooperative and business education at both undergraduate and
postgraduate levels. It provides opportunities for acquisition, development, promotion, dissemination
and preservation of knowledge and skills in cooperative, community, business, organizational and
entrepreneurship and any other area as may be determined by the University College through training,
research and consultancy activities.
http://www.muccobs.ac.tz

Trainer’s Manual vii

 The Nigerian Cooperative Development Centre (NCDC) is located at kilometre 61, Abuja–Lokoja
highway. It occupies a 14-hectare plot of land away from the city centre to ensure a conducive
research and learning environment. The Centre provides technical backup to the Federal Department
of Cooperatives and the entire cooperative movement. It does this through research and adoption of
global best practices in cooperative policies, legislation and training. It also generates and analyses
cooperative data to support policy and programmes for the development of the cooperative sector,
including the training of a cadre of competent cooperative management, supervisory and training
personnel.

The Royal Tropical Institute (KIT) in Amsterdam is an independent centre of

knowledge and expertise in the areas of international and intercultural cooperation.
The Institute aims to contribute to sustainable development, poverty alleviation, and
cultural preservation and exchange. Within the Netherlands, it seeks to promote
interest in and support for these issues. KIT conducts research, organizes training activities, and
provides consultancy and information services. Central to KIT’s approach is the elaboration of practical
expertise in policy development and implementation. The Institute stewards cultural heritage, organizes
exhibitions and other cultural events, and provides a venue for meetings and debate. A key objective
underlying the Institute’s work is to enhance and exchange knowledge of and understanding for different
cultures. “KIT is a not-for-profit organization that works for both the public and the private sector in
collaboration with partners in the Netherlands and abroad” (Mission Statement).
http://www.kit.nl

Uganda Cooperative Alliance Ltd. (UCA) is an umbrella organization of

cooperative organizations in the country. It was registered in 1961 with the
aim of promoting the economic and social interests of cooperatives in Uganda.
It was formed for the purposes of promoting, advocating and building the capacities of all types of
co-operatives in the country (primary societies, district and national unions). In its development
activities, UCA has concentrated on six key areas: capacity building in primary societies and area
cooperative enterprises; development of a strong cooperative financial system based on members’
savings; technology transfer; women’s empowerment; creation of youth self-employment and
environmental protection and improvement.
http://www.uca.co.ug

Wageningen University & Research Centre (WUR) explores the potential of

nature to improve the quality of life. A staff of 6,500 and 10,000 students
from over 100 countries work everywhere around the world in the domain of
healthy food and living environment for governments and the business community-at-large. Its Centre
for Development Innovation (CDI) works to create capacities for change. It facilitates innovation,
brokers knowledge and develops capacities with a focus on food systems, rural development, agri-
business and the management of natural resources. The Centre links Wageningen University Research
Centre’s knowledge and expertise with processes of society-wide learning and innovation.
http://www.wur.nl/UK and http://www.cdi.wur.nl/UK

viii My.COOP
List of abbreviations
ILO International Labour Organization

ICA International Cooperative Alliance

NGO Non-Governmental Organization

SWOT Strengths, Weaknesses, Opportunities and Threats

Trainer’s Manual ix
ABC
Glossary

Brainstorming Process for generating creative ideas and solutions through intensive and freewheeling
group discussion. Every participant is encouraged to think aloud and suggest as many
ideas as possible. Analysis, discussion, or criticism of the ideas aired is allowed only
when the brainstorming session is over and the evaluation session begins.
Source:

Brainwriting A simple technique for overcoming challenges to brainstorming, namely the tendency
for judgement, personality clashes and the fact that only one participant can express
him/herself at any given time.

Buzz group Small groups of two or three participants formed impromptu to discuss certain topics
for a short period of time.

Certification Formal procedure by which an accredited or authorized person or agency assesses and
verifies (and attests in writing by issuing a certificate) the attributes, characteristics,
quality, qualification, or status of individuals or organizations, goods or services,
procedures or processes, events or situations, in accordance with established
requirements or standards.
Source: http://www.businessdictionary.com/definition/certification.html (accessed 19 Oct.
2011).

Farm inputs The resources that are used in farm production, such as chemicals, equipment, feed,
seed, energy, amongst other things.
Source: http://www.websters-online-dictionary.org/definitions/Farm+inputs (accessed 22 Oct.
2011).

Fishbowl A fishbowl discussion is a form of dialogue that can be used when discussing topics
discussion within large groups. Fishbowls involve a small group of people seated in a circle and
having a conversation (fish). They are surrounded by a larger group of observers,
seated in an outer circle (bowl). The facilitator or subject matter expert makes a
brief contribution, setting out the general outline of the discussion and after that the
inner circle starts to discuss. The outer circle usually listens and observes. Whenever
someone wants to participate and move to the inner circle, a participant from the
fishbowl must free up a chair and move to the outer circle.
Source: http://itcilo.wordpress.com/2009/02/16/facilitate-a-fishbowl-discussion.html (accessed
22 Oct. 2011).

Formal survey A research tool that is usually applied when there is a need for data that can be
statistically analysed. A formal survey uses “structured questionnaires” (listed
questions) that contain numerous closed-ended questions that result in quantifiable
data.
Source: http://www.websters-online-dictionary.org

Informal An informal survey consists of a semi-structured interview where information is not

survey gathered as systematically as in a formal survey because more emphasis is put on the
discussion and less on the statistical validity of the survey. With informal surveys it is
easier to incorporate insights from debates and dialogues.

x My.COOP
 Marketing Marketing is everything related to selling their product: assessing needs, defining
markets, storing, promotion, and so on.

Mind-mapping Learning method in which participants utilize a specific process to recognize both the
content and the structure of their thinking. Participants construct their own individual
mind map
and then come together in small groups to discuss their conceptual maps and blend
their ideas in a larger mind map.
This method ensures that every participant has the time to generate his or her own
thinking and that all ideas are equally shared. The discussion on the relationships
between, and the order of, ideas is a useful exercise that leads to a good representation
of the group’s thinking. It also stimulates the group to explore connections between
concepts.
Source: http://itcilo.wordpress.com/2009/03/02/map-your-mind/ (accessed 22 Oct. 2011).

Organizational Diagram that shows the structure , organization, relationships and relative ranks of the
Chart different elements in a field of knowledge.

Pricing Method adopted by a firm to set its selling price. It usually depends on the firm’s
average costs, and on the customer’s perceived value of the product in comparison
with his or her perceived value of the competing products.
Source: http://www.businessdictionary.com/definition/pricing.html (accessed 22 Oct.
2011).

Round Robin A communication tool which consists of series of rotations for interaction within small
groups. It is characterized by rapid and intense engagement with the subject matter,
and is similar to World Café but is guided by experts.
Source: H:\GP-DELTA\Toolkit\Methodologies\Instructionalfiches

Storage All processes which are conducted in the warehouse to ensure the goods stored are in
good condition, so as to satisfy the needs of the members.

Storytelling A communication tool that can carry information in an interesting and engaging way.
The language used is authentic (experience, not fact-oriented) and it is in the narrative
form, which can capture and hold most people’s attention, increasing the likelihood of
learning.

SWOT Analysis A tool that helps to evaluate the Strengths, Weaknesses, Opportunities, and Threats
(SWOT) involved in any business enterprise — including farms and ranches.
A SWOT analysis can help us to gain insights into the past and think of possible
solutions to existing or potential problems — either for an existing business or new
venture.
Source: http://farm-risk-plans.usda.gov/pdf/swot_brochure_web.pdf (accessed 22 Oct. 2011).

Upgrading The concept of “upgrading” highlights options available to farmers and cooperatives for
obtaining better returns from their activities.
Source: http://www.kit.nl/net/KIT_Publicates_output/ShowFile2.aspx?e=1687

Value chain The series of consecutive steps which are required to bring a product (a good or
service) from conception, through the different phases of production, processing and
logistical handling, to the end customers. In each of these steps value is added to the
product.

Trainer’s Manual xi
My.Coop
Managing your agricultural cooperative

Introduction

Why this training package on the management of agricultural

cooperatives?
Agriculture is a crucial sector for global regulations, infrastructure or climate change.
development as “farmers feed the world”. Challenges that are internal to the cooperative
Agriculture is also the second greatest source usually have to do with governance and
of employment worldwide.1 Historically management issues. Cooperatives are
speaking, agriculture has been key in the enterprises for which the primary aim is not
development paths of many countries. Within making profit but responding to members’
the diversity of cooperatives worldwide – needs and aspirations. Cooperative members
one finds for instance cooperatives amongst own their enterprise through cooperative
news agencies, schools and green energy shares, they control their enterprise through
suppliers – agriculture remains a sector democratic mechanisms, and, finally, they are
where cooperatives are a prominent form of the principal users of the cooperative services.
enterprise. This package is motivated by the This makes the cooperative a resilient but also
conviction that “strong and representative a complex and challenging business model.
agricultural organizations are indispensable Cooperatives may find themselves stretched
for the promotion of democracy, for a between (at times conflicting) members’
better distribution of income and for the interests, business opportunities and social
economic d evelopment of a country.”2 considerations.
Evidence shows that many countries with
an important agricultural sector, such as, for
instance, Argentina, Ethiopia, France, India, What is My.COOP about?
the Netherlands, New Zealand, as well as the My.COOP stands for “Managing your
United States of America, also have strong agricultural cooperative”. The My.COOP
agricultural cooperatives.3 training package aims to strengthen the
However, agricultural cooperatives face management of agricultural cooperatives so
numerous external and internal challenges. that they can offer high quality, efficient and
External challenges may be linked to markets, effective services to their members.
456

1 The service sector is the most important source of employment in the world. See: http://www.ilo.org/public/english/dialogue/
sector/sectors/agri/emp.htm (accessed 7 Oct. 2011).

2 About Agriterra, http://www.agriterra.org/en/text/about-agriterra (accessed 22 Sep. 2011).

3 Source: Global 300, http://www.global300.coop (accessed 7 Oct. 2011).

Trainer’s Manual 1
 The package draws on the ILO training series The objective of this training material is to
developed by the Materials and Techniques for enable (existing and potential) managers of
Cooperative Management Training Programme agricultural cooperatives to identify and address
between 1978 and the early 1990s. Today, major management challenges that are specific
My.COOP is a broad partnership initiative to cooperatives in market oriented agricultural
initiated by the ILO Cooperative Facility for development.
Africa and ILO’s Cooperative Branch. It is As stated above, cooperatives may find themselves
the result of a collaborative effort involving a stretched between (at times conflicting) members’
wide range of partners such as cooperative interests, business opportunities and social
development agencies, cooperative colleges, considerations. Within such context cooperative
cooperative organizations, organizations managers should ensure sound decision-making
of agricultural producers, universities and on service provision for services that are common
agencies of the United Nations. More to many agricultural cooperatives, including supply
information on the partners can be found in of farm inputs and marketing. These issues are
the list that is included at the beginning of this reflected in the structure of the My.COOP training
document. package:

1 Basics of Agricultural Cooperatives

2 Cooperative Service Provision

3 Supply of Farm Inputs

4 Cooperative Marketing

For whom is My.COOP?

My.COOP has been designed for existing and that train agricultural cooperatives. These can
potential managers of agricultural cooperatives include:
as well as for members involved in managerial
●● leaders and managers of cooperative
tasks of the cooperative. The material presumes
structures, such as unions, federations and
that these women and men already possess
confederations;
some practical experience as active members
in agricultural cooperatives. The material is ●● cooperative trainers working in cooperative
not developed for people who are starting an colleges, non-governmental organizations
agricultural cooperative for the first time. (NGOs) and other (including private)
training providers;
In addition, the My.COOP package can be a
helpful tool for organizations and individuals ●● cooperative officers and extension staff of
government departments and agencies.

2 My.COOP
What’s in the package?
The training package consists of one trainer’s life cases from various parts of the world that
manual and four modules as shown in the present problem- solving approaches to common
diagram below. challenges in the management of agricultural

2
Cooperative
Service Provision

You are here

1 Basics of Agricultural
Cooperatives
TRAINERS’ MANUAL
Supply of
Farm Inputs 3

Cooperative
Marketing

4
The My.COOP trainer’s manual includes cooperatives. In addition, each topic offers
practical tools such as, for instance, a sample explanatory boxes with definitions and concepts
training agenda and a series of learning as well as self-assignments that help the self-
activities that the trainer can use to set learner to apply the contents to his or her own
up participatory, learner-centred training cooperative or situation. Modules and topics can
workshops. be used independently of each other, in any given
order, in line with training needs.
Each module consists of several learning
topics. A learning topic consists of brief content The matrix below shows the content structure
descriptions that are complemented with real- of the package.

1 Basics of Agricultural Cooperatives

Topic 1 Basics of Agricultural Cooperative

Topic 2 Challenges for cooperatives

Topic 3 Cooperative governance

Topic 4 Management, capital formation and finance

Trainer’s Manual 3
 2 Cooperative service provision

Topic 1 What are the needs of the members?

Topic 2 What services to provide?

Topic 3 Who will provide the service?

3 Supply of farm inputs

Topic 1 Procurement of inputs

Topic 2 Storage and stock management

Topic 3 Selling the service

4 Cooperative marketing

Topic 1 Marketing services

Topic 2 Strategic marketing

Topic 3 Certification

4 My.COOP
My.COOP online
My.COOP is more than a training package. The following sections of this trainer’s manual
My.COOP is also a website (www.agriculture- consist of a training toolkit. This provides
my.coop) where you can find the package plus My.COOP trainers with practical tools such as, for
related services and online tools, such as a instance, a sample training agenda and a series
distance learning platform for the training of of learning activities that he/she can use to set up
trainers and a mobile learning kit. participatory, learner-centred training workshops.

Trainer’s Manual 5
About the Trainer’s Toolkit

Objectives of the trainer’s toolkit

●● To equip trainers with practical examples of learning activities and a training programme
to design and facilitate interactive and experiential learning-based workshops on the
management of agricultural cooperatives;
●● To expose trainers to a range of different learning methodologies in order to exchange subject
matter expertise;
●● To make possible an enjoyable process of learning and knowledge-sharing.

Standards of excellence for My.COOP trainers

- Displays good overall thematic knowledge of the different My.COOP modules;
- Has good facilitation skills and understands what adult learning is about;
- Respects diversity as a core value in the training process;
- Builds trust within the community of participants;
- Is open to feedback and considers it a valuable learning opportunity.

What is in the toolkit?

A series of learning activities are formulated which will help learners to exchange and reflect on
experiences and acquire the knowledge, skills and attitudes of the different modules and related
learning topics. The trainer can choose the learning activities which are most appropriate for his/
her target audience. The activities have been designed in such a way that they can be adapted
easily to the local context.
You will also find an example of a suggested training programme. This will give you an idea of
how the modules and learning topics can be structured in a standard training course of one week.
It is highly recommended that you organize local study visits to (agricultural) cooperatives.
This real-life encounter with another cooperative’s practices and the exchange of professional
experiences with the cooperative’s leaders, management, staff and members can help the learner
to see the learning material in context. After the study visit a debriefing in terms of lessons learned
needs to take place in order to link the different learning experiences with the learning material.

Trainer’s Manual 7
 A specific learning approach
The My.COOP learning and training materials incorporate a specific approach, which can be
summarized as follows:
Participatory – Learner-Centred – Context-based – Flexible design – Experiential learning –
Cooperative values and principles – Diversity adds value

A participatory approach, which is learner-centred

Individual and organizational learning needs of agricultural cooperatives were systematically
assessed in the development of this learning and training package. Based on this analysis,
learning materials were created with a specific learner-centred focus.

Designed for flexible use and adaptable to specific contexts

For each of the modules, several learning activities are designed and developed. Cooperative
trainers can choose among these to design and develop their training courses. They can be
adapted easily to the local context. Cases and examples found in the learning topics can be
replaced by country-specific cases.

Experiential learning
The learning activities are not merely theoretical descriptions of knowledge about agricultural
cooperatives. They stimulate active involvement and encourage trainees and trainers to make use
of experiences and reflections in the development of the necessary knowledge, skills and attitudes
(competencies) needed to manage agricultural cooperatives.

Contextualizing global values and diversity

This global package aims to develop organizational capacity in agricultural cooperatives
worldwide. Themes and content are built on cooperative values and principles as promoted by the
International Cooperative Alliance (ICA) and the ILO, through the ILO Promotion of Cooperatives
Recommendation, 2002 (No. 193).4 Knowledge and expertise in support of decent work and
sustainable development have been applied. During the training, participants will make sense of
these principles from their local perspectives and experiences.
Diversity as a key concept was integrated as a design principle of this package, drawing on a
diversity of experiences and different backgrounds, nationalities and genders.

Structure of a learning activity

The learning activities that you will find in this training toolkit are structured according to session
sheets in the following way:
●● title of the learning activity;
●● content of the module, learning topic;

4 ILO Promotion of Cooperatives Recommendation, 2002 (R193), http://www.ilo.org/ilolex/cgi-lex/convde.pl?R193 (accessed 22 Oct.

2011).

8 My.COOP
 ●● objective of the learning activity;
●● learning methodology and process;
●● training tips;
●● learning materials;
●● timing.
The templates for the learning activities are also available on the USB key and the website.
Adaptations and adjustments can be made accordingly.

Overview of the learning activities

Introduction The My.COOP sociogram

Module 1 The cooperative cube. Basic cooperative concepts and principles.

Being a member of a cooperative. The cooperative knowledge café.
What is YOUR cooperative about? A cooperative storytelling exercise.
The cooperative environment. A network analysis.
A value chain exercise
Governance challenges. A brainwriting exercise.

Module 2 Needs assessment. A jigsaw exercise on different tools and instruments.

A fishbowl discussion on certification schemes.
Mind-mapping and prioritizing needs + matching exercise with services – SWOT
analysis. How to improve the capacity of the cooperative to offer services.

Module 3 Peer assist on identified challenges.

Round robin on storage and stock management.
Establishing a price policy. An expert panel debate.

Module 4 A value chain case study: Improving performance. Towards a top 100 list.
Marketing information: analysis of the cooperative.
Marketing mix board.
A fishbowl discussion on certification schemes.

Across the 4 My.COOP open space.

Modules My.COOP study visit.
My.COOP evaluation exercise.

In the four modules there is a strong emphasis on using participatory learning methodologies. For
trainers who want to have more in-depth background information on adult learning in general and
the methodologies we have used in this training manual in particular, we refer you to the on-line
My.COOP Community (www.agriculture-my.coop). There you will have access to methodological
background information on the following participatory methods (knowledge café, network analysis,
brainwriting, open space, fishbowl, round robin, top 100 lists, case-based learning, peer assists,
storytelling and mind-mapping).

Trainer’s Manual 9
 Course preparation
Dear My.COOP participant,
We request you bring the following information to the forthcoming My.COOP course:
ÂÂ a list describing the products your members and cooperative produce (if possible, bring along
samples);
ÂÂ statistics on your cooperative’s operations, for instance: input supply, production, processing,
markets (prices, customers, volumes), etc.;
ÂÂ description of the distribution channels through which your products are currently marketed;
ÂÂ prices of these products at different stages of their distribution (wholesalers, retailers,
customers, consumers, on the domestic market and foreign markets);
ÂÂ an organizational chart of your cooperative;
ÂÂ information on your members (number, sex, age, farm size, financial situation, skills, natural
resources, etc.);
ÂÂ sample promotional material (brochures, leaflets, newspaper advertising, etc.) for your
cooperative’s products;
ÂÂ if your products are packaged (boxes, cartons, bags, cans, bottles, etc.), please bring
samples of these containers or their labels.

Thank you,
The facilitation team

Learning materials checklist

‡‡ Training manual + four My.COOP learning modules + the mobile learning toolkit (optional).
‡‡ Computer, printer and functioning speakers (access to)
‡‡ Projector and screen (or white wall)
‡‡ Paper supplies (white, coloured and large poster paper or butcher paper), markers/pens
(coloured and black), writing pads, notebooks, flip chart paper (or poster paper) , post-its)
‡‡ Stationery (scissors, string, glue, adhesive tape, hole punch)
‡‡ Facilitators’ props (clock or watch, bell)
‡‡ Name tags
‡‡ Copies of the handouts and the different exercises
‡‡ Photocopier (access to)
‡‡ Marketing mix board
‡‡ Cooperative cubes

10 My.COOP
 Learning
Activities

Trainer’s Manual 11
1.0: My.COOP Sociogram
In order to get to know the participants and become familiar with the local cooperative context it
is advisable to set up an ice-breaking activity before you start the My.COOP course. We suggest a
My.COOP Sociogram. What do we mean by this?
Prepare a series of questions or statements related to the participants and the cooperative context.
Examples:
●● Which region do they come from?
●● What kind of cooperatives do they work for/are they a member of?
Identify the physical space that represents each answer (use flip charts, signs or cards). For
example, we have five different corners (Asia, the Americas, Africa, Europe and the Arab States).
Participants are invited to go to the region they come from. The same can be done but with more
thematic corners (for example, the different types of cooperatives). Always instruct participants to
go to the space or group that is most relevant to them.
Give the groups some time to talk and socialize, and interview some participants of different
groups at random so everyone is familiar with where they come from.
Finally, let the participants line up according to the years of cooperative experience they have.
This requires communication among participants and results in one line, starting with a person
with one year’s cooperative experience, up to someone with 25 years’ experience. Make clear to
the group that the overall sum of their years of experience (which may amount to 400 years, for
instance) will be needed during this My.COOP learning event since most learning methods rely on
their collective experience and intelligence.

Trainer’s Manual · Learning Activities 13

14 My.COOP
Module 1:
Basics of Agriculture
Cooperatives

1.1: The cooperative cube.

Introduction to basic cooperative concepts and
principles

Objectives
●● To learn about basic concepts of the agricultural cooperative;
●● To apply the cooperative principles in a particular context.

Methodology
Opening the session (15 minutes)
The trainer poses two questions to the group:
●● What is a cooperative?
●● What distinguishes a cooperative from other organizations?
Participants can discuss these two questions in buzz groups. Buzz groups are simply small groups
of two or three participants formed impromptu to discuss this topic for a short period.
After five minutes, the trainer will ask one of the groups to write their results on a flip chart and
present them in the plenary session.
Other groups are asked to provide suggestions and comments, and contribute according to their
own results.
The facilitator presents the definition of a cooperative, as adopted by the ILO and the ICA.
“A cooperative is an autonomous association of persons united voluntarily to meet their common
economic, social and cultural needs and aspirations through a jointly owned and democratically
controlled enterprise”
Through a question and answer session, participants perform a quick analysis of the different elements
comprising the definition and report the results to the plenary discussion and buzz groups.
●● Autonomous
●● Persons
●● Voluntarily

Trainer’s Manual · Learning Activities Module 1 15

 ●● Common
●● Jointly owned
●● Democratically controlled enterprise

Introduction of the cooperative cube (30

minutes) Sex
the
CONTEXT

Cr pita E
ho SPA
Round 1 (15 minutes)

ea bl
DI coll hare

s
ER e
IES

te e
OV tiv
SC ec
S

C
Participants will be divided into groups of five. Each the
group will receive one or two cooperative cubes (total World Café
of seven cubes). A cube is a cardboard box with one principles for

S
r
QUESTION
that matte
Explore
cooperative principle written on it. The other sides of the hosting

for i

LIST er
toge ghts
conversations

nsi
cube are blank. Every participant receives a blank post-

EN
th
that matter
it where he or she writes his/her interpretation of that
ge
principle. When the post-it is ready, it can be attached to Con
n o ura e’s S
c n
dive ect En eryo TION
the cube. Every cooperative cube should now have five PER r
SPE se ev RIBU
CTIV NT
different explanations attached to it. The group discusses ES CO
the different interpretations using the following guiding
questions:
What do you mean by the interpretation?
What does this principle mean in your context?
What challenges do you face in following this principle? Please provide concrete examples from
your cooperatives.
The following cooperative cubes will be divided among the different groups:
Cube 1: Voluntary and open membership
Cube 2: Democratic member control
Cube 3: Member economic participation
Cube 4: Autonomy and independence
Cube 5: Education, training and education
Cube 6: Cooperation among cooperatives
Cube 7: Concern for community

Round 2 (15 minutes)

Each group gives its two or three cooperative cubes (with principles and post-it interpretations)
to another group, for evaluation. The group discusses which interpretation fits best with its own
ideas and comes up with a final description. The groups write this description on a large piece of
paper which will be handed over to the trainer.

Round 3 (15 minutes)

The trainer provides an overview of the different principles and descriptions and gives feedback
based on Topic 1 (cf. cooperative principles).

16 My.COOP
 Material
●● Seven cardboard cubes
●● Packs of post-its (in different colours)
●● One pen per participant to write with
●● Flip charts
●● Markers
●● Masking tape

Tips
Instructions on how to make the cubes are provided below:

All the inch sides have been marked in red

1 in

1 in

Fold down to close

1 in

1 in 1 in

1 in 1 in

Timing
One hour

Trainer’s Manual · Learning Activities Module 1 17

 1.2: Being a member of a cooperative
The cooperative knowledge café. Informal learning
around the table

Objectives
●● To revisit the reasons for being a member of an agricultural cooperative;
●● To explore actions to enhance cooperative membership;
●● To enhance membership diversity.

Methodology
Participants will be divided between four different tables (6-7 persons at each) which will be
facilitated by one table host, selected by participants. Each table will focus on one specific
cooperative question.

? Questions
●● What are the members’ reasons for setting up or joining a cooperative?
●● What are the possible actions a cooperative could take to enhance active member
participation?
●● Why is it important to enhance diversity of membership?
●● What are the reasons for members to leave a cooperative?
Cover the tables with flip charts or brown paper. Participants discuss the question assigned
to their table. The table host encourages participants to take notes, doodle or create diagrams
directly onto the table. The table host in particular is instructed to keep track of key ideas.
Instruct the participants to focus on key points that relate to the questions and to contribute their
own thoughts and ideas regularly. They should also listen actively for interesting connections,
patterns or additional questions.
Each round of conversation should last approximately 15 to 30 minutes. As the “ambassadors of
meaning”, all of the participants except the host move to the next table.
The table host provides an overview for the next group and steers them towards complementary
thought processes in order to avoid repetition.
It is not necessary for everyone to spend time at each table because after a few rounds (typically
two or three, depending on the time allocated) the session closes with a debriefing.
The host of each table presents a synthesis and key reflection points to the entire group of
participants, either from the table itself, or back in the plenary session, whichever makes sense for
the room set-up and size.

18 My.COOP
Allow time for the other participants to add interesting points or further lessons learned after the
debriefing by table hosts.

As people share insights between tables,

the “magic in the middle” and
a sense of the whole become
more accessible

Materials
Four tables with chairs
Brown paper to cover the tables
A set of coloured markers on each of the tables

Tips
During the debriefing, the trainer can refer to key points that can be found in the first My.COOP
module (Topic 3) on member commitment.
The trainer can:
●● present Table 1.1 (Topic 1) on reasons for farmers to join a cooperative;
●● put forward the three most notable elements of member commitment;
●● showcase interesting cases of member commitment (cf. Case 3.2 on slaughtering
cooperatives and Case 3.3 on the Kabianga Cooperative in Topic 3).

Timing
Be sure to provide a minimum of 60 minutes and no more than two hours for the World Café, to
ensure that the questions are thoroughly examined and to avoid boredom and repetition.

Trainer’s Manual · Learning Activities Module 1 19

 1.3: What is YOUR cooperative about? A storytelling
exercise

Objectives
●● To reflect on the vision and mission of participants’ cooperatives;
●● To identify the dual character of participants’ cooperatives;
●● To explore values and principles within participants’ cooperatives.
“Storytelling is a communication tool that can carry information in an interesting and engaging
way. The language used is authentic (experience, not fact-oriented) and it is in the narrative form
that can capture and hold most people’s attention, increasing the likelihood of learning.”

Methodology
Participants will be invited to tell a story about their cooperative. The trainer explains the
storytelling technique by providing a specific example. The trainer can use a personal story or
rely on a story from the My.COOP modules (cf. Case 2.1 (Topic 2), the case of Delicias Criollas, a
women’s cooperative in Uruguay).
When participants want to develop a relevant and powerful story they need to bear the following
points in mind:
●● incorporate elements that evoke emotions, attract attention and have interesting aspects to
make a story effective;
●● present the story from the perspective of a single protagonist to allow participants to
empathize more easily;
●● be descriptive, because people remember sequences of images more often than words;
●● use images, sounds and video to complement the storytelling process;
●● focus on the narrative aspects, to avoid doing the analytical work for the participants;
●● avoid discussing morals or subjective perspectives that can taint and limit participants’
creativity later on.
Participants have 30 minutes to write down their story on paper. They can use visual materials to
illustrate their story (drawings, images, video). Participants receive a handout (see below), which
should help them to structure their story into different parts. This handout can be used afterwards
when they have to tell their story to each other.
The trainer can share some guiding, inspiring questions to start the storywriting:
●● Why did you set up the cooperative?
●● What is the ambition/vision of your cooperative?
●● What is the core business of your cooperative?
●● What is unique about your cooperative?

20 My.COOP
 ●● What are your cooperative’s social orientations?
●● How did your cooperative evolve? How did your cooperative adapt to change?
After the preparation period, participants will tell their stories to each other in small groups (6-8
persons) and are allowed to ask each other questions. This sharing experience will take not more
than 45 minutes. Each participant only has a maximum of five minutes to tell his or her story.
After all the stories have been shared, the trainer sets up a collective debriefing where the
following questions will be explored (30 minutes):
●● Which tensions between members’ interests, business activities and social considerations did
you discover in the different stories? (cf. Topic 2);
●● Which different functions of agricultural cooperatives were present in the different stories?
Which services were they providing? (use Table 2.1 as a framework);
●● Which are the three most important lessons you learned from the stories?

Materials
●● Magazines for collage; glue, scissors;
●● Flip chart paper where participants can document their stories;
●● Copy of handout for every participant.

Tips
●● Let the participants think up a catchy title;
●● Provide old magazines so participants can use visual material from these to illustrate their
stories;
●● To visualize stories, alternative methods can be used, such as mind-mapping5 or the rich
picture method;6
●● Invite the participants with the most inspiring stories to email their story to the My.COOP
online learning platform. These stories can be used in other training activities and give
visibility to the cooperatives;
●● Leave the stories visible in the room for the rest of the training programme.

Timing
1h30 – 2h00

5 Map your mind, ITC-ILO L&T blog, http://itcilo.wordpress.com/2009/03/02/map-your-mind/ (accessed 22 Oct. 2011).

6 Rich picture, Wikipedia, http://en.wikipedia.org/wiki/Rich_picture (accessed 22 Oct. 2011).

Trainer’s Manual · Learning Activities Module 1 21

 Handout: YOUR COOPERATIVE
Title
Name of the storyteller

Name(s) of the listener(s)

Cooperative landscape. Sets

the scene in time and space

Precise location where the

action occurred

Characters
Who is in this story: describe
characters, attributes, roles in
the story

Challenge
Problem, need or task that
triggered the action

Action
Sequence of events before,
during and after your turning
point

Resolution
Lessons learned or message to
be spread

Images and objects

To help you remember and
retell the story

22 My.COOP
1.4: The cooperative environment. A network analysis

Objectives
To make participants aware of the economic, social, political and cultural environment in which
they operate as cooperative managers;
To map the existing relationships participants have with actors in the cooperative environment,
how they are linked, how influential they are and what their goals are.

Methodology
The trainer divides the participants into working groups (6-8 people). (If participants come from
different cooperatives, the groups will work with one selected case study/cooperative).
The groups receive the following instructions:

Who is involved? (Who are the stakeholders with whom the cooperative and
the members are interacting?) (15 minutes).
Participants list all the different actors within their immediate cooperative environment (farmers,
suppliers, buyers, transporter, credit provider, competitors, government agencies, research
institutes, other service providers).

Picture 2: Mapping sheet with actor cards7

Market Women

Women’s Groups Ministry of Evironm.

Irrigation Farmers District Assembly

NGO Ministry of Agric

Name: Moses Ayemba

Date: 12.07.2007
Study: Impact on local irrigation
Kinds of links: Fulani Herdsmen Fishermen
Red: Money
Black: Command
Green: Advice
Blue: Information

7 These examples come from the Net-Map toolbox produced by Eva Schiffer and licensed under Creative Commons Attribution-
ShareAlike 3.0, available at http://netmap.wordpress.com/about/ (accessed 22 Oct. 2011).

Trainer’s Manual · Learning Activities Module 1 23

 How are they linked? (visualize relationships within the network)
(15 minutes).
Participants are asked to link the different actors and to define the links between them. Try to
focus on what you think are the most important links:
●● flow of products (cf. value chain);
●● information flow (who is seeking what kind of information and knowledge from whom?);
●● flow of funds (cf. money);
●● flow of services.
Make sure the links are very specific. If they are not, you will end up linking everyone with
everyone else.

Example

Market Women

Women’s Groups Ministry of Evironm.

Irrigation Farmers District Assembly

NGO Ministry of Agric

Name: Moses Ayemba

Date: 12.07.2007
Study: Impact on local irrigation
Kinds of links: Fulani Herdsmen Fishermen
Red: Money
Black: Command
Green: Advice
Blue: Information

Include thick lines for relationships which are important to the performance of the cooperative,
and thin lines for less important relationships.

How influential are they? (15 minutes)

The group needs to agree on a shared understanding of the term “influence”. This is about the
actor’s ability to influence a specific issue, and not about formal hierarchies. You have to ask
yourself the following: how much influence does this actor have in this specific field/activity/
organization?).
Different actors can be more or less influential in different relationships. We therefore suggest
identifying the power relationship for each connection. We did this by putting a post-it on the
arrow. A post-it close to one of the actors means that that actor is more powerful.

24 My.COOP
 Market Women

Women’s Groups Ministry of Evironm.

Irrigation Farmers District Assembly

NGO Ministry of Agric

Name: Moses Ayemba

Date: 12.07.2007
Study: Impact on local irrigation
Kinds of links: Fulani Herdsmen Fishermen
Red: Money
Black: Command
Green: Advice
Blue: Information

What are their goals? (15 minutes)

After mapping the actors, their links and influence, it is important to know their goals. By
mapping their goals, you know in which direction the actors want to move. Focus on each and
every actor and try to map goals that the actor is likely to support. You can add abbreviations or
symbols to illustrate this process. Go into as much detail as you want in the picture. In the picture
below we could argue that it is difficult to distinguish between development and protection goals.
Maybe we have to enhance the picture with the fact that actors can have different goals.

Market Women

D
Women’s Groups Ministry of Evironm.

D P
Irrigation Farmers District Assembly

D DP
NGO Ministry of Agric.

P D
Name: Moses Ayemba
Date: 12.07.2007
Study: Impact on local irrigation
Kinds of links: Fulani Herdsmen Fishermen
Red: Money
Black: Command
Green: Advice D D
Blue: Information

Trainer’s Manual · Learning Activities Module 1 25

 Debriefing (30 minutes)
Once the groups have completed the network map of their case study, discuss the result in the
plenary session.
Questions for reflection in the plenary discussion:
What are the most problematic relationships for the performance of the cooperative?
What could be done to improve those relationships?
Which are the most powerful stakeholders?
How could the cooperative improve the position of power of the cooperative and its members in
the different relationships?

Materials
●● Large pieces of paper;
●● Pins and small wooden blocks;
●● Pencils and markers of different colours.

Timing
1 hour 30 minutes – 2 hours

26 My.COOP
1.5: A value chain exercise

Objectives
To understand the concept of value chains and the role of cooperatives in the value chain.

Methodology
The trainer selects a product, which is known by the participants. Examples are ugali in Kenya8
or dosa in India9, preferably a processed product. Make sure that the product is physically
present. The role-play will not be explained. The trainer starts by giving the product to one of
the participants (the consumer) and asks the following questions. (Note that this requires some
manipulation by the trainer to make the participant realize that he/she is part of a role-play.)
The questions come from a traditional value chain exercise. It is important that the trainer
systematically integrates the cooperative perspective and, where possible, highlights its specificity.

Consumer:
●● Why did you buy this product, and what is it made from?
●● Where did you buy it?
●● Why did you buy it there?
●● Could you buy it elsewhere?

Subsequently the consumer is asked to point to another participant from whom he/she supposedly
“bought” the product. The “seller” (retailer, farmer, wholesaler) is then interviewed.

Retailer:
●● How do you know what products to buy?
●● What are the needs of your clients and how do you discover these?
●● When did you buy the product and for how long have you stored it?
●● For how much did you buy it and for how much did you sell it?

The game continues until all possible chain actors are interviewed.
Questions for other actors:

8 Ugali is an East African dish (also sometimes called sima, sembe, or posho) of maize flour (cornmeal) cooked with water to a
porridge- or dough-like consistency. Source: http://en.wikipedia.org/wiki/Ugali (accessed 22 Oct. 2011).

9 Dosa is a fermented crepe or pancake made from rice batter and black lentils. It is a staple dish in the southern Indian states, as
well as being popular in Sri Lanka, Malaysia, and Singapore, where the name thosai is more common, and in Myanmar as toshay.
Source: http://en.wikipedia.org/wiki/Dosai (accessed 22 Oct. 2011).

Trainer’s Manual · Learning Activities Module 1 27

 Processor:
●● Where did you buy it and what were your quality requirements?
●● What did you do with the product?
●● Who are you? A cooperative? An individual enterprise?
●● How did you get the product to your factory and who paid for the transport?
●● To whom do you sell the product?
●● For how much did you buy it and for how much did you sell it?

Transporter:
●● Who are you? A cooperative? An individual enterprise?
●● What other functions do you have (storage, packaging)?
●● For which other buyers do you provide transport?
●● What factors make you increase your costs?

Supermarket:
●● Who are you? A cooperative? An individual enterprise?
●● Where do you buy your products and what quality do you require?
●● Who are your customers and how do you discover their needs?
●● How did you get the product to your supermarket?
●● For how much did you buy it and for how much did you sell it?

Producer:
●● Who are you? A cooperative? An individual enterprise?
●● Where do you get your inputs?
●● Do you get credit and who offers you this?
●● Do you get other services?
●● Where do you sell the product and why?
●● How has your production evolved and what causes this? (new fertilizers, droughts?)

Wholesaler:
●● Who are you? A cooperative? An individual enterprise?
●● How do you select products, what are your quality requirements?
●● What are the needs of your clients and how do you discover these?
●● How do you ensure sufficient supply?
●● When did you buy the product and for how long have you stored it?
●● Was there leakage or spoilage?
●● For how much did you buy it and for how much did you sell it?

28 My.COOP
At the end, the trainer highlights the complex setting in which cooperatives operate and the
potential role of cooperatives, matching farmers’ needs with services and service providers.
The trainer shows and explains the concept of a value chain and discusses the following questions
in the plenary session:
●● What roles can a cooperative play in the value chain (chain operator, chain supporter and
influencing the enabling environment)? Can you give any examples?
●● What are the strategies a cooperative could use to improve the position of farmers in the
value chain? Can you give any examples?
Finally, the trainer explains the four upgrading strategies.

Material
Printed cards

Timing
20-30 minutes

Trainer’s Manual · Learning Activities Module 1 29

 1.6: Governance challenges. A brainwriting exercise

Objectives
●● To brainstorm in an innovative way about different governance challenges cooperatives can face.

Methodology
Brainwriting is a simple technique for overcoming challenges to brainstorming, namely the
tendency for judgement, personality clashes and the fact that only one participant can express
him/herself at any given time.
The trainer introduces the topic of cooperative governance (Topic 3).
After this short introduction, the trainer provides every participant with a sheet of paper together
with a problem statement related to one of the governance challenges indicated in Module 1.
These include the following:
●● agency problems;
●● commitment;
●● inclusion, gender;
●● skills;
●● autonomy.
The trainer chooses one appropriate challenge for the group and formulates a question:
●● How would you increase female leadership in your cooperative?
The trainer asks the participant to write down two ideas related to the problem statement in three minutes.
Everyone then passes their sheet of paper to their neighbour on the right and repeats the process
using the paper they receive (from their left-hand neighbour), either building on the ideas already
written or adding original thoughts and ideas. It is important that they are instructed not simply to
repeat ideas, but to produce as many as possible.
A brainwriting session can take place within a fixed period of time, or be allowed to continue until
the participants have exhausted their creativity. Participants are able to work in isolation while
accessing other people’s ideas, thus generating even more than in standard brainstorming.
It is important to do a debriefing after the brainwriting session and see how many ideas the group
has come up with collectively.

Materials
●● Sheet of paper for each participant
●● Pencils

Timing
15- 30 minutes

30 My.COOP
Module 2:
Cooperative Service Provision

2.1: Needs assessment.

A jigsaw exercise on different tools and instruments

Objectives
●● To learn about different tools for assessing the needs of cooperative members;
●● To distinguish advantages and disadvantages of these needs assessment tools;
●● To be able to decide which needs assessment tools to use in a cooperative.

Methodology
For this activity, the trainer can use the jigsaw method. This is a cooperative learning strategy that
encourages people to develop their own understanding and then share their knowledge with the
group as a whole.
The trainer prepares a list of information materials on each of the following needs assessment
tools that are currently used – or could be used – in the different cooperatives. These include:
●● formal survey;
●● informal survey (or semi-structured interviews);
●● focus group discussion;
●● participant observation and interviews.
For each tool or technique it would be good to have a description, a real-life example and other
relevant resources. The trainer creates breakout groups of four participants. Each team receives
the four different puzzle pieces and assigns a specific tool to each individual team member.

Reading and Reflection time (30 minutes)

Each participant reads carefully his or her material about the tool, together with the following
guiding questions:
●● What is the tool/technique about (description)?
●● What are the advantages and disadvantages of the tool/technique?
●● Do you have experience with this tool, do you use it yourself, or where do you see it as being
applicable in your own cooperative?

Sharing the different puzzle pieces (30 minutes)

Trainer’s Manual · Learning Activities Module 2 31

 In small groups, participants give the other group members a synthesis of the answers he or she
found to the three guiding questions. Every participant contributes his expertise on a specific
tool to the group. Through this knowledge-sharing exercise, the entire group is updated on all
the needs assessment instruments that are relevant for assessing members’ needs. The main
conclusions of each group should be documented on a flip chart, which will be used in the final
debriefing stage.

Final debriefing (15 - 30 minutes)

In the final reporting-back stage involving the entire group, the trainer shows participants the
assessment grid for choosing the right instrument for a needs assessment (Table 1.2 (Topic 1)).

Material
●● Background information on the different needs assessment instruments;
●● Paper and pen for each participant.

Alternative method
If the trainer does not already have material prepared on the different assessment tools, he or
she can opt to start the exercise directly with the participants’ existing experiences. The trainer
needs to divide the entire group into different buzz groups and provide them with the following
questions:
●● How do you assess your members’ needs for services?
●● What methods and tools do you use for assessing these needs?
●● What are the advantages and disadvantages of the tools?
Next comes a plenary reflection session in which the groups present their methods and tools, and
the facilitator writes down the methods and tools on a flipchart. The reflection is followed by a
discussion guided by the following two questions:
●● Do the identified needs always relate to the core business of the cooperative? If not, what do
you do?
●● Do the identified needs always reflect the needs of the majority of the members? If not, what
do you do?

Timing
1 hour 30 minutes

32 My.COOP
2.2: Mind-mapping and prioritizing needs + matching
exercise with services

Objectives
●● To reflect on members’ needs;
●● To learn to prioritize members’ needs.

Methodology
Mind-mapping needs (20 minutes)
Participants will collectively construct a mind map together with the trainer. In the centre of the
mind map the trainer writes “member needs” and, by brainstorming, participants come up with
different needs they have experienced in their own cooperative. This exercise is most interesting
when participants come from the same cooperative. If participants from different cooperatives are
involved, they can work in separate groups.

Prioritizing needs (20 minutes)

After the initial stocktaking of needs exercise, the trainer gives every participant a sheet with the
following questions:
●● Can the need be met by other providers?
●● How important is meeting this need in order to increase productivity?
●● How much will meeting this need increase product quality?
●● To what extent does the need reflect local scarcity?
●● Are the needs related to the core business of the cooperative?
●● Does the need reflect a bottleneck?
The trainer explains these questions and invites participants to reflect on these when reviewing
the needs that were collected in the mind map.
Every participant receives three dots from the trainer and places the dots on the most relevant
needs that need to be prioritized. After this prioritization exercise we will see clusters of prioritized
needs.

Debriefing (20 minutes)

Based on the clusters of prioritized needs, the trainer introduces a discussion based on the
importance of planning. The discussion can also be enriched by a case showing the power of
planning tools used by SOCODER in Chile (Case 2.1 (Topic 2)).

Matching needs with services (20 minutes)

Participants write down a list of support services that are available in the environment of the
cooperative:

Trainer’s Manual · Learning Activities Module 2 33

 ●● production services (orange post-its or paper);
●● marketing services (green post-its or paper);
●● business management services (blue post-its or paper);
●● financial services (yellow post-its or paper);
●● value added services (pink post-its or paper).
For each category of services there will be several post-its or pieces of paper. Once we have a list
of potential services, participants are asked to match the service with the identified needs.

Final debriefing (15 minutes)

The trainer moderates a final discussion on what services the cooperative needs to supply and
how. The following questions can guide the discussion:
●● Does the service provision contribute to the strategy or the purpose of the cooperative?
●● Will the service provision result in producing products that are in demand by the market?
●● How can the service be provided? Take into account the three options: (i) directly by the
cooperative, (ii) through outsourcing or (iii) by the cooperative acting as a point of referral so
that producers can choose a service provider independently within the market.
To conclude the session, the trainer introduces the three components that participants need to
understand in order to analyse the service market (demand, transactions and supply) and provides
examples of questions that can assist participants in examining these three components. (Table
3.1 (Topic 3)).

Material
●● Large wall covered with paper (to construct the mind map);
●● Markers;
●● Dots;
●● Coloured papers or post-its.

Timing
1 hour 30 minutes – 1 hour 45 minutes

34 My.COOP
2.3: Strengths, Weaknesses, Opportunities, Threats
(SWOT) analysis. How to improve the capacity of the
cooperative to offer services

Objectives
To learn how to assess the internal capacity of cooperatives to offer services.

Methodology
The trainer explains the concept of how to analyse strengths, weaknesses, opportunities and
threats in a cooperative. He or she can explain in detail the different components of a SWOT
analysis.10

SWOT Ananlysis
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After that, the SWOT elements are explained in a cooperative context. In this way, the trainer can
give the following additional instructions:
●● strengths and weakness are all internal factors and could be used to improve the capacity of
the cooperative to offer services to its members;
●● strengths reflect internal resources. The cooperative could chart how to make effective use of
its strengths to improve its capacity to offer services. For example, the cooperative could use
its skilled and competent staff to deliver services to its members;
●● weaknesses undermine the capacity of a cooperative to offer services. In this regard, the
cooperative should work out ways to address its weaknesses in order to improve its capacity
to provide services;

10 ILO/COOPAFRICA: Project design manual: A step-by-step tool to support the development of cooperatives and other forms
of self-help organizations (Geneva, 2010), http://www.ilo.org/public/english/employment/ent/coop/africa/download/
coopafricaprojectdesignmanual.pdf (accessed 22 Oct. 2011).

Trainer’s Manual · Learning Activities Module 2 35

 ●● if the weakness is inadequate staff competency, the cooperative can organize relevant
training activities for staff to improve their capacity to offer services;
●● opportunities are external positive factors, which can be capitalized on to improve the
capacity of a cooperative to offer services. For example, the cooperative may benefit from the
existence of a research centre in order to access relevant data and disseminate these to its
members;
●● the SWOT analysis can make clear that for some services the cooperative has (or does not
have) a comparative advantage in providing the service directly.
After this explanation participants can be introduced to the following methodology.
Participants are divided into four different groups and each group chooses a case study
(cooperative) and focuses on one particular service. The group carries out a full SWOT analysis.
It should be stressed that the SWOT analysis should focus on this one service. The groups should
also think about strategies/actions for addressing weaknesses and threats (realistic, concrete
actions).
Therefore, ask the following questions:
●● Can you select one service the cooperative provides to its members?
●● What is the SWOT for your cooperative in performing this service?
●● What are possible concrete actions to address the SWOT in order to improve the service?
Shortly afterwards, groups will present the results of their SWOT analysis and the five most
important actions identified.

Material
Four flip charts;
Pencils and markers.

Timing
1 hour 15 minutes – 1 hour 30 minutes

36 My.COOP
Module 3:
Supply of Farm Inputs

3.1: Peer assist on identified challenges

Objectives
●● To learn about how to deal with challenges related to the supply of farm inputs.

Methodology
In this session we will use the peer assist method of learning with and through peers by sharing
experience, insight and knowledge. The method is designed to develop context-specific solutions
to a particular challenge.
The trainer needs to identify interesting cases or challenges faced by the participants in advance
of the session itself. Referring to module 3 (for instance, Topic 1, Case 1.1 on FUCOPRI in Niger)
on supply of farm inputs, we can give some potential examples:
●● The risk or challenge involved in providing new services to its members. How do you know
whether a new investment or service is going to work or not?
●● The risk or challenge involved in financing bulk purchases. What do you do when you do not
have sufficient capital to make, for example, bulk purchases?
●● How do you deal with differences of opinion among your members in terms of the way you
organize the provision of your services?
The trainer identifies up to three or four cases among the participants in advance and asks
participants who are familiar with the challenge to act as peer assisters. To get familiar with the
peer assist method, participants can watch the following film as an introduction to the exercise.11
The peer assistee will present the identified challenge to the group. This is not a traditional
presentation, rather a sharing of the necessary information within the timeframe of seven to ten
minutes. The case or challenge can be presented on a flip chart (summary or mind map). After
this presentation, the group appoints a trainer who will analyse the case in-depth together with
the members of the group. The peer assistee listens, observes and remains in the background of
the discussion. The trainer supports all the ideas and suggestions that are collected in the group
and records the conversation on a flip chart. This process will take 45 minutes and ends with the
main conclusions and suggestions from the group.

11 Peer assist, http://www.youtube.com/watch?v=ObmQyW3EiiE (accessed 22 Oct. 2011).

Trainer’s Manual · Learning Activities Module 3 37

 Option: rotating peer assist
After this first peer assist, the participants of the group move to another peer assist. The peer
assistee and the facilitator remain where they are and welcome a new group of participants.
When the different groups that tackled different challenges have finished, they come together in
a plenary session and the trainer brings the different trainers together for a collective debriefing.
Here, each trainer presents a summary of key ideas and points.

Material
●● Flip charts based on the number of identified challenges;
●● Pencils and markers;
●● Video on peer assist.

Timing
1 hour 30 minutes – 2 hours

38 My.COOP
3.2: Round robin on storage and stock management

Objectives
To learn about the advantages and disadvantages of stocking.

Methodology
For this session, a round robin methodology will be introduced for a rapid and intense engagement
on different themes related to stock management.
The trainer identifies the following discussion themes and assigns each topic to a specific corner
of the room.

Round 1 (50 minutes)

Advantages and disadvantages:
Theme 1: Storage
Theme 2: Own transport
Theme 3: Large or small stocks
Theme 4: Centralized or decentralized stock
Each corner needs to be equipped with a writing wall or flip charts, writing utensils and a
semicircle of chairs.
Participants have about 10 minutes to spend in each corner. During the first five minutes of
the first round, participants are not allowed to speak. They write down their own input without
discussing or reflecting with other participants.
A bell indicates to participants that they have to move to the next corner. Participants add to,
complement, correct, specify and exemplify what has already been written.

Round 2 (15 minutes)

Collective debriefing.
After five rotations the participants pull their chairs out to create one large circle, including the flip
charts with the final reflections. Allow no more than three minutes for the groups to report back.
The groups report on the last poster they visited.

Round 3 (25 minutes)

Final discussion
The trainer initiates a final discussion on how cooperative managers can make sound decisions
on input supply (should the cooperative provide it directly, outsource it or let members choose an
external provider independently), based on the disadvantages and advantages of the four themes. In
the plenary discussion, participants come up with considerations that provide insights to managers
for making decisions. Examples are a cost-benefit analysis; a member needs assessment; a risk
analysis; an analysis of other service providers in the field – or an environmental impact analysis.

Trainer’s Manual · Learning Activities Module 3 39

 Material
Five flip charts or writing walls;
Pencils and markers;
Circles of chairs.

Timing
1 hour 30 minutes

40 My.COOP
3.3: Establishing a pricing policy. An expert panel
debate

Objectives
●● To learn how to define pricing objectives;
●● To choose a price strategy;
●● To fine-tune and adapt the pricing policy.

Methodology
Step 1 (45 minutes)
The trainer invites three to four experts or expert participants in pricing policy strategies in
advance. The panellists receive a series of questions in advance that will be discussed in the
panel.
●● What are the pricing objectives of your cooperative? Can you explain why?
●● What is the pricing strategy of your cooperative? How did you decide on the strategy?
●● How did your cooperative fine-tune and adapt pricing policies? Do you have any tips?

Tips for the panel debate:

●● identify experts and speakers who are familiar with the subject matter and represent diverse
perspectives;
●● communicate the questions, as well as the format and logistics, to the experts in advance.
Offer assistance for preparing their input and check their progress regularly;
●● hold a briefing exercise with the panel experts immediately prior to the session to clarify
roles, processes and expectations;
●● open the expert panel with questions that will clearly convey the subject matter and its
parameters;
●● allow adequate time for experts to respond, and intervene if responses are losing focus;
●● redirect the discussion when necessary by returning to the list of questions or asking experts
to be more specific about their ideas;
●● improvise questions not included in the list if the discussion takes an unexpected, but
productive direction.
It is the responsibility of the trainer to introduce the panel and the different questions and how they
relate to training module 3. During the collective debriefing, it is important that the trainer links the
input of the expert panel with the different steps of setting-up a pricing policy. (Module 3)

Step 2 (45 minutes)

The trainer asks the group to write down, on big post-it notes, what kind of internal and external

Trainer’s Manual · Learning Activities Module 3 41

 factors influence price.
The following factors should come out of the initial brainstorming:
Cost – demand for the product – competition – industry average – legal concerns – customer
expectations – experience
Each factor needs to be explained by the participants themselves. Based on these inductive
inputs, the trainer adds where needed and clarifies where there are gaps (Table 3.3 (Topic 3)).

Final debriefing (15 minutes)

The main points learned during this session should be addressed as a summary. If time allows,
some additional questions can be addressed:
●● How do you manage risks?
●● How do you measure financial performance of the supply service?

Material
●● Large post-its;
●● Markers and pencils;
●● A print-out of the grid in annex 1 for each participant.

Timing
1 hour 30 minutes – 2 hours

42 My.COOP
Module 4:
Cooperative Marketing

4.1: A value chain case study

Objectives
●● To revise the concept of a value chain through a concrete case;
●● To evaluate the market requirements and the impact on the value chain.

Methodology
The trainer presents the following case:
The members of the “Kwali Chicken Producers Marketing Cooperative Society” in Nigeria are
producing chicken for the market in the capital city, Abuja. Chicken farmers sell their live
chickens collectively to a trader. This provides them with a better price compared to selling
individually. Depending on the season, the trader pays between Naira 850 and 1100 for a
chicken. Consumers in Abuja buy boneless chicken breast in a local supermarket for 750 Naira.
The average weight of the chicken breast is 125 grams.
The trainer groups the participants and asks them to map the value chain for boneless chicken
breast required by consumers in Abuja city.
●● What are the quality standards of the consumer?
The groups go and work out the value chain.
After 45 minutes, the trainer provides the groups with an extension to the case and an extra
assignment:
For Christmas 2011, the Sheraton Hotel in Abuja needs 12,000 boneless chicken breasts of
150 grams each. The chicken should be fresh, organically produced and free of antibiotics.
The hotel is willing to pay Naira 1000 per chicken breast. The hotel wants one cooperative to
supply all the chicken. Your cooperative is interested in providing the chicken, because it is an
opportunity to raise the income of your members.
The assignment differs between groups:
Groups 1 and 2:
●● What can the cooperative do to improve the quality of the product and meet the quality
standards?
Groups 3 and 4:

Trainer’s Manual · Learning Activities Module 4 43

 ●● What can the cooperative do to improve the efficiency of the process and reduce costs?
Group 5:
●● What new tasks can the farmers (either individually or collectively) take up?

Tips
For participants who are not familiar with the value chain concept it is advisable to refer to the
value chain exercise in Module 1.

Materials
●● Flip charts;
●● Pencils;
●● Handout with the case study.

Timing
1 hour 30 minutes

44 My.COOP
4.2: Market information: analysis of the cooperative

Objectives
To analyse what kind of market information cooperatives need.

Methodology
Presentation (15 minutes)
The trainer starts with a short presentation on the importance of market information.
In this presentation the trainer explains: (cf. Topic 1)
●● What kind of market information do cooperatives need?
●● How could you generate the information?

Group work (1 hour)

The trainer divides the group into subgroups of 4-6 participants. Each group needs to come up
with concrete answers to the following questions, putting their answers in a matrix.
Customer analysis:
●● Identify the different types of customers for your cooperative’s produce;
●● What do you know about their demands and requirements (quantity, quality, price, timing,
packaging, etc.)?;
●● What do you know about the demands of your customers’ customers (and end consumers)?;
●● What changes do you foresee in terms of your customers’ demands in the (near) future?;
●● What kind of methods are you going to use to get these answers?
Competitor analysis:
●● Identify your competitors. What do you know about them?;
●● Who are your competitors’ customers?;
●● When do the competitors sell to the market?;
●● What price are they charging?;
●● What promotion techniques are your competitors using?;
●● What is their distribution process?

Trainer’s Manual · Learning Activities Module 4 45

 Example of the Matrix

Name of Customers Quality of Time of Price Image Other

competitor their product sales information

Group debriefing (15 minutes)

The matrices are presented.

Materials
●● Flip charts for each group;
●● Markers and pencils;
●● Print-out with the list of questions.

Timing
1 hour 30 minutes

46 My.COOP
4.3: Improving performance. Towards a top 100 list

Objectives
●● To stimulate creative thinking about strategic marketing;
●● To explore different ways for cooperatives and their members to improve their performance in
order to enter into more favourable contracts.

Methodology
The trainer sets the scene and explains that cooperatives involved in collective marketing (i.e.
cooperatives buy the produce of their members and market it themselves) have two main groups
that need to be satisfied: their members, who supply the produce, and the ultimate buyers of the
produce. When the cooperative is able to improve its performance, buyers might be more willing
to pay a higher price, or to buy more.

Challenge: how can the cooperative improve its performance?

This challenge needs to be documented at the top of a working space (either a big piece of paper
or a writing wall).

Innovative brainstorming (1 hour)

Write the numbers 1 – 100 on the wall.
Instruct participants to come up with their ideas as quickly as possible. All ideas should be
recorded, even if they seem obscure or irrational. The first 30 ideas tend to be the most obvious
ones as they are selected from participants’ recent memory or from their most commonly repeated
experiences. The next 40 ideas will begin to demonstrate patterns and trends. These ideas seem
to be the most difficult to generate because they require divergence from the habitual approach.
The final 30 ideas are the most imaginative ones, because by this time the most common options
have already been recorded. This is the most profitable phase of the process because shifts in
perspective are most likely to occur.
Depending on the scope in terms of time and group size, it is always a challenge to reach the
exact number of 100. It is more an ideal target that brings participants beyond the regular number
of brainstormed ideas (the list can continue during the entire period of the workshop).

Debriefing (30 minutes)

The trainer shares reflections with the group about the current inventory. Together with the group
the trainer tries to identify the different upgrading strategies within the current list:
●● product upgrading;
●● process upgrading;
●● functional upgrading;
●● chain or inter-chain upgrading (or diversification).

Trainer’s Manual · Learning Activities Module 4 47

 The trainer asks each participant to take home five concrete ideas and to discuss these in detail
with the management board and members of his/her cooperative.

Tips
●● be sure to provide enough time to complete the list, because it is only effective when done in
one sitting;
●● empty the room of all distractions. This includes turning off mobile devices and finishing any
drinks first;
●● repeated ideas may provide clues to the thought processes of participants. Therefore address
them only at the end of the session;
●● instruct participants to use acronyms and short forms, and to avoid full sentences as they
consume precious time and energy.

Material
●● Large piece of paper or writing wall.

Timing
1 hour 30 minutes

48 My.COOP
4.4: Marketing mix board game12

Objectives
●● To explore as many marketing ideas and problems as possible;
●● To increase marketing knowledge by using the 5 Ps.

Methodology
Round 1 (30 minutes)
Ask the participants what they have learned about marketing so far. Link their prior knowledge with
the 5 Ps: product, price, promotion, place, people (Topic 2). Display the five posters with the 5 Ps.

Round 2 (60 minutes)

Divide the participants into groups of four to six persons. Each group appoints a game facilitator.
Explain the rules of the game and make sure that all participants understand them:
Each person will get a counter or playing stone and will move it through the squares to the end of
the game board.
Decide which person goes first in each team and then take turns.
The first player throws the dice (or any other method chosen by the group). He or she advances
the number of squares shown on the dice.
The facilitator draws a card from the pile with the picture that matches the square the player has
landed on and reads the question.
The player gives an answer:
●● for four of the 5 P cards (product, price, promotion, place), the answer is “True” or “False”,
according to the participant’s guess. The facilitator can check the correct answer. If the group
wants to discuss the statement further, they may do so and then the next person is asked to
take his or her turn;
●● if the player lands on the symbol of the figure (people), the facilitator will read out the
question, and the player gives the possible answers. The group should then discuss the
answers and ideas jointly. If the discussion is finished, ask the next person to take his or her
turn;
●● when most groups have reached the end of the game, they can help others until all have
completed it.

Round 3 (15 minutes)

In the roundup, encourage exchanges of experience between participants from the different
groups. For example: did they learn anything new? Was it easy or difficult to play the game? What

12 Adapted from: S. Bauer, G. Finnegan, N. Haspels, GET Ahead for Women in Enterprise Training Package and Resource Kit, ILO,
Bangkok, 2004, pp.157-186.

Trainer’s Manual · Learning Activities Module 4 49

 were the main lessons learned from the game? Did they agree with the answers? If not, why not?
Are there issues that they want to know more about?
Conclude by asking participants some of the following questions: did any similar problems occur
in your cooperative? In what form? How did you solve them? Was this successful? How could
you have done better? Did the game provide you with any new ideas for solving your marketing
problems? Which ones? What messages will you remember as most important from the Marketing
Mix Board Game?
Distribute the 5 Ps of Marketing: Summary Chart and the Posters to all participants.

Materials
●● Four playing boards or flip charts with the Marketing Mix Board Game, one for each small
group. The board and summary chart are provided in Annex II;
●● Sets of Posters (A4 size) for each of the 5 P symbols to put on the walls as well as 4 x 5 sets of
Question Cards can be downloaded from the My.COOP platform: www.agriculture-my.coop;
●● Counters in different colours according to the number of participants (alternative material: playing
stones, or rubber erasers decorated with pins or painted in different colours for each person);
●● Four dice.

Timing
2 hours

50 My.COOP
4.5: A fishbowl discussion on certification schemes

Objectives
●● To explore and evaluate different certification schemes;
●● To discuss the pros and cons of the different certification schemes.

Methodologies
The trainer identifies (in advance) two to three subject matter experts or participants who are
experienced in certification and briefs them on the facilitation process. Ideally you would have one
person for fair trade, one for UTZ certification, and one for organic culture.
A small circle of chairs will be set up, surrounded by a larger circle. There will be a few more
chairs than participants, to facilitate mobility.

Individuals Group B
Obsevers

Group A
The Fishbowl

The trainer opens the session with the experts in the centre circle, and addresses the learning
objectives and methodology of this session. The main objective of this session is to explore in a
joint way the different certification schemes and their pros and cons.
Each participant/expert in the inner circle gets 5-10 minutes from the trainer to explain the
certification scheme, how cooperatives obtain certification and the related challenges.
Once the three different cases have been shared with the entire group the fishbowl is officially
open. Participants who want to comment or question something can move into the inner circle
by occupying an empty chair there. If there is no empty chair, one of the participants of the inner
circle needs to leave voluntarily to free up a chair. The discussion continues with participants
frequently entering and leaving the fishbowl. Participants have more than one opportunity to move
into the inner circle.

Trainer’s Manual · Learning Activities Module 4 51

 The outer circle must always observe silently. The trainer should enforce this principle diligently.
Those in the outer circle prepare questions and comments and move into the circle when ready.

Tips
●● Summarize the discussion and open the floor for a debriefing either following the
conversation topics or once the time allocated has been exhausted;
●● Simply removing the centre circle of chairs allows for participatory debriefing discussions that
are very conducive to reflection;
●● During the debriefing, review key points, interesting comments and the group’s feelings
regarding particular issues.

Material
●● Two rows of circles;
●● Flip chart for debriefing;
●● One marker for the debriefing.

Timing
Any form of fishbowl requires a minimum time slot of 1 hour 30 minutes.

52 My.COOP
All modules

5.1: Open Space

Objectives
To exchange and learn about self-identified issues and challenges in the management of
agricultural cooperatives.

Methodologies
An Open Space works in a highly productive and effective way – giving participants plenty of
freedom and creating a highly structured organizational order at the same time – because it
observes a series of principles and laws.
A fascinating pattern of self-organization and productivity unfolds, which contains all of the
following:
CONNECTING: We are all here because the theme (management of agricultural cooperatives) is
something we have a real passion about and because it is a unique opportunity to connect with
others who are eager to learn about, plan for, and take action.
FOCUSING: We can not anticipate exactly what will happen during the OS as this has turned out
to be obstructive to effective organization and high-level performance. Participants take charge in
a much more efficient way than we ever could. The trainer, in the middle of everyone, starts off
with an empty agenda wall, which – in a structured process – is quickly filled by participants and
is going to be our agenda for the day.
SELF ORGANIZATION AND ACTION: Anyone who feels committed will put forward their burning
question, passionate issue, or great idea related to the theme “My.COOP”. Participants then
manage themselves constantly, i.e., in terms of contributing or learning. The whole process is a
constant optimization of efficiency.
RESULTS: The people who convene the sessions take responsibility for taking notes and typing
them on to the computer or other device.

Steps to take
Place chairs in a circle and choose a blank wall for the agenda. Use large sticky notes to arrange
agenda proposals.
After explaining the theme and objectives, invite the participants into the centre of the circle in
order to fill the agenda.
Instruct participants to present their proposal and place it on the agenda, including their name, for
reference.

Trainer’s Manual · Learning Activities 53

 Avoid duplication by encouraging participants to create one posting per issue.
Identify the most passionate or experienced participant on each agenda item to convene the
sessions and take notes.
Propose that sessions be combined or run in parallel if several people have identified the same
focus areas.
The trainer must be present yet invisible, providing assistance and guidance only when necessary
while letting the participants dictate the learning process.
Ensure that the “law of two feet” is properly understood. If at any time a participant is neither
learning nor contributing, they must use their feet to reach an alternative session.
Conflict can occur when one individual wants to attend two sessions that are scheduled
simultaneously. The person with the timetable clash must find the two conveners and persuade
them either to combine their sessions or change the time. If this approach is unsuccessful, the
participant can flit from group to group.
Time must be allocated at the end of each session to formulate a report on the learning process.
It is helpful to provide the moderators with a standard format that includes the time and title,
moderator name, list of participants, discussion points and key recommendations.
Convene participants an hour before closing time in order to share highlights and key reflections in
a round table discussion.
The trainer must convene with a representative from each session to collect the primary reports in
order to prepare a final report after the OS. Add a table of contents, review language and format
the document as needed before providing it to the participants in print form or online.

OPEN SPACE
On self-identified issues and challenges in the management of agricultural cooperatives

Agenda
9:00 Welcome and introduction to the OPEN SPACE
9.30 Agenda-setting for small group discussions
10:00 Small group discussion #1
11:00 Small group discussion #2
12:00 Closing circle
14:00 Small group discussion #3
15:00 Small group discussion #4
16:00 Closing circle
16:30 Debriefing

Principles of Open Space

1. Whoever comes are the right people.
2. Whenever it starts is the right time.

54 My.COOP
3. Whatever happens is the only thing that could have happened.
4. When it is over, it is over

5. The Law of Two Feet

If you find yourself in a situation where you are not learning or contributing, go somewhere where
you can.

Trainer’s Manual · Learning Activities 55

 5.2: Study visit

Objectives
To review the knowledge, skills and attitudes that were dealt with in the course, in a concrete and
realistic context.
Study visits can create added value in this My.COOP training package. They allow you to learn
from reality.

Study visit tips

Explain the objectives of the study visit and the programme in advance and link them to specific
sections in the My.COOP modules;
Hand out blank learning diaries where participants can record their experiences, and provide them
with guiding questions such as “What did I learn?”, “How can I apply what I learned in my own
professional context?”;
Have an informal meeting with the cooperative in advance to discuss some of the important
aspects of the study visit. In this way the cooperative can also prepare in the most optimal way;
Upon return, organise a collective debriefing where insights and discoveries can be discussed in
the plenary session.

56 My.COOP
5.3: Evaluation exercise on the management of
agricultural cooperatives

Objectives
To review the knowledge, skills and attitudes that were dealt with in the course so far;
To reinforce knowledge and awareness.

Methodology
Participants divide themselves randomly into three sub-groups. Groups review the sessions of days
1 and 2 and generate a list of five challenging questions for the other groups (questions can be
about anything covered during the plenary sessions). Questions are clearly formulated and written
down (e.g. on flip charts).
The other two groups are invited to answer the questions of one group; the suggesting team
validates the responses and/or provides additional information.
Competition between sub-groups: the winner is the team that generates the highest number of
unanswered questions.

Materials
●● Three flip charts;
●● Three markers;
●● Prize for the winning group.

Timing
30 minutes – 45 minutes

Trainer’s Manual · Learning Activities 57

 Bibliography
Bauer S.; Finnegan G.; Haspels N. 2004. GET Ahead for Women in Enterprise Training Package
and Resource Kit (Bangkok, ILO).
ILO Promotion of Cooperatives Recommendation, 2002 (R193).
ILO/COOPAFRICA. 2010. Project design manual: A step-by-step tool to support the development of
cooperatives and other forms of self-help organizations (Geneva, ILO).

58 My.COOP
 Trainers: Course Secretary:
Time Monday Tuesday Wednesday Thursday Friday
9:00 – 10:30 Introduction and opening.
Icebreaker. A value chain exercise. Peer assist session on A value chain case study. Open Space or Study visit.
identified challenges in
supply of farm inputs.
ANNEX I

The cooperative cube. Addressing governance Improving cooperative Self-identified approaches

challenges. performance. on the management of
Basic cooperative concepts
agricultural cooperatives.
and principles. Brainwriting.
A top 100 list.
11:00 – 12:30 Needs assessment. A Round robin on storage Market information Open Space.
jigsaw exercise on different and stock management. analysis.
The cooperative knowledge
tools and instruments.
café. Case-based learning.
Sample Training Agenda

Comparative analysis of
Being a member of a
tools and techniques.
cooperative.
12:00 – 14:00
14:00 – 15:15 Mind-mapping and Price-setting policy. The Marketing Mix Board. Open Space.
prioritizing needs +
What is your cooperative A panel debate. Game-based learning
matching exercise with
about?
services.

A storytelling exercise.
Organizing our thoughts
graphically.
15:15 – 15:45 Coffee break.
15:45 – 17:00
The cooperative SWOT analysis Evaluation exercise on A fishbowl discussion on Debriefing and conclusions
environment. acquired competences in from the Open Space or
of the internal capacity certification schemes.
cooperative management. Study visit.
A network analysis. of cooperatives to offer
services.
Evaluation and final closure.

Trainer’s Manual
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 ANNEX II
Marketing Mix Board Game

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Trainer’s Manual 61
 The 5 Ps of Marketing:
Summary Chart

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Product Price

Place and Distribution

Promotion Person

62 My.COOP
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