training booklet

BRAC LEARNING DIVISION

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Training need assesment Facilitation

Customised course ServiceEvaluation

Health

ICT &MIS

Corporatemanagement

Developmentmanagement

Enterprises

Finance & accounts

WASH & DECC

Soft skills

Microfinance

Education

Capacity development

HR

Published in : February, 2015

Copyright : BRAC

Published by : BRAC Learning Division

Special thanks : Sayeda Tahya Hossain Mohiuddin Panna

Prepared by : Naima Sultana Chaman Binta Aziz Nawrin Nuery Iqbal Kabir

Designed by : Md. Masum Billa

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BRAC Learning Division i

Training is one of the imperative tool in any company or organization that aims to develop skilled human resources to make sure its long term sustainability. It enables staff member to perform better and face difficult situation in the work place acquiring new skills and expertise.

Over the success story of more than four decades in development arena, BRAC constantly emphasizes on training in its activities to maintain effective implementation of programmes and organizational longevity. BRAC Learning Division (BLD) emphasises result based training to promote common and shared understanding in intra- and inter-organisational relations, tailored to address the current challenges faced by the organization.

BLD ensures a participatory approach to training by integrating concepts and practices, while frequently adapting new training methods and technologies to address nobel issues and produce the desired results. This division has garnered a reputation of excellence in Bangladesh and abroad through the creation and development of a huge number of quality training courses, programs, and methods of instruction. BLD has designed a number of training courses suitable for people working in non-governmental organisations, government offices, and private corporations. We can offer a highly skilled and internationally affiliated trainers pool to provide customized training courses in accordance with the needs of different groups or individuals.

To make a reservation, or for any other information, please contact the Learning Division @ BRAC Centre, 18th Floor, 75 Mohakhali, Dhaka -1212, or use the included list to locate your nearest BRAC Learning Centre (BLC).

The purpose of this brochure is to provide brief descriptions of the key contents, course details, training methodologies and principles, associated costs, and expected outcomes for our courses. Early reservations are recommended in order to ensure participation in a course.

Microfinance, accounts and enterprise 01-10

Education 11-14

Health, WASH and DECC 15-16

Development and management 17-26

HR management 27-28

ICT 29-31

Short courses 32-34

Foreword iAbout BRAC iiiAbout BRAC Learning Division iv-vi

BLD training courses vii

Subject wise course descriptions

Training fee 35BLCs address and contact numbers 36-37

Content Page

BRAC Learning Division ii

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BRAC Learning Division iii

We organise the poor, especially the women, and provide platforms for them to come together,access t o services,exchange information, analysis and raise awarness on economic, social, legal, gender and other issues concerning their daily lives and their communities. Our social enterprises integrated with various development programmes form crucial linkages that increase the productivity of our members’ assets and labour and generate surplus for the organisation, allowing both those we support and ourselves to be increasingly self-reliant.

Through continuous innovation to introduce more cost effective solutions and adapting them for greater effectiveness, we scale up for immediate and lasting change. We are pioneering a new kind of organization, which integrates development programs with social enterprises and enables BRAC and individuals to become self-reliant. While using our southern based knowledge and expertise, we are constantly learning from people, communities, and countries where we work.

Our vision

A world free from all forms of exploitation and discrimination where everyone has the opportunity to realise their potentials.

Our mission

Our mission is to empower people and communities in situations of poverty, illiteracy, disease and social injustice. Our interventions aim to achieve large scale, positive changes through economic and social programmes that enable women and men to realise their potentials.

Our values

Innovation, Integrity, Inclusiveness, Effectiveness

BRAC, founded by Sir Fazle Hasan Abed in February 1972, soon after the liberation of Bangladesh, has acted as both the initiator and catalyst for many such innovations and change. Our initial focus was on assisting the refugees returning from India to their newly indepen-dent country. In 1973, we broadened our focus to long term sustain-able poverty reduction. Over the course of its evolution, BRAC has established itself as a pioneer in recognising and tackling the different dimensions of poverty.

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BRAC believes that training is a key element of the development approach which focuses on people and their participation. Training has been introduced as an essential element of BRAC's intervention strategy. Realizing the importance of training, BRAC has developed a training division which is now known as BRAC Learning Division (BLD) to address

BRAC Learning Division iv

BLD has a huge experience in capacity building and training in home and abroad maintaining high standard quality. It has experiences and capacity of implementing donor funded projects as well. Noted that, BLD is a member organization of ‘International Federation of Training and Development Organizations (IFTDO)’ and recently rewarded by IFTDO for maintaining quality and excellence in trainings.

The overall objective of BRAC Learning Division is to improve the effectiveness of BRAC through enhancement of human potential of its staff, program participants, and other stakeholders. These efforts are consistent with BRAC's poverty alleviation and empowerment goals. In order to respond appropriately to diversity and organizational needs, the Learning Division's specific objectives are as follows:

3. Establish partnership and networks with other national, regional and international learning institutions to continuously improve learning facilities and capacities; and4. Promote BRAC's culture and Values.

1. Create BLCs a ‘Centre of Excellence’ for training on leadership and manage-ment skills; 2. Provide capacity building support to BRAC and other developmentorganizations

the training needs of its own as well as that of government and other non-government organizations. It has 28 residential centers named as BRAC Learning Centers (BLCs) in different parts of Bangladesh.

BRAC Learning Division v

Training principlesIn order to maximize the results of training courses, Learning Division upholds the following training principles:

• Course trainers strive to create and maintain an open learning environment, which is built on mutual trust, and respect.

• Trainers regard themselves as facilitators, no t pedagogues in the learning process.

• BRAC values diversity with respect to age, education, and experience in selecting training staff and course participants.

Facilities in BLCs

About BRAC Learning Division

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Problem-solving Flexible

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To meet the criteria of an ideal learning center, each BLC is equipped with trainee's hostel, cafeteria, air-conditioned classrooms, library facility, auditorium, store houses, and staff dormitories. To ensure learners’ and staffs’ engagement in extracurricular activities, BLCs have facilities for indoor and outdoor games, as well as space for cultural activities.

BLCs are equipped with different modern training aid facilities like audiovisual equipment, computers, micro-phones, overhead projectors, and other multimedia devices to make training courses more effective.

BRAC Learning Division vi

Training methodologyDiversified methods are used for the training programmes to make every session interactive, vigorous, and meaningful. For example:

About BRAC Learning Division

AssignmentBrainstormingCase studiesDebateGroup discussion

LecturesPanel discussionPair groupPresentationRole play

Self reflectionSeminarSensitivity analysisSimulation

Explore your results with BRAC training

The BRAC learning team has developed a series of new training courses that aim to provide learners with a detailed understanding of development and management through diverse learning methodologies. We are dedicated to support our learners in their personal and professional development by enhancing our training programmes and ensuring the highest levels of satisfaction to give the best.

BRAC Learning Division vii

Sl. No. Training programme Duration

Microfinance, accounts and enterprise05 days

03 days

Microfinance management course Managerial competency development

03 days

05 days

03 days

Entrepreneurship development and business planning

Finance for non-financeValue chain management

05 days03 days

05 days

05 days

School management and development

Managing pre-school and elementary school

Multi-grade learning approaches (MLA)

Education

05 days

Pedagogy management

05 days

03 days

Health, WASH and disaster

Weather and climate change

Community based nutrition programme management

Adolescent reproductive health

Disaster management 05 days

Project planning and logical framework approach 05 days

Strategic planning

Participatory rural appraisal (PRA)

Project management and implementation skills enrichment (PROMISE)

Development and management

05 days

Monitoring and evaluation (M&E)

05 days

05 days

05 days

05 days

05 days

11 days05 days

05 days03 days

05 days

BLD training courses

1

2

3

4

1.1

1.2

1.3

1.4

1.5

05 daysSelling excellence and customer service1.7

05 daysSmall business analysis1.6

05 daysSelling excellence for special savings1.8

05 daysFinance and accounts management course1.10

05 daysFinancial management1.9

05 daysChanging life by behavioral modification1.11

2.1

2.2

2.3

2.4

3.1

3.2

3.3

3.4

4.1

4.2

4.3

4.4

4.5

Development management

4.6

Managerial excellence

4.7

4.8

4.9

Research proposal preparation and scientific report writing

4.10

4.11

4.12

Project management

Managerial soft skills development

Effective communication

Professional leadership

Training of trainers (TOT)

Communication and presentation skills development

Supportive supervisory competency development

Creative thinking of high performance team

BRAC Learning Division viii

Sl. no. Training programme Duration

Development and management05 days

05 days05 days

05 daysHR management

ICT

Short course

Advanced interviewing skills

MS project management

Advanced excel

MS office package

Internet browsing and e-mailingBasic computer and office management

SPSS

Performance management systemHR for non HR

BLD Training Courses

44.13

4.14

4.15

4.16

5

6

03 days5.2

03 days5.1

03 days

03 days

03 days05 days

05 days

03 days

5.3

6.1

6.2

6.3

6.4

6.5

6.6

7

Emotional intelligence in business


Advanced excel

MS office package

Internet browsing and emailing

Basic computer and office management

Social and emotional learning (SEL)

Risk management

Client protection principles

Basic skills of microfinance managementInclusive micro-finance

How to start a business

Finance for non-finance manager

Supply chain management

Accounts for non-accounts manager

Art of customer service

01 days

01 days

01 days

01 days01 days

01 days

01 days

01 days

01 days

01 days

01 days01 days

01 days

01 days

01 days

01 days

Microfinance, accounts and

enterprise

BRAC Learning Division 01

Key contents

Objectives of microfinance service

Identify and organise beneficiaries group

Village organisation

Principles and procedures of village organisation

SavingsSavings concept, kinds of savings, importance of savings, savings management process

Service charge and portfolio

Risk of loanConcept of loan risk, cause of loan risk, how to prevent and manage loan risk, effect of loan risk

Customer service

Ethics

Expected resultsStrengthened knowledge and skills of the participants in regards to managing and implementing microfinance programmes effectively and efficiently

Course durationFive days residential course

ParticipantsProfessionals with experience working in the field of microfinance

1.1 Microfinance management course

Concept of behavior, concept of ethics, general behavior of microfinance staff, dos and don’t

Customer service and it’s impor-tance, customer satisfaction cycle, steps of customer service for microfinance, customer service for beneficiaries

Mission, objective, element, concept of microcredit and microfinance, difference between microcredit and microfinance

Process of creating village organisation, member-ship, team and committee creation,activity and discipline of village organisation

Service charge concept, kinds of service charge, service charge concept, kinds of service charge, portfolio and portfolio outstanding concept, how to change portfolio, portfolio quality measurement guideline


Key contents

Basic concepts Management, manager, management functions, effectiveness and efficiency, change management

Management function: planning

Planning: concept, type, process, problem solivng and decision making: concepts, step, considerable factors

Management function: organising

Deligation: concept, principles, dos and don’ts for delegation, when to delegate and when not, time management: concept, techniques to save time, excercise on time management

Management function: leading

Management function: controlling

Expected resultsStrengthened and developed managerial competencies of the senior and midlevel managers for implementing

efficiently


ParticipantsSenior and midlevel managers of GOs and NGOs working in the field of microfinance programme.

1.2 Managerial competency development

Supervision, monitoring, auditing, management information system, follow up: dos for manager concept, differences.

microfinance programme

Leadership: concepts, types, difference between leader and manager, coaching and counseling: concepts,importance, steps, effective meeting conduction: objectives, considering factors, meeting etiquette, conflict management: concepts, types, reasons of conflicts in workplace, identification of conflict signals and its resolution, communication: concept, types, process, psychological elements of communication, motivation: concept, considerations, tools and techniques of motivation.


Key contents Basic concept

Enterprise selection

Entrepreneurship management

1.3 Enterprenurship management and business planning

Introducing to enterprise, entrepreneur and entrepreneurship

Feasibility analysis, macro screening, micro screening, SWOT analysis, marketing mix, demand and supply analy-sis, marketing plan and cost projection, preparation of a checklist for market feasibility analysis, technical feasibility, production plan with cost projection, developing production plan, checklist of technical feasibility, categories of cost

Categories of capital and finalise the capital requirements, budget/ cash flow , preparation of a checklist for financial feasibility analysis management and organisational feasibility, financial statement analysis

Expected results

Course durationThree days residential course

Participants

Developed small entrepreneurship and managed effectively the respective enter-prises with good market management and supply chain

Small entrepreneurs, and community people willing to involve in small enterprise

Key contents Concept on value chainConcept and objectives, importance of supply chain management (SCM), some key issues of value chain management (VCM), advantages of VCM

Decision making and processDecision phases in a VCM, decision areas of VCM, process view of VCM

Elements and principlesElements of VCM, guiding principles of VCM

OthersParticipants in the VCM, negotiation:inventory management, contract, transportation, sourcing, warehousing.

1.4 Value chain management

Expected results

Course durationTthree days residential course

Participants

Strengthened the competency of the participants regarding value chain management

Manager who are involved in market-ing and selling products related to the field of development.

Business plan and other considerations Concept on business plan, flow chart of business plan, develop marketing plan,develop financial plan, develop technical plan, economic aspect , social aspect , environmental aspect, compilation of business plan,presentation of business plan.


Key contents

Basic conceptsConcept of finance, financial management, financial sustainability, distinction between finance and accounting

Financial management process

Responsibilities of financial manager, importance of financial management, financial accounting vs managerial accounting

Time value of money

Concept, why money has time value, compounding vs discounting, value, present value, future value and annuity amount

Concept of break even

The nature of break even analysis, determining the break even point, case study and exercise on break even point

Cash managementConcept, exercise

BudgetingConcept of budgeting, types of budgeting, benefits of budgeting, budget variance analysis, exercises

1.5 Finance for non-finance

Financial risk managementConcept on VAT, tax

Expected resultsStrengthened the analytical competency of the manager for ensuring financial sustainability and improving financial productivity

Course durationThree days residential course.

ParticipantsProfessionals working in non-finance sectors.

Concept of costing, cost related to the product (product cost, operating cost), cost allocation vs activity based costing

Costing


Key contents

Business conceptCharacteristics of business, strength and weakness of business, concept of entrepreneur, characteristics of entrepreneur, strength and weakness of a entrepreneur

Market surveySurvey concept, importance, criteria of market survey, survey form

Business guarantor and document Business guarantor and document , concept of guarantor, factors to select guarantor, required document for loan

Project evaluationTechnical feasibility measure, financial feasibility measure, economical feasibility measure, organisational feasibility measure, industrial feasibility measure, social and environmental feasibility measure

Financial statementPreparation of income statement, balance

sheet concept and preparation, cash flow

statement, liquid capital, varies statement

demo and exercise

Land law and legal documentsLand law discussion, agreement, legal documents of land

Customer service through effective communication

Importance of customer service, technique of effective customer service, handling difficult situation/customer, guideline of best customer service, concept of effective communication,sorts and states of communication, method and execution

1.6 Small business analysis

Expected results



Enhanced finan-cial sustainability en-suring appropriate loan disbursement and return through ef-fective business analy-sis.


Key contents

Communicating with prospecting clients

By him/herself, reference

Steps of client’s purchasing mentality

Draw attention, create eagerness, create demand, decision taking for purchasing, finally purchased, consumer satisfaction and re-purchasing, facing client’s disagreements

Attract clients by personality developmentAppearance, power of smile, manner

Pre-selling conversationsHow to converse with client, exercise

Selling conversations

Criteria of selling conversation, reason of

purchasing, talking point identify, how to solve

customer’s disagreement

Handling difficult customer

Customer follow-up

Expected resultsStrengthened knowledge and skills of participants in marketing and selling products and services in a competitive market



1.7 Selling excellence and customer service

Following up, addressing complaints, turning custom-ers around.

Identifying difficult customer, how to handle them


Key contents

Roadmap to achieve saving targetSteps and initiatives to achieve saving target

Identify the customersTo know customers, feasible customers, home work, go to customers

Stimulate customers

Effective communication

Concepts of communication skill,

considered psychological part, indicator,

appearance, manner and gender, body

language

Confirm customer

Facing customer’s questions, prolong

follow-up, savings account is opened

Customer service and customer satisfaction

Pre-sale, during sale, postsale, create

customer satisfaction, re-purchase, search

new client and encourage

Customer service and customer satisfaction

Traits of an ideal service providerCharacteristics of smart sales executive, dos and don’t

Expected resultsEncourage and increase clients toward savings through professional attitude



1.8 Selling excellence for special savings

Financial awareness and security, sugges-tions to setting goal, dream, obstacles eradicate to open savings organisational support to achieve accounts, demonstrate excellency of your goods and services

Pre- sale, during sale, postsale, create customer satisfaction, re-purchase,search new client and encourage


Key contents Basic concepts of financeAccounts and financial management, concept of finance and financial management, concept of accounts, accounting principles

Study on revenue and costTypes and items of revenue and expenses, break even analysis, concept of assets and liabilities, received and expenditure account analysis

Study and analysis of financial statementsConcept and preparation of income statement, information stated in the income statement, concept and preparation of balance sheet, information stated in the balance sheet, balance sheet distribution and analysis

Budgeting.Concept of budget, considering factors to prepare budget

Fund management Concept and sources of fund, cost of savings cost of HO-fund, cash and bank management cash flow analysis

Portfolio management and portfolio reporting. Concept of rortfolio, component of portfolio, changes of portfolio, key indicators of portfolio quality, portfolio delinquency, cost of delinquency, preparation and analysis of portfolio (APO) report, analysis of trend report

Decision making through ratio and report analysis

Concept of financial ratios, types of financial ratios, importance of ratios, calculation of important ratios, ratios analysis and decision making

Comparative performance analysis

Expected resultsManagers will be able to analyse their financial performance of the branch/ area and take effective decision quickly to meet the organisational need and provide support to their supervisees


Participants

1.9 Financial management course

Professionals with experi-ence working in the field of microfinance

Data analysis worksheet preparation, difference branch data analysis, evaluate perfor-mance


Key contents

Basic concept of accountingDefinition, importance, principles, equation, double Entry, classification

Transaction and recordingCharacteristics of transaction, recording of transaction

Journal entryExercise Journal entry, general ledger accounts cash book

Financial reportingTrial balance, income statement, balance sheet

Office management File, register

Management of bill Definition, classification, complete bill, raw bill or hand made bill, posting system of a bill, bill checking, bill payment

Voucher management Voucher authorisation, bill voucher keeping, disposal of bill voucher, debit/credit note

Fund managementCash management, bank reconciliation

Assets managementPurchase system, assets register advance to 3rd party, transfer and sale system, fixed asset (PPE) accounting, initial measurement of PPE, depreciation of PPE

HR managementConcept of HRM, human resource philosophy, staff joining, transfer andresignation, leave, leave file andregister, salary, provision, deduction, bonus

Computer systemConcept of computer, software andhardware, some important tips andoverview, keyboard shortcuts, advantages of computer system, disadvantages of computer system, basics of automation

EthicsCode of conduct, ethics in practice

1.10 Finance and accounts management course

Expected results


Participants

Capacity developed of the accountants on financial management, documenta-tion and record keeping

Professionals with experi-ence working in the field of microfinance


Key contents

Professional ethicsConcept of professional ethics importance of professional ethics

Presentation skill

Values and culture

Integrity

Personal coherency with organisationKnow yourself – who am I?, why am I here, what is my responsibility here?, what can I do for better performance?, which one is my inspiration?, which area wants to be changed for organisation’s success?

Relation build-up technique staff motivationTerminology regarding motivation, motivational factors, Abraham Maslow’s need hierarchy theory

Communication behavior analysis

Etiquette

Customer service

Expected resultsExercising integrity in the office premises and increasing mutual understanding and credibility among the staff


ParticipantsDevelopment professionals

1.11 Changing life by behavioral modification

Introducing communication behav-iorm, considered psychological part, indicator, appearance, manner and gender, body language

Meaning of etiquette, importance of etiquette, social etiquette, organi-sational etiquette

Concepts of values and culture,professional values and culture, how to create values and culture

Meaning of integrity, related terminology regarding integrity, importance of integrity, ersonal social and organisational consciousness, relation with transparency, accountability, professionalism, affectionate

Introducing presentation skill, kinds of presentation skill, standard of presenta-tion skill does and don’t

Concept of customer service, impor-tance of customer service insuring customer satisfaction.

Education


Key contents Topics in education and approachesEducation, learning, teaching, knowledge, skill, attitude, approaches of education, learning domain

BRAC education programBackground, key feature, components, operational strategies, learning, partnering in education; Concept, partnership; cooperation, collaboration and teamwork, attributes and good practices

BRAC pre-primary school (BPPS)

Concept, learner and teacher selection, teachers development, community involvement; SMC

BRAC primary school (BPS)

Concept, learner and teacher selection, teachers development, community involvement; SMC

Pre-primary and primary school

Observation, supervision and follow up, performing challenges in pedagogy and quality, school to be open in the ARM

Pedagogy in pre-school and primary school

Classroom setup (sharing from field experience), methods and techniques used in teaching

Development process of teacher and staff:

Practice of teacher development in BRACpractice of staff development in BRAC, organise meeting, training and refreshers, basic refreshers, special refreshers, develop MT

Review process; supervision, monitoring and reporting

Supervise weekly, monthly meeting and refresherssharing on monitoring results, supportive role of PO/ manager

Expected resultsEnhanced the capacity of the education professionals so that they can implement and operate education program effectively and efficiently


ParticipantsManagement group working with education programme

2.1 Managing pre-school and elementary school

Quality bottom-line

Managing accounts

Terms of references of Project Coordinator

Community mobilisation (parents meeting) teacher recruitment, school setup, ethics integrity, communication with GO, NGOs and BRAC.

Importance, preparing budget, cash requisition cash register, bill and voucher, learning materi-als and store

Attendance, teaching-learning, learning achievement, achieving skills and competencies


Key contents

Multi-grade learning approach

Learning styles of children ages 6-13Multiple intelligences,using storytelling and other common cultural strategies for children’s group learning

Efficient classroom organization for multi-grade settingsSeating plans and classroom layouts, organising display and learning center areas

Management strategies for multi-grade classroomsEstablishing and using teacher routines, establishing and using student routines

Selecting content that is teacher directed / student directed, principles of curriculum design, lesson planning in multi-grade context

Methodologies or effective instructional strategies in multi-grade schoolsTeam teaching- how to set up and use teacher teams in multi-grade schools, implementing self-directed learning strategies for students, peer teaching- preparing students to be peer teachers

2.2 Multi-grade learning approaches (MLA)

Effective assessment strategies in multi-grade schools use of teaching materials, aid and stationeries, teacher’s role and responsibilities, quality poster writing, dealings with different types of students, method demon-stration by the participants and feedback (class one to five).

Multi-grade grouping strate-gies, teaching materials and different types of students

Concepts, advantages and disadvantages, teaching and learning, learning domain, learning approach: pedagogy and andragogy

Organising instructional content for whole class, and small group teachingindividual

Expected results

Course duration

Participants

Enhanced skills of education professionals who are teach-ing students in the multi-grade classroom in terms of learning need assessment, curriculum design, learning session implementation and proper evaluation

Three days residential course

Professionals who are teach-ing students in the multi-grade classrooms


Key contents

Education systems in Bangladesh

Secondary education.Goal and objectives, specific objectives, implementation strategy and steps of secondary education

Organising school activities.

Effective teaching learning

MentoringConcept, importance, implementation process at school level, role of head teachers

Managing and developing staff

Office and classroom supervisionFile and record management, classroom supervision, role of head teachers

Inclusiveness and gender equality in school ethosInclusiveness in terms of traits of a big picture school, girls participation in schools activities, affirmative actions, role of head teacher

Trend analysis of self institute

Yearly action plan

2.3 School management and development

Concept, issue based data analysis, identify the trend, actions for future

Planning through SWOT analysis, issues of school development, prepare action plan by using SAP format

Expected results


Participants

Strengthened the manage-ment capacity and Leader-ship of head teachers to operate school activities effectively

Head teachers, assistant head teachers, and SMC members

Background, post liberation period, existing and streams, management structure of secondary systems education

Teacher appraisal and capability, regulating teaching profession by setting norms, profes-sional conduct

Terms and conditions of effective teaching learning,role of teachers, role of head teachers

Essential elements of school organisation, organising for big picture school, role of institutional head


Key contents

ConceptsBasic concepts of education, training; understanding the learning process and learning domain; conditions of learning; identifying different learning style; types of training (theoretical, practical, participatory and traditional)

Designing training and refresher coursesTraining, training cycle, refreshers and needs assessment analysis; Setting training objectives and contents; developing training framework; Preparation of training schedule; curriculum design and process

Facilitating and managing training and refresher courses

Selecting appropriate training materials; implementation process of training and refreshers; process of presentation, preparing the module of training or refresher course; concept of feedback, types of feedback, how to give and take feedback; norms of a session

Evaluationdefinition, types and importance of evaluation; evaluation process, use of evaluation in courses; Report writing

Pedagogy management

2.4 Pedagogy management

Identifying and solving supervisory problems; pedagogy management; lesson plans; subject-wise discus-sions related to classroom situation

Expected results


Participants

Strengthened and developed professional understanding and skills in designing training courses, facilitating trainings and effective supervision of pedagogy management issues

Education professionals involved in developing and managing education programme

Health, WASH and DECC


Key contents Concept of adolescenceDefinition of adolescence; change in adolescence and adolescent behavior; influence of relatives; relationship with peers

Concepts of reproductive health

Gender and reproductive rights of adolescentsConcept of gender and sex; Gender discrimination; Rights of adolescents to reproductive health services

3.1 Adolescent reproductive health

Communicating with adolescent girls; counseling procedures; community mobilisation, creating enabling environments; behavior change; roles and responsibilities of adolescents and community.

Conditions of reproductive health in Bangladesh; reproductive health and population; adolescence and reproductive health; problems of reproductive health

Expected results


Participants

Participants gained the skills neces-sary to advocate for education, coun-selling, and services for adolescent reproductive health in the communi-ties they serve

Senior and midlevel managers working in health sectors of govern-ment and non-govermental organisa-tions

Key contentsHealth and nutritionConcept of health, nutrition, and malnutrition; causes of malnutrition and malnutrition problems; conceptual understanding of food and nutrition, health education, and hygiene

Present status of nutrition in BangladeshIntroduction to the National Nutrition Program (NNP); food and nutrition in Bangladesh

Community based nutritionMother and child health, mother nutrition, child nutrition; antenatal ansd postnatal care; Safe food and rest; physical and mental care; importance of

family planning

Health managementHealth communication, balanced diets, growth monitoring; understanding management of mothers and child health care, planning, and implementation

3.2 Community based nutrition program management

Expected results


Participants

Enhanced knowledge of system-atic approach to developing community-based nutrition activi-ties in accordance with an organisational target plan

Senior and midlevel managers of government and non-governmental organisations involved in managing health programs.

Adolescent reproductive health awareness


Key contents

Concepts of climate changeDefinitions of climate and weather; climate change and chronological analysis; Bangladesh and global perspectives

Climate changing agentsIncluding global warming, greenhouse effects, ozone layer depletion

Impact human lifeAgriculture and food security; safe water scarcity; hazards of public health; biodiversity loss; natural hazards; women and environment; climate change and sea level rise

Adaption and mitigationSocial mobilization; infrastructure change; initiatives of new technology; institution, magnitude, fund

3.3 Weather and climate change

Key contents

Conceptual facet Types of concepts on disasters; disaster management cycle and principles; relationship between disaster management and development

Analytical facetDifference between disaster and hazards; assessing hazards; Vulnerability factors and response

How to manageDisaster prevention and mitigation; disaster preparedness planning at organisational level; e.mergency response and recovery; Post-disaster response and role of NGOs in disaster management

3.4 Disaster management

Expected results

Course durationThree days residential course

ParticipantsSenior and midlevel manag-ers working in the field of environment or weather in government or non-governmental organisations

Improved understanding of environmental changes and development of analytical skills to respond to climate issues

Expected results


Participants

Strengthened ability of participants to develop systems to manage disas-ters in the scope of their organisation

Mid level managers and field level supervisors working for non-governmental organisa-tions

Development andmanagement

4.1 Project management and implementation skills enrichment (PROMISE)

Key contents

Nine knowledge areas

Five performance areasProject initiating; planning; implementing;monitoring and controlling; closing

Six people areas

Expected resultsEnhanched result - based management skills in project implementation


ParticipantsProject managers, project coordinators, and related development professionals


4.2 Effective communication

Expected results

Course durationFive days residential

Participants

Good listening, awareness of non-verbal communication, recognising communication barriers, art of clear instruc-tion and request, dealing difficult conversation

Managers, executives and project coordinator

Key contents

Basic concepts Improving the verbal and non-verbal skills in workplace communication

Management of project integration; scope; cost; schedule; quality; human resource; communica-tion; procurement; risk

Project cognition; leading; managing; communi-cating; professionalism; personal effectiveness

4.3 Participatory rural appraisal (PRA)

Key contents

Background and principlesPRA & PLA: concept and differences; philosophy, principles, and advantages of PRA; rationale of PRA; role of a moderator in PRA

Methods and techniquesRapport building, its needs, and techniques; different PRA techniques: physical mapping, social mapping, wealth ranking, resource mapping, mobility mapping, etc.; uses and facilitation process of techniques; report writing preparation

Use of PRAParticipatory action planning process; monitoring and evaluation

Expected resultsDeveloped and strengthened knowledge and skills of the participants in applying participatory local appraisal techinques at community level


ParticipantsMidlevel managers, supervisors working in private, government, and non-governmental organisations


4.4 Professional leadership

Expected results


Ability to get along with others, sell your ideas, manage your time, bring a project in under budget and create an enjoyable work-place environment is now as important- if not more so- than your technical expertise

ParticipantsManagers and executives

Key contents

Basic concepts

Improving the emotional intelligence skills for manag-ing self and others towards leading self and team effectively

Key Contents

Concepts and approaches

Project identification and feasibility analysis

Project planning and designing

Problem tree analysis; establishing project goals and objectives; analysis of alternative strategies and linking with the log frame matrix

Basics of logical framework approach (LFA)

Features of LFA

Development of LFA

Use of LFAMeans of verification (MOV); process of analysing LFA; role of managers in reviewing LFA; reporting project performance using LFA

Expected results


Participants


4.5 Project planning and logical framework approach

Participation of stakeholders; project alternative analysis; ormulation of project goal, purpose, and outputs in matrix; Objectively verifiable indicators (OVI) as controlling tool; assumptions and risk strategy; link of LFA with project budget

Understanding the nature and purpose of project; project, planning and management; lifecycle and stages of project; project management approach

Analysing problems, assessing and prioritising needs, identifying resources; analysing the individual and community capabilities; analys-ing stakeholders; analysing project feasibility and risks

Background and purpose of LFA; Steps of LFA:situation analysis (context, problem, stakeholder, objective), strategy analysis, project planning matrix, implementation; users of LFA, neo LFA

4×4 matrix analysis; hierarchy of proj-ect expectations (activities, outputs, purpose, goal); vertical and horizontal logics

Increased professional understanding of methodol-ogy and practical tools used in a Logical framework Approach in project planning, designing, and implementa-tion

Midlevel project managers and supervisors working in private, government, and non-governmental organisa-tions.


Expected results


Participants

Key ContentsParticipatory monitoringMonitoring as a tool of controlling; participatory monitoring and its importance; function and rationale of monitoring and evaluation; importance and types of M&E; comparison between monitoring, MIS, audit, and evaluation

Monitoring tools and indicatorsFactors, methods, and tools in participatory monitoring; monitoring indicators and their characteristics

Development and implementation of monitoring planSteps of monitoring; sampling and sample size selection; usage of pictorial diary, developing monitoring plan; gantt chart and its implications in monitoring; writing monitoring report

Participatory evaluationConcepts, definitions and needs of participatory evaluation; factors, methods, tools and steps in participatory evaluation; writing evaluation report

4.6 Monitoring and evaluation (M&E)

4.7 Managerial soft skills development

Expected results


Participants

Communicate effectively, encourage enthusiasm and a sense of belonging, keep everyone working toward agreed upon goals, treat others as individuals

Executives and managers

Key contents

Basic concepts

Raising awareness and application skills of key professional soft skills (negotiation, conflict-resolution) team building, creative problem solving, critical thinking etc.)

Strengthened monitoring and evaluation competen-cies for ensuring effective implementation of program activities and evaluating the achievement of the programmatic goal and objectives

Midlevel manager, supervi-sors, and monitors from private, government,and non-governmental organi-sations.

4.8 Strategic Planning

Key ContentsConceptualising strategic planDimensions of plan (strategic plan, tactical plan/operational plan, activity plan, work plan); vision, mission, goal, and objectives

Framework of developing strategic plan

Different frameworks for developing strategic plan (STEP framework, Peter drucker's framework, SWOT matrix); components and structure of strategic plan

Development of strategic plan

Strategic achievements: stocktaking, analysis of lessons learnt, analysis of organisational core values and competencies, stakeholder analysis, alternative analysis; using maxi-mini matrix, strategy formulation, strategic directions, and major activities

Implementation of strategic plan

Review and reflection process, role of strategic review team, operation of strategic plan, and educating of staff members


4.9 Project management

Expected results


Participants

Efficiency in delivering services, increased customer satisfaction, greater competi-tive advantage, increase in quantity and quality

Executives and managers

Key contents

Basic concepts

Management function: Planning

Planning: concept, type, process, problem solivng and decision making: concept, step, considerable factors

Sharpening the skills in issues regarding project design, execution and monitoring

Expected results


Participants

Senior and midlevel managers or executive committee members working with private, government, non-governmental organisations

Developed and strengthened knowledge and skills for devel-oping strategic plans based on a critical understanding and analysis of different methods and tools


Key contents

Management and development management

Concept of development, management, and development management; importance of development management; development approaches, strategies, trends, and their implications to management; management functions and skills

Management functions - planning

Planning and its importance; considerations of program planning; planning process: tools and techniques (QBPP, participatory planning, etc.)

Management functions - leading

Concept of leader and leadership; types of leaders and their implications; leadership styles and their applications or effectiveness; situational leadership; required competencies for an effective leader; problem-solving and decision making

Management functions - controlling

Health communication, balanced diets, growth monitoring; understanding on management of mothers and child health care, planning, and implementation

Organisational behavior

Managing time, communication concept and types; interpersonal and organisational communication and the role of manager; conflict and different approaches to resolve conflicts

Staff development

4.10 Development management

Expected results

Course duration

Five days residential course

Participants

Motivation: concepts, process, motivational analysis of behavior, maintaining a high context and content; performing team; organi-sational culture and values, importance and role of manager; managing human resources, formal and informal approaches, managers role as inspirational leader.

Strengthened managerial competencies for undertaking and implementing develop-ment programs

Senior and midlevel develop-ment managers of private, government and non-governmental organisations


Key contentsManagement and management skillsConcept and functions of management; challenges of effective management in the 21st century; dimensions of management skills and principles

Decision making and planningUnderstanding planning and steps of planning; intuitive and calculative processes of making a decision; steps of decision making and problem solving

Leading and motivating the peopleLeadership concepts and types, effective leadership and its criteria; situational, transformational, and transactional leaders; resolving conflict, motivating and coaching employees; managing high performing teams, managing time and stress effectively, appraising staff performance

4.11 Managerial excellence

Key contentsConcept of research

Research basicsElements of scientific research, research planning and implementation, common mistakes and lessons learnt in research

Research planning

Logic modelLogic model and planning proposal

Proposal preparation

Expected resultsStrengthened and improved research proposal and scientific report writing skills


ParticipantsResearchers, and other development professionals

4.12 Research proposal preparation and scientific report writing

Planning a research project; identifying needs:SWOT analysis, problem analysis, setting objectives, methods of research

Development and research, role of researcher in development research

Expected results


Participants

Developed and strength-ened the management skills for managing program activities effectively and efficiently

Senior and midlevel managers, supervisorss and executive committee members of private, government, and non-governmental organistions

Research proposal preparation, common mistakes in scientific report writing, budget preparation


Key contents

Education, learning and training

Concept of education: formal, informal and non-formal, basic principles of adult learning, approaches of training: participatory and non-participatory, training cycle

Determining the training needs

Training needs assessment (TNA)-concepts, TNA approaches-organisational, job and personal, areas of TNA-competency, motivation and job environment, methods and tools in TNA, result analysis, TNA report

Designing the training course

Objective setting from identified content, concepts- curriculum, module, course outline, lesson plan, and course Schedule. Training techniques and learning approaches, training aids- developing creative training aids, designing a training session

Delivery the training

Discerning the training course

4.13 Training of trainers (TOT)

Facilitation, co-facilitation, coaching and mentoring, use of humor and puzzle, training management: role of a trainer, organising the course, training proposal and budget, training completion report

Training evaluation-context, input, process and product, purpose of evaluation in training, areas of training evaluation:learning, reaction, performance and impact, methods: formative and summative, tools and report, training follow-up

Expected resultsUpgraded capabilities of participants in determining, designing, facilitating and discerning participatory and

training

Course durationEleven days residential course

Participants

competency-based effective

Trainers, training managers and development profes-sionals involved in training programmes

Key contents

Human communication

The concept, purpose, components, types, barriers in communication; importance of human communication; models of human communication; skills for effective communication

Interpersonal communication

Introduction to interpersonal communication, dimensions and principles of interpersonal communication; listening, speaking, and writing skills

Communication and behavior

Self discloser: Johari's Window; feedback, transactional analysis; questioning skills, handling difficult replies; behavioural aspects in communication

Organisational communication

Communicating organisation’s vision, mission, goals, and objectives externally

Effective communication in meeting

Conducting effective meetings: some basic steps and consideration, preparing for the meeting, core responsibilities of chair and participants

BRAC Learining Division 25

4.14 Communication and presentation skillsdevelopment

Presentation skills

Basic structure of presentations, understanding audiences' perspective and expectation using flip-charts, white boards, and other visual aids; recognising and dealing with audience reactions; voice control and pitch, body language, decreasing stage fright

Expected results


Participants

Strengthened communica-tion and presentation skills, applicable in a diverse environment and culture

Supervisors, midlevel managers, and other staff representing their organisa-tions in external relations

Key contents

Key contents

SupervisionSupervision as a controlling function of management; Supportive supervision a new dimension of supervision; difference between manager and supervisor

Supervisory roleDifferent supervisory styles and approaches; identification of key areas of supervision; characteristics of an ideal supervisor; ten commandments of supervision

Leadership in supervisionLeadership styles, supportive leadership; role of supervisor in developing and maintaining high performing team; ways of motivating staff at work; organisational values and culture


4.15 Supportive supervisory competency development

Communication in supervisionConcept of communication, impor-tance of effective communication; levels of inter-personal commu-nication, organisational communication.

Expected results


ParticipantsSenior and midlevel managers and supervisors working from private, government, or non-governmental organisations

Enhanced knowledge and super-visory skills for managing devel-opment programs with the pro-active engagement of staff

Conceptual understandingsTraditional thinking; creative thinking (creativityconcept, critical thinking, creative thinking,importance of creative thinking, creative thinkingprinciples); theories of creativity (behaviorist view ofcreativity, personality- based creativity, cognitiveprocess creativity); traits of creative peoples

Underlying factors in creativityUnderstanding how the brain works (left brain, rightbrain and ways to keep brain in shape); barriers increative thinking (personal factors, external factors);barrier overcoming techniques

Process to creativityPreparation, incubation, imagination, illumination,experimentation, modification, verification; Tools andtechniques of creativity

Building high performing creative

4.16 Creative thinking of high performance team

Concept of team, goals of team, key factors of a team, principles of team, attributes of high performing team, characteristics of effective team, team role, team building

Expected resultsStrengthened and improved problem solving skills of the participants, using ways of creative thinking

3 days residential course

All level professionals workinng with development organisations

Course duration

Participants

HR management


5.1 HR for non-HR

Expected results

Course durationThree days residential

Participants

Developed skills for better understanding of staff requirement

Managers without HR background

Key contents

• HR planning, organisation structure and job analysis• Recruitment and selection• Compensation and benefits management• Training and development of HR• Performance appraisal systems• Career management and succession planning• Employment relations• Re-engineering of HR management systems

5.2 Performance management system

Expected results


Participants

Managing employee or system performance and aligning their objectives facilitates the effective delivery of strategic and operational goals.

Managers andsupervisors

Key contents

• Importance of objective setting and

owning their career development

• Dialog to share performance feedback

• Difference between the OLD and the

new PMS process and able to use the

rating scale for assessing `objectives’ and

`values’.


5.3 Advanced interviewing skills

Expected results


Participants

Improved one’s ability to ask the right questions with hands-on practice and exercises. Master the art of developing, verifying and using rapport. Go beyond the concept of detecting deception and apply the knowledge to actual interviews.

HR managers

Key contents

• Skills development to select potential Leaders

• Leadership competency framework

• Personal skill development on competency based

assessment for self and team

• Techniques for critical interviewing

• Understanding the leadership right fit for your organisation

• Aligning assessment system with job description / role

profile

• Assessing the inner motives in prospecting employee

• Assessing the prospective leaders through ORCE and

funneling model

• Discovering capacity to work independently and

interdependently

• Developing pre employment guideline


Key contents

6.1 MS project management

Key contents

6.2 Advanced excel

Managing time, tasks, people and resources produc-tively can make the difference between success and failure when completing a difficult project. This course aims to keep the projects on track, on time and within budget by learning how to track all project management details. It focuses on,

Advanced excel course will unlock the power of the programme and its advanced functionality. It focuses on,

• Data analysis• Handling text with formulas and built-in tools, sorting and filtering• Pivot tables , visual impact advance formulas• Using charts and smart arts• Managing database

• Planning, scheduling and controlling resources• Cost estimation and resource leveling• Process tracking and managing of multiple projects• Developing tabular graphical reports

Expected results

Course duration

Participants

Developed skill in managing project


Any mid level managers.

Expected results

Course duration

Participants

Developed skill in MS excel at an advanced level.


Any professionals who have basic knowledge of excel.

Key contents

6.3 MS office package

Key contents

6.4 Internet browsing and e-mailing

Microsoft office is a highly popular desktop suite, containing tools for word processing (word), spread-sheets (excel) and presentations (powerpoint). This course focuses on,

Now a days internet has lessened our workload in many ways by a single mouse click. That is why; email and the internet are deemed the most important communi-cations and information tools for any work place. To make the staff efficient in internet browsing and email using this course focuses on,

• Exploration of MS word, excel, powerpoint • Familiarisation with the MS office 2007 application

Expected results

Course duration

Participants

Enable one to develop time saving skills that will help to be more productive and speed up office workflow in terms of ICT expertise .


Any professionals

Expected results

Course duration

Participants

Participants will have a clear concept on internet and email usages. It will enable them for efficient internet browsing and emailing.


Any professionals

• Conceptualisation on internet and e-mail• Browsing internet and communicating through electronic mail effectively and efficiently• Familiarisation with different contemporary and upgraded programmes


Key contents

Key contents

6.5 Basic computer and office management

6.6 SPSS

In today’s world, basic computer skills are not only important but necessary. Basic computer class objec-tives include learning about the computer set up, computer programs, or software. This course focuses on,

SPSS is windows based programme that offers various statistical techniques required for conducting research works and can be used to perform data entry and analy-sis and to create tables and graphs. This course focuses on,

• Creating and editing data file in SPSS• Managing data file• Using graphs and charts• Generating auto report with data summary and graphical representations

• Orientation on windows and computer set up• Usage of windows desktop features, including managing files and folders/directories.• A word processing package to draft, format, save and print memos, letters and reports• Using spreadsheet with basic calculation and formulas

Expected results

Course duration

Participants

The classes enable students to perform basic computer functions as well as under-stand basic computer vocabu-lary and technology.


Any professionals

Expected results

Course duration

Participants

The course guides one through the fundamentals of using SPSS, and is struc-tured in a logical way so as to provide effective training in different stages of a typical data analysis process.


Any professionals


Short course

- Explain basic concept of accounting- Prepare financial statement- Take financial decision considering financial statement

Accounts for non-accounts manager

- Define the basics of development issues- Enrich skills on loan, savings and portfolio which will lead to proper microfinance operation- Realise the importance of microfinance and do with efficiently

Basic skills of microfinance management

- Define inclusive finance and it’s components - Enrich skills on achieving standard principles to design and apply inclusive finance - Persuade development-catalysts to reduce poverty and inequality in the society

Inclusive microfinance

- Articulate basic stages of forming a new business- Enhance decision making skills in different situation- Identify sources of business finance- Realise the importance of market research

How to start a business

- Know the finance, financial management and importance of financial management- Prepare financial statement- Take decisions through financial indicator

Finance for non-finance manager

- Identify activities of supply chain management as key elements for successful management in organizations or company- Apply selected inventory policy techniques and supply chain approaches- Appraise the value of information in supply chain networks

Supply chain management

These courses aim to


- Enrich the knowledge on the techniques of interpersonal communication to Identify the customer’s expectation - Apply positive attitude for better relationship with customers- Capture the feat of adaptability with any situation considering the background of each customer

Art of customer service

- Understand the client protection responsibilities of MF organisation in different operational area - Identify the client protection principles (CPP) with standards- Use the client protection principles (CPP) in practice and inspire officials of MFIs to make positive change in society

Client protection principles

- Define the categories of organisational risk- Enrich skills to applying techniques to face the risk- Identify prevention and control risk towards achieving organisational goals

Risk management

- Explain the emotional intelligence in self-management and relationship management- Develop the competencies of emotional intelligence in making appropriate decision in business place- Grow a commitment towards positive change of behavior and business success- Appraise the value of information in supply chain networks.

Emotional intelligence in business

- Define social and emotional learning derived from emotional intelligence- Identify and explain the framework of emotional competencies- Define emotional literacy and identify the characteristics of adults who are self and socially aware- Demonstrate the ways how adults (who are self and socially aware) should behave- Identify conditions for learning and performance and analyse the existing conditions of social and emotional intelligence of BRAC staff- Plan the action steps to become a SEL practiced organisation

Social and emotionallearning (SEL)



- Plan, schedule and control resources- Cost estimation and level resource - Track process and handle multiple projects - Develop tabular graphical reports

- Explain excel program and analysis data- Manage text with formulas and built in tools sort and filter- Develop pivot tables, visual impact advance formulas - Prepare chart and smartArt manage database

- Explore MS word, excel, power point - Familiar with the office 2007 application environment

- Enhance concept on internet and e-mail- Learn how to browse internet - Communicate through electronic mail effectively- Familiar with different contemporary and upgraded programs

- Enhance concepts of windows and computer orientation- Use windows desktop features, including managing files and folders/directories.- Use a word processing package to draft, format, save and print memos, letters and reports. - Use spreadsheet with basic calculation and formulas


Advanced excel

MS office package

Internet browsing and emailing

Basic computer andoffice management



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Sl #

01

02

03

04

ITEM

Course Fee 6,000

3,000

2,100

2,100

13,200

4,500

2,000

1,500

1,500

9,500

10,5007,500

12,000

4,500

4,200

4,200

24,900

19,500

Course Materials

Food

TOTAL

Rate per person ( Tk.)

Five daysThree days Eleven days

Course fee Tk. 1,000 per person per day

Tk. 500 per person per course

Actual to be paid to the trainer

To be arranged by the sponsoring

As per procedure of the sponsoring

Course materials

food for trainerTraveling

Sl #

01

02

03

04

05

ITEM RATE

A. FOR BLC BASED RESIDENTIAL TRAINING

B. FOR FIELD BASED TRAINING

Note: VAT and Tax are included (for A)

In case of small local level NGOs, the rate can be revised to promote capacity

These rates can be changed as per further organisa�onal decision


.. srebmun tcatnoc dna sserdda s`

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