financial capability training skills: self study pack

July 2014

Financial capability training skills: self study pack

Financial capability


- 2 - July 2014

Contents

Introduction 3

Training or learning? 4

Barriers to learning 6

Identifying training needs 10

What are we learning? 12

How do we learn? 14

Aims and objectives 15

Planning your group training session 17

Evaluation 27

Financial capability 32

Answers - Barriers to learning 35

Answers - What are we learning? 37

To do this pack you need:

about two hours

pen and paper

your learning journal (Citizens Advice Bureaux only)


July 2014 - 3 -

Introduction

Aims and objectives

This pack is intended for anyone who would like to offer financial capability group or individual training sessions. It is aimed at those who have limited experience of planning and delivering learning.

On completion, tutors should feel more confident about how to identify and plan for their learners’ needs. They will also gain ideas about how to motivate learners and evaluate the effectiveness of their work.

The pack may be used on its own as a basic introduction to training skills, though it is strongly recommended that readers attend the Financial capability training skills course, which will allow participants to develop their understanding of trainer skills and try them out in a series of practical tasks.

The pack is designed to give a basic introduction to training and practical ideas on how to plan a session. It also includes some ideas on how best to support learners.

There are some exercises to help you draw on your own experiences of learning and training, and some to apply what you have just read. There are a number of examples of materials to use in your sessions.

Objectives

On completing this pack you should be able to:

identify factors that help learning and apply these to your planning

identify the main barriers to learning and ways of overcoming them

identify what training is needed

plan the broad aims of a session

distinguish between knowledge, skills and attitudes as areas for development

write clear, useful, specific learning objectives

decide on appropriate learning methods

plan a session and draw up a useful session plan and tutor notes

evaluate your session

describe what financial capability means and how to deal with the information element of financial capability training.


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Training or learning?

Before we think about planning our training session we should remember that training is not an end in itself, it is a means to help people to learn, and ultimately the success of the training sessions should be measured by what people have learned.

Learning is a natural process. We continuously learn throughout our lives and much of it happens unconsciously or without any formal planning, but most of us learn more effectively when we have appropriate support and training.

Much of the success of a session is determined at the planning stage. By spending time at the planning stage we are more likely to run a training session that is appropriate to the needs of the learners and effective in helping them to learn.

Whether we are working with learners on a one to one basis or as a group, it helps to have some understanding of the positive and negative effects on learning, then we can plan an effective training session and support our learners appropriately.

What motivates people to learn?

We know that learning is a continuous process, yet despite strenuous efforts to train people through, for example, courses or learning packs, sometimes they don’t learn what we would like them to.

We cannot make people learn, we can only provide learning opportunities. Learning

comes from within and one of the key factors in successful learning is motivation.


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Exercise

Think about a situation where you learned something. For example: a new skill or pastime, gaining some knowledge or changing your behaviour.

Write your example here:

What were the motivating factors that led you to learn?

What factors might motivate the learners you will be working with?

Some of the things we have thought of are listed below, but you will be able to add others from your own experience.

People can be motivated to learn when they:

don’t want to repeat a bad experience

can see clear benefits to learning

can learn at their own pace

get regular feedback on how they are doing

have some control over the content of any learning.

Whilst motivation is a key factor, there are some other things that can make learning more effective.


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People learn

more effectively

When they can ‘have a go’ People learn best by doing.

Though they can read about how to complete a budget, it will be much more effective learning

when they have a chance to try it out.

When they have some control Where practical, give people some control over

their learning, such as what and when.

When their individual needs are taken into account

Recognise that all learners are individuals and you may need to adapt materials, methods,

approaches etc.

When they are in a safe, comfortable environmentThis is as much about the

atmosphere of the environment, and the

attitude of the trainer, as it is about practical comforts

such as refreshments.

When they have clearly defined goals

If you don’t know where you are heading, how will you know when you have got

there or have taken a wrong turn?

When they can see clear benefits

Learners need to see how the

learning will help and make a

difference to their lives.

When they are allowed to make mistakesIf you are asked to practise and ‘have a go’ it helps to know that mistakes are allowed

and can be used to help learning.

When they get feedback on how they are doing

We need to know how we are progressing, receiving

praise in those areas where we are doing well, and

encouragement to develop in others.

Step by step Information is best absorbed in small

logical steps. Some people like to see the big picture first and then work down, others

like to start small and build up.


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Barriers to learning

If we are going to support people effectively, we also need to give some thought to the things that can get in the way of learning. Below are some of the things we have thought of, but you will be able to add others from your experiences.

The task seems too big and overwhelming

The time and effort is too much compared to rewards: it is hard to find the motivation or the time to start, so involve the learner in trying to find ways of making the workload manageable. Ensure that learning is relevant and try to break down the learning into small steps.

Lack of skills: it may be that the learner lacks some of the basic skills necessary, such as numeracy or literacy and some thought may need to be given as to where it is appropriate to receive training in these areas. The learner may be lacking in confidence in these skills and these may be addressed through a carefully planned session that allows practice in a safe encouraging environment.

Lack of confidence or self esteem: they may have a fear of being able to cope, lack confidence or have a sense of inferiority.

This may be as a result of previous bad experiences of training or learning, so try to create situations which will give the learner high levels of support until their confidence increase. Ensure your activities/exercises are at an appropriate level for your learners so that they are able to complete them successfully. Also thank them for their contributions and give plenty of praise.

Additional needs and equal opportunities: some learners will find access to training and learning opportunities difficult either because of physical barriers or because of their experiences of discrimination either in the past or in the way we run our training sessions. To make learning accessible to all we need to ensure equal access by adapting materials, methods and approaches.

For example we might draw up publicity that encourages involvement from all sections of the community, use accessible venues, arrange session times to suit parents. We should ensure that materials reflect different cultures and lifestyles.

Personal problems: these could be domestic difficulties, caring responsibilities, health etc.

These may be overcome by the trainer having a friendly, approachable attitude and where possible taking account of some of these needs when planning a session.


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Exercise

Think about a training event that you have attended, that you felt was successful.

Write your example here:

What helped you to achieve success?

Think about a situation where you did not learn

What went wrong?

In planning any learning activity or group session, bearing these issues in mind will help your planning and give the learner a greater chance of success. The rest of this pack will help you to implement some of these ideas into your training session, but first of all try out your ideas in the case study overleaf.


July 2014 - 9 -

Exercise

Your bureau is working with a local housing association to run a training session for tenants on opening a bank account. The housing association tenant participation worker is very enthusiastic about the idea and tries to encourage them to attend. She knows that the session would be really valuable for Rafzana, who is 22, but she says she won’t come, as ‘she’s never been any good at maths'.

What might the barriers be for Rafzana?

How could you help her to overcome those barriers?

You can find some of our ideas at the end of this pack.


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Identifying training needs

We have already seen that to be effective, training needs to be relevant, so it is important that we take care to make sure that what we are offering is what is needed. Below are some ideas on how you might identify training needs in different situations that balance the need to be relevant with practicalities of time and resources.

A two hour session on credit and debt awareness, open to anyone in your

community.

You may have already identified the need through working with clients, and as a result of seeing recurring problems.

Use Citizens Advice, government and other agency research to identify issues of concern.

Liaise with other local agencies and community groups.

A six week course on money management for young single mothers.

You may have identified an initial need through liaison with a local partner agency who works closely with this group.

You could follow this up by speaking to individuals, through a group discussion, or by sending out questionnaires. Which method you choose will depend on time, resources and learners. Some of the issues that you could explore might be:

What questions do they have about money management?

What skills do they have already?

What skills would they like to develop?

Preparing a prisoner for returning to the community.

You could involve the individual to help identify their own training needs. This will give you an opportunity to find out what skills and experience they have already. Time taken in helping people to identify their own training needs means they are more likely to be committed to any training activity that is planned as a result. And more likely that the training event you run will be relevant to them.


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Even though people may have themselves identified their training needs as far as possible, giving clear information about the session objectives will help them to decide if it is appropriate for them. You can publicise session objectives through posters, and through word of mouth. You will invariably have a range of abilities in any group, so at the start of any session you may want to check out what skills and experience the participants already have and be prepared to adapt the session if necessary.

Once you have identified what the needs are, then you can plan what sort of approach is needed. Not all learning happens at a course or session. It could be appropriate to meet training needs through observation, experience, or possibly through individual coaching. Whatever is appropriate you will need to have a clear idea of what you are trying to achieve by setting aims and objectives.

Sometimes in exploring a situation you may identify that training may not be the answer and that what is needed is not something you can offer. It could be a case of a support need or a reluctance to take action and any training that you offered could be a waste of time.


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What are we learning?

Learning has been described as

“gaining knowledge, skills and attitudes to continuously develop”

Most learning breaks down into these three broad areas, and it is important to differentiate because effective learning takes place in different ways for each.

When you are planning a session for an individual or a group you should try to be clear what attitudes, knowledge and skills and are involved in what you want them to learn. Often we are not aware of the full range of attitudes, knowledge and skills that we use when going about some everyday activities and we may miss some steps out. Breaking down the activity into attitudes, knowledge and skills will help you to plan what needs to be included in your session as well as the order of activities. You should normally begin with attitudes, in order to engage your learners, before giving information and then an opportunity to practise skills. Starting a session with completing a budget sheet is unlikely to be successful if learners don’t appreciate the value of a budget sheet in the first place.

For example, if you want to plan a session that aims to help students manage their personal budgets you should consider all the steps involved in budgeting. They may need:

Attitudes: To demonstrate an awareness of the benefits of controlling and monitoring expenditure

Knowledge: To know what documents they need to help them accurately calculate their regular expenses (e.g. gas bills)

The frequency of regular income or expenses (e.g. monthly, weekly)

Skills: To calculate income and expenditure

This is obviously not a full breakdown, and you would need to spend some time in identifying a full list of what was needed.


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Exercise

Try to think of examples of attitudes, knowledge and skills that may be needed by someone who is considering taking out a personal loan to buy a car.

Attitudes

Knowledge

Skills

You can find some of our ideas at the end of this pack.


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How do we learn?

Please answer the questions below.

How did you learn?

1 Attitudes: Your views on your spending priorities?

Your attitude to saving?

Your feelings about debt?

2 Knowledge: That APR is an abbreviation for ‘annual percentage rate’?

Where to pay your gas bill?

What net pay is?

3 Skills: To work out the cost of several items?

To fill in a bank deposit slip?

To balance your bank statement?

Although this is not always the case, broadly speaking we gain:

Attitudes through life experiences or influential people in our lives. They are often formed over a long period of time and can be difficult to change. For example, our attitudes to how we spend our money may be as a result of the strong influence of the adults around us when we were young. They may be changed through our experience or a situation that challenges that view, either in our everyday lives or as part of a more structured learning activity.

Knowledge by reading books and leaflets, looking at information online or through being taught by someone else.

Skills through practice, either real or practice situations. You might be told how to calculate interest but real learning comes from having a go.

You can use this information to help you plan appropriate methods in your training session, which is covered in more detail later in this pack.


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Aims and objectives

From the work you have done in identifying training needs, and breaking down the activity into attitudes, knowledge and skills, you should have a clear idea about the aim of your session. An aim is a general statement of what you are aiming to achieve. Having clear aims and objectives, relating to training needs, is a vital step in planning a session.

For example:

Aim: To help people use banking services effectively.

Before deciding on the content of a session you need to be clear about the objectives. Objectives are more specific statements about what the learner will be able to do as a result of the training. Clear specific learning objectives will help you to:

make sure that the session is appropriate

be clear that any activities and exercises are relevant to the learner

keep on track during your session

measure the effectiveness of your session

A learning objective should have three elements, performance, conditions and standards.

Performance: describes what the learner should be able to do. You need to use active words such as, describe, write, list, and calculate.

Conditions: should state in what conditions you expect the learner to do the task, this could be ‘with a calculator’.

Standards: if possible you need to define the level of accuracy, speed or quality you are expecting for example ‘accurately’.


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Here are some example objectives:

By the end of the session the participants will be able to:

describe some advantages of having a budget

accurately list all their income and expenditure on a simple budget sheet

explain one advantage and one disadvantage for 3 different types of credit

identify 3 factors to consider when choosing a bank account

identify examples of priority and non priority debts.

Once you are clear about the aims and objectives of your session you can then decide on the content, methods and any materials that you want to use to help learners meet the objectives.


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Planning your group training session

If you have decided that a group training session is the most appropriate way of meeting the learning needs, there are a number of practical considerations to take into account:

When will the training happen?

For how many?

Does anyone have any additional needs?

Where will it happen, and is the venue suitable for the numbers, and accessible to people with disabilities?

What are the costs involved, and are they within your budget?

How long the session will be - maybe one or two hours, a full day or a series of sessions.

Equal opportunities - is the venue accessible to people in wheelchairs, are the session times helpful to parents and carers, is there a loop system? If food is provided could it include vegetarian dishes and Halal meat?

The space and resources available - it’s no good planning a video presentation if you haven’t got the technology!

How, when and where will the event be publicised?

How will evaluation be done and when?

Once the practical considerations have been taken care of, you can concentrate on planning the content of your session.

Methods

There are a whole range of training methods to choose from, to meet learning objectives. You are probably familiar with some already:

Presentation Case studies Wordstorm

Group discussion Role play Coaching

Demonstration

Games


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You will remember that earlier in the pack we looked at some of the most effective ways of learning knowledge, skills or attitudes. In choosing methods you will need to consider these aspects.

For example: for a learning objective to accurately list all their income and expenditure on a simple budget sheet…

You may want small group discussions on the advantages of having a budget (useful for considering attitudes).

You could show them an example of a simple budget sheet and demonstrate filling one in (giving knowledge).

Let them practise completing a budget sheet for a case study character and then completing one for themselves at home (having a go at the skill).

Be aware of equalities issues, and ensure that any methods you choose are accessible to all the participants.

It is also important to consider a variety of methods, not just because after 20 minutes of a lecture many of us would lose concentration, but also because people like to learn things in different ways.

People like to learn in different ways

It would make our job easier if all learners were the same and enjoyed learning in the same way. Unfortunately that is not the case. For example, Peter Honey and Alan Mumford consider that there are four broad types of learner, and that they like to learn in different ways.

Activists They love to have a go; they will try anything once and be open minded and enthusiastic about anything new. They prefer to learn by doing and generally enjoy role-plays, working with others and group discussion.

Reflectors They like to stand back and ponder new ideas. They prefer to listen to others and adopt a low profile in groups. They learn best through listening, reading and observing.

Theorists They like to think things through in a step-by-step, logical way and tend to be perfectionists. Theorists learn best when they have structured situations with a clear purpose.


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Pragmatists They are keen to try out ideas and see if they work in practice. They like to get on with the job and dislike open ended discussions. Pragmatists learn best practising techniques with coaching, and feedback from someone who knows what they are talking about.

So what does this mean when planning a session? Well, in larger groups, the chances are that you will have a mix of learning styles so the key is to plan a mixture of methods to suit all the learner types. Even during a two hour session it is possible to include a range of methods, and a session plan will help you to see at a glance that you have done that.

If you were working with a few people on a regular basis you may become aware of their preferred learning styles and could adapt to suit them. For example, if you are aware that most of your group lose interest during your input, try to minimise it. If it is difficult to get people to discuss issues in large groups, why not work in pairs instead?

Reading the descriptions of learning styles might have made you aware of your own preferred style of learning. If we have a strong preference ourselves, we might assume everyone likes to learn in the same way as us and care needs to be taken to make sure this is not reflected in our training session. Activists among you might want all your learners to ‘have a go’ and ‘get in at the deep end’ but this would be a daunting prospect for any reflectors in the group. Trainers with a strong theorist preference may overload learners with theory, and frustrate the activists and pragmatists in the group who want to put theory into practice.

Sequence

Often there will be a number of learning needs which can be arranged in a logical order, starting with the most basic, or those that need to be met before others. For example, you may need to look at attitudes to spending before moving on to knowledge of different kinds of debt, including what’s a priority and why, and then skills of how to prioritise one’s own spending.

Also, activities early on can start by finding out what people know already, then you can draw on, and build on, their experience through the session.

Warm up exercises

If individuals are unlikely to know one another, plan introductions. For longer sessions where you are asking them to work closely together with sharing of ideas and experiences, some form of ‘warm up’ exercise can be valuable in relaxing


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people. Though take care; if a warm up is threatening in any way, it can have completely the opposite effect.

Ground rules

Consider the need for ‘ground rules’ as they can help to create a safe, comfortable atmosphere and set out the responsibilities of individuals to the group. It is more helpful to agree such things with the group rather then impose them as people are more likely to feel committed to them if they have had a say in drawing them up. Some of the things that may come up are:

Everyone has a right to speak and be listened to.

No one is expected to have all the answers, including the trainer.

Respect others.

Start and finish on time.

Issues raised here are confidential to this group.

You will need to use your judgement about when this is appropriate. For an hour-long session it may not be!

Session plans

Whether your session is an hour or a day long it is good to have a session plan to refer to. A good session plan will:

help you at the planning stage to see that your session has a logical sequence

let you see that you have included a range of methods

allow you to check that the material will fit the time available, though be prepared to be flexible about timings on the day if necessary

remind you of any resources you need such as handouts, flipcharts etc

help you to keep on track during the session and be aware of time, though it is a good idea to plan in activities that can be dropped, or different methods that can be used, if time is running short

help you keep focused on desired learning outcomes by listing a learning objective for each activity.


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Here is an example:

‘Dealing with your bills’ session plan

Unit Section/objectives Method Materials Time

1

Start up

Welcome learners

Introduce session objectives

Agree basic ground rules

Describe some of the common causes of debt

Introduce the ‘jargon busting’ flip

Tutor input

Pairs brainstorm

Attendance sheet

Name labels

2 prepared flips

15 mins

2

Priority and non priority debts

Identify common examples of bills and debt

Understand consequences of not paying different types of bills

Identify common examples of priority and non priority bills

Tutor introduction

Brainstorm

Activity in twos or threes

Group feedback and discussion

Handouts:

What if (Handout 1)

What if - answers (Handout 2)

What are priority debts (Handout 3)

Priority bills and debts (Handout 4)

35 mins


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Timings

You will need to have some idea of timings to draw up your session plan. These are just suggested times to give you a starting point. All times vary from group to group and you will find that you can adapt as your confidence grows.

Introductions (names) at least ½ minute per person

Brainstorm 10 minutes

Pairs exercise 5 minutes

Feedback/Discussion (pairs) 10 minutes

Group work 15-20 minutes

Discussion (whole group) you can make it fit the time you have

Course evaluation 10 minutes

Don’t forget to include time for

Introducing an exercise 3-5 minutes

Getting into groups 5 minutes

Reading information 5-10 minutes

Role play - getting into role 10 minutes

Tutor notes

These can be a useful addition to your session plan and will help you:

explain exercises instructions clearly

ensure all the necessary points are made

remind you of the objectives of each exercise

run the session on more than one occasion or offer them as a shared resource to others.


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Example from the session on saving and planning for the future:

Unit 3 – Finding money to save

General introduction We may feel that we can’t afford to put any money by for savings, even though we might think it’s a good idea in theory. We’re now going to look at ways to make small savings in our spending that won’t significantly affect the quality of our lives, so that we can put a little money by for saving if we want to.

Activity: Gallery activity

Time: 15 mins

Instructions

Put 4 flips on the walls, headed: 1. Energy costs 2. Food 3. Going out and entertainment 4. Household expenses

Explain that you want them to think of ways of making small cost savings each week on the type of expense that goes under their heading. For example by only boiling as much water as you need you can save on energy costs, or by switching to a cheaper brand of cereal you can save on household expenses.

Tell the group that you will give them 5 minutes to wander around the different flips and write (or draw!) their idea up underneath the different headings. 5 mins

Discuss their answers in the whole group. If any of the suggestions would be difficult for some people ask the group to come up with an easier alternative. Ask how many they think they could do – and if they do any already. Assuming each answer saves them £1 a week how much money could each learner save if they made all of these changes? 10 mins


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Trainer notes

A variation is to split the learners into four groups, give each group a pen and one or two minutes in front of each piece of paper before they must move on to the next, until everyone has had a go on each flip.

For groups where mobility is an issue, or space is limited, you can get them to pass around the 4 flips instead.

Don't suggest anyone gives up smoking/alcohol/snack foods etc entirely unless they really want to. Health advice is beyond your boundaries as a financial capability tutor and is unrealistically difficult for many people, especially if they are also cutting costs. We only have a limited amount of self-control!

Learning summary – there are lots of ways in which we can save money in our spending without affecting the quality of our lives.

There are Citizens Advice session packs on various financial capability topics

available on the Citizens Advice Financial Skills for Life website.

http://www.citizensadvice.org.uk/partnerships/financialskillsforlife/fsfl_training_resources.htm


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The session

The learning environment can have a dramatic effect on people’s ability to learn. It is worth taking time to consider how to create a relaxed atmosphere, so that people feel able to participate fully.

Some of things you should consider:

Make sure people have clear directions to the venue and room.

For sessions longer than an hour, have refreshments available.

Set out the layout of the room; a horseshoe shape is more inviting than rows of chairs, but have tables available if people need to write.

Arrangements for everyone to have full access to learning, e.g. seating arrangements, loop systems etc.

Check that people can see any flip chart or OHP/Powerpoint.

Is the lighting sufficient?

Is there sufficient space, particularly if there is small group work planned?

Make sure you arrive in plenty of time to set up the room, welcome them and appear relaxed.

Flip charts and handouts

People often learn best if they can see as well as hear what you are saying, so a prepared flip chart, overhead projector acetate, or PowerPoint slide can be a useful aid. Be aware though that some people may have poor reading skills, or may not use English as their first language. Here are some practical tips:

Make sure writing is legible.

It is often easy to underestimate how large the writing needs to be, to be seen from the back of the room.

Some colours show up better than others e.g. black and blue show well, yellow doesn’t.

A range of colours add interest and impact.

Make sure that when you are addressing the points on the flip chart you are projecting your voice to the group.

Don’t stand in front of the flip chart/OHP/PowerPoint.


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A good principle is KISS…

Keep

It

Short and

Simple

So, highlight your main points only on the flip or OHP/PowerPoint slides, but add further detail verbally as you go through each point.

Handouts

A handout can be used to supplement to the points you have made verbally. They can be used as well as, or instead of, a flip chart or OHP. They are also useful to present case study exercises or role play scenarios.

In planning the content of your handouts, check they do not contain stereotyped images, or unconsciously reflect only your own viewpoint, for example, a white, heterosexual perspective. Use appropriate language and have them printed in clear type (font size 14), if necessary enlarged for someone with visual disabilities.

Think carefully about when you give them out. You can use handouts at different times:

During a practical exercise as resource material.

To read through the points with the group and make additional points.

As preparation for a role play exercise.

For case studies in a practical exercise, but explain what you want learners to do first.

At the end of your session or exercise as resource materials for people to take away with them.

Be aware that once you have given them out, the group will begin reading them at that point, even if that wasn’t your intention.


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Evaluation

Evaluation is important to find out if your training has been effective. It will not only help you plan subsequent sessions and develop your skills but can provide information to others who are interested in the training such as funders.

You may want to evaluate:

You can choose to use evaluation at different points

During a session or course, so that you have an opportunity to adapt if necessary and make changes to the rest of the course. This is usually most appropriate where you run a series of sessions or courses.

At the end of each session or at the end of a whole course. This will give you a sense of how much people feel they have learnt and give you some immediate feedback on such things as the venue or your methods.

Some time after the course when people have had an opportunity to try out some of their new acquired skills and can judge more easily whether the training was useful.

At some point later you may want to assess how much learning has actually taken place by finding out how much the training has affected what the learner actually does. Though this option gives a much more accurate view of the learning that has taken place, there is not always an opportunity to follow up at a later date.

The venue

The course content Handouts

Coaching sessions The trainer’s style

The methods used What the participants feel they have learnt


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Evaluation sheets

Evaluation sheets are often a subjective view of the session and can depend on how much the participants enjoyed themselves or liked the trainer. The value of the feedback you receive on the form often depends on the format.

They can vary in style from a series of tick boxes, (useful for those not confident at writing) to self assessment of the course objectives, to those which are a set of open questions allowing the learners to express their views freely.

Gaining useful feedback

Encourage your learners to be specific. General statements such as ‘I learnt a lot’ may be good to see, but will not help you in your evaluation. You can encourage them in this by the way you phrase the questions you put on any evaluation sheets. For example, instead of:

‘How do you feel about the course?’

Ask:

‘List three things that you feel you have learnt from this course’.

Anonymity should encourage people to be honest.

Often sheets are given out at the end of the session, though many will rush through the form as they want to go home. Plan time for completion of forms into your session.

You may let people take them away with them for a more considered response, though you may never see some of them again.

It can be helpful give them out at the start of the session to allow people to jot down things as they go along.

There is a recommended feedback sheet in this pack but you should also check whether funders have specific evaluation requirements.


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Example evaluation sheet

Citizens Advice (Name of session) Date Venue

We would like to know how today’s session has helped you. You do not need to give your name and all responses will be kept confidential.

Q.1. Before today’s session how did you feel about managing money and debt?

I felt confused and worried

I knew a little but didn’t feel confident

I knew enough and managed okay

I knew a lot and managed well

Q.2 After today’s session how do you feel about managing money and debt?

No different

Little better but still unsure

Okay - this has helped

Much better - lots of new ideas

Q.3 Things that you plan to do after today

Work out a budget Look at how I spend my money

Open a bank account or Talk to a credit union change the one I have

Look for cheaper suppliers Find out if I can get any more money (e.g. electricity/telephone/gas)

Change how I borrow money Start a savings account

Get help sorting out my debts Share what I have learnt today with family and friends

Other (please tell us) …………………………………………………..…………….. ………………………………………………….……………..…………………………………………


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Q.4 What did you feel about the quality of the training you received today? Is there

anything that we could do better?

Q.5. Would you be happy for us to contact you again in 3- 6 months time to find out how the training helped you and if there is any other help we can give?

YES / NO (if no please go to question 6) If yes please tell us your name and how you prefer to be contacted:

Name:……………………………………………………………………....……………….………

Telephone YES / NO If yes what number can we call you on: ….………………..………..

Email YES / NO If yes what email can we contact you ………………………………………

Q.6. The following information helps us understand who our training is supporting. This information is held securely and is only used for this purpose. If you are happy to give this information please complete the following: Gender: Male Female Rather not say

Age: Under 18 18-25 26-49

50 + Rather not say

Disability Do you consider yourself to have a disability?

Yes No Rather not say

Ethnicity

Asian or Asian British

Indian

Pakistani

Bangladeshi

Other

Black or Black British

Caribbean

African

Other

Chinese or other ethnic

group

Chinese

Other

Mixed

White and Black Caribbean

White and Black African

White and Asian

Other

White

British

Irish

Other

Rather not say

THANK YOU FOR COMPLETING THIS FORM


July 2014 - 31 -

Alternatives

1. Ask people to complete the sentence:

‘One thing I have learnt from this session is...’

They should write their responses on slips of paper that are then redistributed and read out to maintain anonymity.

2. Ask the group to write comments on flip charts distributed around the

room with different headings:

E.g. This course has helped me to…

Things I would have liked to have been different…

Comments on the venue, trainer, methods etc…

How we worked together as a group…

More informally, you can get a sense of what people are learning through their responses in the discussions or their answers to written practical exercises. You may also get feedback as you talk to individuals during a break and ask how they are finding the course.


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Financial capability

When designing and delivering financial capability sessions it is helpful to have a clear understanding of what financial capability means. This can help in deciding on aims, objectives and methods, as well as delivery and evaluation (if you don’t know where you want to get to how will you get there and know when you have done so?)

The definition used by the FSA (2006) is:

keeping track

making ends meet

choosing products

planning ahead

staying informed.

Budgeting can include:

‘keeping track’ e.g. ideas on how to keep a record of spending

‘making ends meet’ i.e. balancing a budget

‘planning ahead’ which can be linked to specific events such as holidays. Xmas, retirement etc

‘staying informed’ which can be broadened out to include practical tips on wise buys as well as knowing about things that might affect your budget such as fuel increases, changes in personal circumstances etc.

Bank accounts and credit can include:

‘choosing products’ e.g. knowing where to find impartial and up to date information, marketing pressures/tactics/language and negotiating skills

‘staying informed’ which can include reading bank statements and knowing where to find up to date information, comparison sites etc.

Dealing with debt can include:

‘keeping track’ of income, expenditure and outstanding debts

‘making ends meet’ in order to make and meet offers to creditors.


July 2014 - 33 -

Dealing with the information element of financial capability

A wide range of people deliver financial capability sessions with a range of knowledge and experience. Some of you may be debt advisers and/or benefits advisers. As a financial capability trainer it is important to avoid straying into giving debt or benefits advice or recommending particular financial products.

Guidelines on dealing with the money advice element of financial capability training (for trainers who are not also money advisers):

1. Work within your level of knowledge on money matters. Make sure that any information that you give learners is based on the information contained in your materials, such as trainer notes, Citizens Advice information items, up to date leaflets etc.

2. Dealing with questions from the learners - only answer questions if you are confident that your information is correct. Otherwise either make a note of the question and try to find the answer for the learner after the training session, or explain how and where they might find the answer.

3. If challenged about a fact, don’t try and argue the point but confirm that the information you are giving is supplied by Citizens Advice (which should be enough to confirm its credibility).

4. Try to use some real life examples to illustrate some of your points. This will help to make the information you are giving more realistic, credible and interesting. You can get these examples from your local Citizens Advice Bureau or money advice service.

5. Be able to refer learners, if and when appropriate, to sources of further help on dealing with money issues.


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Now…

That’s the end of the main body of this pack. On the next pages are:

suggested answers to the earlier exercises

Next steps

Further resources for Citizens Advice bureaux trainers are on CABlink

We would suggest that you attend the Financial capability training skills course, where you will get a chance to practise some of the skills you have read about.


July 2014 - 35 -

Answers - Barriers to learning

Suggestions for the exercise on page 9.

Possible barriers for Rafzana

She may not be clear about how the session would help her.

Concerned that she may be discriminated against.

Low self esteem.

Fear of being shown up.

Previously bad experiences of learning.

Lack of basic literacy and numeracy skills.

She may not feel comfortable with the venue chosen.

Can she access the building?

The session times are not suitable.

She may have caring responsibilities.

Is transport to the venue a problem?

Possible ways to overcome barriers

Make it clear in your publicity what the session is intended to cover, give some indication of the methods that you will use, and what type of learning environment you hope to create.

The publicity and course materials should reflect all sections of the community.

If Rafzana does attend then you can help raise her confidence by offering plenty of support and encouragement, and giving her positive feedback on successes.

Be prepared to challenge discriminatory remarks in the session.

The group could be encouraged to support one another, and accept that mistakes are part of the learning process.

This may not be the best course for her at this stage, but having identified that there is a need for basic skills, point her in the right direction.


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Ensure that the venue is appropriate, both in terms of access and providing a comfortable environment.

Consider times of session when planning, for example a session starting at 9.30 until 11.30 would help those participants with school age children, or those in nursery.

Is it possible to offer childcare/transport costs?

Have a taster session or informal meeting with prospective participants to tell them a bit more about what you can offer and to find out what they might be interested in.


July 2014 - 37 -

Answers - What are we learning?

Suggestions for the exercise on page 13.

Examples of attitudes, knowledge and skills that may be needed by someone who is considering taking out a personal loan to buy a car.

Attitudes

To understand the need to assess the potential risks and implications of borrowing via a personal loan.

An awareness of the benefits of investing time to research options and reflect on personal needs before taking on a loan commitment.

An awareness of the motives of loan providers in providing personal loans to the public.

Knowledge

To know what a personal loan is and how they work (including advantages/disadvantages against other sources of finance).

To know options on where to get a personal loan (e.g. a bank, over internet).

To know the main things to look out for when comparing deals (e.g. APR, early re-payment penalties).

To know the main factors to consider when choosing a deal to suit them (e.g. length of the loan).

To know that it is possible to check your own credit reference at low cost.

Skills

Ability to ask questions relevant to taking out a personal loan.

Ability to compare main terms between deals from providers’ information, including APRs and comparative tables.

Ability to calculate how taking a loan (perhaps of different amounts, lengths) would affect existing personal budgets.


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Using this pack

Who this pack is for

Main user groups: financial capability tutors.

Other user groups: anyone who has a role in supporting learning.

Acknowledgments

Thanks to all who contributed to the development of this pack.

Availability for Citizens Advice Bureaux

Copies of this pack are available as: your own photocopies in bureau; downloads from the CABlink training pages; and printed copies using the training materials order form (on CABlink in Training materials admin).

Updates for Citizens Advice Bureaux

For the latest updates to study packs check the Training action list at CABlink > Training > News > Training materials action list and ordering.

Feedback

We’d be happy to get your feedback on this pack. You can email [email protected] or write to Learning and Development Team, Citizens Advice, Blenheim Court, Huntingdon Street, Nottingham, NG1 3JJ.

Copyright Copyright © 2014 Citizens Advice. All rights reserved. Any reproduction of part or all of the contents in any form is prohibited except with the express written permission of Citizens Advice.

Company information Citizens Advice is an operating name of the National Association of Citizens Advice Bureaux, Charity registration number 279057, VAT number 726020276, Company Limited by Guarantee, Registered number 1436945 England. Registered office: Citizens Advice, 3rd Floor North, 200 Aldersgate Street, London, EC1A 4HD.

financial capability training skills: self study pack

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