Unit 8 - Management of financing and investment

1. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
1
Professional / Competence Standard Training Standard / Curriculum
Activities Tasks Knowledge Skills Competences
Training
Objectives
Training
Contents
Activities and Minimum
Duration, in Hours
(Theory and Practice,
Physical and Online
Learning)
Training Methods,
Didactical
Resources, and
Learning Media
Trainin
g
Target
Group
Management of
financing and
investment issues
within business
administration of
cooperative
companies
Identification
and
establishing
cooperative’s
financial
management
priorities,
responsibilities,
executive
limitations, and
financial
delegations
Direction ofthe
manager for
preparing an
operating
budget for the
next fiscalyear
for board
approvalbefore
the end ofeach
year
Monitoring
financial
management
and prudence
through
policies,
financial
reports and
established
metrics, and
identification,
and adoption of
The essence of
corporate finance
Features offinance
management –
responsibilities
The current financial
management ofa
company
Costs / expenditures
of accounting as a
basis for finance
management
Financialdecisions in
a company
Budgeting
Making good
decisions
Three lenses theory
Cash flow statement,
methods of
preparing it
Working capital
management
Material investments
efficiencyevaluation
To identify and to establish
cooperative’s financial
management priorities,
responsibilities, executive
limitations, and financial
delegations, starting from
the evaluation offinancial
technical advices (about
credit control, debt load,
cash-flow, and member
equity) and offormal
reporting to the board of
directors from the
manager on financial
statements and
information (information
on specialfinancing issues
and circumstances,
statement offinancing
operations with budget
comparisons, balance
sheet with comparisons to
one or more previous
years, accounts receivable
status thatnotes overdue
accounts,progress toward
financial objectives set as
part ofplanning, summary
offinancing operations
during the most recent
period, etc.)
To monitor the
cooperative’s financial
management and
prudencethroughpolicies,
To provide
leadership in
developing
financial
management
within business
administration of
cooperative
companies
Acquisition of
the competence
“To provide
leadership in
developing
financial
management
within business
administration of
cooperative
companies”
Introduction –
basic
terminology
Company’s
finances,
market
environment,
benefits of
finance
management
Finance
management –
competencies
and
responsibilities
ofa person
who manages
company’s
finances
Financial
management
tasks.
Budgeting
Rules ofmaking
good financial
decisions
Net Present
Value –NPV
Competitive
advantage ofa
company
Theory: 8 h
(5 h in classroom + 3 h online)
Practice: 4 h
( 2 h work-based +2 h online)
Training methods:
Frontal / Instructor-Led
Training (e.g., lectures,
conferences,
storytelling, etc.)
Interactive methods
(e.g., small group
discussions, case and
incident studies,
simulations, active
summaries, quizzes,
question-and-answer
sessions, question
cards, role-playing,
business and
management games,
participantcontrol, etc.)
Experiential / Hands-on
methods(e.g.,
coaching, mentoring,
understudy, job
shadowing,
apprenticeship, job
instruction, committee
assignments,
demonstrations, drills,
etc.)
Didactical resources:
Blackboard or
whiteboard, overhead
projector, PC orlaptop,
printer, broadband
internet access, etc..
Learning media:
Co-op
members
elected
in the
Board of
Director,
other co-
op
manage
ment and
financial
stakehol
ders

2. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
2
Professional / Competence Standard Training Standard / Curriculum
Activities Tasks Knowledge Skills Competences
Training
Objectives
Training
Contents
Activities and Minimum
Duration, in Hours
(Theory and Practice,
Physical and Online
Learning)
Training Methods,
Didactical
Resources, and
Learning Media
Trainin
g
Target
Group
necessary
adjustments
Investment and
financing approaches
during downturn in
economic activity
within economic
recession and
depression periods
Methods,
techniques,andtools
for establishing
cooperative’s
financial
management
priorities,
responsibilities,
executive limitations,
and financial
delegations
Methods,
techniques,andtools
for monitoring
financial
management and
prudence through
policies, financial
reports and
established metrics,
and for identifying
and adopting needed
corrections
financial reports and
established metrics,
identifying and adopting
the necessary adjustments
To set and update
cooperative’s investment
management objectives
and strategies to be
implemented by the
managerfor achieving the
investment objectives
To monitor theprocess of
achievement of
cooperative’s investment
objectives and
implementation ofrelated
strategies, and to identify
and adopt the necessary
adjustments
Three lenses
theory
Making long –
term decisions
Where to look
for money for
development?
Making short –
term decision
Working
capital and cash
General
principles of
accountancy –
bookkeeping
and financial
documents
circulation
Questions.
Evaluation.
Summary and
closure
Printed and digital
texts
Learning Management
Systems (e.g.,
discussion pages,
threaded discussions,
chat rooms, group
pages, gradebook, etc.)
Social Media
Applicationsand Peer-
to-Peer Platforms (e.g.,
Facebook, Edmodo,
Classroom 2.0,
Peer2Peer University,
etc.)
Web Conference
Software (e.g., Online
Meeting/Conferencing
Applications, Two-Way
Audio, etc.)

3. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Learning Activities List.
1. Activity 1: Message of welcome, participants introduction, explanation
of the rules and program of the training. Participants’ needs and expectations.
Introduction – basic terminology. Company’s finances, market environment, benefits
of finance management (90 minutes).
2. Activity 2: Finance management – competencies and responsibilities of a person who
manages company’s finances (90 minutes).
3. Activity 3: Financial management tasks. Budgeting (60 minutes).
4. Activity 4: Rules of making good financial decisions. Making good financial decisions
(60 minutes).
5. Activity 5: Net Present Value – NPV. Competitive advantage of a company (90
minutes).
6. Activity 6: Three lenses theory (60 minutes).
7. Activity 7: Making long – term decisions (90 minutes).
8. Activity 8: Where to look for money for development? (60 minutes).
9. Activity 9: Making short – term decision. Working capital and cash. General principles
of accountancy – bookkeeping and financial documents circulation (90 minutes).
10. Activity 10: Questions. Evaluation. Summary and closure (30 minutes).

4. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Learning Activities Description.
Activity 1: Message of welcome, participants introduction, explanation of the rules and
program of the training. Participants’ needs and expectations. Introduction – basic
terminology. Company’s finances, market environment, benefits of finance management
Duration: 90 min.
Short description:
Slides 1 - 13
Message of welcome.
Ask students what their expectations are.
Trainer discusses aims & objectives.
Outline workshop structure.
 learning activities:
Explain basic terminology in relation to company’s financial issues.
Explain, why financial management is crucially important when it comes
to the company’s development.
Explain the benefits of a thought through financial management for the following
stakeholders:
1. Social cooperative members
2. Management personnel
3. Employees
4. Contractors
5. Requirements of financial authorities
 self-assessment and peer-evaluation:
 Ask students what benefits of financial management they can recognize in their own
company?
 Ask students what problems they can recognize in their own company in relation to
financial management?
 Group Discussions

5. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links:
Economics for Everyone: A Short Guide to the Economics of Capitalism, Jim Stanford, 2008

6. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 2: Finance management – competencies and responsibilities of a person who
manages company’s finances
Duration: 90 min.
Short description:
Slides 14 - 21
 learning activities:
Ask students, what the purpose of financial management in their own company is. What is
the efficiency?
Ask students if they are aware who makes financial decisions in their company. Are the
competencies and responsibilities of the above mentioned person clearly defined?
Explain the benefits of systematic and well organized finance management.
Ask students what the basic and additional competencies of a person responsible for
finances management should be.
Do they know such a person?
Ask students to imagine their company in five years’ time. Should the competencies of
people responsible for finance management change? If so, ask them to elaborate.
 self-assessment and peer-evaluation:
 Group Discussions
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation

7. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links:
Video:
http://study.com/academy/lesson/the-role-and-responsibilities-of-financial-managers.html

8. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 3: Financial managements task. Budgeting.
Duration: 60 min.
Short description:
Slides 22 - 27
 learning activities:
Explain the tasks and goals of good finance management.
Show the most popular forms of budgeting and discuss it with the students which form will
be best suitable in their own company.
Carry out the training in accordance with the following rules:
1. Divide all the students into groups of 3 to 4 people
2. Every group is tasked with preparing an example of a budget for a manufacturing plant
in accordance with one of the following types:
 continuous budgeting
 incremental budgeting
 up – high budgeting
 participative budgeting
 self-assessment and peer-evaluation:
 Group Discussions. Discuss the results of the exercise with the students.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what

9. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
http://www.ruralfinanceandinvestment.org/node/363
http://www.ruralfinanceandinvestment.org/sites/default/files/1146140660614_coop_budg
et_en.pdf

10. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 4: Rules of making good financial decisions. Making good financial decisions
Duration: 60 min.
Short description:
Slides 28 – 33
 learning activities:
 What are the principles of making good financial decisions?
 Present an example of every of the above mentioned principles.
 Ask students to explain what principles they have been taking into consideration
recently.
 Did they do it with full awareness or subconsciously?
 self-assessment and peer-evaluation:
 Group Discussions. Discuss the results of the exercise with the students.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.

11. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Documentation/Internet Links
https://2012books.lardbucket.org/books/business-accounting/s04-01-making-good-financial-
decision.html
https://www.eiuperspectives.economist.com/financial-services/supporting-good-financial-
decision-making

12. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 5: Net Present Value – NPV. Competitive advantage of a company
Duration: 90 min.
Short description:
Slides 34 - 39
 learning activities:
 Ask students whether they know what NPV is.
 Explain to the students the Net Present Value.
(The net present value rule, a logical outgrowth of net present value theory, refers to
the idea that company managers or investors should only invest in projects or engage
in transactions which have a positive net present value (NPV), and should avoid
investing in projects which have negative net present values. According to the net
present value rule theory, investing in something that has a net present value greater
than zero should logically increase a company's earnings; or in the case of an
investor, increase a shareholders’ wealth.
 Net present value is a commonly used metric in capital budgeting that accounts for
the time value of money, which is the idea that future dollars have less value than
presently held dollars. It is a discounted cash flow calculation that reflects the
potential change in wealth resulting from an undertaking, factoring in the time value
of money by discounting projected cash flows back to the present, using a company's
weighted average cost of capital (WACC). A project or investment's NPV equals the
present value of net cash inflows that the project is expected to generate, minus the
initial required investment for the project.
 Based on a selected example explain to the student how to calculate NPV.
 Exercise:
Based on their own company’s recent year’s selected investment every student is
tasked with evaluating whether it was profitable in accordance with NPV formula and
NPV principles of management.
 Explain why the competitive advantage of a company is crucial when it comes to the
development.
 Based on examples, show the types of competitive advantage.
 self-assessment and peer-evaluation:

13. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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 Group Discussions. Discuss the results of the exercise with the students.
 Ask students what competitive advantages of their company they can recognize.
 Discuss what can be changed in terms of the form in order to build or improve
competitive advantage of their companies.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
https://www.youtube.com/watch?v=HFFkFMfotT0

14. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 6: Three lenses theory
Duration: 60 min.
Short description:
Slides 40 - 45
 learning activities:
Ask students whether they have heard of three lenses theory.
Explain the three lenses theory – there are three aspects of analyses – the way one should
look at a company: economics, finance and assets.
Every lense shows a partial information concerning a company and all three give the
complete and reliable evaluation as for the company’s situation.
Based on a selected example explain how students can make such analyses in accordance
with the above mentioned method.
When explaining assets lense, show basic strategies of financing company assets:
 dynamic
 conservative
 moderate
 self-assessment and peer-evaluation:
 Group Discussions. Discuss it with the students which strategy could be best for their
Cooperative.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-

15. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
https://ocw.mit.edu/courses/sloan-school-of-management/15-301-managerial-psychology-
fall-2006/lecture-notes/lec2.pdf

16. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 7: Making long – term decisions
Duration: 90 min.
Short description:
Slides 46 - 51
 learning activities:
 Ask students how long – term financial decisions influence their company’s
development.
 Are the above mentioned decisions monitored, controlled? If so, ask students to
elaborate on this topic.
 Explain the conditions under which good long – term decisions can be made.
 Discuss it with the students, who should make decisions related to investments and
how would these investments influence company’s development.
 What is the company’s dividend policy?
 Is it clear? Should it be changed?
 self-assessment and peer-evaluation:
 Group Discussions.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what

17. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
https://www.youtube.com/watch?v=7grqqbSgiWc

18. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 8: Where to look for money for development?
Duration: 60 min.
Short description:
Slides 52 - 57
 learning activities:
 Ask students where from they take money for development in their companies.
 Explain the traditional methods of obtaining capital for development from outside.
 Explain the alternative methods of obtaining capital for development from outside:
 Factoring
Financial transaction and a type of debtor finance in which a business sells its
accounts receivable to a third party (called a factor) at a discount. A business will
sometimes factor its receivable assets to meet its present and immediate cash
needs. Factoring is commonly referred to as accounts receivable factoring,
invoice factoring, and sometimes accounts receivable financing. Accounts
receivable financing is a term more accurately used to describe a form of asset
based lending against accounts receivable.
 Franchasing
is the practice of the right to use a firm's business model and brand for a
prescribed period of time. The word "franchise" is of Anglo-French derivation—
from franc, meaning free—and is used both as a noun and as a (transitive) verb.
For the franchisor, the franchise is an alternative to building "chain stores" to
distribute goods that avoids the investments and liability of a chain. The
franchisor's success depends on the success of the franchisees. The franchisee is
said to have a greater incentive than a direct employee because they have a
direct stake in the business
 Forfaiting
Forfaiting is a factoring arrangement used in international trade finance by
exporters who wish to sell their receivables to a forfaiter
 Leasing

19. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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A lease is a contractual arrangement calling for the lessee (user) to pay the lessor
(owner) for use of an asset. Property, buildings and vehicles are common assets
that are leased. Industrial or business equipment is also leased
 Give examples.
 Show possibilities of obtaining EU grants for development purposes.
 self-assessment and peer-evaluation:
 Group Discussions.
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
http://www.investopedia.com/terms/f/franchised-monopoly.asp
http://www.investopedia.com/terms/f/forfaiting.asp
http://www.investopedia.com/terms/o/operatinglease.asp
http://www.investopedia.com/terms/f/franchise.asp
https://www.youtube.com/watch?v=D3UoRhdtR1w

20. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 9: Making long – term decisions. Working capital and cash. General principles of
accountancy – bookkeeping and financial documents circulation
Duration: 90 min.
Short description:
Slides 58 - 69
 learning activities:
 How to make good short – term decisions?
 What is the purpose of short – term decisions?
 What are the principles of good short
– term decision making?
 Give examples.
 How does working capital circulate in an economy?
 How does my company manage working capital?
 What is the role that reserves play in your company?
 How does my company manage cash?
 What are the proper ways of managing cash?
 What can I do to improve my company in terms of working capital and cash
management?
 Present and explain the following principles:
 Accountancy in a company.
 Production process of accounting books.
 Marking accounting books (short descriptions).
 Proper circulation of accounting books.
 Explain why proper and good accounting and accounting books management has
a fundamental impact on proper evaluation of financial flows.
 self-assessment and peer-evaluation:
 Group Discussions.

21. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.
Documentation/Internet Links
http://study.com/academy/lesson/what-is-accounting-purpose-importance-relationship-to-
business.html

22. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Activity 10: Questions. Evaluation. Summary and closure.
Duration: 30 min.
Short description:
Slide 70
 learning activities:
 Invite students to ask questions.
 Ask students for their evaluation of the training – feedback.
 Deliver the summary and close the training.
 self-assessment and peer-evaluation:
 Group Discussions.
 Self-reflection of understanding
Material: didactics equipments (flipchart with markers, PC with projector), material for
students such as: sheets of paper, pens, marker pens.
Methodological recommendation for implementation and evaluation:
The trainer should support the learners in the collective formal and non-formal learning
experience about good interpersonal communication, ensuring both the required scientific
support in communication learning, and the non-formal learning facilitation (e.g. effective
communication with them, learner orientated and empathic approaches, consideration of
the individual experiences of the learners, etc.). For evaluation of learning outcomes, self-
assessment and collective peer evaluation are suggested: each participant, in the presence
of all participants serving as true partners in learning, tries to give their personal evaluation
on the learning outcomes that the experience has resulted, and on what was good and what
could be improved, then the learner receives feedback from other participants about the
same issues, facilitating the participant's reflection on the learning experience through
dialogue among the involved learners and the trainer.

23. Competence Unit 8 / Training Unit 8 : Management of financial and investment issues
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Documentation/Internet Links
None