BIBLIOGRAPHY RACHO, KATHLYN JOY R. APRIL...
BIBLIOGRAPHY
RACHO, KATHLYN JOY R. APRIL 2007. Profile and Performance of
Functions of Members of the Education and Training Committee of Selected
Cooperatives in Tuba, Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Andrew k. Del-ong, BSc
ABSTRACT
This study was conducted to determine the profile, functions and performance of
the Edcom members of selected cooperatives in Tuba, Benguet. Specifically, it aims to
determine the profile of the Edcom members to determine whether they are performing
their duties and responsibilities and to identify the needs and problems commonly
encountered by the Edcom and their suggested solution to meet the needs and to solve
their problems.
A total of 21 education and training committee members and 7 Board of Directors
chairman of 7 selected cooperatives in Tuba, Benguet were taken as respondents of the
study. Survey questionnaire and personal interview were used to collect the needed data.
The findings showed that most of the cooperatives are quite large having 151 to more
than 350 members and has been operating for 11 to 20 years. Most of the Edcom are 41
to 50 years old. Majority are females and married and finished college. Most of the
Edcom committee members are in the coop for 11 to 15 years and are involved in the
committee for 2 to 3 years. Most of them attended trainings and seminars, they were
business and professionals, committee members claimed that their profession did not
affect their performance in the cooperative. Majority were satisfied with their work in
the cooperative; they conducted/facilitated training and seminars. The lack of
participation on cooperative activities, lack of funds, unavailability of members and
officers due to work schedule are the problems encountered by the Edcom members and
they have considered cooperation, education, strict implementation of policies, good
management, communication, commitment and leadership of officers as important
factors for the success of cooperative.
Most of the functions of Edcom are satisfactory done by the members and they
were rated by the BOD with satisfactory to very satisfactory.
ii
TABLE OF CONTENTS
Page
Bilbiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objective of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Scope and Limitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
REVIEW OF LITERATURE
Cooperative ………... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
4
Education and Training …... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Education and Training Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Membership Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .
5
Education of New Members … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Continuing Education of Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
METHODOLOGY
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
9
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .
10
Data Collection . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . .. . . . . . . . . . . . .
10
Data Gathered . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
10
iii
Data Analysis .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .
10
RESULTS AND DISCUSSION
Cooperatives profile . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
12
Profile of Education and Training
Committee Members . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .
14
Trainings and Seminars Attended by
Members of Edcom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Present Occupation . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . ..
19
Does the Occupation of Edcom Affect
their Performance in the Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Satisfaction of Edcom Members in their Work . . . . . . . . . . . . . . . . . . . .
20
Trainings and Seminars Sponsored by
Members of Education and
Training Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Problems Encountered by the Education
and Training Committee . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .
22
Important Factors to the Success of the
Cooperative as Perceived by the
Edcom Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Performance of the Specific Functions by
the Education and Training Committee . . . . . . . . . . . . . . .. .. . .. . . . . . .
24
BOD Rating on the Performance of
Functions by the Education and
Training Committee . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . . . . . . . . . .. .
25
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Conclusions . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .
33
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
iv
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .
35
APPENDICES
Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
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1
INTRODUCTION
Rationale
“Coming together is the beginning, keeping together is the progress, and working
together is a success’’ (Anonymous, 2002).
Mankind survives today through organization. Throughout the modern world,
there are millions of men and women who share a common faith. Whether they are
factory workers or government functionaries, they have committed their lives and part of
their identities to one vast, powerful complex and impersonal organization that inform
and educate and govern mankind (Abasolo, et al,1996).
As provided in Article 4 of the Republic Act 6938 known as the Cooperative
Code of the Philippines, one of the cooperative principles is cooperative education. All
cooperatives are mandated to provide for the education of their members, officers and
employees and of the public based on the principles of cooperation.
Successful cooperatives are sustained by continuous education and re-education
of officers and members to keep them relevantly updated to suit the needs of the
cooperatively owned organization. Thus, cooperative education programs, policies and
even promotions must be maintained and updated and these are the works of the
education committee with the approval of the Board of Directors. In the same manner,
the human resource development for officers and staff including members are essential to
ensure the growth of the organization. Consequently, the problems on lack of cooperative
knowledge, skills, patronage, responsibility, support, etc. by the cooperative officers,
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
2
staff, incumbent members and potential candidates will be solved or minimized (Lumbag,
2000).
In Tuba Benguet there are 45 cooperatives that are registered at Cooperative
Development Authority (CDA) as of December 2006. Of the total cooperatives
registered, four were dissolved, seven cancelled registration, 10 non-operating, while 24
are actively operating. The members organized these cooperatives to help them provide
their needs as well as those of the next generation. However, some of these cooperatives
cannot yet satisfactorily provide their needs. The worse is that some of them were
dissolved due to bankruptcy. Just like dissolving cooperatives in other places, one of the
primary factors that led to the failures is the lack of education and trainings to members,
officers and the staffs who manned the cooperatives (CDA, 2006).
Statement of the Problem
Primarily, this study aims to evaluate the education committee members in their
performance in conducting seminars and trainings.
Specifically, this research sought to answer the following:
1. Who are the members of the Education and Training Committees of selected
cooperatives in Tuba, Benguet?
2. Whether the said Education and Training Committee members are performing
their duties and functions?
3. What are the problems commonly encountered by the members of Education
and Training Committees?
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
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Objectives of the Study
The primary objective of the study is to determine the profile functions and
performance of function of the Education and Training Committee members of selected
cooperatives in Tuba, Benguet. The specific objectives of the study are the following:
1. To determine the profile of the Education and Training Committee members.
2. To determine whether the members of the Education and Training Committee
are performing their respective duties and responsibilities.
3. To determine the needs and problems commonly encountered by the
Education and Training Committee members.
4. To identify some suggested solution by the education and training committee
members to meet the needs and to solve their problems.
Importance of the Study
The purpose of the study is to take a closer look on the profile and performance of
members of the Education and Training Committee (Edcom) of selected cooperatives in
Tuba, Benguet.
The findings of this study will serves as a basis or guide for managers, officers
especially education and training committee members to improve their performance and
system in conducting trainings and seminars on cooperatives and help them understand
and give proper consideration needed by members.
Finally, the result of the study can be use as source of information for further
research on other related studies. It may also provide some guide to students in researches
or interested in conducting similar studies on this.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
4
REVIEW OF LITERATURE
Cooperative
Aquino (1991) noted that a cooperative is an immerse organization of an ideal
society in microcosm where self interest and common welfare; where selflessness is
merge with economic effectively; where investment is with but capital and where
collective endeavor achieves that availment of cheaper goods and services. It is purely the
rendering of the maximum, satisfactory and unselfish services for the benefits and
welfare of its members. It is also a way where the poor may actively enter the economy at
large. Furthermore, it is may be the best school for learning, practicing and internalizing
the democratic ideals. This holds the key in solving our basic economic, political and
social problems.
Onagan (1997) stated that cooperative is a dynamic form of business enterprise
that embodies the philosophy of cooperation. It signifies the voluntary access of people to
form them self to a group for the promotion of their common needs by mutual action,
democratic control and sharing economic benefits on patronage by the members. It is a
business enterprise with the aim of promoting economic welfare, its structures and
functions are similar to other form of business organization by organizing themselves into
business, the members create their own middle men which eliminates some middlemen,
he also mentioned that because it is democratically controlled and operated by the
members, the cooperative is engaged only in providing merchandise and services
specifically needed by the members of the right quality price and service which maybe
satisfactorily available to them outside their cooperative.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
5
Education and Training
Webster defines education as the process of educating or teaching. To educate is
further defined as "to develop the knowledge, skill, or character of..." Thus, from these
definitions, we might assume that the purpose of education is to develop the knowledge,
skill, or character of a person.
Training as defined in various related literature and book is a “set of activities
designed to increase individual skills and knowledge and experience to change an
individual’s behavior and attitudes.’’ It also attempts to improve the ability required by
the job of cooperative employees and are immediately focused on skills. The principal
purpose of training is to increase productivity or to improve job performance (Lingaling,
2002). According to Manodon (1996), training is one of the basic tools for building and
enhancing the skills and capability of the target clientele. Buasen also stated that trainings
are used to change the poor performance of organization.
Joyoma (1978) stressed the importance of the education and training for
cooperative members, cooperative education leads to proper cooperative practices.
Members must continuously learn to be able to participate better. Members attitude are
hanged by education and training put into practice with the new attitude. He further stated
that the education of cooperative members has no end.
Education and Training Committee
The job of ensuring the members are informed lies on education committee. This
committee consists of members elected in the general assembly. The committee usually
has three members (more if the society is large enough), of which one is generally a
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
6
member of the board. The committee should be concerned with educating those
members, potential members, elected credit union officials, and influential persons in the
community. (ILO-MATCOM, 1987).
Education and Training Committee is under the supervision of the Board of
Directors and the elected vice chairman of the board serves as the chairman of the
education and training committee. The committee reviews all the membership
applications and recommends approval /disapproval of the board of director (or the
executive committee that may be created by the board and delegated to net in behalf of
the board) (Garcia and Guanzon, 2004).
Lumbag (2000) enumerated the responsibilities of the education and training
committee as mandated by the manager and BOD. These are to: 1) identify training of the
cooperative; 2) submit list of priority trainings and budget; 3) prepare a training proposal
for the approval of their BOD; 4) coordinate or link with the other agencies or
organization and support; 5) send invitations to target participant; and 6) manage the
training and post-trainings activities. Furthermore, as trainers, they should: a) plan and
schedule the training session; b) set a favorable learning climate; c) know the trainers
and; d) manage discussion effectively.
The late Presidents of the United States of America, Thomas Jefferson once said:’
I know of no safe depository but the people; and if we think them not to informed enough
to exercise their power with discretion, the remedy is not to take it from but to inform
them by education’’ (Lumbag, 2000).
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
7
Membership Promotion
The Education Committee usually handles membership promotion. Moreover,
membership promotion includes all activities devoted to bringing new members to the
cooperatives. The goal of this should be continuous growth in obtaining active and
informed members (ILO-MATCOM, 1987).
Potential members need to know what the benefits of a cooperative are .It cannot
be assumed that people outside the society are aware of its services as members.
Education of New Members
The education of cooperative members has no end, but it has a beginning. The
starting point is the non-members or, more appropriately potential members. Before
people join a cooperative, they must be properly oriented with its organization and
functions, and must know their rights, duties and responsibilities. In the case of absence
of such orientation, many cooperative societies have suffered ‘infant mortality’ because
new members did not know what the whole thing was all about. In some countries, pre-
membership education is a pre-condition to join a cooperative (Anonymous, 1984).
Manodon (1996) states that one success of cooperative is well funded on a
program policy for prospective members to undergo seminar should be a well establish
and equipped education committee. Without a functional educational committee, the
cooperative would always depend on outside resource speakers who, more often than not,
are commonly discussing topics in appropriate to the context for which the education
program is intended. It is enough also that a mere conduct of seminar for a group of
members is a guarantee.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
8
Continuing Education of Members
The biggest detect in the cooperative movement is its lack of members education.
Very often, the thinking of management resembles that of a profit-type corporate
management; namely, affairs of the corporation are the provinces of the manager and the
board alone. Unless cooperatives are willing and able to device structures whereby their
patron owners are kept fully informed, cooperatives, and inturn, members’ desires and
wishes need to be heard and taken seriously (Lumbag, 2000).
Members, management staff and officers should undergo education for them to
understand the cooperative operation as well as to acquire the required knowledge and
skills needed for better cooperatives.
Well-informed members are usually a quality member, which rebounds to the
general interest of the cooperative. This does not mean, however, that all members should
know how to read and write. What is important is the willingness of members to learn
what a coop. is and how it should be operated. Cooperatives education also extends from
giving people information to helping them develop their deepest possibilities for building
a better nation (Lamen,1985).
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
9
METHODOLOGY
Locale and Time of the Study
The research was conducted in the municipality of Tuba, Benguet from January to
February 2007. Figure 1 shows the municipality of Tuba, Benguet.
Figure 1. Map of Benguet showing the Municipality of Tuba.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
10
Respondents of the Study
Seven cooperatives of Tuba, Benguet were studied (Table 1). The respondents of
this study were 21 members of the Education committee and 7 Board of Director
(chairman) of the cooperatives studied. The Board of Directors were the ones who
evaluated the performance of the Education committee members of their respective
cooperative.
NAME OF COOPERATIVE
NUMBER OF RESPONDENTS
Education Committee
Board of Directors
Camp 1 Tuba MPC
3
1
Parasipis MPC
3
1
Philex Mines Community Consumers
3
1
Coop (PMCCC)
Philex Community Credit Cooperative
3
1
(PCCC)
Thanksgiving MPC
3
1
Lasong Farmers MPC (LAFAMULCO)
3
1
Sinco MPC
3
1
TOTAL
21
7
Data Collection
A survey questionnaire was prepared to gather empirical data. The survey
questionnaire were compose of questions believed to sufficiently satisfy the objective of
the study. An interview was conducted for questions that not answered by the
respondent.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
11
Data Gathered
Data gathered in the study includes the profile of the Edcom committee members,
trainings they have attended and conducted and performance evaluation rating of the
committee members by the BOD.
Data Analysis
The data were tabulated, analyzed through the use of frequency, weighted mean,
percentage and rank.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
12
RESULTS AND DISCUSSION
Profile of Cooperatives Studied
Table 2 represents the profile of the cooperatives according to type, number of
years in operation and number of members.
Types of cooperatives. As shown in Table 2, most of the cooperatives studied are
multipurpose cooperatives of which 43% are non-agriculture and 29% are agriculture
based, respectively. The result implies that most of the cooperatives are offering more
that one type of service to its members. The fact that Tuba, Benguet is not only an
agricultural area but also a mining area.
Number of years in operation. Table 2 also shows that majority (57%) of the
cooperatives studied have been operating for around 11 to 20 years while the rest have
been operative longer. This implies that most of the cooperatives have been operating for
a long period and have weathered passage of time. It is also worth nothing that two of
the cooperatives have been operating for as long as 41 or more.
Number of members. The table also shows that size of membership in the said
cooperatives are quite large with 29% having more than 350 members.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
13
Table 2. Profile of cooperatives studied
PARTICULARS
FREQUENCY
PERCENTAGE
Type of Cooperative
Credit cooperatives
1
14
Consumers
1
14
Producers/multipurpose (agriculture)
2
29
Multipurpose (non-agriculture)
3
43
TOTAL
7
100
Number of years in operation
1-10 years
0
0
11-20 years
4
57
21-30 years
1
14
31-40 years
0
0
41-50 years
2
29
TOTAL
7
100
Number of members
1-50
1
14
51-100
1
14
101-150
1
14
151-200
2
29
350 and above
2
29
TOTAL
7
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
14
Profile of Education and Training Committee Members
Table 3 shows the information regarding the education and training committee
members’ age, sex, civil status, religious affiliation, educational attainment, years of
membership, and years of involvement in the committee.
Sex and age. Majority (67%) of the respondents are women. This shows that
there are more women involved in the education and training committee in the concerned
cooperatives than males. As to age, around 67% are more than 40 years old indicating
that majority of the members of said committee have gained sufficient experience in life
that they can contribute to the furtherance of their cooperatives’ aspirations. The
heterogeneous age of the respondents may also show that age is not a hindrance for
membership in the EdCom.
Civil status. It was found out that almost all (95%) of the respondents are
married. The result implies that members of the general assembly are the ones
responsible in electing their officers in the concerned cooperatives.
Religious affiliation. Majority (53%) of the respondents are Roman Catholic,
while the rest are members of other Christian sects. This implies that all the respondents
are Christians. It is also noted that religious affiliation is not a significant issue in
involving one’s self in any responsibility or committee in a cooperative as shown in the
diversity of religious affiliation of the members of the education and training committee
of the cooperatives studied.
Educational attainment. As to education, all the respondents are literate with a
significant 38% being college graduates. This implies that most of the respondents
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
15
attended formal education at different levels attained which is a plus factor that may help
assume responsibilities given to them.
Years of membership. The data reveals that majority of the respondents (57%)
have been members in the cooperative for around 11 – 20 years. However, a significant
number (38%) are still young in the cooperative (10 years and below). Result implies
that members of the Edcom in the subject cooperatives been members in the cooperative
for a significant long period of time.
Years of membership in the Education and Training Committee (Edcom). As to
the respondents’ years of membership in the Edcom, almost all (86%) have been
members of the Edcom for 1-3 years. This reveals that most members of the Edcom have
been involved in the committee for more than a year, thus, they know their
responsibilities as members of the committee and have been functioning as such.
Table 3. Profile of the education and committee members
DETAILS
FREQUENCY
PERCENTAGE
Gender
Male
7
33
Female
14
67
TOTAL
21
100
Age (years)
20 – 30
1
5
31 - 40
6
29
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
16
Table 3. Continued …
DETAILS
FREQUENCY
PERCENTAGE
41 – 50
10
48
51 - 60
4
19
TOTAL
21
100
Civil Status
Single
1
5
Married
20
95
TOTAL
21
100
Religious Affiliation
Roman Catholic
11
52
Iglesia ni Cristo
1
5
Born Again
2
10
Baptist
3
14
Anglican
3
14
Espiritista
1
5
TOTAL
21
100
Educational Attainment
Elementary graduate
5
24
High School graduate
7
33
College graduate
8
38
Vocational graduate
1
5
TOTAL
21
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
17
Table 3. continued …
DETAILS
FREQUENCY
PERCENTAGE
Years of membership in the Cooperative
10 years and below
8
38
11 – 20
12
57
21 – 30
0
0
31 – 40
0
0
40 and above
1
5
TOTAL
21
100
Years involved in the Coop. Edcom
1 – 3 years
18
86
4 – 6
2
10
7 – 9
0
0
10 years and above
1
4
TOTAL
21
100
Trainings and Seminars Attended by Members
of the Education and Training Committee
Table 4 presents the training and seminars attended by the members of the
Education and Training Committee.
It was found out that Pre-membership Seminars (PMES) were most attended by
the Edcom. Majority of the members of Edcom attended the seminar on cooperative
policy formation and implementation and leadership seminar. Some of them mentioned
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
18
that they attended bookkeeping and accounting seminar. Basic course on cooperative,
general management seminar, trainors’ training on cooperative, credit management and
capital build-up, project planning and project feasibility preparation and cooperative
summit.
Most memners of the Edcom did not attend training and seminars for project
planning/project feasibility preparation and for cooperative summit. However, it was
mentioned that PMES and leadership were most attended by members of Edcom.
Table 4. Trainings and seminars attended by members of Edcom
TITLE OF TRAINING
FREQUENCY
PERCENTAGE
PMES
16
76
Leadership seminar
15
71
General Management seminar
6
29
Trainor’s training on cooperative
5
24
Credit management and capital build-up
7
33
Coop. policy formation and implementation
13
62
Basic course on cooperative
8
38
Bookkeeping and accounting seminars
10
48
Project planning/project feasibility preparation
4
19
Cooperative summit
5
24
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
19
Present Profession
Table 5 shows the present profession of the members of the Edcom. Results show
the diversity of present occupations among the members of the Edcom, 52% are
businessmen, 24% are professionals, 14% are cooperative staff and 5% are plain
housewives.
Table 5. Present occupations of the Edcom members.
PRESENT PROFESSION
FREQUENCY
PERCENTAGE
Professionals
5
24
Businessmen
11
52
Cooperative staff
3
14
None (plain housewife)
1
5
TOTAL
21
100
Does the Occupation of Edcom Affect their
Performance in the Cooperative
As shown in Table 6, most (76%) of the respondents agreed that their occupations
do not affect their performance in the cooperative while 24% claim that their occupation
affect their performance in the cooperative because of the hectic schedules of their
functions. Some of them also said that sometimes they are unable to do some of their
functions in their cooperatives because of conflict of time with their occupations.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
20
Satisfaction of Edcom Members in their functions
Table 6 also shows that 100% of the respondents are satisfied with their functions
because they enjoy their work and they can tackle their duties and responsibilities as a
committee member. In addition, they reasoned out that it is their pleasure to do service to
their fellow officers, staff and to the members of the cooperative.
Table 6. Satisfaction of Edcom members in their function
PARTICULAR
FREQUENCY PERCENTAGE
(%)
Does their occupation affect their
performance?
Yes
5
24
No
16
76
TOTAL
21
100
Are they satisfied with their functions in the
cooperative?
Yes
21
100
No
0
0
TOTAL
21
100
Reasons
I can tackle my responsibility
even if I am a college graduate
9
43
I enjoy my function as a
committee member
12
57
TOTAL
21
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
21
Trainings and Seminars Sponsored by Members
of Education and Training Committee
Table 7 presents the trainings and seminars sponsored by the members of the
Edcom.
It was found that the conduct of cooperative policy formation and implementation
was the most conducted trainings and seminars by all the cooperatives studied. This was
followed by leadership seminars, bookkeeping and accounting seminar, trainor’s training
on cooperative, Basic course of cooperative, credit management and capital build-up,
general management seminar, cooperative summit, as well as project planning or project
feasibility preparation were conducted. Results shows that Edcom committee had been
doing their functions as evident on the number of trainings conducted by the committee
members.
Table 7. Trainings and seminars sponsored by the Edcom
TITLE OF TRAINING
FREQUENCY
PERCENTAGE
(%)
Leadership seminar
9
43
General management seminar
4
19
Trainor’s training on cooperative
6
29
Credit management and capital build-up
4
19
Coop. policy formulation and implementation
11
52
Basic course on cooperative
6
29
Bookkeeping and accounting seminars
7
33
Project planning of feasibility preparation
2
10
Cooperative summit
4
19
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
22
Problems Encountered by the Education
and Training Committee
Table 8 shows the problems encountered and perceived by the members of the
Education and Training Committee in their cooperatives. As perceived by the
respondents, the number one problem encountered is the lack of participation of the
members on cooperative activities as indicated by 7 (33%) of the Edcom members.
There are 14% who mentioned that very few are interested to attend seminars and
trainings and another 14% mentioned that their problem is lack or limited funds to
finance trainings and seminars, 10% mentioned the poor attendance discouraging them
from conducting trainings and seminars, unavailability of officers for trainings due to
work schedule (10%), breaking of rules in terms of credit (10%) and difficulty in
disseminating new policies to members and acceptance of new policies. Result implies
that there are lots of problems encountered by the Edcom committee but all this boils
down to the attitudes of members, cooperation among members, and officers and
management of time and prioritizing of activities and duties.
Table 8. Problems encountered by the Edcom
PROBLEMS
FREQUENCY
PERCENTAGE
(%)
Lack of participation on cooperative activities
7
33
Poor attendance
2
10
Few were interested to attend seminars
3
14
Lack or limited funds
3
14
Unavailability of officers, members for training due to
2
10
work schedule
10
Breaking of rules in terms of credit
2
Difficulty in disseminating new policies to members and
acceptance of new policies
5
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
23
Important Factors to the Success of the Cooperative
as Perceived by the Edcom Members
Each of the members of the Edcom was asked to identify the number one factor
that contributes to the success of their cooperative. 24% of the respondents’ cooperation
is one factor to the success of a cooperative. This was followed by education or
continuous education and re-education of the members (19%), strict implementation of
policies, rules and regulation (19%), good management (14%), good communication
(10%), perseverance (5%), leadership and commitment of officers (5%) and meetings
(5%). The result implies that most of the respondents mentioned that the important
factors for the success of cooperative are cooperation, good management, education and
strict implementation of policies. As cited cy Fajardo and Abella (1993), one success of
the cooperative is to know the value of education and training or to have given to
members, officers and employees of the cooperative in order to equip them with the
proper values and skills.
Table 9. Important factor to the success of the cooperative as perceived by the Edcom
IMPORTANT FACTORS
FREQUENCY
PERCENTAGE
(%)
Cooperation
5
24
Education
4
19
Communication
2
10
Management
3
14
Policies
4
19
Perseverance
1
5
Leadership and commitment of officers
1
5
Meetings
1
5
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
24
Performance of the Specific Functions by
the Education and Training Committee
The BOD chairmen from the concerned cooperatives were asked if their Edcom
are complying/doing their specific functions. As shown in table 10, almost all of the
Edcom of concerned cooperatives are doing their specific functions except for some,
particularly on the conduct of membership campaign as well as posting of notices for
membership where only 57% of the Edcom are doing the said functions. It can be noted
also that only 71% are posting notices for PMES and so with posting notices for training.
And 86% of the Edcom perform the task such as to the preparation and submission of the
lists of priority trainings and budgets as well as the submission of reports relative to
application for membership, only 86% are complying.
Table 10. Performance of functions by the Edcom as indicated by the BOD chairmen
FUNCTIONS
COMPLYING
FREQUENCY
PERCENTAGE
(%)
Identification of training needs of coop
7
100
members
Submission on the list of priority trainings and
6
86
budget
Preparation of training proposals for the
7
100
approval of the BOD
Sending invitations to target participants
7
100
Submission of reports on the
7
100
training/promotional activities conducted
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
25
Table 10. Continued …
FUNCTIONS
COMPLYING
FREQUENCY
PERCENTAGE
(%)
Submission of reports on expenses incurred in
7
100
the conduct of activity to the BOD
Submission of the reports on the results of their
6
86
processing, evaluation and recommendation for
the list of applicant for membership
Coordinating/linking with other agencies and
7
100
organization
Conducting membership campaign
4
57
Posting of notices for membership
4
57
Conducting training and seminars to the
members, staff and officers
7
100
Posting notices for trainings
5
71
Managing pre and post training/seminar
7
100
Planning and scheduling training session
7
100
Setting a favorable learning climate
7
100
Facilitate discussion
7
100
BOD Rating on the Performance of Function of
The Education and Training Committee
Table 11 presents the rating of the performance of functions of the Education and
Training Committee.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
26
Identification of trainings needs of members. Although some BOD chairmen
rated their Edcom excellent (14%) and very satisfactory (29%), majority (57%) gave a
mere satisfactory rating. This implies that although said Edcom members are
satisfactorily performing their task in identifying training needs of members to be trained,
they still need to improve in this particular task.
Submission on the list of priority trainings and budget. There are 57% BOD who
rated their Edcom members with very satisfactory and 29% rated their Edcom members
with satisfactory and 14% rated their Edcom members with poor. The result shows that
although majority of the BOD respondents are very satisfied with the performance of the
Edcom members on the submission of list of priority trainings and budget, they still need
to improve in this particular task.
Preparation of training proposal for the approval of BOD. The table shows that
there are 57% of the BOD rated their Edcom with satisfactory, 29% gave a rating of very
satisfactory and 14% gave a rating of excellent. This shows that most of the BOD are
satisfied with the functions of Edcom in preparing training proposal for their approval.
Sending invitations to target participants. The result shows that there are 57%
who rated their Edcom with satisfactory, 29% gave a rating of very satisfactory and 14%
gave a rating of excellent on the function of sending invitations to target participants.
This shows that most of the BOD is satisfied with the function of Edcom members in
their respective cooperative but they still need to improve on this particular task.
Submission of reports on the training/promotional activities conducted. This
implies that there are 43% of the BOD gave a rating of satisfactory, 29% gave a rating of
very satisfactory and 29% rated with excellent. This shows that most of the BOD are
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
27
satisfied with the performance of Edcom members in the submission of reports on the
training and promotional activities conducted.
Submission of report on the expenses incurred in the conduct of activity to the
BOD. It is noted that there 43% of the BOD gave a rating of satisfactory, 29% each rated
with very satisfactory and excellent. The result implies that the BOD are satisfied with
the performance of Edcom.
Submission of reports on the results of their processing evaluation and
recommendation for the list of applicant for membership. This implies that there are 57%
of the BOD gave a rating of satisfactory, 29% who gave a rating of very satisfactory, and
one rated with excellent. This shows that most of the BOD is satisfied with the
performance of Edcom in the submission of reports on the results of processing
evaluation and recommendation for the list of applicants for membership.
Coordinating/linking with other agencies/organization. 57% of the BOD gave a
rating of very satisfactory, 29% rated with satisfactory and 14% rated excellent on their
performance in coordinating/linking with other agencies/organization. The result implies
that the BOD are satisfied with the performance of Edcom.
Conduct of PMES to new members. Table 11 shows that most of the BOD rated
their Edcom satisfactory, very satisfactory and excellent. Ti implies that the BOD are
satisfied with the performance of the Edcom on the conduct of PMES to new members.
Posting notices for PMES. Table shows that there are 71% of the BOD who gave
a rating of satisfactory, 14% gave an excellent rating and 14% gave a poor rating.
Results show that BOD are satisfied with the performance of Edcom in posting notices
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
28
for PMES, though there is one who gave a poor rating to their Edcom members. They
need to improve in this particular task.
Conducting membership campaign. Table shows that there are 43% rated with
poor and 29% rated with very satisfactory and 14% rated excellent and satisfactory
respectively. Result implies that there are Edcom members who are not doing their
functions in conducting members campaign satisfactorily.
Posting notices for membership campaign. The result validated the result above
on the conduct of membership campaign. 43% were rated with poor, 29% were rated
with very satisfactory, 14% rated excellent and satisfactory respectively. Result implies
that there are Edcom members who are not doing their function satisfactorily.
Conducting training and seminar to the members, staff and officers. Table shows
that there are 57% who were rated with satisfactory and 43% were rated very satisfactory.
This implies that most of the Edcom members are conducting trainings and seminars to
the members, staff and officers satisfactorily.
Posting notice for training and seminars to the members, staff and officers. Result
shows that 43% were rated with satisfactory, 29% each were rated with very satisfactory
and poor. Result implies that some Edcom of cooperatives studied were performing
satisfactorily in terms of posting notices for training and seminars to members, staff and
officers.
Managing pre and post training/seminar. All of the Education and Training
committee are managing pre and post seminar, and this is validated with the rating given
to them. Five (71%) of the Edcom of 5 the cooperative were given a rating of
satisfactory, one was rated with very satisfactory and one was rated excellent. Result still
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
29
shows that the Edcom of the cooperatives studied are doing their task in managing pre
and post training seminars.
Planning and scheduling training session. One hundred percent of the Education
and training committee are planning and scheduling training sessions, however their
rating shows that there are 57% cooperative rated with satisfactory and 43% very
satisfactory.
Setting a favorable learning climate. Table 11 shows that 57% of the BOD of
each cooperative rated their Edcom with satisfactory, 29% rated with very satisfactory
and one rated with excellent. This shows that the Edcom are setting a favorable learning
climate to training participants.
Facilitate discussion. Table 11 implies that there are 57% who were given a
rating of satisfactory by their BOD, 29% were rated with very satisfactory and one (14%)
was rated excellent. This shows that most of the Education and Training Committee are
rated with satisfactory in facilitating discussion.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
30
Table 11. BOD rating on the performance of functions of the Education and Training
Committee
RATING
FUNCTION
Poor
Satisfactory
Very
Excellent
Satisfactory
F
%
F
%
F
%
F
%
Identification of training needs
-
-
4
57
2
29
1
14
of the members
Submission on the list of
1
-
2
29
4
57
-
-
priority trainings and budget
Preparation of training proposal
-
-
4
57
2
29
1
14
for approval of BOD
Sending invitations to target
-
-
5
71
1
14
1
14
participants
Submission of reports on the
-
-
3
43
2
29
2
29
training/promotional activities
conducted
Submission of reports on the
-
-
3
43
2
29
2
29
expenses incurred in the
conduct of activity to the BOD
Submission of the reports on the
results of their processing
-
-
4
57
2
29
1
14
evaluation and recommendation
for the list of application for
membership
Coordinating/linking with the
-
-
2
29
4
57
1
14
other agencies/organization
Conducting membership
campaign
3
43 1
14
2
29
1
14
Posting notices for membership
campaign
3
43 2
29
2
29
-
-
Conduct of PMES to new
-
-
3
43
2
29
2
29
members
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
31
Posting notices for PMES
1
14 5
71
-
-
1
14
Conducting training and
seminar to members, staff and
-
-
4
57
3
43
-
-
officers
Posting notices for trainings
2
29 3
43
2
29
-
-
Managing pre and post
training/seminar
-
-
5
71
1
14
1
14
Planning and schedule training
Session
-
-
4
57
3
43
-
-
Setting a favorable learning
climate
-
-
4
57
2
29
1
14
Facilitate discussion
-
-
4
57
2
29
1
14
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
32
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study was conducted to identify the profile and performance of Education
and training committee members of selected cooperatives in Tuba, Benguet.
Result of the study showed that most of the cooperatives in Tuba, Benguet is
operating in 11 – 20 years and most of the cooperatives has 150 to more than 350
members. Most of them were females, married and finished college. Majority of them
are Roman Catholics. Most of the respondents have been members in the cooperative for
11 to 15 years and involved as Edcom for 2-3 years. Most of respondents, have attended
the PMES, leadership seminars, and cooperative policy formation and implementation.
Most of Edcom members were business professionals, and claimed that their
profession/occupation did not affect their performance in the cooperative. All of them
were satisfied with their work in the cooperative. Some of the Edcom members
conducted cooperative policy formation and implementation, leadership seminar,
bookkeeping and accounting seminar, trainor’s training on cooperative, basic course on
cooperative, general management seminar, credit management and capital build-up,
project planning and cooperative summit.
The problems encountered by Edcom were; lack of participation on cooperative
activities, lack of limited fund, unavailability of members and officers due to work
schedule. The Edcom members have identified several factors to be considered for the
success of a cooperative such as; a) cooperation, b) education, c) strict implementation of
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
33
policies, d) good management, e) communication, f) commitment, and g) leadership of
officers.
All of the Edcom are identifying training needs of the coop members, preparing
training proposals for approval by the BOD, sending invitation to target participants,
submit reports on the training/promotional activities conducted, submit reports on the
expenses incurred in the conduct of activity to the BOD, coordinating with the other
agencies and organization, conducting PMES to new members, conducting training and
seminar to the members, staff and officers, managing pre and post training seminar,
planning and scheduling training session, setting a favorable climate and managing
effective discussions. Most of the Edcom members are submitting list of priority training
and budget, submitting reports on the results of their processing evaluation and
recommendation for the list of applicants for membership and posting notices for PMES
and for training. Majority are posting notices for membership campaign.
Most of the functions of Edcom are satisfactorily done by the members and their
performance on their different function were rated satisfactory to very satisfactory by the
BOD chairmen. This means that not only members of the Edcom who are satisfied with
their work in the cooperative but also the BOD chairmen is satisfied with their
performance in the cooperative.
Conclusions
1. Most of the Education and Training Committee members are in their middles
ages, females and married.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
34
2. Most of the Edcom were member in the coop for almost 11-15 years and
involved in the committee for 2-3 years.
3. Most of the Edcom have attended and sponsored trainings and seminars.
4. Most of the members of the Edcom are engaged in business.
5. The profession/occupation of most Edcom members did not affect their
performance in the cooperative.
6. Cooperation among members and officers is an important ingredient for the
success of a cooperative.
7. Almost all of the Edcom members are doing their function, as evidenced by
the satisfactory to very satisfactory ratings they got from the BOD chairman.
Recommendations
1. The members of Education and Training Committee must continue to attend
trainings and seminars or other related activities to enhance and develop their
knowledge and skills in order to be more effective in doing their functions
especially in conducting trainings and seminars effectively.
2. The Edcom must continue to link or coordinate with other agencies and
organization either national or international for support services.
3. The members of Edcom should be sincere, dedicated leaders and truly
committed to the cooperative.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
35
LITERATURE CITED
ANONYMOUS, 1984. Cooperative Training Policy and Standards in the Philippines.
ANONYMOUS, 2002. Metropolitan Bible Baptist Church Discipleship Manual.
ABASOLO, P. A., M. RUIZ and F.B. BERTOL. 1996. Cooperatives in the Philippines.
Manila. GIC Enterprises and Co., Inc. Pp. 1-18.
AQUINO, A. 1991. Primer on the Cooperative Code in the Philippines. Revised
Edition. Quezon City Central Law Book Publishing Company. P 34.
CDA, 1992. Cooperative Code of the Philippines and Related Laws. Quezon City: Apo.
Production Unit Inc., Pp 27, 42.
FAJARDO, R. R. and F.D. ABELLA. 1993. Cooperatives. 3rd Edition. Rex. Bookstore.
Quezon City. Philippines
GARCIA, G.Y. and M. A. GUANZON, 2004. Cooperatives. University of Sto. Thomas
Manila. Pp. 47-50.
ILO-MATCOM. 1987. Trainers Manual: Credit Union Organization and Management.
International Labor Organization, Printed in Vienna, Austria. Topic 7, S51-2.
JOYOMA, B. A. 1978. Cooperative Join, PFCC. Inc. Manila. P. 29.
LAMEN, E. 1985. Management problems of credit cooperatives in Mountain Province.
MS Thesis, Baguio Central University, Baguio City. Pp. 18 –20.
LUMBAG, D. 2000. Education committee training programs and practices in
Baguio City. MS Thesis. Baguio Colleges Foundation, Baguio City. Pp. 15,
28,30.
LINGALING, E. L. 2002. Assessment of human resource of primary cooperatives in
La Trinidad, Benguet. BS Thesis, Benguet State University, La Trinidad,
Benguet. P. 20.
MANODON, M.B. 1996. Factors attributable in managing Land Bank assistance to
cooperatives in the Province of Benguet. Unpublished Research. UP Loa Baňos,
Laguna. P. 103.
ONAGAN, L.D., et. al. 1973. Cooperative Principles and Practices. Lino Onagan and
Sons Publishers. Quezon City, Philippines. Pp 34-40.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
Appendix A
College of Agriculture
DEPARTMENT OF AGRICULTURAL ECONOMICS AND
AGRIBUSINESS MANAGEMENT
Benguet State University,
La Trinidad, Benguet
January, 2007
Dear Sir/Madam;
The undersigned is a graduating student of Benguet State University and currently
conducting a research entitled “Profile and Performance of functions of Members of the
Education and Training Committee of Selected Cooperatives in Tuba, Benguet”.
In this connection, may I request your full cooperation by answering my questionnaire
honestly. Your full cooperation is highly appreciated and rest assured that any
information gathered will be treated with utmost confidentiality.
Thank you very much for sharing a part of your precious time, God Bless.
Sincerely yours,
KATHLYN JOY R. RACHO
NOTED:
ANDREW K. DEL-ONG
Adviser
13
Appendix B
SURVEY QUESTIONNAIRE
(Education and Training Committee)
I.
Profile of Cooperative:
Name of Cooperative
: _______________________________
Address of the Cooperative : _______________________________
Type of cooperative: (Check it)
______ Credit
______ Multipurpose (agri)
______ Consumers
______ Multipurpose (non-agri)
______ Producers
Others, specify:_______________________
______ Marketing
No. of years in operation
: ________________________________
No. of members
: ________________________________
II. Profile of Respondent:
1. Name
: ________________________________________
2. Age
: ________________________________________
3. Complete Home Address : ___________________________________
4. Sex:
Male ______
Female ______
5. Civil Status:
Single ______
Married ______
6. Religious Affiliation:
______ Roman Catholic
______ Born Again
______ Iglesia Ni Cristo
______ Baptist
______ Jehovah’s Witnesses ______ Anglican
_______ others (please specify) ________________________________
7. Highest Educational Attainment:
Elementary graduate: ______________________________
High School Graduate: _____________________________
College graduate, specific course: __________________ Major: _______
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
14
Vocational graduate, specific course: _____________________________
8. How many years involved in the cooperative (please specify the no.)
__________________________________________________________________
9. How many years involved in the cooperative as Education Training
Committee? _______________________________________________________
10. What are the trainings and seminars you attended? Please check.
_____ PMES
_____ Leadership seminar
_____ General management seminar
_____ Trainor’s training on cooperative
_____ Credit management and capital build-up
_____ Coop policy formation & implementation
_____ Basic course on cooperative
_____ Bookkeeping and accounting seminars
_____ Project planning or project feasibility preparation
_____ Cooperative summit
_____ others, please specify: _________________________________________
11. What are your previous work experience/s (please specify)
____________________________________________________________
12. What is your present occupation or your source of income?
____________________________________________________________
13. Does your occupation affect your performance? _____ Yes _____ No
14. As an education and training committee member, are you satisfied with your
work?
_____ yes _____ no
If yes, why?
_____ I can tackle my responsibility even I’m not a college graduate.
_____ I enjoy my work as a committee member.
Others, please specify: _______________________________________________
If no, why? ________________________________________________________
15. What are the coop-trainings and seminars have you conducted during your no.
of term of office? Please Check.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
15
_____ Leadership seminar
_____ General management seminar
_____ Trainor’s training on cooperative
_____ Credit management and capital build-up
_____ Coop policy formation & implementation
_____ Basic course on cooperative
_____ Bookkeeping and accounting seminars
_____ Project planning or project feasibility preparation
_____ Cooperative summit
_____ Others, please specify: _________________________________________
16. What are the problems encountered by the education and training committee?
(please specify) _________________________________________________
______________________________________________________________
17. What do you consider as the important factors for the success of your
cooperative (please specify) ________________________________________
_______________________________________________________________
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
16
Appendix C
SURVEY QUESTIONNAIRE
For BOD
Performance Evaluation
I . A. Rater’s name: ____________________________________
Position: _____________________________________
Signature: __________________________
Date rated: _________________________
B. Ratee’s Names: __________________________________
II. The following are the functions of Education and Training committee members. please
check
1. Do they identify training needs of members? _____ Yes _____ No
2. Do they submit list of priority trainings and budget to the BOD on time?
_____ Yes ______ No
3. Do they prepare training proposal for the approval of the BOD?
_____ Yes _____ No
4. Do they send invitations to target participants? _____Yes ______No
5. Do they submit reports on the training/promotional activities conducted?
_____ Yes ______ No
6. Do they submit reports on the expenses incurred in the conduct of activity to the
BOD? _____ Yes _____ No
7. Do they submit report on the result of their processing evaluation and
recommendation for the list of applicant for membership?
______Yes
______ No
8. Do they coordinate/link with the other agencies/ organization? ____ Yes ____No
9. Are they conducting membership campaign? _____Yes _____No
10. Are they conducting PMES to new members? _____ Yes ______No
11. Are they conducting Training & Seminar to the members, staffs and officers?
_____ Yes _____No
12. Are they posting notices for membership campaign? _____ Yes _____ No
13. Are they posting notices for PMES? _____ Yes _____ No
14. Are they posting notices for Training & Seminars? _____ Yes ______No
15. Do they manage the pre and post-training/seminar? ______ Yes _____ No
16. Do they plan and schedule the training session? ______ Yes _____ No
17. Do they set a favorable learning climate?
______ Yes _____ No
18. Do they manage discussion effectively
______ Yes _____ No
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
17
III. Please rate the performance of the Education and Training Committee? Please check
the appropriate rating.
RATING: 1 – VERY POOR
2 – POOR
3 – GOOD
4 – VERY SATISFACTORY
5 - EXCELLENT
FUNCTIONS
RATING
1 2 3 4 5
1. Identification of trainings needs of the members
2. Submission on the list priority trainings and budget.
3. Preparation of training proposal for the approval of the BOD
4. Sending invitations to target participants
5. Submission of reports on the training/promotional activities
conducted
6. Submission of reports on the expenses incurred in the conduct
of activity to the BOD
7. Submission of reports on the results of their processing
evaluation and recommendation for the list of applicant for
membership
8. Coordinating/linking with the other agencies/organization.
9. Conducting membership campaign
10. Conduct of PMES to new members
11. Conducting training and seminar to the members, staff and
officers
.FUNCTIONS
1 2 3 4 5
12. Posting of notices for membership campaign
13. Posting notices for PMES
14. Posting notices for training
15. Managing pre and post training/seminar
16. Planning and scheduling training session
17. Setting a favorable learning climate
18. Effectiveness in managing discussion
THANK YOU!
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
RACHO, KATHLYN JOY R. APRIL 2007. Profile and Performance of
Functions of Members of the Education and Training Committee of Selected
Cooperatives in Tuba, Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Andrew k. Del-ong, BSc
ABSTRACT
This study was conducted to determine the profile, functions and performance of
the Edcom members of selected cooperatives in Tuba, Benguet. Specifically, it aims to
determine the profile of the Edcom members to determine whether they are performing
their duties and responsibilities and to identify the needs and problems commonly
encountered by the Edcom and their suggested solution to meet the needs and to solve
their problems.
A total of 21 education and training committee members and 7 Board of Directors
chairman of 7 selected cooperatives in Tuba, Benguet were taken as respondents of the
study. Survey questionnaire and personal interview were used to collect the needed data.
The findings showed that most of the cooperatives are quite large having 151 to more
than 350 members and has been operating for 11 to 20 years. Most of the Edcom are 41
to 50 years old. Majority are females and married and finished college. Most of the
Edcom committee members are in the coop for 11 to 15 years and are involved in the
committee for 2 to 3 years. Most of them attended trainings and seminars, they were
business and professionals, committee members claimed that their profession did not
affect their performance in the cooperative. Majority were satisfied with their work in
the cooperative; they conducted/facilitated training and seminars. The lack of
participation on cooperative activities, lack of funds, unavailability of members and
officers due to work schedule are the problems encountered by the Edcom members and
they have considered cooperation, education, strict implementation of policies, good
management, communication, commitment and leadership of officers as important
factors for the success of cooperative.
Most of the functions of Edcom are satisfactory done by the members and they
were rated by the BOD with satisfactory to very satisfactory.
ii
TABLE OF CONTENTS
Page
Bilbiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objective of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Scope and Limitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
REVIEW OF LITERATURE
Cooperative ………... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
4
Education and Training …... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Education and Training Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Membership Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .
5
Education of New Members … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Continuing Education of Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
METHODOLOGY
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
9
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .
10
Data Collection . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . .. . . . . . . . . . . . .
10
Data Gathered . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
10
iii
Data Analysis .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .
10
RESULTS AND DISCUSSION
Cooperatives profile . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
12
Profile of Education and Training
Committee Members . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .
14
Trainings and Seminars Attended by
Members of Edcom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Present Occupation . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . ..
19
Does the Occupation of Edcom Affect
their Performance in the Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Satisfaction of Edcom Members in their Work . . . . . . . . . . . . . . . . . . . .
20
Trainings and Seminars Sponsored by
Members of Education and
Training Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Problems Encountered by the Education
and Training Committee . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .
22
Important Factors to the Success of the
Cooperative as Perceived by the
Edcom Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Performance of the Specific Functions by
the Education and Training Committee . . . . . . . . . . . . . . .. .. . .. . . . . . .
24
BOD Rating on the Performance of
Functions by the Education and
Training Committee . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . . . . . . . . . .. .
25
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Conclusions . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .
33
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
iv
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .
35
APPENDICES
Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
v
1
INTRODUCTION
Rationale
“Coming together is the beginning, keeping together is the progress, and working
together is a success’’ (Anonymous, 2002).
Mankind survives today through organization. Throughout the modern world,
there are millions of men and women who share a common faith. Whether they are
factory workers or government functionaries, they have committed their lives and part of
their identities to one vast, powerful complex and impersonal organization that inform
and educate and govern mankind (Abasolo, et al,1996).
As provided in Article 4 of the Republic Act 6938 known as the Cooperative
Code of the Philippines, one of the cooperative principles is cooperative education. All
cooperatives are mandated to provide for the education of their members, officers and
employees and of the public based on the principles of cooperation.
Successful cooperatives are sustained by continuous education and re-education
of officers and members to keep them relevantly updated to suit the needs of the
cooperatively owned organization. Thus, cooperative education programs, policies and
even promotions must be maintained and updated and these are the works of the
education committee with the approval of the Board of Directors. In the same manner,
the human resource development for officers and staff including members are essential to
ensure the growth of the organization. Consequently, the problems on lack of cooperative
knowledge, skills, patronage, responsibility, support, etc. by the cooperative officers,
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
2
staff, incumbent members and potential candidates will be solved or minimized (Lumbag,
2000).
In Tuba Benguet there are 45 cooperatives that are registered at Cooperative
Development Authority (CDA) as of December 2006. Of the total cooperatives
registered, four were dissolved, seven cancelled registration, 10 non-operating, while 24
are actively operating. The members organized these cooperatives to help them provide
their needs as well as those of the next generation. However, some of these cooperatives
cannot yet satisfactorily provide their needs. The worse is that some of them were
dissolved due to bankruptcy. Just like dissolving cooperatives in other places, one of the
primary factors that led to the failures is the lack of education and trainings to members,
officers and the staffs who manned the cooperatives (CDA, 2006).
Statement of the Problem
Primarily, this study aims to evaluate the education committee members in their
performance in conducting seminars and trainings.
Specifically, this research sought to answer the following:
1. Who are the members of the Education and Training Committees of selected
cooperatives in Tuba, Benguet?
2. Whether the said Education and Training Committee members are performing
their duties and functions?
3. What are the problems commonly encountered by the members of Education
and Training Committees?
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
3
Objectives of the Study
The primary objective of the study is to determine the profile functions and
performance of function of the Education and Training Committee members of selected
cooperatives in Tuba, Benguet. The specific objectives of the study are the following:
1. To determine the profile of the Education and Training Committee members.
2. To determine whether the members of the Education and Training Committee
are performing their respective duties and responsibilities.
3. To determine the needs and problems commonly encountered by the
Education and Training Committee members.
4. To identify some suggested solution by the education and training committee
members to meet the needs and to solve their problems.
Importance of the Study
The purpose of the study is to take a closer look on the profile and performance of
members of the Education and Training Committee (Edcom) of selected cooperatives in
Tuba, Benguet.
The findings of this study will serves as a basis or guide for managers, officers
especially education and training committee members to improve their performance and
system in conducting trainings and seminars on cooperatives and help them understand
and give proper consideration needed by members.
Finally, the result of the study can be use as source of information for further
research on other related studies. It may also provide some guide to students in researches
or interested in conducting similar studies on this.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
4
REVIEW OF LITERATURE
Cooperative
Aquino (1991) noted that a cooperative is an immerse organization of an ideal
society in microcosm where self interest and common welfare; where selflessness is
merge with economic effectively; where investment is with but capital and where
collective endeavor achieves that availment of cheaper goods and services. It is purely the
rendering of the maximum, satisfactory and unselfish services for the benefits and
welfare of its members. It is also a way where the poor may actively enter the economy at
large. Furthermore, it is may be the best school for learning, practicing and internalizing
the democratic ideals. This holds the key in solving our basic economic, political and
social problems.
Onagan (1997) stated that cooperative is a dynamic form of business enterprise
that embodies the philosophy of cooperation. It signifies the voluntary access of people to
form them self to a group for the promotion of their common needs by mutual action,
democratic control and sharing economic benefits on patronage by the members. It is a
business enterprise with the aim of promoting economic welfare, its structures and
functions are similar to other form of business organization by organizing themselves into
business, the members create their own middle men which eliminates some middlemen,
he also mentioned that because it is democratically controlled and operated by the
members, the cooperative is engaged only in providing merchandise and services
specifically needed by the members of the right quality price and service which maybe
satisfactorily available to them outside their cooperative.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
5
Education and Training
Webster defines education as the process of educating or teaching. To educate is
further defined as "to develop the knowledge, skill, or character of..." Thus, from these
definitions, we might assume that the purpose of education is to develop the knowledge,
skill, or character of a person.
Training as defined in various related literature and book is a “set of activities
designed to increase individual skills and knowledge and experience to change an
individual’s behavior and attitudes.’’ It also attempts to improve the ability required by
the job of cooperative employees and are immediately focused on skills. The principal
purpose of training is to increase productivity or to improve job performance (Lingaling,
2002). According to Manodon (1996), training is one of the basic tools for building and
enhancing the skills and capability of the target clientele. Buasen also stated that trainings
are used to change the poor performance of organization.
Joyoma (1978) stressed the importance of the education and training for
cooperative members, cooperative education leads to proper cooperative practices.
Members must continuously learn to be able to participate better. Members attitude are
hanged by education and training put into practice with the new attitude. He further stated
that the education of cooperative members has no end.
Education and Training Committee
The job of ensuring the members are informed lies on education committee. This
committee consists of members elected in the general assembly. The committee usually
has three members (more if the society is large enough), of which one is generally a
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
6
member of the board. The committee should be concerned with educating those
members, potential members, elected credit union officials, and influential persons in the
community. (ILO-MATCOM, 1987).
Education and Training Committee is under the supervision of the Board of
Directors and the elected vice chairman of the board serves as the chairman of the
education and training committee. The committee reviews all the membership
applications and recommends approval /disapproval of the board of director (or the
executive committee that may be created by the board and delegated to net in behalf of
the board) (Garcia and Guanzon, 2004).
Lumbag (2000) enumerated the responsibilities of the education and training
committee as mandated by the manager and BOD. These are to: 1) identify training of the
cooperative; 2) submit list of priority trainings and budget; 3) prepare a training proposal
for the approval of their BOD; 4) coordinate or link with the other agencies or
organization and support; 5) send invitations to target participant; and 6) manage the
training and post-trainings activities. Furthermore, as trainers, they should: a) plan and
schedule the training session; b) set a favorable learning climate; c) know the trainers
and; d) manage discussion effectively.
The late Presidents of the United States of America, Thomas Jefferson once said:’
I know of no safe depository but the people; and if we think them not to informed enough
to exercise their power with discretion, the remedy is not to take it from but to inform
them by education’’ (Lumbag, 2000).
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
7
Membership Promotion
The Education Committee usually handles membership promotion. Moreover,
membership promotion includes all activities devoted to bringing new members to the
cooperatives. The goal of this should be continuous growth in obtaining active and
informed members (ILO-MATCOM, 1987).
Potential members need to know what the benefits of a cooperative are .It cannot
be assumed that people outside the society are aware of its services as members.
Education of New Members
The education of cooperative members has no end, but it has a beginning. The
starting point is the non-members or, more appropriately potential members. Before
people join a cooperative, they must be properly oriented with its organization and
functions, and must know their rights, duties and responsibilities. In the case of absence
of such orientation, many cooperative societies have suffered ‘infant mortality’ because
new members did not know what the whole thing was all about. In some countries, pre-
membership education is a pre-condition to join a cooperative (Anonymous, 1984).
Manodon (1996) states that one success of cooperative is well funded on a
program policy for prospective members to undergo seminar should be a well establish
and equipped education committee. Without a functional educational committee, the
cooperative would always depend on outside resource speakers who, more often than not,
are commonly discussing topics in appropriate to the context for which the education
program is intended. It is enough also that a mere conduct of seminar for a group of
members is a guarantee.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
8
Continuing Education of Members
The biggest detect in the cooperative movement is its lack of members education.
Very often, the thinking of management resembles that of a profit-type corporate
management; namely, affairs of the corporation are the provinces of the manager and the
board alone. Unless cooperatives are willing and able to device structures whereby their
patron owners are kept fully informed, cooperatives, and inturn, members’ desires and
wishes need to be heard and taken seriously (Lumbag, 2000).
Members, management staff and officers should undergo education for them to
understand the cooperative operation as well as to acquire the required knowledge and
skills needed for better cooperatives.
Well-informed members are usually a quality member, which rebounds to the
general interest of the cooperative. This does not mean, however, that all members should
know how to read and write. What is important is the willingness of members to learn
what a coop. is and how it should be operated. Cooperatives education also extends from
giving people information to helping them develop their deepest possibilities for building
a better nation (Lamen,1985).
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
9
METHODOLOGY
Locale and Time of the Study
The research was conducted in the municipality of Tuba, Benguet from January to
February 2007. Figure 1 shows the municipality of Tuba, Benguet.
Figure 1. Map of Benguet showing the Municipality of Tuba.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
10
Respondents of the Study
Seven cooperatives of Tuba, Benguet were studied (Table 1). The respondents of
this study were 21 members of the Education committee and 7 Board of Director
(chairman) of the cooperatives studied. The Board of Directors were the ones who
evaluated the performance of the Education committee members of their respective
cooperative.
NAME OF COOPERATIVE
NUMBER OF RESPONDENTS
Education Committee
Board of Directors
Camp 1 Tuba MPC
3
1
Parasipis MPC
3
1
Philex Mines Community Consumers
3
1
Coop (PMCCC)
Philex Community Credit Cooperative
3
1
(PCCC)
Thanksgiving MPC
3
1
Lasong Farmers MPC (LAFAMULCO)
3
1
Sinco MPC
3
1
TOTAL
21
7
Data Collection
A survey questionnaire was prepared to gather empirical data. The survey
questionnaire were compose of questions believed to sufficiently satisfy the objective of
the study. An interview was conducted for questions that not answered by the
respondent.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
11
Data Gathered
Data gathered in the study includes the profile of the Edcom committee members,
trainings they have attended and conducted and performance evaluation rating of the
committee members by the BOD.
Data Analysis
The data were tabulated, analyzed through the use of frequency, weighted mean,
percentage and rank.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
12
RESULTS AND DISCUSSION
Profile of Cooperatives Studied
Table 2 represents the profile of the cooperatives according to type, number of
years in operation and number of members.
Types of cooperatives. As shown in Table 2, most of the cooperatives studied are
multipurpose cooperatives of which 43% are non-agriculture and 29% are agriculture
based, respectively. The result implies that most of the cooperatives are offering more
that one type of service to its members. The fact that Tuba, Benguet is not only an
agricultural area but also a mining area.
Number of years in operation. Table 2 also shows that majority (57%) of the
cooperatives studied have been operating for around 11 to 20 years while the rest have
been operative longer. This implies that most of the cooperatives have been operating for
a long period and have weathered passage of time. It is also worth nothing that two of
the cooperatives have been operating for as long as 41 or more.
Number of members. The table also shows that size of membership in the said
cooperatives are quite large with 29% having more than 350 members.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
13
Table 2. Profile of cooperatives studied
PARTICULARS
FREQUENCY
PERCENTAGE
Type of Cooperative
Credit cooperatives
1
14
Consumers
1
14
Producers/multipurpose (agriculture)
2
29
Multipurpose (non-agriculture)
3
43
TOTAL
7
100
Number of years in operation
1-10 years
0
0
11-20 years
4
57
21-30 years
1
14
31-40 years
0
0
41-50 years
2
29
TOTAL
7
100
Number of members
1-50
1
14
51-100
1
14
101-150
1
14
151-200
2
29
350 and above
2
29
TOTAL
7
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
14
Profile of Education and Training Committee Members
Table 3 shows the information regarding the education and training committee
members’ age, sex, civil status, religious affiliation, educational attainment, years of
membership, and years of involvement in the committee.
Sex and age. Majority (67%) of the respondents are women. This shows that
there are more women involved in the education and training committee in the concerned
cooperatives than males. As to age, around 67% are more than 40 years old indicating
that majority of the members of said committee have gained sufficient experience in life
that they can contribute to the furtherance of their cooperatives’ aspirations. The
heterogeneous age of the respondents may also show that age is not a hindrance for
membership in the EdCom.
Civil status. It was found out that almost all (95%) of the respondents are
married. The result implies that members of the general assembly are the ones
responsible in electing their officers in the concerned cooperatives.
Religious affiliation. Majority (53%) of the respondents are Roman Catholic,
while the rest are members of other Christian sects. This implies that all the respondents
are Christians. It is also noted that religious affiliation is not a significant issue in
involving one’s self in any responsibility or committee in a cooperative as shown in the
diversity of religious affiliation of the members of the education and training committee
of the cooperatives studied.
Educational attainment. As to education, all the respondents are literate with a
significant 38% being college graduates. This implies that most of the respondents
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
15
attended formal education at different levels attained which is a plus factor that may help
assume responsibilities given to them.
Years of membership. The data reveals that majority of the respondents (57%)
have been members in the cooperative for around 11 – 20 years. However, a significant
number (38%) are still young in the cooperative (10 years and below). Result implies
that members of the Edcom in the subject cooperatives been members in the cooperative
for a significant long period of time.
Years of membership in the Education and Training Committee (Edcom). As to
the respondents’ years of membership in the Edcom, almost all (86%) have been
members of the Edcom for 1-3 years. This reveals that most members of the Edcom have
been involved in the committee for more than a year, thus, they know their
responsibilities as members of the committee and have been functioning as such.
Table 3. Profile of the education and committee members
DETAILS
FREQUENCY
PERCENTAGE
Gender
Male
7
33
Female
14
67
TOTAL
21
100
Age (years)
20 – 30
1
5
31 - 40
6
29
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
16
Table 3. Continued …
DETAILS
FREQUENCY
PERCENTAGE
41 – 50
10
48
51 - 60
4
19
TOTAL
21
100
Civil Status
Single
1
5
Married
20
95
TOTAL
21
100
Religious Affiliation
Roman Catholic
11
52
Iglesia ni Cristo
1
5
Born Again
2
10
Baptist
3
14
Anglican
3
14
Espiritista
1
5
TOTAL
21
100
Educational Attainment
Elementary graduate
5
24
High School graduate
7
33
College graduate
8
38
Vocational graduate
1
5
TOTAL
21
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
17
Table 3. continued …
DETAILS
FREQUENCY
PERCENTAGE
Years of membership in the Cooperative
10 years and below
8
38
11 – 20
12
57
21 – 30
0
0
31 – 40
0
0
40 and above
1
5
TOTAL
21
100
Years involved in the Coop. Edcom
1 – 3 years
18
86
4 – 6
2
10
7 – 9
0
0
10 years and above
1
4
TOTAL
21
100
Trainings and Seminars Attended by Members
of the Education and Training Committee
Table 4 presents the training and seminars attended by the members of the
Education and Training Committee.
It was found out that Pre-membership Seminars (PMES) were most attended by
the Edcom. Majority of the members of Edcom attended the seminar on cooperative
policy formation and implementation and leadership seminar. Some of them mentioned
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
18
that they attended bookkeeping and accounting seminar. Basic course on cooperative,
general management seminar, trainors’ training on cooperative, credit management and
capital build-up, project planning and project feasibility preparation and cooperative
summit.
Most memners of the Edcom did not attend training and seminars for project
planning/project feasibility preparation and for cooperative summit. However, it was
mentioned that PMES and leadership were most attended by members of Edcom.
Table 4. Trainings and seminars attended by members of Edcom
TITLE OF TRAINING
FREQUENCY
PERCENTAGE
PMES
16
76
Leadership seminar
15
71
General Management seminar
6
29
Trainor’s training on cooperative
5
24
Credit management and capital build-up
7
33
Coop. policy formation and implementation
13
62
Basic course on cooperative
8
38
Bookkeeping and accounting seminars
10
48
Project planning/project feasibility preparation
4
19
Cooperative summit
5
24
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
19
Present Profession
Table 5 shows the present profession of the members of the Edcom. Results show
the diversity of present occupations among the members of the Edcom, 52% are
businessmen, 24% are professionals, 14% are cooperative staff and 5% are plain
housewives.
Table 5. Present occupations of the Edcom members.
PRESENT PROFESSION
FREQUENCY
PERCENTAGE
Professionals
5
24
Businessmen
11
52
Cooperative staff
3
14
None (plain housewife)
1
5
TOTAL
21
100
Does the Occupation of Edcom Affect their
Performance in the Cooperative
As shown in Table 6, most (76%) of the respondents agreed that their occupations
do not affect their performance in the cooperative while 24% claim that their occupation
affect their performance in the cooperative because of the hectic schedules of their
functions. Some of them also said that sometimes they are unable to do some of their
functions in their cooperatives because of conflict of time with their occupations.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
20
Satisfaction of Edcom Members in their functions
Table 6 also shows that 100% of the respondents are satisfied with their functions
because they enjoy their work and they can tackle their duties and responsibilities as a
committee member. In addition, they reasoned out that it is their pleasure to do service to
their fellow officers, staff and to the members of the cooperative.
Table 6. Satisfaction of Edcom members in their function
PARTICULAR
FREQUENCY PERCENTAGE
(%)
Does their occupation affect their
performance?
Yes
5
24
No
16
76
TOTAL
21
100
Are they satisfied with their functions in the
cooperative?
Yes
21
100
No
0
0
TOTAL
21
100
Reasons
I can tackle my responsibility
even if I am a college graduate
9
43
I enjoy my function as a
committee member
12
57
TOTAL
21
100
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
21
Trainings and Seminars Sponsored by Members
of Education and Training Committee
Table 7 presents the trainings and seminars sponsored by the members of the
Edcom.
It was found that the conduct of cooperative policy formation and implementation
was the most conducted trainings and seminars by all the cooperatives studied. This was
followed by leadership seminars, bookkeeping and accounting seminar, trainor’s training
on cooperative, Basic course of cooperative, credit management and capital build-up,
general management seminar, cooperative summit, as well as project planning or project
feasibility preparation were conducted. Results shows that Edcom committee had been
doing their functions as evident on the number of trainings conducted by the committee
members.
Table 7. Trainings and seminars sponsored by the Edcom
TITLE OF TRAINING
FREQUENCY
PERCENTAGE
(%)
Leadership seminar
9
43
General management seminar
4
19
Trainor’s training on cooperative
6
29
Credit management and capital build-up
4
19
Coop. policy formulation and implementation
11
52
Basic course on cooperative
6
29
Bookkeeping and accounting seminars
7
33
Project planning of feasibility preparation
2
10
Cooperative summit
4
19
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
22
Problems Encountered by the Education
and Training Committee
Table 8 shows the problems encountered and perceived by the members of the
Education and Training Committee in their cooperatives. As perceived by the
respondents, the number one problem encountered is the lack of participation of the
members on cooperative activities as indicated by 7 (33%) of the Edcom members.
There are 14% who mentioned that very few are interested to attend seminars and
trainings and another 14% mentioned that their problem is lack or limited funds to
finance trainings and seminars, 10% mentioned the poor attendance discouraging them
from conducting trainings and seminars, unavailability of officers for trainings due to
work schedule (10%), breaking of rules in terms of credit (10%) and difficulty in
disseminating new policies to members and acceptance of new policies. Result implies
that there are lots of problems encountered by the Edcom committee but all this boils
down to the attitudes of members, cooperation among members, and officers and
management of time and prioritizing of activities and duties.
Table 8. Problems encountered by the Edcom
PROBLEMS
FREQUENCY
PERCENTAGE
(%)
Lack of participation on cooperative activities
7
33
Poor attendance
2
10
Few were interested to attend seminars
3
14
Lack or limited funds
3
14
Unavailability of officers, members for training due to
2
10
work schedule
10
Breaking of rules in terms of credit
2
Difficulty in disseminating new policies to members and
acceptance of new policies
5
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
23
Important Factors to the Success of the Cooperative
as Perceived by the Edcom Members
Each of the members of the Edcom was asked to identify the number one factor
that contributes to the success of their cooperative. 24% of the respondents’ cooperation
is one factor to the success of a cooperative. This was followed by education or
continuous education and re-education of the members (19%), strict implementation of
policies, rules and regulation (19%), good management (14%), good communication
(10%), perseverance (5%), leadership and commitment of officers (5%) and meetings
(5%). The result implies that most of the respondents mentioned that the important
factors for the success of cooperative are cooperation, good management, education and
strict implementation of policies. As cited cy Fajardo and Abella (1993), one success of
the cooperative is to know the value of education and training or to have given to
members, officers and employees of the cooperative in order to equip them with the
proper values and skills.
Table 9. Important factor to the success of the cooperative as perceived by the Edcom
IMPORTANT FACTORS
FREQUENCY
PERCENTAGE
(%)
Cooperation
5
24
Education
4
19
Communication
2
10
Management
3
14
Policies
4
19
Perseverance
1
5
Leadership and commitment of officers
1
5
Meetings
1
5
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
24
Performance of the Specific Functions by
the Education and Training Committee
The BOD chairmen from the concerned cooperatives were asked if their Edcom
are complying/doing their specific functions. As shown in table 10, almost all of the
Edcom of concerned cooperatives are doing their specific functions except for some,
particularly on the conduct of membership campaign as well as posting of notices for
membership where only 57% of the Edcom are doing the said functions. It can be noted
also that only 71% are posting notices for PMES and so with posting notices for training.
And 86% of the Edcom perform the task such as to the preparation and submission of the
lists of priority trainings and budgets as well as the submission of reports relative to
application for membership, only 86% are complying.
Table 10. Performance of functions by the Edcom as indicated by the BOD chairmen
FUNCTIONS
COMPLYING
FREQUENCY
PERCENTAGE
(%)
Identification of training needs of coop
7
100
members
Submission on the list of priority trainings and
6
86
budget
Preparation of training proposals for the
7
100
approval of the BOD
Sending invitations to target participants
7
100
Submission of reports on the
7
100
training/promotional activities conducted
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
25
Table 10. Continued …
FUNCTIONS
COMPLYING
FREQUENCY
PERCENTAGE
(%)
Submission of reports on expenses incurred in
7
100
the conduct of activity to the BOD
Submission of the reports on the results of their
6
86
processing, evaluation and recommendation for
the list of applicant for membership
Coordinating/linking with other agencies and
7
100
organization
Conducting membership campaign
4
57
Posting of notices for membership
4
57
Conducting training and seminars to the
members, staff and officers
7
100
Posting notices for trainings
5
71
Managing pre and post training/seminar
7
100
Planning and scheduling training session
7
100
Setting a favorable learning climate
7
100
Facilitate discussion
7
100
BOD Rating on the Performance of Function of
The Education and Training Committee
Table 11 presents the rating of the performance of functions of the Education and
Training Committee.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
26
Identification of trainings needs of members. Although some BOD chairmen
rated their Edcom excellent (14%) and very satisfactory (29%), majority (57%) gave a
mere satisfactory rating. This implies that although said Edcom members are
satisfactorily performing their task in identifying training needs of members to be trained,
they still need to improve in this particular task.
Submission on the list of priority trainings and budget. There are 57% BOD who
rated their Edcom members with very satisfactory and 29% rated their Edcom members
with satisfactory and 14% rated their Edcom members with poor. The result shows that
although majority of the BOD respondents are very satisfied with the performance of the
Edcom members on the submission of list of priority trainings and budget, they still need
to improve in this particular task.
Preparation of training proposal for the approval of BOD. The table shows that
there are 57% of the BOD rated their Edcom with satisfactory, 29% gave a rating of very
satisfactory and 14% gave a rating of excellent. This shows that most of the BOD are
satisfied with the functions of Edcom in preparing training proposal for their approval.
Sending invitations to target participants. The result shows that there are 57%
who rated their Edcom with satisfactory, 29% gave a rating of very satisfactory and 14%
gave a rating of excellent on the function of sending invitations to target participants.
This shows that most of the BOD is satisfied with the function of Edcom members in
their respective cooperative but they still need to improve on this particular task.
Submission of reports on the training/promotional activities conducted. This
implies that there are 43% of the BOD gave a rating of satisfactory, 29% gave a rating of
very satisfactory and 29% rated with excellent. This shows that most of the BOD are
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
27
satisfied with the performance of Edcom members in the submission of reports on the
training and promotional activities conducted.
Submission of report on the expenses incurred in the conduct of activity to the
BOD. It is noted that there 43% of the BOD gave a rating of satisfactory, 29% each rated
with very satisfactory and excellent. The result implies that the BOD are satisfied with
the performance of Edcom.
Submission of reports on the results of their processing evaluation and
recommendation for the list of applicant for membership. This implies that there are 57%
of the BOD gave a rating of satisfactory, 29% who gave a rating of very satisfactory, and
one rated with excellent. This shows that most of the BOD is satisfied with the
performance of Edcom in the submission of reports on the results of processing
evaluation and recommendation for the list of applicants for membership.
Coordinating/linking with other agencies/organization. 57% of the BOD gave a
rating of very satisfactory, 29% rated with satisfactory and 14% rated excellent on their
performance in coordinating/linking with other agencies/organization. The result implies
that the BOD are satisfied with the performance of Edcom.
Conduct of PMES to new members. Table 11 shows that most of the BOD rated
their Edcom satisfactory, very satisfactory and excellent. Ti implies that the BOD are
satisfied with the performance of the Edcom on the conduct of PMES to new members.
Posting notices for PMES. Table shows that there are 71% of the BOD who gave
a rating of satisfactory, 14% gave an excellent rating and 14% gave a poor rating.
Results show that BOD are satisfied with the performance of Edcom in posting notices
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
28
for PMES, though there is one who gave a poor rating to their Edcom members. They
need to improve in this particular task.
Conducting membership campaign. Table shows that there are 43% rated with
poor and 29% rated with very satisfactory and 14% rated excellent and satisfactory
respectively. Result implies that there are Edcom members who are not doing their
functions in conducting members campaign satisfactorily.
Posting notices for membership campaign. The result validated the result above
on the conduct of membership campaign. 43% were rated with poor, 29% were rated
with very satisfactory, 14% rated excellent and satisfactory respectively. Result implies
that there are Edcom members who are not doing their function satisfactorily.
Conducting training and seminar to the members, staff and officers. Table shows
that there are 57% who were rated with satisfactory and 43% were rated very satisfactory.
This implies that most of the Edcom members are conducting trainings and seminars to
the members, staff and officers satisfactorily.
Posting notice for training and seminars to the members, staff and officers. Result
shows that 43% were rated with satisfactory, 29% each were rated with very satisfactory
and poor. Result implies that some Edcom of cooperatives studied were performing
satisfactorily in terms of posting notices for training and seminars to members, staff and
officers.
Managing pre and post training/seminar. All of the Education and Training
committee are managing pre and post seminar, and this is validated with the rating given
to them. Five (71%) of the Edcom of 5 the cooperative were given a rating of
satisfactory, one was rated with very satisfactory and one was rated excellent. Result still
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
29
shows that the Edcom of the cooperatives studied are doing their task in managing pre
and post training seminars.
Planning and scheduling training session. One hundred percent of the Education
and training committee are planning and scheduling training sessions, however their
rating shows that there are 57% cooperative rated with satisfactory and 43% very
satisfactory.
Setting a favorable learning climate. Table 11 shows that 57% of the BOD of
each cooperative rated their Edcom with satisfactory, 29% rated with very satisfactory
and one rated with excellent. This shows that the Edcom are setting a favorable learning
climate to training participants.
Facilitate discussion. Table 11 implies that there are 57% who were given a
rating of satisfactory by their BOD, 29% were rated with very satisfactory and one (14%)
was rated excellent. This shows that most of the Education and Training Committee are
rated with satisfactory in facilitating discussion.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
30
Table 11. BOD rating on the performance of functions of the Education and Training
Committee
RATING
FUNCTION
Poor
Satisfactory
Very
Excellent
Satisfactory
F
%
F
%
F
%
F
%
Identification of training needs
-
-
4
57
2
29
1
14
of the members
Submission on the list of
1
-
2
29
4
57
-
-
priority trainings and budget
Preparation of training proposal
-
-
4
57
2
29
1
14
for approval of BOD
Sending invitations to target
-
-
5
71
1
14
1
14
participants
Submission of reports on the
-
-
3
43
2
29
2
29
training/promotional activities
conducted
Submission of reports on the
-
-
3
43
2
29
2
29
expenses incurred in the
conduct of activity to the BOD
Submission of the reports on the
results of their processing
-
-
4
57
2
29
1
14
evaluation and recommendation
for the list of application for
membership
Coordinating/linking with the
-
-
2
29
4
57
1
14
other agencies/organization
Conducting membership
campaign
3
43 1
14
2
29
1
14
Posting notices for membership
campaign
3
43 2
29
2
29
-
-
Conduct of PMES to new
-
-
3
43
2
29
2
29
members
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
31
Posting notices for PMES
1
14 5
71
-
-
1
14
Conducting training and
seminar to members, staff and
-
-
4
57
3
43
-
-
officers
Posting notices for trainings
2
29 3
43
2
29
-
-
Managing pre and post
training/seminar
-
-
5
71
1
14
1
14
Planning and schedule training
Session
-
-
4
57
3
43
-
-
Setting a favorable learning
climate
-
-
4
57
2
29
1
14
Facilitate discussion
-
-
4
57
2
29
1
14
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
32
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study was conducted to identify the profile and performance of Education
and training committee members of selected cooperatives in Tuba, Benguet.
Result of the study showed that most of the cooperatives in Tuba, Benguet is
operating in 11 – 20 years and most of the cooperatives has 150 to more than 350
members. Most of them were females, married and finished college. Majority of them
are Roman Catholics. Most of the respondents have been members in the cooperative for
11 to 15 years and involved as Edcom for 2-3 years. Most of respondents, have attended
the PMES, leadership seminars, and cooperative policy formation and implementation.
Most of Edcom members were business professionals, and claimed that their
profession/occupation did not affect their performance in the cooperative. All of them
were satisfied with their work in the cooperative. Some of the Edcom members
conducted cooperative policy formation and implementation, leadership seminar,
bookkeeping and accounting seminar, trainor’s training on cooperative, basic course on
cooperative, general management seminar, credit management and capital build-up,
project planning and cooperative summit.
The problems encountered by Edcom were; lack of participation on cooperative
activities, lack of limited fund, unavailability of members and officers due to work
schedule. The Edcom members have identified several factors to be considered for the
success of a cooperative such as; a) cooperation, b) education, c) strict implementation of
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
33
policies, d) good management, e) communication, f) commitment, and g) leadership of
officers.
All of the Edcom are identifying training needs of the coop members, preparing
training proposals for approval by the BOD, sending invitation to target participants,
submit reports on the training/promotional activities conducted, submit reports on the
expenses incurred in the conduct of activity to the BOD, coordinating with the other
agencies and organization, conducting PMES to new members, conducting training and
seminar to the members, staff and officers, managing pre and post training seminar,
planning and scheduling training session, setting a favorable climate and managing
effective discussions. Most of the Edcom members are submitting list of priority training
and budget, submitting reports on the results of their processing evaluation and
recommendation for the list of applicants for membership and posting notices for PMES
and for training. Majority are posting notices for membership campaign.
Most of the functions of Edcom are satisfactorily done by the members and their
performance on their different function were rated satisfactory to very satisfactory by the
BOD chairmen. This means that not only members of the Edcom who are satisfied with
their work in the cooperative but also the BOD chairmen is satisfied with their
performance in the cooperative.
Conclusions
1. Most of the Education and Training Committee members are in their middles
ages, females and married.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
34
2. Most of the Edcom were member in the coop for almost 11-15 years and
involved in the committee for 2-3 years.
3. Most of the Edcom have attended and sponsored trainings and seminars.
4. Most of the members of the Edcom are engaged in business.
5. The profession/occupation of most Edcom members did not affect their
performance in the cooperative.
6. Cooperation among members and officers is an important ingredient for the
success of a cooperative.
7. Almost all of the Edcom members are doing their function, as evidenced by
the satisfactory to very satisfactory ratings they got from the BOD chairman.
Recommendations
1. The members of Education and Training Committee must continue to attend
trainings and seminars or other related activities to enhance and develop their
knowledge and skills in order to be more effective in doing their functions
especially in conducting trainings and seminars effectively.
2. The Edcom must continue to link or coordinate with other agencies and
organization either national or international for support services.
3. The members of Edcom should be sincere, dedicated leaders and truly
committed to the cooperative.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
35
LITERATURE CITED
ANONYMOUS, 1984. Cooperative Training Policy and Standards in the Philippines.
ANONYMOUS, 2002. Metropolitan Bible Baptist Church Discipleship Manual.
ABASOLO, P. A., M. RUIZ and F.B. BERTOL. 1996. Cooperatives in the Philippines.
Manila. GIC Enterprises and Co., Inc. Pp. 1-18.
AQUINO, A. 1991. Primer on the Cooperative Code in the Philippines. Revised
Edition. Quezon City Central Law Book Publishing Company. P 34.
CDA, 1992. Cooperative Code of the Philippines and Related Laws. Quezon City: Apo.
Production Unit Inc., Pp 27, 42.
FAJARDO, R. R. and F.D. ABELLA. 1993. Cooperatives. 3rd Edition. Rex. Bookstore.
Quezon City. Philippines
GARCIA, G.Y. and M. A. GUANZON, 2004. Cooperatives. University of Sto. Thomas
Manila. Pp. 47-50.
ILO-MATCOM. 1987. Trainers Manual: Credit Union Organization and Management.
International Labor Organization, Printed in Vienna, Austria. Topic 7, S51-2.
JOYOMA, B. A. 1978. Cooperative Join, PFCC. Inc. Manila. P. 29.
LAMEN, E. 1985. Management problems of credit cooperatives in Mountain Province.
MS Thesis, Baguio Central University, Baguio City. Pp. 18 –20.
LUMBAG, D. 2000. Education committee training programs and practices in
Baguio City. MS Thesis. Baguio Colleges Foundation, Baguio City. Pp. 15,
28,30.
LINGALING, E. L. 2002. Assessment of human resource of primary cooperatives in
La Trinidad, Benguet. BS Thesis, Benguet State University, La Trinidad,
Benguet. P. 20.
MANODON, M.B. 1996. Factors attributable in managing Land Bank assistance to
cooperatives in the Province of Benguet. Unpublished Research. UP Loa Baňos,
Laguna. P. 103.
ONAGAN, L.D., et. al. 1973. Cooperative Principles and Practices. Lino Onagan and
Sons Publishers. Quezon City, Philippines. Pp 34-40.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
Appendix A
College of Agriculture
DEPARTMENT OF AGRICULTURAL ECONOMICS AND
AGRIBUSINESS MANAGEMENT
Benguet State University,
La Trinidad, Benguet
January, 2007
Dear Sir/Madam;
The undersigned is a graduating student of Benguet State University and currently
conducting a research entitled “Profile and Performance of functions of Members of the
Education and Training Committee of Selected Cooperatives in Tuba, Benguet”.
In this connection, may I request your full cooperation by answering my questionnaire
honestly. Your full cooperation is highly appreciated and rest assured that any
information gathered will be treated with utmost confidentiality.
Thank you very much for sharing a part of your precious time, God Bless.
Sincerely yours,
KATHLYN JOY R. RACHO
NOTED:
ANDREW K. DEL-ONG
Adviser
13
Appendix B
SURVEY QUESTIONNAIRE
(Education and Training Committee)
I.
Profile of Cooperative:
Name of Cooperative
: _______________________________
Address of the Cooperative : _______________________________
Type of cooperative: (Check it)
______ Credit
______ Multipurpose (agri)
______ Consumers
______ Multipurpose (non-agri)
______ Producers
Others, specify:_______________________
______ Marketing
No. of years in operation
: ________________________________
No. of members
: ________________________________
II. Profile of Respondent:
1. Name
: ________________________________________
2. Age
: ________________________________________
3. Complete Home Address : ___________________________________
4. Sex:
Male ______
Female ______
5. Civil Status:
Single ______
Married ______
6. Religious Affiliation:
______ Roman Catholic
______ Born Again
______ Iglesia Ni Cristo
______ Baptist
______ Jehovah’s Witnesses ______ Anglican
_______ others (please specify) ________________________________
7. Highest Educational Attainment:
Elementary graduate: ______________________________
High School Graduate: _____________________________
College graduate, specific course: __________________ Major: _______
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
14
Vocational graduate, specific course: _____________________________
8. How many years involved in the cooperative (please specify the no.)
__________________________________________________________________
9. How many years involved in the cooperative as Education Training
Committee? _______________________________________________________
10. What are the trainings and seminars you attended? Please check.
_____ PMES
_____ Leadership seminar
_____ General management seminar
_____ Trainor’s training on cooperative
_____ Credit management and capital build-up
_____ Coop policy formation & implementation
_____ Basic course on cooperative
_____ Bookkeeping and accounting seminars
_____ Project planning or project feasibility preparation
_____ Cooperative summit
_____ others, please specify: _________________________________________
11. What are your previous work experience/s (please specify)
____________________________________________________________
12. What is your present occupation or your source of income?
____________________________________________________________
13. Does your occupation affect your performance? _____ Yes _____ No
14. As an education and training committee member, are you satisfied with your
work?
_____ yes _____ no
If yes, why?
_____ I can tackle my responsibility even I’m not a college graduate.
_____ I enjoy my work as a committee member.
Others, please specify: _______________________________________________
If no, why? ________________________________________________________
15. What are the coop-trainings and seminars have you conducted during your no.
of term of office? Please Check.
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
15
_____ Leadership seminar
_____ General management seminar
_____ Trainor’s training on cooperative
_____ Credit management and capital build-up
_____ Coop policy formation & implementation
_____ Basic course on cooperative
_____ Bookkeeping and accounting seminars
_____ Project planning or project feasibility preparation
_____ Cooperative summit
_____ Others, please specify: _________________________________________
16. What are the problems encountered by the education and training committee?
(please specify) _________________________________________________
______________________________________________________________
17. What do you consider as the important factors for the success of your
cooperative (please specify) ________________________________________
_______________________________________________________________
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
16
Appendix C
SURVEY QUESTIONNAIRE
For BOD
Performance Evaluation
I . A. Rater’s name: ____________________________________
Position: _____________________________________
Signature: __________________________
Date rated: _________________________
B. Ratee’s Names: __________________________________
II. The following are the functions of Education and Training committee members. please
check
1. Do they identify training needs of members? _____ Yes _____ No
2. Do they submit list of priority trainings and budget to the BOD on time?
_____ Yes ______ No
3. Do they prepare training proposal for the approval of the BOD?
_____ Yes _____ No
4. Do they send invitations to target participants? _____Yes ______No
5. Do they submit reports on the training/promotional activities conducted?
_____ Yes ______ No
6. Do they submit reports on the expenses incurred in the conduct of activity to the
BOD? _____ Yes _____ No
7. Do they submit report on the result of their processing evaluation and
recommendation for the list of applicant for membership?
______Yes
______ No
8. Do they coordinate/link with the other agencies/ organization? ____ Yes ____No
9. Are they conducting membership campaign? _____Yes _____No
10. Are they conducting PMES to new members? _____ Yes ______No
11. Are they conducting Training & Seminar to the members, staffs and officers?
_____ Yes _____No
12. Are they posting notices for membership campaign? _____ Yes _____ No
13. Are they posting notices for PMES? _____ Yes _____ No
14. Are they posting notices for Training & Seminars? _____ Yes ______No
15. Do they manage the pre and post-training/seminar? ______ Yes _____ No
16. Do they plan and schedule the training session? ______ Yes _____ No
17. Do they set a favorable learning climate?
______ Yes _____ No
18. Do they manage discussion effectively
______ Yes _____ No
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
17
III. Please rate the performance of the Education and Training Committee? Please check
the appropriate rating.
RATING: 1 – VERY POOR
2 – POOR
3 – GOOD
4 – VERY SATISFACTORY
5 - EXCELLENT
FUNCTIONS
RATING
1 2 3 4 5
1. Identification of trainings needs of the members
2. Submission on the list priority trainings and budget.
3. Preparation of training proposal for the approval of the BOD
4. Sending invitations to target participants
5. Submission of reports on the training/promotional activities
conducted
6. Submission of reports on the expenses incurred in the conduct
of activity to the BOD
7. Submission of reports on the results of their processing
evaluation and recommendation for the list of applicant for
membership
8. Coordinating/linking with the other agencies/organization.
9. Conducting membership campaign
10. Conduct of PMES to new members
11. Conducting training and seminar to the members, staff and
officers
.FUNCTIONS
1 2 3 4 5
12. Posting of notices for membership campaign
13. Posting notices for PMES
14. Posting notices for training
15. Managing pre and post training/seminar
16. Planning and scheduling training session
17. Setting a favorable learning climate
18. Effectiveness in managing discussion
THANK YOU!
Profile and Performance of Functions of Members of the Education and Training
Committee of Selected Cooperatives in Tuba, Benguet / Kathlyn Joy R. Racho. 2007
Document Outline
- Profile and Performance ofFunctions of Members of the Education and Training Committee of SelectedCooperatives in Tuba, Benguet
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- Appendix