Educational - On s`engage

Transcription

001-JeuneCOOP_V3_*CCQ-01_JeuneCOOP_Part1.qxd 13-06-27 16:11 Page 1
Educational
Toolkit
for Cooperative Entrepreneurship
Conseil québécois de la coopération et de la mutualité
5955 Saint-Laurent st., Suite 204
Lévis, Québec G6V 3P5
Telephone:
418 835-3710
Toll free number:
1 800 975-2667
Fax:
418 835-6322
Email:
[email protected]
Website:
www.coopquebec.coop
The Conseil Québécois de la coopération et de la mutualité (CQCM) would like to thank everyone who has
contributed to the revised, improved version of the Youth Co-op Educational Toolkit for Cooperative
Entrepreneurship, particularly the Collective Entrepreneurship Promotion and Awareness Officers, the Collectif
pour l’équité and the members of its education committee. The CQCM wishes to underline the contribution
of the Fondation pour l’éducation à la coopération et à la mutualité and its other financial partners, namely
the Desjardins Group, the ministère de Développement économique, de l’Innovation et de l’Exportation, the
Programme d’appui à des initiatives en entrepreneurship of the Fondation de l’entrepreneurship, and the
Fédération québécoise des coopératives en milieu scolaire.
The second edition of the original French version was published by the Conseil québécois de la coopération
et de la mutualité under the title Jeune COOP, Outil pédagogique d’entrepreneuriat collectif, Deuxième
édition.
Author:
Isabelle Saint-Pierre
Coordinators:
Johanne Lavoie, Youth and Cooperation Education Coordinator, Conseil québécois de
la coopération et de la mutualité
Consultants:
Isabelle St-Pierre
Dominic Blais, agent de promotion de l’entrepreneuriat collectif jeunesse,
Coopérative de développement régional de Lanaudière
Hélène Boily, agente de promotion de l’entrepreneuriat collectif jeunesse,
Coopérative de développement régional du Saguenay-Lac-Saint-Jean—Nord-duQuébec
Stéfany Briand, Collectif pour l’équité
Mélanie Lafrenière, agente de promotion de l’entrepreneuriat collectif jeunesse,
Coopérative de développement Mauricie/Centre-du-Québec
Cynthia Tanguay, agente de promotion de l’entrepreneuriat collectif jeunesse,
Fédération des coopératives québécoises en milieu scolaire
© Conseil de la coopération et de la mutualité du Québec, 2007
This second edition of Youth Co-op: Educational Toolkit for Cooperative Entrepreneurship is published by
the Conseil québécois de la coopération et de la mutualité.
Coordinator:
Svava Bergmann and Sarah Bekeris, Collective Entrepreneurship Promotion and
Awareness Officers, English sector,
Translator:
Editor and Proof Reader: Egan Valentine
Svava Bergmann, Collective Entrepreneurship Promotion and Awareness Officer,
English sector,
Katherine Korakakis, Coordinator, English Language Sector, Youth Entrepreneurship
Challenge,
Réseau des carrefours jeunesse-emploi du Québec.
Julie Blanchette, Collective Entrepreneurship Promotion and Awareness Officer,
Nunavik, Fédération québécoise des coopératives en milieu scolaire.
Editor and Proofreader: Egan Valentine
Page Setting: Claude Bergeron
Printed in Canada
© Conseil québécois de la coopération et de la mutualité, 2013
Copyright: 2nd Quarter 2013
All rights reserved
Bibliothèque nationale du Québec
National Library of Canada
ISBN 978-2-920395-46-6
Educational Toolkit for Cooperative Entrepreneurship
Table of Contents
Introduction
.............................................................................................................
Introducing the Youth Co-op Toolkit
.......................................................................
6
...................................................................................
8
.........................................................................................
10
Chart of Aims and Objectives
Scenario 1: Specific Needs
5
Scenario 2: Ongoing Needs
......................................................................................
Scenario 3: Fair Trade Youth Co-op
.........................................................................
Toolbox-Management and Assessment Tools
..........................................................
91
185
227
The Youth Co-op Toolkit
5
Introduction
To become an entrepreneur, one has to be driven by a need, an idea or a dream, and be
willing to do what it takes to achieve that goal.
To become an entrepreneur, one must be able to pool one’s skills and energies with those
of others.
Through a collective entrepreneurship project, youth are encouraged to discover their
passions and interests as they acquire meaningful skills. This experience allows them to
surpass themselves and exercise their full potential while sharing the values of cooperation:
democracy, mutual assistance, solidarity, self-help and responsibility.
The Conseil québécois de la coopération et de la mutualité and its partners have developed
the Educational Toolkit for Cooperative Entrepreneurship, entitled The Youth Co-op, first
and foremost to enable youth to engage in cooperation. They also wanted to respond to
a need often expressed by education professionals for practical material for implementing
projects.
More than six hundred Youth Co-ops have been created since 2004. These projects came
in different shapes and sizes: a chocolate factory, a fair-trade products counter, a daycare
offering music lessons, etc., all driven by the common goal to meet a collective need in a
community.
I wish you the best of luck in whatever collective entrepreneurship endeavour you
undertake. This experience will bring a lifetime of valuable lessons to our youth,
tomorrow’s leaders.
The President and CEO,
Hélène Simard
6
What it is
The Youth Co-op toolkit
The Youth Coop is
• A democratic framework to ensure the effective implementation and management of a
collective initiative: a graduation ceremony, a class trip, a student newspaper, a fitness
centre, a community garden, a project for recycling paper or toys, IT services, etc.
• Co-operative entrepreneurship aimed at creating a collective business to meet the needs
of a group or community: a school store, a fair-trade student café, IT support services,
etc.
Target audience
The Youth Co-op is intended for various high school groups of at least three. It can also
be used outside the educational environment but with similar age groups.
Educational purpose
Managing a project based on democratic management practices entails acquiring skills
related to Personal and Career Planning and Citizenship and Community Life. The Youth
Co-op also integrates the cross-curricular competency of collaborating with others.
Content of the Youth Co-op educational toolkit?
The Youth Co-op educational toolkit contains three scenarios catering to specific needs
for setting set up a Youth Co-op. The chart on pages 8 and 9 maps the objectives and
stages of each scenario.
• Scenario 1 is designed for a group wishing to democratically create and manage a
collective project to respond to one or more specific needs.
• Scenario 2 is designed for a group wishing to meet an ongoing need of a group or
community.
• Scenario 3 is designed for a group wishing to meet an ongoing need of a group or
community while raising awareness of fair trade and the importance of buying locally.
It also provides a toolbox with management and evaluation tools for sound and democratic
management.
Using the educational toolkit to create a Youth Co-op
There are four essential steps:
1. Breaking the Ice - to create a climate conducive to work.
2. Learning cooperation - to help youth understand the concept of cooperation and its
values. The success of the collective entrepreneurial project depends on them. This step
enables the group to confirm the choice of the cooperative option.
3. Clarifying the democratic functioning of a cooperative - to understand the important rules
and characteristics of cooperatives and the democratic functioning of a Youth Co-op.
4. Choosing a collective project — to commit to a project, plan and distribute tasks.
For the Fair Trade Youth Co-op, an additional step, Learning about Fair trade, enables
youth to discover the major principles of fair trade and understand the issues related to
responsible consumption.
7
Project support
A Collective Entrepreneurship Awareness and Promotion Officer can help the youth group
and teacher or professional supervising them to implement their project. Furthermore,
the officer can facilitate collaboration with other cooperatives or organisations working in
the community. The contact information of your regional officer and the officer in charge
of the English sector is provided at the end of the toolkit.
Youth Co-op group accreditation
Official accreditation is issued by the Conseil québécois de la cooperation et de la mutualité
for all Youth Co-op projects using this method. These projects qualify under La Relève en
action of the Fondation pour l’éducation à la coopération et à la mutualité and the
Fondation Desjardins. They can also compete in the Quebec Entrepreneurship Contest
and may receive funding as part of the Introduction to Entrepreneurship Measure (IEM)
of the ministère de l’Éducation, du Loisir et du Sport. Awards are granted at special regional
and national gala events.
8
Synoptic
Chart
Youth Co-op
is a
Cooperative Entrepreneurship Toolkit
that meets
Needs
that are
Specific
of
Class or after-school
(group) activity
by
supported by
search for business opportunities to raise $
Local resource person
Based on youth perceptions
reality check
Cooperative Officer
Co-op
mentor
Youth group organizing a project
(e.g.: school trip, prom)
Identify needs
(product or service)
Market study
(internal and external)
Feasibility
study
Business opportunity
creation
Conseil québécois
de la coopération
et de la mutualité
accredited by
Cooperative business
using
type
Youth Co-op
assessment
9
facilitating
Democratic management
that are
Ongoing
of
Whole community
(school store, café, services)
by
Local representative and
youth group
(extra-curricular)
diagnostic of local needs
Based on youth
perceptions
supported by
Governing
Board
validation
Local resource person
reality check
Extensive needs
identification
Cooperative Officer
Market study
(internal)
Feasibility
study
Co-op
mentor
Community needs to be met / Business opportunity
creation
Youth Co-op
democratic
management tools
using
Cooperative business
type
accredited by
Conseil québécois
de la coopération
et de la mutualité
Youth Co-op
assessment
Recognition of participation
10
1 Scenario
Specific Needs
The Youth Co-op
With the help of teachers, an increasing number of student groups have been organizing
high school activities (field trips, fundraising events, etc.). These activities are hardly new
to the high school environment. In keeping with new trends in education, this
entrepreneurial approach to cooperation fosters effective projects and provides students
with meaningful and useful experience. The first section of The Youth Co-op introduces
users to a simple organization method based on democratic management practices. The
suggested procedure is similar to that used in cooperative businesses.
Educational purpose
Intended users of this toolkit
The tools proposed in Scenario 1 of the Youth Co-op guide are designed for all education
stakeholders working with students on in-class or extra-curricular projects, whether they
be teachers, extra-curricular activity facilitators, spiritual care and guidance and
community involvement animators, special education professionals, etc.
Target groups
Any group involved in project organization: Student councils, sports teams, grad
committees, students in special programs organizing year-end tours, etc.
Target classes
Regular or IPL classes.
International Baccalaureate classes (IBO).
Projects are often more feasible when they are jointly run by two or more teachers in a
team- teaching effort.
Creating a Youth Co-op
4. Choosing a collective project – to commit to a project, plan and distribute tasks.
11
Scenario 1
Specific Needs
Duration of a Youth Co-op project
The duration may vary from project to project, depending on the goals. On average, Youth
Co-op Scenario 1 projects don’t last more than a year.
Choice of facilitator
The Regional Collective Entrepreneurship Awareness and Promotion Officer, who has been
specially trained, serves as a volunteer facilitator for all Youth Co-op projects. Where
necessary, an external resource person from the business community may be invited to
serve as facilitator. Such a person may be an Entrepreneurship Awareness and Promotion
Officer, an employee or a board member from a local cooperative or a retired professional
of the co-op movement, etc.
Choice of local resource person
Any school staff member who helps students with their project: teacher, extracurricular
activity facilitator, spiritual care and community involvement animator, special education
professional, resource person specialized in entrepreneurship, guidance counsellor or any
other staff member.
12
1 Scenario
Summary
Requirements
A group of young people (more than three) who are organizing a collective project
(prom, trip, etc.).
Step 1 – Breaking the Ice
Activity 1: Find Someone Who... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 2: Birthday Lineup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objectives: Help participants get to know one another.
Create a favourable work environment.
Understand participants’ expectations.
Create working groups randomly.
16
19
Step 2 – Teaching Cooperation
Activity 3: A Lesson from Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 4: The X and Y Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objectives: Understand and discover the advantages of cooperation.
22
25
Increase group awareness of the values of cooperation.
Confirm participants’ willingness to get involved in a collective project
based on these values.
Step 3 – Understanding the Democratic Functioning of a Cooperative
Activity 5: Characteristics of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objective: As a group, agree on a definition of a co-operative business, and
understand its rules.
Activity 6: Broken Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objective: Discover or recall important characteristics of cooperatives.
Activity 7: The Democratic Functioning of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objective: Understand the democratic functioning of a cooperative and a
Youth Co-op.
34
40
49
Step 4 – Choosing a Collective Project
Activity 8: Choosing our Collective Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
➤ Objectives: Consider existing needs in the community.
Define the group’s abilities, skills and interests.
Select a project collectively.
Ensure the feasibility of the chosen project.
62
13
Scenario 1
Summary
Activity 9: Task Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
➤ Objectives: Understand the tasks of each working committee to help individuals choose
which committee to join.
Ensure equitable distribution of responsibility among members.
Work interdependently.
Discover core functions of a business.
Plan the implementation of the Youth Co-op.
Step 5 – Moving along with our Youth Co-op
Activity 10: The First Board Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
➤ Objectives: Elect Board of Directors (President and Committee Vice- Presidents.)
Define the Youth Co-op’s purpose and choose a name.
Obtain an official accreditation certificate.
Define the rules of procedure.
Conclusion
.........................................................................................
89
Step
1
Breaking the Ice
16
Activity
1
Find Someone Who...1
Preparation
Material for each person:
Find Someone Who… Task Sheet
Cooperative context:
Looking for someone
Team size:
Large group
Activity
Getting started
Explain the activity to the students. Very often we know little about the people around
us. This activity will help you become better acquainted with, and perhaps discover
some hidden talents of your fellow participants.
Procedure
Each person receives a chart which lists skills, abilities and characteristics.
Participants must go around the class and question one another, one at a time, to
identify a personal skill or characteristic listed on the chart. On identifying a personal
skill or characteristic, participants sign their name in the corresponding square.
You can ask each person only two questions. You cannot sign somebody else’s name.
You must try to fill out the entire chart. You have 10 minutes to do so.
Feedback
Ask participants what they discovered about each other. Identify the skills or
characteristics that the group will need to develop a collective project.
Taking it a step further
The facilitator can group the various items of the grid under the four functions listed
on the Business Functions Skills Sheet and post them on big cardboard sheets.
Everyone then fills in the sheets appropriately. The group will refer to this skill bank
when creating the working committees.
1. Adapted by Cynthia Tanguay from an activity of the same title in Conseil québecois de la cooperation et de la mutualité,.
Ensemble vers la réussite: Démarche d’initiation à la coopération, (Lévis: Conseil québécois de la coopération et de la
mutualité, 2003), 40-45.
Activity
Likes to speak
in public.
Likes to meet
new people.
Likes to work
with numbers.
Is always on the
move and prefers
to be active rather
than sitting down.
Is good
at drawing.
Is a good mediator
when two people
have a conflict.
Is able to create
a budget.
Is a good observer.
Is good at
finding information
on the internet.
Is able to
recognize other
people’s strengths.
Is good in
mathematics.
Has multi-tasking
abilities.
Is meticulous
about how things
are presented.
Is concerned about
being fair when
dividing tasks.
Has well-structured
class notes.
Likes manual work.
Is persuasive.
Is sensitive
to others.
Pays attention to
his/her expenses.
Likes to understand
how things work.
Has good
writing skills.
Is a people person.
Likes to put things
in the right place.
Is resourceful.
Is creative.
Has good
listening skills.
Is patient.
Can stand pressure.
1
17
18
Activity
1
Business Functions Skills Facilitator Sheet
MARKETING
HUMAN
RESOURCES
ACCOUNTING
PRODUCTION
Likes to speak
in public.
Likes to meet
new people.
Likes to work
with numbers.
Is always on the
move and prefers
to be active rather
than sitting down.
Is good at drawing.
Is a good mediator
when two people
have a conflict.
Is able to create
a budget.
Is a good observer.
Is good at
finding information
on internet.
Is able to recognize
other people’s
strengths.
Is good in
mathematics.
Has multi-tasking
abilities.
Is meticulous about
how things are
presented.
Is concerned about
being fair when
dividing tasks.
Has well-structured
class notes.
Likes manual work.
Is persuasive.
Is sensitive
to others.
Pays attention to
his/her expenses.
Likes to understand
how things work.
Has good
writing skills.
Is a people person.
Likes to put things
in their place.
Is resourceful.
Is creative.
Has good
listening skills.
Is patient.
Can stand pressure.
Activity
Birthday Lineup
➤ Objectives : Help participants get to know one another.
Create working group randomly.
Preparation
Form a Line
Team size:
Large group
Activity
Getting started
In order to get the group going, let participants introduce themselves and share their
expectations. Ask them to stand in a straight line according to the day and month of
their birth.
Procedure
Once participants have taken up their position, let them introduce themselves one at
a time and explain their expectations for the cooperative project. The facilitator records
the various comments on the board.
To form working groups, start at the beginning of the line and make sure that each
participant is in a group by counting the exact number you will need in each.
Feedback
Ask participants what they discovered about each other. It is important to keep the
list of expectations for evaluation purposes during or at the end of the project. If the
expectations are unrealistic, it is important to inform the group so as to avoid
disappointment.
2
19
Step
2
Teaching Cooperation
22
Activity
3
A Lesson from Nature2
➤ Objectives: Understand and discover the benefits of cooperative work.
Ensure participants’ willingness to get involved in a collective
project based on these values.
Preparation
Materials for each team:
A Lesson from Nature Task Sheet
Cardboard and markers
Roles: spokesperson/timekeeper, secretary
Team size:
Teams of two
Large group
Activity
Getting started
Discuss the factors of success or failure in team work. Note all positive factors and
save them for future use. Emphasize the importance of working in groups, even with
people who are not necessarily friends. Ask participants to think of times when they
had to work with people not of their choosing. The examples can be taken from work
or family experiences, or special interest groups, such as sports teams or clubs.
Explain that this activity is an example of cooperation that occurs in nature.
Procedure
Individual task(s)
Read the text “A Lesson from Nature.”
On a sheet of paper, write down the three main concepts developed in the text.
Team task (s) (teams of two)
Share the notes you’ve made and agree on one common concept. The secretary
records the common idea on a cardboard sheet.
Large group task
A spokesperson summarizes the main idea identified and writes it down on a
board or flip chart.
2. Adapted from an activity in Conseil québécois de la coopération, Ensemble vers la réussite: Démarche d’initiation à la
coopération, (Lévis: Conseil québécois de la coopération et de la mutualité, 2003), 18-21.
Activity
A Lesson from Nature
Feedback
What important lessons can be learned from this example taken from nature that will
help guide the group’s experience? Choose the consensus answers and post them in
the room where Youth Co-op project activities are held. It will be interesting to
compare the initial ideas with those that are finally chosen by the group.
Consensus ideas can be synthesized and re-expressed in simple sentences or slogans
that describe the purpose of the Youth Co-op.
3
23
24
Activity
3
Next fall, when you see geese heading south for winter in typical V formation, think of
what science has discovered from observing the flying pattern of geese. With each flap of
its wings, the goose produces a current of ascending air for the next goose in the line. By
flying in a V formation, the flock can cover about 71% more distance than a goose flying
solo. People who share a common goal can also reach their goal more quickly by working
together.
Every time a goose gets out of the formation, it faces increased wind resistance and quickly
falls back into line in order to take full advantage of the efforts of its fellow geese. If we
had as much common sense as geese, we would work with people who are headed in the
same direction as we are. When the lead goose gets tired, it moves to the back of the flying
formation and is replaced by another. It is important for all members of the group to take
a turn at the more difficult tasks. Each goose honks orders to encourage the goose behind
them, so that all the geese keep up the pace.
If a goose gets tired or is wounded and has to land, two of its fellow geese will go along
for protection. They will stay with the wounded goose until it is ready to fly again or dies,
then they will fly off to rejoin their flock or find a new flock to join. If we had as much
common sense, we wouldn’t hesitate to help each other out.
In nature, teamwork is essential for survival. Think of all we could learn if we studied
nature more closely.
Questions
Individual task
Which three aspects of this story struck you the most?
Team task (teams of two)
What is the most important way to help a group function effectively? Write down a
few points to support your answer.
3. Lorraine Dugas, “Une leçon de la nature,” Bulletin FECS no. 28 (February-March 1994).
Activity
The X and Y Game4
➤ Objectives: Understand and discover the benefits of cooperation.
Preparation
Materials for each team
Ballot X and Ballot Y Task Sheets
Score Sheet Task Sheet
Group size
Four teams (minimum of three members per team)
Group set-up
The four teams will choose their respective places in the room at a distance that
allows them to communicate with one another.
Activity
Getting started
The facilitator must ensure that no one is familiar with the game. Those who are must
act as observer or secretary, and not take part. The facilitator explains that the goal
is to earn as many points (dollars) as possible. The game entails ten rounds of voting.
For each round, each team must choose either X or Y. The facilitator must jot down
the participants’ reactions.
Procedure
The facilitator creates four teams and arranges them as illustrated above.
The facilitator distributes the tools. The Score Sheet is the only tool the teams can
use to decide on a game strategy. The facilitator reviews the Score Sheet with the
students, in order to show them the different possibilities.
The only explanation the facilitator should give at this stage is that the goal is to “earn
as many dollars as possible.” Repeat this sentence often in order to confuse the players
as much as possible.
4. Adaptation of the game “Gagnez autant que vous le pouvez,” Pierre Simon and Lucien Albert. Les relations interpersonnelles:
Une approche expérientielle en milieu laboratoire (Laval: Éditions Agence d’Arc, 1990).
4
25
26
Activity
4
The X and Y Game
The game entails ten rounds of voting. Before starting, the facilitator goes over the
rules to follow. The first three rounds are individual rounds (each group chooses X
or Y without any discussion with the other teams). The players on each team will
have one minute to discuss the best strategy for earning as much money as possible.
Each team holds up its card to display its choice, and the facilitator counts the number
of X’s and Y’s. After each round, the facilitator records each team’s score on the board,
and names those that earned or lost dollars, while restating the goal of the game. In
so doing, the facilitator’s aim is to create confusion in order to prompt as much
discussion as possible among the players. If there are any questions, the facilitator
restates the goal and the first rule of the game, reminding players that this is the only
information that can be given at this point.
In round four, the facilitator adds a rule. The teams can then discuss a common game
strategy. They have two minutes to decide on the number of X’s or Y’s to display for
the round. The facilitator must guide discussion to ensure that ideas are shared and
that everyone agrees on a strategy. The facilitator may also draw comparisons with
discussions that take place during Board or Committee meetings. Once agreement
has been reached, each team has one minute to define its strategy and accept or reject
the agreement reached in order to win more dollars (goal of the game). All teams
raise their cards at the same time. The facilitator counts the number of X’s and Y’s
and records the points on the board.
The game continues in the same way except in rounds five, eight and ten. In these
special rounds an additional rule is given. The results are calculated as follows: round
five (x 3), round eight (x 5) and round ten (x 10). Thus, if a team loses two points
in round five, (x 3), it will in fact lose a total of six points!
At the end of the ten rounds, the facilitator records on the chart each team’s results
for each round, and the total results for each team adding a new column for each
team’s overall results.
Recap of game rules
During individual rounds (1, 2, 3), discussion is allowed only among teammates.
During group rounds (4, 5, 6, 7, 8, 9, 10), discussion with other teams is allowed
before each team makes its choice
Each team has only one choice per round.
All 10 rounds must be completed in less than 30 minutes.
The facilitator must record each team’s choices on a chart that is clearly visible
to all.
Activity
The X and Y Game
Example:
Sample chart
1
2
3
4
5*
6
Team A
-1
-2
2
3
3
…
Team B
-1
-2
-2
-1
3
…
Team C
-1
2
2
-1
3
…
Team D
-1
2
-2
-1
-9
…
7
8*
9
10*
The facilitator should only add one more column and row at the end of all ten rounds to
calculate the results.
1
2
3
4
5*
6
7
8*
9
10* Total
Team A
-1
-2
2
3
3
…
22
Team B
-1
-2
-2
-1
3
…
-2
Team C
-1
2
2
-1
3
…
-15
Team D
-1
2
-2
-1
-9
…
-34
Final Result
-4
0
0
0
0
…
-29
4
27
28
Activity
4
The X and Y Game
Feedback
Based on the final results and the comments noted during the game, the facilitator
initiates a group discussion with the participants. Here are some sample conclusions.
The 4 Y’s option is the only choice that will allow everyone to score and get richer over
the course of the game. If this principle is followed throughout the game, each team
should earn 25 points and have an overall total of 100. With this option four teams
earn money, not just one.
We are often tempted to act alone in order to be the “only real winner,” and as a result
get into competition with others, diminishing our chances of success. Each player is
in it for “me” rather than for “the team.” (This is evident in rounds 1, 2, 3.)
Winning at all cost and the desire for gain can make us forget certain values, such as
respect for one’s word, mutual aid and helping others in difficulty. Each team has
only one true goal: get rich as quickly as possible, even at the expense (or
impoverishment) of others.
But who really wins?
If agreements have been honoured, bravo! You have just learned the strengths, values
and advantages of cooperation, as the overall team results will show.
Activity
Task Sheet
BALLOT
X
4
29
30
Activity
4
Task Sheet
Ballot
Y
Activity
For 4 teams:
Points (dollars)
4X
Each team loses 1 point
3X
1Y
Each X earns 1 point
The Y team loses 3 points
2X
2Y
Each X earns 2 points
1X
3Y
The Y team loses 1 point
4Y
Each team earns 1 point
4
31
Step
3
Democratic Functioning of a Cooperative
34
Activity
5
Characteristics of a Cooperative5
➤ Objective: Agree, as a group, on a definition of a cooperative business and
Preparation
Unity in Diversity Task Sheet – distributed according to the number of
teammates
Comparison Chart Task Sheet
Four markers of different colours for each team
Cooperative context
Collective Graffiti
Roles: timekeeper, spokesperson, secretary
Group size
Teams of four
Activity
Getting started
A group of students has set a fundraising goal for a project. To organize the task of
the Youth Co-op the facilitator recaps the characteristics that the group identified (in
“A Lesson from Nature”). The facilitator then initiates a discussion centered on the
students’ perceptions of the operation of a cooperative business and the rules that
apply to it. This activity is designed to reinforce their previous knowledge.
Procedure
Each team member chooses a different coloured marker. Using the Collective Graffiti
Task Sheet placed in the centre of their table, each team member is asked to write down
what s/he knows or thinks about cooperative businesses (rules, distinctive features,
etc.). The facilitator will allow a certain amount of time for the players to complete
the task and will ask the timekeeper to inform players when the time is up. The
members of the team then share and compare their ideas. The discussion should help
the team arrive at a common definition of a cooperative business.
This definition is then recorded on the sheet in the appropriate circle. Each team
member signs the sheet with the definition.
The spokesperson for each team writes the team’s definition on the board.
5. Adapted from an activity conducted by Isabelle Boivin as part of the Microprogramme en apprentissage coopératif et
instruction complexe, Université de Sherbrooke, 2003.
Activity
Characteristics of a Cooperative?
Feedback
Each team fills out the comparison chart. This will help students formulate their
perceptions into cooperative rules. The facilitator then makes corrections, using the
answer sheet and, where necessary, completes the information using the Theoretical
Summary.
5
35
36
Activity
5
Theoretical Summary6
A cooperative is a business.
It is an economic unit established for purposes of production, distribution or sales.
Like any other business, it requires money, raw materials and know-how.
In order to survive and grow, it must be profitable and generate more income than
expenses.
It engages in marketing, accounting and other related administrative activities to function properly (like any other business).
But a cooperative is also different from other businesses!
It is a collective business.
It includes you, me and all of us!
A cooperative is a collective business and belongs to all its members.
It is a democratic business.
One member, one vote!
A cooperative exists to serve its members, because they control it.
It is a business that is fair to all its members.
The cooperative respects the principle of equitable sharing of profits between the members (patronage dividends).
Each member is entitled to his/her share of the patronage dividends, in relation to the
services used or the hours worked.
In the case of a Youth Co-op, the dividends may be collective and assigned to the group
as a whole in order to carry out a common project.
It is a business that promotes the development of individuals and of the local
community.
One of the fundamental commitments of all cooperatives is to contribute financially
to improve the community which it serves. For example, members of a Youth Co-op
might be willing to put 5 percent of their profits toward the development of future
Youth Co-ops in their school. It might be useful to cite the example of a Caisse
Desjardins or a student-run cooperative. However, the notion of redistributing
patronage dividends is different for the Caisse Desjardins compared to student cooperatives. School-based cooperatives distribute the patronage dividends at source as
purchase discounts whereas Desjardins distributes it at the end of the fiscal year.
6. Based on Fédération des coopératives québécoises en milieu scolaire, Guide d’élaboration d’un plan d’éducation coopérative
à l’attention des coopératives en milieu scolaire (Anjou: Fédération des coopératives québécoises en milieu scolaire, 2002).
Activity
Unity in Diversity Task Sheet
Note: A larger format sheet (approximately 60 cm x 90 cm) is recommended.
5
37
38
Activity
5
Comparison Chart7 Task Sheet
Factors for
comparison
Business
Corporation
Cooperative
Non-Profit
Organization
Who are the owners?
What is the purpose
of the business?
Who makes
decisions?
What are the rules
of procedure?
What is surplus
income (after
expenses) called?
To whom do
they belong?
How are they
distributed?
In what form?
7. Adapted from CDR-Région de Québec, Séminaire de formation des administrateurs de coopératives (Québec: CDRRégion de Québec, March 1993), 10.
Activity
Comparison Chart8 Answer Sheet
Factors for
comparison
Business
Corporation
Cooperative
Non-Profit
Organization
Who are the owners?
Shareholders
Members
No owners
What is the
purpose of
the business?
Maximize
dividends
Answer the
needs of members
(maximize
cooperative
advantage)
Answer needs
of its members
and the community
Who makes
decisions?
Shareholders,
members (General
Meeting and
Board of Directors)
Members
(General Meeting
and Board
of Directors)
Members
(General Meeting
and Board
of Directors)
What are the
rules of procedure?
1 share = 1 vote
100 shares =
100 votes
1 member = 1 vote10
1 member = 1 vote
unless otherwise
specified in the
rules of procedure
What is surplus income Dividends
(after expenses)
called?
Surplus earnings
Surplus earnings
To whom do
they belong?
Shareholders
Members
Members have
no rights on
surplus earnings
How are they
distributed?
Proportional to
shares (bigger
shareholders earn
bigger dividends)
Proportional to
services used
(the more services
a member
uses, the greater
his/her share in
surplus earnings)
Surplus earnings
are not distributed
In what form?
Dividend
Patronage
dividends
N/A
Note: It is recommended to place this chart somewhere in the classroom after completing
the activity.
9. Adapted from Ministère des finances, de l’économie et de la recherche, "Annexe 2: Tableau comparatif: coopérative,
compagnie et organisme à but non lucratif (OBNL)" in Horizon 2005: Politique de développement des coopératives: La
coopération tout le monde y gagne!, (Québec: Ministère des finances, de l’économie et de la recherche, 2003), 56-59.
10. The primacy of the person over capital is expressed in the rules concerning decision making, the purpose of the business
and the sharing of results.
5
39
40
Activity
6
Broken Sentences11
➤ Objective : Discover or recall important characteristics of cooperatives.
Preparation
Sentences: Print out each sentence on different colour paper (sentence 1, blue; sentence
2, orange; etc.) and cut the sentences in pieces (version 1 and 2).
Answer Sheet (version 2)
Cooperative context
Puzzle
Roles: secretary, spokesperson, tools manager, facilitator (version 2 only)
Group size
Version 1: large group
Version 2: teams of four (home group)
Activity
Procedure
Version 1:
Give each participant part of a sentence.
Participants must find the person with the same colour paper and rebuild the sentence by placing themselves in the right order. Each person keeps their piece of the
sentence; the participants change places.
Version 2:
The person in charge of the materials takes an envelope for their team and distributes pieces to teammates.
Each member must place (or displace) his/her piece of the sentence.
Once the sentence has been reconstructed, and then checked by the facilitator, the
team explains in its own words what the sentence means (on the team’s answer sheet).
Feedback
Version 1:
Read each sentence, explain or give examples if necessary.
Version 2:
Each spokesperson presents their teams’ sentence and explains it to the rest of the
class.
11. Created by Cynthia Tanguay, Collective Entrepreneurship Awareness and Promotion Officer, Fédération québécoise des
coopératives en milieu scolaire, 2005.
Activity
money.
goal of making a profit or saving
sell a product or offer a service with a
A cooperative is a business: its goal is to
Answer Sheet for the Facilitator
6
41
42
Activity
6
needs and economic needs.
members who share common social
A cooperative is an association of
Activity
usually consumers or producers.
Members of a cooperative are
6
43
44
Activity
6
because it belongs to its members.
A cooperative is a collective business
Activity
among the members.
Its resources are shared
A cooperative is a fair business.
6
45
46
Activity
6
involved in the decision-making process.
business because all the members are
A cooperative is a democratic
Activity
Answer Sheet for the Team
Teammates’ names:
Our sentence is:
It means:
6
47
48
Activity
6
A cooperative is a business: its goal is to sell a product or offer a service with a goal of
making a profit or saving money.
A cooperative is an association of members who share common social needs and economic needs.
Members of a cooperative are usually consumers or producers.
A cooperative is a collective business because it belongs to its members.
A cooperative is a fair business. Its resources are shared among the members.
A cooperative is a democratic business because all the members are involved in the decision-making process.
Activity
The Democratic Functioning of a Cooperative12
Youth Co-op.
Preparation
Materials for the facilitator
Organization Chart Facilitator Sheet
The Youth Co-op Cooperative Triangle Facilitator Sheet
Facilitator Answer Sheet
Types of Cooperatives Facilitator Sheet
One clue per team
Key Words Task Sheet
Cooperative context
Puzzle
Discussion
Roles: spokesperson, timekeeper
Group size
Six teams
Activity
Getting Started
Each team receives one clue and six key words. Participants are given a fixed amount
of time to do the exercise, and the timekeeper ensures compliance.
Procedure
Team members try to guess the key word that corresponds to the clue they’ve been
given. They then agree on where to place the key word in the organization chart.
Large group
Each team takes a turn at sending its spokesperson to place the key word in the
organization chart and to justify its choice.
12. Adapted by Dominique Blais, Cooperative Entrepreneurship Promotion and Awareness Officer, Coopérative de
développement régional Bas-Saint-Laurent–Côte-Nord, 2006, from an activity created by Isabelle Boivin as part of the
Microprogramme en apprentissage coopératif et instruction complexe, Université de Sherbooke, 2003. 2003.
7
49
50
Activity
7
The Democratic Functioning of a Cooperative
Feedback
The facilitator elicits a discussion with the members of the group, checks the accuracy
of the answers given, and gives additional information about the roles and
responsibilities of all members, emphasizing the importance of respecting them in
order to maximize the democratic functioning of the cooperative.
The facilitator then introduces the Youth Co-op Cooperative Triangle depicting the
dual structure of the cooperative.
To provide participants with a clearer understanding of how a co-op works, it might
be a good idea to invite a co-op representative from the community to speak to the
members of the Youth Co-op.
The facilitator supports the members of the group in their work and can also
contact the local Entrepreneurship Awareness and Promotion Officer.
Activity
Association
General Meeting of Members
Business
Board of Directors
Management
Employees
7
51
52
Activity
7
Clues Task Sheet
Clue # 1
This level indicates how members can participate by exercising their rights as members
or elected representatives of members (general meeting, board, committee, etc.).
Clue # 2
This aspect of the cooperative indicates the roles assigned to management,
administrative divisions (accounting, marketing, production and human resources)
and employees of the cooperative.
Clue # 3
This part of the co-op decides on major orientations and establishes the
operating rules.
Clue # 4
This section comprises a fixed number of members as determined by the bylaws. It
includes the Directors who are elected at the General Meeting. The members cannot
exercise the powers exclusively reserved for this authority and vice-versa. This section
ensures that the business serves the best interests of its owners, the members. It has
full power over administrative operations.
Clue # 5
Reporting directly to the Board of Directors, this person carries out management tasks,
applies the guidelines established by the Board of Directors and is responsible for
daily operations. This person’s duties and authority are defined by the bylaws and
adopted at the General Meeting or by the Board of Directors..
Clue # 6
This group of individuals performs the tasks assigned to them by management. They
are paid (or volunteers) directly involved in the cooperative’s operations.
Outil pédagogique d’entrepreneuriat collectif
Activity
Facilitator Sheet: Organization Chart
of a Cooperative
elects
serves
VOLUNTEERING
hires
OPERATING
hires
Note: This chart may be enlarged and displayed on wall or board.
7
53
54
Activity
7
Clue #1: The Association
Clue #2: The Business
Clue #3: The Members
Clue #4: The Board of Directors
Clue #5: The Management
Clue #6: The Employees
THE ASSOCIATION
The members
serves
elects
VOLUNTEERING
The board
of directors
hires
OPERATING
The employees
hires
BUSINESS
The management
Activity
7
Facilitator Sheet:
Youth Co-op Cooperative
Triangle Based on a Workers Cooperative
Association
Members = Directors
Decide on direction of project
and adjustments to be made over
course of project
(Elected Officers:
President and Vice-Presidents)
Committees
Workers-Volunteers
Organize business activities
based on group orientations
Perform tasks established by
different committees
Committees: Marketing, Accounting,
Human Resources, Production
(All members of the Youth Co-op)
Business
Double structure and triple status
The facilitator explains that each participant is not only a member, director and workervolunteer but all of these at once. As a director, the member decides on orientations and
elects the officers, but s/he is also part of the business structure since s/he works on a
committee and performs assigned tasks.
55
Business
Consists of working members, including a
Coordinator elected by working members for
each committee (Marketing, Accounting,
Human Resources and Production)
Committees (organization)
Members-volunteers
Carry out work
Working member elected by workers and
approved by Board of Directors
General Coordinator
Consists of every type of member to be elected
in numbers set out in by-laws
Activity
Working members
User members
Supporting members
Board of Directors
56
General Meeting of the Members
Association
7
Facilitator Sheet: Youth Co-op based on the
Solidarity Cooperative Model
Appointment of Coordinator for each
committee by General Coordinator and
approval by Board of Directors
Non-members of the cooperative
Workers-volunteers
Consumer members
Business
Association
Appointed by Board of Directors and
becomes a worker in the cooperative
General Coordinator
Consists of elected consumer members,
including four officers: President, Vice-President,
Secretary and Treasurer
Board of Directors
Activity
Facilitator Sheet: Youth Co-op Based on the
Consumer Cooperative Model
7
57
58
Activity
7
Types of Cooperatives
Facilitator Sheet13
There are five types of cooperatives:
Worker Cooperatives
Consumer Cooperatives
Solidarity Cooperatives
Producer Cooperatives
Employee-Shareholder Cooperatives
Worker Cooperatives
In this type of cooperative, workers are both employees and collective owners. They ensure
proper functioning of the business by participating in decision making and management.
The main purpose of a worker cooperative is to create employment for its members.
Worker cooperatives exist in areas such as forestry, ambulance service, transportation and
factories.
For example, Youth Service Cooperatives (YSC) are worker cooperatives created by young
people 14–17 years old that provide services to the community during the summer.
These cooperatives provide goods and services to their members for their own use. They
exist in sectors such as food, housing, school supplies, cable television and funeral services.
For example, school-based cooperatives, grouped under the Coopsco banner and present
in most colleges and universities, offer a large range of products and services: books, school
supplies, computers, clothing, sport supplies, food, etc.
Solidarity cooperatives have both consumer members and worker members. They can also
have support members—any party interested in the goals of the cooperative. Solidarity
cooperatives exist in home-help sectors, professional and business services, and proximity
services (grocery stores, gas stations, restaurants) in rural and semi-rural areas.
For example, L’Échappée bleue, a network of lodgings around the Véloroute des Bleuets,
is a solidarity cooperative working in the sustainable tourism sector.
13. Adapted from Ministère du développement économique, de l’innovation et de L’exportation, "Quelles sont les catégories
de coopératives?", Ministère du Développement économique, de l’Innovation et de l’Exportation (November 30, 2005)
www.mdeie.gouv.qc.ca/page/web/portail/fr/entreprises/service.prt?svcid=PAGE_GENERIQUE_CATEGORIES25&i
ddoc=45682
Activity
In these cooperatives, producers join forces to benefit from the economic advantage of
buying products and services that are useful for their profession or their business. Producer
cooperatives exist in various areas, such as the agri sector, taxi industry and in professional
and business services.
Yoplait Tubes, now a household snack, is an example of product produced by an agrisector cooperative.
An employee-shareholder cooperative is a company whose employees acquire equity in
the company. Such cooperatives exist in the manufacturing, computer, and multimedia
sectors, for example.
The Coopérative des travailleurs actionnaires d’Ambulance de l’Estrie (CTAAE) is an
example of an employee-shareholder cooperative.
7
59
Step
4
Choosing a Collective Project
62
Activity
8
Choosing our Collective Project
➤ Objectifves: Consider existing needs in the community.
Define the group’s abilities, skills and interests.
Select a project collectively.
Ensure the feasibility of the chosen project.
Preparation
Materials
Stimulating Brainstorming Task Sheet
Planning Chart Task Sheet
Steps to Democratic Decision Making Facilitator Sheet
Working Meeting Evaluation Grid
Checklist on meeting facilitation
Ensure meeting is democratically moderated (all participants are entitled to
speak, 1 member = 1 vote)
Ensure the right to speak is requested and respected
Elicit the opinions of those who do not speak
Go around the room seeking opinions from time to time
Aim for consensus
Resort to vote when necessary
Group formation
Large group (Board of Directors Meeting/Working Meeting)
Activity
Getting started
The facilitator begins a group discussion with participants to decide, as a group, on
procedures they wish to follow to ensure the smooth running of the meeting. These
rules may be modeled on those in the checklist or in the facilitator sheet entitled Steps
to Democratic Decision Making. It is preferable that the facilitator co-moderate the
first meeting to guide and support the President (the right to speak, etc.). The
President or facilitator reiterates the purpose of the Youth Co-op: to find a business
opportunity for a collaborative project.
Procedure
In order to stimulate ideas, the facilitator hands out the task sheet entitled Stimulating
Brain-Storming to all participants. Each person answers the questions individually.
The moderator (President or facilitator) uses the brainstorming technique to help
participants come up with ideas for activities. Before starting, the moderator
emphasizes the importance of treating all ideas fairly, stating that s/he will have to
call to order those who are critical of ideas or people.
Retain ideas that are accepted by the majority and, if necessary, take a vote.
Activity
Choosing our Collective Project
Feedback
As this is the first meeting of its kind, take a few minutes to analyze how the meeting
went and to review the results.
Version 1
The facilitator gives all participants a copy of the Working Meeting Evaluation Grid.
Each participant answers the questions individually. The facilitator invites participants
to share their impressions of the way the activity was conducted (democratic
procedure), the results achieved (activities planned) and suggestions for improvements,
if they have any.
Version 2
The facilitator gives all participants a copy of the Working Meeting Evaluation Grid.
Each participant answers the questions individually and confidentially. The grids are
returned to the facilitator, who compiles and evaluates the results. At the next meeting,
the facilitator summarizes the main ideas and suggests areas of improvement to be
discussed by participants.
The same evaluation grid on group functioning and expectations can be used
periodically throughout the project. It may prove useful if tensions arise between
members or if individual or group results are less satisfactory than expected.
8
63
64
Activity
8
Steps to Democratic Decision Making
Facilitator Sheet
Steps
Objectives
Facilitator’s Role
Information
Present required
information for decision making.
Describe context and
summarize problem.
Ensure that the
necessary information is given.
Allow questions for
clarification.
Check participants’
understanding.
Discussion
Discuss the topic/problem.
Explore proposals for
potential solutions.
Give participants the right
to speak.
Summarize ideas discussed.
Proposals
Develop a proposal.
Ask participants to develop
one or more proposals.
Decision
Make a decision.
Read over proposal.
Ask for a “mover.”
Ask for a “seconder.”
Proceed with vote.
Note: We recommend that you display these instructions in a prominent place in the
meeting room.
Activity
Stimulating Brainstorming
Task Sheet
1) What kind of fundraising activities are you familiar with (ones that your school or other
schools have already tried)?
2) What kind of new activities could be organized by your Youth Co-op?
3) Do you know of any natural resources in your community (vegetables, fruit, etc.) that
you could sell, in bulk or processed, at strategic times of the year?
4) Do you know of any material that you could recycle or process to sell at strategic times
of the year (Christmas, Halloween, Mother’s Day, Valentine’s Day, etc.)?
5) Do you think that you could provide specific services to certain types of groups in your
school (peers, younger students, teachers or other professionals)?
6) Do you think that your Youth Co-op could offer certain services to groups that have
specific needs in your community and surrounding neighbourhoods (daycares,
residences for seniors, etc.)?
7) Do you think that the members of your Youth Co-op have particular talents that could
be used to organize an activity?
8
65
8
Same as above
Recipes
Containers and
packaging
Sale of apple
derivative products
Idea F
Idea E
Idea D
Idea C
Transportation to
pick apples
People to pick apples
Packaging
What do we need
to execute this
idea?
Apple sales
(Sept.–Oct.)
(time of year)
Idea retained
Same as above
Cost of containers
Cost of ingredients
Volunteers (no
charge)
Cost of apples (picking fee)
Packaging cost
Same as above
Estimated time for
preparing derivative
products
One day of apple
picking
Time to package (to
be determined)
Sales period and point
of sale to be determined (school or
elsewhere?)
Same as above
Set a realistic schedule
for potential times
and places
How much will it
How much time do When and where
cost to execute this we need to execute can we sell our
idea?
this idea?
product or service?
Planning Chart Task Sheet
Activity
Same as above
Obtain necessary
permission (from
school, parents,
target sales
locations, etc.)
What steps need
to be taken?
66
Activity
Working Meeting/Board
Meeting Evaluation Grid
Use this tool periodically to confirm that meeting procedures are being managed properly
and to ensure a positive working environment. Not all questions have to be repeated each
time.
1) How did today’s meeting go?
2) Did everyone respect the established rules of procedure?
3) Were you able to express your opinions (as you wanted to)? If not, who or what
prevented you from doing so?
4) Are you satisfied with the results of the meeting?
5) What was the most difficult aspect of the meeting?
6) What was the easiest?
8
67
68
Activity
9
Task Distribution
➤ Objectives: Understand the tasks of each working committee to help individuals choose which committee to join.
Ensure an equitable distribution of responsibility among
members.
Work interdependently.
Discover the core functions of a business.
Plan the implementation of the Youth Co-op.
Preparation
Tasks Sheets A, B, C, D
Team Answer Sheet
Material for each committee
Schedule
Cooperative context
Puzzle
Group size
Teams of four
Activity
Getting started
After explaining the key democratic components of a cooperative, the facilitator
announces that it is time to take a closer look at the day-to-day business operations of
the cooperative which, like all other business, exists to fulfill a need. This may be achieved
by producing, distributing or selling a product or service. For these activities to be
successful, each working committee is responsible for a portion of the tasks. To begin
with, the facilitator can use the results of the first activity, Find Someone Who, which
identified participants’ skills related to core business functions.
Procedure
Each team member will receive a different task sheet (either A, B, C or D). Each task
sheet contains clues. Each member must share the clues with the others in order to
find the solution. To proceed, the person with Task Sheet A reads out clue 1, followed
by the person with Sheet B and so on. Once the four clues have been read aloud, each
member writes down the answer s/he thinks is right in the blank space provided.
Then participants discuss the answers in order to come to a consensus. One member
writes the answer on the Answer Sheet for the team. When the Answer Sheet is full,
all the members sign it, as proof of their agreement.
Activity
Task Distribution
Feedback
The facilitator proceeds with a collective evaluation (correction) and the participants
choose the committee they wish to sit on. If participants require more information
about the committees, please consult the Election Procedures and Task Descriptions
Facilitator Sheet on pages 82 to 84.
According to the number of participants, two methods can be used. If there are many
participants, the facilitator designates a corner of the room for each committee and
asks the participants to go to the corner corresponding to their chosen committee. If
there are few participants, a simple group discussion might be sufficient to divide
participants into committees. If it is impossible to create four committees, the
Production Committee should be merged with the Human Resources Committee.
Use the Schedule Sheet to plan each committee’s tasks. The schedule should be
updated on a regular basis taking into account unforeseen events and adjustments.
Inviting experts in each field (accounting, marketing, human resources, production)
to come meet the participants of the Youth Co-op is strongly recommended. Ideally,
experts should be working in a local cooperative. They will not only be role models
for the young entrepreneurs but also form a natural network of expertise and support.
The facilitator is there to support the group in its networking efforts and can seek
help from the local Collective Entrepreneurship Awareness and Promotion Officer.
9
69
70
Activity
9
Task Sheet A
1) Manage promotion and advertising
2) Manage conflicts
3) Organize tasks
4) Set the break-even point and sales price
My answers are:
1)
2)
3)
4)
Activity
Task Sheet B
1) Encourage knowledge about, or interest in, something
2) Organize meetings and follow-up on meetings
3) Quality control
4) Create a balance sheet of income and expenses
My answers are:
1)
2)
3)
4)
9
71
72
Activity
9
Task Sheet C
1) Find sponsors
2) Keep record of attendance
3) Plan production periods
4) Provide the project’s financial information
My answers are:
1)
2)
3)
4)
Activity
Task Sheet D
1) Conduct a market study to ensure project answers a real need.
2) Develop a staff schedule for a booth
3) Develop production procedures
4) Compile cash flow data (income and expenses)
My answers are:
1)
2)
3)
4)
9
73
74
Activity
9
Team Answer Sheet
1)
2)
3)
4)
Team members’ signatures:
Outil pédagogique d’entrepreneuriat collectif
Activity
1) Marketing
2) Human Resources
3) Production
4) Accounting
9
75
76
Activity
9
Schedule
Our committee is:
Members of our committee are:
Tasks
Person in charge
Due date
Step
5
Moving along with our Youth Co-op
78
Activity
10
The First Board Meeting
➤ Objectives: Elect Board of Directors (President and Committee VicePresidents).
Obtain an official accreditation certificate.
Define the rules of procedure.
The agenda must be sent out with each Notice of Meeting or at least submitted at
the opening of the meeting.
The minutes of the meeting must be taken and saved in a binder in order to keep
track of and follow up on decisions or work (this will facilitate updates and reports).
The sample agenda below contains several topics, perhaps too many for a single
meeting. Depending on your group’s availability, it might be a good idea to spread
out these topics over several meetings.
Youth Co-op (Name)
Agenda-First Regular Board of
Directors Meeting
Day, Date, Time, Location
1) Opening and welcome
An attendance sheet is passed around and can be kept in a binder.
2) Appoint a President and Secretary
It is a good idea for the facilitator to chair the first meeting in order to provide an
example for the President, who will chair all subsequent meetings. Any of the participants can act as Secretary. At future meetings, this position will be held by a member of the Human Resources Committee. We recommend that you use the model provided in pages 79 to 81.
3) Read and adopt the agenda
4) Elect Officers
President, Marketing Vice-President, Accounting Vice-President,
Production Vice-President, Human Resources Vice-President
Three possible election procedures are given on page 52.
5) Choose a name for our Youth Co-op
6) Define in a few sentences the goal (purpose) of our Youth Co-op
7) Delegate a few individuals to fill out application documents for official accreditation of the Youth Co-op
8) Determine the operating rules of the Youth Co-op
9) Set time, date and location of the next meeting
10) Any other business
11) Adjournment
Activity
10
79
Youth Co-op (Name)
Minutes of the First Regular Board of Directors Meeting14
Day, Date, Time, Location
1
The meeting begins at
(time) and a list of attending members is
appended to the minutes.
2) Appoint a President and Secretary
(name) moves that
chair the meeting.
(name)
This motion is seconded by
(name).
Cette proposition est adoptée à l’unanimité.
(name) moves that
(name)
act as meeting Secretary. This motion is seconded by
(name).
Upon agreement of all the members, the motions are adopted unanimously.
3) Read and adopt the agenda
The President reads the agenda and asks if the members have any changes to make.
(name), seconded by
(name), move that the
agenda be accepted as presented (or as modified).
The motion is adopted unanimously.
4) Elect Officers
The facilitator describes the duties of each position (see Election Procedures and
Tasks Description on pages 82 to 84). The facilitator then accepts nominations.
(name) moves that
(name)
be nominated for the position of President of the Youth Co-op. This motion is
seconded by
(name).
next ➝
14. The suggested model can be adapted. The important thing is to provide an account of topics discussed and decisions
made at the meeting.
Ad
sam
la m
d’in
de
2 Ad
coo
d’in
de
3 Lo
FEC
4 Ad
pou
inte
mili
5 Ad
as p
coo
200
6 Ba
en
uca
mili
qué
7 Ad
rd,
par
ww
es/s
GO
ddo
14 T
tan
and
[1]C
to «
“em
[2]b
[3]G
App
er i
——
80
Activity
10
(name)
(name) moves that
be nominated for the position of Marketing Vice-President of the Youth Co-op.
(name).
(name) moves that
(name)
be nominated for the position of Production Vice-President of the Youth Co-op.
(name).
(name) moves that
(name)
be nominated for the position of Human Resources Vice-President of the Youth
Co-op. This motion is seconded by
(name).
(name) moves that
(name)
be nominated for the position of Human Resources Vice-President of the Youth
Co-op. This motion is seconded by
(name).
5) Choose a name for our Youth Co-op
After discussion,
Youth Co-op be
motion is seconded by
(name) moves that the name of the
.
. This
(name). All participants agree
and no one asks for the vote. The motion is adopted unanimously.
6) Define the purpose of our Youth Co-op
After due discussion,
(name) moves that the purpose
of the Youth Co-op be:
(name). All participants
agreed and no one requests the vote. The motion is adopted unanimously.
7) Delegate a few individuals to fill out application documents required for official
accreditation of the Youth Co-op
The members move that the President and the Human Resources Vice-President be
mandated to complete the documents required for official accreditation of the
Youth Co-op and send the application to the Conseil québécois de la coopération et
de la mutualité. The motion is adopted unanimously.
next ➝
Activity
8) Determine the operating rules of the Youth Co-op
Members suggest that time should be set aside at the next meeting to develop a
members’ contract using the document available in the Management and
Assessment Tools section of the Youth Co-op Toolkit.
9) Set date, time and location of next meeting.
The members agree that the next meeting will be held on
(date), at
(time), in room
(location) and that the purpose of
the meeting will be to follow up on the topics of this meeting and discuss the
Youth Co-op activities plan.
These motions are adopted unanimously.
No further business.
11) Adjournment
onded
by
(name) moves to adjourn the meeting. This motion is sec. The meeting is adjourned at
(time).
Reminder
All participants are members and therefore Directors of the Youth Co-op. Officers are
those elected by the members to take on leadership positions. In Youth Co-op Scenario
1, the Officers are the President and the Vice-Presidents of Marketing, Accounting,
Production and Human Resources.
10
81
82
Activity
10
Facilitator Sheet: Election Procedure
and Task Descriptions
Prior to the election, the responsibilities associated to each position should be explained.
Every member should have the chance to ask questions.
1. Task descriptions
President
The President is the official spokesperson for the Youth Co-op and represents the Youth
Co-op at public events and when dealing with the media.
The President also supports the Vice-Presidents’ team in the performance of their mandates.
Although the President does not coordinate any one committee, s/he must ensure that all
committees run smoothly and that all decisions made by the group are respected, thus
providing support where it is needed. The President is a member of the Youth Co-op, like
any other, and takes part in the same tasks (production, sales, etc.).
The President’s most important responsibility is to chair the meetings of the Board of
Directors. As Chair, his/her duties are as follows:
Open the meeting
Ensure the adoption of the agenda
Open and close the floor for debates on agenda items in accordance with the procedure established by members
Provide guidance to committees about their duties. This does not mean managing the
committees’ work, but rather ensuring that all members fulfill their duties.
Ensure that all meetings run smoothly by proposing rules of procedure and guaranteeing that they are respected by all (including by him/herself); the President is the
watchdog for the rules adopted by the group
Foster a positive environment for discussion
Encourage all coordinators to actively participate in meetings
Cede the floor to members fairly
Seek opinions from those who have not yet spoken Reject topics as “out of order” if
irrelevant or aggressive
Marketing Vice-President
The Marketing VP is the spokesperson for the Marketing Committee and is in charge of
reporting on the working committee’s activities at the Board of Directors Meeting.
This person coordinates the marketing tasks assigned to the committee or the activities
proposed by the Board of Directors in this area. Tasks and activities include the following:
Creating and conducting a market study
Promoting and advertising the product or service
Developing marketing strategies (packaging, etc.)
Providing co-op members with sales training
Organizing the official launch of the co-op (if applicable) and local media relations (if
applicable)
Assessing and stimulating sales
Producing reports (follow up on activities) requested by Board of Directors and the
final report
Activity
The Accounting Vice-President
The Accounting Vice-President is the spokesperson for the Accounting Committee and is in
charge of reporting on the working committee’s activities at the Board of Directors Meeting.
This person coordinates the accounting tasks assigned to the committee or the activities
Managing finances
Preparing budget forecasts
Preparing financial statements
Determining a break-even point and sales prices (in conjunction with Marketing and
Production Committees)
Keeping accounts up to date
Producing all financial reports (follow-up) requested by the Board of Directors and for
the final report
Production Vice-President
The Production VP is the spokesperson for the Production Committee and is in charge
of reporting on the working committee’s activities at the Board of Directors Meeting.
This person coordinates the production tasks assigned to the committee or the activities
Organizing production
Producing a prototype
Setting the cost of production or service
Training members in production or service procedures
Ensuring quality control
Producing all reports requested by the Board of Directors and the final report
Human Resources Vice-President
The Human Resources VP is the spokesperson for the HR Committee and is in charge of
reporting on the working committee’s activities at the Board of Directors Meeting.
This person coordinates the tasks related to human resources assigned to the committee
or the activities proposed by the Board of Directors in this area. Tasks and activities include
the following:
Keeping attendance records of Board Meetings and Working Meetings (production or
sales)
Producing schedules of attendance at sales or production events
Managing conflict
Handling complaints
Managing meetings (notice of meeting, agenda, follow up on meetings, minutes) and
keeping records of all meeting documentation
Producing all reports (follow-up) requested by the Board of Directors and the final report
Officers meet when necessary to ensure that work is progressing as planned or to discuss
solutions to problems that arise.
10
83
84
Activity
10
2. Election procedures
Option 1 - Secret vote
The facilitator asks the members of the Board of Directors to nominate a candidate for
President. They are given a few moments to reflect on their choice and then write the
name of the person they choose on a small ballot. The facilitator collects and counts the
ballots and the candidate who receives the most votes will be asked whether s/he accepts
the position. If so, the position is filled. The same procedure is repeated for each position.
If there is a tie between two candidates, the facilitator first asks them if they are interested
in the position. If so, a second secret vote is held. To properly guide the members in their
decision making, we recommended that they consult the Task Descriptions on pages 82
and 83.
Option 2 - Official presentation and formal election
After they have familiarized themselves with the task descriptions on pages 82 and 83,
members decide whether they are interested in these positions. Those interested prepare
an election speech. The facilitator invites the candidates interested in the position of
President to step forward. Each candidate is given the floor. After the presentations, a secret
vote is held. The facilitator collects and counts the ballots, then announces the results. The
same procedure is repeated for each position.
Option 3 – Conventional formal election
The facilitator calls for nominations among the members present, for each position to be
filled. After each proposal, the member accepts or refuses the nomination. If only one
person is nominated, this person may accept or reject the position. If the member accepts,
s/he is elected by acclamation. If there is more than one candidate, the candidates prepare
an election speech and address the members. After all candidates have spoken, a secret
vote is held. The facilitator collects and counts the ballots. The same procedure is repeated
for each position.
Activity
Documents Required for Official Youth Co-op
Accreditation Certificate
The Conseil québécois de la coopération et de la mutualité issues official accreditation for
all projects that follow these procedures. The projects qualify under La Relève en action
of the Fondation pour l’éducation à la coopération et à la mutualité and the Fondation
Desjardins. They can also compete in the Quebec Entrepreneurship Contest and may
receive funding as part of the Introduction to Entrepreneurship Measure (IEM) of the
ministère de l’Éducation, du Loisir et du Sport. Awards are granted at special regional and
national gala events.
A few points about Youth Co-op accreditation:
1) Through accreditation, projects that follow Youth Co-op procedures become visible.
2) This network of projects makes it possible to compile data (results) that are useful for
the promotion of Youth Co-op programs. This serves to improve the tools that are
available.
3) The accreditation process also helps to establish a framework for recognition of Youth
Co-op projects (gala events, awards, etc.).
To obtain the official accreditation certificate the following three forms must be completed:
articles for the Youth Co-op, list of the founding members and the application.
Articles of Accreditation
The articles of the Youth Co-op contain the following:
The name of the cooperative (chosen by the group)
The address of its head office
The purpose for which the cooperative was created (reason for existing)
The territory or group from which members are recruited (Who will your members
be and where are they from?)
The list of the founding members (the promoters group who created the cooperative)
The cooperative’s Articles of Accreditation must be signed by all the founding members,
and attached to the application for accreditation. State the address of the cooperative as well
as the name of the person designated as the provisional Secretary.
Send documents to the Conseil québécois de coopération et de la mutualité (by
mail or fax) to the following address:
Conseil québécois de la coopération et de la mutualité
Youth Co-op Accreditation
5955 Saint-Laurent St., Suite 204
Fax: 418 835-6322
10
85
86
Activity
10
Sample of Articles
1. Corporate name
Sleeping Woods Youth Co-op
(Name of cooperative business)
2. Address
26, Unicorn Street, Montrec (Québec), H0H 0H0
(Head office)
3. Purpose of the cooperative
Youth CO-OP x Scenario 1 or
Scenario 2
based on the following cooperative model:
x Workers cooperative
Solidarity cooperative
Consumer cooperative
created to provide its members with:
Pillows
(Type of goods, service or employment)
in the field of:
production
(Goods, production or employment sector)
4. Member territory or recruitment base:
Montrec High School
(Region, locality and/or group of individuals)
5. Collective Entrepreneurship Awareness and Promotion Officer supporting the
project:
Amélie Poulain
(First and last name)
6. Entrepreneurship Awareness and Promotion Officer supporting the project:
Peter Lambert
Activity
10
List of Founding Members
Founding Members
First and last Name
Title
Email
Signature
87
88
Activity
10
Sample Application and Notice to include with
Application and Notice
We, the undersigned, founding members of the cooperative named herein,
(Name)
apply to the Conseil québécois de la coopération et de la mutualité for the
accreditation of this cooperative, and give notice that the person designated as
provisional Secretary is:
John Smith
(Name)
that the method and deadline for convening the Founding General Meeting are as
follow:
method : email
(Telephone, email, post, etc.)
deadline: 5 days
(days before the meeting)
that the head office address of the proposed cooperative
is:
(Address)
Date : October 10, 2012
Signature:
John Smith
89
Conclusion
Over to you!
You now have all the ingredients you need to launch your Youth Co-op project. It’s up to
you to channel your imagination, style and energy into creating unique activities. Don’t
forget to listen to your fellow members!
In order to successfully complete your project, consult the assessment and management
tools included in the Toolbox section of this guide. You can also contact your regional
Collective Entrepreneurship Awareness and Promotion Officer for additional information
or assistance. You will find a contact list for these officers at the end of the guide.
In order to inform your community and other schools about your achievements, send a
copy of your end-of-year report (a model can be found in the Toolbox section) to your
partners, the local media and the Conseil québécois de la cooperation et de la mutualité.
You should also begin to think about taking part in the recognition program known as La
relève en action of the Fondation pour l’éducation à la coopération et la mutualité and the
Fondation Desjardins and entering the Québec Entrepreneurship Contest. Send in a copy
of your end-of-year report along with your contest entry. If you get any good local media
coverage, be sure to also submit a copy!
Best of luck with your project!
002-JeuneCOOP_part2_V3_*CCQ-01_JeuneCOOP_Part2.qxd 13-06-27 16:13 Page 91
91
Scenario 2
Ongoing Needs
The Youth Co-op
In many high schools, some services are either insufficient or non-existent. A group of
individuals from the school (principal, teachers, and students) might dream about creating
a business to meet the ongoing needs of the student community (student café, newspaper,
etc.). Therefore it makes sense to launch a cooperative in a school setting, given the
similarity of values between schools and collective businesses. Such endeavours also provide
excellent opportunities to develop entrepreneurial projects that are fully aligned with the
school’s teaching mission. The projects do not, however, generate enough profit to hire a
paid employee to manage the business, which can be a fairly complex task. That is why it
is not recommended that they be legally incorporated. Youth Co-op Scenario 2 is an
educational guide designed for any group that wants to set up a small cooperative business
in order to meet the specific needs of members of the student community.
Educational purpose
The tools proposed in Scenario 2 of the Youth Co-op are intended for any group of
promoters who would like to create a small cooperative business to meet the needs of the
student community; these needs can be related to employment, services or products.
The promoters
There is no set rule defining who can be a promoter. The promoters may, for example, be
a group from the student council or a teacher and a parent, and their goal might be to
create a food services cooperative. Another group might consist of a teacher, who is
responsible for individualized learning paths, and his or her students. This group may have
already completed Youth Co-op Scenario 1 the year before and has now decided to take
their entrepreneurial project further (for example, woodworking and sales). This kind of
cooperative not only provides real-world experience in creating and managing a business
but also answers the need for student employment (patronage dividends according to the
number of hours worked).
Creating a Youth Co-op
1. Breaking the Ice - to create a climate conducive to work
92
2 Scenario
Ongoing Needs
Duration of a Youth Co-op project
There is no limit. As long as the business adequately meets the needs of its members and
it covers its costs, there is no reason to dissolve it.
specially trained, serves as a volunteer facilitator for all Youth Co-op projects. Where
necessary, an external resource person from the business community may be invited to
serve as facilitator. Such a person may be an Entrepreneurship Awareness and Promotion
Officer, an employee or a board member from a local cooperative, or a retired professional
of the co-op movement, etc.
activity facilitator, spiritual care and guidance and community involvement animator,
special educator, special education professional, resource person specialized in
entrepreneurship, guidance counselor, person responsible for the GOAL approach or any
other staff member.
93
Scenario 2
Summary
Requirements
A group of promoters who would like to create a cooperative business to respond to
the permanent, ongoing need of a group or community (work, various supplies,
nutrition, entertainment, product sales, etc.).
Step 1-Breaking the Ice
Activity 1: Find Someone Who… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Activity 2: Birthday Lineup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Step 2-Teaching Cooperation
Activity 3: A Lesson from Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Activity 4: The X and Y Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
➤ Objectives: Understand and discover the advantages of cooperation
Increase group awareness of the values of cooperation
based on these values
Step 3- Understanding the Democratic Functioning of a Cooperative
Activity 5: Characteristics of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
➤ Objective: As a group, agree on a definition of a cooperative business, and
Activity 6: Broken Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
➤ Objective: Discover or recall important characteristics of cooperatives
Activity 7: The Democratic Functioning of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
➤ Objective: Understand the democratic functioning of a cooperative and a Youth Coop.
Step 4-Choosing a Collective Project
Assessing local needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Consulting the Governing Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Conducting a feasibility study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
94
2 Scenario
Summary
Step 5-Managing the Youth Co-op
Activity 8: Roles and Responsibilities of Committees and Elected . . . . . . .
Officers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
➤ Objectives: Understand the roles and responsibilities of each Committee and Officer.
Help individuals choose which committee to sit on and generate interest
in elections.
Create a plan for the Youth Co-op.
Business plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Step 6- Moving along with our Youth Co-op
Articles and Bylaws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Founding General Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
First Board Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Election of Committee Coordinators and General Coordinator . . . . . . . . . . . . . . . . . . . . . .
Conclusion
............................................................................................
164
176
177
180
183
95
Scenario 2
Activities to do according to participant roles
Participants
Promoters
Group
Board
Members
Working
Members
X
X
X
X
X
X
Step 3 –
Democratic Process of
a Cooperative
Activity 5: Characteristics
of a Cooperative
Activity 6: Broken
Sentences
Activity 7: Democratic
Functioning of
a Cooperative
X
X
X
Step 4 –
Choosing a Collective
Project
Assessing local needs
Consulting the
Governing Board
Conducting a feasibility
study
X
Business plan
X
Articles and bylaws
(recruiting members)
X
Founding General
Meeting
X
X
X
Activity
Step 1 –
Breaking the Ice
Activity 1: Find Someone
Who...
Activity 2: Birthday
Lineup
Step 2 – Teaching
cooperation
Activity 3: A Lesson
from Nature
Activity 4: The X and
Y Game
Activity 8: Roles and
responsibilities of
elected officers
next ➝
96
Participants
Activity
Promoters
Group
First Board Meeting
(election of officers)
Election of Committee
Coordinators and
General Coordinator
Board
Members
Working
Members
X
X
Step
1
Breaking the Ice
98
Activity
1
Find Someone Who...15
Preparation
Material for each person:
Find Someone Who Task Sheet
Looking for someone
Team size:
Large group
Activity
Getting started
Explain the activity to the students. Very often we know little about the people around
us. This activity will help you become better acquainted with, and perhaps discover
some hidden talents of, your fellow participants.
Procedure
Each person receives a chart which lists skills, abilities and characteristics.
Participants must go around the class and question one another, one at a time, to
identify a personal skill or characteristic listed on the chart. On identifying a personal
skill or characteristic, participants sign their name in the corresponding square.
You can ask each person only two questions. You cannot sign somebody else’s name.
You must try to fill out the entire chart. You have 10 minutes to do so.
Feedback
Ask participants what they discovered about each other. Identify the skills or
characteristics that the group will need to develop a collective project.
The facilitator can group the various items of the grid under the four functions listed
on the Business Functions Skills Sheet and post them on big cardboard sheets.
Everyone then fills in the sheets appropriately. The group will refer to this skill bank
when creating the working committees.
15. Adapted by Cynthia Tanguay from an activity of the same title in Conseil québecois de la cooperation et de la mutualité,
Ensemble vers la réussite: Démarche d’initiation à la coopération, (Lévis: Conseil québécois de la coopération et de la
mutualité, 2003), 40-45.
Activity
Likes to speak in
public.
Likes to meet new
people.
Likes to work with
numbers.
Is always on the move
and prefers to be
active rather than
sitting down.
Is good at drawing.
Is a good mediator
when two people
have a conflict.
Is able to create a
budget.
Is a good observer.
Is good at finding
information on the
internet.
other people’s
strengths.
Is good in
mathematics.
Has multi-tasking
abilities.
Is meticulous about
how things are
presented.
Is concerned about
being fair when
dividing tasks.
Has well-structured
class notes.
Likes manual work.
Is persuasive.
Is sensitive to others.
Pays attention to
his/her expenses.
Likes to understand
how things work.
Has good writing
skills.
Is a people person.
Likes to put things in
the right place.
Is resourceful.
Is creative.
Has good listening
skills.
Is patient.
Can stand pressure.
1
99
100
Activity
1
Business Functions Skills Facilitator Sheet
Marketing
HUMAN
RESOURCES
ACCOUNTING
PRODUCTION
Likes to speak in
public.
Likes to meet new
people.
Is always on the move
Likes to work with
and prefers to be
numbers.
active rather than
sitting down.
Is good at drawing.
Is a good mediator
when two people
have a conflict.
Is able to create a
budget.
Is a good observer.
Is good at finding
information on
internet.
other people’s
strengths.
Is good in
mathematics.
Has multi-tasking
abilities.
Is meticulous about
how things are
presented.
Is concerned about
being fair when
dividing tasks.
Has well-structured
class notes.
Likes manual work.
Is persuasive.
Is sensitive to others.
Pays attention to
his/her expenses.
Likes to understand
how things work.
Has good writing
skills.
Is a people person.
Likes to put things in
their place.
Is resourceful.
Is creative.
Has good listening
skills.
Is patient.
Can stand pressure.
Activity
Birthday Lineup
➤ Objectifves: Help participants get to know one another.
Create working group randomly.
Preparation
Form a Line
Team size:
Large group
Activity
Getting started
In order to get the group going, let participants introduce themselves and share their
expectations. Ask them to stand in a straight line according to the day and month of
their birth.
Procedure
Once participants have taken up their position, let them introduce themselves one at
a time and explain their expectations for the cooperative project. The facilitator records
the various comments on the board.
To form working groups, start at the beginning of the line and make sure that each
participant is in a group by counting the exact number you will need in each.
Feedback
Ask participants what they discovered about each other. It is important to keep the
list of expectations for evaluation purposes during or at the end of the project. If the
expectations are unrealistic, it is important to inform the group so as to avoid
disappointment.
2
101
Step
2
Teaching Cooperation
104
Activity
3
➤ Objectives: Understand and discover the benefits of cooperative work.
Preparation
Materials for each team:
Cardboard and markers
Roles: spokesperson/timekeeper, secretary
Team size:
Teams of two
Large group
Activity
Getting started
Discuss the factors of success or failure in team work. Note all positive factors and
save them for future use. Emphasize the importance of working in groups, even with
people who are not necessarily friends. Ask participants to think of times when they
had to work with people not of their choosing. The examples can be taken from work
or family experiences, or special interest groups, such as sports teams or clubs.
Explain that this activity is an example of cooperation that occurs in nature.
Procedure
Individual task(s)
Read the text “A Lesson from Nature.”
On a sheet of paper, write down the three main concepts developed in the text.
Team task (s) (teams of two)
Share the notes you’ve made and agree on one common concept. The secretary
records the common idea on a cardboard sheet.
Large group task
A spokesperson summarizes the main idea identified and writes it down on a
board or flip chart.
16. Adapted from an activity in Conseil québécois de la coopération, Ensemble vers la réussite: Démarche d’initiation à la
coopération, (Lévis: Conseil québécois de la coopération et de la mutualité, 2003), 18-21.
Activity
A Lesson from Nature
Feedback
What important lessons can be learned from this example taken from nature that will
help guide the group’s experience? Choose the consensus answers and post them in
the room where Youth Co-op project activities are held. It will be interesting to
compare the initial ideas with those that are finally chosen by the group.
Taking it a Step Further
Consensus ideas can be synthesized and re-expressed in simple sentences or slogans
that describe the purpose of the Youth Co-op.
3
105
106
Activity
3
Next fall, when you see geese heading south for winter in typical V formation, think of
what science has discovered from observing the flying pattern of geese. With each flap of
its wings, the goose produces a current of ascending air for the next goose in the line. By
flying in a V formation, the flock can cover about 71% more distance than a goose flying
solo. People who share a common goal can also reach their goal more quickly by working
together.
Every time a goose gets out of the formation, it faces increased wind resistance and quickly
falls back into line in order to take full advantage of the efforts of its fellow geese. If we
had as much common sense as geese, we would work with people who are headed in the
same direction as we are. When the lead goose gets tired, it moves to the back of the flying
formation and is replaced by another. It is important for all members of the group to take
a turn at the more difficult tasks. Each goose honks orders to encourage the goose behind
them, so that all the geese keep up the pace.
If a goose gets tired or is wounded and has to land, two of its fellow geese will go along
for protection. They will stay with the wounded goose until it is ready to fly again or dies,
then they will fly off to rejoin their flock or find a new flock to join. If we had as much
common sense, we wouldn’t hesitate to help each other out.
In nature, teamwork is essential for survival. Think of all we could learn if we studied
nature more closely.
Questions
Individual task
Which three aspects of this story struck you the most?
Team task (teams of two)
What is the most important way to help a group function effectively? Write down a
few points to support your answer.
17. Lorraine Dugas, “Une leçon de la nature,” Bulletin FECS no. 28 (February-March 1994).
Activity
The X and Y Game18
➤ Objectives: Understand and discover the benefits of cooperation.
Preparation
Ballot X and Ballot Y Task Sheets
Group size
Four teams (minimum of three members per team)
Group set-up
The four teams will choose their respective places in the room at a distance that
allows them to communicate with one another.
Activity
Getting started
The facilitator must ensure that no one is familiar with the game. Those who are must
act as observer or secretary, and not take part. The facilitator explains that the goal
is to earn as many points (dollars) as possible. The game entails ten rounds of voting.
For each round, each team must choose either X or Y. The facilitator must jot down
the participants’ reactions.
Procedure
The facilitator creates four teams and arranges them as illustrated above.
The facilitator distributes the tools. The Score Sheet is the only tool the teams can
use to decide on a game strategy. The facilitator reviews the Score Sheet with the
students, in order to show them the different possibilities.
The only explanation the facilitator should give at this stage is that the goal is to “earn
as many dollars as possible.” Repeat this sentence often in order to confuse the players
as much as possible.
next ➝
18. Adaptation of the game “Gagnez autant que vous le pouvez,” Pierre Simon and Lucien Albert Les relations interpersonnelles:
Une approche expérientielle en milieu laboratoire (Laval: Éditions Agence d’Arc, 1990).
4
107
108
Activity
4
The X and Y Game
The game entails ten rounds of voting. Before starting, the facilitator goes over the
rules to follow. The first three rounds are individual rounds (each group chooses X
or Y without any discussion with the other teams). The players on each team will
have one minute to discuss the best strategy for earning as much money as possible.
Each team holds up its card to display its choice, and the facilitator counts the number
of X’s and Y’s. After each round, the facilitator records each team’s score on the board,
and names those that earned or lost dollars, while restating the goal of the game. In
so doing, the facilitator’s aim is to create confusion in order to prompt as much
discussion as possible among the players. If there are any questions, the facilitator
restates the goal and the first rule of the game, reminding players that this is the only
information that can be given at this point.
In round four, the facilitator adds a rule. The teams can then discuss a common game
strategy. They have two minutes to decide on the number of X’s or Y’s to display for
the round. The facilitator must guide discussion to ensure that ideas are shared and
that everyone agrees on a strategy. The facilitator may also draw comparisons with
discussions that take place during Board or Committee meetings. Once agreement
has been reached, each team has one minute to define its strategy and accept or reject
the agreement reached in order to win more dollars (goal of the game). All teams
raise their cards at the same time. The facilitator counts the number of X’s and Y’s
and records the points on the board.
The game continues in the same way except in rounds five, eight and ten. In these
special rounds an additional rule is given. The results are calculated as follows: round
five (x 3), round eight (x 5) and round ten (x 10). Thus, if a team loses two points
in round five, (x 3), it will in fact lose a total of six points!
At the end of the ten rounds, the facilitator records on the chart each team’s results
for each round, and the total results for each team adding a new column for each
team’s overall results.
Recap of game rules
During individual rounds (1, 2, 3), discussion is allowed only among teammates.
During group rounds (4, 5, 6, 7, 8, 9, 10), discussion with other teams is allowed
before each team makes its choice.
Each team has only one choice per round.
All 10 rounds must be completed in less than 30 minutes.
The facilitator must record each team’s choices on a chart that is clearly visible
to all.
Activity
The X and Y Game
Example:
Sample chart
1
2
3
4
5*
6
Team A
-1
-2
2
3
3
…
Team B
-1
-2
-2
-1
3
…
Team C
-1
2
2
-1
3
…
Team D
-1
2
-2
-1
-9
…
7
8*
9
10*
The facilitator should only add one more column and row at the end of all ten rounds
to calculate the results.
1
2
3
4
5*
6
7
8*
9
10* Total
Team A
-1
-2
2
3
3
…
22
Team B
-1
-2
-2
-1
3
…
-2
Team C
-1
2
2
-1
3
…
-15
Team D
-1
2
-2
-1
-9
…
-34
Final Result
-4
0
0
0
0
…
-29
4
109
110
Activity
4
The X and Y Game
Feedback
Based on the final results and the comments noted during the game, the facilitator
initiates a group discussion with the participants. Here are some sample conclusions.
The 4 Y’s option is the only choice that will allow everyone to score and get richer over
the course of the game. If this principle is followed throughout the game, each team
should earn 25 points and have an overall total of 100. With this option four teams
earn money, not just one.
We are often tempted to act alone in order to be the “only real winner,” and as a result
get into competition with others, diminishing our chances of success. Each player is
in it for “me” rather than for “the team.” (This is evident in rounds 1, 2, 3.)
Winning at all cost and the desire for gain can make us forget certain values, such as
respect for one’s word, mutual aid and helping others in difficulty. Each team has
only one true goal: get rich as quickly as possible, even at the expense (or
impoverishment) of others.
But who really wins?
If agreements have been honoured, bravo! You have just learned the strengths, values
and advantages of cooperation, as the overall team results will show.
Activity
Task Sheet
Ballot
X
4
111
112
Activity
4
Task Sheet
Ballot
Y
Activity
For 4 teams:
Points (dollars)
4X
Each team loses 1 point
3X
1Y
Each X earns 1 point
2X
2Y
1X
3Y
The Y team loses 1 point
4Y
Each team earns 1 point
4
113
Step
3
Democratic Functioning of a Cooperative
116
Activity
5
Characteristics of a Cooperative19
➤ Objective: Agree, as a group, on a definition of a cooperative business and
Preparation
Unity in Diversity Task Sheet – distributed according to the number of teammates
Comparison Chart Task Sheet
Cooperative context
Collective Graffiti
Roles: timekeeper, spokesperson, secretary
Group size
Teams of four
Activity
Getting started
A group of students has set a fundraising goal for a project. To organize the task of
the Youth Co-op the facilitator recaps the characteristics that the group identified (in
“A Lesson from Nature”). The facilitator then initiates a discussion centered on the
students’ perceptions of the operation of a cooperative business and the rules that
apply to it. This activity is designed to reinforce their previous knowledge.
Procedure
Each team member chooses a different coloured marker. Using the Collective Graffiti
Task Sheet placed in the centre of their table, each team member is asked to write
down what s/he knows or thinks about cooperative businesses (rules, distinctive
features, etc.). The facilitator will allow a certain amount of time for the players to
complete the task and will ask the timekeeper to inform players when the time is up.
The members of the team then share and compare their ideas. The discussion should
help the team arrive at a common definition of a cooperative business.
This definition is then recorded on the sheet in the appropriate circle. Each team
member signs the sheet with the definition.
The spokesperson for each team writes the team’s definition on the board.
19. Adapted from an activity conducted by Isabelle Boivin as part of the Microprogramme en apprentissage coopératif et
complexe, Université de Sherbrooke, 2003.
Activity
Characteristics of a Cooperative
Feedback
Each team fills out the comparison chart. This will help students formulate their
perceptions into cooperative rules. The facilitator then makes corrections, using the
answer sheet and, where necessary, completes the information using the Theoretical
Summary.
5
117
118
Activity
5
Theoretical Summary20
A cooperative is a business
It is an economic unit established for purposes of production, distribution or sales.
Like any other business, it requires money, raw materials and know-how.
In order to survive and grow, it must be profitable and generate more income than
expenses.
It engages in marketing, accounting and other related administrative activities to function properly (like any other business).
But a cooperative is also different from other businesses!
It is a collective business.
It includes you, me and all of us!
A cooperative is a collective business and belongs to all its members.
It is a democratic business.
One member, one vote!
A cooperative exists to serve its members, because they control it.
It is a business that is fair to all its members.
The cooperative respects the principle of equitable sharing of profits between the
members (patronage dividends).
Each member is entitled to his/her share of the patronage dividends, in relation to
the services used or the hours worked.
In the case of a Youth Co-op, the dividends may be collective and assigned to the
group as a whole in order to carry out a common project.
It is a business that promotes the development of individuals and of the local
community.
One of the fundamental commitments of all cooperatives is to contribute financially
to improve the community which it serves. For example, members of a Youth Co-op
might be willing to put 5 percent of their profits toward the development of future
Youth Co-ops in their school. It might be useful to cite the example of a Caisse
Desjardins or a student-run cooperative. However, the notion of redistributing
patronage dividends is different for the Caisse Desjardins compared to student
cooperatives. School-based cooperatives distribute the patronage dividends at source
as purchase discounts whereas Desjardins distributes it at the end of the fiscal year.
20. Based on Fédération des coopératives québécoises en milieu scolaire, Guide d’élaboration d’un plan d’éducation coopérative
à l’attention des coopératives en milieu scolaire (Anjou: Fédération des coopératives québécoises en milieu scolaire, 2002).
Activity
Unity in Diversity Task Sheet
Note: A larger format sheet (approximately 60 cm X 90 cm) is recommended.
5
119
120
Activity
5
Comparison Chart21 Task Sheet
Factors for
comparison
Business
Corporation
Cooperative
Non-Profit
Organization
Who are the owners?
What is the purpose
of the business?
Who makes
decisions?
What are the rules
of procedure?
What is surplus
income (after
expenses) called?
To whom do
they belong?
How are they
distributed?
In what form?
Activity
Comparison Chart22 Answer Sheet
Factors for
comparison
Business
Corporation
Cooperative
Non-Profit
Organization23
Who are the owners?
Shareholders
Members
No owners
What is the
purpose of
the business?
Maximize
dividends
Answer the
needs of members
(maximize
cooperative
advantage)
Answer needs
of its members
and the community
Who makes
decisions?
Shareholders,
members (General
Meeting and
Board of Directors)
Members
(General Meeting
and Board
of Directors)
Members
(General Meeting
and Board
of Directors)
What are the
rules of procedure?
1 share = 1 vote
100 shares =
100 votes
1 member = 1 vote24
1 member = 1 vote
unless otherwise,
specified in the
rules of procedure.
What is surplus income Dividends
(after expenses)
called?
Surplus earnings
Surplus earnings
To whom do
they belong?
Shareholders
Members
Members have
no rights on
surplus earnings
How are they
distributed?
Proportional to
shares (bigger
shareholders earn
bigger dividends)
Proportional to
services used
(the more services
a member
uses, the greater
his/her share in
surplus earnings)
Surplus earnings
are not distributed
In what form?
Dividend
Patronage
dividends
N/A
Note: It is recommended to place this chart somewhere in the classroom after completing
the activity.
23. Adapted from Ministère des finances, de l’économie et de la recherche, “Annexe 2: Tableau comparatif: coopérative,
compagnie et organisme à but non lucratif (OBNL)” in Horizon 2005: Politique de développement des coopératives: La
coopération tout le monde y gagne!, (Québec: Ministère des finances, de l’économie et de la recherche, 2003), 56-59.
24. The primacy of the person over capital is expressed in the rules concerning decision making, the purpose of the business
and the sharing of results.
5
121
122
Activity
6
Broken Sentences25
Preparation
Sentences: Print out each sentence on different colour paper (sentence 1, blue; sentence
2, orange; etc.) and cut the sentences in pieces (version 1 and 2).
Answer Sheet (version 2)
Cooperative context
Puzzle
Roles: secretary, spokesperson, tools manager, facilitator (version 2 only)
Group size
Version 1: large group
Version 2: teams of four (home group)
Activity
Procedure
Version 1:
Give each participant part of a sentence.
Participants must find the person with the same colour paper and rebuild the sentence by placing themselves in the right order. Each person keeps their piece of the
sentence; the participants change places.
Version 2:
The person in charge of the materials takes an envelope for their team and distributes pieces to teammates.
Each member must place (or displace) his/her piece of the sentence.
Once the sentence has been reconstructed, and then checked by the facilitator, the
team explains in its own words what the sentence means (on the team’s answer sheet).
Feedback
Version 1:
Read each sentence, explain or give examples if necessary.
Version 2:
Each spokesperson presents their teams’ sentence and explains it to the rest of the
class.
25. Created by Cynthia Tanguay, Collective Entrepreneurship Awareness and Promotion Officer, Fédération québécoise des
coopératives en milieu scolaire, 2005.
Activity
saving money.
with a goal of making a profit or
is to sell a product or offer a service
A cooperative is a business: its goal
6
123
124
Activity
6
needs and economic needs.
members who share common social
A cooperative is an association of
Activity
usually consumers or producers.
Members of a Cooperative are
6
125
126
Activity
6
because it belongs to its members.
A cooperative is a collective business
Activity
among the members.
Its resources are shared
A cooperative is a fair business.
6
127
128
Activity
6
involved in the decision-making process.
business because all the members are
A cooperative is a democratic
Activity
Answer Sheet for the Team
Teammates’ names:
Our sentence is:
It means:
6
129
130
Activity
6
A cooperative is a business: its goal is to sell a product or offer a service with a goal of
making a profit or saving money.
A cooperative is an association of members who share common social needs and economic needs.
Members of a cooperative are usually consumers or producers.
A cooperative is a collective business because it belongs to its members.
A cooperative is a fair business. Its resources are shared among the members.
A cooperative is a democratic business because all the members are involved in the
decision-making process.
Activity
The Democratic Functioning of a Cooperative26
Youth Co-op.
Preparation
Materials for the facilitator
Organization Chart Facilitator Sheet
The Youth Co-op Cooperative Triangle Facilitator Sheet
Types of Cooperatives Facilitator Sheet
One clue per team
Cooperative context
Puzzle
Discussion
Roles: spokesperson, timekeeper
Group size
Six teams
Activity
Getting Started
Each team receives one clue and six key words. Participants are given a fixed amount
of time to do the exercise, and the timekeeper ensures compliance.
Procedure
Team members try to guess the key word that corresponds to the clue they’ve been
given. They then agree on where to place the key word in the organization chart.
Large group
Each team takes a turn at sending its spokesperson to place the key word in the
organization chart and to justify its choice.
26. dapted by Dominique Blais, Cooperative Entrepreneurship Promotion and Awareness Officer, Coopérative de
développement régional Bas-Saint-Laurent–Côte-Nord, 2006, from an activity created by Isabelle Boivin as part of the
Microprogramme en apprentissage coopératif et instruction complexe, Université de Sherbooke, 2003.
7
131
132
Activity
7
The Democratic Functioning of a Cooperative
Feedback
The facilitator elicits a discussion with the members of the group, checks the accuracy
of the answers given, and gives additional information about the roles and
responsibilities of all members, emphasizing the importance of respecting them in
order to maximize the democratic functioning of the cooperative.
The facilitator then introduces The Youth Co-op Cooperative Triangle depicting the
dual structure of the cooperative.
To provide participants with a clearer understanding of how a co-op works, it might
be a good idea to invite a co-op representative from the community to speak to the
members of the Youth Co-op.
The facilitator supports the members of the group in their work and can also
contact the local Entrepreneurship Awareness and Promotion Officer.
Activity
Association
General Meeting of Members
Business
Board of Directors
Management
Employees
7
133
134
Activity
7
Clues Task Sheet
Clue # 1
This level indicates how members can participate by exercising their rights as members
or elected representatives of members (general meeting, board, committee, etc.).
Clue # 2
This aspect of the cooperative indicates the roles assigned to management,
administrative divisions (accounting, marketing, production and human resources)
and employees of the cooperative.
Clue # 3
This part of the cooperative decides on major orientations and establishes the
operating rules.
Clue # 4
This section comprises a fixed number of members as determined by the bylaws. It
includes the Directors who are elected at the General Meeting. The members cannot
exercise the powers exclusively reserved for this authority and vice-versa. This section
ensures that the business serves the best interests of its owners, the members. It has
full power over administrative operations.
Clue # 5
Reporting directly to the Board of Directors, this person carries out management tasks,
applies the guidelines established by the Board of Directors and is responsible for
daily operations. This person’s duties and authority are defined by the bylaws and
adopted at the General Meeting or by the Board of Directors.
Clue # 6
This group of individuals performs the tasks assigned to them by management. They
are paid (or volunteers) directly involved in the cooperative’s operations.
Activity
Facilitator Sheet: Organization Chart
of a Cooperative
elects
serves
VOLUNTEERING
hires
OPERATING
hires
Note: This chart may be enlarged and displayed on wall or board.
7
135
136
Activity
7
Clue #1: The Association
Clue #2: The Business
Clue #3: The Members
Clue #4: The Board of Directors
Clue #5: The Management
Clue #6: The Employees
THE ASSOCIATION
The members
serves
elects
VOLUNTEERING
The board
of directors
hires
OPERATING
The employees
hires
BUSINESS
The management
Activity
7
Facilitator Sheet: The Youth Co-op
Cooperative Triangle Based on a
Workers Cooperative
Association
Members = Directors
Decide on direction of project
and adjustments to be made over
course of project
(Elected Officers:
President and Vice-Presidents)
Committees
Workers-Volunteers
Organize business activities
based on group orientations
Perform tasks established by
different committees
Committees: Marketing, Accounting,
Human Resources, Production
(All members of the Youth Co-op)
Business
Double structure and triple status
The facilitator explains that each participant is not only a member, director and workervolunteer but all of these at once. As a director, the member decides on orientations and
elects the officers, but s/he is also part of the business structure since s/he works on a
committee and performs assigned tasks.
137
Business
Consists of working members, including a
Coordinator elected by working members for
each committee (Marketing, Accounting,
Human Resources and Production)
Members-volunteers
Carry out work
Working member elected by workers and
approved by Board of Directors
General Coordinator
Consists of every type of member to be elected
in numbers set out in by-laws
Activity
Working members
User members
Supporting members
Board of Directors
138
Association
7
Appointment of Coordinator for each
committee by General Coordinator and
approval by Board of Directors
Non-members of the cooperative
Workers-volunteers
Consumer members
Business
Association
Appointed by Board of Directors and
becomes a worker in the cooperative
General Coordinator
Consists of elected consumer members,
including four officers: President, Vice-President,
Secretary and Treasurer
Board of Directors
Activity
7
139
140
Activity
7
Types of Cooperatives Facilitator Sheet27
There are five types of cooperatives:
Worker Cooperatives
Worker Cooperatives
In this type of cooperative, workers are both employees and collective owners. They ensure
proper functioning of the business by participating in decision making and management.
The main purpose of a worker cooperative is to create employment for its members.
Worker cooperatives exist in areas such as forestry, ambulance service, transportation and
factories.
For example, Youth Service Cooperatives (YSC) are worker cooperatives created by young
people 14–17 years old that provide services to the community during the summer.
These cooperatives provide goods and services to their members for their own use. They
exist in sectors such as food, housing, school supplies, cable television and funeral services.
For example, school-based cooperatives, grouped under the Coopsco banner and present
in most colleges and universities, offer a large range of products and services: books, school
supplies, computers, clothing, sport supplies, food, etc.
Solidarity cooperatives have both consumer members and worker members. They can also
have support members – any party interested in the goals of the cooperative. Solidarity
cooperatives exist in home-help sectors, professional and business services, and proximity
services (grocery stores, gas stations, restaurants) in rural and semi-rural areas.
For example, L’Échappée bleue, a network of lodgings around the Véloroute des Bleuets,
is a solidarity cooperative working in the sustainable tourism sector.
27. Adapted from Ministère du développement économique, de l’innovation et de L’exportation, “Quelles sont les catégories
de coopératives?”, Ministère du Développement économique, de l’Innovation et de l’Exportation (November 30, 2005)
www.mdeie.gouv.qc.ca/page/web/portail/fr/entreprises/service.prt?svcid=PAGE_GENERIQUE_CATEGORIES25&iddoc
=45682
Activity
In these cooperatives, producers join forces to benefit from the economic advantage of
buying products and services that are useful for their profession or their business. Producer
cooperatives exist in various areas, such as the agri sector, taxi industry and in professional
and business services.
Yoplait Tubes, now a household snack, is an example of product produced by an agrisector cooperative.
An employee-shareholder cooperative is a company whose employees acquire equity in
the company. Such cooperatives exist in the manufacturing, computer, and multimedia
sectors, for example.
The Coopérative des travailleurs actionnaires d’Ambulance de l’Estrie (CTAAE) is an
example of an employee-shareholder cooperative.
7
141
Step
4
Choosing a Collective Project
144
Assessing Local Needs
The purpose of this step is to help students come up with ideas for products or services
their business could offer, which they will later test and validate.
It is a three-step process:
Individual reflection
Group idea sharing
Discussion and decision on products or services
Individual Reflection
In your school...
In your opinion, what student needs could your project meet?
Students need:
Students would like to have:
In your opinion, what teacher needs could your project meet?
Teachers need:
Teachers would like to have:
In your opinion, what employee needs could your project meet?
School employees need:
145
School employees would like to have:
In your opinion, what parent needs could your project meet?
Parents need:
Parents would like to have:
Among services currently offered at the school are there any improvements that need to
be made for students, teachers, employees or parents (for example in relation to food,
studies, the library, extra-curricular activities, transportation, the dress code, materials,
information, delivery)?
Do you think new services are needed?
In your neighbourhood, town or city...
Do you know any organizations (e.g., municipal leisure centres, social clubs, groups, youth
centres, retirement residences, local elementary schools, etc.) in your area that could use
your services?
Are there any natural resources (e.g., foods, plants, forests, crops, etc.) in your area that
could be promoted?
Are there products that can be recycled?
Are there shortages of products or services (e.g., transportation, cleaning, food, delivery,
leisure, information, etc.) in your area?
146
Idea Sharing
Make a list of the ideas that came up during the individual reflection.
Unanswered needs
Potential products
or services
Potential clients
Discussion and Decision
Eliminate the needs that your business cannot fulfill for any of the following reasons:
The special training required to offer the service or product is not available.
Special equipment, required to produce the product or service, is not available.
he potential goods or services under consideration are strictly regulated (e.g., safety
rules and consumer standards for toys, Canadian Standards Association norms for
electronic components, licensing from the ministère de l’Agriculture, des Pêcheries et
de l’Alimentation du Québec for food processing, etc.).
If you have doubts, resolve them before moving forward!
Submit the ideas that receive the highest number of votes to the Governing Board for
consultation, and retain them for a feasibility study. A meeting with the Governing Board
should be scheduled far enough in advance, as it only meets once a month on average,
and your Youth Co-op project might be needlessly delayed.
147
Consulting the
Governing Board
The purpose of this step is two-fold. First, it is designed to help you benefit from the
Governing Board members’ knowledge as you search for potential products and services;
second, to seek the Board’s opinion on which ideas are the most promising.
During a meeting of the Governing Board, the students and their facilitator will consult
the members of Board and hear their views.
There are three steps to this process:
Hold a moderated meeting with the members of the Governing Board.
Consult with the Board on the potential options retained by the students.
Identify the options that the Board will support.
The promoters group should attend the Board meeting. However, this may not always
be possible for various reasons. Therefore, members of the promoters group should
delegate representatives for this process.
The moderators for this meeting should be two representatives of the promoters
group, including at least one student representative.
Suggested format for consultation
Explain context
Introduce promoters group
Present the entrepreneurial development approach used by the promoters group
(Youth Co-op with support from a professional from the Quebec cooperative movement)
Explain achievements accomplished to date
(Summarize the main points of the individual reflection, idea sharing and project
selection steps)
State what you are seeking from Board members
(Impressions and discussions regarding ideas for business projects, ways to improve
these ideas or suggestions, support for the business project and procedures)
Preparation is very important in this phase. Giving the Governing Board a handout that
summarizes the project might be the best way to succeed. It can also be used as speaking notes
for the students who are giving the presentation.
148
Feasibility Study
Following the meeting with the Board members, there will still be three or four business
projects up for consideration. But which one should you choose? Conducting a feasibility
study will help you make a decision.
There are four steps to the feasibility study:
Create a group of two or three members for each potential project under consideration.
Conduct a feasibility study for potential project.
Share the results of the studies.
Choose one or two products or services for the business project.
The next few pages will guide you through these steps.
Feasibility study: used to confirm the availability of financial and material resources
needed to complete the project and to assess the degree of commitment required from
participants. In other words: Will your efforts be worthwhile?
149
Feasibility Study
Before beginning the feasibility study, consult the marketing tool entitled Useful
Information on pages 272 to 274 of the Toolbox.
Potential product or service:
Description of product or service
Describe the characteristics of the potential service or product:
What will we sell to our clients?
What advantages do we offer compared to the competition (better quality, price,
service, etc.)?
Description of target clients
What client needs will we meet?
What kind of clients will most likely use or buy our product or service (girls, boys,
youth, the elderly, people living close to the school, those living farther away, those
who eat lunch at school, those with lots of money, or those with little money, etc.)?
What are their buying habits? Where do they shop for goods and services? How often?
What might convince them to change suppliers?
What advantages will they get from using our products or services? What would be
an incentive for them to switch to our product or service?
Description of market
To complete this step, review the sample market study that is included in the marketing
tools on pages 275 to 277 of the Toolbox section.
By surveying a broad range of people, you will be able to find out whether or not they
buy and use products similar to the ones you intend to offer. You will also be able to
categorize consumers (i.e., find out their preferences regarding the product, price, place
of distribution, etc.). This will help you ascertain what potential consumers are looking
for when they buy these types of products or services. You will be in a position to estimate
the number of potential clients in your market and the price they would be willing to pay
for your product or service.
150
Feasibility Study
Summary of questions and elements to include in the market study:
Is there a need to be filled?
How is the need being met now?
Will product X (your product or service) help meet this need?
Would the potential customer be interested in this product or service? (List the
competitive advantages of your product or service and the range of choices. This will
allow you to create a scale of values for each characteristic.)
General information about the potential consumer (person or company), including
age, occupation, location of residence, etc.
Description of competition
Who currently offers similar services or products to your future clients?
Name
Place
Strengths
Weaknesses
1.
2.
3.
Description of resources required for production
What skills are needed to produce this product or service?
Does your team have these skills?
If not, can you be quickly trained?
Do you have the equipment required to offer the product or service?
(Space, computers, machines, supplies, etc.)
If not, can it be acquired at no cost, low cost or through some form of sponsorship?
Where?
Where will you obtain the raw materials needed for production? Who are your
potential suppliers?
How much do the raw materials cost?
Do you have access, in your school or community, to recycled materials that you can
use to reduce supply costs?
151
Feasibility Study
Summary of Feasibility Study and Overall Analysis
of Product or Service Choice
The chart below will help you quickly summarize the results of your feasibility study to
share them with the other group members. Remember that the purpose of the feasibility
study is to measure the potential of the product or service and not to prove to the others
that your product is the best one. The point is to give the group the information it needs
to choose the best business project.
In light of the information gathered
w
ly
l
t al little lot edingot kno
a
t
A xce o n
No A
E D
Our product or service is:
.
Does the product or service meet the
needs of our target clients?
Our target clients are:
.
Would the target clients be ready to pay
for our product or service?
Our market is:
.
Are there enough potential clients in our
market to maintain the production of our
business project?
Our competition is:
.
Does our product or service offer
enough advantages to our target clients
compared to the competition?
The resources required are:
.
Are the resources required for the
production of our product or service
available and easily accessible to us?
Comments
152
Feasibility Study
Evaluation of Business Opportunity for Each
Project under Consideration
Use the following grid to present the results of each feasibility study.
Individually, every group member must fill out the grid to assess the results of each project.
After every group has presented the results of their study, the members will discuss each
project under consideration.
Following the discussion, the final project choice can be made by way of consensus or
vote.
For each of the following criteria, indicate a score of 1 (not at all), 2 (somewhat),
3 (a lot) or 4 (totally) for each product presented.
Criteria
Product or
service
A product
or service
that meets
a need
A target
clientele
willing
to pay
A sufficient
market
A product or
service that is
different from
the competition’s
The project we choose is:
Available
resources
Step
5
Managing the Youth Co-op
154
Activity
8
Roles and Responsibilities of Committees
and Elected Officers
➤ Objectives: Understand the roles and responsibilities of each committee
and officer.
Help individuals choose which committee to sit on and generate
interest in elections.
Preparation
Materials
Board Members Collective Graffiti Task Sheet
Committees Collective Graffiti Task Sheet
Fun Tack
Scissors
Cooperative contexts
Collective Graffiti
Roles: timekeeper, task manager, materials manager, spokesperson
Group size
Getting started
Activity
Getting started
Once students have learned about the major democratic groups that constitute a
cooperative, the facilitator explains the importance of understanding the roles and
responsibilities of each group, since groups are interdependent. Ask students to share
what they know on this subject (reinforcing previous lessons).
Procedure
The facilitator forms groups and assigns roles. Each team receives either a Board
Members or Committees graffiti. The teams will swap graffiti during the activity. The
facilitator sets a time limit to complete the task. Each participant chooses a different
coloured marker and answers the question facing him/her on the graffiti sheet. When
the time is up or when all the participants are done, the task manager rotates the
graffiti one- quarter turn. Individually, participants read the answers to the new
question in front of them, initial those they agree with and add their own answers.
Repeat the process for all four questions. Then, teams swap graffiti and answer the
second set of questions.
Activity
Roles and Responsibilities of Committees
and Elected Officers
Feedback
Team members share the answer(s) that were initialed by at least three people.
Members circle those answers and cut the graffiti into four. The spokespersons present
the circled elements for each question to the entire group and post them on the wall.
The facilitator completes the information with the answer sheet. Participants may ask
questions to clarify certain aspects.
Participants then choose their working committee. According to the number of
participants, two methods can be used. If there are many participants, the facilitator
designates a corner of the room for each committee and asks the participants to go
to the corner corresponding to their chosen committee. If there are few participants,
a simple discussion, going around the table, might be sufficient to group participants
into committees. If it is impossible to create four committees, the Production
Committee should be merged with the Human Resources Committee.
Use the schedule sheet to plan the tasks of each committee. The schedule should be
updated on a regular basis taking into account unforeseen events and adjustments.
This activity will make it easier for Officers to proceed with the election of members
of the Board during the first meeting because the working members (in the case of
a solidarity Youth Co-op) will understand the limits of their respective responsibilities.
Inviting experts in each field (accounting, marketing, human resources, production)
to come meet the participants of the Youth Co-op is strongly recommended. Ideally,
experts should be working in a local cooperative. They will not only be role models
for the young entrepreneurs but also form a natural network of expertise and support.
The facilitator is there to support the group in its networking efforts and can seek
help from the local Entrepreneurship Awareness and Promotion Officer.
8
155
156
Activity
8
What are the roles and responsibilities
of the Youth Co-op Secretary?
of the Youth Co-op President?
of the Youth Co-op Vice-President?
of the Youth Co-op Treasurer?
Board Members Collective Graffiti Task Sheet
Note: We recommend that you use a larger sheet (approximately 60 cm X 90 cm).
Activity
of the Youth Co-op Marketing Committee?
of the Youth Co-op Human Resources Committee?
of the Youth Co-op Accounting Committee?
of the Youth Co-op Production Committee?
Committees Collective Graffiti Task Sheet
Note: We recommend that you use a larger sheet (approximately 60 cm X 90 cm).
8
157
158
Activity
8
President
Ensures that decisions made in General Meetings and by the Board of Directors are
executed
Ensures the enforcement of bylaws
Signs official documents of the Youth Co-op
Is the official spokesperson for the Youth Co-op
Chairs General Meetings and Board of Directors Meetings
Co-signs cheques with the Treasurer
Vice-President
Chairs General Meetings and Board of Directors Meetings in the President’s absence
Is jointly responsible for project management with the President
Replaces the President when needed
Secretary
Writes minutes of General Meetings and Board of Directors Meetings
Prepares the agenda for meetings
Keeps important documents (articles and bylaws, member registry, minutes, etc.) in
a binder for the Youth Co-op
Convenes meetings (General Meeting and Board of Directors Meetings) and sends
notices to members
Treasurer
Prepares Youth Co-op budget forecasts in conjunction with the Accounting Committee
Prepares financial statements and balance sheets regularly (with other workers who
may be assigned to bookkeeping)
Follows up on income and expenses
Oversees accounting and bookkeeping
Co-signs cheques with the President
Activity
Accounting Committee
Keeps track of income and expenses
Prepares budget forecasts
Is responsible for accounting and bookkeeping
Prepares financial statements
Determines a break-even point and sales prices (in conjunction with the Marketing
and Production Committees)
Marketing Committee
Promotes and advertises a product or service
Looks for sponsors
Creates and conducts a market study
Develops marketing strategies (packaging, etc.)
Provides co-op members with sales training
Organizes official launch of the product or the co-op (if applicable)
Manages local media relations
Gives sales training to co-op members
Assesses and stimulates sales
Human Resources Committee
Manages conflicts and complaints
Keeps attendance records
Produces schedules of attendance at sales or production events
Is in charge of safety in the workplace
Production Committee
Organizes production tasks
Develops a production method
Is responsible for quality control of the product or service
Plans the production period
Produces a prototype
Sets cost of production or service
Trains members in production or service procedures
Note: A responsibility can touch many committees.
8
159
160
Activity
8
Schedule
Our committee is:
Tasks
Person in charge
Due date
161
Business Plan
The feasibility study, prepared by the promoters to help them choose a business project,
is the point of departure for the Business Plan. The Business Plan is prepared by the team
of coordinators responsible for Youth Co-op operations. The team consists of the General
Coordinator and the Committee Coordinators, who are assisted by the members of their
respective committees.
Once drafted, the Business Plan must be submitted to the Board of Directors for approval.
The Business Plan is used to plan business operations and to launch the project in a way
that is structured and approved.
The Business Plan can be short and concise. The following guide is exhaustive; not
all elements need to be included in your Business Plan.
This is a list of suggested elements of a Business Plan:
Presentation page: This page serves as an introduction and should mention the Youth
co-op’s name, address and type (consumer, worker or solidarity).
Project description: The project description should indicate your target market and
project objectives.
Place of business: This refers to the physical place where the business operates (name
of the school, the city and any other sites where the business will operate from).
Description of product or service: This section details the product or service
(materials used, colours, shapes, etc.) as well as all production stages.
This section is to be completed by the Production Committee.
Community benefits: The Business Plan should clearly describe how the project will
benefit the community. Explain how the project will generate positive results for the
school or neighbourhood (e.g., better access to products for students, improved quality
of life for teenagers, etc.)
Introduction of promoters: To introduce the promoters, you can include a description
of the group as a whole. Give the number and age of Youth Co-op members,
information about the neighbourhood and school, a list of all members with their
titles and resumés (in appendix). This section is to be completed by the Human
Resources Committee.
Project partners: It is very important to identify the project partners (the local grocer
who helps with the sale of your products, businesses that lend you equipment,
sponsors, advisers and the companies they work for, etc.).
162
Business Plan
Marketing plan: You may include the results of your market study, a description of
your competitive advantages and outline of your pricing strategy, as well as the
distribution points and methods you will use to promote the product or service. You
can submit a model of your ads and flyers, or your slogan. This section is to be
completed by the Marketing Committee.
Production organization: This summarizes how production of the product or service
will be organized. Who will supervise production? Which members of the Youth Coop
will take part in production? Where will you get your raw materials? What are the
costs for materials and production? What are the steps used for production planning?
This part of the plan should also include production forecasts and deadlines. This
section is to be completed by the Production Committee.
Financial forecasts: Cash flow budget forecasts help you establish your needs in terms
of short-term liquidity. These forecasts are usually made for each month, but for the
Youth Co-op, quarterly forecasts are sufficient. The cash flow forecasts should indicate
all income (subsidies, sales profits) and expenses (raw materials, etc.). The profit and
loss statement shows the financial results of Youth Co-op activities for the period of
one year. It shows the ratio of income to expenses. This enables members of the Youth
Co-op to compare incomes and expenses. The balance sheet provides the financial
status of the Youth Co-op at a given time. It shows Youth Co-op’s assets, liabilities
and equity. The assets are the sum of all the Youth Co-op’s resources (money deposited,
accounts receivable). The liabilities are the sum of the Youth Co-op’s debts. This section
is to be completed by the Accounting Committee.
Appendix: Articles and bylaws, as well as the promoters’ resumés should be appended
to the Business Plan. You can also attach photos of your products, a copy of the
questionnaire used in the market study or any other relevant information.
Provide each working committee with a copy of all the management tools available
here, in order to assist them with their section of the Business Plan.
Step
6
Moving along with our Youth Co-op
164
Articles and Bylaws
The articles of a Youth Co-op
Objectives
Help young people acquire an understanding of how the Youth Co-op operates. Develop
the articles and bylaws of the Youth Co-op. Fill in the official accreditation application
form for the Youth Co-op.
Procedure
Draft the articles with the promoters group. The facilitator will support the group in this
exercise and may refer to the local Entrepreneurship Awareness and Promotion Officer.
Components and definition of articles
The members
Members of a cooperative are individuals with shared economic and social needs who
unite to operate a co-op business in order to meet these needs. The members must be
willing to take part in the activities of the cooperative. They must purchase at least one
share and adhere to the cooperative bylaws.
Mission
The cooperative’s mission is a statement of purpose – the co-op’s reason for existing;
that is, to meet the common needs of its members and of the community, under the
best possible conditions when circumstances permit.
The articles of the Youth Co-op contain the following:
The name of the cooperative (chosen by the group)
The address of its head office
The purpose for which the cooperative was created (reason for existing)
The territory or group from which members are recruited (Who will your members
be and where are they from?)
The list of the founding members (the group of promoters who created the
cooperative)
The cooperative’s Articles of Accreditation must be signed by all the founding members,
and included with the application for accreditation. State the address of the cooperative
as well as the name of the person designated as the provisional Secretary.
Send documents to the Conseil québécois de coopération et de la mutualité (by mail or
fax) to the following address:
Conseil québécois de la coopération de la mutualité
Youth Co-op Accreditation
Fax: 418 835-6322
165
Articles and Bylaws
The articles of a Youth Co-op
IMPORTANT: Even if it follows similar steps, the Youth Co-op is not considered a legally
incorporated business. It is recognized through a certificate of accreditation issued by the
Conseil québécois de la coopération et de la mutualité, which is issued for all projects that
follow these procedures.
These projects qualify under La Relève en action of the Fondation pour l’éducation à la
coopération et à la mutualité and the Fondation Desjardins. They can also compete in the
Quebec Entrepreneurship Contest and may receive funding as part of the Introduction to
Entrepreneurship Measure (IEM) of the ministère de l’Éducation, du Loisir et du Sport.
Awards are granted at special regional and national gala events.
A few points about Youth Co-op accreditation:
1) Through accreditation, projects that follow Youth Co-op procedures become visible.
2) This network of projects makes it possible to compile data (results) that are useful for
the promotion of Youth Co-op programs. This serves to improve the tools that are
available.
3) The accreditation process also helps to establish a framework for recognition of Youth
Co-op projects (gala events, awards, etc.).
166
Articles and Bylaws
Sample of Articles
1. Corporate name
2. Address
(Head office)
Youth Co-op
Scenario 1 or X Scenario 2
Workers cooperative
X Consumer cooperative
Pillows
in the field of: goods
Montrec High School
5. Collective Entrepreneurship Awareness and Promotion Officer supporting
the project:
Amélie Poulain
Peter Lambert
167
Articles and Bylaws
Founding Members
First and last name
Title
Email
Signature
168
Articles and Bylaws
Sample Application and Notice
to include with Articles of Accreditation
Application and Notice
(Name)
apply to the Conseil québécois de la coopération et de la mutualité for the
accreditation of this cooperative, and give notice that the person designated as
provisional Secretary is:
John Smith
(Name)
that the method and deadline for convening the Founding General Meeting are as follow:
method: email
deadline:
that the head office address of the proposed cooperative
is: 26, Unicorn Street, Montrec (Québec), H0H 0H0
(Address)
Date:
October 10, 2012
Signature:
5 days
John Smith
169
Articles and Bylaws
Bylaws
In addition to the roles that each member agrees to take on, a cooperative must also have
rules of internal governance that regulate its operations. Among them, one is fundamental:
Each member of the cooperative is granted the right to vote (one member, one vote).
Members of a cooperative must adopt operating rules that reflect the specific needs of
their cooperative. These customized rules are called bylaws. All members should contribute
to drafting these internal rules. The rules will be presented and adopted at the Founding
General Meeting.
Members must review, discuss and agree on all the points to be included in the bylaws.
Drafting the bylaws implies making decisions about the following:
Purpose
Membership
Types of members
Membership share capital
Membership shares
Reimbursement of membership shares
Organization and responsibilities
General Meetings
Board of Directors Meetings
Fiscal year
End of activities
Auditing
Generally speaking, if there has been prior discussion on these subjects, the adoption of
the cooperative’s bylaws at the Founding General Meeting should not take very long, and
members can then devote their time to the election of the Board of Directors. On the
following page, you will find sample bylaws.
170
Articles and Bylaws
Sample Bylaws
The following sample is based on the solidarity cooperative model and will have to be
adapted depending on the type of cooperative chosen by the promoters group.
Internal Bylaws
Name of the Youth Co-op:
Rule I-Purpose
The cooperative named herein falls under the Youth Co-op program. Its purpose is to
create a cooperative business in order to meet a collective need. The cooperative will allow
young people and other active promoters to become familiar with democratic management
and collective entrepreneurship. This cooperative is not legally incorporated, but is
accredited by the Conseil québécois de la coopération et de la mutualité and will be
managed in accordance with the principles of cooperative administration:
Member participation
Administration by members
Ownership by members and sharing of equities
Education of the members about cooperative principles
Amendment(s):
.
Approved.
Rule II-Membership
The founding members of this cooperative include students and adults who have formed
a promoters group to create the cooperative and apply for accreditation from the Conseil
québécois de la coopération et de la mutualité.
Other members will be recruited within the territory of the cooperative.
Each member must purchase one membership share. In so doing, the members commit
to take part in the activities of the cooperative and abide by its bylaws.
Amendment(s):
.
Approved.
171
Articles and Bylaws
Sample Bylaws
Rule III-Types of Membership
User members are the individuals or companies that use the services provided by the
cooperative or purchase its products. The cooperative advantage sought by such
members is the procurement of a product or service which is suited to their needs and
their financial means, as well as the possibility of partaking in managing the business.
Working members are the individuals who perform any work required by the
cooperative (employees). The cooperative advantage sought by such members is work
(paid or voluntary) in a democratically managed business, as well as the possibility of
partaking in managing the business.
Support members are the individuals or companies that have an economic or social
interest in the achievement of the cooperative’s objectives.
Amendment(s):
.
Approved.
Rule IV-Membership Share Capital
The membership share capital represents all the membership shares purchased by the
different categories of members, on which no interest is paid.
Amendment(s):
.
Approved.
Rule V-Membership Shares
Membership shares
To become a member, individuals or companies must buy the number of qualifying
shares corresponding to their membership class:
User members: one share of $
Working members: one share of $
Support members: twenty shares of $
172
Articles and Bylaws
Sample Bylaws
Certificat ou carte de membre
A share certificate (or a membership card) will be issued to each paying member upon
subscription. Ownership of the share is non-transferable.
Amendment(s):
.
Approved.
Rule VI-Reimbursement of Membership Shares
Members can request a reimbursement of their shares upon resignation.
Amendment(s):
.
Approved.
Rule VII- Organization and Responsibilities
Members of the cooperative must support their Youth Co-op and the Youth Co-op must
ensure that it fulfill its objectives as defined in its Articles of Accreditation.
When convened to a meeting, the members of the Youth Co-op constitute the General
Assembly. The members in attendance at the General Assembly constitute a quorum.
The members in attendance at the General Assembly elect their representatives, who will
form the Board of Directors.
The elected members are the directors of the Youth Co-op.
The Board of Directors consists of nine directors.
The membership categories are distributed as follows:
Positions 1-2-3-4 User Members (4)
Positions 5-6-7 Working Members (3)
Positions 8-9 Supporting Members (2)
(To be determined by the Youth Co-op)
The mandate of the directors is two years (or less as decided by the members).
Seats are rotated as follows:
Positions 1-3-5-7-9 will stand for election in odd years.
Positions 2-4-6-8 will stand for election in even years.
173
Articles and Bylaws
Sample Bylaws
The Board of Directors administers the cooperative business. The Board of Directors’
decisions are based on a majority vote of the Board members present. In case of a tie, the
President will cast the deciding vote.
The Board of Directors will elect the following officers from among its members:
A President, who is the official cooperative’s spokesperson. This person prepares Board
of Directors Meetings and General Assemblies of Members, ensures that decisions
made in General Assemblies and by the Board of Directors are executed, ensures
enforcement of bylaws, signs official cooperative documents and co-signs cheques with
the Treasurer.
A Vice-President, who is jointly responsible for project management with the President
and acts as President in his/her absence.
A Secretary, who keeps important documents (articles and bylaws, the member registry,
minutes, etc.) for the cooperative, convenes meetings and sends notices to members,
prepares agendas and writes minutes for the General Meetings and Board of Directors
meetings.
A Treasurer, who oversees accounting and bookkeeping, keeps receipts and important
documents related to accounting, co-signs cheques with the President, follows up on
income and expenses, prepares cooperative budget forecasts in conjunction with the
Accounting Committee, prepares financial statements and balance sheets regularly.
The Board of Directors also approves the election of the following coordinators:
General Coordinator, Production Coordinator, Marketing Coordinator, Accounting
Coordinator and Human Resources Coordinator. Their roles are to ensure
implementation of Board decisions and proper follow-up. They are accountable to
the Board of Directors.
The President and/or the Secretary and Treasurer have signing authority for financial
transactions. Their mandate usually lasts for the duration of the project.
The Board of Directors submits an annual report of activities at the General Assembly
(end-of-year report) at the end of the fiscal year.
Amendment(s):
.
Approved.
Rule VIII-General Assembly
Aside from the Founding General Meeting, an Annual General Assembly will be held at
the end of the year. It is the Board of Directors’ responsibility to convene the General
Assembly. Notices will be sent to all members, as described in the bylaws, at least one week
before the scheduled date of the meeting. An agenda will be sent with the notice.
174
Articles and Bylaws
Sample Bylaws
At this meeting, the Youth Co-op will present a final report and financial statements. The
members must approve the distribution of surplus as proposed by the Board of Directors,
as either:
Surplus assigned to reserve for growth and expansion of business
Rebates returned to members, according to their category .
Amendment(s):
.
Approved.
Rule IX-Board of Directors Meetings
Regular meetings of the Board of Directors are held at the end of each month.
Exceptionally, meetings may be convened by the President or by one-quarter of the
directors. Only subjects listed on the notice of meeting can be discussed or voted on at
any irregular meeting of the Board.
In order to be valid, a Board of Directors meeting must be attended by the majority
of the members plus one (50% +1).
Amendment(s):
.
Approved.
Rule X-Duration of Fiscal Year
The Youth Co-op is deemed to be active as soon as its application for accreditation has
been approved by the Conseil québécois de la coopéraiton et de la mutualité. The end
of its fiscal year coincides with the end of the school year.
Amendment(s):
.
Approved.
175
Articles and Bylaws
Sample Bylaws
Rule XI-End of activities
On recommendation of the Board of Directors, the Youth Co-op can decide of its
liquidation by a resolution adopted by three-quarters of the members present at the Special
Assembly convened for this purpose. After that, the Youth Co-op will only continue to
exist for liquidation purposes.
The debts of the Youth Co-op will be paid first, and then membership shares will be
reimbursed. It is a good idea to set aside a certain amount of money in order to facilitate
the launch of the project next year, and to share profit fairly among members.
Amendment(s):
.
Approved.
Rule XII-Audit
Members of the cooperative will choose an Auditor of Financial Statements (to be presented
at the General Meeting) to audit the cooperative’s financial statements and books. This
volunteer position can be held by the school’s accountant or by a person from a local co-op.
Amendment(s):
.
Approved.
176
Founding General
Meeting
All those involved in the program must be convened to the Founding General Meeting
(i.e., the members of the future cooperative, advisors, school resource person, community
partners, etc.).
Agenda
day, date, time, location
The agenda for a Founding General Meeting is fairly similar from one
cooperative to another:
2) Appointment of a meeting Chair and Secretary
3) Reading and adoption of the agenda
4) Reading and adoption of the bylaws
5) Election of Board of Directors (See election procedures proposed in the
toolbox.)
6) Adjournment
To ensure that the adoption of the bylaws and election of Board members remain impartial
and objective, a resource person from the school and the Collective Entrepreneurship
Awareness and Promotion Officer will temporarily act as Chair and Secretary, at the start
Founding General Meeting.
Only members of the cooperative are entitled to make motions or vote at any meeting.
Although the opinions of advisors and resource persons are very important, it is up
to members to decide which direction the cooperative should take.
177
First Board of Directors
Meeting
This first meeting is mainly to elect the cooperative’s officers and should be held
immediately after the Founding General Meeting.
Youth Co-op (name)
day, date, time, location
Agenda (sample)
(The attendance sheet is passed around and may be filed in a binder.)
2) Appointment of a Chair and a Secretary for the meeting
(We suggest that the facilitator chair the first meeting as an example for the future
Chairperson. Any other member may act as Secretary.)
4) Election of officers
President, Vice-President, Secretary, Treasurer. (We recommended that you use the
election method proposed in the toolbox)
5) Date, time and location for the next meeting
7) Evaluation of the meeting
8) Adjournment
178
Sample Minutes-First Board of
Directors Meeting
Youth Co-op (Name)
day, date, time, Location
Minutes (Sample)
The meeting begins at (time)
and the list of attendance is
attached to the minutes.
2) Appointment of President and Secretary
(name) moves that
(name)
chair the meeting. This motion is seconded by
(name).
(name) moves that (name)
act as Secretary of the meeting. This motion is seconded by
(name).
The motions are adopted unanimously.
(name), seconded by
(name), moves that the
agenda be accepted as presented (or as modified).
4) Election of Officers
The Facilitator accepts nominations for each position.
(name) moves that
(name)
be nominated for the position of President. This motion is seconded by
(name).
next ➝
179
Directors Meeting
(name)
(name) moves that
be nominated for the position of Vice-President. This motion is seconded by
(name).
(name) moves that
(name)
be nominated for the position of Secretary. This motion is seconded by
(name).
(name) moves that
(name)
be nominated for the position of Treasurer. This motion is seconded by
(name).
5) Date, time and location of next meeting.
The members agree that the next meeting will be held on
(date), at
(time), in Room
(location) and that the purpose of
the meeting will be to follow up on the topics of this meeting and discuss the
Youth Co-op activities plan.
6) Other business
No further business arose.
Members’ evaluations are in the appendix.
8) Adjournment
The meeting is adjourned at
(time).
moves to adjourn the meeting. This motion is seconded by
(name).
(name)
Signature of the President
Signature of the Secretary
180
Coordinators and
General Coordinator
Prior to the election, the responsibilities associated to each post should be explained. Every
member should have the chance to ask questions. We recommend using one of the
elections methods proposed in the toolbox.
General Coordinator
Under the immediate supervision of the Board of Directors, the General Coordinator
manages, supervises and monitors the activities of the Youth Co-op.
The General Coordinator also supports the team of coordinators in the performance of
their mandates. Although the General Coordinator does not coordinate any one committee,
s/he must ensure that all committees run smoothly and that all decisions made by the
group are respected, thus providing support where it is needed. The General Coordinator
is a member of the Youth Co-op, like any other, and takes part in the same tasks
(production, sales, etc.).
The General Coordinator most important responsibility is to chair the committees’ working
meetings. As Chair, his/her duties are as follows:
Open the meeting
Ensure the adoption of the agenda
Open and close the floor for debates on agenda items in accordance with the procedure established by members
Provide guidance to committees about their duties. This does not mean managing
the committees’ work, but rather ensuring that all members fulfill their duties.
Ensure that all meetings run smoothly by proposing rules of procedure and guaranteeing that they are respected by all (including him/herself); the General Coordinator
is the watchdog for the rules adopted by the group
Foster a positive environment for discussion
Encourage all coordinators to actively participate in meetings
Cede the floor to members fairly
Seek opinions from those who have not yet spoken
Reject topics as “out of order” if irrelevant or aggressive
Marketing Coordinator
The Marketing Coordinator is the spokesperson for the Marketing Committee and is in
charge of reporting on the working committee’s activities at the Board of Directors
Meeting.
This person coordinates the marketing tasks assigned to the committee or the activities
Creating and conducting a market study
Promoting and advertising the product or service
Developing marketing strategies (packaging, etc.)
Providing co-op members with sales training
Organizing the official launch of co-op (if applicable) and local media relations (if
applicable)
181
Coordinators and
General Coordinator
Assessing and stimulating sales
Producing reports (follow up on activities) requested by Board of Directors and the
final report
Accounting Coordinator
The Accounting Coordinator is the spokesperson for the Accounting Committee and is in
Meeting.
This person coordinates the accounting tasks assigned to the committee or the activities
Managing finances
Preparing budget forecasts
Preparing financial statements
Determining a break-even point and sales prices (in conjunction with Marketing and
Production Committees)
Keeping accounts up to date
Producing all financial reports (follow-up) requested by the Board of Directors and for
the final report.
Production Coordinator
The Production Coordinator is the spokesperson for the Production Committee and is in
Meeting.
This person coordinates the production tasks assigned to the committee or the activities
Organizing production
Producing a prototype
Setting the cost of production or service
Training members in production or service procedures
Ensuring quality control
Producing all reports requested by the Board of Directors and the final report
Human Resources Coordinator
The Human Resources Coordinator is the spokesperson for the HR Committee and is in
Meeting.
182
Coordinators and
General Coordinator
This person coordinates the tasks related to human resources assigned to the committee
or the activities proposed by the Board of Directors in this area. Tasks and activities include
the following:
Keeping attendance records of Board Meetings and Working Meetings (production or
sales)
Producing schedules of attendance at sales or production events
Managing conflict
Handling complaints
Managing meetings (notice of meeting, agenda, follow-up, minutes) and keeping
records of all meeting documentation
Producing all reports (follow-up) requested by the Board of Directors and the final
report
Coordinators meet when necessary to ensure that work is progressing as planned or to
discuss solutions to problems that arise.
183
Conclusion
Over to you!
You now have all the ingredients you need to launch your Youth Co-op project. It’s up to
you to channel your imagination, style and energy into creating unique activities. Don’t
forget to listen to your fellow members!
In order to successfully complete your project, consult the assessment and management
tools included in the Toolbox section of this guide. You can also contact your regional
Collective Entrepreneurship Awareness and Promotion Officer for additional information
or assistance. You will find a contact list for these officers at the end of the guide.
In order to inform your community and other schools about your achievements, send a
copy of your end-of-year report (a model can be found in the Toolbox section) to your
partners, the local media and the Conseil québécois de la cooperation et de la mutualité.
You should also begin to think about taking part in the recognition program known as
La relève en action of the Fondation pour l’éducation à la coopération et la mutualité and
the Fondation Desjardins and entering the Québec Entrepreneurship Contest. Send in a
copy of your end-of-year report along with your contest entry. If you get any good local
media coverage, be sure to also submit a copy!
Best of luck with your project!
003-JeuneCOOP_part3_F_*CCQ-01_JeuneCOOP_Part2.qxd 13-06-27 16:15 Page 185
185
Scenario 3
Fair Trade Youth Co-op
The Fair Trade Youth Co-op
An increasing number of students are concerned about fair trade, responsible consumption,
the environment and cooperation. The values underlying these issues are very similar to
those promoted by the Youth Co-op program. That is why it seemed natural to include a
Fair Trade Youth Co-op section in this guide. The steps for creating this type of collective
enterprise are the same as in Scenario 2; however, some educational activities about fair
trade were added.
Educational purpose
The tools presented in the Fair Trade Youth Co-op section are designed for any group of
promoters wishing to create a collective enterprise that aims to raise awareness about fair
trade and the importance of buying locally, particularly by selling local and/or fair trade
products to the student community.
The promoters group
There is no set rule defining who can be a promoter. The promoters may, for example, be
a group from the student council or a teacher and a parent, and their goal might be to
create a small food-services cooperative. Another group might consist of a teacher, who is
responsible for individualized learning paths, and his or her students. This group may have
already completed the Youth Co-op Scenario 2 the year before and has now decided to
expand their project to include a sustainable component. This kind of cooperative not
only provides real-world experience in creating and managing a business but also addresses
the need to educate the population about fair trade, responsible consumption, the
environment, etc.
Creating a Fair Trade Youth Co-op
The process is essentially the same as that of creating any other type of Youth Co-op but
includes one additional step: Fair Trade Awareness
Duration of a Fair Trade Youth Co-op project
There is no limit. As long as the business adequately meets the needs of its members and
covers its costs, there is no reason to dissolve it.
186
3 Scenario
Fair Trade Youth Co-op
specially trained, serves as a volunteer facilitator for all Fair Trade Youth Co-op projects.
Where necessary, an external resource person from the business community, the fair trade
sector, or any other relevant field may be invited to act as facilitator. Such a person may
be an Youth Entrepreneurship Awareness Agent, an employee or a board member from a
local cooperative, a fair trade retailer, an employee from an international cooperation
agency, etc.
activity facilitator, spiritual care and guidance and community involvement animator,
special educator, professional resource person specializing in entrepreneurship, guidance
counselor, person responsible for the GOAL approach, or any other staff member.
Official accreditation is issued by the Conseil québécois de la cooperation et de la
mutualité for all Youth Co-op projects using this method. These projects qualify under
La Relève en action of the Fondation pour l’éducation à la coopération et à la mutualité
and the Fondation Desjardins. They can also compete in the Quebec Entrepreneurship
Contest and may receive funding as part of the Introduction to Entrepreneurship Measure
(IEM) of the ministère de l’Éducation, du Loisir et du Sport. Awards are granted at special
regional and national gala events.
187
Scenario 3
Summary
Requirements
A group of promoters who would like to create a cooperative business to respond the
permanent, ongoing needs of a group or community (various supplies, nutrition,
entertainment, product sales, etc.) as well as raise awareness about fair trade and
buying locally.
Additional Step – Fair Trade Awareness
Breaking the Ice: The Ball of Wool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
➤ Objective: Help participants get to know one another and the reasons
why they joined this project.
Activity A: The Actors Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
➤ Objectives: Understand the issues surrounding responsible consumption and find
ways to raise awareness among students about this type of consumption.
➤
Activity B: Fair Trade Role play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Objective: Understand the basic principles of fair trade.
Activity C: The Chairs Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
➤ Objective: Visualize the demographic, ecological and economic imbalances
between continents.
Activity D: Choosing Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
➤ Objective: Think about the impacts of your choices when selecting a product
to sell in the Fair Trade Youth Co-op.
Optional activity: The Hunger Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
➤ Objectives: Raise awareness about the various realities of young people
around the world.
Get participants to think about the different realities faced by youths
in other countries.
N.B.: The facilitator or the school resource person should decide if he or she wants
to do these activities consecutively or integrate them with the other steps for
creating a Youth Co-op (Scenario 2, for example).
Step 1 – Breaking the Ice
Activity 1: Find Someone Who... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Activity 2: Birthday Lineup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
188
3 Scenario
Summary
Step 2 – Teaching Cooperation
Activity 3: A Lesson from Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Activity 4: The X and Y Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
➤ Objectives: Understand and discover the advantages of cooperation.
based on these values.
Step 3 – Understanding the Democratic Functioning of a Cooperative
Activity 5: Characteristics of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
➤ Objective: As a group, agree on a definition of a cooperative business, and
Activity 6: Broken Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Activity 7: The Democratic Functioning of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
➤ Objective: Understand the democratic functioning of a cooperative and
a Youth Co-op.
Step 4 – Choosing the collective project
Assessing local needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Consulting the Governing Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Conducting a feasibility study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Step 5 – Managing the Youth Co-op
Activity 8: Roles and Responsibilities of Committees and Board
of Directors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
➤ Objectives:Understand the roles and responsibilities of each Committee and Officer.
Help individuals choose which Committee to sit on and generate interest
in elections.
Business plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Step 6 – Moving along with our Youth Co-op
Articles and bylaws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Founding General Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
First Board Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Election of Committee Coordinators and General Coordinator . . . . . . . . . . . . . . . . . . . . . .
Conclusion
............................................................................................
164
176
177
180
183
189
Scenario 3
Participants
Promoters
Group
Board
Members
Working
Members
X
X
X
Step 2 – Teaching
Cooperation
Activity 3: A Lesson
from Nature
Activity 4: The X and
Y Game
X
X
X
Step 3 – Democratic
Process of a Cooperative
Activity 5: Characteristics
of a Cooperative
Activity 6: Broken
Sentences
Activity 7: Democratic
Functioning of
a Cooperative
X
X
X
X
X
Activity
Step 1 – Breaking
the Ice
Activity 1: Find Someone
Who...
Activity 2: Birthday
Lineup
Step 4 –
Choosing a Collective
Project
Assessing local needs
Consulting the
Governing Board
Conducting a
Feasibility Study
Additional Step: Fair
Trade Awareness
Breaking the Ice: The
Ball of Wool
Activity A: The Actors
Game
Activity B: Fair Trade
Role play
Activity C: The Chairs
Game
Activity D: Choosing
Products
Optional Activity:
The Hunger Dinner
X
X
X
next ➝
190
3 Scenario
Participants
Membres du
conseil
d’administration
Travailleurs
Activity 8: Roles and
Responsibilities of
Committees and Board
of Directors
X
X
First Board Meeting
(electing the Board
of Directors)
X
Activity
Groupe de
promoteurs
Business plan
X
Articles and Bylaws
(recruiting members)
X
Founding General
Meeting
X
Coordinators and
General Coordinator
X
Additional
Step
Fair Trade Awareness
192
Breaking the Ice
The Ball of Wool
➤ Objective: Help participants get to know each other and the reasons why they
joined this project.
Preparation
One ball of wool
Cooperative context
Taking turns
Team size
Large group
Activity
Getting started
The facilitator explains to the participants that they will be working on a long-term
project and that one of the important steps before starting a collective project is to
learn about one another. The purpose of this activity is to get to know other
participants’ names, their reasons for joining and their goals.
Procedure
Participants form a big circle. The facilitator tells participants that they must answer
three questions when they receive the ball: What is your name? What is your favourite
school subject? Why did you decide to join this project? Holding the ball, the facilitator
begins: “My name is... My favourite subject at school is... I decided to join the project
because...” Then, keeping hold of the end piece of wool, the facilitator throws the ball
to another participant. The process is repeated until all participants have spoken and
all are connected by the string of wool.
Feedback
Once everyone has spoken, each participant must locate the person that spoke
immediately before him or her and relay what that other person said. To find who
spoke before them, they can simply follow the string. Doing this activity will enable
students to remember everyone’s name and the reasons why they got involved in this
project.
Activity
The Actors Game
➤ Objectives: Understand the issues surrounding responsible consumption and
find ways to raise awareness among students about this type of
consumption.
Preparation
One improvisation card
Cooperative context
Brainstorming
Discussion
Team size
Teams of four (home group) and large group
Activity
Getting started
The facilitator checks that participants know the rules for improvisation and asks
participants what they think responsible consumption means.
Procedure
Each team reads the improvisation card they were given. They have couple of minutes
to agree on the storyline and characters they will use. It is very important that all
students be involved in the improvisation.
Once ready, each team presents its improvisation in front of the other teams.
Feedback
After each improvisation, the facilitator elicits a discussion about the issues introduced
in the skits and the things to do in those kinds of situations.
Be careful! The purpose of this activity is not to zoom in on or criticize participants’
behaviour but to raise awareness about the types of things that constitute responsible
consumer behaviour.
A
193
194
Activity
A
Task Sheet
Improvisation card
Improvisation theme: Responsible consumption
Number of players: whole team
Duration: 2 minutes.
Description: Marie-Josée’s family always uses biodegradable dish soap whereas
Jonathan’s mom always uses the cheapest popular brand. Justify your ideas during
the improvisation.
Improvisation card
Description: Chloe brings her lunch to school in a plastic bag and puts her sandwich
in a Ziploc bag. Nicolas uses a washable plastic container for his sandwich. Nicolas is
being laughed at because he has a teddy bear lunch box.
Improvisation card
Description: Josée is in the bathroom, washing her metal kitchen utensils. She keeps
the utensils in her locker for her lunches. When Stephanie sees her in the bathroom,
she wonders why Josée is bothering to wash dishes. Stephanie always has plastic
utensils so she can throw them out after every meal.
Improvisation card
Description: During the Board meeting, Myriam suggests selling coffee for $1.25 or
$0.50 for those who bring their own mug. The members are not too sure about it
because they think they will lose money. Myriam thinks she has a really good idea
and tries to convince the other members.
Activity
Task Sheet
Improvisation card
Description: At a Board meeting, the youth debate about whether to use
biodegradable cleaning products or chemical cleaning products to clean the Fair Trade
Youth Co-op. The two groups defend their points of view.
Improvisation card
Description: The Fair Trade Youth Co-op has received merchandise that its members
must unpack and place on the shelves. When it’s time to throw the boxes out, members
realize that there is no recycling bin in the school. The workers know they will receive
orders every week and they want to find solutions to this problem.
A
195
196
Activity
B
Fair Trade Role Play28
➤ Objective: Understand the basic principles of fair trade.
Preparation
Role cards
Nine $1 bills of Mayan money
Cooperative context
Discussion
Group size
Large group
Activity
Getting started
The facilitator explains that participants will watch a short sketch that will help them
understand the concept of fair trade. The story is based on cocoa (chocolate), but
could also represent the trade of other types of products, such as coffee, tea or rice.
The facilitator asks for six volunteers to act out the roles. Each volunteer receives a
role card and reads the character description on his or her card aloud for the rest of
the participants.
Procedure
First sketch
All characters stand in line in the following order: producer, coyote, multinational
company, distributor, supermarket, consumer.
The producer makes the cocoa and sells it (but doesn’t get paid right away) to the
coyote who sells it to the multinational company who sells it to the distributor who
sells it to the supermarket.
The consumer buys the chocolate for $9 at the supermarket. The supermarket gives
the distributor $7 and the distributor gives the multinational company $5.00. The
multinational company gives the coyote $3 and the coyote gives $1 to Armando, the
producer.
After the first sketch, the facilitator asks the following questions:
Do you find this situation fair? Why?
Expected answer: No, because the producer only receives one dollar while everybody
else receive two dollars.
Why is it unfair that the producer only receives one dollar while everybody else gets
two dollars?
Expected answer: Because he did all the work! In our story, without the producer, the
consumer could not buy chocolate.
next ➝
28. Adapted from a Miel Maya Honing asbl workshop, Belgium.
Activity
Fair Trade Role Play
How could we do it differently?
Expected answer: We need another dollar so that everybody can make two dollars. It
means the consumer must pay more for his chocolate.
Will the consumer agree? Even if s/he agrees to pay more, are we sure this money will
go to the producer?
Expected answer: No, because nobody will check. We need to find a solution where
everybody makes enough money to live decently.
Perfect! Ask the multinational company if it wants to make less profit – that is, earn
less money. Ask your parents if they are willing to receive a smaller salary.
It’s not so easy to find a solution...
Second sketch
Of the previous characters, only two remain for the next version of the sketch: the
producer and the consumer. Two new characters are added: an organization named
Cocoa Maya and a sales outlet.
The two volunteers playing the new characters read their role cards aloud. So we now
have: the producer, Cocoa Maya, the sales outlet and the consumer.
The producer sells his chocolate to Cocoa Maya. The consumer pays $9 for the
chocolate from the sales outlet. Cocoa Maya gives the producer $5 and the sales
outlet $2.
Cocoa Maya keeps a part of the profit to cover employee wages and transportation
and transformation of the product.
The facilitator asks the following question:
Do you find this situation fairer than the first one?
Feedback
The facilitator asks the following questions:
What did you find the most striking about these two examples?
What do you now understand about fair trade?
How can your Youth Co-op play a role in the lives of small producers living on the
other side of the world?
B
197
198
Activity
B
Task sheet
Producer
Hi, my name is Armando and I am a Mexican farmer. I have a little field where I
cultivate corn and red kidney beans. I have some chickens. With these, we have just
enough to eat every day. I also have some cocoa trees. They are in the forest
nearby. They produce cocoa beans that I can sell. With the profits, I can buy
clothes, shoes and other things. Sometimes I only receive a little bit of money
for my cocoa. When that happens, I cannot buy everything I need.
Coyote (trade intermediary)
Hi, my name is Diego and I am a Mexican coyote. I have a little van. With this van,
I can go to farmers’ villages. Very often, those villages are far apart and I need to do
a lot of driving. I buy the cocoa from the farmers. I pay whatever price I want. Besides,
the farmers can’t sell their cocoa to anyone else. That’s why I don’t have to pay a lot.
Then, I sell the cocoa to a big business. Big businesses don’t pay much either!
Multinational (the big business)
Hi, my name is Billy and I am the chief executive officer of a multinational. It’s a very
big business. I buy cocoa from many places. I buy almost all the cocoa that is available.
I buy cocoa from Mexico as well as from other countries. I don’t need to pay much.
Besides, my company is the biggest; I can do whatever I want. I send cocoa by boat
to Canada. There, I sell the cocoa to another big company that will transform the
cocoa into chocolate.
Activity
Task sheet
Distributor
Hi, my name is Anna. I am president of the company that will distribute the chocolate.
First, I buy chocolate from the multinational; then, I offer this product to the
supermarket. I need to convince the manager that my product is the best and
that the consumer really wants the product. I need to ensure the multinational
makes a lot of sales so they can make a lot of money.
Supermarket
Hi, my name is Nicole and I am the manager of the supermarket. We operate a chain
of stores and have branches everywhere. We sell everything in our store, including
chocolate. We buy chocolate in large quantities from Anna’s company because it’s
cheaper that way. Ideally, our regular customers will pay a lot for the chocolate we
sell. That way I can become rich!
Consumer
Hi my name is …. (your name). I love eating chocolate. During the winter,
especially when I play sports, I eat a lot of chocolate. My parents bring me
chocolate from the supermarket. They always want to buy the best chocolate but
don’t want to pay too much for it. They can choose which chocolate they want
to buy and from which store.
Sales outlet
Hi, my name is Justin and I own a natural food store, one of Cocoa Maya’s sales
outlets. I want to offer my customers the best selection of products and choose
my products accordingly. I tend to choose products that are environmentally
friendly and made locally. I also keep workers’ rights in mind when making my
selection. That’s why I opt for fair trade chocolate from Cocoa Maya.
B
199
200
Activity
B
Task sheet
Cocoa Maya
Hi, my name is David from Cocoa Maya. Cocoa Maya is a fair trade business. That
means that I pay a fair price to the people who worked hard to make the product.
The money used to purchase cocoa goes directly to the farmers. We do not need a
commercial intermediate. Working in this way allows farmers to earn more money
and take good care of their families. How do we do this? Farmers work together in a
cooperative. As a group, they are able to buy a little van to transport the cocoa to the
port themselves. When the boat reaches Canada, we collect the chocolate ourselves
directly at the port. We then sell the chocolate to the sales outlet, who sells the
MAYAN BANK
$1
MAYAN BANK
$1
MAYAN BANK
chocolate to a large amount of customers in Canada.
$1
MAYAN BANK • ONE DOLLAR
$1
$1
$1
Activity
MAYAN BANK
$1
MAYAN BANK
$1
MAYAN BANK
$1
MAYAN BANK
$1
MAYAN BANK
$1
MAYAN BANK
Task Sheet
$1
$1
$1
$1
$1
$1
$1
B
201
202
Activity
C
The Chairs Game29
➤ Objective: Visualize the demographic, ecological and economic imbalances
between continents.
Preparation
Materials
Objects to represent electricity consumption around the world (e.g., candles, pencil cases, etc.). There should be as many identical objects as there are participants.
A chair for each participant
Six maps (target regions)
Data tables (distribution of world population, world wealth and world electricity
consumption)
Cooperative context
Discussion
Group size
Large group
Activity
Getting started
Post the maps around the room. Tell the group that they will be illustrating the
distribution of the world’s population, wealth and electricity consumption.
Procedure
World population
Use the data table to explain that if the room symbolized the world and the group
represented its population, each participant would correspond to X million people.
Ask participants to form groups next to each of the six maps to mirror the distribution
of the world’s population as closely as possible.
Check whether the number of students for each region corresponds to the figures in
the data tables, but don’t reveal the answers just yet. Ask participants to make changes
where distribution is incorrect. Give them two or three chances to find the right
solution.
Once the group has decided on a final arrangement, give them the actual data, and,
if necessary, adjust the distribution of participants for each of the mapped regions.
next ➝
29. Based on the activity “Jeu des chaises,” ITECO.be - Centre de formation pour le développement et la solidarité
internationale, January 18, 2006, accessed September 7, 2007, http://www.iteco.be/article.php3?id_article=76.
Activity
The Chairs Game
World wealth
Use the data table to explain that each chair represents X billion dollars. Ask
participants to place the chairs under each of the six maps to mirror the distribution
of the world’s wealth as closely as possible.
Check whether the number of chairs for each region corresponds to the figures in
the data table, but don’t reveal the answers just yet. Ask participants to make changes
where distribution is incorrect. Give them one or two chances to find the right
solution.
Then give them the actual data, and, if necessary, adjust the arrangement of chairs
for each of the mapped regions.
World electricity consumption
Use the data table to explain that each item chosen to represent the world’s electricity
consumption (candle, pencil case, etc.) corresponds to X million kilowatt hours
(kWh). Ask participants to place the objects under each of the six maps to mirror the
distribution of world electricity consumption as closely as possible.
Check whether the number of objects for each region corresponds to the figures in
the data table, but don’t reveal the answers just yet. Ask participants to make changes
where distribution is incorrect. Give them a few chances to find the right solution.
Then give them the actual data, and, if necessary, adjust the arrangement of objects
for each of the mapped regions.
Now, tell the group to occupy all of the chairs and leave no participants standing on
the floor. Participants must climb on the chairs if necessary.
Feedback
Initiate a group debate on the unequal distribution of world wealth and electricity
consumption in relation to the global population.
C
203
204
Activity
C
The Chairs Game
Sub-Saharan Africa
South Africa; Angola; Benin; Botswana; Burkina Faso; Burundi; Cameroon; Cape Verde;
Central African Republic; Chad; Comoros; Congo; Democratic Republic of the Congo;
Djibouti; Eritrea; Ethiopia; Gabon; Gambia; Ghana; Guinea; Guinea-Bissau; Equatorial
Guinea; Ivory Coast; Kenya; Lesotho; Liberia; Madagascar; Malawi; Mali; Maurice;
Mauritania; Mozambique; Namibia; Niger; Nigeria; Rwanda; São Tomé; Senegal;
Seychelles; Sierra Leone; Somalia; Sudan; Swaziland; Tanzania; Togo; Uganda;
Zimbabwe.
Cape Verde
Mauritania
Senegal
Gambia
Guinea-Bissau
Niger
Mali
Burkina
Faso
Eritrea
Chad
Sudan
Djibouti
Guinea
Benin
Sierra Leone
Nigeria
Ivory Ghana
Central African
Liberia Coast
.
Cameroon Republic
Togo
Ethiopia
Somalia
Equatorial Guinea
São Tomé
Uganda
Congo
Democratic
Gabon
Republic of
the Congo
Kenya
Rwanda
Burundi
Tanzania
Seychelles
Comoros
Angola
Malawi
Zimbabwe Mozambique
Namibia
Madagascar
Maurice
Botswana
Atlantic Ocean
Swaziland
South
Africa
Lesotho
Activity
The Chairs Game
Latin America and the Caribbean
Antigua and Barbuda; Argentina; Bahamas; Barbados; Belize; Bolivia; Brazil; Chile;
Colombia; Costa Rica; Cuba; Dominica; Dominican Republic; El Salvador; Ecuador;
Grenada; Guatemala; Guyana; Haiti; Honduras; Jamaica; Mexico; Nicaragua; Panama;
Paraguay; Peru; Puerto Rico; Saint Lucia; Saint Vincent and the Grenadines; Surinam;
Trinidad and Tobago; Uruguay; Venezuela.
Mexico
Gulf of
Mexico
Bahamas
Cuba
Jamaica
Belize
Guatemala
El Salvador
Honduras
Nicaragua
Costa Rica
Haïti
Dominican Republic
Puerto Rico
Mer des Caraïbes
Panama
Dominica
Saint Lucia
Grenada
Venezuela
Colombia
Antigua and Barbuda
Saint Vincent and the Grenadines
Barbados
Trinidad and Tobago
Guyana
Surinam
Ecuador
Brazil
Peru
Bolivia
Paraguay
Chile
Argentina
Uruguay
C
205
206
C
Activity
The Chairs Game
Asia Pacific
Bangladesh; Bhutan; Burma; Brunei; Cambodia; China; Fiji; Hong Kong; India;
Indonesia; Laos; Malaysia; Maldives; Mongolia; Nepal; North Korea; Papua New Guinea;
Philippines; Samoa; Solomon Islands; South Korea; Singapore; Sri Lanka; Vanuatu;
Vietnam.
Mongolia
North
Korea
South
Korea
China
Nepal
India
Japon
Pacific Ocean
Bhutan
Bangladesh
Burma
Hong Kong
Laos
Philippines
Vietnam
Cambodia
Sri Lanka
Brunei
Maldives
Malaysia
Singapore
Indonesia
Papua New Guinea
Indian Ocean
Solomon Islands
Samoa
Vanuatu
Fiji
Activity
The Chairs Game
Eastern Europe and Commonwealth of Independent States (CIS)
Tajikistan
Kyrgyzstan
Turkmenistan
Uzbekistan
Moldavia
Ukraine
Slovakia
3 2Hungary Romania
1
5
Bulgaria
Albania 4
zech Republic
Estonia
Latvia
Lithuania
Biélorussie
Poland
1 Bosnia
2 Croatia
3 Slovenia
4 Macedonia
5 Yugoslavia
Republic of Georgia
Armenia Azerbaijan
Kazakhstan
Russia
Albania; Armenia; Azerbaijan; Belarus; Bosnia; Bulgaria; Croatia; Estonia; Hungary;
Kazakhstan; Kyrgyzstan; Latvia; Lithuania; Macedonia; Moldavia; Poland; Republic of
Georgia; Romania; Russia; Slovakia; Slovenia; Tajikistan; Czech Republic; Turkmenistan;
Ukraine; Uzbekistan; Yugoslavia.
C
207
208
Activity
C
The Chairs Game
Muslim Arab World
Arabian Sea
Oman
United
Arab Emirates
Yemen
Qatar
Saudi
Arabia
Morocco
Algeria
Libya
Egypt
Jordan
Tunisia Mediterranean Sea
Lebanon
Syria
Iraq
Bahrain
Kuwait
Iran
Afghanistan
Pakistan
Afghanistan; Algeria; Bahrain; Egypt; Iran; Iraq; Jordan; Kuwait; Lebanon; Libya;
Morocco; Oman; Pakistan; Qatar; Saudi Arabia; Syria; Tunisia; United Arab Emirates;
Yemen.
Activity
The Chairs Game
Industrialized Countries
Germany; Australia; Austria; Belgium; Canada; Cyprus; Denmark; Spain; United
States; Finland; France; Greece; Ireland; Israel; Italy; Japan; Luxemburg; Malta;
Norway; New Zealand; Netherlands; Portugal; United Kingdom; Sweden; Switzerland;
Turkey.
Canada
United States
United Kingdom
Denmark
Netherlands
Germany
Belgium
Ireland
Luxemburg
Switzerland
France
Portugal
Finland
Sweden
Norway
Austria
Italy
Spain
Turkey
Greece
Malta
Cyprus
Mediterranean Sea
Israel
Japan
Pa c ific Oc e a n
Oc e a n
India n
Australia
New
Zealand
C
209
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
29
30
31
32
3
3
3
3
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
15
16
16
17
6
7
8
8
9
9
10
10
10
11
11
11
12
12
13
14
14
2
2
2
2
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
Industrialized Sub-Saharan East, South,
Muslim
Latin America
countries:
Africa
Southeast and Arab Worldand theWestern ,
Pacific Asia
Caribbean
Europe
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Number
of players
Distribution of World Population
Activity
C
2
2
2
2
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
Eastern
Europe
and CIS
next ➝
198 million people
191 million people
185 million people
179 million people
478 million people
441 million people
409 million people
382 million people
358 million people
337 million people
318 million people
302 million people
287 million people
273 million people
261 million people
249 million people
239 million people
229 million people
220 million people
212 million people
205 million people
One player
represents…
210
5
5
5
6
6
6
6
6
6
7
7
7
7
7
7
8
8
8
42
43
44
45
46
47
48
49
50
4
4
4
5
5
5
5
5
5
3
4
4
4
4
4
4
4
4
21
22
23
23
24
24
24
25
26
18
17
18
18
18
19
20
21
21
3
3
3
3
3
4
4
4
4
2
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
4
Muslim
Latin America
countries:
Africa
Southeast and Arab World
and the
Western
Pacific Asia
Caribbean
Europe,
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
33
34
35
36
37
38
39
40
41
Number
of players
Distribution of World Population
Activity
C
3
3
3
3
3
3
3
3
3
2
2
2
2
3
3
3
3
3
Eastern
Europe
and CIS
136 million people
133 million people
130 million people
127 million people
125 million people
122 million people
119 million people
117 million people
115 million people
174 million people
169 million people
164 million people
159 million people
155 million people
151 million people
147 million people
143 million people
140 million people
One player
represents…
211
9
10
11
12
13
13
14
15
15
16
17
17
18
19
20
20
21
22
23
24
25
29
30
31
32
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
3
3
3
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
1
1
1
1
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
Muslim
Latin America
countries:
Africa
and the
Western
Pacific Asia
Caribbean
Europe,
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Number
of players
Distribution of World Wealth
Activity
C
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Eastern
Europe
and CIS
next ➝
$983 billion
$950 billion
$919 billion
$891 billion
$2 375 billion
$2 192 billion
$2 035 billion
$1 900 billion
$1 781 billion
$1 676 billion
$1 583 billion
$1 500 billion
$1 425 billion
$1 357 billion
$1 295 billion
$1 239 billion
$1 187 billion
$1 140 billion
$1 096 billion
$1 055 billion
$1 018 billion
One player
represents…
212
25
26
27
28
28
29
30
31
31
32
33
34
35
35
36
37
37
38
42
43
44
45
46
47
48
49
50
1
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
1
4
4
4
4
4
4
4
5
5
3
3
3
3
4
4
4
4
4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Muslim
Latin America
countries:
Africa
and the
Western
Pacific Asia
Caribbean
Europe,
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
33
34
35
36
37
38
39
40
41
Number
of players
Distribution of World Wealth
Activity
C
1
1
1
1
2
2
2
2
2
1
1
1
1
1
1
1
1
1
Eastern
Europe
and CIS
$678 billion
$663 billion
$648 billion
$633 billion
$619 billion
$606 billion
$594 billion
$582 billion
$570 billion
$864 billion
$838 billion
$814 billion
$792 billion
$770 billion
$750 billion
$731 billion
$712 billion
$695 billion
One player
represents…
213
7
8
9
9
10
10
11
12
12
13
13
14
15
15
16
16
17
17
18
18
19
29
30
31
32
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
5
5
5
5
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
4
4
1
1
1
1
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
2
2
Muslim
Latin America
countries:
Africa
and the
Western
Pacific Asia
Caribbean
Europe,
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Number
of players
World Electricity Consumption
Activity
C
3
3
4
4
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
Eastern
Europe
and CIS
next ➝
460 040 million kWh
444 706 million kWh
430 360 million kWh
416 912 million kWh
1 111 765 million kWh
1 026 244 million kWh
952 941 million kWh
889 412 million kWh
833 823 million kWh
784 775 million kWh
741 176 million kWh
702 167 million kWh
667 059 million kWh
635 294 million kWh
606 417 million kWh
580 051 million kWh
555 882 million kWh
533 647 million kWh
513 122 million kWh
494 118 million kWh
476 471 million kWh
One player
represents…
214
20
20
21
22
22
23
24
24
25
25
26
27
27
28
28
29
29
30
42
43
44
45
46
47
48
49
50
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
7
7
7
7
7
8
8
8
8
5
6
6
6
6
6
6
7
7
1
1
1
1
1
1
1
2
2
1
1
1
1
1
1
1
1
1
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
Muslim
Latin America
countries:
Africa
and the
Western
Pacific Asia
Caribbean
Europe,
North
(Except Japan,
America, Japan
Australia,
Australia and
New Zealand
New-Zealand)
33
34
35
36
37
38
39
40
41
Number
of players
World Electricity Consumption
Activity
C
5
5
5
6
6
6
6
6
6
4
4
4
4
5
5
5
5
5
Eastern
Europe
and CIS
317 647 million kWh
310 260 million kWh
303 209 million kWh
296 471 million kWh
290 026 million kWh
283 855 million kWh
277 941 million kWh
272 269 million kWh
266 823 million kWh
404 278 million kWh
392 387 million kWh
381 176 million kWh
370 588 million kWh
360 572 million kWh
351 084 million kWh
342 081 million kWh
333 529 million kWh
325 394 million kWh
One player
represents…
215
216
Activity
D
Choosing products
➤ Objective: Think about the impact of your choices when selecting a product to sell in the Fair Trade Youth Co-op.
Preparation
One fact sheet on the various criteria to consider
Paper and pencils
Cooperative context
PPP (personal reflection, pair work, peer discussion)
Roles (secretary, spokesperson)
Group size
Teams of two
Large group
Activity
Getting started
Ask the following question to initiate a debate: “What are the main criteria for
selecting our products?” Explain that it is important for a company to think about
the impact of its choices and that the Fair Trade Youth Co-op has a responsibility to
its members, clients, suppliers and environment. Ask the youth to give examples of
times when they made a satisfying purchase and came away with a clear conscience.
Or, ask them what their friends and family consider important when making
purchases.
Make a list of the criteria that come up. Group similar points together and fill in the
gaps with the following criteria:
Price
Popularity
Source (local or fair trade)
Environmental impact of product choice
Health
Procedure
Individual task
Participants read the fact sheet that they were given.
Then participants jot down the points they think most reflect the values on which
the Fair Trade Co-op could base its product choice.
In teams of two
Participants compare notes and try to reach a consensus. The secretary keeps track
of the points considered to be important product choice criteria to suggest to the
group.
next ➝
Activity
Choosing products
Large group
Each group of two presents the criteria they value and posts the list on the board.
Feedback
Draw up the final list of criteria to consider when choosing products for the Fair
Trade Youth Co-op. Come up with a method for measuring the impact of products
before purchasing them. Display the list of criteria and method on cardboard posters
at the Fair Trade Youth Co-op headquarters.
Print out the criteria and create a flyer for customers and members. Stay on top of
any information that might interest the rest of the Board of Directors about the choice
of products.
D
217
218
Activity
D
Task Sheet
Fact Sheet: Buying Fair Trade
Have you heard of sweatshops?
Sweatshops are factories in which employees – women and children mostly – work
under conditions that violate one or several of the clauses in the Charter of Human
Rights. Employees work, with no air conditioning, for 9 to 16 hours in environments
that can reach up to 40°C. They are badly paid, receiving a salary that does not cover
their basic needs; that is, shelter, food, clothing, education, and the right to live in
safety. Fair trade is an alternative solution to this situation; it can guarantee that
employees receive a fair salary that will allow them to live decently. Fair trade ensures
that certain criteria are respected with regard to employee well-being, access to
education for workers and their children, working conditions, safety and
environmental standards.
What fair trade products are available in Quebec? Are there any hand-crafted products?
Can these be sold by the Fair Trade Youth Co-op?
Follow up
Ask Fair Trade Youth Co-op members what their parents do for a living. If there are
any producers or artisans among them, consider whether their products could be sold
at the Fair Trade Youth Co-op.
If so, try to set up a meeting with the producers or artisans. Even better, find out if
any products are made directly at the school. As for products made outside Quebec,
is there any way to ascertain working conditions?
Activity
Task Sheet
Fact Sheet: Buying Locally
Do you know the expression “Think globally, buy locally”?
It refers to the source of the consumer product. Due to industrialization, the amount
of products available on shop shelves has skyrocketed. Just think of all the fruits and
vegetables on offer at the supermarket. How many of these are cultivated in the area,
or even in Quebec? Only a few. According to a study conducted by the Worldwatch
Institute, food travels an average of 2,500 km from farm to table.30.
Here are a few reasons why it’s smart to buy locally:
First, when you buy locally produced goods, you’re encouraging local businesses – in
fact, you’re investing in these businesses. By purchasing their products, you’re giving
them financial support to develop new products and pay their employees. Who knows,
maybe one of your friends’ dads works for a local company. What’s more, regional
products are often made from raw materials found in the area. That means you get
to taste and discover all the natural wealth that surrounds you.
Have you heard the phrase “terroir product”?
Did you know that if every week, each family in Quebec replaced $20 worth of produce
sourced outside of Quebec with an equivalent amount of goods sourced in the
province, more than 100,000 jobs could be created?31 Imagine what it would be like
if every family in your region bought regional products!
Today however, the reverse is true. Regional or Quebec companies are struggling to
compete on the international markets because some countries are selling products at
very low prices. People often think more about saving money than about buying a
good-quality product sourced in the region. What companies don’t advertise is that
in order to offer rock-bottom prices, manufacturers have to cut back on one of the
two facets of production: the cost of raw materials or the costs associated with
production (e.g., salaries, equipment, safety installations, etc.). Far too often, it is the
employees who suffer.
30. Waridel, Laure, “Calculer notre alimentation en kilomètres,” L’envers de l’assiette (Montreal: Les éditions Ecosociété),
p.36.
31. Béland, Claude, Pour créer des emplois, achetons les produits québécois (Société de la promotion Qualité-Québec, 1994).
D
219
220
Activity
D
Task Sheet
Fact Sheet: Popularity
When choosing a product to sell, it is important to consider the item’s popularity.
This can be verified through a market survey.
Are customers already using this product regularly? If so, how often? (Every day, once
or twice a week or less frequently?)
Is the product well suited to your clientele?
If the Fair Trade Youth Co-op decides to carry new products that are not well known
among the public, can you organize tastings, offer discounts or plan promotion so
that customers can learn about them?
Can you replace one type of very popular products with a less popular but more costeffective brand or with another type of less popular product that is healthier or
greener?
Be careful not to choose several types of competing products; these will not increase
the Fair Trade Youth Co-op’s total sales.
Activity
Task Sheet
Fact Sheet: Price
The product price is an important factor to consider because your sale price will have
to be higher than the purchase price. But if your sale price is too high, the product
will never leave the shelf.
How much is the customer prepared to pay for your product?
A percentage is added to the purchase price to cover operating costs (materials, petty
cash, etc.) and to guarantee a certain profit margin (excess) and the profitability and
continuity of the Fair Trade Youth Co-op.
When comparing two products with the same price, check their quantity and quality;
for example, if two yogurts have an identical price, one may contain 100 g; the other,
150 g.
For the Fair Trade Youth Co-op, is price the main criteria when choosing a product,
or is it more important that a product be green, fair trade and healthy (e.g., a product
that is slightly more expensive than a non-fair trade product)?
Is the product format suitable for students at the school?
Follow up
Would it make sense to raise the prices a little on all your products and then put
healthier or fair trade items on sale to push them? Could you use the profits to organize
sampling demonstrations of fair trade goods or offer discounts to customers who are
environmentally conscious (bring their own cups/mugs, recycle their plastic
containers, etc.)?
D
221
222
Activity
D
Task Sheet
Fact Sheet: Health
As salespeople, you can’t just sell a food product because customers like it; you are
responsible for the health impacts it has on customers.
Has the school adopted a health policy whereby it is trying to replace sweets and junk
food with healthier options? It would be best that the Fair Trade Youth Co-op not
oppose the school’s values and initiative by selling gum, chocolate bars or chips.
It is common knowledge that eating sugar between meals causes cavities. More and
more young people are becoming overweight and diabetic as a direct result of eating
too much sugar and fat. Many products seem healthy because they are fruit or
vegetable flavoured, but in fact they are jam-packed with sugar, food colouring, fat,
etc. There a several healthy alternatives you can offer that contain less fat, sugar and
artificial ingredients (e.g., yogurt instead of ice-cream sandwiches, fruit salads instead
of candy). To find out, read the product ingredients and the nutrition facts table.
Is the product genetically engineered (GE)? The health impact of these foods is still
unknown. These products are not labeled as such either. Some countries have banned
GE products from the shelves as a precaution. To find out which brands are genetically
engineered, have a look at How to Avoid Genetically Engineered Food, a guide published
by Greenpeace Canada available at gmoguide.greenpeace.ca.
Some products contain stimulants that can be harmful when taken in large quantities
or too often – for example, products with caffeine or other substances like those found
in energy drinks (Red bull, Énergie, etc.). It has been proven that these can have a
negative impact on health.32
Follow up
Why not price your healthy products lower than the junk food? For example, sell
juices for less than soft drinks.
32. “Safe Use of Energy Drinks,” Health Canada, December 20, 2006, accessed September 7, 2007, http://www.hc-sc.gc.ca/hlvs/iyh-vsv/food-aliment/boissons-energ-drinks-eng.php.
Activity
Task Sheet
Fact Sheet: Environment Impacts
Humans are part of an ecosystem. An ecosystem is a community composed of living
(animals, plants, bacteria) and inanimate elements and their environment. Every one
of us has a direct impact on our ecosystem. The way we live, the work we do and the
things we buy all have an impact on the environment.
Have you heard of the expression “ecological footprint”?
The ecological footprint represents the area of land and water needed to provide
resources that a person or group of people require to survive (food, shelter, transport)
and to absorb waste emissions. The ecological footprint is measured in hectares per
year and per person or country. Here are a few examples:
Ecological footprint by country
Canada: 4.3 hectares per person
United States: 5.1 hectares per person
India: 0.4 hectares per person
The world: 1.8 hectares per person
On the website of the ministère du Développement durable, de l’Environment et des
Parcs du Québec, you’ll find a tool to work out your ecological footprint:
http://www.mddep.gouv.qc.ca/jeunesse/jeux/questionnaires/empreinte/questionnaire.
htm (in French only).
Calculate and compare your score with the Canadian average of 4.3 hectares per
person. Or try it with your parents and calculate the ecological footprint of your entire
family!
The products we consume are also part of the scientific calculation used to evaluate
our ecological footprint. When a product is packaged in a container, wrapped in cling
film and then placed in a plastic bag to make it easier to carry, all this packaging
affects our overall ecological footprint. What’s more, the type of packaging has an
impact on the environment. For instance plastic is made from oil, which, as mentioned
a little further, is detrimental to the environment. The source of the materials used
for packaging has an effect on the ecological aspect of the product. It is also important
to see if the packaging can be recycled, if recycling facilities exist at the school and
whether this particular type of packaging is collected.
Also, it takes a lot longer for a product from Mexico or Ecuador to reach us.
Transportation by plane, train, boat and truck has a huge impact on the environment.
The combustion of oil fuel produces acid pollutants. These emissions are formed when
chemicals such as sulfur dioxide and carbon dioxide mix with the humidity in the
air. The use of cars, trucks and the like increase greenhouse gases, acid rain and air
and water pollution, which poses a real threat to populations, ecosystems and the
next ➝
D
223
224
Activity
D
economy, not to mention the danger they represent to human health.33 Finally,
products used in industrial agriculture – chemical fertilizers, pesticides, herbicides
and fungicides – lead to soil degradation and serious health problems. That is why
when choosing a product, it is important to consider the way it was cultivated. Have
you heard of organic and biodynamic agriculture or permaculture? You see, the choice
of products sold by the Fair Trade Youth Co-op will also have an impact on the
environment.
Should you choose to sell individual portions? Can the packaging be recycled? Can
you find products that have been cultivated in an environmentally friendly way? Can
you buy products that are made in the region so as to reduce the shipping distance?
Follow up
Why not invite an organic farmer from your region to speak about this type of
agriculture and its positive impacts on the environment?
33. “Les gas à effet de serre,” Ministère du Dévelopment durable, de l’Environnement et des Parcs, May 27, 2002,
accessed September 7, 2007, http://www.mddep.gouv.qc.ca/air/questce-ges.htm.
225
Optional Activity
The Hunger Dinner
➤ Objectives: Raise awareness about the various realities of young people
around the world.
Get participants to think about the different realities faced by youths in other
countries.
Preparation
Materials
Country data including average salary, geography, population, food consumption,
etc.
Cooperative context
Discussion
Group size
Large group
Activity
Getting started
Cooperation is important not only for your own community but also for people in
other countries. Learning about the realities in different countries is a good way of
developing solidarity and finding out how to help them. Day-to-day behaviours,
choices and actions can change things and improve the living conditions of people
in developing countries.
Procedure
In the afternoon
Tell the group that a workshop on responsible citizenship will be held at dinnertime.
Randomly hand out the country data sheets (20% developed countries, 80%
developing countries). Each participant will attend the Hunger Dinner as a conference
guest and ambassador of the country that they have been assigned.
Before dinner
In the room, put a tablecloth and candles on a table reserved for the ambassadors of
developed countries, and put nothing more than a jug of brown water on a table
reserved for the ambassadors of developing countries.
next ➝
226
Optional Activity
The Hunger Dinner
During dinner
The host shows the ambassadors to their seats. Once everyone is seated (two or three
at the developed countries table and eight to ten at the third-world countries table),
begin to serve dinner: juice for developed countries and brown water for the others.
Several courses (fruit and products from the South) are brought to the developed
countries table, but only a bowl of white rice (and no plates) is provided for the entire
third-world table. Once dinner is served, tell the guests to begin and step back, letting
them interact amongst each other.
At this stage, it is likely that people at the developing countries table will feel annoyed
and those at the developed countries table will feel uncomfortable. The situation will
give rise to thought-provoking behaviour that could fuel some interesting debates:
The first-world delegates are arrogant and dig in with gusto to their abundant
meal.
The first-world delegates agree to share their food – but only breadcrumbs – with
the less fortunate delegates if the latter entertain them with a song, or successfully
complete a challenge.
Some delegates keep quiet but are very frustrated that they have only rice to eat.
It is interesting to let participants interact without interfering. At some point, the
first-world ambassadors will feel guilty and want to share; the way in which they do
it (respectfully or after having considerably teased the others) and the mood at the
other table will determine the reaction of the entire group and the atmosphere of the
event. Sometimes, the developed countries won’t offer to share at all. Don’t interfere.
Let each ambassador speak, one after the other (present their country and topic). A
short discussion period (two or three minutes) should follow each speech, to allow
participants to make comments. If by this point, the first-world countries have still
not offered to share their food, ask them to do so. Make a point of explaining that
most of the food comes from countries in the South and are controlled entirely by
countries in the North.
Feedback
Review the main points and discuss the emotions that came up during the exercise.
Did the activity reflect the situation in the real world? What are you prepared to do
to help change the situation?
004-JeuneCOOP_Part4_Outils_F_*CCQ-01_JeuneCOOP_Part3.qxd 13-06-27 16:17 Page 227
Management and
Evaluation Tools
These tools are meant to be used as a guide. They may be adapted to your situation.
Management Tools
Group Dynamics
The Dealer Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
A Multitude of Dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Let’s Make Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Accounting34
Forecasting Tools
Initial Assessment of Financial Requirements (Scenarios 1 and 2) . . . . . . . . . . . . . . . . . . . . . . .
Production Costs and Sales Price (Scenarios 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Break-even Point Calculation (Scenarios 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Budget Forecast (Scenario 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cash Flow Budget Forecast (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Forecasted Financial Statement (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
246
247
248
249
250
251
Compilation Tools
Sample Sales Journal (Scenarios 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Expenses Journal (Scenarios 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Purchase Order (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Invoice (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Deposit Slip (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Cheque Stub and Cheque Book (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Petty Cash Register (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Register of Membership Shares and Patronage Dividends (Scenario 2) . . . . . . . . . . . . . .
General Ledger (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
252
253
254
255
256
257
258
259
260
Feel free
to ask for help!
Accounting can be complex. It would be beneficial to ask for support from a professional
who is familiar with these notions. This person could either be a Caisse Desjardins
advisor, an employee in charge of accounting for a school co-op or any other authority
in the field.
34. At the end of this section, you will find an exercise to help you learn about bookkeeping and accounting tools, as well
as an answer key.
227
228
Financial Statements Production Tools
Sample Bank Reconciliation (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of Income and Expenses (Scenario 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Income Statement (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Balance Sheet (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Accounting Exercise (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer Key (Scenario 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
261
262
263
264
265
268
Marketing (Scenarios 1 and 2)
Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Practical Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Market Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Compilation of Market Study Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information Guide for Promotion and Advertising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Model Letter – Request for Sponsorship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sponsorship – Visibility Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communicating with the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Press Release – Announcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Press Release – Invitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
271
272
275
277
278
281
282
284
287
288
Production (Scenarios 1 and 2)
Register of Production Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Compilation of Production Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
289
290
291
292
Human Resources (Scenarios 1 and 2)
Conflict Resolution Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Attendance Register for Board Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Assessment Tools (Scenarios 1 and 2)
Meeting Procedure and Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Meeting Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
End-of-Year Summary (Annual Report) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Administrators’ Guide (Scenarios 1 and 2)
Business Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Articles of Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
List of Founding Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Application and Notice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
301
308
309
310
229
Internal Bylaws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Members Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Election Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Administrators Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Members Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Membership Share Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Membership Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Agenda – Founding General Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Minutes – Founding General Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Agenda – First Board of Directors Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Minutes – First Board of Directors Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Agenda – Board of Directors Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Minutes – Board of Directors Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Collective Entrepreneurship
Awareness and Promotion Officers
.............
311
317
320
321
322
323
324
325
326
330
331
333
334
337
230
Management Tools
Group Dynamics
The Dealer Game35
➤ Objective: Solve a problem using only non-verbal communication.
Preparation
Materials for each group
Four circles cut into fragments (Simple Broken Circles task sheet)
Four envelopes
Cooperative Context
Equal sharing of materials
Team Size
Teams of four (home group)
Activity
Getting started
With a group, the facilitator demonstrates a Simple Broken Circles session to
participants. The facilitator steps back and randomly chooses a participant to replace
him or her. The group repeats the activity while the others watch. In turn, one
participant observer replaces one player.
Procedure
Each team is given all of the fragments. One person ensures that fragments are
distributed equally among team members. The task is to re-assemble the circle,
interacting with the other team members according to the following set of rules:
Only give fragments, never take them.
Play the game in complete silence.
Do not gesture to other players.
Re-assemble your circle individually.
Neither give nor accept suggestions from others.
Never take fragments from another student’s set.
Pass one fragment at a time to another player.
Do not place a fragment into another’s circle; only slide it towards him or her.
The team succeeds when all members have completed their circles. If one team
finishes before the others, they should inform the facilitator, and then try to find other
combinations to reform the circles.
35. Conseil québecois de la cooperation et de la mutualité, Ensemble vers la réussite: Démarche d’initiation à la coopération,
(Lévis: Conseil québécois de la coopération et de la mutualité, 2003), 60-66.
231
Management Tools
Group Dynamics
The Dealer Game
Feedback
Questions to ask:
What did you do to help solve the problem?
What did you do that hindered problem solving?
What did other team members do that helped to solve the problem?
What did other team members do that hindered problem solving?
In general, what was the team’s attitude?
What strategies did the members of your team use to understand each other without speaking?
232
Management Tools
Simple Broken Circles Task Sheet
Group Dynamics
233
Management Tools
Group Dynamics
A Multitude of Dots36
➤ Objective: Solve a problem using only words.
Preparation
Set of cards (A Multitude of Dots Task Sheet)
Four feedback sheets
Cooperative Context
Discussion
Team Size
Heterogeneous teams of four (home group)
Activity
Getting started
One team demonstrates the activity while the others observe.
Procedure
Deal cards equally, making sure that no player sees another’s cards. Each card in the
set has one or more duplicates, except one, which has to be found. The game ends
when a card is identified as being unique, whether or not it is the right one. Make
sure that all members agree before the person in charge of verifying is called. One
team member times the team to see how long it took them to find the solution.
Instructions for students:
Do not show your cards to your teammates.
Do not give your cards to your teammates.
Do not draw or sketch the pattern on your card.
Do not look at another team member’s cards.
Do not refer to the number on the back of the card.
Hold on to the cards that you have discarded.
You can speak as long as it contributes to problem solving or the group’s success.
Feedback
The facilitator asks participants what strategies they used to find the unique card,
shares his or her observations, and asks the following question: “Do you think these
strategies will be useful for your Youth Co-op Project?”. Then, students complete the
feedback sheet.
36. Conseil québecois de la cooperation et de la mutualité, Ensemble vers la réussite: Démarche d’initiation à la coopération,
(Lévis: Conseil québécois de la coopération et de la mutualité, 2003), 67-84.
234
Management Tools
Group Dynamics
A Multitude of Dots Task Sheet
✁
✁
✁
✁
235
Management Tools
Group Dynamics
✁
✁
✁
✁
236
Management Tools
Group Dynamics
✁
✁
✁
✁
237
Management Tools
Group Dynamics
✁
✁
✁
✁
238
Management Tools
Group Dynamics
✁
✁
✁
✁
239
Management Tools
Group Dynamics
✁
✁
✁
✁
240
Management Tools
✁
Group Dynamics
241
Management Tools
Group Dynamics
Feedback Sheet
Team members’ names:
How did cooperation help you complete this activity?
242
Management Tools
Group Dynamics
Let’s Make Squares37
➤ Objective: Understand the difference between team work and working cooperatively.
Preparation
Set of strips (Let’s Make Squares Task Sheet)
Four feedback sheets
Cooperative Context
Discussion
Group Formation
Heterogeneous teams of four (home group)
Activity
Getting started
The purpose of this game is to make as many squares as possible by laying out the
strips in different configurations.
A set of strips is placed in the center of each group. Participants must make as many
squares as possible using all the strips. All squares must touch one another. The
number of squares is recorded each time a layout is completed according to the rules.
The process is repeated and participants create a different layout.
Procedure
Part 1
All strips are placed face down.
The game lasts 10 minutes.
Part 2
Strips are face up. Each player receives strips with identical patterns.
The rules of the game stay the same.
Each player must place his own strips.
Players must ask permission to change the position of a teammate’s strip.
Players can offer to move their own strip.
The game lasts 10 minutes.
37. Spencer Kagan, Cooperative Learning, (San Juan Capistrano, California: Resources for Teachers, 1994).
243
Management Tools
Group Dynamics
Let’s Make Squares
Feedback
At the end of the game, each team fills out the feedback sheet. The facilitator asks the
team to share their thoughts and then shares his/her observations.
244
Management Tools
The Strips Task Sheet
Group Dynamics
38
38. Many of these elements are based on: Gouvernement du Québec, Ministère de l’Industrie et du Commerce, Mon projet
d’entreprise, un atelier de travail destiné aux jeunes futurs gens d’affaires (Québec: Ministère de l’Industrie et du Commerce,
1995).
245
Management Tools
Group Dynamics
Feedback Sheet
Team members’ names:
Which of the two ways of working ensures equal participation of members?
Did you observe any differences in the work climate?
In which part do the members work more together?
Were all team members involved in each part?
Other observations or comments from the team:
246
Management Tools
Accounting
Forecasting Tools
Initial Assessment of Financial Requirements
(Scenarios 1 and 2)
The following financial contributions will be used to cover the initial operating expenses.
Youth Co-op members’ participation
Number of members:
Contribution of each member, refundable (or not)$
Partial total: $
Sponsorship from (name of the organization)
Partial total: $
Other contributions
Parents (number of parents)
Partial total: $
Organizations (name of the organization)
Partial total: $
Other income (indicate source)
Partial total: $
Total of the initial amount: $
(sum of the amounts)
What do we need to purchase in order to launch this project?
Product
Quantity
Cost
Total:
Is there a deficit (a negative difference)? $
What are some possible solutions?
$
247
Management Tools
Accounting
Forecasting Tools
Production Costs and Sales Price
(Scenarios 1 and 2)
Material purchased to create the product
Cost
Units
produced
Cost
per unit
1)
$
$
$
2)
$
$
$
3)
$
$
$
4)
$
$
$
5)
$
$
$
6)
$
$
$
Total expenses/number of units produced:
$
per unit
Other expenses
1) Equipment rental
$
$
$
2) Packaging materials
$
$
$
3) Shipping
$
$
$
4)
$
$
$
Total expenses/number of units produced:
$
per unit
Total
Surplus that we wish to save
Sale price per unit
$
$
$
per unit
per unit
per unit*
* The sales price must cover production costs and related expenses while generating a
reasonable surplus. Use the market study to validate the sales price by measuring
potential clients’ responsiveness to the price.
248
Management Tools
Accounting
Forecasting Tools
Break-even Point Calculation
(Scenarios 1 and 2)
A - Fixed Costs Assessment
Various supplies (stationery, envelopes, stamps, etc.)
$
Bank charges
$
Insurance
$
Promotion and advertising
$
Salaries
$
Rent
$
Telephone bill, electricity, Internet
$
Miscellaneous
$
Total A
$
B – Variable Costs per Unit
Raw materials
$
per unit
Other expenses (equipment rental, packing products,
transportation)
$
per unit
Total B (Production cost per unit)
$
per unit
Break-even Point*
Fixed costs
Sales price per unit – variable costs per unit
Total A
=
units
Sales price per unit - Total B
* The
break-even point allows you to determine the number of units that have to be
produced to cover all costs – that is, for the co-op to be profitable. This step is used to
determine sales objectives, which are part of the budget estimates (next step).
249
Management Tools
Accounting
Forecasting Tools
Sample Budget Forecast
(activity per project – Scenario 1)
Youth Co-op name:
for the period of
to
.
Earnings
Description
Total Amount
Project A
Project B
Project C
Total Amount
Project A
Project B
Project C
Student contribution
Parental contribution
Organization A contribution
Organization B contribution
Other contributions
Expected earnings from
fundraising activity A
fundraising activity B
fundraising activity C
Total:
Expenses
Description
Expenses related to fundraising
activity A
activity B
activity C
Expenses for advertising or
promotion of activity A
promotion of activity B
promotion of activity C
Miscellaneous (inevitable)
Total:
Is there a deficit (a negative difference)? $
What are some possible solutions?
250
Management Tools
Accounting
Forecasting Tools
Cash Flow Budget Forecast
Youth Co-op name:
Cash inflow/outflow
Cash on hand at beginning of period
(Scenario 2)
for the period of
to
.
1
3
4
2
$
$
$
$
Membership shares
$
$
$
$
Sales earnings
$
$
$
$
Donations and sponsorships
$
$
$
$
Loans
$
$
$
$
Total inflow
$
$
$
$
Purchase of materials
$
$
$
$
Equipment rentals
$
$
$
$
Office supplies
$
$
$
$
Bank charges
$
$
$
$
Insurance
$
$
$
$
Advertising/promotion
$
$
$
$
Shipping/transportation
$
$
$
$
Salaries
$
$
$
$
Rent
$
$
$
$
Telephone, electricity, Internet
$
$
$
$
Miscellaneous
$
$
$
$
Total outflow
$
$
$
$
Cash on hand at end of period
$
$
$
$
Cash inflow:
Cash outflow:
251
Management Tools
Accounting
Forecasting Tools
Forecasted Financial Statement
(Scenario 2)
Youth Co-op name:
For the fiscal year ending on:
Earnings
Sales earnings
$
$
Total earnings
$
Expenses
$
Equipment rentals
$
Office supplies
$
Bank charges
$
Insurance
$
$
$
Salaries
$
Rent
$
$
Other
$
$
$
$
Total expenses:
$
Signature:
Total:
(compilation of sales)
Accounting
3 apple
pies
= $8
$8
$8
$
Sales for
the period
Forecasting Tools
Description Description Description Description Description Description
Simon
Jackson
(Scenarios 1 and 2)
To ensure that all the sales were recorded in the general ledger, verify that
the total sales of the sales journal = the total sales of the general ledger.
Date:
12/04/13
Date
Name of sales rep
Sample Sales Journal
Management Tools
252
Member’s name
Purchase descriptiont
Expense item
(Scenario 1 and 2)
To ensure that all the sales were recorded in the general ledger, verify that
the total sales of the sales journal = the total sales of the general ledger.
Date
Sample Expenses Journal
Management Tools
Reason
Total:
Approved by
(compilation of expenses)
Amount
Compilation Tools
Accounting
253
254
Management Tools
Accounting
Compilation Tools
Sample Purchase Order
Youth Co-op Name:
Date:
Order number:
Contact person:
Client name:
Address:
Phone:
Fax:
Number of units:
Specifications:
Delivery date:
Comments:
Bill issued on:
Paid on:
How did the client hear about the Youth Co-op?
(Scenario 2)
255
Compilation Tools
Accounting
Compilation Tools
Sample Invoice
(Scenario 2)
DATE:
ORDER NO:
YOUTH CO-OP NAME:
CLIENT NAME:
ADDRESS:
Description
Amount
Total:
SIGNATURE
256
Compilation Tools
Accounting
Compilation Tools
Sample Deposit Slip
(Scenario 2)
Branch #:
Caisse
Desjardins
Date:
/
Account #:
Name of the account holder:
List of cheques and deposit slips
Description
/
Amount
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Total from cheques
Signature of depositor
Cash deposited
Number
X5
X 10
X 20
X 50
X 100
Amount
Coins
X1
X2
Other
$
$
$
$
$
$
$
$
Total cash deposit
$
Total cheques
$
Total deposit
$
257
Compilation Tools
Accounting
Compilation Tools
Sample Cheque Stub and Cheque Book
0001
Date:
/
(Scenario 2)
/
Balance carried forward: $
To:
For:
Amount of cheque: $
Deposit: $
Balance: $
0001
Caisse Desjardins
Pay to the order of:
/
/
$
/100 dollars
For:
Youth Co-op:
0001 0023 00034
By:
By:
Supplier
Description
(Scenario 2)
Inflow
Outflow
Balance at the end of the period:
Balance at the beginning of the period:
Member’s name
to
Balance
Compilation Tools
Accounting
To ensure that all transactions were recorded in the general ledger, verify that
the balance of the end of period for the petty cash register =the balance of the end of period for the petty cash register in the general ledger.
Date Invoice no.
Youth Co-op name
Petty Cash Register
Management Tools
258
Amount
Date of Membership Purchases
paid for subscription category
from the
he share
Youth Co-op
* Patronage dividends in a worker cooperative:
Cooperative surplus
LESS
Amount left in reserve (to ensure the sustainability of the
business)
Amount paid as contribution to the community
EQUALS
Surplus to be paid as patronage dividends
Total:
Member’s
name
Youth Co-op name:
Cheque
issue
date
Cheque
no.
(Scenario 2)
Surplus to be paid as patronage dividends
DIVIDED BY
total number of hours worked (all members)
EQUALS
patronage dividends ($ / hours worked)
For example: If a member works 100 hours for the Youth Co-op and
the surplus to be paid as patronage dividends per hour is $0.50, he
will receive a patronage dividend of $50.
Total:
Amount of Amount of
patronage
cheque
dividends*
Youth Co-op ($ /hours
worked)
Hours
worked
at the
Date
Accounting
Compilation Tools
Register of Membership Shares and Patronage Dividends
Management Tools
259
Date
Balance at the end
Balance at the
beginning
2
Outflow
1
Inflow
Sales
3
Inflow
4
Outflow
5
6
Sales
Caisse
Desjardins
Inflow
7
Outflow
8
Accounts
receivable
Sales
9
Inflow
10
Outflow
11
Accounts
payable
Sales
12
Inflow
13
Outflow
14
Loans
Sales
15
Inflow
16
Outflow
17
Equity
Sales
18
Outflow Outflow
Inflow
Inflow
Inflow
Inflow
Inflow
25
24
23
22
21
20
Expenses
19
Income
Sales
Petty cash
.
Donations and
sponsorships
to
Purchase of
materials
for the period of
Equipment
rentals
– Youth Co-op (Scenario 2)
Bank
charges
Youth Co-op name:
Reason
Compilation Tools
Insurance
General Ledger
Cheque no.
Accounting
Advertising
and Promotion
Management Tools
260
261
Management Tools
Accounting
Bank Reconciliation
Balance of bank statement on
(Scenario 2)
$
Outstanding cheques (cheques issued, but not yet cashed):
1.
2.
3.
Minus total outstanding cheques:
$
Outstanding deposits (deposits registered in our books, but not yet appearing in the bank
statement):
1.
2.
3.
Plus total outstanding deposits
Actual balance:
$
$
Balance in the general ledger on
$
Withdrawals from the bank that appear on the statement
1.
2.
3.
Less the total withdrawals
$
Deposits made by the bank that appear on the statement
1.
2.
3.
Plus the total deposits by the bank
Actual balance:
Difference:
$
$
$0
262
Management Tools
Accounting
Statement of Income and Expenses
Youth Co-op name:
for the period of
(Scenario 2)
to
.
Earnings
Description
Total amount
Project A
Project B
Project C
Total amount
Project A
Project B
Project C
Money remaining with the Caisse
Desjardins (contributions from
members, parents and others)
Earnings (sales) from fundraising
activity A
activity B
activity C
Other income
Total:
Expenses
Description
Expenses (purchases) related to
Expenses (purchases) related to
activity B
activity B
activity C
Advertising or promotion
expenses for activities A, B and C
Total:
(Serves to follow up on initial objective)
Results: (Earnings - Expenses)
263
Management Tools
Accounting
Income Statement
(Scenario 2)
Youth Co-op name
for the period of
to
.
Earnings
Sales earnings
$
$
Other:
$
$
$
Total earnings
$
Expenses
$
Equipment rentals
$
Office supplies
$
Bank charges
$
Insurance
$
$
$
Salaries
$
Rent
$
$
Other
$
$
$
$
Total expenses:
Surplus (deficit)
$
$
264
Management Tools
Accounting
Balance Sheet
(Scenario 2)
Youth Co-op name:
Date:
Assets
Petty cash balance
$
Bank balance
$
Accounts receivable
$
Total assets
$
Liabilities
Accounts payable
$
Debt to pay back
$
Other
$
Other
$
Other
$
Cooperative and members equity
Membership shares
$
Reserve of the cooperative
$
Surplus (deficit)
$
Total liabilities and equity
$
(Total assets equal total liabilities plus total equity.)
265
Management Tools
Accounting
Accounting Exercise
(Scenario 2)
Monday, September 8
It’s the start of the week, and the Wise Students Youth Co-op secures a significant contract.
Marcel answers the call; a lady, Mrs. Tremblay, is offering a potato-picking job.
Later that day, the Promotion Committee members arrive full of enthusiasm. They are
getting ready for the Youth Co-op car wash planned for the following Saturday. Each person
is given a task related to the promotion of the activity. Once the group has established a
good action plan, Maya goes out and spends $12 on cardboard and markers, which she
will need to make signs. Meanwhile, the postman delivers the mail, which includes the coop’s phone bill.
Tuesday, September 9
Marcel agrees to take the contract with Mrs. Tremblay. The work is delegated to Esteban
and Julie. They decide to visit the site (by bus, since it is quite far) in order to evaluate
the extent of the work. Mrs. Tremblay offers to cover the bus fare for the duration of the
contract; they are simply to add it to the final bill.
The same day, Rodney arrives excited at the co-op. He just came back from a meeting with
the Caisse Desjardins manager, who agreed to grant the co-op a $500 loan. Rodney took
the opportunity to deposit the cheque while he was at the bank, thus replenishing the
petty cash.
Wednesday, September 10
Before heading off to work for Mrs. Tremblay, Esteban and Julie must purchase the
necessary materials (bags, gloves, etc.). However, they have estimated a cost of $45, which
is too much to take out of the petty cash. They ask the Treasurer, Rodney, for a cheque in
the amount of $45. Esteban and Julie then go buy the material at the local hardware store,
where their cheque is accepted since the co-op members are well-known there. Esteban
and Julie then take the bus to Mrs. Tremblay’s place.
Thursday, September 11
The Promotion Committee purchases the material for the car wash. Mohammed decides
to pay with his own money; he’ll get reimbursed on the day of the car wash. Johnny decides
to pay off his operating and membership shares today. Esteban and Julie are still working
at Mrs. Tremblay’s place.
266
Management Tools
Accounting Exercise
Accounting
(Scenario 2)
Friday, September 12
Rodney goes to the Caisse Desjardins to pay the phone bill and decides to withdraw an
additional $50 to replenish the petty cash with coins, which will be useful for the car wash.
Esteban and Julie finish up the contract and hand the work evaluation form and the invoice
to the client. Mrs. Tremblay can’t pay the entire bill immediately, but intends to send a
cheque shortly.
Saturday, September 13
It’s a bright, sunny day. The members are full of energy and are very well organized. They
treat themselves to lunch, since there is enough money in the petty cash. Rodney also
decides to reimburse Mohammed in cash.
Sunday, September 14
A well-deserved rest for all.
Monday, September 15
The Executive Committee arrives early at the Youth Co-op in order to prepare the Board
meeting set for that afternoon. In the meantime, Mrs. Tremblay stops by the co-op and
gives the members the evaluation form (which is very positive) as well as a cheque for
their services. The Treasurer contacts the other members of the Finance Committee to
straighten out the general ledger. They prepare Esteban and Julie’s paycheques and go
deposit the money from the car wash.
At the board meeting, the Finance Committee members recommend making the first
payment on their bank loan, for an amount of $250, since it has been a good week from
a financial standpoint, and because there is enough money in the account. The Board
accepts. Rodney returns to the bank once the meeting is adjourned.
Meanwhile, the Finance Committee performs an audit of all the cash flow and expenses
for the week in the general ledger.
At the last audit of the general ledger (Friday, September 5), the balance for each column
was:
Petty cash:
Caisse Desjardins
Accounts receivable:
Accounts payable:
Contract earnings:
Other earnings:
$20
$330
$11
$0
$405
$40
Wages:
Equipment:
Equity of members:
Rent:
Office supplies:
Other:
$366
$34
$400
$150
$98
$27
267
Management Tools
Accounting Exercise
Accounting
(Scenario 2)
Relevant information:
Esteban and Julie estimated that they would work twenty hours each.
The hourly rate for potato picking is $6.
The cost for the material is $45.
Esteban thinks that Julie has pretty eyes.
The co-op % is 10.
Mrs. Tremblay’s dog is blue.
The phone bill is $142.
The negotiated contract is worth $372.25.
The bus fare is $2 per person (one way).
The membership share is $5.
The operating share is $25.
Petty cash replenishment equates to $25.
Lunch at the car wash costs $25.
The earnings from the car wash are $1,245.
Car wash material costs $17.
Mat.
Car
wash
11/09
11/09
Bus
11/09 Johnny
Bus
2
10/09 Mat. #1
10/09
1
Loan
09/09
Cheque #
09/09 PC repl..
Bus
09/09
08/09 Phone
Pens
and
cardboard
Audit
Date
08/09
Reason
05/09
2
3
13
14
15
16
Earnings
Wages
17
18
19
20
Expenses
21
25
8
8
8
12
9
17
25
0
8
20
30
500
45
25
790
760
805
830
330
11
17
42
59
42
0
30
400
405
40
500
366
42
150
17
45
34
98
8
8
8
12
27
Inflow Outflow Balance Inflow Outflow Balance Inflow Outflow Balance Inflow Outflow Balance(Inflow)OutflowOutflow (Inflow) Inflow Inflow Inflow Inflow Inflow
Outflow
Outflow
1
Equity
Equity of
members
Accounts
payable
10 11 12
Contract
earnings
Accounts
receivable
7
8
9
Other
earnings
Caisse
Desjardins
4 5 6
Rent +
phone + utilities
Equipment
+
material
Petty cash
Office
supplies
Answer Sheet - General Ledger
Debt
(long term)
Accounting
Other
Management Tools
268
PC repl.
Bus
12/09
12/09
Pay
Julie
Debt.
reimb.
Audit
15/09
15/09
15/09
34
Pay
Esteb.
15/09
6
5
1245
4
34
51
76
Car
wash
17
25
8
84
15/09
75
372.25
Mat.
Car
wash
13/09
3
75
573
14
15
16
Earnings
Wages
17
18
19
20
Expenses
2
1
250
108
108
75
1824,25
1824,25
2074,25
2182,25
2290,25
1045.25
673
372.25
372.25
11
11
383.25
17
0
0
430
1,245
777.25 1,285
372.25
250
(250)
582
108
108
192
96
98
96
25
8
Inflow Outflow
(Inflow) Inflow Inflow Inflow Inflow Inflow
8 Balance
76 Inflow Outflow Balance Inflow Outflow Balance Inflow Outflow Balance(Inflow)OutflowOutflow
8
Outflow
Outflow
15/09 Contract
#1
Lunch
13/09
12/09 Contract
#1
Bus
84
13
Equity of
members
Date
12/09
75
3
Equity
Contract
earnings
Cheque #
3
2
Accounts
payable
10 11 12
Other
earnings
Reason
12/09 Renf. PC
1
Accounts
receivable
7
8
9
Rent +
phone +
Utilities
Equipment
+
material
Caisse
Desjardins
4 5 6
Office
supplies
Petty cash
Debt
(long term)
Accounting
Other
Management Tools
269
270
Management Tools
Answer Key
Accounting
(scenario 2)
Using the general ledger magic formula:
(without taking into account petty cash replenishment: petty cash inflow and Caisse
Desjardins outflow)
Note: For this exercise, do not use the balances shown on the first line of the general
ledger since they are FICTIONAL, which means that they are probably not balanced!
Sum of inflow
at the Caisse Desjardins and in the petty cash = Sum of earnings
$2,147.25 = $2,147.25
Sum of outflow
at the Caisse Desjardins and in the petty cash = Sum of expenses
$639 = $639
Detailed calculation
500 + 30 + 372.25 + 1,245 = $2,147.25
And
500 + 30 + 372.25 + 1,245 = $2,147.25
45 + 42 + 108 + 108 + 250 + 12 + 8 + 8 + 8 + 8 + 25 + 17 = $639
And
12 + 42 + 8 + 45 + 8 + 17 + 8 + 8 + 25 + 108 + 108 + 250 = $639
271
Management Tools
Marketing
(Scenarios 1 and 2)
Stimulating Brainstorming
1) What kind of fundraising activities are you familiar with (ones that your school or other
schools have already tried)?
2) What kind of new activities could be organized by your Youth Co-op?
3) Do you know of any natural resources in your community (vegetables, fruit, etc.) that
you could sell, in bulk or processed, at strategic times of the year?
4) Do you know of any material that you could recycle or process to sell at strategic times
of the year (Christmas, Halloween, Mother’s Day, Valentine’s Day, etc.)?
5) Do you think that you could provide specific services to certain types of groups in your
school (peers, younger students, teachers or other professionals)?
6) Do you think that your Youth Co-op could offer certain services to groups that have
specific needs in your community and surrounding neighbourhoods (daycares,
residences for seniors, etc.)?
7) Do you think that the members of your Youth Co-op have particular talents that could
be used to organize an activity?
272
Management Tools
Marketing
(Scenarios 1 and 2)
Useful Information39
Potential Market
People or businesses that are using or are likely to use a product or service in order to
satisfy a need (consumers).
Target Market
A portion (segment) of the potential market. It consists of consumers whose specific
characteristics – age, particular unfulfilled needs, occupation, income, etc. – or behaviors
indicate they may be interested in your product or service.
Your product or service cannot suit all consumers. That’s why it is best to focus your efforts
on one or a few specific consumer groups. To be sure that your product or service truly
answers the needs of your target market, study their behaviours and lifestyles. To do this,
conduct a survey (market study).
Competition
All businesses or people offering products or services identical or similar to yours. They
are competing with your business.
Direct Competitor
A business, person or group offering the same product or service, to the same clients on
the same territory.
Indirect Competitor
Same product or service, same clients, different territory.
Same product or service, different clients, same territory.
Substitute product or service, same clients, same territory.
Indirect competitors must not be underestimated. To fulfill a specific need, consumers will
naturally choose between spending money on your product or spending an identical or
similar amount on a slightly different product offered by your competitor. For example,
a student who has not brought his/her lunch has many choices. The student can purchase
a ham and cheese sandwich and tomato juice from the student cafe, a club sandwich with
fries and a soft drink at the school cafeteria or s/he can eat at a restaurant near the school.
Competitive Advantage
Your product or service’s competitive advantages are the characteristics which differentiate
your product or service from that of your competitors. It is what makes it more appealing,
and thus more likely to be chosen by the consumer in your target market. For example,
some of the product/service’s distinctive characteristics might be: higher-quality material,
price, place where it is distributed, quality of the service and most importantly the
awareness of the existence of the product or service (i.e., the extent of advertising or
promotion, since an unknown product or service is no option at all)
39. SAJE Corporation, Mauricie-Bois-Franc, Le Plan Marketing.
273
Management Tools
Marketing
(Scenarios 1 and 2)
Useful Information
It is essential to be able to articulate and identify the competitive advantages of your
product or service compared to those of your competitors. Once determined, you should
validate their importance to the potential consumer. You will then be able to verify whether
future clients are responsive to them. Focusing on these characteristics for your
promotional activities will make you really stand out from your competitors.
Market study
Survey conducted among various people which allows you to determine whether they
purchase or use similar products or services to yours and whether such products answer
a previously identified need. Market studies also allow you to find out which characteristics
are important to different types of consumers (in relation to the product, the price, the
distribution point, etc.). This will help you identify what potential consumers are seeking
Summary of elements used in the market study:
Is there a need to be filled?
How is it being met right now?
Will product X (your product or service) help meet this need?
Would you be interested in this product or service? (List your product or service’s
competitive advantages and the range of choices. This will allow you to create a
scale of values for each characteristic.)
General information about the potential consumer (person or company), such as
age, occupation, place of residence (locality), etc.
There is a sample market study on pages 275 and 276, but be sure to adapt it to the context
of your product or service.
Marketing
All activities, methods and tools used to make a product or service known to target clients
in order to attract their attention and incite them to purchase the given product or service.
Marketing is based on four elements: the product, the price, the place of distribution and
promotion. Here are some things to consider for each element:
Product or service
Have a clear idea of your clients’ needs.
Identify the product or service’s strengths (competitive advantages) and those of your
competitors.
Identify the product or service’s weaknesses and those of your competitors.
274
Management Tools
Marketing
(Scenarios 1 and 2)
Useful Information
Price
Define the components of the product or service to set its price.
Ask for a fair price.
Evaluate the clients’ responsiveness to the price (market study).
Place of distribution
Take into account the clients’ habits.
Promotion
Use different media to get the same message across.
Repetition, repetition, repetition, repetition.
Use word of mouth – it’s simple, free and effective.
For each product or service offered, keep target clients in mind and choose the best
message (competitive advantage) and medium to convey it.
Avoid going overboard on information – a short and simple message that is repeated
frequently in different ways is much more effective.
People do not read much – a picture is worth a thousand words (12% to 20% of people
are functionally illiterate)40.
To learn more, consult the information guide on promotion and advertising on pages
278 to 288 which also gives details about various partnership and sponsorship
possibilities.
40. Translation of a French text in Bernard Dagenais, Le communiqué, ou, L’art de faire parler de soi, (Outremont: VLB,
1990), 166.
275
Management Tools
Marketing
(Scenarios 1 and 2)
Market Study
Demand for the product/service
1) Does the product/service that we offer answer one of your needs?
Yes
No
More or less
2) Do you already use a similar product/service?
Yes
No
More or less
3) Do any of your family members or friends use this product/service?
If yes, who?
Friend
Father
Mother
Brother
Sister
Other
Appeal of the product/service
4) Do you like the product/service we are offering?
Yes
No
More or less
5) Can you see any areas for improvement?
Yes
No
More or less
If yes, what are they?
276
Management Tools
Marketing
(Scenarios 1 and 2)
Market Study
Intention to buy and price
6) Are you likely to buy our product/service?
Yes
No
More or less
7) How much would you be willing to pay for our product/service?
$1–$2
$2–$5
between$
and $
Respondent details
8) Gender:
Male
Female
9) How old are you?
Under 15 years old
15–20 years old
30–40 years old
40 or older
10) Employment: Are you currently...?
A student
A student with a part-time job
Working at home and/or at home raising children
In regular employment
(Genre d’emploi)
Self-employed
(profession or type of work)
Retired
Other
20–30 years old
277
Management Tools
Marketing
(Scenarios 1 and 2)
Compiling the Results of the Market
Study
Sample
Total number of people surveyed:
Results of the survey
Our product/service suits the needs of
% of these people.
The product/service is already used by
% of these people.
Our (improved) product/service would be appreciated by
Our product/service would be used by
% of these people.
% of these people.
The price these people are ready to pay for our product/service would be $
.
Potential buyers (profile)
Gender:
Age:
Other characteristics:
Potential market
Approximate number of potential clients in our territory:
(according to the established profile)
Number of people we expect to serve:
(according to our forecast)
Percentage of the total number of potential customers on our territory this group
represents:
%
Conclusion
Based on the results of our survey, we can say that the percentage of people who are truly
willing to buy our product/service is in line with our potential market.
Yes
No
Therefore it seems we will be able to offer
Not sure
units of our product/service.
The price people are willing to pay for our product/service will allow us to cover our
expenses and be profitable.
Yes
No
Not sure
Based on the results of our survey, it seems reasonable to set our price at $
.
The production cost and the sales price must be determined before proceeding with the
market study since its goal is not only to validate potential costumers’ interest in the
product or service but also their responsiveness to the sales price.
278
Management Tools
Marketing
(Scenarios 1 and 2)
Information Guide for Promotion
and Advertising
This section describes various avenues and strategic actions that will allow you to
maximize the success of your activities. These include promotion and advertising
because, beyond informing the public, they are good ways of creating partnerships
and providing visibility for sponsors.
Promotion and Advertising
Who is your target market?
Although it would be nice, it is impossible to reach everyone. That is why careful planning
is essential before beginning any promotion or advertising activities for a product or
service.
To help guide your approach, the following questions may be used as a starting point.
They will allow you to target potential customer groups and partners or sponsors, as well
as help you identify the specific needs of different groups in your surroundings.
Do you have any of the following in your school or surroundings?
A school-based cooperative (Coopsco)
A student union or council
A Jeunes Entreprises group (JE)
Student funding
A school radio
A school newspaper
Co-ops in various activity sectors
A youth center
A website accessed by students or teachers
A theater group
An environmental group
Sports teams
A religious or spiritual group
School bands
Once you have identified the various groups in your area. Think about those you wish to
reach, the needs of such groups, and the best tools to reach them.
279
Management Tools
Marketing
(Scenarios 1 and 2)
and Advertising
Reaching your target market
There are certain basic elements to advertising and promotion. However, using your
imagination is the key to a winning strategy. Think of common interests, since “birds of
a feather flock together”!
The following tools and strategies will help you reach the various target groups:
Tools
Posters, pamphlets, website
Flyers
Teasers (without revealing the all the details, announce through posters that an
event will be held)
Banner
Spokesperson (find someone in your school who has influence to represent you)
Resources
Use the student radio station (create an ad or make an appearance during regular
programming)
Write an article for the student newspaper
Tour classrooms (as a reminder, do a promotional blitz before the activity)
Tour student unions/councils
Use the Internet (send messages through email)
Put up posters on bulletin boards at school
Financing the activities
There are three possible ways to fund your activities:
1. Partnerships
It is much easier to sell ideas to people who share the same interests as you. By
partnering, you have a better chance of reaching your goals and living the cooperative
experience.
Advantages of partnerships:
By working with you, the partner contributes to the event’s success by sharing the
costs and the risks.
A partner is a gateway to a wider network of connections; you’ll benefit from greater
visibility, increasing you participation rates.
Put simply, a partnership is an equal, profitable, risk-sharing relationship where you
and the partner benefit, since you attain shared results while answering the needs of
both parties.
280
Management Tools
Marketing
(Scenarios 1 and 2)
and Advertising
For example, the Caisse Desjardins could help with the official launch of your Youth
Co-op. They could be responsible for media relations and inviting other cooperatives
in your region, while you could take care of the reception and snacks.
2. Sponsorships
Sponsorships are another way to gather support for promotional activities or events.
Sponsorships differ from partnerships in that the relationship is limited to a monetary
investment. The sponsor does not take on any of the risks or get involved with logistics.
However, a sponsor will expect a certain amount of visibility in return, like a
strategically-placed banner or a company logo on your official documents.
The best way to find sponsors is to act as a representative for your event.
First, send them a sponsorship request letter and a visibility plan.
Next, take the time to meet the people you have solicited. Make an appointment
and be there on time. Be clear and get straight to the point. Make a meeting plan
beforehand, emphasizing all the advantages for the business should they sponsor
you.
After the meeting, be sure to follow up by phone, fax or email, and thank the person
you dealt with for their time. This will ensure that they remember you!
Following the activity, when planning for next year, you can also send them a thankyou letter. Doing this is good way to follow up, and it serves as an activity summary.
What’s more, it allows you to relive the experience in the future!
To help you, we have included samples of a sponsorship letter and plan on pages 281
and 283.
3. Non-monetary sponsorships
If there are no partnerships or monetary sponsorships available, consider a nonmonetary sponsorship (trading advertising for products or services). Instead of money,
you can benefit from products or services to enhance your event.
For example, to attract attendees, a conference organizer could offer a restaurant free
advertising at the event in exchange for coffee and muffins.
If a sponsorship seems out of reach during negotiations, suggest an exchange of
services. Come prepared with an idea of the types of products or services you are
looking for and how they could be used.
281
Management Tools
Marketing
(Scenarios 1 and 2)
Letter Template-Request for Sponsorship
Date
Recipient’s/Company name
Title
Name of Organization
1234 Their Street
Their City, Province HOH OHO
Re: Sponsorship Request
Dear Sir or Madam: (or Dear Mr./Mrs./Ms. X)
Use the first paragraph to introduce your organization, mission and sector of activity.
Next, create interest in your event by mentioning the date, the duration and the place
where it will be held. Include the expected number of participants, the official partners
and the activities planned.
Mention why you are interested in this organization and the advantages of supporting
your event.
Then indicate the amount of financial support ($) you hope to obtain and how it
will be used.
Indicate that there is a visibility plan enclosed listing the various sponsorship options.
In conclusion, state that you are available to meet in person or speak over the phone
if they require additional information. Remember to give a date by which you expect
an answer.
Complimentary close (Sincerely/Best Regards),
Signature
Encl.: Visibility plan
282
Management Tools
Marketing
(Scenarios 1 and 2)
Sample Visibility Plan
The most important thing to remember when developing a visibility plan is to list
the kinds of advertising opportunities you can offer. The sponsor should supply the
promotional material. If you do supply it, increase your costs to reflect the additional
expenses.
Gold package: $1,000 investment
Promotional medium
Strategic targeting
Posters 18” X 24” (20)
Posted in all classrooms
Flyers (1,500)
Distributed to all students
(e.g., 1,500 flyers for the school’s 1,500
students)
School website
The site is visited by teachers and students
(e.g., there are 45 teachers and 1,500 students
who visit the site)
Banners (4)
Posted in various places (name them)
For $1,000, you will benefit from exposure on all these platforms.
Silver package: $650 investment
Promotional medium
Strategic targeting
Posters 18” X 24” (20)
Banners (4)
Installed in various places (name them)
For $650, you will benefit from exposure on all these platforms.
283
Management Tools
Marketing
(Scenarios 1 and 2)
Sample Visibility Plan
Bronze package: investment of your choice
Promotional medium
Strategic targeting
Posters 18” X 24” (20)
$400
School website
$350
Visited by teachers and students
(e.g.: there are 45 teachers and 1,500 students)
Flyers (1,500)
$300
Distributed to all students
(e.g.: Flyers for all 1,500 students)
Banners (4)
$300
Posted in various places (name them)
Choose the promotional medium you would like your logo to appear on according
to your budget.
284
Management Tools
Marketing
(Scenarios 1 and 2)
Communicating with the Media
Communication
Your communication plan must be designed to suit your needs and budget. For in-school
activities, student media (newspaper, radio, email) is low-cost and effective. Obviously,
word of mouth remains the cheapest, easiest and most effective means of communication.
For bigger events, getting exposure through the local media, such as newspapers or radio,
is a good way to broadcast your message. Combined with other promotional activities,
such media are an additional platform or advertising opportunity for your activity and
for your sponsors and partners.
A press release remains one of the best, most cost-effective ways to attract the media’s
attention. However, it is imperative to use the proper wording and the proper format, in
order to garner media interest. The press release must announce an event of public interest
and it is specifically intended for publication or broadcast through the media.
Important difference
Advertising = Visibility for the business or the product or service in exchange for
money. Media resource person: sales person, publicity advisor.
Press release = Visibility for the business or the product or service in an article (free
of charge). Resource person in the media: reporter, copywriter
Many school boards have a resource person who specializes in media relations. Ask for
their help!
The Press Release: Four Things to Remember41
Here are four important things to remember about the press release.
1. Quality
An effective press release includes an eye-catching headline, introduces an event of
interest, and is well written, concise and accurate.
2. Type
Here are two suggested types of press releases:
Announcement: Announces and event and aims to get media attention and
coverage so that the public will attend. (Sample on page 287.)
Invitation to the press: This type of press release invites the media to an event or
an important activity that you wish to promote. For instance, the donation of
profits from a fundraising activity. (Sample on page 288.)
41. Conseil québécois de la coopération et de la mutualité, Ensemble vers la réussite: Démarche d’initiation à la coopération
(Lévis: Conseil québécois de la coopération et de la mutualité, 2007).
285
Management Tools
Marketing
(Scenarios 1 and 2)
3. Formula
Forget the traditional writing style which begins with an introduction and ends with
a conclusion. A good press release breaks those rules since you must reveal your
punchline immediately—everything is reversed.
Who? What? When? Where? Why? How?
Answering all these questions will help you establish the outline of your press release
and gather all the elements necessary to make it compelling.
The elements of an effective press release:
Title: It should be catchy. This is your chance to make a good impression and attract
attention.
Lead: Contains the essential elements of the message. It is the summary of the
announcement that will pique the interest of the reporter. We briefly answer the
six basic questions of a press release: Who? What? When? Where? Why? How?
Body of the text: This is where the supplementary elements come in to support
the news and give depth to the six lead questions. The paragraphs following the
preamble are short and contain one idea per paragraph. In the last paragraph, you
can include a short description of your business and your web address.
The symbol “-30-”: A press release always ends with “-30-”. It is a convention;
anything written beyond this number will not be published.
The source: State the name of the person who wrote the press release and indicate
who to contact for additional information.
4. Distribution
Simply contact your local media (weekly paper, TV and radio stations). They are usually
happy to cover local events. Your student union’s press list can be quite helpful when
looking for contacts.
Consider sending the press release to your city or student newspaper. These can be
excellent means of promoting your event.
286
Management Tools
Marketing
(Scenarios 1 and 2)
Send out your press release a few days in advance in order to give reporters sufficient time
to schedule the event in their timetables. Make sure the contacts included at the bottom
of the press release will be available to answer calls from reporters. Finally, try to send the
press release by fax or electronically. It is faster and cheaper!
287
Management Tools
Marketing
(Scenarios 1 and 2)
Press Release- Announcement Type
For immediate release
Press Release
Cooperative Business Week 2013
Cooperative business showcase organized as part of the 18th
annual Semaine de la relève coopérative!
Quebec-February 18, 2013. As part of the 18th annual Semaine de la relève
coopérative, the X Youth Coop is proud to invite all students to a co-op business
showcase, which will be held on Monday, February 25, 2013, between 8:30 a.m. and
4:30 p.m., at X school.
Several cooperatives from the region will be attending to give students the opportunity
to learn about their products and services. There will also be a special presentation
by Mr. X, a co-op member, who will speak about his experience of launching a
different type of business—the cooperative.
This is the third consecutive year that the X Co-op has actively taken part in la Semaine
de la relève coopérative, helping to raise awareness among youth about cooperation
and cooperatives. During the week, a student fair-trade coffee house will also be
organized by the Youth Co-op from X School, in order to reach our awareness
objectives.
These activities were made possible through the hard work and support of the X
School Student Council, the X Cegep Cooperative, the Caisse Desjardins X and the
Coopérative de développement régional X.
- 30 Source: Name of the author
For addition information: Contact person
Title (optional)
Contact information (telephone and/or fax and/or
email)
288
Management Tools
Marketing
(Scenarios 1 and 2)
Press Release- Announcement Type
Press Release- Invitation
Press Invitation
To all News Directors,
Quebec- February 18, 2013; The president of the Youth Co-op X, Ms. Y, is pleased to
invite you to the Student Recognition Gala and launch of the Semaine de la relève
cooperative 2013. The event will be an opportunity to sample regional products,
courtesy of cooperative businesses in the area, and to learn about the activities
scheduled for the week.
Subject: Invitation to taste regional co-op goods as part of the launch of the Semaine
de la relève cooperative 2013.
Date:
Monday, February 18, 2013
Time:
1 – 2 p.m.
Place:
Room X, X High School
Address
Give directions to the school and parking lot, if necessary (e.g., parking is available in
Section A2).
- 30 Source: Author
For additional information: Contact person
Title (optional)
Contact info (telephone and/or fax and/or email)
289
Management Tools
Production
(Scenarios 1 and 2)
Production Hours Time Sheet
Youth Co-op name:
Weekly Production Hours Time Sheet
VP – Production
VP – Production
Member’s name
Week of
Date
Arrival
time
Departure
time
Number
of hours
worked
290
Management Tools
Production
(Scenarios 1 and 2)
Production Hours Time Sheet
Youth Co-op name:
Monthly Production Hours Time sheet
VP – Production
Member’s name
Week of
Total
hours
worked
Comments
(motivation, quality of work)
291
Management Tools
Schedule
Production
(Scenarios 1 and 2)
Our committee is:
Tasks
Person in charge
Due date
(time of year)
Idea retained
What do we need
to execute this
idea?
Planning Template
Management Tools
How much will it
How much time do When and where
cost to execute this we need to execute can we sell our
idea?
this idea?
product or service?
What steps need
to be taken?
(Scenarios 1 and 2)
Production
292
293
Management Tools
Human Resources
(Scenarios 1 and 2)
Conflict Resolution Strategies42
Suggest or use one of the following strategies to improve conflict management.
Negotiation
Compromizing in order
to reach a consensus.
Mediation
Ask a neutral third party
for help to facilitate communication
between both parties.
“I”
Use the “I” form instead of the
“you” form to express your opinions.
I
42. Taken from CONSEIL DE LA COOPÉRATION DU QUÉBEC (2003). Ensemble vers la réussite : Démarche d'initiation à
la coopération, Lévis, Conseil de la coopération du Québec, p. 29-31.
294
Management Tools
Human Resources
(Scenarios 1 and 2)
Conflict Resolution Strategies
Letting go
Let go of a conflict if it cannot
be resolved or just isn’t worth it.
Time out
Take a break to calm down before
attempting to resolve the conflict.
Listening
Take time to listen and
understand the other.
295
Management Tools
Human Resources
(Scenarios 1 and 2)
Conflict Resolution Strategies
Take Turns
Every person gets a turn.
Randomly determine who will go first.
Apologize
Acknowledge your mistakes and say you are sorry.
296
Management Tools
Human Resources
(Scenarios 1 and 2)
Attendance Sheet for Working Meetings
or Board Meetings
Youth Co-op Name:
Meeting Attendance
Date of the meeting:
Name of members
Present
Type of meeting::
Absent
Date of the meeting:
Name of members
Present
Comments on
member’s participation
Member’s
initials
Type of meeting:
Absent
Comments on
member’s participation
Member’s
initials
297
Assesment Tools
(Scenarios 1 and 2)
Working Meeting Evaluation Chart
(or Board Meeting)
Use this tool periodically to confirm that meeting procedures are being managed properly
and to ensure a positive working environment. Not all questions have to be repeated each
time.
1) How did today’s meeting go?
2) Did everyone respect the established rules of procedure?
3) Were you able to express your opinions (as you wanted to)? If not, who or what
prevented you from doing so?
4) Are you satisfied with the results of the meeting?
5) What was the most difficult aspect of the meeting?
6) What was the easiest?
298
Assesment Tools
(Scenarios 1 and 2)
Summary Meeting
This step allows participants to discuss their experience and prepare for the final step,
which is writing the end-of-year summary or annual report.
These questions can be used as guide for the summary meeting:
1) What were your goals at the outset?
2) Did you achieve those goals? Did you carry out the activities you had planned?
3) What did you learn on an individual and group basis?
4) What worked? What did not work?
5) If you were to start over . . .?
299
Assesment Tools
(Scenarios 1 and 2)
End-of-Year Summary
An adaptation of the traditional cooperative business annual report, the end-of-year
summary highlights the qualitative and quantitative aspects of the year’s achievements,
including a section on possibly giving patronage dividends to the community to promote
the creation of Youth Co-ops in the school. The end-of-year summary can be structured
according to the following model:
Foreword
Simple explanation of the Youth Co-op’s purpose
The collective project
Reasons for choosing this model to carry out a collective project
The overall goal achieved
What lessons participants came away with
What professional input proved to be a success factor
Organization of the cooperative
Who were the participants?
What was their level of participation?
How did they feel about the experience?
How did they divide the responsibilities?
Which roles did the members take on?
Production Committee summary
Which production-related activities were completed?
What problems were encountered during the project?
How were these problems resolved?
Were the goals achieved (number of units produced or services rendered)?
(Use the information presented in the minutes of the meetings.)
Marketing Committee summary
What was the target market?
Did you conduct a market study?
Was there any sales training?
What was the sales objective?
Which sales strategies were used?
Did you develop promotional activities?
Did you establish partnerships with other organizations, businesses or cooperatives in
the region?
Did you use the media? (press release/articles to include in appendix?)
What difficulties did the team encounter and how were they handled?
(Use the information presented in the minutes of the meetings.)
300
Assesment Tools
(Scenarios 1 and 2)
End-of-Year Summary
Accounting Committee summary
How were financial needs evaluated in the beginning?
How were forecasts established?
What were the results?
Which method was used for budget control?
What challenges did the team face and how were they handled?
What were the total sales and did they allow you to accomplish the project?
Is there any money left over that has not been used?
Is a contribution to the community planned in order to ensure future Youth Co-op
projects in the school? (Strongly recommended but not mandatory)
Special thanks
Think of the people who helped the cooperative and its members in a particular way
(counsellors, school management or staff, teachers, volunteers, etc.). This is the time to
officially express your gratitude.
Comments of advisors, volunteers or teachers involved (Optional)
How do they feel about their experience?
How do they see the effort, evolution and achievements of the participants in the
Youth Co-op?
Financial statements
Presentation of earnings and expenses at the end of the project to demonstrate the success
of the project.
Distribution
A copy of the end-of-year summary should be given to all participants and everyone
involved in the Youth Co-op project (advisors, volunteers, professionals from the
cooperative sector, sponsors, etc.).
It might be interesting to organize a year-end meeting to make an official presentation
(opening and closing by the Chair, summary of committee work by each VicePresident). Why not take advantage of the opportunity to publicly thank your partners
or announce a contribution to the community to support projects in the upcoming
year? You could even send a press release to highlight the event and invite local media.
301
Administrators’ Guide
(Scenarios 1 and 2)
Business Plan
Business Plan
(Youth Co-op Name)
(Youth Co-op Head Office Address)
A Youth Co-op
model:
Scenario 1
Scenario 2 inspired by the following
A Workers Cooperative
A Solidarity Cooperative
A Consumer Cooperative
302
(Scenarios 1 and 2)
Business Plan
Project description:
The project description should indicate your target market and project objectives.
Place of business:
This refers to the physical place where the business operates (name of the school, the
city and any other sites where the business will operate from).
Description of product or service:
This section details the product or service (materials used, colours, shapes, etc.) as well
as all production stages.
303
(Scenarios 1 and 2)
Business Plan
Community benefits:
The Business Plan should clearly describe how the project will benefit the community.
Explain how the project will generate positive results for the school or neighbourhood
(e.g., better access to products for students, improved quality of life for teenagers, etc.)
Introduction of promoters:
To introduce the promoters, you can include a description of the group as a whole.
Give the number and age of Youth Co-op members, information about the neighbourhood and school, a list of all members with their titles and resumés (in appendix).
This section is to be completed by the Human Resources Committee.
304
(Scenarios 1 and 2)
Business Plan
Project partners:
It is very important to identify the project partners (the local grocer who helps with
the sale of your products, businesses that lend you equipment, sponsors, advisers
and the companies they work for, etc.).
Marketing plan:
You may include the results of your market study, a description of your competitive
advantages and outline of your pricing strategy, as well as the distribution points and
methods you will use to promote the product or service. You can submit a model of
your ads and flyers, or your slogan.
This section is to be completed by the Marketing Committee.
305
(Scenarios 1 and 2)
Business Plan
Production organization:
This summarizes how production of the product or service will be organized. Who will
supervise production? Which members of the Youth Coop will take part in production? Where will you get your raw materials? What are the costs for materials and production? What are the steps used for production planning? This part of the plan should
also include production forecasts and deadlines.
306
(Scenarios 1 and 2)
Business Plan
Financial forecasts:
Cash flow budget forecasts help you establish your needs in terms of short-term liquidity. These forecasts are usually made for each month, but for the Youth Co-op,
quarterly forecasts are sufficient. The cash flow forecasts should indicate all income
(subsidies, sales profits) and expenses (raw materials, etc.). The profit and loss statement shows the financial results of Youth Co-op activities for the period of one year.
It shows the ratio of income to expenses. This enables members of the Youth Co-op to
compare incomes and expenses. The balance sheet provides the financial status of the
Youth Co-op at a given time. It shows Youth Co-op’s assets, liabilities and equity. The
assets are the sum of all the Youth Co-op’s resources (money deposited, accounts
receivable). The liabilities are the sum of the Youth Co-op’s debts.
This section is to be completed by the Accounting Committee.
307
(Scenarios 1 and 2)
Business Plan
Appendix:
Articles and bylaws, as well as the promoters’ resumés should be appended to the
Business Plan. You can also attach photos of your products, a copy of the questionnaire
used in the market study or any other relevant information. Provide each working
committee with a copy of all the management tools available here, in order to assist
them with their section of the Business Plan.
308
(Scenarios 1 and 2)
1. Corporate name
2. Address
(Head office)
Youth Co-op
Scenario 1 or
Scenario 2
Workers cooperative
Consumer cooperative
in the field of:
5. Collective Entrepreneurship Awareness and Promotion Officer supporting the
project:
309
(Scenarios 1 and 2)
Founding Members
Title
Email
Signature
310
(Scenarios 1 and 2)
Sample Application and Notice to include
with Articles of Accreditation
(Name)
apply to the Conseil québécois de la coopération et de la mutualité for the accreditation
of this cooperative, and give notice that the person designated as provisional Secretary
is:
(Name)
that the method and deadline for convening the Founding General Meeting are as follows:
method:
deadline:
that the head office address of the proposed cooperative is:
(Address)
Date:
Signature:
311
(Scenarios 1 and 2)
Internal Bylaws
Youth Co-op name:
Rule I-Purpose
The cooperative named herein falls under the Youth Co-op program. Its purpose is to
create a cooperative business in order to meet a collective need. The cooperative will allow
young people and other active promoters to become familiar with democratic management
and collective entrepreneurship. This cooperative is not legally incorporated, but is
accredited by the Conseil québécois de la coopération et de la mutualité and will be
managed in accordance with the principles of cooperative administration:
Member participation
Administration by members
Ownership by members and sharing of equities
Education of the members about cooperative principles
Amendment(s):
.
Rule II-Membership
The founding members of this cooperative include students and adults who have formed
a promoters group to create the cooperative and apply for accreditation from the Conseil
québécois de la coopération et de la mutualité.
Other members will be recruited within the territory of the cooperative.
Each member must purchase one membership share. In so doing, the members commit
to take part in the activities of the cooperative and abide by its bylaws.
Amendment(s):
.
312
(Scenarios 1 and 2)
Internal Bylaws
Rule III-Types of Membership
User members are the individuals or companies that use the services provided by the
cooperative or purchase its products. The cooperative advantage sought by such members
is the procurement of a product or service which is suited to their needs and their financial
means, as well as the possibility of partaking in managing the business.
Working members are the individuals who perform any work required by the cooperative
(employees). The cooperative advantage sought by such members is work (paid or
voluntary) in a democratically managed business, as well as the possibility of partaking in
managing the business.
Support members are the individuals or companies that have an economic or social
interest in the achievement of the cooperative’s objectives.
Amendment(s):
.
Rule IV-Membership Share Capital
The membership share capital represents all the membership shares purchased by the
different categories of members, on which no interest is paid.
Amendment(s):
.
Rule V-Membership Shares
Membership shares are fixed at $
membership share.
. Each member can hold no more than one
To become a member, individuals or companies must buy the number of qualifying
shares corresponding to their membership class:
User members: one share of $
Working members: one share of $
Support members: twenty shares of $
313
(Scenarios 1 and 2)
Internal Bylaws
A share certificate (or a membership card) will be issued to each paying member upon subscription. Ownership of the share is non-transferable.
Amendment(s):
.
Rule VI-Reimbursement of Membership Shares
Members can request a reimbursement of their shares upon resignation.
Amendment(s):
.
Approved.
Rule VII-Organization and Responsibilities
Members of the cooperative must support their Youth Co-op and the Youth Co-op must
ensure that it fulfill its objectives as defined in its Articles of Accreditation.
When convened to a meeting, the members of the Youth Co-op constitute the General
Assembly. The members in attendance at the General Assembly constitute a quorum.
The members in attendance at the General Assembly elect their representatives, who will
form the Board of Directors. The elected members are the administrators of the Youth
Co-op.
The Board of Directors consists of
administrators.
The membership categories are distributed as follows:
Number of user members:
Number of working members:
Number of support members:
The length of the administrators’ mandate is
.
The Board of Directors administers the cooperative business. The Board of Directors’ decisions are based on a majority vote of the Board members present. In case of a tie, the
President will cast the deciding vote.
314
(Scenarios 1 and 2)
Internal Bylaws
The Board of Directors will elect the following officers from among its members:
A President, who is the official cooperative’s spokesperson, prepares Board of Directors
meetings and General Assemblies of Members, ensures that decisions made in General
Assemblies and by the Board of Directors are executed, ensures enforcement of bylaws,
signs official cooperative documents and co-signs cheques with the Treasurer.
A Vice-President, who is jointly responsible for project management with the President
and acts as President in his/her absence.
A Secretary, who keeps important documents (articles and bylaws, the member registry, minutes, etc.) for the cooperative, convenes meetings and sends notices to members, prepares agendas and writes minutes for the General Meetings and Board of
Directors meetings.
A Treasurer, who oversees accounting and bookkeeping, keeps receipts and important
documents related to accounting, co-signs cheques with the President, follows up on
income and expenses, prepares cooperative budget forecasts in conjunction with the
Accounting Committee, prepares financial statements and balance sheets regularly
The Board of Directors also approves the election of the following coordinators:
General Coordinator, Production Coordinator, Marketing Coordinator, Accounting
Coordinator and Human Resources Coordinator. Their roles are to ensure implementation of Board decisions and proper follow-up. They are accountable to the Board of
Directors.
The President and/or the Secretary and Treasurer have signing authority for financial
transactions. Their mandate usually lasts for the duration of the project.
The Board of Directors submits an annual report of activities at the General Assembly
(end of-year report) at the end of the fiscal year.
Amendment(s):
.
Approved.
Rule VIII-General Assembly
Aside from the Founding General Meeting, an annual General Assembly will be held at
the end of the year. It is the Board of Directors’ responsibility to convene the General
Assembly. Notices will be sent to all members, as described in the bylaws, at least one week
before the scheduled date of the meeting. An agenda will be sent with the notice.
315
(Scenarios 1 and 2)
Internal Bylaws
At this meeting, the Youth Co-op will present a final report and financial statements. The
members must approve the distribution of surplus as proposed by the Board of Directors,
as either:
Surplus assigned to reserve for growth and expansion of business
Rebates returned to members, according to their category
Amendment(s):
.
Approved.
Rule IX-Board of Directors Meetings
Regular meetings of the Board of Directors are held at the end of each month.
Exceptionally, meetings may be convened by the President or by one-quarter of the
directors. Only subjects listed on the notice of meeting can be discussed or voted on at
any irregular meeting of the Board.
In order to be valid, a Board of Directors meeting must be attended by the majority of
the members plus one (50% +1).
Amendment(s):
.
Approved.
Rule X-Duration of Fiscal Year
The Youth Co-op is deemed to be active as soon as its application for accreditation has
been approved by the Conseil québécois de la coopéraiton et de la mutualité. The end of
its fiscal year coincides with the end of the school year.
Amendment(s):
.
Approved.
316
(Scenarios 1 and 2)
Internal Bylaws
Rule XI-End of Activities
On recommendation of the Board of Directors, the Youth Co-op can decide of its
liquidation by a resolution adopted by three-quarters of the members present at the Special
Assembly convened for this purpose. After that, the Youth Co-op will only continue to
exist for liquidation purposes.
The debts of the Youth Co-op will be paid first, and then membership shares will be
reimbursed. It is a good idea to set aside a certain amount of money in order to facilitate
the launch of the project next year, and to share profit fairly among members.
Amendment(s):
.
Approved.
Rule XII-Audit
Members of the cooperative will choose an Auditor of Financial Statements (to be presented
at the General Meeting) to audit the cooperative’s financial statements and books. This
volunteer position can be held by the school’s accountant or by a person from a local coop.
Amendment(s):
.
Approved.
317
(Scenarios 1 and 2)
Members Contract
Possible points
Rights
(To ensure equality and
participation of members
in decisions)
Example of issues to raise
Participation in all votes
Participation in the election of the Executive Committee
Fair access to patronage dividends
Payment of $
(hourly wage).
Obligations
A-Meetings
System to encourage attendance at meetings
System of sanctions for absenteeism
Acceptable reasons for absence
Sanctions for being late at meetings
B-Membership Fees
Membership share is $
Operational share is $
.
.
C-Departure
Reimbursement of membership shares
Effect on patronage dividends
D-Volunteer Management
Minimum weekly involvement in volunteer
management
Procedures if a member cannot fulfill requirements
Sanctions if a member does not fulfill volunteer
management requirements
Bonus or encouragement when members have
completed their hours
E-Paid Work
Start and end of work period
Distribution of hours
Laws and procedures for safety in the workplace
System of evaluation of work by the client
Attendance and regular communication between
members
Training at work
Percentage to be reinvested in the Youth Co-op
F-Punctuality on the job
Influence on contract
Influence on the Youth Co-op
318
(Scenarios 1 and 2)
Members Contract
Possible points
Example of issues to raise
G-Poor quality of work
Corrective measures (e.g., the member returns as a
volunteer to complete the work or the member gives
his/her salary to another member so that they can
complete the work.
H-Stealing
Consequence on membership status
Restitution of goods or money
Effect on patronage dividends
I-Drugs or alcohol consumption at the workplace
Consequence on membership status
Sanctions system
J-Ethical conduct toward
clients
K-Other
319
(Scenarios 1 and 2)
Members Contract
I, the undersigned, commit myself to respect the rules established by the Youth Co-op and
to submit to the mentioned consequences if I fail to respect them:
Name
Signature
Witness
Date
320
(Scenarios 1 and 2)
Election procedures
Option 1 – Secret vote
The facilitator asks the members of the Board of Directors to nominate a candidate for
President. They are given a few moments to reflect on their choice and then write the
name of the person they choose on a small ballot. The facilitator collects and counts the
ballots and the candidate who receives the most votes will be asked whether he accepts
the position. If he accepts, the position is filled. The same procedure is followed for each
position. If there is a tie between two candidates, the facilitator first asks them if they are
interested in the position. If so, a second secret vote is held. To properly guide the members
in their decision-making, it is recommended that they consult the Task Descriptions.
Option 2 – Official presentation and formal election
After they have familiarized themselves with the Task Descriptions, the members evaluate
their interest in these positions. The interested individuals prepare their respective election
speeches. The facilitator invites the candidates interested in the position of President to
step forward. Each candidate is given the floor. After the presentations, a secret vote is
held. The facilitator collects and counts the ballots. He then announces the results and the
same procedure is followed for each position.
Option 3 – Conventional formal election
The facilitator calls for nominations among the members present, for each position to be
filled. After each proposal, the member accepts or refuses the nomination. If only one
person is nominated, this person may accept or reject the position. If the member accepts,
he is elected by acclamation. If there is more than one candidate, the candidates prepare
an election speech and address the members. After all candidates have spoken, a secret
vote is held. The facilitator collects and counts the ballots. The same procedure is followed
for each position.
Last name
First name
Administrators Register
Personal address
(Scenarios 1 and 2)
Starting Duration
date of the
mandate
Comments
321
Member’s
name
Address
Member’s
number
Members Register
Total:
Issue
date
Subscribed Subscribed Amount
social
participapaid
share
tion share
(Scenarios 1 and 2)
Date of
Amount
Date of
payment reimbursed reimbursement
322
323
(Scenarios 1 and 2)
Membership Share Certificate
No.:
MEMBERSHIP SHARE CERTIFICATE
The Name of school Youth Co-op
certifies that
(Name of member)
has purchased one membership share at a face value of
$
(Amount)
and has become a member of the above-named cooperative.
(Signature of a member of the Board of Directors)
(Date)
324
(Scenarios 1 and 2)
Membership Card
MEMBERSHIP CARD
Name of the Youth Co-op:
Name of member:
Address:
Date of issue:
(Date of share purchase)
Expiry date:
(Reimbursement date, if applicable)
325
(Scenarios 1 and 2)
Sample Agenda-Founding General
Meeting
(name)
Youth Co-op
Agenda-Founding General Meeting
at
(Day and date)
(Time)
(Location)
4) Reading and adoption of the internal bylaws
5) Election of Board of Directors
6) Adjournment
326
(Scenarios 1 and 2)
Sample Minutes-Founding General
Meeting
(name)
Youth Co-op
Minutes of the Founding General Meeting
at
(Day and date)
(Time)
(Location)
The provisional Secretary greets founding members and guests, opens the meeting
by reading the Youth Co-op Articles of Accreditation, identifies the attending
founding members and informs the assembly that only founding members are
allowed to vote. An attendance list is attached to Appendix 1.
2) Appointment of a Chair and Secretary
The provisional Secretary asks the assembly to choose a Chair and a Secretary for
the meeting.
the meeting.
This motion is seconded by (name)
meeting Secretary. This motion is seconded by (name)
These motions are adopted unanimously.
chair
.
act as
.
The President reads the agenda and asks if members have any changes to make.
(name), seconded by (name),
moves that the agenda be adopted as presented (or as modified).
4) Reading and adoption of internal bylaws
The Secretary gives each founding member a copy of the internal bylaws draft. The
Chair reads the bylaws article by article and invites members to voice their opinion
on the content of each article.
327
(Scenarios 1 and 2)
Sample Minutes-Founding General
Meeting
(name), seconded by (name),
moves that the internal bylaws be adopted as presented (or as modified) and
entered into effect the same day.
5) Election of the Board of Directors
The Chair refers to the election procedure in the internal bylaws and asks the
assembly to assign an Election Secretary.
act as Secretary of Election. This motion is seconded by (name)
.
Nominations
The Secretary of Election then accepts nominations according to established
procedures.
Users category
(name) moves that
(name) be nominated. This proposition is seconded by
(name) moves that
.
(name) moves that
(name).
Since the number of nominations equals the number of available positions for
this category, the Secretary of Election announces that the following members
are now part of the Board of Directors:
Since the number of nominations is superior to the number of available
positions for this category, the Chair proceeds to a formal election, in
accordance with the established procedures. The Secretary of Election
announces that the following members are now part of the Board of Directors:
328
(Scenarios 1 and 2)
Sample Minutes-Founding
General Meeting
Workers category
(name) moves that
be nominated. This proposition is seconded by
(name).
(name)
(name) moves that
(name).
(name)
(name) moves that
(name).
(name)
Since the number of nominations is superior to the number of available
positions for this category, the Chair proceeds to a formal election, in
accordance with the established procedures. The Secretary of Election
announces that the following members are now part of the Board of Directors:
Support members category
_____________________(name) moves that _______________________(name)
be nominated. This proposition is seconded by ____________________(name).
329
(Scenarios 1 and 2)
Sample Minutes-Founding
General Meeting
Comme le nombre de candidats proposés est supérieur au nombre de postes
à pourvoir, le président procède à l’élection par vote secret conformément au
règlement. Le président d’élection déclare élues les personnes suivantes:
(name) moves that
(name).
6) Adjournment
_______________________ (name) proposes the adjournment of the meeting.
This proposition is seconded by __________________ (name).
Signature of the Chair
NB: At the next Annual General Assembly, members will have to adopt these minutes. Once
they have been adopted, the President and the Secretary of the Youth Co-op will need to initial
each page of the minutes and sign them.
330
(Scenarios 1 and 2)
Sample Agenda-First Board of
Directors Meeting
Youth Co-op
(name)
Agenda-First Board of Directors
at
(Day and date)
(Time)
4) Election of officers
5) Time, date and location of the next meeting
8) Adjournment
(Location)
331
(Scenarios 1 and 2)
Directors Meeting
Youth Co-op
(name)
Minutes-First Board of Directors Meeting
at
(Day and date)
(Time)
(Location)
Present:
Absent:
Visitors:
The meeting begins at (time) _______________.
____________________(name) proposes to open the meeting, seconded by
___________________(name).
This motion is adopted unanimously.
2) Appointment of a President and Secretary
_______________ (name) moves that __________________ (name) chair the
meeting. This motion is seconded by _____________________ (name).
__________________ (name) moves that (name)___________________ act as
meeting Secretary . This motion is seconded by______________________ (name).
_____________(name), seconded by __________________(name), moves that
the agenda be adopted as presented (or as modified).
332
(Scenarios 1 and 2)
Directors Meeting
4) Election of Officers
The President describes the duties of each position and then accepts nominations.
_____________ (name) moves that _______________(name) be nominated for
the position of_____________ (title). This motion is seconded by ____________
(name).
(name).
________________ (name) moves that _______________(name) be nominated
for the position of_____________ (title). This motion is seconded by
___________________ (name).
(name).
5) Date, time and location of next meeting
The members agree that the next meeting will be held on ___________(date), at
_____________(time), in Room ___________ (location) and that the purpose of
the meeting will be to follow up on the topics of this meeting and discuss the Youth
Co-op activities plan.
6) Other business
No further business was discussed.
Members’ evaluations are in the appendix.
8) Adjournment
The meeting is adjourned at _________(time).
_____________ (name) moves to adjourn the meeting. This motion is seconded by
____________ (name).
333
(Scenarios 1 and 2)
Sample Agenda-Board of
Directors Meeting
Youth Co-op
(name)
Agenda-First Board of Directors
at
(Day and date)
(Time)
(Location)
3) Reading and adoption of last meeting’s minutes
4) Follow-up on last meeting
5) Committee feedback and propositions
6) Propositions and discussion previously brought up by members
7) Information
10)Evaluation of the meeting
11)Adjournment
334
(Scenarios 1 and 2)
Sample Minutes-Board of Directors
Meeting
Youth Co-op
(name)
Minutes-Board of Directors meeting
at
(Day and date)
(Time)
(Location)
Present:
Absent:
Visitors:
1) Open and welcome
The meeting begins at (time) _______________.
___________________ (name) proposes to open the meeting, seconded by
___________________(name).
This motion is adopted unanimously.
The Secretary always records the start time of the meeting and voting process.
___________________ (name), seconded by __________________(name), moves
that the agenda be approved as presented (or as modified).
In this section, the Secretary notes the points that need to be added and the modifications.
3) Reading and adoption of last meeting’s minutes
The President asks the members if they have any changes to make to the minutes of
the last meeting.
335
(Scenarios 1 and 2)
Sample Minutes-Board of Directors
Meeting
__________________ (name), seconded by __________________ (name), moves
that the minutes be accepted as presented (or as modified).
In this section, the Secretary notes the suggested modifications.
4) Follow up on last meeting
For information only. The Secretary does not need to write a report unless a member of the
Board requests it.
5) Committee feedback and propositions
The Secretary
• States the original proposition
• Summarize the argument in favour of the proposition
• Briefly summarizes the discussion on the proposition
• Asks that the proposition be reformulated in order to record it in the minutes (votes and
results)
• Indicates if there are documents or information included in the appendix
• Takes note of all proposition, event those that are rejected
6) Propositions and discussions previously brought up by members
Same as in 5.
7) Information
The Secretary informs members about the mail received since the last meeting and records it in
the minutes. If applicable, the Secretary indicates follow-up action, designates the person
responsible and sets a deadline. After discussion, the Secretary asks that the proposition be
reformulated and records the vote.
The members agreed that the next meeting will be held on ___________ (date), at
_____________(time), in Room ___________ (location) and that the purpose of
the meeting will be to follow up on the topics of this meeting and discuss the Youth
Co-op activities plan.
The Secretary writes the date, time and location of the next meeting.
No further business was discussed.
The Secretary adds any other business brought up on the agenda and summarizes the discussion
and its results.
336
(Scenarios 1 and 2)
Sample Minutes-Board of
Directors Meeting
The Secretary collects the members’ evaluations and puts them in the appendix.
11) Adjournment
The meeting is adjourned at _________(time).
______________________ (name) moves to adjourn the meeting. This motion is
seconded by ___________________ (name).
The Secretary records the time of adjournment.
The President and the Secretary must sign the minutes once they are adopted.
337
Collective Entrepreneurship
Promotion and Awareness Officers
Abitibi-témiscamingue
CDR ABITIBI-TÉMISCAMINGUE
162 Principale South, PO Box 96
Amos, Québec J9T 3A5
Telephone: 819 727-1055
Fax: 819 727-1062
[email protected]
Estrie
CDR DE L’ESTRIE
550 Dufferin St.
Sherbrooke, Québec J1H 4N1
Telephone: 819 566-0234
Fax: 819 566-2406
[email protected]
Montreal - Laval
FEDERATION QUEBECOISE
DES COOPERATIVES EN MILIEU
SCOLAIRE
7333 Des Roseraies Place, Suite 501
Anjou, Québec H1M 2X6
Telephone: 514 352-1121
Fax: 514 352-1764
[email protected]
Bas-Saint-Laurent
CDR BAS-SAINT-LAURENT/
COTE-NORD
143 Saint-Germain St. West, Suite 105
Rimouski, Québec G5L 4B6
Telephone: (418) 725-COOP (2667)
Toll-free: 1-877-725-COOP (2667)
Fax: (418) 724-9448
[email protected]
Capitale nationale -ChaudièreAppalaches
CDR QUÉBEC-APPALACHES
1528 Jules Vernes Ave., Third floor
Québec, Québec G5G 2R5
Telephone: 418 687-1354
Fax: 418 781-2076
[email protected]
Côte-Nord
CDR BAS-SAINT-LAURENT/
COTE-NORD
896 Puyjalon St., Suite 200
Baie-Comeau, Québec G5C 1N1
Toll-free: 1-877-725-COOP (2667)
[email protected]
Montérégie
CDR DE MONTÉRÉGIE
134 Saint-Charles St.
Saint-Jean-sur-Richelieu, Québec
J3B 2B7
Telephone: 450 346-4426
Toll-free: 1 866 433-COOP (2667)
Fax: 450 346-2350
[email protected]
Lanaudière
CDR DE LANAUDIÈRE
457 Laval St.
Joliette, Québec J6E 5G9
Telephone: 450 759-8423
Fax: 450 759-2100
Info@lanaudière.coop
Outaouais
CDR OUTAOUAIS-LAURENTIDES
400 Maloney Blvd. East, Suite 101
Gatineau, Québec J8P 1E6
Telephone: 819 643-2884
Toll-free: 1 866 643-2884
Fax: 819 643-2887
[email protected]
Centre du Québec - Mauricie
CDR CENTRE DU
QUÉBEC/MAURICIE
441 Barkoff St.
Trois-Rivières, Québec G8T 2A5
Telephone: 819 370-6630
Fax: 819 370-6632
[email protected]
Gaspésie -Îles-de-la-Madeleine
CDR GASPÉSIE-LES-ILES
114F Perron Blvd. West
New Richmond, Québec G0C 2B0
Telephone: 418 392-6741
Fax: 418 392-6839
[email protected]
Laurentides
CDR OUTAOUAIS-LAURENTIDES
96 Turgeon St., Suite 200
Sainte-Thérèse, Québec J7E 3H9
Telephone: 450 951-6334
Toll-free: 1 866 643-2884
Fax: 450 431-2219
[email protected]
Nord-du-Québec
CDR SAGUENAY-LAC SAINT-JEAN/
NORD DU QUÉBEC
600 Third St.
Chibougamau, Québec G8P 1P1
Telephone: 418 748-6060
Fax: 418 748-4020
[email protected]
Saguenay-Lac Saint-Jean
CDR SAGUENAY-LAC SAINT-JEAN/
NORD DU QUEBEC
3885 Harvey Blvd., Suite 407
Jonquière, Québec G7X 9B1
Telephone: 418 542-7222
Fax: 418 542-7366
[email protected]
CONSEIL QUÉBÉCOIS DE LA
COOPÉRATION ET DE LA
MUTUALITÉ
Telephone: 418 835-3710
Toll Free: 1 800 975-COOP (2667)
Fax: 418 835-6322
[email protected]

Educational - On s`engage

Transcription

Similar documents

Document

to the Dover Titans winners of the Co

serving together

Transition Black Isle

Computer Science

AN WIN - Washington St. Tammany Electric

MEMBER SPOTLIGHT - First Electric Cooperative

February 13, 2014 Dear Member: As you are aware, your store