ProCredit Regional Academy - Colombia

Transcription

ProCredit Regional Academy - Colombia
A Training Centre for ProCredit Bank Managers in Latin America
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Contents
The Significance of the Regional Academy
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Expectations towards our Students
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Introduction to the Course
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Summary of Course Content
Business Economics
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History
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The Positioning of ProCredit Banks
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Programme Structure
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English Courses
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The Campus
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In order to provide further professional development opportunities to its employees from 21 banks
around the world, ProCredit Holding has established three training centres which enable supra-regional
exchange. The Academy in Fürth, Germany, which became operational in January 2006, offers a threeyear programme for current and future managers of our banks. The curriculum, which includes courses
in history, banking and communication, combined with teaching methods geared towards understanding,
dialogue and deliberation, are aimed at preparing our managers to make the difficult decisions arising
from the tension between profit and social responsibility as well as between global vision and local
conditions. The intensive discussions and exchanges in the Academy are meant to lead to a common
understanding of how our group defines ethical banking.
In addition to the Academy in Fürth, ProCredit Holding has two additional Regional Academies:
the Regional Academy in Fusagasugá in Colombia (formerly located in Managua, Nicaragua, founded in
2006) for the employees of our banks in Latin America; and the Regional Academy in Skopje, Macedonia,
established in 2007 for the employees of our banks in Eastern Europe and Africa. Both Regional Academies,
which were initially housed in rented premises, have in recent years built and relocated to their own
campuses. The Regional Academy in Macedonia opened its new building on Lake Veles, which is 30km
from Skopje, in 2008. In 2012, the Regional Academy for Latin America was relocated from Nicaragua to
Colombia, where the new campus was built in Fusagasugá, 60km southwest of Bogotá. But what is the
role of the Regional Academy in Latin America, and what is its relationship with the Academy in Fürth?
The consistency of our development policy, which determines the form of our contribution to
economic development in our countries of operation, is also an important topic at the Regional Academy.
The apparent contradiction between a profit-oriented approach to management and a socially responsible and ethical corporate policy is only evident if one takes a short-term view. The various financial crises in the individual countries and regions have clearly shown that speculation, untransparent activities
and overheated markets in the area of consumer lending neither foster development nor generate profit
in the long run. For this reason, the ProCredit banks have concentrated on lending to small and medium
enterprises from the very beginning. We are convinced that careful analysis of these enterprises as well
as a long-term planning horizon are the most stable sources for economic growth and job creation. It is
therefore very important to us to not limit discussion of this issue to the managerial level. The mission of
the Regional Academy is to pursue this discussion on a broader basis. As a rule, the difficulties in implementing our vision of development policy tend to first appear in concrete situations and circumstances
in our countries of operation. On the other hand, we need a certain supra-regional platform against
which to evaluate local nuances and particularities. The Regional Academy thus represents an important
point of contact between the holding company and our regions of operation, providing a forum for the
discussion of issues at the group and local level.
The position and importance of the Regional Academy is especially apparent in light of the new
salary structure for ProCredit employees. In recent months, job descriptions and the number of different
salary levels were standardised across all of the ProCredit banks. The most important aspect of this new
policy is that the individual salary levels are linked to participation in training programmes, both locally
and at the academies. In addition, the banks will hold annual feedback sessions with all employees, which
will contain both quantitative and qualitative elements. These changes have a high degree of transparency
and clarity with respect to the mutual expectations between the bank and the employees as well as
with regard to the steps that every employee must complete in order to qualify for a certain position
or salary level. In view of the new salary structure, successful participation at the Regional Academy is
a necessary precondition for certain positions, such as branch manager, as well as for participation in
courses at the Academy in Germany. Generally speaking, all employees from the banks in Latin America
who have successfully completed the local training in financial mathematics and bookkeeping are eligible
to attend the Regional Academy. The preliminary selection of applicants takes place according to special
assessments conducted at the individual banks. The candidates who are selected in this process are invited
to a two-week preparatory course in Colombia. From among these individuals, the teaching staff at the
Regional Academy will select the most eligible applicants. The Regional Academy therefore provides all of
our employees in Latin America the opportunity to fulfil the eligibility requirements for certain positions
at ProCredit banks. The Academy teachers write their own evaluations and provide feedback on the
employees that is independent of the banks’ assessments. This feedback is also taken into account in local
staff evaluations. As we do with our clients, we offer our employees a precise analysis of their potential,
transparent communication, the opportunity to grow and long-term prospects for working together.
The curriculum of the Regional Academy in Latin America is split into three broad categories:
business economics, history and ProCredit banking, which is described in more detail later in this brochure.
However, the teaching methods applied are just as important as the content of the curriculum. Training
at the Regional Academy does not take the form of the traditional series of lectures that universities
are known for. Our dialectical approach does not merely aim to transmit knowledge, but is far more
geared towards encouraging participants to examine themselves critically and to form their own point
of view. Drawing hasty conclusions or falling back on one-size-fits-all solutions is to be avoided under
all circumstances. Instead, we strongly prefer to guide participants to analyse situations more closely and
to better structure their thoughts. Given our development mission, it is especially important to us that
our employees contribute to stable growth based on rational thinking, careful consideration and ethical
principles. For this reason, we have chosen the “Toro Pensante” (the Thinking Bull) by Josep Granyer to be
our mascot, since this statue represents prudent growth.
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In addition to the regular academic programme, various supra-regional specialised seminars as well
as English courses for beginners also take place on the premises of the Regional Academy. We consider
the Regional Academy as a meeting place for the region as well as a link to the Academy in Germany. Due
to the fact that Spanish is spoken at all of our banks in the region, Spanish is also the official language
of the Regional Academy. However, the language barrier vis-à-vis the holding company and the Academy
in Germany, both of whose official language is English, constitutes a major hurdle with respect to the
seamless continuation of staff training. In close co-operation with the English Language Centre in Fürth,
we have developed a programme specially for beginners, which we offer to employees with potential for
the Academy in Germany as well as to employees in certain positions that entail active communication
with the holding company. Furthermore, starting in 2013 a series of seminars will be offered that address
the challenges of specific positions, such as branch management, to which selected graduates of the
Regional Academy will be invited.
The main prerequisites for participation at the Regional Academy are a high level of curiosity, the
desire to further develop oneself and a long-term view. We cordially invite all employees who wish to
undertake this challenge to take part in the local assessments for the Regional Academy.
Our expectations of the Regional Academy participants have already been stated implicitly in the
introduction to this brochure. At root, it is about embracing the culture of our banking group and ultimately helping to shape it. From this it naturally follows that we encourage and expect our participants
to take an active part in the coursework.
Many of our colleagues are familiar with the passive approach that typifies authoritarian societies
and institutes of learning, an approach characterised by listening, biding one’s time, and imitating; however, this attitude will get them nowhere at the Regional Academy. We expect strong involvement and
lots of interaction with our students. Those who shy away from expressing a standpoint on something
presumably do not have one; those who shy away from stating their opinions openly and honestly are
probably not open and honest in other aspects of their lives; and those who are reluctant to accept with
open arms the multicultural challenge that Academy life necessarily involves are probably chauvinistic in
other respects too.
It is not so important to be good at all the subjects on offer. That is precisely why we do not see
ourselves as an elite training institution in the traditional sense. However, a willingness to engage and
participate is very important. This is the only way for our employees to really experience the value of this
training course and to engage in the process of self-critical reflection with respect to their own role in the
company that the course is designed to set in motion.
Even though the official language in the Regional Academy is Spanish, as is the case in all of our
institutions in Latin America, competence in the language remains an issue and a limiting factor for successful participation in the Regional Academy. A strong command of Spanish in terms of writing and structuring
ideas is a key prerequisite for successful participation. The broad range of topics under discussion during the
course requires the participants to have a structured way of expressing themselves both orally and in writing. Furthermore, the frequent essays and oral presentations they are required to prepare are an additional
reminder of how essential it is to be able to express one’s ideas in a clear and understandable way.
Successful completion of the Regional Academy course does not automatically guarantee a specific career at a ProCredit bank or the opportunity to participate in the Academy in Fürth; it is merely a
prerequisite. We have deliberately chosen to make this opportunity for skills development and personal
development available to a broadly diversified range of staff in order to help build our corporate spirit and
our special way of banking as well as to communicate these values to a large group of colleagues.
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The courses offered by the Regional Academy fall into three main areas. Each area, or curriculum, is
indicated by a different colour and consists of a sequence of four courses covering various topics.
The Blue Curriculum is dedicated to the area of business economics. The courses provide a link between
general knowledge in economics and business administration and their applications in our day-to-day work.
The Red Curriculum is explicitly reserved for the history of Latin America. This includes the first preHispanic civilisations, the establishment of colonial regimes, the formation of independence movements and
the emergence of new political regimes. Instead of highlighting dates and personalities, the courses in this
curriculum provide an in-depth analysis of the various dependencies within a society and with the environment and draw parallels with the present-day reality on the continent.
The courses that specifically address the ProCredit positioning and way of banking are found in the
Yellow Curriculum. They present our history, our approach to our business and private clients and our responsibility towards the environment. The topics in this curriculum introduce our mission and values, including
their origin and how they are applied in different areas.
Summary of Course Content - Business Economics
Business Economics
The Blue Curriculum at the Regional Academy for Latin America covers the subjects of Descriptive
Analysis, Financial Analysis, Investment & Finance and Economics. These subjects build directly upon the
locally offered courses on financial mathematics and bookkeeping. Therefore, successfully passing these
two obligatory courses is not merely a prerequisite for attendance at the Regional Academy; they also
allow the participants to achieve a basic shared level of knowledge in preparation for the subsequent
courses. Establishing a common foundation is necessary due to the wide variations in the students’ academic education and practical experience.
The aim of the Blue Curriculum courses is not only to build on the subject matter of this common
foundation, but also to apply the lessons learned in order to analyse real-life situations. The courses serve
to expand the participants’ repertoire of analytical methods, to develop a structured approach, and to
demonstrate how findings can be presented in a readily understandable way. Gathering, presenting and
interpreting information play a vital role in all of the courses. These skills can be applied when presenting
statistical data, comparing and analysing company reports, evaluating alternative investments or when
applying economic theories and models to the actual economic policies of a given country.
The teaching methods applied make minimal use of the traditional “university lecture” style of
knowledge transfer. Therefore, in accordance with the objectives described above, active problem-solving
is a predominant feature. This involves applying the acquired analytical tools on actual case studies from
the banks, extracting relevant information from the large amount of available data and then presenting
the findings – as well as engaging in class discussions about the conclusions drawn. The thoroughness and
accuracy of the analysis will be evaluated, along with the intelligibility and consistency of the argumentation, as well as the way in which the presentation is structured. Participants are also required to take an
exam at the end of every course, the results of which will be taken into account in the lecturer’s overall
assessment.
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Descriptive Analysis
This course deals with the analysis, preparation and presentation of large amounts of data, i.e. the
provision of information. In many divisions of the bank, large amounts of data have to be processed and
interpreted; this process includes evaluating surveys, comparing performance indicators between different
branches or time periods, extrapolating certain trends, analysing identified correlations or quantitatively
corroborating given qualitative conclusions. There are two problems immediately linked to this: the complexity of the data analysis and the difficulty in presenting the findings. These activities form the essence
of this course.
On the data analysis side, the participants will become acquainted with a range of different statistical indicators, such as medians, averages, variance and standard deviations. They will also learn how to
calculate and interpret statistical default values. Special emphasis will be placed on recognising the limits
of statistical significance and the dangers of misinterpretation. However, the comparability of what appear
to be objective indicators can be heavily impaired due to variations in the base population, the observation
period and/or the establishment of sub-categories. Another topic is the extrapolation of certain trends
with the help of historical data. However, trying to determine future developments by analysing current
trends can be problematic, due to the hidden danger of making false correlations. The course objective in
the area of data analysis is therefore not limited to the mere determination of statistical indicators, but
also includes an appreciation of what lies behind the calculations. This will be discussed with the support
of actual examples from the bank. In practice, many of the problems of interpretation are well known;
for example, it is not possible to evaluate the default rate without also taking the level of write-offs into
account, or that due to the high level of overhead costs, the performance indicators of various banks and
branches cannot be compared without taking the absolute loan volume into account.
Apart from showing participants how to perform a meaningful analysis that is not restricted to
a superficial comparison of indicators, the course also explains how to present the findings. Weaknesses
in the presentation of quantitative findings can be seen all too often in daily practice. These range from
minor errors, such as totals not adding up to 100% or missing headers, to major faults such as contradictions in content or making comparisons of disparate base populations. This course will help participants
to avoid such mistakes.
Financial Analysis
This course deals with the analysis of the balance sheets and profit and loss statements of our Latin
American banks, and thus clearly builds directly upon the local bookkeeping courses. Skills in financial
mathematics and bookkeeping, which were covered in depth during the preparatory course, are a necessary
prerequisite for participation in this course.
The analysis of our banks’ financial reports starts with an understanding of the actual structure of the
two most important reports: the balance sheet and the profit and loss statement. The course aims to ensure
that the participants will be able to interpret every single position in both of these reports. This does not just
entail learning the structure and content of these reports by heart, but also being able to grasp the underlying logic.
Once the participants have become acquainted with the contents of the balance sheet and P&L statement, the next question is: What information can be drawn from these reports? This first stage in the analysis
of the financial statements aims to examine in detail the indicators which refer to specific relationships
between various balance sheet positions, between positions within the P&L statement as well as between
positions in both reports. The course not only explains how to calculate these indicators, but also how to
evaluate their significance. The participants will discuss the relative importance of these indicators, the ways
in which they can be modified, the logical interconnections that arise between them and the interesting
conclusions that can be drawn when viewing them in conjunction with other positions or indicators.
The participants must not simply utilise readily available data when making their evaluations; they
should also take the context of the particular bank into account. This includes its development history, the
macroeconomic circumstances and the competitive environment. To this end, it is necessary to ask the right
questions and to look for information which is not included in the two reports. If needed, the participants will
be given access to previous years’ reports and will be provided with additional country-specific information.
The participants will then view the situation from the perspective of different interest groups, such as
the tax authorities, the central bank, lenders or investors. Depending on the perspective, a variety of questions about each bank must be answered and presented, such as: “Which bank would I invest my money in?”,
“Where is my money safest?”, “How efficient is the bank?” or “How risk-averse is the management?”
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Investment and Finance
Investment and financing decisions always involve a dynamic approach over a long period of time,
the analysis of which is based on the time value of money concept. For this reason, discount models play
a substantial role in this area of study. Their main elements, the internal rate of return and the net present
value method, which have already been touched upon in the financial mathematics course, are applied in
a new and expanded way in this course. The first part of course therefore focuses on the calculation and
statistical significance of these elements, which will be made clearer by studying various investment and
financing alternatives.
Subsequently, the course serves as a connection to the accounting side of investment and financing
decisions, in that it addresses the impact on financial reports. Based on the asset side of the balance sheets,
concrete examples will be used to discuss matters relating to the analysis of borrowers. Using examples
of business lending, participants will analyse and evaluate the investments carried out by a company in
terms of cash flow analysis, ROI calculation, profit margin and payback period. The participants then need
to decide whether it is wise to grant a loan or whether the client would be better advised to save more. In
the event that the client goes into default, the participants should evaluate whether the client is unable
or unwilling to pay, and whether it makes more sense to restructure the loan or collect the guarantee. On
the liabilities side of the balance sheet, a range of financing possibilities will be discussed. Issues such as
interest costs, maturity terms and liquidity planning will be debated, as will the special features of debt
and equity capital. On the subject of debt and equity, not only will the leverage effect be explained, but
the course also examines the different funding instruments that are available on the financial markets.
If the cash flow is given and can be presumed secure, making a decision on the investment or
loan is a relatively simple task. The challenge in dealing with future events is their dependence on a set
of determining factors which cannot be predicted with certainty. Variations in interest rates, changes in
management and the behaviour of the competition are just a few of the factors which fall into this category. Therefore, decisions on the granting of loans or funding are always associated with some degree of
risk. The participants will be familiarised with the concept of determining risk and the direct relationship
between profit and risk, as well as learn about the function of risk diversification.
Economics
At the beginning of this course, participants receive an introduction to the most important economic
theories. The objective is not to provide a crash course in economics, but rather to familiarise participants
with the basic elements of these theories, always taking the historical context into account. The purpose is
to present the particular approaches and standpoints of these theories that will serve as reference points
in subsequent discussions. Together, instructors and participants will develop a basic model of an economy
that will be used to illustrate complex economic relationships and interdependencies.
As the course progresses, the participants will become familiar with the main economic indicators,
whereby interpretation and recognising the limits of their statistical significance will take precedence over
the calculation process itself. Equipped with the basic knowledge they have acquired up to that point,
participants will be confronted with topics such as the origin of economic growth and the issue of how
to equitably distribute the revenue generated by this growth. The course attempts to achieve a thoughtful
discussion of economic issues that is not limited to monocausal or superficial solutions. To this end, using
actual examples from our countries of operation, the wisdom of certain economic policy decisions – such as
measures to combat unemployment or inflation and the possible economic consequences associated with
them – will be the subject of rigorous debate.
The examination of markets and various forms of price development from a microeconomic perspective forms another major component of the course. This includes considering whether the equilibrium price
is always the best price in a perfect market, and whether every commodity has its price. The effects of
distorting the equilibrium price, e.g. through monopolies, subsidies, minimum wages or price caps, will also
be discussed.
The course also pays particular attention to the role of financial markets: i.e. the influence that
financial markets have on the wider economy and, conversely, the impact that the wider economic situation
has on institutions in the financial sector. In addition, we will examine the roles of individual players in the
financial markets and their specific spheres of interest. Our own experiences as representatives of this sector,
as well as the recent financial crises, will serve as illustrative examples. Because there is generally no optimal
standard solution for economic issues and because economic decisions always also entail social and moral
implications, the entire course is structured dialectically and includes critical debates on current events.
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Summary of Course Content - History
History
We are convinced that history should be more than an academic discipline; it should be a practical
tool, one that is useful and accessible, helping us to better understand the present. Rather than being
merely a dialogue between historians, it should serve as a cultural platform to exchange ideas about the
current environment. The Latin American Regional Academy has developed a curriculum focusing on the
history of the region. This programme is based on the Latin American context and the cultural and social
particularities in which academy participants themselves have developed.
Learning about this history fosters a critical attitude towards one’s own environment and ensures
that participants are well positioned to interpret such events based on fact. Our aim is that participants
develop an interest in understanding the special circumstances that make up the societies in which they
live. Likewise, we seek to encourage participants to contemplate their individual reality: we try to incentivise both critical thinking and the need to understand the world around each of us.
History provides a superb vehicle to formulate questions and rediscover your curiosity, to take your
distance from the commonplace and from real and imagined authority, and to reflect on the circumstances that explain, to a large extent, why Latin American societies function the way that they do. The
modules of our programme are structured around the history of the region, with four separate modules
focusing on: the great pre-Hispanic civilisations, the voyages of conquest and the establishment of the
colonial system, the creation of the nation state, and the turbulence of the mid-20th century.
Rather than following either the course set by traditional historians or some linear sequence of
dates, this programme seeks to address various phenomena and understand the multitude of causes behind
them as well as to identify the long-term effects of these phenomena and comprehend the patterns of
their occurrence. The objective is not to produce a historiography of heroes and battles, or of “great men”
and their exploits. Rather, we aim to demystify these figures and instead understand and interpret the
forces that triggered (or trigger) the specific mechanisms behind the trends that so prominently shaped
the identity of the region; we seek to analyse the impact of these trends from the perspective of real
people in real situations, taking the point of view of the secondary classes, who do not appear in the major
narratives.
Following this order of ideas, and with a special emphasis on investigative and analytical practice,
the activities for each module take the form of group work (reading, presentations, discussions) and
individual writing assignments (essays and summaries). Participants in the programme have access to a
range of resources, including an ample selection of printed materials, documentaries and films. Learning
is a group process in which individual efforts to acquire knowledge are complemented by the interaction
within groups and by the understanding that results from the conflict of ideas between groups. As participants are constantly engaged in discussions and are forced to defend their positions, they are able to
develop their analytical, communication and social skills on an ongoing basis.
Group work includes reading activities, presentations and discussions. Group reading exercises in
the classroom are designed to enhance the ability of participants to comprehend written materials. This
involves: understanding the author’s message, breaking down texts and discussing them – in other words,
taking an active approach to reading. The first step towards effective communication is to understand
what your partner is trying to say. Participants must be able to conduct research effectively in order to
prepare presentations, and these assignments test their ability to process complex ideas and present their
arguments in a well-structured and clear manner. Afterwards, the remainder of the group provides the
presenters with constructive criticism about formal and content aspects which could use improvement.
This is an activity that involves self-criticism. In preparation for the end of the week, during the group
feedback session each individual and each group is responsible for the learning and communication that
concerns their topic. At the end of the module there is a summary discussion to wrap up on the basis of the
information acquired in the individual presentations. In order to better structure their oral communication,
participants should take into consideration the following elements: strong arguments, respect towards different opinions and towards those who disagree, conflict and relevance of comments.
The writing exercises, such as summaries and essays, likewise aim to develop the ability to identify
and produce the structures of an argument as well as sharpen skills which allow participants to establish
a discourse in an accurate, clear and concise manner. Of course, improving public speaking and language
skills play an important role in the achievement of these goals. As a result, writing assignments are scheduled each week in which participants prepare short summaries. Just as during the group reading activities,
presenting the key ideas provides structure to a text. These texts are even more sophisticated, with secondary concepts being introduced in order to support the primary arguments. Finally, essay assignments allow
participants to develop their own analysis of an idea proposed by an author.
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The Great Pre-Hispanic Civilisations
Until very recently, Columbus Day was still celebrated in Latin America more or less formally to
commemorate the “discovery” of America by Christopher Columbus and to confirm the region’s Hispanic
heritage, namely the language and religion. The plundering, enslavement and cruelty that accompanied
Admiral Columbus’ arrival in the region was systematically covered up or at best toned down. The history
of Ibero-American countries deliberately sought for decades to hide indigenous achievements, denying
local inhabitants of a millennium of cultural heritage by supplanting the importance of the indigenous
people through national projects extolling Hispanic virtue. What were the ulterior motives behind this
discourse that aimed to create a common identity by emphasising a shared heritage? What does this
discourse fail to recognise even though it is part of the shared heritage of the countries in the region?
Centuries before Europe learned about – and not “discovered” – the rest of the world, Latin
America was already home to a variety of societies organised in some social, governmental or economic form with some degree of technological innovation and with their own distinct cosmologies. The
civilisations arising in this region were capable of fantastic feats: predicting the movement of the stars,
planning production and generating surpluses to support a growing population, building urban centres
more dense than those of their contemporaries in Europe or Asia, and establishing a unique form of
interpersonal and spiritual interaction.
The societies also dominated neighbouring groups through diplomacy and warfare, extending
their cultural and political influence beyond their borders and making a profound impact on their
environment. Indeed, these were civilisations in every sense of the word, with all of the accompanying
consequences. These societies were characterised by a high degree of specialisation and a development
trajectory that was very different from the rest of the world. How and why were they able to achieve
these accomplishments? To what extent can remnants from that period explain the current social situation? How did these societies address the challenges posed by their geographic circumstances? Why did
they disappear?
In order to gain an understanding of the pre-Hispanic world, we look at the better-known civilisations from Middle America – the Mayas and the Aztecs – as well as the Incas from the Andes. These
societies were able to develop in very different locations – Middle America and the Central Andes – and
at different times, as Mayan civilisation had collapsed centuries before the arrival of Columbus while the
other two reached their peaks between the 12th and 16th centuries.
On the basis of these differences, the programme makes use of comparative history, a type of
analysis which is highly nuanced and topically very rich, along with a variety of perspectives to convey
the key phenomena. Each case is submitted to an analysis in order to identify corresponding structures
and links between the constituent elements, including: social divisions and functions, government
administration, forms of production, relationship to the environment and spirituality.
As can be seen, drawing comparisons between these aspects can be useful due to the close temporal proximity and to the acute differences between these cultural areas: if we consider Middle America
to be a discrete cultural unit, then the Central Andes stand out because of their diversity; whereas settlements in Middle America such as Teotihuacan and Tikal enjoyed political and religious influence over
large geographical areas, the role played by the population centres in South America was more local in
scope; and although warfare was so endemic in the Andes that elite warriors achieved priestly status, the
case in Middle America was quite the opposite. Nevertheless, one can also identify important similarities between the two regions, including sculpture and even infrastructure; the material products of the
Andean cultures are comparable to those found in Middle America (construction techniques, ceramics,
hydraulic engineering). For course participants, this type of analysis demonstrates the importance of
understanding these social groups as a part of their own rich, fully developed historical heritage.
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Conquest, Establishment of a Colonial Regime, and the Mechanisms of Domination
Discovery or conquest? Discovery and conquest? Genocide? Participants are to address the impact
of the arrival of the expeditions – including those of Columbus, Cortés and Pizarro – that are the most
representative and the most celebrated by traditional historians; in particular, emphasis is placed on the
intentions of the parties, the circumstances surrounding their actions and other aspects that could factor in to these historical events. Various explanations have been offered to attach significance to the
invasion of America in the 16th century, from religious zeal and profit-seeking to the simple pursuit of
elevated social status. It is certainly true that Hispanic myth has permeated the study of this phenomenon, and this is evident in vocabulary such as civilisation, language and religion.
Different motives drove each expedition to conquer American soil. Whereas some were launched
simply to learn about and claim territories on the mainland, other missions sought to locate and exploit
riches in the Americas; still others aimed to discover efficient routes to export resources back to Spain.
The influence of these campaigns was felt in particular in the rapid decline in population among local
peoples and in the destruction of the cultural fabric which held them together.
This module focuses on the various strategies which were employed to accomplish these results.
The learning goals include: understanding what role was actually played by the native peoples during the
invasions, the nature of resistance shown to invaders and the intentions of all involved parties; figuring
out the real importance for the Spanish government of gaining control over land and indigenous sociopolitical structures; identifying the different strategies employed in the process of domination: control
of the body through social hierarchies (class system), division of labour, holding of property and political
control; furthermore, control of the mind through acculturation, evangelisation and the displacement of
intangible aspects of native societies.
As concerns the social and economic order which emerged from this domination, the colonial
system was able to assert itself as the result of a natural order because it represented an example of
the ongoing coexistence between the administrative and cultural structure of indigenous and African
communities alongside elements from Spanish government. The strategies of domination imposed in
the Americas met with phenomena such as syncretism and mestisation. The authorities were unable to
control such tendencies and, whether desired or not, they became part of the historical development of
the region.
Some of the themes from this period are: slavery, religion, trade, elitism and mestisation. Each of
these is addressed from the perspective of the respective protagonists, the secondary classes, rather than
following a scholarly narrative of relevant happenings during this particular time period. This course
focuses geographically on the administrative divisions used at that time (viceroyalties, kingdoms and
captaincies): from north to south, the Viceroyalty of New Spain (now Mexico), the Kingdom of Guatemala
(Central America), the Viceroyalty of New Granada (Colombia, Venezuela, Ecuador), and the Viceroyalty of
Peru (Bolivia, Peru). The borders of the current republics do not allow for a complete understanding of the
complexity of the colonial world as an annex of the Spanish metropolis. Conducting our analysis using
the units described above enables course participants to identify trends and general patterns while also
highlighting the motivations of the actors and the relationships between them as well as the strategies
for domination.
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Building the Nation State: Independence, Republics and Colonial Remnants
A political storm swept across Latin America at the beginning of the 19th century, fuelled both by
Enlightenment thinking and by specific economic and social interests. During the “Age of Independence”
in Latin America, various strategies to shed the Spanish yoke emerged with greater or lesser success,
which primarily benefited the local elite (creoles). This tendency in the 1820s and 1830s led to the establishment of most of the region’s republics. During this course, special emphasis is placed on identifying
the motivations of this new and dominant class which was claiming a place in front of the political might
of colonial authorities; we also investigate the motivations of the second-class groups in society as well.
What impact did the measures imposed by the Spanish metropolis have on the economic activities in the
Americas? Were “patriotic” interests more economic than political? Was role did the “lower classes” play
on the road towards independence? Were they passive or did they make a significant contribution to the
expulsion of the Spanish? What was their role in the establishment of the new states?
The new order of the republics in Latin America was a political hybrid which adopted innovative
formal elements such as popular sovereignty, division of power, elections, and equality before the law;
however, in practice these were simply superimposed on the remnants of the old colonial framework
and its existing power structures and socio-economic hierarchies. As a result, the region saw certain
phenomena arise which were not to be found elsewhere: local tyrants (caudillismo), pretorianism, democratic caesarism, etc. The new republics became engaged in a struggle between institutionalism and a
“personalisation” of power.
Course participants are guided through a world divided between two main social groups: those
who consider themselves to be of Spanish descent and who claim, and strive to maintain, a privileged
position in the social hierarchy and ownership of the means of production inherited from colonial times.
In contrast, the majority mestizo, indigenous and black population was excluded from the political process and failed to gain any economic benefits. These groups were burdened with the obligation to defer
to their social “superiors”, and they occupied the lowest levels of the productive system, well below their
counterparts elsewhere in the world.
These social and governmental structures, which featured both new elements (presidency) and old
(the class system, the union of church and state), would give rise in the middle of the 19th century to
another regional trend – the “Liberal Revolutions”. This term refers to the attempts of the local political
elite to modernise the state and do away with the colonial ballast once and for all. Verifying whether or
not these young states were able to accomplish this objective is another aim of this course: Was there
modernity or even Modernism? Did the colonial structures continue to function during the time of the
republics? Were the nation-building projects successful? To what extent did this period influence the
current state of affairs?
As can be seen here, and in line with the spirit of the entire programme, the analysis focuses on
historical processes and not “patriotic” versions of history that parrot the words and “clairvoyance” of
so-called national heroes, whether real or imagined, in the political imagery of the region. We intentionally distance ourselves from these commonplace accounts so that our methodology can expand on
the complex relationships between the different parties using the following variables: politics, religion,
ethnicity, economics and hierarchy. As in the previous module, our analysis will distinguish between the
administrative units used during that period and the present-day political borders.
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Political Tendencies and Civil Society in Contemporary Latin America
The chronic and obvious institutional weaknesses of the Latin American republics between the
1930s and the 1990s resulted in certain regional phenomena which were due both to the concentration of
hemispheric hegemony in a single actor and to the flux in global politics and economics. On the one hand,
this includes a certain propensity to elevate a “strong man” to power: dictators (Pinochet, Trujillo, Ubico)
and the tendency towards democratic authoritarianism, local tyrants and populism (Fujimori, Vargas,
Perón). On the other hand, trends developed which were characterised by popular participation: popular
revolutions (Nicaragua, Cuba), armed groups (“Shining Path” (Sendero Luminoso), M-19) and social movements (Mothers of Plaza de Mayo, cocaleros, the landless).
The fight for a political voice by large portions of the population, the growing gap between rich
and poor, the failed attempts to develop economically, and the systems of production which were unable
to provide for large parts of the population were all key elements that drove conflicts throughout the
region and left a lasting mark on its history. These events made a significant and often painful impression
that serves as a reminder of the weak role of the Latin American state, of an unfortunate conception of
citizenship and of a poor understanding of nationhood.
During this course, participants investigate four case studies which were paradigmatic for this critical period: the Cuban Revolution, the Sandinista Revolution (Nicaragua), Peronism (Argentina), and the
confrontation between social forces and reactionaries in Chile. Using the methodology that was learned
previously and building on the knowledge acquired during earlier modules, participants analyse these topics and interpret the current context in the region on the basis of its recent past. Participants address the
following questions: Which factors trigger political decisions in Latin America? Which agents are at work
behind these factors? Which interests are in conflict in the economic sphere? What role does civil society
play in this confrontation?
Finally, we expect the analysis and critical investigation of the topics, along with the combination
of factors and the interplay of diverse variables (economic, political, social), to provide the participants
with the tools necessary to develop an understanding of the future of a region which is still struggling to
find its way. We also expect the programme to awaken a sense of curiosity in each participant about the
past, present and future of their own environment. The investigative methodology and act of argumentation emphasise autonomy and participants are encouraged to develop their own opinions on the basis
of verifiable information rather than prejudices, stereotypes, or commonplace beliefs, authorities or any
other obstacle to free thought.
Summary of Course Content - The Positioning of ProCredit Banks
The Positioning of ProCredit Banks
What is the positioning of ProCredit banks today, and in what ways is it different from the past?
Significant changes have taken place, and are still ongoing – changes in our self-perception, our client groups,
our organisational structure and the demands we place on our employees. Why?
Our group has had a long tradition, especially in Latin America, as a lender to microenterprises. Indeed,
in El Salvador and Bolivia this history goes back more than 20 years. From the time of our foundation until
roughly four years ago, our primary aim was to bring microenterprises, most of which were informal, into
contact with the financial sector, and thus help to integrate them into the cycles of the formal economy and
enable them to develop their productive potential more effectively. Our self-perception vis-à-vis our customers was inclusive and emancipatory. We advocated a for-profit strategy mainly because we wanted to create
independent institutions which treat their clients with respect and explicitly do not take an “assistentialist”
approach. From the very start we have always rejected profit maximisation as an objective.
Whereas in the past there were only a small number of institutions that dedicated themselves to lending to economically weaker segments of the population, this situation changed when large numbers of new
providers entered the market on a massive scale. Under the banner of serving the poor, the aim of financing
microenterprises was reduced to microfinance. At that point, the borderline to consumer lending was crossed.
And because people from low-income strata in particular tend to be comparatively insensitive to high interest rates, this micro-(consumer)-finance was, and still is, an extremely profitable business. But because of the
problems of creating debt burdens that households can ill afford, it can also be a highly dangerous business
which in many places has destroyed the reputations of institutions and ruined tens of thousands of customers
– and this is still going on.
ProCredit could no longer be a part of these activities, and we began to detach ourselves from this past
precisely in order to remain true to our ethical principles and our conception of responsible banking. For us,
the quality of our work and the closeness of our relationships with our customers are the central focus. But in
today’s mass market for consumer finance, these ideals cannot be achieved.
For this reason we decided to focus even more rigorously on business clients where ProCredit can really
make a difference. For example, we decided to raise our minimum loan size, initially to USD 2,000 and now to
some USD 5,000 so that we can focus growth on Very Small segments where needs are stronger and the risk of
over-indebtedness lower. Those with a need for loans smaller than this have ready access to consumer finance
alternatives. Our priority target groups are stable and growing companies which create jobs, and ideally supply
the market with domestically produced goods.
With our private clients and our liability-side business, we strive to encourage a savings culture, as we
regard saving as an important tool for families to plan for the future and have some “insurance” as a buffer
for difficult times.
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In four courses key aspects of this positioning and the self-perception behind it will be presented and
discussed. Specifically, these courses are about our positioning and what it means for staff, our approach
towards business clients, our approach towards private clients and our policy regarding energy and environmental issues.
ProCredit Positioning and What it Means for Staff
In this course we will explore at a high level the business and development rationale for which
clients we want to work with and in what way. We will examine the key pillars of our positioning: the
way we work with business clients, the way we work with private clients and the way we build strong,
transparent institutions. We will consider key business and operational implications of our approach. In
particular we will focus on what it means in terms of our organisational set-up, our approach to HR and
our expectations of staff.
Looking forward, ProCredit banks will focus on providing high-quality service to very small and small
businesses. Setting clear criteria - like a minimum credit capacity of a business - for the clients we want to
work with is an expression of something positive and forward-looking. We want to dedicate ourselves to
fewer customers, but to do so more intensively and more comprehensively than before. These are businesses
relatively poorly served by other banks which can benefit from working with a specialist ProCredit bank.
We devote ourselves to business clients, who need a range of financial services, including transfers,
guarantees or loans. Clients have much to gain in terms of efficiency, formalisation and business development if they can work with a bank which understands them, providing credit facilities that meet their
specific needs, or transparent account services which manage their liquidity and foster non-cash transactions efficiently. Financially, being the “house bank for very small and small businesses” means not only
do loans provide interest income, but turnover and savings reduce risk and provide much-needed deposits,
and transactions may provide fee income. Given this focus on comprehensive client relationships, we have
replaced the “loan officer” position with the Business Client Adviser.
With private clients we concentrate on building a savings culture: working with clients who would
like to save some of their funds with a transparent, trusted bank, and use their account to pay routine bills.
Here too then, we are not putting the emphasis on just having large numbers of people in our bank halls;
we are looking to have a meaningful relationship with clients so that we can talk to them about savings
and using their account. This target group can count on the support of our well-trained Client Advisers.
A third cornerstone of our identity is the way in which we build strong institutions which can
underpin good client service and can succeed in a steady, responsible manner in volatile markets. Clear
lines of accountability, transparent job descriptions and good training, all aligned with our client orientation and sound risk management, are an important part of this.
The majority of our offices are Service Points and Service Centres, serving clients in the Very Small
business client category. Small business clients, on the other hand, are served at branches, whose managers
need to have reached a particularly high level of qualification.
It is clear that a positioning based on high-quality service and long-term relationships means that
our staff have to have a high degree of training, experience and continuing professional development.
The Young Bankers Programme is thus only the start of a continuous learning process. Needless to say,
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the Regional Academy and the ProCredit Academy in Fürth, as well as strong English language skills, are
important factors when it comes to identifying and promoting future managers.
The course will explain how the business strategy of ProCredit banks in Latin America is reflected in
our new organisational structure, how it matches with the requirements profile and expectations of staff,
and how it is underpinned by the company’s salary structure. Considerable attention will be paid to our HR
policy, firstly to help staff understand what the company expects from them, and secondly to outline the
unique opportunities for training, professional development and learning offered through the ProCredit
group. Supporting staff to succeed and value their ProCredit career is important to our positioning.
Our Clients: Businesses
ProCredit banks are development-oriented institutions. In terms of our business clients, we are
focused on very small and small businesses, as we believe that these entrepreneurs play an important role
in driving economies by generating employment and thereby contributing to the improvement of living
conditions in our societies. We aim to develop and maintain strong and long-term relationships with
our business clients in order to become their “house bank”. It is therefore very important to understand
them and their businesses well and to offer them high-quality financial services. However, it is equally
important to offer these services in a responsible way, which is why our highly competent staff performs
a risk assessment for each and every client.
In keeping with this aim, the course will provide participants with a better understanding of who
and where our clients are. They will also learn how to assess the potential of a specific market, how to
approach and communicate with our clients and how to define our position in the financial sector. This
process entails examining which kinds of services are needed and appropriate, as well as analysing how
we can offer them in a responsible and efficient way with respect to organisation and costs.
The course starts with an overview of our business strategy. In this vein, participants will discuss
the key strategic questions, such as: What type of bank do we want to be? What are the weaknesses of
other banks when it comes to serving small business clients? Why are long-term relationships with our
business clients important for us from a commercial, ethical and development point of view? In what
ways is the relationship valuable for our clients? How can we improve our relationship with our clients?
Why do we prefer a client-oriented approach rather than a product-oriented approach, and what does it
mean for us as ProCredit employees?
In the second part of the course, participants will discuss the characteristics of our business clients,
who are further defined as Very Small, Small and Medium Business Client categories. We will make a
more profound analysis of these profiles and address the important issues of how to approach them and
establish long-term relationships with them; in addition, we will undertake to determine which services
they require. In particular we will explore the challenges of moving from our traditional instalment loan
focus to a comprehensive client approach incorporating a wider range of credit services within a credit
framework as well savings, turnover and non-cash-based money transfers. The implications for the profiles and training of staff dealing with our business clients (in particular BCAs and Credit Analysts) will
be discussed.
During the third part of this course we will have a closer look at our business client strategy. We
will examine the key elements of a market potential analysis and discuss the concrete opportunities for
the particular business units, e.g. branches and service centres. For this purpose the participants will
analyse the situation of a real business unit. In the case studies presented in the course, the participants
will need to apply what they have learned so far and formulate a proposal concerning the future devel-
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opment of the business unit under study. Next they will discuss the key elements of an efficient and
effective client acquisition strategy, taking into account the limited resources, the market potential and
our long-term perspective with respect to driving the business. At the end of the course, the participants
will present the results of their analysis, demonstrating their understanding of this topic and adding their
own ideas based on their particular knowledge and experience.
Our Clients: Private Clients and Fostering a Savings Culture
One of the strategic objectives of ProCredit banks is to provide independent, reliable, stable and
fairly-priced sources of funding for our lending activities with business clients. Most of these funds come
from our private clients – salary receivers and the employees of our business clients, self-employed very
small savers, independent professionals, business owners, pensioners and regular remittance receivers. An
important client category is also “Very Small Business Savers” who may be business clients but they do not
currently take a loan from us, and work with us largely for family savings and simple transactions and so
are often served by Client Advisers and the general front office rather than by BCAs.
The objective of this course is to provide a deeper understanding of our private clients, as well as to
underscore their importance. Participants will learn how we can develop our private clients’ deposits much
more actively, diversify our liabilities, and decrease our dependence on large institutional deposits. We will
also discuss the best way to organise our network of Service Points, as well as how to optimise our front
offices in terms of cost efficiency and organisation. In addition, participants will learn that our approach,
positioning and services for this client group have to reflect our long-term objectives, taking into account
the regional differences that exist in different markets.
The topic starts with a short overview of our current positioning and the image we have in different markets, which will lead the participants to the definition of our strategic objectives concerning our
private clients. This will include discussions about which clients currently save with us and account for the
bulk of our deposit volume, about the characteristics of our various private client profiles, their needs and
expectations, as well as an analysis of the services we offer to them and the market potential. Emphasis
will be placed on the possible ways of approaching our private clients and our point of difference relative
to the traditional retail banking sector: we build long-term relationships that put quality over quantity; we
promote a savings culture and financial literacy in the markets in which we operate by offering responsible, transparent and simple services; and we do not promote consumer loans because they may create
over-indebtedness and do not contribute to the development of our societies. We will also analyse the
best ways to acquire new clients by focusing on the meaningful activities we conduct that differentiate
us from other banks. The role of marketing in doing business with our private clients will be addressed and
we will discuss the impact of various communication channels in connection with the markets in which
we operate.
In the second part of the course, we will take a closer look at the different types of offices in our
branch network, with emphasis on our Service Points and Service Centres, and analyse the optimal way to
organise them. The responsibilities of each job position in meeting our business goals will be discussed and
we will analyse the required employee profiles and training needs for these positions. We will then discuss
how we can manage the large numbers of clients we have in our banking halls by offering excellent and
efficient service, with a strong focus on building long-term relationships. We will discuss what it means
to create a “savings culture”, and how we can support front office staff to talk with our clients about
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what they need to save for and how we can help them to save more. Clients which experience a friendly,
professional bank with simple services will save with us.
We will also examine the impact of the costs generated by our front offices, along with our responsibility to find more cost-efficient alternatives and the possibility of covering our service expenses by
charging fees and commissions.
The centrepiece of the course will be projects and a case study, in which the participants will demonstrate their understanding of the topics covered during the week, adding value through developing
additional ideas based on their knowledge and experience, as well as by employing critical and logical
thinking.
Environment & Energy: Issues, Answers and the ProCredit Approach
Introduction
Human activities frequently have a severe impact on the environment and can lead to air and water
pollution, land degradation, loss of biodiversity and the depletion of natural resources. On a local and
global scale, these environmental problems represent one of the most urgent and challenging issues, as
they constitute the main cause for global warming. The environmental issues at hand not only affect the
natural environment, but also our health, economy, society and even ProCredit. This is a consequence of
humans being inextricably linked to the environment: whatever we do to the environment comes back to
us, be it in a positive or negative way, in the short or long-term, directly or indirectly.
It is against this backdrop that ProCredit has established environmental protection as one of its core
values. Responsible banking is not only limited to socially responsible banking, but also includes environmentally responsible banking. ProCredit aims to achieve this goal within the scope of its capabilities by
effectively managing the environmentally relevant activities of its employees, clients, and suppliers. Such
an approach not only benefits the natural environment in general, but also lessens the environmental
impact of the banks, their clients and their suppliers. This can lead to a reduction in the consumption of
energy and resources, access to new markets of eco-minded and energy-conscious clients, lower levels of
credit risk, and reinforcement of the banks’ “green” public image.
However, in order to firmly anchor the idea of environmental protection in all ProCredit departments and operations, it is necessary that staff be aware and well-informed about environmental and
energy-related topics. This course is designed to provide a sound knowledge base, along with practical
applications and concrete case studies related to the participants’ countries. An additional goal of this
course is to motivate participants to apply what they learn and thus actively take part in protecting the
environment in their daily activities.
Learning objectives
• Acquire basic and varied knowledge about the environment and energy
• Learn how to identify common environmental issues
• Learn about possible solutions to environmental issues on a global and local level
• Put the ProCredit approach to environmental management into practice and learn how to communicate it
Course content
The course is divided into three modules. The first module addresses key environmental issues resulting from human activities in households, businesses, or governments. The causes and effects of climate
change and global warming on the local and global level will be studied. Students will learn about the
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different types of environmental impacts and the subsequent social and economic consequences these can
have. In order to understand the link between climate change and energy, we will take a close look at the
generation and consumption of different forms of energy, such as electricity, heat, movement, or light. The
use of non-renewable energy sources such as fossil fuels and nuclear energy will be critically discussed.
The second module deals with potential solutions to the abovementioned environmental and climate issues. Participants are introduced to international climate politics as an option to mitigate climate
change and adapt to its negative effects. We will focus on major organisations and conventions, such as
the International Panel on Climate Change and the Kyoto Protocol, and discuss their outreach. In addition, we will study solutions and concepts on the business and household level, such as the application of
energy-efficient technologies and the use of renewable energies.
In the third module, we will look at ProCredit’s approach to tackling environmental issues, i.e. the
introduction of a comprehensive Environmental Management System (EMS). Participants will learn about
the objectives and benefits of such a system, and also about the organisational structures and procedures
that ProCredit has established to ensure the system’s effective implementation. We will discuss the three
pillars of the EMS, i.e. bank-internal environmental measures, the management of environmental risks in
lending, and green finance, and then discuss practical examples and conduct case studies.
At the end of this course, participants will have a sound understanding of the topics relating to the
environment and energy and will be able to apply their newly acquired knowledge in their daily work at
their respective institutions by integrating this knowledge into their own personal behaviour.
Programme Structure
Programme Structure
Introduction Week (before starting the Programme)
This two-week block is a part of the selection process for the Regional Academy Latin in America. It consists of one week of ethics
and one week of applied financial mathematics and accounting.
Block I
Block IV
ProCredit Positioning and What it Means for Staff
Historical Development
The Current Group Perspective
Shared Values and Objectives
Instructors: C.P. Zeitinger, Gabriel Schor
Our Clients: Businesses
Providing Meaningful Banking Services to Very
Small and Small Businesses, Understanding their
Needs & Supporting them in their Development
Instructors: Henry Hernández, Jaime Arias Castillo
Descriptive Analysis
Data Analysis and Statistics
Gathering and Interpreting Information
Presenting Quantitative Results
Instructors: Roman Petzold, Alois Knobloch
Building the Nation State: Independence,
Republics and Colonial Remnants
Exclusion and Instability vs.
Nationality and Equality
Instructor: Juan Carlos Mosquera
Block II
Block V
Financial Analysis
Knowing your Bank’s Financial Reports
Interpreting Key Indicators
Analysing the Company’s Current Situation
Economics
Economic Theories and Models
Financial Markets and the Economy
Social Impact of Economic Interventions
Instructor: Alois Knobloch
Excursion: Hiking
Excursion: Bogotá
The Great Pre-Hispanic Civilisations
Rise, Dissolution and Collapse of the Maya,
Aztec and Inca. Power, Social Interaction,
Cultural Artefacts and Environmental Impact
Our Clients: Private Clients
and Fostering a Savings Culture
Responsible Banking Services for Private Clients
Providing Good Customer Service While
Achieving High Levels of Efficiency
Instructors: Luz Helena Arévalo, Mitar Milic
Block III
Block VI
Investment & Finance
Analysis of Investment Alternatives
Financial Instruments and Leverage
Conceptual View on Risk
Environment & Energy:
Issues, Answers and the ProCredit Approach
The Fundamentals of Energy; the Role of Oil;
Climate Change and International Responses,
Renewable Energy; Energy Efficiency, Ecosystems
Instructor: IPC
Conquest, Establishment of a Colonial
Regime, and the Mechanisms of Domination
Physical and Cultural Extinction in America,
Imposing a New Order
Political Tendencies and Civil Society in
Contemporary Latin America
Revolutions, Dictatorships, Popular Movements
in Society. Interference of the United States
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English Courses
English Courses
The Regional Academy in Colombia offers English courses for beginners. The courses take place at
the facilities of the Regional Academy. The Academy is generously equipped and has a range of facilities
that are designed to enhance learning and provide a pleasant and comfortable stay.
Our teaching staff consists of two teachers, Laura Mellin and Katie Bondar, as well as our teaching
assistant Andrew Brown. Our English teachers at the Regional Academy previously taught in our Language
Centre in Fürth. This is why they are well familiar with our teaching methods as well as with our evaluation
levels. Naturally, there is a high level of co-ordination between the Language Centre in Germany and its
Colombian branch.
The courses are mainly designed for those of our employees in Latin America who have to improve
their English language skills due to their position or their potential for further international training. Since
all employees who have reached at least A2 (pre-intermediate) will go directly to the Language Centre in
Germany, our courses are for beginners or employees with basic knowledge of English only. An evaluation
test will be sent to all applicants beforehand in order to assess their English levels.
Courses at the Regional Academy are designed to develop the participants’ oral and written English
skills. Using modern, interactive techniques, the classes aim to maximise student participation in order to
sufficiently reinforce what they are learning. The courses run for six weeks and are offered six times per
year. They are intensive and designed to fully immerse participants in the learning environment. All courses
consist of classroom teaching, in small groups with a maximum of 10 participants, focusing on grammar,
vocabulary and discussion skills as well as practical exercises in which the participants watch informative
documentaries, make formal research presentations and discuss real-life scenarios. To ensure that the students speak and use English seven days a week, the course also includes evening activities. From Thursday
until Sunday our teaching assistant offers a variety of activities, e.g. discussions, games and quizzes in
English, so that the participants do not have the opportunity to speak Spanish.
The Campus
The Campus
We believe that management training is best conducted in a pleasant and natural setting, away
from the hustle and bustle of city life and the distractions of the workplace. For this reason we decided
to build the Regional Academy in the tranquil surroundings of Fusagasugá with its perfect climate of
24°C year-round and its lovely landscape of coffee plantations that Colombia is famous for. The campus
is located 60km from Bogotá and is around two hours from the airport.
The facilities have 67 bedrooms, three fully equipped classrooms, a teachers’ room, a library, two
computer rooms that can be also used for group work, and a large dining hall. In addition, there is a
lounge with a fireplace where informal gatherings, evening discussions or celebrations can take place. On
the rare occasions when they have leisure time, the participants can use the Academy’s sport facilities or
play guitar by the open fireplace.
A team of 16 people strive to make the participants’ stay a pleasant experience from the moment
they arrive until their departure.
Alois Knobloch, born in 1971, has been a member of ProCredit Holding
staff since 2005 and has been the training co-ordinator for Latin America
since 2010. He has managerial responsibility for the Regional Academy and
directs the institution, which entails planning the curriculum, employing
the teachers and evaluating the participants. Prior to being assigned to
Latin America, he was a member of the management team of the ProCredit
Academy in Fürth, serving as director of Banking and Finance. His teaching
responsibilities include lectures in mathematics, statistics, investment and
finance, accounting, cost management and economics. Mr. Knobloch has
a degree in business administration and business education from Goethe
University Frankfurt.
Juan Carlos Mosquera, born in 1971, has taught history classes at the
Regional Academy since 2010. He is responsible for the history curriculum
and for developing the respective courses, designing teaching materials and
developing pedagogical methods. As one of our core teachers, he is also in
charge of evaluating the Regional Academy participants. Mr. Mosquera has
a degree in history from the National University of Colombia. Before working for ProCredit he taught courses in political culture and business history
at the National University of Colombia and at Sergio Arboleda University.
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The Campus
Carolina Santana and Andrea Nieto work in the administration. They are responsible for the day-to-day operations of the
facilities, for ensuring that the classrooms are fully equipped,
for overseeing our staff and for attending to any concerns our
guests may have in order to make them feel at home during
their stay.
Alfredo Gutíerrez, Martha Caro and Diego Ramírez run the
cafeteria and make sure that the participants always have fresh
coffee and juice. During lunch and dinner time, they prepare a
variety of fresh salads for the salad bar.
Angelica Diaz, Clara Mora and Blanca Quiceno are the members
of our cleaning team. They have the challenging task of making sure that all of our buildings are always tidy. They clean the
participants’ rooms twice per week and provide a laundry service
for guests every Monday, if necessary.
Our cook Jefferson Torres together with our trainee Paula
Murcia, specialist for desserts and bread, prepare fresh meals
three times a day. They continually surprise us with new dishes
from around the world. Please feel free to give them your own
favourite recipes.
The Campus
Jorge García, Alexander León and Jhovany Padilla are responsible
for the gardens and tropical flowers at the Regional Academy.
They help us to provide a pleasant environment that showcases
the variety of plants from this region.
As our technical support specialist, Pablo Bohórquez is responsible for all our facilities. He maintains our water tanks as well
as the light bulbs in the rooms. Every morning he inspects the
quality of our tap water. He makes sure that immediate attention is given to any technical problems.
Our animals have very few responsibilities, but they are always willing to give you a warm welcome too.
We hope that you will have the opportunity to visit us soon and that you will enjoy your stay at the Regional
Academy in Colombia.
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Km 50 viá Fusagasugá, Vereda Manga del
Charco,
Sector Antiguo Cartódromo,
Finca San Fernando de los Lagos
Fusagasugá, Colombia
Phone: +57 (1) 743 36 43 – 42
E-mail: info@procredit-academy-la.com
© ProCredit Regional Academy Latin America 2013
ProCredit Regional Academy Latinoamérica

ProCredit Regional Academy - Colombia

Transcription

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