A Training Centre for ProCredit Bank Managers

ProCredit Academy

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Contents

The ProCredit Academy: Background and Purpose 4

Faculty Leadership at the ProCredit Academy 8

Banking and Finance 10

Humanities 12

Managing with People 14

Programme Structure 16

Expectations towards our Students 19

The Campus 22

4 The ProCredit Academy: Background and Purpose

At the end of 2009, we were serving more than 3 million clients worldwide, a figure of which we

are justifiably proud. Building such large-scale target group-oriented banks is above all a management

challenge. Our products may be simple, but each client – whether a loan client or a retail client – requires

individual attention if the right services are to be provided. Each loan necessitates a decentralised risk

assessment and a credit committee decision. An individual branch may have more than 10,000 clients and

20 staff members. In fast-growing banking sectors often characterised by aggressive and irresponsible

consumer lending, each branch and bank needs to position itself confidently as a responsible institution

in its respective market. To be successful and responsible in terms of outreach and commercial sustain-

ability requires staff who have sound technical skills and, above all, strong value-oriented judgement,

decision-making abilities and communication skills. Indeed, we would argue that in order for any target

group-oriented institution to grow, developing the skills and commitment of the staff is the key strategic

challenge.

Already some years ago, the ProCredit banks began successfully to build local training centres to

enhance their personnel development capabilities. It became increasingly clear, however, that it was also

necessary to make staff members more aware of the regional and global perspectives of the ProCredit

group, to familiarise them with our business policies and corporate values, as well as to involve them in

the definition and implementation of those policies and values.

On each of the three continents where ProCredit banks are based, a Regional Academy was set up:

for Eastern Europe in Skopje (Macedonia), for Africa in Maputo (Mozambique) and for Latin America in

Managua (Nicaragua). In January 2006 we opened the group’s central Academy in Fürth im Odenwald,

near our company’s headquarters in Germany.

The ProCredit Academy in Fürth is the international training centre where the largest number of

different cultures converge. In each of three parallel courses, staff members from all countries are brought

face to face with one another; their common bonds are a shared dream “to do banking differently” and

a shared “lingua franca”, English. In a period of nearly three years, spread across 18 two-week units, the

students are confronted with a variety of subjects and, despite their heterogeneous backgrounds, must

get together to form a group, a cohort.

En route to Fürth, the participants complete two courses in mathematics and pass through both

their respective Regional Academies and the English Language Centre of the ProCredit group. In 8-week

intensive courses at the Language Centre, employees from all of the countries are prepared not only

by improving their language skills but also by being exposed to key aspects of the ProCredit culture.

This corporate culture can be summed up in the concepts of tolerance and curiosity, rational thought and

scientific method, solidarity and friendliness.

The ProCredit Academy: Background and Purpose

5The ProCredit Academy: Background and Purpose

Ultimately, staff members are selected for participation in the course at the Academy in Fürth

on the basis of their bank’s assessment of their performance and personal development to date, and

their achievement in the courses held at both the Regional Academies and the English Language Centre.

Lecturers from the Academies, the banks’ managers, and graduates from Fürth are involved in this

selection process.

The aims of the ProCredit Academy are to generate even greater comprehension of and identifica-

tion with the company among our staff, to win their active commitment to serving as multipliers of our

values and our business policy, and – if the circumstances allow – to prepare them for the assumption of

even more challenging positions within the company.

The Academy in Fürth is not an elite college, and Academy attendance does not automatically lead

to promotion. It can be – and hopefully will be – an important stepping stone in the character formation

and professional development of the participants. However, it does not guarantee upward mobility within

the hierarchy.

Standing at the entrance to the

Academy is a copy of a statue com-

memorating the Four Musicians of

Bremen, the heroes of a German folk tale

(www.fairytales4u.com/story/four.htm).

The message of the story, and the one

that we too aim to convey, is captured

in the terms heterogeneity, solidarity

and modesty. In that respect, it forms

a link to the way we see our role as

financial intermediaries, and also our

social mission. We are responsible banks

for “ordinary people”, banks which offer

simple products for the majority of the

population, and in that sense we are

doing something that is socially impor-

tant and necessary, and not just making

our profits grow.

6 The ProCredit Academy: Background and Purpose

We are taking a stand against a dominant system whose only remaining purpose seems to consist

in maximising the profits of shareholders, banishing all other expressions of social co-existence to the

“happy hour” after close of business, or to the narrow sphere of the family at the end of the working

day. Yes, we do want to earn a profit, but we will never forget that we are operating in a social context

that we share with other stakeholders, such as our employees and, above all, our customers.

In the context of rapid growth and multiple interests, the group should never lose sight of its core

values and binding purpose. To preserve our common identity, we require the full support of our inter-

national managers and local managerial staff. It is crucial that managers share our goals and ideals, seek

to achieve them in their daily work, and convey them with conviction to their colleagues.

Practitioners of development finance require more than just a knowledge of financial institutions

and systems. They must also demonstrate a personal commitment to developmental aims as well as

sound judgement, a sense of personal responsibility, and strong communication skills. ProCredit Academy

is devoted to the comprehensive professional development of ProCredit managers, and it thus plays a

critical role in sustaining the group’s current success.

Management responsibility of the ProCredit Academy, and of the ProCredit Language Centre,

which is attached to the Academy, lies with Alois Knobloch and Rolf Kreitel.

An academic advisory council supports management in developing the conceptual framework and

content of the subjects covered at the Academy. The council consists of five members:

Dr. Dietrich Ohse

Dr. Gabriel Schor

Dr. Anja Lepp

Dörte Weidig

Dr. C.-P. Zeitinger

77

8 Faculty Leadership at the ProCredit Academy

The courses offered by the ProCredit Academy fall into three main areas, each led by the respon-

sible director. These individuals are responsible both for overall co-ordination of their teaching staff and

the courses offered, and for evaluating the students and providing them with feedback.

Director, Banking and Finance (blue) Alois Knobloch

Director, Humanities (red) Rolf Kreitel

Director, Managing with People (green) Dörte Weidig

Faculty Leadership at the ProCredit Academy

Alois Knobloch, born 1971, member of ProCredit Holding’s staff since 2005.

Mr. Knobloch is a member of the management team and serves as Director of

Banking and Finance. His teaching responsibilities include lectures in mathe-

matics, statistics, investment and finance, accounting and cost management.

Mr. Knobloch has a degree in business administration and business education.

He previously served as a lecturer for several institutes of higher education.

Prior to this, he worked as a researcher at the Chair of Quantitative Methods,

Faculty of Economics and Business Administration at the Goethe University

of Frankfurt.

Rolf Kreitel, born 1977, member of staff since 2006. Mr. Kreitel was

recruited to develop the humanities curriculum as an equally important

part of the Academy’s programme and an element that differentiates the

Academy from other management training institutions. He is Director

of Humanities and a member of the management team. Mr. Kreitel has

a degree in political science and history from the Goethe University of

Frankfurt as well as a master’s in public administration from the German

University of Administrative Sciences in Speyer.

Dörte Weidig, born 1970, staff member since 1997. In 2008 she was named

a member of ProCredit Holding’s Supervisory Board. Ms. Weidig was the

manager of ProCredit Bank in Serbia between 2003 and 2009, when she

began serving as the Chairperson of the Supervisory Board of the same

bank. Prior to being assigned to Serbia, she was manager of Micro Crédit

National, in Haiti. When she first joined IPC, she was mainly responsible for

preparing demand surveys and business projections for proposed microfi-

nance institutions, as well as for advising existing microfinance organisa-

tions. Ms. Weidig has an MBA from the Goethe University of Frankfurt as

well as a teaching degree (1st German State Exam) in business management

and Romance languages and literature.

9Faculty Leadership at the ProCredit Academy

10 Banking and Finance

The Banking and Finance curriculum comprises a total of 18 interrelated courses, each of which

builds on the others in order to provide participants with a comprehensive understanding of all key

functional areas and the parameters of management decision-making at a typical ProCredit bank.

The ‘blue’ modules combine theory and practice with the aims of explaining a wide range of

specialist terminology and ensuring that all of the students are equally well equipped to benefit from

the instruction, since they arrive at the Academy with varying levels of background knowledge. Such

a theoretical basis provides a common framework for group discussions and allows an in-depth assess-

ment of various work experiences. Frequent comparisons between theory and concrete examples enable

participants to recognise the interdependencies among their bank’s various business activities and the

possible consequences of those activities, while at the same time strengthening their analytical abilities.

This requires a fundamental understanding of financial mathematics, bookkeeping, economics, invest-

ment and finance.

Building on this basic framework, individual fields of study are developed in more thematic detail

with a special focus on their particular relevance to the ProCredit banks. Participants study our annual

reports and the accounting procedures that are used to compile them so that they are better able to

compare and interpret this information. They also broaden their knowledge of financial analysis and

cost management, gaining further insight into the potential of planning, controlling and optimisation

projects to increase efficiency.

From a management perspective, participants are also expected to develop a sense of how to

direct and co-ordinate the activities of different departments of a bank and how to make managerial

decisions. As part of their acquisition of technical knowledge, students are exposed to the areas of risk

management, finance, banking services, credit, controlling and budget planning. Working on specific

management exercises, participants must solve problems and guide the activities of the departments

responsible for these areas. In doing so, they come to recognise the scope of their authority and the

possible impacts of their decisions. Teaching and mentoring in these subjects is provided by experienced

managers from ProCredit Holding and the ProCredit banks, who act as trainers and coaches during the

exercises. Irrespective of their current position, participants are able to develop a strong sense of the

connections and dependencies which exist between different areas of activity.

Based on our experience over the past few years, the sequence of the ‘blue’ courses has been

revised in the new curriculum. Special emphasis has been placed on establishing clear links between

consecutive modules so that it is easier to see the relevance of previous topics. The teaching methods

used are as diverse as the subjects making up the course content, ranging from lectures, presentations

and exercises in small groups to large-scale projects involving the whole class.

Banking and Finance

Dr. Anja Lepp, born 1958, member of staff since 1985. Dr. Lepp was a

member of IPC’s management team from 1995 before becoming a man-

ager at ProCredit Holding in 2008. She is also a member of the Boards

of Directors of the ProCredit banks in Ukraine, Romania, Albania and

Colombia. In addition to her management functions at ProCredit Holding’s

head office in Frankfurt, Dr. Lepp has carried out several long-term assign-

ments in Eastern Europe and Latin America, serving as a project manager

of financial institution-building projects in Peru and in Kazakhstan and as

a manager of ProCredit Bank Ukraine.

Dr. Rolf Neuefeind, born 1942, lecturer since 2006. Dr. Neuefeind is a

consultant based in Darmstadt. While most of his projects are carried out in

Germany, he has completed assignments in the USA, Kazakhstan, Tanzania,

Switzerland and Eastern Europe. His activities focus on strategic develop-

ment and financial management. Dr. Neuefeind has also served in various

governing positions in industry and public administration. He worked as an

assistant professor at the Akademie für Welthandel in Frankfurt, an insti-

tution offering professional development programmes for international

business people.

Prof. Dr. Dietrich Ohse, born 1940, director of studies at the ProCredit

Academy since 2005. Dr. Ohse is a professor of quantitative methods and

operations research at the Goethe University of Frankfurt. He lectures at

the Academy on mathematics, statistics, and management. Dr. Ohse was

the initiator of the Bologna Process at the Goethe University, leading the

transition from the German diploma system to the bachelor/master system.

He has served in numerous governing positions, most recently as Academic

Dean of the Faculty of Economics and Business Administration.

11Banking and Finance

12 Humanities

At the very heart of the Humanities curriculum are a number of ambitious goals that go far

beyond the mere dissemination of knowledge. Students undertake a study of history in the humanist

tradition and are encouraged to broaden their minds. The thrust of the programme is to foster the same

qualities that define the great Enlightenment thinkers of the 18th century, specifically intellectual rigour

and the courage to question received opinions and traditional world views. We hope to arouse students’

curiosity and to embark on an exciting journey in search of the facts.

To meet these aims, we have developed a course of study that considers the development of

human civilisations in the context of natural history. This course sets out to identify and discuss the

environmental conditions for human development, and to examine the major stages of human history.

This approach is based on the firm belief that history is unable to explain anything when it is arbitrarily

divided into distinct areas or periods of time, or if it remains nothing more than story-telling.

Given this motivation, it is necessary to follow a timeline that extends from the origins and

evolution of life on Earth, through the development of the first complex human societies and civilisations,

to globalisation in the 21st century. While the 18 topics covered follow a loosely chronological order,

they are very much interrelated and continually build on each other in terms of content. Furthermore,

they afford students new perspectives over time, enabling them to make both informed comparisons and

overarching statements in the fields of historical and sociological analysis.

The overall aim of the curriculum is to facilitate a detailed discussion of contemporary relationships

between economic, political and ideological systems. Why do we lead an increasingly individual lifestyle in

societies where status is defined by wealth? Where do value systems such as those embodied in the Universal

Declaration of Human Rights stem from, and to what extent are such codes truly universal documents?

Why do we inhabit a world divided into national states rather than being part of a single global culture?

By studying history as a science, we incorporate the related disciplines of sociology, politics, economics,

philosophy and theology, with the analysis of historical events serving merely as a platform for interdisciplinary

discussions of complex issues. For instance: How is power established in political and economic arenas, and

in what ways is it used? How are states and empires formed and organised? What is the basis for collective

value or belief systems, and how do governments legitimise and enforce these ideologies?

The teaching methods promote individual participation: explanations are not simply presented

to the class, but are arrived at primarily as the result of group discussions. Students are challenged to

search for answers whether they are in class or interacting in smaller working groups. Nevertheless, their

ideas and convictions must be sufficiently well-founded to stand up to the criticism of others since the

emphasis remains on learning and study of the material in a group setting. Constant challenges, both in

an academic and a social sense, are posed by a wide range of projects that include essays, case studies,

presentations, simulations and role plays. By striving to ensure that students play an active part, we

give them the scope to ask questions and to offer a meaningful contribution. The focus is not on the

accumulation of abstract knowledge, but rather on the development of a sound understanding of the

topics covered as well as the ability to present and respond to complex ideas.

Humanities

13Humanities

Oliver Astley, born 1981, member of ProCredit Holding’s staff since 2008.

Before joining the company through the Language Centre, he obtained an

MA in translation, creative writing and cross-cultural communication from

the University of Warwick and a BA from University College London, where

he specialised in linguistics, Dante studies and modern European literature.

Mr. Astley is primarily involved in the editing of corporate publications

and in-house training materials; he is also a published writer of fiction for

learners of English as a foreign language.

Dr. Andreas Wendland, born in 1959, lecturer in history since January

2008. His teaching responsibilities at the ProCredit Academy focus on the

humanities curriculum. Before joining the Academy’s teaching staff, he was

involved in two university research projects and in international network

supervision at the Goethe University of Frankfurt. Previously he had taught

and served as a researcher in the Department of Early Modern History at

the University of Potsdam. Dr. Wendland holds an MA degree in modern

history and Islamic studies. He obtained a PhD in history at the European

University Institute (EUI) in Florence, Italy, in 1993.

Dr. Claus-Peter Zeitinger, born 1947, Chairman of the Supervisory Board

of ProCredit Holding and founder of IPC. Carrying out numerous missions

in Latin America, Eastern Europe and Africa, he gathered extensive experi-

ence in the field of development finance and institution building. He has

written a number of studies on subjects relating to target group-oriented

lending. In the Academy he teaches anthropology, ancient history and his-

tory of religion. Dr. Zeitinger obtained a PhD in economics at the Goethe

University of Frankfurt in 1977.

14 Managing with People

ProCredit combines a distinctive business policy with an explicitly development-oriented approach,

both of which are underpinned and driven by a firm set of social and ethical values.

Professional, committed managers with a high degree of integrity are the cornerstone of this

approach. They are also the guarantee that our values can be lived in a group comprising 22 banks with

20,000 employees. Our managers must be able to communicate our values and objectives with convic-

tion. Furthermore, they must be role models and show others that it is possible to manage people, to

resolve conflict and to develop business by adhering to our humanistic principles. Convincing others

of our objectives with the required level of assertiveness calls for a thorough understanding of what

ProCredit represents.

The green modules of the Academy curriculum focus on the fundamentals of what ProCredit

stands for and furthermore on how we manage by managing with people. Seventeen units aim to give

young managers answers to four main questions:

• What is our understanding of development and our contribution to it beyond the popular and rather

superficial belief that this consists mainly in the disbursement of very small loans?

• How should our perceptions of the world and society impact the way we communicate and the way

we manage our people?

• How should we deal with our colleagues or, more specifically, how can we foster a team approach and

base our work on mutual trust?

• What are the roles of a ProCredit manager and how can we translate the responsibility every manager

carries for his or her employees and their motivation into daily operations?

As a value-driven company, we need managers who understand and share the heart and soul of

ProCredit. However, we are by no means looking for blind followers of a philosophy which looks attrac-

tive to many at first glance because of its “friendliness” and “openness”. We therefore offer students a

platform where they can question and constructively criticise the company and discuss possible alterna-

tives. The group has always been characterised by a permanent process of institutional learning and owes

its success to this. The green modules invite students to renew or confirm the group’s principles of how

we want to manage.

In any case, excellent communication is a core requirement of sound management and remains at

the centre of the curriculum throughout the 3-year programme. Young managers are placed in situations

which force them to scrutinise their own behaviour; they are offered the chance to go on a journey that

brings them into contact with themselves. We are convinced that honest and critical self-awareness is a

key managerial quality. Only modest managers with a good understanding of humanity and themselves

can embrace and embody our values.

Far removed from concepts such as managing through targets, managing by exception or manag-

ing by orders, our management style is driven by non-negotiable values and expressed through transpar-

ent communication. The students will learn that this model – management by values and communication

– is a demanding and challenging model but one that guarantees sustainable growth and long-term

development.

Managing with People

Andrea Kaufmann, born 1960, has been working for the ProCredit group

since 2004, first as an IPC employee, and currently as Head of Marketing and

Communications at ProCredit Holding. She previously gained many years’

experience working for global communications agencies as a consultant

for international brand and corporate communications. During that time,

Ms. Kaufmann developed integrated communication strategies, supervised

the launch of new corporate identities and successfully implemented

communication campaigns. As a trained banker with a master’s degree in

marketing communications, she combines her knowledge of theory with

practical experience in the financial sector.

Borislav Kostadinov, born 1976, member of ProCredit Holding’s staff since

1999, and previously an IPC employee. Mr. Kostadinov currently serves as

the general manager of ProCredit Bank Albania. Previously he was part of

the senior management teams of the ProCredit banks in Macedonia, Serbia

and his native Bulgaria, where he started initially as a loan officer. While

in Macedonia, he also assisted with the setup of the ProCredit Regional

Academy for Eastern Europe, based in that country. He graduated from the

Business Administration faculty of Sofia University. Mr. Kostadinov teaches

courses at the Academy on ‘Organising Communication as a Manager’.

Dr. Philipp Pott, born 1973, member of staff since 2001. In June 2006 he

was appointed general manager of ProCredit Bank Georgia, where he directly

supervises the Retail, Marketing, Administration and Branch Network

Development Departments. Prior to joining ProCredit Bank Georgia, he was

a member of the Management Board in ProCredit Bank Ukraine, where

he oversaw the bank’s retail operations. Before being assigned to Ukraine,

Dr. Pott served for two years as the general manager of ProCredit Moldova

with responsibility for guiding all operations. He had previously worked as

a bank adviser in the EBRD Russia Small Business Fund.

15Managing with People

16 Programme Structure

Year 1

Introduction Week (December)

Block I

Some “Universal” Facts: The Genesis of the Earth, Plate Tectonics and Climate; The Origin of Species (Charles Darwin): Evolution and the Descent of Man; The Neolithic Revolution: The Dawn of Agriculture and Permanent SettlementInstructors: Rolf Kreitel, Andreas Wendland, C.-P. Zeitinger, Eriola Bibolli, Oliver Astley 10

Basics of Financial Mathematics and StatisticsFrom Real to Marginal Costs and from Nominal toEffective Interest RatesBoiling Down Large Sets of DataInstructor: Dietrich Ohse 4

ProCredit: My ExperienceGetting to Know YouYour Bank, its Evolution, Milestones and Challenges 3

The Origins of Human Civilisations: The Social Cage in Ancient Egypt Emergence, Rise and Fall of State and Civilisation in the Nile Valley from 4000 to 1200 B.C.E.Instructor: C.-P. Zeitinger 3

Excursion: Frankfurt – Senckenberg Museum 1

Accounting II: Financial ReportingFinancial Reporting and Decision Making:Understanding and Using the Information Provided inFinancial StatementsInstructors: Alois Knobloch, Christina Reifschneider 3

ProCredit Employees: Profile and DevelopmentWhat Kind of People Do we Need?How Do we Recruit and Develop Staff?Salary and Incentive SchemesPrinciples in People Management 3

Oikos and Polis in the Classical Age of Greek Civilisation and the Clash of Cultures New Modes of Economic and Political OrganisationThe Epic Struggle between the Greeks and the PersiansInstructor: Rolf Kreitel 4

Block II Block V

Basics of Investment and FinanceEvaluating Investments and Financing Decisionsin Local and International Capital MarketsInstructors: Alois Knobloch, Horst Laubscher 3.5

ProCredit: Getting to Know our CompanyDevelopment FinanceThe Development of ProCreditThe Current Group PerspectiveShared Values and Objectives 2.5

Excursion: Frankfurt - Dialog Museum 1

The Origins of Human Civilisations: The Sources of Social Power in Ancient MesopotamiaState and Empire-Building in Mesopotamia from 4000 to 600 B.C.E.Instructors: C.-P. Zeitinger, Rolf Kreitel 4

Block III

Accounting I: BasicsThe Language of Business:The Accounting Cycle, Balance Sheet andProfit and Loss StatementInstructor: Alois Knobloch 3

Communication I: Listen CarefullyActive ListeningQuestioning and Note-Taking SkillsHow to Convey Messages under StressHow to Concentrate on Content and Structure 3

Excursion: Hiking Tour 1

The Tragic End of the Bronze Age and the Dawn of the Iron AgeThe Sea PeoplesThe New Order of the Middle East and the Coming of the Greeks from 1200 to 700 B.C.E.Instructors: C.-P. Zeitinger, Rolf Kreitel 4

History of Religion: Zoroastrism, Judaism and ChristianityFrom Polytheistic Maintenance of Cosmic Order to an Ethicisation of Religion and Normative Monotheistic Beliefs: The Emergence and Spread of DogmaInstructor: C.-P. Zeitinger 5

Controlling I: Financial Analysis for ManagersCritically Assessing your Bank’s Financial Statementsthrough Variance AnalysisLinking Operational Results with Financial PerformanceInstructor: Hi-Young Koo 3.5

Communication III: The Personality in Front of YouWhat Influences the Success of Communication?Understanding your own Motors in CommunicationUnderstanding the Person in front of YouIntercultural Communication 3

Block VI

Controlling II: Cost ManagementEvaluating Costs and Cost Driversto Monitor and Control EfficiencyInstructor: Alois Knobloch 3

Software: ExcelLearning more About the Various Tools ofMS Software and its ApplicationsInstructors: Dietrich Ohse, Brand GmbH 2

Block IV

Democracy, Philosophy and Religion in the Hellenistic AgeSimulation of Ancient Democracy; Introduction to Ancient Greek and Hellenistic Philosophy and ReligionInstructor: Rolf Kreitel 3

Communication II: Getting to the PointWriting Workshop with JournalistsFiltering and Structuring InformationFocusing on the Target PersonReducing Information to the Essentials 2

17Programme Structure

Year 2

Block I

Controlling and BudgetingMethods and Tools for Planningand Measuring PerformanceInstructor: Stephan Boven 4.5

The Myth of MotivationDimensions of MotivationHow to Have Motivated ColleaguesHow to Create and Preserve Loyalty and CommitmentUnderstanding the Manager’s Role in the Demotivation Process 2

Rome I: The Rise and Decline of the Roman RepublicFrom Integration and Participationto Slavery and EmperorsInstructor: Andreas Wendland 3.5

Berlin: Museum Tour 3

Roles of a ProCredit ManagerWhat Roles Do Managers Have?What Role Do we Give Priority to in ProCredit?Taking Responsibility 3

Talking Strategy with the Members of the Management Boardof ProCredit HoldingWhat is the Company Strategy?How Do you Oversee a Group of 20,000 People?How Does a Management Team Work? 2.5

The Age of Feudalism (ca. 1000 – ca. 1350)Mediaeval Economy, Social Order and Political RealityThe Increasing Contradictions of the Mediaeval World ViewInstructor: Andreas Wendland 3.5

Block II Block V

Credible CommunicationThe Role and Importance of Coherent and Credible MessagesUnderstanding and Addressing our Clients SuccessfullyDeveloping and Managing a Corporate Image andCorporate Language 4

Project ManagementAnalysing, Structuring and Displaying Complex Projectsto Monitor Activities and Control Total Project TimeInstructor: Dietrich Ohse 2.5

Excursion: The Roman Limes and Saalburg 1

Rome II: The Roman Empire and its FallPolitical and Social DecayThe “Barbarian” Invasions and the Rise of ChristianityInstructor: Andreas Wendland 3.5

Block III

Organising Communication as a ManagerOrganising Obligatory MeetingsModerating and Conducting a Successful MeetingChairing and Managing Unpleasant Group Situations 3

Economic Models and their LimitationsKey Economic Indicators, Market Structuresand the Behaviour of Market AgentsInstructor: Rolf Neuefeind 3

Hiking Tour 1

Europe, Christianity and Islam in the Early Middle Ages(ca. 500 – ca. 1000)Economic, Social and Political Reality in Mediaeval TimesInstructor: Andreas Wendland 4

Absolutism and the Emergence of National EconomiesThe Rise of Manufacturing: The Beginnings ofIndustrialisation and the “Integration” ofthe New World into a Global EconomyInstructor: Andreas Wendland 3

“Menschenbild”, Feedback, AppraisalWhat is our “Menschenbild”?Understanding One’s Perception of OthersTranslating this into One-to-One ConversationsAppraisal and Feedback Sessions 3

Finance and the Management of Financial RisksOverview of Capital Markets, Funding, Derivatives andAsset-Liability ManagementInstructor: Martin Godemann, Christoph Freytag 4

Block VI

Renaissance and Reformation (ca. 1400 – ca. 1620)Renaissance: The Slow Birth of a New SocietyProtestantism: New Ethics and Ways of ThinkingPolitics, Economy, Religion and Religious WarsInstructor: Andreas Wendland 4

Risk ManagementAn Introduction to Risk ManagementAn Overview of the Activities and ResponsibilitiesRelating to the Management of Operational RisksInstructors: Anja Lepp, Stephan Hartenstein 3

Communication Meets OrganisationHow Does Communication Influence the Organisation?How Do Structures Influence Communication?Documentation SystemsFormalisation vs. Informality 3

Block IV

18

Manager, Trainer, Mentor or Coach?Managing by Communication vs. Managing by OrdersHow to Avoid Managing by Targets when Targets need to be MetIs Managing by Trust a Sustainable Method?Being a Manager and a Coach 2

Credit and the Management of Credit RisksHow to Build a Sound and Socially Responsible Lending Businesson Different Continents and in Changing EnvironmentsInstructor: Michael Kowalski, Natasa Bosnjakovic 4

Working in Teams, Making Teams WorkTeam Dynamics and Evolution,Team Building and Composition, Managing a Team,Notion of a Team vs. Notion of the “Happy Family” 2.5

The Philosophy of Enlightenment and the Secular EthicFounding the Secular Mindset: The Contractual Agreementand the Rejection of Metaphysical ReasoningInstructor: Rolf Kreitel 3.5

Paris: Louvre Museum 2

Introduction to LawGeneral Principles of Banking and Corporate LawSelected Legal Topics of Relevance for the ProCredit GroupInstructor: Bernhard Lippsmeier 3

Totalitarian Regimes:German Fascism and Russian StalinismThe Perversion of the Social Contract andthe Loss of HumanityInstructor: Rolf Kreitel 4

Block II Block V

The Internal Control SystemA Hands-On Approach to Internal Control Designin Banking ProcessesInstructor: Rüdiger Rurainsky 3.5

Banking ServicesThe Frontier of Finance Revisited:Banking Services in the Context of Responsible Neighbourhood BankingAchieving Excellent Customer Service and Effective Deposit Takingwhile Maintaining SimplicityInstructor: Bettina Eberle 3.5

Economic PolicyGoals and Trade-Offs in an EconomyTasks and Instruments of State Institutions:Fiscal and Monetary Policy; Reasons for Globalisation andPolicy Options for the Promotion of Global GrowthInstructor: Rolf Neuefeind 3

Hiking Tour 1

Political Economy and Economic PolicyIndustrialisation and the Institutional Foundations of the Modern Economic World OrderThe Political Economy of the Modern National StateInstructor: Rolf Kreitel 3

Threats and Challenges of GlobalisationSimulation of an International Political SummitRecognition of the Complexity of GlobalisationDiscussion of Means of ControlInstructor: Rolf Kreitel 5

Meet the Major Shareholders of ProCredit HoldingWho is behind the Company?What are their Criteria and Expectations? 2

Year 3

Block I Block IV

Managers and their Integrity Personal and Corporate ValuesWhat are the Limits of Integrity?Decisions of Ethical and Moral ImportanceCommunicating and Introducing “Value Talk”Managing by Values! 3

Revolutions:The American Union of Republics and the French RevolutionRenaissance of the Republic as a Political ConceptThe Proclamation of Human RightsInstructor: Rolf Kreitel 4.5

Block III

Meet our Software Provider QuipuSoftware and Services Designed for ProCredit BanksInstructor: Ralf Niepel 2

Programme Structure

19Expectations towards our Students

Expectations towards our Students

We expect our Academy participants to be staff members who have already demonstrated in previ-

ous situations that they identify with the aims and values of the ProCredit group, and who are able to

express themselves sufficiently well in English. In addition to a credible commitment and verbal commu-

nication skills, they are also expected to have a reasonable basic knowledge of mathematics, accounting

and economics. This knowledge is tested on several occasions, especially during the selection process and

the first year of the programme.

The Academy programme is both challenging and intellectually demanding. Because of this and

our need to train ProCredit managers, we have certain expectations towards our students. They require

an open attitude towards new information and explanations, unfamiliar points of view, alien concepts

and new paths of learning. Implicit here is much more than mere tolerance of opinions held by others.

The students’ own curiosity is considered to be the driving force behind the learning process. Discussion

is our preferred medium and calls for an ability to scrutinise accepted truths, develop appropriate ques-

tions and ask them openly. Participants are expected to show an inquisitive nature, to take an interest

in the course content and to identify with its search for explanations. We also place importance on

engagement and participation in all aspects of Academy life, both in lessons and socially. A readiness to

learn, challenge oneself and take an active involvement in academic and social events is essential for

students’ personal development. Furthermore, mutual acceptance within the international community

at the Academy should be seen in a shared respect which goes hand in hand with critical and reflective

abilities in shaping group and individual development.

In semi-annual feedback interviews and also in informal talks, if necessary, the participants are

informed of their performance and are also given an assessment of their social behaviour. The teach-

ing staff also talk to the management of the respective banks in order to obtain as complete and fair a

picture of the participants as possible.

Class of 2007

Class of 2008

Class of 2008

Class of 2009

The Campus22

The Infrastructure of the ProCredit Academy

The Academy building is situated in beautiful, tranquil surroundings in the heart of Germany’s

Odenwald region and is a one-hour drive from Frankfurt Airport and ProCredit Holding’s headquarters.

The Academy welcomed its first group of participants in January 2006; it now has a total of 80

bedrooms (all en-suite), four seminar rooms and a large dining hall. In addition, there are three lounges

with fireplaces where informal conversations take place. Two computer rooms offer access to the Internet,

and extensive common areas provide space in which to spend free time. Sport and leisure activities are

also offered.

The entire hotel team strives to make the participants’ stay a pleasant one and to take guests’

individual wishes into account.

The Campus

Jan Meiss is responsible

for technical support and

transportation. He deals

ably with all major and

minor technical and logis-

tical issues.

Every day, Mina Kukavica

and her team of cleaners

see to it that everything is

sparkling clean and ready

to use again.

Chef Juan Antonio Hidalgo

Maldonado and his team

cook fresh, well-balanced

meals every day. The dishes

are placed on a self-service

buffet and salad bar, allow-

ing participants to pick and

choose as they like.

The service area is the

responsibility of Zekiye

Alkan. Together with her

team, she looks after the

guests’ well-being and

ensures that every guest

feels at home from check-

in to departure.

Pelin Uyar is the office manager at the Academy. She is responsible for arrang-

ing arrival and departure schedules and for liaising with the banks to organise

visas for the participants. Together with the service and housekeeping staff, she

makes sure that everyone has a bed to sleep in and that the seminar rooms are

equipped with all the necessary teaching materials. In addition to her admin-

istrative duties, Pelin looks after participants’ individual needs and concerns.

She supports them in everything from retrieving a lost suitcase to arranging a

doctor’s appointment.

ProCredit Academy

Hammelbacher Str. 2

64658 Fürth-Weschnitz, Germany

phone +49-(0)6253 - 20 08-0

fax +49-(0)6253 - 20 08-200

ProCredit Holding AG

Kirschwaldstrasse 19

60435 Frankfurt am Main, Germany

phone +49-(0)69 - 95 14 37-67

fax +49-(0)69 - 95 14 37-68

email info@procredit-holding.com

www.procredit-holding.com © Pr

oCre

dit

Acad

emy

2010