116113 Learner Guide - AgriSeta · Learner Guide Primary Agriculture Principles of human resources management and practices in agriculture My name

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

PPrriinncciipplleess ooff hhuummaann rreessoouurrcceess mmaannaaggeemmeenntt

aanndd pprraaccttiicceess iinn aaggrriiccuullttuurree

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

NQF Level: 2 US No: 116113

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Human resources management and practices in agriculture

Primary Agriculture NQF Level 2 Unit Standard No: 116113 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:

Title: Principles of human resources management and practices in agriculture

US No: 116113 NQF Level: 2 Credits: 2

The full unit standard will be handed to you by your facilitator. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Plant Production 48975 2 120

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment.

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment.

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

Please mark the learning program you are enrolled in:

Your facilitator should explain the above concepts to you.




Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

HHooww ttoo uussee tthhee aaccttiivviittyy sshheeeettss…… Your activities must be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities and worksheets, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities and worksheets, hand this workbook in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout this guide, you will come across certain re-occurring “boxes”. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:

MMyy NNootteess …… You can use this box to jot down questions you might have, words that you do not understand,

instructions given by the facilitator or explanations given by the facilitator or any other remarks that

will help you to understand the work better.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What does it mean? Each learning field is characterized by unique terms and definitions – it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain concepts or principles to help you contextualise them easier, will be shownin this box.

The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed.




WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn??

What will I be able to do? .....................................................……………………… 6

What do I need to know? .................................................…..……………………… 6

Session 1 : Establish a basic understanding of the farm’s human resource policy ............................................…………………….……………….. 7

Session 2 : Explain and identify labour legislation applicable to the workplace ............................................………………………………. 12

Session 3 : Understand contracts and agreements applicable to your workplace ...........................................………………………..……….. 20

Session 4 : Explain and adhere to health and safety rules and practices ...... 27

Am I ready for my test? ...................................................……...... 34

Checklist for Practical assessment ...................................……...... 36

Paperwork to be done ....................................................……........ 37

Terms and Conditions ................................................................... 38

Acknowledgements ...........................................................……..... 38

SAQA Unit Standards




WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will be able to:

Describe and understand the principles of Human Resources Management as applied at workplace environment.

Understand the importance of the application of business principles in agricultural production with specific reference to human resources.

Operate farming practices as businesses and will gain the knowledge and skills to move from a subsistence orientation to an economic orientation in agriculture.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard:

NQF 1: Apply basic human resources management principles and practices applicable in an agricultural environment.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




SSeessssiioonn 11

EEssttaabblliisshh aa bbaassiicc uunnddeerrssttaannddiinngg ooff tthhee ffaarrmm’’ss hhuummaann rreessoouurrcceess ppoolliiccyy.. After completing this session, you should be able to: SO 1: Demonstrate awareness and basic understanding of the farm’s Human Resources policy with specific reference to rules and procedures.

11..11 IInnttrroodduuccttiioonn In order to understand the concept of the word policy, it is necessary to investigate the process that leads to the formation of policies.

• The Government creates legislation, which forms the framework for an act.

• An act is a set of guidelines, which companies or farms should use to set up their internal policies.

• A policy is a company’s (farm “s) interpretation of how they will implement that law within the workplace.

• Procedure is the methodology behind the implementation of that policy

11..22 DDiisscciipplliinnaarryy rruulleess In the past these rules were often applied by management or a supervisor that had no legal basis but were implemented almost randomly according to their own interpretation of the situation.

There was often no written disciplinary policy to guide management or the workers.

Discipline was used as a big stick and the person who had committed the alleged misdemeanor had no way of defending their case.

Many farm workers understand disciplinary rules as a punishment system that normally has a negative outcome for the worker, whereby threats of punishment are used and written warnings are issued.




According to the Basic Conditions of Employment Act of 1983 – the discipline and grievance procedure should cover the following:

• Discipline is there to change behaviour in a constructive manner with the appropriate support by management.

• Rehabilitation should be the key stone for good discipline. • Deterrence is to be used if rehabilitation has failed its purpose.

In the case of non-compliance to farm rules and procedures:

• The above act stipulates that nobody can be dismissed or punished unless they have had a disciplinary hearing.

• There are certain offences for which you can be dismissed on the first offence and other offences for which a set procedure must be followed.

• The implication of not complying with company rules and regulations varies. The severity of acts of non-compliance will be stipulated in the policy document. Certain offences are deemed more severe than others. Repeated non-compliance may lead to harsher measures being taken and may result in dismissal.

• The procedure includes; first offence- second offence- third offence and fourth offence, only after which dismissal may result.

• At all times, the worker must be allowed to have representation and management must have a grievance procedure in place so that the workers have an avenue to voice any grievance.

• Unions represent workers on some farms and they will represent or negotiate with management on behalf of the workers.

• If the workers feel that they have a legitimate grievance that management is not listening to, then they can take up the matter with the Commission for Conciliation, Mediation and Arbitration (CCMA). CCMA offices are available in all nine provinces of South Africa.

Human Resource policy- is a company’s interpretation of how they implement the law regarding the management of the human component within the company. The policy will therefore describe all aspects that pertain to issues of concern to employees like training, leave, working hours, wages, company regulations etc.




HHuummaann RReessoouurrccee ppoolliiccyy

This is a policy that briefly covers the following:

• The aims and function of the policy. • Include An Induction Programme and Training Policy. • The Farm’s Interpretation of the Labour Legislation. • Provides a set Format for Labour Relations. • Explains Salary And Wage System- Remuneration. • Union Membership. • Medical Aids and Benefits. • Disciplinary policy. • Employment equity policy, recruitment and selection policy. • Job analysis, description and specification.

Please complete Activity 1 at the end of this session.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept (SO 1 AC 1-3 ) I understand this concept

Questions that I still would like to ask

An understanding of disciplinary rules and grievance procedures at farm level is demonstrated.

An understanding of the value of a human resource policy and that access to it is known and demonstrated

The implication(s) of non-compliance of company rules and procedures are explained.




Obtain access to your farm’s human resources policy. If you do not have access then the same points of discussion will still apply.

(Remember to record information that might be useful to your summative assessment)

1. Does your workplace have a policy in place?

2. Have you ever been through an induction process to familiarise you with the policies, philosophy, rules, procedures and the grievance and discipline procedure at the farm?

3. Why do you think it is important to have a human resource policy in place on a farm?

4. Give your understanding of what discipline procedures mean to you?

Group Activity

11 SSOO 11 AACC 11--33

My Name:

. . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . . .




5. If you have a code of practice that explains how people are to behave on the farm, what happens if you or the management does not follow this code of practice?

6. Are the living conditions of farm families on a farm the farmer’s responsibility?

7. Do you think that the production and motivation of workers would be affected by the conditions under which they live?

8. Are farm workers in general aware of their rights as workers?

Facilitator comments: Assessment:




SSeessssiioonn 22

EExxppllaaiinn aanndd iiddeennttiiffyy llaabboouurr lleeggiissllaattiioonn aapppplliiccaabbllee ttoo tthhee wwoorrkkppllaaccee

After completing this session, you should be able to: SO 2: Explain and identify labour legislation applicable at the work situation.

22..11 IInnttrroodduuccttiioonn In the previous session we looked at the workers and their interpretation of the human resources regarding the policy employment conditions specific as a disciplinary measure. This session will focus on the role of the human resource policy and its relation to labour legislation. The session is comprised of an activity whereby learners are to investigate the content of legislation that is applicable to the questions posed.

The legislation that applies to the workplace includes:

• Basic conditions of employment act, 1983. • Occupational health and safety act, 1993. • Wage act. • Workmen’s compensation act. • Unemployment Insurance act. • Labour relations act of 1995. • Employment equity act 1998. • Skills development act of 1998.

These acts are valuable tools to empower you as employee in the workplace:

Your facilitator will provide you with a copy of the following:

The Basic Conditions of Employment Act, 1983;

The act does not concern itself with wages but with conditions of employment.

It sets out the minimum conditions of employment covering those workers not covered by any other statutes or acts, bargaining council agreements etc. It covers:




• Hours of work. • Overtime and overtime pay. • Work on Sundays. • Contracts of employment. • Termination of employment. • Annual and sick leave. • Protection from victimization. • Record keeping by the employer.

EEmmppllooyymmeenntt EEqquuiittyy AAcctt ooff 11999988

This Act sets out the conditions for the recruitment and selection of employees. This Act also deals with equality of workers regarding being treated fairly and without bias. This Act would form part of a workplace recruitment and selection policy. This policy would ensure the following points concerning employment:

• Fairness in selection policy and process. • Taking into account the company’s equity figures. • Standard manner in which the advert is set out ensuring that nobody is

excluded on grounds that are not pertinent to the function of the advertised position.

• Standard of short-listing that is open to staff and has set minimum criteria. • Standard format for conducting interviews so that no artificial barriers are

created. • Establishing an interview panel that represents the diversity of the area in

which the farm operates. • Establishes a manner in which applicants can question why they were

unsuccessful in an interview. • Look at creating an environment that is conducive to the best possible feed

back from the applicant.

LLaabboouurr RReellaattiioonnss AAcctt ooff 11999955

Unfair dismissal disputes in which unfair discrimination is alleged must be dealt with in terms of the Labour Relations Act. The Act deals with all issues pertaining between employer and employee.

Please complete Activity 2 and 3 at the end of this session.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




Concept (SO 2 AC 1-3) I understand this concept


An understanding is demonstrated of labour legislation relevant and applicable at the workplace with specific reference to working hours, remuneration, safety, holidays, etc.

An understanding is demonstrated of the implication(s) of not complying with labour legislation.

An ability is demonstrated to explain Employment rights and responsibilities.

MMyy NNootteess ……

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




Discuss the legislation that applies to your work environment. There are a couple of acts that will be available to the group to aid your discussion.

Determine and discuss the following:

1. Working hours.

a. What hours would you like to work that suit you and your family best?

b. At what time should you be at work according to your job description? (Refer to start time and duration).

c. What hours must you work according to the workplace policy?

d. What hours should you be working according to the legislation act?

Group activity

22 SSOO 22 AACC 11--33

My Name:


. . . . . . . . . . . . . . . . . . .




2. Remuneration-

a. What type of remuneration would you prefer?

b. What is prescribed by the workplace policy?

c. What is indicated by legislation?

3. Safety issues-

a. Which safety issues would you wish to have prescribed by legislation or changed at your workplace?




b. What is prescribed by the workplace policy?

c. What is indicated by legislation?

4. Over time

a. What is prescribed by the workplace policy?

b. What is indicated by legislation?




c. How would you prefer to be compensated for over time?

5. Legal strikes

a. What is permissible according to workplace policy?

b. What is indicated by legislation?

c. How would you prefer strikes to be addressed within the workplace policy?





Read through the Employment equity act to get guidance on how to structure a complaint and what are your rights and responsibilities as a worker.

Discuss. Now think about what the result would be if management decides not to follow all the different procedures laid down by legislation in place and to carry on with their old way of doing things. How would you as a worker, and member of a union, go about dealing with the situation?

If you battle with this section, the facilitator will aid and guide you as a group, but when you report back to the larger group the facilitator will ask the other groups to make an input into your answers.

Group Activity

33 SSOO 22 AACC 11--33

My Name:


. . . . . . . . . . . . . . . . . . .





SSeessssiioonn 33

UUnnddeerrssttaanndd ccoonnttrraaccttss aanndd aaggrreeeemmeennttss aapppplliiccaabbllee ttoo yyoouurr wwoorrkkppllaaccee

After completing this session, you should be able to: SO 2: Explain and interpret contracts and agreements applicable at the workplace

33..11 IInnttrroodduuccttiioonn In the past, there was often no description of what you were expected to do in the workplace. Often the manager would just assign you a task to perform and this could be any type of work on a farm. This often resulted in devastating accidents as you were expected to work with dangerous equipment or chemicals and were not given the appropriate training. In the past these systems lead to disagreements and even unfair dismissal.

There was never any system in place against which you could compare how you were performing in your work. This meant that it was very hard to get promotion or develop your workplace skills, as the system did not allow for it.

Many farm workers were employed on a day-to-day verbal agreement and could lose their jobs for many different reasons. They had no sense of loyalty to the workplace and it was not in their long-term interest to give their utmost. Fortunately there is legislation in place to protect both the employee and employer.

JJoobb ddeessccrriippttiioonn

A job description is a detailed description of the work an employer has assigned an employee. On a farm this may include the workers specific tasks according to season.




33..22 DDeevveellooppiinngg aa jjoobb ddeessccrriippttiioonn SStteepp 11 –– JJoobb AAnnaallyyssiiss

Before a job description can be documented, the farmer has to do a job analysis; and can be best described by looking at the tasks involved in a job analysis:

• What job has to be done? • Why must it be done? • How must it be done? • How much supervision is required? • What tools and equipment are required? • How much expertise is required? • What physical strength is required? • How much time is needed for certain aspects of the job?

SStteepp 22 –– DDeeffiinnee jjoobb OObbjjeeccttiivveess

Once the job analysis has been completed, the objectives of the job can be developed. Job Objectives refer to the purpose of the job. It also refers to the result that is sought by initiating the job. In order to develop the job objective, management must identify the following:

• What section of the farm will you work in? • The job title? • Aims of the job? • Most important duties? • Working conditions- leave, hours of work, shifts, dangerous work, overtime,

and wage? • Equipment or tools required?

SStteepp 33 –– DDeeffiinnee tthhee JJoobb SSppeecciiffiiccaattiioonn

The final step in developing job description is defining the job specification.

Job Specification is the detail that describes the personal qualities required of the person in a specific job. In order to develop Job specifications management must identify the following:

• The qualifications, skills, experience and personal qualities required. • Whether a person works alone or in a team. • Whether you deal with the public or not. • Whether you have to be on stand by or not.





MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33..33 CCoonnttrraaccttss A contract is a formal agreement between an employer and a worker. A contract stipulates various aspects of the agreement between the two parties in order to eliminate misunderstanding and establish the rights of both parties.

An employment contract is a summary of the agreements between worker and employer. It must include elements of the following Acts:

Basic Conditions of Employment Act, Training Agreement, Recognition Agreement, as well as taking into account the benefit to the worker of the provisions of the Governments Skills Development Levy in which training is made available to the worker by the Department of Labour through the relevant SETA which in the case of farm workers would be PAETA (Primary Agriculture Education Training Authority)

A contract provides the worker with a full coverage of the basic conditions of employment:

• This means that there is a formal agreement by both parties involved. • This indicates a performance level that is agreed to. • The contract is a legal document. • There are short term, medium term and long-term contracts.

33..44 PPeerrffoorrmmaannccee aaggrreeeemmeennttss This is an agreement by both parties that they agreed to a measurable delivery of service.




TThhee IImmppoorrttaannccee ooff aa PPeerrffoorrmmaannccee aaggrreeeemmeenntt::

The Performance agreements make the worker’s job visible. It is a power tool towards transparency. It is a systematic way of making the best use of resources. It defines what the basic purpose of a certain job is and in which direction effort should be directed.

The Performance agreement contains the on-going standards by which to judge the work on a farm and the end results. It is a management tool for performance appraisal. (Measuring how well work has been done). The performance agreement may also provide the framework for effective delegation.

Because it establishes acceptable levels of performance, the performance agreement serves as a continuing reference point that will help to identify and analyse strengths and weaknesses (development areas in the farm workers performance) in current performance and to formulate short-range development plans.

Performance agreements contain three key elements: Results, ways of achieving the result and how the result will be measured.

33..55 PPeerrssoonnnneell eevvaalluuaattiioonn bbyy tthhee ssuuppeerrvviissoorr Personnel evaluation: To evaluate personnel is to analyze, interpret

and determine the worth or quality of work completed and the results achieved. This evaluation is made according to the job description and the performance agreement.

In order for personnel evaluations to be effective, prior agreement on job description and performance agreement is crucial. E.g. If a packer has agreed to pack 50 crates per day, the evaluation of performance becomes simpler as the packer would be in the position to self –evaluate.

Within a farming workplace, peer-evaluation can be effectively applied to determine work performance.

It must be re-emphasized that is essential that the worker can evaluate his or her own performance according to a set list of criteria, which is in the job description. This also means that the employer can evaluate the employee. This allows for either party at any time to identify the need for capacity building to be able to perform at the set or higher levels.

The job description forms the basis for all other situations that arise on the farm.- the job description will be a positive tool for both management and worker if used properly





MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



An understanding is demonstrated of the need for job descriptions and the contents of it.

An understanding is demonstrated of the value of a contract - should be able to explain it and interpret it.

An understanding is demonstrated of the need for performance agreements and the functioning of such a system.

An understanding is demonstrated of the need for personnel evaluation and the evaluation process.

An understanding and awareness of all other Agreements relevant to the work situation is demonstrated.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




In your group (maximum 4 members), discuss why it is important to compile a job description and how a job description relates to all the human resources practices conducted on the farm.

(If you do not have an H R policy in place, this can form the basis of a policy for when you return to the workplace. You now need to report back to the larger group on your findings and take note of information that might be useful to your summative assessment.)

Group Activity

44 SSOO 33 AACC 11--55

My Name:


. . . . . . . . . . . . . . . . . . .





Work as a team and write a job description and performance agreement for a packer of fruit. Remember to include all aspects of the work that such a packer may be required to do. There after compile an employment contract with such an imaginary packer. Wages, leave, working hours etc must be included.

Share your three documents with one other group and use each others input to improve your own documents.

Group Activity

55 SSOO 33 AACC 11--55

My Name:


. . . . . . . . . . . . . . . . . . .





SSeessssiioonn 44

EExxppllaaiinn aanndd aaddhheerree ttoo hheeaalltthh aanndd ssaaffeettyy rruulleess aanndd pprraaccttiicceess

After completing this session, you should be able to: SO 2: Explain and adhere to health and safety rules and practices.

44..11 HHeeaalltthh aanndd ssaaffeettyy rruulleess aanndd pprraaccttiicceess People continuously try to improve and find better health and safety protection measures. This information is put together to form a standard, which is used to make up health and safety laws.

The main objective of the Occupational Health and Safety Act (No 35 of 1993) is to ensure that employees can perform their daily work without exposure to substances or conditions which will cause them death, disease or injury.

You need to make sure that you are aware of the rules that apply to health and safety in your workplace.

You need to make sure that you are aware of the rules that apply to health and safety in your workplace.

DDuuttiieess ooff tthhee eemmppllooyyeerr::

The employer must provide and maintain healthy and safe environment for you the worker. They must:

• Take steps to eliminate health and safety hazards before issuing safety gear as a preventative measure.

• Enforce health and safety measures. • Provide information, instruction and training to ensure health and

safety of workers. • Act on reported unsafe or unhealthy conditions, behavior, or incidents

and take steps to remedy them.




DDuuttiieess ooff tthhee wwoorrkkeerr

You must be sure to:

• Take care of your own health and safety. Obey all health and safety rules.

• Act responsibly so that others are not put at risk due to your behavior.

• Co-operate with your employer and the Health and Safety Rep so that they can comply with legislation.

• Report any unsafe or unhealthy behavior by the end of the shift during which you noticed it.

• May not interfere with or misuse any safety equipment or personal protective clothing.

YYoouurr HHeeaalltthh aanndd SSaaffeettyy RRiigghhttss

• You have the right to know what machinery, equipment and substances you will be working with.

• You have the right to receive full and proper training regarding the use and proper care of equipment and substances.

• Free protective equipment and clothing as required by your job. • A health and Safety Rep to take care of your interests. • You have the right to refuse to perform certain tasks if your employer has not

taken the necessary steps to ensure your health and safety.

As an example the principles of the Occupational Health and Safety Act with regards to the storage of Agro-chemicals and fertilisers will be provided:

Safety rules regarding agro-chemicals:

• Keep agrochemicals locked away from children and untrained workers or those that cannot read.

• Lock away chemicals safely in a separate store so that cross-contamination of food, feed, seed and fertiliser by spillage or vapours from volatile chemicals will not occur.

• In the case of fire or floods these materials will be confined to one area • Read the label carefully.




• Make sure you do not get poisoned.

• Wash the applicator after you have used it.

• Keep away from the spray drift or dust cloud.

• Do not smoke, eat or drink while applying the pesticide.

• Take a bath when you have finished and put on clean clothes.

• Wash contaminated clothing.

When working with a pesticide you should wear:

• rubber gloves. • rubber boots. • a face shield. • an apron.

How to store and transport pesticides

• Always pack or load pesticides in such a manner the containers will not be damaged or leak.

• Keep the container in a cool place. Do not leave it in the sun, in the car or near fire.

• Store pesticides away from food and feed. • Do not transfer pesticides to containers which normally hold food or liquids,

for example soft drink bottles.

In case of spills, have on hand a:

• Broom. • Spade. • Supply of dry fine sand.




All workers are to be aware of the exact location of safety equipment.

• Large open-ended containers ( 1 / 3 of a 200 l drum) for disposal of contaminated material and into which leaking containers can be placed.

Protective equipment must be available and used

Protective clothing includes:

• Overalls • Rubber gloves • Face shields • Goggles • Boots

Safety equipment should at all times be available and in good order:


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BBaassiicc ppeerrssoonnaall hhyyggiieennee

Infections and disease is spread from human to human. Infections can also be spread from people to animals and animals to people. Therefore personal hygiene is crucial in a farming community. Especially since the amenities may be poor.

• WASH your hands regularly with soap and water, especially after visiting the toilet. Wash your hands after having worked with farm animals.

• Regular showering/washing and washing of work clothes is strongly advisable.

• Take care of infections or sores by cleaning them and seeking medical attention when they do not heal quickly.


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




The employer plays a role in the workers’ level of personal hygiene: - look at the following points:

• potable drinking water • adequate disposal of refuse and scraps • clean toilets • clean and functional showers • two pairs of safety clothing • education around personal hygiene and HIV • accesses to medical facilities



An understanding of the need and value of Health and Safety rules and procedures is demonstrated.

An awareness of the location of safety equipment is demonstrated.

An awareness of the importance of the periodical checking of safety equipment is demonstrated.

Personal hygiene practices are identified, described and interpreted.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




In your group investigate the compulsory safety regulations in existence on the farm. The safety officer or the HR manager should be in possession of such a document.

In your group compile a list of all the applicable safety equipment on the farm. Determine the exact location of the equipment and the procedure by which the equipment is checked and maintained.

In your groups, you need to discuss and record information on the following:

• Why is health and safety so important in all operations on a farm? • Describe where the safety equipment is kept on the farm and why is it so

important to know the location of safety equipment? • Why must an assigned person check the safety equipment every month and

sign a register that is kept on file? • List the safety requirements for a storeroom?

Group Activity

66 SSOO 44 AACC 11--44

My Name:


. . . . . . . . . . . . . . . . . . .





Discuss (pairs) the importance of personal hygiene in your working environment with regards to the spread of disease and health of the worker.

Use the following points as guide to discuss this issue:

• The responsibility of the employer to employee’s health goes to the home environment.

• The employee’s health and HIV status is a concern the employer. • For a worker to be able to adhere to the health and safety regulations they

need to be able to look after their own personal hygiene. • What is personal hygiene?

Group Activity

77 SSOO 44 AACC 11--44

My Name:


. . . . . . . . . . . . . . . . . . .





AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time.

You have to be found competent by a qualified assessor to be declared competent.

Inform the assessor if you have any special needs or requirements before the agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. What is a human resource policy?

2. What is an ACT?

3. If the workers feel that they have a legitimate grievance that management is not listening to, who can they turn to?

4. What is the function of Disciplinary rules?

5. What are grievance procedures?

6. What is a job description?

7. The Employment Equity Act deals with which issues?

8. Which Act deals with conditions of employment?

9. What is Personnel evaluation?

10. Why is evaluation necessary on a farm?

11. Why is a contract important to a farm worker?




12. What is a performance agreement?

13. In case of spills, have on hand a:

14. What in your opinion is the most important safety rule on the farm where you are working?

15. Why is it necessary to maintain safety equipment?

16. Name two items that are classified as safety equipment

17. What do you understand under the term “personal hygiene”?

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organised and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part of

you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are areas

in which you still need further development.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116113

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:




TTeerrmmss && CCoonnddiittiioonnss This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za). Users are free to produce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.

AAcckknnoowwlleeddggeemmeennttss

PPrroojjeecctt MMaannaaggeemmeenntt::

M H Chalken Consulting

IMPETUS Consulting and Skills Development

DDoonnoorrss::

Weskus College

AAuutthheennttiiccaattoorr::

Mr R H Meinhardt

TTeecchhnniiccaall EEddiittiinngg::

Mr R H Meinhardt

LLaanngguuaaggee EEddiittiinngg::

Mr D Erasmus

OOBBEE FFoorrmmaattttiinngg::

Ms P Prinsloo

DDeessiiggnn::

Didacsa Design SA (Pty) Ltd

LLaayyoouutt::

Ms A du Plessis

Ms N Matloa

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Explain principles of human resources management and practices in agriculture

SAQA US ID UNIT STANDARD TITLE

116113 Explain principles of human resources management and practices in agriculture

SGB NAME NSB PROVIDER NAME

SGB Primary Agriculture

NSB 01-Agriculture and Nature Conservation

FIELD SUBFIELD

Agriculture and Nature Conservation Primary Agriculture

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular Level 2 2

REGISTRATION STATUS

REGISTRATION START DATE REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2004-10-13 2007-10-13 SAQA 0156/04

PURPOSE OF THE UNIT STANDARD

A learner achieving this unit standard will be able to describe and understand the principles of Human Resources Management as applied at workplace environment. Learners will understand the importance of the application of business principles in agricultural production with specific reference to human resources. They will be able to operate farming practices as businesses and will gain the knowledge and skills to move from a subsistence orientation to an economic orientation in agriculture. Farmers will gain the knowledge and skills to access mainstream agriculture through a business-orientated approach to agriculture.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will demonstrate competence against the unit standard or equivalent: • NQF 1: Apply basic human resources management principles and practices applicable in an agricultural environment.

UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate an awareness and basic understanding of the farm`s Human Resources policy with specific reference to rules and procedures.

OUTCOME RANGE

Human resources philosophy, policies, rules, procedures and disciplinary environment applicable at farm level.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

An understanding of disciplinary rules and grievance procedures at farm level is demonstrated.


An understanding of the value of a human resource policy and that access to it is known is demonstrated.


The implication(s) of non-compliance of company rules and procedures are explained.

SPECIFIC OUTCOME 2

Explain and identify labour legislation applicable at the work situation.

OUTCOME RANGE

Labour legislation includes working hours, remuneration, safety, over-time, holidays, legal strikes etc.

ASSESSMENT CRITERIA


An understanding is demonstrated of labour legislation relevant and applicable at the workplace with specific reference to working hours, remuneration, safety, holidays, etc.


An understanding is demonstrated of the implication(s) of not complying with labour legislation.


An ability is demonstrated to explain Employment rights and responsibilities.

SPECIFIC OUTCOME 3

Explain and interpret contracts and agreements applicable at the workplace.

OUTCOME RANGE

Job descriptions, performance agreements, personnel evaluation, interview panels.

ASSESSMENT CRITERIA


An understanding is demonstrated of the need for job descriptions and the contents of it.


An understanding is demonstrated of the value of a contract - should be able to explain it and interpret it.


An understanding is demonstrated of the need for performance agreements and the functioning of such a system.


An understanding is demonstrated of the need for personnel evaluation and the evaluation process.


An understanding and awareness of all other Agreements relevant to the work situation is demonstrated.

SPECIFIC OUTCOME 4

Explain and adhere to health and safety rules and practices.

OUTCOME RANGE

Health and safety rules and practices include but are not limited to compulsory statutory safety regulations as well as relevant company health and safety rules - protective clothing, handling of dangerous chemicals, adherence to safety procedures laid down by law and farm policy.

ASSESSMENT CRITERIA


An understanding of the need and value of Health and Safety rules and procedures is demonstrated.


An awareness of the location of safety equipment is demonstrated.


An awareness of the importance of the periodical checking of safety equipment is demonstrated.





Personal hygiene practices are identified, described and interpreted.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of: • Human Resource policy, principles and procedures. • Labour Laws. • Contractual agreements. • Job descriptions. • Personnel evaluation. • Performance agreements. • Occupational Health and Safety, and environmental regulations. • Personal hygiene.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem Solving: relates to all specific outcomes.

UNIT STANDARD CCFO WORKING

Teamwork: relates to all specific outcomes.

UNIT STANDARD CCFO ORGANIZING

Self-management: relates to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Interpreting Information: relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication: relates to all specific outcomes.

UNIT STANDARD CCFO SCIENCE

Use Science and Technology: relates to all specific outcomes.

UNIT STANDARD CCFO DEMONSTRATING

The world as a set of related systems: relates to all specific outcomes.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: relates to all specific outcomes.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

N/A

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

Documents

116113 Learner Guide - AgriSeta · Learner Guide Primary Agriculture Principles of human resources management and practices in agriculture My name