human rresource policies and pprooccedures · extend their learning and practice into areas of...

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

HHuummaann rreessoouurrccee ppoolliicciieess aanndd pprroocceedduurreess

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NQF Level: 3 US No: 116257

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

Explain human resource policies and procedures.

Primary Agriculture NQF Level 3 Unit Standard No: 116257 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: Explain human resource policies and procedures.

US No: 116257 NQF Level: 3 Credits: 3

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 49048 3 120

National Certificate in Plant Production 49052 3 120

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.

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.

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.

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.




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, 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 hand this 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.

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What does it mean? Each learning field is characterised 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 Human resource rules, policies and procedures……….……..…..….. 7

Session 2 Stakeholders and their roles within an organisation…….……....…. 14

Session 3 Preparation and interpretation of contracts and agreements…..... 21

Session 4 Employment relations in an organisation…………………………..….. 25

Am I ready for my test?……………………………………………..……… 31

Checklist for Practical assessment....................…….........…........... 32

Paperwork to be done..................……............................…............. 33

Bibliography……………………………………………………………………. 34

Terms and conditions……………………………………………..…..…….. 34

Acknowledgements...........................................………..................... 35

SAQA Unit Standard




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

Effective functioning of an organisation by understanding Human Resource Principles and Practices applied at the workplace environment. His/her knowledge and understanding should be of such a nature that he/she should be able to provide inputs to these processes if called for.

Extend their learning and practice into areas of harmonising relations amongst various stakeholders. The profession will benefit from the inputs received from the learner found competent in this unit standard.

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. Farmers will gain the knowledge and skills to access mainstream agriculture through a business-orientated approach to agriculture.

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

It is assumed that a learner attempting this unit standard will demonstrate competence against the unit standards or equivalent:

NQF 2: Explain the principles of human resources management and practices in agriculture.

MMyy NNootteess ……

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SSeessssiioonn 11

HHuummaann rreessoouurrccee rruulleess,, ppoolliicciieess aanndd pprroocceedduurreess

After completing this session, you should be able to: SO 1: Demonstrate an understanding of Human Resource rules, policies and procedures.

In this session we explore the following concepts:

Human resource rules, policies and procedures Conditions of employment in an organisation

11..11 HHuummaann rreessoouurrccee rruulleess,, ppoolliicciieess aanndd pprroocceedduurreess

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

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

• Policy is a company’s interpretation of how they will implement that law within the workplace.

• Procedure is the methodology behind the implementation of that policy.

For example

The City of Cape Town has set up an HIV / Aids Workplace Policy. Its objectives are

to:

• Provide a guide to ensure that anyone who is HIV positive is not discriminated against.

• Provide a way to manage HIV / Aids in the workplace.

• Create a workplace where people should be encouraged to treat everyone in the

workplace fairly and equally, whatever their HIV status.

• To encourage people to understand that HIV / Aids is a manageable, although life

limiting, illness.

• Create a supportive environment where HIV positive employees can continue working

for as long as possible.




So we can see that the City of Cape Town took the various Government Acts, namely the Bill of Rights, Employment Equity Act, HIV / Aids Act and created a workplace policy that would see the essence of these acts becoming tangible in the workplace for those affected by HIV /Aids.

Please complete Activity 1: Group activity

In the diagram below are various possible policies that should be in place on your farm.

Break into your groups and discuss them, noting down the procedures that you think would

be needed to make these policies dynamic for the workers on your farm.

POLICY PROCEDURE

HIV / Aids

Skill Development

Employment Equity

Injured on Duty




Health & Safety

Own example

Own example

11..22 CCoonnddiittiioonnss ooff eemmppllooyymmeenntt iinn aann oorrggaanniissaattiioonn

TThhee bbaassiicc ccoonnddiittiioonnss ooff EEmmppllooyymmeenntt AAcctt

The Act was promulgated in 1983 and amalgamated the Shops and Offices Act and certain clauses of the Factories Act. In 1993 the Act was extended to include agricultural employees and domestic workers in 1994.

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 statues 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 victimisation

• Record keeping by the employer.

Please complete Activity 2: Group activity In your groups, discuss the points above in relation to your experience on your farm. Describe to each other what your current employment conditions are like and what you expect. In practice, are you experiencing conditions that line up with the Basic Conditions of Employment Act? Your facilitator will have a copy of the act for you as reference. Can you think of any other points that could be added to basic conditions of employment policy for your farm? Keep notes on your findings as you will need to use them in the next exercise.

CCoorrrreeccttllyy uuttiilliissiinngg ggrriieevvaannccee pprroocceedduurreess Grievance procedure

A grievance may be described as the opposite of a disciplinary action. In a grievance procedure the worker / employee is making his dissatisfaction with the employer known. In a disciplinary action the opposite is the case, the employer is taking action against the worker / employee.

A grievance may be defined as any dissatisfaction or feeling of injustice by the workers (or worker) that has been brought to the attention of management.

A grievance may for example, be initiated around shortfalls in the company in regards the following points which are laid out in the Basic Conditions of Employment Act:

• Hours of work, overtime and overtime pay.

• Work on Sundays

• Contracts of employment

• Termination of employment.

• Annual and sick leave.

• Protection from victimisation

• Record keeping by the employer.

Typical grievances may also include some of the following:

• Perceived pay inequality. • Poor or unfair working conditions. • Racial or sexual discrimination. • Unfair treatment or harassment by fellow worker or a supervisor. • Compulsory medical testing. You may not use the grievance procedure:




• To appeal against disciplinary action. • To make known a collective wage grievance. • To air general staff grievances.

The function of a grievance procedure

There are numerous benefits for both parties in making use of grievance procedures.

It is an important factor in the relationship of the union with its members. Union members will assess the effectiveness of a union by its ability to assist members when filing grievances. Workers become more trusting of the grievance system when supported by an effective shop steward.

From management’s point of view, the grievance procedure is an effective channel of communication from labour to management. It helps to alert management to the problems experienced by labour.

A grievance procedure that operates quickly and effectively is an important outlet for employee frustration. Morale is greatly improved when employee grievances are taken seriously, no matter how small they may seem. Go slows and sabotage can be eliminated and creating improved productivity.

The process of filing a grievance:

The diagram, that follows, illustrates the grievance procedure on a unionised farm. The steps in a grievance procedure fall into 3 steps.

Steps 1 & 2 are informal and the supervisor should be encouraged to settle grievances at this stage. This may be difficult for 2 reasons:

The grievance may involve the supervisor.

The results of the grievance may cause a flood of similar grievances and should be heard at a level at which the implications can be formally investigated.

Formal grievances are usually filed using a Grievance Form onto which the grievance is recorded as well as the desired action to be taken to resolve this grievance. Both are important; the former because it forces the employee and his / her representative to think through the grievance and provide important details, and the latter because it provides a required action from management which will settle the matter.

Many grievances are of a technical nature, requiring the technical expertise of an impartial third party. An example of this would be the union disagreeing with the job evaluation of a post. Step 7 in the diagram indicates the options available at this stage.

An unsettled grievance may eventually form the basis of a dispute and can be referred to the Commission of Arbitration and Conciliation or the relevant bargaining council. If after this the matter is still unresolved then the matter can be referred to the Labour Court for adjudication.




Diagram adapted from: Introduction to labour relations in South Africa by M Finnemore. Butterworth, Durban, 1996




Please complete Activity 3: Group activity Using the information gathered in your group during the last activity, file an imaginary grievance against management on your farm. You should use the Grievance Form below to guide you.

SONOP ESTATE PO Box 21, Ceres GRIEVANCE FORM

Date: Name of initiator:

Details of grievance:

Desired action:

Initiator’s signature:

Supervisors signature:

Shop Steward’s signature:

Outcome of grievance:

Date:

Signed by management:

Concept (SO 1) I understand this concept

Questions that I still would like to ask

An ability to identify and communicate relevant human resource policies and procedures is demonstrated.

An ability to identify, describe and communicate relevant conditions of employment in an organisation is demonstrated.

The ability to correctly utilise grievance procedures is demonstrated.




SSeessssiioonn 22

SSttaakkeehhoollddeerrss aanndd tthheeiirr rroolleesswwiitthhiinn aann oorrggaanniissaattiioonn

After completing this session, you should be able to: SO 2: Demonstrate an understanding of the various stakeholders and their roles within an organisation.


Identify stake-holders within agri-business External stakeholders involved with an agri-business Roles of stakeholders Structure of internal stakeholders

22..11 IIddeennttiiffyy ssttaakkee--hhoollddeerrss wwiitthhiinn aaggrrii--bbuussiinneessss

IInnttrroodduuccttiioonn

Stakeholders within an agri-business are individuals, groups or organisations that directly benefit from the business or directly add value to the business. The term can refer to internal or external stakeholders.

Internal stakeholders are the people who directly work within the agri-business and are usually directly employed or own the business.

External stakeholders are more indirectly involved and merely contribute to the business or indirectly benefit from the agri-business.

EExxtteerrnnaall ssttaakkeehhoollddeerrss iinnvvoollvveedd wwiitthh aann aaggrrii--bbuussiinneessss..

External stakeholders can be described as people, organisations or businesses that add value to the farm or benefit from the farm. An external stakeholder in an agri-business can be an organisation that puts up the capital to finance development on a farm. It can also refer to the local co-op, an agri-chemical company or fertiliser merchant. Other examples of external stakeholders are conservation group, families of farm workers, neighbouring farms, local businesses, schools, clinics etc.

RRoolleess ooff ssttaakkeehhoollddeerrss

Stakeholders, contributing to the success of an agri-business, play various roles. The roles are determined by the main function of the role player with regards to the agri-business.




Financial institutions play a monetary role as well as a monitoring role. These institutions require sound business plans and return on their investment. Therefore they are powerful allies to the agri-business.

Examples of these stakeholders are: External or internal business investors, Land bank, Bank.

Some stakeholders play advisory and supportive roles. These stakeholders also play a part in the agri-business adhering to the required legislation regarding their human resources as well as legislation regarding the agri-business’s core business-farming. In times of change these stakeholders are invaluable to the agri-business, supplying knowledge and guidance where requested. Examples: Dept agriculture, Dept labour and Conservation bodies

Other important stakeholders are external but have a direct supportive role to play, but benefit equally from the success of the agri-business. These stakeholders include: Surrounding community, Suppliers, etc.

Internal stakeholders have a direct effect on the success of agri-business and directly benefit from that same success. These role players are the active players, who by their devotion and perseverance contribute to the future and growth of the business. They are the Owners, Farm managers, Team leaders, Workers and Supervisor.

SSttrruuccttuurree ooff iinntteerrnnaall ssttaakkeehhoollddeerrss

The management structure of a farm will be used to practically illustrate who the internal stakeholders are:

The example is of a farm Sunshine Seedlings, a cut flower and vegetable farm in the Stellenbosch area has a 5 tiered management structure. Pietie Nguka employs 30 people on his farm. All of the people involved with the running of the farm are stakeholders.

They are arranged as such:

Upper management, namely the owner of the farm. To set goals and vision for the operation. He is also the final authority in the decision making chain. The owner, together with the managers draws up the budget for the farm.

Middle management, the farm managers. To assist with the medium term planning of processes acquired to achieve the goals set by the owner. The farm managers deal with the day-to-day running of the farm. The farm manager’s schedule and prioritise work but it is up to the supervisors to see that it is carried out. They delegate authority to the supervisors. On a farm of this size where there is no store manager, the farm managers would be responsible for ordering inputs.

Supervisory level. Supervisors operate under authority of the farm managers. They carry out and pass on instructions on a daily basis. They delegate to the team leaders. The supervisors can handle certain grievance procedures together with the shop steward. They collect data and keep records which are used for planning and the successful running of the operation.




Team leaders. Motivate workers; carry out instructions from the supervisor. They work on the floor, and have a responsibility to management for maintaining quality in their area.

Team members / Workers. It is the responsibility of the workers to carry out instructions and maintain quality work.

Here is an example of their organogram. (An organogram is a pictorial explanation of the structure and management style of an organisation.)

Please complete Activity 4. Individual activity or pairs

Build an organogram for your farm in the space provided below. Central to the process will

be the farm owner. Write his name in a circle at the top. Thinking logically, work backwards

from the owner, putting each person on the level that he or she fills in the farm hierarchy.

Use the organogram from Sunshine Seedlings to help you.




Please complete Activity 5. Pairs

Think of all the external stakeholders involved with your farm; fill in the chart below, putting

them into the correct columns. You might need to add more than the spaces provided which

is good because it mean that the farm is a dynamic part of the country and community.




Please complete Activity 6. Group activity

Listed below are some of the identified external and internal stakeholders of a farm. Detail

their roles in the right hand column. Make use of your knowledge gained previously and

practical experience gained from the farm that you are working on.(where applicable)

Stakeholders: Their role:

External business investors

Land bank

Bank




Dept agriculture

Dept labour

Surrounding community

Suppliers

Conservation bodies

Owner

Farm manager

Supervisor

Team leader

Worker






The ability to correctly identify different stakeholders within the agri-business is demonstrated.

The ability to correctly identify different external stakeholders is demonstrated.

The roles of identified stakeholders are explained.

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SSeessssiioonn 33

PPrreeppaarraattiioonn aanndd iinntteerrpprreettaattiioonn ooff ccoonnttrraaccttss aanndd aaggrreeeemmeennttss

After completing this session, you should be able to: SO 3: Demonstrate involvement with the preparation and interpretation of contracts and agreements applicable at the work place.


Employment contract Background Job description Employment contract Performance agreements

33..11 EEmmppllooyymmeenntt ccoonnttrraacctt BBaacckkggrroouunndd

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. As we have already discovered 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 to an employee. On a farm this may include the workers specific tasks according to season.

Developing a job description

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?

Define job objectives.

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?

Define the job specification.

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?

EEmmppllooyymmeenntt ccoonnttrraacctt

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 agreement 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)

The training agreement would describe the training needs of a worker and the requirements that the worker obtain the necessary training. This would also imply that the employer take responsibility to provide the training. This training may then take place within the framework of the Governments Skills Development Levy. This training is then provided by the Department of Labour.

The recognition agreement would determine that a worker receives formal recognition for achievements and reaching targets set out in job specifications.

A contract gives the worker the full cover 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.

PPeerrffoorrmmaannccee aaggrreeeemmeennttss This is an agreement by both parties that there will be an agreed and measurable delivery of service.

The importance of a performance agreement.

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: Result, ways of achieving the result and how the result will be measured.




Please complete Activity 7: Group activity Read through the relevant Acts i.e.: BCEA; Training Agreement; Recognition Agreement. Copy the most important points from each of the documents. Prepare a contract for a supervisor on a farm.



The ability to provide inputs in the preparation of employment contracts is demonstrated.

Non-compliance in terms of agreements such as the BCEA agreement reached with stakeholders is explained.

The ability to identify and communicate relevant agreements both verbally and in writing is demonstrated.

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

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SSeessssiioonn 44

EEmmppllooyymmeenntt rreellaattiioonnss iinn aann oorrggaanniissaattiioonn

After completing this session, you should be able to: SO 4: Demonstrate an understanding of employment relations in an organisation.


Cultural and language differences. Understanding organisational policies and procedures. Health and safety rules and practices.

44..11 CCuullttuurraall aanndd llaanngguuaaggee ddiiffffeerreenncceess In the past we had a situation where we had cultural segregation or apartheid in South Africa. The notion that resources were limited and that we had to fight for our survival created the impression that only the fittest, strongest and most clever ones would have the right to make use of those resources.

Now we have a different society which legally requires us not to dominate or discriminate, but to create an inclusive environment which welcomes and values differences. Our national symbol, the South African Coat of Arms, encapsulates this shift in mindset.

Our new national motto is:! ke e: /xarra //ke, written in the Khoisan language of the /Xam people, literally meaning: diverse people unite.

The challenge for us is now to take hands and work together to create an environment that reflects unity in diversity or cultural synergy in the workplace and in society.

DDiiffffeerreenncceess iinn ccuullttuurree aanndd llaanngguuaaggee aarree eexxppllaaiinneedd..

We are a nation with 11 official languages and as many different cultures. Culture is not something that we are born with. It is learned at the feet of our parents, friends and family. Culture is not static; it changes with the needs of the people. Exchange of knowledge concerning different cultures encourages greater understanding and respect between diverse groups.




Please complete Activity 8. Small group activity Break into your groups and give each person a chance to introduce him or herself based on their culture, language and ethnic group. Each person should explain their culture using some of the following points. It is important to respect each person’s right to talk without comment from the group. Traditions

This section provides a few examples of traditions regarding aspects of our

lives.

Birth: Are there any wonderful traditions surrounding the birth of a baby in your culture

or family? What do women do, what do the men do? Would it be appropriate for you to

visit or send a gift, if so when? How would family, friend’s or the community react if the

baby has a disability?

Coming of Age: Tell the group about the customs and rituals surrounding the ceremony.

Is it different for boys and girls? Who would be invited? How would one dress at the

occasion? Should one bring a gift?

Marriage: Explain the ritual and traditions regarding marriage invitations. What customs

would one witness at a wedding ceremony? What would be appropriate behaviour? What

important ceremonies take place before the wedding? Is marriage different for men or

women?

Death: Are there any ceremonies at the time of death? Can anyone attend the funeral?

Are there any special rituals performed during the funeral ceremony? What should one

wear? How long is the period of mourning? What role does the deceased play in your life?

Do you have rituals / ceremonies surrounding the paying respect to ancestors / the

deceased?

Food: What may you eat? What may you NOT eat? Are there any rituals or ceremonies

surrounding the serving and eating of food?

Dress: Many religions and cultures dictate dress codes. Explain your own to the group.

Festivals, feasts and holidays: Do you have any festivals, feasts or holidays that are

important to you? Why are they important and how do you celebrate them?

Manner of addressing others: Explain how you would prefer to be addressed, how

does your culture deal with age and gender? In your culture who should we address first?

Language: Is often seen as something to be proud of, a symbol of your ethnic group and

culture. But for some people language was a form of oppression and is a reminder of the

past. Do you speak your cultural language at home, are you forced to speak another at

your workplace, how does this make you feel? Do you have feelings about other people’s

right to be addressed in their language of choice?




Please complete Activity 9. Individual activity

Focusing on the activity that you have just completed, answer the following question. This

is a formative assessment and must be answered in writing detailing your understanding of

the question.

1. Explain your understanding of the differences in culture and language.

44..22 UUnnddeerrssttaannddiinngg oorrggaanniissaattiioonnaall ppoolliicciieess aanndd pprroocceedduurreess..

DDeeffiinniittiioonn

To recap from earlier;

Policy Policy is a company’s interpretation of how they will implement the law within the workplace.

Most workplaces have a 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 so 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.




PPrroocceedduurree iiss tthhee mmeetthhooddoollooggyy bbeehhiinndd tthhee iimmpplleemmeennttaattiioonn ooff tthhaatt ppoolliiccyy..

Your farm should have policies and procedures relating to some of the following concepts, race, ethnic groups, language and cultural differences and employment equity etc. You can also check on the Acts that preceded these policies on the internet. It is vital that the recruitment and selection policy takes into account the conditions set out in the Employment Equity ACT

Please complete Activity 10. Individual activity Collect from your workplace evidence of policies and procedures related to employment. This would include some of the concepts mentioned above. Write them down and categorise them according to whether they are policies or procedures, explain.

44..33 HHeeaalltthh aanndd ssaaffeettyy rruulleess aanndd pprraaccttiicceess People are trying, on a continuous basis, to improve and find better health and safety protection measures. This information is put together to form a standard which is used to compile 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.

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, behaviour, 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 behaviour.




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

• Report any unsafe or unhealthy behaviour 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.

Please complete Activity 11. Individual activity Study the health and safety rules set up by your place of work. Read the scenarios on the following table and fill in the appropriate health & safety rule from your farm’s rules in the middle column. Fill in the action (practice) required to bring the scenario in line with health and safety rules in the right column. SCENARIO RELEVANT RULE ACTION (PRACTICE) Water pipes are stored outside

the shed, stacked against the

wall. It is difficult to find the

ones that you want as they are

not neatly stacked according to

size.

Fertiliser is kept in the garage

where the farmer parks his car

at night. He also keeps the

chlorine for the pool there.

The chainsaw operator is sick,

the supervisor asks you to help

out. You have no relevant

training.




Workers are transported to an

outlying field in the back of a

bakkie. This morning the

farmer has the gas bottles and

spare petrol in the back as

well. They often have a smoke

while in transit.

One of your fellow workers cuts

his arm with the chainsaw.

Blood is everywhere.

Supervisor rushes to help him.

Poison arrives at the farm in a

20 L container; it is heavy &

difficult to carry. The store man

decants it into a 2l Coke bottle

for you.

Some of the workers on your

farm have been asked to spray-

paint the trailer. It is cold and

they have the doors and

windows in the shed closed.



Differences in culture and language are explained.

An understanding of the organisational policies and procedures related to employment is explained.

Health and Safety rules and practices are explained.




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. Identify, communicate and describe the relevant conditions of employment in your company.

2. Identify the external and internal stakeholders

and their roles in your company.

3. Communicate inputs into the preparation of a

BCEA agreement with the relevant stakeholders.

4. Describe the recruitment and selection process

found at your place of work.

5. Explain the health and safety rules operating at your place of work

6. Demonstrate the ability to utilise a grievance procedure correctly.

7. Explain your understanding of the differences in culture and language.




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 116257

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:




BBiibblliiooggrraapphhyy BBooookkss::

Introduction to labour relations in South Africa – By M. Finnemore

Farmers weekly- various articles

31/10/2003- Can you help a drunken worker- pg 32?

27/08/2004- HIV: a manageable chronic disease- pg 59

29/08/2003 – Why farmers should be politically active-pg 8

WWoorrlldd WWiiddee WWeebb::

www.labour.gov.za- refer to the following

Aids help line

Employment Equity Act

Occupational health and safety act

Bill of rights

www.acts.co.za

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::

Boland 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 human resource policies and procedures

SAQA US ID UNIT STANDARD TITLE

116257 Explain human resource policies and procedures

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 3 3

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 contribute to the effective functioning of an organisation by understanding Human Resource Principles and Practices applied at the workplace environment. His/her knowledge and understanding should be of such a nature that he/she should be able to provide inputs to these processes if called for. In addition they will be well positioned to extend their learning and practice into areas of harmonising relations amongst various stakeholders. The profession will benefit from the inputs received from the learner found competent in this unit standard. 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 standards or equivalent: • NQF 2: Explain the principles of human resources management and practices in agriculture.

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 understanding of Human Resource rules, policies and procedures.

OUTCOME RANGE

Policies and procedures include but are not limited to disciplinary, grievance, recruitment and selection, harassment, employment equity, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

An ability to identify and communicate relevant human resource policies and procedures is demonstrated.


An ability to identify, describe and communicate relevant conditions of employment in an organisation is demonstrated.


The ability to correctly utilise grievance procedures is demonstrated.

SPECIFIC OUTCOME 2

Demonstrate an understanding of the various stakeholders and their roles within an organisation.

OUTCOME RANGE

Stakeholders include but are not limited to management and organised labour on-farm.

ASSESSMENT CRITERIA


The ability to correctly identify different stakeholders within the agri-business is demonstrated.


The ability to correctly identify different external stakeholders is demonstrated.


The roles of identified stakeholders are explained.

SPECIFIC OUTCOME 3

Demonstrate involvement with the preparation and interpretation of contracts and agreements applicable at the work place.

OUTCOME RANGE

Skills development levy, BCEA, Training Agreement, Recognition Agreement, etc.

ASSESSMENT CRITERIA


The ability to provide inputs in the preparation of employment contracts is demonstrated.


Non-compliance in terms of agreements such as the BCEA agreement reached with stakeholders is explained.


The ability to identify and communicate relevant agreements both verbally and in writing is demonstrated.

SPECIFIC OUTCOME 4

Demonstrate an understanding of employment relations in an organisation.

OUTCOME RANGE

Race, ethnic groups, language and cultural differences, employment equity policy.

ASSESSMENT CRITERIA


Differences in culture and language are explained.


An understanding of the organisational policies and procedures related to employment is explained.


Health and Safety rules and practices are explained.

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: • Employment related procedures. • Centralised and decentralised agreements. • Basic principles of organised labour. • Implication of not following labour legislations and agreed procedures. • Plans e.g. Employment equity plan, work skill plans, training plan. • Labour legislations e.g. BCEA, LRA, EEA, SDA, OHSACT. • Policies e.g. Employment equity, grievance and disciplinary, harassment, HIV/Aids. • Relationship with relevant stakeholders, internally and externally e.g. trade unions.

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 specific outcomes: • Demonstrate an understanding of Human Resource rules, policies and procedures. • Demonstrate involvement with the preparation and interpretation of contracts and agreements applicable at the work place.

UNIT STANDARD CCFO ORGANIZING

Self-management: relates to specific outcome: • Demonstrate an understanding of employment relations in an organisation.

UNIT STANDARD CCFO COLLECTING

Interpreting Information: relates to specific outcome: • Demonstrate an understanding of employment relations in an organisation.

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 specific outcome: • Demonstrate an understanding of employment relations in an organisation.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: relates to specific outcome: • Demonstrate involvement with the preparation and interpretation of contracts and agreements applicable at the work place.

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.

human rresource policies and pprooccedures · extend their learning and practice into areas of...

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