LESSON OBJECTIVES - Amazon S3



oVERVIEWINSTRUCTOR:UNIT: Employability Characteristics of a Successful Worker in the Modern WorkplaceLESSON: Planning and Managing Supervised Agricultural Experience ActivitiesIMS REFERENCE: IMS #8000-HLesson PlanLESSON OBJECTIVESThe student will be able to:Identify types of supervised agricultural experience activities;Describe characteristics of successful supervised agricultural experience programs;Select, plan, and conduct supervised agricultural experience activities; andPrepare and maintain accurate management and accounting records.Key Termsagricultural marketingexploratoryagricultural processingplacementagricultural servicesproduction agriculturecompetencysupervised agricultural experienceentrepreneurshipwork based learningSUPPLEMENTAL MATERIALS & RESOURCESIMS #8000-HPower Point for Planning and Managing Supervised Agricultural Experience ActivitiesClass Notes Sheets for Planning and Managing Supervised Agricultural Experience ActivitiesActivity Guide titled “Goal Setting Worksheet”Grading Rubric titled “Grading Rubric for Goal Setting Worksheet”Activity Guide titled “Management Process Activity Guide”Grading Rubric titled “Grading Rubric for Management Process Activity”Activity Guide titled “Record Keeping Activity Guide”Excel Computer Worksheet titled “Record Keeping Activity”Excel document titled “Record Keeping Activity Key”Teacher Guidelines titled “Record Keeping Activity Teacher Notes”TEACHING PROCEDURESPREPARATIONKey PointsMethodsLink/Motivation:Provide students with the following definition of Supervised Agricultural Experience (SAE):A learning experience that facilitates the development of work skills and allows students to put learned abilities and skills into practice.Provide students with the following list, and ask the students to identify which are SAE(s).Fertilizer ExperimentMarket Swine ProductionShadowing an Animal Health InspectorJob as Electrician AssistantPlant Stand SalesHoney CollectionTree Nut GradingInform students that all are possible SAEs.Overview:In this lesson, the students will:identify types of supervised agricultural experience activities;describe characteristics of successful supervised agricultural experience programs;select, plan, and conduct supervised agricultural experience activities; andprepare and maintain accurate management and accounting records.Student Thought and ReflectionTeacher Led discussion with Student ResponseReview of ObjectivesPRESENTATION Key PointsMethodsSupervised Agricultural Experience (SAE)The foundation of agricultural education and the FFA is “learning to do and doing to learn.”SAE is a challenging and rewarding learning experience that upholds this principle by facilitating the development of work skills and allowing students to put learned abilities and skills into practice.Three types of SAE programs include:exploratoryentrepreneurshipplacementExploratory SAEAllows a student to develop and increase an awareness and understanding of the food and fiber industry.Provides an in-depth study of a particular topic.Appropriate for first-time agriculture students.Serves as a springboard for research, ownership, and placement SAEs.Examples of exploratory SAEs include:Conducting experiments.Observing or assisting a professional agricultural worker.Investigating agricultural legal issues.Entrepreneurship SAEInvolves owning and managing an enterprise in production agriculture or agribusiness.Involves financial risk and requires accurate records to determine investment returns.Is related to ownership, but ownership is not a requirement.Four categories of Entrepreneurship SAEs, and examples of each, include:Production AgricultureLandscape plant productionBeef cattle productionMetal fabrication of wildlife feedersAgricultural ServicesLandscape maintenanceChemical spraying/applicationSmall engine repairAgricultural ProcessingPlant propagationMeat grading/packingMetal sandblastingAgricultural MarketingRetail nursery or plant standLivestock auction or auctioneeringRetailer of wildlife productsPlacement SAEPlacement SAE offers students practical experience by placing them into a specified agricultural occupational field.May involve employment or other involvement.Students may or may not receive a salary.Students may also volunteer or choose a school or community-based project relating to their occupational interests.Three types of placement SAEs include:Work Based LearningA cooperate agreement exists between the employer and school.Provides students with the chance to use their knowledge, skill, and attitude formed in the classroom.Incorporates training at an actual job situation.InternshipsStudent serves as an employee for a specified period.Student works under the supervision of an experienced agricultural worker.Experience provides practical experience.MentoringAn experienced individual assists, influences, guides, and directs the student’s desire in a given agricultural occupational field.May involve student employment or only involvement.Improvement ActivitiesA student may become involved in an improvement activity to complement and build citizenship in their SAE.Improvement activities enhance the value or appearance of a particular place.These activities are large in scope and may include more than one job or activity.Examples of improvement activities include:Replacing landscape plants for a local business, or in a community park.Planning safety practices for agricultural mechanics.Benefits of SAE ProgramsParticipation in SAE programs help students:Development of valuable skillsAgricultural competenciesHuman relationsRecord keepingMoney managementCharacter buildingSelf-confidenceResponsibilityPride in ownershipIndependenceWork ethicCareer preparation.Exploration of a career path.Choice of a career path.Gained occupational experience.Skills that can be applied in the workplace.Character traits that can be applied in the workplace.Measuring the Success of an SAEAn SAE bridges the gap between school and a career.Therefore, the success of any SAE depends on the student’s level of preparation for employment or higher education.Selecting a SAEConsiderations for selecting an SAE include:InterestsCompetency levelCapabilitiesOpportunitiesFinancingFacilitiesPlanning a SAEGoal setting is vital to the planning process.Goals provide direction and help an individual stay motivated.Goals should represent the high expectations of the student.Goals set for an SAE should also bring the student closer to his/her own occupational goals.Questions to consider when setting goals include:Where am I today?Where do I want to be in the future?How do I get there?Effective goals should have the qualities and components of being:ClearOptimisticChallengingFlexibleMeasurableWays and MeansTypes of goals include:Short-TermVery specific.To be accomplished within a year or less.Intermediate-TermSomewhat specific.To be accomplished within one to five years.Long-TermTo be accomplished in the more distant future, generally in five or more years.Time period can be specified or left open-ended.Goals can be specific, but are generally broad in nature.Goals are given more direction through related long-, intermediate-, or short-term goals.Conducting an SAETo properly conduct an SAE, an individual must establish requirements, evaluate the program, and report accomplishments.This is made easier by developing and maintaining accurate management and financial records.Steps in conducting an SAE include:Designing a 12-month reporting period.Checking records monthly.Recording actual facts (expense, income, and production records).Determining profit/loss.Measuring progress.Evaluating an SAEThe student, teacher, parent, and others should evaluate a student’s SAE.Evaluation provides the student with the direction the SAE should take if modifications are necessary.Records can be used to evaluate an SAE and to make modifications based on:The profitability of the enterprise;Production efficiency; andComparisons between enterprises.Records also aid in the following aspects of evaluation:Evaluating decision accuracy.Justifying loan applications.Providing additional information for future planning.Keeping Accurate RecordsKeeping accurate records is important for:Making appropriate management decisions.Reporting and documenting taxes.Obtaining credit.Verifying operating plans to control and manage the use of resources.Providing direction in the fulfillment of goals.Referencing skills, experience, leadership, and participation in activities.Types of records are listed and described below.Financial RecordsDeal with the “dollar” aspects of an enterprise.The purposes of financial records are to:Provide the manger with a clear picture of the financial standing of an enterprise at any given time.Ensure soundness of financial management decisions.Increase efficiency.Maximize profit.Eliminate loss.Types of financial records are listed and described below.Profit and Loss StatementsShow revenues, expenditures, and available cash remaining.Balance SheetFinancial summary showing the liabilities, assets, and net worth of enterprise at a given time.Cash Flow SummaryShows the cash flow over a specific course of time, such as a month or year.Physical RecordsSimplify physical inventory and evaluate the performance of an enterprise.Help analyze the strengths and weaknesses of an enterprise.Varied to meet specific needs of the business.Production records determine the performance of employees, machinery, and other resources.Labor RecordsShow an account of how much time a labor spends on a specific task.Maintenance RecordsAre usually kept on machinery and equipment.Inventory ReportsFor keeping track of quantities of materials on hand.Supporting RecordsReference skills, experience, leadership and participation.These records may be used to determine advancement in the FFA and to monitor progress toward goals.Students should keep record of their involvement in leadership and cooperative activities, as well as their accomplishments within their SAE.Supporting records provide benefits toward:FFASupporting records show accomplishments and are helpful in award and scholarship applications.CollegeSupporting records are useful in filling out applications, gaining admittance, and securing scholarships.CareerSupporting records demonstrate abilities and work related experiences, show efficient management of time, and show an individual’s ability to work individually or cooperatively with rmation Used in Decision-MakingMaintaining accurate records is essential in successfully managing and coordinating a business.Accurate information provides for accurate decision-making.Accurate record keeping requires information with the qualities listed and described below.DescriptiveExplains the “What is?” of business.Involves given facts that describe the financial health of the business at a given point.Describes where the business is financially and identifies any problems.Allows for the analysis of revenues and expenses relating to operating revenues.Shows cash inflows and outflows.Records that provide descriptive information include:Balance SheetsIncome StatementsCash Flow StatementsTax ReportsEnterprise AccountsSales ReportsMarket PricesProduction CostsDiagnosticAssists managers in recognizing problems through the “What is wrong?” approach.Defines a problem and then allows the manager to take steps to solve the problem.Managers compare the facts to averages and then choose a course of action.Requires reliable descriptive information.PredictiveAnswers the question “What if?”Allows for the future planning of an operation.Used to help reduce risk.Examples of predictive information include:Expected price for fall parison of which boar’s offspring is expected to gain faster.PrescriptiveDeals with “what to do”.Used in conjunction with predictive information to allow a business or SAE to thrive and grow successfully.Goals and objectives must also be considered when using prescriptive information and making decisions.A sample use of prescriptive information is:Manager is considering an expansion of the enterprise.Additional labor is expected to offset predicted higher returns.Does the value of additional income override the additional cost of labor?The Management ProcessThe four basic functions of the management process are listed and described below.PlanningEstablishes a course of action.Should be flexible to allow for change and anizingDeals with the resources available and needed to develop arrangements for achieving goals.ControllingIdentifies what is being done.Recording and analyzing an SAE activity assist the student in adjusting his/her direction to better achieve his/her goals.DirectingPutting the “doing” into the planning, organizing, and controlling.Attention to each function establishes an approach to the success of a specified goal.SummaryAn SAE:provides students valuable experiences.prepares students for careers and college and offers them a competitive advantage.Types of SAE programs include:ExploratoryEntrepreneurshipPlacementImprovement activities complement or enhance an SAE.Accurate records are essential for conducting and evaluating SAEs and for making management decisions.Important records include:financial recordsphysical recordssupporting recordsInformation used in decision-making includes:DescriptiveDiagnosticPredictivePrescriptivePowerPoint Slides #3-4PowerPoint Slides #5-6PowerPoint Slides #7-12PowerPoint Slides #13-19PowerPoint Slides #20-21PowerPoint Slides #22-25PowerPoint Slide #26PowerPoint Slide #27PowerPoint Slides #28-36PowerPoint Slides #37-38PowerPoint Slides #39-41PowerPoint Slides #42-55PowerPoint Slides #56-63PowerPoint Slides #64-66PowerPoint Slides #67-69APPLICATION Key PointsMethodsGoal Setting ActivityStudents will work individually to set goals using the worksheet titled “Goal Setting Worksheet”.Management Decisions ActivityDivide students into small groups of 3-5.Students will work together to identify areas of concern or ideas for improving a salsa production/sales enterprise supported by a vegetable production SAE.Refer to the document titled “Management Decisions Activity Guide” for additional information and guidelines.Record Keeping ActivityStudents will work individually or with a partner to complete records for an aquaculture SAE.Students will use the Excel computer worksheet titled “Record Keeping Activity” to complete the assignment.If computer access is unavailable, print and copy the document for written completion.Refer to the document titled “Record Keeping Activity Guide” for additional information and guidelines.WorksheetActivity & WorksheetsComputer WorksheetEVALUATION/ SUMMARYKey PointsMethodsGoal Setting ActivityManagement Decisions ActivityRecord Keeping ActivityWorksheetWorksheetComputer Worksheetreferences/ Additional matierialsBierland, J.G., K.C. Schneeberger, and D.D. Osburn. Principles of Agribusiness Management. Reston: Reston, Virginia. 1986Griffin, Ricky W. (2008). Management 9th edition. USA: Houghton Mifflin Company. 2008.Knight, Adrian. Applying Procedures for Recordkeeping, Budgeting, and Financing. Instructional Materials Service, Texas A&M University, College Station, Texas.National Task Force on Supervised Agricultural Experience. Experience Agriculture – A Handbook on Supervised Agriculture Experience. 1992Stewart, M., J. Lee, S. Hunter, B. Schiel, S. Fraze, & R.Terry, Jr. Developing Leadership and Communication Skills. 2nd edition. Upper Saddle River, New Jersey: Prentice Hall Interstate. 2004. ................
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