Optional Modules

Module 8: Customer Service (Optional)

Providing effective customer service is essential at each stage of the production network. In this module, students consider the meaning of good customer service and analyze various ways that it might be achieved.

Suggested time: 4-6 hours

Foundational Objective

To develop an understanding of customer service.

Common Essential Learnings Foundational Objective

To value and use the opinion and perspectives of others to provide good customer service. (PSVS)

Other CELs may be emphasized.

Learning Objectives

Notes

8.1

To develop an awareness of the importance of good customer service.

Using examples from value-added agriculture, diversified agriculture, or related goods and services, have students role play various scenes that compare varying degrees of customer service.
From these situations, have students brainstorm and develop a description of good customer service as well as the ways in which good customer service can be achieved. Consider a variety of methods including verbal and non-verbal communication.
Ask students to reflect on the need for customer service.

8.2

To compare the concept of customer service from a variety of perspectives.

Customer service is important at each stage of the production network. Have students interview a variety of customers and/or suppliers on their opinion of the nature of customer service. Develop some guidelines for providing customer service.
Sample questions include:

How do you provide customer service?
What are your standards for customer service?
What kinds of special service do you provide or would you like to see provided?
What is the best way for you to receive information about customer service?

Learning Objectives

Notes

8.3

To consider ways to achieve good customer service. (TL)

Have students consider examples that businesses and organizations use to provide good customer service. Some examples are obvious such as warranty work or return policies. Value-added agriculture, diversified agriculture, and related goods and services are often unique situations where the conventional methods of providing customer service may not apply.
Present students with a number of situations and have them consider ways that they might provide customer service. Some situations, businesses, or examples include:

providing specialty crops to a local outlet;
selling jams and jellies at a trade fair;
selling vegetables and other produce at a farmer’s market;
supplying fertilizer and chemicals;
hauling livestock;
repairing and maintaining agricultural buildings;
providing financial services to farmers;
meeting employer’s needs;
accommodating employee perspectives.

Module 9: Diversified Agriculture (Optional)

Saskatchewan Agriculture and Food describes three ways of accomplishing diversification in agriculture:

1. Vertical diversification - the production of products or services from the existing production base. (Value-added agriculture)

2. Horizontal diversification - the expansion of the production base; e.g., including new crops or different types of livestock.

3. Services - the related goods and services that support vertical and horizontal diversification.

See Saskatchewan Agriculture and Food. Marketing Development Branch. (1996). Evaluating Diversification Projects. Regina, SK: Author.

For practical purposes, the module refers broadly to the term "diversification" as the expansion of the agricultural production base.

Suggested time: 10-12 hours

Foundational Objective

To develop an understanding of diversified agriculture.

Common Essential Learnings Foundational Objective

To seek and use information on diversified agriculture. (IL)

Other CELs may be emphasized.

Learning Objectives

Notes

9.1

To understand the concept of diversified agriculture.

In Saskatchewan, traditional agricultural production produces large amounts of high quality grain/cereal crops and livestock. Traditional agriculture is also the foundation of the practices used in diversified agriculture as well as the supplier of commodities used in value-added agriculture.
Diversified agriculture is described as increasing the number of types of agricultural production. Discuss the changes in the kinds of agricultural commodities over the last 50 years. Have students give examples of traditional agricultural production and diversified agriculture. Both traditional and diversified agriculture production have places in Saskatchewan’s agriculture and agri-food industry.

Learning Objectives

Notes

9.2

To research specialty crops or diversified livestock. (IL)

Ask students for examples of specialty crops, diversified livestock, or other on-farm diversified activities such as greenhouses, vacation farms, eco-tourism ventures. Have them select an area of interest and prepare a feasibility report for their community. Possible sources of information include:

research stations;
rural service centres;
interviews with local producers;
websites; and,
Saskatchewan Agriculture and Food Library.

Components of the feasibility study for a specialty crop include:

a brief description of the crop type and varieties available;
uses for the crop;
advantages and disadvantages of growing the crop in the local area;
specialized cropping practices;
input costs and expected revenue (e.g., fertilizers, pesticides, etc.);
specialized operations and equipment;
marketing options;
storage and transportation;
charts.

Components of the feasibility study for diversified livestock include:

brief description of the animal;
uses for the animal;
advantages and disadvantages for raising the animal;
specialized care and facilities;
input costs and expected revenue;
marketing options;
transportation.

Ensure that students list the reference sources and websites they used in their feasibility studies.

Learning Objectives

Notes

9.3

To develop ideas for agricultural diversification based on the available resources.

Many producers are looking at ways to diversify their farming or ranching operations. One of the first steps in diversification is the need to examine and analyze existing conditions such as available resources (natural resources, buildings, equipment, human resources, money). The kind of diversification depends on these factors. Using an actual farm or community, have students prepare an inventory of the existing conditions. Have students consider how and when equipment, buildings, and resources are used throughout the entire year.
Using this inventory, have students suggest possible diversification projects for their farm or community.
As an optional extension of this activity, students could evaluate the diversification projects using the booklet Evaluating Diversification Projects from the Marketing Development Branch at Saskatchewan Agriculture and Food.

Module 10: Rules and Regulations (Optional)

Rules, regulations, legislation, laws, and controls are embedded in all sectors of agriculture and food production, as well as services, that support these sectors. Knowledge of and/or compliance with these rules and regulations are essential components of value-added processing, diversified farming operations, or related services.

Suggested time: 5-8 hours

Foundational Objective

To develop an awareness of the rules and regulations that apply throughout the industry.

Common Essential Learnings Foundational Objective

To recognize that learning about and adhering to rules and regulations is an individual’s responsibility. (IL)

Other CELs may be emphasized.

Learning Objectives

Notes

10.1

To explain the role of government in various sectors of agriculture.

Various federal, provincial, and municipal governments are involved throughout the production network in maintaining the quality and safety of agricultural commodities, services, and food and fibre products. Have students reflect and discuss the importance of maintaining product quality and safety throughout the production network.

10.2

To research the mandates of specific government agencies in maintaining product quality and safety (e.g., Agriculture and Agri-food Canada, Saskatchewan Agriculture and Food, Consumer and Corporate Affairs, Health Canada, Saskatchewan Health, Public Health) . (IL)

Have students investigate the relevant legislation regarding quality and safety regulations in each sector of government. Using the production network, have students indicate which areas of government are involved in:

the inspection of raw materials;
product grading;
packaging and labelling;
sanitation standards; and,
safety regulations.

Contact Saskatchewan Food Talk or the Saskatchewan Food Processors’ Association for videos and information. Another good starting point for information and further references is the Public Awareness Series on Agriculture, specifically, Food Safety, Biotechnology and Crop Protection. These booklets are available from Saskatchewan Agriculture and Food or Agriculture in the Classroom.

Learning Objectives

Notes

10.3

To investigate the environmental rules and regulations that pertain to diversified agricultural production, value-added processing, and related services.

Environmental rules and regulations apply to all sectors of agriculture and include a variety of policies and legislation on such practices as handling effluent disposal, water treatment after use, soil conservation practices, use of biodegradable materials, storage, and handling and disposal of hazardous products.
Invite a panel of experts, producers, or processors to discuss the environmental rules and regulations that apply to their particular operation.
Interview a value-added processor, diversified farming operator, or someone in a related service. Describe the rules and regulations that govern the operation. Have students prepare a summary of the rules and regulations that need to be considered.
Include:

human resources such as labour laws and workplace safety;
environmental regulations;
health and safety standards; and,
transportation regulations
.

Module 11: Local Perspectives (Optional)

This module encourages students to explore value-added agriculture, diversified agriculture, as well as related services from a local perspective. This exploration will help students understand the local factors and conditions that affect the choice of agricultural activity in a community.

Suggested time: 4-6 hours

Foundational Objective

To describe local and community resources and perspectives.

Common Essential Learnings Foundational Objective

To reflect on why certain agricultural activities have dominated and continue to dominate in a region and to speculate on and imagine other forms of agriculture. (CCT)

Other CELs may be emphasized.

Learning Objectives

Notes

11.1

To examine an historical perspective of agriculture in the local area.

All types of agriculture - primary production, value-added, or diversified agriculture - are grounded in the environmental, economic, or cultural circumstances of the local area. The knowledge level and understanding of the current and historical perspectives of Saskatchewan agriculture will vary from student to student and from class to class. It will also vary from one school or region to another. Regardless of the level of knowledge, it is important to begin with the student’s understanding of agriculture in Saskatchewan. Starting at the students’ own level of knowledge will encourage them to investigate and explore new ideas and understanding.
To develop an historical perspective of the local area, have students interview a variety of people involved in agriculture from producers to chemical dealers. Interviews should focus on the changes in agriculture. Have students prepare interview questions in advance. Remind them to avoid sensitive or personal issues. Have students present and discuss their findings on how agriculture has changed in the local area. If possible, have students consider all factors (environmental, economic, and social factors) that have changed in the area.
Visit local museums. Have students create or display collections of historical photographs.

Learning Objectives

Notes

11.2

To develop a profile of the local and regional agricultural activities.

Have students prepare a profile of the agricultural activities in the local or regional area. Encourage them to use a variety of media including audio-visual presentations, video productions, and guest speakers. The profile should consider and give examples of:

physical resources - soil, water, climate;
climate;
transportation systems;
human resources;
area population;
educational institutions;
value-added processors;
diversified agriculture; and,
related goods and services.

Using this profile, have students suggest a number of possible value-added, diversified agricultural operations, or related goods and services that might be possible in the area.
Students might wish to conduct community surveys and compare their ideas with members of the community.

Module 12: Packaging, Storage, and Distribution (Optional)

Processors of value-added products need to consider how their products will be packaged, stored, and distributed. This module examines what agricultural producers, processors, and suppliers need to consider as part of their production or supply network.

Suggested time: 6-8 hours

Foundational Objective

To develop an awareness of the requirements of and factors affecting packaging, storage, and distribution of value-added products, diversified agricultural commodities, or the products supplied by agricultural-related services.

Common Essential Learnings Foundational Objective

To recognize the need for proper package, storage, and distribution of agricultural products. (CCT)

Other CELs may be emphsized.

Learning Objectives

Notes

12.1

To describe product packaging and labeling practices, products, or commodities.

Different products require different packaging and labeling. First hand information is the best way to begin researching the packaging and labeling requirements of a product. Invite experts to speak to the class or have students interview staff from the Saskatchewan Food Processors’ Association, Saskatchewan Food Talk, Health Canada, or Agriculture and Agri-food Canada.
Have students investigate packaging and labelling requirements for a variety of value-added products including processed and fresh meat, poultry, vegetables, jams, jellies, and other types of processed food.

12.2

To investigate storage requirements and facilities. (IL)

Value-added products, diversified agricultural commodities, as well as products used by related goods and services, require a variety of storage options.
Have students select a field site and prepare a case history on storage requirements and facilities. Include a description of safe handling and storage of products, as well as any special building requirements.

Learning Objectives

Notes

12.3

To investigate the distribution of agricultural products.

Have students investigate and describe the distribution of agricultural projects. Include the role of customs brokers, and legal requirements for transportation and storage.

	Learning Objectives	Notes
8.1	To develop an awareness of the importance of good customer service.	Using examples from value-added agriculture, diversified agriculture, or related goods and services, have students role play various scenes that compare varying degrees of customer service. From these situations, have students brainstorm and develop a description of good customer service as well as the ways in which good customer service can be achieved. Consider a variety of methods including verbal and non-verbal communication. Ask students to reflect on the need for customer service.
8.2	To compare the concept of customer service from a variety of perspectives.	Customer service is important at each stage of the production network. Have students interview a variety of customers and/or suppliers on their opinion of the nature of customer service. Develop some guidelines for providing customer service. Sample questions include: How do you provide customer service? What are your standards for customer service? What kinds of special service do you provide or would you like to see provided? What is the best way for you to receive information about customer service?
	Learning Objectives	Notes
8.3	To consider ways to achieve good customer service. (TL)	Have students consider examples that businesses and organizations use to provide good customer service. Some examples are obvious such as warranty work or return policies. Value-added agriculture, diversified agriculture, and related goods and services are often unique situations where the conventional methods of providing customer service may not apply. Present students with a number of situations and have them consider ways that they might provide customer service. Some situations, businesses, or examples include: providing specialty crops to a local outlet; selling jams and jellies at a trade fair; selling vegetables and other produce at a farmer’s market; supplying fertilizer and chemicals; hauling livestock; repairing and maintaining agricultural buildings; providing financial services to farmers; meeting employer’s needs; accommodating employee perspectives.

	Learning Objectives	Notes
9.1	To understand the concept of diversified agriculture.	In Saskatchewan, traditional agricultural production produces large amounts of high quality grain/cereal crops and livestock. Traditional agriculture is also the foundation of the practices used in diversified agriculture as well as the supplier of commodities used in value-added agriculture. Diversified agriculture is described as increasing the number of types of agricultural production. Discuss the changes in the kinds of agricultural commodities over the last 50 years. Have students give examples of traditional agricultural production and diversified agriculture. Both traditional and diversified agriculture production have places in Saskatchewan’s agriculture and agri-food industry.
	Learning Objectives	Notes
9.2	To research specialty crops or diversified livestock. (IL)	Ask students for examples of specialty crops, diversified livestock, or other on-farm diversified activities such as greenhouses, vacation farms, eco-tourism ventures. Have them select an area of interest and prepare a feasibility report for their community. Possible sources of information include: research stations; rural service centres; interviews with local producers; websites; and, Saskatchewan Agriculture and Food Library. Components of the feasibility study for a specialty crop include: a brief description of the crop type and varieties available; uses for the crop; advantages and disadvantages of growing the crop in the local area; specialized cropping practices; input costs and expected revenue (e.g., fertilizers, pesticides, etc.); specialized operations and equipment; marketing options; storage and transportation; charts. Components of the feasibility study for diversified livestock include: brief description of the animal; uses for the animal; advantages and disadvantages for raising the animal; specialized care and facilities; input costs and expected revenue; marketing options; transportation. Ensure that students list the reference sources and websites they used in their feasibility studies.
	Learning Objectives	Notes
9.3	To develop ideas for agricultural diversification based on the available resources.	Many producers are looking at ways to diversify their farming or ranching operations. One of the first steps in diversification is the need to examine and analyze existing conditions such as available resources (natural resources, buildings, equipment, human resources, money). The kind of diversification depends on these factors. Using an actual farm or community, have students prepare an inventory of the existing conditions. Have students consider how and when equipment, buildings, and resources are used throughout the entire year. Using this inventory, have students suggest possible diversification projects for their farm or community. As an optional extension of this activity, students could evaluate the diversification projects using the booklet Evaluating Diversification Projects from the Marketing Development Branch at Saskatchewan Agriculture and Food.

	Learning Objectives	Notes
10.1	To explain the role of government in various sectors of agriculture.	Various federal, provincial, and municipal governments are involved throughout the production network in maintaining the quality and safety of agricultural commodities, services, and food and fibre products. Have students reflect and discuss the importance of maintaining product quality and safety throughout the production network.
10.2	To research the mandates of specific government agencies in maintaining product quality and safety (e.g., Agriculture and Agri-food Canada, Saskatchewan Agriculture and Food, Consumer and Corporate Affairs, Health Canada, Saskatchewan Health, Public Health) . (IL)	Have students investigate the relevant legislation regarding quality and safety regulations in each sector of government. Using the production network, have students indicate which areas of government are involved in: the inspection of raw materials; product grading; packaging and labelling; sanitation standards; and, safety regulations. Contact Saskatchewan Food Talk or the Saskatchewan Food Processors’ Association for videos and information. Another good starting point for information and further references is the Public Awareness Series on Agriculture, specifically, Food Safety, Biotechnology and Crop Protection. These booklets are available from Saskatchewan Agriculture and Food or Agriculture in the Classroom.
	Learning Objectives	Notes
10.3	To investigate the environmental rules and regulations that pertain to diversified agricultural production, value-added processing, and related services.	Environmental rules and regulations apply to all sectors of agriculture and include a variety of policies and legislation on such practices as handling effluent disposal, water treatment after use, soil conservation practices, use of biodegradable materials, storage, and handling and disposal of hazardous products. Invite a panel of experts, producers, or processors to discuss the environmental rules and regulations that apply to their particular operation. Interview a value-added processor, diversified farming operator, or someone in a related service. Describe the rules and regulations that govern the operation. Have students prepare a summary of the rules and regulations that need to be considered. Include: human resources such as labour laws and workplace safety; environmental regulations; health and safety standards; and, transportation regulations .

	Learning Objectives	Notes
11.1	To examine an historical perspective of agriculture in the local area.	All types of agriculture - primary production, value-added, or diversified agriculture - are grounded in the environmental, economic, or cultural circumstances of the local area. The knowledge level and understanding of the current and historical perspectives of Saskatchewan agriculture will vary from student to student and from class to class. It will also vary from one school or region to another. Regardless of the level of knowledge, it is important to begin with the student’s understanding of agriculture in Saskatchewan. Starting at the students’ own level of knowledge will encourage them to investigate and explore new ideas and understanding. To develop an historical perspective of the local area, have students interview a variety of people involved in agriculture from producers to chemical dealers. Interviews should focus on the changes in agriculture. Have students prepare interview questions in advance. Remind them to avoid sensitive or personal issues. Have students present and discuss their findings on how agriculture has changed in the local area. If possible, have students consider all factors (environmental, economic, and social factors) that have changed in the area. Visit local museums. Have students create or display collections of historical photographs.
	Learning Objectives	Notes
11.2	To develop a profile of the local and regional agricultural activities.	Have students prepare a profile of the agricultural activities in the local or regional area. Encourage them to use a variety of media including audio-visual presentations, video productions, and guest speakers. The profile should consider and give examples of: physical resources - soil, water, climate; climate; transportation systems; human resources; area population; educational institutions; value-added processors; diversified agriculture; and, related goods and services. Using this profile, have students suggest a number of possible value-added, diversified agricultural operations, or related goods and services that might be possible in the area. Students might wish to conduct community surveys and compare their ideas with members of the community.

	Learning Objectives	Notes
12.1	To describe product packaging and labeling practices, products, or commodities.	Different products require different packaging and labeling. First hand information is the best way to begin researching the packaging and labeling requirements of a product. Invite experts to speak to the class or have students interview staff from the Saskatchewan Food Processors’ Association, Saskatchewan Food Talk, Health Canada, or Agriculture and Agri-food Canada. Have students investigate packaging and labelling requirements for a variety of value-added products including processed and fresh meat, poultry, vegetables, jams, jellies, and other types of processed food.
12.2	To investigate storage requirements and facilities. (IL)	Value-added products, diversified agricultural commodities, as well as products used by related goods and services, require a variety of storage options. Have students select a field site and prepare a case history on storage requirements and facilities. Include a description of safe handling and storage of products, as well as any special building requirements.
	Learning Objectives	Notes
12.3	To investigate the distribution of agricultural products.	Have students investigate and describe the distribution of agricultural projects. Include the role of customs brokers, and legal requirements for transportation and storage.