SECTION 130.3. Professional Standards in Agribusiness (One-Half Credit), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 10-12. Students shall be awarded one-half credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

(3) Professional Standards in Agribusiness primarily focuses on leadership, communication, employer-employee relations, and problem solving as they relate to agribusiness. To prepare for careers in agribusiness systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to leadership development and the workplace, and develop knowledge and skills regarding agricultural career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career and entrepreneurship opportunities related to agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agriculture, food, and natural resources industries;

(C) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;

(D) demonstrate employers' expectations and appropriate work habits;

(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership; and

(F) research career topics using technology such as the Internet.

(2) The student develops a supervised agriculture experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(C) participate in youth leadership opportunities to create a well-rounded experience program; and

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student demonstrates professional development related to effective leadership in agribusiness. The student is expected to:

(A) describe the importance of positive self-concept, social skills, and maintaining a professional image with respect to cultural diversity;

(B) identify leadership styles;

(C) prepare personal resumes, letters of interest, and employment applications; and

(D) use positive interpersonal skills to work cooperatively with others from different cultures, genders, and backgrounds.

(4) The student evaluates employer and employee responsibilities for occupations in agriculture, food, and natural resources. The student is expected to:

(A) identify and discuss work-related and agribusiness-related ethics;

(B) demonstrate methods for working effectively with others;

(C) practice job interview and evaluation skills; and

(D) outline complaint and appeal processes.

(5) The student communicates effectively with groups and individuals. The student is expected to:

(A) understand elements of communication such as accuracy, relevance, rhetoric, and organization in informal, group discussions; formal presentations; and business-related, technical communication;

(B) describe how the style and content of spoken language varies in different contexts and influences the listener's understanding;

(C) modify aspects of presentations such as delivery, vocabulary, length, and purpose;

(D) identify appropriate written and verbal communications in agribusiness;

(E) demonstrate effective listening in a variety of settings;

(F) demonstrate nonverbal communication skills and effective listening strategies; and

(G) discuss the importance of relationships and group organization.

(6) The student identifies professional agricultural communications using appropriate spoken communication techniques and procedures. The student is expected to:

(A) identify the importance of verbal and nonverbal communication;

(B) demonstrate the importance of communicating factual and unbiased data and information obtained from reliable sources;

(C) demonstrate speech preparation and delivery skills such as using presentation software and technology etiquette; and

(D) plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

(7) The student demonstrates the factors of group and individual efficiency. The student is expected to:

(A) define the significance of personal and group goals;

(B) demonstrate leadership traits when solving a problem such as risk-taking, focusing on results, decision making, and empowering and investing in individuals when leading a group;

(C) discuss the importance of time management and teamwork;

(D) list the steps in the decision-making and problem-solving processes; and

(E) demonstrate a working knowledge of parliamentary law.

(8) The student identifies opportunities for involvement in agribusiness professional organizations. The student is expected to:

(A) discuss the role of agricultural organizations in formulating public policy;

(B) develop strategies for effective participation in agricultural organizations; and

(C) identify and discuss the purpose of various agricultural organizations such as the Texas Farm Bureau, Association of Soil and Water Conservation Districts, Texas and Southwestern Cattle Raisers Association, and Independent Cattlemen's Association and agricultural cooperatives, commodity associations, and breed associations.

(9) The student identifies and researches current agribusiness issues. The student is expected to:

(A) compare and contrast the marketing of agricultural and non-agricultural products; and

(B) describe the effects of urbanization on traditional agriculture.

Source Note: The provisions of this §130.3 adopted to be effective August 28, 2017, 40 TexReg 9123