MEASURING PERCEPTIONS AND ATTITUDES

Perception is the way that each individual understands his/her environment and this differs from person to person because even if you ask all farm employees of certain farm they can see it as the good workplace to be employed at, favorable working conditions, interesting job assignments, good pay, excellent benefits, understanding and responsible management but when we face reality it is more rare to get such agreement, that how is stated by Robbins and Judge (2013: 199).

The way people see their external environment or believe it to be is what they base their behaviour on instead of basing their behaviour on the way the external environment actually is (Robbins and Judge, 2013:224). According to Robbins and Judge (2013:201 ), perception is the practice by which an individual analyzes, chooses and consolidates data that he/she has obtained through his/her sense and in a way that, to him/her, is understandable. It is, therefore, the frame of reference used by individuals when they try to analyze and understand their surroundings or describe data. Cleary (2003:13) regards perception as the unique way that is used by people to perceive or understand a communication engagement and which differs from person to person. According to Robbins et al. (2009:119), perception is the process individuals engage in to understand their surroundings by unifying and understanding their sensual impressions.

Table 2.2 Factors that influence perception

Factors in the situation

• Time

• Work condition

• Social setting

• Social setting

Source: Robbins and Judge (2013:201)

Factors In the perceiver

• Attitudes

• Motives

• Interests

• Experience

Factors in the target Novelty

Motion Sounds

Size

Background

According to Nicholson, Hirschowtiz, Boshoff and Bembridge (1988:12), perception is mainly influenced by education, training, religion and attitudes.

2.6.1 Education

Nicholson, Hirschowtiz, Boshoff and Bembridge (1988:12), state that in succeeding profitable growth, human development and agricultural growth the robust statements states that education in one of the vital variables. Regarding agricultural output, Kepe (1992:24-26) refers to the allocative influence of education, improving farmer's capability to obtain, sort and interpret market, methodological and official data, These skills empower a farmer to gain better yields with a given quantity of capital.

According to Nicholson et al (1988:12), inspiration is encouraged by education as education expands an individual's idea of the possible and fosters creative decision-making. Education also makes dealing with supervening problems, challenges and stresses easier. Empowered by education, the individual is able to adapt to almost any situation encountered in life. Motivated by education, a farmer would have the drive to obtain more information on his/her farming skills, methods and equipment. This in turn strengthens self-esteem as well as confidence. Popular improvements and developments in the field of agriculture field have come from farmers themselves and that is not a coincidence, but the result of empowerment through education.

The study by Kepe (1992:25) confirms that many commercial farmers are highly likely to be found to have successfully completed five years of formal schooling. These farmers then have the advantage of being literate and therefore being able to better understand agricultural terms and practice. They would also think creatively, producing new ideas and innovating improvements. Being literate also gives the farmer the advantage of understanding the modern communication devices and methods, making it easier to adapt to and meet the challenges of the environment in which he operates. Kepe established further that the average farmer is not literate. The major disadvantage of being illiterate is not understanding the business world these disadvantaged farmers live and work in and the equipment they use. It is therefore evident that a better level of education is vital as it has a significant influence on the way individuals perceive and interact with the world.

2.6.2 Training and experience

According to Kepe (1992:32), many researchers have emphasized that there is a great need for proper education and skilled training in agriculture. Nicholson et al (1988:16) affirm that farmers can be taught modern farming methods and practice through training.

The more training the farmers receive, the better their understanding and ability to adapt to modern farming methods becomes, especially in developing areas . .Training also assists the farmers to overcome many of the obstacles and challenges they come across in terms of farming business management. Good training can also help the farmers improve and increase their production levels, as well as their prospects for a better future.

Some farm owners were once farm labourers and their experience of the industry has proven invaluable, because they know how to overcome some of the critical challenges that can negatively affect a farmer's production.

2.6.3 Religion

Nicholson et al (1988: 17) believe that farmers' religious convictions have an influence on the success of their farming. Kepe (1992:29) also established that the mainstream of fruitful farmers was affiliated to a Christian church. According to the study conducted in

Gazankulu by Nicholson et al., the majority of the regular farmers were found to be members of a Christian church (Nicholson et al, 1988:17) The researchers conclude by citing findings by Bembridge (1985) that affiliation to a world religion is related to farming liberalism.

2.6.4 Attitude

Robbins et al. (2009:72) perceive attitude as individuals' evaluative declarations -- either favourable or unfavourable -- about objects, people or events. Attitude, which explains people's feelings, is found to be one of the aspects that make up the frame reference of every individual, and which is developed through a process of interpersonal communication. These are grounded in cognitive evaluation of experience. An attitude describes a particular belief in or viewpoint on the way things are.

The affective component of an attitude reflects the emotion or feeling underlying a particular attitude, and the behavioural statement the intention of behaving in a particular way. (refer to figure 2:1).

Figure 2:1 Components of an attitude

Source: Cleary (2003:12)