Wholesale Nursery Management 100 Hours Certificate Course
Ask a question
Wholesale Nursery Management 100 Hours Certificate Course
Wholesale Nursery Management course online. Learn to produce great plants in a commercially successful way. Managing a production nursery involves more than just propagating and potting up plants. Even the small nursery must be able to not only produce plants, but do it at a pre determined cost, then sustain those plants before and during marketing. The nursery industry currently has a real need for people with skills and knowledge in managing production in plant nurseries! This course provides a solid grounding for developing those skills.
Learning Goals: Wholesale Nursery Management BHT212
- Describe how site characteristics influence the establishment and management of wholesale nurseries.
- Explain management structures and work scheduling in wholesale nurseries.
- Describe the management of pests and diseases and plant nutrition in production nurseries.
- Explain the physical and chemical properties of growing media used in production nurseries.
- Describe the techniques and equipment used to irrigate plants in nurseries.
- Explain techniques used to modify and influence the growth of plants in production nurseries
- Describe strategies used by production nurseries to increase sales.
- Explain criteria for selecting plants and developing a nursery stock list.
Lesson Structure: Wholesale Nursery Management BHT212
There are 8 lessons:
1 Nursery Site Organisation
- Nature and Scope of Wholesale Nurseries
- Specialist Nurseries
- Location and Site Selection Characteristics;market proximity, land cost, climate, isolation, air quality, water etc
- What to Grow
- Determining Marketable varieties
- Site Surveying
- Starting as a Nursery Producer
- The Mission Statement
- Controlling Quality
- Revamping an Existing Nursery
- Nursery Standards; Cost Efficiency, Quality standards, Size
- Business Planning
- Case Study
- Production Systems
- Flow Chart for Growing a Nursery Crop
- Production Methods
- Cutting Production Efficiencies
- Work Scheduling
- Type and Number of Employees
- Human Resource Management
3 Nutrition and Pest Management
- Overview of Nursery Pests and Diseases
- Identifying Problems
- Disease and pest management
- Nursery Hygiene
- Resistant Plants
- Controlling Problems through Cultural Practices
- Physical Control of Problems
- Biological Control
- Chemical Control
- Minimising Chemical Use
- Conducting Inspections within the Nursery
- Nutrient Management
- Fertiliser use and plant nutrition.
4 Growing media
- Growing Media for Container and Field Grown Plants
- Understanding soils
- Soil Testing
- Improving Soils
- Potting Mixes and soil-free mixes
- Components of Potting Media
- Selecting Potting Media
- Problems with Potting Media
- Propagation Media
- Sterilisation techniques.
- Water Supply
- Town Water
- Water Courses and Groundwater
- Water Quality
- Water Treatment
- Recycling Water
- Irrigation Systems; overhead sprinkler, drip, etc
- Pulse Watering, Demand Watering, Precision etc
- Scheduling Irrigation
- Irrigation System Maintenance
- Use of liquid fertilisers through irrigation.
6 Modifying Plant Growth
- Plant Uniformity
- Holding Stock
- Making Stems Sturdier
- Making Plants Taller
- Developing a Compact Root System
- Creating a denser, bushier Plant
- Improving Foliage Colour
- Encouraging Flowering
- Flower forcing out of Season
- Using Light to Modify Plant Growth
- Greenhouses and other protective plant structures.
7 Marketing Strategies
- Overview of Nursery Marketing
- Nursery Products
- Marketing Mix
- Market Research
- Marketing Budget
- Marketing Plan.
8 Selection of Nursery Crops
- Considering Options
- Choosing a Plant Variety to Market
- Developing a stock list
- Criteria for Selecting Plants
- Quarantine Concerns
- Clearing Surplus Stocks
- Nursery Industry Trends
- Surveying Customers
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Susan Stephenson and Andy Patterson . Your course fee includes unlimited tutorial support throughout from one of these excellent teachers. Here are their credentials:
BSc in Applied Plant Biology (Botany) Univ. London 1983.
City and guilds: Garden Centre Management, Management and Interior Decor (1984)
Management qualifications in training with retail store. Diploma in Hort level 2 (RHS General) Distinction.
Susan Stephenson is a passionate and experienced horticulturist and garden designer. She has authored three books, lectures at 2 Further and Higher Education Colleges, teaching people of all ages and backgrounds about the wonders of plants and garden design, and tutors many students by correspondence from all over the world.
Susan studied botany at Royal Holloway College (Univ of London) and worked in the trading industry before returning to her first love plants and garden design. She is therefore, well placed to combine business knowledge with horticulture and design skills. Her experience is wide and varied and she has designed gardens for families and individuals. Susan is a mentor for garden designers who are just starting out, offering her support and advice and she also writes, delivers and assesses courses for colleges, introducing and encouraging people into horticulture and garden design.
Susan is a Professional Associate and exam moderator and holds the RHS General with Distinction. She continues to actively learn about horticulture and plants and (as her students will tell you) remains passionate and interested in design and horticulture.
She also supervised the Area Arboriculture Team and was Exhumations Officer in charge of collecting discovered remains and arranging identification (if poss) and interment of same.
PGCE Biological Sciences; Doctor of Naturopathy (pending); Registered Nutritional Therapist; Permaculture Design Consultant (PDC); BSc(Hons) Ecology;
Andy has been a biology and science teacher since 2002, and a natural health therapist since 1998. His original degree was in Ecology and is well experienced in the Life Sciences generally, from biology, medicine and clinical sciences to horticulture, ecology and the environment. he divides his time between a therapy clinic; teaching, tutoring & lecturing. Andy is a passionate believer in the power of education to transform people’s lives, and gives 100% support to helping students achieve their goal.
Andy has worked as a Biology lecturer in a number of post age 16 colleges, and 11-18 year age schools across the country during a 13 year career. This has included work as an Assessor for exam boards, 1 on 1 tutoring, working with small groups and whole classes. He worked on an award winning national Nuffield- STEM initiative using innovative educational techniques to develop sustainability awareness with KS3 school children. He has also managed a large vocational science area in a busy college and developed a successful Premedical curriculum which has helped many students on to successful medical careers.
Excerpt From The Course
Soil provides plants with the following:
- Nutrition: the plant derives much of its food from nutrients in the soil.
- Support: the soil holds the plant firm and stops it falling over.
- Water and air: the roots absorb both water and air and so the soil must contain both. Soil with too much air leaves the plant starved for water. A soil with too much water leaves the plant starved for air.
Soils vary with respect to the above factors. For example, a sandy soil provides less support than a clay soil. A clay soil generally provides less air than sand but has a greater capacity to hold water. An organic soil usually has a good ability to hold water, but it does not always provide good support.
Soil is made up of organic particles that were once living plants or animals, and also of inorganic particles that were once rocks which have now broken down through chemical and physical weathering. As soils play such an important role in the health and growth of plants, a nursery manager should be aware of the following soil characteristics:
Sand, loam and clay describe the texture of a soil. The type of material that makes up a soil affects the movement of water and air through the soil, the root penetration into the soil, and also the looseness and workability of the soil.
The soil profile describes the various horizontal layers that a soil is made up of. Each soil layer may contain soils of different textures. Soils are not evenly made up of individual particles of sand, silt, clay and humus. These individual particles are found in groups called crumbs or aggregates throughout the soil. You can see these crumbs or aggregates when you sift the soil through your fingers. The individual particles in the soil (sand, silt, clay and humus) hold together more firmly than the various aggregates (groups of sand, silt, clay and humus). Aggregates come in different shapes and sizes and are also arranged in different ways to give soils their characteristic structures. Soil aggregates may include the following:
- Gravel: particles larger than 2mm
- Sand: particles between 0.02 to 2mm in diameter
- Silt: between 0.02 and 0.002mm in diameter
- Colloids: less than 0.002mm in diameter (these are either clay or organic).
Soil will also include a certain amount of organic matter.
Colloid particles are small enough to disperse in water. Improving the soil structure has the effect of flocculating the particles, which means clumping the particles together.
Texture can be classified into 7 classes and 16 grades. The following table gives examples of the various classifications. The last word in the classification indicates the dominant component of the soil. Loam has an equal percentage of sand, silt and clay.
Classification of soil texture
% of clay
<< 10% commonly < 5 %
light sandy clay loam
25% clay 25% silt or more
sandy clay loam
silty clay loam
30-35% clay 25% or more silt
35-40% clay 25% or more silt
light medium clay
50% or more
The rate of water percolation is another way to describe the texture of soil. Percolation is the natural movement of water through the soil, and soils percolate water at different rates. Soil should be watered only as much, and as fast, as the soil can absorb without runoff.
Sandy soil absorbs more than two inches (5cm) of water per hour. It is very porous, with large spaces between soil particles. Little water is retained and the sandy soil dries out quickly.
Loam soil absorbs from 0.25 inches to 2 inches (6mm to 5cm) per hour. The soil is loose and porous and holds water quite well.
Clay soil absorbs less than 0.25 inches (6mm) of water per hour. Clay soil is dense with few air spaces between particles and holds water so tightly that little water is available for plants.
Soil structure is described according to shape, size and grade, where grade refers to soil strength and degree of development.
Good structure in a soil means that the mineral particles in the soil are bound together in crumbs, known as peds, of various sizes which are loosely arranged into larger groupings. This gives a well-structured soil its crumbly feel or appearance. This is known as a friable soil and provides plenty of pore spaces between the crumbs allowing good water penetration, aeration, and ease of penetration for plant roots and other soil life.
Crumb formation can be enhanced in a number of ways:
- The addition of organic matter
- The addition of clay in low clay soils
- The addition of iron and aluminium: for soils low in these elements
- The addition of exchangeable calcium: usually applied as lime or gypsum.
Crumb formation is reduced with increasing levels of exchangeable sodium which is common in areas with salinity problems. For example, leached clay soils which are high in sodium tend to have poor structure. Soil structure can also be readily damaged by:
- Over-cultivation or poor cultivation techniques: particularly when the soil is very wet
- Compaction: for instance, by repeated trafficking of machinery
- The killing of soil life with repeated applications of chemicals.
A well-structured soil has aggregates arranged in such a way that the soil is resistant to crushing and compaction. There should be many spaces and channels, known as pores, between the aggregates to allow oxygen to reach the roots as well as movement of excess water through the soil.
Diagnosis of Soil Type
The following table gives a diagnosis of soil type depending on how it feels between the fingers.
Does the soil stain the fingers?
Does the soil bind together?
Does the soil feel gritty?
Does the soil feel silky or sticky?
Does the soil make water cloudy?
Loam (or silt)
Organic soils are soils containing a large proportion of organic matter (more than 25%). These are usually black or brown in colour and feel silky. It is possible to get organic types of all of the above soils. A simple test of the organic matter content of a soil is to place a small amount in a container of water. Organic matter tends to float to the soil surface, so the more material that floats, the higher the organic matter content.
Pore Space in Soils and Growing Media
Aeration and drainage of a growing media will mostly depend on the amount of pore space available in the growing media. The pore space can be defined as the percentage of the media’s volume that is not filled with solids. For example, a total pore space of 50% means that in every litre of media there is 50% pore space and 50% solids. Total pore space can vary from as low as 30% in a heavily compacted soil up to 95% in some peat. Good garden soils contain about 50% total pore space while good potting mixes and propagating media may have up 60-80% total pore space.
Pore shape and size are also important. Large round or irregularly shaped particles result in bigger air spaces than flat or small particles. Large pore spaces allow greater movement of air and water. However, if the growing media consists of just large pore spaces, the water holding capacity of the media will be poor. The ideal situation is a combination of small and large pores spaces that provide good aeration and drainage but sufficient water holding capacity.
The rate of absorption of water and nutrients is affected by the temperature of the soil. Too much heat or cold will slow the whole metabolism down. Soil temperature is not always the same as atmospheric temperature. Mulching a plant or adding organic matter to the soil will even out, or lessen, the fluctuations in soil temperature. As with most organisms, plant roots will grow within a particular range of tolerance which will vary from one species to another.
In rough terms, soil pH can be described as a measure of the relative proportions of positive and negative ions in the soil. In pure water they are equal and so the pH of water is normally 7. A pH of 7 is neutral. A scale of 0 to 14 (called the pH scale) is used to record this measurement of pH.
Most plants prefer a pH of 6 to 6.5 (i.e. slightly acid), although, there are many exceptions. Plants may grow outside of their ideal pH range, but they will not grow as well. If the pH is below 4.5 or above 8 it is no good for the vast majority of plants. You should check the pH preferences of individual plants and the pH of the soil into which they are to be planted before adjusting the pH or planting.
Soil pH can be adjusted by the use of chemicals known as soil ameliorants. These are soil additives used to improve soil characteristics. Ameliorants include Lime (to raise pH) and Sulphate (to lower pH). However, the soil will tend to buffer, or modify, the effect of these chemicals and so calculation of the amounts required is often difficult. The general rule is to apply small amounts until the required result is obtained. It is better to add too little than too much!
When lime is added to break up hard clay soils, it will also raise the pH of the soil making it more alkaline. The addition of organic matter such as manure or compost, which contains weak acids, will cause the pH to drop. If fresh manure is used it can cause a drastic drop in pH. Sulphate of ammonia will also cause pH to drop.
|How Do Our Tuition Fees Compare?||Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.|
|Course Start||Begin your learning at any time.|
|Course Prerequisite||None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.|
|Course Qualification (Study Option A)||Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.|
|Course Qualification (Study Option B)||Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.|
|Comparative Credits Information||UK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.|
|Course Duration and Deadlines||Course hours given are a guide only. You will be encouraged to work at your own pace to learn as much as you can, with no assignment deadlines or end date by which you must complete your course by. You are in control!|
|Study Support||Personal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the Moodle online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed. They will also mark and grade your assignments, plus provide constructive and helpful feedback vital to your success.|
|Suitability for Self Employment and Small Businesses||Our courses are ideal for sole traders and small business owners and their staff. Customer confidence in what you can do will determine how successful you are in getting clients. Doing the job right using the correct knowledge and skills, leads to repeat business and referrals to friends, family and work colleagues. Completing one or more of our courses for the service you have to offer, will give you the tools to achieve this and grow your business.|
|Recognition of Your Course By Employers||We aim to achieve the correct balance between your qualification being recognised and providing you with the in-depth learning, to empower you to succeed. If you can demonstrate that you have the level of knowledge and transferable skills necessary to an employer, you should stand out from someone who has only received a superficial understanding of what's required - Select study option A when enrolling, so an employer can check the status of the awarding organisation for your qualification on the Ofqual Register.|
|Designing Your Own Qualification||Bundle up your choice of related courses to form your own qualification. Our Advanced Certificates (4 courses), Diplomas (6 courses), Advanced Diplomas (8 courses) and Higher Advanced Diplomas (12 courses), are used to differentiate between the in-depth knowledge and skills you will acquire in your chosen area of study. e.g. Advanced Certificate in Turf Care Management, which includes individual courses: Turf Care, Sports Turf Care, Turf Repair and Renovation and Turf Grasses.|
|How Can I Enrol?||Online by selecting your study option, learning materials, plus payment option and then clicking the Enrol Now button - By contacting us for an application form - By telephoning us on 01227 789 649 (International: 0044 1227 789 649). Lines open 9am till 5pm Monday to Friday, excluding Bank Holidays and between Christmas and New Year.|
|How Can I Get a Pro-forma Invoice for my Employer?||Contact us with details and we will email your employer an invoice. We will need: employer's name, address, telephone number, email address and contact name. We will also require your name, telephone number, email address, date of birth and the course and code you wish to enrol for.|
"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL. I can now continue study at Ulster University which accept my certificate from ADL". Level 4, Advanced Certificate in Applied Science, VSC001, Stanislawa, Poland.
Its with great pleasure I am announcing you my new job as 'Park Manager' for a 5 star hotel in Reunion Island. Its definitely my courses with ADL (Botany, Agronomy and Tree for Rehabilitation) which were decisive for my nomination. Accordingly, my sincere thanks goes to all the ADL team.
"The course was a valuable learning experience as it provided me with the knowledge and understanding for me as a Careers Advisor. The feedback was very good from my tutor, and allowed me to build upon my assignments that were marked. The comments were very informative and very useful. Well written course material." Andrew W, Careers Counselling, UK
"It exceeded my expectations. It was more comprehensive than I expected and the assignments really stimulated deep study of the subject. Thank you for your guidance. I am delighted with my certificate and will recommend this course and ADL to my friends and colleagues." G Flaherty, Ornithology BEN102, Ireland
"I want to thank you for the course - Hotel Management- I've just finished now. The course was comprehensive and well edited. For sure it can give a new worker in the hospitality industry the basic theoretical and practical knowledge required". Daniel K, Hotel Management, Romania
"Upon completing the Interior Plants Course I was offered my dream job. Taking this class was one of the best decisions I've made, the information I received was invaluable. Thank you ADL". Meg V, Interior Plants, Florida, USA.
“I am delighted to report that I passed the exam and received a “Pass with Commendation”. I appreciate very much the detail that you went into, in the correction of my assignments and I found your advice and extra subject information invaluable in advancing my interest and knowledge in horticulture”. Go raibh mile maith agat! (a thousand thanks!) Colin, RHS Cert II, Ireland
"Although my main interest in Earth Science is Geology I found this course excellent. The course notes were very interesting and useful throughout the course. Thank you to the ADL staff for their excellent service" Barry. Earth Science
"I received good feedback, and had an efficient turnaround of assignments, useful comments and grades to analyse." Andrew, Calf Rearing
"I enjoyed the course and developed a good understanding of learning and behaviour disorders. I feel this will be helpful in my role as a Clerk at a local primary school". The course met my expectations and I enjoyed the challenge of learning about conditions i knew little about. The presentation of the course and the opportunity to communicate with my tutor was valuable. I enjoyed the course so much , I am planning to do another! Jennifer C, Developmental Learning and Behavioural Disorders in Children and Adolescents, UK