Elements and Performance Criteria

The Range of Variables explains the range of contexts within which the performance and knowledge requirements of this unit may be assessed. The scope of variables chosen in training and assessment may depend on the work contexts.

What are examples of a captive animal institution?
A captive animal institution may include zoological parks, wildlife parks, wildlife care and rehabilitation facilities, fauna parks, theme parks, mobile zoos and aquaria.

What may be included in the function and structure of the institution?
The institution's function may include conservation, education, research and recreation and should be seen in the context of the World Zoo Conservation Strategy, the role of the International Union for Conservation of Nature and Natural Resources, the Captive Breeding Specialist Group and the Australasian Regional Association of Zoological Parks.
Institutional structures may include corporate, family-owned, not for profit or government.

Which regional and international agreements may be relevant?
Agreements may include the Convention on International Trade in Endangered Species for Flora and Fauna, the Convention for the Conservation of Antarctic Seals, the Agreement between Australia and Japan for the protection of Migratory Birds in danger of Extinction and their Environment, the China-Australia Migratory Bird Agreement, the Convention for the Regulation of Whaling and the Convention on Wetlands of International Importance.

Which legislative requirements may be relevant?
Relevant state or territory and local government legislation and regulations in respect to native fauna and OHS.

What are examples of other bodies and agencies?
Bodies and agencies may include government departments and statutory bodies, volunteer groups, animal welfare and rescue groups, research organisations and other captive animal institutions.

What are examples of daily routines?
Daily routines may include cleaning, feeding, watering, ensuring the security of animals, capturing animals, general animal husbandry tasks, maintaining equipment and completing minor repairs, completing records and answering enquiries from the public.

What type of OHS issues would be relevant in this context?
Animal care for captive animals has a range of associated risks from bites, envenomation, kicks or scratches. All duties should reflect an awareness of and a respect for these risks.
The handling of chemicals requires extra care to ensure safe work practices are maintained.
Safe work practices are used in packaging and handling loads, including animals. Appropriate safe handling techniques are used to reduce muscle load on exertion.
Some captive animal facilities may expose personnel to risks such as zoonoses, release of infective agents (both animal and human) and chemical spillage. Procedures to reduce the spread of disease may include incident reporting, cleaning, the removal of waste and spillage, the containment or elimination of risk, the use of personal protective equipment and clothing and seeking advice from supervisors.

What are environmentally sensitive work practices?
Environmentally sensitive work practices may include implementing strategies and resources to reduce noise and odour, minimising disturbance to animals and their living environment and practising environmentally friendly waste management.

Which distinguishing characteristics may be used to identify captive animals?
Distinguishing characteristics may include tattoos, microchips, markings, colour, ear tags, size, brands and leg bands.

How are animals handled humanely?
Handling animals humanely may include ensuring that the welfare of the animal is always considered and avoiding pain and distress.

Which identification techniques may be used?
Identification techniques may include tattoos, ear tags, leg bands and passive integrated transponder tags.

How may communication be conducted?
Communication may be conducted by two-way radio, email, the Intranet and the Internet. It may include answering queries from the public and contributing to daily bulletins or media releases.

What are examples of animal keeping information systems and software?
Systems and software may include ISIS (International Species Information System), REGASP, ARKS (Animal Record-Keeping System) and SPARKS (Single Population Analysis and Records Keeping System).

What are the critical aspects of evidence required for this unit of competency as a whole?
The critical requirements that are valuable for this unit of competency as a whole are listed below.

Assessment must confirm one's ability to:

identify the institution's structure and role within the context of legislative requirements and zoological agreements
identify and handle animals in accordance with animal welfare requirements
communicate effectively with others and record information in accordance with institutional policies and procedures.

What specific knowledge is needed to achieve the performance criteria?

Knowledge and understanding are essential to apply this unit in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this unit of competency are listed below and include:

institutional policies and procedures, including OHS
relevant international, federal and state or territory legislation and codes of practice
functions and changing roles of captive animal institutions
institutional mission statement
basic working knowledge of relevant international agreements and conventions
animal taxonomy to family level
basic animal behaviour and the potential effects of captivity
basic principles of animal ethics and conservation
hazard-identification techniques
general environmental issues
animal keeping and information systems and software.

What specific skills are needed to achieve the performance criteria?

To achieve the performance criteria, some complementary skills are required. These skills include:

ability to follow institutional policies and procedures
ability to follow instructions and assist safely with tasks
ability to maintain records and write workplace documents
ability to identify from photographs individual specimens of species held within the workplace and a range of species not held
ability to identify animals within the workplace to family level, using distinguishing characteristics
literacy skills to read and implement institutional policies and procedures, including OHS and waste management; follow sequenced written instructions; record accurately and legibly information collected; and select and apply procedures to a range of defined tasks
oral communication skills / language competence to fulfil the job role as specified by the institution, including questioning techniques, active listening, asking for clarification from supervisors and consulting with supervisors
numeracy skills to complete basic arithmetic calculations and measure volumes
interpersonal skills to work with and relate to people in a multi-disciplinary workplace from a range of cultural, social and religious backgrounds and to communicate effectively with team members
problem-solving skills to use available resources and prioritise daily tasks.

What are the specific resource implications for this unit of competency?
For valid assessment, one
an appropriate captive animal workplace
equipment and / or resources normally used in the workplace
institutional policies and procedures
relevant legislation and regional and international agreements
a range of captive animals
record-keeping databases.

What considerations should there be for consistency in performance?
To ensure consistency in one's performance, competency should be demonstrated on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities and, where possible, over a number of assessment activities.
The skills and knowledge required to

What considerations should there be for context of assessment?
Assessment for this unit of competency is to be largely practical in nature and will be most appropriately assessed in a captive animal workplace.
There must be access in this situation to the appropriate equipment and / or resources to enable one to demonstrate competency.

Are there other units of competency that could be assessed with this one?
This unit of competency

There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process and 3 = perform, administer and design the process.
Communicating ideas and information
Through discussion of daily routines with supervisors and team members. (1)

Collecting analysing and organising information
By maintaining animal observation and identification records. (1)

Planning and organising activities
By consulting with supervisors on daily tasks to be completed and prioritising own tasks. (1)

Working with others and in teams
By working with others on agreed tasks. (1)

Using mathematical ideas and techniques
By calculating volumes and using simple arithmetic calculations for daily tasks. (1)

Solving problems
By recognising a workplace hazard. (1)

Using technology
By using electronic databases and the Internet to access information. (1)