Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Where might weather and climate information be sourced from?
Radio, T.V., Internet, email, fax, telephone, newspapers, word of mouth, weather station on property and interpretive tools.
What might weather and climate information include?
Reports, warnings, data collected from property weather station, and grazier alerts.
What preventative actions might be reviewed?
Provision of shelter, shedding animals, covering fodder, moving fodder, fire fighting equipment, auxiliary power, supplies, moving stock, securing equipment and buildings, preparing fire breaks and assured water supply, rescheduling work tasks, operating sprinklers in order to cool animals in extreme heat.
Who might be considered to be relevant personnel?
Other staff and colleagues, owners and managers, and neighbours.
What loss and damage may need to be minimised?
To staff, livestock, crops, fodder, produce, buildings sheds and/or other physical resources.
Where might regular updates be obtained from?
Radio, T.V., Internet, email, fax, telephone, newspapers, word of mouth, weather station on property, and interpretive tools.
What warnings might be issued or relevant?
Fire, flood, wind, rain, hail, storm, cyclones, heat waves, snow, dust, frost, gale, grazier alerts, and rapid changes in temperature or weather conditions.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
What evidence is required to demonstrate competence for this unit as a whole?
Competence in monitoring weather and climate conditions requires evidence of the ability to monitor and interpret weather information, communicate warnings and concerns, and identify resource requirements and dangers. In addition, it requires an ability to minimise loss and damage to staff, livestock, crops, natural resources, property and produce, and to implement alternative livestock or other programs and continue to monitor weather changes.
The skills and knowledge required to monitor weather conditions must be transferable to another rural workplace. For example, if competence is evident in monitoring weather and climate conditions for a large sheep property, it should also be evident for a small cattle property or a different climatic zone.
What processes should be applied to 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.
1.
How can communication of ideas and information (2) be applied?
In discussing conditions and changes with weather and climate information agencies and colleagues.
2.
How can information be collected, analysed and organised (2)?
In analysing and interpreting data from weather and climate information sources on weather predictions and changes.
3.
How are activities planned and organised (2)?
To plan activities and resources to minimise impact of adverse weather and climate on livestock, crops and staff.
4.
How can team work (2) be applied?
To collate all available information on weather and climate, and to organise resources and minimise loss and damage.
5.
How can the use of mathematical ideas and techniques (2) be applied?
To analyse and interpret weather and climatic condition, and changes in weather and climate.
6.
How can problem-solving skills (2) be applied?
To minimise impact of adverse weather and climate, and to implement appropriate tactics and strategies when weather and climate changes unexpectedly.
7.
How can the use of technology (2) be applied?
To access a range of information resources and record information.