Elements and Performance Criteria

The Range of Variables defines the different contexts, work environments and parameters governing the performance of this unit of competency. The variables chosen in training and assessment will need to reflect local industry and regional contexts.

What pests may be relevant to this competency standard?
Weeds and vertebrate pests.

Which relevant federal, state legislation and local regulations may be included?
Environmental protection, noxious weeds, vertebrate pests, use of firearms (including licensing requirements and exemptions), humane treatment of animals, activities in nature reserves and heritage areas, poisons and veterinary substances, identification and reporting of suspected outbreaks of exotic disease, OHS regulations and common law principles relating to property, stock, duty of care and due diligence.

Which types of land uses may be included?
Agricultural production, forestry, nature and wildlife reserves, heritage areas and recreation.

What forms of land value may be relevant?
Economic and environmental value.

What economic costs may be caused by vertebrate pests?
Loss of pasture, loss of livestock, loss of crops, loss of native fauna, rootings, loss of recreational and social amenity, increased incidence of disease vectors, reduced tourism, loss of crops, damage to fences, loss of native flora, soil disturbance and erosion, reduction in water quality and pollution.

Who might the other stakeholders referred to in this standard be?
Land managers in the region, recreational land users, regional land management bodies, local regulatory authorities and landcare committees.

What methods and techniques for controlling pest problems may be used?
Changing land management or production processes and practices (e.g., changing lambing times, changing sowing times and changing crops), modifying habitat, pasture management and pest population control (shooting, poisoning, trapping, mustering, relocation, fumigation, sedation, exclusion fencing, biological controls, harvesting and tagging), and weed control (chemical, cultural).

Which measures of potential or actual impact may be included in the management units?
Biological values, agricultural values, environmental values, recreational and social values, and public health values.

Which methods for determining vertebrate pest population distribution may be used?
Animal counts (including spotlight and aerial counts, faecal counts, warren, burrow, den and nest counts), and tracking pads and feeding stations.

Which vertebrate pests may be relevant to this standard?
Kangaroo, wallaby, emu, wombat, possum, fruit bat, cockatoo/parrot, waterfowl, seagull, starlings, pigeon and other birds, goat, horse, deer, pig, camel, cat, cattle, dog, water buffalo, donkey, rabbit, red fox, brown hare, cane toads, European carp, house mouse, black rat and brown rat.

Which factors may affect pest population?
Food supply, water supply, habitat conditions, natural predators, existing control, hunting and harvesting activities, disease and parasites, climate and weather and land topography.

How might supporting and validating data be obtained?
Direct observation, satellite information, GIS, air flown MSS and aerial photography.

What types of weeds might be relevant to this competency standard?
Economic weeds, aquatic weeds and environmental weeds.

What evidence is required to demonstrate competence for this standard as a whole?
Competence in defining the pest problem in a regional or broader context requires evidence that the scope of a pest problem within a regional or broader context and its impacts on land management or production processes has been analysed, defined and reported according to industry and enterprise standards and expectations. The skills and knowledge required to define the pest problem in a regional or broader context must be transferable to a range of work environments and contexts. For example, this could include a different pest, region or reporting format.
What specific knowledge is needed to achieve the performance criteria?

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

Land use processes, ecological systems and production systems.
Relevant legislative and regulatory requirements.
Environmental protection legislation.
Plant and animal identification.
Ecological systems and legislation.
Pest biology.
Survey techniques.
Target pest distribution and characteristics.

What specific skills are needed to achieve the performance criteria?

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

Analyse problems.
Plan strategically.
Define the land management and/or production process for the area affected by the target pest problem.
Analyse the pest problem.
Communicate with stakeholders.
Facilitate communication between stakeholders.
Determine critical control points for management of the pest problem.
Analyse the impacts of the pest.
Report on and document analytical and strategic activities.

Are there other competency standards that could be assessed with this one?
This competency standard could be assessed on its own or in combination with other competencies relevant to the job function.

Essential Assessment Information
For information about

What processes should be applied to this competency standard?
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 competency standard. 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
Establishing and maintaining consultation and liaison processes with stakeholders, and facilitating stakeholder meetings and discussions. (3)

Collecting analysing and organising information
Establishing, directing and coordinating information gathering and analysis methods and techniques. (3)

Planning and organising activities
Organising stakeholder's participation in analysis activities. (3)

Working with others and in teams
Building and maintaining pest management team and support team activities. (3)

Using mathematical ideas and techniques
Collating and determining significance of data. (2)

Solving problems
Analysing pest data and defining the scope of the problem. (3)

Using technology
Collating data, documenting findings and developing the report. (2)