Elements and Performance Criteria

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

What research objectives may be included?
Gathering of information for the purpose of determining significance, information for the development of conservation strategies and plans for a natural resource area, enterprise objectives for an area or place of significance, completion of aspects of a regional conservation plan, ongoing investigations to meet legislative and enterprise requirements as part of parks/reserves, or other types of resource management and special investigations for stakeholders.

Which techniques may be used in this standard?
Identification of ecosystems and mapping of cycles and species, recording species, populations, densities and health of the species, field observations and manual recording, taking, preserving and examining samples, capturing and examining wildlife, taking photographic records, tracking individual specimens by manual and electronic means, establishing databases and loading records, planning information collection to cover specific seasonal impacts and to obtain longitudinal data.

What is meant by threats?
Threats are those actions or processes which may result in degradation or disturbance to places or ecosystems of natural significance and/or deterioration of places of cultural significance.

Which processes are applied in determining significance?
They may be as provided in legislation or Codes of Practice, according to the Australian Natural Heritage Charter, to accepted scientific and conservation practice and principles, modified to comply with cultural resource management requirements.

What may be included in documentation of significance?
Enterprise records of processes used, consultation and conclusions in file notes, internal memos, formal reports and/or advice, part of a park/reserve management plan and part of a regional management plan.

Who may be part of the cultural reference group?
A formal or informal meeting/group of Indigenous stakeholders and representatives formed for the purposes of communication with cultural resource personnel, provision of advice on cultural matters and directing the gathering, management and release of cultural information.

Which groups of Indigenous people may be included?
Communities, clans, land councils, resource groups, and regional or State/Territory associations.

Which groups with an interest in place/area may be included?
Those with traditional responsibility as traditional owners and custodians involving various cultural forms such as traditions, dance and ritual, legal, historic, economic, scientific, contemporary, professional and researchers.

How can the sharing of information be determined?
At a local level and/or under the direction of Indigenous people.

Which people may constitute stakeholders?
Visitors to the park/reserve, Indigenous peoples with an interest in the park/reserve, local population and general public, businesses operating in park such as tour operators, concessionaires, accommodation operators, future generations, owners/managers of the park/reserve including: a trust managing the area of land, a government agency, private organisations, enterprises or individuals.

What culturally sensitive approaches may be included?
Observation of protocols for making contact with people and organisations, recognition of interests of individuals and peoples and authority assigned by Indigenous peoples within their communities, appropriate language, dress, deportment and communication techniques, sensitive use of recording methods, written, photographic, graphical and electronic, appropriate allowances of time for meetings and consultations, and are adjusted to suit the cultural backgrounds of groups and individuals.

What areas of privacy are relevant to this standard?
The rights of individuals, the special conditions associated with certain types of traditional knowledge, and approaches to traditional owners and custodians seeking information. Processes may be required to avoid recording or to restrict access to recorded sensitive information and to limit the oral or written transfer of sensitive information.

What would be included in the decision-making process?
A single decision-making group such as a cultural reference group, or a decision making group working in association with a working party, heritage group, project team and elders groups or a custodians group.

What evidence of activity may be included?
Physical evidence in the form of buildings (both complete and incomplete), earthworks, other structures, cemeteries, changes to the native flora and the existence of exotic flora in man-made settings, hidden evidence in the form of evidence of previous existence of buildings, buried articles and disturbance to the natural geophysical features.

Which archaeological techniques may be used?
Photographic, non-destructive techniques such as ultra-sound, X-ray and ground radar, planned dig for underground evidence, complying with legislation and Codes of Practice and enterprise procedures and use of dating techniques.

What documentary sources of non-Indigenous activities may be included?
Government records, records of non-government organisations such as clubs, political parties and churches, newspapers and magazines, graphical information such as maps, plans, drawings, sketches, normal histories and historical research in published and unpublished form, family records such as diaries, photographs, heirlooms, libraries and genealogies.

From whom might oral evidence be gathered?
Verbal information provided by other staff, volunteers, long-term residents of nearby properties or within area and Indigenous people with a connection to the place/area.

What evidence is required to demonstrate competence for this standard as a whole?
Competence in conducting field research into natural and cultural resources requires evidence that research has been appropriately carried according to community and agency guidelines and best practice procedures. The skills and knowledge required to conduct field research into natural and cultural resources must be transferable to a range of work environments and contexts. For example, this could include different stakeholder groups, environments, reasons for and scope of research work.
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:

Conservation legislation, charters, Codes of Practice relating to natural and cultural resource areas.
Various systems and processes for assessing significance.
Ecology and biological diversity including aspects of living organisms, habitats and communities, and interactions between species.
Geological diversity including aspects of stratigraphy, palaeontology, paedology, and soil classification.
Relationships between geology and flora/fauna in natural resource environments.
Microbiology including entomology for the area under assessment.
Population dynamics and control approaches.
Monitoring including life cycles and food chains.
General understanding of range of cultural issues.
Accepted scientific processes, including conservation processes and charters.
Historical research processes.
Research processes into cultures, religions, political systems, and arts and crafts.
Geography, societies and related economics.
General understanding of impacts of natural resources, such as geological settings, ecological processes, and interaction between natural and cultural processes.
Monitoring including fabric deterioration, damage and likely causes of deterioration and damage.
Relevant international, national and local legislation and agreements as applying to park/reserve, including a good understanding of the concepts and potential operation of the
Legislation under which enterprise operates and research is commissioned.
Grouping of Indigenous peoples appropriate to the area under review, and their cultural heritage.
Processes defined in the Draft Guidelines for the Protection, Management and Use of Aboriginal and Torres Strait Island Heritage Places.
Links between Indigenous heritage and natural resources.

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:

Review existing knowledge.
Identify stakeholders.
Develop research approach.
Conduct field investigations.
Develop process for involving decision-makers.
Report on the field investigation.

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
Reports, briefing of staff and consultants. (3)

Collecting analysing and organising information
Field notes, electronic means, surveying, sampling and photographic. (3)

Planning and organising activities
According to enterprise guidelines (3)

Working with others and in teams
In decision-making, conducting research and consultation processes. (2)

Using mathematical ideas and techniques
Statistics incorporated into report. (2)

Solving problems
Threats and adjustments to research methodology. (3)

Using technology
Computer and scientific equipment. (3)