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 animal keeping information systems and software?
Systems and software may include ISIS (International Species Information System), REGASP, ARKS (Animal Record-Keeping System), SPARKS (Single Population Analysis and Records Keeping System), PM 2000 (Population Management 2000), GENES and DEMOG.

What is involved in collection management?
Collection management occurs at a regional and institutional level and needs to consider regional and institutional collection plans, species-management plans, regional captive management plans, available facilities, conservation and education issues and visitors' experiences of particular captive animal facilities.

Who are the personnel that may be identified in a plan?
Personnel may include Taxon Advisory Group representatives, species coordinators (in-house and regional), studbook keepers and captive program coordinators.

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 purpose and relationship between species management and collection plans
collect, analyse and record data using approved animal keeping information systems
work with others in implementing collection management.

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 collection planning policies and procedures and other relevant policies and procedures, including OHS
relevant federal and state or territory legislation
basic working knowledge of international agreements and conventions such as the International Union for Conservation of Nature and Natural Resources conservation status categories
Australasian Species Management Program (ASMP) and ASMP Regional Census and Plan
concepts of inbreeding and outbreeding
principles of taxonomy and their relevance to population management
principles and constraints of wildlife conservation
collection planning requirements
basic small population biology
genetic principles for the management of captive animal populations
species stocking policies
database programs for record keeping and data analysis
report formats for captive animal management plans
ASMP guidelines and criteria for studbook keeping.

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 operate appropriate species-management databases
ability to analyse information and write proposals
ability to assist in developing in-house studbooks
ability to interpret studbook data and run basic analyses
ability to access technical advice
ability to assist in maintaining section records
literacy skills to read and implement institutional policies and procedures, including OHS and waste management; interpret studbook data; 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 arithmetic calculations and measure volumes
interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds
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 or an environment that reproduces normal work conditions
equipment and / or resources normally used in the workplace
animal keeping information systems and software
institutional and regional collection plans
species-management plans.

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 or in a situation that reproduces normal work conditions.
There must be access in either 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
By reviewing and updating collection management plans. (2)

Collecting analysing and organising information
By collecting, analysing and organising breeding data and inputting it into a database. (2)

Planning and organising activities
By collecting, collating and interpreting collection management data. (2)

Working with others and in teams
By working with others on agreed tasks. (2)

Using mathematical ideas and techniques
By analysing studbooks and breeding data. (2)

Solving problems
By proposing species-management strategies. (2)

Using technology
By using electronic databases to access, analyse and record information. (2)