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, if used in the performance criteria, is detailed below. 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) may also be included.
Behavioural traits of animals may include:
normal behaviour in various contexts:
breeding and parental
eliminative
grooming
ingestive
resting
social
undesirable behaviour:
aggression
anxiety
compulsive disorders
facility and equipment destruction
fearfulness
self-mutilation.
Training strategies may include:
activities to achieve desensitisation
classical, operant and counter conditioning
techniques that are targeted for certain breeds or species
use of positive and negative reinforcement and when appropriate punishment
using an appropriate number of repetitions
using learning session timeframes that are appropriate for age, breed, species and stage of training
using logical staging of training to ensure animal and owner can achieve short and medium-term training aims
using techniques that owners can understand and repeat.
Training classes may include:
puppy training
home manners
tricks, agility or obedience
fly ball or other games
tracking.
Training plans may include:
a detailed list of activities for the duration of the class including timeframes and rest breaks
a risk assessment plan that suggests tactics to:
assist owners to control their animal during training session
control interaction between animals during the training session
identify potential hazards in public and private spaces used for training sessions
manage group dynamics between instructor, animal owners and others
opportunities to review previous lessons and to practice new exercises under instruction.
Training equipment may include:
animal socialising opportunities
fly ball and other games equipment
hunting and retrieving items
leads, collars, restraints, head halters and other restraint devices
obstacles and jumping challenges
scent training
treats and toys
toilet training equipment.
OHS risks when working with animals may include:
animal bites, kicks, scratches and crush injuries
biological hazardous waste and sharps disposal
handling of chemicals and medicines
gas leakage
inhalation of aerosol particles
intraocular contamination
manual handling including carrying, lifting and shifting
needle pricks and cuts from other sharps
release of infective agents (animal and human)
slippery or uneven work surfaces
zoonoses.
Animal welfare and ethics requirements may include:
avoiding equipment that may cause harm
avoiding the use of punishment and negative reinforcement and discussing their effects on learning with clients
consideration of the animals' breed, age and exercise and housing requirements
consideration of the animals' previous experience, current learning ability and concentration span
referring animals that appear stressed or whose behaviour is abnormal to a veterinarian for advice
referring owners to specialists if problems encountered are beyond trainer's expertise
setting realistic training goals and timeframes
the correct use of restraints and training devices.

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit. Assessors should ensure that candidates can:
research venues, community needs, training methods and behavioural traits
communicate effectively with animal owners and training class participants to determine animal and client needs and provide advice and assistance as required
develop class training plans
develop and distribute advertising materials
train owners to train their animals in accordance with training plans and class requirements through demonstration of animal training techniques, including positive reinforcement
handle and restrain animals appropriately and humanely
select, use and maintain training equipment
maintain records and follow-up with clients as required.

The skills and knowledge required to conduct companion animal training classes must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.

Context of and specific resources for assessment
Assessment of this unit is to be practical in nature and will be most appropriately assessed in companion animal organisations that provide animal training classes or in a situation that reproduces normal work conditions.

There must be access to a range of companion animal breeds and species as well as relevant information, equipment and/or resources to enable one to demonstrate competence.

Method of assessment
To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities, and over a number of assessment activities.

The assessment strategies must include practical skills assessment. Suggested strategies for this unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
third-party evidence
workplace documentation
portfolio.

This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.

Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).