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 may a sound working knowledge of genetics include?
Genetic concepts including phenotype, genotype, cell differentiation and genetic integrity, segregation, locus, heterozygosity, homozygosity, allele, recessive and recombinant genes, autosomes, polygenic, punnet squares, chromosomes and inheritance, sex-linked genes and coefficient of inbreeding.

Which animals may be covered in this context?
Animals may include birds, fish, reptiles, cats, dogs, primates, native or wildlife animals and birds, farm animals (such as pigs, sheep, horses, cattle or goats), rabbits, rats, mice or guinea pigs.
Animals may be housed in an experimental or teaching facility and typically, but not always, in a laboratory setting.

What information may be included in the breeding program?
The breeding program is likely to include information about the number of breeders required, selection criteria for breeders and retiring breeders, breeding system to be used (e.g. inbred, outbred, backcross and genotype), fostering requirements, identification system to be used, record system to be used (e.g. computer, cards and books) and the data to be collected about production rates (e.g. numbers born and sex ratios) and weaning rates.

What are possible considerations in selecting an animal for mating?
Requirements of the breeding program, past reproductive performance of the individual or colony, correct genotype, correct phenotype or strain and correct pedigree line.

How are animals likely to be monitored to determine stage in the reproductive cycle?
Animals will be monitored by visual appearance, identification of oestrus, evidence of mating and ongoing observation.

What sort of environment is suitable for breeding?
The appropriate environment for breeding will depend on the species involved and the specific requirements of the breeding program including temperature, humidity, day or night cycle, seasonal effects and special dietary requirements.

Which mating systems may be applied?
Mating systems may include inbreeding, controlled outbreeding, cross breeding, hybrid breeding or breeding of mutant and transgenic strains.

Which mating methods may be applied?
Mating methods may include paired mating, the harem system, stud mating, hand mating or dominant mutant.

How might animals be monitored during and after the mating period?
Monitoring might include confirmation of mating and pregnancy.

What signs of hatching or parturition might be observed?
Signs might include evidence of labour or preparation for birth including nest making, laboured breathing, pushing, milk let down or vaginal discharge.

What fostering arrangements may be required?
Arrangements may include the selection of appropriate mothers and preparation of foster mothers or carers for bottle-feeding.

What is involved in post-weaning management?
Post-weaning management may include supplement feeding, phenotype care and the selection of future breeding animals or research stock based on genotyping, health or history.

What information should be included in breeding records?
Breeding records should include date of birth; numbers born, stillborn, missing or found dead; sexes born; number weaned; and strain, genotype and phenotype information.

What types of animals may be identified?
Animal types may include recombinant, inbred, hybrid, genetically modified, congenic and chromosomal aberration animals.

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:

select and prepare animals for breeding
monitor animals
select and apply appropriate mating systems and methods
perform appropriate post-mating procedures in accordance with institutional policies and procedures and the requirements of the breeding program
identify and record animal type and genetic and strain names where appropriate
maintain accurate records.

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:

anatomy and physiology
oestrus cycles including representative polyoestrus, mono-oestrus and induced ovulation species
genetics including principles, common terminology and nomenclature
the function and requirements of a breeding colony
the purpose of different aspects of breeding data and records
knockout and transgenic technology
the range of mating systems, behaviour and methods apropriate to the species
requirements of the institution and its breeding program
common pedigrees.

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 identify the sex, age and reproductive status of male and female animals
ability to interpret a breeding program
ability to implement quality assurance procedures
ability to implement institutional policies and procedures, including standard operating procedures
ability to keep records relevant to the breeding program and institutional policies and procedures
ability to identify health, congenital reproductive and parturition problems in breeding animals
ability to handle and restrain animals during mating
ability to montor animals to determine the stage of their reproductive cycles and signs of hatching or parturition after mating
literacy skills to read and implement institutional policies and procedures, critically analyse material and record the information collected accurately and legibly
numeracy skills to complete mathematical calculations relevant to breeding procedures
oral communication skills / language competence to fulfil the job role as specified by the institution including questioning techniques, active listening and consulting with management
written skills to prepare and write reports
interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities
problem-solving skills to use available resources and carry out breeding procedures.

What are the specific resource implications for this unit of competency?
For valid assessment, one
an appropriate animal technology workplace or an environment that reproduces normal work conditions that has a scientific establishment licence and access to an approved Animal Ethics Committee (AEC)
equipment and / or resources normally used in the workplace
personal protective clothing and equipment
a range of research animals
sperm, ova, embryos and reproductive organs from cadavers
computers for creating and maintaining breeding records.

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 an animal technology institution 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 creating and maintaining breeding records. (3)

Collecting analysing and organising information
By observing animal behaviour to assess readiness for mating and by utilising records to select and maintain a colony. (3)

Planning and organising activities
By scheduling mating activities to meet the requirements of the breeding program. (3)

Working with others and in teams
By contributing to the production of offspring in a coordinated way and according to the facility's breeding program. (3)

Using mathematical ideas and techniques
By calculating the reproductive performance of animals. (3)

Solving problems
By observing and reporting problems with mating and animal husbandry. (3)

Using technology
By recording breeding data using the facility's information systems. (2)