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.
Desirable and undesirable behaviours may include:
desirable behaviour:
appropriate nocturnal behaviour
normal appetite
normal activity levels
social interaction
visual and vocal interaction
undesirable behaviour:
biting or kicking
hissing
inappropriate aggression
poor appetite
repetitive or stereotypical behaviour patterns
restlessness
self-mutilation
vocalisation.
Positive reinforcement may include:
primary reinforcers (e.g. food)
secondary reinforcers:
play
touch
toys
verbal interaction.
Conditioned reinforcers may include:
something that the animal does not initially perceive as having reinforcing or rewarding value (e.g. a whistle or clicker) taking on a reinforcing value of its own when paired with a known reinforcer (e.g. food).
Conditioning plan may include:
the animal's profile
the behavioural goal and reasons for it
the number and type of sessions planned
the staff to be used
tools required (e.g. target poles, stations and props)
types of reinforcers to be used.
OHS risks when working with animals may include:
animal bites, envenomation, 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.
Approximations may include:
the successive steps that a trainer will go through in order to condition a behaviour.
Under stimulus control refers to:
a behavioural response from a verbal and/or visual cue.
Type of items recorded may include:
progress
problems encountered
solutions.

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 competence 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:
formulating a conditioning plan in consultation with others that complies with OHS and animal welfare requirements
apply principles of learning in relation to operant conditioning techniques
apply positive reinforcement methods and use appropriate techniques and tools to condition behaviour
maintain accurate records.

The skills and knowledge required to assist with conditioning animals 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 an animal care industry sector workplace in which candidates are working or in a situation that reproduces normal work conditions. This can include work with native, exotic or domestic animals in large or small animal care facilities and/or situations.

There must be access to a range of animals relevant to the work role 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 and where possible, over a number of assessment activities.

The assessment strategy 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).