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 is meant by common name?
Common names sufficient to convey meaning are used. In Indigenous communities, language names can be used in lieu of common names.

What information and equipment may be used to recognise and identify an animal?
Information may include species books, habitat, enclosure and photographs.
Equipment may include cameras, video recorders, binoculars, protective gloves and clothing and animal trapping and catching paraphernalia.
Equipment to identify the animal may include microchip detectors, devices and scanners.

What identifiable physical characteristics may be useful when identifying an animal?
Identifiable characteristics of an animal may include its shape, size, colour, coat length / texture, movement, behaviour, sex, ear tags, microchips, tattoos, markings, brands and leg bands.

What are some examples of animal behaviour?
Normal versus abnormal behaviour, aggressive versus benign behaviour, confident versus timid or fearful behaviour.

What are the risks or hazards to the public, bystanders, self and the target animal?
Degree of animal restraint and confinement; level of owner / handler cooperation, competence and control; assessment of breed / type potential to cause harm or difficulty; obvious signs of the animal's abnormal health and condition; circumstances prevailing; level of own experience, confidence and capability.

What constructive solutions may be offered?
Constructive solutions offered may involve looking at the owner - animal - environment triangle of effect in the expression of problem animal behaviour and offering remedial advice.
A constructive solution should endeavour to remedy the causes as well as the problem animal behaviour.
If an animal is wandering, the constructive solution may include restoring animal to correct owner property; capture and impoundment; and offering advice regarding more adequate fencing, providing a more enriched environment, improving obedience and responsiveness and using positive and negative reinforcement training.
Constructive solutions also need to consider different methods of handling and dealing with animals displaying specific behavioural traits (e.g. nervous or timid).

Who might a referral to specialist include?
Veterinarian, animal behaviourist or animal trainer.

What are some examples of statutory responses?
Seize animal, issue caution or infringement notice, recommend action plan, detail procedural requirements and explain timelines for outcomes.

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 animals by breed, type and group
identify twenty top breeds of dogs, three breeds of cats and at least one species from each of livestock, wildlife and / or native animals and declared pest animals
recognise animals by common name
interpret animals' body language
determine behaviour and temperament of animals
assess specific types of animal behaviour and respond accordingly by offering constructive solutions, referral to specialists or actioning a statutory response.

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:

animal species, breeds and groups
identifiable 'type' characteristics of animals
the top (most common) twenty breeds of dogs, top three breeds of cats and at least one species from each of livestock, wildlife and / or native animals and declared pest animals
restricted animals and restricted breeds
animal behaviour and temperament
organisational policies and procedures
principles of animal health, diseases and zoonoses
recognition of animal stress and comfort
recognition of environment, including where an animal lives, how it is managed by its owner and impacts on animal behaviour
evolution of animals and animal behaviour
antisocial behaviour
owner - animal relationship
possible statutory responses under relevant legislation.

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 handle animals and use animal handling techniques
ability to recognise and identify a range of animal species and breeds
ability to use identification equipment
ability to respond to animal behaviours and traits
literacy skills to document information about the animal, its behaviour, environment and the action taken; and read and interpret relevant legislation
interpersonal skills to relate to people
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 workplace or an environment that reproduces normal work conditions
equipment and resources normally used in the workplace
animals displaying abnormal and / or problematic behaviour
organisational policies and procedures
specialist advice as required.

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 control and regulation workplace.
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
RUV4202A Assess and impound animals

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
Through discussion with supervisor, team members or specialists about animal behaviour issues. (2)

Collecting analysing and organising information
By observing animals and recording their behaviour in accordance with organisational policies and procedures. (2)

Planning and organising activities
By consulting with a specialist on animal behavioural remedies. (2)

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

Using mathematical ideas and techniques
By calculating resource requirements for specific tasks. (2)

Solving problems
By observing animal behaviour and responding appropriately. (2)

Using technology
By using electronic equipment (e.g. scanners and microchip devices) to identify animals. (2)