Unit of competency details

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised  text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1 Develop a plan for training .

1.1 Identify and assess the training needs  of the dog /handler team .

1.2 Develop a training plan  that addresses the unique needs, strengths and weaknesses of the team.

1.3 Schedule training program to meet priority needs within the organisation.

1.4 Review training plan to reflect the changing needs of the team and organisation.

2 Train dogs .

2.1 Implement training program according to training plan timeframes.

2.2 Handle and control the dog in a way that maintains its performance and safety.

2.3 Use training equipment correctly and efficiently in accordance with legislation, policy and guidelines.

2.4 Assess the dog's response to training without delay.

3 Use voice commands and hand signals .

3.1 Use clear voice commands, voice inflection and hand signals that are consistent and uniform throughout the organisation, to indicate the response activity required.

3.2 Gain the dog's attention before giving the required command.

4 Use humane and positive training methods .

4.1 Use humane ways of training the dog that involve positive reinforcement methodologies.

4.2 Use positive rewards for correct responses that suit the dog's incentives to learn and respond.

4.3 Use appropriate degree of chastisement to discourage unwanted behaviour.

4.4 Train the dog frequently, giving regular opportunities for practising new or difficult skills.

5 Record and report on the progress of dogs .

5.1 Complete accurate, up-to-date training records  for each dog as required by the organisation and/or workplace.

5.2 Report on each dog's progress to appropriate people according to the requirements of the organisation and/or workplace.

6 Develop and maintain own professional competence .

6.1 Undertake personal skill development .

6.2 Monitor and obtain feedback on work performance .

6.3 Identify opportunities to use new skills in workplace activities.

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills :

• collecting, analysing and organising information to produce records and reports required by the organisation, work unit standards and animal welfare authorities
• using humane methods of training dogs
• working with dogs in environments determined by the organisation
• working independently and in teams to train and develop the capabilities of dogs for response and control activities
• solving problems to deal with workplace safety risks
• contributing to personal skill development and learning.

Required knowledge :

• enabling legislation and regulations, and animal health and welfare requirements affecting working dogs in control and response situations
• organisational policies and procedures regarding the use of dogs for response and control
• conditioning principles and appropriate methods of rewarding the dog for exhibiting required behaviour
• humane and positive training methods that reinforce natural behaviour and maintain the working skills and enthusiasm of the dog
• responses that dogs should give to voice commands and hand signals
• basic first aid techniques that can be used to treat injured dogs
• records and reports required by legislative authorities, the organisation, work unit and animal welfare authorities.

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

Overview of assessment 

Evidence for assessment must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

• the knowledge requirements of this unit
• the skill requirements of this unit
• application of employability skills as they relate to this unit.

Context of and specific resources for assessment 

This unit contains knowledge which may be assessed off the job, for example, in a structured learning process, and performance outcomes which should be assessed ideally in the workplace in routine activities and in conjunction with other units with specific focus on working with, training or assessing the work done by dogs in the organisation.

Valid assessment of this unit requires:

• a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered while training dogs for response and control, including coping with difficulties, irregularities and changes to routine
• legislation, policy, procedures and guidelines relating to the training of dogs
• case studies and workplace scenarios to capture the range of situations that may be encountered when training and deploying dogs for response and control
• access to appropriate learning and assessment support when required.

Method of assessment 

The following assessment methods are suggested:

• observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations
• written and/or oral questioning to assess knowledge and understanding
• completion of workplace documents and reports produced as part of routine work activities
• third-party reports from experienced practitioners
• completion of performance feedback from supervisors and colleagues.

Guidance information for assessment 

Assessment methods should reflect workplace demands, and any identified special needs of the candidate, including language and literacy implications and cultural factors that may affect responses to the questions.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

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 in the performance criteria is detailed below. Add any 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.

Training needs  of dog/handler team may vary depending on:

• temperament of dog
• behavioural drives influencing the dog
• health and welfare status of dog
• age of dog
• level of enthusiasm for detecting required odours
• length of time required by the dog to acquire new skills
• frequency of training
• dog's level of training and experience prior to joining the organisation
• dog's level of training and experience while in the organisation
• experience, commitment and knowledge of handler
• degree of bonding between dog and handler
• ability of handler to identify and respond to indicators exhibited by the dog
• access to real life situations where dog can be deployed for response and control.

Dog /handler team  comprises:

• a dog and handler with a unique style, approach, potential, strengths and weaknesses.

Training plan  must include:

• enabling legislation
• organisational policies and procedures, particularly those relating to the use of dogs for response and control within the organisation
• workplace health and safety Acts, regulations and guidelines
• national and regional policies and procedures
• procedural guides, standard operating procedures and work instructions.

Training records  may include:

• records of training activities
• regular evaluation and assessment
• evaluation of individual exercises
• dog health and development
• communications with internal and external networks
• proposed changes to course syllabus.

Personal skill development  opportunities may include:

• coaching, mentoring and supervision
• formal and informal learning programs
• internal and external training provision
• work experience and exchange opportunities
• personal study
• career planning and development.

Feedback on work performance  may include:

• formal and informal performance appraisals
• obtaining comments from supervisors and colleagues
• workplace assessment
• receiving guidance, technical support and information to assist performance.