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Evidence Guide: CSCDH407A - Train dogs in agility work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CSCDH407A - Train dogs in agility work

What evidence can you provide to prove your understanding of each of the following citeria?

Develop a plan for training.

  1. Identify and assess the training needs of the dog/handler team.
  2. Develop a training plan that addresses the unique needs, strengths and weaknesses of the team.
  3. Schedule training program to meet priority needs within the organisation.
  4. Review training plan to reflect the changing needs of the team and organisation.
Identify and assess the training needs of the dog/handler team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule training program to meet priority needs within the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use voice commands and hand signals.

  1. Use clear voice commands, voice inflection and hand signals that are consistent and uniform throughout the organisation to indicate the response activity required.
  2. Gain the dog's attention before giving the required command.
Use clear voice commands, voice inflection and hand signals that are consistent and uniform throughout the organisation to indicate the response activity required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate methods for developing skill in agility work.

  1. Use humane ways of training dogs that use positive reinforcement methodologies to reward the dog appropriately.
  2. Adapt equipment and exercise requirements that suit the capabilities and physical development of the individual dog.
  3. Maintain a regular training pattern, giving opportunities for practising new or difficult skills.
  4. Assess the dog's response to training without delay.
Use humane ways of training dogs that use positive reinforcement methodologies to reward the dog appropriately.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt equipment and exercise requirements that suit the capabilities and physical development of the individual dog.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a regular training pattern, giving opportunities for practising new or difficult skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the dog's response to training without delay.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain equipment used for agility work.

  1. Use and maintain training equipment correctly and efficiently according to legislation, policies and procedures.
  2. Repair and/or replace faulty or hazardous equipment.
  3. Record and report all equipment that needs repair or replacement according to organisational and workplace requirements.
Use and maintain training equipment correctly and efficiently according to legislation, policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Repair and/or replace faulty or hazardous equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report all equipment that needs repair or replacement according to organisational and workplace requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report on the progress of dog.

  1. Complete accurate, up-to-date training records for each dog as required by the organisation and/or workplace.
  2. Report on each dog's progress to appropriate people according to the requirements of the organisation and/or workplace.
Complete accurate, up-to-date training records for each dog as required by the organisation and/or workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain own professional competence.

  1. Undertake personal skill development.
  2. Monitor and obtain feedbackon work performance.
  3. Identify opportunities to use new skills in workplace activities.
Undertake personal skill development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and obtain feedbackon work performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities to use new skills in workplace activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 in agility work, 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 in agility work

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.

Required Skills and Knowledge

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 agility work

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 organisational situations

organisational policies and procedures regarding the use of dogs for agility work

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.

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 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

level of training and experience that the dog had prior to joining the organisation

level of training and experience of the dog 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:

outline the strategies and timeline for the progressive development of the dog/handler team

include a planned set of exercises to:

develop and enhance the response and control capabilities of the dog

maintain the dog's motivation

maintain health and safety during work.

Legislation, policies and procedures should include:

enabling legislation

organisational policies and procedures, particularly those relating to the use of dogs 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.