Assessor Resource

PUASAR019A
Train canines to work in a USAR environment

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to canine search specialists responsible for developing a search canine to be part of a USAR canine search team.

This unit covers the competency required to acclimatise canines to work within an urban search and rescue (USAR) environment, develop the canine's ability to detect live human scent and to indicate live human scent with alert behaviours.

This unit also covers the competency required to manage training assistants in a simulated USAR environment for the purposes of training canines.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

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

Assessment must confirm the ability to:

work as part of a team

Consistency in performance

Competency should be demonstrated over time under a range of conditions that would be expected in the workplace.

Context of and specific resources for assessment

Context of assessment

Competency must be assessed in a controlled, simulated workplace environment.

Specific resources for assessment

Access is required to:

Australian Urban Search&Rescue Canine Capability Best Practice Guideline

canines training to work in a USAR environment

legislation, policy, procedures and guidelines relating to the health and welfare of canines

training assistants

Method of assessment

In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook.

Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment according to the workplace environment.

Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include:

direct observation

interviewing the candidate

journals and workplace documentation

third party reports from supervisors

written or oral questions

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

Required Skills

conduct job safety analysis

control search canine off lead

identify safety risks

interpret the actions given by a search canine

make decisions

solve problems to deal with safety risks

work with search canine in a variety of disasters

Required Knowledge

Australian Urban Search&Rescue Canine Capability Best Practice Guideline

factors affecting the location of human scent including differences in surfaces, pollution and environmental factors

factors affecting scenting ability of search canine

how environmental factors can affect scent

how scent movement will affect search strategy

how the physical conditions and hazards will affect training strategies

how to introduce canines to disaster sites

importance of exposing canines to varied disaster scenarios

requirement for safe work practices in disaster sites

risks associated with disaster sites

scent theory

selection and use of personal protective equipment

scent movement in a disaster site

training tools and techniques appropriate to alert behaviour

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.

Personal protective clothing and equipment must include:

ear protection

elbow pads

eye protection

gloves

helmet

knee pads

lighting (if required)

full length clothing (i.e. long sleeve shirt, pant, overall)

safety boots

whistle

Principles and procedures for working safely in a USAR environment must include:

confined space entry

evacuation signals

job safety analysis

three points of contact

weather conditions

Incremental approach may include:

distraction training

exposure to given environment

motivational reward

positive reward

step by step exposure

Problems may include:

failure to alert

lacks penetration drive

lacks prey/play drive

leaves victim location

Scent factors may include:

animals

biological material

clothing

cold

condition of victim

elevation

food

hazardous material

heat

hot scent

machinery

rubble pile lay out

surfaces

time of day

water

wind

Behaviour and responses may include:

anxiety

barking

body language

digging

eagerness

false alert

fear

following scent cone

over enthusiastic

passive alert

pawing

scratching

stress

whinging

Range of areas and situations may include:

buildings

collapsed building rural

collapsed building urban

explosions

fires

floods

landslides

Training tools and techniques may include:

alert hole lid

assistant

bark box

clicker

food

positive reinforcement

toy

whistle

Bark alert behaviour includes:

spontaneous repetitive barking for twenty seconds, which may be interspersed with digging and attempts to penetrate

Canine psychology and drives may include:

defensive-response to protect itself from a perceived threat

food-desire to get food

frustration and opposition reflex

hunt-intensity in searching without a visual cue

instinctual behaviours and motivations exhibited by the canine

operant and classical conditioning

pack-desire to work within framework of the pack

play-desire to actively entertain itself with any object

prey-intensity in chasing, catching, biting, carrying

Degree of correction must include:

appropriate action administered to a canine of an intensity appropriate to behaviour modification

use of correction devices in accordance with state/territory regulations

Appropriate training assistant characteristics may include:

fitness level appropriate to the task

no known phobias specific to environment

physical characteristics appropriate to task

willingness to follow instructions

Briefing may include:

canine level of training

communication techniques

how to interact with the canine

likely problems and solutions

outcomes of exercise

Safety and welfare include:

'No duff' or 'casreal' procedure

comfort

evacuation plan

hydration

job safety analysis

timings

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Risk assessment of the USAR environment is undertaken. 
Personal protective clothing and equipment appropriate for the USAR environment is selected and worn. 
Principles and procedures for working safely in a USAR environment are implemented. 
Incremental approach is followed to introduce canines to a USAR environment. 
Problems that may develop with canines being introduced to a USAR environment are identified and solved within area of own responsibility. 
Problems outside area of own responsibility are referred to appropriate person for action and recommendations are made where appropriate. 
Scent factors that limit the capability of canines to function efficiently are identified. 
Canine behaviour and responses are interpreted and action is taken. 
Interaction with canines is undertaken to maintain an enthusiastic, effective and appropriate level of work and behaviour in required locations. 
Canines are deployed to detect live human scent in a range of areas and situations. 
Training tools and techniques are used to shape the desired bark alert behaviour. 
Problems encountered in bark alert training are diagnosed and solved. 
Humane ways of training are used that reflect positive reinforcement techniques. 
Canine psychology and drives are applied in training canine. 
Appropriate degree of correction is used to discourage unwanted behaviour. 
Canines involved in training are handled and controlled in a way that maintains performance and safety. 
Training assistant is selected appropriate to the training exercise. 
Training assistant is briefed and informed of the outcomes of the exercise. 
Job safety analysis is provided to training assistant. 
Safety and welfare of training assistants is maintained at all time. 
Problems encountered with training assistants are diagnosed and solved. 

Forms

Assessment Cover Sheet

PUASAR019A - Train canines to work in a USAR environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PUASAR019A - Train canines to work in a USAR environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: