Competence Standards Protected Areas

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1Competence Standards for Protected Area Jobs in South East Asia

1 SUMMARY

The competence standards in this book were developed through a one-year consultativeprocess conducted by the ASEAN Regional Centre for Biodiversity Conservation. Theyconsist of recommendations for the skills and knowledge ideally required for 24 key pro-tected areas jobs, divided into 17 technical categories and five levels. The book contains

details of all the standards and guidance as to how to use them.The standards have been developed as a non-prescriptive tool, to assist protected areamanagement authorities, training and educational organisations and conservation projects toimprove human resource development, staff performance and training. They have beendeveloped through a review of best practice in the region and are intended to be adapted asrequired by those using them to meet specific national requirements and training anddevelopment contexts.

A key recommendation of the Third Southeast Asia Regional Meeting of the IUCN WorldCommission on Protected Areas (held in Manila in April 2003) was the adaptation and

adoption of these standards in the region.Further information about the standards, including a more detailed account of the rationalebehind the standards and the process by which they were developed can be found on theARCBC website www.arcbc.org.ph

2 INTRODUCTION

2.1 Origins of the Standard Setting Project.Between 1999 and 2002 ARCBC supported a set of national training needs assessments for

biodiversity conservation in SE Asian Countries, with a view to developing a regionalconservation curriculum. The results of these assessments suggested the need for a differentapproach from producing a single regional curriculum for the following reasons:

The social, economic, political and cultural diversity in the region would make thedevelopment of a universal curriculum impractical both to develop and to implement.

It would be a difficult and lengthy process for training institutions to adopt a newexternally developed curriculum.

Many of the countries had already developed training curricula and programmes. Itwould be both insensitive and inefficient to develop new materials before evaluating

what was already available and making best use of existing good practice.Instead therefore of trying to push the countries towards improved capacity byimposing a universal curriculum, ARCBC decided instead to attempt to pull them bydeveloping agreed standards of competence, initially for protected areas jobs, thateveryone would be encouraged to achieve, but in their own way. Developing suchstandards was seen as a means to highlight the need for improved training anddevelopment in the workplace and to bridge the gap between education, training andday-to-day work. Such occupational standards are widely used in other sectors and if developed as a non-prescriptive tool, could be used in a wide variety of ways byemployers, organisations, trainers and trainees and could be readily adapted to localcultural, political and environmental conditions. Furthermore, standards that were


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CompetenceStandards

forProtectedArea Jobs

in

South East Asia

Compiled byMichael R. Appleton, Gregorio I. Texon & Monina T. Uriarte

(ASEAN Regional Centre for Biodiversity Conservation)


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ii Competence Standards for Protected Area Jobs in South East Asia

Competence Standards for Protected Area Jobs in South East Asia

Compiled by: Michael R. Appleton (Training Adviser, ARCBC)Gregorio I. Texon (ASEAN Co-Director, ARCBC)Monina T. Uriarte (Training Branch Head, ARCBC)

Publisher: ASEAN Regional Centre for Biodiversity Conservation

Reproduction of this publication in full or part or adaptation for local use for educational and other non-commercial purposes is authorised without prior permission from the publisher, provided that theauthors and publisher are fully acknowledged.

Reproduction of this publication for sale or other commercial purposes is prohibited.

Suggested Citation: Appleton, M. R., Texon, G.I. & Uriarte, M.T. (2003) Competence Standardsfor Protected Area Jobs in South East Asia. ASEAN Regional Centre forBiodiversity Conservation, Los Baos, Philippines. 104pp.

ISBN 971-8986-49-9

Cover design & layout Nanie S. Gonzales

Photo credits All photos by Michael R Appleton except: front cover top right and back coverbottom left, Ramesh Boonratana; back cover bottom row second from left,

Jennifer C Daltry

Printed by ???????????

Disclaimer The views expressed are those of the authors and contributors and do notnecessarily reflect the views of the ASEAN Regional Centre for BiodiversityConservation (ARCBC), the Association of Southeast Asian Nations (ASEAN) orthe European Commission (EC).

Funding Partners European CommissionDepartment of Environment and Natural Resources (Philippines)

ARCBC Partners Brunei Darussalam: Forest Department, Ministry of Industry(National Biodiversity and Primary ResourcesReference Units) Cambodia: Department of Nature Conservation and Protection,

Ministry of EnvironmentIndonesia: Research Centre for Biology, Indonesian Institute of Sciences (LIPI)Lao PDR: Department of Forestry, Ministry of Agriculture and ForestryMalaysia: Conservation and Environmental Management Division,Ministry of Science, Technology and EnvironmentPhilippines: Protected Areas and Wildlife Bureau, Department of Environmentand Natural ResourcesSingapore: National Parks BoardThailand: Biological Diversity Division, Office of Natural Resourcesand Environmental Policy and Planning, Ministry of Natural Resourcesand EnvironmentVietnam: Nature Conservation Division, National Environment Agency.

Available from ASEAN Regional Centre for Biodiversity Conservation (ARCBC)P.O. Box 35015College, Los Baos, LagunaPhilippinesTel: +63-49.536-1659 or 536-4042TeleFax: +63-49.536-3173 or 536-2865Central e-mail: [email protected]: www.arcbc.org.ph


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iiiCompetence Standards for Protected Area Jobs in South East Asia

TABLE OF CONTENTS

The ASEAN Regional Centre for Biodiversity Conservation ....................................................................... v

Foreword .................................................................................................................................................................................. v

Acknowledgements ......................................................................................................................................................... vii

Abbreviations Used ............................................................................................................................................................ x

Summary ................................................................................................................................................................................. 1

Introduction ........................................................................................................................................................................... 1

Origins of the Standard Setting Project ......................................................................................................... 1

How Were the Standards Developed? .......................................................................................................... 2

Applications and Uses of the Standards ....................................................................................................... 6

The Standards ....................................................................................................................................................................... 7

Summary: Structure of the Standards ............................................................................................................. 7

How to Use the Standards ................................................................................................................................... 8

Next Steps ..................................................................................................................................................................... 9

The Competences ........................................................................................................................................................... 15

General and Personal Work Skills ................................................................................................................ 17

Financial and Physical Resources Management ................................................................................... 19

Human Resources Management .................................................................................................................... 23

Staff Development and Training .................................................................................................................... 27

Communication ...................................................................................................................................................... 29

Technology and Information ........................................................................................................................... 33

Project Development and Management ................................................................................................... 35

Field Craft ................................................................................................................................................................... 37

Natural Resources Assessment ........................................................................................................................ 41


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iv Competence Standards for Protected Area Jobs in South East Asia

Conservation Management of Ecosystems, Habitats and Species ............................................... 45

Socio-Economic and Cultural Assessment ............................................................................................... 49

Sustainable Development and Communities ......................................................................................... 53

Protected Areas Policy, Planning and Management .......................................................................... 57

Site Management .................................................................................................................................................... 61

Enforcement .............................................................................................................................................................. 65

Recreation and Tourism ..................................................................................................................................... 71

Awareness Education and Public Relations ............................................................................................ 75

Sources of Information ................................................................................................................................................. 79

Tables and Figures

Table 1 Definitions of some key terms used in relation to occupational standards .................. 2

Figure 1 Process for developing occupational standards for protected areas in ASEAN .......... 5

Table 2 Generic occupational levels for protected areas staff ............................................................ 10

Figure 2 Generic organisational structure for protected areas in SE Asia ...................................... 11

Table 3 Summary of competences, levels and skills for protected

area management in ASEAN ................................................................................................................ 12

Table 4 Suggested competence levels in 17 categories for 24 generic

protected areas jobs in South East Asia ................................................................................... 13-14


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vCompetence Standards for Protected Area Jobs in South East Asia

The ASEAN Regional Centre for Biodiversity ConservationThe ASEAN Regional Centre for Biodiversity Conservation (ARCBC) is a joint initiative of theAssociation of South East Asian Nations and the European Union. The goal of ARCBC is tointensify biodiversity conservation in ASEAN Member Countries through improved coopera-tion in a comprehensive regional context, by setting up a network of institutional linksamong ASEAN countries and between ASEAN and EU partner organizations.

Specifically ARCBC intends to:

1. Promote regional networks and intra-ASEAN and ASEAN-EU links.

2. Identify needs and assist in training.

3. Identify and help overcome information gaps.

4. Analyze, document and disseminate information.

5. Establish and maintain an appropriate database referral system.

6. Support institutions in analyzing biodiversity legislation and in policy development.7. Organize workshops, conferences seminars etc.

8. Assist in upgrading curricula.

Further information can be found on the ARCBC website: www.arcbc.org.ph

ForewordDr. John MacKinnon

EU Co-Director, ARCBC

After a lifetime of working in the protected area management business, I finally worked outwhy the job sometimes seems so complicatedit simply is very complicated. This excellentbook just proves it and lays out just exactly how complicated and demanding the full scopeof protected area management can be. The book identifies two hundred and fifty differentskills that are needed at different levels and at different times by protected areas staff in theASEAN region. The book also enumerates the knowledge levels and competence neededwith each skill. This is the first time in ASEAN and I imagine anywhere in the developingworld that such professional competence standards have been so thoroughly identified andagreed upon. The work has involved a detailed evaluation of practices in ten countries andthe findings are both revealing and sometimes surprising. For instance, it becomes clear thatmore skills are needed in the communications area than in biological knowledge. It be-comes clear that more skills are needed at intermediate seniority level than at the top! Itbecomes clear that large aproportion of the necessary skills have not been properlyrecognised and are never taught in current training programmes.

Why does this matter? Well it matters in several important ways. Now for the first time wecan design training that exactly matches the job. Now we have some approved internationalstandards that countries can aspire to achieve. Now we can compare job standards between

different countries: these standards will allow for more effective staff exchanges and sharingof expertise. Now we can evaluate training courses as to how ASEAN standard compliant


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vi Competence Standards for Protected Area Jobs in South East Asia

they are and encourage trainers to improve the compliance of the courses they are deliver-ing. Now we can define skills that are expected to go with each job to help avoid unquali-fied staff being appointed to important posts.

This is an important book. It was developed for the ASEAN countries but has much wider application. It will encourage other countries to evaluate their own competence standards. It

will make many departments realise that there are far more skills related to Protected Areamanagement than they ever imagined. It is going to result in improving standards of manage-ment and protection. I am particularly pleased therefore that the regional use of thesestandards was recommended by the Third Southeast Asia Regional Meeting of the IUCNWorld Commission on Protected Areas held in Manila in April 2003.


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viii Competence Standards for Protected Area Jobs in South East Asia

Technical Mr. Soren Mark Jensen (Denmark), Chief Technical Adviser, SabahSpecialists Wildlife Department Capacity Building Project.

Mr. Michael E. Meredith (UK), Programme Coordinator, Sarawak-LincolnTraining Programme,Mr. Roger Cox (UK), Human Resources Development Adviser, Wildlife

Department, Kota Kinabalu, Sabah, Malaysia.ARCBC Dr. John R. MacKinnon, EU Co-Director.

Dir. Gregorio I. Texon, ASEAN Co-Director.Mr. Mike Appleton, EU Training Adviser.Dr. Monina T. Uriarte, Chief, Training and Extension Branch.Mr. Jos Lambiza, EU Finance and Administrative Advisor.Mr. Francis Albert B. Florido, Technical Staff.

In addition numerous individuals across the region contributed to the standard setting

project, providing information, technical inputs, advice, feedback and encouragement.ASEAN Centre for Biodiversity Conservation: All staff of ARCBC. In particular EU co-Director Dr John MacKinnon and staff of the training and extension branch: Mr FrancisFlorido, Mr Johnny Guanizo, Mr Norman Ramirez, Ms Angelica Castro. Also Mr LewieDecker, Mr Don Gordon, Mr Jos Lambiza, Dr Aida Lapis, Ms Imelda Pangga,Mr Lauro Punzalan, Mr Giacomo Rambaldi, Mr Noel Tawatao. Finally former ARCBCtraining advisers Dr Fritz Heidorn and Mr Klaus Berkmller who provided the foundationsfor this work.

Brunei Darussalam: Dr Kamariah Abu Salim, Ms Aziah Hj Ahmad, Mr Jofree Ali Ahmad,

Haji Masri Ahmad, Dr Joe K Charles, Mr Kassim Ismael, Dr David Lane, Mr Alimanar Mohamad, Mr Samhan B Nyawa. Other staff of the Forestry Department, Ministry of Industryand Primary Resources.

Cambodia: Mr Chip Bunthavin, Ms Chantal Elkin, Mr Hour Limchun, Mr Khou Eanghourt,Mr Ke Veng Vathana, Col. David Mead, Mr Meng Monyrak, HE Dr Mok Mareth, Mr NhalThun, Dr Neth Barom, Mr Oum Pisey, Mr Richard Paley, Mr Colin Poole, Mr Phin Sopheap,Mr Saneth Vathna, Mr John Stellwagen, Mr Tin Ponlok, Mr Ty Sokhun, Mr Dale Withington.Staff of Kirirom National Park.

Indonesia: Dr Arie Budiman, Kojiro Mori, Toshinao Okayama, Dr Jito Sugardjito, Ir EdiSensudi, Dr Imelda Stuckle. Staff at Gunung Gede Pangrango National Park.

Lao PDR: Mr. Itiphone Chanthamalin, Mr. Xaypladeth Choulamany, Mr. SoulisackDetphachanh, Dr Roland Eve, Mr Joost Foppes, Mr Marc Goichot, Mr Troy Hansel, Dr Michael Hedemark, Ms Emily Hicks, Ms Syphavanh Inthapatha, Mr SisongkhamMahathirath, Mr. Khamphay Manivong, Mr Guenther Meyer, Mr Somsanouk Phommakhoth,Mr. Sommano Phounsavath, Dr Bouhong Southavong, Mrs Bouakhaykhone Svengsuksa, MsLatsamay Sylavong, Mr Soukata Vichit, Mr. Phetsamay Vongkhammounty, Mr Sulma Warne.

Malaysia: Dr Rambli B Ahmad, Dr Pan Khang Aun, Mr Asis Cheman, Mr Griffin Akeng,Mohd. Altifaizal b Mohd Ali, Dr Elizabeth Bennett, Mr Roger Cox, Dr Melvin T Gumal,Dr Haron Abu Hassan, Mr Mohammed bin Ismail, Mr David Li, Mr Alvin Lopez, Dr TaejMundkur, Mr Fakhrul Hatta b Musa, Mr Burhanuddin Mohd. Nor, Mr Azman bin A.


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ixCompetence Standards for Protected Area Jobs in South East Asia

Rahman, Mr MohD Taufik Adb Rahman, Dr Eric Wong, Mr. Rozidan bin mo Yasin,Dr Ebil bin Yusof. Staff at Taman Negara and Kinabalu National Parks.

Myanmar: Dr Paul Bates, Dr Daniel Henning, Dr Alan Rabinowitz, U Saw Tun Khaing,U Khin Maung Zaw.

Philippines: Ms Diana Rocles Apistar, Mr Romeo P Carinan, Mr Antonio P Cariman,Mr Marcial J Ciupan, Mr Raul P De la Rosa, Mr Oscar C Dominguez, Mr Ramon H Ezpeleta,Mr Oscar M Hamada, Undersecretary Demetrio I Ignacio Jr., Dr Tony Manila, Ms Alice GMata, Ms Angie Meniado, Ms Jocelyn A Nique, Mr Edwin B Padolina, Atty Wilfrido SPollisco,Mr Crisostomo S Rivero, Mr Nathan Joel L Santos.

Singapore: Ms. Chew Ping Ting, Dr Lena Chan, Mr Benjamin Lee, Ms. Cheryl Chia SiewWah. Staff at Bukit Timah Nature Reserve and Sungai Buloh Nature Park.

Thailand: Dr Montree Aimchai, Dr Ramesh Boonratana, Dr Warren Y Brockleman, MrsSutthiya Chantawarangul, Mr John Gavitt, Mr John Parr, Mr Sanya Sorralum, Ms VasaSutthipibul, Ms Praopan Tongsom, Mrs Ratchanee Visutthipad, Mr Matt Wheeler. Staff of Khao Yai National Park.

Vietnam: Mr Doa Van Khuong, Mr Martin Geiger, Mr Douglas B Hendrie, Mr Hoang Thanh,Ms Le Thanh Binh, Mr Frank Momberg, Dr Alexander L Monastyrskii, Mr Nguyen ManhQuong, Mr Nguyen Minh Thong, Mr Nguyen Truong Son, Ms Pham Dinh Viet Hong, Mr

John Fraser Stewart, Ms Le Thanh Binh, Mr Tan, Mr Jack Tordoff, Mr Tran Quang Bho, Mr Truong Quang Bich, Ms Vu Thi Quyen, Dr Keith Williams. Staff of Cuc Phuong and BachMa National Parks.

Other contributors, advisers and supporters: Dr Jenny Daltry, Mr Martin Hollands, Mr

Robert Bowman, Mr Steven Galster, Mr Tim Redford , Mr Charlie Falzon, Dr ElizabethHughes

Funding: This work was made possible by the funding support of the European Commissionand the Department of Environment and Natural Resources (Philippines). Project ALA/96/ 22.


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x Competence Standards for Protected Area Jobs in South East Asia

Abbreviations usedARCBC ASEAN Regional Centre for Biodiversity Conservation

ASEAN Association of South East Asian Nations

Asst Assistant

AMC ASEAN Member Country

BRN Brunei Darussalam

BSc Bachelor of Science

CBD Convention on Biological Diversity

CITES Convention on International Trade in Endangered Speciesof Wild Fauna and Flora

CPR Cardio Pulmonary Resuscitation

DENR Department of Environment and Natural Resources (Philippines)EIA Environmental Impact Assessment

EMS Environmental Management System

EU European Union

GEF Global Environment Facility

GIS Geographical Information System

GPS Global Positioning System

HRD Human Resources Development

HQ Headquarters

IDN Indonesia

IUCN International Union for the Conservation of Nature and Natural Resources

KHM Cambodia

LAO Lao Peoples Democratic Republic

MoE Ministry of Environment

MMR Myanmar

MSc Master of Science

MYS Malaysia

NBRU National Biodiversity Reference Unit

NGO Non-Governmental Organisation

NVQ National Vocational Qualification

PA Protected Area

PAA Protected Area Authority

PDR Peoples Democratic Republic (as in Lao PDR)


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xiCompetence Standards for Protected Area Jobs in South East Asia

PhD Doctor of Philosophy

PHL Philippines

PR Public Relations

PRA Participatory Rural Appraisal

RRA Rapid Rural Assessment

SGP Singapore

SQL Standard Query Language

THA Thailand

TNA Training Needs Assessment

ToR Terms of Reference

UK United Kingdom

VNM VietnamZOPP Ziel Orientierte Projekt Planung


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1 SUMMARY

The competence standards in this book were developed through a one-year consultativeprocess conducted by the ASEAN Regional Centre for Biodiversity Conservation. Theyconsist of recommendations for the skills and knowledge ideally required for 24 key pro-tected areas jobs, divided into 17 technical categories and five levels. The book contains

details of all the standards and guidance as to how to use them.The standards have been developed as a non-prescriptive tool, to assist protected areamanagement authorities, training and educational organisations and conservation projects toimprove human resource development, staff performance and training. They have beendeveloped through a review of best practice in the region and are intended to be adapted asrequired by those using them to meet specific national requirements and training anddevelopment contexts.

A key recommendation of the Third Southeast Asia Regional Meeting of the IUCN WorldCommission on Protected Areas (held in Manila in April 2003) was the adaptation and

adoption of these standards in the region.Further information about the standards, including a more detailed account of the rationalebehind the standards and the process by which they were developed can be found on theARCBC website www.arcbc.org.ph

2 INTRODUCTION

2.1 Origins of the Standard Setting Project.Between 1999 and 2002 ARCBC supported a set of national training needs assessments for

biodiversity conservation in SE Asian Countries, with a view to developing a regionalconservation curriculum. The results of these assessments suggested the need for a differentapproach from producing a single regional curriculum for the following reasons:

The social, economic, political and cultural diversity in the region would make thedevelopment of a universal curriculum impractical both to develop and to implement.

It would be a difficult and lengthy process for training institutions to adopt a newexternally developed curriculum.

Many of the countries had already developed training curricula and programmes. Itwould be both insensitive and inefficient to develop new materials before evaluating

what was already available and making best use of existing good practice.Instead therefore of trying to push the countries towards improved capacity byimposing a universal curriculum, ARCBC decided instead to attempt to pull them bydeveloping agreed standards of competence, initially for protected areas jobs, thateveryone would be encouraged to achieve, but in their own way. Developing suchstandards was seen as a means to highlight the need for improved training anddevelopment in the workplace and to bridge the gap between education, training andday-to-day work. Such occupational standards are widely used in other sectors and if developed as a non-prescriptive tool, could be used in a wide variety of ways byemployers, organisations, trainers and trainees and could be readily adapted to localcultural, political and environmental conditions. Furthermore, standards that were


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2 Competence Standards for Protected Area Jobs in South East Asia

based on existing good practice in ASEAN countries would be seen to come from theregion rather than be devised for the region, increasing the chances of acceptanceand adoption. Several potential uses of the standards were initially envisaged:

They can help to define job descriptions.

They can help in the assessment of staff performance.

They can give employees a clear idea of what is required of them in the workplace.

They can help employers and staff define training and development needs.

They can help in designing training courses for staff.

They can help universities and colleges design curricula that fit the needs of the job.

They can help in comparing organisations and institutions and in deciding wheregood practice is found and where support is needed.

Table 1 provides definitions of some of the terms commonly used in relation to occupational

standards.Table 1 Definitions of some key terms used in relation to occupational standards

A set of related industries, crafts or professions.E.g. Accountancy, steel making,natural resource management.

A particular job-type within a sector.E.g. Doctor, sales executive, ranger

The ability of the individual within an occupation to carry out a defined task

The level of competence expected for an individual within an occupation

a definition, usually developed and accepted by industry, of the knowledge and competences required to successfully perform work-related functions within an occupation

Sector

Occupation

Competence

Standard

Occupationalstandard

2.2 How Were the Standards Developed?The standards were developed as a result of a one-year process aimed at harnessing theaccumulated skills, knowledge and experience of the region in biodiversity conservation.The development process involved inputs from all ten countries of ASEAN, reviewing over 100 publications from and about the region and the participation of over 200 individuals.

The process followed 5 main stages, (summarised in Figure 1).Stage 1: Review of the current use of occupational standards in protected areas.

In early 2002 ARCBC conducted a general literature review of the development of occupa-tional standards in industry and of their emerging role, internationally, in conservation andenvironmental management. This review was published in the magazine of ARCBC. 1

Stage 2: Regional human resource development review

A regional review of current approaches to human resources management and developmentfor protected areas staff in 10 AMCs was completed between January and July 2002, involv-

1 Appleton, M.R. (2001) The use of competence based occupational standards for conservation staff. ASEANBiodiversity. ASEAN Biodiversity, 1(4) , 17-24.


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ing meetings in each country (except for Myanmar) and examination of a wide range of published and unpublished materials.

The overriding impression gathered during the regional review was of scattered islands of good practice and imaginative and innovative work in a rising sea of difficulties. The reviewled to 8 main recommendations:

1. Those responsible for protected areas should be working toward a common andcoordinated agenda.

2. The profession of protected area management should be given a higher status andprotected area work should be made more attractive and accessible as a career.

3. Investment at the site level should be matched by investment at institutional level.

4. Protected area authorities should be supported to become more performance-focused.

5. National ownership of training programmes should be increased and supported.

6. Increased intra-regional cooperation and collaboration should be encouraged.

7. Established national educational and training institutions should be supported todesign and deliver specialised training for conservation.

8. The focus at protected areas should be shifted from short-term training to long-termlearning.

ARCBC considered that a good starting point for addressing many of these recommendationswould be to develop a common set of occupational standards, that defined the skills andknowledge required for protected area jobs in the region. A more detailed account of thisreview has been published in ARCBCs magazine, ASEAN Biodiversity. 2

Stage 3: Compilation of a skills compendium for the regionIn order to identify the range of skills required in the region, key training documents andpublications from SE Asia and beyond were analysed and all the protected area managementskills in them listed in a skills compendium, which forms the basis of the occupationalstandards

Source of these skills included ten ASEAN countries and included:

National Training Needs Analyses.

National and Regional Protected Areas Reviews.

Curricula and support materials for widely used national and regional trainingprogrammes.

Internationally produced training manuals and materials that are widely used in ASEAN.

The resulting compendium included over 350 separate skills for protected area manage-ment. However, no individual country was found to have documented more than half of these skills, indicating that although across there is significant regional recognition of theskills required for protected area management, individual countries were not recognising thefull range of what is required.

2 Appleton, M.R. (2003) Islands of Good Practice: Progress and Problems for Human Resource Development forProtected Area Management in ASEAN Member Countries. ASEAN Biodiversity , 2 (3 ).


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2.3 Applications and Uses of the StandardsA key principle throughout the development process has been that the standards are notprescriptive. They are intended to provide a recommended level of competence, but shouldbe adapted and used according to the specific need and context. The standards developmentprocess identified eight main ways in which the standards can support capacity develop-

ment for protected areas in ASEAN Member Countries and elsewhere: Providing a clear description of best practice, based on real regional experience.

Providing a common language of skills, enabling interagency communication andcollaboration and improving transboundary and international cooperation.

Defining functions, job descriptions, terms of reference and forming the basis for appraisals and performance assessments.

Developing a more performance-based focus for training and development.

Designing training needs assessments, training strategies and programmes and for

developing, delivering and assessing in-service training. Revising tertiary education programmes and syllabi and designing new courses at

universities and colleges.

Encouraging institutional ownership of training, enabling Protected Area Authorities tospecify more clearly to donors and partners what their training requirements and gapsare.

Improving recognition of the complexity and importance of 21 st century PA manage-ment, encouraging and demonstrating improved professionalism and helping tosecure more resources.

Providing the basis for potential future accreditation of training institutions, agencies,organisations and individuals which use and/or achieve the standards.


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3 THE STANDARDS

3.1 Summary: Structure of the StandardsThe standards, based on the outputs of the standard setting workshop and subsequentfeedback and revisions consist of four main components.

3.1.1 Levels (Table 2)These define five indicative staff levels, from director to labourer, based on job responsibili-ties and equivalent (but not required) educational attainment. These levels form the basis for defining the skills requirements for the protected area jobs. Increasingly, community mem-bers with little formal education are playing an important role in protected area manage-ment. The assessment of job levels should be based primarily on the type of work and levelof responsibility and on experience and not on educational attainment alone.

3.1.2 Jobs or Occupations (Figure 2)

These are the 24 typical protected area jobs defined by the workshop and presented in an

indicative organisational chart, based on the organisational charts for protected area authori-ties in ASEAN Countries. The chart is not a recommended definitive structure and indeed itis unlikely that any one protected area would have such a large or comprehensive staff, butall the jobs in the chart exist somewhere in ASEAN countries.

3.1.3 Competences (Summary in Table 3; details in Section 4).

These define the ideal requirements of competence for 250 skills in 17 categories of pro-tected area work at up to 5 levels. For each category and level the competence consists of three parts

Skills: The specific activities in which an individual worker should be able to demon-strate competence at work. Some competences at levels 2 and 3 are divided intoGeneral Skills for management and supervision of work in the category and Special-ist Skills for specialised technical work in the category. Some of the specialist skillsmay not be relevant to or required for all workers (e.g. skills associated with marineprotected areas work).

Scope and Context: Competence in the same skill may be demonstrated in a range of ways, depending on the local conditions. For example the basic skills of animalsurveying could be demonstrated through surveying tigers or monkeys. The rangestatements included here provide guidance for the variety of situations and contexts in

which the skills might be demonstrated and the more specific components of the skills. Knowledge: Competence is not just about skills. There is also a requirement for

knowledge and understanding. The knowledge statements suggest what someonewould need to know in order to be competent at the relevant level.

3.1.4 Standards (Table 4)

The standards define the competences that should ideally be expected for any job. The tableshows the suggested standards for the 24 jobs defined, but additional standards can bereadily created for jobs not specifically listed. If some of the jobs listed are in reality com-bined into one position, then the two sets of competences can also be combined. Wherever

a requirement for a level is indicated the assumption is that the position holder will alsohave at least the general skills of the level below in the same category.


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3.2 How to Use the StandardsThere is no single way to use these standards. They are not blueprints, but a reflection of documented good practice in ASEAN; as such they should be regarded and used as a toolrather than a prescription, to be used and adapted according to need with the aim of improving effectiveness of conservation training and work. While the compilation and

development process has made extensive efforts to ensure that they are complete andrepresentative, users are encouraged to edit, adapt and add to them as they wish, to fitspecific local needs and circumstances.

The following activities are suggested for interpreting and making best use of the standards:

3.2.1 For protected area management authorities and agencies

Look at the generic organisational structure and levels in Figure 2 and the definitionsof the levels in Table 2 and highlight the jobs or combinations of jobs that are relevantto your organisation or training programme. Remember that this is an ideal andcomprehensive structure and you may wish to combine or split the jobs listed to meetyour needs or modify the levels accordingly.

Look at the table of recommended standards in Table 4 and note which are recom-mended for any particular job.

Look up the specific competences at the levels indicated to identify the recommendedskills and knowledge requirements.

Decide which specialist skills (if included in the competences) are required and whichaspects of the range and context are relevant.

Use the competences to help you to:

Write job descriptions.

Review staff skills.

Appraise staff and review performance.

Identify training needs and plan training and development.

Write proposals for funding and for securing staff positions.

Write organisational components of protected area management plans.

3.2.2 For organisations and individuals planning and delivering training and development

Look at the list of competences and levels and identify which are relevant to your training programme or needs.

Look at the generic organisational structure and levels in Figure 2 and identify thelikely target group for your training.

Use the relevant competences, ranges and knowledge to help you to:

Plan course curricula.

Negotiate training course contents and outputs with employers and trainees.

Plan specific training activities.

Produce training manuals and materials.


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C o m p e t e n c e S t a n d a r d s f o r P r o t e c t e d A r e a J o b s i n S o u t h E a s t A s i a

Table 3 Summary of competences, levels and skills for protected area management in ASEAN

Category

General Work SkillsGeneral Personal and Work Skills

Financial and Physical Resources Management

Human Resources Management

Staff Development and Training

Project Development and Management

Communication

Technology and Information

Technical and Practical Skills

Field Craft

Natural Resources Assessment

Conservation Management of Ecosystems, Habitats and Species

Socio-Economic and Cultural Assessment

Sustainable Development and Communities

Protected Areas Policy, Planning and Management

Site ManagementEnforcement

Recreation and Tourism

Awareness Education and Public Relations

TOTAL SKILLS

Levels applicable and num

All levels 1 2 3

11

11

1

3

4

4

36

1

22

3

1

1

3

2

10

5

5

1

4

77

5

4

58

7

5

4

4

5

5

3

6

6

4

8

2

78

7

8

89


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1 3


Table 4 Suggested competence levels in 17 categories for 24 generic protected areas jobs in South East Asia.

Protected Area Jobs

MANAGEMENT AND SENIOR JOBS Recommended levels for each jobs

Head of Protected Areas System 5 4 4 - 5 5 2 - 1G 4

Head of Large or Complex Protected Area 4-5 4 4 4 4 4 2 3 1G 4

Advisory / Management Committee 4-5 4 - - 5 4 - - - 4

Head of Small PA or PA Subunit 3-4 3G 3 4 3 4 2 3 1G 3-4

Head of Personnel, Admin and Finance 3-4 3-4 3-4 3 3 3 2 1 - -

Head of Facilities and Infrastructure 3 3G 3 3 3 3G 2-3 1 - -

Head of Protection and Enforcement 3 3G 3 3 3 3G 2 3 1G -

Section Head: Species and Habitat Management 3-4 3G 3 3 3 3 2 3 4 4

Section Head: Research and Science 3-4 3G 3 3 3 3 2 3 4 3 -4

Section Head: Community Development 3-4 3G 3 3 3 3 2 3 1G -

Section Head: Tourism 3-4 3G 3 3 3 3 2 1 1G -

Section Head: Education and Awareness 3-4 3G 3 3 3 3 2 1 2 -

Section Head: Training 3-4 3G 3-4 4 3 3 2 1 2 2G

O v e r a

l l L e v e

l

G e n e r a l

P e r s o n a l

a n d W o r

k S k i l l s

F i n a n c i a l a n

d P h y s

i c a l R e s o u r c e s

M a n a g e m e n t

H u m a n

R e s o u r c e s

M a n a g e m e n t

S t a

f f D e v e l o p m e n t a n d

T r a i n

i n g

P r o

j e c t

D e v e l o p m e n t a n

d

M a n a g e m e n t

C o m m u n

i c a t

i o n

T e c h n o

l o g y a m n d

I n f o r m a t

i o n

F i e l d C r a

f t

N a t u r a

l R e o s u r c e a s A s s e s s m e n t

C o n s e r v a t

i o n

M a n a g e m e n t o

f

E c o s y s t e m s ,

H a b

i t a t s a n

d S p e c i e s

TechnicalCompetence

Categories

Some competences are divided intoGeneralSkills for management and supervision of workin that category and Specialised Skills fortechnical work that may not be relevant to allprotected areas. The need for general skills onlyis indicated with a G.Indication of a skill requirement assumescompetence at least in general skills at the levelimmediately below.


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1 4


TechnicalCompetence

Categories

Some competences are divided intoGeneralSkills for management and supervision of workin that category and Specialised Skills fortechnical work that may not be relevant to allprotected areas. The need for general skills onlyis indicated with a G.Indication of a skill requirement assumescompetence at least in general skills at the levelimmediately below.

O v e r a

l l L e v e

l

G e n e r a l

P e r s o n a

l

a n d W o r

k S k i l l s

F i n a n c i a l a n

d P h y s i c a

l R e s o u r c e s

M a n a g e m e n t

H u m a n

R e s o u r c e s

M a n a g e m e n t

S t a

f f D e v e l o p m e n t a n d

T r a i n i n g

P r o

j e c t

D e v e l o p m e n t a n

d

M a n a g e m e n t

C o m m u n

i c a t

i o n

T e c h n o l o g y a m n

d I n f o r m a t

i o n

F i e l

d C r a

f t

N a t u r a l

R e o s u r c e a s A s s e s s m e n t

C o n s e r v a t i o n

M a n a g e m e n t o f

E c o s y s t e m s ,

H a b

i t a t s a n

d S p e c

i e s

Protected Area Jobs

TECHNICAL, ADMIN AND FIELD JOBS Recommended levels for each jobs

Administration Officer 2-3 3 2 -3 2 3 2G 2 1 - -

Conservation Technician/Wildlife Ranger 2 2 2 2 - 2G 2-3 2-3 3 2-3

Scientific Technician/ Ranger 2 2 2 2 - 2G 2-3 2 3 2-3

Tourism Officer/Guide 2 2 2 2 - 2 2 2 1G -

Education Officer 2 2 2 2 - 2 2 1 2 -

Enforcement Ranger 2 2 2 2 - 2 1 2-3 1G -

Community Officer/Ranger 2 2 2 2 - 2 2 2 1G -

Maintenance Technician 2 2 2 2 - 1 2 1 1G -

Training Officer 2-3 2 2 3 - 2 2 1 1G 2

Field Assistant 1 - - - - 1 1 2 1 1

Maintenance Worker 1 - - - - 1 1 1 - 1


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LEAVE THIS PAGE BLANK


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UNIVERSAL SKILLS SCOPE AND CONTEXT KNOWLEDGE

Demonstrate a positive andconfident personal attitude towork

Maintain good relations withothers and work as a team

Communicate with col-leagues simply and effec-tively

Work in compliance withinstructions, briefings,regulations and procedures

Follow good security, safetyand environmental practice inthe work place

Maintain confidentiality ofsensitive information

Identify and report dishonestpractices

Demonstrate cultural andethnic and gender sensitivity

Assignments, time manage-ment and timekeeping.

Collaboration, teamwork,supporting and assistingcolleagues, courteous andrespectful behaviour withcolleagues, co-workers,communities, volunteers,advisers.

Written activity reports anduse of simple forms.Oral reports.

In line with financial,administrative and reportingprocedures.

In compliance with legalrequirements, organisationalregulations and codes ofpractice and good environ-

mental and social aware-ness.

Records and files.Not discussing sensitiveinformation.

Within and outside theorganisation.

With colleagues, collabora-tors and stakeholders.

Policies, proceduresand practices of theorganisation.

Structure and staff ofthe organisation.

Standard first aid andCPR techniques.

Literacy andnumeracy.

Cultural and ethnic andgender awareness.

Sources of work placetension and stress.

GEN1

GEN2

GEN3

GEN4

GEN5

GEN6

GEN7

GEN8

GEN: General Personal and Work Skills

17General Personal and Work Skills

F I N

H R M

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

G E

N

General Personaland Work SkillsThese are universal skills for work, which apply to all staff whatever the level, and are oftenreferred to as soft skills. They fall into four main categories: attitude to and performance atwork, essential communication, standards of behaviour and conduct, personal welfare.Basic first aid skills are also included as they are considered to be important for all protectedarea staff.


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UNIVERSAL SKILLS SCOPE AND CONTEXT KNOWLEDGE

Maintain good standards ofpersonal appearance

Manage and reduce personalstress

Provide CPR and First Aidusing accepted techniques

Dress and cleanliness.

Preventing personal issuesadversely influencing workand vice versa.

Skills in basic Red Cross,Red Crescent or equivalentbasic first aid training.

GEN09

GEN10

GEN11

GEN: General Personal and Work Skills

F I N

H R M

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

G E

N


Notes


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GENERAL SKILLS SCOPE AND CONTEXT KNOWLEDGE

Collate and present evidenceof expenditure

Keep accurate and orderlyrecords

Manage stores of equipmentand supplies

Acquittals, claims, requestsfor payment, receipts.

Filing and record keepingaccording to procedures.

Inventory and stock control.

Basic financial recordkeeping.

Systems for recordkeeping and filing.

Stock and inventorysystems.

FIN2.1

FIN2.2

FIN2.3

Financial and Physical Resources Management Level 2

Financial and PhysicalResources Management

19Financial and Physical Resources Management

G E

N

H R M

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

F I N

This category concerns the financial, infrastructure and equipment assets of the protectedarea. Level 2 covers basic record keeping for any staff entrusted with funds or equipment.General skills at Level 3 cover basic financial planning and management for those in chargeof budgets, while the specialised skills concern payroll, bookkeeping, procurement andpurchase processes and procedures and are more suited for those with specific financialadministrative responsibility. Level 4 relates to oversight and analysis of financial informa-tion, financial and resource planning and contractual issues, skills likely to be required bysenior management.

Notes


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Prepare budgets and planand monitor resource use

Apply high environmentalstandards to use ofresources

Policies and proce-dures on accounting,budgeting, procure-ment, supplies,equipment, auditing.

Computer basedaccounting systems.

Contractual proce-dures.

Inventory andmaintenance systems.


FIN3.1

FIN3.2

Goods, services, labour.

Reducing consumption,reusing and/or recycling,minimizing waste, savingenergy.

SPECIALISED SKILLS SCOPE AND CONTEXT

FIN3.3

FIN3.4

FIN3.5

FIN3.6

FIN3.7

FIN3.8

Keep books and accounts

Manage equipment, suppliesand property

Oversee payments.

Manage procurement ofgoods and services

Issue and supervise contractsand agreements

Manage official documenta-tion and reporting

Paper-based and/orcomputer-based.

Assets, equipment, office,workshop, field stations,

vehicles.Inventory, stock control,maintenance, insurance.

Payroll, welfare, per diem,bonuses. Invoices, claims,income, receipts.

According to procedures oforganisation/donors.

According to proceduresand law.

Regular required financialand activity reports.

Notes


H R M

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

G E

N

F I N


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Develop and monitorfinancial plans

Negotiate formal contracts

Analyse managementaccounts and plan budgetand resource control

Budget plans, businessplans forecasts, cash flows.

Contracts, tenders andagreements for supplies ofgoods and services and/orfor franchises and conces-sions.

Financial analysis and useof a range of measures tomonitor and controlexpenditure and income.

Laws and rules oncontracts, tenders andagreements.

Financial managementand accounting.

Negotiation skills.

FIN4.1

FIN4.2

FIN4.3


Notes

21Financial and Physical Resources Management

G E

N

H R M

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

F I N


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Lead and motivate workteams

Team building, supervision,on-the-job instruction andadvice, providing feedback.

Team building skills.

Technical knowledgeof required tasks.

HRM2.1

HRM: Human Resources Management Level 2

Human ResourcesManagement

23Human Resources Management

G E

N

F I N

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

H R M

This category concerns supervising and managing people. Level 2 addresses basic supervi-sory skills required for all leaders of small teams. Level 3 includes more specific aspects of managing personnel and would typically applicable to junior managers or section heads.Level 4 skills are those required by senior managers and include establishing policies andprocedures, staffing structures, recruitment, development and welfare.

Notes


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Brief, supervise and motivateindividuals and teams

Monitor and evaluate staffperformance and providefeedback

Determine causes of poorperformance and counselstaff on performance relatedissues

Initiate formal disciplinaryand grievance procedures

Resolve workplace conflicts

Vision, mission,mandate, objectives,programmes andprojects of theorganisation.

Organisationalstructure and staffingarrangements.

Organisational HRDand personnel policiesand procedures.

Awareness of relevanttraining and staffdevelopment opportu-nities.

Communicationtechniques.

Personnel interviewtechniques.

Conflict resolution/alternative dispute

resolution techniques.


HRM3.1

HRM3.2

HRM3.3

HRM3.4

HRM3.5

Staff teams, contractors andvolunteers who may beworking without directsupervision.

Informal monitoring andformal appraisals.Identification of potentialfor advancement and,needs for training anddevelopment.

Interviews and assessmentswith individuals/work groups.Personal interviews andwork and performancerelated advice andmentoring.

According to institutionalpolicies.

Negotiation, mediation andarbitration.

Notes


G E

N

F I N

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

H R M


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Identify staffing needs andstructures and assign rolesand responsibilities

Recruit and promote staffusing fair and transparentprocesses

Plan for and ensure thewelfare of staff

Design and implementincentive and rewardschemes for staff

Set staff performancestandards

Implement formal grievanceand disciplinary procedures

Vision, mission andmandate, objectives,programmes andprojects of theorganisation.

Organisationalstructure and staffingarrangements.

Organisational HRDand personnel policiesand procedures.

Interview techniques(Recruitment,appraisal, exit,disciplinary, griev-ance).


HRM4.1

HRM4.2

HRM4.3

HRM4.4

HRM4.5

HRM4.6

Organisational structure,functional terms of referenceand individual job descrip-tions.

Defining ToRs, advertising,interviewing and recruiting.

Health, welfare andinsurance with specialattention paid to fieldworkers and rangers.

Pay rises, bonuses,

incentives, top-ups.

Use of occupationalstandards.

According to establishedprocedures.

Notes

25Human Resources Management

G E

N

F I N

T R A

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

H R M


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PAGE 26



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Lead training and develop-ment needs analysis

Plan, design, supervise andevaluate in-service trainingprogrammes

TRA: Staff Development and Training Level 4

TRA4.1

TRA4.2

Functional analysis, skillsanalysis, needs analysis,training and developmentpolicies and plans.

Definition of objectives,outputs, schedules.Identifying trainees, trainers,providers, resourcepersons.Evaluation of trainingoutputs and impacts.

Principles and practiceof structured trainingneeds assessmentand analysis.

Good knowledge oftraining design andspecification.

Good understanding ofrange of localacademic andvocational training andeducation provider.

Principles and practiceof capacity develop-ment.


G E

N

F I N

H R M

C O M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

T R A

Notes


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Make effective oralpresentations

Prepare written accountsof work activities

Basic instructional or andexplanatory presentations.

Activity reports and formalreports as required.

Simple presentationtechniques.

Instructional tech-niques.

Report writing formats.

Negotiation tech-niques.

English language.

Local languages.

COM2.1

COM2.2

COM: Communication Level 2

Communication


Communicate in otherlanguages and/or dialects

As and if required:Local languages anddialectsInternationally usedlanguages (e.g. English).

COM2.3

29Communication

G E

N

F I N

H R M

T R A

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

C O M

This category deals with skills for informal and formal communication of information at

work. Universal and essential communication skills are included in General Personal andWork Skills. Level 2 includes more formal communication skills as well as language skills.International languages are increasingly important, particularly in areas of work that involveuse of publications, international networking and working with international tourists. For sites where this is relevant at least some staff should be able to communicate in locallanguages. Recruiting native speakers is the best way to achieve this. At level 3 morestructured and formal communication skills are included as well as analytical skills. Level 4focuses on enabling communication as a means for improved decision-making and conflictresolution and Level 5 deals with the formalised types of communication required for international negotiations.

Notes


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Notes


Organize and chair formalmeetings

Give formal technical lecturesand presentations

Write technical reports/papers

Analyse and communicatecomplex issues

Represent the protected areaat public events

Meeting protocols.

Presentation tech-niques (publicspeaking and use ofpresentation aids).

Conversant with allbasic aspects of thePA and its manage-ment.

Technical reportstructures.


COM3.1

COM3.2

COM3.3

COM3.4

COM3.5

Preparing agenda, chairingmeeting, agreeing actions,approving minutes.

At workshops, seminars,conferences etc.

Based on work activities.

Critical analysis of issuesbased on research,experience and literature.Inclusion of analysis,conclusions and justifiedrecommendations in reports

and presentations.Conferences, seminars,meetings, events, mediainterviews etc.

G E

N

F I N

H R M

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

T R A

C O M


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Negotiate agreements andresolve disputes andconflicts

Enabling staff feedback onand input to activities,decisions, and planning

Institute mechanisms forpublic consultations andcommunication overdecisions, policies & plans

Conflict resolutiontechniques.

Negotiation proce-dures and techniques.

High level of technicalknowledge.

Contractual formats.

Legislation and issuesinvolved.

Awareness of

protocols of interna-tional conferences.


COM4.1

COM4.2

COM4.3

Conflict resolution ap-proaches: negotiationmediation, arbitration andadjudication.

Formal and informalconsultation procedures.

With stakeholders andcollaborators.



Represent the country atformal negotiations andconferences

Relevant technicalknowledge

National positions onall major issues

COM5.1 CBD, WCPA, CITES etc.within limits of authority

Notes

Notes

G E

N

F I N

H R M

T R A

T E C

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

C O M


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PAGE 32



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Technology and Information


Operate basic officeequipment

Phone, fax, photocopier. Basic functions ofequipment.

TEC1.1

TEC: Technology and Information Level 1


Operate and maintaincomputer for basic

functionsOperate audiovisualequipment

MS Office, Internet andEmail. Basic maintenanceof hardware and software.

Cameras, recorders, videoequipment, projectors,visual aids.

Basic computerfunctions and common

software packages. Manuals of equipment.

TEC2.1

TEC2.2


G E

N

F I N

H R M

T R A

C O M

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

T E C

This competence covers mainly the use of information technology, electrical and electronic

equipment. Emphasis is placed on computer use. A special section at Level 3 deals withlibrary management.

Notes

Notes

33Technology and Information


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Create and administer webpages and sites

Maintain computers

Operate and maintaincomputer for advancedfunctions

Operate GIS systems

Use of relevant web design,maintenance languages andapplications. SQL program-

ming, use of on-linedatabases.

Repair, replacement ofcomponents, fixing softwareand hardware problems.Backup and anti-virusprocedures.

Local Area Network, use ofspecialised applications.(e.g. design imaging, desk

top publishing, databases).Digitising maps and usingrelevant GIS programmes.

Computer hardwareand software operationand maintenance.

Local Area Networkoperation andmaintenance.

Development andmaintenance of on-linedatabases andinformation systems.

GIS use.

Design knowledge.

Library and Archivecatalogue andmanagement tech-niques.

TEC3.1

TEC3.2

TEC3.3

TEC3.4


GENERAL SKILLS SCOPE AND CONTEXT

Manage library, archives andother information resources

Book, documents, maps andimages, records of PAactivities.

TEC3.5

Notes

G E

N

F I N

H R M

P R O

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

T R A

C O M

T E C


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Develop operational plans

Manage team leaders,contractors and collabora-tors in the implementationof work plans

Record and monitor projectresults

Prepare plans for technicalprojects

Requirements andformats for proposalsto relevant donors.

Relevant technicalknowledge.

Delegation, decision-making and othermanagement tech-niques.

Monitoring techniques.

PRO: Development and Management Level 3

PRO3.1

PRO3.2

PRO3.3

PRO3.4

Activities, work plans,timetables, logistics.

Agreeing work schedules,managing logistics,providing technical over-sight, monitoring progress.

Inputs, outputs, impacts.

Non-complex projects withmeasurable objectives.

Project Developmentand Management

35Project Development and Management

G E

N

F I N

H R M

T R A

C O M

T E C

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

P R O

This category covers the planning, management and supervision of structured programmes,projects and work plans, including those receiving external funding. The skills can beapplied to specific tasks such as site management planning, but can be used for any activitiesthat fall within a planned structure. Level 3 deals with basic operational planning andmanagement of existing projects. Level 4 covers development, planning and management of larger and more complex projects according to international donor standards. Level 5 skillsrelate to strategic and policy planning.

Notes


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36 Competence Standards for Protected Area Jobs in South East Asia36 Competence Standards for Protected Area Jobs in South East Asia

G E

N

F I N

H R M

T R A

C O M

T E C

F L D

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

P R O


Prepare and negotiateproposals for resourcesand support

Develop structured plansand proposals

Develop business plans,fund raising and revenuegenerating schemes

Develop collaborativepartnerships, plans andprogrammes with otheragenciesDirect managers and teamleaders in the implementa-tion of work programmes

Lead formal project reviewsand evaluations

Use of problemanalysis, alternativesanalysis, ZOPP (orsimilar) approaches,development of logicalframeworks.

Positions and policiesof other relevantagencies/organiza-tions.

Range of donors andtheir priorities andrequirements.

Design and use ofadaptive managementtechniques.

Wide range of PAfunding options.

Wide range ofmanagement tech-niques.


PRO4.1

PRO4.2

PRO4.3

PRO4.4

PRO4.5

PRO4.6

Bids for departmental orgovernment resources.Proposals for donor projects.

Use of logical frameworkapproaches and otherformats as required.

Income generation, feesystems, charges for goodsand services, concessions etc.

National and internationalagencies and NGOs.

Overall oversight of projectactivities.

Performance, impact andinputs and outputs. Compli-ance with project plans.


Lead the development of

strategic and policy plansand reviews

Lead development andimplementation of nationaland international levelprogrammes and plans

Strategic planning.

Understanding ofrelevant national andinternational initiatives.


PRO5.1

PRO5.2

Policies and strategies

relating to conservation andprotected area management.

Contributions to regional orglobal projects and plans forprotected areas, CITES, etc.

Notes

Notes


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Follow good environmentalpractice in the field

Identify, prevent and/orprovide primary treatment inthe field for illness, diseasesand bites

Undertake field work safelyand effectively

Not smoking, avoidingalcohol, safe managementof camp fires, quietbehaviour, avoidingenvironmental damage, nothunting, appropriatedisposal of human wasteand garbage.

e.g. Sickness, diarrhea,fatigue, heat exhaustion,exposure, early symptomsof serious diseases (e.g.malaria, dengue), snake andother animal bites, effects ofdecompression in divers.

Fitness and endurance,ability to swim (whererelevant)Showing consideration ofsafety and welfare of selfand others in the field.

The likely impacts andeffects of poorenvironmental practicein the field.

Specific details oflocally applicablehazards, illnesses anddiseases.

Basic first aid.

Maintenance ofpersonal fitness andhygiene.

Awareness of thehazards associatedwith field work.

Procedures to followand contact details foremergencies.

Basic safety proce-dures for diving (formarine protectedareas).

FLD1.1

FLD1.2

FLD1.3

FLD: Field Craft Level 1

37Field Craft

G E

N

F I N

H R M

T R A

C O M

T E C

P R O

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

F L D

Field craft covers the practical skills required for working safely and effectively in remote or

challenging areas away from normal amenities. Field craft skills are important for anyoneworking in such situations from researchers to rangers. Level 1 skills concern primary safetyand good practice. Level 2 covers navigation and moving across and camping in the field. Insome protected areas this may involve the use of special equipment and techniques andthese are included under Specialised Skills. A special section is also included on watercraft.Level 3 covers the organisation and logistics of field expeditions, field communications andemergency response and search and rescue techniques.

Notes

Field Craft


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G E

N

F I N

H R M

T R A

C O M

T E C

P R O

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

F L D


Care for, check and maintainbasic field and campingequipment

Organise camp sites

Use compass and chart ormap for navigation andorientation

Use and care for basic fieldequipment

Use GPS for georeferencinglocations and for navigationand orientation

Draw sketch maps fromfield data

Move safely across theterrain

Tents, shelters, cooking andkitchen equipment, lamps,sleeping bags, mats andhammocks, camp tools.

Selecting suitable site,organising safe andappropriate fire, water, andwaste disposal and latrinefacilities. Ensuring sites areleft clean and safe.

Use and interpretation oftopographic maps, usingmap references, identifyingand locating compassbearings, identifyinglocations by use of featureson map and by triangulation.

Binoculars, measuringequipment, compass,altimeter.

Care and maintenance ofGPS, setting up GPS for use,georeferencing a locationand identifying it on a map,use of locally appropriatecoordinate systems, enteringbasic way points.

Producing simple maps forcommunicating informationabout features andlocations.

Travelling across difficult orhazardous terrain includingcutting paths, ascendingand descending steepslopes, crossing rivers,moving across difficultsubstrates (e.g. snow, ice,wetlands, scree), use ofropes, safety lines and otherdevices

Principles of navigationand orientation, mapcreation and reading(scale, orientation,keys).

How GPS works andthe accuracy andlimitations of GPS.

Specifications, uses,limits and hazards ofrelevant equipment.

Knowledge of specificcharacteristics andhazards of the localterrain.

Functioning of the PAradio system and ofradio protocols.

Knowledge of climbing,mountaineering andcaving techniques.

Knowledge associatedwith a recognised subaqua certificate.

FLD2.1

FLD2.2

FLD2.3

FLD2.4

FLD2.5

FLD2.6

FLD2.7



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SPECIALISED SKILLS SCOPE AND CONTEXT KNOWLEDGE


Use and maintain radiohandset for fieldcommunication

Use specialised equipmentfor mountain and/or cavesites

Watercraft.

Care of equipment,maintaining batteries, use ofbasic protocols for commu-nicating with base stationand handset to hand set.

Specific climbing andmountaineering techniques:use of ropes, harnesses,belays, use of cramponsand ice axes and otherequipment

Water based safety andnavigation. Swimming,snorkelling and diving.Use of SCUBA equipmentfor diving to internationallyrecognised standards.Boat handling.

FLD2.8

FLD2.9

FLD2.10

39Field Craft

G E

N

F I N

H R M

T R A

C O M

T E C

P R O

N A T

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

F L D

Notes


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Notes



Plan and organise logisticsfor field trips, surveys andpatrols

Organise and lead search andrescue operations in the field

Operate and use base stationradio and communicationequipment

Ensuring that transport,food, camping, fieldequipment and safetyarrangements are suitablefor the number of partici-pants and the duration andpurpose of the field trip.

Coordination with emer-gency services, organisingsearch parties and patterns,organising communications,collating reports, organisingevacuation of casualties.Special techniques may berequired for aquatic searchand rescue.

Care and operation ofequipment, use of locallyaccepted radio protocols,logging calls and communi-cations, responding to SOScalls.

Range of equipmentavailable and its uses.

First hand knowledgeof the terrain andtopography of theprotected area andfamiliarity withavailable maps.

Locally accepted radioprotocols.

Range of options forsecuring assistance insearch and rescueoperations, includingcontacts with emer-gency services.

Standard proceduresfor emergencies.

FLD3.1

FLD3.2

FLD3.3



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Natural ResourcesAssessment


Recognise common andtypical vegetation and habitattypes, plants and animalspecies

Accurately record and reportwildlife observations

Assist in census, monitoringand other field survey work

According to local condi-tions. Including commonimportant, useful andinvasive species.

Verbal reports, use of basicforms.

As directed by surveyleaders.

Purpose and objec-tives of surveys.

Local language andculture.

Local terrain.

Local flora and faunaincluding key andprotected species.

Field craft (see skillsunder FLD).

Use of basic equip-ment.

NAT1.1

NAT1.2

NAT1.3

NAT: Natural Resources Assessment Level 1


Recognise tracks and signsof key animals

Common, important, usefuland invasive species.

NAT1.4

41Natural Resources Assessment

G E

N

F I N

H R M

T R A

C O M

T E C

P R O

F L D

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

N A T

This category deals with skills related to surveying, evaluating assessing and monitoring thenatural resources (biological and physical) of a protected area. The standards are designed torecognise the important role that semi-skilled workers (level 1) with good local knowledgecan play in surveys. Level 2 skills focus on supervised gathering of field data using estab-lished methodologies. Because of the very wide range of potential survey requirements andtechniques the skill the skills at level 3 include very wide scope and context descriptionsand several specialised skills areas. No one person is likely to possess all of these skills for all ranges. However a protected area biologist or field scientist at level 3 would be expectedto competent in at least some aspects of these specialist skills. Level 4 skills concern the

scientific design of survey and monitoring schemes and advanced aspects of conservationbiology and valuation.

Notes


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G E

N

F I N

H R M

T R A

C O M

T E C

P R O

F L D

C O N

S O C

D

E V

P A M

S I T

E N F

R E C

A E P

N A T


Conduct supervised surveysof wildlife, habitats, naturalresources and physicallandscape features.

Collect, prepare and care forfield specimens of flora andfauna.

Record and report surveyand monitoring data.

Use identification aids toidentify plants and animals.

Use and care for scientificinstruments.

Applying tasks andtechniques learned duringtraining.

Documents

Competence Standards Protected Areas