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ICT30115 Certificate III in Information, Digital Media and Technology
ASSESSMENT / COVER SHEET
BSBSUS401 – Implement and monitor environmentally sustainable work practices
STUDENT Name: Student no: ABS0000 _ _ _
Teacher name: Due date / / 2016
Assessment Items for this Unit / Subject Submitted Satisfactory / Not satisfactory
A. Section 1 Learning Activities Indicate ? S NS
A. Section 2 Learning Activities Indicate ? S NS
A. Section 3 Learning Activities Indicate ? S NS
A. Section 4 Learning Activities Indicate ? S NS
B. Practical / Group work skills exercise Indicate ? S NS
Student: I declare that the work contained in this assignment is my own, except where acknowledgement of sources is made. I authorise the ABS to test any work submitted by me, using text comparison software, for instances of plagiarism. I understand this will involve the ABS or its contractor copying my work and storing it on a database to be used in future to test work submitted by others.
Note: The attachment of this statement on any electronically submitted assignments will be deemed to have the same authority as a signed statement.
Signed by Student: Date:
Date received from student
/ / 2016 Assessment / grade
C NC (Circle) Assessed by: Recorded on eBECAS
(Tick):

SECTION 1 - GENERAL INFORMATION
This unit describes the skills and knowledge required to lead and manage effective workplace relationships. It applies to individuals in leadership or management who have a prominent role in establishing and managing processes and procedures to support workplace relationships taking into account the organisation's values, goals and cultural diversity. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
A note on Plagiarism and Referencing
Plagiarism is a form of theft and is avoided where information from another source is acknowledged with quotation marks around the relevant words/sentences or ideas, and cited at the end of your document. This means a list of the sources of information is provided in alphabetical order by each author’s surname (including author’s full name, name of document/ book, website, and year and place of publishing) such that the assessor or another reader may locate the source information if necessary.
IMPORTANT! Feedback and Resubmissions
ABS Policy states that students are required to submit assessments by the due date provided for that unit of competency.
Students who present assignments by the due date will receive feedback on their work in a timely manner for them to benefit in preparing for the next assessment task.
Students who submit an assessments that does not adequately demonstrate their competence or is incomplete, will be marked as NS (Not Satisfactory) for the relevant assessment item.
A second opportunity to complete an assessment to demonstrate competence will then be given to the student. This opportunity will not incur a penalty, provided the second submission is deemed competent and the first was handed in by the due date and the re-submission is handed in by its due date (to be decided by the trainer, based on individual student factors).
If a student does not pass their second attempt at an assessment or examination then a ‘NC’ will be recorded and the student will be required to pay a “Third Submission fee” of $50 (per assessment not completed in two attempts).
If a student does not pass their third attempt at an assessment or re-examination then a ‘NC’ will be recorded and the student will be required to re-enrol in the unit and pay the appropriate tuition fee for that unit.
Extensions
Requests for extensions must be made in writing a minimum of one week prior to the due date of that unit of competency, to the student’s teacher for consideration. Only students that demonstrate exceptional circumstances will qualify for an extension. Students can access the complaints and appeals policy if they are unhappy with a result or feedback received.
If you would like more information on the unit of competency, please refer to the Training website www.training.gov.au for unit of competency descriptors.
1. Investigate current practices in relation to resource usage
LEARNING ACTIVITY ONE
Using an industry that you work in, one with which you are familiar or in which you are interested, identify the following:
• An example of Federal legislation relating to environmental sustainability that refers directly to the industry
• An example of State legislation relating to environmental sustainability that refers directly to the industry
• An example of local government by-laws or regulations relating to environmental sustainability that refers directly to the industry
For each that you identify, summarise how it impacts directly on the industry and/or give an example of one or more aspects of environmental sustainability that the legislation/regulations relate to.
AN EXAMPLE OF FEDERAL LEGISLATION RELATING TO ENVIRONMENTAL SUSTAINABILITY THAT REFERS DIRECTLY TO THE INDUSTRY
INDUSTRY ________________________________
FEDERAL LEGISLATION
SUMMARY
AN EXAMPLE OF STATE LEGISLATION RELATING TO ENVIRONMENTAL SUSTAINABILITY THAT REFERS DIRECTLY TO THE INDUSTRY
INDUSTRY ________________________________
STATE LEGISLATION
SUMMARY
AN EXAMPLE OF LOCAL LEGISLATION RELATING TO ENVIRONMENTAL SUSTAINABILITY THAT REFERS DIRECTLY TO THE INDUSTRY
INDUSTRY ________________________________
LOCAL LEGISLATION
SUMMARY
LEARNING ACTIVITY THREE
The NSW government establishes greenhouse emissions targets for its vehicle fleet. It says greenhouse gas emissions can be reduced by:
• reducing the number of vehicles in the fleet
• reducing the number of kilometres travelled
• improving fuel efficiency of individual vehicles
Devise a strategy whereby a government department can monitor, analyse and assess its greenhouse emissions over a period of time. Taking the three stated ways in which greenhouse gases can be reduced in vehicle fleets, identify how each could be addressed after the period of time is elapsed. Give examples of specific measurements/targets that would assist in this analysis and strategies that could be initiated to achieve a reduction in greenhouse gas emissions.
Present this activity in a written report form and present the report to your teacher or trainer for review and discussion.
LEARNING ACTIVITY FIVE
Complete the following using the words from the word bank below:
In order to ______________ the effectiveness of resource efficiency programs, it is essential for an organisation to have readily ________________ systems for the collection of information relating to the effectiveness of its _________________ and resource efficiency programs.
A key aspect of any program aimed at _________________ sustainability is the ability to ________________ its effectiveness by continually collecting information and data that measures a range of________________. There are many sources of information, including ________________ data relating to purchasing, raw________________, processing systems and dispatch of finished products and goods __________________ or replaced.
As important as the collection of information and data is its _________________ among work team _______________ and other relevant people. Information could be passed on at formal presentations, in __________________ or electronically.
Word Bank— returned, financial, members, monitor, accessible, meetings, indicators, improving, evaluate, dissemination, materials, environmental
LEARNING ACTIVITY SIX
In the example given in the reference material, the business referred to implemented a cleaner purchasing and procurement program, which involved these strategies:
• purchasing recycled materials where possible
• matching package quantities to batch sizes to avoid excess raw material ordering
• using raw materials that produced less waste in processing
• improving the checking for damaged goods
• purchasing products designed for long life, that are reusable and have minimal packaging when delivered
Which of the above strategies would address the following resource efficiency issues:
A. After a number of complaints, the business found that 10% of a large order of stock it had ordered was damaged and had to be returned and replaced
B. A financial audit of the business found that the cost of removing waste from raw materials added 25% to overall raw material costs
LEARNING ACTIVITY SEVEN
“Regardless of how information and data is presented to work team members and others, it should, at some stage, be put in written form and sent to every individual.”
In no more than 150 words do you agree? Why/why not?
LEARNING ACTIVITY NINE
Identify whether the following statements are true or false:
1. The main reason that employees should be able to monitor their own levels of resource use and waste generation is to free up managers’ time. _____________
2. An organisation’s sustainability is dependent upon the efficiency of its total resource usage. _____________
3. Those in positions of responsibility rely solely on resource usage of work team members to inform decisions about improving efficiency. ______________
4. Collecting information from work team members may involve accessing records they keep themselves, as well as information from other company sources. _______________
5. Examining a range of financial data is critical when assessing a company’s environmental performance. _____________
6. Reports and other feedback about improvements in sustainable practices are only relevant for appropriate managers and supervisors. _____________
LEARNING ACTIVITY ELEVEN
Which of the following might be considerations to make about suppliers for a company or other organisation aiming to minimise its carbon footprint? Indicate your responses with a Y (yes) or an N (no).
1. From which sources do our suppliers get their raw materials or other components for the products we purchase from them? _____
2. What type of business structures are our suppliers (sole trader, partnership, company)? ________________
3. Do our suppliers export any products? _____
4. Do our suppliers use recyclable materials for their products and/or packaging? _____
5. What distances are involved in getting products from our suppliers to us? _____
6. Do our suppliers also service our competitors? _____
7. Do our suppliers offer loyalty incentives? _____
8. Which of our suppliers are also implementing resource efficiency programs?
9. Can our suppliers provide us with ‘last-minute’ orders? _____
10. Do our suppliers manage their accounts electronically or are there hard copies of documents involved? _____
LEARNING ACTIVITY THIRTEEN
After analysing current work processes relating to accessing information and data to assist in identifying areas for improvement in the efficiency of resource use, among the summary of findings were:
Information and data systems – there is a lack of information relating to waste management and disposal because the company pays an all-encompassing monthly service fee for waste disposal, which does not give an indication of the levels of different types of waste, nor if those levels are increasing or reducing.
Atmospheric emissions from the manufacturing plant – it commonly takes more than six weeks to analyse the data coming from monitoring stations, summarise it and present it to operational managers. This does not allow any issues with emissions to be immediately addressed, other than extreme emergencies, which trigger safety alarms. Ongoing collected data is always at least a month and a half old before any non-emergency issues are known about – and many of these can still have a potentially serious impact on environmental and resource efficiency.
On the next page suggest some ways in which systems could be changed or replaced in order to overcome the barriers to accessing information and data that have been identified.
INFORMATION AND DATA SYSTEMS
ATMOSPHERIC EMISSIONS FROM THE MANUFACTURING PLANT
2. Set targets for improvements
LEARNING ACTIVITY ONE
In your own words – when setting targets for improvements in the efficiency of resource use, why is it important to gain input from all stakeholders and specialists, and who might those people include?
LEARNING ACTIVITY TWO
Complete the following using the words from the word bank on the next page:
When setting efficiency ______________, a range of information and data is used – both from the workplace itself and from _____________ sources.
Some external information is critical for ongoing ______________.
Legislation, regulations and ____________change and businesses that are affected must stay abreast of these changes.
Professional bodies and industry _______________ are also key sources of this type of information, as well as that relating to ___________ of practice in the industry.
As well as legislative or _____________ changes, other types of information are important. These include ____________ best-practice in resource efficiency and ______________ for sustainability performance, as well as specialist information about workplace processes.
Critical external information sources include ____________ and industry regulators, professional and industry associations, ________ unions, leading companies within the industry and industry___________, specialists and commentators.
WORD BANK
experts, targets associations external trade compliance standards industry benchmarks codes government Regulatory
LEARNING ACTIVITY THREE
Identify appropriate external sources from which the following information could be sourced:
Industry best-practice in achieving sustainability and resource efficiency improvements
Specialist information about workplace processes
LEARNING ACTIVITY FOUR
“You should never assume the solution to a problem is the best one – never stop looking for alternative solutions.”
In up to 150 words, explain how this statement relates to a workplace that is implementing a program of improved sustainability targets.
LEARNING ACTIVITY FIVE
Indicate whether the following statements are true or false:

1. Efficiency targets should be established only after consultation with workers and
other stakeholders. __________
2. Most efficiency targets are best left open-ended if there is uncertainty about how long they will take to achieve. __________
3. It doesn’t matter whether someone understands how efficiency targets will be achieved as long as they try to achieve them. ___________
4. It is important to ensure that efficiency targets are realistic and attainable. ___________
5. The introduction of efficiency targets can result in new workplace processes. ___________
6. In setting efficiency targets, it is critical that they can be easily measured and assessed. __________
7. Achieving a higher rate of employee satisfaction is an example of an efficiency target. ___________
8. Employees generally don’t need to worry about efficiency targets – it is up to supervisors and
managers to ensure they are achieved. __________
LEARNING ACTIVITY SIX
The following is an example of an efficiency target:
“By June 30 next year, we aim to reduce the amount of drinking water used to maintain the gardens surrounding the building by 50 per cent. This will be achieved by installing rainwater tanks, mulching all garden beds and selectively replacing certain plants with species that survive in dry conditions”.
Identify whether this target follows the SMART format. Show whether each of the five criteria are covered.
3. Implement performance improvement strategies
LEARNING ACTIVITY ONE
Read the two scenarios on page xx of your resource and then answer the questions below. Answer the following questions:
1. In the first scenario, the business does nothing right. Explain why this is the case.
2. What outcome would you expect in the first scenario when the new delivery system comes into place?
3. In the second scenario, the business manages the changes far more effectively. Explain why this is the case.
4. Identify the tools and techniques the business developed and made available to facilitate the changes.
5. What outcome would you expect in the second scenario when the new delivery system comes into place?
LEARNING ACTIVITY TWO
In up to 100 of your own words, define continuous improvement as it relates to setting and achieving efficiency targets.
LEARNING ACTIVITY THREE
Explain why teamwork is important:
At the individual and work team level
Between work teams and sections/departments across an entire organisation
LEARNING ACTIVITY FOUR
Identify whether the following statements are true or false:
1. Continuous improvement means there is no need to set efficiency targets because the aim is to just keep getting better and better. ____________
2. Updated or new software is an example of a tool that could assist in achieving efficiency targets. __________
3. When efficiency targets are introduced, processes in a workplace always change. __________
4. If individuals in a single work team work well together, it means that effective teamwork is part of an organisation’s culture. ___________
5. If systems or processes change, those affected should be trained before the changes are finally put into place. __________
6. Environmental efficiency gains are made when more resources are used but less waste is produced. _________
7. An equipment manual is a tool that could assist in ensuring that equipment runs at optimum efficiency levels. __________
8. Continuous improvement means that monitoring and review of processes is ongoing. __________
LEARNING ACTIVITY FIVE
Complete the following using the words from the word bank below:
Supervising and ____________ team members involves working alongside them to ____________ areas where efficiency improvements can be achieved. A supervisor has to be both ______________ and experienced in order to support others and ___________ an environment where, through developmental _____________, they have the confidence and motivation to work ________________.
Well-developed ______________ skills are particularly important when supervising other team
___________. Positive ______________ through praise and encouragement to continually
_____________ are paramount. It is important for supervisors to __________ in such a way with others that a sense of ___________ between all is achieved, as well as everyone knowing they are________________.
WORD BANK
members, unity, supporting, communication, accountable, improve, knowledgeable, work, identify, create, challenges, reinforcement
LEARNING ACTIVITY SIX
“When identifying areas for improvement in environmental and resource efficiency, it is vital to seek input from stakeholders other than affected employees.”
Explain why this statement is true. Provide examples of other stakeholders whose input might be sought.
LEARNING ACTIVITY SEVEN
A business decides to embark on an efficiency improvement program. It involves changing several processes in the workplace, the introduction of new high-speed, low energy copiers and printers, installation of low energy lighting and window tinting to reduce the need for air conditioning. Training is provided for all staff in the new processes and in the operation of the new copiers and printers. In the costing strategy, it was estimated that it would take 18 months to pay off the investment in the various tools associated with the efficiency improvement program.
1. Identify all aspects of the introduction of the program that would require expenditure.
2. “It was estimated that it would take 18 months to pay off the investment in the various tools associated with the efficiency program.” What is meant by ‘paying off’ the investment? How is the ‘payoff’ achieved?
3. If the initial investment by the business totalled $15,000 and achieving the efficiency targets gave rise to cost savings of $9000 per year, how accurate is the estimation of 18 months to pay off the investment?
LEARNING ACTIVITY EIGHT
Which of the following represent examples of positive reinforcement? Explain why each alternative does/does not reflect positive reinforcement.
A supervisor thanks a work team member for the effort they have put in on a project
An employee pays for a colleague’s lunch.
A manager praises a work team in a company newsletter for the efficiency improvements they have made in their area.
An individual is promoted to supervisor because of their outstanding performance.
A manager allows an employee to take two days leave as he was moving house.
A company provides a new microwave oven and dishwasher for the staff kitchen.
4 Monitor performance
LEARNING ACTIVITY ONE
A large company introduces a recycling program. It involves employees putting waste items into different colour-coded bins. There are separate bins for:
• paper and cardboard waste
• PET plastic waste
• other plastic waste
• glass
• aluminium
• general rubbish (landfill)
While all employees support the introduction of the new system, it becomes apparent three months after it started that many staff are confused and incorrect materials are quite often placed in bins. Identify some tools that could be developed to assist with this workplace environmental program.
LEARNING ACTIVITY TWO
Explain why it is beneficial to address each of the following questions when developing and using monitoring and evaluation tools and technology:
What information will these tools provide?
Are they designed in the best possible way to provide the information needed that will assist in monitoring efficiency improvements?
How does this information assist in monitoring environmental efficiency improvements?
How are these tools best accessed?
In what ways can these tools be used and by whom?
LEARNING ACTIVITY THREE
Identify whether the following statements are true or false:
1. All data and information relating to environmental and resource efficiency should be distributed to employees and other stakeholders. __________
2. When verbally communicating important information, it should be followed up with a documented version. _________
3. The way information is communicated to key personnel and other stakeholders is dependent
on the nature of the information and where the recipients are located. _________
4. Formal presentations are always the best way to present information about efficiency targets
to employees and other stakeholders. __________
5. Those not directly involved in workplace processes are minor players when it comes to setting and achieving environmental and resource efficiency targets. __________
6. Reporting on efficiency improvements involves selecting key data and summarising trends and other information. _________
7. Key personnel and stakeholders could include individuals who rarely or never visit the workplace. ________
8. If employees never check their emails, they will never find out about efficiency improvements
and whether targets are being met. __________
LEARNING ACTIVITY FOUR
A new employee has been inducted and briefed on the company’s policy of continuous improvement in sustainability, which included an explanation of the range of processes and programs that support this policy. You are asked to explain to the employee – both verbally and in writing – why it is important for individuals and work teams to evaluate the efficiency improvement strategies on an ongoing basis. In up to 200 words, write what you will tell the new employee.
LEARNING ACTIVITY FIVE
Continuous improvement in efficiency is a cyclic process. The stages are:
• Identification of where improvements can be made
• Consultation with all stakeholders
• Setting efficiency targets
• Development of tools and technologies
• Evaluation of strategies
• Identification of where improvements can be made…. etc.
Either freehand or electronically, present this information on a poster or similar in diagrammatic form that clearly shows the cyclical nature of the process.
LEARNING ACTIVITY SIX
An organisation formally sets efficiency targets three times a year for each of its work teams, aiming for continuous improvement. Design a three-stage reward system for employees across a 12-month period that is based on the achievement of efficiency targets. Use the examples of rewards from the reference material and/or include any others of your own.
If the first target is met after four months – Stage 1 reward
If the second target is met after a further four months – Stage 2 reward
If the third target is met after a further four months – Stage 3 reward
5. Practical Exercise
In a class activity and in groups, choose an industry or area of business activity in which you are interested and/or are familiar with.
Identify four different products that would be likely to be purchased by a (hypothetical or real) business working in this area.
For example, if you choose a business with an office-based working environment, you may identify items such as: copy paper, hardware consumables such as printer cartridges, cleaning products for bathroom and kitchen areas, office furniture such as chairs, desks and shelves.
For each of the four items you choose, research and identify suppliers for each of the items that highlight their sustainability credentials – for example, they use recycled materials, they provide long-life products, or they are involved in community-based environmental programs.
Provide a brief assessment of how you can improve the efficiency of this resource use and waste management. Consider and include a range of indicators over a 12-month period including:
a comparison across 12 months of the proportion of volume and costs of landfill and stormwater waste to recycled materials
• a comparison across 12 months of electricity, gas and water usage and costs
• information about changes in suppliers for various materials based on the suppliers’ environmental credentials
• one or two examples of how similar efficiency improvement drives are being implemented in other companies within the industry
• information about imminent changes to government regulations that will impact the resource efficiency improvement program
Summarise your findings in a written report of about 200 words.
Assessment Feedback
Assessor Feedback (Mandatory)
If NS and Re-Submission is needed
Assmt.
item no. What needs to be done by the student to fix this Re-Submit by Outcome, teacher signature
and date &
___/___/2016 S NS
__________
___/___/2016
___/___/2016 S NS
__________
___/___/2016
___/___/2016 S NS
__________
___/___/2016
Student comments (Optional)
Signed by Student:
Date:
Signed by Assessor:
Date:
Destruction Date (24 months after marking)