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© 2011 Commonwealth of Australia

This work is copyright. You may download, display, print and reproduce this material in whole or in part or in modified form (retaining this notice) for your personal, non-commercial use or use within your organisation. If you use, display, or reproduce this material or a modified form of it in whole or in part within your organisation you must include the following words in a prominent location within the material in font not less than size 12: ‘The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work’. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and enquiries concerning reproduction and copyright should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garren Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca.

Funded under the Workplace English Language and Literacy (WELL) Program by the Australian Government Department of Education, Employment and Workplace Relations.

The views expressed in this CD/publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work.

ISBN 978-0-646-55203-3

AcknowledgmentsDesigned, researched and developed by the Manufacturing and Engineering Skills Advisory Board (MESAB) in partnership with Ideas That Work and Fran Haarsma Productions.

With special thanks to Carol Macreadie as developer of the Trainer’s Guide and project literacy consultant and Jana Scomazzon as the Quality Assurance Consultant for the Project.

Reference Group

Maree McEvoy Ideas That Work

Fran Haarsma Fran Haarsma Productions

Alex Bernhardt Manufacturing and Engineering SkillsAdvisory Board (MESAB)

Tony Marshall Olex a Nexans company

Michael Taylor Australian Industry Group

Simon Arnold Davey Water Products

Dr. Jose R. Chavez National Centre for Sustainability Swinburne University/TAFE

Archie Cowan Insights to Excellence

Enquiries about the resource

Ideas That Work

Ph: (03) 9525 1407

Fax (03) 9525 1424

[email protected]

www.ideasthatwork.com.au

http://www.ideasthatwork.com.au/

mailto:[email protected]

Disclaimer:

Any negative practices shown in the DVD are dramatisations only and are not practised by the individuals or companies involved.

These resource materials are designed to be used as an initial reference only. They are not intended to be a comprehensive guide, or to apply to all situations. Learners/trainers should consider each individual situation, and consult appropriate additional references where required. Manufacturing and Engineering Skills Advisory Board (MESAB) accepts no responsibility for any loss or damage incurred as a result of anyone relying on these resource materials.

Contents

Introduction............................................................................................1Who is this resource for?.....................................................................1

What is the purpose of the resource?..................................................1

What Training Packages can the resource be used for?.....................2

What is in this resource?.....................................................................3

How can you use this resource?..........................................................4

What is an appropriate LLN level for this training?..............................4

Overview of DVD content......................................................................6

1. Warm-up activity................................................................................8

2. The environment and you.................................................................9

3. Sustainability in the workplace.......................................................13

4. Introduction to case studies...........................................................20

5. Waste management.........................................................................21

6. The 5 Rs............................................................................................23

7. Energy...............................................................................................26

8. Water.................................................................................................28

9. Transport..........................................................................................30

10. Hazardous materials......................................................................32

11. Get the message out......................................................................34

12. Goals and targets...........................................................................36

13. Why we do this...............................................................................39

Appendix 1 - DVD script......................................................................41

Appendix 2 - Customising the resources..........................................43

Appendix 3 - Identifying workers with LLN needs............................47

Appendix 4 - LLN resource list...........................................................48

Appendix 5 – Other useful links.........................................................49

Appendix 6 - Session plan..................................................................50

Appendix 7 - How the DVD relates to the Unit of Competency........58

Appendix 8 - Unit of Competency.......................................................59

Trainer’s Guide Environmental Sustainability in Manufacturing

Introduction

Who is this resource for?

This resource is aimed at operator level employees in the manufacturing sector of industry. The material is relevant to all aspects of manufacturing including the office, warehouse and logistics.

The resource assumes that the enterprise supports the training and the trainer will have access to relevant workplace documents and processes. This will enable the trainer to contextualise the training materials and activities to the particular workplace and job roles of the learners.

The resource will assist learners, particularly those with Language, Literacy and Numeracy (LLN) difficulties to understand the concepts and language of Environmental Sustainability, and the relevance of these to their work.

What is the purpose of the resource?

This is a self-contained resource which provides an introduction to the language of sustainability and a range of environmentally sustainable manufacturing practices. Its purpose is:

To assist employees at operator level to achieve a level of understanding and familiarity with the concepts and terminology of sustainable manufacturing, sufficient to enable them to participate in discussion, further learning and action in the area.

To generate commitment to their own enterprise’s efforts to improve its environmentally sustainable practices.

The resource may be used to support delivery of the unit MSAENV272B Participate in environmentally sustainable work practices from the MSA07 Manufacturing Training Package, or it may be used as a stand alone resource without reference to the unit.

As many Training Packages have now incorporated the MSAENV272B Participate in environmentally sustainable work practices unit as a core in their qualifications, workers, apprentices and trainees from a range of different industries will benefit from this resource through their understanding of the need for environmental sustainability in their daily working life.

© 2011 Commonwealth of Australia 1


What Training Packages can the resource be used for?

The resource can be contextualised to support delivery of the unit MSAENV272B Participate in environmentally sustainable work practices at Certificate I, Certificate II and Certificate III levels from a number of Training Packages including:

MSA07 Manufacturing Training Package (Core requirement in16 Qualifications)

MEM05 Metal and Engineering Training Package (Core requirement in 9 Qualifications)

LMT07 Textile, Clothing and Footwear Training package (Core requirement in 42 Qualifications)

MSL09 Laboratory Operations Training Package (Core requirement in 3 Qualifications)

PMA08 Chemical Hydrocarbons and Refining Training Package (Core requirement in 5 Qualifications)

PMB07 Plastics, Rubber and Cablemaking Training Package (Core requirement in 3 Qualifications)

PMC10 Manufactured Mineral Products (Core requirement in 5 Qualifications)

LMF02 Furnishing Training Package (Core requirement in 40 Qualifications)

MEA07 Aeroskills Training Package (Core requirement in 3 Qualifications)

FDF10 Food Processing Training package (Core requirement in 12 Qualifications)

NOTE: This resource can also be used for pre-apprenticeship training as part of the VET in Schools program. For example the revised Victorian VET in Schools Certificate II in Engineering Technology will contain MSAENV272B Participate in environmentally sustainable work practices as a core unit.



What is in this resource?

The resource has three parts.

1. DVD

The DVD is divided into 12 segments.

Segments 1 - 2 provide a visual and aural explanation of the concepts underlying the move towards environmental sustainability in manufacturing.

Segments 3 - 12 are based on case studies from three Australian manufacturing enterprises:

Davey Water Products

Ferguson Plarre Bakeries

Yazaki Corporation (Australian Arrow).

This section introduces the 3 case studies and covers aspects of environmentally sustainable manufacturing, including:

Waste management

The 5 Rs

Energy

Water

Transport

Hazardous materials

Get the message out

Goals and targets

Why we do this.

A more detailed description of the DVD content is included on page 12 of this guide.

2. Trainer’s Guide

This includes:

Advice for the trainer on delivery strategies which may assist learners with LLN difficulties to get the most from the training.

Reproducible learner worksheets (which can be customised by the trainer). For ease of customisation and printing, all the worksheets in this Guide are also included as individual Word documents in a folder called ‘Worksheets for printing’ on the CD.

A detailed session delivery plan (which can be customised by the trainer).

Hints on customising the resources.

Useful website links.

The DVD script and how the DVD relates to the unit MSAENV272B Participate in environmentally sustainable work practices.



3. PowerPoint

The PowerPoint can be used by the trainer in conjunction with the DVD to focus learners on key points and allow the trainer to expand on content which may be of interest to them e.g. the 5 Rs, and the Plan-Do-Check-Act cycle.

It can be customised to a particular enterprise, so that training can be made relevant to the specific context of the learners.

The PowerPoint slides could also be enlarged, printed, laminated and used as learning supports on the training room walls, if the trainer considers this useful.

How can you use this resource?

You should treat the resource as a toolbox of materials and choose what best suits your purpose and your learner group at a particular time.

The DVD segments 1 - 2 provide a visual and aural explanation of the concepts underlying the move towards environmental sustainability in manufacturing.

Segment 3 introduces the case studies then the following 4 -12 segments of the DVD do not need to be played consecutively as each is a self-contained topic. They can be used in any order or only a selection used, as your purposes dictate.

For example, you may use the resource, or parts of it, as one part of the delivery of the unit MSAENV272B Participate in environmentally sustainable work practices. Or you may use the resource, or parts of it, for the purposes described in the earlier section “What is the purpose of the resource?”

You should also use your judgement about the LLN skills of a particular group of learners to decide what kinds of LLN demands are appropriate for the training.

What is an appropriate LLN level for this training?

The LLN level of your training and assessment should be the same as the learners need to do their job, no higher.

The Unit of Competency MSAENV272B Participate in environmentally sustainable work practices gives some guidelines to the LLN skills required in the job, including the ability to:

report as required by procedures (speaking and writing)

complete required workplace forms/reports (reading and writing)

understand and follow procedures and instructions (reading and listening)

ask questions and seek clarifications relating to work requirements (speaking and listening)

interpret numeric workplace information, readings and measurements, and complete numeric components of workplace forms/reports (numeracy).



The unit guidelines state that assessment processes and techniques must be appropriate to the oracy, language and literacy capacity of the assessee and the work being performed. They recommend assessment methods for this unit focus on demonstration in the workplace, using targeted questioning (which may be oral), and by use of a suitable simulation and/or a range of case studies/scenarios.

With this in mind, you might choose to view a segment of the DVD and then:

Use mainly oral activities e.g. use the questions and activities as a basis for class Q&A and discussion to develop understanding.

OR

Facilitate learners to compose a group answer to questions, which you write on the board so learners can copy it down.

OR

Ask learners to work out written answers in pairs and report back to the group; then review the DVD chapter to confirm/ discuss/ share answers.


TRAINER TIP

Your training should not require learners to use higher LLN levels than they need to do their job.

If learners have trouble reading questions and/or writing answers, and the LLN level required is above what they use in their workplace, then oral questions and answers should be used instead.


Overview of DVD content

Segment Title Content

Segment 1 The Environment and You Through the use of photo stills, video and animation, this segment explains the concepts of greenhouse gas emissions, global warming, climate change and carbon footprint in an accessible and personal way.

Segment 2 Sustainability in the Workplace Through the use of photo stills, video and animation, this segment explains the concepts of sustainability, renewable and non-renewable resources in an accessible way. It also extends the context beyond the personal to the workplace.

Segment 3 Introduction to the Case Studies This segment introduces supervisors and operators from the three case study organisations. They discuss a range of reasons and motivations for following environmentally sustainable practices both at home and in the workplace.

Segment 4 Waste Management Supervisors and operators give examples of changes they have made to their waste management processes. Operators explain their reasons for supporting the practices.

Segment 5 The 5 Rs Supervisors and operators give examples of each 5 R type of waste minimisation process.

Segment 6 Energy Supervisors and operators give examples of a range of energy use reduction practices. Operators give examples of reducing energy use at home as well.

Segment 7 Water Supervisors and operators give examples of a range of water use reduction practices.

Segment 8 Transport Supervisors and operators give examples of a range of transport related environmental practices.

Segment 9 Hazardous Materials Supervisors and operators give examples of a range of environmental practices aimed at reducing use of hazardous materials.



Segment Title Content

Segment 10 Get the Message Out This segment is about raising awareness. Supervisors and operators give examples of different ways of sharing information about environmentally sustainable practices with others in their organisation.

Segment 11 Goals and Targets How can you know you’re improving? This segment relates to the Performance Criteria 1.3 Measure and record current usage of resources using appropriate techniques. Supervisors and operators give examples of different ways of monitoring and measuring the effectiveness of changed practices.

Segment 12 Why We Do This Supervisors and operators talk about some of the benefits of and motivations for environmentally sustainable practices both at work and at home – financial, environmental, building confidence in the enterprise, social and ethical - “doing the right thing”.



1. Warm-up activityThis is a suggested activity only.

Activity Purpose

Trainer introduce self, write first name on board

Explain reason for session

Ask learners to introduce themselves briefly e.g. name, country of origin if NESB, how long at organisation, role/main work task in organisation.

Start to build rapport with group.

Use their talk as a (very rough) gauge of English language skills.

Group brainstorm – print these two words clearly in the centre of the whiteboard. Environment, sustainable

Ask learners – “What do the words make you think of?”

Around the key words, in a different colour, clearly print learners’ ideas as they call them out. (may get responses like no foam cups, no plastic shopping bags, cleaner water/air, green, less rubbish etc) Write up everything with minimal editing. If unsure, check that you have written up what the speaker meant.

Group the responses to identify that we are talking about ACTION (changing what we do) with the GOAL of keeping the environment (earth) healthier.

If no useful responses are elicited, explain that this is what the session will help them understand.

Adult learning principle - draw on their knowledge first.

Will give trainer some idea of existing level of knowledge.

Could uncover any negative attitudes.

Learners have themselves identified the core issues which creates a sense of participation rather than passive receiving of information.



2. The environment and you

Key learning outcomesThis DVD segment provides plain English and highly visual explanations of the key concepts in environmental sustainability, laying down the groundwork for establishing commitment at operator level in the workforce. Action grows from understanding.

By the end of this section learners should:

have a basic understanding of some key terms used in this area, including:

o greenhouse gas emissions

o global warming

o climate change

o carbon footprint.

be familiar and competent enough with the terminology to understand and use these terms in discussion

have developed an engagement with the content at the personal/home level.

Learners do not require a rigorous scientific understanding of the concepts. The goal is for them to have enough understanding to use these concepts in their thinking and discussion.

Segment session plan

1. Watch the DVD segment

The trainer may choose to watch the segment right through, and then do the related activities. It may be useful to review parts of the segment during the activities, stopping it at critical points to clarify and explain a concept or term, and check for understanding.

2. Discussion of concepts

Use the questions below as a starting point to stimulate a discussion about the key concepts in the segment. If learners demonstrate a working understanding of the terms and concepts, the trainer may choose to do this activity comparatively quickly.

What are some human activities that produce greenhouse gases?

What are the names of some greenhouse gases? The main greenhouse gas?

What are some of the effects of greenhouse gases?

What does ‘carbon footprint’ mean?

What are some ways we can reduce our carbon footprint?

Did you know any of this before? What is new to you?



The explanations for key terms listed below are solely to assist trainers in their task of developing learner understanding, not as definitions learners are required to know word-for-word.

Key terms

environment All the natural things on the planet (e.g. air, water, soil, plants and animals).

greenhouse gas emissions

A portion of greenhouse gases occur naturally, the rest are human-made. These gases produced by human activities trap heat within the earth’s atmosphere (like a greenhouse). The main one is carbon dioxide.

emissions Something that is emitted, or given out.

global warmingAs the atmosphere above the earth gets hotter, the heat reflects back onto the surface of the earth (making the globe warmer).

climate changeThis warming is causing changes to the seasons, and also to many other aspects of life on earth (e.g. the weather, glaciers, the life cycles of plants and animals).

carbon footprintThe amount of carbon dioxide released into the earth’s atmosphere by a particular activity – this is a way of measuring the impact of a particular activity on the environment (like a footprint squashing the ground as we walk).


TRAINER TIP

Encourage learners to explain in their own way. This is a way of:

checking for understanding

ensuring that all learners have a consistent understanding

checking that they can use the terms in discussion.

NOTE:

This activity assumes most learners have been resident in Australia or a similar country for the last 15 years. If your learner group has significant numbers of recent migrants this activity may not be appropriate.

NOTE:

This activity relies on access to the internet for all learners or at least for the trainer using a laptop and data projector.


3. Worksheet - How times have changed - Part 1

This activity leads learners to examine changes in their own behaviours and choices in the personal/home sphere over the last 15 years.

Ask learners to fill in the worksheet How times have changed – Part 1 (page 18). Then do a ‘hands-up’ for each item and timeframe, writing total numbers on a table on the whiteboard or on an Overhead Projection (OHP) of the worksheet.

Use the whiteboard/OHP data as the basis for a group discussion about how we have changed our personal patterns in response to environmental change.

Ask the group these questions:

For each item - what do you think are the reasons for the changes (or no change)?

Possible answers may include: rising costs, limit damage to the environment, worry about conditions in the future, government encouragement (eg advertising, subsidy), government requirement, sense of personal responsibility

What are the most common changes? Why might this be?

What are the least common changes? Why might this be?

4. Your carbon footprint

Select the personal carbon calculator on the PowerPoint screen or go to http://www.epa.vic.gov.au/ecologicalfootprint/calculators/default.asp

Ask the group to participate in assessing their own or an “average” home/personal carbon footprint.

Compare it with Victoria and Australia’s ecological footprint.http://www.epa.vic.gov.au/ecologicalfootprint/ausFootprint/default.asp


TRAINER TIP

It’s easy to think that if learners don’t ask questions they must understand. Learners may come from other countries where good classroom behaviour is to sit silently and not question the teacher.

To check that learners really understand, ask them to actively use the information in some way eg retell it in their own words, or answer a specific question.

http://www.epa.vic.gov.au/ecologicalfootprint/ausFootprint/default.asp

http://www.epa.vic.gov.au/ecologicalfootprint/calculators/default.asp


How times have changed – Part 1The left hand column lists things we can do at home to conserve resources and energy. How many of them did you/your family do 15 years ago? How many of them do you/your family do now? Put ticks in the boxes.

Conserving actions 15 years ago? Now?

Use compact fluorescent light globes

Use non-plastic shopping bags

Recycle paper, tins, glass and plastics

Have a compost bin

Have a water saver showerhead

Have a dual flush toilet

Travel to work by public transport, bicycle or walking

Have a rainwater tank

Have a 4-5 star rated white appliance eg fridge, washing machine

Have a trigger nozzle on the garden hose

Turn lights or taps off to reduce power or water consumption

Have a smaller or fuel-efficient car



3. Sustainability in the workplace

Key learning outcomesBy the end of this section learners should:

have a basic understanding of these concepts and terms:

o sustainability

o the difference between renewable and non-renewable resources

o the life cycle of a product

o efficient use of resources.

understand the reasons for the move towards environmental sustainability

have moved from a personal perspective to thinking about environmental sustainability in industry and their own workplace

have identified the resources they use in their own work role (at an appropriate level)

understand and be able to discuss the benefits of establishing and carrying out environmentally sustainable practices in industry generally.



The trainer may choose to watch the segment right through, and then do the related activities. It may be useful to review parts of the segment during the activities, stopping it at critical points to clarify and explain a concept or term, and check for understanding.

2. Discussion of concepts

Use the questions below as a starting point to stimulate a discussion about the key concepts in the segment. If learners demonstrate a working understanding of the terms and concepts, the trainer may choose to do this activity comparatively quickly.

What are some fossil fuels?

What are some non-renewable resources?

What are some renewable resources?

The plastic water bottle – what are some of the resources that went into making it?

Why should we try to be more environmentally sustainable in manufacturing?

How can we be sustainable in manufacturing? (5 Rs)

The explanations for key terms supplied below are solely to assist trainers in their task of developing learner understanding, not as definitions learners are required to know word-for-word.



Key terms

sustainability Sustain = keep on going in the same wayUsing the resources we need now for our quality of life, and also leaving enough for future generations to live well.

fossil fuels Coal, oil, or natural gas, which have been formed from the organic remains of prehistoric plants and animals. They took millions of years to form and will take millions of years to replace.

renewable energy resources

Resources which won’t run out because they can be replaced at the same rate, or faster than we can use them eg solar, wind, tide, hydro.

non renewable energy resources

Resources which will eventually run out because we are using them faster than they can be replaced eg coal, oil, or natural gas.

over-consumption When we use more materials or energy than we need to when we manufacture goods. Also when we buy too many things we don’t really need.

efficient, efficiently Using the least time / resources to do something.

resources The things we use to make other things e.g. water, minerals, coal, plastic, energy.

sustainability in manufacturing

Manufacturing products efficiently - not using more energy or time or materials than we need to and not being wasteful in how we use resources.


TRAINER TIP

Write new words and key words on the whiteboard as they arise. Explain them and give learners time to copy them down if they want to.

Use clear printing when writing on the whiteboard so if learners want to copy down your spelling they don’t have to ask for clarification.


3. Worksheet - How times have changed – Part 2

This activity is not critical to learner understanding, but can add some depth if there is time in the session.

Ask learners to fill in the worksheet How times have changed – Part 2 (page 23).

Ask learners for suggestions for numbers 11 and 12.

Compile the answers on the whiteboard as for How times have changed – Part 1. Use the totalled answers to conduct a brief discussion which identifies the increase in

resource consumption in Australian society today.

4. Worksheet - Benefits for business

Ask this question to focus learners on whether environmental sustainability can be good for manufacturing.

How is sustainable manufacturing good for business? Won’t it just make things more expensive? Discourage people from buying products? Make my employer less profitable? Make my job more difficult?

Hand out the worksheet Is sustainability good for business? (page 24)

Review the relevant parts of the DVD segment and note down together what are the benefits for business are mentioned. Add any other ideas learners have.

Share answers together and discuss in the context of the learners’ own enterprise.


Answers may include:Financial benefits

Increased efficiency and productivityReduced costs for waste disposal and treatmentReduced operating costs eg for raw materials, energy and water Reduced environmental risks and incidents.

Environmental benefitsReduced pollution of waterways, air and landReduced incidence of environmental and OHS hazards (by minimising the use of hazardous materials and ensuring proper management of them)Increased regulatory compliance.

Social benefitsImproved public image by showing environmental responsibility Reduced health and safety risksImproved staff morale and wellbeing.


5. Worksheet - Resource use at work

Now begin to look at learners’ own role in environmental sustainability in their workplace.

Hand out the worksheet Your resource use at work (page 25).

Ask learners to form small groups of 2-3 and fill in their sheet in discussion with others.

Share answers as a group and discuss responses.


TRAINER TIP

Remember – you can customise the worksheets and the PowerPoint to suit

the enterprise you are training in. This will make the learning much more engaging for participants.


How times have changed – Part 2The left hand column lists things we do in our lives which consume resources and energy. How many of them did you/your family do 15 years ago? How many of them do you/your family do now? Put ticks in the boxes.

Consuming actions 15 years ago? Now?

Drink plastic bottles of water

Have a wide screen TV

Have central heating

Have air conditioning in your house

Have air conditioning in your car

Have a home spa or swimming pool

Have more than one fridge

Have more than one car in the family

Have more than one TV

Go somewhere on a plane for a holiday



Is sustainability good for business?


Social benefits

Financial benefits

Environmental benefits

A Trainer’s Guide Environmental Sustainability in Manufacturing

Your resource use at workIn the table below, list the main materials and resources you use regularly while doing your job. Think of all aspects of your working day, including office, lunchroom, washrooms etc. Think about lighting, exhaust fans, water for cooling, washing or cleaning, lubricants for machinery, cleaning materials, reports …

Resource Used to do this job

Can you conserve this resource through your own choices/actions?

YES NO



4. Introduction to case studies



This segment introduces the three organisations who figure in the DVD segments 3 -12. Supervisors and operators discuss a range of reasons and motivations for following environmentally sustainable practices both at home and in the workplace. The effect of the segment is to give some background understanding of the motives of the people who speak in the topic-related segments which follow.

The segment should be shown before showing the topic-related segments (waste management, water etc).

There are no activities for this segment.



5. Waste management

Key learning outcomesBy the end of this segment learners should:

know a range of sustainable practices for managing waste in a workplace

have thought about suggestions for more sustainable practices in their own workplace.

have a basic understanding of these concepts and terms and be able to use them accurately in discussion:

o biodegradable

o landfill

o recycling

o CO²

o environmental performance indicators

o target (as it relates to sustainability).



Watch the entire DVD segment.

2. Worksheet – Waste management Hand out the worksheet Waste Management (page 28)

Review the DVD segment while filling in Section A of the worksheet, stopping the DVD when useful to clarify an idea, check for understanding, and noting points to list.

Share answers as a group to make sure all have a consistent set of answers.

Now, perhaps in pairs or small groups, discuss answers and ideas for Part B and Part C in relation to the learners’ own organisation.

Share answers as a group so everyone hears a full range of responses.


TRAINER TIP

Write learner suggestions in lists, not scattered randomly across the board. This makes it easier for learners to separate the ideas.

Write in clear simple language. Use fewer words rather than more where possible.


Waste managementA. In the DVD - What sustainable waste management practices are shown in the DVD?

B. In your organisation - What sustainable waste management practices are used at the moment?

C. What suggestions could you make for your organisation to improve its waste management?



6. The 5 Rs

Key learning outcomesBy the end of this section learners should:

understand what the 5 Rs are

be able to give some examples of 5 R practices in manufacturing

have thought about suggestions for 5 R practices in their own workplace.




2. Worksheet – The 5 Rs Hand out the worksheet The 5 Rs (page 30).






TRAINER TIP

Give oral instructions slowly and clearly. Some of your learners may be from a non-English speaking background (NESB), so if you speak quickly or use colloquialisms it makes their learning more difficult.

Some examples of colloquialisms (also known as idioms) are:

Let’s play it by ear.What are the nuts and bolts of it?Sing out if you have a problem.

You’ll get the hang of it soon.


The 5 RsA. In the DVD - What examples of 5 R practices are shown in the DVD? Write your answers in the first column.

B. In your organisation - What 5 R practices are used at the moment? Write your answers in the second column.

In the DVD In your organisation

1. Refuse

2. Reduce

3. Reuse

4. Repair

5. Recycle



C. What suggestions could you make for your organisation to add some new 5 R practices?



7. Energy


know a range of sustainable practices for reducing energy use in a workplace

have thought about suggestions for more sustainable practices in their own workplace

have a basic understanding of these concepts and terms as they are used in the segment:

o audit

omonitor

o flow meter, lux meter, clever meter

o recovered heat

o standby.




2. Worksheet – Energy use Hand out the worksheet Energy use (page 33).







Energy A. In the DVD - What energy-saving practices are shown in the DVD?

B. In your organisation - What energy-saving practices are used at the moment?

C. What suggestions could you make for your organisation to reduce its energy usage?



8. Water


know a range of sustainable practices for reducing water use in a workplace



o water consumption.




2. Worksheet – Water use Hand out the worksheet Water use (page 35).







Water A. In the DVD - What water-saving practices are shown in the DVD?

B. In your organisation - What water-saving practices are used at the moment?

C. What suggestions could you make for your organisation to reduce its water usage?



9. Transport


know a range of sustainable practices for making transport more sustainable in a workplace



o technology

o hybrid (vehicle)

o ‘before and after’ comparisons.




2. Worksheet – Transport Hand out the worksheet Transport (page 37).







TransportA. In the DVD - What sustainable transport practices are shown in the DVD?

B. In your organisation - What sustainable transport practices are used at the moment?

C. What suggestions could you make for your organisation to make its transport use more sustainable?



10. Hazardous materials


have some understanding of how hazardous materials can be harmful to the environment, both generally and in their specific workplace

know a range of practices for minimising the use of hazardous materials in a workplace

have thought about suggestions for managing hazardous materials in an environmentally sound way in their own workplace


o hazard, hazardous

o toxic

o substance

o chemical

o eliminate

o Chemalert colour coding system.




2. Discussion What is an environmental hazard? (Answer - anything that can cause harm to the

environment).

Are there any hazardous materials in your workplace? If so, what?

What kind of environmental incident could occur with these materials?

What are the procedures in your workplace for dealing with a hazardous material incident?

3. Worksheet – Hazardous materials Hand out the worksheet Hazardous materials (page 39).






Hazardous MaterialsA. In the DVD - What practices are shown in the DVD which reduce usage of hazardous materials?

B. In your organisation - What practices are used at the moment to reduce usage of hazardous materials?

C. What suggestions could you make for your organisation to reduce its usage of hazardous materials?



11. Get the message out


understand and express a range of reasons for practising environmental sustainability at work and at home

know a range of ways of sharing the information they have with others at work


o culture

o dialogue.




2. Worksheet – Get the message out Hand out the worksheet Get the message out (page 41).



Now, perhaps in pairs or small groups, discuss answers and ideas for Part B and Part C in relation to the learners’ own organization.




Get the message outA. In the DVD - What are some ways shown in the DVD to encourage staff to practice environmental

sustainability at work?

B. In your organisation - What practices are used at the moment to share environmental awareness and sustainable practice with others?

C. What suggestions do you think would work in your organisation to share environmental awareness and sustainable practice with others in your workplace?



12. Goals and targets


understand why it is important to measure and record usage of resources

have a general understanding of some different ways this can be done

be able to identify some areas where this could be useful in their own work area

have some knowledge of the current environmental goals and targets of their own organisation (if these exist)


o goal

o target

o observations

omonitor, monitoring

omeasure, measuring

o performance

o key indicators.




2. Discussion

Why is it important to measure and record usage of resources?

Why is it important to do it before and after changes?

Does your organisation currently have environmental goals and targets? If so, do you know what they are?

3. Worksheet - Goals and targets Hand out the worksheet Goals and targets (page 44).



Now, perhaps in pairs or small groups, discuss answers and ideas for Part B and Part C in relation to the learners’ own organization.




4. Plan Do Check Act

The next step after identifying some changes that could be made, is to actually try out the changes. Simon from Davey Pumps mentions the Plan Do Check Act cycle, and this is explained a little more in PowerPoint slide 20.

Trainers can use this slide to explain the process to learners and help them think about the actual implementation of one of their ideas.



Goals and targetsA. In the DVD - What kinds of resource usage are measured in the DVD?

B. In your organisation – Do you currently measure any resource usage in your workplace?If so, where?

C. What suggestions could you make for one or two places you could measure energy usage or waste output in your own work area?



13. Why we do this


know some reasons why people feel committed to environmentally sustainable practices at work and at home

have thought about how they personally could contribute to greater environmental sustainability at work and at home.




2. Worksheet – Why we do this Hand out the worksheet Why we do this (page 46).


Share answers as a group and use them as a basis for broader discussion.

Now, perhaps in pairs or small groups, discuss answers and ideas for Part B and Part C.




Why we do this A. In the DVD – What reasons do people in the DVD give for feeling committed to environmentally

sustainable practices at work and at home?

B. In your organisation – What environmentally sustainable practices do you currently practice at work and at home?

C. What new thing/s could you do to personally contribute to greater environmental sustainability at work and at home? List two or three things.



Appendix 1 - DVD script

Environmental Sustainability in ManufacturingClean Lean Green

Segment 1 - The Environment and us The air, water, soil, plants and animals on planet Earth all provide us with the means to live. This is our environment.

But our environment is changing – it’s warming up, because of the gases we send out into the earth’s atmosphere.

In simple terms it works like this.

Every day when we produce our food, our clothing, our homes, when we travel, when we manufacture products, when we throw away products, we send out gases, that are harmful to the planet, into the Earth’s atmosphere.

These gases, mainly carbon dioxide, methane and nitrous oxide are called Greenhouse Gas emissions.

Just like a greenhouse traps heat, to increase the temperature to grow plants, they trap heat within the atmosphere above the planet.

This trapped heat causes global warming.

The atmosphere above the earth is getting hotter and it reflects the heat back onto the surface of the earth.

Global warming leads to increased temperatures, which melt the ice caps and raises sea levels.

And this causes changes to the seasons and life cycles of plants and animals – this is climate change.

So the products we make, the materials we use to make them, the energy we use, how we produce them and what we do with them all, send carbon dioxide into the atmosphere and they all affect our environment.

This is called our carbon footprint.

We need to reduce our carbon footprint by reducing the amount of carbon dioxide we release into the earth’s atmosphere.

What can we do about this?

A lot. By doing little things. Do them every day, at work and at home.

They all add up and they all contribute to the future of our planet, and to the futures of our children and grandchildren.



Segment 2 - Sustainability in the workplace

Sustainability is about using what we need now, for our quality of life, and also leaving enough for future generations to live well.

Sustainability applies to our environment, our society and our economy. It’s about resources – the materials and energy we use that can be replaced or renewed.

There are non renewable resources which will eventually run out. And renewable resources which won’t run out.

Non renewable resources are coal, oil, or natural gas.

These are called fossil fuels because they have been formed from the organic remains of prehistoric plants and animals. They took millions of years to form and will take millions of years to replace. And we are using them faster than they can be replaced.

Renewable resources can be replaced at the same rate, or faster than, we can use them. Renewable resources are sustainable – they keep on going.

The way we produce and consume goods also needs to be sustainable.

A lot of resources went into the manufacture of this product. You can’t see them, but they are all here. The mining, the processing of raw materials, turning resources into energy, the manufacturing process, transport and distribution. All those materials and energies and work went into this.

We use it. And then we go and throw it away!! What a waste. And what we do with waste also has a big effect on the environment.

We have choices. Change our behaviour and we can change the world.

By following the 5 Rs Refuse, Reduce, Reuse, Repair, and Recycle.

When we use more materials, or energy, than we need to, when we manufacture goods, or when we create too much waste or don’t dispose of the waste properly it’s called over consumption. We’re using more than we need to, to get the job done.

It also applies when we buy too many things we don’t really need.

So, manufacturing products efficiently, not using too much energy, or time, or materials is good for business and good for the environment.

It keeps our jobs going, keeps the industry we work in going and keeps the earth going.

Sustainability in manufacturing contributes to the sustainability of our planet.



Appendix 2 - Customising the resources

Design tips for written materialsWhen you are customising any written materials for your learners, there are some basic language and design guidelines you can follow which will make them easier to understand.

THE LANGUAGE

Use plain English - familiar words, avoid jargon, specifically teach any specialist language that learners need to be able to use.

Keep to the point - avoid lengthy over-explaining.

Avoid excessive formality - e.g. using ‘prior to’ instead of ‘before’.

Have only one or two ideas in each sentence - if you need to explain a term or qualify a point, use a separate sentence.

Keep paragraphs short - one central topic in each.

Use chronological order.

Example: Before you leave the room, turn the tap off. Turn the tap off before you leave the room.

Use active phrasing rather than passive - the meaning is clearer.Example: Water will be saved by following these rules. We can save water by following these rules.

Look at the two texts below. Which of these points do they illustrate?

A. B.


Before

Prior to completing the form overleaf it is important that you read the notes, advice and information detailed opposite, then use the envelope provided for its immediate return to the Institute.

After

Please read the notes opposite before you fill in the form. Then send it back to us as soon as possible in the envelope provided.


THE LAYOUT

Give visual clues

Headings, subheadings, bulleting and numbering act as important signposts throughout the text. They tell the reader about the structure of the text, what is a main point and what is less important. They should be consistent throughout your document.

Break up slabs of text

Long sections of text are hard for people to get meaning from. Break up your document into short paragraphs and use visual cues as above. These help the reader to easily distinguish between main ideas and sections.

Use lots of white space

White space makes it easier to focus on the text. When text is crammed onto a page, it is harder to understand. Use wide margins and leave plenty of room between paragraphs.

Don't over-decorate

Keep it simple, less is more.

Avoid overusing underline, bold or italics or WRITING A LOT IN CAPITALS. They are harder to read.

Black (or dark) type on a white (or lighter) background is always the easiest to read.

Fonts are fun, but too many is confusing. Use a single clear font, such as

Arial, Verdana, Calibri, Trebuchet or Tahoma.Alignment of text

Align text to the left as this is easiest to read. Don’t centre align or justify it (straight line on both edges). In European languages, we read from left to right, and left alignment puts the start of the line in a predictable place. Justified text makes the gaps between words irregular and makes scanning harder.


A. B.


BeforePRIOR TO COMPLETING THE FORM OVERLEAF IT IS IMPORTANT THAT YOU READ THE NOTES, ADVICE AND INFORMATION DETAILED OPPOSITE, THEN USE THE ENVELOPE PROVIDED FOR ITS IMMEDIATE RETURN TO THE INSTITUTE.

AfterRead the notes, advice and

information detailed opposite,

Complete the form overleaf.

Use the envelope provided for its immediate return to the Institute.


Design tips for PowerPointWhen you are customising the PowerPoint display for your learners, there are some basic design guidelines you can follow which will make it more effective. The guidelines for written materials also apply to PowerPoint slides.

Use PowerPoint as an aid to your presentation, not as your presentation. The purpose is to highlight key points while you speak. If you put everything you say on the screen, the audience will read the slides and forget to listen to what you are saying.

Use the template

This gives the presentation a consistent and unified look.

It provides consistent font sizes for headings and text.

Too many colours are confusing, two or three are enough.

Font

Keep the text font size to 18pt or above. Headings should be larger.

Use only one or two different fonts to keep the look clean and clear.

Bright colors are not easy to read.

The text

Should convey key points simply. Keep detail and explanation for what you say.

Limit the amount of text on a slide, 5 - 6 lines of text or bullet points is ample.

Remember to use white space and separate points clearly.

Special effects and images

Use minimal slide transition effects, animations and audio effects. They distract listeners from the message.

Avoid image clutter. Don’t use more than two images per slide, unless they carry the main meaning.


A. B.


HEADING 1Intro intro intro intro intro

intro intro intro intro intro

Heading 2Text text text text text text

text text text text text text

Heading 3

Heading 1Intro intro intro

Heading 2 text text text text text text text text text


PowerPoint template provided in this resource

Example of a customised material



Appendix 3 - Identifying workers with LLN needsMany people in the Australian workforce have LLN levels below what is needed to function adequately in society and at work. These people include:

people who come from a non-English speaking background (NESB)

people with limited formal educational experience or whose education has been disrupted e.g. left school early, illness, changed schools often, parental disinterest, civil war, refugee camps

NESB people who are not literate in their first language

people in older age groups.

These people may struggle with formal training, especially if it focuses on reading and writing, and may benefit from language, literacy and numeracy support. Trainers may not know learners before they commence training, but it is worth making an effort to identify whether the group contains learners who may require adjustment of training materials and activities to successfully complete or get the most from the training. To do this you could:

check previous training records

talk to supervisors about whether any learners in the group require assistance to complete workplace forms or reading work instructions, read or write notes in the communication book, or carry out verbal work instructions

carry out a brief informal language assessment before the training starts e.g. ask learners to introduce themselves to you and the group so you can “get to know them”.

If a learner seeks helpIf a learner seeks help with language, reading and writing or using numbers, encourage them to speak to their supervisor or manager, a co-worker, trainers within their organisation or a librarian at their local library.

For confidential assistance they can ring the Reading Writing Hotline on 1300 655 506 (a local call). They will put the learner in touch with literacy support in their local area.


TRAINER TIP

Adults with LLN difficulties may feel embarrassed about their problem. They have often worked out effective strategies for ‘getting by’ and may be unwilling to acknowledge their problem to you.

Treat them with respect and tact.


Appendix 4 - LLN resource list Some suggested websites are listed below for further information on LLN strategies or resources.

LiteracynetThis site contains key information about Australian adult literacy activity and links to a range of additional program, professional development, resource, and research sites.

http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/LITERACYNET/Pages/default.aspx

Education Network Australia (EdNA)EdNA Online is one of Australia’s largest education and training resources and since 1996 it has been providing the education and training community with online access to quality assured information and tools and services to support teaching, learning and research.

www.edna.edu.au

Taking the leadThis site provides information to help RTOs and employers, including online PD for trainers and assessors, case studies showing how employers and employees benefit from training that supports and develops LLN skills, LLN tips giving comprehensive advice on how to improve LLN; a searchable resource directory of LLN resources, and the latest news and events on LLN training services and funding opportunities.

http://www.takingthelead.com.au/

The Reading Writing HotlineThe Reading Writing Hotline is funded by the Department of Education, Employment and Workplace Relations and is Australia's national telephone adult literacy and numeracy referral service.

www.literacyline.edu.au or phone 1300 6555 06

The Workplace English Language and Literacy (WELL) ProgramThe main aim of the WELL Program is to assist organisations to train workers in English language, literacy and numeracy skills. This funding is available on a competitive grants basis to organisations for English language and literacy training linked to job-related workplace training and is designed to help workers meet their current and future employment and training needs

http://www.deewr.gov.au/Skills/Programs/LitandNum/WorkplaceEnglishLanguageandLiteracy/Pages/default.aspx

WELL practitioners network website The website has free resources to support WELL practitioners.

http://www.wellpractitioners.com.au/


http://www.wellpractitioners.com.au/



http://www.literacyline.edu.au/

http://www.takingthelead.com.au/

http://www.edna.edu.au/

http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/LITERACYNET/Pages/default.aspx


Appendix 5 – Other useful links

Personal Carbon Calculator at:


Victoria and Australia’s ecological footprint at:


Department of Sustainability, Environment, Water, Population and Communities is responsible for implementing the Australian Government's policies to protect our environment and heritage. Find policy documents at:

www.environment.gov.au

Greenhouse gas emissions and energy consumption data of approximately 300 Australian corporations and Australian greenhouse emissions data published at:

http://www.climatechange.gov.au/

Energy saving tips, tools and resources at:

http://www.livinggreener.gov.au/

Find out your water use, green house pollution and eco footprint at a State or local level using the consumption atlas at:

http://www.acfonline.org.au/consumptionatlas/

The Story of Stuff is a 20-minute, fast-paced, fact-filled look at the underside of our production and consumption patterns also The Story of Bottled Water at:

http://www.storyofstuff.com/

AI Group Sustainability ShowcasesExperience how some of the most successful Australian enterprises have embraced concepts of sustainability ensuring they have a business today and tomorrow. Share in their success and prepare your enterprise for the future by implementing what you have seen, understood and know works. For calendar of events see the ‘Sustainability section’ on Insights to Excellence website www.i2e.org.au/


http://www.i2e.org.au/

http://www.storyofstuff.com/

http://www.acfonline.org.au/consumptionatlas/

http://www.livinggreener.gov.au/

http://www.climatechange.gov.au/

http://www.environment.gov.au/



KEYPPT – PowerPoint slide no.

TG – Trainer’s Guide page no.

WK – Worksheet title


Appendix 6 - Session plan

This is a suggested session plan only. Trainers should always select and customise to suit a

particular workplace and learner group.

Segment Content Methodology and Resources

Introduction Get to know you

Build rapport with group

Make a very rough assessment of LLN levels

Housekeeping

Warm up group to content

TG pp.1–14

PPT 1 & 2

Warm-up activity

Whiteboard and coloured markers

The Environment and You What is ‘the environment’?

Concepts of greenhouse gas emissions, global warming, climate change and carbon footprint

Explore personal experiences and household applications

TG pp. 15–18

PPT 3

Watch DVD Segment The Environment and You

PPT 4

Discuss/ explain global warming

PPT 5

Discussion of concepts and key terms




WK - How times have changed - Part 1

PPT 6

Carbon footprint activity

Sustainability in the Workplace Concepts of sustainability, renewable and non-

renewable resources, fossil fuels

Extend context beyond the personal to the manufacturing workplace.

TG pp. 19–25

PPT 7

Watch DVD Segment Sustainability in the Workplace

Discussion of concepts and key terms

WK How times have changed – Part 2

PPT 8, 9, 10

WK Benefits for business

PPT 11, 12

WK Your resource use at work

PPT 13

Introduction to the Case Studies Introduces supervisors and operators from the three

case study organisations

Reasons and motivations for following environmentally sustainable practices both at home and in the workplace

TG p. 26

Watch DVD Segment Introduction to the Case Studies

Discussion as relevant

Waste Identify some sustainable waste management TG pp. 27–28




Managementpractices

Make suggestions relating to own workplace

PPT 14

Watch DVD Segment Waste Management

Pair or small group work

WK Waste Management

Review of DVD segment as needed

Discussion of answers

The 5 Rs Identify some examples of each 5 R type of waste

minimisation process


TG pp. 29–31

PPT 15

Watch DVD Segment The 5 Rs

Pair or small group work

WK The 5 Rs



Energy Identify some energy use reduction practices


TG pp. 32–33

PPT 16

Watch DVD Segment Energy

WK Waste Management - Pair or small group work






Water Identify some water use reduction practices


TG pp. 34–35

PPT 17

Watch DVD Segment Water

WK Waste Management - pair or small group work



Transport Identify some transport related environmental practices


TG pp. 36–37

PPT 18

Watch DVD Segment Transport




Hazardous Materials Identify some environmental practices to reduce use of

hazardous materials


TG pp. 38–39

PPT 19

Watch DVD Segment Hazardous Materials







Get the Message Out Identify some ways of raising awareness and sharing

information about environmentally sustainable practices with others in the organisation


TG pp. 40–41

PPT 20

Watch DVD Segment Get the Message Out

WK Get the message out - pair or small group work



Goals and Targets Understand the importance of monitoring and

measuring the effectiveness of changed practices


TG pp. 42–44

PPT 21

Watch DVD Segment Goals and Targets

Discussion of why this is important

WK Goals and Targets - pair or small group work



PPT 22, 23

Plan Do Check Act

Why We Do This Identify some benefits and motivations for TG pp. 45–46




environmentally sustainable practices – financial, environmental, social and ethical PPT 24,

Watch DVD Segment Why we do this

WK Why we do this - pair or small group work



Conclusion Whatever combination of segments and activities is covered, the trainer should always briefly conclude a session using the OFF approach:

O = Outcomes - summarise and recap main points Check whether session outcomes have been achieved

F = Feedback - to learners to provide encouragement and motivation for future learning

F = Future - what will learners do with the learning?

PPT 25

What changes would the learners make their top 3 or 4?

PPT 26

How much influence can they have on their workplace?

PPT 27

An overview and summary. Use for OFF.



Appendix 7 - How the DVD relates to the Unit of CompetencyMSAENV272B Participate in environmentally sustainable work practices

DVD segment Unit Element / Performance Criteria Required Skills and Knowledge

The Environment and YouSustainability in the WorkplaceIntroduction to Case Studies

Have a basic understanding of sustainability

Waste ManagementThe 5 RsEnergyWaterTransportGoals and Targets

Identify workplace environmental and resource efficiency issues.Identify resources used in own work role.3. 1 Seek opportunities to improve

environmental practices and resource efficiency.

3.2 Make suggestions for improvements to workplace practices in own work area.

Know the resource use and inefficiencies associated with own workplace (at an appropriate level)Know the relevant environmental and resource efficiency systems and procedures for own work area.

Hazardous Materials 1.4 Identify and report workplace environmental hazards to appropriate personnel.

2.2 Report environmental incidents to appropriate personnel.

Know the environmental hazards/risks, associated with own workplace (at an appropriate level).Identify situations likely to lead to an environmental incident.Reading, writing and numeracy to complete required workplace forms/reports. Including numeric readings, data and measurements.

Get the Message OutWhy We Do This




Appendix 8 - Unit of CompetencyMSAENV272B: Participate in environmentally sustainable work practices

Description

This competency covers the outcomes required to effectively measure current resource use and carry out improvements including those reducing negative environmental impacts of work practices. This unit is based on the sustainability guideline standard GCSSUS01A Participate in environmentally sustainable work practices.

Employability Skills

This unit contains employability skills.

Application Of Unit

This competency applies to operators/team members who are required to follow procedures so as to work in an environmentally sustainable manner. This ensures regulatory compliance and also aims at minimising environmental risks and maximises the environmental performance of the process and the organisation.

It includes:

Resources used.

Potential environmental hazards.

Improving environmental performance (within scope of competency and authority).

This competency applies to all sectors of the manufacturing industry and members of its value chain. It may also be applied to all sections of an organisation, including office, warehouse etc. This unit will need to be appropriately contextualised as it is applied across an organisation and across different industry sectors.

Unit Sector

No sector assigned.

Performance criteria.

Element Performance criteria

1. Identify current resource use and environmental issues.

1.1 Identify workplace environmental and resource efficiency issues.

1.2 Identify resources used in own work role.

1.3 Measure and record current usage of resources using appropriate techniques.

1.4 Identify and report workplace environmental hazards to



appropriate personnel.

2. Comply with environmental regulations.

2.1 Follow procedures to ensure compliance.

2.2 Report environmental incidents to appropriate personnel.

3. Seek opportunities to improve environmental practices and resource efficiency.

3.1 Follow enterprise plans to improve environmental practices and resource efficiency.


Skills and Knowledge

Required skills

Required skills include the ability to:

report as required by procedures

follow procedures and instructions and respond to change

ask questions and seek clarifications relating to work requirements.

Reading and writing is required in order to interpret required procedures and complete required workplace forms/reports.

Numeracy is required to interpret numeric workplace information, readings and measurements, handle data as required and complete numeric components of workplace forms/reports.

Required knowledge

Competency includes sufficient knowledge to:

have a basic understanding of sustainability

know the environmental hazards/risks, resource use and inefficiencies associated with own workplace (at an appropriate level)

know the relevant environmental and resource efficiency systems and procedures for own work area

know the impact of laws and regulations to a level relevant to the work context.

Range statement

Procedures All operations are performed in accordance with procedures including all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Environmental and resource efficiency

Environmental and resource efficiency issues include minimisation of environmental risks and maximisation of opportunities to improve business environmental performance and to promote more efficient production and



issues consumption of natural resources, for example by:

minimisation of waste, through implementation of the waste management hierarchy

efficient and effective use of energy and other resources

seeking alternative sources of energy

efficient use of materials and appropriate disposal of waste

use of controls to minimise the risk of environmental damage from hazardous substances

efficient water use

reducing emissions

life cycle analysis applied to issues such as energy supply, materials, transport, production.

Measure Measure should be interpreted in a manner consistent with the scope of the job and may include things like:

counting the number of items entering/leaving a work area

reading indicators in the work area

obtaining relevant information from support personnel

other simple means.

Appropriate techniques

Appropriate techniques include:

material fed to/consumed by plant/equipment

plant meters and gauges

job cards including kanbans

examination of invoices from suppliers

measurements made under different conditions

examination of relevant information and data.

Compliance Compliance includes meeting relevant federal, state and local government laws, by-laws, regulations and mandated codes of practice. It also includes any codes and standards that the enterprise applies voluntarily.

Incidents Incidents include:

breaches or potential breaches of regulations

occurrences outside of standard procedure which may lead to lower environmental performance.

Enterprise plans

Enterprise plans include:



documented policies and procedures

work plans to minimise waste, increase efficiency of water/energy use, minimise environmental hazards.

Suggestions Suggestions include ideas that help to:

prevent and minimise environmental risks and maximise opportunities

reduce emissions of greenhouse gases

reduce use of non-renewable resources

improve energy efficiency

increase use of renewable, recyclable, reusable and recoverable resources

reduce waste

increasing the reusability/recyclability of wastes/products

reduce water usage and/or water wastage.

Evidence guide

Overview of assessment

A person who demonstrates competence in this unit must be able to provide evidence of the ability to follow workplace procedures according to instructions given and to participate in the improvement of environmental and resource efficient work practices at own level of responsibility. Evidence must be strictly relevant to the particular workplace role.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

identify and measure resources used in their job

identify situations likely to lead to an environmental incident

follow procedures related to environmental performance.

Consistent performance should be demonstrated. For example, look to see that:

work is routinely to procedures

the minimum of resources is used consistent with the job requirements, good practice and the procedures.

Context of and specific resources for assessment

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

Depending on the selected methods of assessment access may be required to:

workplace procedures and plans



documentation in relation to production, waste, overheads, hazard control/management

reports from supervisors/managers

case study/scenarios.

Method of assessment

A holistic approach should be taken to the assessment.

Competence in this unit may be assessed:

by demonstration in the workplace

using targeted questioning for appropriate portions

by use of a suitable simulation and/or a range of case studies/scenarios

by a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment.

Guidance information for assessment

Assessors need to be aware of any cultural issues that may affect responses to questions. Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.


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