Sust Vic Bus Serv Trainer Guide-10/media... · Acknowledgements Expert Reference Group 2007 Alan Daniel Curriculum Maintenance Manager – Business Industries Victoria, Chisholm Institute

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Trainer Guide for Business Services BSBSUS301A: Implement and monitor environ-mentally sustainable work practices © Sustainability Victoria 2008 Sustainability Victoria gives no warranty regarding this publication’s accuracy, com-pleteness, currency or suitability for any particular purpose and to the extent permitted by law, does not accept any liability for loss or damages incurred as a result of reliance placed upon the content of this publication. This publication is provided on the basis that all persons accessing it undertake responsibility for assessing the relevance and accuracy of its content. Trainer Guide for Business Services BSBSUS301A: Implement and monitor envi-ronmentally sustainable work practices should be attributed to National Centre for Sustainability (NCS) at Swinburne University of Technology Trainer Guide for Business Services BSBSUS301A: Implement and monitor environ-mentally sustainable work practicesis licensed under a Creative Commons Attribution 3.0 Australia licence. In essence, you are free to copy, distribute and adapt the work, as long as you attribute the work and abide by the other licence terms. To view a copy of this licence, visit: http://creativecommons.org/licenses/by/3.0/au/

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Acknowledgements

Expert Reference Group 2007

Alan Daniel Curriculum Maintenance Manager – Business Industries Victoria, Chisholm Institute of TAFE

Anna Henderson Business Skills Victoria

Bridget James Monash University

Dianne Barbuto Swinburne University of Technology, School of Business

Elspeth McGavin Swinburne University of Technology, School of Business

Katrina Woolfe Sustainability Victoria

Melanie Brenton NT Service Industries Training Advisory Council

Pam Keating Sustainable Learning Australasia

Val MacGregor Sustainability Victoria

Linda Condon Swinburne University of Technology, National Centre for Sustainability (NCS)

Garry McDonald Manager, NCS Swinburne University of Technology

Project Manager Tomi Winfree, NCS Swinburne University of Technology

Primary Author: Nicole Croker, NCS Swinburne University of Technology

Instructional Designer: Anna Rifai-Adams, NCS Swinburne University of Technology

Business ServicesBSBSUS301A Implement and monitor

environmentally sustainable work practicesTrainer Guide 2008

Table of Contents i

Table of Contents

Section 1 - About this trainer guide 3 Purpose of this trainer guide 3 Overview of competency and learning outcomes 3 Overview of assessment requirements 4 Recognition of prior learning (RPL) 4 Resource use 5 How to use this trainer guide 5 Section 2 - Planning process for trainers 6 Understanding your training audience 6 Suggestions to support learners 7 Section 3 - Requirements for learning outcomes and assessment criteria 9 Tailoring session outcomes to suit business participants’ needs 9 Elements and corresponding performance criteria 9 Evidence guide 14 Evidence plan and record 14 Assessment 20 Section 4 - Session plans 21 Session plan – workshop 1 22 Session plan – workshop 2 25 Session plan – workshop 3 27 Session plan – workshop 4 29 PowerPoint presentation sample 31



Section 1 - About this trainer guide 3

Section 1 - About this trainer guide

Purpose of this trainer guide

This unit of competency BSBSUS301A Implement and monitor environmentally sustainable work practices is supported by three documents: • Part 1 - A Trainer Guide to assist the trainer of the course • Part 2 - A Learner Guide to assist the learner and • Part 3 - A PowerPoint presentation with suggested course outline. This document is the Trainer Guide. The Trainer Guide has been prepared to provide background information, planning processes and learning outcomes and assessment criteria for trainers or mentors to use with learners undertaking the unit of competency. BSBSUS301A Implement and monitor environmentally sustainable work practices is designed for learners working or aiming to work at a supervisory level within the business services industry. Although the business services industry stretches across a number of areas such as finance, education, consulting, information and communication technologies, printing and graphic arts, it can be applied to any industry operating a business to support the implementation of sustainable business practices. At this level the learner would be expected to understand not only the environmentally sustainable practices of their own work but also of their team, the office or branch of their company and to some degree the organisation as a whole.

Overview of competency and learning outcomes

This unit describes the performance outcomes, skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness. The learning outcomes are: • investigate current practices in relation to resource usage • set targets for improvements • implement performance improvement strategies and • monitor performance improvement strategies.

Business Services BSBSUS301A Implement and monitor environmentally sustainable work practices Trainer Guide 2008

4 Section 1 - About this trainer guide

Overview of assessment requirements

To receive formal recognition for this unit of competency, a number of assessment tasks will need to be set and reviewed to determine competency. These assessment tasks should reflect a range of appropriate assessment methods. Assessment must also ensure access to an actual workplace or simulated environment, a range of appropriate information and that evidence is relevant to the particular workplace role and area. Appropriate assessment methods include: • direct questioning combined with review of portfolios of evidence

and third party workplace reports of on-the-job performance by the candidate

• response to case studies • review of reports of activities of work group in relation to measuring

resource use and developing improvement strategies • review of work plans outlining approaches to improved practices with

documented benchmarks • analysis of the way in which advice is sought and suggestions made

about improvements • observation over time and in a range of situations in relation to

review of overall work areas and staff, to assess and measure resource use, hazards and compliance

• review of checklists to identify and assess resource usage at the beginning and end of the unit

• analysis of implementation of programs (e.g. a green office program) • oral or written questioning to assess knowledge of environmental

and energy efficiency issues, systems and procedures specific to industry practice.

A suggested assessment methodology could be a combination of individual and group activities culminating with a larger workplace project where the steps of implementation, monitoring and communication are followed. Learners could present the findings of their projects to the group or their management team to assist with communication skills, and participate in discussion about their projects.

Recognition of prior learning (RPL)

Learners are able to apply for RPL if they feel they are already competent in some or all the elements of this unit of competency. To apply for RPL, the learner will need to present evidence to the assessor so that the assessor may determine whether the learner needs to complete all or any of the unit to gain formal recognition. The evidence might be a certificate from another course, references from past or current employers and/or work samples. Evidence should be in the form of the assessment requirement examples provided in Section 3.



Section 1 - About this trainer guide 5

Resource use

Information on best practice sustainability is constantly changing and as such, this unit emphasises the use of research skills to locate up-to-date information. A Resource chapter and various case studies and Internet links throughout the Learner Guide will assist the Learner to locate accurate and relevant information. The Learner should be encouraged to undertake research and not rely on the Trainer for information. You should undertake some updated research prior to presenting your program, and work with your learners to undertake research and integrate their new findings into your program, rather than relying on informing learners of past resources.

How to use this trainer guide

This Trainer Guide provides the following information: • Section 1 provides information on the Trainer Guide, including

purpose and content, competency information and expected outcomes.

• Section 2 provides the planning process for trainers, including guidance on the intended learning process.

• Section 3 details the learning outcomes with assessment criteria and requirements.

• Section 4 provides examples of lesson plans. • Section 5 is an example power point presentation that may be used

to present the training. This Trainer Guide should be read and used in conjunction with the Learner Guide, which provides the information, resources, activities and discussion points that can be used during training workshops/sessions. This Training Guide does not repeat these activities so the Learning Guide will need to be obtained to determine the relevancy and appropriateness of each activity and discussion point, and to determine whether you need to provide more relevant case studies for your training audience.


6 Section 2 - Planning process for trainers

Section 2 - Planning process for trainers

Understanding your training audience

This unit from the Business Services Training Package – Implement and Monitor Environmentally Sustainable Work Practices is designed for learners working or aiming to work at the team leader and/or middle manager level within the business services industry. This industry category covers such diverse business areas as finance, education, consulting, information and communication technologies, printing and graphic arts. Due to the diversity of these businesses, the trainer will need to tailor training to the specific business and industry each time the unit is presented. You will also need to consider the background and skills set of your training audience in these diverse business areas. You will need to recognise that while some learners may be highly skilled in numeracy or _Internet-based research, others will be better skilled in design or literacy, but have minimal numeracy skills. Case studies will need to be selected from different industry sectors to appeal to your particular audience and you will need to carefully think about the workplace experiences that can be utilised to help the learner gain competency.

In the field of sustainability, there may be learners who have considerable knowledge of sustainability practices through their own domestic interests. They may also be quite passionate about environmental issues and be vocal in their dissent of individuals, businesses and governments which they perceive to be damaging the environment.

At the other end of the spectrum there may be learners who may be quite passionate about not supporting environmental-based initiatives. As a trainer you will need to determine early in the unit the ‘particular passions’ of your learners and you may need to allocate additional time to discussions where these interests lie.

You should at all times encourage learners to respect each other’s opinions and beliefs.



Section 2 - Planning process for trainers 7

Suggestions to support learners

Adult learning principles The principles of adult learning recognise that adults: • have a rich background of knowledge and experience that should be

incorporated into the learning process • want to be able to apply their learning to present situations • benefit from flexibility in how learning is achieved, with recognition

of other responsibilities and duties that may require their attention • are influenced in their learning by their own personal contexts

such as gender, race and cultural background, social class and disabilities.

Adult learners benefit from approaches that: • provide a variety of instructional methods • build new information onto past knowledge and experience • provide opportunities to learn in collaborative ways with others as

well as in independent and self-reliant ways. Helping adults to learn requires the teacher or mentor to show respect for the person and appreciation of the skills and knowledge they have already accomplished. Mentoring The field of sustainability is rapidly changing and developing and is also spread across a wide range of disciplines and skill sets. As such, the trainer cannot be expected to be ‘expert’ in all areas and the latest technologies, case studies and principles. You will also find that some learners have their own ideas and principles about sustainability that they already apply quite successfully. You should be using your role as trainer to act as a mentor to the learners. They should be undertaking their own research and spending time discussing sustainability principles. Your role in the classroom is as a discussion and research facilitator, rather than a provider of facts. Integration with existing workplace practices The learner should be encouraged to use existing workplace practices, policies and procedures as much as possible in their learning experience. In this way they will be able to more easily integrate new skills into existing workplace procedures and develop a greater adoption rate as staff will be more familiar with implementation methodologies. For example, implementation of an environmentally sustainable workplace practice could be included as a key performance indicator or as part of a performance appraisal for work place team members, or implementation could use existing workplace implementation methods.


8 Section 2 - Planning process for trainers

Activities and assessment tasks should relate to the actual workplace of the participants as much as possible. This can be done by collecting information about overall workplace procedures and activities prior to the training, and gaining an understanding of the participants’ main roles and responsibilities within their workplace. Simulation Where it is not possible to use or refer to the actual workplace of the learners, a simulated workplace may be used. Research should be undertaken into the existing practices of a suitable workplace so that this is simulated in a realistic manner. This simulated workplace can be used as the basis of assessment activities.



Section 3 - Requirements for learning outcomes and assessment criteria 9

Section 3 - Requirements for learning outcomes and assessment criteria

Tailoring session outcomes to suit business participants’ needs

The session outcomes for this unit are to: • investigate current practices in relation to resource usage • set targets for improvements • implement performance improvement strategies and • monitor performance improvement strategies. These learning outcomes are deliberately broad to enable a range of business types within the business services sector to apply these principles. However, due to their broad nature, you will need to tailor the learning outcomes to suit your particular learning audience. For example, for a computer service-based company, you would spend the majority of your time investigating current practices in relation to energy efficiency, green office and purchasing, rather than water efficiency, which would be of minor relevancy to the business. You would also spend some time on the expanding field of green computing, including take-back schemes and hardware/software energy efficiency. If you are presenting the unit to an individual business, the setting of targets, implementation and monitoring should also be tailored to the size of that business. For example, for a small business (say, less than 100 employees) you would expect a hands-on approach to monitoring and implementation and would focus on these skills. In a larger corporation you would most likely focus on the skills of obtaining information from external stakeholders, communication of required tasks and outcomes and reporting to management and stakeholders.

Elements and corresponding performance criteria Table 1 provides an analysis of the elements and performance criteria in this unit of competency and lists a number of key knowledge requirements and examples of activities that may be used to guide the learner through the unit. The suggested activities should be tailored to suit the particular workplace. Use this table to analyse the requirements of the unit of competency and identify typical activities that the learner might undertake to demonstrate competency in this unit.


10 Section 3 - Requirements for learning outcomes and assessment criteria

Table 1 - Examples of demonstrated knowledge and skills

Competency Elements

Performance Criteria Evidence required – participant describes or demonstrates:

Examples of demonstrated skills and knowledge

1.1 Identify environmental regulations applying to the enterprise.

What environmental regulations are relevant to the workplace or work area being assessed?

Reviews current laws and regulations and selects those relevant to own workplace or work area.

1.2 Analyse procedures for assessing compliance with environmental/sustainability regulations.

Determine existing procedures for assessing compliance, ability to review and interpret laws and regulations.

Reviews relevant laws and regulations and applies relevancy to the workplace to assess compliance.

1.3 Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate.

Applied knowledge of a range of tools and resources to assist with determining resource efficiency and ability to discuss and analyse the effectiveness of these tools and resources.

Completes individual or group activity requiring the collection of information and discussion of results with the work group.

1.4 Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities.

Ability to source, collect, analyse and organise documents from a range of sources to select appropriate tools and resources.

Complete individual or group activity requiring the collection of information and discussion of results with the work group.

1.5 Measure and document current resource usage of members of the work group.

Development of appropriate metrics and applied understanding of relevant units of measurement.

Interprets units on an invoice and application to the workplace – e.g., energy used per employee.

1.6 Analyse and document current purchasing strategies.

Ability to communicate with a range of participants to obtain specific information. Ability to research documents, including company policies and invoices, to obtain relevant information. Identifies relevant sustainability attributes of purchases.

Communicates effectively with other learners. Identifies sustainability attributes of purchasing strategies. Identifies relevant company policies and other documents.

1. In

vest

igat

e cu

rren

t pra

ctic

es in

rela

tion

to re

sour

ce u

sage

1.7 Analyse current work processes to assess information and data to assist in identifying areas for improvement.

Describes sustainability aspects of work processes – able to break-down work processes into sustainability interactions. Ability to communicate effectively with work teams, individuals and management.

Complete exercise as a group or individual to list individual actions within work processes that involve a sustainability interaction.




Table 1 (Continued)

2.1 Seek input from stakeholders, key personnel and specialists.

Ability to communicate effectively with work teams, individuals and management as well as external suppliers and other stakeholders.

Evidence of effective communication with a range of stakeholders.

2.2 Access external sources of information and data as required.

Ability to locate relevant information from Internet and other sources.

Provision of information answering a set question that is answered through research.

2.3 Evaluate alternative solutions to workplace environmental issues.

Selection and development of simple comparison tools to assist in the identification and evaluation of options.

Completion of an exercise to develop a comparison tool to assist an option evaluation.

2. S

et ta

rget

s fo

r im

prov

emen

ts

2.4 Set efficiency targets. Ability to identify and select appropriate metrics and measurable target. Consideration of various factors in the selection of an appropriate target (e.g., time, measurability, stakeholder commitment, funding)

Knowledge of appropriate metrics. Demonstrates consideration of a range of factors in the selection of an appropriate target.



Table 1 (Continued)

3.1 Source and use appropriate techniques and tools to assist in achieving targets.

Knowledge and use of a range of techniques and tools to assist in the implementation of targets (e.g., communication plans, action plans, etc.) Consideration of various programs, tools or techniques and selection of most appropriate.

Group exercise to identify and develop appropriate implementation tools.

3.2 Apply continuous improvement strategies to own work area of responsibility including ideas and possible solutions to communicate to the work group and management.

Consideration of strategies to provide ongoing involvement of work teams through communication and feedback of implemented programs.

Completion of a communication plan for continuous improvement strategies.

3.3 Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities.

Various methods of communication to effectively engage with work group. Consideration of existing work group operations and integration into proposed improvement plan.

Describes current work group operations and how they relate to the proposed improvement plan. Effectively demonstrates various methods of communication.

3.4 Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area.

Team member observation/supervision methods and results.

Effectively demonstrates ability to supervise and provide support to team members in work area.

3.5 Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate.

Effective engagement with work teams, individuals and management as well as external suppliers and other stakeholders. Methods of encouraging and documenting suggestions or ideas from stakeholders.

Evidence of effective communication with a range of stakeholders. Evidence of ability to document processes and identify suitable input from stakeholders.

3. Im

plem

ent p

erfo

rman

ce im

prov

emen

t str

ateg

ies

3.6 Implement costing strategies to fully value environmental assets.

Understanding of and selection of appropriate metrics. Understanding of concepts of environmental accounting. Application of appropriate tools to assist with the costing of strategies.

Provides spreadsheet that includes appropriate costings for environmental assets. Describes the main concepts of environmental accounting.




Table 1 (Continued)

4.1 Use and/or develop evaluation and monitoring tools and technology.

Range of evaluation and monitoring tools and technologies.

Group exercise to develop appropriate evaluation and monitoring tools and technology.

4.2 Document and communicate outcomes to report on targets to key personnel and stakeholders.

Identification of appropriate stakeholders to communicate outcomes. Range of methods to document and communicate outcomes.

Oral presentation or provision of written report effectively documenting and communicating outcomes.

4.3 Evaluate strategies and improvement plans.

Methods of selecting appropriate evaluation/comparison tools. Understanding of a range of evaluation strategies, such as feedback forms and interview.

Development of an evaluation plan to consider the success or otherwise of the implemented program.

4.4 Set new efficiency targets and investigate and apply new tools and strategies.

Steps required to modify an existing program. How a program can be expanded into other operational areas with other programs.

Uses evaluation results to effectively modify an existing program.

4. M

onito

r per

form

ance

4.5 Promote successful strategies and reward participants where possible.

Feedback processes that can be established to inform participants of progress. Methods of rewarding success.

Effective communication with a range of stakeholders to celebrate success. Successful application of an awards/rewards program (based on stakeholder feedback).



Evidence guide

An evidence plan for this unit can be found in Table 2 – Evidence plan and record. This plan lists examples of activities and evidence that might be sought from a learner undertaking this unit. This plan could be used as is or adapted to suit individual work places. The activities and evidence should adequately demonstrate the learner’s competence for each performance criteria in the unit. One activity or item of evidence may demonstrate several performance criteria at once. If you and the learner think of other activities or examples of evidence that are more relevant, then use these instead. As long as all the performance criteria are represented by the evidence, the manner in which evidence is conveyed remains flexible. In planning evidence, bear in mind that assessment must be, among other things, valid, meaning that assessors need to ensure sufficient relevant evidence is presented to demonstrate competence in the unit. Types of evidence that may be used to demonstrate competency include: • observation • portfolio • simulation • project • question/answer • demonstration • role play and/or • case study

Evidence plan and record

Table 2 - Evidence Plan and Record

Course/ Business/ Department:

Unit: BSBSUS301A Business Services – Implement and monitor environmentally sustainable work practices

Name/role of employee:

Note - Method of collecting evidence: observation, demonstration, role play, questioning, 3rd party report, workplace document, other (specify):



Table 3 - Monitoring template

Performance criteria Activity/evidence (from column 3 of Table 1 )

Method of collecting evidence

Date evidence due

Outcome Com ments

1.1 Identify environmental regulations applying to the enterprise.

Reviews current laws and regulations and selects those relevant to own workplace or work area.

1.2 Analyse procedures for assessing compliance with environmental/sustain-ability regulations.

Reviews relevant laws and regulations and applies relevancy to the workplace to assess compliance.

1.3 Collect information on environmental and resource efficiency systems and procedures and provide to the work group where appropriate.


1.4 Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities.


1.5 Measure and document current resource usage of members of the work group.

Interprets units on an invoice and application to the workplace – e.g., energy used per employee.

1.6 Analyse and document current purchasing strategies.

Communicates effectively with other learners. Identifies sustainability attributes of purchasing strategies. Identifies relevant company policies and other documents.

1.7 Analyse current work processes to assess information and data to assist in identifying areas for improvement.

Completes exercise as a group or individual to list individual actions within work processes that involve a sustainability interaction.



Table (Continued)



Date evidence due

Outcome Com ments

2.1 Seek input from stakeholders, key personnel and specialists.

Evidence of effective communication with a range of stakeholders.

2.2 Access external sources of information and data as required.

Provision of information answering a set question that is answered through research.

2.3 Evaluate alternative solutions to workplace environmental issues.

Completion of an exercise to develop a comparison tool to assist an option evaluation.

2.4 Set efficiency targets. Knowledge of appropriate metrics. Demonstrates consideration of a range of factors in the selection of an appropriate target.



Table (Continued)



Date evidence due

Outcome Com ments

3.1 Source and use appropriate techniques and tools to assist in achieving targets.

Group exercise to identify and develop appropriate implementation tools.

3.2 Apply continuous improvement strategies to own work area of responsibility including ideas and possible solutions to communicate to the work group and management.

Completion of a communication plan for continuous improvement strategies.

3.3 Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities.

Describes current work group operations and how they relate to the proposed improvement plan. Effective demonstration of various methods of communication.

3.4 Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area.

Effectively demonstrates ability to supervise and provide support to team members in work area.

3.5 Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate.

Evidence of effective communication with a range of stakeholders. Evidence of ability to document processes and identify suitable input from stakeholders.

3.6 Implement costing strategies to fully value environmental assets.

Provides spreadsheet that includes appropriate costings for environmental assets. Describes the main concepts of environmental accounting.



Table (Continued)



Date evidence due

Outcome Com ments

4.1 Use and/or develop evaluation and monitoring, tools and technology.

Group exercise to develop appropriate evaluation and monitoring tools and technology.

4.2 Document and communicate outcomes to report on targets to key personnel and stakeholders.

Oral presentation or provision of written report effectively documenting and communicating outcomes.

4.3 Evaluate strategies and improvement plans.

Development of an evaluation plan to consider the success or otherwise of the implemented program.

4.4 Set new efficiency targets and investigate and apply new tools and strategies.

Uses evaluation results to effectively modify an existing program.

4.5 Promote successful strategies and reward participants where possible.

Effective communication with a range of stakeholders to celebrate success. Successful application of an awards/rewards program (based on stakeholder feedback)



I agree to the Evidence Plan and time line: Name: Signature:

Employer:

Mentor/ teacher:

Assessor:

Gaps in evidence/tasks requiring review:



Assessment

Assessment principles Assessment of the unit requires a process of collecting evidence and making judgments about whether an individual has achieved competency in the unit. To be competent, the learner needs to demonstrate that they can accomplish particular tasks to the standards expected in the workplace, as described by the unit of competency. The units of competency are the benchmarks for the assessment. To qualify for an accredited qualification, assessment needs must be conducted by, or on behalf of, a registered Training Organisation (RTO) and by a qualified assessor. For the example provided in Section 3, 40% of this unit involves integrated learning and assessment, with assessment evidence collected and feedback provided to the candidate at any time throughout the learning and assessment process. 60% of the assessment is based on individual completion of a workplace-based assignment. Assessment should be: • Reliable – assessment methods and procedures must ensure

that competency standards are applied consistently and that any assessor would judge competency in the same way on the given evidence.

• Flexible – assessment must allow flexibility in terms of how, when and where competency is attained.

• Fair – to be valid, assessors need to ensure sufficient relevant evidence must be collected to demonstrate competence in the unit.

Assessment activities may be group-based, self-paced or action learning based. The main project to be completed should be workplace-based wherever possible. Guide to using activities in the learning guide for assessment The Learner Guide has various examples of activities that can be used as the basis for learner discussion or for assessment purposes. These activities encourage the learner to think about the principles of sustainability and apply them to a particular situation that they have experience with. In this way, the activities require the learner to apply their own knowledge and research skills to a situation to determine a suitable outcome. Some of the activities have been designed to stimulate debate among learners so that they learn effective communication and negotiation skills which will assist them during their workplace implementation of environmentally sustainable work practices. The provided activities are suggestions and you can adapt these activities or prepare your own if you wish to tailor activities to a specific work place or industry type.



Section 4 - Session plans 21

Section 4 - Session plans

The following provides a sample session plan that could be used as a guide for delivery to a group of people in the workplace. These session plans should be modified if the training is to be provided in a simulated workplace. They should also be modified to suit the type of work and key responsibility areas of the participants. Table 4 - Example session plan

Total course hours (approximate.): 45 to 50 hours

Total face-to-face hours: 18 to 20 hours

DELIVERY STRATEGY:

Workshop 1 1 – 3.5 hours

Introduction to training

Learner requirements

Investigating – desktop and physical research (audits)

Tools for sustainability

Workshop 2 2 – 3.5 hours

Barriers and strategies

Setting targets

Developing an action plan (introduction)

Workshop 3 3 – 4 hours

Developing an action plan (follow-on)

Implementation strategies

Introduction to major workplace assessment task

Workshop 4 4 – 7 hours

Monitoring

Reporting to stakeholders (assessment task presentations)


22 Section 4 - Session plans

Session plan – workshop 1

Session objective To give participants the skills and knowledge to identify environmental sustainability issues and practices relating to their work practices. Learning outcomes At the end of the session participants will be able to: • identify environmental regulations applying to the enterprise • analyse procedures for assessing compliance with

environmental/sustainability regulations • collect information on environmental and resource efficiency systems

and procedures and provide to the work group where appropriate • collect, analyse and organise information from a range of sources

to provide information/advice and tools/resources for improvement opportunities.

• measure and document current resource usage of members of the work group

• analyse and document current purchasing strategies • analyse current work processes to assess information and data

to assist in identifying areas for improvement. Assessment method/s 1. Participation in discussions 2. Participation in class exercises/group work.




Table 5 - Workshop 1

Workshop 1 topics Method and content Duration (min.)

Introduction Opening Learning outcomes Structure (of course and session) Assessment requirements

30

Defining sustainability Provide basic definition – brief discussion Explore issues (global/local) – brainstorm table format: climate change, pollution/hazard, water, energy, waste, biodiversity/heritage, social responsibility Activity – impact examples for each issues (real life impact)

20

Defining and Identifying Business sustainability

Definitions/discussion Activity – business-related example for each issue listed in table Risk and opportunities – discuss Activity – business-related risks for each issue in table Activity – business-related opportunity for each issue in table Introduce and discuss “The Business Case”

40

Break – Viewing of various sustainability reports





Investigating – the audit process

Definition of an audit – discuss Group brainstorm – identifying: Compliance: Identifying laws, regulations (Fed, state, local) Guidelines: Identifying policy (external, company internal), procedures, best practice guidelines, compacts, covenants, agreements Resource usage: Activity – Brainstorm in groups what items come under resource usage and how you would audit/measure current state – feedback into table Units of measurement – Intro. to units of measurement – handout with units and simple conversions Activity – I.D. elements of services invoice (e.g., electricity) or waste bin audit Note other items in a sustainability audit (not covered by this course): CSR: Health and safety, employee wellbeing, sick leave, training, LTIs, male/ female/ CALD/ ATSI ratios, community support/liaison, transparency. Financials (TBL): Note on integrating TBL into a sustainability report (not in scope of this course)

60

Tools for sustainability How to find information for the audit process legislation guidelines resource usage Identifying usefulness and effectiveness

30

Closing Recap Content of next session

15

Workshop 1 completed





Session objective To give participants the skills and knowledge to communicate effectively with internal and external stakeholders to collect audit information and to set environmental sustainability improvement targets. Learning outcomes At the end of the session participants will be able to: • seek input from stakeholders, key personnel and specialists • access external sources of information and data as required • evaluate alternative solutions to workplace environmental issues • set efficiency targets. Assessment method/s 1. Participation in discussions 2. Participation in class exercises/group work.





Introduction Opening Learning outcomes Structure (of session) Assessment requirements Recap and discussion (brief) Practical use of session outcome

15

Stakeholder communication strategies

Communication barriers Misleading (non/deliberate) Strategies to overcome barriers Activity – barriers to communication – use of jargon and assumed knowledge

60

Setting improvement targets

Introduction to setting targets Methodology

30

Break

Setting improvement targets (cont.)

Activity 15

Introduction to Action Plans

Developing an action plan 60

Closing Recap Content of next session

30






Session objective To give participants the skills and knowledge to develop a detailed action plan, implement actions and monitor performance. Learning outcomes At the end of the session participants will be able to: • source and use appropriate techniques and tools to assist

in achieving targets • apply continuous improvement strategies to own work area of

responsibility including ideas and possible solutions to communicate to the work group and management

• implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities

• supervise and support team members to identify possible areas for improved practices and resource efficiency in work area

• seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate

• implement costing strategies to fully value environmental assets. Assessment method/s 1. participation in discussions 2. participation in class exercises/group work 3. selection of an appropriate 20-hour research project.





Introduction Opening Learning outcomes Structure (of session) Assessment requirements Recap and discussion (brief) Practical use of session outcome

15

Action plan – preparation

Recap previous day – discussion Detail elements of the action plan – examples Setting performance targets – how to/types Activity – Prelim. Action Plan – group work to develop elements - report to group to form ‘master table’.

45

Action plan implementation – Tools and communication strategies

Introduction to implementation strategies – costings, purchasing, management support, etc. Existing and emerging technologies Where to find help Checklists and templates Working with and influencing stakeholders Applying continuous improvement strategies

45

Monitoring Evaluating progress against performance targets Costing achievements Acknowledging achievements Investigating and applying new tools Leadership opportunities and networking.

30

Break (15)

Introduce assignment Action plan – discussion of assignment, content, possible topics, tools to use, assistance provided, contact details, timeframe.

90

Closing Recap Content and date of next session

15






Session objectives • To share action plan preparation and implementation experiences

based on the assignment provided to better identify barriers and opportunities in implementation and monitoring

• To give participants experience in presenting an environmental sustainability report in the workplace.

Learning outcomes At the end of the session participants will be able to: • use and/or develop evaluation and monitoring tools and technology • document and communicate outcomes to report on targets to key

personnel and stakeholders • evaluate strategies and improvement plans • set new efficiency targets and investigate and apply new tools

and strategies • promote successful strategies and reward participants

where possible. Assessment method/s 1. participation on discussions 2. participation in class exercises/group work 3. selection of an appropriate 20-hour research project.




Workshop 4 topics Methods Duration

(min.)

Introduction Opening Learning outcomes Structure (of session)

Assessment requirements Recap and discussion (brief) Practical use of session outcome

15

Presentations by learners 105

Break (15)

Video clip Inspiration/the business case in action – case study

15

Presentations by learners 75

Lunch (45)

Monitoring Discussion on ongoing monitoring of action plans and strategies to achieve continuous improvement

30

Presentations by learners

Break (15)

Presentations By learners 75

Closing Recap & closing 75




PowerPoint presentation sample 31

PowerPoint presentation sample

Section 5 is an example power point presentation that may be used to present the training. Please refer to a separate booklet “Implement and monitor environmentally sustainable work practices – PowerPoint presentation sample”, or download from the website http://www.sustainability.vic.gov.au/

Documents

Sust Vic Bus Serv Trainer Guide-10/media... · Acknowledgements Expert Reference Group 2007 Alan Daniel Curriculum Maintenance Manager – Business Industries Victoria, Chisholm Institute