CONTEXTUALISATION guide

Transcription

1 CONTEXTUALISATION guide water BSBSUS501A: Develop workplace policy and procedures for sustainability BSBSUS301A: Implement and monitor environmentally sustainable work practices BSBSUS201A: Participate in environmentally sustainable work practices

2 This Contextualisation Guide has been produced with assistance of funding provided by the Commonwealth Government. Developed by the Government and Community Safety Industry Skills Council. Government Skills Australia Level 11, 147 Pirie Street, Adelaide, South Australia, 5000 T F E info@governmentskills.com.au Contextualisation Guide GSA - Water v2 1 of 58

3 TABLE OF CONTENTS 1. ABOUT THIS GUIDE Target Audience Purpose of this Guide and Background SUSTAINABILITY Environmental Sustainability Social sustainability Economic sustainability Sustainability in business Environmental Sustainability in business Social Sustainability in business Economic Sustainability in business CONTEXTUALISATION Benefits of Contextualisation Organisation benefits Learner Benefits Registered Training Organisations benefits Preparing the Contextualisation Contextualise BSBSUS501A, BSBSUS301A and BSBSUS201A Incorporating sustainability skills into existing qualifications Understanding the context THE APPROACH ADOPTED IN THIS GUIDE Contextualise BSBSUS501A, BSBSUS301A & BSBSUS201A Integrate the learning outcomes of the sustainability units of competency into other units of competency Identifying similarities between sustainability units and other units of competency Incorporating sustainability skills into existing qualifications CONTEXTUALISE BSBSUS501A, BSBSUS301A and BSBSUS201A BSBSUS501A BSBSUS301A BSBSUS201A Integrate the learning outcomes of the sustainability units of competency Identifying similarities between sustainability units and other units of competency Contextualisation Guide GSA - Water v2 2 of 58

4 6.2 Incorporating sustainability skills into existing qualifications CASE STUDIES Waterproofing the South Stage 1 City of Onkaparinga (South Australia) Green Buildings Initiative - City of Onkaparinga (South Australia) Corporate Greenhouse Gas Emissions Inventory City of Onkaparinga (South Australia) City of Melbourne Council House 2 Our green building ESD Design Guide Office and Public Buildings Brush Farm Corrective Services Academy Correctional Services (NSW) NSW State Parole Authority (e-office Solution) REFERENCES AND RESOURCES Contextualisation Guide GSA - Water v2 3 of 58

5 1. ABOUT THIS GUIDE 1.1 Target Audience The target audience for this guide includes: Register Training Organisations Trainers and Assessors (including enterprise trainers and assessors) Developers of learning and assessment materials 1.2 Purpose of this Guide and Background The intent of this Guide is to: Provide advice and information that will support the Contextualisation of 3 units of competency which have been imported into the Water Industry Training Package. Namely: o o o BSBSUS501A Develop workplace policy and procedures for sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices BSBSUS201A Participate in environmentally sustainable work practices Provide advice and information as to how the skills and knowledge outlined in these units of competency can be embedded into other qualifications and/or units of competency Training and education now play a vital role in supporting industries and organisations as they seek to adopt more environmentally, socially and economically sustainable approaches. This Guide aims to support the contextualisation of these units of competency The National VET Sector Sustainability Policy and Action Plan ( ) was endorsed by the Ministerial Council for Vocational and Technical Education in The introduction to this plan states, The vocational education and training (VET) sector s central role is to support the development and maintenance of a productive national economy through the provision of a skilled workforce. The VET sector must identify emerging areas of skills demand and ensure the availability of relevant training product and delivery. The growing demand for skills to support the transition to an environmentally more sustainable economy is one such area. National VET Sector Sustainability Policy and Action Plan ( ) Action of this Plan states that sustainability skill elements and/or competencies should be incorporated into all training products (i.e. Training Packages and qualifications) and into relevant learning support materials that reflect the skills needed in a sustainable economy. By embedding sustainability skills into vocational education and training learners will gain valuable insight into the environmental, social and economic impacts of their work, their workplace and their industry sector. They will also develop the knowledge, skills and attitudes necessary to minimise negative impacts and maximise positive impacts. Contextualisation Guide GSA - Water v2 4 of 58

6 Similarly, industries and organisations will benefit by having employees, or access to potential employees, who have the necessary knowledge, skills and attitudes to assist with developing, implementing, monitoring and reporting on environmental, social and economic sustainability strategies and actions. Three specific Units of Competency have been developed within the Business Services Training Package to support sustainability. These are: BSBSUS501A Develop workplace policy and procedures for sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices BSBSUS201A Participate in environmentally sustainable work practices These units are now electives in a wide range of qualifications and have been imported into the Water Industry Training Package. Frequently accessed qualifications within the Water Industry sector include: BSB40807 Certificate IV in Frontline Management BSB51107 Diploma of Management NWP20107 Certificate II in Water Operations NWP30107 Certificate III in Water Operations NWP40107 Certificate IV in Water Operations NWP50107 Diploma of Water Operations These qualifications are specifically covered in this Contextualisation Guide. However, the same principles and approach to contextualisation can be applied to other qualifications utilised within the Water Industry. Contextualisation Guide GSA - Water v2 5 of 58

7 2. SUSTAINABILITY Climate change, ecological footprint, the protection and conservation of natural resources, social impacts and economic sustainability have been the focus of individuals, communities and Governments for many years. Industry and business also recognise the importance of environmental, social and economic sustainability. 2.1 Environmental Sustainability The National Strategy for Ecologically Sustainable Development defines ecological sustainability as using, conserving and enhancing the community's resources so that ecological processes, on which life depends, are maintained, and the total quality of life, now and in the future, can be increased. Environmental sustainability encompasses: Air Quality Greenhouse gas emissions from the burning of fossil fuels contribute to climate change. Whilst the extent and nature of this change is the subject of ongoing scientific and community debate, the changes are likely to result in direct health impacts and changing weather patterns. Water Quality Some of the concerns related to water quality include reduced environmental flows, pollution due to high nutrient levels, heavy metal contaminants and sewage treatment as well as ground water contamination. Decreases in the availability and quality of water will inevitably impact food production and quality of life. Natural Resource Management The use of non-renewable resources, or the consumption of renewable resources at rates faster than they can renew, also have long term environmental and economic consequences. Resources will become more expensive and competition for the available resources will increase. Waste Management The disposal of waste into landfill already presents challenges for many communities and, as the availability of suitable land diminishes, the cost of waste transportation increases. Toxic waste disposal is also becoming an increasing problem for many countries, communities, industries and businesses. Of particular concern are those materials which will continue to present hazards for many decades or centuries, and those which have the potential to pollute land and natural water supplies. Land and wildlife Soil erosion, chemical contamination, deforestation and the destruction of natural habitats will all have an impact on future land use and the diversity of fauna and flora. Deforestation also leads to reductions in carbon dioxide absorption and oxygen production. Noise Consideration of the impacts of noise on workers and local communities is also of increasing concern, both because of the potential health impacts and quality of life effects. Heritage Contextualisation Guide GSA - Water v2 6 of 58

8 The preservation of natural wilderness and natural heritage sites for the benefits of future generations is of increasing concern to all Australians. The retention and preservation of sites with cultural and historical significance is also receiving greater attention. 2.2 Social sustainability Socially sustainable communities are equitable, diverse, connected and democratic and provide a good quality of life. Whilst these aspects of sustainability are sometimes more difficult to describe, quantify and measure than environmental sustainability, common considerations include: Equity This relates to a community providing equitable opportunities, access and outcomes for all of its members, particularly the most vulnerable or marginalised members. Social and community participation This represents the ability for all members of a community to actively engage with each other and to establish a sense of connectedness with others in their community. This includes the businesses and organisations within that community. Active engagement also means fair and equitable access to resources, services and opportunities. Diversity This area considers the ability and willingness of all community members to value, encourage and promote diversity. Quality of life This relates to a community s capacity to ensure that members basic needs are met and foster a good quality of life for all members at the individual, group and community level (eg. health, housing, education, employment, safety) Democracy and governance This represents a community s ability and willingness to provide democratic processes and open and accountable governance structures and decision making. This includes having a say or input into what happens within that community. 2.3 Economic sustainability Economic sustainability is the ability to support a defined level of economic production indefinitely. This means development and production that meets the needs of the present but does not compromise the needs of future generations. It involves the use of various strategies to utilise existing resources optimally so that a responsible balance can be achieved over the long term. It is argued that economic sustainability is dependent on both environmental and social sustainability. 2.4 Sustainability in business John Elkington, a world authority on corporate responsibility and sustainable development, coined the phrase Triple Bottom Line. He argued that organisations should Contextualisation Guide GSA - Water v2 7 of 58

9 have three bottom lines against which they should measure their performance and ultimately report on. These are: Profit the traditional measure of financial performance. People the measure of social responsibility which an organisation can demonstrate. Planet the measure of environmental responsibility and sustainability. (John Elkington Cannibals With Forks: The Triple Bottom of 21 st Century Business, Capstone Press 1997) This thinking has been extended in recent years and is often described as: Economic Growth preserving economic capacity for future generations and universal access to resources, goods and services Social Equity - equal opportunity, in a safe and healthy environment Environmental Integrity the conservation of essential life-support ecosystems for our well-being and survival, and to maintain an adequate resource base for future generations Environmental Sustainability in business Organisations have many goals. Primary amongst these is the need to be productive and profitable. In Government and not for profit organisations the focus is not necessarily on profitability per se, rather the ability to maintain/increase services within resource limitations. For environmental sustainability to be successful it must therefore be cost effective. The business case for sustainability includes: Increased efficiency and productivity Reduced input costs with regard to raw materials, energy and water Reduced costs associated with waste management Reduced legal and financial liabilities associated with risks Increased customer loyalty, sales and market share Enhanced business and community profile Increased staff commitment. Sustainability thinking and action can be targeted at different levels within an organisation. At the highest level, it can be incorporated at the Strategic & Management level. This allows for improvements in sustainability across the whole organisation. It can be targeted at the level of Technology and Product Design. In this way improvements can be made in such areas as energy efficiency, product life-cycle management and innovative design. Lastly, it can be targeted at the Operational level, where day to day activities are conducted in more sustainable ways. Organisations are increasingly targeting their sustainable thinking and actions across all three of these levels (Figure 1). Contextualisation Guide GSA - Water v2 8 of 58

10 STRATEGIC & MANAGEMENT TECHNOLOGY & PRODUCT DESIGN OPERATIONAL Corporate Governance Product Innovation & Improvement Resource Efficiency Community Engagement Facilities Design & Management Process Improvement Compliance Product Life- Cycle Improvement Operational Risk Management Planning, Policies & Procedures Environment Management Systems Development Supply Chain Efficiency Organisational Risk Management Waste Management Measurement & Reporting Figure 1 Potential areas of focus for sustainability in organisations Social Sustainability in business Organisations are also focussing attention on the value of social sustainability. Many businesses are developing and implementing strategies to engage with their local community and to have that community engage with the business. This includes measures such as sourcing local supplies, supporting skill development in local labour markets and supporting community infrastructure and social capital development. Social sustainability also includes strategies to support employees seeking appropriate work life balance, healthy working conditions and an equitable return for effort Economic Sustainability in business Sustainability educator Michael Thomas Needham referred to Sustainable Development as the ability to meet the needs of the present while contributing to the future generations needs. Needham, M. T. (2011). A Psychological Approach to a Thriving Resilient Community. International Journal of Business, Humanities and Technology, vol. 1 no. 3. NY, USA.: CPI Economic sustainability is about preserving the value of organisations so that they can continue to operate for the long term. Organisations cannot prosper in unhealthy communities. Economic sustainability is ultimately linked to both environmental and social sustainability. Many organisations and businesses now regard an understanding of the relationship between economic, social and environmental sustainability as a vital prerequisite of sustainable development. This relationship has been described in many ways, such as that shown in Figure 2 below. Contextualisation Guide GSA - Water v2 9 of 58

11 SOCIAL SUSTAINABILITY A Liveable world A Fair World Sustainable Development ENVIRONMENTAL SUSTAINABILITY A Viable World ECONOMIC SUSTAINABILITY Figure 2 The relationship between Environmental, Social and Economic Sustainability (Adapted from Melbourne Sustainable Society Institute University of Melbourne) Contextualisation Guide GSA - Water v2 10 of 58

12 3. CONTEXTUALISATION Sustainability skills apply in almost every facet of life. They therefore apply to all industry sectors, businesses, organisations and work places. They also apply to all types of work and job roles. However, to be effective, they must be learned and understood within the context of specific industries, organisations, workplaces and job roles. Every industry sector has the capacity to respond in unique and innovative ways to sustainability. Therefore, the development of competencies should be equally industry focussed and contextualised. Contextualisation begins with developing an understanding of what the capacity is for the Water Industry sector to impact environmental, social and economic sustainability. Consideration needs to be given to the scope of sustainability that may apply broadly to sector and to the various enterprises and job roles within it. In this sense, scope of sustainability refers to both the breadth and depth of opportunities to act sustainably. Breadth of sustainability refers to capacity that the industry, an enterprise or a job role has to impact sustainability across environmental, social and economic sustainability. For example, a broad application of environmental sustainability may include initiatives which impact water quality, water use, air quality, energy efficiency, natural resource management, waste management and biodiversity protection. A narrower application of sustainability may only involve initiatives associated with energy efficiency and recycling. Depth of sustainability is the degree to which sustainability initiatives and opportunities contribute to fundamental change and long term benefit. For example, when considering waste management, fundamental change and very long term benefits may be achieved through re-engineering processes, thereby reducing waste to zero or near-zero levels. Initiatives focussed on recycling, whilst they are important; do not provide the same contribution to long term sustainability. 3.1 Benefits of Contextualisation The benefits of contextualisation are many and varied and apply equally to organisations, learners and Registered Training Organisations Organisation benefits Whilst there is a continuing demand for staff with specialist Green skills, the benefits of sustainable strategy, operations, monitoring and reporting can only be fully realised when all staff have the requisite skills and knowledge to actively participate in, and contribute to sustainability initiatives. Contextualisation means that the knowledge and skills required have been developed with specific reference to the unique requirements, circumstances and challenges of the Water Industry sector Learner Benefits Organisations are looking for staff who possess the knowledge and skills to actively participate in sustainability, whether at a management or operational level. Through contextualisation these skills and knowledge are developed within a specific industry and/or organisation context, but in a way that does not diminish their portability. Contextualisation Guide GSA - Water v2 11 of 58

13 3.1.3 Registered Training Organisations benefits The ability of RTOs to offer their clients (learners and organisations) highly relevant training and assessment is crucial. This includes the ability to successfully contextualise training and assessment without compromising the integrity of selected units of competency and qualifications. This Guide will assist RTOs, trainers, assessors and resource developers in the Water Industry to contextualise BSBSUS501A, BSBSUS301A and BSBSUS201A and thereby demonstrate their commitment to the Education for Sustainability strategy. 3.2 Preparing the Contextualisation In preparing to contextualise a unit of competency it is important to understand that a key requirement is that the unit of competency not be diminished in any way. The National Quality Council Training Package Development Handbook states that: Contextualisation can only involve providing additional information to the range statement and evidence guide, and such changes must not diminish the competency s breadth, reduce its portability, or limit its use. This applies to both the contextualisation of the specific sustainability units of competency (BSBSUS501A, BSBSUS301A and BSBSUS201A) and to the incorporation of sustainability into other units of competency. There are fundamentally two ways to develop sustainability skills and knowledge in learning and assessment. Firstly, the relevant sustainability unit of competency can be appropriately packaged into a qualification or delivered as a standalone unit. Secondly, sustainability skills and knowledge can be incorporated into other units of competency. In both case contextualisation will be required to ensure relevance to organisations and learners Contextualise BSBSUS501A, BSBSUS301A and BSBSUS201A For BSBSUS501A (Develop workplace policy and procedures for sustainability), the Unit Application requirements include the statement, The context of the unit applies to all sectors of the business industry: it may be applied to all sections of an organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors. For BSBSUS301A (Implement and monitor environmentally sustainable work practices) the Unit Application requirements includes the statement A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation. Evidence must be strictly relevant to the particular workplace role. For BSBSUS201A (Participate in environmentally sustainable work practices) the Unit Application requirements includes the statement This unit applies to operators/team Contextualisation Guide GSA - Water v2 12 of 58

14 members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner Incorporating sustainability skills into existing qualifications This involves identifying other units of competency within qualifications which can incorporate sustainability knowledge and skills. This includes providing additional information to the range statement and evidence guide for that unit of competency without diminishing the breadth of the competency or reducing its portability Understanding the context In preparing to contextualise a unit of competency it is essential that the following questions be considered. What aspects of sustainability are most commonly focused on within the Water Industry? What specific initiatives, experiences and opportunities exist within the Water Industry to support the development, implementation, monitoring and reporting of sustainability? How can sustainability learning and assessment activities be developed with specific reference to the Water Industry and to the specific job roles within the sector? Who will be participating in the learning and assessment? At what level is the learning? What is being studied? What specific legislative requirements and/or codes of practice exist within the Water Industry which must be understood and applied by learners? Answers to these questions will build a picture of the appropriate context within which learning and assessment is to be delivered. It is not the intention of this Guide to provide answers to these questions: rather to encourage appropriate exploration of the context into which training and assessment is being provided. A brief outline of the purpose of each question follows: What aspects of sustainability are most commonly focused on within the Water Industry? This will help to identify whether sustainability is broadly applied, or specifically targets those areas likely to achieve the most impact. For example, is it energy efficiency, carbon emissions, water usage and quality, resource usage, waste management, biodiversity management etc. This question should also consider whether sustainability is applied across the whole service/product lifecycle or supply chain, or whether it is targeted at specific stages (eg design & technology, procurement, transportation & logistics, end-of-product-life management etc). This will also help to identify requisite knowledge and skills. In addition to environmental sustainability, is there scope to also focus on social sustainability and corporate social responsibility? Contextualisation Guide GSA - Water v2 13 of 58

15 What specific initiatives, experiences and opportunities exist within the Water Industry to support the development, implementation, monitoring and reporting of sustainability? This will help to identify specific strategies and initiatives that already exist within the sector, and which could therefore be referred to. How can sustainability learning and assessment activities be developed with specific reference to the Water Industry and to the specific job roles within the sector? This will help to focus attention on the specific, and sometimes unique, opportunities that exist within the Water Industry to impact sustainability and therefore indicate the requisite knowledge and skills. Who will be participating in the learning and assessment? This question will identify whether the training and assessment will be delivered to learners who are in operational roles, leadership roles, management roles or in executive roles. It should also consider whether learners are in specialist positions. This will allow for consideration of the nature of, and need for, sustainable work practices and how they might be applied within areas of specialisation. At what level is the learning? Depending on the level of study being undertaken, the learning and assessment must be targeted at an appropriate level. The Australian Qualifications Framework sets out the Learning Outcomes Descriptors at each of the AQF levels. Within these Descriptors are Statements of Purpose for each level. These include: Qualification Type AQF Level Learning Outcomes Descriptor - Purpose Certificate II 2 Graduates at this level will have knowledge and skills in a defined context and/or further learning. Certificate III 3 Graduates at this level will have theoretical and practical knowledge and skills for work and/or further learning. Certificate IV 4 Graduates at this level will have theoretical knowledge and skills for specialised and/or skilled work and/or further learning. Diploma 5 Graduates at this level will have specialised knowledge and skills for skilled and/or paraprofessional work and/or further learning. Advanced Diploma 6 Graduates of this level will have broad knowledge and skills for paraprofessional/highly skilled work and/or further learning. Source Contextualisation Guide GSA - Water v2 14 of 58

16 These Learning Outcomes Descriptors should inform the level and depth of learning and application of sustainability knowledge and skills. What is being studied? The nature of the learning and assessment being undertaken will influence what sustainability skills and knowledge are most appropriate to apply, and how they will be assessed. What specific legislative requirements and/or codes of practice exist within the Water Industry which must be understood and applied by learners? Again, this will indicate the necessary knowledge and skills required. Contextualisation Guide GSA - Water v2 15 of 58

17 4. THE APPROACH ADOPTED IN THIS GUIDE As previously outlined, this guide proposes that sustainability skills and knowledge can be developed in two ways. Firstly, the relevant sustainability unit of competency can be appropriately packaged into a qualification or delivered as a standalone unit. Secondly, sustainability skills and knowledge can be incorporated into other units of competency. In both cases contextualisation will be required to ensure relevance to organisations and learners. This Guide provides information to support both approaches. The benefits and disadvantages of each approach include: Contextualising the specific sustainability units of competency. Integrating the sustainability learning outcomes into other units of competency, where appropriate. Advantages Allows for a specific focus on sustainability. May help to emphasise and demonstrate the importance of sustainability. Can be delivered as a standalone unit of competency, independent of any qualification. Can subsequently be utilised as an elective unit (through credit transfer) in a range of qualifications, subject to packaging rules. Helps to embed sustainability across a range of organisational activities and a range of levels. Does not require additional units of competency to be delivered, nor for other more desirable units to be replaced. Disadvantages Capacity to add an additional unit of competency within qualifications make be limited. Inclusion of the unit of competency may come at the expense of other, more desirable units. May be viewed as an addon by organisations and learners, and therefore may compromise the fundamental embedding of sustainability in all organisation activities, and at all levels. May not lead to the awarding of a statement of attainment for the respective sustainability unit due to not being able to meet ALL of the unit s requirements. 4.1 Contextualise BSBSUS501A, BSBSUS301A & BSBSUS201A This section provides advice as to what questions could be considered, and what information could be sought, to support appropriate contextualisation. The Elements and Performance Criteria, Critical Aspects for Assessment & Evidence and the Range Statement for each of the three sustainability units of competency are considered in Tables 1 9. Table 1 BSBSUS501A Elements and Performance Criteria Contextualisation Guide GSA - Water v2 16 of 58

18 The left hand column lists the Elements and Performance Criterion for the Unit of Competency. The right hand column lists some suggestions that could be considered, and key questions that could be asked, to support effective and appropriate contextualisation of the unit. Table 2 BSBSUS501A Critical Aspects for Assessment & Evidence The left hand column outlines information from the Unit of Competency Evidence Guide. It details information listed under Evidence of the following is essential section. The right hand column encourages identification and consideration of the types of evidence that may routinely be available within the Water Industry sector. The information in this table does NOT cover (nor intend to cover) all aspects of the evidence requirements for this unit. The Unit of Competency Evidence Guide must be read in conjunction with this Contextualisation Guide. Table 3 BSBSUS501A Range Statement The left hand column lists the key range statement items outlined in the Unit of Competency. The right hand column provides some suggestions and areas for exploration which should be considered within the Water Industry sector. Some items from the Unit Range Statement are repeated in this column. The information in this table does NOT cover (nor intend to cover) all aspects of the Range Statement for this unit. The Unit of Competency Range Statement must be read in conjunction with this Contextualisation Guide. Tables 4, 5 and 6 BSBSUS301A These tables are structured the same way as tables 1, 2 and 3. They contain comparable information, suggestions and questions but in relation to BSBSUS301A. Tables 7, 8 and 9 BSBSUS201A These tables are structured the same way as tables 1, 2 and 3. They contain comparable information, suggestions and questions but in relation to BSBSU2301A. 4.2 Integrate the learning outcomes of the sustainability units of competency into other units of competency Selecting a specific unit of competency related to sustainability as an elective may not be the preferred option for some organisations within the Water Industry sector. Whilst these units are available as electives in a number of qualifications routinely utilised within sector, their selection will be influenced by an organisation s capacity to accommodate them. In some circumstances it would mean undertaking an additional unit of competency, over and above what is required by an organisation. In other circumstances the sustainability unit could be included as an elective but only if it replaced another elective unit. This may also not be the preferred option for some organisations. In these circumstances it may be beneficial to incorporate the sustainability learning outcomes and assessment into other units, where appropriate. Contextualisation Guide GSA - Water v2 17 of 58

19 4.2.1 Identifying similarities between sustainability units and other units of competency The Guidance information for assessment for each sustainability unit recommends holistic assessment of the respective units with other units relevant to the industry sector, workplace and job role. It outlines a number of examples of units that this could readily apply to. Many of these units are also routinely utilised within the Water Industry sector. They include: BSBSUS501A BSBINN502A Build and sustain an innovative work environment BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan BSBRSK501A Manage risk. BSBSUS301A BSBINN301A Promote innovation in a team environment BSBLED401A Develop teams and individuals BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement BSBRSK401A Identify risk and apply risk management processes. BSBSUS201A BSBINN201A Contribute to workplace innovation BSBWOR202A Organise and complete daily work activities. A comparison between some the units of competency routinely utilised by the Water Industry and the sustainability units of competency are outlined in Table 10. Table 10 Comparison of sustainability units of competency and some units of competency routinely utilised within the Water Industry sector. The left hand column details the sustainability Units of Competency and the associated Elements. The centre column outlines some of the units of competency currently utilised within the sector. The right hand column outlines Elements within those Units which have significant similarities to the sustainability Elements in the left hand column. The information provided in this table is a guide only. RTOs, trainers, assessors and resource developers are responsible for ensuring that all the Elements and Performance Criteria for each respective unit are appropriately accommodated Incorporating sustainability skills into existing qualifications This option involves identifying some units of competency within selected qualifications utilised within the Water Industry sector, and which could incorporate sustainability Contextualisation Guide GSA - Water v2 18 of 58

20 knowledge and skills. The qualifications and units chosen are based on the prevalence of use within the sector AND the ease with which sustainability could be incorporated and embedded. This approach must only involve the provision of additional information to the range statement and evidence guide for that unit of competency and must not diminish the breadth of the competency or reduce its portability. Tables 11, 12 13, 14, 15 and 16 contain information regarding 6 qualifications which are frequently utilised within the <sector>. Table 11 - BSB51107 Diploma of Management Table 12 BSB Certificate IV in Frontline Management Table 13 - NWP Certificate II in Water Operations Table 14 - NWP Certificate III in Water Operations Table 15 - NWP Certificate IV in Water Operations Table 16 - NWP Diploma of Water Operations In each of these tables the left hand column lists a small selection of the Core Units of Competency for that qualification. The right hand column provides some suggestions as to how sustainability could be incorporated into that unit of competency, and poses some questions for further exploration. Contextualisation Guide GSA - Water v2 19 of 58

21 5. CONTEXTUALISE BSBSUS501A, BSBSUS301A and BSBSUS201A 5.1 BSBSUS501A Table 1 - Elements and Performance Criteria BBSBSUS501A Develop workplace policy and procedures for sustainability Element / Performance Criteria Contextualisation suggestions and key questions (The information listed in this column must be considered in conjunction with the Range Statement for this unit in order to comprehensively address all the unit requirements) 1. Develop workplace sustainability policy Consider strategic and operational initiatives. Integrate sustainability policy with other organisational policies 1.1 Define scope of sustainability policy Identify the breadth of sustainability to be employed in the organisation. Strategic, operational, project level. Incorporate all organisation functions engineering & design, service delivery, marketing & communications, assets and infrastructure, waste management, human resources management, financial management. Identify sustainability focus environment and social/communities. Identify key drivers of sustainability efficiency, productivity, reputation, resource preservation, OH&S, risk management etc. Identify relevant laws, regulations or best practice that apply international, national, state and regional Consider whether the aim is compliance or whether organisations are focusing on best practice through additional voluntary initiatives (within limits of level of responsibility and job role) Identify the benefits of sustainability 1.2 Gather information from a range of sources Identify relevant Standards & Regulations which apply within the Water sector and Contextualisation Guide GSA - Water v2 20 of 58

22 to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches more broadly to all organisations (refer Section 8 - Resources) Carbon pricing and associated regulations Voluntary Codes of Practice Existing policies within the organisation or sector Case Studies (Refer Section 7) Specialist staff and external subject matter experts Access resources to support information gathering (Refer Section 8 - Resources) such as carbon management planning, ecological footprint, energy efficient technologies, Triple Bottom Line reporting, fact sheets, guides, Government initiatives and incentives, etc Technical and subject matter experts and specialists (internal and external to the organisation) Formal consultative bodies, reference groups (internal and external to the organisation) and Resource Management Boards Lobby groups, environmental organisations and wider community representatives Industry sector associations Customers and/or service users Suppliers / Contractors Consider strategies related to specific sustainability initiatives and the strategies to promote and raise awareness of those initiatives and to train staff Energy efficiency 5Rs reduce, reuse, replace, recycle & reinvent. Reference particular materials and chemicals routinely utilised. Supply chain sustainability for own services/products and for those being acquired Source of inputs Technology initiatives & automated systems Contextualisation Guide GSA - Water v2 21 of 58

23 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation's commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation Engineering & Design Process re-engineering Analysis of options and alternatives with regard to capital outlay, cost/benefit, Internal Rate of Return (IRR), payback periods etc. Include implications of carbon pricing if appropriate Integrated policy with other key strategic initiatives Analysis of options and alternatives with regard to capital outlay, cost/benefit, Internal Rate of Return (IRR), payback periods etc. Include implications of carbon pricing if appropriate Implications for marketing/promotion and enhancement of reputation Consider implications of the do nothing option Method of implementation consistent with chosen strategy. Consistent with legal requirements, industry codes of practice, licensing provisions Guard against green-washing making sustainability claims which cannot be justified or demonstrated 2. Communicate workplace sustainability policy The same general requirements, skills, knowledge are required to communicate ANY organisational policy 2.1 Promote workplace sustainability policy, including its expected outcome to key stakeholders 2.2 Inform those involved in implementing the policy as to outcomes expected, activities to be undertaken and responsibilities assigned Consider inclusion of metrics to promote chosen strategy such as: dollar savings, carbon reduction, percentage decrease in energy use, volume of water used/captured/recycled, social capital improvements, waste reduction percentage/weight/volume waste to landfill measures Reference items in 2.1 above re expected outcomes. Responsibilities assigned to subject matter experts Contextualisation Guide GSA - Water v2 22 of 58

24 3. Implement workplace sustainability policy The same general requirements, skills, knowledge are required to implement ANY organisational policy 3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility to use recording systems for tracking continuous improvements in sustainability approaches 4. Review workplace sustainability policy implementation 4.1 Document outcomes and provide feedback to key personnel and stakeholders Capture and record appropriate information (reference 2.1 above) as evidence or for future comparisons or benchmarking. Measure performance (reference 2.1 above) and develop/implement strategies for improvements (eg energy efficiency, water use, waste management, reduced emissions, carbon management, maintenance of biodiversity, etc) Identify and access specialist tools/systems which capture, measure and track relevant data and information. Establish and apply procedures associated with any relevant proprietary or in-house Quality Management Systems. Identify and access specialist tools/systems which analyse and report relevant sustainability data and information Identify which key personnel and stakeholders (internal and external) require feedback 4.2 Investigate successes or otherwise of policy Review information (reference 2.1, 3.3 & 4.1 above) 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.3 Modify policy and or procedures as required to ensure improvements are made Identify changes in relevant sustainability initiatives (eg energy consumption, GHG emissions, waste management, community engagement and profile), and analyse reasons for success, or lack of success Benchmark across sector from available information and case studies Track performance over time (reference 2.1 above). Consider short and long term trends in such areas as energy use, reduction in waste, cost savings, media and community profile etc. Reference Element 1. Contextualisation Guide GSA - Water v2 23 of 58

25 Table 2 BSBSUS501A Critical Aspects for Assessment & Evidence BSBSUS501A Critical Evidence Identifying the range and types of evidence routinely available within the Water Sector (The information listed in this column must be considered in conjunction with the Evidence Guide for this unit in order to comprehensively address all the unit evidence requirements) candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements Identify the range of sustainability policies that are prevalent within the Water Sector (eg policies associated with decreasing energy consumption, reducing GHG emissions, impacts on natural environment and biodiversity, local community engagement, etc)r Identify other organisational policies within specialisation areas which routinely incorporate sustainability initiatives, such as: Procurement, quality management, human resource management, finance, IT & T, health & safety, marketing, supply chain management, contract management, project management, risk management, stakeholder engagement, asset management, industrial relations, environmental management, etc implementation strategy, as part of the policy, that has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators Implementation strategy relates to the specific sustainability policies as identified above Include the development of improvement indicators (eg targets for the reduction in energy use, water use, GHG emissions, levels of local community support, staff satisfaction etc) communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders identify and evidence prevalent stakeholder engagement initiatives within the Water Sector stakeholder communication includes an outline of the benefits of sustainability broadly, and the specific benefits routinely identified and promoted within the Water Sector developing and monitoring policies for analysing data on enterprise resource identify data related to specific sustainability policies and initiatives within the sector Contextualisation Guide GSA - Water v2 24 of 58

26 consumption identify the types of resources used/consumed within Correctional Services to which this evidence could apply using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information identify specialist tools/systems which capture, measure and track relevant sustainability data and information (eg energy and water use metering, staff surveys, media monitoring, etc) reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time. identify specific Water Industry benchmarks (if any) related to areas of sustainability previously identified. Consider both national and international benchmarking Table 3 BSBSUS501A Range Statement BSBSUS501A - Range Statement Allows for the Unit to be applied within the unique context of Correctional Services and within workplace or job role limitations (The information listed in this column must be considered in conjunction with the full Range Statement for this unit in order to comprehensively address all the unit requirements.) Scope of workplace sustainability policy may include: Referring to or considering the relevant guidelines, laws & codes of practice applicable in the Water Sector ecological foot printing Energy Efficiency Opportunities Bill 2005 green office program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses Contextualisation Guide GSA - Water v2 25 of 58

27 Sources (of information / requirements) may include: sustainability covenants/compacts triple bottom line reporting integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually application of sustainability across all divisions of an organisation (management & administration, engineering, operations, public affairs, finance etc) application of sustainability at all levels of an organisation (eg executive management and whole of organisation, individual site/facility specific, work unit specific etc) Organisational Strategies Organisational policies, programs and procedures Applicable standards and regulations Industry specific case studies or more broadly applicable case studies, as appropriate Refer to Section 8 - Resources Stakeholders may include: Directors / Executives Subject Matter Experts including specialist health & safety staff, environmental management specialists, community engagement specialists, economic and accounting specialists, etc Water Industry associations Local Government Federal and State Government Agencies Statutory and Regulatory Boards and Authorities Community (including special interest groups such as conservation and heritage group) Contextualisation Guide GSA - Water v2 26 of 58