- MSACMT671A - Develop and manage sustainable environmental practices
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSACMT671A Mapping and Delivery Guide
Develop and manage sustainable environmental practices
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | MSACMT671A - Develop and manage sustainable environmental practices |
|---|---|---|---|
| Description | This unit covers the knowledge and skills needed to identify opportunities for and make improvements in sustainable environmental practices in production, maintenance and logistics. Areas covered include efficient use of raw materials, management of waste, electricity conservation, heat conservation and management, water management, environment protection and environment obligations of enterprises. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This is the highest level sustainable environmental practices unit in the CM. In a typical scenario, there is a need to reduce waste in the value chain. Part of this is the cost of environmental resources to the process. Some of this is necessary waste but a large part of environmental resource use may be unnecessary waste and so should be totally eliminated. In order to make these savings, there is a need to analyse environmental resource use and cost in all its forms and then develop and implement plans for the more efficient use of energy. This unit primarily requires the application of communication and problem solving skills associated with collecting and analysing information. An ability to analyse resource use of technology or processes will be applied. Initiative and enterprise, and planning and organising are also required to develop plans for efficient resource use. This unit also requires aspects of self management and learning to ensure feedback and new learning is integrated into the development of processes. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Analyse resource use |
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| Element: Develop resource conservation plans |
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| Element: Investigate alternative sources of resource |
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| Element: Develop plans for more efficient resource use |
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| Element: Implement selected plans |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the assessment guidelines for this training package. | |
Overview of assessment requirements | The person will be able to analyse the resource use of any/all part/s of the process and determine if there are more efficient/cheaper ways of achieving the same result. |
What are the specific resource requirements for this unit? | Access to an organisation seeking to improve its resource usage. |
In what context should assessment occur? | Assessment needs to be conducted in an organisation where resource use is a significant cost component. |
Are there any other units which could or should be assessed with this unit or which relate directly to this unit? | This unit is related to: MSACMT271A Use sustainable environmental practices - which covers the individual application level, and MSACMT670A Develop and manage sustainable energy practices - which covers energy specific aspects. |
What method of assessment should apply? | Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment. |
What evidence is required for demonstration of consistent performance? | If evidence is from a major project to improve resource efficiency, then it may provide sufficient evidence. If evidence is from a number of minor improvements to resource use then a range of such improvements will be needed to provide sufficient evidence. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills | |
analysis mathematics communication problem solving data gathering. planning and organising | |
Required knowledge | |
the '3Rs' - reduce, re-use, recycle regulatory/licensing requirements types and sources of resources methods of analysing resource efficiency for different resources alternative resources/alternative ways of achieving the same function principles of resource efficiency relevant regulatory/legislative requirements process needs for resources | |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Resources | Resources includes all raw materials and components as well as cooling water, process water, cleaning water, fuels, lubricants and other materials used in/required by the process. |
Waste | Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Within manufacturing, categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items. Waste for this unit may include activities which do not yield any benefit to the organisation or any benefit to the organisations customers. |
Necessary waste | Necessary waste is any activity or cost which does not contribute directly to customer benefit/feature in the product, and which cannot be avoided (e.g. regulatory compliance and fixed costs). Necessary waste cannot be eliminated but should be managed. |
Unnecessary waste | Unnecessary waste is any activity or cost which does not contribute directly to customer benefit/features in the product and can be avoided. Unnecessary waste should be eliminated as quickly as practical. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify all resource consuming processes | |||
| Determine quantity and nature of resource consumed | |||
| Analyse resource flow through different parts of the process | |||
| Determine the efficiency of use/conversion of resources | |||
| Determine causes of low efficiency of use | |||
| Develop plans for increasing the efficiency of resource use | |||
| Check resource use plans comply with regulations/licensing requirements | |||
| Determine benefit/cost of plans | |||
| Determine the function of the resource used | |||
| Develop a specification for function | |||
| Identify a range of sources for meeting that function | |||
| Determine benefit/cost for alternative resource sources | |||
| Compare benefit/costs for different alternatives developed | |||
| Rank proposals based on benefit/cost compare to limited resources | |||
| Check proposals meet regulatory requirements | |||
| Recommend proposals for improving resource efficiency | |||
| Liaise with relevant people to implement resource efficiency plans | |||
| Follow through to ensure implementation occurs | |||
| Monitor implementation and make adjustments as required | |||
| Check new resource usage to ensure improvements have occurred |
Forms
Assessment Cover Sheet
MSACMT671A - Develop and manage sustainable environmental practices
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MSACMT671A - Develop and manage sustainable environmental practices
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: