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Evidence Guide: ICTSUS8238A - Conduct and manage a life cycle assessment for sustainability

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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ICTSUS8238A - Conduct and manage a life cycle assessment for sustainability

What evidence can you provide to prove your understanding of each of the following citeria?

Define and scope project goal

  1. Access appropriate sources of information relevant to the LCA project
  2. Define the goal of the project
  3. Specify information needed to inform decision-makers
  4. Determine required level of specificity
  5. Determine data organisation and display of results
  6. Define scope of the study
  7. Determine ground rules for performing the work
Access appropriate sources of information relevant to the LCA project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the goal of the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify information needed to inform decision-makers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine required level of specificity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine data organisation and display of results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define scope of the study

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine ground rules for performing the work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a life cycle inventory (LCI)

  1. Generate a life cycle flow diagram
  2. Develop a data collection plan for the LCI
  3. Collect the actual data
  4. Evaluate and document the LCI results
Generate a life cycle flow diagram

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a data collection plan for the LCI

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect the actual data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and document the LCI results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a life cycle impact assessment (LCIA)

  1. Select and define impact categories
  2. Classify LCI results to the impact categories
  3. Model LCI impacts within impact categories using science-based conversion factors
  4. Normalise potential impacts in ways that can be compared
  5. Assign impact categories by grouping into one or more sets to facilitate the interpretation of the results
  6. Assign weighting factors to emphasise the most important potential impacts
Select and define impact categories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Classify LCI results to the impact categories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model LCI impacts within impact categories using science-based conversion factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Normalise potential impacts in ways that can be compared

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assign impact categories by grouping into one or more sets to facilitate the interpretation of the results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assign weighting factors to emphasise the most important potential impacts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret and evaluate results from the LCI and the LCIA and communicate them

  1. Identify the significant issues based on the LCI and the LCIA
  2. Evaluate completeness check, consistency check and sensitivity check
  3. Make recommendations for improving the product, process or service life cycle
Identify the significant issues based on the LCI and the LCIA

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate completeness check, consistency check and sensitivity check

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make recommendations for improving the product, process or service life cycle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report results of the LCA study

  1. Document the results of the LCA study
  2. Finalise the report with a conclusion and make recommendations as a result of the LCA study
Document the results of the LCA study

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise the report with a conclusion and make recommendations as a result of the LCA study

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the ability to:

undertake a LCA for sustainability

undertake scoping and definition of goals of a LCA for sustainability

produce a LCI using relevant software and data collection strategies

use life cycle assessment and other software for researching and interpreting charts, flowcharts, graphs and other visual data and information

evaluate LCI and LCIA results, using completeness, consistency and sensitivity checks

make recommendations based on the results of the LCA study.

Context of and specific resources for assessment

Assessment must ensure:

sites on which planning, design and integration of sustainability may be carried out

relevant legislation, standards, guidelines, reports and equipment specifications and drawings

a range of workplace documentation and personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities).

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

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

review of projects relating to conducting applied research conducted by the candidate

direct observation of candidate applying research skills

oral or written questioning to assess knowledge of applied research.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICTSUS8237A Lead applied research in ICT sustainability.

Aboriginal people and other people from a non-English speaking background may have second language issues.

Access must be provided to appropriate learning and assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the oral communication skill level, and language and literacy capacity of the candidate and the work being performed.

In all cases where practical assessment is used it will be combined with targeted questioning to assess required knowledge. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency.

Where applicable, physical resources should include equipment modified for people with special needs.

Required Skills and Knowledge

Required skills

analytical skills to compare and evaluate effective technical solutions involving life cycle aspects of sustainability, and to critically evaluate data quality

communication skills to:

prepare a press release regarding the level of achievement of sustainability benchmarks, environmental targets and performance highlights

liaise with customers to outline the resulting sustainability benefits

adjust communication to suit different audiences

respond effectively to diversity

work as a member of a team

consult on and validate policy

literacy skills to:

evaluate complex and formal documents such as policy and legislation

interpret technical specifications and related sustainability documentation

document technical requirements and procedures

prepare written reports requiring precise expression, language and structures suited to the intended audience

numeracy skills to:

determine workforce requirements

analyse and confirm capacity requirements

calculate budget requirements and limitations

perform calculations related to LCA

estimate carbon dioxide (CO2) emissions

planning and organisational skills to:

set out project requirements and priorities

make site access and equipment delivery arrangements

arrange relevant documentation and approvals

problem solving skills to account for unexpected variations to requirements, and to effectively manage different points of view and dissenting stakeholders

research skills to:

research and present information

examine statistical databases

gain and maintain relevant and current technical product knowledge

technical skills to utilise life cycle assessment software

project management skills to undertake or manage a complex LCA project

Required knowledge

best practice approaches relevant to own work area

environmental and sustainability legislation, regulations and codes of practice applicable to industry and organisation

equal employment opportunity, equity and diversity principles and occupational health and safety (OHS) implications of policy being developed

policy development processes and practices

principles, practices and available tools and techniques of sustainability management relevant to the telecommunications industry

quality assurance systems relevant to own organisation

relevant industry competency

relevant organisational polices, procedures and protocols

relevant systems and procedures to aid in the achievement of workplace sustainability

ICT power consumption calculations

power consumption and energy audit methodology

CO2 emissions estimation

environmental impacts of products, processes, systems and services

Range Statement

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.

Appropriate sources of information may include:

AS/NZS 3598:2000

BS EN 16001:2009

Dow Jones Sustainability Index (DJSI)

International standards for environmental management - Life cycle assessment

AS/NZS ISO 14040:1998

AS/NZS ISO 14041:1999

AS/NZS ISO 14042:2001

AS/NZS ISO 14043:2001

AS/NZS ISO 14048:2003

United States Environmental Protection Agency (EPA) - Life Cycle Assessment: Principles and Practice EPA/600/R-06/060 May 2006.

Goal may include:

establishing baseline information for a process

guiding new product development to reduction of resources and emissions

identifying gaps in data

providing information on trade-offs of alternative processes, products and materials

ranking relative contribution of individual processes

selecting best product, process or service with least effect on human health and the environment

supporting product certification.

Information may include:

changes to be made to reduce specific environmental impacts

impacts relevant to stakeholders and interested parties

products or processes which cause the least environmental impact

technologies or processes which cause least detrimental impact:

smog

acid rain

particulates

aquatic pollution.

Specificity may relate to:

enterprise-specific versus generic products

internal enterprise use or public purposes

product-specific data versus generic data

product-specific versus generic study.

Data organisation may include:

equivalent use as the basis for comparison

a functional unit that appropriately describes the function of the product or process being studied

volume or weight as the basis for comparison.

Scope of the study may include:

manufacturing

materials manufacture

packaging and distribution

product fabrication

raw materials acquisition

recycling and waste management

use, re-use and maintenance

variants:

cradle-to-grave

cradle-to-gate

economic input-output life cycle assessment (EIOLCA)

gate-to-gate

well-to-wheel.

Ground rules may include:

define the systems analysed

documenting assumptions or decisions made throughout the project

methodology used

quality assurance procedures:

available time and level of resources

internal review

external review

formal review process

reporting requirements

setting of boundaries

software used for modelling:

EcoLab

GaBi Software

SimaPro

stating the basis for comparison.

Flow diagram may include:

all alternatives under consideration:

baseline system

alternative systems

boundaries

mapping inputs and outputs (material and energy) to a process or system

subsystems.

Data collection plan may include

defining the data quality goals

developing a data collection worksheet or spreadsheet:

data collection procedures

data quality measures

geographic scope

presentation of results

purpose of the inventory

system boundaries

types of data used

identifying data sources and types:

equipment and process specifications

equipment logs

journals

laboratory test results

meter readings from equipment

identifying data types:

measured

modelled

non-LCI data (data not intended for use in LCI)

non-site specific

sampled

vendor data

identifying data quality indicators:

completeness

consistency

precision.

Collect the actual data may include:

atmospheric emissions

conversion of fuel units into energy units

co-product allocation

data categories:

CO2 emissions

reporting emissions required by regulatory agencies

reporting of all emissions

direct contact with experts

efficiency of transportation mode:

conversion of tonne-kilometres into fuel units

litres (gallons) of diesel fuel

emissions generated from combustion of the fuels

energy input data

energy sources

illegal waste disposal included if data is available

industrial scrap

ISO 14041:6.5.3 (2004) allocation procedure

obtain non-specific inventory data

products

purchase LCI data

research

specific data versus composite data

site visits

solid wastes

transportation data:

conversion to ton-miles or tonne-kilometres

distance shipped

weight of shipment

waterborne wastes.

Evaluate and document may include:

air emissions

data parameter groups within a category

data parameters within a group:

carbon dioxide (CO2)

chlorine (Cl)

sulphur dioxide (SO2)

define boundaries set

define systems analysed

describing the methodology used in analysis

presentation of information:

graphical format

tabular format

water borne waste solid wastes.

Impact categories may include:

acidification

aquatic toxicity

global warming

resource depletion

stratospheric ozone depletion

terrestrial toxicity.

Classify LCI results may include:

assigning LCI results to impact categories:

CO2 emissions attributed to global warming

NO2 emissions attributed to ozone formation

SO2 emissions attributed to acidification.

Grouping may include:

sorting of indicators by characteristics, such as:

emissions:

air

water

location:

global

local

regional

sorting of indicators by a ranking system, such as:

high priority

medium priority

low priority.

Weighting may include:

determining weights to place on impacts

identifying the underlying values of the stakeholders

weighting methods:

analytic hierarchy process

modified Delphi technique

decision analysis using multi-attribute theory.

Evaluate and report LCIA results may include:

definition of systems analysed

description of methodology used in the analysis

description of the boundaries that were set

documentation of limitations

verify accuracy of LCIA results.

Significant issues may include:

essential contributions for life cycle stages to LCI or LCIA results:

individual unit processes

groups of processes

impact category indicators:

emissions

resource use

waste

inventory parameters:

emissions

energy use

waste.

Completeness check may include:

all relevant information and data needed for the interpretation are available and complete

develop checklist to indicate each significant area represented in results

organise data by:

life cycle stage

processes

type of data represented:

environmental release to air

raw materials energy

transportation.

Consistency check may include:

comparisons made on inconsistent data sources

comparisons made on data from different eras

data from plants using different technologies

data from technology based on different standards:

European

US.

Sensitivity check may include:

evaluation of the reliability of results using:

contribution analysis

sensitivity analysis

uncertainty analysis.

Results of the LCA study may include:

administrative Information

details of the practitioner who conducted the LCA study

date of report

definition of goal and scope

life cycle inventory analysis:

data collection

calculation procedures

life cycle impact assessment:

methodology

results of the impact assessment performed

life cycle interpretation:

results

assumptions and limitations

data quality assessment

critical review (internal and external):

details of reviewers and their affiliation

critical review reports

responses to recommendations.