NTISthis.com

Evidence Guide: MSACMT670A - Develop and manage sustainable energy practices

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!

From the Wiki University

 

MSACMT670A - Develop and manage sustainable energy practices

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

Analyse energy use

  1. Identify all energy consuming processes
  2. Determine quantity and nature of energy consumed
  3. Analyse energy consumed and generated in different parts of the process
  4. Determine source of energy consumed in process
Identify all energy consuming processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine quantity and nature of energy consumed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse energy consumed and generated in different parts of the process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine source of energy consumed in process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop energy conservation plans

  1. Determine the efficiency of use of energy by all energy consuming processes
  2. Determine causes of low efficiency of use
  3. Develop plans for increasing the efficiency of energy use
  4. Determine benefit/cost of plans
Determine the efficiency of use of energy by all energy consuming processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine causes of low efficiency of use

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop plans for increasing the efficiency of energy use

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine benefit/cost of plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop energy trading plans

  1. Compare energy generating activities with energy consuming activities
  2. Determine feasibility of energy consuming activities using energy generated by other activities
  3. Develop plans for energy trading
  4. Determine benefit/cost of plans
Compare energy generating activities with energy consuming activities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine feasibility of energy consuming activities using energy generated by other activities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop plans for energy trading

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine benefit/cost of plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate alternative sources of energy

  1. Develop a specification for energy required
  2. Identify a range of sources for that energy
  3. Determine benefit/cost for alternative energy sources
Develop a specification for energy required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify a range of sources for that energy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine benefit/cost for alternative energy sources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop plans for more efficient energy use

  1. Compare benefit/costs for different alternatives developed
  2. Rank proposals based on benefit/cost compare to limited resources
  3. Check proposals meet regulatory requirements
  4. Recommend proposals for improving energy efficiency
Compare benefit/costs for different alternatives developed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Rank proposals based on benefit/cost compare to limited resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check proposals meet regulatory requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recommend proposals for improving energy efficiency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement selected plans

  1. Liaise with relevant people to implement energy efficiency plans
  2. Follow through to ensure implementation occurs
  3. Monitor implementation and make adjustments as required
  4. Check new energy usage to ensure improvements have occurred
Liaise with relevant people to implement energy efficiency plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow through to ensure implementation occurs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor implementation and make adjustments as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check new energy usage to ensure improvements have occurred

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, the range statement and the assessment guidelines for this training package.

Overview of assessment requirements

The person will be able to analyse the energy use of any/all part/s of the process and determine if there are more efficient/cheaper ways of achieving the same result.

What critical aspects of evidence are required to demonstrate competency in this unit?

Evidence of analyses of energy consumed and improvements made should be available.

In what context should assessment occur?

Assessment needs to be conducted in an organisation where energy is a significant cost component or by project, simulation or case study.

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:

MSACMT270A Use sustainable energy practices - which covers the individual application level, and

MSACMT671A Develop and manage sustainable environmental practices - which covers general environmental practices.

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 energy efficiency, then it may provide sufficient evidence. If evidence is from a number of minor improvements to energy then a range of such improvements will be needed to provide sufficient evidence.

Required Skills and Knowledge

Required skills

analysis

mathematics

communication

problem solving

data gathering

planning and organising

Required knowledge

types and sources of energy

methods of analysing energy efficiency for different types of energy

methods of converting energy values from one form to another

alternative sources of energy

principles of energy efficiency

relevant regulatory/legislative requirements

energy trading schemes and procedures

process needs for energy

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.

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 (eg 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.

Energy

Energy is used to mean all sources of energy used by the process be it electricity, gas or mobile transport fuel. The uses of the energy will also be potentially wide and include heating and cooling, moving materials (including pumps and conveyors), modifying materials (including cutting, forming, weaving, knitting, reacting, moulding, extruding, mixing), generating pressure/vacuum or providing motive power for equipment and transport.