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Evidence Guide: MSACMT671A - Develop and manage sustainable environmental 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

 

MSACMT671A - Develop and manage sustainable environmental practices

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

Analyse resource use

  1. Identify all resource consuming processes
  2. Determine quantity and nature of resource consumed
  3. Analyse resource flow through different parts of the process
Identify all resource consuming processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine quantity and nature of resource consumed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse resource flow through different parts of the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop resource conservation plans

  1. Determine the efficiency of use/conversion of resources
  2. Determine causes of low efficiency of use
  3. Develop plans for increasing the efficiency of resource use
  4. Check resource use plans comply with regulations/licensing requirements
  5. Determine benefit/cost of plans
Determine the efficiency of use/conversion of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine causes of low efficiency of use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plans for increasing the efficiency of resource use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check resource use plans comply with regulations/licensing requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine benefit/cost of plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate alternative sources of resource

  1. Determine the function of the resource used
  2. Develop a specification for function
  3. Identify a range of sources for meeting that function
  4. Determine benefit/cost for alternative resource sources
Determine the function of the resource used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a specification for function

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of sources for meeting that function

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine benefit/cost for alternative resource sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plans for more efficient resource 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 resource 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 resource efficiency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement selected plans

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

Required Skills and Knowledge

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

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.

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.