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CUSTOMER CONTACT AND SECRETARIAL OPERATION
Level III

Learning Guide
Unit of Competence: Implement and Monitor Environmentally Sustainable Work Practices
Module Title: Implementing and Monitor Environmentally Sustainable Work Practices

LG Code: EIS CSO302 0812

TTLM Code: EIS CSO3M02 0812

Date: September, 2018

TLM Development Manual Compiled by: Business Department

Occupational Standard: Customer Contact & Secretarial Operations Level III

Unit Title Implement and Monitor Environmentally Sustainable Work Practices

Unit Code EIS CSO3 02 0812

This unit describes the performance outcomes, skills and knowledge required
Unit Descriptor to effectively Analyze the workplace in relation to environmentally sustainable
work practices and to implement improvements and monitor their
effectiveness.

Elements Performance Criteria

1. Investigate 1.1. Environmental regulations applying to the organization are

current practices identified.
in relation to
resource usage 1.2. Procedures are analyzed for assessing compliance with
environmental/sustainability regulations
1.3. Information on environmental and resource efficiency systems
and procedures is collected, and provided to the work group
where appropriate
1.4. Information is collected, analyzed and organized from a range of
sources to provide information/advice and tools/resources for
improvement opportunities
1.5. Current resource usage of members of the work group is
measured and documented
1.6. Current purchasing strategies are analyzed and documented
1.7. Current work processes are analyzed to access information and
data to assist in identifying areas for improvement.
2. Set targets for 2.1. Input is sought from stakeholders, key personnel and specialists
improvements
2.2. External sources of information and data are accessed as required
2.3. Alternative solutions are evaluated to workplace environmental
issues
2.4. Efficiency targets are set
3. Implement 3.1. Appropriate techniques and tools are sourced and used to assist
performance in achieving efficiency targets
improvement
strategies 3.2. Continuous improvement strategies are applied to own work area
of responsibility, including ideas and possible solutions to
communicate to the work group and management
 3.3. Environmental and resource efficiency improvement plans are
implemented and integrated for own work group with other
operational activities
3.4. Team members are supervised and supported to identify possible
areas for improved practices and resource efficiency in work area
3.5. Suggestions and ideas about environmental and resource
efficiency management are sought from stakeholders and acted
upon where appropriate
3.6. Costing strategies are implemented to fully value environmental
assets
4. Monitor 4.1. Evaluation and monitoring, tools and technology are used and/or
performance developed
4.2. Outcomes are documented and communicated to report on
efficiency targets to key personnel and stakeholders
4.3. Strategies and improvement plans are evaluated
4.4. New efficiency targets are set, and new tools and strategies are
investigated and applied
4.5. Successful strategies and reward participants are promoted where
possible

Variable Range

Compliancemay  meeting relevant laws, by-laws and regulations or best practice or codes of
include: practice to support compliance in environmental performance and
sustainability at each level as required (such as Environmental Protection
or Biodiversity Conservation Act):
 international
 industry
 organization
Sources may include:  organization specifications
 regulatory sources
 relevant stakeholders
 resource use
Purchasing strategies  influencing suppliers to take up environmental sustainability approaches
may include:  researching and participating in programs such as a supply chain program
to purchase sustainable products
Stakeholders, key  individuals and groups both inside and outside the organization who have
personnel and direct or indirect interest in the organization’s conduct, actions, products
specialists may include: and services, including:
 customers
 employees at all levels of the organization
 government
 investors
 local community
 other organizations
  suppliers
 key personnel within the organization, and specialists outside the
organization who may have particular technical expertise
Techniques and tools  examination of invoices from suppliers
may include:  examination of relevant information and data
 measurements made under different conditions
 others as appropriate to the specific industry context
Environmental and  addressing environmental and resource sustainability initiatives such as
resource efficiency environmental management systems, action plans, green office programs,
improvement plans surveys and audits
may include:  applying the waste management hierarchy in the workplace
 determining organization’s most appropriate waste treatment including
waste to landfill, recycling, re-use, recoverable resources and wastewater
treatment
 initiating and/or maintaining appropriate organizational procedures for
operational energy consumption, including stationary energy and non-
stationary (transport)
 preventing and minimizing risks, and maximising opportunities such as:
 improving resource/energy efficiency
 reducing emissions of greenhouse gases
 reducing use of non-renewable resources
 referencing standards, guidelines and approaches such as:
 ecological foot printing
 Global Reporting Initiative
 green office program - a cultural change program
 green purchasing
 Greenhouse Challenge Plus (Ethiopian government initiative)
 Environmental management systems life cycle Analyzes
 product stewardship
 supply chain management
 sustainability covenants/compacts
 triple bottom line reporting
Suggestions may  prevent and minimize risks and maximize opportunities such as:
include ideas that help  usage of solar or renewable energies where appropriate
to:  reducing emissions of greenhouse gases
 reducing use of non-renewable resources
 making more efficient use of resources, energy and water
 maximising opportunities to re-use, recycle and reclaim materials
 identifying strategies to offset or mitigate environmental impacts:
 purchasing carbon credits
 energy conservation
 reducing chemical use
 reducing material consumption
 expressing purchasing power through the selection of suppliers with
improved environmental performance e.g. purchasing renewable energy
 eliminating the use of hazardous and toxic materials
SECTION 1: Introduction
1.1 Purpose of this Trainer Guide
This Trainer Guide has been developed by AgriFood Skills Australia to support embedding of skills for
sustainability in Training Packages.

The Trainer Guide together with the Unit Learner Guide will support VET practitioners to effectively
deliver skills for sustainability in the animal care and management sector and in particular, assist with
delivery of Unit ACMSUS301A Implement and monitor environmentally sustainable work practices
from the ACM10 Animal Care and Management Training Package.

The Trainer and Learner Guide can be down loaded in PDF and Microsoft Word versions from the
AgriFood Skills Australia website (www.agrifoodskills.net.au); they can be used as is or can be
customised to suit your particular learner or cohort.

1.2 What are skills for sustainability?

Skills for sustainability (also known as green skills), are the technical skills, knowledge, values and
attitudes needed in the workforce to develop and support sustainable social, economic and
environmental outcomes in business, industry and the community. (Green Skills Agreement, DEEWR,
2009)

Competencies for sustainability have been designed to equip companies and their employees with the
knowledge and skills to operate in a world that is increasingly using up natural resources faster than they
can be renewed and therefore operating in an unsustainable manner.

Learners undertaking this Unit are required to demonstrate their ability to participate in environmentally
sustainable work practices.

1.3 Resource use

Information on environmental sustainability is constantly changing so research skills are essential to
ensure the currency of information. Trainers are encouraged to undertake their own research prior to
delivering training in this Unit to ensure the information is current.
SECTION 2: Preparing to train and assess
2.1 Designing a meaningful learning experience
It is important to make the learning experience meaningful by providing an appropriate context for the
activities. A learner is more likely to engage with training when the activities sit within their world of
experiences.

2.2 Diversity of learners

The animal care and management industry covers a diverse range of sectors.

Trainers may need to tailor training to cater for:

 vocational students
 trainees or new employees with little or no industry experience
 employees completing training on-the-job
 employees extending their skills and knowledge to prepare for high level job responsibilities
 employees with previous industry experience or qualifications seeking RCC or RPL.

Learners may need to complete the Unit:

 as face-to-face formal classroom based learners

 as on-the-job trainees
 using a mixed mode of class attendance and on-the-job training
 as remote learners.

2.2.1 Reading, writing and numeracy skills – reasonable adjustment

Trainers may make reasonable adjustment to the training to accommodate learners with special needs,
where this does not interfere with the standard of the outcome.

2.3 Assessment guidance

Unit assessment must be relevant to workplace operations (or a simulated environment that replicates
workplace conditions) and satisfy all of the requirements of this Unit.

Assessors must ensure the assessment process and outcome is consistent with the Dimensions of
Competency:

 task skills
 task management skills
 contingency management skills
 job/role environment skills.

2.3.1 Principles of assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of
assessment. When you are planning evidence, keep in mind that assessment must be:
  Fair – candidate is fully informed and participates in and consents to the process. The individual
needs of the student are taken into account and the process is agreed by all parties.
 Flexible – assessment must allow flexibility in terms of how, when and where competency is
attained.
 Reliable – assessment methods and procedures must ensure that competency standards are
applied consistently and that any assessor would judge competency in the same way on the given
evidence.
 Valid – assessment is valid when the process assesses what it claims to assess, this refers to the
process rather than the evidence itself.

2.3.2 Rules of evidence

The rules of evidence are closely related to the principles of assessment. The provision of a
comprehensive assessment tool will ensure that the following rules are met:

 Authentic - an assessor must be assured that the evidence presented for assessment is the
candidate’s own work.
 Current – competency requires demonstration of current performance, the evidence collected
establishes the ability of the candidate to demonstrate competence in the present.
 Sufficient - relates to the quality and quantity of evidence assessed. It requires collection of
enough appropriate evidence to ensure that all aspects of competency have been satisfied and
competency can be demonstrated repeatedly. Supplementary sources of evidence may be
necessary.
 Valid – evidence is valid when it relates directly to the competency being assessed and
addresses the four Dimensions of Competency.

Assessment activities may be group-based, work-based, project based, self-paced, action learning based,
conducted by distance or e-learning and/or involve practice and experience in the workplace. Project-
based learning and assessment may be particularly appropriate for this Unit. Types of evidence that may
be used to demonstrate competence include:

 written and/or oral assessment of candidate’s required knowledge

 observed, documented and first-hand testimonial evidence of candidate's application of practical
tasks
 simulation exercises that reproduce normal work conditions
 third party evidence
 workplace documentation
 a portfolio.
SECTION 3: Training delivery guidance
ACMSUS301A is either a Core or Elective Unit in the following ACM10 Animal Care and Management
Training Package Qualifications:

CORE Unit:

 ACM30510 Certificate III in Farriery

 ACM50210 Diploma of Veterinary Nursing (Surgical)
 ACM50310 Diploma of Veterinary Nursing (Dental)
 ACM50410 Diploma of Veterinary Nursing (Emergency and Critical Care)

ELECTIVE Unit:

 ACM40110 Certificate IV in Animal Control and Regulation

 ACM40210 Certificate IV in Captive Animals
 ACM40310 Certificate IV in Companion Animal Services
 ACM40410 Certificate IV in Veterinary Nursing
 ACM40512 Certificate IV in Equine Dentistry
 ACM50110 Diploma of Animal Technology

On completion learners will be able to:

 Determine compliance requirements within work area.

 Plan and organise work group activities in relation to measuring current use and devising
strategies to improve usage.
 Seek input from other relevant stakeholders to set improvement targets.
 Develop plans to make improvements.
 Implement new approaches to work area in an effort to resolve and improve environmental and
resource efficiency issues and report, as required.
 Ensure appropriate action is taken within work area in relation to environmental/sustainability
compliance and potential hazards.
 3.1 Activities and workplace project trainer guidance

Learning Activity 1: What do you know about sustainability?

This is a useful ice-breaker activity to get to know learners and get some idea of their current
knowledge of sustainable principles. If you have distance learners it is often difficult to maintain
enthusiasm for class when they don’t see other learners or their trainer regularly. They may never
meet in person so it is preferable to run a video or teleconference session on day one to gain some
connection between participants. Forum sessions and other social networking tools can be used to
maintain a link with participants but it is critical to establish a relationship with learners as early in the
training program as possible to motivate them to continue.
Learning Activity 2: ESM implementation projects
This activity provides some preliminary information and ideas to encourage learners to complete
Assessment Activity 4 by providing them with real examples of workplaces that have implemented
sustainable work practices and purchasing policies.
A workplace visit is nearly essential to get the full benefit out of this activity. If this is not possible the
information available on the Australian Conservation Foundation 60L Green Building website
provides comprehensive information on the renovation of the building, selection of materials and
equipment as well as the monitoring of resource use.
Learning Activity 3: Ways to go green
This activity helps learners identify common and easy ways to achieve changes in practices that can
impact on resource use. You can use this activity to start a group discussion on the types of changes
that could be undertaken in the workplace.
Learning Activity 4: Potential environmental and health hazards
This activity provides learners with information on potentially toxic but common substances that are
likely to be found in an animal care workplace.
Learning Activity 5: What is your ecological footprint?
This activity gives learners an indication of what their ecological footprint is.
Learning Activity 6: Practice calculating resource use
This activity provides learners with real examples of animal care workplaces that have implemented
environmentally sustainable practices. It can be used to develop discussion prior to visiting a
workplace in person or as a replacement where an on-site visit is not possible.
The activity helps prepare learners for the calculation tasks required in the work based project
assessment Activity 3. You will need to provide encouragement and demonstration of some of the
methods required to calculate resource use and cost for some learners so that they are confident that
they can complete the assessment activity later on.
Learning Activity 7: Resource use in the work group area
This activity provides learners with preliminary practice in completing an industry-related audit and
action plan in preparation for undertaking their work-based project.
 3.2 Assessment activities

Assessment Activity 1: Legislation and regulations that impact on work practices

It is good practice for the trainer to have connections with a range of employers who are willing to
assist learners to complete this assessment activity if learners are not able to access workplace
information themselves.
Assessment Activity 2: Non-compliance case studies
The case studies and the Storing and Handling Liquids Manual contain information relevant to animal
care workplaces that store and use large volumes of chemicals and other potentially toxic substances.
Assessment Activity 3: Work Based Project
Stage1 : Identify resources used in the workplace
Stage 2: Identify work practice
Stage 3: Set reasonable targets for implementation
A work project or portfolio approach has been suggested to cover a large number of the performance
criteria in this unit.
The project aims to:
 investigate workplace activities and resource use
 measure and cost resources
 identify options for improving and implementing sustainable work practices.

There are web links to calculators included in the Learner Guide to assist learners with this part of the
project. It is also important that you work through the related learner activity before learners start
this assessment task so that they can gain confidence in their ability to complete the required
calculations.

Some learners may not be in a position that allows them to implement their own plans (or they may
not yet be in an animal care workplace if they are studying full time). You may need to assist the
learner to complete a work placement or gain access to a suitable workplace where they can complete
this project. Although simulation exercises are a valid assessment event in some circumstances it
would not be appropriate to complete all assessments for this unit via simulation.

There are a range of monitoring tools and examples in the Learner Guide. Ensure the learner
remembers to include a review phase in their project so that they can modify their proposed strategy if
the goals become unachievable. Ideally, learners should present an interim plan for discussion before
handing in their work for assessment to ensure that their plan is realistic and viable.
Assessment Activity 4: Implement improvement strategies
This activity may need to be conducted as a simulation if the learner is not in a position to actually
implement their plan because they are not working in a job that allows them the opportunity to take on
this responsibility. It may be feasible for the learner to present their plan to another employer so that
they get the benefit of hearing feedback from an industry representative who has experience in that
type of work operation.
 3.3 Example delivery plan

Topic 1: Sustainability and business

At the end of this topic learners will be able to:
 Identify environmental regulations that apply to their work area.
 Determine compliance requirements within work area.
 Plan and organise work group activities in relation to measuring current resource use.
 Ensure appropriate action is taken within work area in relation to environmental/sustainability
compliance and potential hazards.

Assessment method/s:
 Participation in discussions.
 Participation in Learning Activities 1A and 1B and group work.
Topic Method and content
Introduction - Opening
- Learning Outcomes
- Structure (of course and session)
- Assessment requirements
Defining - Part A: Group discussion/ice breaker on
sustainability learners’ current understanding of
sustainability
- Explore issues (global/local)
- Part B: Watch videos and identify other
issues raised re sustainability
- Part C: Group brainstorm on impact of
environmental sustainability and resource
management on business examples of
each issue after viewing video
Identifying - Issues related to impact on business
business - What types of workplace improvements
sustainability have been undertaken?
practices - Learner investigation of website links to
animal care workplaces
- Learner tour to workplaces that have
implemented sustainable practices
- Group review of sustainable practices
seen/viewed
Resource/activity reference
- Unit of Competency document
- Assessment requirements and
timing
- Unit program/timetable
- Learner guide
- References documents for RTO
learner requirements, RPL/RCC
application process and learner
assistance contacts
- White board or other recording
media for summarising class
ideas
- Butchers paper and pens or
other recording media for each
group to report ideas
- Learning Activity 1 Part A:
What do you know about
sustainability?
- Learning Activity 1 Part B
Video: sustainability concepts
- White board or other recording
media for summarising class
ideas
- Learning Activity 2 Part A
- Learning Activity 2 Part B
Refining - Content in Section 3 - Sustainability and - Learning Activity 3: Ways to go
definitions of the Australian economy green
sustainability
Closing - Recap and Content for next topic
- Pre-reading: Look at Assessment
Activity 1 and find one piece of
legislation that relates to environmental
sustainability, OR
- Find an example of a company penalised
for polluting the environment

Topic 2:Legislation and compliance

At the end of the topic learners will be able to:
 Identify environmental regulations that apply to their work area.
 Determine compliance requirements within work area.
 Ensure appropriate action is taken within work area in relation to environmental/sustainability
compliance and potential hazards.

Assessment method/s:
 Participation in discussions.
 Participation in activities and group work.
 Research legislation and compliance.
 Completion of Assessment Activity 1.
 Completion of Assessment Activity 2.
Topic Method and content
Introduction - Opening
- Recap on previous topic areas and
questions
Legislation, - Learner Guide Section 4:
regulation and - Q&A: Difference between legislation and
codes of conduct regulation
- Research: Identifying relevant legislation
- Brainstorm: Examples of environmental
compliance in everyday life
- Background for Assessment Activity 1:
Interview employers/workplace officers
responsible for compliance
Non-compliance - Learner Guide Section 4:
- Class discussion: Potential health impact
from non-compliance: human, animal
- Learning Activity 4 Potential
environmental and health hazards
- Penalties for non-compliance
Resource or activity reference
- White board or other recording
media for summarising class
ideas
- Butchers paper and pens or
other recording media for each
group to report ideas
- Assessment Activity 1
- Legislation samples
- Taronga zoo or equivalent
sustainability policy
- International
polices/legislation/codes
- Green vet practice
- Guest speakers or learner’s
supervisor/person responsible
- Learning Activity 4: Other
examples of consequences
- Learner Activity 4: Non-
compliance e.g. Great Barrier
Reef oil spills
- Learner activity
- Assessment Activity 2
 - Class research & review - Web, newspapers
- Penalties for non-compliance other - Assessment Activity 2 Non-
examples related to animal care work compliance case studies
sectors
Review and - Q&A
regulation and - Assessment Activity 1 requirements and
compliance due date
- Assessment Activity 2 requirements and
due date
Closing - Recap - reflect on compliance and
regulation issues
- Content for next session (measuring
ecological measuring the ecological
footprint)
Topic 3:Resource use

At the end of this topic learners will be able to:

 Plan and organise work group activities in relation to measuring current resource use.
 Seek input from other relevant stakeholders to set improvement targets.
Assessment method/s:
 Participation in discussions.
 Participation in activities and group work.
 Completion of Learning Activities 5, 6, 7.
 Assessment Activity 3.
Topic Method and content Resource or activity reference
Introduction - Review previous topic - Q & A
- Legislation and regulations related to
environmental management
- Consequences of non-compliance
Ecological - Learner Guide Section 5: Read and - Learning Activity 5 What is your
footprint discuss ecological footprint?
- What is the footprint of various
nations? How is this measured?
- Learning Activity 5
Resource use in - Calculating resource use at work - - Learning Activity 6 Practice
the workplace Learning Activity 6 calculating resource use
- Other methods of measuring resource - Learning Activity 7 Resource use in
use in animal care workplaces the work group area
- Research and class discussion - Guest speaker: Industry relevant
- Learning Activity 7 resource audit consultant or
- Guest speaker workplace representative
Measuring - Identifying resources used, Measuring - Assessment Activity 3
resource use at resource use - Assessment Activity 3 - Examples of industry relevant
your workplace - Costing resource use - Assessment resource auditing
Activity 3
Review - Concepts and techniques for
identifying and measuring resource
use
- Assessment Activity 3 requirements
and due date
Closing - Options for help with Assessment
Activity 3
Topic 4:Planning and implementing
At the end of this topic learners will be able to:
 Plan and organise work group activities in relation to measuring current use and devising
strategies to improve usage.
 Seek input from other relevant stakeholders to set improvement targets.
 Develop plans to make improvements.
 Implement new approaches to work area in an effort to resolve and improve environmental
and resource efficiency issues and report, as required.

Assessment method/s:
 Participation in discussions.
 Participation in activities and group work.
 Completion of Learning Activities.
 Assessment Activity 3.
Resource or Activity
Topic Method and Content
Reference
Introduction - Review Assessment Activity 3 status
Setting targets - Read content and discuss - Learner Guide Section 6
for improvement
Examples of - Greening the OR initiative
reducing - Group work investigating and reporting on
resource use different aspects of the initiative
targets
Planning for - Identifying timelines and priorities for
your workplace resource management in your workplace
sustainability - Brainstorm to identify targets that will relate
targets to animal care workplaces
Review - Types of targets & timelines for animal care
workplaces
Closing - What would be the challenges of
implementing resource management
changes in your workplace?
Topic 5: Monitoring and continuous improvement
At the end of this topic learners will be able to:
 Plan and organise work group activities in relation to measuring current use and devising
strategies to improve usage.
 Seek input from other relevant stakeholders to set improvement targets.
 Develop plans to make improvements.
 Implement new approaches to work area in an effort to resolve and improve environmental
and resource efficiency issues and report, as required.

Assessment method/s:
 Participation in discussions.
 Participation in activities and group work.
 Completion of Learning Activities.
 Assessment Activity 3.
Resource or Activity
Topic Method and Content
Reference
Introduction - Review implementation of sustainable
practice tactics
- Group discussion
Monitoring - Learner Guide Section 7 - Vic Government
resource use - Timeframes for measuring benefits of ResourceSmart website
changes changes in resource management - EPEA website
- Research and report to group - International Council of
Chemical Associations
- Sustainability roadmap
Promoting ideas - Tactics for encouraging workplace - Guest speaker options
for sustainable colleague compliance - Brainstorm - Australian Conservation
resource - Tactics for convincing supervisor/employer Foundation web link
management to implement resource management changes - Government
- Guest speaker environmental
- Role playing management incentive
programs spokesperson
Assessment - Presenting your case for sustainable - Assessment Activity 4
Activity 4 practices in your workplace - Learners project report
- Presentation to classmates /workplace
supervisor
Review - Unit topics
- Definition of environmentally sustainable
resource management
- Legislative and regulatory requirements
- Methods used to measure and cost resource
use
- Methods used to monitor changes in
workplace practices
Closing - Assessment Activity 4 due date and options
for assistance to complete Assessment
Activity 4
Evidence plan and record

RTO/Business
ACMSUS301AImplement LEGEND:
and monitor K=written, O=observation, S=simulation,
Unit of Competency
environmentally sustainable 3P=third party, WD=document,
work practices P=portfolio, Other (specify)
Name of candidate
Activity/evidence
Method of Date
(from column 3 of Outcome
Performance criteria collecting evidence Comments
Assessment C/NYC
evidence due
Summary Guide)
Element 1: Investigate current practices in relation to resource usage
1.1 Environmental regulations applying to the - Assessment
enterprise are identified. Activity 1 (K)
1.2 Procedures for assessing compliance with
- Assessment
environmental regulations are evaluated for
Activity 2 (K)
their effectiveness.
1.3 Information on environmental and resource
- Assessment
efficiency systems and procedures is collected,
Activity 3 Stage
and where appropriate, provided to the work
1 (WD)
group.
1.4 Current resource usage is measured and - Assessment
documented by members of the work group. Activity 3 Stage
3
1.5 Current purchasing strategies are analysed and - Assessment
documented. Activity 3 Stage
2 (K, O)
1.6 Current work processes are analysed to identify - Assessment
areas for improvement. Activity 3 Stage
 2 (K, O)
Element 2: Set targets for improvements
2.1 Input is sought from stakeholders, key - Assessment
personnel and specialists. Activity 3 Stage
1 (WD)
2.2 External sources of information and data are
accessed, as required. - Assessment
2.3 Alternative solutions to workplace Activity 3 Stage
environmental issues are evaluated. 3 (K, S, 3P, P)
2.4 Efficiency targets are set.
Element 3: Implement performance improvement strategies
3.1 Techniques and tools are sourced to assist in - Assessment
achieving efficiency targets. Activity 4 (O,
3P)
3.2 Continuous improvement strategies are applied - Assessment
to own work area and ideas and possible Activity 3 Stage
solutions are communicated to work group and 2 (K, O)
management. - Assessment
Activity 3 Stage
3 (K, S, 3P, P)
- Assessment
Activity 4 (W,
O, 3P)
3.3 Environmental and resource efficiency
improvement plans for own work group are - Assessment
integrated with other operational activities and Activity 3
are implemented.
3.4 Suggestions and ideas to improve the
- Assessment
management of environmental and resource
activity 4 (W, O
efficiency are sought from stakeholders and
3P)
acted upon where appropriate.
3.5 Costing strategies are implemented to fully - Assessment
value environmental assets. activity 3 Stage
3 (K, S, 3P, P)
Element 4: Monitor performance
4.1 Outcomes are documented and reports on
targets are communicated to key personnel and - Assessment
stakeholders. Activity 3 (K, S,
4.2 Strategies are evaluated. 3P, P)
4.3 New targets are set and new tools and strategies - Assessment
are investigated and applied. Activity 4 (W,
4.4 Successful strategies are promoted and, where O, 3P)
possible, participants are rewarded.
I agree to the Evidence Plan and timeline Name Signature
Candidate
Employer
Mentor/Trainer
Assessor
Gaps in evidence requiring review: