BSBSUS501 Develop Workplace Policy and Procedures for Sustainability Learner Workbook

This learner workbook is for the unit BSBSUS501 Develop Workplace Policy and Procedures for Sustainability. It includes assessment instructions, requirements, and activities to demonstrate competency in the unit. The workbook covers topics such as sustainability, workplace policy, and procedures.

BSBSUS501
Develop workplace policy and
procedures for sustainability
Learner Workbook

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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBSUS501: Develop workplace policy and procedures for sustainability..............7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 1F....................................................................................................................................20
Activity 1F checklist – for assessor...............................................................................................21
Activity 2A....................................................................................................................................22
Activity 2A checklist – for assessor..............................................................................................23
Activity 2B....................................................................................................................................24
Activity 2B checklist – for assessor..............................................................................................25
Activity 3A....................................................................................................................................26
Activity 3A checklist – for assessor..............................................................................................27
Activity 3B....................................................................................................................................28
Activity 3B checklist – for assessor..............................................................................................29
Activity 3C....................................................................................................................................30

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Activity 3C checklist – for assessor..............................................................................................31
Activity 4A....................................................................................................................................32
Activity 4A checklist – for assessor..............................................................................................33
Activity 4B....................................................................................................................................34
Activity 4B checklist – for assessor..............................................................................................35
Activity 4C....................................................................................................................................36
Activity 4C checklist – for assessor..............................................................................................37
Summative Assessments................................................................................................................38
Section A: Skills Activity...............................................................................................................39
Summative Assessments: Section A checklist..............................................................................41
Section B: Knowledge Activity (Q & A).........................................................................................42
Summative Assessments: Section B checklist..............................................................................43
Section C: Performance Activity...................................................................................................44
Summative Assessments: Section C checklist..............................................................................46
Workplace Documentation – for learner........................................................................................47
Workplace documents checklist..................................................................................................47
Supplementary Oral Questions (optional) – for assessor................................................................48
Competency record to be completed by assessor...........................................................................51

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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

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If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Details
Assessment – BSBSUS501: Develop workplace policy and procedures for
sustainability
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBSUS501: Develop workplace policy and procedures for sustainability.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time Minutes
Objective To provide you with an opportunity to define scope of sustainability policy,
and gather information from a range of sources to plan and develop policy.
1. What is the scope of your sustainability policy?
The scope of the sustainability policy will be that it will broadly focus on
ensuring that sustainable practices are being followed at the workplace. It
will ensure that the employees within the workplace. The scope of the
respective policy will be to ensure that the employees adhere to the
guidelines as well as standards of the same. The supply chain management
of the policy will be to ensure that all the different activities are carried out
in a sustainable manner.
2. What sources of information have you gathered to help you plan and
develop your policy?
There are different sources of information that have been gathered and
helped in the planning as well as developed the policy. The information in
different policies as well as legislations was referred to in order to develop
the policy. The information from Energy Efficiency Opportunities Bill 2005
has also been gathered to ensure that the policy is developed in an effective
manner. It can be stated that these information have helped in the effective
development of the policy.

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Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify and consult stakeholders as a
key component of the policy development process.
Activity 1. Who are your stakeholders?
Stakeholders can be defined as individuals or groups both inside as well as
outside the organization and have a direct interest in the different actions as
well as services that are undertaken by the company. The different
stakeholders of the same will include customers, employees, investors,
suppliers as well as the government. It is important to inform the key
stakeholders about the updates about any project or important decisions that
are taken by the company. Thus, these are the key stakeholders of the
respective.
2. Choose a stakeholder from your list above and describe through what
means you would consult with them and what you would discuss.
The employees of the organization are an important stakeholder of the
policy and it is important to ensure that they are consulted about all the
important aspects as well as keep them updated about the same. In the
respective context, the employees will be kept informed through emails as
well as regular newsletters. The progress about a project that is undertaken
by the company or the any important decision that is taken by it will be
discussed with the employees. This is because it will ensure that they are
aware of the different actions that are undertaken by the company.

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Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to include appropriate strategies in policy
at all stages of work for minimising resource use, reducing toxic material and
hazardous chemical use, and employing life cycle management approaches.
Activity 1. What strategies could you include to reduce toxic material and hazard
chemical use and employ life cycle management approaches?
There are different strategies that can be included in order to reduce the
use of toxic material as well as hazard chemical such as chemical protective
clothing should be used and gloves, eye protection gear should be used at
all times. Apart from this, all of the materials should be tested for their level
of toxicity. This is because it can help in reducing the usage of materials
that comprise of toxic materials. On the other hand, the different strategies
for employing life cycle management approaches can include establishing
goals as well as objectives clearly and review the different processes. Apart
from this, the employees within the company should be trained effectively
before any processes are implemented as this can help in ensuring effective
employability of the different life cycle management approaches.

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Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to make recommendations for policy
options based on likely effectiveness, timeframes and cost.
Activity 1. Demonstrate how you can make recommendations for a policy based on
likely effectiveness, timeframes and cost.
Various recommendations can be made for a policy that is based on likely
effectiveness, timeframes as well as cost. In order to do so, it is important to
analyse the different aspects of the policy because these will help in
identifying the different aspects for which recommendations have to be
made. Apart from this, the time as well as cost should be estimated. It
should also be analyzed if the policy is serving the purpose or if it is effective
or not. Making recommendations allow the management of the firm to look
into the aspects so that the recommendations can be implemented
effectively.

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Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 1E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop policy that reflects the
organisation's commitment to sustainability as an integral part of business
planning and as a business opportunity.
Activity 1. How do you propose to demonstrate your organisation’s commitment to
sustainability?
In order to demonstrate the organization’s commitment to sustainability, it
should be ensured that the management of the firm is constantly developing
new ways in which the economic efficiency can be improved along with the
environmental as well as social sustainability within the organization. Apart
from this, it can also be demonstrated through the products as well as services
that the company offers and the procedures as well as efficiency of the business
operations. Apart from this, the company will be able to build a positive
reputation in the market and attract a greater number of customers.

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Activity 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 1F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to agree to appropriate methods of
implementation, outcomes and performance indicators.
Activity 1. Prepare for a meeting with your supervisors. Brainstorm ideas for
appropriate methods of implementation.
In order to prepare a meeting with the supervisor, it is important to gather
everyone who will be involved in the meeting as well as the implementation
process. The different ways in which implementation of the policy can be
done includes analysing the different key performance indicators. Another
idea is to assess or think the overall outcomes that one wants to achieve.
The staff members will be informed about the implementation of the policy
in different phases as this will allow them to develop a better understanding
of the same.

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Activity 1F checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 2A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to promote workplace sustainability
policy, including its expected outcome, to key stakeholders.
Activity 1. Why should you promote your workplace sustainability policy?
It can be stated that the workplace sustainability policy should be
promoted because it can help in getting the support as well as recognition.
Not only this, the organization also gets recognition in the market. This
ensures that everyone within the company or the workplace is aware about
the same. Thus, there will be an increase in the overall effectiveness as well
as efficiency in the performance of the organizations and also, the policy
will be implemented effectively. Not only this, the key stakeholders will also
remain informed about the same.
2. What do you have to think about when promoting the policy and its
expected outcome to stakeholders?
When promoting the policy to the stakeholders as well as its expected
outcome to the stakeholders, it is important to take into account different
things. For instance, it is important to take into account their interests as
well as level of power in the actions that are undertaken by the company.
Apart from this, another thing that has to be thought about is that will it
lead to recognition from the government and if it will promote adherence
to the same among the employees. Also, it is important to think about the
expected outcome because the stakeholders can have a significant impact
on the decisions that are made by the organization.
3. In pairs, act out a situation where you have to convince your key
stakeholders that sustainability policies will benefit them.
There are different benefits of sustainability policies because they
promote the sustainable usage of everything. For instance, the
stakeholders will be benefited in the sense that the company will abide
by the different regulations, the costs will be reduced etc. this can be
done in different ways such as with the help of billboards, signs, getting
involved in community projects as well as emails and stands in different
supermarkets.

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Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 2B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to inform those involved in implementing
the policy about expected outcomes, activities to be undertaken and assigned
responsibilities.
Activity 1. When informing those involved in implementing the policy of the
outcomes you expect, why is it important to be specific?
It can be said that while implementing the policy to the stakeholders, it is
important to be specific. This is because it helps them to have a clarity about
the policy as well as its role in the organization. Not only this, it can be stated
that it is important to be specific so as to avoid any kind of confusion among
the employees or other stakeholders. The aims and objectives of the policy
should be specific. By doing so, the company will be able to make it clear to the
stakeholders about what they need to do and ensure that they have all of the
information that they need.
2. Give an example of an activity or activities that you would like staff to
undertake to help achieve a target (also specify the target).
If the target is to reduce the use of toxic materials by 30%, the different
activities that will be required to undertake will include analyse the raw
materials for use. Apart from this, other substitute materials can also be used in
order to address this concern because this will help in enhancing the
achievement of the goals as well as objectives. Apart from this, another activity
that can be undertaken is to inform the employees within the workplace about
the careful use of the materials.
3. Using your example from the previous answer, get in pairs, and tell your
partner what responsibilities they should have as if they are the
supervisor for implementing your target.
While implementing the target, the responsibilities of the supervisor
develop an assessment plan that will allow them to assess the overall
performance of the individual workers. Apart from this, it is their
responsibility to ensure that all sustainable actions are being followed in
the company and they should set a good example of the same. They should
also check the usage of the different materials that are being used within
the organization in order to ensure that there is no wastage and effective

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usage.
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Activity 3A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to develop and communicate procedures
to help implement workplace sustainability policy.

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Activity 1. What is a procedure? Give an example below.
A procedure is a fixed of commands informing you a way to do something. It
can also specify who's liable for the movement i.E. Manager or all employees. It
regularly includes statistics about in which and when e.G. After completing
work for the day you have to close down your pc and ensure it is grew to
become off.
2. What different methods of communicating a procedure are you aware of?
The different methods in which a procedure can be communicated include
using pictures, videos or even presentations in order to ensure that the
different stakeholders are aware of the same. Apart from this, putting on the
information on the notice board or through the emails is also one of the
methods in which a procedure can be communicated to the different people or
stakeholders. This will ensure that they are aware of the different aspects and
that hey adhere to the same.
3. You should now develop a procedure that will help to implement a
workplace sustainability policy and communicate this to the next of the
group. Think about the method communicating this procedure.
The procedure for the implementation of a workplace sustainability policy
will include analysing the materials that are used within the organization.
Apart from this, in order to communicate this to the next group, email will
be used wherein the different group members will receive a mail regarding
the same. This will also ensure that they are well informed and that the
goals as well as objectives are achieved in an effective manner.

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Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to implement strategies for continuous
improvement in resource efficiency.
Activity 1. What is continuous improvement?
Continuous development can be defined as the constant determination of
an organization to improve products, processes or services. This can be a
result of ideas that either happen suddenly or with some time.
2. What qualities should staff have for this?
The different qualities that the staff should have for this includes a cooperative
attitude. It is important for them to be to be comfortable with working in teams
wherein different people who belong to different backgrounds come together
to complete a task. Apart from this, they should have the required skills to
ensure that they are able to complete the tasks in an effective manner. It is
important to make sure that they are provided with effective training as well as
developmental opportunities so that they are able to work in an effective
manner.
3. What qualities should supervisors have to help staff achieve this?
Supervisors should also have the appropriate strategies so that they can
help the staff members achieve the same. For instance, they should create
the right culture and ensure that the employees take part in the same. This
will help in increasing the overall levels of confidence as well as motivation
among the employees and hence, they will put in their best efforts to ensure
that the tasks that are assigned to them, are completed in an effective
manner.

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Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to establish and assign responsibility for
recording systems to track continuous improvements in sustainability
approaches.
Activity 1. First, write a list of all the tasks that need to be done to track continuous
improvements in sustainability approaches.
 Conducting spot checks and audits including writing a checklist of
procedures to audit
 arranging meetings and writing down suggestions/ taking minutes from
those meetings
 Complaints, feedback and suggestions forms should be sent out on a
regular basis and filed appropriately
 Staff incentives and rewards should be noted if due to improvements in
efficiency or regarding sustainability
 Disciplining of staff will need to be recorded
2. Next, explain how you propose to assign people to those tasks. Do you
need a large team? Explain your answer.
A medium to large team would be required for the completion of these tasks.
This is because each of the team members will be responsible for the
completion of the same. The tasks will be assigned based on the interests of the
team members so that they are able to put in the best efforts for the
completion of the tasks. Another thing is to train the team members and then
assign them with the appropriate tasks that are suitable with their skills as well
as level of knowledge.

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Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 4A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to document outcomes and provide
feedback to key personnel and stakeholders.
Activity 1. What might you have to give feedback to stakeholders regarding?
There can be instances wherein it will be required that feedbacks to
the stakeholders. This can either be regarding their performance or
their interest in the decisions. There are different ways in which
feedback can be given:
 Complaints or suggestions
 Audits
 Changes to procedures
 Rewards/disciplinary action outcomes
2. Think about your stakeholders – who would be interested in each of the
above examples? Assign at least two stakeholders for each.
 Complaints or suggestions – Customers and Suppliers
 Audits – Team Leaders and Managers

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Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 4B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to investigate successes or otherwise of
policy.
Activity 1. What should you research when investigating successes?
Successes: Positive comments
What approaches are being finished correctly?
Why human beings are being rewarded? Improvement:
What processes aren't getting completed thus?
Negative feedback
What humans are complaining about?
Who is complaining?
What are the reasons for the area?
2. What should you research when investigating areas for improvement?
What tactics aren't getting completed accordingly?
Negative comments
What people are complaining about?
Who is complaining? Is there a particular kind of stakeholder who
continually complains or location this is receiving the most court cases?
What are the reasons for the subject? E.G. Do they want greater
education

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Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to monitor records to identify trends that
may require remedial action; and use to promote continuous improvement of
performance; and modify policy and/or procedures as required to ensure
improvements are made.
Activity 1. What is a trend? Give an example.
A trend is what's hip or famous at a positive factor in time. A fashion absolutely
reflects what seems to be going around at any given time. A fashion can be in
any location and doesn't most effective reflect style, pop culture and
enjoyment.
2. You have found a problem with a procedure. How could you find a
solution?
 Define problem
 Setting goals
 Brainstorm possible solutions
 Examine solutions
 Implement the best idea

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Activity 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading skills:
 Identifies, analyses and evaluates complex textual information to determine legislative and
regulatory requirements, trends and outcomes
Writing skills:
 Researches, plans and prepares documentation using format and language appropriate to
context, organisational requirements and audience
Oral Communication skills:
 Presents information and seeks advice using language appropriate to audience
 Participates in discussions using listening and questioning to elicit the views of others and to
clarify or confirm understanding
Numeracy skills:
 Interprets and uses mathematical equations to calculate numerical information relating to
time durations and costs
Navigate the world of work skills:
 Develops, monitors and modifies organisational policies and procedures in accordance with
legislative requirements and organisation goals
Interact with others skills:
 Selects and uses appropriate conventions and protocols when communicating with internal
and external stakeholders to seek or share information
 Plays a lead role in consulting and negotiating positive outcomes with a range of
stakeholders
Get the work done skills:
 Plans, organises and implements work activities of self and others that ensure compliance
with organisational policies and procedures, and legislative requirements
 Sequences and schedules complex activities, monitors implementation, and manages
relevant communication
 Uses systematic, analytical processes in relatively complex, situations, setting goals,
gathering relevant information, and identifying and evaluating options against agreed
criteria
 Evaluates outcomes of decisions to identify opportunities for improvement
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Research two of the following and write a synopsis of useful information you found from each
document:

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 Ecological footprinting
 Energy Efficiency Opportunities Bill 2005
 Global Reporting Initiative
 Green office program
 Green purchasing
 Greenhouse challenge plus (Australian government initiative)
 ISO 14001:1996 environmental management systems life cycle analyses
 Life cycle analyses
 Product stewardship
 Supply chain management
 Sustainability covenants/compacts
 Triple bottom line reporting.
Green Purchasing
Environmentally Preferable Purchasing (EPP) or Green Purchasing refers to the procurement
of products and services which have a lesser or reduced impact on human health and the
surroundings when in comparison with competing services or products that serve the identical
cause. In addition to stepped forward environmental overall performance, many ‘inexperienced’
merchandise paintings as nicely or better than conventional merchandise and might even shop
money. Switching to safer cleansing merchandise, for instance, can reduce incidents of allergic
reactions, allergies, burns, eye harm, principal organ harm, and most cancers related with the
dangerous chemical substances used in lots of conventional cleaning merchandise. Buying 100
percentage recycled-content material paper can reduce electricity use through forty four
percentage, lower greenhouse fuel emissions by 37 percent, cut stable waste emissions in 1/2,
decrease water use by way of 50 percent, and nearly do away with timber use. Similarly, strength-
efficient vehicles and renewable power cut greenhouse gas emissions and dangerous air pollutants
at the same time as lessening our dependence on imported oil. Overall, the implementation and
integration of green purchasing ideas constitutes a system-huge method reform that collectively
contributes to an organization’s discount in ecological footprint (cumulative related ownership to
worldwide ecological damage stemming from a demand for natural aid to maintain economic and
social balance).
Green buying can allow an business enterprise to offset economic and environmental threat, rather
than inheriting it from their providers. Alternatively, companies may also need to involve their
suppliers on the layout level or expand a community to pre-qualify providers which have responsible
environmental control. Assessments and benchmarking can useful resource an organization with the
procedure. Green purchasing can carry crucial advantages for its practitioners: threat control, eco-

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efficiency, more potent provider relationships, and upgrades in environmental performance, just as
a begin.
Green Purchasing refers back to the procurement of products and services which have a discounted
effect on human fitness and the surroundings whilst as compared with competing products or
services that serve the equal reason. This contrast can consider raw substances acquisition,
manufacturing, production, packaging, distribution, reuse, operation, protection, and disposal of the
products or services. Green purchasing is also known as environmentally preferred shopping (EPP),
environmentally accountable buying, inexperienced procurement, affirmative procurement, eco-
procurement, and environmentally accountable shopping.
Ecological footprinting
On the call for aspect, the Ecological Footprint adds up all the efficient areas for
which a populace, a person or a product competes. It measures the ecological property that
a given populace or product requires to produce the natural assets it consumes (including
plant-based meals and fiber products, farm animals and fish products, timber and different
forest merchandise, space for urban infrastructure) and to take in its waste, particularly
carbon emissions. The Ecological Footprint tracks the use of productive floor regions.
Typically those areas are: cropland, grazing land, fishing grounds, built-up land, forest
region, and carbon demand on land. On the deliver side, a metropolis, kingdom or nation’s
biocapacity represents the productivity of its ecological assets (such as cropland, grazing
land, woodland land, fishing grounds, and constructed-up land). These regions, in particular
if left unharvested, can also serve to take in the waste we generate, especially our carbon
emissions from burning fossil gas.
2. Create a five to ten-minute presentation to communicate your research with stakeholders.
How can it help you to create your policy? Show how you will implement and review it. You
should also consider stakeholder’s different opinions and positions when tailoring your
presentation.
Ensure you prepare for questions from the audience.

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Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Outline the environmental or sustainability legislation, regulations and codes of practice
applicable to the organisation identify internal and external sources of information and
explain how they can be used to plan and develop the organisation’s sustainability policy
 Explain policy development processes and practices
 Outline organisational systems and procedures that relate to sustainability
 Outline typical barriers to implementing policies and procedures in an organisation and
possible strategies to address them.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Identify internal and external sources of information that can be used to plan and develop a
sustainability policy for the organisation.
Important outside information resources include professional/enterprise institutions, faith-based
establishments, and deliver-chain companions. Important inner resources encompass supervisors,
organization conferences, and the employer sustainability file.
2. What are policy development processes and practices?
Policy improvement entails identifying want, collecting information, drafting, consulting and review.
Planning, development, review, implementation and very last assessment. Businesses develop
regulations and procedures in anticipation of a market or reaction to a need. Policies and
approaches are critical for the long term prosperity of any business. Many agencies fail due to the
fact they don’t have virtually described guidelines and tactics. Clear regulations and approaches can
assist establishments set expectancies, hold responsibility, follow the regulation, and protect
themselves in opposition to worker claims. The policyholder, who's responsible for the content of
the regulations and techniques, as well as implementation, will draw up a plan that includes levels
and timelines.
3. What organisational systems and procedures relate to sustainability?

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Among the broadly used management structures that include elements of sustainability are Total
Quality Management (TQM), ISO 9001:2008 control system, ISO 50001:2011 Management System,
ISO 14001:2004 Management System and Eco-Management and Audit Scheme (EMAS).
Sustainability is most usually defined as assembly the desires of the prevailing with out
compromising the ability of destiny generations to fulfill theirs. It has three primary pillars:
monetary, environmental, and social. These three pillars are informally known as people, planet and
income.
4. Identify typical barriers to implementing policies and procedures in an organisation and
explain what strategies you would use to address them.
Lack of Employee Involvement
This is possibly the maximum not unusual barrier to exchange management. Employees
constantly have the fear of alternate, and unless they may be worried within the trade
technique, it is rather possibly that even the most unswerving member of your employees
will resist the trade. The largest mistake some organizations make is failure to involve
personnel in the change manner. This spikes fear of the unknown, lack of desire to embody
a new tradition and finally a whole barrier to the trade.
Lack of Effective Communication Strategy
Some organizations have no effective verbal exchange approach. In reality, a few pinnacle
leaders always count on that after they announce the alternate, humans will alter and be
geared up to get commenced with the brand new development. This is the silliest manner to
introduce alternate, for this reason forceful resistance to the alternate. CEOs should stop
making statement and introduce techniques. Employees do now not need to recognize
approximately the change handiest. They need to understand how the alternate will have an
effect on them in addition to how they'll adapt to the alternate.
Organization Complexity
There comes a time when corporations start to increase complex strategies, making the
system of planning and enforcing exchange a bit more complex. The complexities consist of
complex tactics, merchandise and structures, all which make a contribution to alternate
limitations because they are often pretty difficult for the participants of the enterprise to
apprehend. It is necessary to break this barrier by way of introducing a eager and skillful

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approach to tackle organizational rapid growth as well as complexity. An business enterprise
can wreck this barrier by using diligent, pleasant and exceedingly powerful task and
exchange control approach. It is smart, but, never to address a trade that is going to be too
complicated to your organisation.

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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
 Scope and develop organisational policies and procedures that comply with legislative
requirements and support the organisation’s sustainability goals covering at a minimum:
o minimising resource use
o resource efficiency
o reducing toxic material and hazardous chemical use
o employing life cycle management approaches
o continuous improvement
 Plan and implement sustainability policy and procedures including:
o agreed outcomes
o performance indicators
o activities to be undertaken
o assigned responsibilities
o record keeping, review and improvement processes
 Consult and communicate with relevant stakeholders to generate engagement with
sustainability policy development, implementation and continuous improvement
 Review and improve sustainability policies.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. While leading a group of at least three people, demonstrate your ability to plan, develop and
implement workplace sustainability policy and procedures.
Ensure you:
 Use a range of sources
 Write a sustainability report
 Describe the benefits of global reporting initiatives (including their usefulness for
providing guidelines)
 Implement triple bottom line reporting
 Are aware of the organisation’s stakeholders
 Raise awareness of sustainability policies and procedures at work
 Minimise resource usage at work
 Demonstrate the organisation’s commitment to sustainability
 Implement sustainability procedures
 Show an awareness of legislative requirements relating to sustainability
 Use key performance indicators.
benefits of global reporting initiatives

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GRI reports help in environmental safety and enables corporations abide via social and
governmental legal guidelines. It enables within the betterment of a enterprise and
improves their emblem recognition and loyalty. Allows stakeholders to absolutely recognize
the middle values of the enterprise and additionally their tangible and intangible belongings.
Investors tend to recognition on unique ESG moves and practices that create price. The
Materiality Principle facilitates agencies pick out applicable, impactful topics to document.
Often, GRI Aspects chosen by way of businesses align with the interests of traders.
organisation’s stakeholders
customers, employees, suppliers, investors etc.
sustainability procedures
Sustainability approach making sure inter- and intra-generational fairness and justice. It
means dwelling inside herbal constraints and recognising the interconnected nature of
environmental, social and financial structures. Sustainability seeks to help resilient
communities by means of reducing or putting off bad environmental affects because of
human activities, protective human rights for the most prone and running toward
international sustainable development tasks inclusive of the United Nations’ Sustainable
Development Goals. ESD is Environmentally Sustainable Design. ESD concepts are meant to
manual constructing production and retrofits to minimise negative environmental affects
and maximise environmental blessings while enhancing the health and well-being for the
structure’s intended customers. ESD concepts take all factors of a constructing, from its
production through its operation to its decommissioning and disposal, into consideration.
2. Demonstrate your ability to communicate workplace sustainability policy to others.
Ensure you:
 Show an awareness of the various stakeholders involved in sustainability policy
 Show an ability to use a variety of methods to promote sustainability policy
 Show an ability to inform those involved in implementing the policy about expected
outcomes and activities to be undertaken and assigned responsibilities
 Show an awareness of the activities that can be undertaken to encourage sustainability.
 Implement a recycling application.

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 Conserve strength in the workplace.
 Promote a paperless office.
 Support inexperienced vendors.
 Reduce by using reusing.
 Invest in workplace flora.
 Conserve human energy.
 Encourage sustainable transportation.
Ways to promote sustainability
 Curbing Electricity Consumption.
 Green Office.
 Focusing on Solar Energy.
 Going paperless.
 Green commuting.
 Sustainable Dining
 Water conservation.
 Employee Awareness Campaigns.
3. Liaising with key stakeholders, demonstrate your ability to implement workplace
sustainability.
Ensure you show:
 An ability to consult and communicate with relevant stakeholders to generate
engagement with sustainability policy development
 An awareness of which questions to ask when communicating procedures (such as, ‘Who
is the target audience?’ ‘What information am I trying to convey?’ and ‘What format will
best suit the information?’
 An ability to create the right culture for implementing sustainability procedures (by, for
example: training staff appropriately, using constructive criticism, rewarding staff who
develop ways to improve, and promoting staff progression).
One widespread manner of supporting mindfulness around sustainability is to establish a recycling
software within your office. From the kitchen region to your workspaces, provide schooling on
responsible waste disposal via clean signage on exact waste stations to help your humans distinguish
between what items belong in recycling, compost, and inside the trash bin. Turning off the lighting
fixtures and switching off digital system across the office throughout off-hours will assist to preserve
power sources in addition to save your organisation a large amount to your electric invoice. Ensure
that your place of job has communicated your policy around reducing strength consumption at their

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desks and across the office and offer hints which includes shutting off their computers on the give up
of the paintings day and preserving the lighting off when a meeting room is not in use.
4. Demonstrate an ability to review and improve sustainability policies.
Ensure you:
 Provide feedback regarding complaints or suggestions, audits, changes to procedures, and
rewards/disciplinary action outcomes
 Investigate successes or failures of a policy, as well as barriers to success
 Remove and overcome barriers.
It has grow to be very essential for enterprises and companies trying to contend for public
area contracts to illustrate a sustainability coverage. All government departments are
actually targeted on reducing their carbon footprint, reducing waste and enhancing
sustainability. So, it's miles essential that any carrier they buy offers assurances of
contributing toward their set performance indicators.
This trend is not constrained to the general public zone both, with sustainability often
offering heavily in corporate responsibility projects. Some private businesses also are
seeking to best paintings with providers that boast a sustainable approach to satisfy their
required mandates.

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Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature

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Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Assessor judgement: Satisfactory Not Satisfactory

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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

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Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature