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BSB60215 Advanced Diploma of Business ALTEC College BSBSUS501 Develop Workplace Policy and Procedures for Sustainability LEARNER’S GUIDE
Welcome to the learner’s guide for this unit of competency for the qualification BSB60215 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
This unit also incorporates Foundation Skills that are embedded within the competency elements.
This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.
It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.
Prerequisite Requirements
This unit has a NO prerequisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.
This unit is derived from the Business Service training package BSB for the qualification BSB60215 Advanced Diploma of Business.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.
The Advanced Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Advanced Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.
The following performance criteria specify the required level of performance for each of the elements of competency:
Element |
Performance Criteria |
1. Develop workplace sustainability policy |
1.1 Define scope of sustainability policy 1.2 Gather information from a range of sources to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 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 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation, outcomes and performance indicators |
2. Communicate workplace sustainability policy |
2.1 Promote workplace sustainability policy, including its expected outcome, to key stakeholders 2.2 Inform those involved in implementing the policy about expected outcomes, activities to be undertaken and assigned responsibilities |
3. Implement workplace sustainability policy |
3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility for recording systems to track continuous improvements in sustainability approaches |
4. Review workplace sustainability policy implementation |
4.1 Document outcomes and provide feedback to key personnel and stakeholders 4.2 Investigate successes or otherwise of policy 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4 Modify policy and or procedures as required to ensure improvements are made |
Performance Evidence
Evidence of the ability to:
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
Delivery is in the form of instructor‐led, classroom‐based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom‐based activities, tasks, lectures and structured lessons. Strategies for classroom‐based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.
The unit will be delivered over a prescribed period (term/semester) in a class‐room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class‐room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real‐life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.
The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions. The topics for this unit include;
Lesson |
Topics |
Activities |
1 |
Unit overview, assessment information, assessment conditions Key concepts and definitions Overview: The evolution of the concept of sustainability Overview: Sustainability in Australia business Relevant laws, by laws and regulations (see links below) |
Research: Search the internet and download two sample sustainability policies: Discuss key aspects in your group |
2‐3 |
Sustainability standards, guidelines and approaches: ISO 14001 Environmental Management Systems Life Cycle Analyses Cradle to grave/cradle to cradle Global Reporting Initiative Ecological Footprint Assessment Triple Bottom Line reporting Product Stewardship Greenhouse Challenge Plus (Australian government initiative) Environmental, economic and social aspects of sustainability |
Discussion: What is a “best practice approach” Discussion: Research and discuss best practice approach for your current job role or work area |
4‐5 |
Interpreting business/strategic plans Sustainability as an integral part of business planning Sustainability as a business opportunity Addressing sustainability requirements through policy and procedure What is a sustainable policy Benefits of a sustainable policy Scope of sustainability policy Key stakeholders: Internal and external Promoting sustainability policy and practices Examples and discussion: Policy development processes and practices |
Review and discussion: Sample Sustainability Policy: Fujitsu Australia Activity: Write a brief (1‐page) sustainability policy for your organisation |
6‐8 |
Environmental sustainability strategies: Reducing toxic material and hazardous chemical use Minimising resource use through changes in processes, facility design and management Supply chain and life cycle management approaches Sourcing renewable energy and low carbon footprint materials Reducing, re‐using, recycling and waste reduction Product and process improvements Carbon offsets Reducing greenhouse gas and other emissions Implementation strategies: Awareness raising among stakeholders Training of staff in principles and techniques of sustainability Promotional activities |
Review and discussion: Developing and implementing sustainability strategies |
9 |
Continuous improvement strategies: |
|
Plan, do, check, act cycles Kaizen (continuous improvement) Kaizen blitz (breakthrough improvement event) Six sigma approaches |
||
10 |
360 degree feedback Using feedback data for improvements Review and revision |
Assessment feedback and follow up Student Q&A |
Robertson M., 2014, Sustainability Principles and Practice, Routledge
Goldie J., Douglas B., and Furnass B., 2004, In Search of Sustainability, CSIRO Publishing
Thiele L. P., 2013, Sustainability, Polity
Sustainability Victoria:
http://www.sustainability.vic.gov.au/
Sustainable Policy Template:
http://meetgreen.com/free‐info/sustainability‐policy‐template/
Australia.gov:
http://australia.gov.au/topics/environment‐and‐natural‐resources/environmental‐sustainability
A Guide to Developing a Sustainability Strategy and Action Plan:
http://rpd‐mohesr.com/uploads/custompages/Guide_to_sus_strategy.pdf
Environment Protection (Prescribed Waste) Regulations 1998 (Vic)
Environment Protection & Biodiversity Conservation Act 1999 (Comm)
Clean Energy Act 2011 (Comm)
Clean Energy Regulations 2011 (Comm)
Energy Efficiency Opportunities Act 2006 (Comm)
Energy Efficiency Opportunities Regulations 2006 (Comm)
Environment Protection Act 1970 (Vic)
National Greenhouse and Energy Reporting Act 2007 (Comm)
National Greenhouse and Energy Reporting Regulations 2008 (Comm)
National Greenhouse and Energy Reporting (Measurement) Determination 2008 (Comm)
Water Act 1989 (Vic)
Water (Resource Management) Amendment Regulations 2012 (Vic)
Khan Academy Channel |
https://www.youtube.com/user/khanacademy |
#Education |
https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g |
TED Talks |
https://www.youtube.com/user/TEDtalksDirector/channels |
Massachusetts Institute of Technology Channel |
https://www.youtube.com/user/MIT |
Google for Education |
https://www.youtube.com/user/eduatgoogle |
Harvard Referencing Generator:
http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing‐generator/harvard
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;
The WrittenAssessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.
Observation forms part of in‐class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.
The following assessments are planned for this unit;
# |
Assessment Task/Activity |
Type |
Assessment Method |
1 |
Case Study: Tata Steel |
Individual |
Written |
2 |
Review and Analyse a Sustainability Policy |
Individual |
Written |
3 |
Develop and Present a Sustainability Policy |
Individual |
Written |
4 |
Project: Develop Implementation Strategies |
Team |
Written |
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.
Assessment Task |
Case Study: Tata Steel |
Schedule |
TBA |
Outcomes Assessed |
Performance Criteria: 1.1, 1.2, 1.6, 2.1, 4.2 Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
Description:
Tata Steel is the second largest steel producer in Europe and has its main steelmaking plants in the UK and Holland. It supplies steel and related services to major industries, such as construction, vehicle production and packaging.
Tata Steel is committed to tackling the challenges of sustainability. This means that it takes its responsibility towards both the environment and its communities seriously, balancing these against the need to make a profit. It has put systems in place to meet international standards for environmental management such as ISO14001.
This case study shows how Tata Steel can tackle the relevant sustainability challenges and in particular satisfy all its relevant stakeholders. Analyse the given case study in your own words and answers the following questions;
You may research company’s website and collect more data about the relevant, and updated, sustainability principles, policies and practices of the company.
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
organisation (e.g. website)
This task must be prepared and submitted in a word‐processed layout. However, neatly handwritten documents can be accepted for this task.
Submit:
This assessment task must be completed in a designated session in presence of a trainer/assessor.
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Assessment Task |
Review and Analyse a Sustainability Policy |
Schedule |
TBA |
Outcomes Assessed |
Performance Criteria: 1.1, 1.2, Required knowledge Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
Description:
A Sustainability Policy is a ‘Statement of Intent’ that can be used to communicate to staff and customers a commitment to improving environmental and social sustainability over time (Tourism Queensland, 2013).
In this assessment task, you will be required to review and analyse a sample sustainability policy. One of the sample policies used is of Fujitsu Australia, a leading service provider of business, information technology and communications solutions; and the third largest ICT Company in the Australian and New Zealand marketplace. Your trainer/assessor may also provide you with other/different policy documents for analysis.
Analyse the given policy based on;
Note, an analysis is NOT a summary of contents. An analysis typically implies a breakdown of texts/contents into parts or ideas; and examining the details and structure of these texts/contents. Simply summarising the same contents will not be considered an analysis. You will be required to explain the above policy components from your own point of view.
You may also have to research company’s website or review theoretical concepts through online research to gather more information for your analysis and support your viewpoint.
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
This task must be prepared and submitted in a word‐processed layout. However, neatly handwritten documents can be accepted for this task.
Submit:
This assessment task must be completed in a designated session in presence of a trainer/assessor.
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Assessment Task |
Develop and Present a Sustainability Policy |
Schedule |
TBA |
Outcomes Assessed |
Performance Criteria: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 2.1, 2.2 Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
Description:
Writing a sustainability policy requires a clear and through understanding of business activities, environmental impact of business activities, requirements of respective laws and standards, and sustainability outcomes of an organisation. Sustainability goals are an integral part of an organisation’s strategic and business plans.
In this assessment task, you will be required to develop (write) and present a Sustainability Policy for an organisation your choice. Organisation can be your past or present organisation. Alternatively, you may use any organisation with a likely/expected environmental footprint. In today’s technology‐enhanced business environment, sustainability issues impact almost every organisation.
UTMOST care should be taken to avoid plagiarism – especially in lifting and using policy contents or documents from the internet.
Based on your selected organisational profile, develop;
You may use examples of policy document structures from the sample documents provided. All external sources must be cited using an appropriate referencing system.
Presentation:
When developed, present the policy to the class audience, assuming the class audience as organisational stakeholders. For the purpose of simulation, your trainer/assessor will play the role of your manager/supervisor and also provide feedback on you policy contents from strategic point of view.
Presentation time: 10 minutes
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
Assessment Task |
Project: Develop Implementation Strategies |
Schedule |
TBA |
Outcomes Assessed |
Performance Criteria: 1.4, 1.5, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4 Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
In this team project, your team (maximum 4 members) will be required to develop implementation strategies for the policy document development in Assessment Task3. Essentially, you will focus on implementing the sustainability initiatives (policy) with a view to achieve stated sustainability goals.
Team should be formed at the beginning of the term and delegate project tasks to members based on their assigned role and responsibilities.
Strategies may include (but are not limited to);
Assume that your team has been given the responsibility to implement and promote the Sustainability Policy across the organisation. As your team will have access of all the policy documents developed by team members in the previous task, only ONE of the policy must be selected for this task.
Develop a comprehensive document the covers;
You team will be expected to undertake the project work during assigned project time in training sessions. Teams will be expected to delegate roles, responsibilities, and tasks; and maintain team communication throughout.
In additional the above, teams will need to provide a team statement highlighting roles and responsibilities of team members, and a summary of contribution from each member.
The suggested strategies should be enhanced by the use of charts (e.g. likely resource consumption), flowcharts, and graphs as needed.
The final document should be word processed and structured as a formal business document reflecting a reallife approach.
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
Note to Assessors: Equal contribution from team members must be ensure to maintain equity and fairness in marking/grading. Groups should be encouraged to set rules on non‐attendance and under‐performing members and report any problems to the assessor at the earliest.
This task must be prepared and submitted in a word‐processed layout. Handwritten documents cannot be accepted for this task
Submit:
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.
To be granted RPL, applicants will be asked to:
This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing
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