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ASSESSMENT RECEIPT FORM
STUDENT NAME:
STUDENT ID:
COURSE CODE: SIT40516
COURSE TITLE: Certificate IV in Commercial Cookery
TRAINER’S/ASSESSOR’S NAME:
DUE DATE
UNIT CODE AND DESCRIPTION BSBSUS401 - Implement and monitor environmentally sustainable work practices
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY Imperial Institute of Sydney Staff
Name:
Date:
Signature:
================================= Tear Here ===========================
Students must retain this as a Record of Submission.
Assessment Handed On:
BSBSUS401 - Implement and monitor environmentally sustainable work practices
Unit Code & Description:
Imperial Institute of Sydney Student
Assessment Received by
Staff Name: ………………...……...............
Signature: …………………………………...…...
Student ID: ...............................................
Student Signature: ….……………………….…….
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ABOUT THIS BOOKLET
This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before you undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g., online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor.
The assessment booklet contains two (2) parts:
PART 1: Assessment information: This part contains information on assessments for this unit of competency and how assessment will be conducted throughout unit to achieve the competency. It includes:
• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment. ?
• Assessment tasks.
• Outline of evidence to be collected.
• Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments, and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information: ?
• Task instructions.
• Role play / Practical Demonstration information.
Information on resources required, where applicable

PART 1
Assessment Information

Application of the unit of competency:
This unit describes the skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness.
It applies to individuals with responsibility for a specific area of work or who lead a work group or team and addresses the knowledge, processes, and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBSUS401 IMPLEMENT AND MONITOR ENVIRONMENTALLY SUSTAINABLE WORK PRACTICES
Elements Elements Title
1 Investigate current practices in relation to resource usage
2 Set targets for improvements
3 Implement performance improvement strategies
4 Monitor performance
Performance evidence:
Evidence of the ability to:
? analyse information from a range of sources to identify current procedures, practices and compliance requirements in relation to environmental and resource sustainability
? consult and communicate with relevant stakeholders to seek input and encourage engagement with developing and implementing sustainability improvements, encourage feedback and suggestions and report on outcomes
? plan and organise work group activities to:
? measure current resource usage
? solve problems and generate ideas for improvements
? evaluate and implement strategies to improve resource usage
? plan, implement and integrate improvements into operations
? meet environmental requirements
? apply continuous improvement approach to sustainability performance
? apply change management techniques to support sustainability performance.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
? identify relevant internal and external sources of information and explain how they can be used to identify sustainability improvements
? explain the compliance requirements for the work area with reference to legislation, regulations, codes of practice and workplace procedures that relate to environmental and resource issues
? outline common environmental and energy efficiency issues within the industry
? give examples of benchmarks for environmental and resource sustainability that are relevant to the organisation
? outline organisational systems and procedures that relate to environmental and resource sustainability improvements including:
? supply chain, procurement and purchasing
? quality assurance
? making recommendations and seeking approvals
Context and conditions for assessments:
To comply with the assessment condition of this unit:
• Imperial Institute of Sydney will conduct the assessment in Imperial Institute of Sydney classroom.
• Imperial Institute of Sydney will have access to range of documents like relevant legislation, standards and codes needed for the assessment (Please refer Appendix1 at the end of this assessment tool for detailed list of assessment resources).
• Practical assessment for this unit will be conducted in Imperial Institute of Sydney kitchen where student will monitor resource use over period of time and implement sustainability practices.
• Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit.
- Computers with access to internet and printers
- DIDASKO learner guide for unit BSBSUS401
- Access to Imperial Institute of Sydney simulated environment and Imperial Institute of Sydney kitchen
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.

Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient, and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Imperial Institute of Sydney Re-Assessment Policy and Imperial Institute of Sydney Course Progress Policy.
Assessment tasks Assessment description Due date Location of assessment
Assessment Task 1 (AT1) – Knowledge Test You are required to choose the correct option(s) from the choices given for the questions and short answer questions. You must present your assignment in a clear and professional manner.
You will be given 3 hours to complete this task. Needs to be completed in the classroom
Assessment Task 2 (AT2) – Project
This assessment contains two projects. You are required to go through given scenarios and complete given task and answer the given questions. Needs to be completed in the simulated environment in class room and Imperial Institute of Sydney kitchen
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge for this unit.

Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current, and authentic.
Assessment Task 1 (AT1) – Knowledge Test • Completed knowledge test with questions answered and submit to your assessor (paper-based).
• Complete and sign the cover sheet for assessment task.
Assessment Task 2 (AT2) – Project
? Complete two projects in assessment task.
? Complete given task and answer the given questions.
? Complete and sign the cover sheet for assessment task
Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair, and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you, and complete the comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor as per the training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g., extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.
• You can submit your assessment tasks through the hand in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the course coordinator/Academic head.
Assessors will check that you have completed the student declaration prior to filling out the assessment sheet.
Retaining assessment records:
Imperial Institute of Sydney will securely retain all completed student assessment items for each student for a period of 18 months from the date on which the judgement of competence for the student was made. Imperial Institute of Sydney will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Imperial Institute of Sydney record control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Imperial Institute of Sydney Re-Assessment Policy and Imperial Institute of Sydney Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks, you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Imperial Institute of Sydney Re-Assessment Policy and Imperial Institute of Sydney Course Progress Policy. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You can see your results or attendance progress by requesting a copy of your records by contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor.
Reasonable adjustments and special learning needs:
Imperial Institute of Sydney works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy, or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also considering factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed, and documented in the assessment record
b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in the training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either the course coordinator and/or Head of Department. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment. During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
Imperial Institute of Sydney considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is treated on a case-by-case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Imperial Institute of Sydney’s Assessment Policy.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course.

Student Declaration:
I .............................................................................. (Student Name) have read and understand the information provided above and understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with Imperial Institute of Sydney. I further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ......................


PART 2
Assessment Tasks

Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency BSBSUS401 - Implement and monitor environmentally sustainable work practices
Assessment Task Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory ? Not Satisfactory ? Not completed ?
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks.
Google check for plagiarism ? Yes ?No
Check for Copying/Collusion ? Yes ?No
Check for Authenticity (own work) ? Yes ?No
Cheating or use of model answers ? Yes ?No

Signature: ........................................................
Date: ................................................................ I have received, discussed, and accepted my result as above for this task and I am aware of my appeal rights.
Signature:.........................................
Date: ...............................................
Assessment task 1: Knowledge Test
Required documents and equipment:
- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- Imperial Institute of Sydney Learners’ resources for the unit BSBSUS401 - Implement and monitor environmentally sustainable work practices (organised by the trainer).
- Learner’s notes
Instructions for students:
This assessment will be conducted in the Imperial Institute of Sydney classroom with access to the resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 3 hours
- You must:
o Answer all the questions satisfactorily to be deemed competent
o Complete the knowledge test and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question and short answers listed in knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically, or paper based.
- Your assessor will record the assessment outcome on the assessment cover sheet.

1. Which statement about WHS is true?
(a) WHS legislation is important for businesses to know, but it is not directly linked with implementing and monitoring environmental sustainability.
(b) PCBUs have a duty of care to ensure, where reasonably practicable, that the health and safety of workers and others is not put at risk when carrying out work duties.
(c) WHS is only the responsibility of management as managers implement and monitor WHS standards and practices.
(d) WHS laws are set at a federal level. There are no state or territory WHS laws.
2. Which of the following is an appropriate method for an organisation to use to help it comply with relevant environmental legislation.
(a) Make staff responsible for writing organisational policies and procedures.
(b) Issue all staff with environmental information, pamphlets or posters that describe the devastating state of the globe.
(c) Implement a quality management system including undertaking a benchmarking process to achieve best practice.
(d) Hire only employees who have an excellent knowledge of sustainable practices and legislation.
3. Before you can improve work practices to become more sustainable and help meet compliance obligations, what do you need to do?
(a) Set SMART goals and targets for resource usage.
(b) Apply continuous improvement strategies to key business activities.
(c) Collect and analyse data on the organisation’s current resource usage.
(d) Undertake research to obtain ideas for improvement, including liaising with stakeholders.
4. Which statement is true?
(a) External benchmarks are useful tools for an organisation to use to analyse and assess their performance against best practice.
(b) Codes of practice are mandatory and ensure organisations achieve best practice.
(c) Internal tools such as SOPs and KPI tracker sheets are all an organisation needs to monitor progress and assess for improvements.
(d) Sustainability is defined purely in terms of the natural environment.
5. Which is most useful in analysing your organisation’s current level of waste?
(a) Install CCTV cameras to monitor where waste is occurring.
(b) Review SOPs to ensure efficiency.
(c) Conduct a waste audit.
(d) All these options are correct.
6. Which can help provide structure and clarity to the process of data collection and monitoring?
(a) An environmental impact reports.
(b) Benchmarking.
(c) An environmental audit.
(d) A data collection plan.
7. Collecting and documenting information on current purchasing strategies involves which steps?
(a) Examining supplier bills, selecting the cheapest supplier, and setting KPIs.
(b) Identifying the business need, conducting a risk assessment, seeking, and evaluating alternative solutions, awarding the contract, managing the contract and disposal of goods.
(c) Defining the problem, generating alternatives, evaluating, and selecting alternatives, implementing solutions, and following up results.
(d) Setting benchmarks, obtaining standards accreditation, displaying accreditation, and seeking suppliers who belong to the same standards scheme.
8. After collecting and monitoring data on current resource usage, what do you need to establish to have something to measure your improvements against?
(a) Codes of practice.
(b) Baseline data.
(c) SOPs.
(d) QA systems.
9. Which statement about stakeholders is true?
(a) Stakeholders can be internal or external and can be broken into primary and secondary stakeholder groups.
(b) Seeking input from stakeholders complicates the decision-making process.
(c) Stakeholders are external groups or people.
(d) Stakeholders are people who have financial investment in your organisation.
10. If you are having difficulty in measuring, monitoring, and evaluating your current resource usage, what would be your best course of action?
(a) Conduct a sustainability audit.
(b) Apply the problem-solving steps again and involve stakeholders in the process.
(c) Conduct a team meeting to discuss options.
(d) Source tools, techniques, and advice from a range of sources such as government websites, standards accreditation organisations and environment agencies.
11. Before implementing solutions to workplace environmental problems, what problem-solving steps should you undertake?
(a) Define the problem, evaluate alternatives, implement ideas, and then monitor them.
(b) Define the problem, generate alternatives, and then evaluate and select alternatives.
(c) Establish a baseline, seek alternatives, and then implement them.
(d) Generate alternatives, evaluate, and select the best ones, then seek advice from external stakeholders.
12. Goals and targets for efficiency improvements should be SMART. What does the acronym SMART stand for?
(a) Strategy, Measurable, Achievable, Relevant, Targets.
(b) Specific, Measurable, Achievable, Right, Time-based.
(c) Strategy, Monitoring, Achievable, Right, Targets.
(d) Specific, Measurable, Achievable, Relevant, Time-based.
13. The ongoing effort to improve products, services, and processes in all areas of business is known as what?
(a) Best practice.
(b) Continuous improvement.
(c) Greenwashing.
(d) Quality assurance.
14. To help give your environmental resource efficiency plan or sustainability plan structure and relevance to your organisation, what could you do?
(a) Use data from energy management and tracking software.
(b) Ensure that every employee receives a printed copy of the plan and conduct relevant training.
(c) Have an external standards or accreditation framework organisation write your environmental plan.
(d) Use a sustainability framework such as the GRI, CERES, or The Natural Step and clearly link the plan to the organisation’s vision and strategic plan.
15. Which would be the best approach to support your office to ‘go green’?
(a) Regularly conduct waste audits and reprimand staff who are not making improvements.
(b) Implement strategies suggested in the Green Office Guide available from the Australian Government’s environment website.
(c) Closely monitor and assess the daily activities of employees to find areas of wastage.
(d) Use only recycled paper.

16. Your team has come up with the following suggestions to improve waste. According to the waste hierarchy, which is the best option?
(a) Reduce waste by using refillable containers and dispensers for cleaning chemicals.
(b) Recycle the containers the cleaning chemicals come in.
(c) Train staff to use fewer chemicals and to dispose of the empty containers in the recycle bin.
(d) Reuse the cleaning containers in other ways, such as making pot plant holders out of them.
17. Your organisation wants to run an environment improvement event in the local area. Which option do you think is most important to secure local support?
(a) Put an advertisement in the local newspaper inviting local people to attend the event.
(b) Start a blog and post information and updates on what your organisation is doing with the event, and then invite stakeholders to read the blog and provide ideas and suggestions.
(c) Form an environment team to plan and organise the event.
(d) Create an environment committee and invite key stakeholders to participate in the committee so you can seek suggestions, ideas, and support from stakeholders.
18. To calculate the costs and savings of resource improvement strategies, an organisation can work out the payback period of the sustainability initiative. What does this calculation involve?
(a) Adding the investment costs and then dividing this total by the total net annual savings the sustainability initiative generates.
(b) Dividing the initial purchase price by the total net annual savings the sustainability initiative generates.
(c) Calculating the total savings, the sustainability initiative generates over its period of use.
(d) Calculating the direct and indirect costs of the sustainability initiative and guessing how long the initiative will last for in years and months.
19. Which is a monitoring tool or method?
(a) KPI target tracker spreadsheets.
(b) Capital expenditure procedure.
(c) A vision and mission statement.
(d) Version control register.

20. You need to provide feedback to stakeholders and employees on sustainability initiatives. Which could be considered a form of feedback?
(a) Providing the team with access to reports.
(b) Environment team and department meetings.
(c) The annual business reports.
(d) Asking employees to keep a record of their observations.
21. If you want to measure how well environmental initiatives have been adopted by staff and understand their attitudes and potential barriers to sustainability, what could you do?
(a) Use quantitative measures, such as KPI trackers, to assess improvements.
(b) Conduct qualitative research in the form of an attitude survey.
(c) Conduct a staff meeting and ask them.
(d) Review targets set for your environment action plan.
22. Which statement is true?
(a) Monitoring is the sole responsibility of management.
(b) The monitoring process includes evaluating strategies, applying continuous improvement processes, and setting new efficiency targets.
(c) Establishing specific monitoring methods is the first step in the monitoring process.
(d) Feedback should focus on providing information to management only, as they are the ones who make decisions on what to improve.
23. Your team has been successful in meeting KPIs for sustainability improvements. What is important to do to keep the passion for sustainability alive?
(a) Set new KPI targets that will really stretch the team to achieve, as this will help motivate them.
(b) Post updates on the intranet of the success of strategies and highlight the terrible outcomes the environment will suffer if people do not adopt sustainable practices.
(c) Celebrate and promote awareness of successful strategies and reward people involved in achieving the targets.
(d) Run regular meetings where you discuss the importance of sustainability.
SHORT ANSWERS
SECTION 1: INVESTIGATE CURRENT PRACTICES IN RELATION TO RESOURCE USAGE
24: Outline the role of federal, state and territory legislation in environmental sustainability.
25: What role does the local council play in environmental sustainability? Discuss.
26: What is the benefit of having codes of practice?
27: Discuss the relevance of WHS legislation to environmental sustainability.
28: Quality assurance is one of the principles of quality management. What does quality assurance mean and how can it help an organisation comply with environmental regulations?
29: What is benchmarking and how can it help an organisation comply with environmental regulations?
30: What are the six steps in analysing and documenting current purchasing strategies?
SECTION 2: SET TARGETS FOR IMPROVEMENTS
31: Why is involving stakeholders in issues of environmental sustainability important to your business?
32: Imagine you are on an environment team and chair a stakeholder committee as part of your role. Why is it important to be familiar with your organisation’s structure and decision-making processes?
33: When evaluating solutions to workplace environmental issues, what factors should you consider? List four questions you could ask.
SECTION 3: IMPLEMENT PERFORMANCE IMPROVEMENT STRATEGIES
34: Outline what should go into a resource efficiency or sustainability plan.
Knowledge test checklist – to be completed by the assessor.
Marking criteria Student response (to be completed by the assessor)
After the Knowledge test, the student has provided authenticity for the following questions:
1. Which statement about WHS is true? 0S 0NS
2. Which of the following is an appropriate method for an organisation to use to help it comply with relevant environmental legislation. 0S 0NS
3. Before you can improve work practices to become more sustainable and help meet compliance obligations, what do you need to do? 0S 0NS
4. Which statement is true? 0S 0NS
5. Which is most useful in analysing your organisation’s current level of waste? 0S 0NS
6. Which can help provide structure and clarity to the process of data collection and monitoring? 0S 0NS
7. Collecting and documenting information on current purchasing strategies involves which steps? 0S 0NS
8. After collecting and monitoring data on current resource usage, what do you need to establish to have something to measure your improvements against? 0S 0NS
9. Which statement about stakeholders is true? 0S 0NS
10. If you’re having difficulty in measuring, monitoring and evaluating your current resource usage, what would be your best course of action? 0S 0NS
11. Before implementing solutions to workplace environmental problems, what problem-solving steps should you undertake? 0S 0NS
12. Goals and targets for efficiency improvements should be SMART. What does the acronym SMART stand for? 0S 0NS
13. The ongoing effort to improve products, services, and processes in all areas of business is known as what? 0S 0NS
14. To help give your environmental resource efficiency plan or sustainability plan structure and relevance to your organisation, what could you do? 0S 0NS
15. Which would be the best approach to support your office to ‘go green’? 0S 0NS
16. Your team has come up with the following suggestions to improve waste. According to the waste hierarchy, which is the best option? 0S 0NS
17. Your organisation wants to run an environment improvement event in the local area. Which option do you think is most important to secure local support? 0S 0NS
18. To calculate the costs and savings of resource improvement strategies, an organisation can work out the payback period of the sustainability initiative. What does this calculation involve? 0S 0NS
19. Which is a monitoring tool or method? 0S 0NS
20. You need to provide feedback to stakeholders and employees on sustainability initiatives. Which could be considered a form of feedback? 0S 0NS
21. If you want to measure how well environmental initiatives have been adopted by staff and understand their attitudes and potential barriers to sustainability, what could you do? 0S 0NS
22. Which statement is true? 0S 0NS
23. Your team has been successful in meeting KPIs for sustainability improvements. What is important to do to keep the passion for sustainability alive? 0S 0NS
24. Outline the role of federal, state and territory legislation in environmental sustainability. 0S 0NS
25. What role does the local council play in environmental sustainability? Discuss. 0S 0NS
26. What is the benefit of having codes of practice? 0S 0NS
27. Discuss the relevance of WHS legislation to environmental sustainability. 0S 0NS
28. Quality assurance is one of the principles of quality management. What does quality assurance mean and how can it help an organisation comply with environmental regulations? 0S 0NS
29. What is benchmarking and how can it help an organisation comply with environmental regulations? 0S 0NS
30. What are the six steps in analysing and documenting current purchasing strategies? 0S 0NS
31. Why is involving stakeholders in issues of environmental sustainability important to your business? 0S 0NS
32. Imagine you are on an environment team and chair a stakeholder committee as part of your role. Why is it important to be familiar with your organisation’s structure and decision-making processes? 0S 0NS
33. When evaluating solutions to workplace environmental issues, what factors should you consider? List four questions you could ask. 0S 0NS
34. Outline what should go into a resource efficiency or sustainability plan. 0S 0NS
Task outcome 0S 0NS
Assessor’s remarks
Assessor’s signature
Date
Assessment date
Student signature Date
Assessment task 2: Project
Required documents and equipment:
- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- Imperial Institute of Sydney Learners’ resources for the unit BSBSUS401 - Implement and monitor environmentally sustainable work practices (organised by the trainer).
- Learner’s notes
Instructions for students:
This assessment will be conducted in the Imperial Institute of Sydney in classroom and commercial kitchen with access to the resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 3 hours
Assessment Task 2A
- You are required to:
o collect, measure and document current resources usage in the Imperial Institute of Sydney commercial kitchen
o set targets for improvement
o implement improvement strategies, and
o monitor performance
- You must:
o You must answer all the questions satisfactorily to be deemed competent.
o Complete the activities and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback

Assessment Task 2 B
Answer all the given questions
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor:
- You are required to submit short answers to all the question asked in worksheet
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically, or paper based.
- Your assessor will record the assessment outcome on the assessment cover sheet.

Assessment Task 2A (AT2A)
Task 1
1. List three environmental regulations that apply to the Imperial Institute of Sydney commercial kitchen and outline what is required to be compliant with each.
2. Conduct internet research and choose two tools that are suitable for monitoring and measuring energy, water, waste, and carbon footprint in the Imperial Institute of Sydney commercial kitchen. Ensure you consider compliance requirements when making your selection.
Examples may include:
o life-cycle mapping tools
o carbon footprint calculators
o energy monitoring tools and calculators
o water usage monitoring tools and calculators
o waste audit procedures and tools
o external benchmarks
o sustainability frameworks such as CERES, The Natural Step, or TBL.
Use the template provided to write a brief summary of the two tools you have selected, including: how it works, how it helps achieve compliance, whether you would use it and why/why not.
Include details of the source. For example, provide the website name, address and date accessed.
Name of tool

Resource area it relates to
(energy, water, waste, carbon footprint)
How the tools work

How it helps compliance

Whether you would use it and why/why not

Source

Name of tool

Resource area it relates to
(energy, water, waste, carbon footprint)
How the tools work

How it helps compliance

Whether you would use it and why/why not

Source


Task 2
For this task, you are to analyse resource use and sustainability practises in the Imperial Institute of Sydney commercial kitchen in relation to the regulations you identified in Task 1. The areas you will focus on are:
• Water use
• Energy (electricity and gas) use
• Food waste
Please answer the following questions in relation to the Imperial Institute of Sydney commercial kitchen:
Q1: How is energy use monitored and recorded?
? Satisfactory ? Not Satisfactory
Q2: What procedures are in place to minimise energy use?
? Satisfactory ? Not Satisfactory
Q3: How are students and staff informed of and reminded of conserving electricity use?
? Satisfactory ? Not Satisfactory
Q4: What are three things that can be implemented to reduce energy use?
? Satisfactory ? Not Satisfactory
Q5: How is water use monitored and recorded?
? Satisfactory ? Not Satisfactory
Q6: What procedures are in place to minimise water use?
? Satisfactory ? Not Satisfactory

Q7: How are students and staff informed of and reminded of not wasting water?
? Satisfactory ? Not Satisfactory
Q8: What are three things that can be implemented to reduce water use?
? Satisfactory ? Not Satisfactory
Q9: How is food waste monitored and recorded?
? Satisfactory ? Not Satisfactory

Q10: What procedures are in place to minimise food waste?
? Satisfactory ? Not Satisfactory
Q11: How are students and staff informed of and reminded of minimising food waste?
? Satisfactory ? Not Satisfactory
Q12: What are three things that can be implemented to reduce food wastage?
? Satisfactory ? Not Satisfactory

Task 3
For this task, you are to measure and monitor resource use in the Imperial Institute of Sydney commercial kitchen for one month. The areas you will focus on are:
• Water use
• Energy (gas and electricity) use
• Food waste
1. Using the tools, you selected in Task 1 or other more suitable tools, you are to measure and monitor the use of gas, water, and electricity in the Imperial Institute of Sydney commercial kitchen for one month. To do this, you will need to take meter readings at regular intervals, review supplier bills (if provided by your assessor) and observe resource use of students using the kitchen on at least four separate occasions.
Submit a copy of your completed data tools to your assessor along with a written description of your observations of resource use including any non-compliances such as leaving lights on or taps running when not in use.
2. Working in a group with two other students, compare each other’s findings and discuss ways to reduce resources usage in the Imperial Institute of Sydney commercial kitchen. Choose and agree on three alternative solutions. Submit notes of your discussion.
3. For each of the three solutions agreed upon in the previous task, compare and evaluate the probable effectiveness and practicality of each by listing their pros and cons in a table or similar format. Ensure you consider the ease of implementation, cost, and ease of use in your evaluation.

Task 4
For this task, you are to implement resource usage improvement plans.
1. Set efficiency targets for the next three months for the areas you measured in Task 3:
• Water use
• Energy (gas and electricity) use
• Food waste
Your targets must be in SMART format.
2. Using the template provided, complete a sustainability action plan to achieve your targets. Your plan must include costing strategies.
Action item Action implementation Annual cost savings
*Activity Action Responsibility Start date Completion date Project cost $ Energy savings $ per year Water savings $ per year Waste savings $ per year Total savings $ Payback period (years)

*Activity = task, process, service or equipment where efficiency action is being taken.
Please answer the following questions:
3. What innovations and continuous improvement strategies would you put in place to help achieve these efficiency targets?
? Satisfactory ? Not Satisfactory
4. What stakeholders, key personnel and/or specialists could you consult with to help with your sustainability initiatives? Explain the benefits of liaising with stakeholders.
? Satisfactory ? Not Satisfactory
5. Speak to the relevant person in your workplace or training environment about implementing your suggestions for improvement. State who you spoke to and comment on the outcomes of your discussion including any changes that have been made to work practices as a result of your research.
? Satisfactory ? Not Satisfactory
6. What constraints or limitations might you encounter when trying to achieve the efficiency targets you set?
? Satisfactory ? Not Satisfactory
7. List four ways you can encourage your team and co-workers to adopt changes made and support sustainability initiatives.
? Satisfactory ? Not Satisfactory
8. Arrange a time with your assessor to present your targets and action plan to two other students acting as team members. The purpose of the presentation is to inform the team members of what changes are required, ensure they understand why the changes are required, seek their feedback and gain their commitment to your plan.
Your assessor will complete the Observation Checklist below to record your communication and interaction skills during each roleplay.
It is expected that your roleplay will take approximately 15 minutes.
Please ensure you review the Observation Checklist before you commence your presentation so that you are fully prepared and know exactly what is expected of you.
Please submit the completed Observation checklist as evidence of this task.
At the completion of the roleplays, both the student and the assessor are required to sign and date the Observation Checklist, verifying that they acknowledge the outcome for this assessment task and have been provided with feedback from the assessor.
? Satisfactory ? Not Satisfactory

OBSERVATION CHECKLIST
Name of Student:
Date of Observation:
During the presentation, did student satisfactorily: Yes No
Clearly explain the need to improve resource usage in the Imperial Institute of Sydney commercial kitchen?
Clearly explain the need to reduce waste in the Imperial Institute of Sydney commercial kitchen?
Clearly explain the results of the monitoring they completed?
Refer to appropriate legislation?
Ask for (and take on board) the team members’ feedback?
Show respect for diversity in the group when communicating by allowing time for each person to talk and encouraging others to contribute their ideas?
Clearly outline their sustainability plan?
Clearly explain the roles they will play as team members in the Imperial Institute of Sydney commercial kitchen?
Answer any questions clearly and confidently?
Use positive and appropriate body language?
Use appropriate language and tone?
Use active listening skills to ensure the team members understood the importance of making changes?
Use appropriate language and tone when speaking?
Gain the team members’ commitment to achieving the set targets?
Feedback to the student:
Observation Outcome: ? Satisfactory ? Not Satisfactory
Assessor’s Signature:
Date:
Task 5
For this task, you are to measure resource use in the Imperial Institute of Sydney commercial kitchen one month after you have implemented your sustainability plan against the targets you set. The areas you will measure are:
• Water use
• Energy (gas and electricity) use
• Food waste
To do this, you will need to take meter readings, review supplier bills (if provided by your assessor) and observe resource use of students using the kitchen on at least four separate occasions.
Submit a copy of your completed data tools to your assessor along with a written report of your findings. Your report must address the following:
• Did you achieve your targets? Why/why not?
• Based on the results of your monitoring, what suggestions would you make for improvements to work practices?
• How will you change your sustainability plan to achieve better results?
• Given the results, set three new targets for sustainability improvements over the next six months in SMART format
• List four ways you can encourage your team and co-workers to adopt changes made and support sustainability initiatives.

Learner task checklist
• To be completed by the learner.
• This is a tool to assist you when submitting your assessment tasks.
You must complete the following tasks for this assessment Have you completed this task?
Yes No
Selected four tools for monitoring and measuring energy, water, waste, and carbon footprint.
Used the template provided to write a brief summary of the four tools.
Completed a data collection plan for two business activities/areas using the table provided.
Used the tools from Task 1 and the data collection plan from Task 2 to monitor resource usage for the designated period.
Submitted the completed tools to your assessor.
Documented a sustainability action plan.
Used the tools from Task 2 to monitor resource usage/activities for the designated period again.
Submitted the completed data tools to your assessor.
Analysed and reviewed the results of your monitoring.
Responded to all questions.
Assessor checklist
To be completed by the assessor.
Learner’s name:
Did the learner successfully demonstrate evidence of their ability to do the following? Assessor comments Completed
Yes No
Selected four tools for monitoring and measuring energy, water, waste and carbon footprint.
Used the template provided to write a brief summary of the four tools.
Completed a data collection plan for two business activities/areas using the table provided.
Used the tools from Task 1 and the data collection plan from Task 2 to monitor resource usage for the designated period.
Submitted the completed tools.
Documented a sustainability action plan.
Used the tools from Task 2 to monitor resource usage/activities for the designated period again.
Submitted the completed data tools.
Analysed and reviewed the results of their monitoring.
Responded to all questions.

Assessment Task 2B (AT2B)
Project scope analysis
Task 1
Apply the purchasing analysis steps to investigate the purchase of an eco-friendly product or service within your workplace or training environment. Examples include office equipment, software, heating and cooling systems, cleaning services, waste minimisation and disposal systems, and water or energy management systems.
Determine the payback period of the product or service.
Answer all the questions.
Q1: List the details of the product or service you have chosen to investigate for this assessment task.
? Satisfactory ? Not Satisfactory
Q2: When calculating the full cost and savings of your purchase, what should you consider?
? Satisfactory ? Not Satisfactory
Q3: What is the ‘payback period’? Explain what it means.
? Satisfactory ? Not Satisfactory
Q4: Calculate the payback period for the product or service you have investigated.
? Satisfactory ? Not Satisfactory
Q5: List two aims of sustainable purchasing or procurement.
? Satisfactory ? Not Satisfactory
Q6: What six steps are recommended in the Sustainable Procurement Guide?
? Satisfactory ? Not Satisfactory
Q7: List three websites, government departments or other sources you can access for help and information on sustainable purchasing.
? Satisfactory ? Not Satisfactory

Assessor checklist
To be completed by the assessor.
Learner’s name:
Did the learner successfully demonstrate evidence of their ability to do the following? Assessor comments Completed
Yes No
Investigated the purchase of an eco-friendly product or service.
Responded to all questions.
AT2- Project- Overall Result
AT2 Assessment Tasks Has it been completed and attached? Satisfactory
AT2A YES NO YES NO
AT2B YES NO YES NO
Overall outcome of the assessment Satisfactory
Not satisfactory
Feedback to Student
Student Signature
Date
Assessor Signature Date
Competency Record Summary Sheet
Unit of Competency: BSBSUS401- Implement and monitor environmentally sustainable work practices
Student’s Name: Student’s ID:
Assessor’s Name: Date of completion:
Assessments Student Results
Satisfactory(S) Not yet satisfactory(NYS) Not Completed
Assessment 1: Knowledge Test ? ? ?
Assessment 2: Project ? ? ?
Comments:
Note: student is required be marked satisfactory in all assessment tasks to be deemed competent in this unit.
Unit Outcome: ? Competent ? Not Yet Competent
Is re-assessment required: ? Yes ? No
Assessor’s Signature: Date:
Student’s Signature: Date:
Appendix1- Assessment resource in Imperial Institute of Sydney Classroom and Imperial Institute of Sydney Kitchen
Imperial Institute of Sydney will conduct practical assessment for this unit in its Classroom in the simulated environment and Imperial Institute of Sydney kitchen, which is a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:
• relevant legislation, regulations, standards, and codes
• relevant workplace documentation and resources
• case studies or, where possible, real situations
• interaction with others.
Copyright: Instructions in this tool have been developed by NTA and Imperial Institute of Sydney for sole purpose of use by Imperial Institute of Sydney. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Imperial Institute of Sydney and NTA which holds authorship rights.