STANDARDS FOR SUSTAINABILITY Manufacturing Knowledge & Skills for Sustainability

1. STANDARDS FOR SUSTAINABILITY Manufacturing Knowledge & Skills for Sustainability RESOURCE MANUAL2007

2. Contents Part 1Guideline Brief For training providers, curriculum developers, consultants and other stakeholders to encourage training development and delivery. Part 2Teacher / Mentor Guide To assist providers to delivery the Standards for Sustainability. Part 3 Learner Guide For students, apprentices, trainees and on-the-job learners who are undertaking the training. Part 4Resource Toolkit Provides trainers and learners with a wide range of resources.

3. Sustainability “…using, conserving and enhancing the community’s resources so that ecological processes, on which life depends, are maintained and the total quality of life, now and in the future, can be maintained”. Australia’s National Strategy for Ecologically Sustainable Development (1992) "..development that meets the needs of the present without compromising the ability of future generations to meet their own needs" Brundtland Report “Our Common Future” (1987)

4. Part 1Guideline Brief Contents • Executive summary • Competency standards for sustainability • Sustainability and the manufacturing sector • The business case for sustainability • Identifying industry specific impacts

5. Guideline Competency Standards for Sustainability MCMT272A Participate in environmentally sustainable work practices MCMT472A Implement and monitor environmentally sustainable work practices MCMT672A Develop workplace policy and procedures for sustainability

6. Purpose of the Standards 1 of 2 • Growing need for vocational training and education to provide learners with the knowledge and skills for sustainable workplace practice to prepare learners for workplaces of the future. • Facilitate learners’ understanding of the environmental impact of their workplace and provide the knowledge and skills to minimise the impacts.

7. Purpose of the Standards 2 of 2 • To equip learners with the skills to seek out and develop more sustainable solutions for work practices and systems, making a major contribution to a business’s innovation and risk management strategies. • Provide trainers with assistance to facilitate teaching and learning of the Standards for Sustainability in formal educational settings as well as on the job.

8. Target audience • Curriculum developers, program designers, RTOs and workplace training managers making training content decisions. • Consultants, customers and other stakeholders seeking to provide training for sustainable industry practices. • Trainers and mentors seeking background information to assist delivery of sustainability competencies.

9. Contextualisation The sustainability units of competency can be delivered in a variety of ways. Sustainability in the workplace includes aspects of quality principles, change management, process analysis, teamwork effective communications, continuous improvement principles, mistake proofing and occupational health and safety (OHS), delivery can be integrated with other units of competency dealing with these matters.

10. The Business case for sustainability 1 of 2 • Supports maintaining and even increasing profit through a triple bottom line approach • Potentially reduces business costs through sustainable workplace practices • Potentially increases business efficiency • Creates an awareness of cost beneficial sustainable technologies and practices • Reduces environmental impacts

11. Business case for sustainability 2 of 2 • Increases the competitive edge offered by sustainable business • Sustainable solutions are often innovative solutions • Shareholders’ recognition and increasing support of sustainability • Green options potentially provide economic advantages • Environmental regulations can be turned into business advantages

12. Electricity consumption Electricity consumption is steadily increasing and the rate of growth in electricity consumption is also expanding, from an increase of 1.9% in 2001–02, to 3.4% in 2002–03 and 5.0% in 2003–04. If the electricity consumption is not addressed through conservation or support for green power, it will continue to result in increases in air pollution and global warming. Australia’s electricity consumption source ABARE 2005 PJ (petajoules)

13. Increasing Fuel Prices in Australia The quarterly average fuel prices in Australia’s capital cities from 1982 to 2006 has steadily increased, leading to increases in production costs. Note: From 1994, figures are for unleaded petrol. Leaded petrol is approximately 2 cents per litre more expensive.

14. Global, national and local environmental impacts While the geographical isolation of Australia provides some immunity from the environmental errors or negligence occurring in neighbouring countries, other environmental challenges, such as the possible impacts of the greenhouse effect, can touch the entire global community, regardless of proximity. Therefore, environmental issues are at once global, national and local.

15. Key sustainability issues facing Australia today • Water quality • Air quality and green house gases • Natural resource supply (e.g. oil and water) • Land and wildlife (e.g. resource use and waste production) • Noise • Cultural and natural heritage

16. Greenhouse gases The largest and fastest growing source of greenhouse gas emissions in Australia is the energy sector, contributing 68.6% of Australia's net emissions. Much of the total can be attributed to the stationary energy subsector (the main source, at 49.6% of net emissions) and the road transportation subsector (12.5% of net national emissions). While industrial processes, which include manufacturing, show only a small impact in the graph, the importance of both transport and the production of electricity (high greenhouse gas emitters) to manufacturing implicates the sector in the total emissions.

17. Waste Production Landfill data continues to show the commercial and industrial sector as having the greatest impact in most states. Examples from the manufacturing sector demonstrate great potential for the recycling and reuse of waste materials.

18. Environmental impacts of the manufacturing sector The following areas of manufacturing provide some examples of the environmental impacts of the manufacturing sector: • metals and engineering, • textiles, • furniture manufacturing and • dry cleaning.

19. Metals and engineering industry impacts Given the wide range of activities undertaken in metals and engineering industries, examples of some of the associated environmental impacts can include: • fluid wastes such as cleaning and cooling chemicals and other metalworking fluids, • acid and alkaline wastes, • solvent wastes and • abrasive wastes.

20. Metals and engineering industry impacts • Foundry sand waste • Paint overspray • Resource use (i.e high energy usage) • Air pollution (e.g.particulate and dust emissions) • Water quality (e.g. stormwater, waste and groundwater issues) • Noise

21. Textile industry impacts It can take up to 200 litres of water to produce, dye and finish one kilogram of textiles. Therefore, a large proportion of the environmental issues affecting the textile industry are related to the use and discharge of water during the manufacturing stage. Washings from dyeing and rinsing operations can produce hot, alkaline, highly saline, odorous and highly coloured effluent.

22. Textile industry impacts Other environmental issues requiring consideration are: • Resource use (i.e. energy usage) • Chemical usage • Water quality (i.e.stormwater pollution) • Solid waste • Air emissions

23. Textile industry impacts • Contaminated land • Noise • Hazardous materials • Groundwater and other environmental issues particular to the location of a facility

24. Furniture manufacturing industry impacts The furniture manufacturing industry can be broken in to three main areas: furniture design, furniture making and furniture finishing. It is estimated that 70% of a product’s environmental impact is determined at the design stage. Product developers or, in this case, furniture designers are in a key position to influence and reduce the impacts at both the selection of materials and production stages, as well as disposal of the product.

25. Furniture manufacturing industry impacts Impacts of this sector include: • dust and chemical emissions to air and water • energy use and greenhouse gas issues • materials waste through over specification and • over designing • use of non-renewable materials • disposal issues associated with synthetic • materials.

26. Dry cleaning industry impacts A common solvent used to clean fabrics in dry cleaning, Perchloroethylene (PERC) has been identified as an air toxin in the Australian Federal Government’s National Pollutant Inventory. There are many different dry cleaning processes and technologies that are used within the industry, but no matter the cleaning method chosen by the professional cleaner, it affects the environment, human health, business profits, increased compliance regulations and the cleanliness and appearance of the clothes.

27. Dry cleaning industry impacts Impacts of this industry include: • air quality issues resulting from solvent laden vapors • and odors, • greenhouse gas issues resulting from energy and • transport use, • hazardous waste from the use of chemical such as • Perchloroethylene, • trade waste water and • high water and energy use.

28. Part 2Teacher / Mentor Guide contents Contents include: How to use the teacher- mentor guide Adult learning principles Assessment Learning and assessment strategies for the following: • MCMT472A • MCMT272A • MCMT672A

29. How to use the Guide • The purpose of sustainability training is to develop a culture of sustainable thinking and practice so that everyone knows that the sustainable way is “the way we do things around here”. • The purpose of this guide is to provide background information, resources, training and assessment tools to assist teachers and mentors working with students undertaking the sustainability units of competency within the Competitive Manufacturing Training Package.

30. Understanding your audience MCMT272A is suitable for the Level I and II learner, such as an operator. MCMT472A is suitable for Level III and IV, such as a line manager or aspiring supervisor level. MCMT672A is designed for Diploma or Advanced Diploma levels, typically directed toward managers.

31. Participate in environmentally sustainable work practicesMCMT272A • Undertaken by students working or aiming to work at the operator level. • Provides an understanding of the environmental hazards and regulations relevant to the operator work role. • Leads to recognition of inefficient work practices and to a greater awareness of opportunities for improving efficiency within the scope the operator’s activities.

32. Implement and monitor environmentally sustainable work practicesMCMT472A • Undertaken by students working or aiming to work at the middle manager level. • Provides the knowledge and skills to enable an understanding of, not only the environmental impacts of their own work practices, but those of the whole business. • Enables them to monitor resource use and develop and implement innovative ideas and plans to reduce waste and increase resources efficiency. • Should demonstrate communication skills to support sustainability objectives and plans with fellow staff and stakeholders.

33. Develop workplace policy and procedures for sustainability MCMT672A • Undertaken by students working at or seeking to achieve upper management level employment. • Equips individuals with the knowledge and skills to: • identify suitable comprehensive environmental programs for the organisation; • develop environmental policy; and • ensure that the policy is communicated and implemented. • Should also ensure continuous improvement of sustainability policies and procedures.

34. As the workplace trainer / mentor Your role is to: • Arrange time off-line from work for off the job learning • Give and receive feedback • Foster an environment that helps the learning process • Rotate learners to ensure they experience the required range of activities • Provide professional advice on matters related to the field of study

35. As the workplace trainer / mentor • Talk about the issues related to professional ethics and behaviour • Discuss current trends and controversies relating to the subject of study • Explain procedures and processes involved in workplace learning

36. Qualities of an effective workplace trainer / mentor 1 of 2 Good trainers foster a supportive learning environment, including: • listening • sharing knowledge • making judgments • negotiating with various workplace personnel • resolving conflict

37. Qualities of an effective workplace trainer / mentor 2 of 2 • giving encouragement • receiving feedback without defensiveness • finding clever ways to integrate work and learning • ensuring work processes are structured and shaped to accommodate learning • promoting independence and self-direction in learners • linking learning experiences from outside with work

38. Learning and assessment activities Learning and assessment activities may be a combination of any of these methods: • group-based • work-based • project-based • self-paced • action learning based • conducted by distance or e-learning • involve practice and experience in the workplace.

39. Off-the-job training Classroom-based learners might simulate workplace waste, water and/or energy auditing and action planning by examining resource management use throughout the educational institution in which they are studying. All the aspects of environmental management can be employed in such a simulation, from policy development through to personal action, communication and continuous improvement.

40. Integrating units • A number of other units of competency from the Competitive Manufacturing Training Package (as well as from other Training Packages) can be learnt in conjunction with the sustainability units • Sustainability competencies can be integrated into almost every other unit by applying the criteria “ensure sustainability principles are applied to work practices”.

41. Example from “Integration of units” MCM200A Apply competitive manufacturing practices • Element - Focus on the basic competitive manufacturing concept Integrated with MCMT272A Participate in environmentally sustainable practices • Basic competitive manufacturingconcepts are focused on within the framework of waste reduction and resource efficiency principles. For example, value contributions may be identified in terms of increased efficiency in resource use: learner to analyse own resource use and recommend ways to reduce resource waste as a way of increasing their own contribution to the value chain

42. Analysis of the unit of competency • To assist assessment of each unit; an analysis of the elements and performance criteria is provided. • Lists a number of key questions and examples of activities that a learner may be guided through in the unit.

43. Evidence Plan and Record • To assist the delivery of evidence for each unit, an evidence plan is provided. • Lists examples of activities and evidence that might be sought from a learner undertaking the unit. • The plan can be used as it stands or adapted to suit individual workplaces.

44. Evidence Plan and Record • The activities and evidence should adequately demonstrate the learner’s competence for each performance criteria in the unit. • One activity or item of evidence may demonstrate several performance criteria at once

45. Evidence used to demonstrate competency • Observation • Portfolio • Simulation • Project • Third party reports • Question/ answer

46. Evidence used to demonstrate competency • Journal/ log • Demonstration • Role play • Case study • Workplace records

47. Part 3Learner Guide contents • Introduction to the Learner Guide • Assessment • What is sustainable manufacturing? • Learning outcomes, resources & activities

48. Introduction to the Learner Guide • Competencies for sustainability have been designed to equip workers with the knowledge and skills to operate in a world that is increasingly using up more natural resources than it produces. • The purpose of the Learner Guide is to provide a “map” to achieving the sustainability competencies in the Competitive Manufacturing Training Package.

49. Why sustainable manufacturing? Increasing pressures on the manufacturing sector: • Stakeholder pressure for manufacturers to improve their environmental performance • Stakeholders believe manufacturing industries should take more responsibility for their impacts • Many consumers are keen to buy products that can show they have minimised harm to the environment • Increasing regulations associated with waste management and use of hazardous materials in industry processes

50. Why sustainable manufacturing? In periods of prolonged drought and as world oil prices rise, the cost of resources such as water and fuels, which are vital to production, also increase.