Training and Communication

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS
CONTENT
SUMMARY 1 2 2.1.
2.1.1 2.1.2 2.1.3 2.1.4 2.1.4.1 2.1.4.2 2.1.4.3 2.1.4.4 2.1.4.5 2.1.4.6 2.1.4.7 2.1.4.8 2.1.5 2.1.6 2.1.7 2.1.8 2.1.8.1 2.1.8.2 2.1.8.3. 2.1.8.4 2.1.8.5 2.1.8.6 2.1.8.7 2.1.8.8 2.1.8.9 2.1.8.10
5 6 8 8
8 10 13 13 13 15 15 16 20 20 22 24 24 24 26 26 26 27 27 30 37 37 38 38 38 39
INTRODUCTION COMMUNICATION CONSTRUCTION OF EMAS

Getting started Environmental review Prioritising of the environmental aspects Environmental policy What is an environmental policy and why is it done? EMAS requirements for environmental policy Participation in the policy making Put the policy into words Communicate Environmental policy checklist Environmental Policy (sample structure) Example: Stora Enso Oyj s environmental and social responsibility policy Environmental Program Documentation, instructions and guidelines Internal audit Environmental statement What is an environmental statement? What does EMAS require Planning Content Key-elements and lay-out EMAS statement in relation to other environmental information Feedback and finalisation of the report Verification Dissemination Follow-up
ETIV EMAS Technical Implementation and Verification
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2.1.8.11 2.1.9
Simplified environmental statements Official recognition
39 40
2.2.
2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 2.2.7.1 2.2.7.3 2.2.7.3 2.2.7.4. 2.2.8 2.2.8.1 2.2.8.2
HOW TO COMMUNICATE?
EMAS requirements Key elements in communication Internal communication External communication Maintaining the Flow of Information Example: Initiatives to inform and involve employees Tools for communicating with internal and external stakeholders Employee suggestion sheet The brainstorming method The card method Examples of communication registers EMS Sample procedures Communication with external parties Sample procedure for environmental communication
40
Error! Bookmark not defined. 41 42 44 47 47 50 50 50 52 53 54 54 56
3 3.1. 3.2. 3.3. 4 5 5.1.

5.1.1 5.1.2 5.1.3 5.1.4
BACKGROUND INFORMATION ABOUT PERSONNEL TRAINING WHO IS IN CHARGE? DO WE DO IT OURSELVES OR DO WE BUY IT? PERSONAL AND ORGANIZATIONS` TALENT AIM OF THE TRAINING MODEL FINDING OUT THE TRAINING NEEDS METHODS FOR MAPPING THE TRAINING NEEDS
User panel discussion Interviews Questionnaires Evaluation of the level of demand in work
59 59 59 60 60 60 60
60 61 61 61
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5.1.5 5.1.6
The education of personnel Analysis of development needs
61 62
5.2. 5.3.
DEFINING TARGET GROUPS CASE: IDENTIFICATION OF NEEDS; PILOT HOSPITAL ST. JOHANNISSTIFT PADERBORN
62
62
62 63 67
5.3.1 5.3.2 5.3.3
Background Examples and tools Evaluation of Procedure and Results
6
6.1.1 6.1.2 6.1.3 6.1.4 6.1.5 6.1.6 6.1.7 6.1.8 6.1.9 6.1.10 6.1.11 6.1.12 6.1.13 6.1.14 6.1.15 6.1.16 6.1.16.1 6.1.16.2 6.1.16.3 6.1.16.4 6.1.16.5 6.1.16.6.
CONTENT AND METHODS OF THE TRAINING

Goals Methods Lecture Demonstration Seminar Conference Panel Role Playing Case Studies Simulations Projects Self-discovery Movies/videos/cassettes On-the-job training Mentoring E-learning What is e-Learning? Types of e-Learning Delivery Methods Learning Styles Features of e-Learning Benefits of e-Learning
68
68 69 69 70 70 70 71 71 71 71 72 72 73 73 73 74 74 74 75 76 77 78
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6.1.16.7 6.1.16.8 6.1.16.9
Teachers
and students
roles and e-learning
79 80 82 82
E-learning methods offer a personalized approach Match content to training method
6.1.16.10 e-Learning & Technical Terms
7 8 8.1.
8.1.1 8.1.2 8.1.3
DEFINING THE FINAL TRAINING PLAN TRAINING EVALUATION EXAMPLES ON TRAINING EVALUATION
EMS training evaluation sheet Other training feedback forms Example: EMS training received record sheet
88 93 93
93 95 99
9 9.1. 9.2. 10 11 11.1. 11.2. 11.3. 11.4. 11.5.
TRAINING BUDGET MONEY RESOURCES TIME RESOURCES PROFILE OF THE TRAINER CASE: QESTRAIN BACKGROUND OBJECTIVE PRODUCTS ENVIRONMENTAL TRAINING IN HOSPITALS GOOD IDEAS MORE INFORMATION
100 100 100 100 101 101 101 102 102 103
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SUMMARY
Good communication is vital to the success of environmental management system (EMS) implementation. A good communication system should reach all levels and functions of the organization. Such a system demonstrates the companys commitment to environmental issues, gains the support of employees and the external intrest groups, raises employee awareness, and enhances participation in the EMS implementation. Regular communication is also the way to gain employee involvement in developing and implementing an EMS. It motivates the workforce, demonstrates management commitment and informs all personnel about the results of EMS performance. A good communication system includes both internal and external lines of communication. It is important that employees and those outside the company (such as investors, customers, suppliers, shareholders, the local community, environmental groups, government, control authorities and the general public) are aware of the organizations commitment to sound environmental management. A positive communication process improves the organizations image, facilitates future business relationships, increases employee satisfaction and pride in working for the company and encourages public understanding and acceptance of the companys efforts to improve its environmental performance. Since employees are often an excellent source of information and ideas, create ways for staff to communicate their ideas. External help such as consultants and other companies can also be used. Communicate progress as it is made. A good internal and external communication system helps build trust and gain support. Training is an essential and cost-saving investment for the company to ensure all personnel are aware of EMS benefits, objectives, procedures and targets. Training also enhances team work, improving personal relationships and encouraging collaboration to find solutions. Importantly, training helps employees feel that they have been recognized, motivating their performance and stimulating their thinking. Staff training significantly and immediately improves staff competency and quality of service. Welltrained staff can better understand how to perform in a focused manner with available resources.
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INTRODUCTION
Environmental management is the management of an organisation's activities that have an impact on the environment (e.g. organic waste -> landfill -> methane -> climate change). An environmental management system (EMS) is a continual cycle of planning, implementing, reviewing and improving the environmental performance of an organisation.
Verification Continuous improvement Environmental statement Audit EMS Environmental programme Environmental policy Environmental review
Figure 1 -
Continuous improvement
EMAS is a voluntary environmental management and audit scheme and it is based on Regulation (EC) No 761/2001. To receive EMAS registration an organisation must comply with the following steps: conduct an environmental review considering all environmental aspects of the organisations activities, products and services, methods to assess these, its legal and regulatory framework and existing environmental management practices and procedures. establish an effective environmental management system (EMS) aimed at achieving the organisations environmental policy defined by the top management. The management system needs to set responsibilities, objectives, means, operational procedures, training needs, monitoring and communication systems. carry out an environmental audit assessing in particular the management system in place and conformity with the organisations policy and programme as well as compliance with relevant environmental regulatory requirements.
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provide a statement of its environmental performance which lays down the results achieved against the environmental objectives and the future steps to be undertaken in order to continuously improve the organisations environmental performance.
The environmental review, environmental management system (EMS), audit procedure and the environmental statement must be approved by an accredited EMAS verifier and the validated statement needs to be sent to the EMAS Competent Body for registration and made publicly available.
Organisation
environmental review, environmental policy, environmental programme, EMS, environmental audit, environmental statement stakeholder dialogue approved environmental statement, EMAS-logo
verification
registration
Verifier
verifies the EMS and validates the environmental statementt
National Competent Body

registers the organisation in the EMAS registry registration number EMAS-logo EMAS certificate
Accreditation Body is
responsible for the accreditation and supervision of environmental verifiers
statement of the environmental authority on the compliance of environmental legislation
Figure 2 -
The structure of the EMAS scheme
Participation in EMAS is open to all companies and all other organisations of the private and public sector, e.g. industrial or primary production, the service sector, the public sector or nongovernmental organisations, which are dedicated to improving their overall environmental performance and which are located in the European Union Member States and the other countries of the European Economic Area (EEA).
Publicity Stakeholders
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2
2.1.
COMMUNICATION
Construction of EMAS
Construction of an environmental management system (EMS) includes the following stages: Getting started Environmental review Prioritising of the environmental aspects Environmental policy Environmental Program Documentation, instructions and guidelines Internal audit Environmental Statement Official recognition
2.1.1 Getting started The successful implementation of an EMS calls for the commitment of all employees of the organisation. Roles, responsibilities and authorities shall be defined, documented and communicated in order to facilitate effective environmental management. In the very beginning of the EMS work everybody in the organisation is informed about the construction of system. Everybody has to be aware of what is done and why. Its good to set the goals of the work together. Results from environmental questionnaires show that people understand things in really different ways if they are not defined together and also the concepts related to EMS can be unfamiliar. It is important to inform how the system construction process goes on and what it means to different personnel groups in the organisation. To motivate people its good to underline the benefits of putting effort to environmental issues: How does this benefit our organisation and my own work? Promote two-way communication e.g. with suggestion boxes. Add space for environmental issues in the companys journal where employees can write their ideas, accomplishments, contributions and experiences during EMS execution. A new project and a fear of getting more work cause easily resistance. Resistance against changes is not only a bad thing because at its best it keeps the direction and amount of the change suitable (good for the purpose). Often resistance against change is caused by lack of information and that
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the personnel of the organisation hasnt been given a chance to tell their own views and ideas. An open conversation is a good way to win such a resistance. If everyone in the organisation is offered a chance to participate and have an influence on the work, the approval and commitment to the work is higher.
The resistance against changes can often be won by changing the negative issues to positive issues. New things often provoke suspicions and resistance
Again a new task besides all the other work How does this benefit me and our organisation? Its not my job! Have I done things in a wrong way before Listen, its always done this way and itll be done in that way also in the future! Who are you to advise me Its work for the green persons!
It is worth to remember that
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Taking care of environmental work is an issue that belongs to everyone. Everyone has a responsibility of ones own work and what one leaves behind. From the operational and economical point of view it is sensible to take into consideration environmental issues.
Everyone of us is the expert in his/her own work - now there is a possibility to have an influence on that work.
You, me, him and her - we all can influence.
Management and the person in charge of environmental issues have an important role in the success of communication. The examples set by these key persons either reinforce or undermine the importance of the EMS. It is important to understand that communication does not apply only to the start of the process. To ensure the success and continuence of EMS, the communication should be ongoing, well planned and timely. Example The CEO from a company personally signed over 250 letters to all his employees, explaining the importance and benefits an EMS would add to the company and asking for their commitment and participation. Employee response was extremely positive. Staff from all levels were involved in the process, and suggestions and feedback came from all departments. 2.1.2 Environmental review Building up an environmental management system is always started with an environmental review because it is the tool to clarify the present state of the organisations environmental issues. With the environmental review an organisation recognizes environmental aspects which can have either a positive or negative impact on the environment, and becomes aware of the issues which are already in order or the ones which are not. One person cannot carry out a review. Teamwork and communication are the keys to success. How to gather information Method face to face interviews Advantages gives most reliable information and can be designed to be very Weaknesses time consuming
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systematic questionnaire provides consistent approach and can gather a lot of information will require validation telephone calls can provide immediate responses useful for making initial approaches meetings and discussions good opportunities for feedback can build longer term interest good for team building letters economical in time can reach large number of people simply you only get what you ask for will require follow up open to confusion difficult to be systematic time consuming may be superficial may require follow up open to confusion you only get what you ask for
A special event for the personnel is a good starting shot for EMS work by means of communication, because everyone gets the information at the same time. For example, personnel is invited to have an afternoon together and the persons responsible for the EMS work (the environmental team) present the goals and steps of the EMS work and roles of the different personnel groups. An environmental review form can be used in the presentation. After that there can be open discussion or group work. Group work is more efficient when there are a lot of people present. In this kind of work lively discussion occurs and it often bonds people building up the system and gives everyone a change to take part actively. Different personnel groups get knowledge from each others everyday practises and the discussion is experienced fruitfull. Finding everyones own works environmental aspects can be done as group work; participants are divided into groups of 3 -5 persons and each group consists of persons from the same personnel group. The groups are given the following questions to discuss: What environmental aspects are concerned in the daily tasks of the group? What kind of needs of improvement related to environmental issues has the group found out?
A suitable work time for the groups is about one hour. As a summary every group presents those environmental issues that they have recognized and the needs for improvements. In the end those issues are discussed together and conclusions are made and written down for filling in the review form.
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The other option is to have an open discussion with the personnel groups in order to find out the environmental issues that their daily work concerns and the needs of improvement. The environmental team takes care that the conversation stays in the right path and that everyone is given a possibility to talk and that no ones opinions are judged. The environmental team collects a memo of the results of the discussions. The memo will be used to fill in the review form. The members of the environmental team can carry out interviews of different personnel groups or their representatives especially when it is not possible to participate in common meetings. Interviews can be used also to collect information from external interest groups for example from the waste management company. Interviews can be done face to face or by phone. When there is a need to collect information from a big personnel or interest group, questionnaires can be used. Questionnaire gives everyone a change to participate and at the same time it works as a means of communication for the EMS. Answering should be encouraged in order to get good answer percentage.
In order to be consistent, the questions asked will have to be the same for all departments receiving the questionnaire. If you want to have some flexibility in approach to different departments, then your alternative is to have numerous different questionnaires with different points of emphasis. Good practice in the design of the questionnaire is essential. Well-phrased questionnaires should provide you with an easy job of listing environmental aspects but there may have to be some interpretation or further investigation with some responses. Consider the question and response: Q: Is there any guidance in the laboratory about disposal of waste solvent? R: Yes. We are within the law. The response should not be taken as meaning that there is no environmental aspect about the disposal of waste solvent. The statement about being within the law means that there is an environmental aspect here but the view is being taken that it does not pose a problem. The fact that there are laws to be complied with means that there is an environmental aspect. The major weakness of a questionnaire is that you only get what you ask for. If you are seeking a particular type of response, then your question must provide an opportunity to get that response. Imagine that your question concerns the use of electricity and that you are looking for a response which tells you how/how much that department uses electricity. What is wrong with this question: Does your department use a lot of electricity? The correspondent can quite correctly answer YES or NO. This is not what you wanted. How would you rephrase the question? However a simple YES/NO answer can be useful when it is used as an aid to prioritising. Make sure that a NO response indicates that some action could be taken.
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2.1.3 Prioritising of the environmental aspects In carrying out the environmental review, many issues that could be improved and further developed are usually identified. However, due to the limited resources, the most significant aspects need to be prioritised. Because the environmental impacts are not measurable in one scale there is not either one expert or one mathematical model to put all the aspects in an absolute order. An environmental group that has enough people with different skills can do the prioritising of the aspects itself. Also voting can be used in certain kinds of organisations for example in educational establishments. Voting is a good prioritising method because everyone gets to say his/her opinion. The environmental group makes a list of the environmental aspects and in the voting occasion everyone chooses three most important ones. These environmental aspect lists can slightly differ for each personnel group. Voting also gives personnel information about the results of the review and continuation of the work. Commitment to the common objectives also gets better as everyone gets a chance to influence on their selection.
2.1.4 Environmental policy 2.1.4.1 What is an environmental policy and why is it done? Statement of intentions and principles Environmental policy is a statement made by the organisation of its intentions and principles in relation to its overall environmental performance. It can also be thought of as an environmental vision that defines how the relationship between the environment and the actions of the organisation is wanted to develop in the future. Top managements declaration of its environmental commitment Environmental policy is managements commitment to the continuous improvement of the organisations environmental performance. Making the policy means that the organisation recognises its responsibility for the effects that its actions have on the environment. Therefore it is important that the organization and management are aware of the state of organisations environmental issues before making the policy. This is the reason why it is recommended that the environmental review is carried out before the policy construction. Recognition of the environment as a basic value of the organization Environmental policy has a direct connection to the values of the organisation. Construction of a policy implies that the organisation recognises the environment as one of its core values. In addition, the policy should reflect the other values of the organisation. It should give an answer to the question what is the significance of the environment for our organisation.
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Issues to consider What are the relationships between the actions of your organisation and the environment? Has the management of the organisation recognised the importance of the environmental issues? Has the organisation defined its values? What are these values and what connections do they have with the environment? How do the strategies of your organisation consider the environment? Message to the personnel and interest groups Environmental policy is the managements commitment to continuous improvement of the organisations environmental standards. It is a message to the entire organization that the importance of the environment is recognised by the management. For the staff of the organization it simultaneously represents an obligation as well as an incentive for considering environmental issues in their work. Environmental policy has an important external dimension. From the viewpoint of the public and interest groups, the policy is considered as the organisations declaration of the importance of environmental values and the concerns of stake holders. The groups concerned about the environment usually feel the policy as a positive sign that helps building confidence between the groups and the organisation. Environmental policy plays an important role as a tool of communication. Issues to consider What kind of message should the environmental policy send to the staff of your organisation What should be highlighted in the policy? What are the most important interest groups of your organisation? What needs or concerns do you think these interest groups may have with regard to the actions of the organisation? What kind of message would you send to the interest groups with the policy?
Framework for action and development The policy forms a framework for action and for the setting of organisations environmental objectives and targets. It highlights the important environmental aspects of the organization and provides principles of operation. The principles may take a stand e.g. for prevention of environmental damage or communication and co-operation with the interest groups.
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The policy should be thorough and wide-reaching. It should give answers to the questions what are our intentions with regard to improving our environmental performance and how we are going to achieve our objectives. The policy should be future-oriented, i.e. it should give answer to the question how we want our organization to be in the future. Therefore, the policy becomes a driving force for continuous improvement. 2.1.4.2 EMAS requirements for environmental policy Top management shall define the organisations environmental policy and ensure that it fits with the nature, scale and environmental impacts of its activities, products and services; o it is not only a formal EMAS requirement but also common sense!
includes a commitment to continual improvement; o EMAS does not stop once an organisation is registered!
includes a commitment to prevention of pollution; o the principle is to prevent the pollution not to deal with pollution once it has happened!
includes a commitment to comply with relevant environmental legislation and regulations, and with other requirements to which the organisation subscribes;
provides the framework for setting and reviewing environmental objectives and targets; is documented, implemented and maintained and communicated to all employees; is available to the public o whether in writing or in the internet
2.1.4.3 Participation in the policy making Management of the organisation should have a main role when writing the environmental policy because it is a strategic statement. By going through the policy process, the management has a chance to really think about what the environmental policy and EMAS will mean to the organisation. In practice a team usually has the main responsibility for drafting the policy. The management must decide who will take part in the process (e.g. representatives of the management and personnel, environmental team, possible external experts). Inviting an external member from some of the interest groups into the policy meetings can be a fruitful idea. This brings an outside view into the policy issues and helps in taking the concerns of the interest group more into account. The policy construction requires a lot of preparation which is best to left to the team. It can make a summary of the environmental review, collect information and material, or make surveys of the concerns and needs of the interest groups. It is generally best to have an open and creative discussion before writing a first draft of the policy. The draft will get the process going on and is
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used as a basis for discussions with top management and preferably with involvement from employees throughout the organisation (e.g. organise a workshop for a small group of employees). 2.1.4.4 Put the policy into words The policy process requires material and information about organisations internal and external environment. To get a feel for what is needed, have a look at existing environmental policies from different types of companies and organisations. Don't be tempted to recycle policies but remember that environmental policy should fit uniquely with the organisation in question. Internal factors are e.g. the vision, mission, strategies and values of the organisation and the summary of the environmental review. Employee involvement is recommended and one could organise a workshop for a small group of employees and ask two key questions: Why are we committed to the environment? What are we trying to achieve?
To answer the first question, try a brainstorming session using cards and a flipchart to note the answers. You can group the answers into such categories as what is 'useful', what is a 'requirement' and what is a 'responsibility'. To answer the second question, make a list of environmental concerns that could be addressed in the environmental policy and discuss where the organisation wants to go with this. An important internal factor is the desired level of environmental protection. The minimum level is defined by the legislation and the local regulations, but there are also voluntary improvements that the organisation can accomplish based on its own interests. These improvements are dependent on the available resources and means of implementation. External factors to consider are relevant environmental legislation, programmes and agreements to which the organisation is committed, concerns of interest groups, local circumstances and future development of environmental issues. The external factors may cause threats to the organisation whilst they may also provide new possibilities. Usually, the threats are due to differences between the organisations own perception of its action and the viewpoints of the interest groups. It is highly recommendable to carry out at least some kind of analysis of the interest groups concerns and needs before making the policy. Actions and environmental impacts of the organisation The environmental policy should be suitable for the activities and products of the organisation. This means that the organisations line of activities should be recognisable by reading the policy. A company with massive industrial production may include prevention of air or water pollution in its policy. On the other hand, the policy of an educational establishment may highlight the importance of incorporating environmental issues into curricula and teaching.
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A good environmental policy includes issues that are linked to the significant environmental aspects and impacts of the organisation. Not that issues outside the influence of the organisation should be excluded from the policy. The policy thus examines the activities within the scope of the organisation. Values of the organisation The core values of the organisation should be recorded in the policy. It is important to understand that constructing an environmental policy does not mean that the purpose of the organisation has to change. Instead, the values on which the actions of the organisation are based attain a new dimension. It is not extraordinary that conflicts may occur while reconciling the environment with the other values. Consider a company which has growth of production as one of its core values or objectives. This implicitly means that achieving the goal leads to increasing consumption of natural resources which creates a conflict with the environmental image. Another example: an organisation cannot be committed to energy efficiency on paper, while using obsolete energy-intensive production processes in practice. To solve this conflict, the company must develop more environmentally sound ways of production. At the policy level this means e.g., commitment to seek new alternative renewable raw-materials, or commitment to continuously improve the effectiveness of use of materials. Thus, the environmental policy should include the core values of the organisation and must not be in conflict with them. The idea of the policy is not the change the purpose of the organisation. Instead, it tells the staff and the public how the organisation is going to improve its actions in a more environmentally sound direction. Commitments EMAS regulation requires that certain commitments are in the policy (see chapter 2.1.4.2) but an organisation may add its own commitments to the policy as well. These can be e.g., commitments to the reduction of the organisations significant environmental impacts, such as material consumption. The policy can also include commitments to the national or international environmental programmes or agreements that the organisation has proclaimed to follow. Positive value The positive value and the contribution that the organisation can provide to the environment and society is a strong argument to be presented in the environmental policy. This can mean e.g. in the case of an educational establishment the effects that the education has on the behaviour and choices of the students in their lives.
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Principles of communication and co-operation with the interest groups One aim of the organisations environmental policy is to serve as a message to the society and interest groups. Therefore it may be wise to take the concerns of these groups into account in the policy. This can be done by specifying the most important interest groups and the issues that should be discussed in co-operation with these groups. Future orientation People usually tend to possess a conservative approach when the future is considered. This means that it feels comfortable and safe to lean on the traditions and old practices of the organisation. However, when creating visions of the future, it would be good to disengage oneself from the past. Otherwise the vision becomes nothing but a picture of the present, or at best case a result of linear progress. The environmental policy is the organisations vision with regard to environmental issues. It should express the will of the organisation, i.e. how the environmental issues of the organisation are envisaged to be in the future. An important function of the policy is to be a driving force for the organisation towards a better environmental performance. An important question to assess the policy is to ask if it really does so.
Vision, mission, strategies and values of the organisation
Summary of the environmental review: significant environmental aspects, needs for improvement Relevant environmental legislation Overview of the local circumstances concerning environmental issues
Programmes and agreements to which the organisation is committed
Environmental policy
Desired level of environmental protection vs. resources/possible means of implementation
Overview of the trends and future development of environmental issues Analysis of the interest groups: relation to the organisation, needs, concerns, co-operation, etc.
Figure 3 -
The internal and external factors that affect the policy process
Source: Education for sustainable development (Eco-Professionals, EU Leonardo da
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Vinci Programme FIN/98/1/67003/PI/II.3.a/FPC, 2001
A check-list to help construction of the environmental policy A. Record the organizational core values and principles of operation What is the purpose of your organisation? What are its core values and what is their relation to the environmental issues? What are the most important environmental aspects and impacts of the actions of the organisation? How the organisation is going to manage them?
B. Check that the key (compulsory) commitments are included Continual improvement Pollution prevention Compliance with relevant laws and regulations Employee involvement Add to the voluntary commitments the reduction of the significant environmental impacts the national or international environmental programmes etc.
D. Explain how the concerns of the interest groups will be taken into account Specify the most important interest groups of your organisation Name the issues which your organisation will focus on in the co-operation with the interest groups Take the local circumstances and issues into consideration Record the principles of communication and co-operation
E. Consider the positive value your organisation can provide to the environment and society What is the additional value that your organisation or its products and services provide to the customers and society? What opportunities does your organisation have to promote sustainable development or better environment? What actions is your organisation willing to take to realise this positive value?
F. Confirm that the policy is future-orientated Does the policy work as a driving force for the organisation? Does it say how things are envisaged in the future rather than describe how they are right now? Does it take into account the trends and development of environmental issues and society?
Prepare a first draft of the policy for internal use only. Make sure all copies are marked up as 'draft only' and 'confidential'.
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Remember, the environmental policy can be a stand-alone document, but it can also be integrated with your health and safety, quality, or other organisational policies. Remember - A good environmental policy is written clearly and concisely. is credible and realistic and doesn't make promises the organisation cannot keep. motivates - the employees are pleased, not surprised. addresses top priorities for being an efficient environmental performer, avoiding 'activism'. gives a clear direction and can be achieved through objectives and targets.
2.1.4.5 Communicate All employees must be informed about the environmental policy and it must be made easily available. Options for communicating your policy internally include presenting it during regular meetings, posting it on notice-boards, at the reception, in the canteen, including it in staff handbooks, putting it on the intranet, sending the policy with pay-slips, and including the policy in introductory training or materials for new employees. Don't forget to send a copy of the final policy to everyone involved in the preparation process. The policy must also be made publicly available. Due to the demands of the consumers, who are increasingly environmentally conscious, modern companies will have to respond appropriately by communicating their environmental policy. Decide whether you want to actively promote the environmental policy to external stakeholders, e.g. customers, local authorities, banks, etc. Think about publishing the policy in your organisation's annual reports or other relevant communications and sending a copy to your suppliers and customers. The means used will depend on the organisation and the importance of image and external stakeholders. A large international company, which is doing EMAS not only for the environmental benefits but also to position itself vis-vis customers, will launch the policy on the internet, write a press release and organise a media event. 2.1.4.6 Environmental policy checklist Source: B.A.U.M. EPAG, Zukunftsorientiertes Umweltmanagement in kleinen und mittleren Unternehmen, 1998 according to VDI-OIKOS, Effektives Umweltmanagement, II-6.3.5 and Wruk, Praxishandbuch Umweltmanagement-System, 1996.
To what extent do the following statements apply to your policy? 1= not at all = 1 point, 5 = absolutely = 5 points
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1. The environmental policy of your company is written 2. It is defined by management 3. Employees participated in defining the policy 4. It is reviewed at regular intervals 5. When changes occur in the company it is adapted 6. Employees are informed about the policy 7. It covers compliance with environmental legislation 8. It covers commitment to continuous improvement of environmental performance 9. The following site-related areas are taken into account: a) energy b) raw materials and water c) waste d) noise e) production process/es f) product planning g) environmental performance of contractors and suppliers h) prevention of accidents i) dealing with accidents j) environmental protection and personnel k) environment and public relations 10. The policy is understandable for employees 11. It is understandable for those outside of the company 12. It is goal oriented 13. It is credible and meaningful 14. It serves as a guide for employees
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15. It helps employees to identify with the company 16. It is followed up with concrete measures and goals 17. It fits with the ability of management and employees 18. It is consistent with the overall goals of the company 19. It is supported and put into practice by management 20. It takes the needs of day-to-day operations into account and opens up possibilities as opposed to being a constraint Total Maximum no. of points possible (100%) = 150 points Score obtained ( %) = points
2.1.4.7 Environmental Policy (sample structure) An environmental policy is a unique document for each organization. The following example is intended to illustrate and provide ideas for writing an environmental policy that suits the companys commitment to environmental issues.
Company Xs Environmental Policy Company X is committed to a clean, healthy environment. We will provide our customers with safe, reliable and responsive utility service in an environmentally sensitive and responsible manner. We believe that sound environmental policy contributes to our competitive strength and benefits our customers, shareholders, and employees by contributing to the overall well-being and economic
health of the communities we serve.
We will:
Comply fully with the letter and spirit of environmental laws and regulations, and strive to secure fundamental reforms that will improve their environmental effectiveness and reduce the cost of compliance. Consider environmental factors and the full acquisition, use and disposal costs when making planning, purchasing and operating decisions. Provide appropriate environmental training for all staff. Monitor our environmental performance regularly through rigorous evaluations.
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Reuse and recycle whenever possible. Use environmentally preferred materials. Work cooperatively with others to further common environmental objectives.
Statement of Corporate Environmental Policy
Company X is committed to the continual improvement of its Environmental Management System (EMS), which includes waste minimization, pollution prevention and compliance with all relevant federal, state, and local environmental legislation and regulations. The company will meet or exceed the environmental requirements of other organizations to which Company X subscribes. To sustain this commitment, the requirements of the Environmental Management System described in our EMS Action Plan apply to all activities, equipment, material and employees.
The companys Environmental Task Group is the companys EMS Management Representative, with the responsibility and authority to plan, enforce, and maintain the companys Environmental Management System. The Environmental Task Group, with the assistance of the Environmental Action Group and Audit Team, will propose annual targets and objectives to be approved by the Management Review Board.
The EMS Environmental Task Group may delegate some of this authority downward through the organization in order to effectively implement the system. Signed,
President and CEO (date)
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2.1.4.8 Example: Stora Enso Oyjs environmental and social responsibility policy
source: www.storaenso.com -> sustainability -> EMAS statements
2.1.5 Environmental Program The organisations environmental program is created based on the significant environmental aspects that were found in the environmental review. It consists of general environmental objectives and detailed targets related to the objectives. A good environmental target is measurable/it can be evaluated somehow. One has to be able to verify the realization of the targets in practise so that the management, personnel and external interest groups can be informed. The creation of the environmental programme is often done by the environmental team of the organisation together with persons responsible for planning and resourcing and it is approved by the management of the organisation. The aim is that the personnel always has a possibility to give their suggestions to the programme. This can be done for example by having a common planning and idea event, where the environmental team presents the prioritised environmental aspects to the personnel. 2.1.6 Documentation, instructions and guidelines Documentation such as written instructions and guidelines are essential part of communication. One clear problem with EMS is that it is usually built from top to bottom and it can produce a lot of
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documentation that does not match very well to the needs of individual workers if they have not been involved in the planning of the system. This leads to a problem that the system requires the worker to execute procedures that may be felt irrelevant from the workers point of view. This is not very motivating. The documentation related to the environmental management system consists usually of four parts: Introduction and description of the most important procedures: a description of the organisation and its activities, the environmental policy and principles, and the main responsibilities and practices related to the environmental management Environmental program Instructions and guidelines Reference material: it consists of various documents related to the environmental management system such as minutes of meetings, audit reports, measuring data, permits and agreements, corrective actions. When an organisation starts to plan the documentation of its environmental management system, it should consider, what things really need to be documented and in what way. Too many documents can prove to be more of disadvantage than of advantage, if personnel sees the whole environmental file overburdening. It might be useful to split documentation into applicable parts so that different personnel groups get only the information they need (e.g. emergency instructions are distributed to everybody and specific work instructions are distributed only to those whose work relates to them). Instructions and guidelines Clear and sufficient instructions have to be drawn up to ensure common ways to act and to divide responsibilities for various tasks. Instructions are needed especially for those activities in which everybody must act in the same way. For example, sorting of waste can fail, if everybody sorts in a different way. In emergency situations it is necessary that all act according to clear and precise guidelines. When creating instructions is good to remember people that are not part of the organisations own personnel (guests, suppliers etc.): how are they informed about common procedures? Instructions and guidelines must be easily available and preferably in clear sight in all premises where they are needed. In addition, all instructions and guidelines should be collected in one place, for example in the environmental management file or electrical database, to ensure their control and up-dating as well as enabling taking new copies when needed.
Visibility and placing of the environmental instructions is important: a short sentence describing when to switch off the lights on doors is better than a long written instruction in an environmental management manual. Instructions can be made visually functional.
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It is good to remember that the instructions should help the personnel and not burden them. Fewer good guidelines are better than a huge amount of instructions that nobody follows. In many cases, the way to do things is less important than the desired outcome. 2.1.7 Internal audit The EMS audit is a systematic, routine and documented process that must be carried out by an independent auditor (personnel from within the organisation and/or external persons) who takes a critical assessment on how the environmental management system is working. Almost everyone in an organisation will be part of an internal audit. The auditor makes an audit plan and the personnel is informed about it. This is important because this way everyone gets an idea of the purpose of the audit and its goals and its benefits to the organisation and for everyone (how can I use it in improving my own job). It is essential to go through the steps and methods of the audit, the participation of personnel in the audit and the way the information is processed together. In this stage the right spirit of the audit is underlined: the needs of improvement are not seen as mistakes but as possibilities! The auditor makes a report of the audit and gives it to the organisations top management. A good way to work is that the auditor presents the results to the whole organisation and then it is discussed. Transferring ideas and information inside the organisation and solving problems together are the keys of the development. It is important to recognize and spread good practises that can be useful to everyone. An organisation should find time for these kind of discussions and record the issues that have adduced. 2.1.8 Environmental statement 2.1.8.1 What is an environmental statement?
Upon organisations first EMAS registration it will produce an environmental report (EMAS refers to this as an environmental statement). It is a way for an organisation to communicate about the results of environmental work and the continual improvement of it (environmental successes, problems and objectives). It can also be used to: motivate employees to get actively involved in environmental protection measures document environmental activities and performance reinforce commitment to the on-going implementation of environmental management monitor success and aid planning
The most important thing with the statement and its publication is that it gives information about organisations environmental work to the interest groups openly and clearly.
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Example (Barricalla of Collegno landfill/Italy): As a landfill of hazardous waste we were very badly viewed by the local community. The publication of our EMAS environmental statement has notably improved our relationship with them. 2.1.8.2 What does EMAS require
The minimum requirements for the information in the environmental statement are: (a) a clear and unambiguous description of the organisation registering under EMAS and a summary of its activities, products and services and its relationship to any parent organisations as appropriate; (b) the environmental policy and a brief description of the environmental management system of the organisation; (c) a description of all the significant direct and indirect environmental aspects which result in significant environmental impacts of the organisation and an explanation of the nature of the impacts as related to these aspects (d) a description of the environmental objectives and targets in relation to the significant environmental aspects and impacts; (e) a summary of the data available on the performance of the organisation against its environmental objectives and targets with respect to its significant environmental impacts. The summary may include figures on pollutant emissions, waste generation, consumption of raw material, energy and water, noise as well as other aspects. The data should allow for year-by-year comparison to assess the development of the environmental performance of the organisation; (f) other factors regarding environmental performance including performance against legal provisions with respect to their significant environmental impacts; (g) the name and accreditation number of the environmental verifier and the date of validation. 2.1.8.3. Planning
Collect information and data already available, including: Environmental policy Established or developing environmental management system (EMS) Information on material and energy flows Environmental programme and environmental objectives External communication figures (open days, complaints answered, site visits, meetings with neighbours and customers) Results of audits conducted
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Take a look at environmental statements that already exist: http://www.inem.org/new_toolkit/comm/environment/emas/toolkit/toolkit_21_3.htm Whereas the residents living near a chemical plant have a great interest in information because of the danger of accidents, a clothing manufacturer is likely to assign more importance to its end consumers. Therefore, it is important to establish which target groups are important for your organisation. The following groups should be considered: Employees Neighbours and local residents Customers and consumers Environmental and consumer associations Suppliers Shareholders, banks and insurance Media and press companies Competitors Authorities Schools and universities
Employees An EMAS statement is normally a result of many years of internal work in the organisation, involving many of the employees. The printed EMAS statement is, therefore, a reflection of all hard work being carried out and is usually very much appreciated within the organisation. A well thoughtout structure of an EMAS statement clearly increases its usefulness and can, among other things, provide important input to in-house environmental education A transparent presentation of the current situation, the objectives and the measures planned is particularly important if you wish to continue to involve your employees in an on-going process of improvement. You can address your employees with various themes: Present what has already been achieved, using past success to encourage future involvement. Give information on existing problems and ask questions, to encourage input and suggestions for possible solutions. Report on exemplary actions of individual employees. Pay attention to reports from working groups within the organisation, if their environmental activities are relevant to your organisation.
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Customers and consumers Remember that over time your customers may develop their own environmental purchasing policy. The provision of credible information on products, processes and on your company's social behaviour can be a decisive factor when placing orders. Suppliers Your statement can play an important role in communicating your wish for support from your suppliers on technical and environmental initiatives. Shareholders, banks and insurance companies Successful environmental management not only protects the environment, but also secures your company's future. A complete and honest statement makes it easier for shareholders, banks and insurance companies to be confident about your organisation. Authorities Given the huge number of environmental laws and regulations, it can be assumed that neither the regulatory authorities nor the employees in your organisation responsible for environmental management are familiar with all of the environmental legislation relevant to your organisation. At best, various authorities receive fragmented information, such as permit applications and emission reports, from which no overall picture emerges. If, however, they receive an environmental statement that provides them with an overview of your company's environmental performance, it will be easier for them to develop an understanding for the difficulties that you face. Neighbours and local residents Your neighbours are generally aware of many of your company's activities, e.g. heavy traffic when the shift changes. In addition to these obvious nuisances there are those which cannot be seen, heard or smelt, such as the threat of accidents from hazardous goods storage. Your neighbours' interests relate mainly to the types of emissions and the threat of accidents. Building up the confidence of local residents in your organisation may be of advantage when applying for your next permit, or enable you to anticipate and react early to local concerns. Environmental and consumer associations As environmental and consumer associations are mainly active on the regional or the local level, they will generally have close connections with your local residents. You should, therefore be prepared to listen to these associations and to provide honest and detailed information on your environmental performance.
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Media and press You will want to be portrayed positively by the press. Your environmental statement is an important information source for media interested in your organisation, and it should provide this group with information of current interest. An update of known facts is less newsworthy than new data, information on a new project, or new products. Competitors Your competitors will also be interested in reading your environmental statement. They will probably try to find out which new product developments or manufacturing processes you favour and which new customers you are addressing. Your competitors will not learn anything from the environmental report that they do not already know. Schools and universities Up to now universities have been one of the greatest 'purchasers' of environmental statements. The strong demand from universities and research institutes has already resulted in some companies selling their environmental statements as so-called 'teaching and information material'. 2.1.8.4 Content EMAS-regulation (EC) No 761/2001 requirements (annex III, point 3.2)
Reguirement (a): A clear and unambiguous description of the organisation and a summary of its activities, products and services and its relationship to any parent organisations as appropriate. The organisations activities, production or services should be presented in an overall but guiding way. To help the reader to understand the surrounding in which the organisation operates and its relative importance and effects on the environment it is advisable to give facts like turnover, number of employees, geographical location etc. Annotated maps, photographs and diagrams are effective in providing this information and may also be used to illustrate the organisations management structure and relationship to other parts of the organisation. If the organisation produces a large range of products, these may be combined into product groups. Goods produced and services provided could be included at the organisations basic economic data. When describing the products or the services that the organisation provides it has proved to be useful to use flow-charts for the incoming flow of materials such as raw materials, components and energy as well as outputs such as finished goods, by-products, pollution and waste. The presentation should clearly state if only part of the organisation is registered under EMAS so that there is no confusion with regard to closely related parts of the organisation, both from a geographical and managerial point of view.
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If the company has partially owned subsidiaries, joint ventures or out-sourced production, this should be accounted for. The same applies for acquisitions, mergers and divestments during the year. Good practice: maps and diagrams annotated aerial photographs flow diagrams classification (i.e. the NACE code) of the organisation name of contact person
Requirement (b): the environmental policy and a brief description of the environmental management system of the organisation. Include the environmental policy in the environmental statement. An organisational chart showing responsibility for environmental issues may demonstrate how the environmental management system (EMS) is implemented. A simple flow chart or diagram may also show links between the policy, identification and evaluation of aspects, targets and objectives and auditing. The inclusion of a foreword from company management will increase the credibility of your statement. It should refer to your environmental policy and name the key elements and problems of implementing environmental measures up to now. The foreword can also refer to the other pillars of sustainable development, social and economy. Summarise the main tasks ahead. If your company has received any environmental awards, don't forget to mention them. Good ideas: include the environmental policy, and possibly an introduction letter, signed by the management (managing director, plant manager etc.) include an organisational chart with contacts for the environmental representative include a diagram showing the EMS structure comment on any major changes in environmental policy or management system.
Requirement (c): a description of all the significant direct and indirect environmental aspects which result in significant environmental impacts of the organisation and an explanation of the nature of the impacts as related to these aspects This part of the EMAS statement is probably the most interesting part to a large portion of the readers and it attracts many for a more thorough study. The key issue is that the reader understands the link between what the organisation does and the significant environmental impact that can be caused.
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The organisation may describe how each of its significant environmental aspects impact on the environment. Alternatively, the organisation may show different environmental media (such as air, water, flora and fauna) and describe which of its significant aspects impact on each. Input/output diagrams, matrices and annotated pictograms are all useful ways of showing this information in a concise form. Readers would also very likely appreciate a description of environmental issues in a holistic lifecycle perspective - from raw material aquisition, manufacturing, distribution, product use, recycling and finally during waste handling. In many cases it is important to make a distinction beteween direct and indirect environmental effects. Direct effects are usually caused by own activities such as for instance process emissions at the site of a company or energy consumption at the office as a part of an organisation. Indirect effects are usually caused by activities carried out by others outside the organisation and thereby not controlled to the same extent, such as for instance for raw materials and goods delivered by sub-contractors, transportation services or during usage of products and services. In case of significant environmental issues linked both to direct and indirect effects it may be worthwhile to describe these separately under special headings. Comment also on impacts due to accidents and environmental liabilities. Impacts associated with past activities that may be translated into future liabilities might also be of importance. In many cases it is sufficient to provide approximate figures of the information. Too detailed information may distract many readers. Requirement (d): a description of the environmental objectives and targets in relation to the significant environmental aspects and impacts. The organisations environmental programme with its objectives and targets will help the reader to understand the organisations activities to improve its environmental performance. Relate objectives and targets to significant environmental aspects and impacts. This can be presented in a table which includes the time period by which the targets and objectives should be achieved. This may be combined with the information required under point (c). Present targets and objectives so that they are specific, adequate and relevant, and wherever possible, measurable.
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Example source: http://www.j-sainsbury.co.uk
Good ideas: outline the rationale for setting objectives and targets with reference to precautionary methods, if applicable report on the designation of responsibility for reaching objectives and targets indicate the costs of meeting the objectives and targets relate to targets and objectives from previous reporting periods.
Requirement (e): a summary of the data available on the performance of the organisation against its environmental objectives and targets with respect to its significant environmental impacts. The summary may include figures on pollutant emissions, waste generation, consumption of raw material, energy and water, noise as well as other aspects. The data should allow for year-by-year comparison to assess the development of the environmental performance of the organisation. The results of the environmental work, the environmental performance, of course makes up one of the most importants parts of the EMAS statement. It enables comparisons to be made between separate EMAS statements both in the same organisation and between different organisations.
Environmental data in the forms of figures and numbers is not always instructive to the layman if the data is not put into the right context. It is therefore important to relate the data given to e.g. production volumes, due to the fact that a higher production volume in most cases result in increased pollution even though there are improvements in the manufacturing processes.
Focus the statement on those aspects considered to be most essential from the environmental point of view. Environmental performance should always be related to environmental objectives of the organisation to facilitate for the reader to assess trends and development of the organisation in
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question. Here, illustrative diagrams is very helpful to show the development. If reference values from earlier statements 3-5 years back in time is included, this will further add to the readability of the document. Objectives and targets may not all be achieved within the intended time-frame, particularly if the organisation sets itself challenging goals. If objectives and targets are not met, it is good practice to include a note in the environmental statement explaining the reason why. Good ideas: use of performance indicators helps to increase clarity, transparency and comparability of the information provided by an organisation explain what action has been taken to achieve current performance levels show performance against objectives and targets as well as against legal requirements and national or sector environmental targets explain the way the data have been acquired and processed reproduce degree of fulfilment against targets and objectives from earlier environmental statements to give a full picture of the organisations environmental performance comment on why targets have not been achieved comment if data are not available (no measurements carried out, no environmental permits or limiting values to fulfil etc.).
Requirement (f): other factors regarding environmental performance including performance against legal provisions with respect to their significant environmental impacts. Where the organisation reports data on its environmental performance relating to significant environmental impacts which are regulated, performance against the legal level needs to be reported. Other information that the organisation may provide includes details of investments to improve environmental performance, support to local environmental groups and actions to promote dialogue with interested parties. Organisations may wish to consider reporting on existing safety plans. Good ideas: product information procurement policies important decisions and investments precautionary actions/environmental protection activities/preventive measures complaints, public or community concerns research and development
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incidents and breaches budget.
Example Air emissions in relation to legal provisions
source: www.storaenso.com -> sustainability -> EMAS statements
Requirement (g): the name and accreditation number of the environmental verifier and the date of validation. Sample structure for environmental statement
A logical structure of the statement is essential. One way to approach the task of writing a wellstructured statement is to use to following sample structure for environmental statement. A. B. C. General information on the company (sites, number of employees, etc.) Environmental policy/environmental guidelines Environmental guidelines Foreword by management Milestones in environmental protection and in the company Organisation of environmental management/environmental management system Overview/Organigram Environmental management responsibilities Employee information, training and involvement
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D. E. F. G. H. I. J.
Overview of the most important environmental issues Overview of material and energy flows Relation of company activities to environmental issues and problems Methodology: scope of data collection and evaluation criteria Site and production related environmental issues Material consumption Energy consumption Water consumption Buildings, machinery, soil Residual materials and waste Atmospheric emissions, noise and odour pollution Wastewater Accidents and accident prevention Transport Products and services Products or services sold Product life-cycles Product development Overview of the environmental programme and main objectives Influence of environmental management on profit Dialogue with target groups Previous contacts and activities with target groups Questions and advice for target groups Statements from external parties Conclusion Statement from the environmental verifier Deadline for the next environmental statement Responsibilities for writing the environmental statement Explanation of important technical terms Contact person, address, offer of additional information
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2.1.8.5 Key-elements and lay-out Your statement should not be understood as a form of 'one-way communication', but as part of a dialogue. Success is heavily dependent on credibility. Contents must be presented in a clear, easily understood manner. If it is to remain interesting and have a media impact, not only in the year of publication but also in following years, it is necessary to emphasise certain elements. Check which are the most important environmental issues and impacts of your site or company and focus your environmental statement on these issues. Unnecessary overlaps, repetition and contradictions with other forms of environmental communication by your company should be avoided. An EMAS statement must be attractive reading to be able to compete with the vast amount of environmental information currently available. This is not always accomplished by giving it a "fancy format". A well structured but more simple statement may work equally well. Do not underestimate the market value of a good EMAS statement. Using outside expertise may help to give good advise, when preparing the first statement, on how to find a appropriate approach to a suitable lay-out of the document.
Too technical matters and environmental jargon must be avoided in order to be able to deliver an easy understandable message to the reader. Too much data may do the same harm and make the text difficult to digest. Technical information can preferably be summarised in tables or put in an annex at the end of the document. It is to recommend to use the EMAS logo in the statement, preferably on the front cover. The EMAS logotype brings credibilty and status to the organisations environmental work. The logotype distinguishes the EMAS statements from other types of environmental reports.
2.1.8.6 EMAS statement in relation to other environmental information
An organisation may be a part of a larger corporation, which annually publish an environmental report covering information from all separate parts of the organisation. If this is the case, it is important to harmonise the reporting structure so that information from separate EMAS-registered parts can be added and, hence, directly used as inputs to the corporate environmental report.
Mandatory environmental reporting to authorities has quite another objective compared to EMAS statements. The environmental report to the authorities addresses issues understandable to people having environmental issues as their field of expertise. The EMAS statement, on the other hand, should be fairly brief and written in a way meant to provide a heterogenous group of people with an understandable overview of how the organisation influences the environment and how it manages
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its environmental work. If not carefully done, trying to combine the environmental report to authorities and the EMAS statement into one document could result in too detailed and complicated statements hardly understood by the public. If parts of the EMAS statement is meant to be used in information campaigns or for advertisement it is important to use a simple language that is non-deceptive and that clearly represent the environmental properties of the activity, process, product or service under study. 2.1.8.7 Feedback and finalisation of the report
Once all information has been collected and a draft version prepared the statement should be given to each member of the team established for developing the statement. The draft version should also be given to different employees and people external to your company to get feedback on the content and the comprehensibility of information. The feedback that has been gathered should be incorporated into your statement. 2.1.8.8 Verification
It is recommended that the organisation has the structure, including illustrations, of the statement ready for discussion with the verifier at an early stage. According to the EMAS regulation, the verifier shall approve the EMAS statement provided it is correct, enough detailed and fulfils the requirements listed in the regulation. The verifier should sign every part of the original document when approved.
The verifier will most likely provides the organisation with advise on how to improve the quality of the report. This is a good reason for not finally setting the lay-out of the document, or even worse to print it before it is approved by the verifier. 2.1.8.9 Dissemination The EMAS statement is official, i.e., it should be easy available for anyone who has an interest in receiving a copy. It is important to consider practical procedures for co-ordination and distribution of the EMAS statement with the annual report of the organisation. We recommend to make use of internet and other forms of modern media to make the information easily available and widely spread. Prepare yourself early, so that your environmental statement does not end up gathering dust on a shelf. In the planning phase think about how the statement will be published and distributed and how it can be used effectively in dialogue and co-operation with your target groups. The following points should be considered: How will your defined target groups obtain the publication? o o who needs a paper version, who needs only an electronic version
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who just needs to be informed that the statement is available on your website?
Which internal and external persons, groups or organisations are responsible for the publication and distribution of the statement?
How many paper versions should be published? Who is responsible for dealing with enquiries about the environmental statement and how much time can be given to this task?
The following are ways in which you can reach your target groups with a paper version: Presentation and distribution at staff or department meetings and press conferences. Mail to customers, suppliers, sector associations, chambers of commerce, etc. Distribution at trade fairs. Personal distribution through sales representatives or with business contacts. Display in retail outlets, public buildings. Presentation and distribution at local or regional environmental discussions with authorities representatives, neighbours, neighbouring companies, etc. Mail to residents and authorities.
The following are ways in which you can reach your target groups with an electronic version: Email to customers, suppliers, sector associations, chambers of commerce, etc. Make a link to the statement in your organisations website.
2.1.8.10 Follow-up
Do not forget to collect and evaluate feedback (questions, suggestions for improvements, criticism) which the company receives in response to the statement. Environmental statements can be included as part of an environmental learning process. Use this opportunity, continuously improve and optimise your environmental statements. Keep a written record of feedback. If you do not receive this feedback personally, collect it from the people or departments who do, or organise a meeting with the relevant people a few months after publication of the report to evaluate the reactions and impacts. 2.1.8.11 Simplified environmental statements
According to EMAS environmental statement must be published according to the organisations audit cycle, i.e. at least once every three years. If the organisation doesnt conduct an annual audit of EMS, it can publish a simplified statement for the years when an audit is not conducted.
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This simplified statement does not have to be validated until the next full audit. It must include updated data on raw materials, energy and water consumption, emissions of hazardous substances and waste volumes. Organisation should draw attention to significant changes since the last statement. Such updated interim reports should be short, in general, not longer than four to eight pages. The statement requirement is intended to ensure that stakeholders are informed of the performance of an organisation. In the case of small organisations this major audience will usually be those in close proximity to the site and an organisation may choose to respond by the provision of photocopied information or similar. EMAS should not be seen as providing unnecessary burdens on small companies. 2.1.9 Official recognition When the environmental management system has been implemented and the environmental statement has been prepared, the organisation must have them validated by an independent accredited verifier. The organisation sends its validated statement to the national EMAS competent body. It must pay a registration fee in some European countries. The organisation is then registered in the official list of the EMAS sites. Registered organisations can use the EMAS logo as part of their environmental communications and marketing strategies, but to avoid confusion with ecolabels, the EMAS logo must not be used on the organisation's products. In order to stay in the EMAS scheme (and registry), a registered organisation must: take care that verification is carried out regularly according to the requirements, and submit the validated and up-dated parts of its environmental statement to the Competent Body and make them publicly available.
2.2.
How to communicate?
2.2.1 EMAS requirements
EMAS requires that the organisation shall establish and maintain procedures for internal communication between the various levels and functions of the organisation; receiving, documenting and responding to relevant communication from external interested parties. Communication is the glue that holds the EMS together. Your staff will respond to what you are communicating, whether you have communicated it knowingly or not: dirty and poorly maintained washrooms transmit the message 'We really don't care about your welfare here'.
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2.2.2 Key elements in communication A. Know your audience This is more important than knowing what you are talking about (listen to a good political orator). People in functional units in the organisation are often dedicated to their own objectives and targets, and dismissive of externally imposed changes. Environment can be a bigger cause of concern than other business areas, because of fear of being found out to be in breach of environmental legislation anger at industrialists because of their degradation of the planet delight that the organisation is going to do something to manage its environmental impacts.
Get to know your audience and communicate with them, not at them. Channel their emotions into making a beneficial difference. B. Know their culture Develop a broad understanding of corporate culture and the variations in different departments and match your communication to these situations. C. Think about their motivators Change will be sustained only if the members of staff recognize the merits of the change for the business, the environment and for themselves. D. Keep the 4 'c's in mind Effective communication is clear concise continuous and connected
Make sure that the material supplied is sufficiently detailed and easy to understand (in laymans terms). Use a glossary or attach definitions when using unfamiliar or technical terms. E. Apply a systematic approach Most of our communication skills are learnt in social rather than work situations. When communicating with a friend, much is left out in terms of spoken communications, and the recipient of the discourse fills gaps. If we get it wrong, the outcome is not usually that serious. In the EMS, it may mean the difference between following a procedure and causing an unwanted environmental impact. A systematic approach to communication is therefore essential.
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For a systematic approach to communication, you have to plan the issues, the required outcome and you have to consider the type of information you are giving. Do you want to inform, to instruct, to motivate or are you seeking information? to inform means to give staff the facts required for their work. to instruct is more directed, usually with a specific purpose in mind. to motivate is about staff commitment, making them recognize the merits of the EMS for the business, the environment and themselves. to seek information means all those times when you are not telling staff something but are encouraging them to tell you. Seeking information is about asking the right questions, or simply keeping quiet at the right time in a meeting so others have space to bring forward their ideas. It is about complementing top-down communication from management by bottom-up input from employees. Workers on the shop floor have the best knowledge about what actually happens during day-to-day operations, what environmental impacts are caused and the reasons for these impacts. 2.2.3 Internal communication Effective internal communication requires mechanisms for information to flow top-down, bottom-up and across functional lines. Since employees are on the front lines, they can be an excellent source of information, issues, concerns and ideas. Effective communication will help: motivate the workforce; gain acceptance for plans and efforts; explain environmental policy and EMS and how they relate to the overall organizational vision; ensure understanding of roles and expectations; demonstrate management commitment; monitor and evaluate performance; and, identify potential system improvements.
In communicating with employees, it is helpful to explain not only what they need to do but also why they need to do it. For example, when describing a requirement based on a regulation, explain the purpose behind the rule and why it is important. Also, make a clear connection between the
requirement and how it applies to each persons job. Remember that many of the changes the EMS brings are new and challenging.
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Communication means besides distributing information also making personnel engaged, motivated and rewarded. Communication satisfaction is clearly related to the work atmosphere and to work motivation. The personnel has to be told about the results achieved in the environmental work. Too seldom positive feedback is remembered as a good motivator! Staff can be the greatest threat to any project, and the greatest help to its success. Without employees on your side, the EMS will fail. With employees, it will run almost itself. Most people want to do good work. If you do not tell them what you expect, they will do what they believe is best, which may not be what is actually best. For example: A gateman who followed his instructions to the letter and did not allow anyone on to the site once the fire alarm had sounded did not allow the fire brigade onto the site either. The outcome could have been serious, if the problem had not been detected during an exercise. Internal communication methods An efficient and appreciated way of communication is from person to person. Besides direct communication there should be other ways of communication in the environmental work, but they cannot replace spoken communication. Newsletters Intranet Training and instructions Staff meetings Posters Announcements on the bulletin board Environmental policy, environmental report Individual letters to employees Attachments to payment slips Notices Environmental events Electronic mail messages, which are fast, inexpensive and environmentally-friendly Internal newspapers Possibility to give feedback (a feedback box or intranet) Inquiries and questionnaires Surveys on the personnels opinions, expectations and ideas
The following questions are designed to help planning the internal communication: What are the roles and responsibilities of the different organisation members in the planning and implementation of the EMS? What are the goals of the internal communication? Who is the person in charge for the planning and implementation of the communication?
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What information should be given to the whole organisation and to specified persons/groups? What means of communication will be used? When the communication will take place What resources are needed? How will the feedback from staff be collected How will the success of the communication be monitored/assessed
Examples of enthusiastic and innovative internal communication in educational establishments Hollola Secondary School chose a different environmental theme for every month. On the first Monday of the month in a weekly bulletin the environmental theme and occasions are presented. For example when the theme was economical sustainability, it was an aim to have a price tag in every article and function in the school: how much does a daily meal or a copy or a lesson cost? Muurame Secondary School put some of the environmental conversation to a flap board because this eases the eternal lack of common time among the teachers. The environmental group writes to a flap board in the teachers room a question when necessary, waits for teachers comments and makes proposals what to do about the issue in the question after this discussion. Discussion topics have been for example what to do with the shut down of the computers, what kind of paper is ordered to school (is it eco-label?) and how to make the waste separation work better. 2.2.4 External communication External communication is all about establishing and maintaining confidence and understanding among interest groups. Proactive, two way communication with external parties is also important for an effective environmental management system. Taking steps to obtain the views of these stakeholders, which can include neighbors, customers, community groups, and regulators, will help you better understand how your organization is perceived by others. These stakeholders can also bring important environmental issues to your attention that should be addressed in your EMS. Your should also consider ways to get specific advice from these stakeholders when developing critical elements of your EMS such as setting objectives and targets. Involving these parties, however, does not mean you should cede control of your EMS to them, but rather use their input to make your EMS stronger and more responsive to community concerns. Doing so will usually provide long-term benefits to your organization. Determine how proactive your external communications strategy should be. Select an approach that fits your organizations culture and strategy. Consider, for example, whether reporting on
environmental performance and progress might give you a competitive edge.
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Consider communication strategies for: neighbors community groups other interest groups local officials regulatory agencies emergency responders
While a proactive external communications program may require some resources, many organizations find that a proactive communication strategy can be beneficial. Weigh the costs and benefits for yourself, but keep in mind that you might have many interested audiences. Managing responses to external inquiries does not have to be burdensome. Use a simple method, such as stapling an inquiry to its written response and then filing them together. The key is to be able to demonstrate that the organization has a process for gathering and responding to external inquiries External communication methods open houses focus or advisory groups web site or e-mail list press releases environmental report, environmental policy informal discussions packaging, vehicles, advertising, press releases environmental events (both participation and funding)
Examples Milan Screw Products staff interviewed neighbors, customers, suppliers, and employees family members to obtain the views of external parties. Motorola has conducted Household Waste Electronics Recycling Days for local residents in collaboration with local authorities.
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In an effort to involve stakeholders in the EMS process the Town of Londonderry and the City of Lowell engaged residents to collect information pertaining to environmental issues that affect their communities. For example, the Town of Londonderry in conjunction with its household hazardous waste collection day, asked residents to complete a survey to prioritize community related environmental issues. The residents identified the fast pace at which the small community is growing as their top-priority issue. The City of Lowells wastewater treatment plant asked local residents to assist with efforts to address the plant's odor issues. A number of residents throughout the surrounding area recorded weather information on days the odor was prevalent. This information identified odor patterns which would aid the City's efforts to identify a solution to this problem.
External communications worksheet
Who are our key external stakeholders? How were these stakeholders identified? With regard to our organization, what are the key concerns of these stakeholders? How do we know this?
What community outreach efforts are we making now (or have we made in the recent past)? How successful have these efforts been?
What methods do we use for external communications?
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Which appear to be the most effective? Who has primary responsibility for external communications?
How do we gather and analyze information to be communicated? Who has responsibility for this?
Source: http://www.epa.gov/owm/iso14001/ems2001final.doc 2.2.5 Maintaining the Flow of Information
A responsible person or group should handle communications. This task could be performed by member(s) of the environmental team or human resources staff, for example.
All material, especially when intended for external release, should be checked prior to release that it accurately communicates the companys environmental performance, actions and concerns. It is also important to keep records and files on all communication of environmental matters, both internal and external. 2.2.6 Example: Initiatives to inform and involve employees Source: http://www.inem.org/new_toolkit/ Lincoln GmbH Walldorf, Germany (lubrication systems) Lincoln made sure that all employees took part in its environmental audit right from the beginning. A team, composed of two representatives of management and of the works council, accompanied the whole auditing process. Environmental circles were set up to discuss questions related to energy, raw materials, waste reduction, substitution of dangerous substances, etc.
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Different types of staff participation and information have been put in place and tested: informing employees about the status, progress and current results of environmental management, as well as providing them with the necessary basic information providing advice and hints on environmental management with pay slips providing Turkish employees with an information sheet in their language posting notices on the bulletin board and information panels of different production groups putting up posters about the environmental audit in the entrance hall, production department, canteen, training centre, employee offices, machinery area, etc. presenting the actual status and further development of environmental projects at quarterly works meeting publishing articles in the company magazine, The Lincoln Journal organising workshops on the environmental audit for staff
The environmental team The environmental team met between six to eight times per year in the past years. The central topics of discussion included: the preparation of direct and indirect environmental aspects the revision of the environmental management handbook the preparation of the simplified environmental impact statements for 2001 and 2002 the conduct of workshops for the environmental spokespersons and the environmental circles the preparation of the audit and training plans the conduct of environmental days the development of criteria for the Lincoln environmental prize the conduct of auditor workshops the preparation for the environmental external audits
The environmental spokespersons The environmental spokespersons provide the liaison between the environmental team and the production and administrative groups. They represent, on the one hand, the environmental interests of the groups to external persons or organisations, but primarily serve as the contact partners for the environmental team to pass on information to the colleagues of the spokespersons. In order to prepare and conduct their work in the groups, workshops were held annually for all environmental spokespersons. These workshops inform the spokespersons about subjects such as the changes to the environmental management handbook, their rights and obligations, the structure of the environmental management at Lincoln and the revision of the environmental policies.
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The environmental circles The environmental circles at Lincoln are employed to solve certain problems. In the past years, three circles have met and dealt with topics including packaging, production and reduction as well as the saving of resources and transport. They made suggestion for the new environmental program for 2003. Their considerations ranged from the expansion of the returnable system to the development of a regenerative workshop for the reduction of products and the use of building heat to produce hot water as well as the construction of a photovoltaic system on the roof of the factory building.
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2.2.7 Tools for communicating with internal and external stakeholders 2.2.7.1 Employee suggestion sheet Source: B.A.U.M. EPAG, Zukunftsorientiertes Umweltmanagement in kleinen und mittleren Unternehmen, 1998
S SUGGESTIONS FOR IMPROVEMENT o u r c FULL NAME: e : ADDRESS: POSITION: B DEPT.: . TEL: A . U . IMPROVEMENT RELATED TO: M . IN DEPT. E P A MY IDEA SHOULD REMAIN ANONYMOUS YES NO G , CURRENT SITUATION Z u k u n f SUGGESTION FOR IMPROVEMENT (Solution) t s o r i Please attach additional comments, diagrams, etc. e ntiertes 2.2.7.3 The brainstorming method Brainstorming is the oldest and best known creativity tool. It can be used to get past blocks in the search for ideas and to make group work more effective. How to proceed Duration: about 20-40 minutes, plus time for follow-up evaluation Participants: about 5-7 people, as mixed as possible (one moderator, one person to keep a record) Materials: board, markers, large sheets of paper, e.g. flipchart or pinboard
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Stages of brainstorming
Preparation
Definition of topic/problem to be dealt with, invitation of participants, preparation of room, etc.
Implementation Introduction, description of problem, brainstorming, explanation of ideas. The moderator makes suggestions, all ideas are recorded. Processing Evaluation of ideas, if appropriate identification of more ideas. Classification of ideas, e.g. by category ('Can be implemented immediately', 'Good, but cannot be implemented at once', 'Benefit not visible at the moment').
Points to keep in mind Create an atmosphere without fear so that people do feel they are being assessed Treat only one topic/problem Do not criticise when ideas are being expressed! It's the quantity, not the quality of ideas that counts Let your imagination run riot! Note down all ideas. There is no such thing as a bad idea Allow joint suggestions and linkages of ideas
Objective Brainstorming promotes creative thinking by participants. Ideas and criticisms from participants create synergy so that a subject can be creatively thought through or the causes of a problem can be sought. Advantages Disadvantages
Little time needed for preparation and implementation Lots of ideas are obtained in a short time Good opportunity for all participants to express ideas Suggestions, considerations and ideas come from different perspectives Promotes creativity, imaginativeness
People's reluctance to come out with 'mad' ideas or to take part at all Ideas are only recorded in words i.e. visually not so attractive Participation depends on mood Good presenter needed
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2.2.7.3 The card method With the aid of the card method, it is possible to develop topics, questions, ideas and possible solutions. Example of topic for which it can be used: Collecting ideas on water saving measures How to proceed Duration: depends on number of participants and cards Participants: 5 - 10, as mixed as possible Materials: pinboard, cards (different colours and shapes), adhesive tape, pins, thick markers
The moderator poses a visualised question to the group on a pinboard (or normal wall with packing paper on it). The participants are to answer the question in writing. For this purpose, cards of uniform colour are distributed so that the replies are anonymous. Colours and shapes have particular meanings! Different colours are used for different subjects or questions. What points should be kept in mind: When writing on the cards write with thick markers write in capital letters write in big, clear letters (maximum 3 lines, 7 words) write only one thought per card
When collecting the cards, take care to collect them with the writing face-down. Open questioning on the cards should also be anonymous for the most part. After you have collected the cards, pin them on the board or wall. In a joint discussion, the participants decide card-by-card whether a specific card belongs to the other cards or a new group in terms of subject matter. When all cards have been pinned up, the participants review the assignment of the cards again and write a suitable general heading above the individual groups. The card method is an excellent way of collecting ideas on specific subjects. If properly applied, it ensures that all participants come up with ideas. If the collection is mostly anonymous, more critical objections and commentaries, which may otherwise not be raised, are also possible. Advantages All participants are involved Disadvantages Takes a lot of time
All suggestions are equally With a lot of participants or many suggestions, overview is quickly lost important - there is no hierarchy or other differences Cards can be rearranged at any time. Number of cards can be limited from the beginning
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2.2.7.4. Examples of communication registers source: http://www.deh.gov.au/industry/agency-performance/ems/model.html
source: http://www.dep.state.pa.us/dep/deputate/pollprev/iso14001/ford_manual/fordmanual.htm Facility/Plant Name External Communications Log
Date_____________ Time_________________ Type of Contact: Meeting___ Email/Letter___ Telephone___ Other (describe):__________________
Contact name (s):___________________________________ Person Completing Form: _____________________________
Environmental Issue/Concern: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Actions to be Taken: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Type of Follow-up Required: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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2.2.8 EMS Sample procedures 2.2.8.1 Communication with external parties source: http://www.epa.gov/owm/iso14001/ems2001final.doc COMMUNICATION WITH EXTERNAL PARTIES I. Purpose This procedure is intended to establish a process for outreach and communication with external parties regarding the organization's environmental management system (Note: the organization should also consider external communication regarding its significant environmental aspects). II. Scope This procedure describes how the organization receives, documents, and responds to communications from external parties. In addition, it discusses proactive steps that the organization takes to maintain a meaningful dialogue with external parties on environmental matters. III. Definitions Interested Parties- Individuals or groups with an interest in the environmental impacts of the organization's products, activities or services. These parties include regulators, local residents, employees, stockholders, insurers, customers, environmental groups and the general public (adapted from ISO 14001). IV. General
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The organization uses a number of mechanisms to ensure effective communication with interested parties. These mechanisms include regulatory filings (such as permit applications and reports), open houses, the media, and informal discussions with regulators, community representatives, and local business leaders. To solicit the views of interested parties, the organization may use additional techniques, including (but not limited to) surveys, community advisory panels, newsletters, or informal meetings with representatives of external groups. General rules for external communications require that the information provided by the organization: be understandable and adequately explained to the recipient(s); and present an accurate and verifiable picture of the organization and its environmental management system, its environmental performance, or other related matters.
V.Procedure A. Management of Communications from External Parties 1. Inquiries and other communications (received by mail, fax, telephone, or in person) from external parties concerning the organization's EMS or environmental performance may be received by a number of the organizations representatives, including the Plant Manager, the environmental manager, and the human resources manager, among others. All such communications are reviewed by the Plant Manager or his / her designee to determine the appropriate response. 2. Communication with representatives of regulatory agencies is delegated to the organizations environmental manager, who maintains records of all such communications (both incoming and outgoing). In the absence of the environmental manager, communications with regulatory officials are delegated to the human resources manager. 3. Copies of all other written communications on environmental matters are maintained by the human resources manager. All non-written communications from external parties are documented using telephone logs or similar means. All records of external communications are maintained as discussed in Procedure # (Records Management). 4. A record of the responses to all communications from external parties is maintained by the human resources manager in files designated for that purpose. B. Outreach to Interested Parties 1. The organization solicits the views of interested parties on its environmental management system, its environmental performance, and other related matters. In particular, such outreach is conducted when significant changes at the facility are being considered, such as facility expansion or other actions that might affect the actual or potential environmental impacts of the organizations products, activities, or services. 2. As part of the Management Review process, the team designated to conduct the Review evaluates proactive efforts to communicate with external parties. Based on this evaluation and other factors, the organizations management determines the need for outreach with external parties in the coming year and how such communications can be carried out most effectively. External Hazard and Emergency Communication Note: All external communications regarding emergency response are addressed in Procedure #.
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2.2.8.2 Sample procedure for environmental communication source: http://www.dep.state.pa.us/dep/deputate/pollprev/iso14001/ford_manual/fordmanual.htm ENVIRONMENTAL COMMUNICATION Record of revisions
Revision Date
Description
Sections Affected
1.0 Purpose/Scope This procedure defines the process for: a) Internal environmental communication/awareness within the Facility/Plant Name. b) External environmental communication between the Facility/Plant Name and external interested parties, such as regulatory authorities and the public/local community groups. 2.0 Activities Affected All areas and departments 3.0 Forms Used External Communication Log 4.0 References 4.1 Environmental Policy 4.2 EP-002 Environmental Aspects, Objectives and Targets and Programs 4.3 EP-005 Environmental Management System Management Review 4.4 EP-006 Emergency Preparedness and Response 4.5 EP-007 Environmental Regulations and Other Requirements 4.6 EP-008 Environmental Review of Projects 4.7 EP-009 Agency Approvals 4.8 EP-011 Contractor Control 4.9 EP-012 Environmental Document Control 4.10 EP-014 Environmental Training and Awareness 4.11 ISO 14001:1996, Element 4.4.3. 5.0 Definitions External Communications: written or electronic correspondence, telephone conversations and oral discussions or meetings with anyone external to the company. 6.0 Exclusions None 7.0 Procedure 7.1 Internal Communications/Awareness 7.1.1 Internal environmental communications shall be implemented to ensure those personnel at each relevant level and function are aware of the following: 7.1.1.1 the environmental management system;
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7.1.1.2 the importance of conformance with the environmental policy, procedures and system; 7.1.1.3 the potential consequences of system non-conformances; 7.1.1.4 individual roles and responsibilities in achieving conformance with procedures, including emergency preparedness and response; and 7.1.1.5 the significant environmental aspects associated with work activities and the environmental benefits of improved personal performance. 7.1.2 Internal environmental communications may be accomplished by the use of: 7.1.2.1 Notice boards 7.1.2.2 Awareness training of facility personnel, as appropriate in line with job function 7.1.2.3 Environmental training of relevant job functions, as appropriate (see environmental procedure EP-014: Environmental Training and Awareness) 7.1.2.4 Newsletters 7.1.2.5 Electronic notes 7.1.2.6 Team meetings and meeting minutes 7.1.2.7 Management reviews and meeting minutes 7.1.2.8 Corrective Action Requests 7.1.3 Communication of environmental issues from employees to the Facility/Plant Management Team shall be handled by the Cross Functional Team member representing the affected area, in coordination with the Environmental Management Representative. These communications shall be documented. 7.1.4 Communication of changes to legal & other requirements to employees shall be handled by the Area or Department Manager or designee. These communications shall be documented. 7.2 External Communications 7.2.1 External communications concerning the environmental aspects of the facility should be directed to the Security Manager, Human Resources Manager or the Environmental Management Representative. 7.2.2 The Environmental Management Representative or Environmental Coordinator is responsible for responding to inquiries from interested parties and regulatory agencies. 7.2.3 The Human Resources Manager or designee is responsible for sending current copies of the environmental policy to interested parties. These requests will be documented on the External Communications Log 7.2.4 The Human Resources Manager in consultation with the Environmental Management Representative is responsible for responding to media communications. 7.2.5 Where community concerns relate to an environmental emergency, EP-004 shall be implemented. 7.2.6 The Environmental Management Representative or designee is responsible for determining the need for and preparation of any notification to regulatory agencies on an as needed basis.
8.0 General Rules 8.1 CFT members and Area or Department Managers shall maintain their own internal communication records. 8.2 The Environmental Management Representative shall maintain records of external environmental communication with interested parties and the media. 8.3 The Environmental Coordinator shall communications with regulatory agencies. maintain records of external environmental
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9.0 Records Records shall be retained consistent with EP-013.
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BACKGROUND INFORMATION ABOUT PERSONNEL TRAINING
The activity of every employee has an impact on the environment.
Reducing environmental impact means changing behaviour. Changing behaviour requires raising awareness, training and acquiring new skills. Therefore, training, awareness and competence are vital for the success of an EMS. It is about providing the knowledge to enable staff to recognise their role and to understand why their action matters, to increase employee commitment and involvement and to help them get the skills they need to achieve good performance. Employees can only give their best if they understand the decisions that affect them, and how their contribution will actually make a difference. Developing a sound understanding of staff role is a key component of effective EMS implementation. Sustained change in individual behaviour will only be achieved through effective training and communication.
(Source: EMAS- toolkit: http://www.inem.org/new_toolkit/comm/environment/emas/toolkit)
3.1.
Who is in charge?
In order to get a proper training plan, it must be prepared well. It must be decided who in the organisation will own the future project, who will take a responsibility, who makes decisions that concern it and who can use resources. If the project manager is a person who is not a manager of the managers of the unit, his authority, resources and work must be told everyone. The support of the highest management is a central point in a starting project. The knowledge that a new project is decided and supported by the highest management gives credibility and the personnel knows that there are most probably going to be resources for full filling the training plan and that the results of the training plan are going to be used in the organisation. A project must have a guidance team besides the owner. There should be managers with power and resources in the team but as well persons who are familiar with training and possibly persons that are not committed to traditional ways of working and thinking. As well personnel representation is necessary in the guidance team.
3.2.
Do we do it ourselves or do we buy it?
A central decision is who fulfils the training plan. Is it done by the organisation itself or bought outside from consultancy agent specialised to training. In both options there are positive and negative sides. The use of a consultant can be justified by giving credibility to the project, by experience of the consult with similar projects (knowledge, comparative information, ideas from the
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other organisations) and by his neutral view to the organisation. Also resources of own personnel are saved by using a consult. The use of own personnel can be justified by lower direct costs, project staying in the organisation (compare mental outsourcing) and a possibility to tailor used concepts to fit own area. In the end it would be good to write down the new project as a normal development plan. Who does, what does, how does, with what resources and timetable and why this organisation is doing this project.
3.3.
Personal and organizations` talent
There is knowledge in individuals, but most of the work is always a result of co-operation of individuals. Talent in an organisational level is an own topic and its need are not easily achieved by questioners done to the personnel. It must be noticed how ones work skills are, compared to the skills of other ones and how the organisation makes it possible that skills can be combined. The question is, is information spread and is the knowledge growing when people are working together. To combine different skills of different persons is part of organisations own skills, part of its competence. The benefits that result from the training and guaranteeing their staying mean that the personnel development plan concerns also organizing the work. So the central thing in developing personnel is how the organisation supports communication and interaction or prohibits it and how communication is done over the limits of hierarchy or units and teams.
AIM OF THE TRAINING MODEL
With this model an organisation can recognise its own need for training, select the target groups, plan the use of time and other resources needed by training, realise the training and evaluate its success.
FINDING OUT THE TRAINING NEEDS
To find out the training needs aims into finding out what different personnel groups know about one thing and what they should know about it. Timeline is in a central part in this: what is the timeline assigned for the training needs. Is the concentration in the needs of the present moment and works or to what future work personnel would be prepared by training and to what must be prepared for in the future. Thinking about the differences between updating the present job and foreseeing upcoming needs seems to be difficult to do. In the planning stage it is recommended to discuss whose training need is searched: individual worker, department or the whole organisation. At least in theory the training needs at the organisational level are different than the individual needs of development.
5.1.
Methods for mapping the training needs
5.1.1 User panel discussion
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The person who will carry out the research of the need of training can gather a group who will consider the needs of the departments and professions that they present. This method is fast and cheap at least what comes to the direct costs. This method commits at least its members better to the coming training than the other less interacting methods. The risk of this method is a possible loss of supervisor control if group decisions arise. The group can get too enthusiastic and believe too much of its own expertness and end up with illogical conclusions what comes to content and costs. A risk is also too much I feel -based knowledge and personal experience as objective facts. Important is that the employer underlines that the role of the groups is being advising. Responsibility of the training is for the management and that is why it has to have a possibility to do the decisions of the content and methods of the training.
5.1.2
Interviews
Other method, interviewing all the personnel or its representatives, takes more time than the previous one. An interview can give the management a better possibility to control the process of the research and its results and having many of the benefits of the user panel discussion for example interaction and commitment. The risks can be associated with use of time, neutrality of the management and how well the ones being interviewed represent the group. This research can also be delayed because its easier to cancel and rebook an individual interview than its rebook a new reunion time for a group. Interview can also be part of yearly done development discussions done between supervisors and his subordinates. 5.1.3
Questionnaires
Questionnaires are the most scientific method of the methods presented so far. The method can and is good if it is completed with interviews. If a question form is well done it most probably gives a wider and more fact based image of the training needs than the other methods. At the same time it gives personnel a change to take part to this project and put up general interest towards asked questions. How well this method works depends on the quality of the question form. This method is time consuming if all the time used to plan the form, informing the ones who fill it and time used to give back the form is counted in to the process as well as analysing, informing and making conclusions of the results. The more open the questions are, the more difficult it is to get a general opinion. Questionnaires are one way communication and include risks with concepts and understanding the meaning. 5.1.4
Evaluation of the level of demand in work
The fourth method is based on recognising and analysing individual tasks and the demand and needed qualifications for those. The method is wider than the other methods that only aim to recognise the educational needs. Often this method, where the level of demand in work is evaluated, is used to develop and improve rewarding and leadership systems in other ways. This method is quite tough and sensitive, and it divides personnel ideas. 5.1.5
The education of personnel
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Specifying and analysing the education level of the personnel is a normal method whose usability depends on the quality of the needed education. It is limited because it concentrates on individually previously experienced and needed education. An important part of the analysis is finding out the use of external seminars. It is important because this way will the amount of money that goes to outside of the organisation be found (and finding if there is need for cheaper internal education), finding out the most common themes (the most common external education and their themes) and finding out good external educators. 5.1.6 Analysis of development needs In the process of finding out the educational needs the primary interest should be on the future plans of the organisation, for example developing environmental practise. What are the areas that the organisation is going to concentrate on, what kind of methods, how is it going to be resourced and organised? How the management, information and personnel management and other support services are going to be put up with these challenges? In the end, analysing the education researches done to an individual level should start from the plans of the organisation: the idea is to see how the personnel should develop so its knowledge would match hoped development and new ways of working, that may only be planned at the moment. Writing down all the thoughts clears up thinking and eases communication with other staff.
5.2.
Defining target groups
Target groups of the training are selected according to the need of training analysis. If all the personnel can not be taken into the training, it is best to take the key persons, and create a model for them to spread the information to their own group. Before defining the target groups the following issues must be known: Who are the key persons in the organisation Who needs to be informed about this How does the message go in the organisation Who gives the information to whom
5.3.
5.3.1
Case: Identification of needs; Pilot Hospital St. Johannisstift Paderborn
Background
Source: Qestrain: Personnel Training Model for Integrated Quality Environment Safety Management System in Hospitals and Public Health Services, Leonardo Da Vinci, FIN-02-B-F-PP126731, QESTRAIN - First Progress Report - Germany.doc
Task 1.1: Identification of needs, Germany Objective: Survey of existing problems, needs of improvement and good practices related to the planning and implementation of quality, environmental and safety issues and the training of their personnel in the local pilot hospital
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2nd step Survey of the status quo situation in order to get known of all Q-E-S-relevant aspects The target of the check is to realize strengths and weaknesses in quality management, concerning environment and safety. An inventory analysis with IMS and the identification of the need for further training in mind is not only to be done mono-methodically. It is possible to use group and single interviews or inspections and document analyses several. The step of the inspection was worked on within the different departments of the pilot hospital with different instruments:
Figure 4 5.3.2
Steps to Identify Needs for Further Training
Examples and tools
Table: The Importance of Several Instruments within the Inventory Analysis
Example for a Matrix for Further Training in the Educational Centre
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Q-E-S related Needs of Further Training in the Educational Centre
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Design of the Need for Further Training The procedure for the determination of the need for further training can be summarized as follows:
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Regarding this target situation, the departments superior has to look at the actual employees qualifications and to compare them to the necessary conditions. In order to show the qualifications, the difference whether the qualification exists (marked by a 1) or whether the qualification does not exist sufficiently (marked by a 0) is made. This comparison is enlarged by personal wishes from the employees concerning the further training. Example for a Matrix for Further Training in the Physiotherapy
5.3.3
Evaluation of Procedure and Results
From the outset, the project managers were aware of the fact that they had chosen a very precise, but also very complex and time-consuming proceeding for the determination of the need for further training by developing and implementing a quality management system in the hospital. During the project work it became clear that it is impossible to raise and document all hospitalspecific processes very detailed in all departments. This would end in a huge amount of data which cannot be dealt with without any problems. The requirement to show all processes in detail is not demanded by a quality management system. It seems to be practicable to concentrate on the main processes in the hospital which was done in the selected departments. Within QESTRAIN, the substantial processes are these processes having quality-referred, environment and safety-relevant aspects. To sum it up in a nutshell, the approach of the process orientation is target-oriented at any rate for the process of continual improvement in the hospital. This continual improvement must be also the goal of each further training concept. If processes with qualitative, ecological and safety-referred implications (QES aspects) should be improved, they have to be sufficiently transparent before. Only that way, measures for the improvement of processes can be arranged efficiently. If the systematically raised further training is - besides in the QES scheme - the most important quality management element, converted target-oriented and controlled in its effects, it experiences a further meaning increase by the explicit treatment in the context of the action program. These action programs are approved e.g. by the top management and put into effect as well as controlled on their effects in internal audits. The employees of the operating area with whom we co-operate in the selected hospital departments have supported our approach and our proceeding in various kinds. They were at our disposal for many single interviews in order to introduce us into the operational and organizational structure of their departments. In addition, they organized and accompanied discussions with all employees so that they could report e.g. on strengths and weaknesses in their departments. Our experiences from other public and private companies show that the willingness from employees of the operational level to participate at the implementation of QES is comparatively high at the beginning of the project. In
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particular, they can bring in their experiences from their practical occupation at the analysis of strengths and weaknesses. By the generation from measures to the recovery of the discussed weaknesses they are interested to propose concrete suggestions in an action plan. Most of the employees know that all hospitals are subject to a dramatic process of change and thus they have to act. Executives as well as employees from the operational level expressed very often that they do not have much time to deal with strategic tasks. Some employees are not as interested to determine the need for further training as they do not see the reference to the praxis in this planning step at the first glance. However, the project managers assume that all employees will understand the necessity for these work procedures after the training courses in the next project phase. Thus, they will see the result of these analyses and planning concretely.
CONTENT AND METHODS OF THE TRAINING
Organisation works in different levels so the training plan has to be built in the different levels as well. One way to see the steps of development is dividing them to four levels: 1. Support for volunteer training
2. Common training for the whole organisation

3. Common training for each department
4. Individual needs of development

There is a level of volunteer training and employer must create rules to this volunteer training by its point of view; how is it encouraged, supported and what kind of conditions are created for it. To this part of the training plan is written the routine of approval (who has the power to make decisions and responsibility when using external training), how the organisation takes part to the expenses (course fees, material fees, travel expenses and so on), use of work time, studying time during the work time (can work time be used for studying, is the supervisor obligated to tailor the work times so that studying is possible and so on) and encouragement (does extra training affect on salary, titles, career development and so on). In the common part of the organisation are written those training and development actions that do not have a direct connection to any department and that are sensible to fulfil as common training for example from the environmental point of view. These kinds of themes in the need of training questionnaires are often so called studia generalia- type lectures for public like from waste management, energy saving and so on. The third level is the own training plans of every department. For this the questionnaire often gives a wide selection of things. After the questionnaire department managers have to do an own, maybe even individual, training plan for the department. The goal is that the training plan is not only a list of courses but in it methods of development are widely examined. Is it possible to make the training plan of the whole organisation to one document? The smaller the organisation is and the faster the process has been the easier it is to do so. The training plan of the whole organisation can be done for example with following titles: 6.1.1 Goals The description of the benefits and goals of the training plan: what changes the organisation wants to be done in its operation by fulfilling the training plan. By the base of the benefits are training based aims defined. These goals should be measurable so that they could be followed: together with this how reaching the goals will be measured. Here those meters, that are used to follow and
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evaluate the training programme, are done. They are done on the base of the goals. If the goal is for example diminution of paper consumption the meter can be the amount of paper bought. 6.1.2
Methods
Source: Job training methods, http://ky.essortment.com/jobstraining_rshn.htm The method by which job training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. There are many different ways to train. Indeed, entire books have been written on the ways to deliver training. How can a manager charged with training his or her employees choose an appropriate method? The following part of the text defines some of the most common training methods and reviews pros and cons for each one.
The method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. The method should suit the audience, the content, the business environment, and the learning objective. Ideally, the method chosen will motivate employees to learn, help employees prepare themselves for learning, enable the trainees to apply and practice what they've been taught, help trainees retain and transfer what they have learned, and integrate performance with other skills and knowledge.
When choosing from among these methods, the trainer must decide which one best suits the trainees, the environment, and the investments available. Many trainers will choose to combine methods or vary them. Others will select a single method that works best for them and never vary. With so many options, a trainer is limited only by his or her creativity.
6.1.3
Lecture
A lecture is the method learners often most commonly associate with college and secondary training. Yet, it can also be considered as one of the least effective methods to use for adult learners. In this method, one person (the trainer) does all of the talking. He or she may use handouts, visual aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from the instructor to the learner.
Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of information quickly when it is less important that the trainees retain a lot of details.
Cons: Does not actively involve trainees in training process. The trainees forget much information if it is presented only orally.
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6.1.4
Demonstration
Demonstration is very effective for basic skills training. The trainer shows trainees how to do something. The trainer may provide an opportunity for trainees to perform the task being demonstrated.
Pros: This method emphasizes the trainee involvement. It engages several senses: seeing, hearing, feeling, touching.
Cons: It requires a great deal of trainer preparation and planning. There also needs to be an adequate space for the training to take place. If the trainer is not skilled in the task being taught, poor work habits can be learned by the trainee.
6.1.5
Seminar
Seminars often combine several group methods: lectures, discussions, conferences, demonstrations.
Pros: Group members are involved in the training. The trainer can use many group methods as part of the seminar activity.
Cons: Planning is time-consuming. The trainer must have skill in conducting a seminar. More time is needed to conduct a seminar than is needed for many other methods.
6.1.6
Conference
The conference training method is a good problem-solving approach. A group considers a specific problem or issue and they work to reach agreement on statements or solutions.
Pros: There is a lot of trainee participation. The trainees build consensus and the trainer can use several methods (lecture, panel, seminar) to keep sessions interesting.
Cons: It can be difficult to control a group. Opinions generated at the conference may differ from the manager s ideas, causing conflict.
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6.1.7 Panel
A panel provides several points of view on a topic to seek alternatives to a situation. Panel members may have differing views but they must also have objective concerns for the purpose of the training. This is an excellent method for using outside resource people.
Pros: Trainees often find it interesting to hear different points of view. The process invites employees to share their opinions and they are challenged to consider alternatives.
Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate.
6.1.8
Role Playing
During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training. Pros: Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experiment with many different approaches to a situation without alienating any actual customers.
Cons: A lot of time is spent making a single point. Trainers must be skilled and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch.
6.1.9
Case Studies
A case study is a description of a real or imagined situation which contains information that trainees can use to analyze what has occurred and why. The trainees recommend solutions based on the content provided.
Pros: A case study can present a real-life situation which lets trainees consider what they would do. It can present a wide variety of skills in which applying knowledge is important.
Cons: Cases can be difficult to write and time-consuming to discuss. The trainer must be creative and very skilled at leading discussions, making points, and keeping trainees on track.
6.1.10
Simulations
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Trainees participate in a reality-based, interactive activity where they imitate actions required on the job. It is a useful technique for skills development.
Pros: Training becomes more reality-based, as trainees are actively involved in the learning process. It directly applies to jobs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned.
Cons: Simulations are time-consuming. The trainer must be very skilled and make sure that trainees practice the skills correctly. Only perfect practice makes perfect.
6.1.11
Projects
Projects require the trainees to do something on the job which improves the business as well as helps them learn about the topic of training. It might involve participation on a team, the creation of a database, or the forming of a new process. The type of project will vary by business and the skill level of the trainee.
Pros: This is a good training activity for experienced employees. Projects can be chosen which help solve problems or otherwise improve the operation. Trainees get first-hand experience in the topic of the training. Little time is needed to prepare the training experience.
Cons: Without proper introduction to the project and its purpose, trainees may think they are doing somebody else `s work. Also, if they do not have an interest in the project or there is no immediate impact on their own jobs, it will be difficult to obtain and maintain their interest.
Common individual training methods include:
6.1.12
Self-discovery
Trainees discover the competencies on their own using such techniques as guided exercises, books, and research.
Pros: Trainees are able to choose the learning style that works the best for them. They are able to move at their own pace and have a great deal of ownership over their learning.
Cons: Trainees can easily get side-tracked and may move slower than the trainer desires. It is also more difficult to measure the employee `s progress.
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6.1.13
Movies/videos/cassettes
Content for the training experience comes primarily from a videotape or cassette.
Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion. It is also easy to assure that the same information is presented to each trainee.
Cons: It is expensive to develop. Most trainers choosing this option must purchase the training from an outside vendor, making the content less specific to their needs.
6.1.14
On-the-job training
This is the most common method of training. The trainee is placed on the job and the manager or mentor shows the trainee how to do the job. To be successful, the training should be done according to a structured program that uses task lists, job breakdowns, and performance standards as a lesson plan.
Pros: The training can be made extremely specific to the employee's needs. It is highly practical and reality-based. It also helps the employee establish important relationships with his or her supervisor or mentor.
Cons: Training is not standardized for employees. There is often a tendency to have a person learn by doing the job, providing no real training.
6.1.15
Mentoring
A mentor can tutor others in their learning. Mentors help employees solve problems both through training them in skills and through modeling effective attitudes and behaviors. This system is sometimes known as a buddy system.
Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and immediate feedback. It also helps the trainee get information regarding the business culture and organisational structure.
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Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not chosen, the trainee can pick up bad habits.
6.1.16
E-learning
What is e-Learning?
6.1.16.1
Source: WorldWideE-learning (http://www.worldwidelearn.com/elearning/index.html) e-Learning is an umbrella term that describes learning done at a computer, usually connected to a network, giving us the opportunity to learn almost anytime, anywhere.
e-Learning is not unlike any other form of training - and it is widely accepted that eLearning can be as rich and as valuable as the classroom experience or even more so. With its unique features e-Learning is an experience that leads to comprehension and mastery of new skills and knowledge, just like its traditional counterpart. Instructional Design for e-Learning has been perfected and refined over many years using established teaching principles, with many benefits to students. As a result colleges, universities, businesses, and organisations worldwide now offer their students fully accredited online degree, vocational, and continuing training programs in abundance. Some other terms frequently interchanged with e-Learning include:
online learning online training distance training distance learning technology-based training web-based training computer-based training (generally thought of as learning from a CD-ROM)
e-Learning is a broad term used to describe learning done at a computer. Use glossary (6.1.16.10) to look up e-Learning and other technical terms.
6.1.16.2 Types of e-Learning
e-Learning comes in many variations and often a combination of the following:

Purely online - no face-to-face meetings
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Blended Learning - combination of online and face-to-face Synchronous Asynchronous Instructor-led group Self-study Self-study with subject matter expert Web-based Computer-based (CD-ROM) Video/audio tape
6.1.16.3
Delivery Methods
e-Learning is done over the WORLD WIDE WEB or by CD-ROM, and some variations (distance learning) incorporate traditional media. Here are common delivery methods used in e-Learning: Print
e-text textbooks e-zines
Video streaming video

Audio streaming audio audio tape video tape satellite transmission cable
Review and Exams
electronic interactive
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paper
Communication Asynchronous
email listservs threaded discussion, weblogs forums
Synchronous
chat videoconferencing teleconferencing
6.1.16.4
Learning Styles
Knowing a little bit about learning styles can help to determine online learning. The interaction and delivery methods used in online classes are dramatically different from traditional classes, so understanding on learning process is a good part of the decision-making process. The knowledge can help to improve study habits and be successful in any training setting, regardless of what type of learner students are.
The three predominant learning styles are visual, auditory, and tactile/ kinesthetic. Broken down further, people learn by:
Reading (visual) Listening (auditory) Seeing (visual) Speaking (auditory) Doing (Tactile/Kinesthetic)
The first three on the list are passive types of learning, while the last two are active types of learning. How much we tend to remember is a function of the type of learning we prefer and our level of involvement in the learning. People often learn through a combination of the ways described above. To a lesser degree, environment is a factor too. The Active Learning Modes Given a good learning environment (be it online or traditional), most people tend to remember best that which they do - practicing the real thing. Next, a combination of doing and speaking about what
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we learn produces a high retention rate, followed by speaking alone. These levels of involvement are all active learning modes. The Passive Learning Modes The passive learning modes - seeing and reading - fall just below the active learning modes on the retention ladder. After speaking, the combination of listening and seeing produces the next best retention results, then listening, then seeing, and then reading. How it all relates to Online Learning In an online class there is a lot of passive learning done through reading text, listening to audio clips, and seeing graphics, but the active "speaking" mode is done very much through writing, email, and chatting. Online learners are often self-directed and/or working in their chosen fields, so a lot of doing happens in the way of applying their newfound knowledge to the workplace, hobby, or home. For this reason many online learners say they learn more in online classes than traditional settings, and have better retention, too. As you consider online learning, recognize that everyone learns differently and attempt to zero in on the particular style you use best
6.1.16.5
Features of e-Learning
"Good teaching is good teaching, no matter how it's done." The old adage still rings true, and e-Learning brings with it new dimensions in training. Some of the unique features of e-Learning are listed below.
Features Learning is self-paced and gives students a chance to speed up or slow down as necessary Learning is self-directed, allowing students to choose content and tools appropriate to their differing interests, needs, and skill levels Accommodates multiple learning styles using a variety of delivery methods geared to different learners; more effective for certain learners Designed around the learner Geographical barriers are eliminated, opening up broader training options 24/7 accessibility makes scheduling easy and allows a greater number of people to attend classes On-demand access means learning can happen precisely when needed Travel time and associated costs (parking, fuel, vehicle maintenance) are reduced or eliminated Overall student costs are frequently less (tuition, residence, food etc). Potentially lower costs for companies needing training Fosters greater student interaction and collaboration Fosters greater student/instructor contact Enhances computer and Internet skills
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Draws upon hundreds of years of established pedagogical principles
6.1.16.6.
Benefits of e-Learning
There are many significant advantages for the student who learns online. Here are just a few to consider: Convenience and Portability Courses are accessible on learners own schedule Online learning does not require physical attendance Learning is self-paced (not too slow, not too fast) Learners 're unbound by time - courses are available 24/7 Learners 're unbound by place studying at home, work, or on the road Read materials online or download them for reading later
Flexibility
Online learning accommodates learners preferences and needs - it's student-centered Choose instructor-led or self-study courses Skip over material learners already know and focus on topics you'd like to learn Use the tools best suited to your learning styles
Higher Retention
Online learning will draw a learner to topics he likes and enjoys. Studies show that because of this and the variety of delivery methods used to reach different types of learners, retention is frequently better than in a traditional classroom.
Greater Collaboration
Technology tools make collaboration among students much easier. Since many projects involve collaborative learning, the online environment is far easier (and often more comfortable) to work in since learners don't have to be face-to-face.
Global Opportunities
The global learning community is at your fingertips with online learning. The technologies used give online instructional designers the ability to build in tools that take you to resources you may never see in a traditional classroom.
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6.1.16.7 Teachers and students roles and e-learning (From: Is the Role of the Teacher as the "Knowledge Authority" in Danger in an ICT-Learning Setting? by M. Barajas, F. Scheuermann & K. Kikis) Teacher as learner in the classroom: Teachers are accepting that students might do better in special fields and were ready to learn with and from them: Quite often roles were exchanged between teacher and student, especially when the latter was more experienced in using the new technology. Such a collaborative approach leads to the acquisition of ICT competences by both actors. Teacher as tutor. Among the many roles supporting the learning process, the tutoring role is one widely recognised. The tutors role is not just the subject matter expert who facilitates learning activities, solves problems, and updates the contents. For instance, in on-line discussions, the tutor facilitates communication, and it is possible to distinguish these tutor roles: The tutor as modeller, which implies someone who stimulates the learner by creating materials and situations for active learning. The tutor as coach, consultant, referee, assessor and 'helpline'. The tutor as scaffold. which is more of a guide and monitor, bringing parties together as manager, provider or broker. Teacher as collaborator with students. There are many ICT-based activities in which project-based learning is the pedagogical strategy. In such activities, teachers tend to participate as peers together with the students. Teacher as developer. The teacher develops learning materials mainly in electronic format, or provides input to professional developers. Teacher as researcher. There is a trend in teachers professional development that promotes the view of the teacher as a researcher of his/her own trainingal experiences as a way to reflect and internalise the innovations promoted in the classroom. As ICT tools and products are involved in many classroom innovations, teachers alone, or as partners of researchers in trainingal research, are able to use the research outcomes to help with planning and improving pupils' learning experiences with ICT, and to make them appropriate to their needs within the curriculum framework of the school. Teacher as lifelong ICT trainee. ICT literacy is the first step in the professional development of the teachers. Teachers involved in innovations of any kind, and particularly in innovations using ICT, are more easily involved in retraining in both pedagogical and technical innovations. Teacher as a member of a team of teachers. In distributed e-classrooms, teachers are members of a team of teachers rather than acting only as individuals. This is due to the complexity involved in collaborative courses, such as international ones or other types of distributed learning arrangements.
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Teachers and students roles are interdependent. If the roles of the teacher are moderator, tutor, etc., learners need to become self-reliant, active searchers for relevant information. The role of a self-reliant student is the corollary to a less directed role of the teacher. This raises the level of students responsibility in learning. The roles of students appear to depend on: a) the pedagogical approach used in classroom, b) the roles played by the teacher, and c) the classroom peers. Some of the roles identified include: Student as teacher. Social and active learning can be encouraged by the use of ICT; new pedagogical concepts enable students to understand the role of the teacher as more actively integrated into the teaching/learning process. Student as collaborator. Students collaborate with other students and the teacher in project-based trainingal activities. This is an important aspect to take into account in e-learning if the tutor wants to break the isolation of online students working individually. Student as cooperator. Students cooperate in team work where they may undertake various team roles (for example leader, expert, moderator, affective supporter, record keeper, etc). In general, students tend to adopt a more active, motivated, deep and self-regulated learning role. Collaborative rather than individual learning tends to occur. Teachers tend to move from a traditional role toward one of a learning facilitator. Nevertheless, these changes tend to be restricted to learning situations which employ ICT-based open applications, as interactive training programs, use of Internet as information resource, etc. 6.1.16.8 E-learning methods offer a personalized approach (By Lori Mitchell , For InfoWorld Test Center April 13, 2001) Ensure that your employees are being given the most optimal training by carefully determining the best method of delivery for the content IN TODAY'S LABOR market, companies face high turnover rates, making it difficult to retain and attract skilled employees. And recruiting processes are often tedious and time-consuming, costing organisations a bundle. As such, training programs have become important corporate perks not only for employees, but for employers, too. As a result, electronic learning or e-learning systems have caught on rapidly during the past few years. E-learning programs provide a training system that employees can log into from anywhere, at any time, a great advantage for workers who are constantly on the go. E-learning programs continue to evolve as they grow out of infancy. The future direction of elearning has been defined as "blended learning," according to many company executives. Elearning system providers, such as Centra and Mentergy, have found that their customers are blending multiple training practices to provide a fuller, more beneficial training experience for their employees. For example, a student may take a segment of a course through self-paced e-learning and then attend a classroom session for the latter part of the course. Weighing learning methods
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E-learning courses add value to traditional learning modes by offering self-paced or live, instructorled classes. Specifically, self-paced courses can be taken at the student's leisure and are good for self-motivated students. Typically these types of courses have been well-suited for IT training and can be taken at anytime, anywhere, making them convenient for busy workers as well as for globally dispersed employees. Companies such as Digital Think and SmartForce provide a number of self-paced courses. Live e-learning takes place in a virtual classroom at a scheduled time that students commit to attending, just as they would a traditional class, minus the travel. Students can collaborate, share information, and ask questions of one another and of the instructor in real time. Live e-learning is good for sharing information. Soft skills such as management, leadership, or team building can be tackled in this environment. However, this type of training works best if the class size is limited to 25 people to allow for optimal group interaction. Not to be overlooked, traditional classroom training will always be an effective means of learning. Classroom training is still unbeatable for the amount of face-to-face interaction with both the instructor and classmates that is necessary to learn certain management, leadership, and other highly collaborative skills. Blending your training methods Matching your company's content to the appropriate learning method is critical for an optimum training program. Companies will want to consider the curriculum method best-suited to their employees' needs. Begin your training program by following these five steps. 1. Start with the business problem that needs to be solved and determine the purpose of the course. For example, is the course designed to teach customer satisfaction techniques? Increase sales? 2. Determine the best way to deliver the content. Will students be learning a new behavior, new facts, how to build or put something together? Consider these factors on a case-by-case basis and match them with the appropriate learning medium. 3. Determine the length of the course and the amount of time students will have to spend in each class. In-depth, lengthy courses may be broken into segments, and some segments may be better suited for different delivery methods. 4. The job function of the learner and the learner's background and understanding of the material should influence which method is used. For example, determine if all the material is necessary for all students, and if the course can be modified or personalized for each person. 5. Discover how your employees learn best. Are they self-motivated; do they enjoy interaction and collaboration? Generally, IT personnel are self-motivated and able to learn via self-paced courses, but employees should be able to choose the method that works best for them. To keep up with the competition in a fast-changing world, employers need to be able to offer training quickly and effectively to their employees.
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Choosing the appropriate method for your company's curriculum can be just as important as providing the training. Keep in mind the different training options available and, above all, consult your employees to find out which method they prefer. Figure 5 -
6.1.16.9 Match content to training method 1. Know your business problems, goals, and objectives. 2. Know the content being delivered and ask how it might be received. 3. Determine the length required for the class. 4. Find out the knowledge level of the student. 5. Determine how the student learns best: at his or her own pace or from a classroom instructor. 6.1.16.10 e-Learning & Technical Terms A Accreditation the recognition or certification of an institution that has been reviewed and meets specific measures of quality. Analog a fluctuating electronic signal used for storing and transferring data. The continuous nature of analog signals makes it relatively difficult to store, manipulate, and transfer data. Analog signals are transmitted slower than digital signals. Applet a small program or application that runs on a browser and enables additional features like animation. Application
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a software program that allows a user to perform specific tasks like word processing, email, accounting, database management. Asynchronous Learning learning where people are not online at the same time and interaction does not occur without a time delay, allowing people to participate on their schedules. Examples are email, discussion groups, and self-paced courses delivered via Internet or CD-ROM. Audio Conferencing voice-only connection between three or more locations. B Bandwidth the capacity of a communication channel to carry information. The greater the bandwidth, the faster the data transfer. The amount of data sent or received over any given time is limited by bandwidth. BBS (bulletin board system) a system maintained by a host computer for posting information, carrying on discussions, uploading and downloading files, chatting, and other online services. BBSs are generally created for a specific group of users and are usually topic-specific. Blended Learning an increasing popular combination of online and in-person learning activities. Blog (Weblog) a public web site where users post informal journals of their thoughts, comments, and philosophies, updated frequently and normally reflecting the views of the blog's creator. Broadband a transmission channel able to simultaneously carry multiple signals. Browser software for interacting with, accessing, and viewing information on the Internet or created in HTML. Internet Explorer and Netscape Navigator are the two most widely used browsers. Byte one character that can be a letter, number, or symbol. C Cable Modem a device that uses coaxial cables to transmit data faster than telephone line modems and roughly equivalent to modems using DSL telephone service. CBT (Computer-Based Training) training conducted using a computer, often used when referring to training or training presented while a computer is not connected to a network. CD-ROM (compact disk read-only memory) an electronic data storage medium that uses optical technology for storing and playing back audio, video, text, and other information in digital form. Certification a valued credential awarded in several fields that proves competency upon satisfactory demonstration of particular knowledge and skills. Chat An online, real-time interactive communication method using text to send and receive instant messages. Cookie a small text file placed on your hard by a web site to record information about you. When you return, your computer serves up the "cookie" to the web site and previously recorded information such as your name, site login/password, preferences, shopping cart info, and more are passed along. The web page is then customized based on that information.
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Courseware trainingal software that delivers course material and instruction via computer. D Delivery the method of getting information to the user via Internet, CD-ROM, books, instructors, and other mediums. Dial-up an Internet connection achieved through telephone lines using a modem. Digital A discrete electronic signal used for storing and transferring data. The non-continuous nature of digital signals makes it relatively easy to store, manipulate, and transfer data. Digital signals are transmitted faster than analog signals. Discussion Forums a place where people can exchange messages of common interest. Distance Training training designed for delivery where students and instructors not in the same location. Distance Learning often used synonymously with Distance Training; distinct as an outcome of Distance Training. Distributed Learning often used synonymously with Distance Learning; distinct in that it is the outcome of training that combines a blend of online and traditional delivery methods. Download a file transfer from one computer to yours. DSL (digital subscriber line) an Internet access method for high-speed data transfer over telephone lines. DVD (digital versatile disk) an electronic data storage medium that uses optical technology for storing and playing back audio, video, text, and other information in digital form, but with far greater capacity than CDs. E E-Learning learning that is accomplished over the Internet, a computer network, via CD-ROM, interactive TV, or satellite broadcast. Email short for electronic mail; primarily text messages sent between two computers. End User the person or persons who will be using a particular technology and for whom it is designed. F Facilitator an instructor who assists, directs, and stimulates the learning during an online course. FAQ (frequently asked questions) highly useful, a list of common questions about a particular topic, product, or service directed primarily at new users. File Server a computer that stores and manages files and software on a computer network, giving users the capability of sharing information and other resources. Firewall specialized hardware or software designed to secure a computer or network from unauthorized access.
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FTP (file transfer protocol) an Internet protocol for transferring files between two computers. Most browsers incorporate FTP software to download and upload files. G GB (gigabyte) a gigabyte is 1000 megabytes, or 1,073,741,824 characters and is roughly equivalent to a thousand novels. GUI (graphical user interface) a computer interface that presents information in a user-friendly way using pictures and icons. H Home page the opening page or main document that appears when you visit a web site, usually contains links to other web pages. Host a computer system on a network that distributes and receives information from other computers. HTML (Hypertext Markup Language) computer code used to structure text and images for viewing with a browser. HTTP (Hypertext Transfer Protocol) an Internet application protocol used for exchanging information over the world wide web. Hypertext highlighted text in a web page that links the user to additional related information. I ILT (Instructor-led Training) delivery of a course in a traditional classroom setting wherein an instructor guides a group of learners. Instructional Designer the person who develops the methodology and delivery systems for presenting course content. Interactive multimedia allows two-way interaction with multimedia course material, another computer, or another user with direct response to the input, as opposed to one-way communication from TV, video, and other nonresponsive media. Interactive attributes commonly include data or text entry, mouse input, touch screens, voice commands, video capture, and real-time interaction. Internet the global network of regional and local computer networks. Intranet an internal computer network owned by a company or organisation and accessible only to designated staff. ISDN (integrated digital services network) a telecommunications line that is able to carry data, voice, and video simultaneously. K KB (kilobyte) a kilobyte is 1042 characters (bytes), roughly equivalent to one page of double-spaced text. Knowledge Management the collection, organisation, analysis, and sharing of information held by workers and groups within an organisation. L
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LAN (local area network) a group of networked computers in relative proximity to one another that allows users to communicate and share information and other devices such as file servers, printers, and modems. Link hypertext that is usually underlined to indicate a pointer to additional related information. Listserv an automatic email service that users subscribe to in order to receive future mailings. Users must be a member of the list to receive mail, and can choose to unsubscribe at any time. Log in/on the act of providing a user name and password to gain access to another computer, application, web site, or file. Log off/out the act of disconnecting from another computer, application, web site, or file. M MB (megabyte) one megabyte is 1,048,576 bytes and is roughly equivalent to one novel. A floppy disk stores 1.44MB, CDs over 600MB, and DVDs are capable of holding up to 17GBs (or 17,000MBs) of information! Metatag an HTML code line that identifies the contents of the web page to search engine indexes. Modem MOdulator/DEModulator, a device that converts digital signals to analog for transmission, and analog signals back to digital upon reception. Multicasting an audio, video, email, or application broadcast over the web, from one computer to many. Multimedia the combination of text, graphics, audio, colors to create used to present information in an engaging and dynamic way. N Netiquette etiquette on the Internet, best used when sending email, chatting, posting messages, and using limited resources. Network a group of computers and peripheral devices (like printers and modems) connected to allow users to communicate and share information and resources. Newsgroup an information exchange forum where notes about a particular topic are posted and shared. O Onground a traditional classroom instructional setting. Online connected to the Internet or another computer. Online learning an umbrella term used to describe any training or training that occurs online. P
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Plug-in software programs that enhance your browser and allow it to perform additional tasks such as playing audio, displaying video, and viewing documents as an integrated function of the browser. Portal web site that is a major starting point or gateway to additional information on the Internet, sometimes general (like Yahoo!) and sometimes specific (like World Wide Learn). Post used as a noun for messages "posted" to BBSs, newsgroups, blogs, etc. R Real-time communication communication with little or no delay; synchronous interaction. Rich content high quality course or web page material, often presented using advanced or sophisticated design techniques employed to emphasize the message or learning. S Self-paced learning learning that is done asynchronously, such as from CD-ROM or over the Internet without an instructor, where the user controls the flow of course material. Server a computer with large storage capacity that serves out files, applications, and other resources. See File Server. Simulations interactive multimedia presentations designed to model real scenarios and which allow the user to participate and experience without risk. SME (subject matter expert) one who has demonstrated competency and mastery in a particular subject or topic. Software computer programming code that provides a computer with instructions to perform specific tasks; a program or application. Spam unsolicited email. Streaming a technique where media (audio, video, or both) are downloaded to the user's computer in a continuous stream and played upon arrival. Synchronous learning Learning where people are online at the same time and interaction occurs without a time delay (real-time) and which requires them to attend at specific times. T Teleconferencing video or audio conferences conducted over telecommunications channels such as telephone lines, local area networks, and the Internet. 24/7 24 hours per day, seven days a week. Refers to availability of a service, product, person, or information. U Upload a file transfer from your computer to another.
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URL (uniform resource locator) the address used to identify a page or file on the Internet. User interface the components of a computer system that the operator uses to interact with the computer - the screen display, keyboard, mouse, touch controls, etc. V Video Conferencing live video and audio communication between three or more locations. Virtual not physical. Virtual classroom the area where students and instructors interact online. Virtual community a community on the Internet where people share common interests; an online community. W W3C the World Wide Web consortium, whose mission it is to create standards and specifications for the World Wide Web. WBT (web-based training) training or training delivered over the Internet and accessible using a browser. May incorporate the use of an instructor or facilitator. Web page an HTML file or document; part of a web site. Web site a group of related web pages that includes a home page. WWW (World Wide Web) as defined by the World Wide Web consortium, "The World Wide Web is the universe of networkaccessible information, an embodiment of human knowledge." Alternatively, the web is the collection of users and resources on the Internet that use HTTP (Hypertext Transfer Protocol). WYSIWYG (what you see is what you get) computer text and graphics that will print exactly as they appear on the screen. Z Zip file a file that has been reduced in size to allow faster transferring between computers, or to save storage space. Originated with PKWARE, the technique is widely used and the term is used frequently to describe any compressed file. Some compressed files have the .EXE extension, indicating the file is self-extracting
DEFINING THE FINAL TRAINING PLAN
When the goals, target groups and methods of the training are defined, it is time to make a detailed training plan. The following issues need to be collected from every training action: Short description of the goal of the training Participants Content of the training Place
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Date and time Responsible persons Costs Announcements Marketing Program
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Training planner (Table 2) helps with organising in practice. Environmental management system training planner Source: Emas - tookit: http://www.inem.org/new_toolkit/comm/environment/emas/toolkit EMS Person, Position, Department
Training Plan
Training Topic
Date
Training needs also be documented:
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Table 1 - EXAMPLES OF ENVIRONMENTAL TRAINING Record sheet of environmental trainings Retrival, Belgium Activity: Recyling of industrial waste This is an example of how to document environmental training.
Training Waste management + visit to sorting centre + landfill When hired 3 days Antipollution prevention agent InforVVA1: mation security Emas for stewards Awarenessraising on the environment Scania Professionnal Driver Colloque Eco: gestion Check des Exercice dchets EMAS breakfast
Date
When hired 1 day
19.05.03
01.07.03 02.07.03 30.08.03 17.09.03
26.09.03 30.09.03
Length
3h
8h
8h
6h
8h
15min/ pers Absent Outside Absent
1h
Abel Naveaux Alain Gisbran Alain Somerlinck Arnaud Bogarts
Absent
Absent x
Absent
Absent Outside Absent
Cdric Pierard x Claude Burtet Daniel Burm David Saive Denis Beautry Dominique Cuypers Frederic Theys Georges Longue Jean-Pierre Jouniaux Jrmie Bailly Laurent Montreuil Patrick Huart x x x X x x x x
Absent x Absent
Outside
x x
Outside
Outside
Outside
Outside
Absent
Absent x x Absent Absent
Outside Outside
Outside Outside
Philippe Bayet x
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Pierre Milanesi Ronald Bousmans Salvatore Vicari Serge Manderlier Vincent Themont Vincenzo Vicari Caroline Poncelet Franois Mossay Muriel Delprat Thibaut Jacquet
Outside
Outside
Absent
Absent
Absent
Absent
Absent x Absent
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TRAINING EVALUATION
It is necessary to get a feedback from the training. Without evaluation it is impossible to improve the quality of the training. Results of the evaluation must also be recorded (Tables 3 and 4). Questionnaires for the participants are the most common way to evaluate the training. The other common methods are discussions either with participants or with the management. CASE: QESTRAIN project Source: QESTRAIN - First Progress Report Germany The objective of QESTRAIN project is to develop a personnel training model and toolkit for hospitals and health care units. Training evaluation was made by the following methods: Questions of the trainer (open questions) Periodical control of carriage-related working steps by the safety adviser (ADR) The company physician and the industrial safety manager inspect all areas of the hospital concerning possible dangers at the employee `s workplace periodically Questionnaire directly after the training
8.1.
Examples on training evaluation
8.1.1 EMS training evaluation sheet Source: B.A.U.M. EPAG, Zukunftorientiertes Umweltmanagement in kleinen und mittleren Unternehmen, 1998 according to Wruk Use this form to evaluate environmental training
Evaluation of the training
Please take 4 minutes to help us to improve the quality of our training. Thank you! 1. The training content of the past two days has been Interesting Too superficial Without interest Too detailed Well explained Badly explained I knew most of the stuff already Without relation to my work
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2. The content of information received has a link to my working situation
Not useful
Somewhat useful
Very useful
3. The level of the training was
Too low
Adequate
Too high
4. The competence of your trainer
Insufficient
Good
Excellent
5. The w elcome, organisation and infrastructure
Insufficient
Good
Excellent
6. The documents and working documents
Poor
Clear
Attractive
7. If asked to explain the content and learnings of this workshop to someone else in your organisation - would you be able to do so?
No
Partially
Yes
8. Do you have additional comments?
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8.1.2 Other training feedback forms
FEEDBACK/EVALUATION (FOR WORKSHOPS AND ONSITE)

To help us assess the effectiveness of our training, we ask that you complete this brief questionnaire concerning your most recent training session. This won't take more than a minute, and your feedback is very important to helping us better serve your training needs.
Contact information
First name: Last name: Organization: Title: Address 1: Address 2: Address 3: City: State/Province: Zip/Postal code: Country: Phone: Fax: Email address: Date: Trainer: Type of training: Onsite Workshop What did you like the most about the training?
<< Select one >>
<< Select one >>
What would you like to see changed for future trainings of this module?
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What additional modules whould you like see available?
How would you rate the following (1 being the lowest, 5 being the highest): Overall session: Training handout: Instructor's knowledge: Delivery method: Level of difficulty: Comments: 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 too low
too high
right on
Would you like to beta test future releases: Do we have your permission to use your evaluation comments in promotional materials?
Yes Yes
No No
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ServicesTraining Feedback
Course Questionnaire This course critique has been designed to help us in assessing how much you have gained from training, and how in general you found the presentation and facilities. Please take time carefully to answer the questions and to make comments you may have Participants Details Please provide some personal details by typing in the boxes or selecting from the menus provided Staff Number (you will find this on your University staff card): Participant First Name: Participants Last Name Department/Faculty: Email Address: Contact/Extension Number: Course Title: Instructors Name: Course Start Date Course Duration:
Tanya Thomas
General Reaction to Course Please select an appropriate response from the menus that best describes how you found the course:
Relevant Too Fast
Structured Too Slow
Clear Too Difficult
Dull Too Easy
Give your rating for each topic (1 is lowest/5 is highest): How much did you enjoy the course? How well did the course meet your requirements? How would you rate the training facilities? How efficiently was the course run? Training Documentation
5 5 5 5
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How well did the manual explain each topic? Understanding from practical (hands-on) experience? Instructor Effectiveness How well did the instructor explain the topics covered? How well did the instructor answer questions? How well did the instructor know the subject matter? How helpful was the instructor? Additional Comments/Information
5 5
5 5 5 5
Please use the box provided below for any comments or additional information you would like to make:
Leave the check in the box to receive email confirmation:

Submit Reset
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8.1.3 Example: EMS training received record sheet

EMS training received record sheet Use this form to record environmental training Record of EMS Training received Course Title: Venue: Activity Description: Attendee Name Department Job Title Employee No. Signature Date:
Deliverer Name: Deliverer Comments: Questions Raised Summary of Feedback Required follow up actions:
Signature :
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TRAINING BUDGET
The costs of the training can be divided in two parts: time and money resources.
9.1.
Money resources
From each part of the training plan will be estimated the following costs: o Possible salaries (of the trainers) o Possible rents (class rooms, computers etc) o Learning materials o Travels o Other costs
All the costs will be counted together into the total cost of the training.
9.2.
Time resources
Personnel training needs lo t of personnel resources, so, it takes a lot of working hours. In the total budget, working hours will be converted to money and added into the total cost of the training. Every part of the training plan needs working hours. Amount of the working hours is estimated by following: Person / number of persons Mean salary of trained persons Working hours needed Other costs There is a lot tools tailored tools for planning of time resources, one of the most popular is in the Microsoft Project software (see www.microsoft.com).
10 PROFILE OF THE TRAINER

The trainer should be: Knowing the target groups Familiar with the business line Familiar wit the business lines Acquainted with subject Acquainted with training methods Good in social relationships Able to evaluate the training and make corrections if needed Able to plan and resource the training project
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11 CASE: QESTRAIN
11.1. Background
European hospitals and health care units are interested to develop quality, environmental and safety issues. The usual problem encountered is how to integrate these issues in the management and daily work. Other problems are related to the personnel training and management of hospitals, e.g. limited time resources for training, separate overlapping projects which increase work load, and problems encountered in continuous self-learning and in the development of individuals and the whole organization. There are also needs for integrating quality, environmental and safety skills in the basic vocational / professional training of nursing staff and physicians. Training of all personnel groups is essential when implementing any management system. There is need for training models and tools tailored for hospitals and health care units supporting the planning, implementation and further development of quality-environment-safety management systems.
11.2.
Objective
The objective of QESTRAIN project is to develop a personnel training model and toolkit for hospitals and health care units. The training model covers all organizational levels and personnel groups and is targeted for helping the organizations in the development and implementation of the management of quality, environmental and safety issues. The training model also helps in integration of these issues in daily management and work. The training model will be based on the approach of on-the-job-learning and life long learning. The parallel objective of QESTRAIN project is to identify the training needs as to quality, environmental and safety issues in the vocational basic training of practical nurses and nurses in Finland and in Estonia and to make an outline for integration of these issues into the vocational curricula.
The QESTRAIN project consists of five main tasks which are supported by project management and dissemination activities: Task 1 - Evaluation of needs and existing problems Survey of the existing problems, needs of improvement and good practices related to planning and implementation of quality, environmental and safety issues and the training of the personnel in pilot hospitals. Survey of the anticipated amendments of law in Estonia and their implications to the operation of hospitals. Assessment of the coverage of the current curriculum of practical nurses in relation to quality, environmental and safety issues
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Task 2 - Development of the training model / curricula Development of the training model Basic vocational training of nurses / practical nurses. The task will be divided between Tallinn Medical School and Helsinki City College of Social and Health Care so that each of the schools works on a specific part of the curriculum.
TASK 3 - Testing of the training model in pilot hospitals Pilot hospitals Implementation of the pilot training TASK 4 - Testing the integration of quality-environment safety issues to the vocational curricula of nurses
11.3.
Products
The two final productsmain resultsof the project are: The personnel training model and toolkit for hospitals which helps to integrate quality, environmental and safety aspects into the management, organization of work and daily working procedures Training needs of vocational basic training of practical nurses and nurses as regards to quality, environmental safety issues and the outline for their integration into the vocational curricula of practical nurses and nurses The final products will be published as common versions in English and also as national versions modified to include the national needs of the partner country in Germany, in Finnish and in Estonian, respectively
11.4.

Environmental training in hospitals Good ideas

Analysing the training needs must be tailored for different target groups: o The content should be connected to own work Training methods and the combinations of different methods should be planned carefully Training must be arranged in the working place Everyday practices are different in each country it makes planning more difficult Work load is very heavy two hours is maximum time for effective training session Training should be as concrete as possible it should develop the organisation and learners own work; for example; building up and implementing processes many of the subjects are demanding multi-professional training groups, which makes planning and realising the training model more difficult
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11.5.
More information
Project Contractor/Coordinator: SYKLI Environmental School of Finland Kalevankatu 5 11, P.O.Box 72, FIN - 11101 Riihimki, Finland Tel. +358 19 764200 Fax +358 19 7642021 Ulla-Maija Ranta e-mail ulla-maija.ranta@sykli.net www.sykli.fi/projektit/qestrain
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Training and Communication

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COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

INTRODUCTION COMMUNICATION CONSTRUCTION OF EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

Simplified environmental statements Official recognition

3 3.1. 3.2. 3.3. 4 5 5.1.

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

The education of personnel Analysis of development needs

5.3.1 5.3.2 5.3.3

Background Examples and tools Evaluation of Procedure and Results

CONTENT AND METHODS OF THE TRAINING

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

6.1.16.7 6.1.16.8 6.1.16.9

roles and e-learning

E-learning methods offer a personalized approach Match content to training method

6.1.16.10 e-Learning & Technical Terms

9 9.1. 9.2. 10 11 11.1. 11.2. 11.3. 11.4. 11.5.

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

National Competent Body

statement of the environmental authority on the compliance of environmental legislation

The structure of the EMAS scheme

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

It is worth to remember that

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

You, me, him and her - we all can influence.

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

Vision, mission, strategies and values of the organisation

Programmes and agreements to which the organisation is committed

Desired level of environmental protection vs. resources/possible means of implementation

Source: Education for sustainable development (Eco-Professionals, EU Leonardo da

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

Vinci Programme FIN/98/1/67003/PI/II.3.a/FPC, 2001

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS

ETIV EMAS Technical Implementation and Verification

COMMUNICATION AND TRAINING WHEN ESTABLISHING AND IMPLEMENTING EMAS