Bsbsus401 Implement and Monitor Environmentally Sustainable Work Practices - Student Guide

BSBSUS401
Trainer and Assessor Guide RTO LOGO
SIT40516- Certificate IV in Commercial Cookery

BSBSUS401- Implement and monitor environmentally
sustainable work practices
Student Assessment Guide
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BSBSUS401
Student Assessment Guide RTO LOGO
ASSESSMENT RECEIPT FORM
STUDENT NAME:
STUDENT ID:
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S
NAME:
DUE DATE
UNIT CODE AND BSBSUS401 - Implement and monitor environmentally sustainable
DESCRIPTION work practices
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY RTO Name Staff

Name:
Date:
Signature:
================================= Tear Here ===========================
Students must retain this as a Record of Submission.

Assessment Handed On:
Unit Code & Description: BSBSUS401 - Implement and monitor environmentally sustainable work
practices
RTO Name Student
Assessment Received by
RTO Name Staff Name: ………………...……............... Student ID: ...............................................
Signature: …………………………………..…... Student Signature: ….………………………..…….
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ABOUT THIS BOOKLET
This assessment booklet has been designed for students undertaking face-to-face mode of study to provide
information before you undertake these assessments. It also contains assessment tools to assess the skills and
knowledge required from you to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not understand any
part of this booklet, please inform your assessor.
The assessment booklet contains two (2) parts:
PART 1: Assessments information: This part contains information on assessments for this unit of competency and
how assessment will be conducted throughout unit to achieve the competency. It includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the requirements including special adjustments, appeals, reasonable
adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each
assessment task, students will find the following information:
 Task instructions.
 Role play / Practical Demonstration information.
Information on resources required, where applicable
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PART 1
Assessment Information
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Application of the unit of competency:
This unit describes the skills and knowledge required to effectively analyse the workplace in relation to
environmentally sustainable work practices and to implement improvements and monitor their effectiveness.
It applies to individuals with responsibility for a specific area of work or who lead a work group or team and
addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable
work practices, including the development of processes and tools.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBSUS401 IMPLEMENT AND MONITOR
ENVIRONMENTALLY SUSTAINABLE WORK PRACTICES
Elements
Elements Elements Title
1 Investigate current practices in relation to resource usage
2 Set targets for improvements
3 Implement performance improvement strategies
4 Monitor performance
Performance evidence:
Evidence of the ability to:

 analyse information from a range of sources to identify current procedures, practices and compliance
requirements in relation to environmental and resource sustainability
 consult and communicate with relevant stakeholders to seek input and encourage engagement with
developing and implementing sustainability improvements, encourage feedback and suggestions and
report on outcomes
 plan and organise work group activities to:
 measure current resource usage
 solve problems and generate ideas for improvements
 evaluate and implement strategies to improve resource usage
 plan, implement and integrate improvements into operations
 meet environmental requirements
 apply continuous improvement approach to sustainability performance
 apply change management techniques to support sustainability performance.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
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Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 identify relevant internal and external sources of information and explain how they can be used to identify
sustainability improvements
 explain the compliance requirements for the work area with reference to legislation, regulations, codes of
practice and workplace procedures that relate to environmental and resource issues
 outline common environmental and energy efficiency issues within the industry
 give examples of benchmarks for environmental and resource sustainability that are relevant to the
organisation
 outline organisational systems and procedures that relate to environmental and resource sustainability
improvements including:
 supply chain, procurement and purchasing
 quality assurance
 making recommendations and seeking approvals
Context and conditions for assessments:

To comply with the assessment condition of this unit:
 RTO Name will conduct the assessment in RTO Name classroom at RTO Address
 RTO Name will have access to range of documents like relevant legislation, standards and codes needed for
the assessment (Please refer Appendix1 at the end of this assessment tool for detailed list of assessment
resources).
 Practical assessment for this unit will be conducted at RTO Name kitchen at Prahran where student will
monitor resource use over period of time and implement sustainability practices
 Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and
training legislation, frameworks and/or standards.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the following
resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit BSBSUS401
- Access to RTO Name simulated environment and RTO Name kitchen
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown in the
Marking Guide (assessor’s document).
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You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory
completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current,
sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a
unit of competency student will be required to repeat the unit as per the scheduled delivery of the course. For further
details, refer to RTO Name Re-Assessment Policy and RTO Name Course Progress Policy.
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Assessment Assessment description Due date Location of

tasks assessment
Assessment Task You are required to choose the correct option(s) from Needs to be
1 (AT1) – the choices given for the questions and short answer completed in the
Knowledge Test questions. You must present your assignment in a clear classroom
and professional manner.
You will be given 3 hours to complete this task.

Assessment Task This assessment task is short answer question which Needs to be
demonstrates that you have the required knowledge to completed in the
2 (AT2) –
implement and monitor environmentally sustainable classroom
Worksheets work practices.
You will be given 3 Hours to complete this task
Assessment Task This assessment contains two projects. You are required Needs to be
3 (AT3) – Project to go through given scenarios and complete given task completed in the
and answer the given questions. simulated
environment in
class room and
RTO Name
kitchen
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the
date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge
for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the
evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic.
Assessment Task 1 (AT1) –  Completed knowledge test with questions answered and submit to your
Knowledge Test assessor (paper-based)
 Complete and sign the cover sheet for assessment task.
 Answer all questions correctly in the Written Knowledge Questions and

Assessment Task 2 (AT2) – submit to your assessor electronically or paper-based.
Worksheets  Complete and sign the cover sheet for assessment task.

Assessment Task 3 (AT3) –  Complete two projects in assessment task.

Project  Complete given task and answer the given questions.
 Complete and sign the cover sheet for assessment task
Administration, recording and reporting requirements:
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You must read and follow this information carefully while completing assessments for this unit of competency and if
you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
 Your assessor will mark the submitted assessment, provide feedback to you and complete the comments
section against each task, where applicable.
 ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are
typed and that they are legible and clear, if handwritten.
 You must submit all assessments on or before the due date specified by the assessor as per the training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to
due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must
speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing.
 You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity
of the assessment, your assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must
submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.
 You can submit your assessment tasks through the hand in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the student assessment
record sheets and all results will be approved by the course coordinator/Academic head.
Assessors will check that you have completed the student declaration prior to filling out the assessment sheet.
Retaining assessment records:
RTO Name will securely retain all completed student assessment items for each student for a period of 18 months
from the date on which the judgement of competence for the student was made. RTO Name will also retain sufficient
data to be able to reissue AQF certification documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy
submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the RTO Name record
control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
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There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and
experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed
all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of
Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be
eligible to be re-assessed in accordance with the RTO Name Re-Assessment Policy and RTO Name Course Progress
Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed
the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not
completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for
re-assessment at a mutually agreed time and date. For further details, refer to the RTO Name Re-Assessment Policy
and RTO Name Course Progress Policy. As this is a competency based program, the assessment continues throughout
the program until you either achieve Competency in the assessment tasks or a further training need is identified and
addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You can see
your results or attendance progress by requesting a copy of your records by contacting the student administration and
the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the
assessor.
Reasonable adjustments and special learning needs:
RTO Name works to ensure that students with recognized disadvantages can access and participate in education and
training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural
background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy
issues.
Where pre-training interviews and assessments reveal that a student may require special support or where, after
enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the
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learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular
needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also
taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others
and the costs and benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in the training
package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you
are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are
dissatisfied with the outcome of such discussion, you may appeal further to either the course coordinator and/or Head
of Department. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For
more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be
given to you at the completion of the assessment.During role play, the assessor may act as a client or employer, where
required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your
safety or that of others, the assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
RTO Name considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is
treated on a case by case basis and the consequences for students engaging in such practices may include failure of
the assessment or unit or exclusion from the course. For more information, refer to RTO Name’s Assessment Policy.
Assessor feedback:
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Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and
weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will
be given to you and you must keep a copy of it throughout the completion of the course.
Student Declaration:
I .............................................................................. (Student Name) have read and understand the information

provided above and also understand and accept that any act of plagiarism and academic dishonesty may have
penalties including cancellation or suspension of my enrolment with RTO Name. I further declare that:
 All assessment work submitted for this unit competency is my own original work and plagiarism and collusion
has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and effort to ensure my work has not been copied by another person.
 I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
 I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be
different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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PART 2
Assessment tasks
Assessment Cover Sheet: Assessment Task 1 (AT1)

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

- Student assessment booklet and a pen (organized by the student).
- RTO Name Learners’ resources for the unit BSBSUS401 - Implement and monitor environmentally sustainable
work practices (organised by the trainer).
- Learner’s notes
Instructions for students:
This assessment will be conducted in the RTO Name classroom with access to the resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
- Recommended date for assessment: [Trainer to provide]

- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 3 hours
- You must:
o Answer all the questions satisfactorily to be deemed competent
o Complete the knowledge test and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date specified by
the assessor:
- You are required to submit a completed (ticked) multiple choice question listed in knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
1. Which statement about WHS is true?

□ WHS legislation is important for businesses to know, but it is not directly linked with implementing and
monitoring environmental sustainability.
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□ PCBUs have a duty of care to ensure, where reasonably practicable, that the health and safety of workers and
others is not put at risk when carrying out work duties.
□ WHS is only the responsibility of management as managers implement and monitor WHS standards and
practices.
□ WHS laws are set at a federal level. There are no state or territory WHS laws.
2. Which of the following is an appropriate method for an organisation to use to help it comply with relevant
environmental legislation.
□ Make staff responsible for writing organisational policies and procedures.
□ Issue all staff with environmental information, pamphlets or posters that describe the devastating state of the
globe.
□ Implement a quality management system including undertaking a benchmarking process to achieve best
practice.
□ Hire only employees who have an excellent knowledge of sustainable practices and legislation.
3. Before you can improve work practices to become more sustainable and help meet compliance obligations,
what do you need to do?
□ Set SMART goals and targets for resource usage.
□ Apply continuous improvement strategies to key business activities.
□ Collect and analyse data on the organisation’s current resource usage.
□ Undertake research to obtain ideas for improvement, including liaising with stakeholders.
4. Which statement is true?
□ External benchmarks are useful tools for an organisation to use to analyse and assess their performance
against best practice.
□ Codes of practice are mandatory and ensure organisations achieve best practice.
□ Internal tools such as SOPs and KPI tracker sheets are all an organisation needs to monitor progress and
assess for improvements.
□ Sustainability is defined purely in terms of the natural environment.
5. Which is most useful in analysing your organisation’s current level of waste?

□ Install CCTV cameras to monitor where waste is occurring.
□ Review SOPs to ensure efficiency.
□ Conduct a waste audit.
□ All these options are correct.
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6. Which can help provide structure and clarity to the process of data collection and monitoring?
□ An environmental impact report.
□ Benchmarking.
□ An environmental audit.
□ A data collection plan.
7. Collecting and documenting information on current purchasing strategies involves which steps?
□ Examining supplier bills, selecting the cheapest supplier and setting KPIs.
□ Identifying the business need, conducting a risk assessment, seeking and evaluating alternative solutions,
awarding the contract, managing the contract and disposal of goods.
□ Defining the problem, generating alternatives, evaluating and selecting alternatives, implementing solutions
and following up results.
□ Setting benchmarks, obtaining standards accreditation, displaying accreditation and seeking suppliers who
belong to the same standards scheme.
8. After collecting and monitoring data on current resource usage, what do you need to establish to have
something to measure your improvements against?
□ Codes of practice.
□ Baseline data.
□ SOPs.
□ QA systems.
9. Which statement about stakeholders is true?

□ Stakeholders can be internal or external and can be broken into primary and secondary stakeholder groups.
□ Seeking input from stakeholders complicates the decision-making process.
□ Stakeholders are external groups or people.
□ Stakeholders are people who have financial investment in your organisation.
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10. If you’re having difficulty in measuring, monitoring and evaluating your current resource usage, what would
be your best course of action?
□ Conduct a sustainability audit.
□ Apply the problem-solving steps again and involve stakeholders in the process.
□ Conduct a team meeting to discuss options.
□ Source tools, techniques and advice from a range of sources such as government websites, standards
accreditation organisations and environment agencies.
11. Before implementing solutions to workplace environmental problems, what problem-solving steps should you
undertake?
□ Define the problem, evaluate alternatives, implement ideas, and then monitor them.
□ Define the problem, generate alternatives, and then evaluate and select alternatives.
□ Establish a baseline, seek alternatives, and then implement them.
□ Generate alternatives, evaluate and select the best ones, then seek advice from external stakeholders.
12. Goals and targets for efficiency improvements should be SMART. What does the acronym SMART stand for?
□ Strategy, Measurable, Achievable, Relevant, Targets.
□ Specific, Measurable, Achievable, Right, Time-based.
□ Strategy, Monitoring, Achievable, Right, Targets.
□ Specific, Measurable, Achievable, Relevant, Time-based.
13. The ongoing effort to improve products, services and processes in all areas of business is known as what?
□ Best practice.
□ Continuous improvement.
□ Greenwashing.
□ Quality assurance.
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14. To help give your environmental resource efficiency plan or sustainability plan structure and relevance to your
organisation, what could you do?
□ Use data from energy management and tracking software.
□ Ensure that every employee receives a printed copy of the plan and conduct relevant training.
□ Have an external standards or accreditation framework organisation write your environmental plan.
□ Use a sustainability framework such as the GRI, CERES, or The Natural Step and clearly link the plan to the
organisation’s vision and strategic plan.
15. Which would be the best approach to support your office to ‘go green’?
□ Regularly conduct waste audits and reprimand staff who are not making improvements.
□ Implement strategies suggested in the Green Office Guide available from the Australian Government’s
environment website.
□ Closely monitor and assess the daily activities of employees to find areas of wastage.
□ Use only recycled paper.
16. Your team has come up with the following suggestions to improve waste. According to the waste hierarchy,
which is the best option?
□ Reduce waste by using refillable containers and dispensers for cleaning chemicals.
□ Recycle the containers the cleaning chemicals come in.
□ Train staff to use fewer chemicals and to dispose of the empty containers in the recycle bin.
□ Reuse the cleaning containers in other ways, such as making pot plant holders out of them.
17. Your organisation wants to run an environment improvement event in the local area. Which option do you
think is most important to secure local support?
□ Put an advertisement in the local newspaper inviting local people to attend the event.
□ Start a blog and post information and updates on what your organisation is doing with the event, and then
invite stakeholders to read the blog and provide ideas and suggestions.
□ Form an environment team to plan and organise the event.
□ Create an environment committee and invite key stakeholders to participate in the committee so you can seek
suggestions, ideas and support from stakeholders.
18. To calculate the costs and savings of resource improvement strategies, an organisation can work out the
payback period of the sustainability initiative. What does this calculation involve?
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□ Adding the investment costs and then dividing this total by the total net annual savings the sustainability
initiative generates.
□ Dividing the initial purchase price by the total net annual savings the sustainability initiative generates.
□ Calculating the total savings the sustainability initiative generates over its period of use.
□ Calculating the direct and indirect costs of the sustainability initiative and guessing how long the initiative
will last for in years and months.
19. Which is a monitoring tool or method?
□ KPI target tracker spreadsheets.
□ Capital expenditure procedure.
□ A vision and mission statement.
□ Version control register.
20. You need to provide feedback to stakeholders and employees on sustainability initiatives. Which could be
considered a form of feedback?
□ Providing the team with access to reports.
□ Environment team and department meetings.
□ The annual business report.
□ Asking employees to keep a record of their observations.
21. If you want to measure how well environmental initiatives have been adopted by staff and understand their
attitudes and potential barriers to sustainability, what could you do?
□ Use quantitative measures, such as KPI trackers, to assess improvements.
□ Conduct qualitative research in the form of an attitude survey.
□ Conduct a staff meeting and ask them.
□ Review targets set for your environment action plan.
22. Which statement is true?

□ Monitoring is the sole responsibility of management.
□ The monitoring process includes evaluating strategies, applying continuous improvement processes and
setting new efficiency targets.
□ Establishing specific monitoring methods is the first step in the monitoring process.
□ Feedback should focus on providing information to management only, as they are the ones who make
decisions on what to improve.
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23. Your team has been successful in meeting KPIs for sustainability improvements. What’s important to do to
keep the passion for sustainability alive?
□ Set new KPI targets that will really stretch the team to achieve, as this will help motivate them.
□ Post updates on the intranet of the success of strategies and highlight the terrible outcomes the environment
will suffer if people don’t adopt sustainable practices.
□ Celebrate and promote awareness of successful strategies and reward people involved in achieving the
targets.
□ Run regular meetings where you discuss the importance of sustainability.
Worksheet checklist – to be completed by the assessor
Marking criteria Students

response (to be
After the Worksheet, the student has provided authenticity for the following questions:
completed by
the assessor)
1. Outline the role of federal, state and territory legislation in environmental sustainability. S NS
2. What role does the local council play in environmental sustainability? Discuss. S NS
3. What is the benefit of having codes of practice? S NS
4. Discuss the relevance of WHS legislation to environmental sustainability. S NS
5. Quality assurance is one of the principles of quality management. What does quality assurance mean and how can
S NS
it help an organisation comply with environmental regulations?
6. What is benchmarking and how can it help an organisation comply with environmental regulations? S NS
7. Compliance auditing involves reviewing and checking the organisation’s systems, processes and SOPs and how
S NS
they adhere to regulatory guidelines. List three aims of compliance auditing.
8. What sort of information should be assessed when looking at an organisation’s resource efficiency systems and
S NS
procedures?
9. Where can you go for help, information and assistance in collecting, monitoring and evaluating resource usage? S NS
10. What is life-cycle mapping used for? S NS
11. What does life-cycle mapping involve? List the steps. S NS
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response (to be
completed by
the assessor)
12. A waste audit is a common method used to measure and document waste produced by a department and/or S NS
organisation as a whole. Briefly outline the steps involved in a waste audit.
13. Discuss two methods that could be used to collect and monitor energy consumption in a workplace. S NS
14. What are the six steps in analysing and documenting current purchasing strategies? S NS
15. Steps in the data collection and analysis process for resource usage involve collecting data, analysing data, S NS
identifying key business activities and estimating resource usage and waste generation. What step is missing? Explain
this step.
16. What is the benefit of using a data collection plan? S NS
17. When you review current work practices, systems and SOPs to identify areas for improvement, what questions S NS
can you ask? List two.
18. Why is involving stakeholders in issues of environmental sustainability important to your business? S NS
19. Imagine you are on an environment team and chair a stakeholder committee as part of your role. Why is it S NS
important to be familiar with your organisation’s structure and decision-making processes?
20. When evaluating solutions to workplace environmental issues, what factors should you consider? List four S NS
questions you could ask.
21. Write an example of a SMART target for resource efficiency, such as reducing energy consumption or S NS
landfill.
22. Outline four tools or techniques an organisation could use to achieve a ‘green office’. S NS
23. Explain how an organisation can use carbon offsets to help achieve its efficiency targets. S NS
24. The concept of continuous improvement involves an organisation-wide commitment to making S NS

incremental improvements in processes, products and services. List five strategies or components of continuous
improvement.
25. Outline what should go into a resource efficiency or sustainability plan. S NS
26. Getting employees committed to the sustainability plan can require a change in attitudes and work processes. S NS
Outline how you could use Kotter’s 8-Step Process for Leading Change to building commitment to the sustainability
plan.
27. Calculate the payback period of energy and ink-saving printers your organisation wants to install. S NS
First, calculate the total costs.
28. List the steps involved in the monitoring process. S NS
29. What tools and techniques can you use to help monitor performance? S NS
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response (to be
completed by
the assessor)
30. Is there a place for qualitative research in assessing the performance of sustainability initiatives? Explain. S NS
31. Briefly describe three ways an organisation can communicate and review progress on its sustainability initiatives S NS
and improvement plans to stakeholders, including employees.
32. Discuss four ways you can reward staff for successful progress towards sustainability initiatives. S NS
Task outcome S NS
Assessor’s remarks
Assessor’s signature Date
Assessment date
Students signature Date
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Assessment Cover Sheet: Assessment Task 2 (AT2)

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency BSBSUS401 - Implement and monitor environmentally
Assessment Task Worksheets
Due Date
Date of Submission
Overall Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is
original and has not been copied or taken from another source except where this work has been correctly
acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can
produce if the original is lost.
Assessor Student
I have received, discussed and accepted my
I declare that I have conducted a fair, valid, reliable and flexible result as above for this task and I am aware
assessment with this student, and I have provided appropriate of my appeal rights.
feedback. I also declare that I have undertaken the indicated
assessment integrity checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity (own work)  Yes No
Cheating or use of model answers  Yes No
Signature: ......................................................... Signature: .....................................
Date: .................................................................
Date: .................................................
Assessment task 2: Worksheets

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- RTO NAME Learners’ resources for the unit BSBSUS401 – Implement and monitor environmentally
sustainable work practices (organised by the trainer)
- Model answers and marking checklist
Instructions for student:

This assessment will be conducted in RTO name classroom with access to the resources listed above.
Students must answer all knowledge questions as part of this assessment and they can submit answers in either
electronic or paper-based.The assessor will verify the authenticity of student work by asking questions regarding the
answers provided. Students must satisfactorily answer all Worksheet questions to be deemed Satisfactory for this
assessment.
Planning the assessment:

- Recommended date for assessment - [Set a date as per timetable]
- Student must:
o Answer all the questions satisfactorily to be deemed competent.
o Complete the assessment and submit in due timelines.
o Submit with a completed assessment cover sheet.
- Assessor will set a time to provide feedback.
At the end of the assessment, student will be required to submit the following evidence before the due date specified
by the assessor:
 Completed answer sheet with all questions answered.

 Completed and signed cover sheet for the assessment.
 Documentation can be submitted electronically or paper-based.
 Assessor will record the assessment outcome on the assessment cover sheet.
SECTION 1: INVESTIGATE CURRENT PRACTICES IN RELATION TO RESOURCE USAGE
Q1: Outline the role of federal, state and territory legislation in environmental sustainability.
The Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act) is the Australian
Government’s major piece of environmental legislation which focuses on the protection of matters of national
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environmental significance, such as heritage protection and biodiversity conservation. It is administered

through the Department of Environment, Water, Heritage and the Arts.
State and territory governments are responsible for matters of state and local significance and often involve
the issuing of environmental licenses and permits for parks, heritage sites, air and water.
Q2: What role does the local council play in environmental sustainability? Discuss.
Councils regulate local by-laws that individuals and businesses must comply with. Sometimes they’re
specific to an area and other times they’re regulated on behalf of the state government.
Some of the environmental issues they’re concerned with include rubbish removal, illegally dumped rubbish,
building planning and noise pollution.
Q3: What is the benefit of having codes of practice?

Codes of practice help to provide consistency across an industry so that organisations are referencing the
same materials when maintaining their compliance with general environmental duty.
Although codes are not mandatory, it makes it easier to defend a charge of unlawfully causing environmental
harm if the organisation can prove it was complying with an authorised code of practice.
Q4: Discuss the relevance of WHS legislation to environmental sustainability.

WHS requirements can impact on the way you implement and monitor environmentally sustainable work
practices. WHS requirements include: identifying hazardous substances and dangerous goods codes, safe
operating procedures and SDS (safety data sheets).
SDS provide information on chemicals, how they affect health and safety, correct storage and handling,
emergency procedures and disposal guidelines.
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Q5: Quality assurance is one of the principles of quality management. What does quality assurance
mean and how can it help an organisation comply with environmental regulations?
Quality assurance principles are systematic analytical tools and techniques that allow for the control and
monitoring of quality service/products standards. These systems help a business prevent error and ‘assure’ or
guarantee that its products and services are of a consistently high standard.
Q6: What is benchmarking and how can it help an organisation comply with environmental regulations?
Benchmarking involves researching competitor processes (and even companies outside your industry) to
examine practices, with the aim of adapting, modifying and applying the best of these practices to your own
organisation.
It’s searching for and developing what’s considered best practice in any company, in any industry, anywhere
in the world so you can use it within your industry/company.
Q7: Compliance auditing involves reviewing and checking the organisation’s systems, processes and
SOPs and how they adhere to regulatory guidelines. List three aims of compliance auditing.
Review the work environment to see how policies, practices and SOPs comply with relevant legislation.
Determine how the organisation complies with relevant codes of practice.
Identify areas of non-compliance or potential exposure to risk.
Determine the effectiveness of monitoring and controls in place.
Determine how effectively environmental information and requirements are communicated to staff.
Determine the effectiveness of the organisation’s environmental programs.
Determine the effectiveness and adequacy of training, induction and support programs aimed to achieve
environmental goals.
Q8: What sort of information should be assessed when looking at an organisation’s resource efficiency
systems and procedures?
Understanding where your organisation’s activities impact on the environment, for example, life-cycle
mapping.
Internal and external benchmarks.
Purchasing systems and procedures; supplier invoices.
Waste management, waste audit results.
Energy consumption; supplier invoices and energy management tracking tools and software.
Water consumption.
Storage.
Q9: Where can you go for help, information and assistance in collecting, monitoring and evaluating
resource usage?
Government departments. Go to the www.australia.gov.au website for links to state and territory services and a
range of environmental sites.
Your local council.
Environmental standards, rating and certification schemes and environment groups.
Online sources, such as state and territory departments, for environmental protection.
Relevant stakeholders.
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Q10: What is life-cycle mapping used for?

Life-cycle mapping is used to understand where your business activities impact on the environment. It
involves looking at the environmental impact of operations from raw materials to end-of-life.
Q11: What does life-cycle mapping involve? List the steps.

Step 1: Map out all the activities that go on in your business, for example, cooking, receiving
goods, serving customers, etc.
Step 2: Working on one activity at a time from Step 1, break down all the processes that go into
that activity.
Step 3: Map out the potential environmental impact of each of these activities. This is often
presented on a spreadsheet or table.
Step 4: Develop strategies to minimise potential environmental impacts identified.
Q12: A waste audit is a common method used to measure and document waste produced by a department
and/or organisation as a whole. Briefly outline the steps involved in a waste audit.
Plan your audit. Define the scope and objective of the waste audit, including the timeframe, locations to be
audited and the people who will take part.
Collect background information, including the number, types and locations of bins and who empties the bins.
Collect the waste. Label bags showing waste location and date collected.
Transport the waste to a designated sorting area. The sorting area should have scales, a first aid kit, cleaning
products and plastic coverings over tables.
Sort the waste. Weigh each bag first, then sort into different materials. Count and weigh materials, recording
the data.
Dispose of the waste. Clean tables, floors and equipment. Disinfect floors and equipment. Shower and change
clothes.
Enter and analyse data. Record data onto spreadsheets and tally results.
Q13: Discuss two methods that could be used to collect and monitor energy consumption in a workplace.
Examine supplier bills
Look at cost data for energy consumption from your supplier bills. Data should be entered onto your data
collection plan at the frequency that bills and other records are received, e.g., monthly.
Monitor equipment usage

Keep a log of equipment usage. Monitor frequency of use, thermostat temperatures and maintenance logs.
Use electrical meters to monitor power usage and energy management tracking software. Record data on
your collection plan to compare over a period of time.
Measure your carbon emissions

Online calculators can be used to calculate and reduce your carbon footprint. These can be found online.
Other software options are available for measuring carbon emissions.
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Q14: What are the six steps in analysing and documenting current purchasing strategies?
Step 1: Identify the business need
Step 2: Conduct a risk assessment
Step 3: Seek alternative solutions
Step 4: Award the contract
Step 5: Management of contract
Step 6: Disposal of goods
Q15: Steps in the data collection and analysis process for resource usage involve collecting data,
analysing data, identifying key business activities and estimating resource usage and waste generation. What
step is missing? Explain this step.
Baseline data
This is the data used to measure your improvements against.
Data should be current, i.e., no more than two years old.
Use the baseline data to review against your two-year period data. Determine if this represents a typical year.
If it doesn't, then indicate why and estimate what a typical year should look like.
Q16: What is the benefit of using a data collection plan?

It’s difficult to keep track of what you need to collect, how to collect it, who should be doing it and when. A
data collection plan will give data collection structure and clarity.
Q17: When you review current work practices, systems and SOPs to identify areas for improvement,
what questions can you ask? List two.
Where can resource use be reduced or streamlined?
Can waste generation be reduced?
What activities can be modified to improve resource use and reduce waste?
Are the work processes safe?
Potentially, are there any other environmental impacts that could result from these work processes?
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SECTION 2: SET TARGETS FOR IMPROVEMENTS
Q18: Why is involving stakeholders in issues of environmental sustainability important to your business?
Environmental issues are frequently complex and can have a broad effect. It is increasingly important for
businesses to engage stakeholders in the environmental decision-making process. Sometimes it’s actually a
legal requirement.
However, it makes good business sense and demonstrates ethical and social responsibility. It also
demonstrates ‘transparency’, the creation of an open, honest company culture.
Q19: Imagine you are on an environment team and chair a stakeholder committee as part of your role.
Why is it important to be familiar with your organisation’s structure and decision-making processes?
Organisations can vary greatly in structure and the level of empowerment or decision-making capacity that
exists with employees. You need to identify where decision-making authority exists within the stakeholder
committee and where the reporting lines go outside the committee, i.e., to senior management, and follow
company procedures.
Q20: When evaluating solutions to workplace environmental issues, what factors should you consider?
List four questions you could ask.
What are positives and negatives of each option?
How well will this solution meet the objectives?
How will it affect customers and staff?
How will it affect the quality of our products and services?
Who will it affect, within and outside the organisation?
What resources will be needed?
Are there any problems with the solution? Will the problems outweigh the benefits?
Will staff readily accept the solution?
Does it fit in with organisational policy?
Do we have the time required to carry this out?
Is there a potential legal liability?
What effect will the resolution have on the reputation of the business?
Q21: Write an example of a SMART target for resource efficiency, such as reducing energy consumption
or landfill.
By June 20XX we will include renewable energy as 50% of our total energy requirement.
By May 20XX recycle waste will be at five tonne or less per calendar month.
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SECTION 3: IMPLEMENT PERFORMANCE IMPROVEMENT STRATEGIES
Q22: Outline four tools or techniques an organisation could use to achieve a ‘green office’.
Use the Green Office Guide from the Australian Government.
Purchase equipment with the ENERGY STAR logo on it. This equipment has many energy saving features
such as the ability to power down or ‘sleep’ when not in use.
Purchase copiers that can effectively use refilled cartridges and print double-sided.
Use recycled paper.
Set printing features to a default setting of ‘double-sided’.
Choose long-life printing drums and toner cartridges. They will generally cost less in their overall life span
than frequently replacing short-lived ones.
Have recycle bins placed near the photocopier and printers.
Consider purchasing LCD-type flat screens, as they are more energy efficient.
Use energy management software to switch off equipment and lights when not in use.
Review processes to see where printing can be avoided altogether. Use electronic methods of storing
information, such as cloud-based storage, USBs and the intranet.
Train staff. Aim to change behaviours around printing, recycling and other sustainable practices.
Q23: Explain how an organisation can use carbon offsets to help achieve its efficiency targets.
Becoming carbon neutral can be achieved by purchasing carbon offsets to counterbalance the level of
greenhouse gases a business emits. The Australian Government has the NCOS Carbon Neutral Program, which
is a voluntary scheme that certifies products, businesses or events against the NCOS.
Once certified, the business can use the NCOS Carbon Neutral Certified logo under license for promotional
and marketing purposes.
Q24: The concept of continuous improvement involves an organisation-wide commitment to making

incremental improvements in processes, products and services. List five strategies or components of
continuous improvement.
Create a quality culture within the organisation.
The organisation’s values, vision, mission and goals should include an environmental sustainability focus.
Ensure staff are aware of the organisation’s purpose/mission.
Use hard data and statistical information to assess progress and make decisions.
Research and review your organisation’s strengths and weaknesses against current industry and market trends
in sustainability.
Apply benchmarks. Use external benchmarks where appropriate.
Apply problem-solving steps.
Ensure that staff have clearly defined roles.
Create work improvement committees such as WHS, environment groups and innovation teams.
Have KPI targets and measures of success.
Monitor staff performance using KPIs.
Provide regular, standardised training to improve performance or bridge any gaps in performance.
Set new performance targets.
Lead staff in continuous improvement.
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Q25: Outline what should go into a resource efficiency or sustainability plan.

A sustainability framework
Your rationale
Your vision
A review of current activities
An action plan
Q26: Getting employees committed to the sustainability plan can require a change in attitudes and work
processes. Outline how you could use Kotter’s 8-Step Process for Leading Change to building commitment to
the sustainability plan.
Step 1: Create a sense of urgency. Give people compelling reasons to adopt sustainable practices.
Step 2: Build a guiding team. Create an environment team to steer the process.
Step 3: Vision. Create a clear, inspiring vision of a sustainable future.
Step 4: Communication. Clearly communicate with key stakeholders, including employees.
Step 5: Empower action. Involve employees in setting KPIs and monitoring their own progress.
Step 6: Create short-term wins. Set short-term targets and celebrate achieving these.
Step 7: Don’t give up. Regularly review progress.
Step 8: Make change stick. Ensure it’s part of SOPs and everyday systems.
Q27: Calculate the payback period of energy and ink-saving printers your organisation wants to install.
First, calculate the total costs.
Initial investment $
Six printers 5,400
Disposal of old printers 200
Total costs 5,600
Net savings ($ per annum)
Energy cost reduction 1,000
Reduced ink usage costs 1,500
Less annual maintenance (200)
Total net savings 2,300
Next, use the total costs to calculate the payback period.
Payback period $5,600 / $2,300 = 2.4 years (rounded down)
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SECTION 4: MONITOR PERFORMANCE
Q28: List the steps involved in the monitoring process.

Step 1: Establish what needs monitoring
Step 2: Establish specific monitoring methods
Step 3: Compare what is happening to what should be happening and reduce variations
Step 4: Evaluate strategies and improvement plans
Step 5: Provide feedback
Q29: What tools and techniques can you use to help monitor performance?
Data collection and monitoring plans and spreadsheets
KPI tracker spreadsheets
Waste audits
Checklists
Energy management software
Surveys
Q30: Is there a place for qualitative research in assessing the performance of sustainability initiatives?
Explain.
Yes. Understanding employee attitudes and behaviours is paramount to addressing potential barriers to
sustainable practices. This is where some qualitative research can be beneficial. Gathering data through an
attitude survey can help pinpoint areas to address.
Q31: Briefly describe three ways an organisation can communicate and review progress on its
sustainability initiatives and improvement plans to stakeholders, including employees.
Regularly review KPI targets and progress on KPI tracker spreadsheets.
Progress of strategy implementation to be reviewed at monthly environment team meetings.
Environment team to generate a quarterly environment progress report for management.
Strategy to be reviewed annually. Progress and key achievements to be reported to key stakeholders through
the annual sustainability report.
Strategy and targets to be reviewed and updated every year.
Q32: Discuss four ways you can reward staff for successful progress towards sustainability initiatives.
Provide tickets or reimburse public transport costs for staff to catch public transport instead of driving or
getting a taxi to meetings or conferences.
Use savings made from sustainability initiatives to fund staff celebrations such as an end-of-year ball, party,
picnic or barbeque.
Celebrate and reward staff continuous improvement initiatives with points towards a reward system. Points can
be used to purchase gifts or vouchers of their choice on sites such as wishlist.com.au or redballoon.com.au.
Reward your team’s achievements with small gifts such as movie tickets or chocolates.
Make an arrangement with a local café that if employees bring their own coffee cup, they get a discount on
their beverage.
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Hand out company certificates and letters of acknowledgement.

Arrange for employees to have lunch or light refreshments included at the next meeting.
Never underestimate the value of saying thank you.
Assessment task 3: Project
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- RTO Name Learners’ resources for the unit BSBSUS401 - Implement and monitor environmentally sustainable
work practices (organised by the trainer).
- Learner’s notes
Instructions for students:
This assessment will be conducted in the RTO Name in classroom and commercial kitchen with access to the
resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
- Recommended date for assessment: [Trainer to provide]

Assessment Task 2A
- You are required to:

o collect, measure and document current resources usage in the RTO Name commercial kitchen
o set targets for improvement
o implement improvement strategies, and
o monitor performance
- You must:
o You must answer all the questions satisfactorily to be deemed competent.
o Complete the activities and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Assessment Task 2 B
Answer all the given questions
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At the end of the assessment, you will be required to submit the following evidence before the due date specified by
the assessor:
- You are required to submit short answers to all the question asked in worksheet
- Completed and signed cover sheet for assessment
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
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Assessment Task 2A (AT2A)

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

(energy, water, waste, carbon footprint)
How the tools works
How it helps compliance
Whether you would use it and why/why not
Source
Name of tool
Resource area it relates to

(energy, water, waste, carbon footprint)
How the tools works
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How it helps compliance
Whether you would use it and why/why not
Source
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Task 2
For this task, you are to analyse resource use and sustainability practises in the RTO Name commercial kitchen in
relation to the regulations you identified in Task 1. The areas you will focus on are:
 Water use
 Energy (electricity and gas) use
 Food waste
Please answer the following questions in relation to the RTO Name commercial kitchen:
Q1: How is energy use monitored and recorded?
□ Satisfactory □ Not Satisfactory
Q2: What procedures are in place to minimise energy use?
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Q3: How are students and staff informed of and reminded of conserving electricity use?
Q4: What are three things that can be implemented to reduce energy use?
Q5: How is water use monitored and recorded?
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Q6: What procedures are in place to minimise water use?
Q7: How are students and staff informed of and reminded of not wasting water?
Q8: What are three things that can be implemented to reduce water use?
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Q9: How is food waste monitored and recorded?
Q10: What procedures are in place to minimise food waste?
Q11: How are students and staff informed of and reminded of minimising food waste?
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Q12: What are three things that can be implemented to reduce food wastage?
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Task 3
For this task, you are to measure and monitor resource use in the RTO Name commercial kitchen for one month. The
areas you will focus on are:
 Water use
 Energy (gas and electricity) use
 Food waste
1. Using the tools you selected in Task 1 or other more suitable tools, you are to measure and monitor the use
of gas, water and electricity in the RTO Name commercial kitchen for one month. To do this, you will need
to take meter readings at regular intervals, review supplier bills (if provided by your assessor) and observe
resource use of students using the kitchen on at least four separate occasions.
Submit a copy of your completed data tools to your assessor along with a written description of your
observations of resource use including any non-compliances such as leaving lights on or taps running when
not in use.
2. Working in a group with two other students, compare each other’s findings and discuss ways to reduce
resources usage in the RTO Name commercial kitchen. Choose and agree on three alternative solutions.
Submit notes of your discussion.
3. For each of the three solutions agreed upon in the previous task, compare and evaluate the probable
effectiveness and practicality of each by listing their pros and cons in a table or similar format. Ensure you
consider the ease of implementation, cost and ease of use in your evaluation.
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Task 4
For this task, you are to implement resource usage improvement plans.
1. Set efficiency targets for the next three months for the areas you measured in Task 3:
 Water use
 Food waste
Your targets must be in SMART format.
2. Using the template provided, complete a sustainability action plan to achieve your targets. Your plan must
include costing strategies.
Action item Action implementation Annual cost savings
Water savings $ per year
Waste savings $ per year

yearEnergy savings $ per
Payback period (years)

Completion date
Total savings $
Responsibility
Project cost $
Start date
*Activity
Action
*Activity = task, process, service or equipment where efficiency action is being taken.
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Please answer the following questions:

3. What innovations and continuous improvement strategies would you put in place to help achieve these
efficiency targets?
4. What stakeholders, key personnel and/or specialists could you consult with to help with your sustainability
initiatives? Explain the benefits of liaising with stakeholders.
5. Speak to the relevant person in your workplace or training environment about implementing your
suggestions for improvement. State who you spoke to and comment on the outcomes of your discussion
including any changes that have been made to work practices as a result of your research.
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6. What constraints or limitations might you encounter when trying to achieve the efficiency targets you set?
7. List four ways you can encourage your team and co-workers to adopt changes made and support
sustainability initiatives.
8. Arrange a time with your assessor to present your targets and action plan to two other students acting as team
members. The purpose of the presentation is to inform the team members of what changes are required,
ensure they understand why the changes are required, seek their feedback and gain their commitment to your
plan.
Your assessor will complete the Observation Checklist below to record your communication and interaction
skills during each roleplay.
It is expected that your roleplay will take approximately 15 minutes.
Please ensure you review the Observation Checklist before you commence your presentation so that you are
fully prepared and know exactly what is expected of you.
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Please submit the completed Observation checklist as evidence of this task.
At the completion of the roleplays, both the student and the assessor are required to sign and date the
Observation Checklist, verifying that they acknowledge the outcome for this assessment task and have been
provided with feedback from the assessor.
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OBSERVATION CHECKLIST
Assessor to complete
Name of Student:
Date of Observation:
Yes No
During the presentation, did student satisfactorily:
Clearly explain the need to improve resource usage in the RTO Name commercial kitchen?
Clearly explain the need to reduce waste in the RTO Name commercial kitchen?
Clearly explain the results of the monitoring they completed?
Refer to appropriate legislation?
Ask for (and take on board) the team members’ feedback?
Show respect for diversity in the group when communicating by allowing time for each
person to talk and encouraging others to contribute their ideas?
Clearly outline their sustainability plan?
Clearly explain the roles they will play as team members in the RTO Name commercial
kitchen?
Answer any questions clearly and confidently?

Use positive and appropriate body language?
Use appropriate language and tone?
Use active listening skills to ensure the team members understood the importance of making
changes?
Use appropriate language and tone when speaking?
Gain the team members’ commitment to achieving the set targets?
Feedback to the student:
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Observation Outcome: □ Satisfactory □ Not Satisfactory
Assessor’s Signature:
Date:
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Task 5
For this task, you are to measure resource use in the RTO Name commercial kitchen one month after you have
implemented your sustainability plan against the targets you set. The areas you will measure are:
 Water use
 Food waste
To do this, you will need to take meter readings, review supplier bills (if provided by your assessor) and observe
resource use of students using the kitchen on at least four separate occasions.
Submit a copy of your completed data tools to your assessor along with a written report of your findings. Your report
must address the following:
 Did you achieve your targets? Why/why not?
 Based on the results of your monitoring, what suggestions would you make for improvements to work
practices?
 How will you change your sustainability plan to achieve better results?
 Given the results, set three new targets for sustainability improvements over the next six months in SMART
format
 List four ways you can encourage your team and co-workers to adopt changes made and support
sustainability initiatives.
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Learner task checklist
 To be completed by the learner.

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

evidence of their ability to do the following? Assessor comments
Yes No
Selected four tools for monitoring and

measuring energy, water, waste and carbon
footprint.
Used the template provided to write a brief

summary of the four tools.
Completed a data collection plan for two

business activities/areas using the table
provided.
Used the tools from Task 1 and the data

collection plan from Task 2 to monitor
resource usage for the designated period.
Submitted the completed tools.
Documented a sustainability action plan.
Used the tools from Task 2 to monitor

resource usage/activities for the designated
period again.
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evidence of their ability to do the following? Assessor comments
Yes No
Submitted the completed data tools.
Analysed and reviewed the results of their

monitoring.
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Assessment Task 2B (AT2B)
Project scope analysis
Task 1
Apply the purchasing analysis steps to investigate the purchase of an eco-friendly product or service within your
workplace or training environment. Examples include office equipment, software, heating and cooling systems,
cleaning services, waste minimisation and disposal systems, and water or energy management systems.
Determine the payback period of the product or service.
Answer all the questions.
Q1: List the details of the product or service you have chosen to investigate for this assessment task.
Q2: When calculating the full cost and savings of your purchase, what should you consider?
Q3: What is the ‘payback period’? Explain what it means.

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Q4: Calculate the payback period for the product or service you have investigated.
Q5: List two aims of sustainable purchasing or procurement.
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Q6: What six steps are recommended in the Sustainable Procurement Guide?
Q7: List three websites, government departments or other sources you can access for help and information on
sustainable purchasing.
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Assessor checklist
To be completed by the assessor.
Learner’s name:

Assessor comments
evidence of their ability to do the following? Yes No
Investigated the purchase of an eco-friendly

product or service.
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AT2- Project- Overall Result
AT2 Assessment Tasks Has it been completed and attached? Satisfactory
AT2A YES NO YES NO
AT2B YES NO YES NO
Overall outcome of the assessment Satisfactory Not satisfactory
Feedback to Student
Student Signature Date
Assessor Signature Date
Competency Record Summary Sheet:
Competency Record Summary Sheet

Unit of Competency: BSBSUS401- Implement and monitor environmentally sustainable work
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practices
Student’s Name: Student’s ID:
Assessor’s Name: Date of completion:

Student Results
Not yet
Assessments
Satisfactory(S) satisfactory( Not Completed
NYS)
Assessment 1: Knowledge Test   
Assessment 2: Worksheet
Assessment 2: Project   
Comments:
Note: student is required be marked satisfactory in all assessment tasks to be deemed competent in this unit.
 Competent  Not Yet Competent

Unit Outcome:
Is re-assessment required:  Yes  No
Assessor’s Signature: Date:
Student’s Signature: Date:
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Student Assessment Booklet
Appendix1- Assessment resource in RTO Name Classroom

and RTO Name Kitchen
RTO Name will conduct practical assessment for this unit in its Classroom Located at RTO Address in the
simulated environment and RTO Name kitchen at Address which is a safe environment where evidence
gathered demonstrates consistent performance of typical activities experienced in the sustainability field of
work and include access to:
 relevant legislation, regulations, standards and codes
 relevant workplace documentation and resources

 case studies or, where possible, real situations
 interaction with others.
Copyright: Instructions in this tool have been developed by NTA and RTO Name for sole purpose of use by RTO Name. Any part of these assessment instructions
cannot be reproduced in full or part for without approval of RTO Name and NTA which holds authorship rights
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Bsbsus401 Implement and Monitor Environmentally Sustainable Work Practices - Student Guide

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BSBSUS401

Trainer and Assessor Guide RTO LOGO

SIT40516- Certificate IV in Commercial Cookery

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ASSESSMENT RECEIPT FORM

Student Signature: Date:

ASSESSMENT RECEIVED BY RTO Name Staff

================================= Tear Here ===========================

Students must retain this as a Record of Submission.

RTO Name Staff Name: ………………...……............... Student ID: ...............................................

Signature: …………………………………..…... Student Signature: ….………………………..…….

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ABOUT THIS BOOKLET

The assessment booklet contains two (2) parts:

 Application of the unit of competency

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Application of the unit of competency:

Evidence of the ability to:

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Context and conditions for assessments:

- Computers with access to internet and printers

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Assessment Assessment description Due date Location of

You will be given 3 hours to complete this task.

Outline of evidence to be collected:

 Answer all questions correctly in the Written Knowledge Questions and

Assessment Task 3 (AT3) –  Complete two projects in assessment task.

Administration, recording and reporting requirements:

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The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

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For assessment task:

Student access to records:

Reasonable adjustments and special learning needs:

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Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

Reasonable adjustment may consist of:

Complaints and appeals:

Plagiarism, cheating and assessment dishonesty:

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I .............................................................................. (Student Name) have read and understand the information

Student signature: ............................................................... Date: ....../....../.......

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Assessment Cover Sheet: Assessment Task 1 (AT1)

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Assessment task 1: Knowledge Test

Required documents and equipment:

- Computer with internet connection to refer to various resources.

Instructions for students:

Planning the assessment

- Recommended date for assessment: [Trainer to provide]

1. Which statement about WHS is true?