Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Best practice and benchmarking methods include:
comparisons of current, previously established and external environmental management plans
costs associated with environmental conformance
formally or informally prepared performance indicators against environmental management objectives
performance measurements against industry, local authority, regulatory or world standards
specific environmental targets, including emissions, noise, dust, waste disposal, storm and ground water disposal, waste segregation and hazardous materials
statistical record-keeping, using at start, ongoing and at conclusion measurements
strategic comparisons of resources in and residuals out.
Environmental management plan includes:
environmental prohibitions or restrictions to be applied within specific projects
formally or informally gathered information concerning environmental issues and requirements
key people to be consulted or included in decision making
specific forms of activity to be pursued or which are subject to monitoring or evaluation
timeframes and key environmental benchmarks to be achieved.
Environmental data gathering systems include:
conformance reporting on achievement of milestones or performance targets
formal and informal reports from employees and contractors
scheduled environmental management meetings and briefings
statistical and analytical data in support of environmental management objectives.
Feedback systems include:
feedback from regulatory authorities
formal and informal information gathering from employees and contractors
specifically documented processes using formal reporting arrangements
spot checks on aspects of the environmental management process.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
This unit of competency could be assessed by effective management of building or construction environmental management practices and processes in medium rise building or construction projects.
This unit of competency can be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of the ability to:
develop effective environmental management action plans and strategies
determine the extent of effective environmental management advice provided to the organisation
assess the effectiveness and efficiency of the environmental management recording and reporting systems and preparation of documentation to organisational standards
assess variations in environmental management performance
implement an effective process to manage improvements to organisational environmental management practices and to reduce the risk of non-conformance
comply with relevant legislative and regulatory requirements
research relevant current trends in environmental management and controls.
Context of and specific resources for assessment
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards' requirements.
Resource implications for assessment include:
documentation that should normally be available in a building or construction office
relevant codes, standards and regulations
office equipment, including calculators, photocopiers and telephone systems
computers with appropriate software to view 2-D CAD drawings, run costing programs and print copies
a technical reference library with current publications on measurement, design, building construction and manufacturers' product literature
copies of appropriate awards and workplace agreements
a suitable work area appropriate to the construction process.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
Assessment methods must:
satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package
include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application
reinforce the integration of employability skills with workplace tasks and job roles
confirm that competency is verified and able to be transferred to other circumstances and environments.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.
Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.
Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.