Graduate Diploma in Sustainability 22135VIC

22135VIC Graduate Diploma of Sustainability

Accredited by the Victorian Registration and Qualifications Authority (VRQA) for the period 1 January 2011 to 31 December 2015.

This course has been accredited under Parts 4.4 and 4.6 of the Education and Training Reform Act 2006. It has been entered on the State Register of Accredited Courses and Recognised Qualifications and the National Training Information Service (NTIS). © State of Victoria (Department of Education and Early Childhood Development) 2014. Copyright of this material is reserved to the Crown in the right of the State of Victoria. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence. (http://creativecommons.org/licenses/by-nd/3.0/au/). You are free to use, copy and distribute to anyone in its original form as long as you attribute Department of Education and Early Childhood Development as the author, and you license any derivative work you make available under the same licence.

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Third party sites This resource may contain links to third party websites and resources. DEECD is not responsible for the condition or content of these sites or resources as they are not under its control. Third party material linked from this resource is subject to the copyright conditions of the third party. Users will need to consult the copyright notice of the third party sites for conditions of usage. Table of Contents 1. Section A: General information 2. Copyright owner of the Copyright of this document is held by the Department of Education course and Early Childhood Development, Victoria. © State of Victoria. Day to day contact: Curriculum Maintenance Manager – General Manufacturing Chisholm Institute of TAFE PO Box 684 Dandenong, VIC 3175

Email: [email protected] Telephone: 03 9238 8448 Facsimile: 03 9238 8504 3. Address Department of Education and Early Childhood Development (DEECD) Higher Education and Skills Group

Executive Director Training Participation and Facilitation Division, PO Box 4367, Melbourne, VIC, 3001 4. Type of submission This qualification is being submitted for accreditation.

5. Copyright Copyright of this material is reserved to the Crown in the right of acknowledgement the State of Victoria. © State of Victoria (Department of Education and Early Childhood Development) 2014

6. Licensing and franchise This work is licensed under a Creative Commons Attribution- NoDerivs 3.0 Australia licence (http://creativecommons.org/licenses/by-nd/3.0/au/). You are free to use, copy and distribute to anyone in its original form as long as you attribute the, Department of Education and Early Childhood Development as the author, and you license any derivative work you make available under the same licence. Copies of this publication can be downloaded free of charge from the Training Support Network website: http://trainingsupport.skills.vic.gov.au

7. Course accrediting body Victorian Registration and Qualification Authority (VRQA) 4/2 Lonsdale Street, Melbourne, VIC, 3000. Tel: (03) 9032 1559 Website: http://www.vrqa.vic.gov.au/

8. AVETMISS information

ANZSCO (Australian and New 139912 Environmental Manager Zealand Standard Classification of Occupations)

4 22135VIC Graduate Diploma in Sustainability 2014 ANZSIC code (Australian and New 7869 Business Services n.e.c. Zealand Standard industrial Classification – industry type)

ASCED code (Field of Education) 0509 Environmental studies

National course code To be provided by the VRQA once the course is accredited

9. Period of accreditation 1st January 2011 to 31st December 2015 10.

22135VIC Graduate Diploma in Sustainability 2014 5 11.Section B: Course information Standard 1 for Accredited Courses 1. Nomenclature

1.1 Name of the Graduate Diploma in Sustainability qualification

1.2 Nominal duration of 320 hours are the anticipated hours of supervised learning deemed the course necessary to adequately present the educational material of the course. A significant number of additional hours of unsupervised learning are expected, including research, to support course completion.

Standard 1 for Accredited Courses 12. Vocational or educational outcomes  Graduates of the proposed qualification will be able to meet the of the course current and future industry requirements, to effectively work within the sustainability sphere, in jobs associated with the emerging green skills economy. This course will also provide an important opportunity for current workers to be upskilled. Job titles including Sustainability Consultant, Sustainability Project Manager, Sustainability Advisor and Sustainable Resources Officer. Employment opportunities exist in the following areas: community development; social research; resource management; compliance monitoring; policy development; environmental assessment; energy efficiency and management; waste management; air quality; emissions and carbon management; sustainability analysis; water quality, and planning and design.

Vocational outcomes of the course are:  Lead and promote sustainability initiatives and projects  Develop the capacity of individuals and groups to engage in sustainability projects in areas such as community resilience, sustainable cities and towns and policy development.  Apply effective communication techniques and networking strategies to manage relationships between stakeholders across a range of stakeholder groups  Develop a business case for sustainability, supported by high level strategies, policies and plans for sustainable business and documentation relevant to corporate sustainability  Apply systems thinking to complex sustainability issues, to seek resolution to complex problems associated with a resource constrained world  Apply tools, frameworks, theories and methodologies as appropriate, across a range of sustainability project contexts Standards 1 and 2 for Accredited Courses 13. Development of the

22135VIC Graduate Diploma in Sustainability 2014 6 course

3.1 Industry / Current reports indicate that demand of qualified sustainability and enterprise environmental workers and practitioners outweighs supply and is not /community needs sufficient to meet growing employment needs. To address this skills shortage, in 2003, the National Centre for Sustainability (NCS) at Swinburne developed a ‘Graduate Certificate in Sustainability’, which in early 2010, was re-accredited as a ‘Vocational Graduate Certificate in Sustainability’. The Graduate Diploma in Sustainability will provide an opportunity for further study for current graduates of these programs. To date (at time of submission) at Swinburne more than 100 students have studied the Graduate Certificate in Sustainability. In addition, the course is also offered by Albury Wodonga Community College. In June 2008, a CSIRO report to the Dusseldorp Skills Forum (“Growing the Green Collar Economy’) outlined the significant labour challenges in reducing Australia’s greenhouse emissions and national environmental footprint. The report claims that achieving a transition to a low carbon economy will require massive mobilisation of skills and training - both to equip new workers and to enable changes in practices by the 3 million workers already employed in the key sectors influencing our environmental footprint. Employment in sectors with high potential environmental impacts will grow strongly with projected increases of more than 10% over 10 years. This will add 230,000 to 340,000 new jobs – in addition to normal employment turnover – in the transport, construction, agriculture, manufacturing and mining sectors. A report titled ‘Green Gold Rush’ (2008) issued by the Australian Conservation Foundation (ACF) and the Australian Council for Trade Unions (ACTU) identifies 6 ‘green collar’ industries as having great potential for growth:

 Renewable energy  Energy efficiency  Sustainable water systems  Biomaterials  Green buildings  Waste and recycling A more recent report titled ‘Who are the Green Collar Workers?’ (2009) explored the definitions and categorisation of defining green collar workers. Included in the report is a list of over 600 ‘Green Collar’ job titles including Sustainability Consultant, Sustainability Advisor and Sustainable Resources Officer and green collar jobs are categorised by ANZSCO and ANZSIC codes. Findings of recent surveys have indicated that the primary

22135VIC Graduate Diploma in Sustainability 2014 7 motivations to study the ‘Graduate Certificate in Sustainability’ are ‘to get a job’ and ‘to gain extra skills for my job’. The Graduate Diploma in Sustainability will ensure that individuals have the essential skills and knowledge to work in jobs associated with the emerging green skills economy and will provide an important opportunity for current workers to be up-skilled. It will build on the suite of sustainability programs on offer, including the Graduate Certificate in Sustainability and Diploma of Sustainability. There is no specific training package that encompasses sustainability courses. After mapping vocational outcomes against national training packages, it was found that there are no units of competency or qualifications within existing nationally endorsed Training Packages that address this training need. The main target groups comprise:  Professionals, senior managers, project managers working in an environmental/sustainable development team in a corporate environment  Middle managers seeking to develop the sustainability profile of their company  Consultants seeking to extend their knowledge of sustainability, for example: Sustainability Consultants, Energy Consultants  Individuals seeking professional development in sustainability for practical application in the workplace, corporate, community or non-for-profit sectors Anticipated employment opportunities include:  Sustainability Manager, Consultant, Sustainability Advisor, Sustainability Officer (e.g. within local councils).  Job roles of students who have studied the Graduate Certificate in Sustainability include: Body Corporate Manager; Communications Officer; Consultant; Corporate and Community Partnerships Manager; Environment and Sustainability Coordinator; Environmental Engineer; Environmental Officer; General Manager; Interior Designer; Managing Director; Operations Manager; Secondary Teacher; Sustainability Analyst; Sustainability Manager; Sustainability Policy Writer, and Technical Manager.  Job roles that require employees to be responsible for sustainability management as part of the role, with focus on one or more of the following areas: community development; social research; resource management; compliance monitoring; policy development; environmental assessment; energy efficiency and management; waste management; air quality; emissions and carbon management; sustainability analysis; water quality, and planning and design. See Appendix 5: Course content developed by Steering Committee

22135VIC Graduate Diploma in Sustainability 2014 8 for details of the knowledge and skills provided by the proposed course. Industry support is confirmed through the endorsement and active participation of the Steering Committee. See Appendix 4: Minutes of Steering Committee and Appendix 6: Letters of support from industry. Members of the Steering Committee: Chair - Jon Ward, Manager, Environmental Policy, Corporate Affairs, Strategy and Environment, Toyota Julie Baker, Change Manager, Property and Infrastructure, Programmed Facility Management Peter Hansford, Senior Policy Adviser, Climate Change, Department of Industry Innovation and Regional Development Trevor Lange, Curriculum Maintenance Manager - General Manufacturing Cluster, Chisholm Sarah Lowe, Consultant, Sustainability and Behaviour Change Programs Greg Ryan, Manager: Environment and Technology, South East Water Alex Fearnside, CEO, Yarra Energy Foundation In Attendance: Kathryn Donnelly, Team Leader: Educational Programs, National Centre for Sustainability, Swinburne Linda Condon, Senior Advisor, National Centre for Sustainability, Swinburne Fiona McDonald, Curriculum Writer Dr Leonie Pearson, Senior Lecturer, Swinburne University of Technology, Faculty of Life and Social Science Refer to Appendix 2: Steering Committee Details

14. Course outcomes Standards 1, 2 and 3 for Accredited Courses

4.1 Qualification levels This qualification is consistent with the characteristics and distinguishing features of a Graduate Diploma, as outlined in the Australian Qualification Framework Implementation Handbook Fourth Edition 2007. The characteristics, or distinguishing features, at this level, and examples of how they are met by the qualification are as follows:  Demonstrate the self-directed development and achievement of broad and/or specialised areas of knowledge and skills building on prior knowledge and skills is met by investigating sustainability principles, tools, strategies, policies and practices and their application to real life situations

22135VIC Graduate Diploma in Sustainability 2014 9  Initiate, analyse, design, plan, execute and evaluate major functions, either broad and/or highly specialised within highly varied and/or highly specialised contexts is met by demonstrating leadership of a sustainability initiative; designing and reviewing polices, strategies and plans for a sustainable business; applying systems thinking to complex problems in a range of contexts  Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level is met by working with stakeholders to develop and evaluate sustainability initiatives and projects; and creating high level policies, strategies and plans for business and community audiences  Demonstrate an expert command of wide-ranging, highly specialised technical, creative or conceptual skills in complex and or highly specialised and varied contexts is met by leading sustainability initiatives, designing and facilitating policy development and effective plans and strategies to support sustainable cities, towns or communities  Demonstrate full responsibility and accountability for personal outputs is met by evaluating feedback from key stakeholders and self, on personal performance and using that information to inform future practice, and participating in professional networks  Demonstrate full responsibility and accountability for all aspects of work of others and functions including planning, budgeting and strategy is met by collaborating with stakeholders and other relevant people to engage others in sustainability initiatives and projects to support development and review of policies, strategies, plans. Standard 4 for Accredited Courses 4.2 Employability skills This qualification has been mapped to national employability skills. Refer to Appendix 1: Employability skills summary Standard 5 for Accredited Courses 4.3 Recognition given to the course (if Not applicable applicable) Standard 5 for Accredited Courses 4.4 Licensing / regulatory requirements (if Not applicable applicable)

15. Course Rules Standards 2, 6 and 7 for Accredited Courses 5.1 Course structure To be awarded the Graduate Diploma in Sustainability participants must successfully complete two (2) core units and two (2) elective units. A Statement of Attainment will be issued for the Unit/s of Competency successfully achieved.

22135VIC Graduate Diploma in Sustainability 2014 10 One elective unit may be selected from another relevant Graduate Diploma or Graduate Diploma.

Unit of Field of Credit Credit Pre- Nominal competency/ Education Unit of competency/module title Matrix Matrix requisite hours module code code Level Points

Complete two core units

Research and enable leadership in Unit One 050999 none 6 8 80 VU20511 sustainable practice

Unit Two Apply systems thinking to achieve 050999 none 6 8 80 VU20512 effective outcomes

Complete two elective units

Unit Three Create policies, strategies and plans 050999 none 6 8 80 VU20515 for a sustainable business

Unit Four Design a program for a more none 050999 6 8 80 VU20516 resilient community

Design and facilitate processes for none Unit Five 050999 public sustainability policy 6 8 80 VU20517 development

Unit Six Design a strategy for a sustainable none 050999 6 8 80 VU20518 city or town

Total nominal hours 320

Credit Matrix Total Points No. of units/modules Level 8 Level 7 Level 6 48 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 48 6

22135VIC Graduate Diploma in Sustainability 2014 11 5.2 Entry requirements Standard 9 for Accredited Courses Successful completion of qualification or relevant experience which demonstrates the following competency outcomes of core units of the Graduate Certificate in Sustainability: - Research and apply principles and tools of sustainability - Design a change management strategy for a sustainability initiative and demonstrates two or more of the following competency outcomes of the elective units of the Graduate Certificate in Sustainability:

- Create an integrated sustainable land and water management plan

- Design for sustainable production and consumption

- Research and model energy for a sustainable future

- Cultivate relationships with business and community for sustainable development

16. Assessment

6.1 Assessment strategy All assessment will be consistent with the AQTF 2007 Essential Standards for Registration Standard 1. See http://www.training.com.au/documents/aqtf2k7_ess-std- reg_final2.pdf The assessment methods and collection of evidence will involve application of knowledge and skills to the workplace or simulated environments. All assessment activities will be related to a sustainability context. A range of assessment methods will be used, such as:

- workplace action learning projects in real, or simulated, settings

- research projects in sustainability fields of study

- portfolio

- practical exercises

- observation

- direct questioning

- presentation

- third party reports The individual needs of the learner will be reflected in the assessment methods which will be conducted in simulated worksites. Consistent with Standard 1, Element 5 of the AQTF 2007 Essential Standards for Registration, RTOs must ensure that Recognition of

22135VIC Graduate Diploma in Sustainability 2014 12 Prior Learning (RPL) is offered to all applicants in determining competency for Credit. There is no mandatory workplace assessment. Standard 12 for Accredited Courses 6.2 Assessor competencies The Australian Quality Training Framework 2007 Essential Standards for Registration – Element 1.4, states the requirements for the competence of persons assessing the course. See http://www.training.com.au/documents/aqtf2k7_ess-std- reg_final2.pdf and user guide http://www.training.com.au/documents/aqtf2k7_usr-guide-ess- std_final2.pdf

17. Delivery Standard 11 for Accredited Courses 7.1 Delivery modes Delivery of units of competency will take into consideration the individual needs of students and will involve blended delivery mode including:

- workshops and classroom

- lectures

- online delivery

- individual research and practical assignments

- team-based research and practical assignments

- applied learning in the workplace or simulated environment Learners are supported through: on-line (internet, chat rooms, email and telephony); face-to-face conferencing, mentoring and interviews; ad hoc arrangements, and regular progress monitoring, particularly for practical work. The course may be delivered part-time or full-time. There is no mandatory workplace delivery. Standard 12 for Accredited Courses 7.2 Resources Resources include:

- teachers/trainers who meet the Australian Quality Training Framework 2007 Essential Standards for Registration – Element 1.4. See http://www.training.com.au/documents/aqtf2k7_ess-std- reg_final2.pdf

- access to computers and internet

- online delivery platforms such as Elluminate

- access to workplace or simulated environment in a sustainability environment and setting

- refer to Appendix 3: Recommended references Standard 8 for accredited courses 18. Pathways and

22135VIC Graduate Diploma in Sustainability 2014 13 articulation Direct pathway for graduates of the Graduate Certificate in Sustainability or Graduate Certificate in Sustainability. There are currently no articulation pathways to a Masters program.

Standard 13 for accredited courses 19. Ongoing monitoring and evaluation The Curriculum Maintenance Manager (CMM), General Manufacturing is responsible for the on-going monitoring and maintenance of this course. An appropriate advisory group will be organised and convened to meet regularly to:

- review the implementation of the course

- provide advice on changing industry training requirements

- monitor and evaluate the delivery and/or assessment of the course

- recommend minor changes to the course

- review of student feedback and evaluations

- destination studies This advice will be referred to the CMM – General Manufacturing for endorsement and referred to the VRQA for noting. The Graduate Diploma in Sustainability will be reviewed annually. Evaluations will involve consultation with:

- course participants

- sustainability industry representatives

- teaching staff

- assessors Any significant changes will be reported to the Curriculum Maintenance Manager, the VRQA and to all RTOs responsible for delivering the course.

22135VIC Graduate Diploma in Sustainability 2014 14 20.Section C: Units of competency

Core units (2) Unit 1: VU20511 Research and enable leadership in sustainable practice Unit 2: VU20512 Apply systems thinking to achieve effective outcomes Elective units (4) Unit 3: VU20515 Create policies, strategies and plans for a sustainable business Unit 4: VU20516 Design a program for a more resilient community Unit 5: VU20517 Design and facilitate processes for public sustainability policy development Unit 6: VU20518 Design a strategy for a sustainable city or town

Unit 1: VU20511 Research and enable leadership in sustainable practice

Unit Descriptor This unit describes the knowledge and skills required to provide socially responsible leadership, enabling others to achieve positive outcomes in a complex environment. This unit will explore the role of the leader in sustainable practice and models and methods that support effective leadership and followership. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit is included will assist in identifying employability skill requirements.

Application of the Unit This unit supports the work of those in current and future leadership and decision making roles in all sectors including corporate, government, not for profit and community. It applies to consultants, managers and practitioners who are required to achieve sustainable outcomes in partnership with others.

ELEMENT PERFORMANCE CRITERIA

Elements describe the essential Performance criteria describe the required performance needed to demonstrate outcomes of a unit of achievement of the element. Where bold italicised text is used, further information competency is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide

1. Review leadership in 1.1 Key elements of sustainable practice are researched sustainable practice

22135VIC Graduate Diploma in Sustainability 2014 15 1.2 Role of leadership, entrepreneurship and innovation in sustainable practice is researched and reviewed 1.3 Human response to change in complex environments is debated and analysed 1.4 Effective methods to influence and lead people, events and outcomes in a complex environment are reviewed 1.5 Theories, tools and techniques to evaluate leading sustainable practice are researched and critiqued

2. Analyse socially 2.1 Role of individuals and organisations in socially responsible responsible leadership leadership/followership is analysed and followership 2.2 Models to grow social capital are analysed 2.3 Organisations and individuals that demonstrate excellence in socially responsible leadership are researched and debated 2.4 Strategies for building cross functional and cross cultural teams are evaluated

3. Lead participation in a 3.1 Models and strategies for leading a sustainability initiative are local sustainability developed initiative 3.2 Facilitate discussions with individuals/organisations to identify a local innovative sustainability initiative and set objectives 3.3 Team is established and roles and responsibilities are identified 3.4 Specialist advice is sought to assist the team in clarify initiative and objectives 3.5 Team is motivated to establish leverage points across government, business and community 3.6 Team is stimulated to engage broader participation in the initiative 3.7 Benefits and impacts achieved through socially inclusive leadership and participation of others are documented and evaluated for the initiative

4. Promote outcomes of 4.1 Strategies for promotion of initiative are developed the sustainability 4.2 Outcomes, challenges and learnings of leading the initiative are initiative presented in line with strategies 4.3 Promotional strategies are review and documented and used inform future initiatives

REQUIRED SKILLS AND KNOWLEDGE

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

 communication, leadership and organisational skills to work with a team or individually to

22135VIC Graduate Diploma in Sustainability 2014 16 discuss and debate leadership in sustainable practice

 leadership skills to effectively influence and lead positive, sustainable change

 analytical and problem solving skills to research and evaluate relevant theories and models

 research and writing skills to document and write case study for a sustainability initiative

 analytical skills to identify and evaluate relevant sources of information

 communication skills to engage clients, colleagues, management and external stakeholders in benefits of sustainable practice

 critical thinking to evaluate theories, models, frameworks and the role of the leader/follower

 problem solving skills to map process of leading sustainability initiative and determine leverage points across business, government and community

 systems thinking skills to investigate complex sustainability issues

 reflective skills to encourage self awareness, insight and consideration of others

Required Knowledge

 sustainability principles and tools

 history of sustainability

 impact of ecological, economic and social systems on sustainability

 behaviour change theories and models

 sustainable practice

 relevant legislation and policies

 models, theories and frameworks in relation to leading sustainable practice

 basic theory of human behaviour and perception

 safe work practices

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 in the elements and performance criteria is detailed below.

Leadership may refer to:  organisational leadership as best practice example

 individual as leader within: community corporation government not for profit

 social democracy

 role of leader vs manager

Sustainable practice may  actions and practices that consider environmental, social and

22135VIC Graduate Diploma in Sustainability 2014 17 refer to: economic factors and consequences in relation to: waste energy water

 organisation and/or workplace that actively recognises and responds to the interconnectedness and interdependence of their business within our world, including their impact on the community

 organisation and/or workplace that applies sustainability policies, environmental and social governance

Complex environments  working environment that experiences one or more of the may refer to: following: rapid and constant change in areas such as: objectives structure environment technologies regulations members cross functional teams cross cultural teams unforeseeable outcomes, futures continually changing operating environment

 social environment that experiences internal and external complexities, such as: diverse value and belief systems diverse cultures continual changes to leadership under – resourcing insecurity in areas such as: housing food safety

Effective methods may  leadership methods, such as: refer to: creative problem solving systems thinking visioning

22135VIC Graduate Diploma in Sustainability 2014 18 facilitation

 behaviour change methods

 transformative learning

 organisational change processes

 strategic planning

 goal setting

 stakeholder engagement

 risk management

 community consultation

 social inclusion

 social innovation

Theories, tools and  theories relevant to evaluating leading sustainable practice techniques may include:  tools and techniques relevant to the evaluation of sustainable practice, such as: benchmarking ecological footprinting social, environmental, economic indicators Human Development Index (HDI) Global Reporting Initiative (GRI) reporting corporate, sustainability reporting, triple bottom line reporting greenhouse gas emission reporting System of integrated Environmental Economic Accounting (SEEA)

 codes, practices and protocols, such as: quality and continuous improvement processes and standards quality assurance and procedure manuals relevant Australian Standards for quality and environment compliance environmental management systems, procedures and practices legal and ethical compliance codes of practice planning and approval processes mission statements strategic plans OH&S policies, procedures and programs general duty of care to stakeholders, contractors, customers and community

22135VIC Graduate Diploma in Sustainability 2014 19 application of the precautionary principle

Socially responsible  process of leading others towards sustainable practice leadership may refer to:  outcomes of leading others towards sustainable practice

 integration of environmental, social and economic considerations in decision making (triple bottom line)

 precautionary principle in planning and decision making

 stewardship and preservation of resources and environment

 equity within and between generations, inclusive of ecological justice as a key plank of consideration for global equity

 decision making that does not compromise future generations

Followership may refer to:  "leading up," "managing up," or "leading from the middle"

 range of leadership theories focused on being an effective leader and/or change agent from any position within an organisation or community

Models to grow social  models of group development and stakeholder engagement capital may refer to:  cooperative relationships between people that help to resolve common problems

 networks, social trust that facilitate coordination and cooperation towards mutual goals

 two way communication which encourages peaceful resolutions to conflict

 creating effective frameworks for cooperation and addressing social complexity

 developing trust and relationships with non-traditional partners and building bridges across diverse social groups

 building local capacity and empowerment in a non coercive manner

 effective and inclusive participation and engagement

Cross functional teams  teams, who are working towards a common goal, whose may refer to: membership comes from a range of functional areas. Teams can be: temporary permanent ad hoc within an organisation from a number of organisations representative of different levels of responsibility

Cross cultural teams may  teams whose membership represents a range of cultures. Culture

22135VIC Graduate Diploma in Sustainability 2014 20 refer to: may be identified by: ethnicity religion values age demographic interests life experience organisation

Local sustainable  an initiative that is: initiative may refer to: local; within town, region, state or territory within the context of sustainability not previously prepared and published as a case study

Innovative may refer to:  new and radical methods and thinking

 novel ideas

 new and useful things, events and methods

Team may include:  employees

 colleagues

 management staff

 project team

 clients

 members of the community

 community groups

 community leaders

 local, State and Federal government representatives

 technicians

 advisors

 experts

 industry professionals

 consultants

Specialist advice may  Guest speakers refer to:  Research specialists

 Desktop research of current and leading trends

 Experts in their field

22135VIC Graduate Diploma in Sustainability 2014 21 Leverage points may refer  levers, or places within a complex system, such as; to: organisation city economy ecosystem

 where a "small shift in one thing can produce big changes in everything" (Donella Meadows)

Benefits and impacts may  effectively influence and lead positive, sustainable change include:  individual and team commitment to sustainability

 level and breadth of impact

 lasting change

 extent of influence on others

Socially inclusive may  respect for divergent views, culture, ethnicity refer to:  promoting effective dialogue and encouraging collaboration with others

 working in teams to promote inclusion

Promote may refer to:  process of marketing a product, idea or concept

 conveying a unique message(s) to be communicated

 promotion via methods for communication such as; visual written audio

 promotion via mediums for communication such as; printed social networks storytelling digital

 promotion, marketing and communication with respect to ethical principles, social inclusion and accessibility, such as: awareness of diverse cultures/languages avoidance of ‘greenwash’ awareness of sustainability principles

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria,

22135VIC Graduate Diploma in Sustainability 2014 22 Required Skills and Knowledge, Range Statement and the Assessment Guidelines of this qualification.

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and evidence provide evidence of: required to demonstrate  Review of leadership methods, tools and techniques to evaluate competency in this unit leading sustainable practice

 Demonstrated ability to lead and enable participation of team and others in a local sustainability initiative

 Promotion and communication of sustainability initiative

 Knowledge of leadership and sustainability principles and tools

 Knowledge of relevant theories, methodologies and frameworks in relation to sustainable practice

Context of and specific Assessment must ensure: resources for assessment  Activities are related to a sustainability context Resources implications for assessment include:

 Access to suitable simulated or real workplace opportunities

Method of assessment A range of assessment methods should be used to assess practical skills and knowledge. These following assessment methods are appropriate for this unit:

 Presentation of case study or project report on a local sustainability initiative demonstrating leadership and innovation.

 Portfolio of research on theories, tools and techniques to evaluate leading sustainable practice

 Essays

 Literature reviews

 Practical exercises

 Observation

 Direct questioning

 Reflective observation

 Presentations

 Third party reports

Guidance information for  Holistic assessment with other units relevant to the industry assessment sector, workplace and job role is recommended.

22135VIC Graduate Diploma in Sustainability 2014 23 Unit 2: VU20512 Apply systems thinking to achieve effective outcomes

Unit Descriptor This unit describes the knowledge and skills required to apply systems thinking to complex problems in a resources constrained world, and work towards effective outcomes to resolve associated problems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit This unit supports the work of those in a range of sustainability related work including those working within a business, government or community environment to encourage resolutions to complex problems. This may include ways in which to address resource depletion and managing processes, people and systems in a resource constrained world.

Elements describe the Performance criteria describe the required performance needed to demonstrate essential outcomes of a unit achievement of the element. Where bold italicised text is used, further information is of competency detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide

1. Research the 1.1 Principles and tools for systems thinking are critiqued application and 1.2 Appropriate applications of systems thinking are reviewed outcomes of systems thinking 1.3 Difference between systems thinking and the traditional forms of analysis are illustrated 1.4 Beneficial outcomes of systems thinking are researched

2. Research the 2.1 Dynamics of complex systems are analysed using systems dynamics of thinking managing complex 2.2 Critical issues for development of organisational cultures and systems environments that facilitate optimal human functioning are investigated 2.3 Theoretical models of organisational sustainability are examined 2.4 Managing complexity in an organisation is researched

3. Analyse the major 3.1 Early indicators and drivers for change are researched impacts and 3.2 Complex systems relating to sustainability are analysed opportunities of a resource 3.3 Innovation and adaptation in complex competitive constrained world environments are examined 3.4 Resilience and adaptation to a resource constrained world are explored

22135VIC Graduate Diploma in Sustainability 2014 24 3.5 Major impacts and opportunities of a resource constrained world on business, industry and community are analysed

4. Evaluate the 4.1 Human behaviour and psychology in dealing with complex psychosocial impacts systems is analysed of a resource 4.2 Socio-economic impacts of a resource constrained world are constrained world evaluated 4.3 Adaptation and coping mechanisms of threats associated with climate change are evaluated 4.4 Social and psychological influences and responses to a resource constrained world are researched

5. Develop and apply 5.1 Essential elements for resolving complex problems are identified systems processes 5.2 System thinking and creative thinking is applied in the resolution for resolution of process for a particular complex problem complex problems 5.3 Known, differing views, and biases are mapped 5.4 Causal loop diagram is developed for the particular complex problem identified 5.5 Process relating to resolution of problem is documented and designed for selected stakeholders 5.6 Assumptions and reasoned predictions are evaluated with stakeholders

6. Communicate 6.1 Outcomes are communicated to selected stakeholders outcomes of 6.2 Feedback on communication is received and incorporated for resolution process effective outcomes 6.3 Opportunities to further communicate outcomes are evaluated and documented

Required Skills

 communication, leadership and organisational skills to work with a team or individually to discuss and debate sustainability principles and practice

 research and writing skills to document and write reports on sustainability and a resource constrained world

 communication skills to engage clients, colleagues, management and external stakeholders in benefits of sustainability

 critical thinking to evaluate systems, theories, models, principles and tools

22135VIC Graduate Diploma in Sustainability 2014 25  problem solving skills to determine resolution process and responses to a resource constrained world

 reflective skills to review outcomes of research, resolution processes and stakeholder evaluation

Required Knowledge

 systems thinking

 complex problem solving

 resolution process

 systems, models, theories and frameworks in relation to sustainability

RANGE STATEMENT

Systems thinking may  systems thinking as a way of understanding reality that emphasises refer to: relationships among a system's parts, rather than the parts themselves

 external, personal, interpersonal, and socio political issues components of the system

 unknowns, connections, dynamics of the system

Principles and tools may  causal loops include:  behaviour over time graphs

 stock and flow diagrams

 mind maps

 System Dynamics Modelling

Appropriate  policy analysis applications may  problem solving include:  behaviour change analysis

 impacts of infrastructure, health management, resource management

Complex systems may  business systems

22135VIC Graduate Diploma in Sustainability 2014 26 include:  near term impacts vs long term impacts

 community networks and associations

 teams or groups, such as: political groups committees boards

 natural systems

 interconnected systems with unpredictable outcomes, non-linear processes and indistinct boundaries such as in a resource constrained world

 complex systems that generate constant paradigm changes, disequilibrium, uncertainty, and ambiguity

Theoretical models may  models and processes which describe a particular theory or refer to: practice, such as: behaviour change models cost benefit models organisational change models lean practices

Resource constrained  a world in which resources, water, energy and other commodities world may refer to: are: re-used recycled sourced not from depletable resources but from renewable sources

Drivers may include:  shortage of rare earth elements

 regulations

 competitive advantage

 “licence to operate”

 scientific reports

 technological innovation

 climate change

 political decisions

Innovation and  innovation, such as: adaptation may refer to: change in thought process for engaging in an issue application of new inventions or discoveries

 adaptation, such as : process where a system or living organism evolves to accommodate

22135VIC Graduate Diploma in Sustainability 2014 27 change in its environment

Resilience and  ability to adapt to change and setbacks adaptation may refer to:  a resilient organisation/community, that is calm, energised, engaged, focused and purposeful

Psychosocial may refer  an individuals psychological development in and interaction with a to: social environment

Socio- economic may  of, relating to, or involving a combination of social and economic refer to: factors

Social and psychological  influences at the community level as well as at individual level influences may include:

Creative thinking may  exploring ideas refer to:  generating possibilities

 looking for a range of resolutions

Particular complex  a problem related to a sustainability issue, such as: problem may refer to: carbon neutrality, towards a low carbon organisation resource depletion issues cultural change for sustainability, eg. Solar Cities, Transition Towns

Known may refer to:  what is already known and understood by a group or individual

Causal Loop diagram  diagram that aids in visualising how interrelated variables affect may refer to: one another

 relationships between variables, represented by arrows, and labelled as positive or negative

Selected stakeholders  individuals or groups chosen and specifically selected for the may include: feedback process

Assumptions may refer  a proposition taken for granted or developed without due to: consideration

 a boundary condition or terms used to define or constrain a problem

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 of this qualification.

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and provide evidence of : evidence required to  Ability to apply systems thinking to complexity in sustainability and demonstrate sustainable practices in a resource and carbon constrained world competency in this unit  Developing processes for resolution of complex problems related to

22135VIC Graduate Diploma in Sustainability 2014 28 sustainability

 Ability to analyse human behaviour to respond to slow or long term problems

 Communicating complex ideas to relevant people

 Knowledge of sustainability, impacts and opportunities for business , community and industry operating in a resource constrained world

 Knowledge of principles and tools, relevant systems, theories and methodologies in relation to sustainability and managing complexity

Context of and specific Assessment must ensure: resources for  Activities are related to a sustainability context assessment Resources implications for assessment include:

 Evaluation of research project on application of systems thinking to resolve a complex problem for a resources constrained world

 Review of portfolio of research on systems, theories, models and tools in relation to sustainability

 Essays

 Observation

 Presentations

Guidance information  Holistic assessment with other units relevant to the industry sector, for assessment workplace and job role is recommended.

Unit 3: VU20515 Create policies, strategies and plans for a sustainable business

Unit Descriptor This unit describes the knowledge and skills required to develop high level strategies and documentation relevant to corporate sustainability. This unit will explore key drivers and inhibitors, both external and internal for corporate sustainability and will assist students to make a strong business case for a range of stakeholders, including managers, external consultants, boards,

22135VIC Graduate Diploma in Sustainability 2014 29 and owners to incorporate policies, strategies and plans for sustainability.

Application of the Unit This unit supports the work of managers and key stakeholders of a business, policy makers and those interested in creating a sustainable business. Typical practitioners include policy advisors, consultants, managers in corporations and small medium enterprises (SMEs), CSR managers, human resource managers and organisational change personnel.

1. Research sustainable 1.1 Sustainable business and its contribution to society is analysed business in the 1.2 Barriers to, and enablers for uptake of sustainable business in the corporate environment corporate and SME environment are identified 1.3 Frameworks, systems and processes critical for commercial activity are researched and documented

2. Evaluate current best 2.1 Leading corporate sustainability practices are examined practice in corporate 2.2 Models of whole of business integration of sustainability are sustainability analysed in relation to organisational requirements 2.3 Realistic opportunities for application of practices are evaluated in consultation with relevant stakeholders

3. Develop a business 3.1. Key elements of a business case are analysed case for sustainability 3.2. The importance of and tools for engaging the supply or value chain are identified 3.3. Relevant stakeholders are identified to drive business case for sustainability 3.4. Business and financial acumen are demonstrated through development of a customised return on investment (ROI) for a sustainable business 3.5. Voluntary and legal compliance issues are analysed and debated from perspectives of relevant stakeholders 3.6. Business case is prepared and documented

4. Establish dialogue with 4.1 Stakeholder motivations and strategies used to influence relevant stakeholders organisational change are explored

22135VIC Graduate Diploma in Sustainability 2014 30 4.2 Value of stakeholder engagement is explored and influences on establishment of effective dialogue and engagement are examined 4.3 Dialogue is established and stakeholders engaged to review business case and ROI

5. Design policies, 5.1 Strategic management processes are examined and opportunities strategies and plans for integration of sustainability policy, strategy and plans are for a sustainable debated business 5.2 Relevant sustainability indicators are determined and referenced in plans 5.3 Sustainability reporting criteria are identified and built into the monitoring and reporting procedures of plans 5.4 Policies, strategies and plans for a sustainable business are designed in consultation with relevant stakeholders 5.5 Effectiveness of sustainability policies, strategies and plans to contribute to sustainable business practice is evaluated using reflective practice

Required Skills

 ability to work with colleagues in a collaborative manner

 research and writing skills to document and write reports on sustainability and a carbon constrained world

 communication skills to engage clients, colleagues, management and external stakeholders in benefits of sustainability

 critical thinking to evaluate systems, theories, models, frameworks and own practice

 problem solving skills to determine recommendations and opportunity for lasting change

 reflective skills to review application of sustainability principles and tools to own practice

 environmental scanning and strategic planning skills to plot a future course of action

Required Knowledge

 systems thinking

 sustainable business

22135VIC Graduate Diploma in Sustainability 2014 31  design of policy, strategy and plans

 systems, models, theories and frameworks in relation to sustainability

RANGE STATEMENT

Sustainable business may  enterprise that has no negative impact on the global or local refer to: environment, community, society, or economy

 business that strives to meet the triple bottom line

 entities, such as: corporations small to medium enterprises (SMEs) social enterprise

 eco-entrepreneurship

 business operations, such as:

o risk management

o business practice

o policies and procedures

o strategy development

o economic factors

o business planning

 green and ethical procurement

Barriers to, and enablers  barriers within a business, such as: for may include: resistance to change value conflict social norms and human perception traditional approaches, views or attitudes that persist (persistent past) lack of time lack of resources

22135VIC Graduate Diploma in Sustainability 2014 32 lack of investment perceived irrelevance by staff and/or lack of understanding of sustainability principles and benefits limitations of staff expertise and awareness limitations of business drive and commitment competitive disadvantage economic cost lack of perceived financial and branding benefits

 barriers external to the business, such as: knowledge and understanding of external stakeholders and their perspectives lack of commitment from industry lack of legislative and regulatory support public perception inability to engage the supply chain perceived degree of complexity competitive pressures

 enablers within a business, such as: support of leaders licence from management improved regulatory compliance support of shareholders detailed consultation and dialogue process opportunities for abatement economic benefits competitive advantage understood quality of life and health benefits outcomes consistent with existing values, beliefs and business needs

 enablers external to the business, such as: sustainable industry practices supportive regulatory and reporting requirements supportive market access to research and development capabilities access to capital design and redesign capability (products and services) committed supply chain captain

22135VIC Graduate Diploma in Sustainability 2014 33 accessible new markets

Frameworks, systems and  relevant international, Federal, State and local regulations and processes may refer to: legislation, such as: National Greenhouse and Energy Reporting Act 2007 (NGER Act) Environment Protection and Biodiversity Conservation Act 1999 Building Energy Efficiency Disclosure Act 2010 Environment and Resource Efficiency Plans (Victoria) Energy Efficiencies Opportunity Act (2006) Corporations Act 2001, Section 169 (Director’s statement on environment) Trade Practices Act Section 52 – Green marketing and the trade Practises Act ASNZS/4360:2004 Risk Management ASX Principles of Good Corporate Governance

 industry standards and codes of practice

 national and international regulators, such as: National Environmental Protection Council (NEPM) Global Reporting Initiative (GRI)

 industry self-regulated processes

 organisational processes and systems, such as: goals, objectives, plans, policies and processes mission statements and strategic plans OH&S policies, procedures and programs general duty of care to clients and stakeholders quality and continuous improvement processes and standards quality assurance and procedure manuals environmental management systems, procedures and practices risk management CSR policy and values

Current best practice may  practice that meets or exceeds industry standards refer to:  practice that is showcased for industry awards and recognition

 practice that leads to long-term sustainability outcomes for preservation of resources, society and business viability

Practices may refer to:  corporate social responsibility, such as: contributing to development of local community public support and, or reputation

22135VIC Graduate Diploma in Sustainability 2014 34  corporate governance and corporate activities, such as:

o rules and procedures for management of a corporation, including board, shareholders and other stakeholders

o implementing sustainability reporting

o implementing incentives and performance measures

o performance and efficiency monitoring and reporting

 corporate philanthropy, such as:

o in-kind support to community initiatives

o donations and sponsorship

 partnerships with community and society

 low emission manufacturing

 cradle-to-cradle design

 incorporation of full life-cycle thinking and life-cycle analysis

 flexible and fair working hours and conditions

 business ethics

 behaviour change strategies

Models may refer to:  whole of business integration of sustainability, including: environmental social economic

 corporate governance structure, including: community and business partnerships philanthropic models corporate social responsibility

 low emission manufacturing

 cradle-to-cradle design

 incorporation of full life-cycle thinking and life-cycle analysis

Organisational  legislative and regulatory requirements may include:  financial acumen  shareholder expectations

 stakeholder engagement

 occupational health and safety

 product or service provision

 market requirements

 resource limitations

22135VIC Graduate Diploma in Sustainability 2014 35  access to technology and information

Realistic opportunities  policy, plan or action that can be implemented within the may refer to: business and considers criteria, such as: stakeholder support alignment with existing policy SMART objectives: specific measurable relevant accurate timed sufficient resources available

Relevant stakeholders  customers may refer to:  suppliers

 employees

 shareholders and owners

 management staff, such as: sustainability officer accountant, Chief Financial Officer Chief Executive Officer

 business leaders

 supervisors

 consultants

 experts

 technicians

 secondary stakeholders, such as: residents community groups and community leaders local, state and federal government industry bodies think-tanks, action and lobby groups future generations

Business case may  purpose or actions to be taken include:  proposed value

 economic benefits

22135VIC Graduate Diploma in Sustainability 2014 36  rationale for incorporation of sustainability principles

 identification of relevant personnel and resourcing

 risk assessment

 business planning

 operations

 market analysis

 Triple Bottom Line multi-criteria assessment

 Return on investment (ROI)

 non-financial indicators

 alignment with current actions and values

 cost benefit analysis

 business and strategy planning cycles

 relevant international, Federal, State and local regulations and legislation such as National Greenhouse and Energy Reporting Act 2007 (NGER Act) Environment Protection and Biodiversity Conservation Act 1999 Building Energy Efficiency Disclosure Act 2010 Environment and Resource Efficiency Plans (Victoria) Energy Efficiencies Opportunity Act (2006) Corporations Act 2001, Section 169 (Director’s statement on environment) Trade Practices Act Section 52 – Green marketing and the trade Practises Act ASNZS/4360:2004 Risk Management ASX Principles of Good Corporate Governance

Business and financial  business drivers and trends acumen may refer to:  business forecasting

 revenue and expenditure budgeting

 customer needs

 market analysis

22135VIC Graduate Diploma in Sustainability 2014 37 Return on Investment  performance measure used to evaluate the efficiency of (ROI) refers to: an investment or to compare the efficiency of a number of different investments.

 to calculate ROI, the benefit (return) of an investment is divided by the cost of the investment; the result is expressed as a percentage or a ratio. The return on investment formula:

 pay back period, or the length of time required to recover the cost of an investment calculated by

Effective dialogue may  two way communication which encourages honest, constructive refer to: member contributions

 creating effective frameworks for cooperation and addressing stakeholder complexity

 developing trust and relationships with non-traditional partners and building bridges across diverse stakeholder groups

 equality in participation

 facilitating collaboration

 building local capacity and empowerment in a non coercive manner

 effective and inclusive participation and engagement

Policies, strategies and  policies may include: plans may include: statement of business’ commitment to achieve sustainability objectives sustainability objectives, including social, economic and environmental sustainability indicators delegated responsibilities, monitoring and reporting procedures procedures or processes described

 strategies may include: goal-setting, such as: targets and milestones timeline strategic analysis, such as: SWOT and 5 Forces analysis

22135VIC Graduate Diploma in Sustainability 2014 38 systems thinking based strategies strategic foresight anticipatory innovation strategic planning, such as: strategies for behaviour change strategies for effective engagement strategies for incorporation of sustainability principles achieving goals and aspirations sustainability assessment

 plan to meet stated objectives, including: targets timetables budget accountable people

 review procedures

Sustainability indicators  economic, social, cultural and environmental may include:  national economic indices

 financial market indices for sustainability

 Global Reporting Initiative (GRI) sustainability reporting framework

 qualitative and quantitative data which should be specific measurable relevant accurate timed

 issues, such as: resource use human capital social capital respect for life equity, diversity and fairness continual improvement Sustainability reporting  public reporting such as: may refer to: current and projected legislative reporting requirements

22135VIC Graduate Diploma in Sustainability 2014 39 Global Reporting Initiative (GRI) sustainability reporting framework shareholder sustainability reporting including CSR industry standards reporting compliance

 internal reporting, such as: strategic plans qualitative and quantitative measures which should be: specific measurable relevant accurate timed

Reflective practice may  evaluation of own contribution , reflecting on what has been refer to: done as part of the learning process

 discussion with others such as mentors/teachers to evaluate own contribution

 centres around the idea of life-long learning, where a practitioner analyses experiences in order to learn from them

 self-assessment review that uses information from reflective practices and progress monitoring

EVIDENCE GUIDE

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and evidence provide evidence of: required to demonstrate  Researching and documenting the characteristics of a sustainable competency in this unit business including the barriers and enablers, frameworks, systems and processes

 Analysing the strategies, policies and plans of a sustainable business

 Evaluating current best practice opportunities in corporate sustainability

 Developing a business case for sustainability in consultation with stakeholders

 Designing a policy, strategy or plan for a sustainable business in consultation with stakeholders

 Communicating sustainable practice to relevant people

 Documented review of own practice for continuous improvement

 Knowledge of sustainable business and sustainability principles

22135VIC Graduate Diploma in Sustainability 2014 40 and tools

 Knowledge of relevant theories, methodologies and frameworks in relation to sustainable practice

Context of and specific Assessment must ensure: resources for assessment  Activities are related to a sustainable business context Resources implications for assessment include:

 Evaluation of research outcomes relating to sustainable business

 Review of best practice sustainable business practices

 Development of case studies

 Development of policy, plan and strategy development

 Observation

 Presentations

 Workplace projects

Unit 4: VU20516 Design a program for a more resilient community

Unit Descriptor This unit describes the knowledge and skills required to design a program for a resilient community. This unit will explore the complex relationships within communities and effective strategies to initiate a program to gain community participation; engage and lead resilient communities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit is

22135VIC Graduate Diploma in Sustainability 2014 41 included will assist in identifying employability skill requirements.

Application of the Unit This unit supports the work of leaders, policy makers and those interested in building and supporting sustainable communities. Typical practitioners include policy advisors, community development managers, urban planners, program managers in local government, Non Government Organisations (NGOs), indigenous communities and community organisations.

1. Research and analyse 1.1. Characteristics of resilient communities are researched resilient communities 1.2. Local and international examples of resilient communities are examined 1.3. Resilience in natural systems is explored and related to socially constructed communities 1.4. Community governance models are evaluated 1.5. Institutional models to support resilient communities are researched and analysed

2. Evaluate participation 2.1 Role of leadership within resilient communities is reviewed and in resilient evaluated communities 2.2 Programs and strategies to develop community participation are critiqued 2.3 Principles of community engagement are explored 2.4 Dynamics of individual participation in community engagement are analysed 2.5 Complex relationships between constituents within a community are identified and mapped

3. Initiate a program for 3.1 Stakeholders within a community are identified and mapped a more resilient 3.2 Principles of community engagement are applied to program community design to enable effective communication and inclusive outcomes 3.3 Dialogue is initiated with key stakeholders to design a program to support development of a more resilient community 3.4 Barriers to, and enablers for community engagement are debated and documented to inform program 3.5 Strategies to overcome barriers to engagement are developed for inclusion in program design

22135VIC Graduate Diploma in Sustainability 2014 42 4. Review and evaluate 4.1 Foresight practice and back casting tools are incorporated into program for a more design of program resilient community 4.2 Key performance indicators and evaluation methods are developed and incorporated into program 4.3 Program is reviewed in consultation with key stakeholders and feedback incorporated 4.4 Effectiveness of program to contribute to development of a resilient community is evaluated using reflective practice

Required Skills

 communication, leadership and organisational skills to work with a team and individuals to discuss and debate resilient communities

 research and writing skills to document and write reports on resilient communities

 communication skills to engage clients, colleagues, partners, management and external stakeholders in benefits of resilient communities

 critical thinking to evaluate theories, models, frameworks and own practice

 reflective skills to review the process of designing a program or plan to build a more resilient community

Required Knowledge

 behaviour change theory

 stakeholder engagement models and methods

 models, theories and frameworks in relation to sustainability

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and

22135VIC Graduate Diploma in Sustainability 2014 43 situations that may affect performance. Bold italicised wording in the elements and performance criteria is detailed below.

Communities may refer  small, medium and large communities to:  community of place or geographic location

 community of practice or similar interest

 community of affiliation or identity such as indigenous or religious organisation

 communities that flourish when challenged by issues, such as: impact of globalisation transformative change crisis, disaster or threat

Characteristics of resilient  adaptive, such as: communities may include: community can adapt positively to a change or crisis ability to modify behaviour modification of structure, techniques and technological solutions for the changing environment

 sustainable, such as: community makes long term economic, social and environmentally sustainable decisions

 responsive, such as: community’s ability to respond constructively to a change or threat and engage community members

 resistance, such as: high degree of disruption can be accommodated without the community undergoing long term change

 recovery, such as: community’s ability to bounce back to its pre-crisis state

 creativity, such as: community’s ability to build on learnings of a crisis or disaster community gaining an improved level of functioning and increased levels of resilience

 sense of place, such as: members of community have a sense of belonging within the community

 transformative, such as community’s ability to transform positively in response to change and crises

Natural systems may refer  collection of interacting and inter-related natural elements, such

22135VIC Graduate Diploma in Sustainability 2014 44 to: as: ecosystems atmosphere, biosphere, lithosphere, hydrosphere natural cycles, such as: carbon water phosphorus nitrogen

Socially constructed may  communities that are created by people and underpinning: refer to: values beliefs needs

 social norms

 social groupings

 behavioural expectations and cues

 perceived acceptable and non-acceptable attitudes, behaviours, values and beliefs

Community governance  customs may refer to:  collective identity

 policies

 laws

 processes

 local government

 formal and informal relationships

 governance with consideration for complex problems or “wicked issues” such as: access equity sustainable futures quality of life

Institutional models may  formal and informal interaction of private and, or public refer to: institutions, such as: government (Local, State, Federal) charity, religious organisations Non Government Organisations (NGOs)

22135VIC Graduate Diploma in Sustainability 2014 45 philanthropic foundations

 social economies, including: social entrepreneurship social investment social innovation

Leadership may refer to:  organisation as best practice example

 individual as leader within an organisation, such as: o community o corporation o government o not for profit

 social democracy

 facilitator of community engagement

Programs and strategies  community participation strategies may include:  behaviour change strategies

 multi partner programs

 community programs, such as: Travel Smart Sustainability Street Transition towns permaculture zero waste zero carbon Solar city Land care Land for Wildlife Climate Communities

Community engagement  consultation may refer to:  collaborative decision making

 communication

 education

 public participation

 participative democracy

 working in partnership

 social inclusion, such as:

22135VIC Graduate Diploma in Sustainability 2014 46 connecting groups and individuals to form social relationships formation of networks encouraging participation of disadvantaged and minority groups embracing differing socio-economic views

Constituents may refer to:  organisation or individual who identifies as a member of the community

 stakeholders, who may be internal or external, such as: residents government (local, State, Federal) international forums and networks corporations business groups employees not for profit, charity and non government organisation (NGO’s) education & learning providers registered organisation indigenous organisations local interest/lobby group support groups neighbourhoods religious organisations health services cultural associations community based organisation future generations

Program may include:  objectives

 key performance indicators, such as: social/cultural environmental financial

 stakeholder mapping and analysis

 needs analysis

 SWOT analysis

 community engagement process

22135VIC Graduate Diploma in Sustainability 2014 47  consultation process

 evaluation and review methods

Stakeholders may include:  residents

 government (local, State, Federal)

 international forums and networks

 corporations

 business groups

 employees

 not for profit, NGOs, charity

 education & learning providers

 registered organisation

 indigenous organisations

 local interest/lobby group

 support groups

 neighbourhoods

 religious organisations

 health services

 cultural associations

 community based organisation

 future generations

 agencies providing support services to disadvantaged community members

Barriers to, and enablers  barriers to engagement may include: for may include: resistance to change internal threats external threats lack access to relevant information lack access to resources and materials negative public perception cultural insensitivity traditional approaches, views or attitudes that persist (persistent past) lack of time for volunteers lack of investment or access to finance perceived irrelevance by stakeholders and/or lack of understanding of sustainability principles and benefits

22135VIC Graduate Diploma in Sustainability 2014 48 perceived high cost perceived negative community impact limitations of expertise and awareness lack of government interest / support

 enablers for engagement may include: support of community leaders detailed community consultation and dialogue process understood quality of life and health benefits outcomes consistent with existing values, beliefs and community needs need for planning, strategic, implementation skills in the community low cost to the community low ongoing community effort social entrepreneurship corporate community partnerships sharing of information and knowledge community communication tools, including; social networking, local media, events and partnerships

Foresight practice may  visioning refer to:  future modelling

 trend analysis

 scenario planning

 environmental scanning

Back casting may refer to:  analysis of alternative futures

 range of action plans or road maps towards a possible future

 strategies and processes towards a vision

 visioning a future and working backwards

 analysis of future policy and planning implications

Key performance  environmental indicators, such as: indicators may refer to: environmental performance environmental awareness environmental impact/ecological footprint resource efficiency, such as:

 water

 energy

22135VIC Graduate Diploma in Sustainability 2014 49  nitrogen

 phosphorus reduction in waste to landfill

 social indicators, such as: community engagement capacity building indicators, such as:

 change in local capacity

 increase in trust and social capital

 increase in resilience and ability to deal with change

 improvement in quality of life for community members

 increase in involvement and benefit for disadvantaged groups

 reduction in absenteeism and organisational injuries

 economic market analysis, such as: return on investment (ROI) shareholder dividends unemployment Gross Domestic Product (GDP) Consumer Price Index (CPI)

Evaluation methods may  stakeholder feedback , such as: include: verbal feedback and anecdotal comments written feedback via survey and evaluation forms direct feedback communicated through stakeholder actions

 action research strategies

 reflective practices comprising journals/ discussions, such as: progress towards goals staying motivated efficacy of strategies assessment of practicality of goals behaviour change organisational change

 forms or reports of feedback from learners, colleagues and/or support staff

 evaluation that allow for results to be reviewed against project goals, objectives, aspirations and benchmarks

22135VIC Graduate Diploma in Sustainability 2014 50  relevant evaluation that measures: environmental indicators social indicators economic indicators

EVIDENCE GUIDE

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and evidence provide evidence of: required to demonstrate  initiating a dialogue with community stakeholders to identify a competency in this unit program to support community resilience

 designing a program, incorporating stakeholder feedback, to support community resilience

 documented review of own practice for continuous improvement

 knowledge of characteristics of resilient communities and community governance models

 knowledge of community engagement principles, relevant programs and strategies and the role of the leader to support community resilience

Context of and specific Assessment must ensure: resources for assessment  activities are related to a sustainability context Resources implications for assessment include:

 access to suitable simulated or real workplace opportunities

Method of assessment A range of assessment methods should be used to assess practical skills and knowledge. These following assessment methods are appropriate for this unit :

 engage and report on community consultation process to develop a community sustainability program

 design in partnership with a community a program to build a more resilient community

22135VIC Graduate Diploma in Sustainability 2014 51  essays

 literature reviews

 practical exercises

 observation

 direct questioning

 presentations

 third party reports

 reflective observation

 student debate

 Potential linkage with Latrobe University Centre for Sustainable Communities.

Unit 5: VU20517 Design and facilitate processes for public sustainability policy development

Unit Descriptor This unit describes the knowledge and skills required to design and facilitate the collaborative process required to develop public sustainability policy. This unit will explore the history of public policy, current trends, impacts of policy and the way in which public policy is developed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit This unit supports the work of those in sustainability public policy development at all levels of government ie. Federal, State and local government.

Elements describe the Performance criteria describe the required performance needed to demonstrate essential outcomes of a unit achievement of the element. Where bold italicised text is used, further information is of competency detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide

1. Analyse public 1.1. History and evolution of public sustainability policy is analysed at policy history and the local, national and international level trends in relation to 1.2. Current trends in public sustainability policy are evaluated sustainability

22135VIC Graduate Diploma in Sustainability 2014 52 1.3. Public sustainability policy and how it interacts with business and community is examined 1.4. Public policy cycle in Australia at the Federal, State and local level is analysed 1.5. Range of models and theories which define how policy is made are evaluated

2. Evaluate public 2.1. Specific sustainability public policies are selected for analysis sustainability policy 2.2. Policies which demonstrate constructive and failed outcomes are processes evaluated 2.3. Consideration is given to the needs of differing audiences through consultative processes with business and community 2.4. Individuals and interested groups competing and collaborating to influence policymakers are examined 2.5. Policies are evaluated and recommendations documented, with regards for needs of a range of stakeholders

3. Design a process 3.1. A process for the development of public policy is designed based on for development of research undertaken public sustainability 3.2. Relevant stakeholders are identified and consulted on the design of policy policy development 3.3. Feedback from stakeholders is incorporated into the design process

4. Facilitate a process 4.1 Facilitation processes beneficial to development of public for development of sustainability policy are researched public sustainability 4.2 Different engagement processes (real and virtual) are evaluated policy for effectiveness 4.3 The facilitation process is undertaken and outcomes are documented

5. Establish principles 5.1 Impact of policy, frameworks and targets on government for monitoring and jurisdictions are examined evaluating 5.2 Key success factors in policy design and execution are identified processes and documented 5.3 Social, economic and environmental outcomes of public sustainability policy are evaluated 5.4 Principles for communication and evaluation plans are established

Required Skills

 facilitation skills aligning with principle of education for sustainability

 communication skills to engage stakeholders in public sustainability policy development

22135VIC Graduate Diploma in Sustainability 2014 53  analytical and problem solving skills to research and evaluate relevant theories and models

 research and writing skills to document policy development process

 critical thinking to evaluate theories, models, frameworks and targets related to policy

 problem solving skills to determine social, economic and environmental outcomes of policy

Required Knowledge

 public policy at the local, national and international level

 impact of policy on business and community

 models, theories and frameworks in relation to sustainability

RANGE STATEMENT

Public sustainability  international public policy, Australian Federal Government policy, policy may include: state government policy and local government policy

 examples could include: Our Environment, Our Future Victoria’s Environmental Sustainability Framework National Ecological Sustainability Strategy Environment and Resource Efficiency Plans (EREPs) State Environment Protection Policy (Air Quality Management) (SEPP(AQM)) and the incorporated Protocol for Environmental Management (Greenhouse gas emissions and energy efficiency in industry) (the PEM) Emissions Trading Scheme National Greenhouse and Energy Reporting Act (NGER Act) Environment Protection and Biodiversity Conservation Act 1999

Public policy cycle  main elements of public policy making: may refer to:

22135VIC Graduate Diploma in Sustainability 2014 54 o timing

o problem framing

o policy framing

o options and instrument choice

o implementation

o monitoring and evaluation

Models and theories  the following processes, such as: may include: problems defining objective development generating alternatives assessing effectiveness evaluating, comparing, and ranking the alternatives

 theories, such as: economic analysis demographic analysis deductive theory inductive theory - which begins with the facts, then examines the more general, and finally returns to the facts

Differing audiences  business may include:  community

 educational institutes

 government

Relevant  business (small, medium and large) stakeholders may  residents include:  government (local, State, Federal)

 international forums and networks

 non government organisation (NGO’s)

 corporations

 employees

 not for profit/charity

 education & learning providers

 registered organisation

 indigenous organisations

 local interest/lobby group

 support groups

22135VIC Graduate Diploma in Sustainability 2014 55  neighbourhoods

 religious organisations

 health services

 cultural associations

 community based organisation

 future generations

 agencies providing support services to disadvantaged community members

Facilitation  facilitation based on principles of Education for Sustainability (EfS) processes may refer Transformation and change to: Education for all and lifelong learning Systems thinking Envisioning a better future Critical thinking and reflection Participation Partnerships for change

Government  Government departments and agencies, such as: jurisdictions may o Environment Protection Authority (EPA) include: o Electoral commissions

o those with whole of government involvement

o Tax Office

o Centrelink

Outcomes may  impact on communities include:  economic outcomes of policy decisions

 “perverse incentives” such as

o Fringe Benefit Taxes for company cars

 environmental impacts

 impact on planning, local government, State Government

 regulatory outcomes

EVIDENCE GUIDE

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and provide evidence of: evidence required to  Knowledge of public sustainability policy demonstrate

22135VIC Graduate Diploma in Sustainability 2014 56 competency in this  Knowledge of policy development processes unit  Knowledge of stakeholder engagement

 Facilitation skills to enable stakeholder engagement

 Development of public sustainability policy

 Analysing public sustainability policy through a consultative process

 Researching current trends in public sustainability policy

Context of and Assessment must ensure: specific resources for  Activities are related to a sustainability context assessment Resources implications for assessment include:

Method of A range of assessment methods should be used to assess practical skills assessment and knowledge. These following assessment methods are appropriate for this unit:

 Analysis and documentation of public policy development

 Evaluation of at least three policies

 Evaluation of research project on application of sustainability principles and tools

 Review of portfolio of research on theories, models and frameworks in relation to sustainable practice

 Essays

 Observation

 Presentations

Guidance information  Holistic assessment with other units relevant to the industry sector, for assessment workplace and job role is recommended.

Unit 6: VU20518 Design a strategy for a sustainable city or town

Unit Descriptor This unit describes the knowledge and skills required to design a strategy for more sustainable towns and cities. This unit will explore the economic, social and environmental dimensions of urban sustainability through issues such as transport, housing, urban development, population, water and energy consumption, waste disposal, and explores their outcomes in terms of social justice, economic and cultural division, governance, and community and institutional sustainability. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of

22135VIC Graduate Diploma in Sustainability 2014 57 publication.

Application of the Unit This unit supports people working in sustainable urban design, local government, planning and policy for sustainable cities and towns.

1. Research critical 1.1 Influences on urban governance and sustainable development elements of a are researched sustainable city or 1.2 Capacity of cities and towns to adapt to change is analysed town 1.3 Critical elements of sustainable cities are reviewed and critiqued

2. Analyse the most 2.1 Migration trends to cities and towns are examined relevant sustainability 2.2 History of urbanisation and development of cities is researched issues for cities or towns 2.3 Impacts of urbanisation on cities are analysed 2.4 Major sustainability challenges and opportunities for cities and towns are analysed

3. Design a specific 3.1 Sustainability issue is chosen and related challenges and sustainability strategy opportunities are documented to promote positive 3.2 Strategies and principles for sustainable cities and towns are change for a city or researched and evaluated town 3.3 Strategy to promote positive change for chosen sustainability issue for local city or town is drafted 3.4 Benefits and limitations of strategy are discussed with relevant stakeholders and feedback incorporated to inform future practice 3.5 Role of relevant stakeholders is evaluated and mapped to chosen sustainability issue 3.6 Legal and statutory requirements and codes of practice which affect planning processes are evaluated 3.7 Effectiveness of strategy to address city or town’s sustainability issue is evaluated using reflective practice

22135VIC Graduate Diploma in Sustainability 2014 58 REQUIRED SKILLS AND KNOWLEDGE

Required Skills

 analytical and problem solving skills to research and evaluate relevant issues, principles and strategies

 research and writing skills to document and write reports on sustainable practice

 communication skills to engage clients, colleagues, management and external stakeholders in benefits of sustainable practice

 critical thinking to evaluate strategies, theories, models, frameworks and own practice

 reflective skills to review effectiveness of strategy, application of sustainability principles and own practice

Required Knowledge

 sustainability issues for cities and towns

 infrastructure

 history of urbanisation and sustainability

 principles and strategies in relation to sustainability

RANGE STATEMENT

Critical elements may  sustainable growth and related elements, such as: refer to: sustainable production and consumption

 population

 biodiversity management

 renewable energy

 economics

 transparency of government

22135VIC Graduate Diploma in Sustainability 2014 59  social justice

 infrastructure services, such as: water services waste management energy supply sewerage transport

 green spaces

 social inclusion, networking and governance

 social capital

Sustainable city or town  shires may include:  towns

 cities

 suburbs

 regions

Influences on urban  capacity for community to respond in areas, such as: governance may refer to: accountability transparency participation in rules and regulations conflict resolution provide equity work in partnerships provide social justice care for the environment

 mandatory and voluntary participation, such as; ICLEI (Local Governments for Sustainability) Cities for Climate Protection (CCP) Solar cities programme UN Good Urban Governance Index

Sustainability issues may  demographic shifts, such as: include: populations regional communities cities and towns

 climate change and resource scarcity issues, such as: water

22135VIC Graduate Diploma in Sustainability 2014 60 energy waste

 resilience

 migration

 health

 transport

 issues of suburban/town living, such as: liveability crime and corruption poverty

 planning

 city and domestic architecture

Urbanisation may refer  the outward expansion of cities to:  shift of people from rural to urban environments

 industrialisation

 modernisation

Impacts may include:  heat island effects

 reduced moisture

 modified urban waterways

 biodiversity loss

 poor air quality

 heat related illnesses

 social isolation

 transport congestion

 ecological footprint

 related issues resulting from urbanisation

 infrastructure constraints

 community fragmentation

 rising sea levels

Sustainability strategy  sustainability documentation, relevant to a city or town, such as: may refer to: carbon management strategy waste management plan sustainable transport plan water management plan community energy strategy

22135VIC Graduate Diploma in Sustainability 2014 61 sustainable building strategy economic strategies community engagement strategies local government strategies

Strategies and principles  city or town’s sustainability documentation, such as: may include frameworks models plans policies programmes strategies, such as; carbon management strategies

 sustainability principles, may include; resilience diversity adaptation good urban planning empowering people cultural change

Benefits and limitations  benefits, such as: may refer to: support of leaders support of stakeholders detailed consultation and dialogue process opportunities for abatement economic benefits social benefits environmental benefits cultural benefits, such as: understood quality of life and health benefits outcomes consistent with existing values, beliefs and city or town needs sustainable practice supportive regulatory and reporting requirements

 limitations, such as: resistance to change

22135VIC Graduate Diploma in Sustainability 2014 62 value conflict social norms and human perception traditional approaches, views or attitudes that persist (persistent past) lack of time lack of resources lack of investment perceived irrelevance by stakeholders and/or lack of understanding of sustainability principles and benefits limitations of personnel expertise and awareness lack of commitment from stakeholders lack of legislative and regulatory support public perception

Relevant stakeholders  business groups may include:  local government

 employees

 colleagues

 employers

 project teams

 clients

 members of the community

 community groups

 community leaders

 State and Federal government representatives

 urban planners

 advisors

 industry professionals

 consultants

 transport service providers

Legal and statutory may  Entities, such as: include: o Consumer Affairs

o Building Commission

 Commonwealth Place (Administration of Laws) Act 1970 (Vic) and subject to Commonwealth Places (Application of Laws) Act 1970 (Cth)

 Local Government Act 1989

22135VIC Graduate Diploma in Sustainability 2014 63  Planning and Environment (Planning Schemes) Act 1996

Codes of practice may  Australian Building Codes Board (ABCB) include:  Building Act and Regulations

 Australian Government's National Code of Practice for the Construction Industry 1997 (the Code)

 Australian Government Implementation Guidelines for the National Code of Practice for the Construction Industry (the Guidelines)

EVIDENCE GUIDE

Critical aspects for A person who demonstrates competency in this unit must be able to assessment and evidence provide evidence of : required to demonstrate  Demonstrated ability to design a specific sustainability strategy competency in this unit  Ability to contextualise the strategy to a relevant city or town

 Knowledge of issues relating to population growth, sustainable growth, sustainable transport options, renewable resources, public health and climate change

 Communicating sustainable practice to relevant people

 Demonstrate an expert command of wide ranging highly specialised skills in research and analyses of complex issues

 Documented review of relevant research outcomes

 Knowledge of sustainability principles and tools

 Knowledge of strategies and principles for sustainable cities or towns

Context of and specific Assessment must ensure: resources for assessment  Activities are related to a sustainability context Resources implications for assessment include:

Method of assessment A range of assessment methods should be used to assess practical

22135VIC Graduate Diploma in Sustainability 2014 64 skills and knowledge. These following assessment methods are appropriate for this unit:

 Evaluation and design of a specific strategy to promote an element of sustainability in a local city or town

 Review of portfolio of research on issues relating to sustainable cities and towns

 Essays

 Observation

 Presentations

22135VIC Graduate Diploma in Sustainability 2014 65 21.Appendices Appendix I: Employability Skills Summary Appendix 2: Steering Committee details Appendix 3: Recommended References Appendix 4: Course content developed by the Steering Committee Appendix 5: Letters of Support from industry

22135VIC Graduate Diploma in Sustainability 2014 66 Appendix 1: Employability skills summary

Appendix 1: Employability skills summary

Qualification Code: Qualification Title: The following table contains a summary of the employability skills required for a Sustainable Energy and Resource Efficiency Technologies practitioner. The Employability Skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability Skill Industry/enterprise requirements for this qualification include the following facets:  negotiating solutions to new and emerging sustainability issues Communication that contributes to productive and  utilising excellent interpersonal skills to research, evaluate and concepts of sustainability harmonious relations across  utilising advanced facilitation skills to present plans and reports to stakeholders employees and customers  liaising, listening and consulting with colleagues, management and stakeholders to encourage participation, and clarify and evaluate issues  discussing and negotiating with stakeholders on matters relating to sustainability issues and practice  developing processes, strategies and writing reports to specifications  discussing and negotiating with stakeholders when preparing a wide range of reports, project briefs, visual presentations and charts to document project progress, targets, milestones and outcomes  demonstrating high-level leadership and consultation processes with team and stakeholders to foster innovative Teamwork that contributes to productive working work practices relationships and outcomes  designing evaluation and feedback from stakeholder consultation  leading and motivating others to gather information, prepare plans, and strategies  working co-operatively in planning and contributing to performance, objectives and operations  seeking expertise from relevant people as nominated or required  working co-operatively with people from different ages, gender, social, ethnic, religious and cultural backgrounds, and physical and intellectual ability  analysing and selecting information for relevance and accuracy Problem solving that contributes to productive  high-level research to provide innovative sustainability solutions in a range of contexts outcomes  identifying individual and group challenges for plans and projects  designing policies, strategies and plans for sustainability initiatives

22135VIC Graduate Diploma in Sustainability 2014 67 Appendix 1: Employability skills summary

Employability Skill Industry/enterprise requirements for this qualification include the following facets:  selecting from a range problem solving and decision making strategies  sourcing relevant people to provide consultative assistance and specialised information where required Initiative and enterprise  leading a local sustainability initiative that contribute to innovative  applying creative approaches to sustainability initiatives and issues outcomes  developing and applying new approaches and solutions to sustainability issues and issues of a carbon constrained world  reviewing evaluation processes to inform future  participating in industry sector, business and community networks  providing mentoring and leadership in sustainability programs and projects  applying learning to innovative and responsive approaches to sustainability issues  applying learning and reflexive practice to develop improved processes  designing strategies and reports to effectively present information  identifying trends in the industry Planning and organising  developing profile of current and emerging sustainable practice that contribute to long and  reviewing principle barriers and enablers for application of sustainability principles and tools short-term strategic planning  selecting and reviewing current and emerging national and international best practice  consulting with stakeholders and others on developing and managing a range of plan and projects  contributing to managing project completion through time management, setting priorities, timelines, targets and milestones for self and with others  maintaining information systems, records, and reporting procedures  contributing to continuous improvement and team and organisational planning processes  evaluating the relevance, reliability and authority of information

 developing and planning own work within task requirements Self-management that contributes to employee  selecting and prioritising projects within scope of one's role satisfaction and growth  evaluating and monitoring own performance  identifying and acting on professional development opportunities  working within organisational policies, procedures, and legislative requirements  utilising reflective practice and actively seeking feedback on own performance from clients and colleagues

68 22135VIC Graduate Diploma in Sustainability 2014 Appendix 1: Employability skills summary

Employability Skill Industry/enterprise requirements for this qualification include the following facets:  developing and maintaining personal competence in related sustainability knowledge and skills such as: Learning that contributes to ongoing improvement and  new and emerging sustainability principles, theories and practices expansion in employee and  relevant industry sector regulatory, quality frameworks and policies company operations and  leading, establishing, implementing and managing systems and opportunities for ongoing professional development outcomes and training of self and others  passing on to higher authority, lessons learned from implementation of sustainability projects  maintaining knowledge of current and emerging sustainability related technologies, tools and practices  participating in industry networks relevant to sustainable practice, to obtain and maintain personal knowledge and skills  participating in coaching and mentoring activities to support change  applying technology to enhance sustainability programs, projects and implementation processes Technology that contributes to the effective carrying out of  using a range of software including sustainability specific programs and databases to analyse and present tasks information  using e-learning technology to assist the development of learner based change programs  applying OH&S technology and learning about ergonomics to using technology safely  using technology to achieve improvements in sustainability program/project outcomes

22135VIC Graduate Diploma in Sustainability 2014 69 Appendix 2: Steering Committee Details

Appendix 2: Steering Committee details

Name Role in relation to Relevant skills and experience Steering Committee

Jon Ward Manager Environmental Policy, Experienced sustainability (Chair) Corporate Affairs, Strategy & manager and practitioner. Environment, Toyota Motor Corporation Steering Committee 155 Bertie Street, Port Melbourne, Vic representative for 3207 accreditation of several sustainability qualifications [email protected] Tel: 03 9647 4616

Trevor Lange Curriculum Maintenance Manager - Curriculum Maintenance General Manufacturing Cluster, Chisholm Manager - General PO Box 684, Dandenong Vic 3175 Manufacturing [email protected] Experienced in accreditation and curriculum matters Tel: 03 9238 8448

Peter Hansford Senior Policy Adviser, Climate Change, Current student of ‘Graduate Department of Industry Innovation and Certificate in Sustainability’ Regional Development and Steering Committee PO Box 266, Melbourne, VIC, 3001 member of Steering Committee for re- [email protected] accreditation of Voc Grad Tel: 0417 050 939 Cert Sustainability Sustainability and climate change policy expert

Greg Ryan Manager Environment and Technology, Experienced environmental South East Water Ltd manager and water industry 20 Corporate Drive, Heatherton Vic 3202 expert [email protected] Tel: 03 9552 3548

Alex Fearnside CEO, Yarra Energy Foundation Senior sustainability advisor PO Box 527 Carlton North Vic 3054 and former Team Leader Sustainability, City of [email protected] Melbourne Tel: 0434 990 108

Sarah Lowe Private Consultant Experienced business manager and consultant in 141 Wells Pad, Blackmans Bay, Tas 7052 design, permaculture, [email protected] behaviour change, strategic planning etc. Graduate of Tel: 0362297501 Grad Cert Sustainability

22135VIC Graduate Diploma in Sustainability 2014 70 Name Role in relation to Relevant skills and experience Steering Committee

Julie Baker Change Manager, Property and Facility management industry Infrastructure, Programmed Facility expert and graduate of Grad Management Cert Sustainability Level 15, 150 Lonsdale Street, Melbourne Vic 3000 [email protected] Tel: 03 9697 0000

In Attendance:

Leonie Pearson Sustainability Lecturer, Faculty of Life and Experienced sustainability Social Sciences facilitator and researcher [email protected] Tel: 03 9214 8418

Fiona McDonald Curriculum writer Experienced sustainability 25 Bridge St Northcote Vic 3070 facilitator; RTO Manager, resource developer and [email protected] curriculum writer. Tel: 0417 489 198

Kathryn Donnelly Curriculum writer for Voc Grad Cert Sust Experienced Course Team Leader: Educational Programs, Coordinator of (Voc)Graduate National Centre for Sustainability, Certificate in Sustainability Swinburne Experienced writer and Mail W91, 369 Stud Rd, Wantirna Vic researcher 3152 [email protected] Tel: 03 9210 1923

Linda Condon Curriculum writer for Voc Grad Cert Sust Experienced sustainability Senior Advisor, National Centre for facilitator. Member of Sustainability, Swinburne accreditation steering committee for several [email protected] sustainability qualifications Tel: 03 9214 5338 and experienced curriculum writer.

22135VIC Graduate Diploma in Sustainability 2014 71 Appendix 2: Steering Committee Details

22135VIC Graduate Diploma in Sustainability 2014 72 Appendix 3 Recommended references

Appendix 3: Recommended references General references: 1. Reference http://www.naturaledgeproject.net/ - The Natural Edge Project (TNEP) is a collaborative partnership for education, research and policy development on innovation for sustainable development. TNEP's mission is to contribute to and succinctly communicate leading research, case studies, tools and strategies for achieving sustainable development across government, business and civil society. 2. Breen J.P., “Small and medium tourism enterprises : the identification of good practice.” Cooperative Research Centre for Sustainable Tourism (Australia)Gold Coast, Qld. : Sustainable Tourism CRC 2005 3. Blewitt J., Understanding sustainable development London ; Sterling, Va. : Earthscan 2008 4. Seyfang G. “The New Economics of Sustainable Consumption Seeds of Change” New York : Palgrave Macmillan 2008 5. Verbeek P. and Slob A. F. L., “User behavior and technology development : shaping sustainable relations between consumers and technologies” Dordrecht : Springer 2006 Sustainable cities 1 Cooper R; Evans G ; Boyko C “Designing sustainable cities” Publisher: Oxford : Wiley- Blackwell 2009, Topic: Urban ecology (Sociology) ; City planning ISBN/ISSN: ISBN9781405179157 (hbk.);ISBN1405179155 (hbk.) 2 Gaines J and Jäger S “Albert Speer & Partner : a manifesto for sustainable cities : think local, act global” Publisher: Munich ; New York : Prestel Creation Date: 2009 3 Knox P. L. and Mayer H. “Small town sustainability : economic, social, and environmental innovation” Basel : Birkhäuser ; 2009 4 Newton, Peter W “Beyond greenfields and brownfields: the challenge of regenerating Australia's greyfield suburbs”. Built Environment, Vol. 36, no. 1 (Mar 2010) Alexandrine Press 5 Newman P and Jennings I “Cities as sustainable ecosystems : principles and practices” Publisher: Washington, DC : Island Press 2008 6 Riddell R., “Sustainable urban planning : tipping the balance” Malden, Mass. : Blackwell 2004 Leadership 1. Doppelt B., “Leading change toward sustainability : a change-management guide for business, government and civil society” Publisher: Sheffield, UK : Greenleaf Publishing : 2003 2. Fisher D. C., ‘Corporate sustainability planning assessment guide : a comprehensive organizational assessment’ Milwaukee, Wis. : ASQ Quality Press 2010 3. Nelson J., Zollinger P. and Singh A. “The power to change : mobilising board leadership to deliver sustainable value to markets and society” International Business Leaders Forum.; SustainAbility Limited, London : International Business Leaders Forum, 2001 4. Parkin s., “Positive deviant : sustainability leadership in a perverse world” publisher: London Earthscan creation date:2010

22135VIC Graduate Diploma in Sustainability 2014 73 Appendix 3: Recommended References 5. Visser W.,’ Landmarks for sustainability: events and initiatives that have changed our world’ University of Cambridge Programme for Sustainability Leadership. Sheffield, UK : Greenleaf 2009 6. Werbach A., ‘Strategy for sustainability a business manifesto’ Publishers Boston, Mass. : Harvard Business Press 2009 Public policy 1. Fenna A., “Australian public policy” 2nd ed.. Frenchs Forest, N.S.W. : Pearson Education Australia 2004 2. Professor Knoepfel P., Dr Larrue C. and Dr Varone ., “Public Policy Analysis” Bristol : The Policy Press 2007 3. Maddison S. and Denniss R., “An introduction to Australian public policy : theory and practice” Port Melbourne, Vic. : Cambridge University Press 2009 4. Marsh I., “Economic globalisation, MNCs and Australian public policy” Australian Graduate School of Management, Kensington, N.S.W. : Australian Graduate School of Management, University of New South Wales 1997 5. Pitty R. and Leach M., “Australian nationalism and internationalism The politics of Australian society: political issues for the new century” / Paul Boreham, Geoffrey Stokes and Richard Hall (eds.), 2nd ed., pp. 93-108 Pearson Education Australia 2004 6. Wanna J., “Critical reflections on Australian public policy : selected essays” Acton, A.C.T. : ANU E Press 2009 Business planning 1. Bichard E. and Cooper C., “Positively responsible how business can save the planet” 1st ed.. Amsterdam ; Boston : Elsevier ; Oxford, U.K. ; Burlington, Mass. : Butterworth- Heinemann 2008 2. Javier Carrillo-Hermosilla Pablo del Río González and Totti Könnöla, “Eco-innovation : when sustainability and competitiveness shake hands” Basingstoke, UK ; New York : Palgrave Macmillan 2009 3. Darcy E. Hitchcock and Marsha L Willard “The step-by-step guide to sustainability planning : how to create and implement sustainability plans in any business or organization” London ; Sterling, Va. : Earthscan 2008 4. Dunphy D.C., Griffiths A. and Benn S., “Organizational change for corporate sustainability: a guide for leaders and change agents of the future” 2nd ed.. London : Routledge 2007 5. Estes J., “Smart green how to implement sustainable business practices in any industry, and make money” Hoboken, N.J. : John Wiley & Sons 2009 6. Werbach A., ‘Strategy for sustainability a business manifesto’ Publishers Boston, Mass. : Harvard Business Press 2009 Resilient Communities 1. Arthurson, K., “Creating inclusive communities through balancing social mix: a critical relationship or tenuous link?” Urban Policy and Research, Vol. 20, no. 3 (September 2002), p. 245-261 Routledge 2002 2. Birkmann J., “Measuring vulnerability to natural hazards : towards disaster resilient societies” Tokyo ; New York : United Nations University 2006

22135VIC Graduate Diploma in Sustainability 2014 74 Appendix 3 Recommended references 3. Holling C. S and Gunderson L. H., “Panarchy : understanding transformations in human and natural systems” Washington, D.C. ; London : Island Press c2002 4. Soskolne C. L. and Lanham L. W., “Sustaining life on earth : environmental and human health through global governance”: Lexington c2008 5. Stone W. and Hughes J., “Understanding community strengths Family Matters”, Vol. 61 (2002), p. 62–67 Australian Institute of Family Studies 2002 6. DVD/ Video “Start strong and, Grow strong Rural” Health Education Foundation (Australia) Phillip, ACT : Rural Health Education Foundation c2006 Systems Thinking 1. Boardman J. and Sauser B., “Systems thinking : coping with 21st century problems” Boca Raton : Taylor & Francis 2008 2. Eisner H “Managing Complex Systems : Thinking Outside the Box” Corporation Hoboken : John Wiley & Sons, Inc. 2005 3. Gharajedaghi J., “Systems thinking : managing chaos and complexity : a platform for designing business architecture” Boston ; Oxford : Butterworth-Heinemann 1999 4. Haines S. G., “The complete guide to systems thinking and learning” 1st ed.. Amherst, Mass : HRD Press c2000 5. Midgley G., “Systems thinking” London : Sage c2003 6. Stacey R.D., Griffin D. and Shaw P. “Complexity and Management Fad or Radical Challenge to Systems Thinking?” London : Routledge 2000 7. O'Connor J. and McDermott I., “The art of systems thinking : essential skills for creativity and problem solving” London : Thorsons 1997 8. Lakoff, G, and Johnson, M. “Metaphors We Live By” University of Chicago Press, Chicago 2003 9. Fisher, F. “Response Ability: Environment, Health and Everyday Transcendence” Vista Publications, Melbourne 2006

Websites ABC Radio National http://www.abc.net.au/rn Alternative Technology Association http://www.ata.org.au/ Australian Bureau of Meteorology http://www.bom.gov.au/climate/change/ Australian Government Information (National Library of Australia) http://www.nla.gov.au/oz/gov Australian Bureau of Statistics http://www.abs.gov.au/ Australian Conservation Foundation http://www.acfonline.org.au/ Australian Government (Natural Resource Management) http://www.nrm.gov.au/ Australian Greenhouse Office http://www.greenhouse.gov.au/index.html Australian Local Government Association

22135VIC Graduate Diploma in Sustainability 2014 75 Appendix 3: Recommended References http://www.alga.asn.au/ Australia State of the Environment http://www.environment.gov.au/soe/ British Design Council Website http://www.designcouncil.org.uk/ Business Council of Australia http://www.bca.com.au/ Centre for Design RMIT http://www.cfd.rmit.edu.au/ Centre for Sustainable design UK http://www.cfsd.org.uk/ Department of the Environment, Water, Heritage and the Arts http://www.environment.gov.au/ Department of Infrastructure, Transport, Regional Development and Local Government http://www.infrastructure.gov.au/ Design Institute of Australia Website http://www.dia.org.au/ Design Green Project http://www.designgreenproject.org/ Environment Online http://environment.org.au/ Environmental Defenders’ Offices http://www.edo.org.au/ Environment Victoria http://www.environmentvictoria.org.au/ EPA Victoria http://www.epa.vic.gov.au/ Essential Services Commission http://www.esc.vic.gov.au Friends of the Earth Australia http://www.foe.org.au/ Garnaut Climate Change Report 2008 http://www.garnautreview.org.au/ Greening Australia http://www.greeningaustralia.org.au/ Indigenous Land Corporation http://www.ilc.gov.au/ Intergovernmental Panel on Climate Change http://www.ipcc.ch/ Landcare Australia http://www.landcareaustralia.com.au/ Moreland Energy Foundation http://www.mefl.com.au/ Municipal Association of Victoria http://www.mav.asn.au/ Murray-Darling Basin Commission http://www.mdbc.gov.au/ Office of the Renewable Energy Regulator http://www.orer.gov.au/ Productivity Commission

22135VIC Graduate Diploma in Sustainability 2014 76 Appendix 3 Recommended references http://www.pc.gov.au Product Stewardship Council Australia http://www.productstewardship.asn.au/ Sustainable Living Foundation http://www.slf.org.au/ Sustainability Victoria http://www.sustainability.vic.gov.au United Nations http://www.un.org/ The Wilderness Society http://www.wilderness.org.au/ Victorian Catchment Management Council http://www.vcmc.vic.gov.au/ Victorian Department of Primary Industries http://www.dpi.vic.gov.au/dpi/ Victorian Department of Sustainability & Environment http://www.dse.vic.gov.au/dse/ World Resources Institute http://earthtrends.wri.org/ World Wide Fund for Nature (Australia) http://www.wwf.org.au/ Periodicals Arena journal Arena magazine Australian Environment Review Australasian Journal of Environmental Management Australasian Journal of Environmental Education Australian Journal of Experimental Agriculture Australian Landcare Bulletin of Science, Technology and Society Conservation Biology Ecological Management and Restoration Ecology and Society (formerly Conservation Ecology) [online] http://www.ecologyandsociety.org/ Ecos Eingana Environmental Planning and Law Journal Environmental Science and Policy Futures International Journal of Sustainable Development and World Ecology Journal of Environmental Planning and Management ReNew Restoration Ecology System Practice and Action Research Technology Review Audio-visual A Crude Awakening, the Oil Crash http://www.oilcrashmovie.com/ A Million Acres A Year – Film Australia

22135VIC Graduate Diploma in Sustainability 2014 77 Appendix 3: Recommended References http://www.filmaust.com.au/programs/teachers_notes/8601millionacres.pdf An Inconvenient Truth http://www.aninconvenienttruth.com.au/truth/ Crude: the Incredible Story of Oil – ABC TV http://www.abc.net.au/science/crude/ Four Corners: Water Pressure – ABC TV http://www.abc.net.au/4corners/water/default.htm Four Corners: Sold Down the River – ABC TV http://www.abc.net.au/4corners/content/2003/20030714_water/default.htm Silent Flood – ABC TV http://www.abc.net.au/learn/silentflood/default.htm The Story of Stuff http://www.storyofstuff.com/

22135VIC Graduate Diploma in Sustainability 2014 78 Appendix 4 Course structure and content developed by Steering Committee

Appendix 4: Course structure and content developed by Steering Committee Course structure of Graduate Certificate in Sustainability 21545VIC was discussed and it was proposed that this new course follow similar structure of:  2 core units  Multiple elective units, of which a student selects 2 units

Knowledge and skills for core units as brainstormed and noted in appendix 1 of meeting 1 Brainstorming of Knowledge and Skills needed (as per Appendix to Steering Committee meeting 1): Knowledge Suggestions: Technical knowledge Supply chains What is a sustainable company? Energy waste = systems Social construction Policy Knowledge of others - What is the best contribution, which can Governance / CSR (link with - What is happening? be made? Integrated Reporting skills) - Motivation from leaders Political structures History (practice history) Whole planet survival Sustainable infrastructure  Urban - How did sceptics - TBL ecology develop? - System sustainability Climate sceptics Leverage Points Design / consumption Carbon constraint society Role of - Change theory Populations business/govt/comm. - How they interact Business opportunity Issues around scaling up LCA Resilience / transformation - Around influence Growth  Sustainable ______Skills Suggestions:

Managing chaos & Visioning Skills in choosing (leave open) complexity vs deciding (around negative) Promoting the positive Soft skills aspects Sustainable infrastructure Engagement - Resilient community Sustainable lifestyle Finance Acumen (link with Leadership business) Entrepreneurial Data  analysis Business Acumen (link with finance) Leading vs lagging indicators  lack of good data in reporting Facilitation Foresight  around data Resilience Stakeholder management Efficiency of resource use Partnerships / team work Change management Communication Collaboration - - Market the message - The way people think Innovation - - Succinct

22135VIC Graduate Diploma in Sustainability 2014 79 Appendix 4 Course structure and content developed by Steering Committee

Change agent  managing the Integrated reporting (link with business Governance/CSR knowledge)

22135VIC Graduate Diploma in Sustainability 2014 80 Appendix 4: Course structure and content developed by Steering Committee

______Theme Suggestions:

 Leadership that influences behavioural change - Partnerships, etc

 Working in chaos & complexity

 History / Policy / Law / Regulations

 Systems for sustainability - Water - Constrained

 Business / Financial / Acumen / Analytic skills - Integrated reporting skills

 Community resilience  Social construction

 Communication / Marketing / Foresight / through doing

 Urban ecology

Mapping of units developed against knowledge and skills needed for the Graduate Diploma of Sustainability Unit of Competency Knowledge Skills Unit 1:Research and  Change theory  Managing chaos & complexity enable leadership in  Business opportunity  Soft skills sustainable practice  Resilience / transformation  Engagement  Growth  Sustainable  Facilitation  History (practice history)  Stakeholder management  How did sceptics develop?  Change management  Knowledge of others  The way people think  What is happening?  Visioning  Motivation from leaders  Leadership  Entrepreneurial  Resilience  Partnerships / team work  Collaboration  Innovation  Skills in choosing (leave open) vs deciding (around negative)  Data  analysis  lack of good data  Foresight  around data  Communication Unit 2: Apply systems  Energy waste = systems  Managing chaos & complexity thinking to achieve  Policy  Soft skills effective outcomes  LCA  Engagement  Whole planet survival  Change management  TBL  The way people think  System sustainability  Visioning  Design / consumption  Skills in choosing (leave open) vs Appendix 4: Course structure and content developed by Steering Committee

deciding (around negative)  Foresight  around data  Working in chaos & complexity Unit 3: Create  Energy waste = systems  Finance Acumen (link with business) policies, strategies  Policy  Business Acumen (link with finance) and plans for a  Governance / CSR (link with  Stakeholder management sustainable business Integrated Reporting skills)  Change management  Leverage Points  The way people think  Role of business/govt/comm.  Visioning  How they interact  Data  analysis  Supply chains  lack of good data  What is a sustainable company?  Efficiency of resource use  What is the best contribution,  Leading vs lagging indicators in which can be made? reporting  TBL  Partnerships / team work  Collaboration  Innovation  Integrated reporting (link with Governance/CSR knowledge)  Change agent  managing the business Unit 4: Design a  Technical knowledge  Stakeholder management program for a more  Social construction  Change management resilient community  Climate sceptics  The way people think  Carbon constraint society  Promoting the positive aspects  Populations  Resilient community  Issues around scaling up  Visioning  Around influence  Resilience  Partnerships / team work  Skills in choosing (leave open) vs deciding (around negative) Unit 5: Design and  Energy waste = systems  Stakeholder management facilitate processes for  Policy  Communication public sustainability  Leverage Points o Market the message policy development  Role of business/govt/comm. o Succinct  How business/ Gov/ community  Change agent  managing the business interact  History / Policy / Law / Regulations  Political structures  History / Policy / Law / Regulations Unit 6: Design a  Technical knowledge  Stakeholder management strategy for a  Sustainable infrastructure   Change management sustainable city or Urban ecology  The way people think town  Visioning  Sustainable infrastructure  Sustainable lifestyle Appendix 4: Course structure and content developed by Steering Committee Appendix 5: Letters of Reference

Appendix 5: Letters of support from industry 1. Appendix 5: Letters of Reference

2: Appendix 5: Letters of Reference 3.