mem05 metal and engineering and msa07 manufacturing

MEM05 Metal and Engineering

and MSA07 Manufacturing

Training Packages

Learner guide

Version 2

Training and Education Support

Industry Skills Unit

Meadowbank

Product code: 5530

MSAENV272B Participate in

environmentally sustainable

work practices

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Developed by Training & Education Support Industry Skills Unit, Meadowbank

© TAFE NSW 2012

MSAENV272B Participate in environmentally sustainable work practices

AcknowledgmentsThe TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide:

Writer:Jim MilesTAFE NSW

Reviewers:Kim PetersonTAFE NSW

Project Manager:Stephen DaviesEducation Programs ManagerTAFE NSW

EnquiriesEnquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE Level 3, Building J, See Street, MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

© The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit,

Meadowbank, 2012.

Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank

ISBN 978-1-74236-268-7

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Developed by Training & Education Support Industry Skills Unit, Meadowbank

© TAFE NSW 2012


Table of Contents

Introduction .................................................................................. 7

1. General introduction .......................................................................... 7

2. Using this learner guide ....................................................................... 7

3. Prior knowledge and experience ........................................................... 9

Sustainable work practices........................................................... 14

Introduction .......................................................................................... 14

How is sustainable manufacturing good for industry? .................................. 14

The role of the operator in environmental improvement ............................... 14

Activities that threaten the environment .................................................... 18

Toolkit recommendations ......................................................................... 18

What is a resource efficiency issue? .......................................................... 23

Information sheet 1.1 - Key environmental issues and manufacturing .......... 30

Information sheet 1.2 - What is climate change? ........................................ 33

Review questions ................................................................................... 38

Answers to review questions ....................................................... 40

Resource Evaluation Form ............................................................ 43

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Page 14 of 46 © TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2011

Sustainable work practices

IntroductionEvery day, we hear in the media about environmental issues such as climate change, the impact of harmful chemicals, water restrictions, non-renewable resources and the problem of sending waste to landfill.

Reports show that the manufacturing industry sector contributes greatly to the environmental problems facing modern society.

The following factors are contributing to the pressure for manufacturers to improve their environmental performance:

• There is growing community support for manufacturing enterprises to take more responsibility for the impacts they have on the environment.

• Many consumers are keen to buy products that minimise harm to the environment and community in their production and disposal.

The costs of unsustainable products, processes or practices are growing especially as governments are increasing regulations associated with waste management and use of hazardous materials in industrial processes. More regulations mean more costs for an enterprise.

• In periods of extreme weather conditions and/or economic fluctuation, the cost of resources such as water and fuels, which are vital to production, increase costs to manufacturers.

How is sustainable manufacturing good for industry?Sustainable manufacturing reduces the environmental impacts of production and helps enterprises by:

• cost reductions through more careful use of resources such as water, energy and raw materials

• cutting the cost of waste disposal by producing less waste

• improving sales by showing that the enterprise uses “clean and green” production practices

• improving sales through the production of greener products

• reducing the incidence of both environmental and occupational health and safety hazards by minimising the use of hazardous materials and by ensuring proper management of such materials.

The role of the operator in environmental improvementThe following chart summarises a big picture view of an environmental management program which shows activities that might be undertaken by management and staff of an enterprise.

Only a few of these activities would be required to be undertaken by a learner at operator level to support sustainable work practices. Typical sustainable practice activities for the operator are shown on page 15.

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Page 15 of 46© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

Chart of possible environmental plan

Step 1 Planning and organising

Who will be involved and where do we start?It may include:• obtaining shareholder and management commitment• organising/participating in a work team• setting objectives• compliance with legislation and government policy.

Step 2 Assessment

What are the current impacts in the workplace of the product? They may include:• collecting existing data (e.g. waste disposal, water and

energy costs)• obtaining preliminary feedback from workers on the front

line • developing a material flow assessment.

Step 3 Generating options

What are our options for improvement?They may include:

• undertaking detailed assessments: (waste, energy and environmental audits)

• identifying options for improvement• evaluating options (technical, economic, social and

environmental feasibility)• production of an action plan and targets• setting objectives.

Step 4 Implementing the plan

How do we make the changes happen?They may include:• identification of stakeholders, roles and responsibilities• a communication plan - giving and receiving feedback• an induction program - participating in a training program• monitoring and documentation.

Step 5 Reviewing the program

How are we going?It may include:• evaluating progress against targets• extrapolating all effects (e.g. dollars saved, waste

diverted)• acknowledging achievements• setting new targets• planning for and participating in continuous improvement.

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Competency Elements

Performance criteria

Knowledge / skill required Need to demonstrate a basic understanding of sustainability (when you can confidently answer these questions, you will have achieved competency in the corresponding competency element).

1. Identify current re-source use.

1.1 Identify workplace environmental and resource efficiency.

1.2 Identify resources used in own work role.

• What is meant by sustainability• What is a resource? • What is an environmental

issue?• What is a resource efficiency

issue?

• Which resources do your use in their own job and where do they come from?

• Which workplace resources can you conserve through your own choices?

1.3 Measure and record current usage of resources using appropriate techniques.

• Which examples of your own resource use can you easily monitor and measure?

• What measurement criteria could you use to monitor and measure your resource use and waste?

• What measuring techniques will you use – over what period will you measure your use of the selected resource and what unit of measurement will you use?

• How will you record your usage and how will you interpret the results?

1.4 Identify and report workplace environmental hazards to appropriate personnel.

• What is an environmental hazard?

• What are the environmental hazards in the workplace?

• Who are the appropriate personnel to whom environmental hazards should be reported?

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2. Comply with environmental regulations.

2.1 Follow procedures to ensure compliance.

• What are the workplace procedures that with environmental hazards relevant to your role in the workplace?

• Where are the procedures kept?

• What is compliance?

• What are the consequences for non-compliance?

2.2 Report environmental incidents to appropriate personnel.

• What are examples of environmental incidents?

• Who are the appropriate personnel to whom environmental hazards should be reported?

• What information should be included in a report about an environmental incident?

3. Seek opportunities to improve environ-mental practices and resource efficiency.

3.1 Follow enterprise plans to improve environmental practices and resources efficiency.

• Are there any enterprise plans dealing with environmental performance in the workplace?

• Which of the plans are relevant to your job?

3.2 Make suggestions for improvements to workplace practices in own work area.

• How can you make suggestions for improving environmental performance in the workplace?

• In which areas could you make suggestions?

• What is the best way to communicates suggestions for improvement?

• What activities or improvements could you suggest to support sustainable practice in your workplace?

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Activities that threaten the environmentThere is a wide range of activities undertaken in manufacturing and allied service industries. Environmental impacts on some of them include:

• fluid wastes such as cleaning and cooling chemicals and other metalworking fluids

• acid and alkaline wastes

• solvent wastes

• abrasive wastes

• foundry sand waste

• paint overspray

• high energy usage

• particulate and dust emissions

• stormwater, waste and groundwater issues

• noise

• water usage.

Toolkit recommendationsBefore you begin, familiarise yourself with the following resources in the Resource Toolkit and make use of them when undertaking the activities in this section.

Infosheet 10.1Provides an overview of environmental issues and how they are relevant to the manufacturing sector, including links to further online information.

Infosheet 10.2 Provide informration on climate change.

Summary of MSAENV272B Learner Guide activities

Activity 1

Activity 2

Activity 3a

Activity 3b Activity 4

What is a resource?

What is an environmental issue?

Which of your activities can you easily monitor and measure?

Monitoring your environmental outputs.

Questions.

In the following section, the guiding questions from the possible environmental plan given above are considered in more detail.

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Activity 1 - What is a resource?

Whatever your role in the workplace, there is an effect or product that results from what you do. For example, you need lights to see what you are doing and that the lights use energy. You may use exhaust fans to remove dust or fumes, water to clean components, to wash away waste or to cool items and any machinery you operate uses energy and lubricants. Perhaps you work in an assembly section that uses a conveyor belt and hand tools, or you operate a forklift or a sewing machine. Resources are all the materials and energy that go into producing the effect or product that results from your work.

In the table below, list the main materials, services and tools you use to do your job and consider the main natural resources that are required to produce each one.

Next, think about the amount of control you personally have over the use of these materials, services and tools. For example, you may have no choice about whether automated machinery is running fast or slow, on or off. On the other hand, if there is an accessible light switch for your section, you are able to switch it off if it is not required. While you may not have direct control over some processes, there are also usually formal and informal procedures for you to make suggestions for improvements. Make sure you know how these procedures work.

You can also consider secondary services and tools that are required for you to do your job. For example, you need to use toilets and the lunchroom in your breaks. Perhaps there are showers that you use. Consider your role in conserving the resources that provide you with a service in these areas also.

Material/service/tool. Consider raw materials, semi-processed items, additives, machinery, appliances and secondary services or tools.

What natural resource is used to supply the material, service or tool?

How much control do you have over wasted resources i.e. No controlSome controlTotal control

Example 1:Lights.

Coal to produce electricity.

Some control – light controls in my section are accessible to me – make energy conservation suggestions through feedback avenues (e.g.team meeting or Green Team if there is one).

Example 2:Steel through the stamping plant.

Iron ore. Some control - by reducing errors, in my own work.

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Activity 2 - What is an environmental issue?

Refer to Infosheet 10.1 in the Resource Toolkit. It shows a summary of environmental issues from a global perspective, the perspective of Australia and the manufacturing sector in particular. The infosheet has web links and links to other websites if you want to find out more information.

Environmental issues in the workplace can and should be related to the wider global environmental impacts. For example, the production of synthetic fabrics uses non-renewable resources such as petroleum, coal and oil. Global problems related to the use of these materials include resource supply they will run out one day and greenhouse gas emissions resulting from the burning of fossil fuels (See Infosheet 10.2).

Recognising the environmental impact arising from the manufacture of a product does not mean that product is bad or should not be made. A good example is the radiation material manufactured for the treatment of cancer. Even though the disposal of radioactive material is an unsolved problem for our society, most people would support using radiation technology to treat cancer.

Being aware of the environmental problems associated with certain materials and products provides us with incentive to minimise the impact. We can do this through more efficient work practices and through thinking about new ways of using and disposing of materials, managing processes or designing products, including using waste as a resource and designing new products so that they have less impact on the environment.

Referring to the table in Infosheet 10.1, identify which of the environmental issues listed may be relevant to the enterprise in which you work and then consider which are relevant to the job you are personally doing. You may need to talk to your supervisor to find out more about the processes involved in your workplace, beyond the area in which you are working.

Fill in the table on the following page by listing three or four activities that you undertake and tick the environmental impacts that those activities may have. Then think of all the ways you can minimise impacts through your own work practices.

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What is a resource efficiency issue?It has been said that up to 99% of the resources that go into making and delivering a product to the customer can be used up in the mining, processing, manufacture, transport and distribution and marketing of a product, leaving sometimes just 1% of the total resources in the product itself.

For example – it takes more than an estimated 100 tonnes of water (100 000 litres) to make a tonne of steel.

Resource efficiency is based on the understanding that everything that we can purchase is made up of not just the obvious materials that we can see and touch but also the large quantities of resources such as raw materials, energy and water that have been used in producing the product. They are sometimes called “embodied resources.”

Whenever we throw something away, we are also discarding the value of this invisible 99% of resources that were taken from the earth’s limited supplies of natural resources.

Just 1% of the resourcesembodied in a product arethose we can see and feel inthe final product.

99% of the resourceembodied in a productgo the mining, (growingand harvesting), processing, manufacturer,transport and distributionand marketing of thatproduct.

The idea of resource efficiency underlies concepts such as “life cycle analysis”, or LCA, which seeks to measure the total quantities of resources that go into products. Life cycle analysis studies aim to increase the efficiency of products by designing them with their full life cycle impacts in mind.

Another concept which takes on the idea of resource efficiency is the Ecological Footprint program. The Ecological Footprint attempts to measure the total quantity of land and resources required to maintain a particular lifestyle. It can be used to measure the environmental impact of a country, a household or an organisation.

The average Australian lifestyle, for example, requires about 7.7 hectares of land (about 10 average soccer fields) to provide all the resources that maintain that way of life. By comparison, people in developing countries use about 2 hectares to support their much simpler lifestyle. If everyone in the world lived life to the standard that we live in Australia, we would require four planet earths to provide all the resources.

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mem05 metal and engineering and msa07 manufacturing

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