report for long term strategy for the development of ... · 61/24122/96960 long term strategy for...

Department of Resources,Energy and Tourism

Report for Long Term Strategyfor the Development of Energy

Efficiency Assessment SkillsTraining Needs Analysis Report

February 2010

of 13361/24122/96960 Long Term Strategy for the Development of Energy Efficiency Assessment SkillsTraining Needs Analysis Report

Executive Summary

Overview

As part of the National Framework for Energy Efficiency (NFEE), the Department of Resources,Energy and Tourism (the Department) is seeking to develop a long term training strategy thataddresses the current and future needs of industry, the energy services sector and trainingproviders for the Development of Energy Efficiency Assessment Skills. This Long Term TrainingStrategy for the Development of Energy Efficiency Assessment Skills, hereafter termed the Project,aims to develop strategies to ensure an appropriate supply of people with energy efficiencyassessment skills within industry and energy efficiency service providers, in both the short andlong term, to meet the expected increase in demand for energy efficiency services and prepareindustry for a carbon constrained economy.

Throughout the last two years, with the introduction of the National Greenhouse and EnergyReporting Scheme (NGERS) and the National Strategy on Energy Efficiency (NSEE), theproposed introduction of the Carbon Pollution Reduction Scheme (CPRS), the announcement ofthe Skills for the Carbon Challenge initiative1 and the release of other reports and studies, theAustralian Government has clearly identified the need to increase the uptake of specialised skillsassociated with sustainability and adapting to climate change. This will affect the skills and trainingneeds of the workforce and availability of those with the skills required for energy efficiencyassessments and related occupations.

The findings of this project will inform the delivery of measures 1.1.2 and 1.2.1 of the NationalStrategy on Energy Efficiency (NSEE).

The Project is being conducted for the Department of Resources, Energy and Tourism (RET) andstates and territories under the National Framework on Energy Efficiency (NFEE) by GHD incollaboration with Murdoch University, Queensland University of Technology, Griffith University(The Natural Edge Project) and Sustainable Solutions Pty Ltd.

Methodology and scope

By consulting with a range of stakeholder groups and conducting primary and desk-basedresearch, the Project seeks to:

(i) Conduct a functional skills and training needs analysis of the current and expectedfuture roles and skills required to undertake, report and implement energy assessmentsas part of mandatory government energy efficiency programs.

(ii) Undertake an analysis of existing training provision services. This has beendocumented in a training services analysis.

(iii) Propose a plan to address the training needs identified which recommends optionsaimed at addressing the identified training and skills gaps in energy efficiency services.

1 Skills for the Carbon Challenge provides national leadership in building the capacity of the tertiary education sector tosupply the skills needed for workers and businesses to prosper in a low-carbon economy – seehttp://www.deewr.gov.au/Skills/ClimateChangeSustainability/Pages/SkillsForTheCarbonChallenge.aspx

http://www.deewr.gov.au/Skills/ClimateChangeSustainability/Pages/SkillsForTheCarbonChallenge.aspx


This Training Needs Analysis Report reviews the availability of skills used by individuals and teamsto conduct energy efficiency assessments that address the requirements of the AustralianGovernment’s Energy Efficiencies Opportunities program as well as mandatory state governmentbased energy efficiency programs. It also discusses the existing and emerging training needs ofthe business community in Australia following introduction of the National Greenhouse and EnergyReporting Scheme (NGERS) and the proposed introduction of the Carbon Pollution ReductionScheme (CPRS).

Project findings

The Project has found that the greatest demand for skills is for:

» Technical research and investigation (e.g. energy mass balances);

» Installation and use of monitoring equipment; and

» Identifying potential opportunities.

This is most prevalent in:

» Mining (where there is a widely reported shortage of all functional skills); and

» Commercial, Retail and Services Sector.

There is a combination of skills gaps and skills shortages.

Industry entities are currently drawing on Energy Services Providers to help address their internalskills gaps and shortages.

One of the emerging concerns is that where there are personnel with the skills to conductassessments, they lack experience.

In addition there are knowledge gaps to be addressed. For Industry using Energy ServicesProviders, the knowledge gaps relate to:

» Understanding of their (industry’s) own equipment and processes (where consultantshave Government program knowledge); and

» Government program knowledge (where consultants have understanding of an entity’sequipment and processes).

Another emerging concern relates to lack of experience, or newness to the field, with a perceivedshortage of very experienced people, especially in some sectors, and during times of significantactivity.

Both Industry and Energy Services Providers report that learning-on-the-job has been a significantmethod of skills development. In addition, Industry reported that they value government workshopshighly as a preferred method for acquiring new skills. Energy Services Providers use a wider rangeof skills building processes than Industry, including seeking continuing professional education froma professional body. The questionnaire results showed that formal University and VET courses andoff-site short courses were usually amongst the least preferred methods of skills development forIndustry and Energy Services Providers staff already working.

There is emerging demand for accreditation and /or quality assurance relating to a clearly definedset of energy efficiency assessment skills.


» From an education and training perspective the clear articulation of the skills requiredfor energy efficiency assessments is essential to structure quality education andtraining initiatives.

» Industry is seeking a list of accredited energy service providers.

» Finally, there is a building body of evidence to suggest that minimum standards forenergy efficiency assessment professionals should be developed and that the existingAustralian Energy Audit Standard needs to be updated.


Contents

Executive Summary 2

1. The Long Term Strategy for the Development of Energy EfficiencyAssessment Skills Project 7

1.1 Introduction 7

1.2 Scope of Project 7

1.3 Scope of this Report 8

1.4 The Energy Efficiency Agenda in Australia 8

1.5 Definitions 11

2. Methodology for Training Needs Analysis 14

2.1 Introduction 14

2.2 Skills sought by Government and Industry – the Functional Skills for EnergyEfficiency Assessments 14

2.3 Industry and Energy Service Provider Questionnaires 15

3. Training Needs – Availability of Skills 17

3.1 Who conducts Energy Efficiency Assessments? 17

3.2 Availability of Functional Skills in Industry 17

3.3 Availability of Functional Skills in Energy Services Providers 24

4. Training Needs – Addressing Skills Gaps and Shortages 25

4.1 Addressing Skills Gaps and Shortages in Industry 25

4.2 Addressing Skills Gaps and Shortages in Energy Services Providers 29

4.3 Other issues emerging from the research 36

5. Emerging issues and conclusions 39

5.1 Findings 39

5.2 Reliability of findings about skills levels 39

6. References 41

Table Index

Table 1 Functional skills for energy efficiency and generic functionalskill areas 12

Table 2 Summary of Responses to Industry Questionnaire 16


Table 3 Summary of Responses to Industry Questionnaire 20Table 4 Most Significant Gaps 23Table 5 Skills, experience and knowledge sought from new recruits 27

Figure IndexFigure 1 Availability of functional skills in Industry 18Figure 2 Availability of functional skills by sector group 22Figure 3 How Service Providers were identified 25Figure 4 How positions associated with EEA are being filled in industry 26Figure 5 The 5 Stages of EEO 46Figure 6 The 7 stages of an effective energy efficiency assessment 47Figure 7 Relationship between legislation, industry guidelines and EEO

assessment requirements 48

AppendicesA Glossary and AbbreviationsB Description of Mandatory Energy Efficiency Assessment Programs Covered

by the StudyC Functional Skills for Energy Efficiency AssessmentsD Who Conducts Energy Efficiency Assessments in Industry and Energy

Service Providers?E Perceived Availability of Energy Efficiency Assessment Functional Skills in

Industry by Sector and Company SizeF How are Energy Efficiency Skills Acquired in IndustryG Perceived Availability of Energy Efficiency Assessment Functional Skills in

Energy Service Providers by Company SizeH How are Energy Efficiency Skills Acquired in Energy Service Providers?I Use of Consultants for Skills Gaps or Skills ShortagesJ Use of Energy Service Providers and Satisfaction with PerformanceK Preferred Methods of Skills Development in IndustryL Preferred Methods of Building Skills In Energy Service ProvidersM Industry Survey QuestionnaireN Energy Service Providers Survey Questionnaire

of 1336124122 Long Term Strategy for the Development of Energy Efficiency Assessment SkillsTraining Needs Analysis Report

1. The Long Term Strategy for the Development ofEnergy Efficiency Assessment Skills Project

1.1 IntroductionAs part of the National Framework for Energy Efficiency (NFEE), the Department of Resources, Energyand Tourism (the Department) is seeking to develop a long term training strategy that addresses thecurrent and future needs of industry, the energy services sector and training providers for theDevelopment of Energy Efficiency Assessment Skills. This Long Term Training Strategy for theDevelopment of Energy Efficiency Assessment Skills, hereafter termed the Project, aims to developstrategies to ensure an appropriate supply of people with energy efficiency assessment skills withinindustry and energy efficiency service providers, in both the short and long term, to meet the expectedincrease in demand for energy efficiency services and prepare industry for a carbon constrainedeconomy.

The findings of this project will inform the delivery of measures 1.1.2 and 1.2.1 of the National Strategyon Energy Efficiency (NSEE).

1.2 Scope of ProjectThroughout the last two years, with the announcement of the Skills for the Carbon Challenge initiativeand the release of many other reports and studies, the Commonwealth Government has clearlyidentified the need to increase the uptake of specialised skills associated with sustainability andadapting to climate change. This will affect the skills and training needs of the workforce and availabilityof those with the skills required for energy efficiency assessments and related occupations.

The Project is developing strategies to ensure that there is an appropriate supply of energy efficiencyassessment skills (including both the quality and quantity of skills) within industry and energy efficiencyservice providers, in order to:

» meet the expected increase in demand for energy efficiency services over coming years;

» help prepare industry for a carbon constrained economy; and

» increase the benefits delivered to industry from carrying out government energy efficiencyassessment and reporting requirements.

This project focussed on mandatory Government energy efficiency assessment programs whereentities used more than 0.1PJ of energy in one year, although the research has also sought to identifythe skills and training needs related to the energy efficiency and data collection aspects of the NationalGreenhouse and Energy Reporting Scheme (NGERS) and the proposed Carbon Pollution ReductionScheme (CPRS).

The Project scope is to:

1. Conduct a functional analysis of roles and skills required in relation to undertaking,reporting and implementing energy efficiency assessments, identifying specific skills soughtby industry in relation to energy assessments.


2. Undertake a training needs analysis to identify current gaps in skills and knowledge withincompanies and the energy services sector that are undertaking energy assessments aspart of mandatory government energy efficiency programs;

3. Propose a plan to address the training needs identified, recommending options to addressthe training and skills gaps in energy efficiency services.

1.3 Scope of this ReportThe project team undertook a training needs analysis to identify current gaps in skills and knowledgewithin companies and the energy services sector that are undertaking energy assessments as part ofmandatory government energy efficiency programs.

This report addresses the training needs component of the scope of work shown below. It should beread in conjunction with the Functional Skills Analysis report which identifies the specific skills soughtby industry and government in relation to undertaking, reporting and implementing energy efficiencyassessments.

1.3.1 Scope of work

Conduct a functional skills and training needs analysis of the current and expected future roles andskills required to undertake, report and implement energy assessments as part of mandatorygovernment energy efficiency programs.

Through desktop analysis, consultation and surveying of relevant stakeholders undertake the following:» Identify, quantify and evaluate the availability of these types of skills within companies and

the energy services sector across industry and by specific sector groups. Where skillsshortages exist identify whether this is due to a lack of personnel (i.e. skills shortage) or alack of skills (i.e. skills gap);

» Identify how companies identify suitably skilled consultants or develop employees to havethose skills; and

» Identify how and where those skills are developed ie via 'on-the-job' training, trainingmanuals/guides, job placements, TAFE studies, University units/courses, EEO or otherGovernment workshops, short courses, online learning modules etc; and

1.4 The Energy Efficiency Agenda in AustraliaThere are a number of Federal and State Government strategies, frameworks and programs thatprovide the energy efficiency policy response in Australia. Some of these are particularly focussed onlarge energy users (>0.1PJ per annum), and it is these programs that are the scope for this study. Thefollowing section summarises the main agenda and programs aimed at large users, with more detailedinformation on each program being provided in Appendix B.

1.4.1 National Framework for Energy Efficiency

The National Framework for Energy Efficiency (NFEE) was developed in 2004 and aims to improveAustralia’s energy efficiency performance, reduce energy demand, and reduce greenhouse gasemissions. The NFEE has been developed with the involvement of all government jurisdictions and key


stakeholders and covers a range of policy measures that have been designed to overcome the barriersthat prevent the market from delivering the economic potential of energy efficiency.

The focus for the framework is on demand side energy efficiency in the residential, commercial andindustrial sectors and also addresses intermediate parties that can influence energy efficiency choices,such as energy retailers, builders, financiers and appliance suppliers.

NFEE has been rolled out in two stages. Stage One was approved by the Ministerial Council on Energyin 2004 and Stage Two was approved in 2007.

1.4.2 National Strategy for Energy Efficiency

In October 2008 the Council of Australian Governments (COAG) agreed to develop a new NationalStrategy for Energy Efficiency (NSEE) to accelerate efforts in energy efficiency, to streamline roles andresponsibilities across levels of governments and to assist in preparing households and businesses forthe introduction of a proposed Carbon Pollution Reduction Scheme (CPRS). COAG endorsed theStrategy in July 2009. Measures within the strategy that intersect with this project include:

» Measure 1.1.2 Assist business and industry to ensure they have adequate knowledge, skillsand capacity to meet the challenges of operating in a low carbon economy. Within thismeasure, element 1.1.2.a requires the identification of skills gaps by the NFEE and thedevelopment of a long term training strategy by mid 2010. The outcomes of this project willcontribute to both these activities.

» Measure 1.2.1 Develop the National Energy Efficiency Skills Initiative (NEESI), for approvaland implementation in 2010, as a comprehensive strategy to provide for the future skillrequirements of a low carbon economy and the implementation of sustainability strategies.The outcomes of this project will be of direct relevance to the development of the NEESI.

The scope of the NSEE covers all areas of the economy where significant cost effective energyefficiency opportunities exist, i.e. commercial and residential buildings, appliances and equipment,industry and business, government, transport, skills, innovation, advice and education.

1.4.3 Mandatory Energy Efficiency Assessment Programs

There are a range of mandatory energy efficiency assessment programs at Commonwealth or Statelevel. These programs (discussed in more detail in Appendix B) include:

» Energy Efficiency Opportunities Program (EEO - Federal Government)2

» Queensland – Smart Energy Savings Program (SESP - Queensland)3

» Water and Energy Savings Action Plans (WESAP – New South Wales)4

» Environment and Resource Efficiency Plans (EREP - Victoria)5

» Energy Savings Scheme (ESS - New South Wales)6

2 Federal Government, Energy Efficiency Opportunities Program, http://www.ret.gov.au/energy/efficiency/eeo/pages/default.aspx3 Queensland Government, 2009, Smart Energy Savings Program, http://svc196.wic512d.server-

web.com/smart_energy_savings_program.cfm4 NSW Government, Department of Environment, Climate Change and Water, Water and Energy Savings Action Plans -

http://www.environment.nsw.gov.au/sustainbus/savingsactionplans.htm5 EPA Victoria, 2008, Environment and Resource Efficiency Plans, http://www.epa.vic.gov.au/bus/erep/default.asp

http://www.ret.gov.au/energy/efficiency/eeo/pages/default.aspx

http://svc196.wic512d.server-

http://www.environment.nsw.gov.au/sustainbus/savingsactionplans.htm

http://www.epa.vic.gov.au/bus/erep/default.asp


1.4.4 Skills for the Carbon Challenge

On the 23rd of April 2009, the Skills for the Carbon Challenge initiative was announced by theAustralian Government to assist industries and the training sector to respond to the challenges ofclimate change. Skills for the Carbon Challenge provides national leadership in building the capacity ofthe tertiary education sector to supply the skills needed for workers and businesses to prosper in a low-carbon economy. This initiative supports:

» building an evidence base to assist Government and industry to respond to Australia’semerging skills needs and support the transition to a low carbon economy;

» developing and trialling qualifications and training resources in key industries such asplumbing, heating, ventilation and air conditioning;

» establishing a voluntary certification program to recognise RTOs providing trainingin skills for sustainability; and

» delivering the Skills for Sustainability Award to recognise educational providers that deliveroutstanding nationally.

1.4.5 Industry

In this report, Industry refers to those entities reporting under Australian mandatory energy efficiencyprograms. Due to program confidentiality regulations, the sample surveyed for this project comprisedthose entities with reporting obligations under the EEO program (i.e. firms using more than 0.5 PJ ofenergy each year), many of whom also have reporting obligations under state based programs (<40%).Industry entities who are required to report under state based programs but not the EEO program werenot directly surveyed.

The approximate7 number of companies registered in each of the programs8 is as follows:

» EEO: 210 companies;

» NSW WESAP: 167 companies;

» Vic EREP: 126 companies; and

» QLD SESP: 17 companies (first round).

A number of different industry sectors use energy at levels that require them to report against the EEOprogram. These include entities in the following sectors:

» Commercial, retail and services;

» Manufacturing (food and beverage);

» Manufacturing (general – e.g. car manufacturing);

» Mining and mining support;

» Oil refining and petrochemicals;

6 NSW Department of Water & Energy http://www.dwe.nsw.gov.au/energy/sustain_renew_neet.shtml7 The numbers fluctuate due to sales/acquisitions and other factors.8 Information provided by the Department of Resources, Energy and Tourism.

http://www.dwe.nsw.gov.au/energy/sustain_renew_neet.shtml


» Resource processing including Oil & Gas extraction; and

» Transport, storage and construction.

1.4.6 Energy Services Providers

In this report, Energy Services Providers (ESPs) refers to those organisations who provide energyefficiency assessment and other related services as part of their scope of services. They wereidentified either by having attended an EEO workshop or being listed on the EEO’s Energy Servicesdirectory. It is assumed that most ESPs also provide services related to State based programs.

The ESPs covered a range of sizes, and states, including 7 companies that are large multi-state,multidisciplinary service providers (such as Energetics, GHD9, Parsons Brinkerhoff). The remainderwere smaller organisations with a few staff, and who tended to only operate in a few states.

1.5 DefinitionsIn identifying skills gaps and shortages for energy efficiency assessments, it is important to clarify theterminology used. This section defines a number of terms relevant to this study.

1.5.1 Energy Efficiency Assessment

Energy Efficiency Assessment can be defined as: Measuring and analysing energy use and energylosses in a process, facility or activity area in order to identify, investigate, evaluate, make the businesscase for and report on energy use and energy efficiency opportunities in an energy using entity in themining, manufacturing, transport, construction, commercial, buildings and other sectors over time.

1.5.2 Energy Efficiency Assessment Skills

Energy Efficiency Assessment Skills can be defined as: Those skills that are needed to measureand analyse energy use and energy losses in a process, facility or activity area in order to identify,investigate, evaluate, make the business case for and report on energy use and energy efficiencyopportunities in energy using entities (>0.1PJ) in the mining, manufacturing, transport, construction,commercial, buildings and other sectors over time.

1.5.3 Knowledge, skills and competencies

Knowledge can be defined as: familiarity, awareness or understanding gained through experience orstudy. The sum or range of what has been perceived, discovered or learned.10

Skill can be defined as: an ability to perform a particular mental or physical activity which may bedeveloped by training or practice11.

9 GHD’s role as Project Manager was disclosed to all stakeholders participating in the research.10 National Centre for Vocational Education Research, VOCED thesaurus on Knowledge,http://www.voced.edu.au/thesaurus/index.php?query=BROWSE&entry=Knowledge (Accessed on 27th Sep 2009)11 Department of Education, Employment and Workplace Relations, National Training System Glossary,

http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/glo/rtot.htm

http://www.voced.edu.au/thesaurus/index.php?query=BROWSE&entry=Knowledge



Competency (also competence) can be defined as: the ability to perform tasks and duties to thestandard expected in employment. Demonstration of competence to the workplace standard oftenrequires a combination of initial training (providing knowledge and skills) and experience.

Competency is usually seen to increase with experience.

1.5.4 Functional Skills

Functional skills can be defined as: competencies that are transferable to many different worksettings.12

Functional skills in the energy efficiency assessment context are: the practical skills in a range ofdiscipline areas that allow individuals and teams to confidently and effectively complete energyefficiency assessments.

The relationship between functional skills for energy efficiency and generic functional skill areas isshown below.

Table 1 Functional skills for energy efficiency and generic functional skill areas

Energy assessment specific skills Generic functional skills

Project Planning and Management Organisation Management - direct and guide a groupin completing tasks and attaining goals

Communication Planning andImplementation

Communication - exchange, convey, and expressknowledge and ideas

Understanding Energy Use Information Management - arrange and retrieve data,knowledge, and ideas

Identifying Potential Opportunities Design and Planning - Imagine the future and developa process for creating it

Decision Making Research and Investigation - search for specificknowledge

Monitoring and Investigation Physical - to use hands or tools to build, repair, andinvent

1.5.5 Skills Gaps and Skills Shortages

Skill gaps occur where “existing employees do not have the required qualifications, experience and/orspecialised skills to meet the firm’s skill needs for an occupation”13 Skills gaps can occur when staff arenot adequately trained or qualified to perform tasks, or have not up-skilled to emerging skillrequirements – particularly in relation to new technology and/or processes. It is important to note that

12 Stanford University, Function Skills: Knowing Your Strengths, http://cardinalcareers.stanford.edu/start/assessments/Skills.pdf(Accessed on 27th Sep 2009)13 Department of Education, Science & Training (2002) Nature and Causes of Skills Shortages, - available from

http://www.skillsinitiative.gov.au/documents/nature_causesskillshortages.pdf

http://cardinalcareers.stanford.edu/start/assessments/Skills.pdf



skills gaps do not simply relate to lack of formal qualifications. Employees in an occupation may havesuitable qualifications for that occupation, but not the specialised knowledge, skills and experienceneeded to adapt to new technology and new methods of working.

Skill shortages exist when “employers are unable to fill or have considerable difficulty in fillingvacancies for an occupation, or specialised skill needs within that occupation, at current levels ofremuneration and conditions of employment, and reasonably accessible location”.14

Skills shortages often occur for specialised and experienced workers. They can coexist with relativelyhigh unemployment overall or in the occupation. Skills shortages typically involve skills that require asignificant period of training and/or experience.

Labour shortages occur when “there are not enough appropriately qualified candidates(employees) to fill needed jobs”.15

14 Department of Education, Science & Training (2002) Nature and Causes of Skills Shortages, - available fromhttp://www.skillsinitiative.gov.au/documents/nature_causesskillshortages.pdf

15 Department of Education, Science & Training (2002) Nature and Causes of Skills Shortages, - available fromhttp://www.skillsinitiative.gov.au/documents/nature_causesskillshortages.pdf




2. Methodology for Training Needs Analysis

2.1 IntroductionIn order to analyse the training needs, the project team first identified the specific skills sought byIndustry and Government in relation to undertaking energy efficiency assessments. This is describedmore fully in the Functional Skills Analysis Report.

The skills were identified through a literature search, focus groups with a range of stakeholders(including government, industry associations and Industry and Energy Services Providerrepresentatives) and validated through further consultation with industry and energy services providers.

As well as validating the skills list, Industry and Energy Services Providers were asked to respond to aquestionnaire in which they provided feedback on:

» Those who conduct energy efficiency assessments;

» Availability of skills within their organisation;

» How they identified people with skills to conduct assessments (both internal and external);and

» How energy efficiency assessment skills are developed.

2.2 Skills sought by Government and Industry – the Functional Skills forEnergy Efficiency Assessments

The Project has identified 33 discrete functional skills (see Appendix C) that are used by individualsand teams to conduct energy efficiency assessments. These skills fall under the broad headingsoutlined below and are used across the seven stages of a generic energy efficiency assessment.

» Project planning and management - Ability to direct and guide a group in completingtasks and attaining goals of energy efficiency assessment.

» Communication planning and implementation – Ability to exchange, engage, convey,and express knowledge and ideas in an energy efficiency assessment context.

» Understanding energy use – Ability to arrange and retrieve data, knowledge and ideas,research and investigation of specific technical and financial knowledge.

» Identifying potential opportunities – Ability to think strategically and creatively.

» Decision Making – Ability to develop and assess business cases for implementation ofenergy efficiency opportunities.

» Monitoring and Investigation – Ability to install appropriate monitoring equipment anddevelop analysis systems.


2.3 Industry and Energy Service Provider Questionnaires

2.3.1 Introduction

Two questionnaires were developed by the project team in conjunction with the Department, to beadministered to Industry entities and to Energy Services Providers (ESPs). The Department alsoprovided direction about the scope and size of the sample for each questionnaire.

The instruments were piloted with a small sample. The feedback from the pilots was generally positivealthough they did highlight that the length of the questionnaires and time taken to complete them werea concern16. After consultation with the Department, the questionnaires were not substantially changedafter piloting.

It should be noted that the questionnaires relied on a self-assessment from respondents about theskills used to conduct energy efficiency assessments under the first round of the EEO and the stateprograms. The results of the EEO program assessments have not yet been externally validated whichmeans there is some question as to the reliability of the self-assessment. There is a risk that the skillsdescribed as “available” are not of a suitable standard or quality and that skills gaps may therefore begreater than have been reported. The assessments can be validated or disproved through a review ofpublic reports and verification of those companies undertaking assessments under mandatorygovernment programs, but this is not scheduled to occur until after this project is completed.17

In documenting responses from both sets of questionnaires a number of “open responses” have beenincluded. Some of the data presented in this report is a compilation of responses to open endedqualitative research questions. Qualitative research often provides anecdotal, unsolicited andinteresting information, but is less exact than asking participants direct yes or no questions.

While the statistics indicating the percentage of respondents that held a particular position are asaccurate as possible, the nature of the interviews and responses does not make this an exact science.The statistics to support qualitative data have been calculated from the total number of responses to aparticular question, rather than participant numbers as a whole, unless specified.

2.3.2 Industry questionnaire

The Industry questionnaire was sent to a contact list of key personnel from all participating EEOcorporations, provided by the Department and additional research from the project team. A total of 152responses (representing 106 companies) were received out of a possible 315 contacted (from 222companies). It was important to have representation from both corporate and site personnel in order toobtain information about the full set of skills required. Those with the most information about the actualdata collection and opportunity identification tend to be site personnel, whilst those with the knowledgeof assessments across a range of sites and the financial analysis, decision making and project

16 The Survey Respondents reported concern with the length of the questionnaires and the Project team noted a resulting issue

was the volume of data they generated.

17 Another mechanism for measuring quality is the use of a relevant standard, however, the Australian Energy Audit Standard

was last updated in 2000 and does not provide a benchmark for quality assuring the functional skills required for Energy

Efficiency Assessment.


management are often corporate people. The respondents included 61% corporate level participants,30% site level and 9% corporate with site. See table 2 below. A copy of the full questionnaire is givenin Appendix M.

The industry sector representation is shown in the following table.

Table 2 Summary of Responses to Industry Questionnaire

Industry ParticipantNumber of

Participants PercentCorporate only 92 61Site 46 30Corporate with site 14 9Total 152 100.0

Sectoral Participation Analysis

Industry Participant Number ofParticipants Percent

Commercial, retail and services 27 17.8Manufacturing (food and beverage) 19 12.5Manufacturing (general – e.g. carmanufacturing)

34 22.4

Mining and mining support 25 16.4Oil refining and petrochemicals 6 3.9Resource processing including Oil & Gasextraction

26 17.1

Transport, storage and construction 15 9.9Total 152 100.0

2.3.3 ESP questionnaire

The Energy Service Providers questionnaire was sent to 117 small, medium and large multi-disciplinary consulting companies identified because they had attended EEO workshops or were listedon the EEO website as Service Providers. It should be noted that of these only about 70 are known tobe actively involved in conducting or supporting energy efficiency assessments under the mandatoryprograms. A copy of the full questionnaire is given in Appendix N. Responses from 35 companies werereceived with a number of other firms advising they intended to respond but were struggling to find thetime to do so. Responses were received from six (of seven) large multi-disciplinary organisations and29 (out of 110) smaller/medium sized companies. The smaller companies who responded were mainlyfrom the group of (70) active ESP’s questioned, and were considered to be representative of those inthe larger group who could make a meaningful contribution based on practical experience of themandatory programs.


3. Training Needs – Availability of Skills

3.1 Who conducts Energy Efficiency Assessments?Preliminary research into the functional skills for energy efficiency assessment (EEA) identified a rangeof roles and their associated disciplines involved in leading or participating in assessment teams. Acomprehensive list of the various roles is shown at Appendix D.

The industry focus groups undertaken as part of this study, and previous reports, showed that:

» A range of skills are required to conduct effective energy efficiency assessments and theseare typically applied by a group or team of people involved in an EEA. The necessary skillscannot be expected to be found in one person. The personnel involved may be sourcedsolely from within a company (company employees) or in combination with personnel fromexternal product or Energy Service Providers (consultants);

» Energy efficiency assessments are always conducted under the direction of an overallproject manager although the scope of their responsibilities varies from company tocompany.

Further investigation showed that:

» EEA are mostly conducted by workers holding a University qualification.18

» The make-up of in-house teams varied from company to company, depending upon theindustry sector, experience with energy efficiency in the past and resources available.Personnel that were involved in EEAs included staff from a wide range of professional rolesincluding engineering personnel and managers, Occupational Health and Safety (OH & S)and/or Environment Health and Safety (EHS) managers, business development managers,business analysts and managers with sustainable development/corporate responsibility.

» Where external consultants from Energy Service Providers are involved in energy efficiencyassessments they are usually University qualified from a much narrower range ofdisciplines. These are mainly engineering or technical professionals.

3.2 Availability of Functional Skills in IndustryThis section of the report addresses the two following questions:

» availability of skills within EEA reporting companies; and

» availability of skills by specific sector groups.

These findings should be considered in the broader context of skills and labour shortages currentlybeing experienced in the engineering industry19. Skills and labour shortages are translating into a lackof available internal resources to manage and undertake assessments, leading to widespread use ofexternal energy service providers.

18 Workers may also hold VET qualifications, however, those workers who only hold a VET qualification and work at a trade ortechnician level are less likely to be involved in assessments, although they are expected to be involved in the implementationof the recommendations/changes arising as a result of assessments.

19 Kaspura, A., 2008, The Engineering Profession: A Statistical Overview, Fifth Edition, Barton, ACT: Engineers Australia, 2009


3.2.1 Availability of functional skills within companies

Two hundred and ten companies20 have registered with the EEO program, and are required toundertake mandatory assessment and report the results. Approximately 310 companies/sites13 arerequired to report under the various state based programs. The results presented below are from asample size of 152 who responded to the questionnaire, and who represent 106 reporting entitiesunder the EEO program. Of these 4% of respondents were involved in the QLD SESP (6 out of the 17registered for the program), 25% were involved in the NSW WESAP and 30% were involved in the VicEREP program. So there was a good representation of companies able to comment on each of themandatory Australian and State based EEA programs.

Figure 1 provides a snapshot of the responses. The detailed results are shown at Appendix E. Industryrespondents were asked to assess availability and level of skills and how these changed over timebefore and after conducting an energy efficiency assessment. Given concerns noted above (in section2.3.1) about the validity of the company self-assessment of levels, the findings below focus only onavailability.

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Figure 1 Availability of functional skills in Industry

The questionnaire feedback indicates that:

» Twenty five percent of companies reported that they do not have the appropriate skills toundertake technical research and investigation;

20 Registration numbers for programs are approximate as they fluctuate due to sales, acquisitions and other factors.


» Twenty two percent of companies reported that they do not have the appropriate skills inthe installation and use of monitoring equipment;

» Twenty percent of companies reported that they do not have the skills to identifyopportunities;

» Less than 20% of companies reported that they do not have the skills to understand andmanage information about energy use including technical data collection and analysis;

» Feedback also showed skills gaps in project management and communication:

» Twenty percent of companies reported that they do not have conventional projectmanagement skills in-house;

» 10% of companies reported that they do not have project management skills relating topeople management in-house; and

» Less than 20% of companies reported that they do not have the skills to undertake financialresearch and investigation;

» 11% of companies report that they do not have communication skills within theorganisation.

The availability of skills is generally greater in larger companies with the following exceptions:

» There was not a lot of difference reported between, medium, large and very largecompanies in regard to skills for the use of monitoring equipment;

» Large (85%) and medium (80%) companies reported having better skills for identifyingpotential opportunities than very large companies (74%), although given the subjectivity ofthe responses, and no independent clarification this finding is not conclusive. For example,it may be that staff in larger firms or some sectors may be more aware of their limitations.

» Availability of project planning and management skills level is similar irrespective ofcompany size (medium, large and very large).

The greatest perceived skills gaps or shortages are:

» Understanding Energy Use;

» Research and Investigation (Technical); and

» Installation and Use of Monitoring Equipment.

3.2.2 Skills gap or skills shortage within companies?

The questionnaire responses point to a stronger workforce skills base than had been reportedanecdotally. The questionnaire asked Industry respondents to identify whether when they used EnergyServices Providers it was because of skills shortages or skills gaps. From their responses it appearsthat (with some notable exceptions) less than 20% of industry companies use consultants to overcomeskills gaps in each of the functional skills areas. (See also Appendix I). Yet most indicate that theyengage ESPs, and many report serious shortage of time for skilled internal staff to contribute. So, itappears that while they may feel they have staff with the necessary skills, there is difficulty in gainingaccess to them internally.


Once again, it should be noted however that this data is based on a self appraisal of skill levels, andhas not been verified by independent review of the quality of the assessments undertaken, or the skillsof those undertaking them. Other anecdotal evidence (such as industry and industry associationcomments and the quality of assessments submitted) suggests that in practice the availability and levelof skills may be lower than reported in the results from the questionnaire.

Industries are reporting a form of skills shortages, in that they are not able to access the skills that existwithin their organisations to undertake energy efficiency assessments, or they need to supplement thatinternal skills base with external consultants. The data in Table 3 provides a snapshot of the demandfor additional skills for each of the major steps of the energy efficiency assessment.

Table 3 Summary of Responses to Industry Questionnaire

Skills Gap Skills Shortage Shortage of time forSkilled Internal Staff21

Otherconsiderations22

Project management -conventional

20% 11% 60% 9%

Project management –people skills

3% 11% 81% 5%

Communication Planningand Implementation

17% 9% 63% 11%

Information Management 19% 14% 55% 12%

Research andinvestigation - technical

21% 13% 61% 5%

Research andinvestigation - financial

12% 24% 54% 10%

Design and Planning -OpportunitiesIdentification

18% 8% 60% 14%

Monitoring andinvestigation

26% 3% 66% 5%

In order of frequency, the skills being sought from consultants to compensate for skills shortages(including those created by lack of time/availability of existing skilled staff) are:

1. Project Management – People Skills;

2. Research and Investigation – Financial;

3. Research and Investigation – Technical;

4. Communication Planning and Implementation;

5. Project Management – Conventional;

6. Information Management;

21 This is where an assessment team member has the skills to undertake a task, but does not have sufficient time to spend onachieving the required quality.

22 Other reasons for using consultants included things such as: The need to evidence independence in case of audit; Additionalexpertise and fresh eyes; specialist trade, electricians used, etc.


7. Monitoring and Investigation; and

8. Design and Planning - Opportunities Identification.

In order of priority, the skills being sought from consultants to compensate for skills gaps are:

» Monitoring and Investigation;

» Research and Investigation – Technical;

» Project Management – Conventional;

» Information Management;

» Design and Planning - Opportunities Identification;

» Communication Planning and Implementation;

» Research and Investigation – Financial; and

» Project Management – People Skills.

The responses in this section, which include heavy dependence on contractors and lack of access tointernal resources, may indicate that, at this stage, a significant proportion of respondents are yet toestablish the frameworks to support ongoing activity in the energy efficiency area. It may be useful forfurther research to explore what resources and organisational frameworks might be preferred by firmsfor effective ongoing management and mainstreaming of energy efficiency.

3.2.3 Availability of functional skills by specific sector groups

The data was also disaggregated by sector.

Overall, the Mining sector is reporting the greatest number of skills gaps of all sectors, followed by theCommercial, Retail and Services sector.

The largest single gap was reported in the Mining sector in the area of Understanding Energy Use -Research and Investigation (Technical).

We have the skills to complete the assessments. However to complete theassessment correctly it demands significant resources that are already inhigh demand for our normal business activities.

Industry questionnaire respondent


CR & S - Commercial, retail and services, M – F&B – Manufacturing (Food and Beverage)

M–G – Manufacturing (General), M & MS – Mining and Mining Support, O R & P – Oil refining and petrochemicals,

RP – Resource processing including Oil & G extraction, TS & C – Transport, storage and construction

0.00%

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20.00%

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40.00%

50.00%

60.00%

70.00%

80.00%

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C R & S M - F & B M - G M & M S OR & P R P T S & C

Figure 2 Availability of functional skills by sector group

It should be noted that rather than necessarily being worse than other sectors the Mining Sector may infact be better able to recognise skills gaps than other sectors due to experience in undertaking EEA. Abetter understanding of the true nature of what gaps and/or shortages exist in different sectors requiresindependent assessment, for example as part of the EEO verification process.

Further research may also indicate that different sectors face different challenges and drivers. Forexample, the mining sector’s skills gaps may be influenced by its rapid growth, operation in remotelocations, and high staff turnover. The commercial sector has traditionally focused limited attention onenergy efficiency, and may need to build additional skills and capacity.

Table 3 below, provides a breakdown by sector where skills gaps are reported by more than 1/5th

(20%) of companies.


Table 4 Most Significant Gaps

Mining sector

Understanding Energy Use - Research and Investigation (Technical) 54%

Understanding Energy Use – Information Management/Data Collection 42%

Project Planning and Management (Conventional) 36%

Communication Planning and Implementation 32%

Project Planning and Management (People Management) 32%

Understanding Energy Use - Research and Investigation (Financial) 30%

Identifying Potential Opportunities 29%

Monitoring and Investigation 29%

Commercial, Retail and Services sector


Identifying Potential Opportunities 32%

Project Planning and Management (Conventional) 29%


Understanding Energy Use - Research and Investigation (Financial) 23%

Transport, Storage and Construction sector


Oil and Petrochemical sector


Communication Planning and Implementation 20%

Manufacturing (Food and Beverage) sector


The disaggregated data appears to point to skills or labour shortages, rather than skills gaps. TheMining sector has reported a labour shortage overall and Industry Associations have reported labourshortages of engineers more generally.


3.3 Availability of Functional Skills in Energy Services ProvidersEnergy Service Providers were asked to identify whether or not they had used the functional skills toperform energy efficiency assessments and to evaluate the level of competence available for each ofthe skills rating them from None to Very Competent. These results are presented in detail in AppendixG.

In summary the results showed that Energy Service Providers self-assessed that there are no majorskills gaps across the skills areas. The skills which they reported, on average, as having at a lowerlevel of competency (rating of less than 4 out of 5)23 include:

» Project Planning and Management

o Negotiation to acquire necessary resources and support (within client organisation)

o Culture and behavioural change management for ongoing energy efficiency –employee engagement and communication (within client organisation)

» Understanding Energy Use - Research and Investigation (Financial)

o Non conventional financial and whole of business cost benefit analysis

» Monitoring and investigation

o Ability to install appropriate monitoring equipment and develop analysis systems

Responses averaged skills levels across all staff in the organisation, with some respondents identifyingthat there was some variance at individual levels. There did not appear to be a significant overalldifference in skill levels between large and small companies.

It should be noted again that the questionnaires relied on a self-assessment from respondents aboutthe skills used to conduct energy efficiency assessments under the first round of the EEO and the stateprograms. The results of the EEO program assessments have not yet been externally validated whichmeans there is some question as to the reliability of the self-assessment. There is a risk that the skillsdescribed as “available” are not of a suitable standard or quality and that skills gaps may therefore begreater than have been reported. A review of public reports and verification of companies undertakingassessments under the mandatory government programs, where consultants played a key role, willprovide further, more independent data regarding the true availability of skills.

23 The average skill level was not ranked below 3 (out of 5).


4. Training Needs – Addressing Skills Gaps andShortages

4.1 Addressing Skills Gaps and Shortages in IndustryThis section of the report describes different ways in which industry entities are responding to the skillsgaps and shortages they are experiencing. This includes:

» Use of external service providers; and

» Recruiting new staff.

4.1.1 Identifying Skilled Energy Services Providers

The industry questionnaire asked how, when they were used, service providers were identified, andthen what skills they wanted those consultants to bring to the assessments.

Figure 3 shows how companies reported that they found suitable consultants. The responses suggestthat consultants were used in approximately 50% of assessments.

42%

10%9%5%

5%

5%

2%

12%

10% Used a consultant used before

Recommendation from others inIndustryTender

Industry Association

Approached directly by consultant

EEO workshops

Service providers list on EEOwebsiteOther

Did not respond

Figure 3 How Service Providers were identified

In line with the results of a study by McLennan Magasanik Associates (2008) it was found that manycompanies (more than 43%) used organisations that they had used previously. The next two methodswere by recommendation from others in the industry (9.9%) and by tender (9.3%). Whilst the MMAstudy reported that many of the respondents had already consulted the EEO website, the industrysurvey in this study found that less than 2% of companies used that as their main source to identify asuitable consultant.


The need for consultants to have a specific and deep understanding of a particular process or sectorwas repeated a number of times as being important. This is also supported by “recommendations fromother in the industry” being the second most popular method of finding a consultant.

4.1.2 Recruitment for energy efficiency skills

Industry participants were asked if, as a result of their company’s participation in one or more of theenergy efficiency programs (and related programs such as NGERS), they had created a new positionor adapted/expanded an existing position. The results showed that:

» Forty two percent of respondents had adapted an existing position;

» Twenty three percent had created an additional position;

» Two percent had expanded an existing position from part-time to full-time; and

» Twenty one percent had no change in positions.24

Where an additional position had been (or would be) created participants were asked to say how thatposition would be filled. Results are shown in Figure 4.

Filling EEA positions

71%

18%

11%

Position filled internally

External recruitment

Undecided

Figure 4 How positions associated with EEA are being filled in industry

24 11% or respondents did not respond to this question.

There are many consultants out there who are quite generic...i.e. plenty ofknowledge on EEO requirements but little knowledge of our specific industry. Wechose our consultant based on their expertise in our industry. We then asked theybring themselves up-to-date with EEO requirements by attending a workshop, whichis quite easy to learn for anyone



Seventy one percent of respondents to this question indicated they would be filling the positioninternally. The results show that companies prefer to use existing staff to meet the needs of EEAspecific roles. One of the implications of this is that should these staff require upgrading of their skills itwill need to be through training that can be undertaken in manner suitable to busy site-based people.

Where companies are recruiting externally, they are seeking a range of skills, knowledge andexperience as shown in Table 5.

Table 5 Skills, experience and knowledge sought from new recruits

Skills Experience Knowledge

Chemical engineering skills

Data gathering, collation andmanagement

MS Excel

Corporate change managementskills

Strong inter-personal skills withthe ability to influence teams,present valid and welldocumented strategies,assessments and studies

To identify opportunities andimplement decisively

To provide staff with accuratedata for business opportunities

To develop key performanceindicators to reach agreed goals

Experience in energymanagement and dataassessment

Implementation of energyefficient programs

Project management

Prior knowledge of site and/ orrelated industry

Familiarity with the programsand resource conservationtechnologies

4.1.3 How energy efficiency assessment skills are acquired in industryIndustry participants were asked how internal staff members had acquired their energy efficiency skills.They selected from a list of options including:

» Part of professional qualification;

» On-the-job prior to assessment;

» On-the-job during assessment;

» Other professional development including:

o University/TAFE course undertaken outside of their qualification/degree;

o Professional development workshop/course provided in-house;

o Professional development workshop/course provided by an external consultant orcompany (not University or TAFE); and

o Professional development workshop/course provided online (not University orTAFE).


Appendix F shows the complete suite of results for this question. The main findings are that:

» Just over half the respondents indicated that they acquired functional skills ‘on-the-job priorto assessment’ with the exception of monitoring and implementation skills where just over athird acquired the skills in this way;

» On average, just under half of respondents indicated that they acquired functional skills viaa professional qualification. Again, Monitoring and Implementation was the exception withjust under 40% indicating they acquired this skill through their formal training;

» About one third of respondents gained skills on-the-job by conducting assessments (withMonitoring and Implementation reported at just over 20%);

» Between 16% and 30% of respondents reported use of the other professional developmentmethods to acquire skills.

One of the potential issues with significant levels of learning on-the-job, especially where this learningis not part of a formal accredited program, is that of knowing and guaranteeing the quality of the skillslearned. Without a well designed on-the-job program, with appropriate assessment, it is difficult todetermine the standard of the skills developed and they are likely to be highly variable. Again theeffectiveness of this method of skills development related to energy efficiency assessments can, tosome extent, be tested by independent evaluation during the verification process for the programs.

4.1.4 Preferred Methods of Skills Development in Industry

Industry participants were also asked their preferred methods of skill/s development in each of thethree general areas of: Management of Energy Efficiency Assessment Process (i.e. Projectmanagement, Communication, Collaboration and facilitation); Technical Knowledge/Input; andFinancial Knowledge/Input. See also Appendix K.

In order of importance, these are:

Management of Energy Efficiency Assessment Process

1. External workshops run by the Government;

2. In-house business Improvement Programs or internal workshops;

3. Intensive face-to-face (F2F) short courses on-site;

4. Intensive F2F short courses off-site;

5. Continuing professional education by a professional body;

6. Online/externally provided course; and

7. Take a formal VET or Uni course.

Technical knowledge

1. Learn on the job;


3. Recruit staff who already have the skills;



5. Intensive F2F short courses on-site;


7. Take a formal VET or Uni course;

8. Intensive F2F short courses off-site; and

9. Online/externally provided course.

Financial Knowledge






6. Intensive F2F short courses on-site;


8. Intensive F2F short courses off-site; and


4.2 Addressing Skills Gaps and Shortages in Energy Services ProvidersThis section of the report describes different ways in which Energy Services Providers are respondingto the skills gaps and shortages in the marketplace. This includes:

» Recruitment processes; and

» Developing capacity within their own employees.

4.2.1 Recruiting suitably skilled consultants

Energy Service Provider participants were asked if, as a result of their company’s involvement inconducting energy efficiency assessments for one or more of the energy efficiency programs (andrelated programs such as NGERS), they had created a new position or adapted/expanded an existingposition. Only the smaller companies responded to this question. The reason why larger companies didnot respond to this question is not known.

The results showed that about one third of the respondents had created new positions, and onecompany had converted staff from other positions into a role relating to NGERS and CPRS.

Where an additional position had been (or would be) created participants were asked to rank how theywould identify suitable staff. The ways of identifying suitable staff, in order were:

» Recommendations from colleagues;

» Seeking experienced staff who are already working with other service providers;


» Rigorous Traditional Recruitment Process (advertising in newspapers, interviews, testing,trial period);

» Recommendations from contacts in the education system (University or TAFE); and

» Seeking to recruit engineering/technical graduates who have been at the top or near the topof their class.

Other ways of identifying staff included:

» Seeking long-experienced industry people who are ‘working to retirement’;

» Word of mouth, networking;

» Seeking experienced staff within own organisation who are already working in anappropriate business; and

» Seeking experienced staff from industry especially heavy industries.

Energy service providers (especially smaller ones) clearly preferred to recruit experienced staff, whoare known to have the relevant skills and experience, as opposed to new graduates. The reasons forthis are likely to include:

» The need to be able to put them to income earning work straight away;

» A lack of time for experienced staff to provide training and mentoring for less experiencedstaff.

This approach to recruitment by ESPs indicates that the industry may be unsustainable, and would notbe able to effectively cope with significantly increased demand for EEA services. The heavy reliance ongaining access to people with existing experience during a period of rapid growth can cause significantstresses and adversely affect service quality. This drop in the quality of work from consultants due todemand and workload was mentioned in the free form questions of the industry questionnaire.

The key factor is time. There are essentially no experienced people out there,so I have to train most staff from scratch. It takes 3-4 years to turn a graduate intoa useful consultant. This imposes serious limitations on growth…

Energy Services Provider questionnaire respondent

Generally it was felt that within the service providers (consultants) there were alimited number of staff with the required capability; which meant that delegation of

workload to these staff resulted in decreasing accuracy and quality ofassessments.



4.2.2 What Skills are Sought When Recruiting Externally?

Energy service providers were asked what they hoped applicants for externally advertised positionsadvertised externally would bring. Responses can be divided in to Skills, Qualifications, andExperience. A sample of responses is provided below.

Skills

» Fundamental multi-discipline engineering skills (thermodynamics, electricity, chemistry,)plus industry experience;

» Ability to think laterally, see and relate to big picture and communicate and plan;

» Time management, adapt to change, interpersonal skills to get traction on a perceived “noncore” activity;

» Workshop facilitation and project management skills such as scope, schedule and budgetdeterminations;

» Technical skills to understand the issues of data collection, conversion of energy units andcalculation of energy savings;

» Basic technical management and report writing skills;

» Demonstrated initiative to identify and overcome problems such as energy data quality andintegrity issues; and

» Demonstrated knowledge and understanding of spreadsheet and project management andreporting tools. (eg MS excel, MS project or similar).

Qualifications

» Engineering degree in any discipline. We can train them in the other specifics ourselves;

» Analytical engineering degree;

» Conventional undergraduate engineering degree with specific postgraduate training inenergy efficiency or sustainable energy;

» Conventional undergraduate engineering degree with 4 years industry specific experiencewith a particular focus on project management and energy conservation projects;

» Post graduate training in energy skills;

» Undergraduate degree with postgraduate training in the field;

» Undergraduate degree in process engineering, experience with statistics, 3-5 years industryand specific process knowledge;

» Postgraduate degree in energy / sustainable energy / technology – masters or PhD level;

» Mechanical or chemical eng with 5 years experience and 2-3 years experience in energyauditing; and


» Mechanical & chemical engineers with 5-30 years technical and project (not managementor non-technical) experience, with a focus on thermodynamics, heat transfer and energysystems.

Experience

» Prior industrial energy efficiency experience;

» EEO previous exposure highly regarded;

» Experience with statistics, 3-5 years industry and specific process knowledge;

» Significant and hands-on experience in a related energy using field;

» Years of specific industry experience and ability to think outside the square;

» 4 years industry and energy management specific experience;

» 3+ years experience in energy management;

» Knowledge and understanding of current standards for energy, environmental and financialauditing regulations; and

» Minimum 5 years experience in either energy, electrical engineering, mining engineering,metallurgy, and chemical engineering or environmental.

4.2.3 Availability of Energy Efficiency Assessment Skills in Graduates

Energy service providers were asked to provide information about the availability of energy efficiencyassessment skills in graduates. None of the respondents felt that new graduates were fully competentto undertake key tasks and follow up queries. There was a general consensus that support andadditional training was required.

Energy service providers ranked the skills areas they most regularly found lacking in University/TAFEgraduates as follows:

1. Energy efficiency and opportunity identification (as a distinct skill);

2. Workshop and meeting facilitation;

3. Report and documentation writing;

4. Non conventional financial analysis - whole of business cost benefits analysis;

5. Technical report writing;

6. Engineering understanding and process analysis ;

7. Financial analysis (e.g. payback period, IRR, NPV etc);

EE is looking for the last 5-20% of equipment performance. It is therefore,by definition, mostly, advanced engineering – doing a better job than wasdone when the plant was designed or determining why a plant is off-spec.



8. Project management - timelines/budgets etc;

9. Team assembly and personnel linkage;

10. Information presentation skills (presentations/communiqués etc);

11. Project planning;

12. Data collection and analysis – statistical analysis (including representative sampling),benchmarking, energy/mass balance, metering);

13. Data collection;

14. Communication planning; and

15. Resource identification.

4.2.4 Skills acquisition and development in Energy Services Provider sector

Energy Service Providers were asked how their consultants had acquired their energy efficiency skills.The detailed results are reported in Appendix H. As with Industry, they were asked to choose from a listof options including:

» Part of professional qualification;

» On-the-job prior to assessment;

» On-the-job during assessment;

» Other professional development including:

o University/TAFE course undertaken outside of their qualification/degree;

o Professional development workshop/course provided in-house;

o Professional development workshop/course provided by an external consultant orcompany (not University or TAFE); and

o Professional development workshop/course provided online (not University or TAFE).

A significantly higher proportion of ESP personnel gained skills on-the-job prior to conductingassessments. For most skills this was at levels of around 84%, with the exception of conventionalproject planning and management at 73%.

They reported that skills were also acquired on-the-job whilst conducting assessments (just under 50%on average).

One third to half of respondents acquired skills as part of their professional qualification.

ESPs reported higher levels of skills acquisition through other professional development processesthan Industry. However it is acknowledged that accreditation plays a larger role in ESPs than Industry.

4.2.5 What are the preferred methods of skills development by Energy Service Providers?

Energy Services providers were asked their preferred methods of skills development in each of thethree general areas of: Management of Energy Efficiency Assessment Process (i.e. ProjectManagement, Communication, Collaboration and facilitation); Technical Knowledge/Input; andFinancial Knowledge/Input. See also Appendix L.


In order of importance, these are:

Management of Energy Efficiency Assessment Process1. Learn on the job;2. In-house Business Improvement programs or internal workshops;3. External workshops run by the Government;4. Recruit staff who already have the skills;5. Continuing professional education by a professional body;6. Intensive F2F short courses off-site;7. Online/externally provided course; and

8. Take a formal VET or Uni course.

Technical Knowledge1. Learn on the job;2. Recruit staff who already have the skills;3. Continuing professional education by a professional body;4. In-house business Improvement Programs or internal workshops;5. External workshops run by the Government;6. Intensive F2F short courses off-site;7. Take a formal VET or Uni course; and


Financial Knowledge

1. In-house Business Improvement programs or internal workshops;





6. Intensive F2F short courses off-site;

7. External workshops run by the Government; and

8. Online externally provided course.

4.2.6 Adequacy of Energy Services Providers’ skills

The desktop research had shown25 a general concern amongst Industry that there would be a shortageof skills amongst the energy service providers during the time the mandatory energy efficiencyassessment programs required the assessments to be done. The industry questionnaire askedwhether sufficient skills had been available within the energy service providers, and how wellconsultants were perceived to have performed. The detailed results are presented in Appendix J.

In summary, Industry reported that the four stages where consultants were used the most were:

» Project planning and management (48% of companies);

25 E.g. MMA report (2008)


» Understanding energy (55% of companies) ;

» Identifying potential opportunities (62% of companies); and

» Detailed investigation (49% of companies).

In each of these stages 70% or more of respondents who said they used consultants reported that theconsultants played a major role in that stage of the assessment.

The results also showed that between 47% and 61% percent of respondents (depending on skills area)rated the consultants performance as Adequate, and between 35% and 50% rated the consultant asperforming Very Well. It should be noted that these are subjective ratings. Again satisfactoryperformance or not could only really be determined by independent verification of the assessments,especially the part where the consultant played the major role.

Those participants who rated the consultants as performing as “Not Very Well” were asked to commenton why they felt this. Twenty three responses were received to the open comment question about whythey felt the consultant did not perform well. Below are sample responses which are indicative of thebroader responses.

Skills» Did not have adequate skills, not vey good at communicating to non-energy experts, took

too long;

» Had technical skills but lacked managerial skills, poorly organised, poor time management,had to be followed up constantly, poor project management skills consultant had difficulty insummarising the data found;

» General skills shortage; and

» Understanding energy use - did not have adequate skills as local reps were new to field,also took on too much work despite having engaged 10 months prior to deadline. Poor QAprocesses evidenced by a sub-standard tracking database.

Knowledge and experience» It took a great deal of time to get the consultant up to speed with the complexities of the

business. The consultants we were dealing with were fairly junior and inexperienced;

» Process knowledge & opportunities were better represented by in house personnel; and

» Quality of the work provided was sub-standard for a number of reasons: The inability of theconsultant to understand the company structure and corporate decision making process.Lack of understanding of key legislative issues, such as the definition and classification ofan opportunity. Lack of attention to detail, especially in an inability to be within plus/minus30% accuracy and 95% confidence. It has been acknowledged in discussions with theconsultant company, that the failures were a result of inexperience, lack of time and lack ofsupervision.

Other


» Heavy turnover in consulting staff at our original consulting firm forced us to change firms tomaintain some vestige of continuity.

One of the themes emerging from the comments related to the level of skills due to a lack ofexperience, or newness to the field. There was perceived to be a shortage of very experienced people,especially in some sectors, and during times of significant activity (i.e. the first round of EEO).

There is a need to increase the experience and skill levels of professionals in this area. This could beachieved by “mentoring” from experienced assessment consultants and professionals. Theseexperienced personnel are, however, in heavy demand for undertaking assessments.

4.3 Other issues emerging from the research

4.3.1 Quality assurance in EEA

The research has highlighted that it is difficult for Industry companies (especially smaller firms) todetermine the skills they require for energy efficiency assessments and to have confidence that theyare employing in-house personnel and external consultants that have the required level or quality ofskills and experience.

The industry survey received several comments related to a desire for a list of accredited energyservice providers. One open response requested a “List of rated/accredited energy service providers”.Another was clearly seeking an independent validation of consultant skills.

A study entitled “Accreditation Feasibility and Guidelines Research For the Energy Services Sector”was undertaken in 2008 for NFEE and RET by the National Centre for Sustainability at Swinburne

As this is a new initiative by the government experienced people weredifficult to source and they were all very busy …


Most skills needed in our organisation can really only be developed fromexperience and working with experienced operators. There is scope forplacement within energy intensive organisations to develop an appreciation ofthe level of detail required to meet all of the ongoing compliance requirements.


“There is a huge conflict of interest with [ESPs]. They will promise the earth andwithout any formal qualifications how do you know if they can deliver. I completeda training course in the US run by an industry body … and received accreditation…. I do not know anything of that sort available in Australia.”



University. One of the most important findings of that research was that it would not be possible for asingle system to test and train for the broad spread of skills inherent in the sector while those skillsremained unclassified. The sector was seeking the mapping and categorisation of all skills inherent inthe ESS either as a precursor, or as an alternative to, accreditation.

The report also stated that while industry accepted that an accreditation system could be beneficial,they expressed no desire within industry to fund an accreditation system.

There are a number of accreditation systems in place in other countries (see also the Desktop Analysisof Functional Skills Report). The renewable energy design and install industry, which has similar issuesand barriers to the energy services sector, has been able to develop a successful accreditation systemfor its members. This accreditation system, developed originally with funding support from theGovernment is administered by the Clean Energy Council (formerly the BCSE), a professional bodyrepresenting members of the renewable energy industry and has been running successfully for anumber of years.

One of the main issues identified in the Swinburne report, that of identifying a clear set of skills bywhich users can determine the skills required, has been addressed by this study.

Analysis by this project has shown that the requisite skills and experience to establish the necessarilycomplex system do exist in industry, members of the energy services sector, and academia. If fundingwas made available, an effective accreditation system for energy efficiency assessment specialistscould be developed.

4.3.2 Relationship between skills and training

From a training perspective the clear articulation of the skills required for energy efficiencyassessments is essential to structure quality training initiatives. This is discussed further in the TrainingServices Analysis Report.

4.3.3 Independent standards

The focus groups and consultations identified a strong demand for minimum standards for energyefficiency assessment professionals. The Australian Energy Audit Standard (AS/NZS 3598 2000) waslast updated in 2000 and is considered out of date by ESPs and Industry with respect to energyefficiency assessment skills. It is believed that it does not provide a reliable benchmark for qualityassuring the functional skills required for Energy Efficiency Assessment.

The present Energy Audit Standard is an overview document rather than a detailed Standard. It is well-suited to a potential client of an energy audit, rather than an assessor. It lists in detail the types of dataa client should collect for an auditor, as well as the organisational systems that should be in place sothat the client organisation can implement the recommendations of the audit. The Standard specifiesthree levels of audit, and recommends processes to be followed for reporting of outcomes to the client.The Standard does not provide detailed guidance for the audit methodology, but presumes the auditoris competent. The Standard is also advisory in format.

Past experience has shown that many clients of energy audits have not carried out the data collectiontasks listed in the Standard, nor have they established the organisation frameworks recommended.The result has been that many audits have allocated most of their time to basic data collection, withlimited time for detailed analysis and development of comprehensive recommendations. Further, many


auditors have failed to engage effectively with their clients to work through their recommendations. Acommon complaint has been that in-house staff cannot replicate the auditor’s costings, or there arepractical problems with implementation that were not understood by the auditor. So many auditrecommendations have not been implemented.

The Standard presumes an audit is a focused technical assessment that involves review of majorenergy-using systems and preparation of recommendations for action. It provides no guidelines formethods of financial assessment, other than suggesting a range of accuracy for energy savingestimates. It does not consider the broader approach to assessment that is now commonly required.Indeed, it could be said that an audit according to AS/NZS 3598 could comprise one small part of anenergy efficiency assessment as required by programs such as Energy Efficiency Opportunities.

There is widespread recognition that the Australian Energy Audit standard needs to be updated, and itis already one of the strategies out forward in the National Strategy for Energy Efficiency. The standardshould be upgraded to one or more standards that align with the methodology, functional skills, keyelements and requirements of the EEO and the State programs.

The International Organization for Standardization (ISO) has recognized the high need for aninternational energy management standard and is introducing ISO 50001 which can be very helpful incommercial energy management26. To help companies reach targets in energy use reduction andcarbon emissions, ISO 50001 can be used by corporations, supply-chain partnerships, and energyservice utility companies. The new energy management standard could be used in the supply chain tobe able to compare efficiency when it is implemented. Being an international standard, the ISO 50001will enable multinational organizations to have a consistent methodology in identifying andimplementing energy efficient improvements.

It is important when developing the new standard/s to note that work is progressing on this ISOstandard, and those responsible for developing the Australian standard should move fast to engagewith them (ISO) to see if there are mutual benefits to be gained through cooperation. It would be muchbetter if our requirements were considered in the development of an ISO standard, so that we minimisedifferences and avoid conflicting requirements.

26 More information about this standard is available fromhttp://www.iso.org/iso/hot_topics/hot_topics_energy/energy_management_system_standard.htm

“The urgency to reduce GHG emissions, the reality of higher prices from reducedavailability of fossil fuels, and the need to promote efficiency and the use ofrenewable energy sources provide a strong rationale for developing this newstandard, building on the most advanced good practices and existing national orregional standards.”

Alan Bryden, ISO Secretary-General

http://www.iso.org/iso/hot_topics/hot_topics_energy/energy_management_system_standard.htm


5. Emerging issues and conclusions

5.1 Findings

The research findings tell us that the greatest skills gaps or issues are:

» In the areas specific to energy efficiency and energy data collection and analysis (EMBs, dataanalysis) rather than the more general engineering and management disciplines:

» In most sectors (except manufacturing and resource processing) in skills related to theassessment, installation and use of appropriate monitoring equipment (temporary orpermanent);

» Across the board in the mining sector; and

» In the development and promotion of the business case for EEA to senior managementextending to the integration of EE findings into cross-business operational plans.

The research also tells us that one of the consequences of this last gap is that even where skills existthere are other factors that contribute to conducting timely quality energy efficiency assessments.

There are predicted skills gaps at the trade level (operator/supervisor) as Energy Efficiency becomesmainstreamed across all business processes.

Finally, there is a building body of evidence to suggest that minimum standards for energy efficiencyassessment professionals should be developed and that the existing Australian Energy Audit Standardneeds to be updated.

5.2 Reliability of findings about skills levelsResults presented in this report are based on a self assessment of skills and so provide an indication ofknown skills gaps which should be addressed. An independent assessment of the skill levels is requiredto determine the actual situation, because people “may not know what they don’t know”. The verificationprocesses of the mandatory programs should provide information about the quality of the assessmentsundertaken, and enable to opportunity to acquire additional information about the level of skills of thoseinvolved. It is recommended that a separate, but linked or embedded, process be undertaken during theverification of the compliance requirements to specifically assess the skills levels indicated through thequality of the assessment. During the verification process additional information should be sought fromindustry participants and consultants involved with the assessments regarding their approach to theassessment, methodology used, and the experience and training of those involved. Undertaking thisadditional investigation for a range of company sizes across a range of sectors will provide additionalvaluable information regarding the true skills availability and levels of those involved in energy efficiencyassessments.

This is the second of four reports that present the findings of the project. The other reports include:

» A preceding Functional Skills Analysis report – which identified the skills used/needed byindividuals and teams to conduct energy efficiency assessments that address therequirements of the Australian Government’s Energy Efficiencies Opportunities program aswell as state based energy efficiency programs.


» A subsequent Training Services Analysis report – which assesses the different modes oftraining currently available to Industry and Energy Services providers to meet current andemerging demand for development of energy efficiency assessment skills; examines linkagesand information sharing amongst stakeholders in the sector; considers the impact thatforthcoming legislative and regulatory changes will have on the market; and reports on issuesrelating to training access; and

» A final report that recommends options aimed at addressing the identified training and skillsgaps in energy efficiency services.


6. References

Department of Education, Science & Training (2002) Nature and Causes of Skills Shortages, - availablefrom http://www.skillsinitiative.gov.au/documents/nature_causesskillshortages.pdf

Department of Education, Employment and Workplace Relations, National Training System Glossary,http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/glo/rtot.htm

Kaspura, A., 2008, The Engineering Profession: A Statistical Overview, Fifth Edition, Barton, ACT:Engineers Australia, 2009

McLennan Magasanik Associates (2008) Industry capacity baseline survey for the Energy EfficiencyOpportunities program, February 2008, Report prepared for the former Department of Industry, Tourismand Resources

National Centre for Vocational Education Research, VOCED thesaurus on Knowledge,http://www.voced.edu.au/thesaurus/index.php?query=BROWSE&entry=Knowledge (Accessed on 27thSep 2009)

National Centre for Sustainability at Swinburne University (2008) Accreditation Feasibility and GuidelinesResearch For the Energy Services Sector, Report prepared for NFEE

Precision Consultancy (2006) Training for the Energy Services Sector, June 2006

Stanford University, Function Skills: Knowing Your Strengths,http://cardinalcareers.stanford.edu/start/assessments/Skills.pdf (Accessed on 27th Sep 2009)



http://www.voced.edu.au/thesaurus/index.php?query=BROWSE&entry=Knowledge

http://cardinalcareers.stanford.edu/start/assessments/Skills.pdf


Appendix A

Glossary and Abbreviations


Term Definition

Accreditation The formal recognition of a course by the state or territorycourse accrediting body in accordance with the Standards forstate and territory registering / course accrediting bodies

BCSE Australian Business Council for Sustainable Energy

CEC Clean Energy Council, Australia

CPRS Carbon Pollution Reduction Scheme

COAG Council of Australian Governments

Course At the completion of a course, a recognised credential orstatement is issued. This may be referred to as a qualification

Degree A qualification conferred in the higher education sector onsuccessful completion of a program of study or as an honour

Department Department of Industry, Tourism and Resources (DITR)(industrial energy efficiency is now the responsibility of theDepartment of Resources, Energy and Tourism)

EE Energy efficiency

EEA Energy efficiency assessment

EEO Energy Efficiency Opportunities

EMB Energy mass balance

EPA Environmental Protection Authority, Victoria

EPC Energy Performance Contracting

Energy Efficiency (EE) The more efficient use of energy in order to reduce economiccosts and environmental impacts. Using less energy to performthe same function.

Energy EfficiencyAssessment (EEA)

Measuring and analysing energy use and energy losses in aprocess, facility or activity area in order to identify, investigate,evaluate, making the business case for and reporting onenergy use and energy efficiency opportunities in an energyusing entity in the mining, manufacturing, transport,construction, commercial, buildings and other sectors overtime.

EREP Energy and Resource Efficiency Plans, Victoria


Term Definition

ESPs Energy Services providers

ESS Energy Services Sector

F2F Face to face

IRR Internal rate of return

KPI Key performance indicator

MMA McLennan Magasanik Associates

NEESI National Energy Efficiency Skills Initiative

NFEE National Framework for Energy Efficiency

NGERS National Greenhouse and Energy Reporting Scheme

NPV Net present value

NSEE National Strategy on Energy Efficiency

PJ Petajoule

Program A course of study that follows a particular structure and leadsto a recognised credential or qualification

Qualification A qualification is described within the NTIS as a component ofa Training Package, with the qualification based on groupingsof units of competence developed by industry

RET Department of Resources, Energy and Tourism (formerlyknown as Department of Industry, Tourism and Resources(DITR))

RTO Registered Training Organisation

SESP Smart Energy Savings Program, Queensland

TAFE Technical and Further Education

TNEP The Natural Edge Project, Griffith University

Training The development of skills, knowledge, attitudes, competencies,etc. through instruction or practice

VET Vocational Education and Training

WESAP Water and Energy Savings Action Plan, NSW


Appendix B

Description of Mandatory EnergyEfficiency Assessment ProgramsCovered by the Study


Energy Efficiency Opportunities Program

The aim of the Energy Efficiency Opportunities (EEO) program27 run by the CommonwealthDepartment of Resources, Energy and Tourism (RET) is to encourage companies that are largeconsumers of energy to improve their energy efficiency. The Energy Efficiency Opportunities Act2006 came into force on 1 July 2006 with the first trigger year being 2005/06. Businesses arerequired to undertake detailed energy assessments to identify and evaluate opportunities toimprove energy efficiency, and report publicly on cost effective energy saving opportunities.

Participation is mandatory for companies that use more than 0.5 petajoules of energy per year.Currently there are approximately 210 companies registered for the EEO program.

In addition to encouraging energy efficiency within companies, the program also aims to buildcapacity of companies undertaking energy assessments to maximise the business benefits ofundertaking an assessment. The steps and stages of energy efficiency assessments are describedbelow.

There are five steps28 required under the EEO program that participating corporations must follow.

Figure 5 The 5 Stages of EEO

To conduct an assessment (Step 4 above), there is a seven stage assessment process shown inFigure 6 below, which is built around six elements (Shown in Figure 3).

27 Commonwealth Government, Energy Efficiency Opportunities Program,http://www.ret.gov.au/energy/efficiency/eeo/pages/default.aspx

28 Source: Energy Efficiency Opportunities Assessment Handbook

http://www.ret.gov.au/energy/efficiency/eeo/pages/default.aspx


Figure 6 The 7 stages of an effective energy efficiency assessment

The assessment framework is built on the Australian/New Zealand Energy Audit Standard(3598:2000) as well as experience from businesses and industry. The framework incorporates sixkey elements:

1. Leadership support for the assessment and the improvement of energy use;

2. Involvement of a range of skilled and experienced people, with both direct and indirectinfluence on energy use, during the assessment process;

3. Using information and data that is appropriately, comprehensively and accurately measuredand analysed;

4. Identifying, investigating and evaluating energy efficiency opportunities;

5. Business decision making and planning for opportunities; and

6. Communicating the outcomes of the assessment and investment decisions regarding theopportunities identified to senior management, the board and personnel involved.


Figure 7 outlines the context and relationship between legal requirements and the five steps ofthe EEO program and the seven stages of the energy efficiency assessment outlined in theEEO handbook (Figure 6).

Figure 7 Relationship between legislation, industry guidelines and EEO assessmentrequirements

Queensland – Smart Energy Savings Program (SESP)

The SESP29 is effective from 1 July 2009 and aims to drive energy saving improvements inQueensland businesses that consume a certain amount of energy (with eligibility grouped into threelevels depending on the thresholds reached within the financial year). The energy thresholds for the

29 Queensland Government, 2009, Smart Energy Savings Program, http://svc196.wic512d.server-web.com/smart_energy_savings_program.cfm

http://svc196.wic512d.server-


program are Level 1: 100 – 500 terajoules (baseline year 2009-10), Level 2: 30 – 100 terajoules(baseline year 2010-11) and Level 3: 10 – 30 terajoules (baseline year 2014-15).

Businesses that use more than 500 terajoules (TJ) per year will be captured by theCommonwealth’s EEO program and are not required to participate in the state-based program.

Participating businesses are required to audit their energy use and identify energy savingsmeasures by producing an Energy Savings Plan of measures to implement. The program isreported on a five year cycle, therefore baseline energy use is calculated every five years.

Energy within the program is defined as electricity and natural gas consumption, however otherenergy uses will be included as part of the required Level 2 energy audit.

Energy savings measures are defined as those that improve energy efficiency, energy conservationand/or energy management.

Information sessions were conducted in 2008 to prepare businesses ahead of the commencementof the program.

The SESP recommendations regarding assessors are that one or two people, or small teamsshould collectively possess the following:

§ Skills to conduct a level 2 audit according to the Australian Standards 3598:2000 (may beexternal or internal personnel);

§ Appropriate skills to carry out the assessment for that type of site and an understanding ofthe industry sector of the organisation;

§ Relevant experience in conducting energy efficiency studies;

§ The ability to identify energy efficiency and conservation measures (may be external orinternal personnel);

§ An understanding of business management systems in relation to energy;

§ Sound skills in communicating and negotiating with management teams; and in some cases

§ Engineering skills.

New South Wales – Water and Energy Savings Action Plans (WESAP)

Since 2005, the New South Wales Government has required high energy users and local councilsto prepare Energy Savings Action Plans30. A list of organisations required to prepare plans waspublished as an Energy Savings Order in the NSW Government Gazette including:

§ Businesses in NSW using more than 10 gigawatt-hours per year at a site;

§ All local councils in NSW with populations of more than 50,000 people; and

§ NSW Government agencies using more than 10 gigawatt-hours per year at a site.

An Energy Savings Action Plan must be prepared in accordance with the guidelines provided by theDepartment of Energy, Utilities and Sustainability (DEUS) to identify and promote energy savingmanagement practices.

30 NSW Government, Department of Environment, Climate Change and Water, Water and Energy Savings Action Plans -http://www.environment.nsw.gov.au/sustainbus/savingsactionplans.htm

http://www.environment.nsw.gov.au/sustainbus/savingsactionplans.htm


Energy Savings Action Plans need to be prepared by an experienced person with:

§ Relevant demonstrated experience in conducting energy and / or water efficiency studies;

§ Understanding of the industry sector relevant to organisations required to develop an EnergySavings Action Plan;

§ Understanding of business management systems related to energy;

§ Skills in communicating and negotiating with management teams; and

§ Ability to identify energy efficiency measures.

DEUS is developing training support to assist internal and external assessors and managers inpreparing Energy Savings Action Plans.

The Energy Savings Action Plans are one part of the overall NSW Energy Efficiency Strategy,which also includes extra training for skilled trades to deliver energy efficient design and services, ahousehold energy efficiency program, and a small business energy efficiency program.

Victoria – Environment and Resource Efficiency Plans (EREP)

The EREP program31 has been in effect since 1 January 2008 and requires the largest commercialusers of energy and water to identify and implement actions that reduce energy and water use andminimise waste. If a site’s energy use exceeds the threshold of 100TJ of energy per year in anygiven year (a trigger year) the user is required to participate in the EREP program.

Exemptions for participation are given where the site is used primarily for residential housing andprimary production.

Participants are required to assess their energy, water and waste consumption at their site(s) anddevelop an EREP that includes actions with a three year or better payback to reduce energy, waterand waste consumption.

The Victorian Environmental Protection Authority (EPA) provides a set of guidelines and a toolkit toassist participants in undertaking the requirements of the program. Workshops have also beenconducted based on the information from the guidelines and toolkits. The EREP team also providesindividual assistance where necessary.

The EREP team recommends that a team or a range of people across the organisation are involvedin the process. Ideally, people involved would have expertise in:

§ Energy, water and waste management;

§ Financial management;

§ Technology knowledge;

§ Process knowledge;

§ People management;

§ Business management; and

§ Strategic organisational development.

31 EPA Victoria, 2008, Environment and Resource Efficiency Plans, http://www.epa.vic.gov.au/bus/erep/default.asp

http://www.epa.vic.gov.au/bus/erep/default.asp


An external consultant may be contracted to assist with one or more of the steps required in theprocess.

New South Wales – Energy Savings Scheme (ESS)

The ESS32 is a NSW based mandatory energy efficiency scheme for electricity retailers and otherliable parties under the Scheme. Trade-exposed industries that are particularly intensive users ofelectricity will be exempt from the Scheme.

The NSW Greenhouse Gas Reduction Scheme (GGAS) currently provides incentives for a range ofemissions reductions activities including energy efficiency. The GGAS will end its operation whenthe Commonwealth Government’s CPRS commences in 2010. As the CPRS will not incorporateenergy efficiency trading requirements, the EES captures the incentives for energy efficiencyactivity from the NSW Greenhouse Gas Reduction Scheme (GGAS).

The ESS sets an energy savings target for electricity retailers who meet their target by obtainingand surrendering energy saving certificates which represent delivered energy efficiency actions.Certificates can be created by the retailer (by conducting an energy savings program that providesaudits or upgrades for lighting and heating and cooling in businesses) or the retailer can purchasecertificates from an accredited specialist energy savings company.

The ESS will require additional skills in energy efficiency audits for retailers and the energy servicessector, rather than within industry as is the case in the other three programs listed above.

This program was not covered in the study.

32 NSW Department of Water & Energy http://www.dwe.nsw.gov.au/energy/sustain_renew_neet.shtml

http://www.dwe.nsw.gov.au/energy/sustain_renew_neet.shtml


Appendix C

Functional Skills for Energy EfficiencyAssessments

of 1336124122 Training Needs Analysis Report

Energy Efficiency Assessment Skills Identified as Being Required to Undertake an Effective and Meaningful Energy Efficiency Assessment.

Generic Energy EfficiencyAssessment Process Energy Efficiency (EE) Assessment Skills Stage of Energy Efficiency Assessment That it

is Used

Understand key EE program requirements and identify required human,financial and physical resources

Mainly Stage 1

Develop energy efficiency assessment plan (including timelines, budgetsetc) and manage project

Mainly stage 1

Facilitation and negotiation to acquire necessary human, financial andphysical resources and support

Mainly stages 1 and 6

Culture and behavioural change management for ongoing energyefficiency – employee engagement and communication


Project planning and management -Ability to direct and guide a group incompleting tasks and attaining goalsof energy efficiency assessment

Put together or participate in cross/multi-disciplinary teams or networkswith complementary skills and perspectives

e.g. including technical, business and communications specialists etc


Determine project stakeholders (internal and external) and their role inthe assessment then develop and implement an effectivecommunications and engagement plan to get their buy-in

All stagesCommunication planning andimplementation – Ability toexchange, engage, convey, andexpress knowledge and ideas in anenergy efficiency assessment context Reporting, documentation and presentation - Presentation of key energy

and financial data and findings from energy data analysis in meaningfulmanner and reporting and documenting EE assessment process

All stages



is Used

Facilitation and management of energy efficiency opportunitiesidentification process

e.g. opportunity identification workshops

Stage 4

Development and management of effective plan for ongoingcommunication of energy use data and multiple benefits of energyefficiency opportunities to stakeholders

Stage 7

Collaborative and cultural change skills to facilitate long-termorganisational behavioural change

Required in all stages if ongoing process is to beimplemented

Energy and other data collection - determine, collect and manage themost appropriate energy and process related data

e.g. collecting existing background policies and procedures within the company,representative assessment, determining what is the most relevant datarequired to link energy consumption to task being performed etc

Stages 3 and 4Understanding Energy Use – Abilityto arrange and retrieve data,knowledge and ideas, research andinvestigation of specific technical andfinancial knowledge

Development and implementation of effective ongoing datamanagement, tracking and reporting systems

e.g. development of energy consumption spreadsheets, development oftemplates for recording implemented energy efficiency opportunities andtracking energy savings, developing internal and external reportingtemplates and systems

Stages 3, 4 and 7



is Used

Energy data analysis - Collect most relevant production and other dataand map against energy and cost data

e.g. over time, production levels, climate conditions, etc) and correlate tocausative factors

Stages 3, 4, 5 and 6

Technical/engineering understanding of process or sector

e.g. understanding of best comminution (crushing and grinding technology)for a gold producer, knowledge of GPS and payload tracking systems fortransport sector etc

Stages 3, 4 and 5

Calculate energy savings, simple payback periods, and/or other relevantfinancial analysis for identified opportunities

e.g. payback period, IRR, NPV

Stages 5 and 6

Non conventional financial and whole of business cost benefit analysis

e.g. include all relevant and business costs and benefits (such as increasedhealth and safety, environmental benefit, reduced plant replacement etc) andnot just direct energy or financial savings

Stages 5 and 6

Understanding of laws of thermodynamics, heat loss transfer, energymodelling and their applicability to processes and technologies indifferent sectors

e.g. manufacturing, mining or transport

Stages 3, 4 and 5



is Used

Undertake statistically valid Representative Assessments of similarenergy using sites/operations/processes

e.g. being able to determine which, and how many, sites/processes orequipment are representative of similar systems across the whole operationand determine assessment strategy for these elements.

Stages 3 and 4

Energy mass balance diagrams (EMBs) and models, both averaged anddynamic

e.g. being able to construct energy mass balances for particular sites,processes or sectors

Stages 3 and 4

Statistical analysis of energy and production data, including RegressionAnalysis

e.g. being able to determine which is the appropriate statistical analysis toundertake for specific data sets to get the most useful relationship information,being able to do multi variable regression analysis etc

Stages 3 and 4

Benchmarking - develop meaningful Energy Intensity Indicators andbenchmark energy and production data against historical performance,best practice and theoretical limits

e.g. determining the most relevant way to benchmark the performance of aparticular site, process or piece of equipment, knowing where to acquire therelevant data to benchmark against

Stages 3 and 4

Understanding of Energy Markets, energy pricing and tariffs Stages 3, 4 and 5



is Used

Use building energy rating software and methodologies to determineenergy ratings and efficiency measures for commercial/ office buildings

e.g. National Australian Built Environment Rating Scheme (NABERS) rating

Stages 3, 4 and 5

Whole of system and services thinking

e.g. considering the whole operation and system when looking for solutions, suchas stockpiling and batch processing ore in order to achieve better comminutionefficiency, how efficiencies in water or consumables use can also result in energyefficiencies

Stage 4

Ability to identify innovative “out-of-the-box” solutions includingcontractual, behavioural and cultural solutions

e.g. being able to get people to overcome an inherently narrow view ofoptions or to consider new technologies or approaches

Stage 4

Identifying potential Opportunities– Ability to think strategically andcreatively

Identification of energy efficiency opportunities, technical/engineering -understanding and analysis of process, site or sector including dynamicfactors and transient behaviour of systems

e.g. common technical energy efficiency initiatives for the mining sector

Stage 4



is Used

Identification of energy efficiency opportunities, behavioural -understanding and analysis of design, procurement, commissioning,operational and maintenance practices

e.g. improved driving or operational techniques for heavyequipment/vehicles, switching off lights or equipment when not in use,specifying and procuring more energy efficient equipment etc

Stage 4

Undertake and apply specific techniques such as Pinch Analysis,development of models and other engineering focussed processoptimisation techniques

Stage 4

Identification of procedural, contractual, legal, organisational structure,job descriptions, KPIs, behaviour and other factors influencing energyuse or waste

Stage 4

Develop and present a business case for energy efficiency projects in amanner meaningful to all relevant levels and areas of managementincluding senior management:

e.g. considering operational and capital expenditure, as well as other factorsrequired to justify project implementation including an understanding ofbroad strategic issues and the priorities of the organisation.

Stages 5 and 6

Decision making – Ability to developand assess business cases forimplementation of energy efficiencyopportunities

Manage integration of energy efficiency projects and goals into cross-business operational plans, procedures and KPI’s - develop systemsthat lead to ongoing energy efficiency assessment and implementation

Stages 5 and 6



is Used

Monitoring and Investigation –Ability to install appropriate monitoringequipment and develop analysissystems

Assessment, installation and use of appropriate measurement andmonitoring equipment (temporary or permanent) and application ofappropriate techniques for analysis, feedback provision andsystem/process management based on improved access to information.

Stages 3 and 7


Appendix D

Who Conducts Energy EfficiencyAssessments in Industry and EnergyService Providers?


Industry

Positions Leading Teams

Position / Job Title Core Discipline

ABS Quality and EHS Manager (Energy SPA) EHS

Business Management Manager Business Management

Business Analyst Bachelor of Engineering / Bachelor ofCommerce

Business Development Manager Business Development

Chief Electrical Engineer Electrical Engineer

Chief Engineer Mechanical Engineer

Chief Process Engineer Chemical/Metallurgy

Consultant Energy

Consultant Program Mgr MSc Eng

Continuously improvement leader Chemical engineering

Development Engineer Chemical Engineering

Development and Energy Manager Chemical Engineer

Director Engineering

Divisional HSE Manager Bachelor of Risk Management

EEO Coordinator EEO

EHS Manager EHS

EHS, Quality and ABS Manager Mechanical Engineer

Electrical and Control Specialist Electrical Engineer

Electrical Engineer Electrical

Energy Efficiency Engineer Chemical Engineer

Energy Efficiency Manager Chemical Engineer

Energy Efficiency Officer Computer Science

Energy Engineer Chemical engineering

Mechanical engineeringEnergy Manager

Electrical engineer

Energy Superintendent Energy Management

Engineer Physicist/Structural engineering



Manufacturing Engineer

Mechanical EngineerEngineering Manager

Process Engineer

Engineering team Leader Chemical engineer

Environment Advisor Environmental management

Environment Manager Environmental Science

Environment Professional Environment management

EnvironmentEnvironmental Coordinator

Post Grad Env Science

Environmental Consultant Bachelor of Environmental Science

Environmental Engineer Engineer

Environmental legislation/policyEnvironmental management/corporatetreasury/finance

Environmental Engineering

Bachelor of Environmental ScienceEnvironmental Manager

Environmental Engineer

ScienceEnvironmental Officer

Environmental Science / Applied Chemist

Environmental Superintendent Bachelor of Science(Chemistry)

Electrical ContractorFacilities Manager

Mechanical Engineer

Factory Manager Mechanical Engineering

General Manager Manager

GM Sustainable Development MSc Env Mgt

GM, Corporate Responsibility Environmental Management

Graduate Environmental Engineer Environmental Science

Group Leader Environment Bachelor of Environmental Health

Health Safety and Environmental Officer

Logistics Manager Logistics

Maintenance Manager Electrical & Automation

Manager Crown Services Capital Infrastructure



Manager, Energy Program Energy

Manager of Process, Management &Development

Environmental Engineer

Material Engineer Process

Mechanical EngineerMechanical Engineer

Mechanical engineering

National Project Manager Operations andEnvironment Mechanical Engineering

National Workshop Manager Fleet Management

Operations Manager Chemical Engineering

Operations Analyst Environmental - Project Management

Principal Process Engineer Metallurgy

Process Development Manager Process engineer

Process Improvement & Environment SystemCo-ordinator

Mechanical engineering

Production Superintendent Sugar Technologist

Business Improvement

Chemical EngineerProject Manager

Metallurgy

Regional Environment Manager B Sc

Risk & Sustainability Team Leader Economics and Corporate Planning

Risk & Sustainability Co-ordinator

Senior Advisor – carbon Process Engineer

Energy Management

BE Hons (Elec), MSc Env TechSenior Consultant

Electrical

Electrical Engineer

Senior Electrical Engineer Grad Diploma Environmental Mgt

Senior environmental Advisor Chemical engineer

Senior Process Engineer Environmental science

Senior Manager Technical/EnvironmentServices Chemical Engineer



Senior Process Engineer Environmental

SHE Compliance Coordinator Safety, Health and Environment

Business AdministrationSHE Manager

Environmental

Site Environmental Engineer (Bachelor ofTechnology [Engineering]) Engineering

Snr Electrical Engineer Powerhouse Operations

Superintendent Development Bachelor of Science - Environmental Health

Sustainability Coordinator Information Systems

Systems Analyst Mechanical Engineering

Technical Manager Chemical engineering

Technical Services Manager Mechanical Engineer

Technical Support Manager Mechanical Engineer

Undergraduate Engineer Environmental

Victorian Environmental Manager

Positions Involved in Teams

Position/job title Core discipline

ABS & Engineering Manager

AccountingAccountant

Financial management

Administration Manager Accounting

Area Managers Manufacturing Senior Engineers

Assets Superintendent

Assistant Chief Electrician Instrumentation

Assistant Chief Engineer Mechanical Engineering

Assistant Facilities Manager Electrical Engineering

Building Services and Project Manager Building and Project Management

Building Services Manager Electrical Engineering

Business Analyst Process Engineering



Finance and Planning

Commercial

Accounting

Chemical Engineering

Business Development Manager Mining Business Improvement

Business Improvement Consultant Senior Site Services Engineering

Central Maintenance Manager Chemical Engineering

Chemical Engineer Electrical Engineering

Chief Electrician Engineering Management

Chief Engineer Engineering

Combustion Engineer Metallurgy / Process Engineering

Environmental Science

Various - typically operations

Continuous Improvement Coordinator

Engineering

Contract Engineer Chemical Engineering

Development engineer Sustainability and Risk

Director Corporate Services Mining HSE Operations Management

EGM HSE & HR Mining Plant Management

EGM Plant Electrical Engineering

Electrical / Control Engineer Electrical Engineering

Electrical Reliability Engineer Electrical Engineering

ElectricianElectrical Superintendent

Electrician

Electrical Supervisor Electrical Engineering

Electrician Mechanical Engineering

Electrical EngineeringElectrode Engineer

Electrical Engineering

Energy Consultant Mechanical Engineering

Electrical EngineeringEnergy Efficiency Assessor




Energy Engineer Electrical, Maintenance & Project Supervision

Energy Officer Mechanical Engineering

Electrical EngineeringEngineer

Drafting

Engineer Draftsman Technical, Engineering

Mechanical Engineering



Engineering

Engineering Process & Efficiency

Various

Engineering Manager

Law

Environment Compliance Officer

Environment Manager Information Technology

Environmental Administrator

Environmental Consultant EHS

Environmental ScienceEnvironmental Coordinator

Sustainability

Environmental Leader Chemistry

Environmental Manager

Environmental Officers Science

Environmental Programs Co-ordinator Technical Knowledge

Environmental Scientist Environmental Science

Environmental EngineerEnvironmental Superintendent

Electrician

Facilities Supervisor Dairy Food Science

Factory Manager Dairy Process plant

Factory Waste & Yield and EnvironmentManager

Accounting

Finance Admin Manager Accounting



AccountingFinance Manager

Accountancy

Finance Officer Financial Analysis

Financial Accountant Accounting

Financial Accountant/Company Secretary Mechanical Engineer

Fleet Engineer Engineering, Technical

Fleet Manager General Manager - Contracting Plant

Chemical Engineer

Economics

Metallurgy/Finance

General Manager

Earth Sciences

Geologist Mining Operations Management

General Manager - Operations Civil/Mechanical

Graduate Engineer Mechanical / Building Services

Head of Operations & Environment Management

Health, Safety, Environment & SecurityManager

Electrical Power Supply

High Voltage Officer Manager

Hotel General Manager HR

HR Manager Logistics

Improvement and Strategy Specialist Departmental Data Collection

Information Officer Mechanical Fitter

Infrastructure Co-ordinator IT Management

IT Engineer

Laboratory Manager

Land Access Officer

Legal

Location Manager Refrigeration/Compressors

Boilers/BiogasMaintenance




Fitter


Maintenance Manager

Trade Certification

Carpenter

Engineering

Maintenance Manager


Maintenance Superintendent Finance and Planning

Management Accountant Chemistry

Manager Manager

Marketing General Manager



Processing

Mechanical Engineer

Bachelor of Science (Metallurgy)

Metallurgist Mining Operations Management

Metallurgy Manager Mining Engineering

Mining EngineeringMine Management

Electrical and Mechanical Trades

Open Pit Engineers

Operational Superintendent Process Engineering

Operations Coordinators

Operations Engineer Management

Process EngineerOperations Manager

Various

Chemical EngineeringOperations Superintendent

Boiler Operation

Operations Support Manager Ore Processing Certificate/diploma

Operators Paint Shop Senior Engineer

Ore Processing Personnel & Safety

Paint Area Manager



Personnel Officer Accountancy

Planning/Implementation Manager Maintenance

Plant Accountant Metallurgy

Plant Fitter Operator

Plant Metallurgist Mechanical Engineering

Plant Operator Electrical Engineering

Potroom Engineer

Process Area Superintendent Chemistry

Process Areas Team Leaders Process Engineering

Process Consultant Chemical Engineering

Process Engineering



Metallurgy



Metallurgy

Process Engineer


Process knowledgeProcess Manager

Services and Mechanical Experience

Process Operators

Process Service Engineer Processing

Process Technician Procurement

Processing Manager Engineering

Procurement manager Chemical Engineering/ Chemistry

OperationsProduction Engineer

Metallurgy

Science

Production Management

Production Manager

Dairy Process plant




Production Supervisor Mechanical Engineering

Project Electrical Engineer Mechanical Engineering


Civil/Mechanical Engineering

Project Engineer


Project Manager Pump Efficiency Testing Electrical Engineering

Project Mechanical Engineer Property Management

Project Superintendent

Property Services Manager Packaging Technical Experience

Purchasing Officer Electrical / Building Services

Quality Analyst Mechanical Engineering

Regional Operations Manager Maintenance

Reliability Engineers Electrical Engineering

Reliability Managers Electrical and Utilities Management

Reliability Superintendent Manager

Resource Development Coordinator Paper Machine Engineering

Retail General Manager Electrical Engineering

REST Managers Electrician

Senior Electrical / Instrumental Engineer Electrical Engineering

Electrical and Automation

Metallurgy

Senior Electrical Engineer

Mining Operations Engineering Support

Senior Metallurgists Process Engineer

Senior Mining Engineer Process


Reliability

Senior Process Engineer

Metallurgist

Senior Reliability Engineer Mechanical Services

Senior Research Scientist Accountant



Services Team Leader Bachelor of Accounting

Site Accounting Resource Various

Site Business Systems Coordinator Bachelor Engineering & MOA

Site champion

Site GM Operations Operations

Site Manager Processing Engineer

Site Operations Manager

Site Technical Manager Chemical Engineering

Stores & Supply / Commercial Electrician

Student Engineer Supply & Contracts Administration

Supervisor Electrical Maintenance Procurement and Contracts

Supply & Contracts Officer Electrician

Supply Superintendent Mechanical Engineering

Team Leader Electrical Maintenance Chemical

Chemical EngineerTechnical

Technical knowledge

Technical Advisor Metallurgy

Technical and Quality Manager Quality and Systems Management

Brewing Technical ExperienceTechnical Manager

Mechanical Engineer

Technical Support Brewer Mechanical Engineering

Technical/Engineering Manager Logistics

Unloading Maintenance Superintendent Environmental Engineering

Warehouse Distribution Manager

Work Experience Student


Energy Service Providers

Positions Involved in Leading Teams

Position/Job Title Core Discipline

Associate Mechanical Engineering

CEO Electrical Engineering

Chemical Engineer Chemical Engineer

Chief Engineer Mechanical Engineering

Consultant Management Engineering

Consultant Information Technology

Consultants Engineering Disciplines

Director Mechanical Engineering, MBA

Director Engineering / Sustainability

Electrical Engineer Electrical Engineer

Energy Auditor Environmental Scientist

Energy Consultant Energy Science

Energy Engineer Mechanical Engineering

Energy Manager Metallurgy

Energy Management Engineer Electrical Engineering

Energy Services Engineer Mechanical Engineering

Engineering Manager Mechanical Engineering

Environmental Consultant Sustainability & Energy

ESD Consultant Engineering/Architecture

Manager, Energy Efficiency Mechanical Engineering

Managing Director Energy Efficiency (typically mechanical bias)

Mechanical Engineer Mechanical Engineer

Mechanical EngineerMechanical / Electrical Engineering tradesbackground

Practice Manager Mechanical Engineering / Accountancy

Principal Architecture

Principal Consultant Multi-skilled

Principal Consultant Electrical Engineering


Principal Consultant Engineering Discipline

Principal Consultant Energy, Chemical or Electrical Engineering

Principal Engineers Electrical & Mechanical

Principal / Senior Advisor Electrical Engineering / Business Degree

Principal Sustainability Consultant Science / Business

Project Consultant Electrical Engineering

Project Consultant Manufacturing Engineering

Senior Chemical Engineer Chemical Engineer

Senior Consultant Electrical Engineering

Senior Consultant Energy Efficiency (typically mechanical bias)

Senior Consultant Mechanical Engineering

Senior Consultant Engineering Discipline

Senior Consultant Various

Senior Consultant (PM) Engineering/ Environment/ Business

Senior Consultant (Technical Lead) Energy, Chemical or Electrical Engineering

Senior Environmental Engineer Environmental Engineering

Senior Energy Engineer Mechanical Engineering

Senior Engineer Mechanical Engineering

Senior Resource Efficiency Engineer Mechanical Engineer

Specialist Consultant Mechanical Engineering

Senior Engineers / Team Leaders Electrical & Mechanical

Senior Sustainability Consultant Engineering

Sustainability Engineer Electrical Engineering

Sustainability Information Officer Information Technology

Technical Director Chemical Engineering


Appendix E

Perceived Availability of Energy EfficiencyAssessment Functional Skills in Industry bySector and Company Size


Availability of Energy Efficiency Assessment Functional Skills in Industry by Sector

Key: CR & S - Commercial, retail and services; M – F&B – Manufacturing (Food and beverage); M – G – Manufacturing (General); M & MS – Mining and MiningSupport; O R & P – Oil refining and petrochemicals; RP – Resource processing including O&G extraction; TS & C – Transport, storage and construction

Generic FunctionalSkills Area

Specific Functional Skills Internal Staff MemberWith Skills

Mean Level of SkillPrior to Assessment -

5 is Competent

Mean Level of SkillAfter Assessment - 5

is Competent

Project managementconventional – Abilityto direct and guide agroup in completingtasks and attaininggoals

» Understand key EE program requirements andidentify required human, financial and physicalresources

» Develop EE assessment plan (includingtimelines budgets etc) and manage project

» Project management for EE opportunityimplementation - design, procurementconstruction/installation and maintenance

81.2% (All)

70.8% (CR & S)

88.2% (M – F&B)

85.7% (M-G)

63.6% (M & MS)

100% (OR & P)

87.5% (RP)

92.3% (TS & C)

3.67 (All)

4.06 (CR & S)

3.47 (M – F&B)

3.71 (M-G)

3.36 (M & MS)

4.60 (OR & P)

3.76 (RP)

3.08 (TS & C)

4.23 (All)

4.53 (CR & S)

4.07 (M – F&B)

4.35 (M-G)

3.79 (M & MS)

4.60 (OR & P)

4.30 (RP)

4.00 (TS & C)





5 is Competent


is Competent

Project managementpeople skills – Abilityto direct and guide agroup in completingtasks and attaininggoals

» Facilitation and negotiation to acquire necessaryresources

» Culture and behavioural change management forongoing energy efficiency– employeeengagement and communication

90% (All)

95.7% (CR & S)

93.8% (M – F&B)

92.6% (M-G)

68.2% (M & MS)

80% (OR & P)

95.2% (RP)

100% (TS & C)

3.62 (All)

3.91 (CR & S)

3.53 (M – F&B)

3.24 (M-G)

3.67 (M & MS)

4.50 (OR & P)

3.70 (RP)

3.50 (TS & C)

4.04 (All)

4.27 (CR & S)

3.87 (M – F&B)

3.71 (M-G)

3.93 (M & MS)

4.50 (OR & P)

4.35 (RP)

3.92 (TS & C)





5 is Competent


is Competent

Communication –Ability to exchange,convey, and expressknowledge and ideas

» Determine project stakeholders (internal andexternal) and their role in the assessment thendevelop and implement an effectivecommunications and engagement plan to gettheir buy-in

» Reporting, documentation and presentation -Presentation of key data and findings fromenergy data analysis in meaningful manner andreporting and documenting EE assessmentprocess

» Facilitation and management of EE opportunitiesidentification process

» Development and management of effective planfor ongoing communication of energy use dataand multiple benefits of EE opportunities tostakeholders

89% (All)

76% (CR & S)

93.8% (M – F&B)

100% (M-G)

73.9% (M & MS)

83.3% (OR & P)

95.5% (RP)

100% (TS & C)

3.63 (All)

3.75 (CR & S)

3.53 (M – F&B)

3.38 (M-G)

3.59 (M & MS)

4.60 (OR & P)

3.90 (RP)

3.38 (TS & C)

4.03 (All)

4.20 (CR & S)

3.93 (M – F&B)

3.79 (M-G)

3.88 (M & MS)

4.80 (OR & P)

4.29 (RP)

3.85 (TS & C)





5 is Competent


is Competent

» Energy use assessment - determine, collect andmanage the most appropriate energy andprocess related data

» Development and implementation of effectiveongoing data management, tracking andreporting systems

81% (All)

80% (CR & S)

87.5% (M – F&B)

88.9% (M-G)

58.3% (M & MS)

83.3% (OR & P)

82.6% (RP)

100% (TS & C)

3.80 (All)

3.90 (CR & S)

3.80 (M – F&B)

3.60 (M-G)

3.79 (M & MS)

4.20 (OR & P)

4.16 (RP)

3.33 (TS & C)

4.17 (All)

4.30 (CR & S)

4.13 (M – F&B)

3.88 (M-G)

4.14 (M & MS)

4.60 (OR & P)

4.32 (RP)

4.25 (TS & C)

Understand EnergyUse - Ability to arrangeand retrieve data,knowledge and ideas,research andinvestigation

» Energy data analysis (statistical analysis,benchmarking, energy mass balance)

» Technical/engineering understanding of processor sector

75% (All)

73.1% (CR & S)

77.8% (M – F&B)

82.1% (M-G)

45.8% (M & MS)

83.3% (OR & P)

91.3% (RP)

83.3% (TS & C)

4.01 (All)

4.32 (CR & S)

3.86 (M – F&B)

3.78 (M-G)

3.91 (M & MS)

4.80 (OR & P)

4.19 (RP)

3.50 (TS & C)

4.33 (All)

4.53 (CR & S)

4.14 (M – F&B)

3.95 (M-G)

3.91 (M & MS)

4.80 (OR & P)

4.67 (RP)

4.10 (TS & C)





5 is Competent


is Competent

» Financial analysis (e.g. payback period, IRR,NPV)

» Non conventional financial and whole ofbusiness cost benefit analysis (e.g.environmental and social benefits)

82% (All)

76.9% (CR & S)

82.4% (M – F&B)

88.9% (M-G)

69.6% (M & MS)

83.3% (OR & P)

90.9% (RP)

83.3% (TS & C)

3.85 (All)

3.80 (CR & S)

4.00 (M – F&B)

3.76 (M-G)

4.00 (M & MS)

4.20 (OR & P)

3.95 (RP)

3.30 (TS & C)

4.12 (All)

4.20 (CR & S)

4.13 (M – F&B)

4.00 (M-G)

4.19 (M & MS)

4.20 (OR & P)

4.14 (RP)

4.00 (TS & C)

Identify potentialopportunities - Abilityto think strategicallyand creatively

» Whole of system thinking and ability to identifyinnovative "out-of-the-box" solutions

» Identification of energy efficiency opportunities,technical/engineering - understanding andanalysis of process or sector)

» Identification of energy efficiency opportunities,behavioural – understanding and analysis ofdesign, procurement, operational andmaintenance practices

80% (All)

68% (CR & S)

82.4% (M – F&B)

80% (M-G)

70.8% (M & MS)

83.3% (OR & P)

90.9% (RP)

100% (TS & C)

3.62 (All)

3.82 (CR & S)

3.50 (M – F&B)

3.27 (M-G)

3.47 (M & MS)

4.40 (OR & P)

4.10 (RP)

3.18 (TS & C)

4.0 (All)

4.29 (CR & S)

3.93 (M – F&B)

3.76 (M-G)

3.88 (M & MS)

4.40 (OR & P)

4.15 (RP)

3.82 (TS & C)





5 is Competent


is Competent

Monitoring andInvestigation (includinginstallation ofequipment) - Ability toinstall appropriatemonitoring equipmentand develop analysissystems

» Installation of appropriate monitoring equipment(temporarily or permanently)

78% (All)

66.7% (CR & S)

93.3% (M – F&B)

82.6% (M-G)

70.6% (M & MS)

75% (OR & P)

86.7% (RP)

66.7% (TS & C)

3.87 (All)

4.00 (CR & S)

3.67 (M – F&B)

3.58 (M-G)

3.92 (M & MS)

5.00 (OR & P)

4.33 (RP)

3.67 (TS & C)

4.12 (All)

4.47 (CR & S)

4.00 (M – F&B)

3.84 (M-G)

3.92 (M & MS)

5.00 (OR & P)

4.67 (RP)

4.00 (TS & C)


Availability of Energy Efficiency Assessment Functional Skills in Industry by Company Size

Medium - 20 to 99 employeesLarge - 100 to 999 employeesVery large - 1000 or more employees


Specific Functional Skills Internal Staff Member WithSkills

Mean Level of SkillPrior to Assessment -5 is Competent

Mean Level of SkillAfter Assessment - 5is Competent

Project managementconventional - Ability todirect and guide agroup in completingtasks and attaininggoals

» Understand key EE program requirements and identifyrequired human, financial and physical resources

» Develop EE assessment plan (including timelinesbudgets etc) and manage project

» Project management for EE opportunity implementation- design, procurement construction/installation andmaintenance

81.2% (All)

81.3% (Medium)

82% (Large)

80%(Very large)

3.67 (All)

4.00 (Medium)

3.48 (Large)

3.75 (Very large)

4.23 (All)

4.33 (Medium)

4.14 (Large)

4.27 (Very large)

Project managementpeople skills - Ability todirect and guide agroup in completingtasks and attaininggoals

» Facilitation and negotiation to acquire necessaryresources

» Culture and behavioural change management forongoing energy efficiency– employee engagement andcommunication

90% (All)

92.9% (Medium)

87.7% (Large)

90.7% (Very large)

3.62 (All)

3.54 (Medium)

3.54 (Large)

3.69 (Very large)

4.04 (All)

3.92 (Medium)

4.00 (Large)

4.08 (Very large)






Communication - Abilityto exchange, convey,and express knowledgeand ideas

» Determine project stakeholders (internal and external)and their role in the assessment then develop andimplement an effective communications andengagement plan to get their buy-in

» Reporting, documentation and presentation -Presentation of key data and findings from energy dataanalysis in meaningful manner and reporting anddocumenting EE assessment process

» Facilitation and management of EE opportunitiesidentification process

» Development and management of effective plan forongoing communication of energy use data andmultiple benefits of EE opportunities to stakeholders

89% (All)

87.5% (Medium)

84.7% (Large)

93.1% (Very large)

3.63 (All)

3.67 (Medium)

3.50 (Large)

3.72 (Very large)

4.03 (All)

4.07 (Medium)

3.82 (Large)

4.19 (Very large)

» Energy use assessment - determine, collect andmanage the most appropriate energy and processrelated data

» Development and implementation of effective ongoingdata management, tracking and reporting systems

81% (All)

75% (Medium)

81.4% (Large)

82.5% (Very large)

3.80 (All)

4.17 (Medium)

3.49 (Large)

3.69 (Very large)

4.17 (All)

4.36 (Medium)

4.06 (Large)

4.22 (Very large)

Understanding EnergyUse


» Technical/engineering understanding of process orsector

75% (All)

81.3% (Medium)

71.7% (Large)

76.7% (Very large)

4.01 (All)

4.31 (Medium)

4.12 (Large)

3.80 (Very large)

4.33 (All)

4.33 (Medium)

4.36 (Large)

4.28 (Very large)






» Financial analysis (e.g. payback period, IRR, NPV)

» Non conventional financial and whole of business costbenefit analysis (e.g. environmental and social benefits)

82% (All)

75% (Medium)

84.2% (Large)

81.4% (Very large)

3.85 (All)

3.75 (Medium)

3.88 (Large)

3.82 (Very large)

4.12 (All)

4.09 (Medium)

4.04 (Large)

4.18 (Very large)

Identifying potentialopportunities

» Whole of system thinking and ability to identifyinnovative "out-of-the-box" solutions

» Identification of energy efficiency opportunities,technical/engineering - understanding and analysis ofprocess or sector)

» Identification of energy efficiency opportunities,behavioural – understanding and analysis of design,procurement, operational and maintenance practices

80% (All)

80% (Medium)

85% (Large)

74.1% (Very large)

3.62 (All)

3.83 (Medium)

3.61 (Large)

3.55 (Very large)

4.0 (All)

4.27 (Medium)

3.84 (Large)

4.10 (Very large)

Other skills» Use hands or tools to build, repair and invent 78% (All)

75% (Medium)

78.3% (Large)

77.8% (Very large)

3.87 (All)

4.33 (Medium)

3.89 (Large)

3.74 (Very large)

4.12 (All)

4.67 (Medium)

4.19 (Large)

4.09 (Very large)


Appendix F

How are Energy Efficiency SkillsAcquired in Industry


How are energy efficiency skills acquired? - Industry


Part ofprofessionalqualification

University orTAFE courseundertakenoutsidequalification/degree

Professionaldevelopmentworkshop orcourse providedin-house

Professionaldevelopmentworkshop orcourse providedby an externalconsultant orcompany (notUniversity orTAFE)

Professionaldevelopmentworkshop orcourse providedonline (notUniversity orTAFE)

Learned on-the-job prior toassessment

Learned onthe job duringtheassessment

Project planning andmanagement(conventional)

45.4% 3.9% 9.2% 0% 3.3% 51.3% 38.2%

Project planning andmanagement (peopleskills)

44.1% 3.3% 12.5% 7.2% 2.6% 51.3% 30.3%

Communicationplanning andimplementation

49.3% 5.9% 10.5% 11.2% 2% 53.9% 40.8%

Understandingenergy use

53.5% 7.03% 8.8% 6.6% 1.53% 50% 32%


52.6% 7.9% 5.3% 6.6% 2.0% 50.7% 34.2%


38.2% 8.6% 2.6% 5.3% 2.6% 34.9% 21.1%


Appendix G

Perceived Availability of EnergyEfficiency Assessment Functional Skillsin Energy Service Providers byCompany Size


Perceived Availability of Energy Efficiency Assessment Functional Skills in Energy Service Providers - by Company Size

Where there is a lack of skills,(i.e. 2 or less) this is due to

Generic EnergyEfficiency Assessment

ProcessSkills Required

Involved in thispart of the

Assessment?

Average Levelof Current

Skills AmongStaff:

0 None –5 Very

competent(Range could

be used)33

Shortageof staff

Lack of thenecessary

skills amongexisting staff

Both

Understand key EE program requirementsand identify required human, financial andphysical resources (within clientorganisation)

71.9%

4.17 - Overall

3.86 - Large

4.27 - Small

33% - Overall

0% - Large

67%- Small

33% - Overall

67% - Large

0% - Small

33% -Overall

33% - Large

33% - Small

Project planning andmanagement – Abilityto Direct and guide agroup in completingtasks and attaininggoals

Understand key EE program requirementsand identify required human and physicalresources (within own organisation)

e.g. what experience/expertise orequipment exists within ownorganisation or whether subconsultants should be used etc

81.8%

4.19 – Overall

4.07 – Large

4.23 – Small

40% - Overall

0% - Large

100% - Small

40% - Overall

67% - Large

0% - Small

20% -Overall

33% -Large

0% - Small

33 Where a range was given by a respondent, the midpoint of that range was used to estimate the overall averages.






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Develop EE assessment plan (includingtimelines, budgets etc) and manage project(within client organisation)

75.0%

4.0 – Overall

3.79 - Large

4.07 - Small

33% - Overall

0% - Large

50% - Small

50% - Overall

50% - Large

50% - Small

17% -Overall

50% - Large

0% - Small

Project management for EE implementation- design, procurement, construction orinstallation and maintenance

54.6%

4.69 - Overall

4.3 - Large

4.79 - Small

50% - Overall

0% - Large

75% - Small

17% - Overall

0% - Large

25% - Small

33% -Overall

100% - Large

0% - Small

Negotiation to acquire necessary resourcesand support (within client organisation) 56.3%

3.92- Overall

3.42 - Large

4.08 - Small

50% - Overall

0% - Large

75% - Small

33% - Overall

50% - Large

25% - Small

17% -Overall

50% - Large

0% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Culture and behavioural changemanagement for ongoing energy efficiency– employee engagement andcommunication (within client organisation)

74.2%

3.69 – Overall

3.25 – Large

3.80 - Small

44% - Overall

0% - Large

80% - Small

44% - Overall

75% - Large

20% - Small

12% -Overall

25% - Large

0% - Small

Determine project stakeholders (internaland external) and their role in theassessment then develop and implementan effective communications andengagement plan to get their buy-in (withinclient organisation)

78.1%

4.0 - Overall

4.0 - Large

4.0 - Small

50% - Overall

0% - Large

75% - Small

33% - Overall

50% - Large

25% - Small

17% -Overall

50% - Large

0% - Small

Communicationplanning andimplementation –Ability to exchange,convey, and expressknowledge and ideas

Reporting, documentation and presentation- Presentation of key data and findings fromenergy data analysis in meaningful mannerand reporting and documenting EEassessment process

84.4%

4.35 - Overall

4.0 - Large

4.46 - Small

50% - Overall

0% - Large

100% - Small

33% - Overall

67% - Large

0% - Small

17% -Overall

33% - Large

0% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Facilitation and management of energyefficiency opportunities identificationprocess (e.g. opportunity identificationworkshops)

90.9%

4.20 - Overall

3.93 - Large

4.28 - Small

67% - Overall

0% - Large

100% - Small

17% - Overall

50% - Large

0% - Small

17% -Overall

50% - Large

0% - Small

Development and management of effectiveplan for ongoing communication of energyuse data and multiple benefits of energyefficiency opportunities to stakeholders

71.9%

4.28 - Overall

3.80 - Large

4.40 - Small

67% - Overall

0% - Large

100% - Small

0% - Overall

0% - Large

0% - Small

33% -Overall

100% - Large

0% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Energy use assessment - determine,collect and manage the mostappropriate energy and processrelated data

e.g. collecting existing backgroundpolicies and procedures within thecompany, representative assessment,determining what is the most relevantdata required to link energyconsumption to task being performedetc, what metering/submetering/feedback is required

94.1%

4.34 - Overall

4.29 - Large

4.36 - Small

50% - Overall

0% - Large

60% - Small

33% - Overall

0% - Large

40% - Small

17% -Overall

100% - Large

0% - Small

Understanding EnergyUse – Ability toarrange and retrievedata, knowledge andideas, research andinvestigation ofspecific technical andfinancial knowledge

Development and implementation ofeffective ongoing data management,tracking and reporting systems

e.g. development of energyconsumption spreadsheets,development of templates for recordingimplemented energy efficiencyopportunities and tracking energysavings, developing internal andexternal reporting templates andsystems

71.4%

4.12- Overall

3.92 - Large

4.17 - Small

29% - Overall

0% - Large

40% - Small

43% - Overall

50% - Large

40% - Small

29% -Overall

50% - Large

20% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Energy data analysis

e.g. statistical analysis, benchmarking,energy mass balance etc

91.2%

4.12 - Overall

4.50 - Large

4.04 - Small

25% - Overall

0% - Large

33% - Small

50% - Overall

50% - Large

50% - Small

25% -Overall

50% - Large

17% - Small

Technical/engineering understanding ofprocess or sector

e.g. understanding of bestcomminution (crushing and grindingtechnology) for a gold producer,understanding of refrigeration systemsand optimal operating approach,knowledge of GPS and payloadtracking systems for transport sectoretc

88.2%

4.18 - Overall

4.43 - Large

4.12 - Small

43% - Overall

0% - Large

60% - Small

29% - Overall

0% - Large

40% - Small

29% -Overall

100% - Large

0% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Financial analysis

e.g. payback period, IRR, NPV84.8%

4.05 - Overall

4.29 - Large

3.98 - Small

50% - Overall

0% - Large

60% - Small

33% - Overall

0% - Large

40% - Small

17% -Overall

100% - Large

0% - Small

Non conventional financial and whole ofbusiness cost benefit analysis

e.g. environmental and social benefits73.3%

3.88 - Overall

4.40 - Large

3.76 - Small

50% - Overall

0% - Large

60% - Small

50% - Overall

100% - Large

40% - Small

0% - Overall

0% - Large

0% - Small

Identifying potentialOpportunities –Imagine the future anddevelop a process forcreating it

Whole of system thinking and ability toidentify innovative “out-of-the-box” solutions 91.4%

4.09 - Overall

4.07 - Large

4.10 - Small

75% - Overall

0% - Large

100% - Small

17% - Overall

50% - Large

0% - Small

17% -Overall

50% - Large

0% - Small






Assessment?


Skills AmongStaff:

0 None –5 Very


be used)33

Shortageof staff



Both

Identification of energy efficiencyopportunities, technical/engineering -understanding and analysis of process orsector

94.1%

4.27 - Overall

4.57 - Large

4.18 – Small

67% - Overall

0% - Large

100% - Small

17% - Overall

0% - Large

0% - Small

17% -Overall

100% - Large

0% - Small

Identification of energy efficiencyopportunities, behavioural - understandingand analysis of design, procurement,commissioning, operational andmaintenance practices

91.2%

3.98 - Overall

3.64 - Large

4.08 - Small

57% - Overall

0% - Large

100% - Small

14% - Overall

33% - Large

0% - Small

29% -Overall

67% - Large

0% - Small

Monitoring andinvestigation – Usehands or tools to build,repair and invent

Installation of appropriate monitoringequipment (temporarily or permanently)and analysis

e.g. determining what sub-metering isrequired in a particular application

67.7%

3.61 - Overall

3.75 - Large

3.58 - Small

43% - Overall

0% - Large

50% - Small

43% - Overall

0% - Large

50% - Small

14% -Overall

100% - Large

0% - Small


Appendix H

How are Energy Efficiency SkillsAcquired in Energy Service Providers?


How are energy efficiency skills acquired? – Energy Service Providers


Part ofprofessionalqualification

University orTAFEcourseundertakenoutside ofdegree

Professionaldevelopmentworkshop orcourseprovided in-house

Professionaldevelopmentworkshop orcourseprovided byan externalconsultant orcompany (notUniversity orTAFE)

Professionaldevelopmentworkshop orcourseprovided byGovernmentDepartment(e.g.SustainabilityVictoria)

Professionaldevelopmentworkshop orcourseprovidedonline (notUniversity orTAFE)

Learned on-the-job priortoassessment

Learned onthe jobduring theassessment

Project planning andmanagement(conventional)

35.8% 18.3% 25% 18.3% 40.5% 1.5% 73.5% 41.8%

Project planning andmanagement (peopleskills)

37% 16% 24.5% 16% 25% 2% 82.5% 45.5%

Communicationplanning andimplementation

37.3% 16.5% 24.8% 20.3% 33% 3.5% 82% 46.3%

Understandingenergy use

54% 24.5% 22.5% 25.5% 31.3% 3.8% 81.3% 50.7%


49.3% 24.7% 24.7% 22.3% 33.3% 3% 80% 52.7%

Decision making andimplementation

N/A N/A N/A N/A N/A N/A N/A N/A


35% 27% 23% 23% 27% 4% 81% 42%


Appendix I

Use of Consultants for Skills Gaps or SkillsShortages


Use of Consultants for Skills Gaps or Skills Shortages - bySector

Key: CR & S - Commercial, retail and services; M – F&B – Manufacturing (Food and Beverage); M – G – Manufacturing (General); M & MS – Mining andMining Support; O R & P – Oil refining and petrochemicals; RP – Resource processing including O&G extraction; and TS & C – Transport, storage andconstruction

Why was This?

Did External ConsultantProvide Skill/s?



Yes No

Lack ofnecessary


Skilled staffunavailable

Additionalsupport

needed forskilled staff

Otherconsiderations

Project managementconventional – Abilityto direct and guide agroup in completingtasks and attaining goal

» Understand key EEprogram requirementsand identify requiredhuman, financial andphysical resources

» Develop EE assessmentplan (including timelinesbudgets etc) and manageproject

» Project management forEE opportunityimplementation - design,procurementconstruction/installationand maintenance

43% (All)

46% (CR & S)

41% (M – F&B)

43% (M – G)

68% (M & MS)

20% (OR & P)

33% (RP)

23% (TS & C)

57% (All)

54% (CR & S)

59% (M –F&B)

57% (M – G)

32% (M & MS)

80% (OR & P)

67% (RP)

77% (TS & C)

20% (All)

46% (CR & S)

0% (M – F&B)

0% (M – G)

39% (M & MS)

0% (OR & P)

12.5% (RP)

0% (TS & C)

11% (All)

9% (CR & S)

29% (M – F&B)

8.3% (M – G)

0% (M & MS)

0% (OR & P)

12.5% (RP)

33% (TS & C)

60% (All)

27% (CR & S)

57% (M – F&B)

83.3% (M – G)

61% (M & MS)

100% (OR& P)

62.5% (RP)

67% (TS & C)

9% (All)

18% (CR & S)

14% (M – F&B)

8.3% (M – G)

0% (M & MS)

0% (OR & P)

12.5% (RP)

0% (TS & C)


Project managementpeople skills – Ability todirect and guide agroup in completingtasks and attaininggoals

» Facilitation andnegotiation to acquirenecessary resources

» Culture and behaviouralchange management forongoing energyefficiency– employeeengagement andcommunication

29% (All)

17% (CR & S)

25% (M – F&B)

37% (M – G)

54.5% (M & MS)

0% (OR & P)

19% (RP)

18% (TS & C)

71% (All)

83% (CR & S)

75% (M –F&B)

63% (M – G)

45.5% (M &MS)

100% (OR &P)

81% (RP)

82% (TS & C)

2.8% (All)

0% (CR & S)

0% (M – F&B)

0% (M – G)

8.3% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

11.1% (All)

0% (CR & S)

25% (M – F&B)

20% (M – G)

0% (M & MS)

0% (OR & P)

25% (RP)

0% (TS & C)

80.6% (All)

100% (CR& S)

75% (M – F&B)

70% (M – G)

83.3% (M & MS)

0% (OR & P)

75% (RP)

100% (TS & C)

5.6% (All)

0% (CR & S)

0% (M – F&B)

10% (M – G)

8.3% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)


Communication –Ability to exchange,convey, and expressknowledge and ideas

» Determine projectstakeholders (internal andexternal) and their role inthe assessment thendevelop and implement aneffective communicationsand engagement plan toget their buy-in

» Reporting, documentationand presentation -Presentation of key dataand findings from energydata analysis inmeaningful manner andreporting anddocumenting EEassessment process

» Facilitation andmanagement of EEopportunities identificationprocess

» Development andmanagement of effectiveplan for ongoingcommunication of energyuse data and multiplebenefits of EEopportunities tostakeholders

42% (All)

40% (CR & S)

37.5% (M – F&B)

34.5% (M – G)

61% (M & MS)

33% (OR & P)

41% (RP)

38.5% (TS & C)

58% (All)

60% (CR & S)

62.5% (M –F&B)

65.5% (M – G)

39% (M & MS)

67% (OR & P)

59% (RP)

61.5% (TS &C)

17% (All)

30% (CR & S)

0% (M – F&B)

10% (M – G)

31% (M & MS)

0% (OR & P)

11% (RP)

0% (TS & C)

9% (All)

10% (CR & S)

16.7% (M – F&B)

10% (M – G)

0% (M & MS)

0% (OR & P)

22% (RP)

0% (TS & C)

63% (All)

40% (CR & S)

66.7% (M – F&B)

70% (M – G)

69% (M & MS)

50% (OR & P)

56% (RP)

100% (TS & C)

11% (All)

20% (CR & S)

16.7% (M – F&B)

10% (M – G)

0% (M & MS)

0% (OR & P)

11% (RP)

0% (TS & C)


InformationManagement – Ability toarrange and retrievedata, knowledge andideas

» Energy use assessment -determine, collect andmanage the mostappropriate energy andprocess related data

» Development andimplementation ofeffective ongoing datamanagement, trackingand reporting systems

47% (All)

48% (CR & S)

41% (M – F&B)

43% (M – G)

71% (M & MS)

50% (OR & P)

43.5% (RP)

25% (TS & C)

53% (All)

52% (CR &S)

59% (M –F&B)

57% (M – G)

29% (M & MS)

50% (OR & P)

56.5% (RP)

75% (TS & C)

19% (All)

27.3% (CR & S)

0% (M – F&B)

8.3% (M – G)

28% (M & MS)

33.3% (OR & P)

20% (RP)

0% (TS & C)

14% (All)

18.2% (CR & S)

29% (M – F&B)

25% (M – G)

0% (M & MS)

0% (OR & P)

20% (RP)

0% (TS & C)

55% (All)

36.4% (CR & S)

57% (M – F&B)

58.3% (M – G)

61% (M & MS)

33.3% (OR & P)

60% (RP)

67% (TS & C)

12% (All)

18.2% (CR & S)

14% (M – F&B)

8.3% (M – G)

11% (M & MS)

33.3% (OR & P)

0% (RP)

33% (TS & C)

Research andInvestigation Technical– Search for specificknowledge

» Energy data analysis(statistical analysis,benchmarking, energymass balance)

» Technical/engineeringunderstanding of processor sector

53% (All)

58% (CR & S)

56% (M – F&B)

50% (M – G)

75% (M & MS)

33% (OR & P)

39% (RP)

33% (TS & C)

47% (All)

42% (CR &S)

44% (M –F&B)

50% (M – G)

25% (M & MS)

67% (OR & P)

61% (RP)

67% (TS & C)

21% (All)

26.7% (CR & S)

10% (M – F&B)

7.1% (M – G)

33% (M & MS)

0% (OR & P)

11% (RP)

50% (TS & C)

13% (All)

6.7% (CR & S)

40% (M – F&B)

14.3% (M – G)

6% (M & MS)

0% (OR & P)

0% (RP)

25% (TS & C)

60% (All)

66.7% (CR & S)

40% (M – F&B)

57.1% (M – G)

61% (M & MS)

100% (OR & P)

89% (RP)

25% (TS & C)

6% (All)

0% (CR & S)

10% (M – F&B)

21.4% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)


Research andInvestigation Financial– Search for specificknowledge

» Financial analysis (e.g.payback period, IRR,NPV)

» Non conventionalfinancial and whole ofbusiness cost benefitanalysis (e.g.environmental andsocial benefits)

38% (All)

46% (CR & S)

33% (M – F&B)

41% (M – G)

59% (M & MS)

33% (OR & P)

18% (RP)

25% (TS & C)

62% (All)

54% (CR & S)

67% (M –F&B)

59% (M – G)

41% (M & MS)

67% (OR & P)

82% (RP)

75% (TS & C)

11% (All)

17% (CR & S)

0% (M – F&B)

0% (M – G)

14% (M & MS)

0% (OR & P)

0% (RP)

67% (TS & C)

25% (All)

25% (CR & S)

33% (M – F&B)

18% (M – G)

43% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

54% (All)

50% (CR & S)

50% (M – F&B)

73% (M – G)

36% (M & MS)

100% (OR & P)

100% (RP)

33% (TS & C)

10% (All)

8% (CR & S)

17% (M – F&B)

9% (M – G)

7% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)


Design and Planning(opportunitiesidentification) - Imaginethe future and developa process for creating it

» Whole of system thinkingand ability to identifyinnovative "out-of-the-box"solutions

» Identification of energyefficiency opportunities,technical/engineering -understanding andanalysis of process orsector)

» Identification of energyefficiency opportunities,behavioural –understanding andanalysis of design,procurement, operationaland maintenancepractices

51% (All)

52% (CR & S)

47% (M – F&B)

56% (M – G)

67% (M & MS)

50% (OR & P)

45.5% (RP)

18% (TS & C)

49% (All)

48% (CR & S)

53% (M –F&B)

44% (M – G)

33% (M & MS)

50% (OR & P)

54.5% (RP)

82% (TS & C)

18% (All)

39% (CR & S)

0% (M – F&B)

20% (M – G)

12.5% (M & MS)

0% (OR & P)

20% (RP)

0% (TS & C)

7% (All)

8% (CR & S)

0% (M – F&B)

7% (M – G)

19% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

60% (All)

46% (CR & S)

75% (M – F&B)

53% (M – G)

62.5% (M & MS)

33% (OR & P)

70% (RP)

100% (TS & C)

15% (All)

8% (CR & S)

0% (M – F&B)

20% (M – G)

6% (M & MS)

67% (OR & P)

10% (RP)

0% (TS & C)


Monitoring andinvestigation – Usehands or tools to build,repair and invent

» Installation of appropriatemonitoring equipment(temporarily orpermanently)

33% (All)

43% (CR & S)

31% (M – F&B)

35% (M – G)

41% (M & MS)

0% (OR & P)

14% (RP)

33% (TS & C)

67% (All)

57% (CR & S)

69% (M –F&B)

65% (M – G)

59% (M & MS)

100% (OR &P)

86% (RP)

67% (TS & C)

26% (All)

22% (CR & S)

0% (M – F&B)

33% (M – G)

43% (M & MS)

0% (OR & P)

0% (RP)

33% (TS & C)

3% (All)

11% (CR & S)

0% (M – F&B)

0% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

66% (All)

56% (CR & S)

100% (M – F&B)

56% (M – G)

57% (M & MS)

0% (OR & P)

100% (RP)

67% (TS & C)

6% (All)

11% (CR & S)

0% (M – F&B)

11% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)


Would Consultants be Reused? - by Sector

Would External Consultant be used toProvide these Skill/s in FutureAssessments

If No is this Because Internal Staff Now Havethe Skills?Generic Energy Efficiency

Assessment ProcessSkills Required

Yes No Yes No

Project managementconventional - Direct andguide a group incompleting tasks andattaining goal

» Understand key EE programrequirements and identify requiredhuman, financial and physical resources

» Develop EE assessment plan (includingtimelines budgets etc) and manageproject

» Project management for EE opportunityimplementation - design, procurementconstruction/installation andmaintenance

80% (All)

75% (CR & S)

75% (M – F&B)

83% (M – G)

80% (M & MS)

100% (OR & P)

75% (RP)

100% (TS & C)

20% (All)

25% (CR & S)

25% (M – F&B)

17% (M – G)

20% (M & MS)

0% (OR & P)

25% (RP)

0% (TS & C)

75% (All)

100% (CR & S)

100% (M – F&B)

50% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

0% (TS & C)

25% (All)

0% (CR & S)

0% (M – F&B)

50% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)





Yes No Yes No

Project managementpeople skills - Direct andguide a group incompleting tasks andattaining goals

» Facilitation and negotiation to acquirenecessary resources

» Culture and behavioural changemanagement for ongoing energyefficiency– employee engagement andcommunication

76% (All)

60% (CR & S)

100% (M – F&B)

70% (M – G)

75% (M & MS)

0% (OR & P)

75% (RP)

100% (TS & C)

24% (All)

40% (CR & S)

0% (M – F&B)

30% (M – G)

25% (M & MS)

0% (OR & P)

25% (RP)

0% (TS & C)

78% (All)

100% (CR & S)

0% (M – F&B)

67% (M – G)

67% (M & MS)

0% (OR & P)

100% (RP)

0% (TS & C)

22% (All)

0% (CR & S)

0% (M – F&B)

33% (M – G)

33% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)





Yes No Yes No

Communication -exchange, convey, andexpress knowledge andideas

» Determine project stakeholders (internaland external) and their role in theassessment then develop and implementan effective communications andengagement plan to get their buy-in

» Reporting, documentation andpresentation - Presentation of key dataand findings from energy data analysis inmeaningful manner and reporting anddocumenting EE assessment process

» Facilitation and management of EEopportunities identification process

» Development and management ofeffective plan for ongoing communicationof energy use data and multiple benefitsof EE opportunities to stakeholders

81% (All)

80% (CR & S)

83% (M – F&B)

82% (M – G)

86% (M & MS)

100% (OR & P)

67% (RP)

80% (TS & C)

19% (All)

20% (CR & S)

17% (M – F&B)

18% (M – G)

14% (M & MS)

0% (OR & P)

33% (RP)

20% (TS & C)

90% (All)

100% (CR & S)

100% (M – F&B)

0% (M – G)

100% (M & MS)

X0% (OR & P)

100% (RP)

100% (TS & C)

10% (All)

0% (CR & S)

0% (M – F&B)

100% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)





Yes No Yes No

Information Management –Arrange and retrieve data,knowledge and ideas

» Energy use assessment - determine,collect and manage the most appropriateenergy and process related data

» Development and implementation ofeffective ongoing data management,tracking and reporting systems

83% (All)

75% (CR & S)

86% (M – F&B)

83% (M – G)

94% (M & MS)

100% (OR & P)

60% (RP)

100% (TS & C)

17% (All)

25% (CR & S)

14% (M – F&B)

17% (M – G)

6% (M & MS)

0% (OR & P)

40% (RP)

0% (TS & C)

92% (All)

100% (CR & S)

100% (M – F&B)

50% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

100% (TS & C)

8% (All)

0% (CR & S)

0% (M – F&B)

50% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

Research andInvestigation Technical –Search for specificknowledge


» Technical/engineering understanding ofprocess or sector

87% (All)

87% (CR & S)

80% (M – F&B)

92% (M – G)

94% (M & MS)

100% (OR & P)

78% (RP)

75% (TS & C)

13% (All)

13% (CR & S)

20% (M – F&B)

8% (M – G)

6% (M & MS)

0% (OR & P)

22% (RP)

25% (TS & C)

78% (All)

50% (CR & S)

100% (M – F&B)

0% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

100% (TS & C)

22% (All)

50% (CR & S)

0% (M – F&B)

100% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)





Yes No Yes No

Research and InvestigationFinancial – Search forspecific knowledge

» Financial analysis (e.g. payback period,IRR, NPV)

» Non conventional financial and whole ofbusiness cost benefit analysis (e.g.environmental and social benefits)

89% (All)

83% (CR & S)

83% (M – F&B)

91% (M – G)

93% (M & MS)

100% (OR & P)

75% (RP)

100% (TS & C)

11% (All)

17% (CR & S)

17% (M – F&B)

9% (M – G)

7% (M & MS)

0% (OR & P)

25% (RP)

0% (TS & C)

83% (All)

100% (CR & S)

100% (M – F&B)

0% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

0% (TS & C)

17% (All)

0% (CR & S)

0% (M – F&B)

100% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)

Design and Planning(opportunitiesidentification) - Imagine thefuture and develop aprocess for creating it

» Whole of system thinking and ability toidentify innovative "out-of-the-box"solutions

» Identification of energy efficiencyopportunities, technical/engineering -understanding and analysis of processor sector)

» Identification of energy efficiencyopportunities, behavioural –understanding and analysis of design,procurement, operational andmaintenance practices

92% (All)

100% (CR & S)

75% (M – F&B)

100% (M – G)

87.5% (M & MS)

100% (OR & P)

90% (RP)

100% (TS & C)

8% (All)

0% (CR & S)

25% (M – F&B)

0% (M – G)

12.5% (M & MS)

0% (OR & P)

10% (RP)

0% (TS & C)

100% (All)

100% (CR & S)

100% (M – F&B)

0% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

0% (TS & C)

0% (All)

0% (CR & S)

0% (M – F&B)

0% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)





Yes No Yes No

Monitoring andinvestigation – Use handsor tools to build, repairand invent

» Installation of appropriate monitoringequipment (temporarily or permanently)

83% (All)

100% (CR & S)

80% (M – F&B)

89% (M – G)

57% (M & MS)

0% (OR & P)

50% (RP)

100% (TS & C)

17% (All)

0% (CR & S)

20% (M – F&B)

11% (M – G)

43% (M & MS)

0% (OR & P)

50% (RP)

0% (TS & C)

100% (All)

0% (CR & S)

100% (M – F&B)

0% (M – G)

100% (M & MS)

0% (OR & P)

100% (RP)

0% (TS & C)

0% (All)

0% (CR & S)

0% (M – F&B)

0% (M – G)

0% (M & MS)

0% (OR & P)

0% (RP)

0% (TS & C)


Use of Consultants for Skills Gaps or Skills Shortages - by Company Size

Key: CR & S - Commercial, retail and services; M – F&B – Manufacturing (Food and Beverage); M – G – Manufacturing (General); M & MS – Mining andMining Support; O R & P – Oil refining and petrochemicals; RP – Resource processing including O&G extraction; TS & C – Transport, storage andconstruction

Why was This?Did External Consultant ProvideSkill/s?Generic Energy Efficiency


Yes No

No staff inhouse whohad the skill


Additionalsupport neededfor skilled staff

Other


» Understand key EE programrequirements and identifyrequired human, financial andphysical resources

» Develop EE assessment plan(including timelines budgetsetc) and manage project

» Project management for EEopportunity implementation -design, procurementconstruction/installation andmaintenance

43% (All)

44% (Medium)

38% (Large)

49% (Very large)

57% (All)

56% (Medium)

62% (Large)

51% (Very large)

20% (All)

0% (Medium)

24% (Large)

22% (Very large)

11% (All)

0% (Medium)

5% (Large)

18% (Very large)

60% (All)

57% (Medium)

67% (Large)

56% (Very large)

9% (All)

43% (Medium)

5% (Large)

4% (Very large)




Yes No




Other


» Facilitation and negotiation toacquire necessary resources

» Culture and behaviouralchange management forongoing energy efficiency–employee engagement andcommunication

29% (All)

29% (Medium)

32% (Large)

26% (Very large)

71% (All)

71% (Medium)

68% (Large)

74% (Very large)

2.8% (All)

0% (Medium)

5.5% (Large)

0% (Very large)

11.1% (All)

0% (Medium)

11% (Large)

14% (Very large)

80.6% (All)

100% (Medium)

78% (Large)

79% (Very large)

5.6% (All)

0% (Medium)

5.5% (Large)

7% (Very large)

Information Management– Arrange and retrievedata, knowledge andideas

» Energy use assessment -determine, collect andmanage the most appropriateenergy and process relateddata

» Development andimplementation of effectiveongoing data management,tracking and reportingsystems

47% (All)

38% (Medium)

47.5% (Large)

51% (Very large)

53% (All)

63% (Medium)

52.5% (Large)

49% (Very large)

19% (All)

0% (Medium)

17% (Large)

23% (Very large)

14% (All)

0% (Medium)

14% (Large)

17% (Very large)

55% (All)

80% (Medium)

55% (Large)

50% (Very large)

12% (All)

20% (Medium)

14% (Large)

10% (Very large)




Yes No




Other


» Energy data analysis(statistical analysis,benchmarking, energy massbalance)

» Technical/engineeringunderstanding of process orsector

53% (All)

44% (Medium)

47% (Large)

62% (Very large)

47% (All)

56% (Medium)

53% (Large)

38% (Very large)

21% (All)

0% (Medium)

29% (Large)

19% (Very large)

13% (All)

0% (Medium)

15% (Large)

14% (Very large)

60% (All)

86% (Medium)

52% (Large)

62% (Very large)

6% (All)

14% (Medium)

4% (Large)

5% (Very large)

Research andInvestigation Financial –Search for specificknowledge

» Financial analysis (e.g.payback period, IRR, NPV)

» Non conventional financialand whole of business costbenefit analysis (e.g.environmental and socialbenefits)

38% (All)

40% (Medium)

33% (Large)

44% (Very large)

62% (All)

60% (Medium)

67% (Large)

56% (Very large)

11% (All)

0% (Medium)

16% (Large)

11.1% (Very large)

25% (All)

33% (Medium)

10.5% (Large)

33.3% (Very large)

54% (All)

50% (Medium)

63% (Large)

48.1% (Very large)

10% (All)

17% (Medium)

10.5% (Large)

7.4% (Verylarge)



» Determine projectstakeholders (internal andexternal) and their role in theassessment then develop andimplement an effectivecommunications andengagement plan to get theirbuy-in

» Reporting, documentationand presentation -Presentation of key data andfindings from energy dataanalysis in meaningfulmanner and reporting anddocumenting EE assessmentprocess

» Facilitation and managementof EE opportunitiesidentification process

» Development andmanagement of effective planfor ongoing communication ofenergy use data and multiplebenefits of EE opportunitiesto stakeholders

42% (All)

31% (Medium)

44% (Large)

43% (Very large)

58% (All)

69% (Medium)

56% (Large)

57% (Very large)

17% (All)

0% (Medium)

20% (Large)

17% (Very large)

9% (All)

0% (Medium)

16% (Large)

4% (Very large)

63% (All)

60% (Medium)

60% (Large)

67% (Very large)

11% (All)

40% (Medium)

4% (Large)

12% (Very large)


Design and Planning(opportunitiesidentification) - Imaginethe future and develop aprocess for creating it

» Whole of system thinking andability to identify innovative"out-of-the-box" solutions

» Identification of energyefficiency opportunities,technical/engineering -understanding and analysis ofprocess or sector)

» Identification of energyefficiency opportunities,behavioural – understandingand analysis of design,procurement, operational andmaintenance practices

51% (All)

36% (Medium)

45% (Large)

62% (Very large)

49% (All)

64% (Medium)

55% (Large)

38% (Very large)

18% (All)

0% (Medium)

15% (Large)

23% (Very large)

7% (All)

0% (Medium)

11% (Large)

6% (Very large)

60% (All)

67% (Medium)

63% (Large)

56% (Very large)

15% (All)

33% (Medium)

11% (Large)

15% (Very large)


» Installation of appropriatemonitoring equipment(temporarily or permanently)

33% (All)

50% (Medium)

25.5% (Large)

36% (Very large)

67% (All)

50% (Medium)

74.5% (Large)

64% (Very large)

26% (All)

14% (Medium)

42% (Large)

19% (Very large)

3% (All)

0% (Medium)

0% (Large)

6% (Very large)

66% (All)

57% (Medium)

58% (Large)

75% (Very large)

6% (All)

29% (Medium)

0% (Large)

0% (Very large)


Would Consultants be Reused? - by Company Size


If No is this Because Internal Staff NowHave the Skills?Generic Energy Efficiency

Assessment Process Skills Required

Yes No Yes No


» Understand key EE program requirementsand identify required human, financial andphysical resources

» Develop EE assessment plan (includingtimelines budgets etc) and manage project

» Project management for EE opportunityimplementation - design, procurementconstruction/installation and maintenance

80% (All)

86% (Medium)

80% (Large)

78% (Very large)

20% (All)

14% (Medium)

20% (Large)

22% (Very large)

75% (All)

100% (Medium)

80% (Large)

67% (Very large)

25% (All)

0% (Medium)

20% (Large)33% (Very large)


» Facilitation and negotiation to acquirenecessary resources

» Culture and behavioural changemanagement for ongoing energyefficiency– employee engagement andcommunication

76% (All)

75% (Medium)

79% (Large)

71% (Very large)

24% (All)

25% (Medium)

21% (Large)

29% (Very large)

78% (All)

100% (Medium)

75% (Large)

95% (Very large)

22% (All)

0% (Medium)

25% (Large)

5% (Very large)





Yes No Yes No


» Determine project stakeholders (internaland external) and their role in theassessment then develop and implementan effective communications andengagement plan to get their buy-in

» Reporting, documentation and presentation- Presentation of key data and findingsfrom energy data analysis in meaningfulmanner and reporting and documenting EEassessment process

» Facilitation and management of EEopportunities identification process

» Development and management of effectiveplan for ongoing communication of energyuse data and multiple benefits of EEopportunities to stakeholders

81% (All)

80% (Medium)

88.5% (Large)

73% (Very large)

19% (All)

20% (Medium)

11.5% (Large)

27% (Very large)

90% (All)

100% (Medium)

100% (Large)

83% (Verylarge)

10% (All)

0% (Medium)

0% (Large)

17% (Very large)

Information Management –Arrange and retrieve data,knowledge and ideas

» Energy use assessment - determine,collect and manage the most appropriateenergy and process related data

» Development and implementation ofeffective ongoing data management,tracking and reporting systems

83% (All)

83% (Medium)

89% (Large)

77% (Very large)

17% (All)

17% (Medium)

11% (Large)

23% (Very large)

92% (All)

100% (Medium)

100% (Large)

86% (Very large)

8% (All)

0% (Medium)

0% (Large)

14% (Very large)





Yes No Yes No



» Technical/engineering understanding ofprocess or sector

87% (All)

67% (Medium)

86% (Large)

92% (Very large)

13% (All)

33% (Medium)

14% (Large)

8% (Very large)

78% (All)

100% (Medium)

75% (Large)

67% (Very large)

22% (All)

0% (Medium)

25% (Large)

33% (Very large)

Research andInvestigation Financial –Search for specificknowledge

» Financial analysis (e.g. payback period,IRR, NPV)

» Non conventional financial and wholeof business cost benefit analysis (e.g.environmental and social benefits)

89% (All)

83% (Medium)

95% (Large)

92% (Very large)

11% (All)

17% (Medium)

5% (Large)

8% (Very large)

83% (All)

100% (Medium)

100% (Large)

67% (Very large)

17% (All)

0% (Medium)

0% (Large)

33% (Very large)

Design and Planning(opportunitiesidentification) - Imaginethe future and develop aprocess for creating it

» Whole of system thinking and ability toidentify innovative "out-of-the-box"solutions

» Identification of energy efficiencyopportunities, technical/engineering -understanding and analysis of process orsector)

» Identification of energy efficiencyopportunities, behavioural – understandingand analysis of design, procurement,operational and maintenance practices

92% (All)

80% (Medium)

89% (Large)

97% (Very large)

8% (All)

20% (Medium)

11% (Large)

3% (Very large)

100% (All)

100% (Medium)

100% (Large)

100% (Very large)

0% (All)

0% (Medium)

0% (Large)

0% (Very large)





Yes No Yes No


» Installation of appropriate monitoringequipment (temporarily or permanently)

83% (All)

83% (Medium)

69% (Large)

94% (Very large)

17% (All)

17% (Medium)

31% (Large)

6% (Very large)

100% (All)

100% (Medium)

100% (Large)

100% (Very large)

0% (All)

100% (Medium)

0% (Large)

0% (Very large)


Appendix J

Use of Energy Service Providers andSatisfaction with Performance


Use of Energy Service Providers In Assessments and Satisfaction with Service

Energy EfficiencyAssessment Stage

Consultantused in thisstage

Where used -consultant playedmajor role in thisstage

ConsultantperformedAdequately

Consultantperformed VeryWell

Project Planning andManagement

48% usedconsultant Major role in 69% 53% 43%

Communication Planningand Management


Understanding Energy 55% usedconsultant Major role in 76% 47% 50%

Identifying PotentialOpportunities


Detailed Investigation 49% usedconsultant Major role in 83% 50% 45%

Business Decisions andImplementation


Tracking andCommunicating Outcomes



Appendix K

Preferred Methods of SkillsDevelopment in Industry


Preferred Methods of Skills Development in Industry

Method of Skills Development Percentage

Management of Energy Efficiency Assessment Process (i.e. Project management,Communication, Collaboration and facilitation)

Formal In-house Business Improvement Programs, Internal expertreviews, COPs or Internal Workshops

43.4% (All)

35.3% (Medium)

34.3% (Large)

54.7% (Very large)

External Workshops run by Government Program (e.g. EEO or NFEE) 59.9% (All)

58.8% (Medium)

57.1% (Large)

62.5% (Very large)

Intensive Face-to-face specialised Short Course provided on-site byExternal Provider

25% (All)

29.4% (Medium)

25.7% (Large)

21.9% (Very large)

Intensive Face-to-face generic Short Course by External Provider off-site

18.4% (All)

23.5% (Medium)

20% (Large)

15.6% (Very large)

Online Course (e.g. Courses module/s) by External Provider 15.1% (All)

29.4% (Medium)

18.6% (Large)

6.3% (Very large)

Continuing Professional Education (by professional body) 17.8% (All)

11.8% (Medium)

15.7% (Large)

21.9% (Very large)

Formal TAFE or University Course 10.5% (All)

17.6% (Medium)

7.1% (Large)



10.9% (Very large)

On the Job 49.3% (All)

47.1% (Medium)

45.7% (Large)

54.7% (Very large)

Recruit Staff Who Already Have Required Skill/s 30.3% (All)

17.6% (Medium)

28.6% (Large)

35.9% (Very large)

Technical Knowledge Input


38.8% (All)

29.4% (Medium)

37.1% (Large)

42.2% (Very large)


29.4% (Medium)

41.4% (Large)

45.3% (Very large)


25.7% (All)

17.6% (Medium)

28.6% (Large)

23.4% (Very large)

Intensive Face-to-face generic Short Course by External Provider off-site

17.1% (All)

11.8% (Medium)

15.7% (Large)

20.3% (Very large)


23.5% (Medium)

12.9% (Large)

12.5% (Very large)




29.4% (Medium)

17.1% (Large)

31.3% (Very large)


11.8% (Medium)

11.4% (Large)

25% (Very large)


41.2% (Medium)

50% (Large)

59.4% (Very large)


23.5% (Medium)

37.1% (Large)

46.9% (Very large)

Financial Knowledge/Input


41.4% (All)

35.3% (Medium)

35.7% (Large)

48.4% (Very large)


35.3% (Medium)

35.7% (Large)

26.6% (Very large)


19.7% (All)

23.5% (Medium)

21.4% (Large)

17.2% (Very large)

Intensive Face-to-face generic Short Course by External Provider off- 15.1% (All)



site 23.5% (Medium)

12.9% (Large)

15.6% (Very large)


23.5% (Medium)

14.3% (Large)

10.9% (Very large)


5.9% (Medium)

21.4% (Large)

35.9% (Very large)


17.6% (Medium)

12.9% (Large)

18.8% (Very large)


29.4% (Medium)

40% (Large)

57.8% (Very large)


23.5% (Medium)

32.9% (Large)

42.2% (Very large)


Appendix L

Preferred Methods of Building Skills InEnergy Service Providers


Preferred Methods of Skills Development in Energy Services Sector


Management of Energy Efficiency Assessment Process - Project Management and MeetingProgram Guidelines

Formal In-house Business Improvement Programs, Internal expert reviews,COPs or Internal Workshops

80% Small50% Large

External Workshops run by Government Program (e.g. EEO or NFEE) 100% Small50% Large

Intensive Face-to-face specialised Short Course provided on-site by ExternalProvider

0% Small18% Large

Online Course (e.g. Courses module/s) by External Provider 0% Small14% Large

Continuing Professional Education (by professional body) 20% Small27% Large

Formal TAFE or University Course 20% Small5% Large

Learning from other sites, through Industry networks or associations, or site visits 80% Small41% Large

On the Job 80% Small68% Large

Recruit Staff Who Already Have Required Skill/s 80% Small36% Large

Management of Energy Efficiency Assessment Process - Communication, Collaboration andFacilitation


67% Small46% Large



33% Small17% Large




Learning from other sites, through Industry networks or associations, or site visits 67% Small


38% Large



Technical Knowledge Input


50% Small33% Large



17% Small21% Large







Financial Knowledge/Input


60% Small43% Large



0% Small35% Large





On the Job 60% Small


39% Large



Appendix M

Industry Survey Questionnaire


Appendix N

Energy Service Providers SurveyQuestionnaire


GHD

GHD House, 239 Adelaide Tce. Perth, WA 6004P.O. Box 3106, Perth WA 6832T: 61 8 6222 8222 F: 61 8 6222 8555 E: [email protected]

© GHD 2010

This document is and shall remain the property of GHD. The document may only be used for the purposefor which it was commissioned and in accordance with the Terms of Engagement for the commission.Unauthorised use of this document in any form whatsoever is prohibited.

Document Status

Reviewer Approved for IssueRevNo. Author

Name Signature Name Signature Date

0 Chris Lund Bronwen HarveyOm P Dubey

Om PrakashDubey

19/12/2009

1 BronwenHarvey

Chris Lund Chris Lund 19/01/2010

2 Chris Lund Om PrakashDubey

Chris Lund 14/02/2010

3 Chris Lund Om PrakashDubey

Chris Lund 25/02/2010

mailto:[email protected]

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