2015 2017 Strategic Plan and 2015 Business Plan

Business Plan 2015
31 October 2014
Kimberley Training Institute | 2015 Business Plan
Contents
Section 1: Purpose .................................................................................................... 5
Section 2: Positioning and priorities .......................................................................... 7
2.1 Positioning ................................................................................................................... 8
2.2 Vision, mission and values ........................................................................................ 11
2.3 Priorities for 2015 ...................................................................................................... 11
Customer satisfaction .............................................................................................. 12
Organisational capacity ........................................................................................... 15
Business efficiency .................................................................................................. 17
Financial stewardship .............................................................................................. 18
Implementation of the strategic plan ................................................................................ 19
East Kimberley operations ............................................................................................... 20
West Kimberley operations .............................................................................................. 20
Section 3: Operations .............................................................................................. 21

3.1 State profile delivery .................................................................................................. 21
3.2 Training in priority areas ............................................................................................ 24
3.2.1 Aboriginal training plan ................................................................................... 24
3.2.2 Disability support strategies ............................................................................ 26
3.2.3 Youth support strategies ................................................................................. 26
3.2.4 Employment based training............................................................................. 27
3.2.5 Priority institutional training ............................................................................. 28
3.2.6 Certificate III and above training ..................................................................... 29
3.2.7 Training delivery to students from regional and remote areas ......................... 30
3.3 Practitioner professional learning and development plan ........................................... 30
3.4 Commercial operations .............................................................................................. 36
3.5 Other key activities .................................................................................................... 37
Broome Maritime Simulator Centre (BMSC) ............................................................ 38
Aged care project .................................................................................................... 38
Aboriginal School Based Training ............................................................................ 38
Vocational Training and Employment Centre ........................................................... 38
Work-readiness programs........................................................................................ 39
IAS funding .............................................................................................................. 39
Australian Apprenticeship Support Network ............................................................. 39
Section 4: Key performance indicators .................................................................... 40

Customer satisfaction ...................................................................................................... 40
Organisational capacity ................................................................................................... 40
Business efficiency .......................................................................................................... 41
Financial stewardship ...................................................................................................... 41
Section 5: Resources .............................................................................................. 42

5.1 Financial information ................................................................................................. 42
5.2 Organisation and governance structures ................................................................... 43
5.3 Asset investment program ......................................................................................... 45
Table 3: Projects over $1million and above under construction ................................ 45
5.4 Risk management...................................................................................................... 46
Section 6: Declaration ............................................................................................. 47

Attachment 1: References and Resources ............................................................... 48
WA State Government policy statements and related documents.................................... 48
Australian Government policy statements ........................................................................ 48
Kimberley region documents ........................................................................................... 48
Attachment 2: Consultation for strategic plan development ..................................... 50

External consultation ....................................................................................................... 50
Internal consultation ........................................................................................................ 51
Attachment 3: KTI Strategic Plan 2015 - 2017 ......................................................... 53

Our vision and strategy.................................................................................................... 54
Our balanced scorecard .................................................................................................. 54
Our metrics ...................................................................................................................... 54
Customer satisfaction ...................................................................................................... 55
Organisational capacity ................................................................................................... 59
Business efficiency .......................................................................................................... 62
Financial stewardship ...................................................................................................... 63
Attachment 3: Aboriginal Training Plan .................................................................... 65

ATS 1: Reconciliation ..................................................................................................... 65
ATS 2: Community engagement ..................................................................................... 65
ATS 3: KTI workforce capability ...................................................................................... 66
ATS 4: Pathways to employment and further education ................................................. 66
ATS 5: Student engagement and retention ..................................................................... 67
Attachment 4: Disability Action and Inclusion Plan ................................................... 68
Section 1: Purpose
The Institutes Governing Council and Executive Team believe that this business plan
represents the overall directions and strategies of the Institute for the next twelve months. It
should be noted, however, that at the time of writing (October 2014) the Institutes Delivery
Performance Agreement with the State Government has not been finalised. In addition,
recently announced government budgetary savings measures have impacted on our Section
40 financial estimates presented to government at the end of September, and the Institute is
still considering the implications of these.
It has become a truism to say that there have been many changes in our external
environment over the past twelve months. However the pace of change does seem to have
escalated over the past year, due in large part to changing policy environments at federal
and state level.
In the light of these changes, the Institutes Governing Council took the significant decision
earlier this year to re-develop our Strategic Plan one year ahead of schedule. This has
provided the opportunity for the Institute community and stakeholders to consider the
Institutes position going forward, and in particular the Institutes contribution to community
development and prosperity in the region.
For the first time the Institute has adopted a Strategic Plan based on Balanced Scorecard
reporting1. This means that in 2015 the Institutes strategic themes and goals are built
around the four balanced scorecard domains of customer and stakeholder satisfaction,
organisational capacity, business efficiency and financial stewardship.
Consistent with this new approach, the Institute will also introduce some of the principals of
lean management2, albeit at an introductory level in this first year of the new strategic plan. It
is our intention to build on this over time to an integrated system that delivers increased
value to our students and stakeholders, and one that provides greater purpose and
satisfaction for our staff. This is a very large aspiration, and one that will take time and
commitment to achieve.
Within the balanced scorecard management framework, we have ensured that our 2015
priorities are consistent with the directions for training and workforce development described
in the following state policy documents:
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Skilling WA: A workforce development plan for Western Australia, Department of

Training and Workforce Development, 2010
Kimberley Workforce Development Plan 2014-2017, Department of Training and
Workforce Development , 2013
Training WA: Planning for the future 2009 2018, Department of Education and
Training, 2009
Training together working together: Aboriginal workforce development Strategy,
Department of Training and Workforce Development, March 2010
Attachment 1 is a more extensive list of the resources and references which have informed
this business plan.
While we continue to take particular cognisance of the Federal Government announcements
under the National VET Reform Agenda3 there is a dearth of VET policy documentation to
refer to at the federal level. Despite this, we continue to keep a close watching brief on the
1
2
3
http://balancedscorecard.org/Resources/About-the-Balanced-Scorecard
http://www.mckinsey.com/client_service/operations/latest_thinking/lean_management
http://www.vetreform.industry.gov.au/
implementation of new funding programs and streamlining of VET regulation at a national

level.
Given our very large Aboriginal student cohort, we have taken a very close interest in
changes to federal funding for programs for Indigenous people. We have been active in
forming networks and partnerships with a number of Indigenous corporations and other
community organisations in relation to funding under the federal governments Indigenous
Advancement Strategy (IAS). There will be further opportunities next year to apply for IAS
funding and in 2015 we expect to be the training provider for a number of Indigenous
community development programs.
We are waiting expectantly to hear the Federal Governments response to Andrew Forrests
Creating Parity report in relation to Indigenous Australians4. The report moved us deeply
with its account of deeply entrenched disparity and how we have collectively failed our first
Australians. We are challenged by Mr Forrests statement that Seismic, not incremental,
change is required and the time for action is now. These solutions are not expensive and
parity is completely achievable with the strength of will from each of us.
With its emphasis on improved education standards with work outcomes, the report has the
potential to have a large impact on the Institutes delivery to Aboriginal students.
We have also taken great interest in the Green Paper on Northern Australia
https://northernaustralia.dpmc.gov.au/green-paper. The Executive Team met with the Joint
Select Committee on Northern Australian http://www.aph.gov.au/jscna in May, and staff from
the Department of Prime Minister and Cabinet (DPMC) in August. At both these meetings we
discussed some of the big issues facing the Institute and the role we could take in
contributing to the development of northern Australia. We also provided a written submission
via the DPMC staff in response to the green paper.
A further development that is capturing our attention is the changes to the requirements for
the Western Australian Certificate of Education (WACE) in 2015. We expect to see
increased take-up of VET courses in schools, and we have already seen increased interest
in School-Based Apprenticeships and Traineeships (SBAs/SBTs) which we believe will
continue into 20155. We are also seeing interest from the schools in the Aboriginal Schools
Based Training (ASBT) program, and we expect this to grow across the region in 2015.
Much of the Institutes focus in 2015 will continue to be on implementation of the Western
Australian Governments commitment to the National VET Reform Agenda, especially in the
following areas:
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further implementation of the entitlement funding model through Future Skills

increased support for trainees and apprentices to ensure retention and completion
implementation of the Unique Student Identifier to track individuals through the VET
system
increased data reporting requirements
additional promotion of VET Fee-Help to increase training delivery in higher level
qualifications
the impact of decreased regulation for VET providers (TAC and ASQA)
implementation of new national VET quality standards.
From an external point of view we expect to see a great deal more change in 2015. From an
internal point of view we expect that 2015 will be a year of consolidation which will build on
the good foundations that have been laid by our committed and talented staff, particularly
during 2014.
4
5
https://indigenousjobsandtrainingreview.dpmc.gov.au/forrest-review
It is important to note however that we are constrained by our current 50,000 SCH ceiling.
Section 2: Positioning and priorities

The pace of change in our external environment continues to challenge us on a daily basis.
Some of the significant changes that have impacted on us over the past twelve months
include:
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substantial changes in federal government policies and programs, including increasing

de-regulation of the VET sector
consolidation and discontinuation of funded programs for Indigenous people which
given the Institutes large Indigenous cohort has a disproportionate impact on the
Institutes operations
the impact of the implementation of Future Skills with increased fees for VET
participation, especially for the unemployed and those enrolling at higher qualification
levels
anticipation of reduced VET funding in future years
increased competition from private Registered Training Organisations.
At the same time we have seen new training opportunities opening up in relation to:
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service and supply for offshore resource operations

increased activity in aviation and shipping
exploratory minerals and resources activity in remote regions of the Kimberley
promotion of the Kimberley as a centre for agriculture and pastoral activities
additional VET programs in schools
engagement with Vocational Training and Employment Centres (VTEC) providers.
In May 2014 the Institutes Governing Council, on the recommendation of the Institutes
Executive Team, determined that our external operating environment had changed to the
extent that we needed to reconsider our strategic directions. This meant that our strategic
plan would be redeveloped one year earlier than had been anticipated.
To develop its new strategic plan for 2015 2017 the Institute undertook an intensive
internal and external consultation process. The resulting strategic plan is the culmination of
weeks of consultation with staff and follows an extensive period of consultation with external
agencies.
Over the period May to July 2014, Managing Director Karen Dickinson met with over 40 key
organisations across the Kimberley and in Perth to gauge their perspective on the current
and future Kimberley operating environment, and to ascertain their view of the priorities for
this Institute. A list of the people and organisations consulted is provided at Attachment 2.
We also relied heavily on the local knowledge and business intelligence held by our staff. All
staff had the opportunity to contribute to, and comment on, drafts of the plan at various
stages of completion. A list of the staff consultation process is also available at Attachment
2.
As a result of this intensive engagement, we believe that we have a strategic plan that
represents the collective wisdom of all our key stakeholders, and one that will position us to
take these stakeholders with us on our journey over the next three years.
The key themes that emerged in the consultation period included:
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quality of training
youth pathways
industry engagement
workforce development
improved business processes
ATSI engagement and retention.
Not all ideas and suggestions identified in the consultation period were adopted. Many were
operational, and where appropriate will be picked up in our business and operational
planning. Some were not sufficiently broad in scope to warrant inclusion at an Institute global
level. Some represented the passions of individual staff or community members and where
appropriate will be encouraged at a micro level.
This Business Plan represents the first year of implementation of the new Strategic Plan.
2.1 Positioning
The Kimberley covers over 420,000 square kilometres, representing approximately 16.3% of
the states total area.6 The regional population is around 35,0007 and the majority of people
live in the six regional towns of Broome, Derby, Fitzroy Crossing, Halls Creek, Kununurra
and Wyndham. Broome and Kununurra are the two largest towns and are sub-regional
centre hubs in the West Kimberley and East Kimberley areas respectively.
Aboriginal and Torres Strait Islander people make up just under half the regional population
(~47%) but account for over 55% of the Institutes clients. Many of the Aboriginal people live
in the regions 250 communities, which vary in size from around 50 to 500 people.
Regional development
The further horizon of Kimberley development is represented in the draft Kimberley Regional
Investment Blueprint 2036 and beyond, and the Institute has been an active contributor in
shaping this blueprint for the future8.
The Blueprint identifies the following industries as drivers of growth and development:
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agriculture and food
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rangeland industries
tourism
. minerals and energy.

The enablers for this development are identified as education and training, housing and
health services.
In terms of education and training as an enabler for development, the Blueprint very
specifically sets out the following future directions9:
.
Recognise the unique aspects of the Kimberley education and training task and
encourage and promote innovation in education delivery models for the region
Skill the regional workforce to meet industry requirements and build capacity in the
regional community
Broaden the range of Vocational Education and Training services in remote areas
Place a substantial emphasis upon Aboriginal work-readiness through literacy, numeracy

and vocational skills development with a focus on work outcomes
Coordinate holistic support services, especially focused on further developing the nexus
between housing, health, employment and education.
Western Australian Regional Profile Kimberley, Department of Training and Workforce Development, June 2012
This is acknowledged as an underestimate, probably by several thousand.
8
2036 and Beyond: a regional blueprint for the Kimberley (draft for public comment), Kimberley Development
Commission, September 2104
9
Op cit, p 95
7
The Institute concurs with each of the above, and is pleased to note that these broad
directions are reflected in our new Strategic Plan and our initiatives for 2015. The industry
drivers of growth are strongly reflected in our delivery profile for next year.
Workforce development
The Kimberley Workforce Development Plan 2014-2017(KWDP) has a shorter horizon, but it
identifies similar key drivers of economic growth in the region10:
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Mining
Tourism
Agriculture (including pastoral)
Aquaculture (pearling)
Retail
Construction
At the same time, the plan also identifies the following workforce participation issues11:
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undersupply of skilled labour

underemployment of Aboriginal people
unemployment at a level over twice the state average
young population
high level of youth disengagement
dependence on work readiness programs
difficulties in recruiting skilled staff due to the remote location.
Kimberley Training Institute is playing a key role in supporting the KWDP, which in turn
supports the following five strategic goals of Skilling WA A workforce development plan for
Western Australia:
1. Increase participation in the workforce, particularly among the under-employed and
disengaged, mature-aged workers, Aboriginal and Torres Strait Islander and other
under-represented groups.
2. Supplement the WA workforce with skilled migrants to fill employment vacancies unable
to be filled by the local workforce and address those factors which support a growing
population.
3. Attract workers with the right skills to the WA workforce and retain them by offering
access to rewarding employment and a diverse and vibrant community and environment
to live in.
4. Provide flexible, responsive and innovative education and training which enables people
to develop and utilise the skills necessary for them to realise their potential and
contribute to WAs prosperity.
5. Plan and coordinate a strategic State government response to workforce development
issues in Western Australia.
The KWDP nominates Kimberley Training Institute as the lead agency in the following
priority actions:
3.1 KTI, in consultation with the Department of Training and Workforce development, to
review the demand for apprenticeships and traineeships training being delivered locally,
including the resource implications and viability of this, as opposed to apprentices
travelling to Perth for long periods.
10
11
Kimberley Workforce Development Plan 2014-2017, p 25

Op cit, p 11
4.4 KTI to continue working with communities and Remote Jobs and Community Program
providers to determine their training requirements and where appropriate increase
training delivery.
4.9 KTI and the Department of Agriculture and Foods Frank Wise Institute of Tropical
Agriculture to investigate the possibility of forming a strategic alliance based on Frank
Wise Institutes applied research capability and its application to workforce capacity
building in the tropical agriculture industry.
5.2 KTIs strategic infrastructure plan to take into account the actions in the Kimberley
workforce development plan.
KTI is also listed as a collaborator with the Food Fibre and Timber Industries Training
Council in the following two priority actions:
5.3 The FFTI Training Council and regional industry associations in collaboration with KTI
and other key training providers to promote apprenticeships and traineeships in the
agriculture, horticulture and related industries in the East Kimberley.
5.4 The FFTI Training Council in collaboration with KTI and the Department of Agriculture to
investigate the future training and employment needs of the tropical agriculture industry,
including those arising from Ord Stage Two, and the options available to address these
workforce needs.
The Institute has been active in responding to these strategies in 2014, and will continue to
actively pursue these in 2015.
Given the very large services employment sector in Broome and other major Kimberley
centres, the Institute has also identified that training in advanced business and
administration, health, housing services, corrections and education is a strategic priority and
perhaps the largest or one of the largest employment pathways in the region.
Since the publication of the KWDP, there has been significant increased activity in servicing
offshore gas processing and gas, and minerals exploration in remote regions of the
Kimberley. This new activity is contributing to a new sense of optimism across the region,
and the Institute is anticipating that there will be some new demands on workforce
development as a consequence.
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2.2 Vision, mission and values

Our new 2015 - 2017 Strategic Plan is
centred on our vision (which we call our
destination), our mission (which we call
our role), and our values (which we call
our SPIRIT principles).
1. Our destination (our vision, where we

want to be):
An indispensable partner in building
skills and knowledge to drive
prosperity.
Our destination and role statements have

been redeveloped for the new Strategic
Plan to represent a renewed focus on
workforce and community development in
the Kimberley region.
2. Our role (our mission, why we exist):
Our SPIRIT values were developed by

staff two years ago. Our Business
Management Group took the view that
these still have resonance with the staff,
and that we are still gaining traction with
incorporating them into all aspects of
Institute life. For this reason we have
incorporated them unchanged into our
new 2015 2017 Strategic Plan.
3. Our SPIRIT principles which enable us

to judge how we go about our business:
When this Business Plan and three-year

Strategic Plan have been endorsed by the
Minister for Training and Workforce
Development, the Institute will publish the
plans in an accessible format and make
them available on our website.
We improve lives through skills

development as a pathway to
sustainable employment and
community engagement in the
Kimberley.
Success through
Professionalism
Innovation
Respect
Integrity
Teamwork
2.3 Priorities for 2015

In our new Strategic Plan the Institute has opted for a balanced scorecard planning and
reporting methodology around four management domains:
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Customer satisfaction (how do our customers see us?)

Organisational capacity (how can we continue to improve and add value?)
Business efficiency (what must we excel at?)
Financial stewardship (how do we look to our stakeholders?)
The Institutes Governing Council and Executive Team recognise the need to do more with
less, to reduce waste, to improve the governments return on the investment, and to increase
the value proposition for our stakeholders. This is our focus for 2015.
In particular, in 2015 the Institute will concentrate its efforts on the following initiatives.
11
Customer satisfaction
To achieve our vision we must be able to meet our customer expectations in the following
ways.
1. Skills development
Strategic objectives
Provide best practice
training and
assessment
2015 Initiatives and targets

8 internal quality audits distributed across all campuses (6 internal audits in
2014)
Average profile-funded MLCR >75% (68% in 2013)
90% compliance with administration of AQTF Learner Questionnaire
350 students participate in Student Satisfaction Survey (233 in 2013);
Student satisfaction rating >88% (91.7% in 2013)
Employer satisfaction survey undertaken by September; Employer
satisfaction >80% (not available in 2013)
Nominations in at least three categories of WA training awards
Focus on student
outcomes
355 Certificate III qualifications completed (351 in 2013)

336 regional and remote Certificate III and above qualifications completed
(332 in 2013)
170 Aboriginal Certificate II and above qualifications completed (168 in 2013)
> 100,000 SCH achieved in foundations skills programs (53,400 in 2013)
Collaboration with VTEC providers to ensure Indigenous transition to work
Collaboration with the Aboriginal Workforce Development Centre, JSAs and
RJCPs in developing work readiness programs
Implementation of at least two projects under Federal Government
Indigenous Advancement Strategy
Increase training
effort in the
workplace
>150,000 SCH delivered in the workplace

Collaboration with Apprenticentre and Australian Apprenticeship Support
Network to promote EBT in the region
85,000 SCH achieved in EBT (80,558 in 2013)
Retention strategy developed and implemented to ensure EBT MLCR greater
than 85% (83% in 2013)
Employer satisfaction survey conducted (apprentices and trainees)
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2. Workforce development
2015 Initiatives
Provide workforce
development services for
industry and enterprises
Activity plans established and monitored for at least 30 regional

businesses and enterprises
Align training delivery

with workforce needs
>45,000 SCH delivered in state Priority Industry Training (55,366 in

2013)
>100,000 SCH delivered in regional priority industry training
Training delivery priorities aligned with the Kimberley Workforce
Development Plan (particularly in key areas of opportunity Agriculture
and Food, Minerals and Energy, Tourism and Pastoral)
Deliver training in skill

sets to meet regional
industry needs
At least 5 skill set programs offered to industry, specifically in

compliance areas such as machine operators, chemical handling,
licences, forklift etc
Nano Certificates used as a promotional tool
3. Youth engagement
Improve youth pathways
from school to VET
2015 Initiatives
271,160 SCH delivery to 15 24 age cohort (267,844 in 2013)
50,000 SCH in VETiS and SBT/SBA(50,000 SCH in 2013)
>20 students in SBT/SBA programs
Minimum 2 FTE staff in schools liaison roles
Aboriginal School Based Training programs commenced in Broome,
Derby, Halls Creek
Gaining Access to Training Employment (GATE) and Certificate in
Leadership added to Scope of Delivery
Youth Access Re-engagement Program (YARP) program maintained
Provide career
development services
$150K invested in career development services

Careers Services work plan developed and actioned
Facilitate pathways to
higher education
Discussions initiated with at least two higher providers regarding

pathways to higher education
4. Access and equity

Assess individual
students needs
2015 Initiatives
100% compliance with pre-enrolment procedure
LLN assessment guidelines developed for lecturers
90% compliance with AVETMISS Disability question (89% in 2013)
13
Provide student support
services to meet
individual needs
2015 Initiatives
Delivery in CAVSS and USIQ increased to minimum of 45,000 SCH
Number of students with a disability completing DTWD Student
Satisfaction Survey increased in order to improve the reliability of the
results
26 qualifications completed by students identifying with a disability (24 in
2013)
Active engagement with schools to facilitate seamless transition from
school to vocational education and training for student with disabilities
Disability equipment and support services provided where required by
enrolled students
Provide support for ATSI

students to increase
student retention and
completion
2015 Aboriginal Training Plan implemented and monitored

Mentoring support for Indigenous students included in work plan for
designated ATS staff at each campus
Increased supply and usage of ITAS tutors
Partnerships formed with at least 5 Indigenous corporations and
organisations
Provide culturally
appropriate training
environments and
business processes
Cultural competence training completed by 40% of staff

Reconciliation consultation undertaken
Number of ATSI students completing DTWD Student Satisfaction Survey
increased in order to improve the reliability of the results
Four specific initiatives undertaken to make campuses more welcoming
Provide enhanced
learning resource support
services at each major
campus
Funding submission negotiated for redevelopment of Learning Resource

Centres as Learning Commons
Increased emphasis on learning support online
Program of seminars and activities offered through LRC
>80% satisfaction on Questions 27, 28 Student Satisfaction Survey
(84%, 85.4% in 2013)
Delivery in non-entitlement foundation skills maintained at 23,000 SCH
5. Student experience
Ensure that all student
interactions have a
positive outcome
2015 Initiatives
Mystery shopper review of enquiry and enrolment processes
Ongoing enrolment survey at all campuses
Strategy developed for building a culture of customer service across the
organisation
Improve standard of
communication with
Increased use of Student Portal, social media and texting through My

Learning Success strategy
14
2015 Initiatives
students in training
Utilisation of digital screens to display messages to students and staff
Establish alumni/loyalty
program
Alumni strategy developed by marketing team
Expand scholarship
program to support
students in training
Pool of scholarship funds increased to >$10K
Organisational capacity
To achieve our vision and strategy we must invest in knowledge and innovation to ensure
the following.
1. Fit for purpose workforce

2015 Initiatives
Increase flexibility of the

workforce to ensure
ability to adapt to future
needs
Minimum of 30% of FTE on fixed term contracts (~30% in 2014)
Attract and retain

qualified and skilled staff
Target for ongoing contracts monitored and reported
Strategy developed for increased use of contractors and casual staff
Strategies developed and implemented for staff retention to reduce

turnover to 20%, including promoting and redeploying our own staff
where appropriate (Staff turnover ~ 24% in 2013)
HR to review exit interviews and provide recommendations to Executive
team regarding any implications for retention
Quality review of Trainer/Assessor Competency records for compliance
with standards
Quality review of recommendations for employment of trainers and
assessors prior to appointment
Develop a passionate
workforce
75% of staff satisfied with the job overall (70% in 2014)
Ensure a safe and

healthy environment for
staff
Effective OHS Dashboard reporting to the Executive, Committees and

Governing Council
Safety Cross reporting to promote awareness of OSH
2. Staff capability
Lift the standard of
professional practice
2015 Initiatives
Structured professional development program for implementation of the
IBSA capability framework
Capability framework incorporated in HR documentation
Implementation plan developed for support staff capability framework
15
Ensure skilled workforce
matched to current
industry needs
2015 Initiatives
Development of strategy for Continuing Professional Development
(CPD) program
Development of strategy for Return to Industry program for lecturers
Increase proportion of
Aboriginal staff
Review of Aboriginal Workforce Development Strategy

Indigenous staff increased to 15% of workforce (13% in June 2014)0
3. Industry and community engagement

Increase capacity to
assist industry with
workforce development
2015 Initiatives
Professional development provided in workforce development and
Training Needs Analysis (TNA)
4. Reputation
Increase community and
industry perception and
awareness
2015 Initiatives
Fortnightly industry newsletter distributed by Marketing team
Schedule of industry events developed by February
Community perception survey completed and reported to Governing
Council by October (no Community Perception Survey previously
undertaken)
Leverage good news in

marketing and
promotions
Marketing Strategy endorsed by Governing Council by May
Provide accurate, timely

information about
products and services
Weekly audit of website for currency of information

Course Guide and Short Course Guide published before year end
5. Innovation
2015 Initiatives
Establish internal
Innovation Council
Establishment of Innovation Council with operational and reporting

guidelines
Increase the Institutes

technical capability for
online, mobile and flexible
delivery
E-learning strategy implemented to promote e-learning
Develop Balu Buru

Centre as a model of
innovation, sustainability
Funding sourced to support the development of Balu Buru as a model of

native horticulture development and Indigenous business development
Maintain and develop

Maritime Simulation
Centre
Implementation of the 2015 Business Plan for the Maritime Simulation

Centre
Crowds and Clouds concepts included in E-learning strategy
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6. Industry responsiveness
Align training to industry
and community needs;
introduce new programs
to meet future industry
needs
2015 Initiatives
Priorities assessed for delivery in 2016 in the following areas allied
health, plumbing, electrical, engineering, high risk, transport and logistics
and heavy automotive, Aboriginal leadership and governance
7. Fit for purpose infrastructure

Ensure physical
infrastructure meets the
ongoing training
requirements of industry
2015 Initiatives
Revision of the Institutes 10 Year Strategic Infrastructure Plan and
Master Plan
8. Environmental custodianship
Minimise our operational
impact on the Kimberley
environment
2015 Initiatives
Environment Policy and Sustainability Action Plan developed with
annual targets
Business efficiency
To meet our customer expectations we must be able to excel at the following business
processes.
1. Business efficiency
2015 Initiatives
Use lean management

principles to ensure
organisational
effectiveness
Visual management boards used to manage business performance
Streamline processes
from enrolment to
awarding
Full process map of enrolment to awarding; review and reduction of

waste
Process mapping used to identify where efficiencies can occur
Enrolment survey implemented at each campus

Online short course enrolments implemented
Client Services and Marketing team develop strategy for all other online
enrolments
Streamline HR
recruitment processes
Full process map of HR processes; review and reduction of waste
Ensure documented
procedures for all key
business processes
Audit of key business processes to ensure they are documented and

available to staff
100% compliance with business processes
17
2015 Initiatives
Implement a staff help

desk as a service and to
monitor continuous
improvement
Staff help desk (based on IT Help Desk software) implemented by

Quality team by June 2015
Conduct periodic internal

reviews and audits
Audit Schedule prepared by February

Audits occur as per schedule
Action plan implemented for any non-compliances
2. Knowledge management
2015 Initiatives
Ensure all business

information is shared and
accessible
TRIM professional development for all support staff
Provide central repository

for all training resources
Full implementation of shared file structure
Implement CRM system
CRM in use by all Managers by June 2015
TRIM professional development for lecturers on demand
3. Change management
2015 Initiatives
Promote a culture of
embracing change
70% Agree rating with Staff satisfaction survey Question A3b Change
is managed well in my agency
Implement Service
Improvement Teams to
review critical processes
Full review of enrolment and recruitment processes
Financial stewardship
To meet the financial performance expectations of our stakeholders we must be able to
report on the following.
1. Financial sustainability
2015 Initiatives
Reduce dependence on
state government funding
Commercial income $3.4M (estimated to be $2.6M in 2014)
Ensure profitability of all

commercial activity
>$500K surplus on commercial activity
Ensure Return on
Investment from Maritime
Simulation Centre
Implementation of Maritime Simulator Business Plan to achieve gross

income target of $.75M
Strengthen international
Dedicated marketing material developed for ETI
Development of a business plan to increase the number of fee-paying

international students
18
2015 Initiatives
programs
International Education Coordinator role maintained in Business

Development Unit
Meet all financial targets
All Section 40 estimates realised:

Adjusted operating result
+$3,455
Net adjusted operating margin
+0.01%
Cost per SCH
$40.85
SCH (all funding sources)
893,150
Cost per SCH (% movement)
-2.42%
Working capital ratio
1.05
Cash ratio
0.79
Average employee entitlements 4.88 weeks

Sustainability of cash reserves 36.03 days
2. Business growth
Position the Institute for
growth over three years
2015 Initiatives
Consolidation of financial position in preparation for growth in 2016/17
Overall target of 790,000 SCH achieved (5% SCH growth)
3. Resource allocation
2015 Initiatives
Review asset base and

dispose of excess assets
Stocktake conducted by August for disposal of excess assets
Review allocation of
assets to ensure optimum
utilisation
Establishment of baseline data for facilities utilisation

Development of strategy for improved utilisation through night and
weekend classes
Review of campus operations to optimise facilities and resources
Implementation of the strategic plan

The Executive team is charged with the implementation of this 2015 Business Plan, and will
be closely monitoring performance outcomes throughout the year. Business Managers will
develop their operational plans around achieving the targets we have set ourselves.
The Business Plan will be promoted to staff, and the Business Management Group will
regularly ask staff what they are doing differently that will contribute to achieving our targets.
Outcomes will be reported monthly throughout the year to the Institutes Business
Management Group.
19
East Kimberley operations

The Institute has campuses in the East Kimberley at Kununurra, Wyndham and Halls Creek.
In 2015 KTI will seek to increase delivery at all campuses, particularly Kununurra and Halls
Creek where a strong focus will be on training for civil construction and traffic management,
related to the increase of works on the new stages of the Ord River Scheme and also
Northern Minerals mines in Halls Creek.
Key 2015 initiatives for the East Kimberley include:
.
collaborating with Kimberley Group Training and the WA Department of Housing to train
indigenous apprentices in Certificate III in Construction through a project which began in
late 2014 and is due to continue for another 2 years
working with Kimberley Group Training and Kimberley Agricultural Investments to

provide a rolling program for employees to undertake training in Civil Construction to
allow candidates to secure jobs in Ord River developments
offering a RJCP Youth Corps program in Childrens Services and Automotive in the
Kimberley
.
.
partnering with TFS and other major stakeholders within the East Kimberley region to
secure local training
strengthening our delivery in carpentry and joinery with an additional apprenticeship

program
additional aged care and community services programs
automotive training in Halls Creek, utilising the recently completed new workshop
offering a range of additional programs in conjunction with local Aboriginal corporations

and RJCP providers
partnering with Ngnowar Aewar and Corrective Services to assist in developing the youth
in the area to access meaningful training in a secure environment
working with stakeholders in Wyndham to develop further training opportunities in that

region.
West Kimberley operations

In the West Kimberley the Institute has campuses in Derby and Fitzroy Crossing, as well as
its main campus in Broome. Derby campus has new workshop facilities which we expect to
contribute to an increase in automotive and construction training in the region.
Other key 2015 initiatives for Derby and Fitzroy Crossing include:
.
working with Sheffield Resources to support training delivery for the mining industry
partnering with HESS to deliver work readiness programs near Wankajunka
supporting training initiatives under the Water for Food banner
strengthening and extending our delivery in automotive and engineering (welding) at

Derby Campus
building working partnership with Buru Energy and the Yungngora Community to deliver
work readiness programs
expanding the arts programs in Derby to support local artists.
20
Section 3: Operations
Every year the Institute adjusts its operations to suit the anticipated circumstances for the
following year. In 2015 we expect that the pace of change will require very close monitoring
of activity to ensure that we continue to meet local, state and national training priorities.
3.1 State profile delivery

Kimberley Training Institute has planned its 2015 profile delivery in line with:
.
strategic priorities in Future Skills WA
local priorities in the Kimberley Workforce Development Plan 20142017
the Priority Industry Training (PIT) list
local development and industry demands.
The Institute targets are aligned with local developments and industry demands, especially
those identified in the Kimberley Workforce Development Plan.
SCH in 2015 will be strongly aligned to the trades sector, consistent with the completion of
new automotive workshop in Halls Creek and the larger and improved trade workshops in
Broome and Derby12.
This strong focus on the trade areas has been reinforced by KTI collaborating with local
communities in taking on real life projects aligned to training outcomes in the areas of civil,
construction, housing maintenance and automotive13.
Significant SCH will continue to be directed at training delivery in the community services,
health, business and business administration areas in light of the significant presence of the
services sector in the Kimberley14.
Servicing the large Kimberley pastoral industry (approximately 100 pastoral properties) is an
ongoing focus for delivery in the agricultural and horticultural and CALM delivery areas15.
As identified in the Kimberley Workforce Development Plan 2014-2017, the Kimberley
experiences the worst school attendance in the state and hence has the lowest level of skills
in literacy and numeracy leading to an inability to access work and training.
KTI has therefore made a concerted effort to implement strategies to improve retention and
completion rates for Kimberley students. This has involved additional teaching of language,
literacy and numeracy training for all programs, with an increased focus on USIQ and
CAVSS to further improve the uptake and completion rates of apprentices and trainees16, as
well as other students in VET programs. This strategy also includes the development of a
range of industry specific work readiness training and capacity building initiatives17 as well as
implementing programs such as GATE to enable the early introduction of VET into
Kimberley schools18.
12
13
14
15
16
17
18
Recommended priority action 5.2, Kimberley Workforce Development Plan 2014-2017

Recommended priority action 6.2, op cit
Recommended priority action 4.7, 4.11, 5.7, 6.2, op cit
Recommended priority action 1.8, 4.3, 4.9, 5.3, op cit
Recommended priority action 4.3, , op cit
21
Note that the Profile Matrix on the next page is based on the Institutes current proposed
contract with government and will be superseded by further Delivery Performance
Agreement (DPA) negotiations and addenda. Projects and initiatives in this Business Plan
will be reviewed in the light of any changes to the DPA.
22
2015 DPA Submission (Profile Delivery)

Entitlement Category
Major Anzsco Group
Entitlement
EBT
Entitlement
IBT
Non
Entitlement
IBT
Grand Total
27,570
8,080
18,220
53,870
10,542
15,700
72,632
98,874
25,617
3,241
28,442
57,300
4 COMMUNITY AND PERSONAL

SERVICE WORKERS
8,423
34,060
109,293
151,776
5 CLERICAL AND
ADMINISTRATIVE WORKERS
6,815
52,445
59,260
1,670
1,670
2,000
44,549
46,549
3,709
213,265
216,974
45,725
64,918
110,643
106,806
605,434
796,916
Non
Entitlement
IBT
Grand Total
1 MANAGERS
2 PROFESSIONALS
3 TECHNICIANS AND TRADES
WORKERS
6 SALES WORKERS
7 MACHINERY OPERATORS
AND DRIVERS
8 LABOURERS
G GENERAL EDUCATION
Grand Total
84,676
Entitlement Category
FeeType
Entitlement
EBT
Entitlement
IBT
49,960
01 VET in Schools
02 Diploma and above
03 Apprenticeship
04 Traineeship
24,017
24,017
670
12,505
45,725
45,725
64,918
08 General Industry Training

84,676
106,806
64,918
48,576
48,576
07 Priority Industry Training
24,555
59,989
06 Other Foundation Skills
Grand Total
11,380
59,989
05 CAVSS/USIQ Foundation
49,960
479,176
479,176
605,434
796,916
23
3.2 Training in priority areas

In 2015 the Institute will continue to prioritise delivery to Indigenous Australians, people with
disabilities, young people, and trainees and apprentices. The Institute will also focus on
delivery in areas of skill shortage and at high skills levels.
3.2.1 Aboriginal training plan

Over 50% of Kimberley Training Institute students are Aboriginal. As a result the Institute
has become a specialist provider for indigenous students. There are over 200 Aboriginal
communities within the Kimberley Region outside the six major towns and therefore much of
the Institutes training delivery is off-campus in remote or very remote areas or communities
where people live and work.
To ensure a coordinated approach to our training for Indigenous people across six
campuses, the Institute has redeveloped its Aboriginal Training Plan under the auspices of a
new manager appointed three months ago. Our Aboriginal Training Services staff
participated in an intensive three-day workshop in August to review achievements over the
past two years and to make recommendations for the training plan going forward. The
outcome is the 2015 Aboriginal Training Plan which was endorsed on 30 October 2014 by
the Aboriginal Education Employment and Training Committee (AEETC). The ATP has the
following key strategic themes:
.
Reconciliation
Community engagement
.
.
KTI workforce capability

Pathways to employment and further education
Student engagement and retention.
These key themes are supported by the following objectives:

1. To raise awareness with our stakeholders of KTIs commitment to Aboriginal
reconciliation
2. To develop positive relationships and partnerships with key stakeholders, and contribute
to community capacity building.
3. To develop the Institute workforce to meet the needs of all ATSI stakeholders
4. To collaborate with schools in the development and implementation of programs for ATSI
students.
5. To achieve sustainable employment or pathways to higher learning for ATSI students.
6. To provide best practice case-management, mentoring and tutoring to ATSI students to
assist them into employment or further study.
The 2015 Aboriginal Training Plan is included as Attachment 4, along with priorities and
initiatives for 2015. Prior to the commencement of 2015 this will be further developed into an
action plan with target dates and actions
The Institute bases its indigenous training activities on the strategies listed in Training WA:
Planning for the Future 2009-2018 and Training Together Working Together: Aboriginal
workforce development strategy.
Aboriginal Education Employment and Training Committee
In 2014 the Institute undertook to reinvigorate its AEETC since it had become inactive over
the previous year or so. We now have an active committee going forward, with
representation from across the Kimberley, although we are still to achieve full geographic
representation. In 2014 AEETC will rotate its meetings across the Institutes campuses in
24
order to give the committee better presence and relevance to the broader Kimberley
Aboriginal community.
The current membership of the committee is as follows:
Member
Location
Aaron Dick, Senior Project Officer, Aboriginal Workforce Development Centre

(Chair)
Broome
Alec Dann, School Community Consultant, Catholic Education Office of WA
Broome
Kelly Kitching, Training/Case Manager, Winun Ngari Employment Services,

RJCP West Kimberley region
Derby
Lee Bevan, Indigenous Consulting Unit, Price Waterhouse Cooper
Perth
Lindsay Greatorex, HR Indigenous Employment Advisor Kimberley Woodside

Energy Ltd
Broome
Lulu McKenna, Regional Indigenous Health Training Facilitator, Kimberley

Aboriginal Medical Services Council (KAMSC)
Broome
Roma Hinder (Kolatowicz), Aboriginal Education Consultant K-12, Catholic

Education Office of WA
Broome
Maria Lovison, Manager, Ningkuwum-Ngamayuwu Halls Creek Children and

Family Centre
Halls Creek
Grace Lewis, Lecturer Access Youth Engagement, Kimberley Training Institute
Kununurra
Julie Kean, Director Organisational Performance and Planning, Kimberley

Training Institute
Broome
Nathan Aucote, Manager Aboriginal Training Services, Kimberley Training

Institute
Broome
Aboriginal support staff

In 2015 the Institute expects to maintain the following team of Aboriginal support staff
located across its six campuses:
ATS Role
Campus
Manager, Aboriginal Training Services (ATS)
Broome
4 Aboriginal Development Officers
Broome, Derby, Kununurra, Halls Creek
4 Aboriginal Liaison Officers
2 x Broome, 1 x Fitzroy Crossing, 1 x

Kununurra/Wyndham
1 Aboriginal EBT Support Officer
Broome
1 Student Mentor
Broome
Casual Student Mentors (1 FTE equivalent)
All campuses
Casual ITAS Tutors (.5 FTE equivalent)
All campuses
This staffing level represents a very significant commitment to our Indigenous students and
their communities. The ATS team will continue to use a case management approach with
Aboriginal students with a strong commitment to pastoral care. The ATS staff link students
with internal and external support services with the overall goal being to improve retention
25
and completion rates of Aboriginal students. They provide a key role in liaising with local
communities to identify training needs at a broader level and work in collaboration with
lecturing staff to progress training objectives and outcomes.
3.2.2 Disability support strategies

The Institutes Disability Action and Inclusion Plan (DAIP) 2012 - 2016 was endorsed by the
Disability Services Commission in May 2012, and was confirmed as meeting the
requirements of the Disability Services Act 1993. Through the DAIP we aim to provide
training pathways to strengthen participation by youth, people with disabilities and people
from culturally diverse backgrounds.
The Institute employs a specialist Disability Coordinator whose role is to advocate for
students and potential students with disabilities and ensure that the Institute is adapting
services and facilities to meet their needs.
With our increased AVETMISS compliance in relation to disability reporting, the Institute will
receive a 21.4% increase in funding in 2015 to $130K. This will enable us to increase our
level of service both at the Coordinator and the Support Worker level.
In 2015 we will continue to develop our close links with schools to ensure seamless
pathways and smooth transition for younger people with disabilities entering Institute
programs. The Disability Coordinator will also work closely with agencies such as Kimberley
Employment Services to facilitate access to training to meet the needs of people with
disabilities.
Some identified disability support initiatives for 2015 include:
.
.
a target of 26 qualifications completed by students identifying with a disability (24 in

2013)
an increase in the number of students with a disability completing the DTWD Student
Satisfaction Survey in order to improve the reliability of results
increased emphasis on identifying students at enrolment and encouraging referrals from

lecturers
active engagement with schools to facilitate seamless transition from school to

vocational education and training for student with disabilities
delivery of professional development activities around disability issues.
We will also support people with disabilities by continuing to ensure that our buildings and
other facilities comply with access and inclusion standards.
The Institutes Disability Access Inclusion Plan is included as Attachment 5.
3.2.3 Youth support strategies

The Institute has set some significant targets in its new Strategic Plan in relation to youth
engagement and support.
Our intention is to facilitate seamless transition from school to VET and higher education. To
this end we have committed to a new schools-based career support position commencing in
2015. The position would work with students, teachers and parents across all Kimberley
secondary schools to develop programs and activities that promote engagement with
vocational training and employment.
This new position would work closely with our existing VETiS Coordinator position. In 2015
we are expanding our schools-based delivery to include the Aboriginal Schools-Based
Training (ASBT) program which is attracting increased interest from schools across the
Kimberley. In 2014 we are running a pilot program at Broome Senior Secondary School with
26
a view to expanding this to other schools in 2015. We are currently scoping the Certificate in
Leadership in order to include this in the ASBT program next year.
Although we are very constrained by our 50,000 SCH ceiling for VETiS, in 2015 we will
continue to deliver programs at the following schools:
.
.
.
.
.
.
.
.
.
.
.
Broome Senior High School

Christ the King Catholic School (Lombadina)
Derby District High School
Fitzroy Valley District High School
Halls Creek District High School
Kununurra District High School
La Grange Remote Community School
One Arm Point Remote Community School
St Marys Catholic School
Wyndham District High School
Yiramalay/Wesley Studio School (at Leopold Downs Station)
In addition, we will be engaged in the following youth support strategies:

.
delivery in pre-apprenticeship programs
.
.
taster programs for year 10, and Try a Trade events

Youth Corps programs in Derby and Kununurra
Indigenous Ranger Cadetship Program at Broome Senior High School and Kununurra
District High School
ongoing commitment to Youth Access Re-engagement program (YARP)
.
.
Language, literacy and numeracy programs offered through the Institutes Open
Learning Centres at each of its campuses
increased engagement of students under 25 years in apprenticeship and traineeship

programs
working in collaboration with schools and Shell to implement the Work Inspiration
program.
3.2.4 Employment based training

The Institute uses its DPA funds to employ two specialist Employment Based Training staff
who monitor service and compliance levels for all EBT training. During 2014 we have made
significant improvements to internal processes (such as eliminating hard copy records) and
this will continue into 2015. We have also dramatically improved our level of compliance with
ensuring training plans are completed within the required time frame. In 2015 we are aiming
for 100% compliance, although we acknowledge that sometimes this is outside our control.
By improving our reporting to DTWD via RFA (Requests for Action) in the student
management system (ASRI) we can make it clear who is responsible for any delays.
We have set a target of ~85,000 SCH in 2015, which will be a significant increase over 2014
(80,558 SCH). We will be working closely with Kimberley Group Training and the Australian
Apprenticeship Centre to increase our sign-up rate. We also expect to work closely with the
successful tenderer for the new Australian Apprenticeship Support Network when these
contracts commence mid-2015.
We will continue to provide a value-added service to employers and apprentices in 2015 by
organising all travel and accommodation for block training delivery in Broome. By doing so
we aim to reduce at least one of the barriers to participation and retention in apprenticeship
programs.
27
In 2014 we commenced traineeship delivery in aviation, and we expect this to expand across
the Kimberley and possibly into other regional areas in 2015. We will also begin planning for
further apprenticeship delivery in areas such as plumbing and electrical.
In 2015 our EBT focus will be on:
.
increasing our market share of EBT in the Kimberley
increasing overall EBT enrolments
improving induction for new lecturers responsible for training and assessing in EBT
programs
measuring apprentice/trainee and employer levels of satisfaction with our service

provision
offering additional block apprenticeships programs from our Kununurra campus (eg
building and construction)
planning for additional EBT programs in 2016, particularly in high-demand/high cost

programs such as plumbing, electrical, refrigeration and boiler making
implementing EBT initiatives from the Kimberley Workforce Development Plan.
We anticipate that 50% of EBT delivery will be based and serviced out of Broome with the
rest evenly distributed across the other two main campuses of Derby and Kununurra.
3.2.5 Priority institutional training

The DWTD state-wide Priority Industry Training (PIT) list (published August 2014)
incorporates mainly higher level qualifications. Most of those have limited application in the
Kimberly and hence are not on KTIs scope of delivery. Out of 101 qualifications on the PIT
list, only eighteen are delivered by the Institute. This makes it extremely difficult for the
Institute to meet benchmark commitments related to state-wide priorities.
On the other hand, the Institutes delivery is closely aligned to the regional priority
occupation list in the Kimberley Workforce Development Plan19. The following table shows
the Institutes actual delivery to date in 2014 and planned delivery in 2015 against the
Kimberley Regional Priority list in the KWDP.
ANZSCO Group
2014 Current Enrolled

Potential SCH (as at 24/10/14)
2015 Planned SCH
321211 - Motor Mechanic (General)
7,421
12,887
331212 - Carpenter
8,804
11,544
351311 - Chef
2,810
5,741
411716 - Youth Worker
1,945
3,148
20,740
20,505
431111 - Bar Attendant
6,246
5,800
512111 - Office Manager
2,540
2,820
551211 - Bookkeeper
3,300
2,245
821111 - Builder`s Labourer
45,570
59,245
TOTAL
99,376
123,935
421111 - Child Care Worker
19
Kimberley Workforce Development Plan 2014-2017, p 30
28
The Institute will continue to align its delivery with regional priority occupations because
these represent real employment opportunities and outcomes for our diverse client groups.
Foundation skills
The complexities of training delivery in the Kimberley context are immense. The Kimberley
experiences the worst primary and secondary educational outcomes, the highest rates of
mental illness, suicide and incarceration, highest rates of drug and alcohol abuse and related
incidence of domestic violence, and the worst health outcomes in Western Australia.
Language, literacy and numeracy (LLN) levels within the Kimberley are well below the state
average and pose significant barriers to further study or entering employment.
To address this, the Institute makes a concerted effort to implement strategies for
engagement, retention and completion. Many of our students come from a low educational
base and unstable domestic situations. We endeavour to support students through a range
of strategies including mentoring, tutoring, ITAS support, and LLN support for many
programs, especially work-readiness programs.
For all these reasons we have a disproportionately high commitment to Foundation
programs.
The Institute has a specialist Access Portfolio which focuses on foundation level training and
over a long period we have used CGEA to address the literacy and numeracy gap. More
recently we have also shored-up expertise in delivering the Course in Applied Vocational
Study Skills (CAVSS) and the Course in Underpinning Skills for Industry Qualifications
(USIQ), and we plan to use this expertise in 2015 to develop a comprehensive strategy to lift
LLN among our student cohort. We also plan to deliver the Course in Gaining Access to
Training and Employment (GATE) and the Certificate I in Leadership Development.
To assist with low LLN, Kimberley Training Institute maintains four Open Learning Centres
across the region to provide flexible Language, Literacy and Numeracy support. The Open
Learning Centres also cater for students with a disability who are not able to participate in
mainstream classes.
In 2015 we plan to increase our foundation skills delivery to around 110,000 SCH which is
an increase of nearly 70% on our 2014 target of 65,000 SCH. By doing so, we will be
addressing a real social and economic need in the Kimberley.
3.2.6 Certificate III and above training

2015 will continue to be a difficult year in which to promote higher level qualifications. In
2014 this Institute experienced a downturn in higher level qualifications associated with
increased fees under the entitlement funding model and in 2015 we are planning to turn this
around by targeting a range of higher level programs.
Significant SCH will continue to be directed at training delivery in the community services,
health, business and business administration areas in light of the significant presence of the
services sector in the Kimberley. We have already extended our scope of delivery in higher
level courses such as Certificate IV and Diploma of Business Human Resources and
Management as well as Diploma in Business Administration and are planning to further
extend into higher level courses for Project Management, Customer Contact, Quality
Auditing, Marketing, Mental Health, Alcohol and Other Drugs, School Age Education and
Care and Home and Community Care. These higher qualification courses can be linked to
the Kimberley regional priority occupation list of:
.
Aboriginal and Torres Strait Islander education worker
Aboriginal and Torres Strait Islander health worker

29
.
.
Office manager
Social worker
Welfare worker
Youth worker.
In 2015 we will continue to promote VET FEE-HELP (VFH) to support students in higher
level programs (Diploma and some Certificate IV). The take-up rate for VFH in 2014 was
very low, particularly for Indigenous students, and we have commenced a strategy to
increase lecturer and student knowledge of the benefits.
3.2.7 Training delivery to students from regional and remote areas

This Institute specialises in training delivery to students in regional and remote areas. Given
our location, this is our bread and butter and our raison detre. It is reflected in our annual
travel budget of around $1M per annum. The dispersed nature of our student cohort requires
extensive lecturer and administrative travel between campuses, and into remote
communities.
In 2015 the Rural and Remote Aged Care training project funded by the federal government
will allow us to continue to place lecturers in remote communities for aged care and home
and community care training.
Ranger programs will continue to be delivered on country, with lecturers spending extended
periods during the dry season located in very small communities with trainee rangers.
Likewise, agriculture and pastoral programs will involve our lecturers spending time on
remote pastoral stations.
In 2015 we are looking to increase our use of Away From Base (AFB) funding from the
federal government to allow our remote students to travel to one of our campuses for
supplementary block training. We expect to have a number of programs in business, health,
horticulture and community services eligible for AFB funding.
Our new trade training facilities in Derby and Halls Creek will allow us to provide industrystandard training in those locations, with students potentially coming from remote
communities for blocks of training using AFB funding.
Our apprentices and some trainees will continue to travel for block training delivery with
travel and accommodation costs covered by the Department of Training and Workforce
Development.
To ensure access to training we promote a range of flexible learning strategies, and we
employ a .5 e-learning coordinator to ensure that we are implementing online delivery
wherever appropriate to the student cohort.
3.3 Practitioner professional learning and development plan

Kimberley Training Institutes lecturer development program for 2015 has been structured to
align with the Innovation and Business Skills Australia (IBSA) VET Capability framework.
The IBSA VET Practitioners Framework describes the broad capabilities required for a range
of job roles within the VET sector. It provides a common language for the knowledge, skills,
behaviours and attitudes that practitioners will display if they are performing well in their
roles
Our development program will be built around the four key domains and six skill areas
identified in the framework. The program is designed to allow both staff and managers to
easily identify appropriate training needs.
30
Four key domains

1.
2.
3.
4.
Teaching
Assessment
Systems and compliance
Industry and community collaboration
Six skills areas

1.
2.
3.
4.
5.
6.
Teamwork and collaboration

Leadership
Ethics
Cultural competence
Innovation
Evidence based practice and evidence
In 2015 we will focus on the following learning and development themes:

Priority
Capability framework domain
Improving industry collaboration
Domain 3: Industry collaboration
Improving quality of assessment
Domain 2: Assessment
Increasing flexible delivery, including workplace delivery, RPL

and online
Domain 2: Assessment
Increasing regional and remote delivery
Part of KTIs overall business plan
Supporting learning and assessment of language, literacy and

numeracy
Domain 1: Teaching
Increasing sustainability in training, learning and assessment
Domain 1: Teaching and Domain 2:

Assessment
Supporting implementation of streamlined training packages
Domain 1: Teaching; Domain 4:

Systems and Compliance
Increasing lecturer vocational currency
All domains
Practitioner learning and development priorities for 2015 are as follows.

Implementation of the IBSA VET Practitioners Framework
KTI has commenced a phased approach in implementing the framework to assist lecturing
staff to develop their knowledge, skills and abilities and assist them to be leaders in their
field. In 2014 the first phase was foundation development. Phase 2 will start in 2015.
Implementation Part 1 Existing staff (2014)
. Provide information and increase awareness for managers and new staff in
understanding the framework and how best to utilise the framework as a tool for staff
development.
Implementation Part 2 New staff (2015)
. Focus on the recruitment and selection of new staff
. Additional training will be provided to managers in how to utilise the tools during
recruitment
.
Upgrade recruitment tools and documentation to reflect the move to the framework.
31
KTI Lecturer structured mentoring program

The KTI Lecturing Mentoring/Buddy program will be an integral part of the
induction/transition process for lecturing staff again in 2015.
The purpose of the structured mentoring program is to support new lecturers as they acquire
the hands on skills required to successfully practice within the VET system. New staff will be
allocated three buddies/mentors as part of the final steps of the recruitment process.
.
KTI Buddy: Helps new employees to adjust to their job during their first few months of
employment by providing day to day support in regards to general KTI operations.
Industry mentor: Assists new lecturing staff with initial introductions with key
stakeholders within the industry, and provides general advice on different approaches to
delivery within the sector.
Professional mentor: Works through all aspects of teaching and delivery enabling staff
members to learn and grow alongside the experienced staff member.
Targeted training for capability areas

By developing the professional development plan around the capability framework the
Institute has established a plan which is directed, accessible and sustainable into the future.
Each of the identified training sessions are now in development and will be made available
to staff commencing in 2015 (see table).
A variety of teaching methodologies will be on offer to practitioners, to cater to different
learning styles through both formal and informal learning.
.
Formal learning: Such as qualifications, webinars, tailored Professional Development

workshops, structured mentoring program
Informal learning: Such as providing staff with learning links (videos, articles and
networks on social media), encouraging informal discussions around each of the domain
areas.
The Institutes Professional Learning and Development Plan is provided on the next page.
32
Table 1: Practitioner Professional Learning and Development Plan

Program/Domain
Purpose
Target priorities
Evaluation
1. Teaching
. Theory
. Design
. Facilitation
. Evaluation
To ensure all levels of

practitioners (Levels 1-3)
have thorough training and
support in the areas of
teaching theories, design,
facilitation and evaluation.
. Coordinate 2 x workshops for all lecturing staff; topic depending

on the just in time training requirements
. Deliver accredited qualifications or units from the TAE Training
Package
. Grow the number of participants in the Essential Skills
Internship (ESI) mentoring program
. Facilitate Higher Education qualifications in Adult Education
. Encourage lecturers to attend relevant
workshops/webinars/Conferences
. Encourage lecturers to seek informal feedback from colleagues,
students and industry on their teaching practices.
. My Plan for success 360

degree feedback (annually)
. Post-workshop evaluation
survey
. Successful implementation
of all included programs,
including the KTI lecturing
staff induction
2. Assessment
. Theory
. Products
. Processes
Validation

assessment theory, products,
processes and validation.
. Coordinate 2 x workshops for all lecturing staff; topic depending

on the just in time training requirements
Package
. Encourage lecturers to attend relevant
workshops/webinars/conferences
. Facilitate Higher Education qualifications in Adult Education
. Encourage lecturers to participate in, or lead, assessment
validation and moderation for the Institute
. Encourage lecturers to participate in or lead projects designed
to enhance assessment practices for the Institute
. Seek feedback from colleagues, students and industry on
assessment practices.
. Use social media (e.g. Twitter, LinkedIn, Ted-Ed) to connect
with experts and colleagues around the world to stay in touch
with current practices
. Subscribe to newsletters/ online communities/ alerts including
the IBSA VET Capability: Assessment community
. My Plan for success 360

survey
staff induction
33
Program/Domain
Purpose
Target priorities
Evaluation
3. Industry
Collaboration
. Engagement
. Networks
. Vocational
Competence
. Workforce
Development

industry engagement,
networks, vocational
competence and workforce
development
. Coordinate a workshop for all lecturing staff; topic depending on

the just in time training requirements
Package
. Facilitate industry collaboration one day workshop key
learning priorities include:
Learning to engage business owners and managers in
assessing whole of business and workforce needs
Skills such as conversation starters, gaining feedback on KTI
products and services, building solid relationships
Designing and packaging programs according to client needs
Listening skills
Packaging and pricing courses
Relating to ASQA standards
. Encourage lecturers to attend relevant workshops/webinars/
conferences
. Participate in or lead projects designed to improve industry
collaboration to enhance training and assessment/ vocational
currency/training for enterprises.
. Encourage staff to review/bookmark the following websites:
NCVER
Westone publications
Relevant ISCs
training.gov.au
IBSA (VET Capability Industry Collaboration community)
. My Plan for success - 360

staff induction
survey
4. Systems and
compliance
. System
standards
. System

system standards, system
stakeholders, products and
. Coordinate a workshop for all lecturing staff; topic depending on

the just in time training requirements
Package
. My Plan for Success 360

staff induction
34
Program/Domain
stakeholders
. Products
. Processes
Purpose
processes.
Target priorities
. Encourage lecturers to attend relevant workshops/webinars/
conferences
. Undertake internal audits using the self-assessment checklist
. Encourage lecturers to bookmark websites, follow twitter
accounts and subscribe to newsletters/ online communities/
alerts from:
NSSC
ASQA
Relevant ISCs
NCVER
training.gov.au
IBSA (VET Capability Systems and Compliance
community)
VELG
Campus Review
RTO Management
Australian Workforce and Productivity Agency (formerly
Skills Australia)
Evaluation
survey
35
3.4 Commercial operations

In our Section 40 submission we have predicted that commercial revenue will grow by
around 60% in 2015, primarily due to increased income from the Broome Maritime Simulator
Centre, which is operated by the Institute. In the following years we expect that commercial
income will grow at 15% per annum from 2016 to 2018. The assumption of a higher growth
rate for commercial income than profile is due in part to the expectation that restricted
profile-funded training will force training demand into commercial programs.
The Institute currently employs four specialist business development staff to focus on a
broad range of commercial, grant and tender based opportunities on behalf of the Institute:
.
.
.
.
Manager Business Development

Senior Project Officer
Short Course Coordinator/International Programs Coordinator
.5 Business Development Consultant.
The two Regional Campus Managers in the East and West Kimberley are responsible for
business development in their regions.
While the Institute understands its obligation to become less reliant on State profile funding,
we continue to be challenged by the need to increase commercial revenue in an
environment where the markets are thin and the opportunities are limited.
FFS commercial short courses
In 2015 all short courses will continue to be coordinated through the Business Development
Unit. This will ensure centralised management of all short course scheduling, marketing,
and monitoring of results.
In planning for 2015 the Business Development Unit plans to rationalise poor performing
short courses and place greater emphasis on customised training for industry. There will
also be a shift to offering more skill set programs. For example, in 2015 we will offer an
Induction to the Kimberley short course which will combine a number of competencies
including cultural competency, four-wheel drive training, first aid and emergency procedures.
We will be developing further skill sets in business, introductory trades, introduction to health
services, and so on.
Historically, industry courses such as 4WD, Apply First Aid, Occupational Health and Safety
(OSH) courses have trended well and we expect this to continue into the future. We will also
continue to focus on compliance-related courses such as White Card, Traffic Management,
and Chemical Handling.
International students
The Institute recruits a very small number of students through Education Training
International (3 out of a total of 18 students in 2014), and most of our international students
approach us directly when they are onshore in Australia. Many of these are already on 457
temporary skilled working visas.
Due to some compliance issues (mainly the requirement for 75% delivery in a non-flexible
mode) we have reduced our international programs on offer, and therefore we have
assumed only a very modest increase in 2015.
We expect to increase from 18 international students in 2014 to around 20 in 2015.
36
3.4.1 Existing overseas commercial contracts

The Institute currently has no overseas commercial contracts.
3.4.2 New commercial activities <$1million
New overseas commercial contracts < $1 M
The Institute currently has no overseas commercial contracts less than $1million per annum.
New domestic commercial contracts < $1 M
The Institutes anticipated new domestic commercial contracts shown in the table below are
generally carry-over activities from projects or activities commenced in previous years. Most
of the Institutes new commercial activity will arise during the course of 2015 and will
constitute just in time responses to commercial opportunities as they arise.
Table 2: New domestic commercial contracts less than $1million
Contract/
activity type
Title
Location
Anticipated outcomes
Predicted gross
income
FFS
Maritime Simulator
Broome
Subject to account
planning
$744,300
FFS
International
Students
Broome
Kununurra
Accredited qualifications
$90,000
ASBT
Aboriginal School
Based Training
Kimberley
School-based training,
separately funded
$260,000
Service
delivery
contract
ATSI Rural Remote

Aged Care
Region
wide
Confirmed contract for

first semester 2015
$376,000
FFS
Short courses
Region
Ongoing
$275,000
TOTAL
$1,745,300
3.4.3 New commercial activities >$1million

At present the Institute has no overseas or domestic commercial contracts greater than $1M
per annum.
3.5 Other key activities

The Institute has identified the following key business development activities for 2015:
.
.
.
.
.
.
.
Broome Maritime Simulator Centre

Continuation of Aged Care project
Aboriginal School Based Training program
Vocational Training and Employment Centre
Work-readiness programs
Indigenous Advancement Strategy (IAS) programs
Australian Apprenticeship Support Network
37
Broome Maritime Simulator Centre (BMSC)

The Institute maintains the Broome Maritime
Simulator Centre (BMSC) as a source of
commercial income. There is a separate
Business Plan for the BMSC and the Institute
maintains a separate profit and loss statement in
order to monitor profitability.
The BMSC business plan for 2014 to 2016 identifies a growing trend for highly specialised
training for industry as well as emerging opportunity for internationally certified training in
specialised services to accommodate the growing offshore industry in Australias North
West. The plan identifies key partners in developing and implementing these prestigious
products and acknowledges the fundamental importance of the credibility of programs and
trainers to the industry.
The plan identifies a significant shift in BMSC business away from passive port development
and engineering support projects and toward active and scheduled training related activities.
In 2015 the BMSC will be relocated to a purpose built facility on the Institutes main campus
in Broome. This will facilitate training to industry standards and will enable 24/7 access.
Aged care project

The Institute has been advised by the Commonwealth of a six month extension to the
current contract for Aged Care training from January to 30 June 2015. This will provide
$376,000 in additional funding to enable the Institute to provide support for training in Home
and Community Care Services located in remote communities in the Kimberley and Pilbara.
This is a continuation of a contract the Institute has held since November 2010, and we
expect that in 2015 a new Request for Tender will be issued by the Department of Social
Services. The Institute will be a respondent to the tender and is confident of maintaining its
position as preferred provider of the services.
As well as providing grant income for the Institute, this contract also represents an
opportunity to leverage SCH in aged care, home and community, and other community
services training.
Aboriginal School Based Training

We are planning for an increase in 2015 in the Aboriginal School Based Training program
which has been piloted this year in Broome. Next year we expect to have programs in
Broome, Kununurra and Derby with around 40 students participating.
The program provides opportunities for Year 10, 11 and 12 Indigenous students to start
training while at school. Student can gain a qualification, participate in employment or go on
to further education or training. Qualifications are limited to Certificates I and II in Leadership
Development, Certificate I in Gaining Access to Training and Employment (GATE), and
Certificates I and II Resources and Infrastructure.
The ASBT program is fee for service, separately funded by DTWD.
Vocational Training and Employment Centre

The Institute is already working closely with Kimberley Group Training the local VTEC
provider to ensure appropriate training for VTEC participants which will prepare them for
employment under the program. Most of this training will occur in 2015.
38
Work-readiness programs
The Institute will continue its commitment to work-readiness programs, since this is an area
where we have developed very substantial expertise and the need continues unabated.
Industry clients in 2015 include Hess Corporation, Buru Energy, WA Country Health
Services, Shire of Broome.
Our work-readiness programs typically are 15 20 weeks and consist of bespoke
combinations of employability skills, GATE, PX2 Personal Development Program, and
vocational skills. Work experience may be a component.
IAS funding
The Institute expects to benefit from the introduction of the Commonwealths Indigenous
Advancement Strategy through pre-employment and skills development training. To date we
have identified at least 17 current stakeholder applications in which the Institute is listed as a
training partner or referee.
The Institute is also investigating the feasibility of being lead agent in one or more 2015
collaborative applications. We have a number of concepts in mind, and are waiting to see
the outcome of this first round of funding in order to better position ourselves for success.
Australian Apprenticeship Support Network

The Institute is currently in discussion with a potential tenderer for the Australian
Apprenticeship Support Network. We are prepared to offer logistical, administrative,
strategic, mentoring and other supports to the tenderer in order to ensure that the Kimberley
is well-serviced under this contract.
39
Section 4: Key performance indicators

The Institute redeveloped its Strategic Plan for the next three years based on balanced
scorecard principles. This means that key performance indicators for the next three years
will be built around the balanced scorecard domains of customer, learning and growth,
internal business processes and finance. The full Strategic Plan is included as Attachment 3,
and the key initiatives for 2015 are listed earlier in this business plan.
The Governing Council has set the following clearly measurable KPIs which will enable the
Executive Team and the Governing Council to evaluate our success in meeting the targets.
Wherever possible, mandated reporting KPIs have been used as measures in the strategic
plan. This ensures that as well as measuring its own aspirational targets the Institute is also
meeting those targets set by government and its monitoring agencies.
Metric
Target
Module Load Completion Rate
Module Load Completion Rates meet DPA benchmarks
Student satisfaction
DTWD Student Satisfaction Survey rating >90%
Employment rates for graduates
90% of graduates employed after training
Employment rates for modules

completers
90% of module completers employed after training
Achievement of main reason for studying
90% study aims achieved
Delivery at Certificate III and above
Certificate III and above qualifications meet DPA

benchmark
Regional and remote Certificate III and

above
Regional and remote Certificate III qualifications meet

DPA benchmark
Aboriginal Certificate II and above
Aboriginal Certificate II and above qualifications meet

DPA benchmark
SCH in regional priority industry training
>100,00 SCH in regional priority industry training
SCH delivery to age 15 24 years
10% increase in SCH delivery to 15 24 age cohort
Metric
Target
Staff turnover rates
Staff turnover <20%
OSH targets
Number of fatalities = 0
Lost time injury/disease rate = 0 Lost time injury severity
rate (60 days or more lost time) = 0
% of injured workers returning to work within 13 weeks =
100%
40
Metric
Target
% of injured workers returning to work within 26 weeks =
100%
% of managers trained in OSH management
responsibilities = 100%
Number of ATSI staff
>15% ATSI staff
Business efficiency
Metric
Target
Enrolment survey
> 200 satisfactory responses per year to rolling

enrolment survey
Procedures documented and followed
All key procedures on intranet by June 2015; currency

fully maintained
Internal review and audit schedule
All audits completed as per Audit Schedule
Energy consumption
10% reduction (over 3 years) in MJ/M2 and MJ/effective

fulltime student
Water consumption
10% reduction in total kl used (over three years)
Fuel consumption
Recycling
10% reduction in litres/100km/vehicle (over three years)

50% increase in recycling effort
Metric
Target
Fee for Service revenue (Section 40s)
Commercial income $3.4M
Section 40 estimates
All Section 40 estimates realised:

Adjusted operating result
+$3,455
Net adjusted operating margin
+0.01%
Cost per SCH
$40.85
SCH (all funding sources)
893,150
Cost per SCH (% movement)
-2.42%
Working capital ratio
1.05
Cash ratio
0.79
Average employee entitlements 4.88 weeks

Sustainability of cash reserves 36.03 days
SCH delivered
All DPA targets achieved or exceeded
41
Section 5: Resources
The Institute is aiming for modest growth in 2015, with a flat-lining in 2016 and reduction in
the subsequent two years.
The Institute is anticipating a small increase in funded profile delivery in 2015 under its
Delivery and Performance Agreement with the Department of Training and Workforce
Development. We have been informed by DTWD that this growth will cease in 2016, and
funding will be reduced by 9% pa in 2017 and 2018.
Clearly the Institute needs to plan ahead for this contraction, and this 2015 Business Plan
and revised Strategic Plan reflect the areas in which we can rationalise and streamline the
business to anticipate tighter years ahead.
5.1 Financial information

Kimberley Training Institute submitted its 2015 Section 40 Budget Estimates on 24
September 2014. It is noted that those forecasts will be reviewed in conjunction with this
Business Plan, and that KTI is not required to submit any further financial statements with
this document.
The Institutes profile delivery is expected to grow slightly in 2015, consolidate in 2016 and
then reduce markedly in the out years (2017 and 2018), in accordance with expectations
from the Department of Training and Workforce Development. Commercial activity is
expected to grow moderately during the years of these estimates.
The estimates have been prepared assuming an underlying inflation of 2.75% for 2015 and
then 2.5% for the following years, based on rates published by Treasury.
The Institutes Net Assets have increased substantially in 2014 with completion of major
capital works at Halls Creek, Derby and Broome. There are no known further capital works
projects planned for Kimberley Training Institute during the next four years.
The estimates predict a net deficit for the four year period due to depreciation. However the
adjusted operating result is broadly neutral for 2015 and 2016 and then is a forecast deficit in
2017 and 2018, with the expected reduction in government funding for profile delivery.
The Institutes cash at bank levels are estimated to decline during the forecast period from
$4.1M at the end of 2014 to $2.7M in 2018, mainly due to the anticipated decrease in profile
funded delivery in 2017 and 2018.
42
5.2 Organisation and governance structures

The Institute anticipates maintaining the same organisational structure in 2015, but
recognises that budgetary constraints and changes to delivery profile may provide the
impetus for reviewing and renewing the current structures. As part of its commitment to lean
management, the Executive Team will be critically examining all aspects of the business to
ensure that waste is minimised and the contribution of our people is maximised.
Our proposed structure for 2015 is as follows:
43
The Institutes Executive Team is comprised of:

Executive role
Incumbent
Areas of responsibility
Managing Director
Karen Dickinson
CEO, with overall responsibility for the Institutes

contract with government and strategic direction.
Corporate Services Director
Lindsay Gassman
Corporate services functions including human

resources, financial services, information systems and
facilities.
Director Training
Markus Beuke
Training and Assessment delivery, DPA management,

Regional Campus management
Director Organisational
Performance and Planning
Julie Kean
Planning, Quality, Client Services, Business

Development, Aboriginal Training Services, Enterprisebased Training
The Institutes Governing Council has 10 members representing national and local industry
and community. The members of the Governing Council for 2015 are listed below:
Name
Peter Rowles, Chair
Commenced
01/07/2014
Profile
Managing Director, Prime Solutions, State Board Member for Dial
Before You Dig
Previously Managing Director and founder of Underground
Services Australia
MAICD
Mick Unger , Deputy

Chair
15/8/2011
General Manager Infrastructure, Ertech

President Civil Construction Federation (WA Branch),
B Engineering Civil (Hons)
Antoine Bloeman
13/7/2009
Retired
Previously Magistrate for the Kimberley and Pilbara
LLB, B Juris
Karen Dickinson
29/6/2009
Managing Director, Kimberley Training Institute

B Health Science, Graduate Diploma in OSH, Masters in Health
Services Management
Melissa Hartmann
1/7/2014
Owner of two small businesses: Managing Director Morrgul Pty Ltd

and Director KPP Business Development
MBA, BScNRM (Hons)
Christopher Mitchell
3/6/2008
Executive Officer, Regional Development Australia Kimberley,

GAICD, JP, Broome Shire Councillor (21 years)
Greg Moore
13/7/2009
Teacher Sacred Heart School Beagle Bay

B Education Art, Grad Dip in Prof. Art Studies, Cert IV Assessment
and Workplace Training, Cert IV in Training and Assessment
Anthony Proctor
13/7/2009
Chartered Accountant, Company Director

B Juris FCA FCPA
Lisa Spackman
5/11/2012
Managing Director Kimberley Croc Lodge, Managing Director

Kununurra Commercial Laundry and Dry-cleaning, Managing
Director Kimberley Croc Backpackers YHA
Harold Tracey
5/11/2012
Director, H & M Tracey Construction Pty Ltd

Registered Builder No 10699
44
The Institute has commenced a major review of its overall governance structures and
compliance with the nine Public Sector Governance Principles:
.
.
.
.
.
.
.
.
.
Government and public sector relationship

Management and oversight
Organisation structure
Operations
Ethics and integrity
People
Finance
Communication
Risk management
This review will ensure that the Institutes operations meet the highest standards of
accountability at a time when government-funded programs and entities are under
increasing scrutiny. The Executive team will continue to report regularly to the Governing
Council on the Institutes performance in relation to the public sector standards for
governance.
The Executive Team recognises that the Institutes capacity to meet the requirements of its
government contract is entirely dependent on the skills, knowledge, attributes and
commitment of its staff. In 2015 we will be exploring all avenues to ensure that we are able
to capitalise on the strengths of our staff and maintain their commitment to achieving our
goals and strategies.
The Institutes priority is to maintain a workforce that is flexible and nimble and able to adapt
to the changes in our external environment. The past few years have provided us with some
challenges in this arena, but the introduction of a Voluntary Redundancy Scheme, and
legislation to support involuntary redundancy, will allow the Institute to adapt its workforce to
meet future needs. We fully support these initiatives of the state government and the
Department of Training and Workforce Development.
5.3 Asset investment program

The following capital works projects commenced in 2013 and will be completed by 2015.
Table 3: Projects over $1million and above under construction

Project details
Estimated
total
project
value
Project
expenditure
for previous
year 2014
Estimated
project
expenditure
for 2015
$,000
$,000
$,000
Broome Workshop
redevelopment and extensions
15,450
Derby Loch Street workshop

alterations and extensions
6,920
14,680
770
Funding source
Expected
completion date
$10.375M RfR
Final Stage
January 2015
$5.075M State
5,580
340
$6.2M RfR
$720K State
Practical
completion
July 2014
Halls Creek campus

refurbishment and new
automotive workshop
3,118
3,018
100
$2.8M RfR
$318K State
Practical
completion
February 2014
45
5.4 Risk management

In 2015 Kimberley Training Institute will manage the risks associated with the
implementation of this business plan by having the following strategies in place.
Policies exist for the governance and management of material risks (eg reputation,
financial or physical, including occupational safety and health).
Kimberley Training Institutes risk exposure is regularly evaluated by Executive

Management and Governing Council and remediation plans are implemented.
Preventative measures for key risk categories are in place.
Procedures are in place to monitor incidents from the identified risk categories.
46
Attachment 1: References and Resources

The following policy documents, plans and discussion papers have informed the
development of the Institutes new 2015 2017 Strategic Plan and our 2015 Business Plan.
WA State Government policy statements and related documents

.
Skilling WA: A workforce development plan for Western Australia, Department of

Training and Workforce Development, 2010
Strategic Plan 2014 2018, Department of Training and Workforce Development, 2014
Western Australia employment trends and prospects, Department of Training and

Workforce Development, May 2014
Information paper: State priority occupation list, WA Department of Training and

Workforce Development, 2014
Training together working together: Aboriginal workforce development Strategy,

Department of Training and Workforce Development, March 2010
Independent Review of the Vocational Education and Training Sector in WA, Seares, M,
on behalf of Department of Training and Workforce Development,2014
Australian Government policy statements

.
Future Focus: 2013 national workforce development strategy, Australian Workforce and
Productivity Agency, 2013
Regional Education, Skills and Jobs Plan: Western Australia Kimberley 2012-2014,
Department of Employment, Education and Workplace Relations, July 2013
Green Paper on Developing Northern Australia, Northern Australia Taskforce,

Department of the Prime Minister and Cabinet, 2014
Australian vocational education and training statistics: Students and courses 2013,
NCVER, 2014
Australian jobs, Department of Employment, 2014
National Partnership Agreement, Department of Innovation, April 2012
The Forrest Review: Creating Parity, Commonwealth of Australia 2014
Kimberley region documents

.
2036 and beyond: A regional blueprint for the Kimberley (draft for public comment),
Kimberley Development Commission, September 2014
Kimberley Workforce Development Plan 2014-2017, Department of Training and

Workforce Development, 2013
48
Kimberley Development Commission Strategic Plan 2013 2018, Kimberley

Development Commission, December 2013
A Kimberley Snapshot: Kimberley Fast Facts, Kimberley Development Commission 2013
Western Australia Regional Profile: Kimberley, Department of Training and Workforce

Development, June 2012
Draft Kimberley Regional Planning and Infrastructure Framework, WA Planning

Commission, March 2014
Kimberley: a region in profile, Department of Regional Development and Lands and

Kimberley Development Commission, February 2011
Shire of Broome: Economic Profile, Shire of Broome, Kimberley Development

Commission and LandCorp, August 2014
Labour Market Conditions and Challenges Kimberley Employment Service Area,

presentation by Ivan Neville, Assistant Secretary, Labour Market Research and Analysis
Branch, Department of Education Employment and Workplace Relations, May 2013
49
Attachment 2: Consultation for strategic plan

development
External consultation
In preparation for the re-development of our strategic plan, Managing Director Karen
Dickinson met with the following organisations and individuals over a three month period.
Unless stated, the consultations were conducted face to face.
Name
Role
Organisation
Date
Peter Stubbs
Director, Ord East

Kimberley Expansion
Project
Department of Regional
Development and Lands
4 June (telephone)
Sandra Mitchell
Chief Executive Officer
East Kimberley Job Pathways
5 June
Roger Kerr-Newell
CEO
Shire of Halls Creek
5 June
John Hughes
CEO
MG Corporation
Tracey Board
Social and Economic

Development Manager
Graham Campbell
Shire President
Shire of Broome
9 June
Tony Proctor
President
Broome Chamber of Commerce

and Industry
10 June
John Gummer y
CEO
Kimberley Group Training
18 June
Chub Witham
Manager North West
CME
23 June (telephone)
John Graham
Health Safety Environment

and Communities Manager
Argyle Diamond Mine
23 June
Michelle Pucci
Programs and Partnership

Manager
Wunan
24 June
Dave Cross
CEO
ORDCO
25 June
Gary Gaffney
CEO
Shire of Wyndham and East

Kimberley
25 June
Michael McConachy
Business owner
Freshwater Apartments, Slingair

Heliwork
(telephone)
HESS Exploration Australia (oil

and gas multinational)
3 July
Kim Audas
Peter Wilson
General Manager HR
TFS Corporation
3 July (telephone)
Kenn Donahoe
CEO
Shire of Broome
3 July
Marilyn Brown
Owner
McCorry Brown Earthmoving
3 July
Bob Goodie
Regional Manager
Kimberley Mental Health and

Drug Service
3 July
Hilary Wilkins
Regional Manager
(Kimberley)
Landcorp
7 July
Rob Imber
CEO
7 July
Mal Burton
Training Manager
Kimberley Regional Service

Providers
Anne Jennings
A/Manager Community
Development
Nyambu Buru Yawuru
9 July
50
Name
Role
Organisation
Date
Tony Lee
General Manager
Community Programs
Chris Mitchell
Executive Officer
Regional Development
Australia, Kimberley
9 July
Wayne Groeneveld
Sustainability Manager
Sheffield Resources
10 July
Irene Ioannakis
Director Skills
Development Centre
GE Oil and Gas
11 July
Brett Manley
Technical Training
Specialist
John Phaceas
Manager External
Relations
Mt Gibson Iron Limited
11 July
Kerry Burke
HR Manager
Terry Strong
Chief Operating Officer
Panoramic
11 July
Broome International Airport
14 July
Rod Evans
Paul McSweeney
Airport General Manager
Linda Reddi
Senior Public Affairs

Advisor
Northern Minerals
15 July
Sandra Van Vreeswyk
Regional Director
Rangelands
Department of Agriculture
17 July
Matthew Dear
General Manager
Ord Irrigation Cooperative
6 August
Jeff Gooding
CEO
Kimberley Development
Commission
6 August
Riley Shaw
Human Resources
Manager
Tropical Forestry Services
7 August
Duncan Palmer
A/Regional Manager
Kimberley Region
Department of Water
7 August
Noel Wilson
Manager Kimberley/Pilbara
Regional Operations and
Development
Department of Agriculture
6 August
Internal consultation
The Executive Team recognise the importance of staff engagement in the development of
future directions for the Institute and is committed to providing opportunities for all staff to
make an ongoing contribution. During the re-development of the strategic plan internal
consultation with Governing Council and staff members included:
.
.
.
.
.
.
.
Planning day with Institute Managers and Governing Council members on 23 July
Workshop discussion at Governing Council meeting on 24 July
First draft distributed via email on 1 August to Business Management Group members
and Governing Council for comment
Email to all staff on 5 August requesting their three big ideas for inclusion in the strategic
plan (21 detailed responses received)
Review of first draft of the plan at the Executive team meeting on 18 August
Review of the second draft by the ALAG committee on 20 August
Review of the strategic measures with the Institutes Database Administrator on 9
September
51
.
.
.
.
.
Review of the third draft by a self-selected focus group of staff on 10 September

Review of the financial measures with the Corporate Services Director and CFO on 11
September
Final review of draft by Executive team on 15 September
Review and endorsement by the Institutes Business Management Group on 16
September
Review and endorsement by Governing Council on 23 September.
52
Attachment 3: KTI Strategic Plan 2015 - 2017

The Institutes proposed 2015 2017 Strategic Plan was endorsed by Governing Council in
September 2014, and is intended to be our key business driver over the next three years.
Once endorsed by the Minister, the plan will be published on our website and disseminated
to key stakeholders.
The proposed plan is included over the next 10 pages.
53
Kimberley Training Institute Strategic Plan 2015 2017

Our vision and strategy
Our destination: (Our vision, where we want to be)
An indispensable partner in building skills and knowledge to drive prosperity
Our role: (Our mission, why we exist)
We improve lives through skills development as a pathway to sustainable employment and community engagement in the Kimberley.
Our balanced scorecard

Kimberley Training Institutes balanced scorecard is underpinned by four management domains:
.
.
.
.
Customer satisfaction (how do our customers see us?)

Organisational capacity (how can we continue to improve and add value?)
Business efficiency (what must we excel at?)
Financial stewardship (how do we look to our stakeholders?)
Our metrics
In developing this Strategic Plan we concentrated on how we would measure our success on whether or not we have been successful in
achieving our intentions. Wherever possible we have used measures that we are part of our mandatory reporting requirements, since these are
our first-level measure of success. Other measures in the plan are aspirational stretch targets we have set ourselves because they represent
better outcomes for our stakeholders.
Key to the table:
*
DPA benchmark
**
Annual Report KPI
***
AQTF compliance
Auditable or reportable requirement
54
To achieve our vision we must be able to meet our customer expectations in the following ways.
Strategic themes
Skills development
Provide best practice training
and assessment
Strategic measures
Targets
Regular internal quality training audits ***
Minimum of 6 internal quality audits per year
Module Load Completion Rate */***
Module Load Completion Rates meet DPA

benchmarks
Student satisfaction **/***
AQTF Learner Questionnaire average rating for

Agree and Strongly Agree >80%
DTWD Student Satisfaction Survey rating
>90%
Focus on student outcomes
Employer satisfaction ***
Employer satisfaction >80%
Performance in state training awards
At least one finalist per year
Employment rates for graduates **
90% of graduates employed after training
Employment rates for modules completers

**
90% of module completers employed after

training
Achievement of main reason for studying

**
90% study aims achieved
Delivery at Certificate III and above *
Certificate III and above qualifications meet

DPA benchmark
Regional and remote Certificate III and

above *
Regional and remote Certificate III

qualifications meet DPA benchmark
Aboriginal Certificate II and above *
Aboriginal Certificate II and above qualifications

meet DPA benchmark
Delivery in foundation skills
DPA target increased to minimum of 65,000

SCH
55
Strategic themes
Youth engagement
Targets
Graduate employment for indigenous

students
At least four training programs per year with

embedded employment outcomes
Workplace training delivery
>20% of training per annum delivered in the

workplace
Apprentices and trainees in training (EBT)
10% increase per year
Module Load Completion Rate *
Average MLCR for apprentices and trainees

>85%
Employer satisfaction ***
85% satisfaction rating from employers of

apprentices and trainees
Provide workforce
development services for
industry and enterprises
Framework for engagement
Ongoing contact with at least 50 regional

businesses and enterprises
Align training delivery with

workforce needs
SCH in priority industry training *
DPA benchmark for PIT negotiated to

appropriate level
SCH in regional priority industry training
>100,000 SCH in regional priority industry

training
Deliver training in skill sets to

meet regional industry needs
SCH in skill sets
10,000 SCH in skill set delivery
Improve youth pathways from

school to VET
SCH delivery to age 15 24 yrs *
SCH delivery to 15 24 age cohort meets DPA

benchmark
Number of school based training programs
50,000 SCH in VETiS and SBTs/SBAs
Increase training effort in the

workplace
Workforce
development
Strategic measures
CRM records of contact
Aboriginal School based Training programs at

high schools in Broome, Derby, Kununurra and
Halls Creek
Active youth engagement programs
15,000 SCH in Youth Access Reengagement
56
Strategic themes
Strategic measures
Targets
Program
Provide career development

services
Provision of specialist careers guidance

services
Full-time position to work with schools and

prospective students
>100 placements into courses
Access and equity
Facilitate pathways to higher

education
Transition rates to higher education
At least four pathways programs in place with

higher education providers
Assess individual students

needs
LLN assessments
LLN needs determined prior to enrolment
Disability assessments
DPA benchmark for compliance with

AVETMISS Disability question achieved
Provide support to students with reduced

LLN through enrolment in LLN support
through CAVSS or USIQ
52,000 SCH delivered in in CAVSS,USIQ,
Support for students identifying with a

disability
>90% Disability student satisfaction in DTWD

Student Satisfaction Survey
5% increase per annum in students identifying
with a disability completing qualifications
Implement Aboriginal Training Plan

endorsed by Aboriginal Education
Employment and Training Committee
ATP annual strategies and actions

implemented
Mentoring and tutorial support through

Aboriginal Training Services
Mentoring support for Indigenous students at

each campus
Minimum of 1,000 hours of Indigenous Tutorial
Assistance (ITAS) support for Indigenous
students
Partnerships with Indigenous communities

to promote skills and workforce
development
Partnerships developed and maintained with at

least 10 Indigenous corporations and
organisations
Provide student support

services to meet individual
needs
Provide support for ATSI

students to increase student
retention and completion
57
Strategic themes
Provide culturally appropriate
training environments and
business processes
Targets
Cultural competence professional

development
All staff to have completed cultural competence

training
ATSI student satisfaction
>95% ATSI student satisfaction in DTWD

Student Satisfaction Survey
Contemporary Learning Resource Centre

facilities and services
Learning Resource Centres redeveloped as

Learning Commons to facilitate flexible learning
Visitors to Learning Resource Centres
10% increase in usage rates for Learning

Resource Centres facilities and services
Student satisfaction with Learning

Resource Centre support
>80% satisfaction on Questions 27, 28 Student

Satisfaction Survey
Participation in Open Learning Centres
23,000 SCH in Certificate in General Education

for Adults
Ensure that all student

interactions have a positive
outcome
Enrolment survey
80% satisfaction rating with enrolment process
Improve standard of
communication with students in
training
Use of Student Portal, social media, text

messaging to communicate with students
Establish alumni/loyalty
program
Number of active alumni members
Alumni established with >100 registered

members
Expand scholarship program to

support students in training
Number of scholarships
Minimum of 10 scholarships per year
Provide enhanced learning

resource support services at
each major campus
Student experience
Strategic measures
Have Your Say forms

50% increase in use of social media and
texting for communication with students
50% increase in use of Student Portal for
communication with students
Outcome for scholarship students
58
To achieve our vision we must invest in knowledge and innovation to ensure the following.
Strategic themes
Fit for purpose
workforce
Increase flexibility of the
workforce to ensure ability to
adapt to future needs
Strategic measures
Targets
Proportion of the workforce on fixed term

contracts
33% fixed term contracts
Pool of contractors and casual lecturing staff
Contractors and casual staff used for 10% of

delivery
Staff retention rates
Retain 67% staff on ongoing contracts
Staff turnover rates
Staff turnover <20%
Current competency compliance for lecturers
All lecturers meet or exceed vocational and

educational competency standards
Develop a passionate workforce
Staff satisfaction in the years in which the

survey is conducted
>80% staff satisfaction rating
Ensure a safe and healthy

environment for staff
OSH targets as per annual Business Plan
Number of fatalities = 0
Attract and retain qualified and

skilled staff
Lost time injury/disease rate = 0 Lost time injury

severity rate (60 days or more lost time) = 0
% of injured workers returning to work within 13
weeks = 100%
% of injured workers returning to work within 26
weeks = 100%
% of managers trained in OSH management
responsibilities = 100%
Staff capability
Lift the standard of professional

practice
Implementation of employee capability

frameworks
IBSA VET Trainer Capability Framework fully

implemented and reviewed
Support staff capability framework fully
implemented and reviewed
59
Strategic themes
Ensure skilled workforce
matched to current industry
needs
Increase proportion of Aboriginal

staff
Strategic measures
Targets
Implementation of Continuing Professional

Development (CPD) program for lecturers
and support staff
Required CPD points achieved by all Lecturers

and support staff
Regular return to industry program for

lecturers
All lecturing staff complete return to industry

activity minimum of every two years
Number of ATSI staff
Implementation of Aboriginal Workforce

Development Strategy
>15% ATSI staff
Industry and
community
engagement
Increase capacity to assist

industry with workforce
development
Partnerships with employers
5 partnerships involving workforce development
Reputation
Increase community and

industry perception and
awareness
Industry e-newsletter
Industry e-newsletter published at least monthly
Industry promotional events
At least 8 industry promotional events sponsored

by the Institute per year
Community perception survey
Community perception survey reported to

Governing Council every three years
Leverage good news in

marketing and promotions
Implementation of Marketing Strategy
Marketing Strategy endorsed by Governing

Council
Provide accurate, timely

information about products and
services
Website maintenance
100% accurate and timely information on website
Publication of promotional materials
Publication of annual course guide and short

course guide
Establish internal Innovation

Council
Activity of Innovation Council
Innovation Council meets regularly to promote

and review innovation activity across the Institute
Increase the Institutes technical

capability for online, mobile and
flexible delivery
Proportion SCH achieved through flexible

delivery
Minimum of 300,00 SCH achieved through flexible

delivery
Innovation
60
Strategic themes
Industry
responsiveness
Strategic measures
Targets
Develop Balu Buru Centre as a

model of innovation,
sustainability and business
development
Sustainability of the Balu Buru Centre
Implementation of Balu Buru business plan to

ensure sustainability
Maintain and develop Maritime

Simulation Centre
Financial sustainability of the Maritime

Simulation Centre
Achievement of targets in the Maritime Simulation

Centre Business Plan
Introduce new programs to meet

future industry needs
Scope of Registration that reflects industry

and community needs
Expansion of scope of registration to include allied

health, plumbing, electrical, engineering, allied
trades, high risk, agricultural technology,
environmental science, transport and logistics,
heavy automotive, Aboriginal leadership and
governance
Align training to industry and

community needs
Fit for purpose

infrastructure
Ensure physical infrastructure

meets the ongoing training
requirements of industry
Infrastructure matched to the training and

administrative needs of the Institute
Implementation of Strategic Infrastructure Plan
Environmental
custodianship
Minimise our operational impact

on the Kimberley environment
Energy consumption
10% reduction (over 3 years) in MJ/M2 and

MJ/effective fulltime student
Water consumption
10% reduction in total kl used (over three years)
Fuel consumption
10% reduction in litres/100km/vehicle (over three

years)
Recycling
50% increase in recycling effort
61
Business efficiency
To meet our customer expectations we must be able to excel at the following business processes.
Strategic themes
Business efficiency
Strategic measures
Targets
Use lean management

principles to ensure
organisational effectiveness
Reduction in wasted time on redundant

business processes
Time savings measured through staff survey
Streamline processes from

enrolment to awarding
Improvements measured via process

mapping
10% reduction in average time to enrol
Enrolment survey
> 200 satisfactory responses per year to rolling

enrolment survey
Online enrolments implemented
Online enrolment for short courses by mid2015

Online enrolment for qualifications and skill
sets by mid-2016
Streamline HR recruitment
processes
Reduction in manager time spent on

recruitment
Time savings measured through manager

survey
Ensure documented
procedures for all key business
processes
Procedures available via intranet
All key procedures on intranet by June 2015
Implement a staff help desk as

a service and to monitor
continuous improvement
Help desk usage data
IT Help Desk expanded to manage general

Help Desk requests and responses, and to
record continuous improvement
Conduct periodic internal

reviews and audits
Internal review and audit schedule
All audits completed as per Audit Schedule
Audit reports
Any audit non-compliances actioned within

required timeframes
62
Strategic themes
Knowledge
management
Change management
Strategic measures
Targets
Ensure all business

information is shared and
accessible
TRIM usage data
60% of Institute staff to be regular TRIM users
Provide central repository for

all training resources
Inventory of resources
All training resources completed and filed

according to Institute specifications
Implement CRM system
Timeline for implementation
CRM implemented and used by all Institute

Managers and key staff
Promote a culture of
embracing change
Acceptance of change
70% of staff agree that change is managed

well, measured through staff satisfaction survey
Implement Service
Improvement Teams to review
critical processes
Number of Service Improvement Teams
Two Service Improvement Teams per year;

Improvements implemented
To meet the financial performance expectations of our stakeholders we must be able to report positively on the following.
Strategic themes
Financial
sustainability
Strategic measures
Targets
Reduce dependence on state

government funding
Fee for Service revenue (Section 40s)
As per Section 40 estimates
Ensure profitability of all

commercial activity
Margin after cost of service delivery
30% margin on commercial activity
Ensure Return on Investment

from Maritime Simulation
Centre
Gross income
As per Simulator Business Plan targets
Net income
63
Strategic themes
Strategic measures
Targets
Strengthen international
programs
Fee income
Increase of 10% pa in income from

international students enrolled through
Education Training International (ETI)
Meet all financial targets
Net operating margin *
$ Cost per SCH *
% change in cost per SCH
Working capital ratio *
Cash ratio
Average employee entitlements
Sustainability of cash reserve
Achievement of profile *
As per DPA
Revenue per FTE staff
5% increase per year
Business growth
Position the Institute for growth

over three years
SCH delivered
All DPA targets achieved or exceeded
Resource allocation
Review asset base and

dispose of excess assets
Stocktake against Asset Register
Disposal of any excess assets
Review allocation of assets to

ensure optimum utilisation
Facilities utilisation rates
Two audits per year
Vehicle utilisation rates

Reduction in expenditure per m
5% improvement per year

2
Maintain at 2015 levels
64
Attachment 3: Aboriginal Training Plan

To ensure alignment with its Strategic Plan, the Institute has redeveloped its Aboriginal
Training Plan for 2015. The plan was developed initially by Indigenous staff, and was
endorsed by the Aboriginal Education Employment and Training Committee (AEETC in
October 2014.
The revised plan focuses on the Institutes main priorities in relation to Aboriginal
engagement and retention, with a particular focus on transition to employment.
ATS 1: Reconciliation
Objective: To raise awareness with our stakeholders of KTIs commitment to
Aboriginal reconciliation
.
Use the RAP Report: Impact Measurement Questionnaire to identify any gaps in KTIs
organisational commitment to reconciliation.
Implement Reconciliation Excellence Awards to recognise Indigenous and non-Indigenous

employees/community members who have made a significant contribution to reconciliation in KTI
and/or the Kimberley.
Provide opportunities for staff and students to participate in NAIDOC week activities in order to
build awareness and positive relationships.
Continue to pay respect to Aboriginal traditional owners through acknowledgement and

participation of traditional custodians in Welcome to Country ceremonies at all official KTI public
events and visits by VIPs.
Work with facilities staff to ensure culturally appropriate training environments
Work with Client Services staff to ensure culturally appropriate business processes.
ATS 2: Community engagement

Objective: To develop positive relationships and partnerships with key stakeholders,
and contribute to community capacity building.
.
Ensure Aboriginal Education Employment and Training Committee (AEETC) membership is

representative of communities across the Kimberley.
Ensure student representation on AEETC.
Provide AEETC with appropriate support and timely advice to allow for informed decision making.
Maintain effective partnerships with Workforce Development Centre, JSAs and RJCPs, Job
Network Providers, Tutoring, Interpreting Services etc
Maintain effective partnerships with Aboriginal Corporations, communities and employers, in

conjunction with Business Development Unit.
Assist communities in identifying learning programs that deliver culturally appropriate and
practical training to build community capacity.
Facilitate governance training to increase the capacity of Aboriginal organisations to improve

outcomes.
Support the involvement of ATSI adults in leadership training programs including PX2.
Include ATISIrelevant information in the Institutes industry newsletter.
65
Highlight achievements of ATSI students, trainees and apprentices in our area to local media to
raise profile of the trainees in our local area to become role models.
ATS 3: KTI workforce capability

Objective: To develop the Institute workforce to meet the needs of all ATSI
stakeholders
.
Implement KTI Cultural Competency framework and deliver to new and existing KTI staff.
Identify ATSI presenters to deliver local cultural awareness training programs to new or existing
KTI staff.
Develop local Aboriginal cultural guidelines for each Kimberley region.
Review Aboriginal Cultural Competence Program to ensure relevance and effectiveness.
Develop and maintain ATSI-related resources on the Institutes intranet and public website.
Develop an ATS Policy and Procedures Manual to cover student support, staff guidelines and
specific area stakeholders consultative and collaborative protocols.
Review Aboriginal Training Services staffing configuration to ensure best mix of capabilities to
offer services to support engagement and retention.
Develop a skills matrix and professional development plan for Aboriginal Training Services team.
Provide career guidance training to all ATS team members for incorporation into professional
practice.
Hold twice yearly ATS Planning Days and ensure evaluation of their effectiveness.
Hold monthly video-conferencing ATS team meetings to improve communication and build a
supportive team environment.
ATS 4: Pathways to employment and further education

Objective 1: To collaborate with schools in the development and implementation of
programs for ATSI students.
.
Support the implementation and delivery of the Aboriginal School Based Training Program
(ASBT).
Provide information sessions in secondary schools to identify VETiS candidates and raise
awareness of training opportunities at KTI.
Provide information sessions in secondary schools to increase participation in traineeships and

apprenticeships.
Market and promote KTI scholarships in schools and information sessions with ATSI families,
communities and organisations.
Objective 2: To achieve sustainable employment or pathways to higher learning for

ATSI students.
.
Assist with student transition to work and continued employment through post placement support
in collaboration with VTEC providers, the Workforce Development Centre, JSAs and RJCPs.
Promote traineeships and apprenticeships to industry and employers in conjunction with EBT
staff.
66
In consultation with KTSI Lecturers further develop and implement appropriate ATS Team support
programs for students continuing with their study at Certificate III and higher.
Promote life-long learning by providing information about opportunities for further education
following vocational training.
Provide students with career guidance that assists them to make informed choices.
ATS 5: Student engagement and retention

Objective: To provide best practice case-management, mentoring and tutoring to
ATSI students to assist them into employment or further study.
.
Review retention and completions rates for ATSI trainees and apprentices to identify and rectify
causal factors.
Facilitate allocation of a Unique Student Identifier for each ATSI enrolled student.
Provide intensive mentoring and tutoring for ATSI students to enhance work readiness.
Facilitate ATSI student participation in language, literacy and numeracy programs.
Facilitate work experience opportunities for ATSI students to enhance work readiness.
Support Youth Access Re-engagement Program (YARP).
Review and improve Student Support Activity Logs to facilitate reporting activity across all areas
of support.
Contribute to the development of applications for funding under the Indigenous Advancement
Strategy.
Assist Portfolio Managers in submitting applications for Away from Base (AFB) commonwealth
funding.
Ensure processes and procedures are followed to ensure compliance with AFB Guidelines.
Provide ITAS tutorial support where required across the Kimberley.
Develop and promote innovative programs and services for ATSI students.
Assist ATSI students in completing annual Student Satisfaction Surveys.
Ensure culturally appropriate graduation and recognition ceremonies
Ensure recognition of ATSI students through specific awards (Apprentice of the Year, Trainee of
the Year, ATSI Student of the Year, Encouragement Awards).
67
Attachment 4: Disability Action and Inclusion Plan

The aim of the Institutes Disability Action and Inclusion Plan is to ensure that there is
equality of access and opportunity for those seeking to use the programs and services
offered by Kimberley Training Institute.
Outcome 1:
All people have the same opportunities to access services and events organised by KTI.
Strategy
2015 Initiative
Maintain an Access and Inclusion Focus Group

to guide the implementation of DAIP activities
DAIP Focus Group to meet once a term in 2015
Ensure that all people are provided with

opportunities to comment on access to services.
Feedback survey conducted by September 2015
Ensure that Institute policies and practices are

inclusive of people with disability and medical
conditions and consistent with the Institutes
Access Policy, Disability Services Act, Disability
Discrimination Act (1992) and Educational
Standards
Quality Manager to provide ongoing review of

QMS to ensure compliance; report to Business
Management Group by September 2015
Ensure that resources and equipment required to

access and participate in training at the Institute
are provided
Disability Coordinator to report quarterly to

Business Management Group
Ensure that Institute events, both on and off

campus, are inclusive and accessible for all.
Disability Coordinator to ensure guidelines for

Marketing team are followed
Ensure equitable employment practices at the

Institute
Human Resources Manager to ensure ongoing

review of policies and procedures to mitigate
barriers to employment
Ensure that Institute staff, agents and contractors

are aware of the relevant requirements of the
Disability Services Act and the Institutes
Disability Access and Inclusion Plan
Facilities Manager, Human Resources Manager

and Disability Coordinator to collaborate in
preparing guidelines for staff, agents and
contractors
Outcome 2:
All people have the same opportunities to access Kimberley Training Institutes buildings and
facilities.
Strategy
2015 Initiative
Ensure that all buildings and facilities are

accessible
Disability Coordinator to liaise with facilities staff

to ensure accessibility
Ensure staff and students are aware of

emergency evacuation procedures and plans
OHS Coordinator to implement evacuation plans

at each campus
Ensure that all future premises leased by the

Institute are accessible

Ensure that the quantity and location of easy

access parking meets the needs of people with a
disability

68
Outcome 3:
All people receive information from Kimberley Training Institute in a format that enables them
to access the information readily.
Strategy
2015 Initiative
Ensure that information about the Institutes

services, facilities and events is available in
alternatives formats and is clear and concise
Disability Coordinator to remind staff of

appropriate communication formats for Institute
publications
Inform staff, students and the community that

Institute information is available in alternative
formats on request
Disability Coordinator to ensure staff, students

and community are aware that information is
provided in alternative formats on request
Inform staff of accessible information needs and

how to provide and obtain information in other
formats
Disability Coordinator to liaise with Learning

Resource Coordinator, Principal Lecturers and
other lecturers and staff on accessibility issues
Ensure learning resources, including online

learning resources, are available in accessible
formats, complying with copyright regulations
E-learning Coordinator to ensure accessible

formats by liaising with lecturers using online
resources
Ensure that the Institutes website meets Web

Content Accessibility Guidelines WCAG2.0
Marketing Coordinator to ensure that WCAG2.0

standards continue to be adhered to in any new
website development
Outcome 4:
All people receive the same level and quality of service from the staff of Kimberley Training
Institute.
Strategy
2015 Initiative
Raise staff awareness of disability and access

issues and provide training to improve skills to
provide good service.
Disability Coordinator to ensure at least four

professional development activities across the
year
Ensure that Institute staff are aware of the

relevant requirements of the Disability Services
Act, Disability Discrimination Act and Education
Standards
Disability Coordinator to provide an awareness

session at each new staff induction
Ensure that the Institute provides an inclusive

environment free from harassment and
discrimination
HR Manager to ensure adherence to harassment

and discrimination procedures
Outcome 5:
All people have the same opportunities to make complaints to Kimberley Training Institute.
Strategy
2015 Initiative
Ensure that grievance mechanisms are

accessible for all people
Quality Manager to ensure that procedures

accommodate all Institute clients
Provide support for people with disability in

making complaints, if requested
Quality Manager to ensure that a person with a

disability who makes a complaint is
appropriately supported
69
Outcome 6:
All people have the same opportunities to participate in public consultation undertaken by
Kimberley Training Institute.
Strategy
2015 Initiative
Inform students and staff about consultation

processes at the Institute
Client Services Manager and Disability

Coordinator to ensure that all students and staff
are aware of consultative processes
Disability Coordinator to ensure that awareness
information material is available prior to
enrolment
Monitor the DAIP to ensure implementation and

satisfactory outcomes

Coordinator to monitor the DAIP and report to
Business Management Group quarterly
Use a range of consultative processes to obtain

feedback from students, staff and the community

Coordinator to seek feedback across a range of
Institute clients and report to Business
Management Group annually
Outcome 7:
People with a disability have the same opportunities as other people to obtain and maintain
employment with a public sector.
Strategy
2015 Initiative
All KTI facilities will continue to be compliant with

Disability Access Inclusion requirements (with
relevant guidelines and processes)
Facilities Manager, Client Services Manager and

Disability Coordinator to ensure compliance with
Disability Access Inclusion requirements
Recruitment, induction and performance

development processes for staff will identify and
support diversity requirements
HR Manager to review and ensure that all HR

processes and procedures support diversity and
inclusion
KTI will identify and develop opportunities to

support students entering the workforce for
example, Open Days, Careers Days, VET in
Schools

Coordinator to develop awareness strategy for
all staff engaged in recruiting students
resources to be made available on the intranet
KTI will develop and maintain relationships with

key stakeholders for example, Group Training
Companies, Kimberley Personnel, Disability
Services Commission, Australian Apprenticeship
Centre, Remote Jobs and Communities Program

Coordinator to ensure ongoing positive
relationships with stakeholder agencies
KTI will provide a supportive environment for

students seeking employment

Coordinator to develop awareness tools for all
staff preparing students with a disability for
employment
70

2015 2017 Strategic Plan and 2015 Business Plan

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Business Plan 2015

Kimberley Training Institute | 2015 Business Plan

Section 3: Operations .............................................................................................. 21

Section 4: Key performance indicators .................................................................... 40

Kimberley Training Institute | 2015 Business Plan

Section 5: Resources .............................................................................................. 42

Section 6: Declaration ............................................................................................. 47

Attachment 2: Consultation for strategic plan development ..................................... 50

Attachment 3: KTI Strategic Plan 2015 - 2017 ......................................................... 53

Attachment 3: Aboriginal Training Plan .................................................................... 65

Attachment 4: Disability Action and Inclusion Plan ................................................... 68

Kimberley Training Institute | 2015 Business Plan

Skilling WA: A workforce development plan for Western Australia, Department of

Kimberley Training Institute | 2015 Business Plan

implementation of new funding programs and streamlining of VET regulation at a national

further implementation of the entitlement funding model through Future Skills

Kimberley Training Institute | 2015 Business Plan

Section 2: Positioning and priorities

substantial changes in federal government policies and programs, including increasing

service and supply for offshore resource operations

Kimberley Training Institute | 2015 Business Plan

agriculture and food

. minerals and energy.

Place a substantial emphasis upon Aboriginal work-readiness through literacy, numeracy

Kimberley Training Institute | 2015 Business Plan

undersupply of skilled labour

Kimberley Workforce Development Plan 2014-2017, p 25

Kimberley Training Institute | 2015 Business Plan

Kimberley Training Institute | 2015 Business Plan

2.2 Vision, mission and values

1. Our destination (our vision, where we

Our destination and role statements have

2. Our role (our mission, why we exist):

Our SPIRIT values were developed by

3. Our SPIRIT principles which enable us

When this Business Plan and three-year

We improve lives through skills

2.3 Priorities for 2015

Customer satisfaction (how do our customers see us?)

Kimberley Training Institute | 2015 Business Plan

2015 Initiatives and targets

355 Certificate III qualifications completed (351 in 2013)

>150,000 SCH delivered in the workplace

Kimberley Training Institute | 2015 Business Plan

Activity plans established and monitored for at least 30 regional

Align training delivery

>45,000 SCH delivered in state Priority Industry Training (55,366 in

Deliver training in skill

At least 5 skill set programs offered to industry, specifically in

$150K invested in career development services

Discussions initiated with at least two higher providers regarding

4. Access and equity

Kimberley Training Institute | 2015 Business Plan

Provide support for ATSI

2015 Aboriginal Training Plan implemented and monitored

Cultural competence training completed by 40% of staff

Funding submission negotiated for redevelopment of Learning Resource

Increased use of Student Portal, social media and texting through My

Kimberley Training Institute | 2015 Business Plan