Hon Ljiljanna Ravlich MLC asked

ESTIMATES AND FINANCIAL OPERATIONS COMMITTEE

QUESTIONS ON NOTICE SUPPLEMENTARY INFORMATION

Wednesday, 27 April 2011

Ministry of Training and Workforce Development

Hon Ljiljanna Ravlich MLC asked: 1. Please provide the Recognition of Prior Learning (RPL) numbers for 2008, 2009 and 2010. Answer:

2008 2009 2010 RPL (Granted) 598 1055 2280 RPL (Not Granted) 17 11 38

1.1 How often are people granted RPL and have all the skill sets they require for a

qualification? Answer: If this question relates to how often applicants apply for and are successful in gaining RPL for a whole qualification, as we record RPL at the unit level, we are unable to easily extract this information from our data. We would have to analyse each student’s statement of attainment to determine if the units they had achieved by RPL made them eligible for granting of a qualification.

2. Please advise what the utility charges (gas, electricity and water) were for 2008, 2009 and 2010. Answer:

2008 2009 2010 Gas $45,462.95 $9,896.44 $61,958.54 Electricity $684,570.36 $814,079.77 $901,599.64 Water $304,086.33 $455,206.51 $487,144.62

3. Please provide your current strategic plan, business plan and the infrastructure plan. Answer: Strategic Plan, Business Plan and Infrastructure Plan are attached. (Attachments 3a, 3b and 3c). 4. Please provide the number of commencements for both apprenticeships and traineeships for

2008, 2009 and 2010? Answer:

2008 2009 2010

Apprenticeships 208 168 200

Traineeships 242 185 177

Total 450 353 377

Attachment 3a

Pilbara TAFE Strategic Plan 2011 ‐ 2016 Vision To respond to workforce demands and strengthen Pilbara communities To build the capability of the College through investment in people, infrastructure and partnerships so that Pilbara TAFE is strategically positioned to respond to the exponential growth that will occur in the Pilbara over the next five years. Mission Statement Pilbara TAFE will provide education and training opportunities which contribute to workforce development, industry productivity and community capacity building, as well as the aspirations of individuals. Values Responsiveness – Through engagement with our stakeholders and client groups, we will ensure our key products are responsive and relevant to their business needs. Reliability – We commit to providing training and education services that our clients can rely on, which are not only of high standard but are current and delivered in a timely way. Innovation – We are committed to investing in our staff and supporting new ideas and new ways of service delivery. Professionalism – We strive for and extol high standards of professional conduct and client service. Personal Development – We encourage and foster personal development through learning at all levels of our organisation.

Strategic Plan 2011 ‐ 2016 1 Draft 3

Strategic Direction 1: Building a Skilled Workforce in the Pilbara

• Increase completion rates for apprenticeships and traineeships in identified skill‐shortage areas.

• Link pre‐employment program graduates to employment opportunities.

• By focusing on key programs, increase the skills of existing workers throughout the Pilbara.

• Within our scope of delivery, respond to the training and education needs identified in the Pilbara Workforce Development Plan (PWDP).

Key Strategies • Develop lead Centres of Specialisation. • Develop focus groups for stakeholders involved in apprenticeships. • Develop and implement apprenticeship progress reporting. • Increase commercial activity. • Expand pre‐employment programs. • Develop targeted engagement strategies for delivery. • Develop and promote pathways to apprenticeships (School Apprenticeship Link (SAL) and pre‐apprenticeships).

Performance Indicators • Graduate employment outcomes • Student Satisfaction Survey • Employer Satisfaction • Stakeholder Feedback • Module Load Completion Rate • Apprentice and Trainee completion rates


Strategic Direction 2: Contributing to Regional Development

• Contribute to regional development in line with the PWDP and community consultation.

• Maintain and develop small campuses to respond to training and education needs in Pilbara communities.

• Contribute to meaningful education, training and employment opportunities for Aboriginal communities and individuals.

Key Strategies • Focusing college resources to identified training needs. • Building community capacity through the provision of tailored training and education opportunities. • Small campus development plan. • Consultation with Aboriginal stakeholders and development of Aboriginal Training and Education Plan.

Performance Indicators

• Graduate employment outcomes • Student Satisfaction Survey • Employer Satisfaction • Stakeholder Feedback • Aboriginal participation, retention and completion rates


Strategic Direction 3: Building Stakeholder Relationships

• Engage stakeholders so we have a clear and current understanding of their requirements and, within our scope of delivery, allocate resources and plan to meet those demands.

• Build and sustain relationships with industry, community and education‐sector stakeholders.

• Continue to build and maintain close relationships with Aboriginal communities within the Pilbara.

Key Strategies • Engage key stakeholders in curricula and facilities planning. • Embed industry consultation and PWDP into planning within strategic and operational limitations. • Conduct ongoing consultation, feedback and site visits. • Develop a Stakeholder Engagement Plan. • Strengthen AEETC membership. • Encourage Aboriginal representation on Governing Council.


• Employer Satisfaction Survey • Stakeholder Feedback


Strategic Direction 4: Building organisational capability, competitiveness and sustainability

• Increase the professionalism and skills of our staff.

• Develop partnerships which strengthen our core business.

• Build infrastructure and equipment to industry standard.

• Grow our market share of online and external delivery with a focus on new technologies for engaging and retaining students.

• Increase our commercial activity.

Key Strategies • Ensure that Professional Development includes return‐to‐industry opportunities. • Develop and Implement the College Workforce Development Plan. • Develop and Implement the Master Plan for Karratha and Hedland campuses. • Submit funding applications for Infrastructure R4R and EIF. • Build a virtual‐campus environment. • Develop MOUs with other training providers that will increase the training and education opportunities available in the Pilbara. • Develop a Governance Framework.


• Employee Survey • Employer Satisfaction Survey • Staff Skills Audit • Achievement against Strategic Infrastructure Plan • Infrastructure funding obtained • Increased range of training courses brokered through Pilbara TAFE for our clients • Commercial Revenue


Strategic Direction 5: Building Individual Capability

• Increase the skills of our students to enhance their career prospects.

• Increase the foundation skill levels of our students to enable their engagement in vocational education and training.

• Provide a clear pathway from school to training and employment in targeted industry areas.

• Provide education and training opportunities for existing workers to support their career progression.

• Client Feedback Information

Key Strategies • Develop and market pathways for school students. • Work with the University sector to develop pathways to higher education. • Increase face‐to‐face offerings at all campuses.


• Graduate employment outcomes • Student Satisfaction Survey • Employer Satisfaction • Stakeholder Feedback • Module Load Completion Rate • Apprentice and Trainee completion

Attachment 3c

PILBARA TAFE

FIVE YEAR INFRASTRUCTURE PLAN 2011/12 TO 2015/16

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Table of Contents Purpose ...................................................................................................................................3

Background ..............................................................................................................................4

Overview ..................................................................................................................................6

Campus Facilities .....................................................................................................................9

Summary................................................................................................................................13

Appendices Template A – Lease Facilities ................................................................................................14

Priority 1 – Maintenance Proposal .........................................................................................15 Fire Safety and Security Audit

Priority 2 – Maintenance Proposal .........................................................................................18 Electrical Distribution Boards

Priority 3 – Maintenance Proposal .........................................................................................21 Air Conditioning

Priority 1 - Minor Works Proposal...........................................................................................24 Classroom Upgrades

Priority 2 - Minor Works Proposal...........................................................................................27 Minurmarghali Mia Upgrade

Priority 3 - Minor Works Proposal...........................................................................................30 Hairdressing Salon Upgrade

Priority 1 – Training Equipment Proposal...............................................................................33 WorkReady Equipment

Priority 2 – Training Equipment Proposal...............................................................................36 Electrical Training Equipment

Priority 3 – Training Equipment Proposal...............................................................................40 Mechanical/Hydraulics Mobile Eqiupment

Priority 1 - Major Capital Projects Proposal...........................................................................43 Master Planning, Upgrade and Refit of South Hedland Campus

Priority 2 - Major Capital Projects Proposal............................................................................46 Industrial Skills Centre and a Master Plan for Karratha

Priority 3 - Major Capital Projects Proposal............................................................................51 Newman Campus – new workshop

Template C – Current ICT Infrastructure................................................................................54

Template D – ICT Infrastructure Requirements .....................................................................62

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Purpose The five year infrastructure plan sets the priorities for the allocation of Pilbara TAFE’s physical and technological infrastructure for that is long term sustainable. The plan will ensure we meet the current and future needs of the Pilbara Region in line with best practice standards, to stimulate a campus environment which enables the delivery of excellent student and staff experience and satisfaction.

More specifically the plan aims to optimise the efficient and effective use of the funds provided by the Department of Training and Workforce Development for capital works through a balanced program of maintenance, minor works and major building expenditure and to optimise the use of available campus and building space.

The plan has been developed in line with Pilbara TAFE’s strategic and business plan and in particular with consideration given to the Training WA, Planning for the Future 2009 – 2018 strategies, to ensure the ongoing delivery of training and services to the Pilbara Community. The strategies this plan specifically relates to are:

• A Skilled Workforce – only possible with the facilities and assets in place to enable a productive learning environment;

• Support for Regional Communities – the availability of training is critical to providing quality education to those communities to whom are unable to access busy city centres for educational requirements;

• A Vibrant and Diverse Training Market – the ability to compete on a business level with private Registered Training Organisations (RTOs), specifically with industry and community needs as our college being the “Provider of Choice” for delivering services; and

• Training System Capability and Capacity – by enhancing the infrastructure and equipment, Pilbara TAFE will be able to actively partnership and compete with RTOs in the delivery of services to industry and the community, by offering campus facilities that meet expectations and demands.

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Background The Pilbara region covers 507,896 square kilometres, representing approximately 19.5% of the State’s total area. With 2.2% of the State’s population, the Pilbara region produced 5.6% of the State’s Gross Product in 2007/2008. The unemployment rate was 4% in 2009, compared with the State average of 5.8%.

The Pilbara’s economy is dominated by the metalliferous and oil and gas industries and is the State’s premier mining region. The main mining products are iron ore, oil and condensates, and gas. A large percentage of the mining (and to a lesser extent the services industries) workforces are employed on fly-in/fly-out (FIFO) contracts. Excluding FIFO workers, the estimated population of the region is 47,000, mostly living in the towns of Karratha, and Port Hedland, with smaller numbers in the thousands in Newman and Tom Price then surrounding local community areas.

Massive industry expansions are underway in the Pilbara. The oil, gas and iron ore industries continue to grow with over $40 billion in gas projects and iron ore projects committed or under construction. A further $28 billion of resource projects involving expansion, feasibility, or new projects are planned for the period 2010 – 2015. The Gorgon Project (lead joint venture partner Chevron) has recently been approved by the Federal Government and is costed at $50 billion.

BHP Billiton and Rio Tinto have agreed to form a partnership in iron ore production in the region. Through sharing infrastructure, new mining technologies and workforces, the partnership is expected to significantly increase the export iron ore tonnage. It is not clear at this stage what impact the partnership will have on the on the regional economy, but it is projected to be large.

Port and rail facilities in the Pilbara have been expanded to cope with this increased activity. Civil construction has increased across a range of areas, from gas plants to domestic infrastructure, and additional road transport networks.

Pilbara TAFE, in present structure, has been established from a number of amalgamations of colleges throughout the Pilbara. In 1980 Karratha and South Hedland Colleges were established as community colleges servicing their surrounding areas. Pundulmurra College amalgamated with South Hedland College in 1998 and in 2000 formed East Pilbara College of TAFE. As a result of the McKay review East Pilbara College of TAFE and West Pilbara College of TAFE (Karratha) amalgamated in January 2003 to form the current Pilbara TAFE. Pilbara TAFE is the largest training provider in the North West of Western Australia. Our 2009 Annual Report, recorded that we enrol over 6,000 students each year, this includes residents and fly in/fly out workers, and more specifically we work within a competitive market with Registered Training Organisations (RTOs). Pilbara TAFE is the largest trainer of apprentices within the region and trains across a vast range of industries, delivering entry-level certificates through to Advanced Diplomas. We also pride ourselves on the ability to deliver community programs such as literacy and the Work Ready programs. We are flexible in the delivery of programs by delivering through face to face, on the job, e-learning, block release and blended models. Pilbara TAFE delivers over 150 qualifications in over 60 different industry areas to support the continuing workforce development and growth within the Pilbara region to ensure workers have the necessary skills and knowledge to undertake their roles. In the past our annual facility and maintenance program, has not been significantly strategically directed and the maintenance and minor works are responded to in an ad-hoc manner, thus similar to a first in best dressed scenario. Effective to a degree using the

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existing allocation of funds every year, the implementation of this five year infrastructure plan along with a development of an annual strategic plan will align our infrastructure and technology requirements with business planning opportunities. Critical to this process will be establishing the trends and patterns that have been occurring in maintenance throughout each campus facility. At Pilbara TAFE, our campuses are faced with the major challenge of an ageing building and equipment infrastructure. Our response has been to urgently apply existing budgetary funds to continue with the ongoing maintenance of these buildings, and where possible seeks grants, such as the Federal Government (for Pundulmurra) and the Better Tafe Facilities grants were allocated to the campuses to spend on assets that had been long term overdue. The major issue, however, is that the annual allocated funds do not meet the needs of the college or the community, as the needs for these ageing infrastructures require upgrading or replacement to ensure we can continue to provide the services needed by Industry and the Community. Although not related to training specifically, safety and security systems are also critical as this can represent a significant business disruption risk. It is vital that clients accessing our numerous campuses are assured of their safety and wellbeing whilst on premises, as well as ensuring our facilities are protected against potential risk. This includes the accommodation houses, for which students (of both minor and adult ages) temporarily reside, it is critical to ensure all campus’ security and safety is in line with legislative frameworks and is in accordance with best practice. It is noted that buildings must comply with the Building Codes of Australia, however, current Australian Standard compliance and industry best practice is the preferred option and it must be noted that the systems are not consistent across all campuses. A key initiative will be establishing industry commitment and new agreements to the ongoing training of industry employees within the Pilbara. This will result in renewing and establishing new negotiations with industry to contribute positively to the expansion of our services, particularly where a new infrastructure is planned to be developed. Industry expressions of interest will be sought to assist in contributing significantly to the project to ensure we are able to provide state of the art equipment to successfully train industry staff in undertaking their roles competently. This will enable us to to be a successful competitor in the education needs of the Pilbara community.

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Overview The key priority areas Pilbara TAFE is committing to and aligning with industry demands, are: • Fabrication: industry tradespersons in fabrication perform tasks such as operating hand

and machine tools, welding equipment, cutting, manipulating raw materials to fabricate parts or sub-assemblies. This trade is critical in the industries within the Pilbara, thus establishing it as a high demand industry related course.

• Electrical: this area of industry covers a wide range of electrical, instrumentation and electronic trades which is suited to the business and industry climate of the Pilbara. Any training and delivery of electrical courses, involve tasks such as the installing, operating, maintaining electrical and communications equipments for domestic, business and industry.

• Mechanical: very much linked to the fabrication technical side, the Pilbara seeks highly

qualified mechanical engineers to effectively set up and adjust machines and equipment, produce new parts and fit and assemble as well, along with welding.

• Health – Nursing: the area of healthcare is a critical issue, particularly within regional

areas and is always a key priority for State Governments. The Pilbara Region has an urgent need for registered nurses who are skilled with the latest technology and infrastructure.

It is necessary to align any strategic infrastructure planning in line with these areas to ensure we are successful in providing training and education to clients within the area. With the continuing industry expansions, the population within the Pilbara Region is consistently increasing and it is projected by 2015 that the region will have a population over 61,000 persons. There will be a growing need for workers to be skilled and competent in undertaking the inherent requirements of their positions, thus, utilising the college as a valuable resource in providing the relevant training in an environment that fosters state of the art physical and technological infrastructure to support the community’s needs.

Therefore, for any strategic planning to be effective, it must be considered within a contextual framework that analyses our strengths and weaknesses and identifies opportunities for improvement. To ensure Pilbara TAFE has identified high level priorities for this infrastructure plan over the next five years, a SWOT (strengths, weaknesses, opportunities and threats) analysis has been undertaken.

SWOT analysis provides a useful framework for analysing the strengths, weaknesses, opportunities and threats that may impact on us. A SWOT analysis will assist in identifying further work that needs to be done by matching our resources and capabilities to the environment in which it operates and services. As such, it is instrumental in strategy formulation.

The below details the result of the analysis:

Strengths Strengths capture the positive aspects internally that add value.

• Located in numerous areas across the Pilbara, thus, widely accessible; • Low Cost provider compared to privately run RTOs; • Wide range of vocational areas offered to industry and the community; • Ability and willingness to provide for small numbers at standard cost; • State Government support; • Existing partnerships with industry to support workplace based training;

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• Fee for service – meeting to the demands of industry for short courses; • Contributing to a skilled workforce; • Assisting community with literacy and work-ready programs; • Quality and skills of employees – well intentioned; • Above state average for student satisfaction in 2008 and 2009; • Newly comprised Governing Council; • IT equipment – high technology in place for growth over next five years.

Weaknesses Weaknesses capture the negative aspects internally that detract from the value offered. These are areas that need to be enhanced to improve service delivery and customer satisfaction.

• Timeliness in the application of response to clients and delivery of services; • Inefficient management structures that will be rectified through the new organisation

realignment model; • Staff turnover and ageing workforce can impact on the training needs of the community

and industry; • Ageing facilities in both building and furniture; • Out of date training equipment; • Areas below industrial standards; • Limited resources and personnel; • Reactive approach rather than proactive due to funding allocation; • Infrastructure funding levels – need to build more relationships; • Difficulty in attracting trade lecturers and technical staff; • Some strained relationships with some industry; • Geographical location in terms of access to services for parts etc (min two days at times).

Opportunities These are factors external that can benefit us.

• Local organisations/industry wanting locally based training; • Pilbara region is vastly expanding – thus investment in education is highly regarded; • Large technical workforce and with industry support, opening market up for skills

upgrading; • Cooperation and partnerships with large industry groups; • Education a high government priority; • Availability of information technology and software for more flexible delivery of study; • Strengthen relationships with external stakeholders eg Building Maintenance Works

(BMW) • Potential for improved revenue from room hire/lease agreements for re-investment in the

facilities; • Benchmarking with private and public agencies; • Partnerships with Rio and Woodside; • Royalties for Regions funding for Industrial Skills Training Centre; • Reposition in the marketplace; • Expansion on technology to deliver more effective training; • Pilbara Cities Project – will see the expansion in industry and services provided to the

community.

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Threats These are external factors that have the potential to negatively impact on us.

• Registered Training Organisations (RTOs) specialising narrowly with the current training and infrastructure;

• Changing workplace demographics, eg, ageing workforce; • Large metro and interstate public providers; • Environmental factors impacting on infrastructure eg cyclones • Loss of reputation leading to a loss of community participation; • Competition with industry for new and existing staff.

The priorities established in this plan, have drawn on our strengths, and are aimed at strengthening our weaknesses and grasping opportunities where we can.

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Campus Facilities Pilbara TAFE has campuses in Karratha, Hedland, Pundulmurra, Minurmarghali Mia, Newman and Tom Price, as well as training access centres in Pannawonica, Onslow, Paraburdoo and Jigalong. We offer vocational education and training options being: • apprenticeships and traineeships, training for school leavers and mature age students; • certificates and diplomas by full time or part time study for people beginning their

career or wishing to improve their skills; and • flexible learning options in many programs allowing people to learn when they want,

where they want and how they want.

Karratha The Campus in Karratha is over 20 years old. Karratha has placed a major focus on increasing the Fee-for-Service revenue base by providing more responsive programs to meet industry needs. We offer services through flexible delivery means that are increasing every year. As such more emphasis is placed on Karratha providing a world-class physical and technological environment to successfully continue in this direction.

Roebourne Shire Council has acquired and is now developing land that was once part of the Karratha Campus. The need to improve current facilities is critical as the broader community accessing Council facilities will be exposed to our facilities, thus potentially increasing the demand for our services.

The Karratha Campus is co-located with the Karratha High School and Pindan College. An agreement currently exists between us and Pindan College to utilise College facilities, thus impacting on our resources to provide adequate rooms for additional services that could be offered to the wider community.

Karratha has benefited from a new workshop (scheduled to be open late 2009 or early 2010) which will prove to be a significant factor in attracting students and external clients in the delivery of technical trades. However, there is still a need for the Karratha campus to become more attractive to the external market to successfully compete against RTOs.

A key strategic move by Karratha Campus, is trying to establish a training agreement with Woodside, an oil and gas company. To enable us to be successful in this proposal, we will need to upgrade existing equipment for the electrotechnology market. This proposal could see the Campus lead as a first class state of the art equipment training provider for the specific aims of providing quality education. If successful, the Campus could potentially seek additional funding from Woodside or other industry providers to further contribute to upgrading the infrastructure and technological support in this area.

To enable us to continue servicing the smaller industry providers, Pilbara Training Solutions, the commercial arm of Pilbara TAFE, has applied to the Royalties for Regions for a grant to build new classroom premises on the Karratha site. Pilbara Training Solutions obtain their funding sources external to TAFE and deliver the much demanded short courses and fee-for-service training requested by Industry. Therefore, the use and availability of appropriate infrastructure in the main campus locations is needed in the long term future to ensure the TAFE continues to support an ever increasing demand.

Karratha Campus would ultimately benefit from a master plan to guide the future development and expansion of the campus in regards to planning, facilities and infrastructure. This would be a strategic approach particularly noting the project already underway in the Pilbara – “Pilbara Cities of the North” project that will see Karratha transform from a town to a regional city.

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South Hedland The campus in South Hedland is another college infrastructure that is over 20 years old. The town of Port Hedland is expected to double in size over the next 10 years for which will place an increasing demand on the community’s infrastructure, in particular education services. It is critical that the Pilbara TAFE is able to offer a sustainable facility to members of the community to continue supporting economic growth within the area and contributing to a skilled workforce.

The Campus is the second to the Karratha Campus, offering specific skilled based training to the business industries within the area. In addition, the campus offers other short training courses to attract the local community involvement as well.

A significant issue with the South Hedland Campus is the ageing infrastructure, particularly relating to the electrical network of the Campus, which appears to be the majority of maintenance repairs, thus proving inefficient in terms of energy and sustainability. The electrical network is complex and as such groups of lighting have been redirected onto different power boards, thus creating confusion and impacting on appropriate management of electrical issues. The Campus also suffers from continuing air conditioning problems and plumbing.

Funding has been approved and obtained for the chiller replacement at the Campus, for which a request for tender will be distributed in November 2010 by Building Management Works (BMW). The ongoing maintenance relating to the air conditioning and plumbing will continue to be factored into the maintenance budget every year to ensure the Campus has functioning facilities.

Hedland is a large interface for Health/Community training. Currently the facility is unable to meet regional needs thus creating a lack of skilled workforce for Allied Health Industries. In line with strategic training directions, much needed funds are required to refurbish the existing health training centre into a simulated ward/medical facility to enable the appropriate training to be delivered. This would be a very strategic way forward in establishing strong relationships with the Allied Health Industries for current and future training needs.

With Hedland located centrally to all campuses, a key innovation is to revitalise the Hedland campus. This revitalisation of the campus will be a refocus on the infrastructure in line with the current and future strategies for training and delivery. The revitalisation project will involve the refurbishment of a simulated ward/medical facility; a suitable seminar centre, that will focus on a flexible delivery approach in terms of e-learning opportunities, tutorials and multi-purpose room for other training/delivery services. This project will potentially see South Hedland campus be more attractive to industry and the community and will demonstrate how we are committed to the ongoing education of persons in the Hedland area.

With the population in South Hedland expecting to double, there will be more emphasis on the education of the community and industry based clients. South Hedland would also benefit from a master plan to guide future strategic directions.

Pundulmurra The Pundulmurra Campus, also located in South Hedland, has infrastructure dating back to the 1970s. The Campus was originally established as an independent indigenous college, and now provides a specific link between indigenous people and the industry workforce. The Campus is utilised by various organisations, companies and groups such as South Hedland High School and Pindan College.

Pundulmurra has struggled with demand for the Campus facilities and over the past years has been limited to its range of delivery due to insufficient availability of training facilities and

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resources. The maintenance of the Campus has not been sustainable as the infrastructure needs have far outweighed the funding that was available, therefore, disadvantaging the Pilbara TAFE and the community by not being able to deliver the full range of services that are required as per demand.

In 2010, Pundulmurra Campus was successful in receiving a Federal Government Grant as an education investment to ensure the Campus can continue to support the indigenous community and provide the services required for a skilled workforce. The project to redevelop Pundulmurra Campus is expected to commence early 2011.

The investment will include the upgrade and development of infrastructure, being trade workshops, classroom facilities, access roads, IT infrastructure, trade equipment, OSH and storage spaces.

The completion of the project is anticipated to expand on the services currently offered by the development of new courses and the expansion on existing courses to the Community and Industry.

Newman The Newman campus is located in the heart of the Hammersley Ranges. The Newman Campus has key relationships with McMahon and BHP for work-ready programs. The Campus at one point in time had access to a powered workshop from BHP, for which fabrication training was undertaken, however, BHP resumed control over the workshop as it required the workshop for business needs, thus reducing the ability for Newman to provide fabrication trades training to industry.

A major development on the Newman site is a hostel development. The potential for us to offer training and development to the community would be strengthened with the ability to provide an equipped workshop to fully support wider community programs. A workshop that could be utilised as a multi-use facility comprising of a classroom, computer room, first aid station and floor area would be beneficial by providing specific services to the indigenous community, high school students and industry.

With industries such as MacMahon, BHP, WHE, FMG and Rio Tinto, we would be able to establish a rapport and build key relationships with these industries to support and potential contribute to further infrastructure or equipment needs in the future. This could potentially lead to an industry educational boom for the campus.

At present, we are in consultation with Rio Tinto, to facilitate workready courses at Newman new year. With this proposal on the plan, the need for Newman to have access to its own workshop will be critical to fulfilling an ongoing successful workready courses in the future. At present, Newman campus would have to lease a workshop to be able to appropriately provide the much needed training facility to enable the workready program.

Minurmarghali Mia Located in Roebourne, approximately 30 kilometres from Karratha, the Minurmarghali Mia Campus is a general purpose campus offering courses specifically for work-ready groups.

The campus offers these training courses to specific industry based companies, eg Rio Tinto, Roebourne Prison, as well as significantly bridging the gap between indigenous persons and the industry workforce. The campus is challenged with an ageing infrastructure in terms of some demountables and toilet facilities, however, these can be continued to be supported through a strategic approach through the regular maintenance program of the Pilbara TAFE at this point in time. However, long term, these demountables may need to be replaced in

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order to consider sustainability of the infrastructure, for which at that point in time may be scheduled into the next five year strategic plan.

A tender is currently underway by BMW to address the fire panelling matters within the campus to ensure that the facility complies with legislation and is efficient in the event of an emergency procedure.

Minurmarghali Mia has been considered in this plan, particularly surrounding the current Work-Ready programs that are offered from this campus and the need to acquire more equipment to continue successfully running these programs.

Tom Price Also located in the Hammersley Ranges, the Tom Price Campus caters to the electrical and metal fabrication trades and has a long running partnership with Rio Tinto. The campus once again, delivers training to work ready groups. Any facilities maintenance will continue to be supported strategically through the regular maintenance program of the Pilbara TAFE at this point in time.

As a facility Tom Price clients are able to leverage off Newman and Karratha Campuses for more specific technical training.

Training Access Centres Pilbara TAFE has training access centres in Pannawonica, Onslow, Paraburdoo and Jigalong. These campuses do have considerable ageing infrastructure, however, are able to be supported strategically through the regular maintenance program.

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Summary This proposal is the beginning of a long term infrastructure plan to address our physical and technological infrastructure. The pressing issues in regards to this plan, is the ageing infrastructures of the facilities whilst the key priorities are to provide the ongoing delivery of training and services to the Pilbara community and industry. We will continue to work in partnership with Industry leaders and the community to establishing state of the art facilities, by gaining their participation and contribution to major infrastructure projects. Through an annual maintenance program, strategically aligned with this infrastructure plan, we will ensure our facilities are maintained, improved and monitored efficiently. Noting the expansion in the Pilbara, particularly the “Pilbara Cities of the North” project, it is critical that we commence addressing our SWOT analysis to remain as a key educator for industry and the community. With projections in population expected to expand over the next ten years, to meet growing industry needs, it is necessary that we start to think strategically and align our initiatives with any local, state or federal government plan for the Region and training needs. The SWOT analysis undertaken throughout this process was through a random selection of staff in the college but seem to reflect the same patterns in terms of weaknesses and opportunities. To enable any plan or strategic direction to be effective, we must know what these are to be able to build on them and reap the rewards long term. Therefore, the proposals within this plan address some areas of our SWOT analysis and are aligned with the training and delivery needs of the college and Training WA, Planning for the Future 2009 – 2018 strategies. These proposals will ensure we are able to efficiently sustain the long term provisions of the services to the community and industry in the Pilbara region and ultimately be recognised as a “Provider of Choice” commencing now and into the future.

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Template A – Lease Facilities

Annual Total Lease Cost Leased Location Lease Facility Description

Lease Purpose

DTWD STP TOTAL

Owner (Lessor)

Current lease Commencement

Current Lease Expiry

Options

EXAMPLE:

40 Commerce Ave ARMADALE

Commercial Premises

Fee For Service Business Hub

$60,000

$10,000

$70,000

Shire of Armadale

01/01/2008

31/12/2010

3+3 years

Lot 2002, Boonderoo Road, Tom Price

Commercial Premises

Mechanical

Workshop

$6072 per yr

$6072 LJ Hooker on behalf of Pilbara Iron

01/01/05 30/04/40 In

re-negotiations

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Priority 1 – Maintenance Proposal Fire Safety and Security Audit

Note: This proposal template is an initial infrastructure funding request to the Department of

Training and Workforce Development and forms part of a State Training Provider’s Five Year Infrastructure Plan. Requests are considered by the Department’s VET Strategic Asset Management Committee and may require a more extensive business case e.g. major capital project. As available funding is limited, proposals must be endorsed by the Department’s Corporate Executive.

1. Request Type

Mark Box (x)

1.1 New or replacement training equipment (more than $100,000 and less than $500,000)

1.2 Major maintenance project (more than $100,000 and less than $1 million)

X

1.3 Minor works for improved Universal Access

1.4 General minor works project (more than $100,000 and less than $1 million)

1.5 Major works project ($1 million +)

2. State Training Provider (STP) Contact Details

STP Name: Pilbara TAFE

Contact Person: Jody Goldring

Contact’s Title: Manager Strategic Capital Asset Management Planning

Contact’s Phone: 9159 6778

Contact’s Mobile: 0427 505 193

Contact’s Email: [email protected]

Proposal must be endorsed by the Managing Director

The above proposal has my endorsement and the support of the Governing Council.

…………………………………………………. ……………………………..

Managing Director Date

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3. Description of the proposal

A detailed fire safety and security audit of all campus facilities that includes the initial commencement of fire safety and security audit across all campuses to the supply and fitout of any recommendations as outlined in the audit (particularly equipment that cannot be supported through the annual maintenance budget).

The scope of the fire safety and security audit of all college campuses within Pilbara TAFE would cover:

• The detailed risks associated with each campus

• Ensuring fire protection systems are consistent across campuses

• Security systems to be recommended in response to the risks identified

• Detailed investigation and review of security, fire protection systems and procedures to determine if the security measures and systems meet, exceed or fall short of the benchmarks required (Australian Standards and other legislative requirements)

• Recommendations to upgrade campuses in accordance with legislative frameworks and level of risk exposure

• Evacuation procedures and training of staff to ensure they are able to effectively manage an emergency

4. Justification of Importance and outcome to be achieved

Please consider how the proposal will address:

o improved and expanded training delivery for areas of skill shortage and/or high industry demand;

o priorities for the State Training System and Workforce Development;

o issues related to industry and community development including regional planning;

o College training priorities including students and staff issues, including increased participation and outcomes; and

o opportunities for increased efficiency and cost-effectiveness.

Education facilities should be safe and secure places for students, staff and visitors. Without a safe, orderly and conducive learning environment, students cannot learn and teachers cannot teach thus creating an unproductive system. Considering our ageing infrastructure across all campuses, its only through the ongoing annual maintenance program that we are able to manage this area but only to the extent that annual budget will allow. There is a critical need to ensure we are compliant with current legislation and to ensure we can provide facilities that are safe and secure.

The opportunity to improve and upgrade these systems will lead to greater efficiencies in terms of maintenance budget and risk management strategies. The commitment to dedicating funds to a proposal such as this will enhance the government’s duty of care to its stakeholders by ensuring that our premises are in line with legislative requirements and do concur with best practice standards.

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5. Funding implications (consultants costs, infrastructure costs, recurrent costs)

Cost Considerations DTWD STP Other Total

Estimated land acquisition cost (where applicable)

Estimated Equipment Costs $500,000 $500,000

Estimated Capital Costs

Estimated Additional Annual Recurrent Costs $80,000 $80,000

Other Costs (Actual audit and recommendations of fire safety and security audit of all campus facilities by external consultant, including but not limited to fire evacuation plans/drill recommendations and training of staff in any new procedure/newly installed equipment

$400,000 $400,000

TOTAL $900,000 $80,000 $980,000

6. Risk / Impact Analysis

(e.g. what is the risk or impact of not undertaking this infrastructure activity?)

A safety and security system that is not functioning appropriately and in accordance with legislation can represent a significant business disruption risk to the learning environment, community needs, industry needs, and to Western Australian Government through its employees and stakeholders. Therefore it is vital that students, staff and visitors accessing our facilities are assured of their safety and wellbeing whilst on premises, as well as ensuring our facilities are protected against potential risk.

7. Training Benefit/Value for Money including student numbers/utilisation

(e.g. expanded student numbers, replaces a current funded item)

Although not directly linked to training, the actual benefit of providing a safe and secure environment will foster a learning environment free from risk, encouraging students to attend facilities.

The upgrading of the systems will have a positive impact on the annual maintenance budget as all equipment will be current and serviced, negating the need to manage out of date issues.

8. Alignment to existing infrastructure projects

The purpose of this project will ensure our physical and technological assets, both new and existing, are protected against harm and risk.

This project will further strengthen the existing annual maintenance of security and fire safety systems. It is envisaged by reviewing and upgrading systems, ongoing maintenance spending will be reduced.

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Priority 2 – Maintenance Proposal Electrical Distribution Boards



1. Request Type

Mark Box (x)



X













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Review and upgrade/overhaul of South Hedland electrical distribution boards to ensure they are more energy efficient and are appropriately divided into subsidiary circuits whilst providing a protective fuse or circuit breaker for each circuit.








The South Hedland campus is over 20 years old and has a significant ageing infrastructure.

A key problem for the Hedland campus is the electrical network, which appears to capture the majority of maintenance repairs expenditure, which is proving inefficient in terms of energy and sustainability. The electrical network is complex and as such groups of lighting have been redirected onto different power boards, thus creating confusion and impacting on appropriate management of electrical issues.

The upgrade of the electrical facilities will allow South Hedland to continue to providing training delivery services with limited interruptions of power supply issues.

With the proposed project innovation of expanded delivery by ensuring South Hedland has a simulated campus environment and also a open learning centre through a re-fit of the campus, the need to upgrade the electrical distribution boards are critical to ensure the ongoing sustainability of the campus now and in the future.

This proposal will improve our cost efficiencies concerning ongoing maintenance as well as time management and energy efficiencies.

We will be able to provide a campus that has sound electricity supply and circuit breakers that are deemed suitable and can manage the nature of training that is being undertaken there.

Most importantly, this will improve OSH requirements, as the risk of any business disruption would be minimised due to a more efficient energy system.

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Estimated Capital Costs $250,000 $250,000


Other Costs

TOTAL $450,000 $10,000 $460,000



It is an OSH risk if this activity is not undertaken. Most electrical distribution boards are not designed to take high loads, thus tripping breakers, this would in turn affect standard business operations. Unclear tagging of an electrical distribution boards contribute to a non-conforming board with high risk potential.

The risk of not upgrading the electrical distribution boards on the campus will directly impact on future business needs, for example it is unclear as to whether the current boards are be able to support any additional heavy equipment..



The upgrade/overhaul will reduce risk and increase the efficiency of the Hedland Campus. This will result in a comfortable and functioning training environment, encouraging student attendance and increase participation.


This project will complement money that has already been spent on the boards through the Better Tafe Facilities, however, it is specifically aligned to refitting South Hedland campus to enable the College to refocus our infrastructure requirements to meet current and future strategies for training and delivery. This project is an underlying support mechanism to enable the College to also successfully meet the strategies as outlined in the Training WA, Planning for the Future 2009 – 1018 publication.

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Priority 3 – Maintenance Proposal Air Conditioning



1. Request Type

Mark Box (x)



X













…………………………………………………. ……………………………..


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To review existing air conditioning supply on campuses, and establish and upgrade where possible to more energy efficient conditions. This may involve:

• Upgrade of existing chiller systems if required;

• The installation of smaller more energy efficient systems for rooms that are utilised alone in larger buildings (particularly outside of business hours);

• Ongoing maintenance of existing air conditioning systems across the Region;

• Replacement of equipment where required.








Efficient and funcitoning air conditioning systems are an important component of service provision in the Pilbara region. Of particular concern to the College is the ongoing maintenance of such services for the comfort of our clients.

We need to re-focus our priorities on the air conditioning from a maintenance approach to a more energy efficient and cost effective solution across all campuses.

At present when only one classroom is in operation, the air conditioning system cools the entire building, as the system cannot be segregated to just one area of the building. This service is quite costly as energy is being utilised for no purpose, particularly during out of hours.

It is our priority to provide facilities that offer a safe and healthy environment to students, and visitors. , One method to accomplish this is through the service of air conditioned rooms. A consideration is to review problematic areas and to review what other cost efficient systems could be installed to replace or further support the existing air conditioning systems..

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Estimated Equipment Costs $350,000


Estimated Additional Annual Recurrent Costs $80,000

Other Costs

TOTAL $800,000 $200,000 $1,000,000



Without being able to review and upgrade to better air conditioning systems that are far more efficient in terms of cost and servicing, the College will forever be spending its much valuable maintenance money on the continuing servicing of inefficient systems that also impacts on the electrical costs of the College. This money can actually be utilised for other resources within the college, if clear efficient systems are able to be established and instigated.



The training benefit is that students will be working in a much more efficient air conditioned environment, providing them comfort particularly during summer.

The identification of this project may positively impact on current funded items such as air conditioning maintenance which we already spend approximately $200,000 per year. Through the provision of more efficient systems, the college may be able to reduce this current annual expenditure by approximately 10%, and those funds could be utilised in other maintenance areas.


This would align with all infrastructure in the long term. The key is establishing those areas that are high risk now where energy consumption has far outweighed the utilisation of the room. This would be an ongoing project within the Pilbara to ensure the college can reduce energy consumption through more efficient systems whilst at the same time still providing a comfortable environment for students and visitors.

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Priority 1 - Minor Works Proposal Classroom Upgrades



1. Request Type

Mark Box (x)





X











…………………………………………………. ……………………………..


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Description of the proposal

This proposal is not site specific and the funding will be utilised across the board to upgrade many of the general classrooms in the college through a complete overhaul of paint work, carpets, furnishings and fittings where necessary to foster an encouraging learning environment by providing higher quality facilities that are equipped for modern teaching and learning.








One of our key weaknesses is the ageing infrastructure of the furnishings and classrooms. The upgrade will lead to higher quality facilities that are equipped for modern teaching and learning. Students and visitors are currently exposed to furnishings and fittings that are quite old and many of these have not had any upgrades in over 20 years. This does not present a professional training organisation look nor encourages an active learning environment.

Establishing a learning environment that is inviting and comfortable will improve delivery areas as well as student participation. Staff will be able to more adequately provide a safe and healthy work environment for themselves, in addition to providing a productive work environment for their students.

Our priorities are education and our students, and therefore by providing services in the form of modern classrooms, this will encourage increased participation from current students and will appeal to new students.

The upgrades will also support the OHS system by providing ergonomically sound equipment for students, visitors and lecturers therefore minimising any potential risks associated with ageing furnishings.

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Estimated Additional Annual Recurrent Costs

Other Costs (cleaning)

$60,000 $60,000

TOTAL $850,000 $60,000 $910,000



By not investing in any classroom upgrades, this would place the college at risk of being recognised as a “Provider of Choice”, and impact on our compliance to OSH.



This project would replace the “small allocated monies” that we already have put aside annually to replace standard furnishings which does not meet our needs. The benefit will be that we will be able to effectively supply and fit out numerous classrooms across the TAFE at once, by bulk buying through appropriate procurement arrangements, which would save money.

Student’s perception will see that we are serious about contributing to an environment that is much welcoming and encourages learning.


This aligns specifically with our training and delivery strategic plan. In particular, this aligns with the Training WA, Planning for the Future 2009 – 2018 strategies by providing appropriate and modern infrastructure to support a skilled workforce, a vibrant and diverse training market and having the training system and capability to provide the necessary requirements to the community and industry.

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Priority 2 - Minor Works Proposal Minurmarghali Mia Upgrade



1. Request Type

Mark Box (x)





X











…………………………………………………. ……………………………..


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To upgrade the carpark and fencing areas of Minurmarghali Mia campus








Minurmarghali Mia campus will continue to be supported strategically through the College’s annual facilities budget, however, a much needed infrastructure requirement is to expand the carpark to the actual boundary of the campus and to increase the car parking areas. This cannot currently be supported through the annual budget due to other ongoing commitments.

Although not specifically related to training and delivery, this supports the training and delivery area by providing our students and visitors with a much more accessible site and car parking facilities.

At present the fencing around Minurmarghali is not in line with our boundaries and therefore we are not utilising existing land to the full extent. The fencing is required to be extended to further support the need for the WorkReady programs and if the proposal for the equipment in regards to the programs is supported this area will be needed to appropriately accommodate and lodge these equipment pieces and to actively carry out training on the land.

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Estimated Equipment Costs



Other Costs (please describe by overtyping)

TOTAL $350,000 $350,000



The impact is the campus not being able to effectively utilise land for training purposes in a secure environment, particularly equipment for WorkReady programs.



It will allocate more car parking spaces for students and visitors. The minor works will emphasise the training on the basis that equipment can be more thoroughly utilised by the students in our land provisions. It will further enhance the security of the campus resources.


This aligns with our infrastructure needs in that we are trying to optimise what we already have to better utilise it for training and delivery needs.

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Priority 3 - Minor Works Proposal Hairdressing Salon Upgrade

Note: This proposal template is an initial infrastructure funding request to the Department of Training and Workforce Development and forms part of a State Training Provider’s Five Year Infrastructure Plan. Requests are considered by the Department’s VET Strategic Asset Management Committee and may require a more extensive business case e.g. major capital project. As available funding is limited, proposals must be endorsed by the Department’s Corporate Executive.

1. Request Type

Mark Box (x)





X











…………………………………………………. ……………………………..


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Upgrade of existing hairdressing facilities in Karratha campus to align with industry standards and in line with the Hairdressing Establishment Regulations 1972 and reflect that of a private salon that is utilised by the apprentices during their training. The upgrade of the existing facility will include:

• Fume Extraction fan from salon room – in accordance with By-law 1221 of the Uniform Building By-laws;

• Shelf, benches and tables to be constructed of a durable, smooth, impervious material;

• Cupboards, cabinets and shelves for the storage of materials and equipment;

• Provision of wash basins for every three work stations with the reticulation of both hot and cold water flowing not less than 0.08 litres per second from the tap – and with a minimum temperature of 38 degrees;

• Refurbishment of tiled floor; and

• New hairdressing equipment and salon furniture.








The existing hairdressing facility in Karratha campus is over 20 years old and does not meet the health and safety standards. Neither does this facility reflect that of a common private hairdressing salon that apprentices will be exposed to in their working career.

The project to upgrade the existing hairdressing facility is to improve the service delivery to the Pilbara area as the demand for the trade is being maintained. Karratha Campus has the only facility in the Pilbara that currently offers this trade. To ensure we are able to continue offering this training, there is a critical need to upgrade the facilities to that of an actual salon to ensure apprentices are being trained with equipment that is current and reflective of the industry demands.

This priority directly relates to the Training WA, Planning for the Future 2009 – 2012 strategy in that we will be able to:

• provide a skilled workforce as we will have the facilities and assets in place to enable a very productive learning environment;

• support the regional community by continuing to provide a trade, that even though, small, is much needed and wanted in the Pilbara area, to avoid the community from travelling to Perth for their educational requirements;

• we will be able to competitively market ourselves against large city centres and privates RTOs to continue providing this service to the community; and

• with the upgrade and enhancement of the salon, we will be able to offer a training system that has both the capability and capacity to deliver current and relevant industry standard technical training to a community that is rapidly growing.

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TOTAL $500,000 $10,000 $510,000



Currently the risk associated with the hairdressing salon is no fume extraction. The salon is located in a classroom for which the only accessible opening is the entrance door. When performing hair colouring and perming, the classroom becomes quite overwhelmed by fumes, thus, increasing an OSH risk for the teacher and students but also extending through the existing air conditioning ventilation systems to the other classrooms attached in that building.

There is a critical need to upgrade this facility to the industry standards to ensure any current and future OSH matters are immediately addressed.



Presently there are 21 apprentices in hairdressing and this is being maintained every year. The opportunity to upgrade this facility will represent us with an opportunity to expand this number and will prove that we are committed to local industry and community needs.


The alignment of this project is to ensure our facilities offer the current physical and technological infrastructure needed to sustain this training long term. Although not related to the specific Pilbara technical/industry related trades, this is a community trade that is very much in demand and wanted to ensure school leavers are able to pursue this trade if they wish.

This project will ensure we are offering a wide range of trade delivery being demanded by the community. It will also address an identified weakness from our SWOT analysis, ensuring we are delivering training to current industry standards.

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Priority 1 – Training Equipment Proposal WorkReady Equipment

Note: This proposal template is an initial infrastructure funding request to the Department of Training and Workforce Development and forms part of a State Training Provider’s Five Year Infrastructure Plan. Requests are considered by the Department’s VET Strategic Asset Management Committee and may require a more extensive business case e.g. major capital project. As available funding is limited, proposals must be endorsed by the Department’s Corporate Executive.

1. Request Type

Mark Box (x)


X














…………………………………………………. ……………………………..


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Purchasing of new equipment for WorkReady programs particularly attached to Minurmaghali Mia campus. However this equipment could also be utilised throughout the entire college for other WorkReady programs if not in use at Minurmaghali Mia. The equipment would consist of:

• Bobcat

• Forklift

• Tilt Tray Truck








Considering the size of the Pilbara region, the purchase of this equipment, in particular the tilt tray truck will allow the college to be more flexible in the service delivery programs. The truck can be utilised to transport equipment between campuses as well as be used for elevated platform training etc. Minurmaghali Mia are very active in the WorkReady programs which significantly contributes to the State training plan in providing a skilled workforce. The ability to have these three items, will further strengthen our relationships with key stakeholders and the community, as we will be better placed to offer specific training whilst being flexible at the same time.

The opportunity of having a truck that is mobile and can be utilised by all campuses is cost efficient and will encourage more students to successfully take up training with TAFE. This will demonstrate our ability to offer quality training through the use of excellent training resources.

This project will result in an improved and expanded training delivery service across the whole college as the demand for WorkReady programs increase.

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TOTAL $400,000 $20,000 $420,000



The risk is on the college reputation as a training provider. Without the facilities for effective delivery, the college will not be able to increase the number of students or expand our training delviery.

This will also impact on already existing WorkReady programs that are in place. The college cannot continue to fully support WorkReady programs due to the need for of the upgrade and replacement of equipment infrastructure. The provision of this equipment will reduce the risk of the College being perceived as inflexible to service demands. The ability of the College to provide flexible, mobile and relevant training programs is essential.



This project will allow an increase in student numbers and facilitate the utilisation/participation in WorkReady programs. Having provision of this equipment will allow the college to expand current service delivery as we will be more flexible in our approach, have the resources to offer varying other training sources at other locations and can be flexible in our learning approach.


This aligns exactly to the college approach to capital asset planning. The college is attempting to optimise our resources specifically in line with training and delivery needs. This equipment will enable the college to expand and be more mobile and by cross utilising it among the campus locations, this will be lead the college to being a “Provider of Choice” by supporting the skilled workforce and offering current and modern infrastructure to support industry and community needs.

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Priority 2 – Training Equipment Proposal Electrical Training Equipment



1. Request Type

Mark Box (x)


X














…………………………………………………. ……………………………..


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A key priority in regards to the service and delivery of educational services is the electrical area. This area of industry covers a wide range of electrical, instrumentation and electronic trades which is suited to the business and industry climate of the Pilbara. Any training and delivery of electrical courses, involve tasks such as the instalation, operation, and maintenance of electrical and communications equipments for domestic, business and industry.

The key proposal is to further support this area by acquiring equipment that will support the electrotechnology trades and will enable us to deliver a wider range of training than currently handled.

This proposal could see the college covering aspects of electronics, communications, renewable energy, signalling and electrotechnology maintenance.

The proposal will involve the acquisition of new interactive computer based training aids, training rigs, and instrumentation.








The aim of this project is to establish an Electrical Engineering Training Centre at Pilbara TAFE Karratha Campus that is able to meet the needs of industry within the Pilbara, with respect to trade and post-trade training in electrical engineering.

This will be achieved through the development of capacity to deliver the new trade qualification Certificate IV in Engineering (electrical instrumentation) and through the preparation to deliver higher level post trade qualifications as they become available.

The following information from the Engineering and Automotive Training Council (EATC) outlines a recent development in a higher level trade qualification:

“Approximately 15 years ago the dual trade Instrument Electrical Fitter under the WA Metal Trades (General) Award was de-registered. The Engineering and Automotive Training Council (EATC) has acted upon the information that there has been a growing interest in the proposal of declaring a new trade in the Metals and Engineering sector where apprentices who are seeking an ‘A’ Grade electrical licence will be able to gain the instrumentation skills that many employers are seeking, within the apprenticeship term.

In recent times with the increase in the mining and resources industries there is a high demand for these skills, particularly in conjunction with licensed electrical skills. A number of RTOs have been offering post trade Certificate IV instrumentation courses. Also, for many years electrical apprentices enrolled in the MEM05 Training Package with some RTOs have been offered the chance to complete the Certificate IV during the fourth year of their apprenticeship. These apprentices, when they complete their apprenticeship, are highly sought after.

Consultation has been diverse and comprehensive, building on intelligence gathered over many years. The changing of the Western Australian VET Act has prompted more pro-activity from RTOs with the result that EATC has been working in conjunction with Polytechnic West and

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Challenger Institute to develop the course outline and get an agreed list of competencies that will support the trade training. Industry preference if for an apprenticeship pathway under qualification MEM40105 Certificate IV in Engineering with a nominal term of four years including 1231 hours off the job training.

On successful completion of this apprenticeship the graduates will be eligible to apply for an A Grade Electrical Licence from the Office of Energy/State Licensing Board. They will then be recognised as a licensed Electrician and referred to as an Electrical Instrumentation Tradesperson.”

To ensure we have the capacity for this delivery, Polytechnic West and the college are developing a partnership arrangement and in keeping with the principals of the agreement, Polytechnic West will assist us to become registered to deliver this qualification.

Feedback has been received from industry and students that the current delivery approach for the Certificate III in Electrotechnology Electrical does not meet the learning needs of all students. Pilbara TAFE is already engaged in changes to delivery to address these concerns. This project will provide a vehicle to more comprehensively review the delivery methodology and develop new learning strategies and resources.




Estimated Equipment Costs 500,000 20,000 500,000




TOTAL 500,000 20,000 520,000



This new training pathway has been developed specifically with the resource industry in mind and, as such, Pilbara TAFE must be able to provide this training locally or stand to lose training business to the Metropolitan Colleges that are already registered to deliver this qualification. This trade has since been gazetted and Polytechnic West have their first enrolments in this qualification already underway.

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This project will provide a vehicle to more comprehensively review the delivery methodology and develop new learning strategies and resources.

This project will enable the college to increase capacity and capability in service and delivery needs, improve the quality of training, and it will see an increased number of enrolments due to industry demands and the workforce in the Pilbara region, as well as potentially see the college as a preferred trainer for employers and industry. Other benefits will include:

- electrical apprentices will have access to achieve a higher level trade qualification

- existing workers holding “old” qualifications will have access for recognition and gap training to obtain the new qualification

- the standard of training being offered is relevant both to the standard and quality dictated by the resource industry and is developed and maintained in ongoing consultation with industry.


This is aligned to our existing electrical workshop where the current electrical training is undertaken. This project will encourage an upgrade of the premises and revamp through the acquisition of new equipment. This project will further strengthen what has already been undertaken in building a basic multi-purpose electrical workshop.

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Priority 3 – Training Equipment Proposal Mechanical/Hydraulics Mobile Eqiupment



1. Request Type

Mark Box (x)


X














…………………………………………………. ……………………………..


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To replace and upgrade equipment for the mechanical and hydraulic trades area to ensure equipment meets industry standards and complies with current OSH legislation as well as being more flexible in our approach by incorporating this equipment with mobility.








The purchasing of this equipment will expand training delivery by having a more flexible approach in the provision of our services. Mechanical and Hydraulic training are two of our main training demands and currently to service the industry, we are working with out of date equipment that is no longer used in industry. We must be able to provide equipment for students to utilise that is in line with industry standard.

This proposal will allow the College to transport the required delivery tools and resources between campuses and to other sites as training demand dictates.

The equipment is needed to support local industry development as well as local community needs particularly in WorkReady programs. We will be able to contribute to a region that is rapidly growing and requiring experienced persons to operate varying types of equipment. With the investment in the replacement and upgrading of equipment, this will prove beneficial in terms of cost, as we are no longer service out of date or OSH related pieces of equipment, and will gain industry advantage as we will be able to offer our services very competitively.

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TOTAL $500,000 $20,000 $520,000



Not being able to continue to meet industry demands and WorkReady programs with the current equipment we have on hand. It will also impact on our ability to expand our services through mobile access to reach the further community and industry stakeholders.



Industry engagement in more training courses, and increased student numbers. This will enable us to provide equipment that is relevant to students in their normal work environments, and provide that training where it is needed. It will also decrease the current amount of time and money that is spent on maintaining and servicing the equipment which will be a positive impact on the college, so we are able to better spend our financial resources on other matters.


This aligns with the Minurmarghali Mia project proposal in addition to other infrastructure projects. The ability to go mobile means we are more flexible in our service delivery and we are able to reach and contribute to the development of those students who would not have access to this equipment previously. The addition of a tilt tray truck would further support the transportation of this equipment, and it could also be utilised for the MITTU for educational training aids with Indigenous persons.

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Priority 1 - Major Capital Projects Proposal Master Planning, Upgrade and Refit of South Hedland Campus



1. Request Type

Mark Box (x)





1.5 Major works project ($1 million +) X










…………………………………………………. ……………………………..


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To engage a consultant to do a complete master plan of South Hedland Campus that will provide a strategic workable solution for the long term sustainability and growth of the campus in terms of planning, facilities and infrastructure. Immediately commencing with a refit/refurbishment and upgrade of the facilities to ensure the college can continue to meet industry and community needs and growth.








The South Hedland campus is over 20 years old. Initially built in 1982 with further stages completed in 1986, 1990 and 1992 respectively, the building has not had any major capital works in terms of refitting of infrastructure in over 15 years.

To improve and expand training delivery within the campus, a master plan is considered necessary to determine the long term sustainability and expansion of the college. This will involve the development of a detailed plan with architectural drawings, final “look and feel” of the Campus, component project proposals and cost analysis. With this in mind, the key priority areas in addressing and stimulating an education environment are:

- refurbishment of the health training centre – to further support the health and allied industries particularly during times of high turnover and increased need for nursing staff. Sth Hedland is a large interface for health/community training. The college requires a simulated ward/medical facility to enable the appropriate training to be delivered.

- development of an open learning centre – to encourage an open learning environment to support e-learning, flexible delivery approaches, conference room facilities; and tutorial coaching. At present, lecturers are forced to meet with their students in an open area in the foyer, this can be quite difficult and does not promote an engaging environment particularly when confidential discussions are taking place. The open learning centre will work like a seminar centre and it will encourage greater fee for service revenues as well as provide a facility for many other uses.

- refurbishment of the foyer and administration area – to encourage a more welcoming environment, establish lecturing meeting rooms and be able to sell training and delivery services more effectively. Much of the furnishings and fittings in the foyer and administration area are as old as the building, which do not create a learning environment with modern equipment and furnishings;

- refurbishment of the canteen – to provide a welcoming and functional facility for students, this canteen at times also acts as a restaurant for students in training.

To continue meeting industry and community demand, it is necessary to refocus on the South Hedland infrastructure and bring it line with current and future delivery strategies and demands. The above refit of South Hedland is the first stage of what is considered a master plan fitout.

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Estimated Equipment Costs $2,500,000 25,000 $2,525,000

Estimated Capital Costs $7,000,000 $7,000,000

Estimated Additional Annual Recurrent Costs 10,000 $10,000

Other Costs (consultants fees)

$400,000 $400,000

TOTAL $9,900,000 $35,000 $9,935,000



Not committing to the upgrade of this facility, will see the infrastructure and equipment age beyond the maintenance capacity of the College. The building is structurally sound, however, a refurbishment is much needed to ensure the building is able to continue an increase in level of quality education to students, community and industry groups. The risk of not undertaking this extensive upgrade will result in the inability of the College to compete with other providers within the sector. In key service areas smaller operators will be able to utilise less costly infrastructure and offer a more attractive service and facility than the College will be able to provide. South Hedland campus must be place in a position to support a growing population with an increasing need for education particularly surrounding health and allied industries and flexible delivery training centres.



The benefit will be an increase in student numbers and fee for service programs. A flexible approach to learning through the open learning centre development will encourage industry and community groups to access a vast arrange of training delivery services.


This will be a key starting point for the development of a master plan for the South Hedland campus. The revitalisation of the campus will focus on the infrastructure in line with the current and future strategies for training and delivery. This project will potentially see South Hedland campus be more attractive to industry and the community and will demonstrate our commitment to the ongoing training support to the Hedland area.

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Priority 2 - Major Capital Projects Proposal Industrial Skills Centre and a Master Plan for Karratha



1. Request Type

Mark Box (x)















…………………………………………………. ……………………………..


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To engage a consultant to do a complete master plan of Karratha campus that will provide a strategic workable solution for the long term sustainability and growth of the campus in terms of planning, facilities and infrastructure. Immediately commencing with an industrial skills training centre to support local industry and community.








This will lead to an improved and expanded training delivery capacity for Karratha and the Pilbara region. Master planning is critical at this point in time, particularly with the Shire of Roebourne’s project – “Pilbara Cities of the North” which plans to transform Karratha from a mining town of 15000 persons to a regional city with a population of 50,000.

This plan will place more emphasis on the need for services, particularly training and skills development for both the community and industry. A priority for the master planning is the development of an industrial skills centre for Karratha which would commence immediately.

There is a profound need for a high-risk licence training facility in the region to cater for the high volume of mine and resource workers seeking specialised site-specific permits and safety awareness training in order to fulfil their employment obligations.

The demand for the centre is extremely high, with Pilbara TAFE Training Solutions fielding enquiries at the rate of 150 per week regarding facility and equipment hire, as well as 100 additional requests for training which are beyond the college resources. In particular, requests for training in high risk licences (such as forklist and dogging) have increased exponentially, yet there are no dedicated facilities available in Karratha with either simulated training environments or modern equipment to properly meet this demand.

By having a centre that encourages skills development among the regional population, including Aboriginal communities, more people will have the chance to train for specific roles in the mining and resource industry. We also recognise the potential flow-on from specialised delivery to higher-level training as participants investigate new pathways to employment and other opportunities for career advancement.

This specifically aligns with the Training WA, Planning for the Future 2009 – 2018, particularly the four key strategies that were discussed on page 3 of this proposal.

In addition to the industrial skills area to improve and expand training delivery within the campus, a master plan is considered necessary to determine the long term sustainability and expansion of the college. This will involve the development of a detailed plan with architectural drawings, final “look and feel” of the Campus, component project proposals and cost analysis.

With this in mind, the key priority areas in addressing and stimulating an education environment are:

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- development of an open learning centre – to encourage an open learning environment to support e-learning, flexible delivery approaches, conference room facilities; and tutorial coaching. At present, lecturers are forced to meet with their students in an open area in the foyer, this can be quite difficult and does not promote an engaging environment particularly when confidential discussions are taking place. The open learning centre will work like a seminar centre and it will encourage greater fee for service revenues as well as provide a facility for many other uses.

- Upgrade of the Karratha campus grounds, buildings and signage – this is an important factor in encouraging a welcoming and professional environment. There are significant projects on the lands adjacent to the Karratha Campus involving the Shire and the Department of Education. With these new facilities there is a risk that the Karratha Campus will be left behind and become the “eye sore” amongst these new and landscaped facilities. In order for us to remain relevant amongst these new facilities an urgent upgrade to the buildings and grounds is required.

The below funding implications for the College show that we are being proactive in accessing other funding opportunities to grow the College. These proposals include funding from a Royalties for Regions application and funding from industry partnerships. Should the College be successful in obtaining funding for the industrial skills area, funding from the industry sector will complement this and increase the project capacity for the College.

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Estimated land acquisition cost (where applicable)**


Estimated Capital Costs $3,000,000 $3,500,000 $6,5000,000


Other Costs (Consultants Fees for Master Planning)

$500,000 $500,000

TOTAL $3,500,000 $10,000 $4,020,000 $7,530,000

5. Risk / Impact Analysis (e.g. what is the risk or impact of not undertaking this infrastructure activity?)

The risk is we will not be able to successfully meet state strategic planning for a skilled workforce. Pilbara TAFE has already identified areas of unmet demand and this in turn results in those industries or persons accessing training from Perth or another RTO. Our only provision at present is being able to provide onsite training for confined spaces to large companies that have these onsite facilities, however, this impacts on the smaller companies and single subscribers that have to fly to Perth for training. In addition, this may impact on Aboriginal communities who wish to improve their employment prospects due to lack of facilities, are forced to leave their communities for training in Perth rather than having a locally based training supplier.

Another major risk is the College being overtaken by new facilities and operations being developed nearby and overshadowing the College facilities. This may result in students being “put off” but the comparatively old facilities provided by the College.



The benefits will be:

- an increased numbers of workers in the Pilbara attaining high risk licences and the site specific industrial skills leading to a greater pool of skilled workers for local business and industry;

- increased cost savings for local business thanks to a reduced need for Pilbara-based personnel to travel to Perth to engage in high risk, industrial and safety training;

- increased number of Aboriginal people in training and employment in the area;

- increased confidence in the region through the addition of a world-class training centre which becomes a common resource for both industry and the community;

- increased fee for service delivery.

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This will be a key starting point for the development of a master plan for the Karratha campus. Karratha must be aligned with the “Pilbara Cities of the North” project to enable us to keep providing to the community now and in the future particularly if the population is expected to grow from 15000 to 50000 persons. This alignment will allow us to grow with the project so we are able to continue meeting industry and community demands.

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Priority 3 - Major Capital Projects Proposal Newman Campus – new workshop



1. Request Type

Mark Box (x)















…………………………………………………. ……………………………..


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To build a multi-use workshop in Newman to support community and industry needs, comprising of a classroom, computer room, first aid station and floor area. To provide specific services to the indigenous community, high school students and industry.








A new workshop built on the Newman campus will improve and expanded the training delivery capacity for the area. An existing agreement to utilitse workshop facilities owned by BHP has come to an end with our future capacity to use these facilities in doubt. Presently Newman campus is undergoing community changes, with a new hostel development to be built on the land. The potential for us to offer training and development to the community would be strengthened with the ability to provide an equipped workshop to fully support wider community programs. With new industries operating in the area such as MacMahon, WHE, FMG and Rio Tinto, we would be able to establish a rapport and build key relationships with these industries to support and contribute to further infrastructure or equipment needs in the future. This could lead to an industry educational boom for the campus.

We are presently in consultation with Rio Tinto, to facilitate workready courses at Newman in the new year. With this proposal on the plan, the need for Newman to have access to its own workshop will be critical to fulfilling an ongoing successful workready courses in the future. At present, Newman campus would have to lease a workshop to be able to appropriately provide the much needed training facility to enable the workready program.

At present, any specific industrial training, even simple hand and power tools training is not carried out on the campus. The nearest training facility is for industry and the community to fly to Perth for training. This is potentially seeing Newman lose out to other training providers due to a lack of infrastructure and facilities.

When establishing where Newman fits in with the Training WA, Planning for the Future 2009- 2018 strategies, it is necessary that we build a workshop to provide support for our regional communities, particularly as we will be able to support more local indigenous groups who do not wish to leave their communities for training.

When reviewing our strengths, one is that we are in numerous areas across the Pilbara, however, this can be weakened by the lack of infrastructure we have as we are unable to meet community and industry demands, so therefore, this is key strategic move by the college to develop this workshop and to gain more community and industry involvement in the local training industry.

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Estimated land acquisition cost (where applicable)**

Estimated Equipment Costs $300,000 $5,000 $305,000

Estimated Capital Costs $4,000,000 $4,000,000


Other Costs (consultancy fees)

$400,000 $400,000

TOTAL $4,700,000 $15,000 $4,715,000



The impact is on the college and the community. A key State Government initiative is supporting regional communities and contributing to a skilled workforce. Without a workshop, Newman campus will not be considered as a relevant training provider in this town. Community and industry will be forced to fly to Perth for continued training. With the development of the hostel on the site, and local community needs, as an education institute we will not be providing the much needed access to quality education that is required, and that is WorkReady programs. The community should be able to have access to quality education that will provide them and build their employment skills, therefore the risk is a lack of community involvement and will see the college dwindle in regards to student numbers.



There would be a definite increase in student numbers particularly from the community involvement. Industry involvement would need to be encouraged to stimulate positive and ongoing relationships, which will eventually return a positive ROI. Newman is remotely based, and therefore, this project will benefit the whole community.


This aligns with the whole of college infrastructure plan, such as the master planning requests for Karratha and South Hedland and the one that is presently underway in Pundulmurra. The college is responsive to the community and industry needs and as such sees this project as a key to stimulating the community and industry groups in Newman. It will open up a whole new world of education to the Newman community.

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Template C – Current ICT Infrastructure Note: ICT Infrastructure for this purpose DOES NOT INLCUDE desktop or mobile devices, printers, or other office- or classroom-based ICT equipment.

ICT Infrastructure Type Annual Cost Location Leased Facility? (Y/N)

Net

wor

k –

Dev

ice

Net

wor

k –

Cab

ling

Net

wor

k –

Oth

er

Ope

ratio

ns –

Ser

ver

Ope

ratio

ns –

Sto

rage

Ope

ratio

ns –

Lic

ense

Ope

ratio

ns –

Oth

er

Brief Description Estimated Current

Asset Value Mainten-ance / Support Contracts

Lease Payments

Original Procuremen

t Date

Asset Purchas

ed or Leased?

Asset Owner / Lessor

Lease Option

s

Karratha Campus

N X

1 x Cisco 6500 6 slot core Switch

$34,605.00 3year inc N/A 01/12/2008 Purchased Pilbara TAFE N/A

Karratha Campus

N X

15 x Cisco 3750 G Edge Switches

$63,955.00 3 year inc N/A 01/12/2008

Purchased Pilbara TAFE N/A

Karratha Campus

N X 1xCisco 2851 Router $7,771.00 3 year inc

N/A 01/12/2008 Purchased Pilbara TAFE N/A

Karratha Campus

N X

2 x Cisco ACS Appliance

$11,572.00 5year inc N/A 01/12/2008


Karratha Campus

N X

1x Cisco VG224 Analogue Gateway

$2,000.00 5year inc N/A 01/12/2008


Karratha Campus

N X

Cisco IP Tel Software and lic

$52,154.00 3year inc N/A 01/12/2008


Karratha Campus

N X

6 x HP DL380 VoIP Servers

$30,653.00 5 year Inc N/A 2/12/2009


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Net

wor

k –

Dev

ice

Net

wor

k –

Cab

ling

Net

wor

k –

Oth

er

Ope

ratio

ns –

Ser

ver

Ope

ratio

ns –

Sto

rage

Ope

ratio

ns –

Lic

ense

Ope

ratio

ns –

Oth

er

Brief Description Estimated Current

Asset Value Mainten-ance / Support Contracts

Lease Payments

Original Procuremen

t Date

Asset Purchas

ed or Leased?


Lease Option

s

Karratha Campus

N X

1x HP C7000 Blade enclosure

$57,078.00 5 year Inc N/A 28/10/2009


Karratha Campus

N X

8 x HP BL495C G6

Blade Severs $47,450.00 5 year inc


Karratha Campus N X

1 x HP 2312FC Modular Smart Array

$19,410.00 5 year Inc N/A 28/10/2009


Karratha Campus

N X

1x HP MSL2024 Tape Drive

$4,155.00 3 year inc N/A 11/7/2008 Purchased Pilbara TAFE N/A

Karratha Campus N X MS Campus Agreement

$25,000.00

‐

‐

1/4/2010

Leased

DoE

N/A

Karratha Campus N X 10 x VMware License

$58,761.00

5 year inc

‐

1/4/2010 Purchased Pilbara TAFE N/A

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Net

wor

k –

Dev

ice

Net

wor

k –

Cab

ling

Net

wor

k –

Oth

er

Ope

ratio

ns –

Ser

ver

Ope

ratio

ns –

Sto

rage

Ope

ratio

ns –

Lic

ense

Ope

ratio

ns –

Oth

er

Brief Description Estimated Current Asset Value

Maintenance / Support Contracts

Lease Payments

Original Procuremen

t Date

Asset Purchas

ed or Leased?


Lease Option

s

Karratha Campus N X 1 x HP DL180 G6 $8,067.00 5 year inc N/A 19/3/2009 Purchased Pilbara TAFE N/A

Karratha Campus N X 2 X APC Smart Array

10KVa UPS $30,189.00 3 year inc


Karratha Campus N X 6 x APC SUA2200MXL

Smart UPS $13,968.00 3 year inc N/A 21/01/2009 Purchased

Pilbara TAFE N/A

VC Gear N X 3 x Polycom VC 60000.00 3 year inc N/A 12/12/2007 Purchased Pilbara TAFE N/A

South Hedland Campus

N X 1 x Cisco 6500 4 slot core Switch

$24,995.00 $4941.00 N/A 01/12/2008 Purchased Pilbara TAFE

N/A


N X 13 x Cisco 3750 G Edge Switches

$4,4011.00 3 year inc N/A 01/12/2008

Purchased Pilbara TAFE

N/A


N X 1 x Cisco 3852 Router $7,863.00 $838.00 N/A 01/12/2008


N/A


N X 1x Cisco VG224 Analogue Gateway

$345.40 $258.00 N/A 01/12/2008


N/A


N X

1x HP C3000 Blade enclosure

$48,112.02 5 year Inc N/A 01/7/2010


N/A


N X

2 x HP BL495C G6

Blade Severs $65,000.00 5 year inc

N/A 01/7/2010 Purchased

Pilbara TAFE N/A

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N X

1 x HP 2312FC Mod Smart Array

$18,205.06 5 year Inc N/A 01/7/2010


N/A


N X 1x APC Smart UPS $0.0 3 year inc N/A 1/8/2004 Purchased

Pilbara TAFE N/A


N X

4 x APC SUA2200MXL

Smart UPS $9,305.00 3 year inc N/A 21/01/2009 Purchased

Pilbara TAFE N/A

VC Gear N X 3 x Polycom VC 60000.00 3 year inc N/A 12/12/2007 Purchased Pilbara TAFE N/A

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Net

wor

k –

Dev

ice

Net

wor

k –

Cab

ling

Net

wor

k –

Oth

er

Ope

ratio

ns –

Ser

ver

Ope

ratio

ns –

Sto

rage

Ope

ratio

ns –

Lic

ense

Ope

ratio

ns –

Oth

er

Brief Description Estimated Current Asset Value


Lease Payments

Original Procuremen

t Date

Asset Purchas

ed or Leased?


Lease Option

s

Pundulmurra Campus N X 1 x Cisco 3750 12 SFP Fibre Switch


Pundulmurra Campus N X 7 x Cisco 3750 G

Edge switches


Pundulmurra Campus N X 1x Cisco VG224 Analogue Gateway

$2,000.00 $258.00 N/A 1/12/2008


Pundulmurra Campus N X 2 x APC SUA2200MXL

Smart UPS $4,650.00 3 year inc N/A 21/01/2009 Purchased Pilbara TAFE N/A

VC Gear N X 1 x Polycom VC $20000.00 3 year inc N/A 12/12/2007 Purchased Pilbara TAFE N/A

Minurmarghali Mia N X 2 x DL180 G6 Servers $16,650.00 5 year inc N/A 14/8/2009 Purchased Pilbara TAFE N/A

Minurmarghali Mia N X 3 x Cisco 3750 G

Edge switches $12,276.00 3 year inc


Minurmarghali Mia N X 1 x Cisco 2821 Router $4,487.00 $258.00 N/A 1/12/2008 Purchased Pilbara TAFE N/A

Minurmarghali Mia N X 1 x APC SUA2200MXL



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Newman Campus N X 2 x DL180 G6 Servers $16,650.00 5 year inc N/A 14/8/2009 Purchased Pilbara TAFE N/A

Newman Campus N X 5 x Cisco 3750 G



Newman Campus N X 1 x Cisco 2821 Router $4,487.00 $258.00 N/A 1/12/2008 Purchased Pilbara TAFE N/A

Newman Campus N X 1 x APC SUA2200MXL



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Location Leased Facility? (Y/N)

ICT Infrastructure Type Brief Description Estimated Current Asset Value

Annual Cost Original Procuremen

t Date

Asset Purchas

ed or Leased?


Lease Option

s

Net

wor

k –

Dev

ice

Net

wor

k –

Cab

ling

Net

wor

k –

Oth

er

Ope

ratio

ns –

Ser

ver

Ope

ratio

ns –

Sto

rage

Ope

ratio

ns –

Lic

ense

Ope

ratio

ns –

Oth

er


Lease Payments

Tom Price N X 2 x DL180 G6 Servers $16,650.00 5 year inc N/A 14/8/2009 Purchased Pilbara TAFE N/A

Tom Price N X 3 x Cisco 3750 G



Tom Price N X 1 x Cisco 2821 Router $4,487.00 $258.00 N/A 1/12/2008 Purchased Pilbara TAFE N/A

Tom Price N X 1 x APC SUA2200MXL


Onslow N X 1 x Cisco 3750 G

Edge switches $4,100.00 3year inc


Pannawonica N X 1 x Cisco 3750 G

Edge switches $4,100.00 3year inc


Jigalong N X 1 x Cisco 3750 G $4,100.00 3year inc N/A 1/12/2008 Purchased Pilbara TAFE N/A

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Edge switches

Notes:

PC Fleet 700 $715,400.00

VoIP Phones 252 $56,874.00

Printers 74 $70,226.00

Projectors 50 $54,750.00

IPhones 10 $5,840.00

Nokia 23 $6,716

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Template D – ICT Infrastructure Requirements

Note: This template IS NOT an initial funding request to the Department of Training and Workforce Development. Information collected using this template will be collated and examined by the College ICT Governance Board preparatory to a single combined submission to Treasury and Finance for additional capital funding for ICT Infrastructure requirements. Any funding obtained will be managed by the College ICT Governance Board for individual disbursement or centralised consolidated procurement. Additional business cases may be required by the College ICT Governance Board at that time.

Requirements identified using this template CAN NOT INCLUDE any desktop or mobile devices, printers, or other office- or classroom-based ICT equipment. Those items will continue to be covered solely under any funding provided through the DPA.

The purpose of the requirements identified using this template are to be focused toward improved learning outcomes, under the strategies and objectives identified in Training WA: Planning for the Future 2009 – 2018, particularly under the strategy of Training System Capability and Capacity.

When identifying requirements, please consider the following question: “What ICT infrastructure do we need to ensure the reliable, capable, sustainable and flexible delivery of training in both Institute Based Training (IBT) and Employee Based Training (EBT) scenarios?”

Requirements identified using this template do not constitute individual proposals, but will be treated as a holistic infrastructure need. Prioritisation if identified requirements within individual State Training Providers will occur locally subject to funding availability.

This template is intended to capture the ICT Infrastructure requirements of State Training Providers over the five year period 2011/12 – 2015/16.

If any assistance is required by State Training Providers in collecting this information, please contact DTWD ICT.

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1. ICT Infrastructure Requirements

ICT Infrastructure Type: Network – Devices

Description: Cisco 3750 E series 10GB Switches

Rationale: Faster access for heavy usage student/staff buildings/5 year replacement cycle

Total Estimated Cost: $180000.00

Asset(s) Required Quantity Est. Unit Price Year Required

Cisco 3750 E series 10GB switches 18 $10000.000 2011

Cisco 3750 G series 1GB edge switches 34 $272000.00 2014

Cisco 6500 Series Core Switches 2 $100000.00 2014

ICT Infrastructure Type: Network – Cabling

Description:

Rationale:

Total Estimated Cost:

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ICT Infrastructure Type: Network – Other

Description: Smart UPS

Rationale: Due for Replacement



SURT1000RMLXI APC Smart UPS 10000VA 1 $18000.00 2011

SUA2200RMXL 3u Smart UPS 5 $25000.00 2013

SURT1000RMLXI APC Smart UPS 10000VA 2 $50000.00 2015

ICT Infrastructure Type: Operations – Servers

Description: HP Blades, Enclosures and stand alone servers

Rationale: 5 year replacement cycle



Hp BL495c G6 Blade Servers (8) and enclosure KAR 1 $150000.00 2014

Hp BL495c G6 Blade Servers (2) and enclosure SHD 1 $80000.00 2015

Dl180 G6 Servers 7 $78000.00 2013

VoIP Servers 5 $40000.00 2015

ICT Infrastructure Type: Operations – Storage

Description: MSA 2312FC Modular Smart Array

Rationale: 5 year replacement cycle

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MSA 2312FC Modular Smart Array 3 draw KAR 1 $65000.00 2014

MSA 2312FC Modular Smart Array 1 draw SHD 1 $25000.00 2015

ICT Infrastructure Type: Operations – Licenses / Software

Description: Microsoft Campus Agreement

Rationale: Yearly Microsoft software agreement



Microsoft Campus Agreement 1 $30000.00 yearly

Various software for college: 1 $60000.00 yearly

Trim, TLM, GFI, MacAfee, AutoCAD, Adobe, Typequick

Server License VMware 10 $50000.00 2015

ICT Infrastructure Type: Operations – Other

Description: Network Bandwidth

Rationale: Bandwidth for Karratha & South Hedland campuses needs upgrading (DR, student usage/delivery, business usage)



Network Bandwidth Karratha 30MB $30000.00 2011

Network Bandwidth South Hedland 30MB $30000.00 2011

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Wireless Network Infrastructure 4 $100000.00 2011

2. Justification of overall importance and outcomes to be achieved

Please identify how meeting these requirements would address:

• Improved and expanded training delivery for areas of skill shortage and/or high industry demand; • Priorities for the State Training System and Workforce Development; • Issues related to industry and community development including regional planning; • College training priorities including students and staff issues, including increased participation and

outcomes; and • Opportunities for increased efficiency and cost-effectiveness.

As an education provider, we must ensure that our ICT developments and operations optimally support the business operations and directions. This plan includes all major information communication technology for the college. The ICT developments continue to improve and expand training delivery services for the college by providing more flexible means of acquiring and communicating information. An efficient ICT system will support the strategies in the Training WA, Planning for the Future 2009-2018 plan. The ICT requirements clearly link in with the Training System Capability and Capacity, however, with current funding from DPA every year, we are unable to support this infrastructure due to ongoing ICT installation maintenance that are regularly occurring. This project will enable the college to continue to grow in its ICT infrastructure by having the ability to maintain business service standards to effectively respond to clients needs.

3. Additional funding implications (consultants’ costs, recurrent costs) Please identify any additional costs that would be incurred as a result of meeting the requirements identified.

Cost Consideration DTWD STP Other Total

Estimated non-equipment related installation / implementation costs

$500,000 $313,000 $813,000

Estimated additional annual recurrent costs (including support and maintenance contracts)

Other costs

(please describe by overtyping)

TOTAL $500,000 $313,000 $813,000

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Please identify the major risk or impact of NOT meeting these identified requirements.

The college will not satisfactorily be able to meet client services. There would be a significant risk to the learning, teaching, research and operational business of the college. Information Technology is rapidly changing and the college must be able to provide modern and up to date ICT infrastructure to keep in line with the economy and what ultimately the students and industry require. The college could be faced with new vulnerabilities in the system due to no upgrade of technology against new risks or security controls.



Contact Person: Wayne Barnard

Contact’s Title Manager Information Technology Services

Contact’s Phone: 08 9159 6791

Contact’s Mobile: 0427470438


6. Identified Requirements must be endorsed by the Managing Director

The above identified requirements have my endorsement and the support of the Governing Council.

………………………………………………… …………………………….






4.1 Please provide the number of commencements and the number of trainees under training for the calendar years 2008, 2009 and 2010.

Answer:

2008 2009 2010

Trainee commencements 242 185 177

Trainees in training (as at 31 December) 149 131 146

Total 391 316 323





5. Please provide the leave liability for 2008, 2009 and 2010. Answer:

2008 2009 2010 Leave Liability $1,060,40 $1,717,337 $1,562,72

6. Please provide the number of lecturers and number of support staff for 2008, 2009 and 2010. Answer:

2008 2009 2010 Lecturers (FTE) 96.63 85.92 85.2 Support staff (FTE) 131.76 125.38 97.8

7. Which consultant/s carried out the Organisational Restructure Review? Answer: Internal restructure review. No external consultants were engaged in this process 7.1 How much did it cost? Answer: Not applicable. There was no cost involved. 7.2 Please forward a copy of the Organisational Restructure Report. Answer: Organisational Realignment information is attached. (Attachments 7.2a, 7.2b, 7.2c) 7.3 Please forward a copy of the staff structure before and after implementing the

restructure.

Answer: Staff structure before (Attachment 7.3a) and after (Attachment 7.3b) implementation is attached.

8. Is your district allowance being fully funded? Answer: Yes – in full. The Department of Training & Workforce Development, in conjunction with the Department of Treasury is finalising the amount to be funded for the increase in the allowance for 2011. 8.1 If not, how is it being funded and to what amount? Answer: Not applicable 8.2 For how long has your district allowance not been funded?

Answer: Pilbara TAFE is yet to receive funding for the 2011 calendar year, but is currently working with the DTWD to assess the amount needed to cover the costs.

Attachment 7.2a

PROPOSED ORGANISATIONAL MODEL 2010

INFORMATION FOR STAFF

ii

TABLE OF CONTENTS Recommendation ........................................................... 1 Background .................................................................... 1 Current Organisational Structure.................................... 2 Impetus for Change ...................................................2 Advantages of Current Structure ...............................2 Disadvantages of Current Structure...........................3

Comparison with Other Colleges..................................... 3 Kimberley TAFE..........................................................3 Durack Institute of Technology ..................................3 South West Regional College.....................................3 CY O’Connor College of TAFE .....................................4

Proposed Model Including Functional Responsibilities .... 5 Pilbara TAFE ..............................................................5 Functional Responsibilities ........................................5 Organisational Effectiveness .....................................5 Training and Innovation ............................................5 Corporate Services.....................................................5 Faculty Model............................................................5 Perceived Benefits of the Model ................................6

Communication Strategy ................................................ 7 Implementation Process ................................................. 7 Employees ...................................................................... 8 Project Timeline.............................................................. Table 1

1

RECOMMENDATION Based on the information contained in this report it is proposed that Pilbara TAFE realign its staffing structure to eliminate the “Top Heavy” executive management structure of the College and strengthen support to middle management, lecturing and support staff. This will be achieved through reducing the numbers of Directors of the College from 5 (five) Directorates to 3 (three) and changing reporting structures of other staff in order to strengthen quality and relevance of management and support. BACKGROUND Prior to 2003, Pilbara TAFE was preceded by East and West Pilbara Colleges of TAFE. East Pilbara College of TAFE was established in 1999 from an amalgamation of Pundulmurra College and Hedland College of TAFE. In 2002 Dr Peter Smith, Managing Director West Pilbara College of TAFE prepared a proposal to amalgamate East and West Pilbara Colleges of TAFE and this was completed in January 2003. In the plan put forward it was envisaged that the then 6 Director positions between the 2 Colleges would be reduced to 3 positions under the new model. It also recommended the 10 Program Manager positions be reduced to 7 and the retention of 3 campus manager positions. In 2006 another report was completed by The Hon Clive Brown for the then Minister for Education and Training: The Hon Ljilnanna Ravlich. This report recommended separating the Campuses once again under one Managing Director The acting Managing Director at the time, Mr Bob Stratton, and subsequent Managing Director, Dr Barry McKnight, submitted proposals to implement management positions at both campuses to strengthen management support and thus negate the need to separate the Colleges once again. As a result of this the College was operating with a management structure as follows;

• 1 x Managing Director • 6 x Directors • 9 x Program Managers

This was well above the recommended staffing levels from the Peter Smith model of 3 Directors and 7 Program Managers. As a result of the recommended staffing levels from the Peter Smith report the College budget was reduced by $1.5m to be operating at the recommended level. During 2009 with the departure of the Director Tablelands and the Program Managers from Tablelands the offices at Newman, Tom Price, Paraburdoo, Panawonnica and Jigalong then fell under 3 directorate Groupings. These Directorates are known as Karratha Group, Hedland Group and Pundulmurra Group. These offices are now managed by the Directors and Program Mangers of these groups. This then brought the College to it’s current Organisational structure of;

• 1 x Managing Director • 5 x Directors • 7 x Program Managers

2

CURRENT ORGANISATIONAL STRUCTURE The current Organisational structure of Pilbara TAFE is as follows;

Pilbara TAFE2010 Organisational Structure

Managing DirectorLyn Farrell

Class 2

Director Pundulmurra GroupLevel 8

Director Hedland GroupLevel 8

Director Karratha GroupLevel 8

Director TrainingLevel 8

Director Corporate ServicesLevel 8

As described above there are many reasons both historical and structural in nature that has led to the current structure of Pilbara TAFE. Impetus For Change – Since the amalgamation of the East and West Pilbara Colleges to form Pilbara TAFE it has been recognised that this structure consists of many more directorates than most colleges of a similar size. It is considered that a smaller senior executive structure will drive efficiencies within the organisation through more direct planning and implementation processes. A significant factor in the timing of the decision to implement changes to the current structure is the interest in severance packages from two academic directors and one academic director’s contract finishing towards the latter part of 2010. This provides a good opportunity for the reallocation of roles and responsibilities which then has a cascading effect on roles throughout the College. Another factor which has impacted on the need to review the current arrangement is the fact that at the end of 2009, the College fell short of its contract with the Minister for delivery by 60,000 SCH. This may result in the College handing back between $850K and $1.2M to the Department of Training and Workforce Development. The reasons for the College not meeting target needs to be examined and processes put into place to monitor, evaluate and manage SCH achievement as well as identify new opportunities and ensure we can meet obligations. Advantages of the Current Structure

• Despite the above, Pilbara TAFE still delivers a valued service to the Pilbara community. • The Pundulmurra Group delivering mainly to Aboriginal clients has established itself as a major

trainer for this clientele in the Pilbara. • Pilbara TAFE is still able to deliver a wide range of courses to the community and to industry

clientele. • There is also a strong management presence across the College with Directors in Hedland and

Karratha responsible for maintaining organisational effectiveness in those areas. Disadvantages of the Current Structure

• Cost ‐ There are large costs in maintaining a structure where we retain 5 Director positions across the College.

• Promotes Karratha vs Hedland ‐ The retention of Directors managing largely on a locational basis has retained the perception of an East vs West approach to services within the College.

• Consistency of practices – the ability to review and change practices across the College is hampered through negotiations with multiple areas.

• Program Manager Positions – PM roles need to be reviewed to ensure roles and responsibilities are commensurate with the positions and level required.

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• Separation of Campuses – Communication between areas is hampered which in turn means that opportunities for changes cannot always be implemented.

• Resources – Less sharing of resources and actively looking for opportunities to amalgamate services when required.

• Client relationships ‐ Pilbara TAFE has found that the current system encourages Directors to engage with clients at different times with the same issues. This has the effect of devaluing the communication from the College.

COMPARISON WITH OTHER COLLEGES One set of information used to gauge the effectiveness of the Organisational structure is to compare the Pilbara TAFE structure with other regional TAFE Colleges. Below you will find the current Organisational structures of 4 regional TAFE Colleges.

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These samples of Organisational structures demonstrate that the number of staff at the Director level at each College is below the current level of Pilbara TAFE. These Colleges vary in their service delivery in terms of the programs delivered, number of campuses, on‐site/off‐site delivery, online delivery, and number of staff. Some of these Colleges are more complex in their delivery requirements and staffing numbers and other Colleges are less complex. Our structure appears to be more complex than other Colleges with similar delivery requirements, which is another factor that indicates the structure of Pilbara TAFE is not conducive to the effective delivery of services to our clients.

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PROPOSED MODEL INCLUDING FUNCTIONAL RESPONSIBILITIES Below is the proposed model for Pilbara TAFE.

This structure brings Pilbara TAFE more into line with other colleges of a similar size. This will reduce the current 5 (five) directorate structure down to three with all staff aligning into the directorates of Training and Innovation, Organisational Effectiveness and Corporate Services. Functional Responsibilities. Organisational Effectiveness

• Quality planning and processes. • Indigenous Program and Support • Marketing and Communications • Employment Based Support • College Information Systems and Reporting. • Client Services.

Training and Innovation

• Program Management • Principal Lecturers and ASL Management. • Client Liaison • Commercial Sales. • Training related Contract and MOU Management.

Corporate Services

• Finance • Human Resources • Facilities and OSH Management • Information Technology Support • Walkington Theatre • Library

Faculty Model As part of a recent review of the College the option of implementing a faculty model was explored. After consultation with staff and a review of relevant models this option has not been put forward as the preferred model. However the faculty model at the level of Program Managers will be explored as a second stage of the process after 6‐12 months of implementation.

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In the interim, we believe that the proposed model will be underpinned by faculty meetings with relevant areas. Participation in these discussions will form part of the Career Management Plan for all lecturing staff. Perceived benefits of the model. We believe that this model provides improved and structured support to Program Managers, lecturing and client services staff. Whilst this disrupts the current reporting structure built on location rather than delivery area, all staff will be effectively line managed based on delivery outcomes. With the introduction of the Training and Innovation Directorate all lecturers and line managers will be reporting through to the same Director. This will provide a consistent approach to management of this area across the College bearing in mind local issues and modes of operation. This will also facilitate a whole of College approach to service delivery and sharing of information. There will be a strengthening of support to Program Managers through meetings incorporating other College support staff such as Finance, Human Resources, Quality, EBT and student services representatives. In addition to this, direct support staff in the form of Level 2 Administration Officers will be appointed to Program Managers to assist with administrative functions either directly or through the student services support. The Organisational Effectiveness Directorate will be working closely and cooperatively with the Training and Innovation Directorate and providing support services to that directorate. This will consist of managing aboriginal support services to students, employment based training support, quality planning and support and student services support. Again, a one college approach to support all areas will assist consistency and quality outputs whilst being cognizant of differences in the requirements of each location. The Corporate services area will be largely unchanged as a structure. However, there will be some consolidation and review of functions. The major change will be within the Property and Facilities section where staff from each campus will be reporting through to the Senior Coordinator rather than to their respective local Director. This will achieve a consistent approach to facilities issues and also base decision making where the budget for this activity is held. At the moment with facilities staff reporting through to academic directors, decisions are being made in relation to facilities functions by these directors due to the reporting relationship, however they constantly are required to check with the Manager Property and Facilities as to any budget implications of decisions made. As part of the Corporate Services review there will be a need to review the operations of the Walkington Theatre and the Libraries. Some of these operations are jointly funded between Pilbara TAFE and the Shires. A review of the operations of these areas is taking place to explore possibilities for these services to be run independently, by the Shire’s with a DPA only contribution from Pilbara TAFE or where necessary remaining within the College. Pilbara TAFE is currently in discussion with Shire’s to review these facilities. This review will include both Shire funded and TAFE funded library models. In this way it is anticipated that this structure will enable the College to apply consistent and quality controlled programs throughout and will enable us to better compete in a rapidly changing and challenging training environment.

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COMMUNICATION STRATEGY This document is by no means the final position on the structure for Pilbara TAFE. We have obtained and will continue to obtain feedback and input from staff which will inform the chosen structure as a best way to move the organisation forward. A change management process has been attached at Table 1. The steps already taken by the College to review current operations and discuss possible changes with staff has included:

• All staff meetings with the Managing Director • Meetings with functional areas. • Discussions with Program Managers • Facilitation via external providers • Review of possible organisational structures. • Meeting between MD, DCS and Client Services Coordinators. • Presentation of preferred model to Executive meeting.

Once discussed at Executive and the preferred model needs to be disseminated to staff and other organizations. This will occur initially through discussion with affected staff via line managers. This is to ensure staff do not learn about their position via an all staff email or the website. Management of these employees will commence at that stage. From there the information will be released to staff at the college and the main union bodies being the State School Teacher’s Union WA and the Civil Service Association. The document will be provided to members of the Pilbara TAFE Joint Consultative Committee with an opportunity for the committee to view the document and feedback any comments and suggestions through the committee. It will also be made available to all staff via an email and intranet update. Once the document is released to all staff an Organisational Realignment Committee will be established to review the suggested changes and provide input into the proposal and the management of personnel issues. The Committee will be chaired by the Managing Director and members will include the Director Corporate Services, Director Training, an Academic Director, Manager HR, with union and non union staff representatives from the lecturing and non lecturing areas. This will consist of regular meetings over a 2 or 3 week period with a view to receiving suggested changes or responding to questions regarding the changes and agreeing to a final document for the commencement of the organisational realignment. IMPLEMENTATON PROCESS It is the aim of the College to implement the Organisational Realignment with as little disruption to the operations of the College as possible and with as little disruption and negative impacts on individual staff members as possible. A key aspect of this will be the Organisational Realignment Committee who will identify areas where there may be a risk to the College and manage these situations with consistency, efficiency, respect and minimal disruption.

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The major concern of the College is the staffing implications of the change and as such the College will be following the Public Sector Standards in Human Resource Management , especially the specific Standard on Redeployment. Once the final structure is established a process will be implemented to create any new positions through ETSSC. The new organisational structure will need to be established so that reporting mechanisms, budget realignments, approvals and line management requirements can be met. It is envisaged that the new structure will be in place toward the end of Term 3 2010. The College will review the operational effectiveness of the Organisational Realignment 12 months after its implementation. Further changes may be necessary from this review. EMPLOYEES All employees will be able to contribute to the process through the JCC or as a member of the Organisational Realignment Committee. Where an employee does not have a position under the new structure the employee will receive this information in writing and a process to manage the employee will take place immediately. The College will follow the requirements of the Redeployment Standard of the Standards in Human Resource Management. The College will establish a mechanism where an employee affected by the realignment can make comment or complaint with regard to their situation and have this immediately investigated and managed by the College. All decisions through this mechanism will be approved by the Managing Director. Any new positions created through the realignment will be filled through the recruitment process except where a suitably qualified internal redeployee is able to move into the position at level. Should more than one redeployee be available for a position a merit selection process will be implemented quarantined to these officers. All processes will be established with the effects on employees in mind and with the purpose of managing all situations with sensitivity and respect.

Attachment 7.2b

STAGE 2

ORGANISATIONAL REALIGNMENT 2010

INFORMATION FOR STAFF, UNIONS AND PILBARA TAFE CLIENTS

TABLE OF CONTENTS Recommendation ........................................................... 1 Stage 1 ........................................................................... 1 Stage 2 ........................................................................... 1 Detailed Changes to Each Section ................................... 3 Managing Directorate .................................................... 3 Positional Changes ....................................................3 Personnel Implications ..............................................3 Benefits of Structural Change ....................................3 Challenges to Structural Change................................3

Training and Innovation Directorate............................... 4 Positional Changes ....................................................5 Personnel Implications ..............................................5 Benefits of Structural Change ....................................5 Challenges to Structural Change................................5 Commercial Sales (Pilbara Training Solutions) ...........6

Organisational Effectiveness Directorate........................ 7 Positional Changes ....................................................7 Personnel Implications ..............................................8 Benefits of Structural Change ....................................8 Challenges to Structural Change................................9

Corporate Services Directorate ....................................... 10 Positional Changes ....................................................10 Personnel Implications ..............................................10 Benefits of Structural Change ....................................11 Challenges to Structural Change................................11

Corporate Services Directorate‐ Theatre and Library....... 12 Independent Reviews ................................................12

Communication Strategy ................................................ 13 Implementation Process ................................................. 13 Employees ...................................................................... 14

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RECOMMENDATION Based on the information contained in this report it is proposed that Pilbara TAFE realign its staffing structure to eliminate the “Top Heavy” executive management structure of the College and strengthen support to middle management, lecturing and support staff. This will be achieved through reducing the numbers of Directors of the College from 5 (five) Directorates to 3 (three) and changing the reporting structures of other staff in order to strengthen quality and relevance of management and support. STAGE 1 Stage 1 of the Organisational realignment described the factors that lead to the current organisational structure of Pilbara TAFE, the advantages and disadvantages of the structure and a proposed new structure that addresses the disadvantages of the current structure. The Stage 1 document also described the proposed new structure and how this would work at the higher level and the communication process to be followed by the College. The information was sent to all Pilbara TAFE staff and union bodies on 31 May 2010 and was available on the College intranet for questions and comments. The document was also discussed at the Joint Consultative Committee meeting held on 11 June 2010. There were two main reasons for releasing the proposed organisational realignment over the two stages. One was to demonstrate how the structure would work at the higher levels. This was purposefully prior to staff being advised of each position under the structure so that an appreciation of the broad structure can be made before staff concentrate on where their own positions fit into the proposal. Secondly, if there were issues with this structure that were not considered by the College this could be discussed and the model changed if necessary. Any changes to the model may have affected structures below this and therefore individual positions may have changed as a result. Below is the proposed high level Organisational structure for Pilbara TAFE.

STAGE 2 Stage 2 of the organisational realignment process details all positions in the College and the changes to each section. This will result in changes to reporting structures, additional positions and positions no longer required at the College. Prior to the release of this document all staff affected as above were individually advised of the change in structure and given the opportunity to ask questions and seek advice on the changes. The proposed changes to each area under the realignment are detailed below. These changes are designed to direct our human resources into an effective delivery model and a structure that supports

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that delivery in the best way possible. It is intended that the model will be flexible enough to change in response to any unexpected needs identified after its inception. There are also areas that will require further review and consideration such as the Walkington Theatre, the Library, Commercial Sales and Facilities. These will be reviewed and appropriate models put into place when this has been completed. The full model will also be under consideration over a 12 to 24 month period to assess the impact of the changes. Further changes may be implemented to ensure the optimum functionality for the College. The following shows the detail of the proposed structure for the College.

DETAILED CHANGES TO EACH SECTION Managing Directorate

Positional Changes The following additional positions will be established under the new structure;

• Director Organisational Effectiveness • Director Training and Innovation.

The following positions will be removed under the new structure;

• Director Hedland Group • Director Pundulmurra Group • Director Karratha Group • Director Training

Personnel Implications During 2010 two Directors have been provided a severance under the “2010 Targeted Employment Separation Offer”. Another Director will be completing their contract in July 2010. The remaining Directors will either keep their current office, be offered a position under the new structure or be managed in accordance with Public Sector Standards in Human Resource Standards, particularly the specific Standard on Redeployment. Benefits of Structural Change

• Consistent approach across the College. • Greater ability to share information and resources • Greater ability to change according to environmental factors. • Improved provision of services supporting educational delivery. • More consistent with other structural approaches across the state. • Reduced budgetary impact.

Challenges to Structural Change

• Reduced management at a local Director level. • Change in approach from locational to College wide.

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Training and Innovation Directorate

4


Class 2

Pilbara TAFE Training and Innovation DirectorateKarratha 2010

Director Training and InnovationNEW

Level 8

Executive AssistantNEW

Level 2

Program Manager General Studies

Lynne HendryLevel 7

Program Manager TradesVacantLevel 7

Karratha (16 positions 6 vacant/secondments LWOP)Lecturer Information Technology (Split),PN: 10000903 Jukic, David ALecturer Information Technology, PN: 10000989 Jennings, Glenn Lecturer Information Technology, PN: 10000902 VacantLecturer Business, PN: 10000906 Modgill, RohiniLecturer Business, PN: 10000915 Callow, HeatherLecturer Business Administration, PN: 10000904 Bromley, MadeleineLecturer Business Administration, PN: 10000905 Fisher, JanetLecturer Occupational Safety & Health PN: 10000907 Phil DennistonLecturer Business & Access, PN: 10000908 Chan, Lindy LLecturer Access & Participation, PN: 10000910 Reid, Brendan JLecturer Community Services, PN: 10000911 Haley, Odette S BLecturer Community Services, PN: 10000949 Smith, Fiona MLecturer Teachers Assistant/Children’s Sve, PN: 10000909 VacantLecturer Children Services, PN: 10000912 VacantLecturer Visual Arts, PN: 10000916 Ellis, Peter JLecturer Hairdressing, PN: 10000996 Vacant – Casuals Naomi MaskillTom Price (3 positions 1 vacant)Lecturer Business and General Studies,PN:10000867 Coffey,Rhonda MLecturer Access & Participation, PN: 10000868 Smith, Janet RLecturer Teachers Assistant, PN: 10000953 VacantOnslow (1 position)Lecturer Onslow, Handley, PN: 10000852 Monica A

Karratha (16 positions 14 Lect, 2 Tech - 2 vacant)Technical Officer Trades, PN: 10000898 Matthews, Bruce DTechnical Officer Electrical, PN: 10000928 Burrows, Arthur GLecturer Fitting & Machining, PN: 10000893 Hunter, RobertLecturer Fitting and Machining, PN: 10000948 Pereira, Remet BLecturer Metal Fabrication, PN: 10000894 Chippendale, PaulLecturer Metal Fabrication, PN: 10000895 Morgan, Christopher RLecturer Metal Fabrication, PN: 10000892 Jones, Keith MLecturer Metal Fabrication, PN: 10000913 Ireland, John CLecturer Mechanical Fitter, PN: 1000984 Flemmer, PeterLecturer Electrical, PN: 10000899 Johnston, Dennis WLecturer Electrical, PN: 10000900 Skinner, RobertLecturer Electrotechnology, PN: 1000946 Wallace-Thompson Christopher Lecturer Electrotechnology, PN: 10000950 VacantLecturer Industrial Instrument, PN: 10000901 Srinivasan, RavichandranLecturer Industrial Skills PN:10001046 Garry McGlinnTom Price (2 positions)Lecturer Plant Mechanics/Diesel Fitter, PN: 10000870 Grant, Neil ALecturer Mechanical/Welding, PN: 10000877 Collins, John M

Manager Commercial ServicesSam Smith

Level 6

Coordinator Pilbara Training Solutions

Lyndsay HeronLevel 3

Course AdministratorJaniece Sachse

Level 2

Administration AssistantVacantLevel 1

Commercial Services Administrator (Hedland)

VacantLevel 4

Principal Lecturers x 3

Administrative Support Officer

Catherine O’SullivanLevel 2

Unattached Officer Managed by Director Training and InnovationMichelle Cheal Level 3 Hedland


• Director Training and Innovation The following positions will be removed under the new structure;

• Director Hedland Group • Director Pundulmurra Group • Director Karratha Group

Personnel Implications All Program Managers will report to the Director Training and Innovation. There will be no change to the reporting of all lecturing staff. The positions of Campus Administrative Support, providing administrative support to the Directors will report to and provide administrative support to Program Managers. Benefits of Structural Change

• More consistent approach across the Training area. • Greater ability to share information and resources • Greater ability to change according to environmental factors. • More consistent with other structural approaches across the state. • Increased administrative support to Program Managers. • Reduced budgetary impact.


• Reduced management at a local level. • Change in approach from locational to College wide.

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Commercial Sales (Pilbara Training Solutions) A separate review of this section of the campus will be conducted over the coming months. The review will focus on what staffing structure is required across the College to increase the College fee for service revenue. The review will take the following into consideration:

• Any change to the staffing structure of Pilbara Training solutions must be sustainable, cost effective and improve the performance and revenue earning capacity of the section.

• A stronger focus on linkages and a cooperative approach with the academic delivery area will be incorporated into the planning for the section.

• Linkages with the Finance section and particularly the new position of Contract Management Consultant.

• Structure must become flexible and able to respond to changes in the market. The final structure will be approved by the Managing Director and any changes to the area will follow the usual processes regarding recruitment and selection and Public Sector Standards in Human Resource Practice, particularly the specific Standard on Redeployment

Organisational Effectiveness Directorate


Class 2

Director Organisational EffectivenessColin Crocker

Level 8

Executive AssistantNew

Level 2

Manager Indigenous Development and Support

Helen PiantaLevel 5

Manager Marketing and Communications

Kate DuffLevel 6

Employment Based Training Coordinator

Lisa Beaumont Second Acting Di Clifton

Level 4

Pilbara TAFEOrgnisational Effectiveness Directorate

2010

Aboriginal Development Officer x 3Level 4Haynes, Johnothan CTullock-Taylor, Joyce1 x Vacant

Indigenous Education Support Officer x 4Level 2Shaw, Jacqueline MNona, Marie3 x Vacant (2 Pundy M & F, 1 Karratha)

VET Information Coordinator

Leanne JohnstonLevel 3

Graphic Designer Multi Media Coordinator

Anita DeningLevel 4EBT Support Officer

Janyce SmtihLevel 2

Coordinator Registration and

Quality Raji Ravichandran

Level 3

Administrative AssistantVacantLevel 2

Manager Client Services

NEWLevel 5

Coordinator Client Services Karratha

Amy DiamondLevel 3

Client Services Officer HedlandVacantLevel 2

Client Services Officer Hedland

Angelia LynchLevel 2

Client Services Officer Hedland

NewLevel 2

Client Services Officer Newman

Cherryl ManleyLevel 2

Client Services Officer Karratha

Kathy/MichelleLevel 2

Client Services Officer Karratha

Carlie ConnellyLevel 2

Client Services Officer KarrathaVacantLevel 2

Client Services Officer Tom Price

Larissa-Anne SoftleyLevel 2

Client Services Officer MM

Jennifer BolithoLevel 2

Client Services Officer MM

Caitlyn BridsonLevel 2

Coordinator Client Services Hedland

Level 3

Client Services Officer Pundy

Janine DhuLevel 2

Client Services Officer Pundy

Karen MallardLevel 2

Business SystemsAdministratorTony Seddon

Level 4

Manager Planning, and Performance

Alison TraineLevel 7

Client Services Officer Pundy 50D

Level 1

Unattached Officers Managed by Director Organisational

EffectivenessJeanette Schaer Level 3 NewmanRobyn Moore, Level 2 Tom Price Carolyn Adams, Level 1 Newman

Judy Wilson, Level 1 Hedland

Coordinator Client Services Hedland position will be advertised and

quarantined to Vanessa Atkinson and Tandy-Lynne Williams


• Director Organisational Effectiveness, Level 8 • EBT Support Officer, Level 2 • Manager Client Services, Level 5 • Client Services Officer Hedland, Level 2


• Director Training, Level 8 • Coordinator Client Services, Newman, Level 3 • 1 Coordinator Client Services, based in Hedland, Level 3 • Professional Development Coordinator, Level 3 (moved to Corporate Services) • Client Services Officer Hedland, Level 1 • Client Services Officer Newman Level, 1 • Client Services Officer Tom Price Level, 2

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Personnel Implications This will form a new directorate, positioned to support academic delivery across the agency with a new position of Director Operational Effectiveness. A new position of Manager Client Services will be introduced to manage the Coordinator Client Services positions and ensure a consistent and quality assured approach to the provision of support to the clients and lecturing staff at each campus. There will also be a greater focus on the provision of good customer service to both internal and external customers. This structure will require the Coordinator Client Services Newman position to be abolished and the two positions of Coordinator Client Services based in Hedland (Pundulmurra and Hedland Campuses) to be replaced by one Coordinator Client Services position. The Client Services Officers in Hedland, Pundulmurra and Newman will report to the Coordinator Client Services position located in Hedland. The Level 1 Client Services Officer in Hedland will be replaced by a Level 2 position. Client Services Officers at Minurmarghali Mia will report to the Coordinator Client Services in Karratha. There will be a reduction in Client Services support in Newman and Tom Price as a result of reduced program delivery in these areas. This will be reviewed from time to time to ensure our Client Services staff are positioned to meet the needs of the College. Displaced staff will either keep their current office, be offered a position under the new structure or be managed in accordance with Public Sector Standards in Human Resource Standards, particularly the specific Standard on Redeployment. The position of Professional Development Coordinator will be transferred to the Human Resources Section and supervised by the Project and Workforce Development Officer. There has been long term consideration with regard to Professional Development and its position under Human Resources or Organisational Effectiveness. It is considered that the function is a human resources function as it services both the academic and non academic staff members. As with other sections of Corporate Services providing services to the academic area does not necessarily follow that the position should then sit under an academic area. There will still need to be considerable liaison and communication with the Organisational Effectiveness areas to ensure that training is programmed in an equitable manner. In addition to this there will also be a focus on the identification of training needs and programming across the College. Benefits of Structural Change

• The new position of Director Operational Effectiveness ‐ will ensure the coordination of all services within the portfolio.

• A new position of Manager Client Services will ensure the processes used at the services area are consistent and contemporary so that they are meeting the needs of the clients and the College. This position will ensure that there is a greater emphasis and value placed on high level customer service, knowledge of course information both local and across the College, more streamlined and consistent enrolment procedures and the sharing of information.

• Move from Level 1 to Level 2 positions will increase the skill level and scope of services available from front of office staff.

• Greater emphasis on contemporary processes consistently applied across the College. • Strengthening of Client Services support where needed and a reduction in support staff where

staffing levels have reduced. • Greater ability to share information and resources

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• Greater ability to change according to environmental factors. • More consistent with other structural approaches across the state.


• In some cases, reduced management support at a local level. • Change in approach from locational to College wide. • Ensure the appropriate communication with the Corporate Services area regarding Professional

Development.

Corporate Services Directorate


Class 2

Director Corporate ServicesNerida Kickett

Level 8

Executive AssistantArgia Mitchell

Level 2

Pilbara TAFECorporate Services Directorate

2010

Manager Assets and OSH

John WilliamsonLevel 6

Administration Support OfficerTania Nickisson

Level 2

Facilities Coordinator Hedland/Pundy

VacantLevel 3

Cleaner Supervisor, Samhari, Agussalim Cleaner, Ranet, Salbiah Cleaner,Fisher, Susiyati Facilities Assistant, Groom, Talip Cleaner, Alpan, Zainel Cleaner, Alpan, Seyrah Facilities Technician, Vacant Cleaners x 2 Vacant Gardener, Vacant

Facilities Coordinator Karratha/MM

Keith PackhamLevel 3

Cleaning Supervisor, Zitha, Rhonda K Cleaner, Taneska, Leta Cleaner, Taneska, Elica Cleaner, Quirk, Grazyna E Cleaner, Mellon, Pismai Gardener, Kelly, Darrel M Cleaner, Krusaroski, Simon Cleaner, Krusaroska, Zlatka Senior Gardener, Vacant Cleaner, Vacant

Technical OfficerNewman/Tom Price

Henryk, TurlinskiLevel 3

Manager Information Technology Services

Wayne BarnardLevel 6

Network AdministratorRyan Irvine

Level 4

IT TechnicianLuke Pankau

Level 3

IT TechnicianVacantLevel 3

Network AdministratorKen Caldwell

Level 4

IT TechnicianDavid Sullivan

Level 3

IT TechnicianChris Palmer-Cheek

Level 3

ProgrammerTJ Calingasan

Level 4

Manager Financial ServicesLinda KutLevel 7

Financial Accounting Team Leader

Leisha SommersLevel 5

Finance Officer Accounts Payable

Sheree KingLevel 2

Finance Officer Student DebtorGemma Lucas

Level 2

Manager Human Resources

Craig HollandLevel 7

Human Resources CoordinatorJulie Suitor

Level 3

Human Resources Officer

Kelly BullLevel 2

Contract Management Consultant

NEW (Contract)Level 5

Manager Strategic Capital PlanningNew (Contract)

Level 6

Project and Workforce Development Officer

Tanya FredericksLevel 5

Professional Development CoordinatorDiane Clifton

Level 3

Unattached Officer Managed by Director Corporate Services

Marilyn Cuthbertson Level 2 Hedland

John Williamson will be moved to the new Manager Assets and OSH position as an

internal redeployee at Level 6

Tanya Fredericks will be moved to the new Project and Workforce Development Officer position as an internal redeployee at Level 5


• Manager Assets and OSH, Level 6 (Renamed and duties reviewed) • Manager Strategic Capital Planning, Level 6 (Contract position) • Contract Management Consultant, Level 5 (Contract position) • Project and Workforce Development Officer, Level 5 • Professional Development Coordinator, Level 3 (moved from Organisational Effectiveness)


• Manager Property and Facilities, Level 6 (Renamed and duties reviewed) • Manager Research and Contracts, Level 5 • Occupational Health and Safety Coordinator, Level 5 • Human Resources Project Officer, Level 4

Personnel Implications A review of the occupational health and safety, contracts management and property and facilities section was undertaken resulting in a recommendation for strengthening the staffing structure in this area.

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The three (3) roles have been realigned to create three (3) new roles of Manager Assets and OSH, Manager Strategic Capital Planning and Contract Management Consultant. The Manager Assets and OSH position has been created to ensure a higher level view of Occupational Safety and Health (OSH) so that a greater level of control regarding the assessment and response to OSH issues can be managed across the College. This position will also to manage the day to day activities of the facilities section, and support facilities staff across the College. The College is preparing to undertake a greater focus on the College strategic capital assets. This will require a full review of the College and a plan put into place which can include possible funding options and priorities. In order to capitalize on these opportunities a full Capital Assets plan will need to be developed and implemented. To facilitate this, the College will be creating a position of Manager Strategic Capital Planning. This will be a contract position with the requirement to deliver on the plan and allow the College to grasp any funding opportunities. This position will be reviewed after 12 and 24 months, after which it’s continuance will be determined. The two positions will combine to strengthen the strategic asset management direction for the College and to ensure a consistent and quality approach to the management and maintenance of College facilities. The Manager Research and Contracts position has been replaced by the Contract Management Consultant and has been placed under the supervision of the Manager Finance. This will result in the position being responsible for the appropriate documentation, recording and records management of all contracts and MOU’s within the College but also the financial implications and processing of these contracts. In addition the position with supply much needed procurement advice and support for all College activities. This will be a contract position with the requirement to capture all current MOU’s and contracts and to tighten and streamline the procurement processes for the College. This position will be reviewed after 12 and 24 months, after which it’s continuance will be determined. The position of Human Resources Project Officer will be replaced by the Project and Workforce Development Officer and will oversee major HR projects in addition to managing workforce development and professional development across the College. Benefits of Structural Change

• The role of the Manager Property and Facilities, Manager Contracts and Occupational Health and Safety Coordinator was reviewed to reveal that there could be efficiencies made in the area.

• Greater emphasis on contemporary processes consistently applied across the College. • Strengthening of Client Services support where needed reduction in support staff where staffing

levels have reduced. • Greater ability to share information and resources • Greater ability to change according to environmental factors. • More consistent with other structural approaches across the state.


• In some cases, reduced management support at a local level. • Change in approach from locational to College wide.

Corporate Services (Library/Walkington Theatre) Structure


Class 2

Director Corporate ServicesNerida Kickett

Level 8

Executive AssistantArgia Mitchell

Level 2

Pilbara TAFECorporate Services Directorate

2010

Manager Walkington Theatre

Joel McGuinessLevel 6

Operations Coordinator Walkington TheatreMarina Couchman

Level 4

Walkington Theatre Technical Coordinator

Clint McRaeLevel 3

Administration OfficerLeonie Palmer

Level 2

Administration AssistantDavina Duffy

Level 1

Librarian Technician South HedlandRenae Price

Level 2

Librarian South Hedland

Elizabeth ThomasGOSC 1

Library Officer Newman

Jocelyn HeadLevel 1, 0.5FTE

Community Librarian Karratha

Kathleen LakeyGOSC 2

Coordinator Library Services

Robyn SitaLevel 3

Library Officer x 2.2 FTE (P/T)

Susan Wendelin 0.5Deborah Barnett 0.5

Fiona Ross 0.56Vacant 0.64

Librarian NewmanVacant

GOSC 1

Library Officer Newman

Colleen BradfieldLevel 1, 0.5FTE

Library Officer PundulmurraNorlita Salby

Level 1

Senior Library Officer (TAFE)

VacantLevel 2

Library Officer (MM)VacantLevel 1

Manager Library and Record ServicesPauline Hodson

GOSC 3

LibrarianVacant

GOSC 1

Records OfficerDeborah Adoms

Records Officer South Hedland

Wilna Louw

Library OfficerVacantLevel 1

Library Officer Newman Level 1

0.5FTE

Independent Reviews The provision of services from the Walkington Theatre and Libraries at Pilbara TAFE consist of core business and non core business functions for the College. In many areas this service delivery includes financial and service agreements with third parties such as shire’s and the Department of Education. A decision has been made to conduct independent reviews of the Walkington Theatre and Pilbara TAFE Libraries to explore the best funding, structural and service models for these areas. It is envisaged that these reviews will be completed towards the end of 2010. As such the above structures have not been changed from the current model. The changes to these areas will be dictated by the recommendations from completed reviews.

12

COMMUNICATION STRATEGY This document is by no means the final position on the structure for Pilbara TAFE. We will endeavor to obtain feedback and input from staff which will inform the chosen structure as a best way to move the organisation forward. Prior to the documentation being released for comment, line managers will be discussing the proposal with affected staff. This is to ensure that where there are differing reporting lines, or where positions are no longer needed within the structure, the employee is informed prior to the release of the document. In conjunction with informing the staff member of the change, discussions will commence, where necessary, in relation to alternative options for the employee, such as other positions at level, retraining and redeployment. Once affected employees have been informed the information will be released to staff at the college and the main union bodies being the State School Teacher’s Union WA and the Civil Service Association. The document will be provided to members of the Pilbara TAFE Joint Consultative Committee with an opportunity for the committee to view the document and feedback any comments and suggestions through the committee. Once the document is released to all staff an Organisational Realignment Committee will be established to review the suggested changes and provide input into the proposal and the management of personnel issues. The Committee will be chaired by the Managing Director and members will include the Director Corporate Services, Director Training, an Academic Director, Manager HR, with union and non union staff representatives from the lecturing and non lecturing areas. This will consist of weekly meetings over a 4 week period with a view to receiving suggested changes or responding to questions regarding the changes and agreeing to a final document for the commencement of the organisational realignment. IMPLEMENTATON PROCESS It is the aim of the College to implement the Organisational Realignment with as little disruption to the operations of the College as possible and with as little disruption and negative impacts on individual staff members as possible. A key aspect of this will be the Organisational Realignment Committee who will identify areas where there may be a risk to the College and manage these situations with consistency, efficiency, respect and minimal disruption. The major concern of the College is the staffing implications of the change and as such the College will be following the Public Sector Standards in Human Resource Management , especially the specific Standard on Redeployment. Once the final structure is established a process will be implemented to create any new positions through ETSSC. The new organisational structure will need to be established so that reporting mechanisms, budget realignments, approvals and line management requirements can be met. It is envisaged that the new structure will be in place toward the end of Term 3 2010.

13

14

The College will review the operational effectiveness of the Organisational Realignment 12 months after its implementation. Further changes may be necessary from this review. EMPLOYEES All employees will be able to contribute to the process through the JCC or as a member of the Organisational Realignment Committee. Where an employee does not have a position under the new structure the employee will receive this information in writing and a process to manage the employee will take place immediately. The College will follow the requirements of the Redeployment Standard of the Standards in Human Resource Management. The College will establish a mechanism where an employee affected by the realignment can make comment or complaint with regard to their situation and have this immediately investigated and managed by the College. All decisions through this mechanism will be approved by the Managing Director. Any new positions created through the realignment will be filled through the recruitment process except where a suitably qualified internal redeployee is able to move into the position at level. Should more than one redeployee be available for a position a merit selection process will be implemented quarantined to these officers. All processes will be established with the effects on employees in mind and with the purpose of managing all situations with sensitivity and respect.

Attachment 7.2c

STAGE 3

ORGANISATIONAL REALIGNMENT 2010

Alternative Structural Model

INFORMATION FOR STAFF, UNIONS AND PILBARA TAFE CLIENTS

TABLE OF CONTENTS Recommendation ........................................................... 1 Stage 1 ........................................................................... 1 Stage 2 ........................................................................... 1 Stage 3……………………………………………………………………………2 Detailed Changes Training and Innovation Directorate............................... 3 Positional Changes ....................................................4 Personnel Implications ..............................................4 Benefits of Structural Change ....................................4 Challenges to Structural Change................................5 Commercial Sales (Pilbara Training Solutions) ...........5

Organisational Effectiveness Directorate........................ 6 Positional Changes ....................................................7 Personnel Implications ..............................................7 Benefits of Structural Change ....................................8 Challenges to Structural Change................................8

Communication Strategy ................................................ 9 Implementation Process ................................................. 9 Employees ...................................................................... 10

ii

RECOMMENDATION This paper provides an alternative to the organisational structure already outlined in the Stage 2 Organisational Realignment paper. The proposal here is that Pilbara TAFE, as outlined in Stage 1 of the Organisational Realignment, realign its staffing structure to eliminate the “Top Heavy” executive management structure of the College and strengthen support to middle management, lecturing and support staff. This will be achieved through reducing the numbers of Directors of the College from 5 (five) Directorates to 3 (three) and changing the reporting structures of other staff in order to strengthen quality and relevance of management and support. This alternative model however proposes moving to a ‘faculty based’ model for the delivery and management of training services. However in this model a campus based management approach is maintained for Minurmarghali Mia and Pundulmurra STAGE 1 Stage 1 of the Organisational realignment described the factors that lead to the current organisational structure of Pilbara TAFE, the advantages and disadvantages of the structure and a proposed new structure that addresses the disadvantages of the current structure. The Stage 1 document also described the proposed new structure and how this would work at the higher level and the communication process to be followed by the College. The information was sent to all Pilbara TAFE staff and union bodies on 31 May 2010 and was available on the College intranet for questions and comments. The document was also discussed at the Joint Consultative Committee meeting held on 11 June 2010. There were two main reasons for releasing the proposed organisational realignment over the two stages. One was to demonstrate how the structure would work at the higher levels. This was purposefully prior to staff being advised of each position under the structure so that an appreciation of the broad structure can be made before staff concentrate where their own positions fit into the proposal. Secondly, if there were issues with this structure that were not considered by the College this could be discussed and the model changed if necessary. Any changes to the model may have affected structures below this and therefore individual positions may have changed as a result. Below is the proposed high level Organisational structure for Pilbara TAFE.

STAGE 2 Stage 2 of the Organisational Realignment put forward the full detail for all positions in the College under the proposed model and the changes to each section. It showed the changes to reporting structures, additional positions and positions no longer required at the College.

1

2

Prior to the release of this document all staff affected were individually advised of the change in structure and given the opportunity to ask questions and seek advice on the changes. There were areas also identified for further review and consideration such as the Walkington Theatre, the Library. These will be reviewed and appropriate models put into place when this has been completed. STAGE 3 Alternative Structural Model. Following the release of the organisational realignment details in Stage 2, further consultation was carried out as well as a delivery review workshop. This workshop identified the main delivery products for Pilbara TAFE and problems associated with the current campus based approach to delivery. In summary difficulties with the current delivery approach are as follows:

• A silo approach to delivery, with the same product being delivered in different ways • Internal competition between campuses • Confusion for our clients • Ineffective use of resources • Poor planning • No strategic vision for whole of College delivery • Loss of opportunity for collegiate relationship between staff and moderation • No whole of College standard for; quality of delivery , policy and procedure implementation • Poor communication across College

As a result an alternative model is being proposed that moves to a faculty model for delivery and devolves client services to portfolio areas. However in this model, a campus based management approach is maintained for Minurmarghali Mia and Pundulmurra. In this alternative model there is no change to the structure for Corporate Services from that proposed in the Stage 2 paper. This paper provides an overview of the proposed alternative model. Details of changes to non teaching positions are provided in the following structure diagrams. However, the reporting lines for lecturing staff will require further development and will be provided if this model receives in principle support from stakeholders.

Training and Innovation Directorate proposed structure

3

Positional Changes The following positions would be established under this structural model

• Head of Programs 0.5 x4 • Portfolio Manager Industrial Training • Portfolio Manager Trades • Portfolio Manager Health and Community Services • Portfolio Manager Business and Accounting • Portfolio Manager Minurmarghali Mia • Campus Manager Pundulmurra • Coordinator Industrial Training • Portfolio Administration Officers x 6 • Portfolio Administrative Assistant Level 2 0.5x 4 • Campus Administrative Support Officer Level 2 0.5x 1

The following positions would be abolished under this structural model

• Program Manager General Studies Hedland /Newman • Program Manager Trades Hedland /Newman

Program Manager General Studies Karratha • Program Manager Trades Karratha • Program Manager Off‐ Site Delivery • Program Manager Pundulmurra • Manager Commercial Sales • Coordinator Pilbara Training Solutions • Client Services Officers Hedland Level 2x2 • Client Services Officers Karratha Level 2 x2 • Campus Administration Support Officer Hedland Level 2 • Campus Administration Support Officer Karratha Level 2

Personnel Implications All Portfolio Managers will report to the Director Training and Innovation. Lecturers will report to the Portfolio Manager responsible for their industry area. Client Services Officers currently reporting through to Client Services Coordinators will report to Portfolio Managers. Course Administrator and Administrative Assistant previously reporting to Manager Commercial sales in this model report to Portfolio Manager Industrial Training Benefits of Structural Change

• Strong industry based planning for delivery • Greater ability to share information and resources • Greater ability to change according to environmental factors. • Increased support at delivery level for lecturers • Increased administrative support to Portfolio Managers • Team approach client services • Administrative staff gain a more in depth understanding of the industry area they support • The Head of Program position provides new career pathway for lecturers • The Head of Program position to be located on alternate campus to Program Manager ensures

lecturers and administration staff have access to a team leader • Principal Lecturers available to provide educational leadership

4

5

Challenges to Structural Change • Change to a faculty based management approach rather than campus based involves travel for

Portfolio Managers • Change to devolved client service rather than centralised, may impact on standardised approach

to procedures • Change in approach from locational to College wide may result in delays in responding to clients.

Commercial Sales The creation of a Portfolio Manager Industrial Training will centralise all fee for service delivery into one program area. Which will provide for consistency of pricing, quality of delivery, client services and planning for growth.

Organisational Effectiveness Directorate


Class 2

Director Organisational Effectiveness

Level 8

Executive AssistantNew

Manager Indigenous Development and Support

Level 5

Manager Marketing and Communications

Level 6

Aboriginal Development Officer x 3Level 4

Indigenous Education Support Officer x 4Level 2

VET Information Coordinator

Level 3

Graphic Designer Multi Media Coordinator

Level 4

Policy OfficerLevel 3

EBT CoordinatorLevel 4

Business Systems Coordinator

Level 4

Manager Planning, and Performance

Level 7

Business Systems OfficerLevel 3

Qualifications OfficerLevel 2Coordinator

RegistrationLevel 3

Information OfficerKarrathaLevel 2

Information OfficerHedlandLevel 2

Information OfficerPundulmurra

Level 2

Information OfficerNewmanLevel 2

Information OfficerTom Price

Level 2

Pilbara TAFEOrganisational Effectiveness Directorate

2010

Campus Administrator

NewmanLevel 3

Campus Administrator

Tom PriceLevel 3

6


• Director Organisational Effectiveness Level 8 • Information Officers x 5 Level 2 • Qualification Officer Level 2 • Business Systems Officer Level 3 • Policy and Quality Officer Level 3 • Business Development Coordinator Level 6 • Business Development Officer Level 3


• Director Training, Level 8 • Coordinator Client Services, Hedland, Level 3 • Coordinator Client Services, Pundulmurra, Level 3 • Coordinator Client Services, Karratha, Level 3 • Client Services Officer Pundulmurra Level 1 • Client Services Officer Hedland, Level 1 • Client Services Officer Newman Level, 1 • Client Services Officer Tom Price Level, 2 • Client Services Officer Newman Level, 2 (becomes Information Officer ) • Client Services Officer Tom Price Level, 2 (becomes Information Officer )

Personnel Implications This will form a new directorate, positioned to support academic and commercial delivery across the agency with a new position of Director Operational Effectiveness. The team headed by the Business Systems Coordinator with the new position of Business Systems Officer and Qualification Officer will have a role in supporting program areas in the provision of quality client services, accurate data management and provision of information for planning and monitoring purposes. This structure will require the Coordinator Client Services Hedland position, which is currently based in Newman to be abolished. There will be a reduction in Client Services support in Newman and Tom Price as a result of a reduced program delivery in these areas. Client Services Officers in those locations will now become Information Officers reporting to Marketing Manager with a shift in their role to providing information to prospective students and as a conduit to portfolio administrative staff. All administrative aspects related to students in these areas will be handled by the respective program area administrative staff. Displaced staff will either keep their current office, be offered a position under the new structure or be managed in accordance with Public Sector Standards in Human Resource Standards, particularly the specific Standard on Redeployment. The newly created Business Development Coordinator and Officer roles will provide whole of College support to all program areas in the development of business opportunities, the management of commercial clients and the development of submissions, proposals and tenders

7

8

The position of Professional Development Coordinator will be transferred to the Human Resources Section and supervised by the Project and Workforce Development Officer. There has been long term consideration with regard to Professional Development and its position under Human Resources or Organisational Effectiveness. It is considered that the function is a human resources function as it services both the academic and non academic staff members. As with other sections of Corporate Services providing services to the academic area does not necessarily follow that the position should then sit under an academic area. There will still need to be considerable liaison and communication with the Organisational Effectiveness areas to ensure that training is programmed in an equitable manner. In addition to this there will also be a focus on the identification of training needs and programming across the College. Benefits of Structural Change

• The new position of Director Operational Effectiveness ‐ will ensure the coordination of all services within the portfolio.

• Quality of processes and a unified approach to client services will be established through the Business Systems Team. This team will establish policies and procedures and measure compliance within the client services support area.

• Move from Level 1 to Level 2 positions will increase the skill level and scope of services available from front of office staff.

• A three pronged approach to client services support will be established with officers being managed under programs, other officers being managed from a marketing and customer services perspective and technical and policy information from the Business Systems Team.

• Strengthening of Client Services support where needed and a reduction in support staff where staffing levels have reduced.

• Greater ability to share information and resources • Greater ability to change according to environmental factors. • More consistent with other structural approaches across the state.


• In some cases, reduced management support at a local level. • Change in approach from locational to College wide. • Ensure the appropriate communication with the Corporate Services area regarding Professional

Development. • Need for strong communication between Business Systems team and portfolio administration

staff • Front counter service (Information Officers) reduced to one person – need for portfolio

administration positions to backfill this position

COMMUNICATION STRATEGY This document provides an alternative structure for consideration by all stakeholders. We will endeavor to obtain feedback and input from staff which will inform the chosen structure as a best way to move the organisation forward. Prior to the documentation being released for comment, line managers will be discussing the proposal with affected staff. This is to ensure that where there are differing reporting lines, or where positions are no longer needed within the structure, the employee is informed prior to the release of the document. In conjunction with informing the staff member of the change, discussions will commence, where necessary, in relation to alternative options for the employee, such as other positions at level, retraining and redeployment. Once affected employees have been informed the information will be released to staff at the college and the main union bodies being the State School Teacher’s Union WA and the Civil Service Association. The document will be provided to members of the Pilbara TAFE Joint Consultative Committee with an opportunity for the committee to view the document and feedback any comments and suggestions through the committee. An Organisational Realignment Committee has been established to review the proposed models and provide input into the proposal and the management of personnel issues. The Committee will be chaired by the Managing Director and members will include the Director Corporate Services, Director Training, an Academic Director, Manager HR, with union and non union staff representatives from the lecturing and non lecturing areas. The Managing Director will schedule staff meetings at each campus to outline the proposed structures to staff and provide opportunity for feedback from staff. This will consist of weekly meetings over a 4 week period with a view to receiving suggested changes or responding to questions regarding the changes and agreeing to a final document for the commencement of the organisational realignment. IMPLEMENTATON PROCESS It is the aim of the College to implement the Organisational Realignment with as little disruption to the operations of the College as possible and with as little disruption and negative impacts on individual staff members as possible. A key aspect of this will be the Organisational Realignment Committee who will identify areas where there may be a risk to the College and manage these situations with consistency, efficiency, respect and minimal disruption. The major concern of the College is the staffing implications of the change and as such the College will be following the Public Sector Standards in Human Resource Management, especially the specific Standard on Redeployment. Once the final structure is established a process will be implemented to create any new positions through ETSSC. The new organisational structure will need to be established so that reporting mechanisms, budget realignments, approvals and line management requirements can be met.

9

10

It is envisaged that the new structure will be in place toward the end of Term 3 2010. The College will review the operational effectiveness of the Organisational Realignment 12 months after its implementation. Further changes may be necessary from this review. EMPLOYEES All employees will be able to contribute to the process through the JCC or as a member of the Organisational Realignment Committee. Where an employee does not have a position under the new structure the employee will receive this information in writing and a process to manage the employee will take place immediately. The College will follow the requirements of the Redeployment Standard of the Standards in Human Resource Management. The College will establish a mechanism where an employee affected by the realignment can make comment or complaint with regard to their situation and have this immediately investigated and managed by the College. All decisions through this mechanism will be approved by the Managing Director. Any new positions created through the realignment will be filled through the recruitment process except where a suitably qualified internal redeployee is able to move into the position at level. Should more than one redeployee be available for a position a merit selection process will be implemented quarantined to these officers. All processes will be established with the effects on employees in mind and with the purpose of managing all situations with sensitivity and respect.

Organisation Data Date: 1/12/2010

DivisionDescription

Divisioncode

BranchDescription

BranchCode

Academic Delivery & Development AD Academic Delivery & Development ACADAcademic Delivery & Development AD Academic Delivery & Development ACADAcademic Delivery & Development AD Academic Delivery & Development ACADAcademic Delivery & Development AD CMIS and Planning CMISCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Corporate Services Directorate BSCorporate Services BD Financial and Contract Services FSCorporate Services BD Financial and Contract Services FSCorporate Services BD Financial and Contract Services FSCorporate Services BD Financial and Contract Services FSCorporate Services BD Human Resources HRCorporate Services BD Human Resources HRCorporate Services BD Human Resources HRCorporate Services BD Human Resources HRCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Information Technology ITCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PF

Page 1


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Corporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Property & Facilities PFCorporate Services BD Walkington Theatre WTCorporate Services BD Walkington Theatre WTCorporate Services BD Walkington Theatre WTCorporate Services BD Walkington Theatre WTDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDDirectorate MD Managing Directorate MDHedland HD Client Services Newman CSNHedland HD Client Services Newman CSNHedland HD Hedland Directorate HDHedland HD Hedland Directorate HDKarratha KD Client Services Karratha CSKKarratha KD Client Services Tom Price CTPOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Indigenous Education & Support IESOrganisational Effectiveness OE Information Officers IO

Page 2


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Organisational Effectiveness OE Information Officers IOOrganisational Effectiveness OE Information Officers IOOrganisational Effectiveness OE Information Officers IOOrganisational Effectiveness OE Information Officers IOOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Library Services LSOrganisational Effectiveness OE Marketing and Communications MCOrganisational Effectiveness OE Marketing and Communications MCOrganisational Effectiveness OE Organisational Effectiveness OEOrganisational Effectiveness OE Organisational Effectiveness OEOrganisational Effectiveness OE Organisational Effectiveness OEOrganisational Effectiveness OE Organisational Effectiveness OEOrganisational Effectiveness OE Planning and Performance PLPPundulmurra PD Client Services Pundulmurra CSPPundulmurra PD Client Services Pundulmurra CSPPundulmurra PD Client Services Pundulmurra CSPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMP

Page 3


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Pundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Minurmarghali Mia Programs MMPPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Directorate PDPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Off-Site Delivery PPOSPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PP

Page 4


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Pundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPPundulmurra PD Pundulmurra Programs PPTraining and Innovation TI Aboriginal Education & Training AETTraining and Innovation TI Aboriginal Education & Training AETTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Development BUSTraining and Innovation TI Business Systems BSYTraining and Innovation TI Business Systems BSYTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CP

Page 5


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Training and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Commerce Portfolio CPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Health and Community Services PortfolHCPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TP

Page 6


DivisionDescription

Divisioncode

BranchDescription

BranchCode

Training and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Trades Portfolio TPTraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TITraining and Innovation TI Training and Innovation TI

Page 7


Attachment 7.3a

SectionDescription

Sectioncode

Positionnumber

Position Description

Academic Delivery & Development ACAD 10001076 Policy CoordinatorAcademic Delivery & Development ACAD 10000961 Advanced Skills Lecturer LevelAcademic Delivery & Development ACAD 10000959 Advanced Skills Lecturer 2CMIS and Planning CMIS 10001075 Business Systems CoordinatorCorporate Services Directorate BS 10000737 Executive AssistantCorporate Services Directorate BS 10000737 Executive AssistantCorporate Services Directorate BS 10000767 Manager Facilities and OSHCorporate Services Directorate BS 10000763 Manager Walkington TheatreCorporate Services Directorate BS 10000757 Manager Information TechnologyCorporate Services Directorate BS 10001032 Manager Financial & Contract SCorporate Services Directorate BS 10001030 Manager Human Resources and OrFinancial and Contract Services FS 10000741 Finance Officer Accounts PayabFinancial and Contract Services FS 10000740 Financial Accounting Team LeadFinancial and Contract Services FS 10000743 Finance Officer Student DebtorFinancial and Contract Services FS 10000985 Procurement and Contracts CoorHuman Resources HR 10001067 Project and Workforce DevelopmHuman Resources HR 10000803 Coordinator Professional DevelHuman Resources HR 10000749 Human Resources CoordinatorHuman Resources HR 10000750 Human Resources OfficerInformation Technology IT 10000648 IT TraineeInformation Technology IT 10000758 Network AdministratorInformation Technology IT 10000760 Information Technology TechnicInformation Technology IT 10000759 Information Technology TechnicInformation Technology IT 10001019 ProgrammerInformation Technology IT 10000762 Information Technology TechnicInformation Technology IT 10001016 IT Trainee South HedlandInformation Technology IT 10000761 Information Technology TechnicInformation Technology IT 10000999 Network AdministratorProperty & Facilities PF 10001072 Manager Strategic Capital AsseProperty & Facilities PF 10001023 Administration Support OfficerProperty & Facilities PF 10000774 Facilities CoordinatorProperty & Facilities PF 10001048 Technical CoordinatorProperty & Facilities PF 10000768 Facilities Coordinator HeadlanProperty & Facilities Hedland PFH 10001027 CleanerProperty & Facilities Hedland PFH 10001026 CleanerProperty & Facilities Hedland PFH 10000771 Gardener

Page 8


SectionDescription

Sectioncode

Positionnumber


Property & Facilities Hedland PFH 10001029 CleanerProperty & Facilities Hedland PFH 10001028 CleanerProperty & Facilities Hedland PFH 10000769 Facilities TechnicianProperty & Facilities Hedland PFH 10000773 Cleaner SupervisorProperty and Facilities Karratha PFK 10000782 CleanerProperty and Facilities Karratha PFK 10000780 CleanerProperty and Facilities Karratha PFK 10000779 CleanerProperty and Facilities Karratha PFK 10000778 Cleaning SupervisorProperty and Facilities Karratha PFK 10000781 CleanerProperty and Facilities Karratha PFK 10000927 CleanerProperty and Facilities Karratha PFK 10000776 GardenerProperty and Facilities Karratha PFK 10000775 Senior GardenerWalkington Theatre WT 10000765 Administration OfficerWalkington Theatre WT 10000766 Administration AssistantWalkington Theatre WT 10001044 Walkington Theatre Technical CWalkington Theatre WT 10001063 Operations Coordinator WalkingManaging Directorate MD 10001066 Director Organisational EffectManaging Directorate MD 10001065 Director Training and InnovatiManaging Directorate MD 10000864 UnattachedManaging Directorate MD 10000736 Director Corporate ServicesManaging Directorate MD 10000701 Executive AssistantManaging Directorate MD 10000957 Director Organisational EffectManaging Directorate MD 10000701 Executive AssistantManaging Directorate MD 10000700 Managing DirectorClient Services Newman CSN 10001074 Campus Administration CoordinaClient Services Newman CSN 10000889 Client Services OfficerHedland Directorate HD 10000885 Coordinator Client ServicesHedland Directorate HD 10001014 Portfolio Manager TradesClient Services Karratha CSK 10001064 Client Services OfficerClient Services Tom Price CTP 10001073 Campus Administration CoordinaIndigenous Education & Support IES 10000858 Indigenous Education Support OIndigenous Education & Support IES 10000872 Indigenous Education Support OIndigenous Education & Support IES 10001060 Aboriginal Development OfficerIndigenous Education & Support IES 10001059 Aboriginal Development OfficerIndigenous Education & Support IES 10000855 Manager Indigenous DevelopmentIndigenous Education & Support IES 10001061 Aboriginal Development OfficerIndigenous Education & Support IES 10000856 Indigenous Education Support OIndigenous Education & Support IES 10000857 Indigenous Education Support OInformation Officers IO 10001068 Information Officer

Page 9


SectionDescription

Sectioncode

Positionnumber


Information Officers IO 10001069 Information OfficerInformation Officers IO 10001071 Information OfficerInformation Officers IO 10001070 Information OfficerInformation Officers IO 10000886 Information OfficerLibrary Services LS 10000784 Community Librarian KarrathaLibrary Services LS 10000794 Records Officer KarrathaLibrary Services LS 10000795 Records Officer South HedlandLibrary Services LS 10001055 Librarian South HedlandLibrary Services Hedland LSH 10000799 Library Technician South HedlaLibrary Services Hedland LSH 10000956 Library Officer HedlandLibrary Services Karratha LSK 10000785 Coordinator Library ServicesLibrary Services Karratha LSK 10000786 Library Officer KarrathaLibrary Services Karratha LSK 10000788 Library Officer KarrathaLibrary Services Karratha LSK 10000787 Library Officer KarrathaLibrary Services Karratha LSK 10000786 Library Officer KarrathaLibrary Services Karratha LSK 10000791 Senior Library Officer (TAFE)Library Services Karratha LSK 10000790 Librarian KarrathaLibrary Services Minurmarghali Mia LSMM 10000793 Library Officer Minurmaghali MLibrary Services Newman LSN 10000800 Librarian NewmanLibrary Services Newman LSN 10000801 Library Officer NewmanLibrary Services Newman LSN 10000954 Library OfficerLibrary Services Newman LSN 10000952 Library OfficerLibrary Services Pundulmurra LSP 10000797 Library Officer PundulmurraMarketing and Communication MC 10000945 Student Support CoordinatorMarketing and Communication MC 10001062 Graphic Designer Multi Media AOrganisational Effectiveness OE 10000783 Manager Library & Record ServiOrganisational Effectiveness OE 10000651 Trainee Over 21 YearsOrganisational Effectiveness OE 10001053 Manager Marketing and CommunicOrganisational Effectiveness OE 10001058 Manager Planning and PerformanPlanning and Performance PLP 10000755 Registration and Quality CoordClient Services Pundulmurra CSP 10000861 Client Services OfficerClient Services Pundulmurra CSP 10000860 Client Services OfficerClient Services Pundulmurra CSP 10000863 Client Services OfficerMinurmarghalia Mia Programs MMP 10000874 Lecturer AutomotiveMinurmarghalia Mia Programs MMP 10000931 Lecturer CGEA AccessMinurmarghalia Mia Programs MMP 10000930 Lecturer Indigenous ArtMinurmarghalia Mia Programs MMP 10000995 Lecturer Community TradesMinurmarghalia Mia Programs MMP 10000833 Lecturer Mining ConstructionMinurmarghalia Mia Programs MMP 10000843 Lecturer Trades

Page 10


SectionDescription

Sectioncode

Positionnumber


Minurmarghalia Mia Programs MMP 10000845 Client Services OfficerMinurmarghalia Mia Programs MMP 10000844 Client Services OfficerMinurmarghalia Mia Programs MMP 10000847 Indigenous Education Support OMinurmarghalia Mia Programs MMP 10000846 Technical Officer Trades/FacilMinurmarghalia Mia Programs MMP 10000849 Lecturer CGEA/AccessMinurmarghalia Mia Programs MMP 10001041 Lecturer Trades Prison DeliverMinurmarghalia Mia Programs MMP 10000848 Lecturer BusinessMinurmarghalia Mia Programs MMP 10001050 CleanerMinurmarghalia Mia Programs MMP 10000850 Lecturer Welding & AutomotiveMinurmarghalia Mia Programs MMP 10001051 CleanerMinurmarghalia Mia Programs MMP 10000853 Lecturer Industrial SkillsMinurmarghalia Mia Programs MMP 10000854 Lecturer AccessPundulmurra Directorate PD 10000859 Coordinator Client ServicesPundulmurra Directorate PD 10000821 Campus Administration SupportPundulmurra Directorate PD 10001008 Program Manager Building TradePundulmurra Directorate PD 10001011 Program Manager PundulmurraPundulmurra Directorate PD 10001010 Program Manager Off Site DelivPundulmurra Directorate PD 10001025 CleanerPundulmurra Directorate PD 10001024 CleanerPundulmurra Directorate PD 10000770 Facilities AssistantPundulmurra Directorate PD 10001056 Commercial Services AdministraPundulmurra Off-Site Delivery PPOS 10000824 Lecturer Mining & ConstructionPundulmurra Off-Site Delivery PPOS 10000828 Lecturer Mining/PastoralPundulmurra Off-Site Delivery PPOS 10000827 Lecturer Broadcasting/Multi-MePundulmurra Off-Site Delivery PPOS 10000825 Lecturer Community GovernancePundulmurra Off-Site Delivery PPOS 10000831 Lecturer Landcare/HorticulturePundulmurra Off-Site Delivery PPOS 10000832 Lecturer LandcarePundulmurra Off-Site Delivery PPOS 10000998 Lecturer JigalongPundulmurra Off-Site Delivery PPOS 10000837 Lecturer Education and TraininPundulmurra Off-Site Delivery PPOS 10000839 Lecturer Metaliferous MiningPundulmurra Off-Site Delivery PPOS 10000841 Lecturer Community General StuPundulmurra Off-Site Delivery PPOS 10001038 Lecturer Community TradesPundulmurra Off-Site Delivery PPOS 10001040 Lecturer Metalliferous MiningPundulmurra Off-Site Delivery PPOS 10001045 Technical Officer TradesPundulmurra Off-Site Delivery PPOS 10000851 Lecturer TransportPundulmurra Programs PP 10000822 Lecturer Industrial Skills CivPundulmurra Programs PP 10000826 Lecturer Business & InformatioPundulmurra Programs PP 10000963 Lecturer Industrial SkillsPundulmurra Programs PP 10000830 Lecturer Building/Construction

Page 11


SectionDescription

Sectioncode

Positionnumber


Pundulmurra Programs PP 10000829 Lecturer AccessPundulmurra Programs PP 10000834 Lecturer AutomotivePundulmurra Programs PP 10000836 Lecturer Early Childhood EducaPundulmurra Programs PP 10000835 Lecturer Indigenous LanguagesPundulmurra Programs PP 10001015 Indigenous Lecturing CadetshipPundulmurra Programs PP 10000838 Lecturer CGEA AccessPundulmurra Programs PP 10000840 Lecturer Community Trades (WelPundulmurra Programs PP 10001037 Lecturer Civil ConstructionPundulmurra Programs PP 10001042 Lecturer/Assessor WorksafeAboriginal Education & Training AET 10000980 Lecturer Access & EquityAboriginal Education & Training AET 10000852 Lecturer OnslowBusiness Development BUS 10000922 Course Administration OfficerBusiness Development BUS 10000807 Manager Commercial ServicesBusiness Development BUS 10000810 Business Development CoordinatBusiness Development BUS 10000812 Administration AssistantBusiness Development BUS 10001046 Lecturer Industrial SkillsBusiness Development BUS 10000727 Lecturer BusinessBusiness Systems BSY 10000925 Qualifications OfficerBusiness Systems BSY 10001057 Employment Based Training CoorCommerce Portfolio CP 10000732 Portfolio Administration OfficCommerce Portfolio CP 10000729 Lecturer Training and AssessmeCommerce Portfolio CP 10000879 Lecturer Occupational Safety aCommerce Portfolio CP 10000880 Lecturer ComputingCommerce Portfolio CP 10000883 Lecturer BusinessCommerce Portfolio CP 10000902 Lecturer Information TechnologCommerce Portfolio CP 10000903 Lecturer Information TechnologCommerce Portfolio CP 10000905 Lecturer BusinessCommerce Portfolio CP 10000904 Lecturer BusinessCommerce Portfolio CP 10000906 Lecturer ManagementCommerce Portfolio CP 10000719 Lecturer Occupational Safety &Commerce Portfolio CP 10000906 Lecturer ManagementCommerce Portfolio CP 10000907 Lecturer Occupational Safety &Commerce Portfolio CP 10000913 Lecturer SecurityCommerce Portfolio CP 10000915 Lecturer BusinessCommerce Portfolio CP 10000924 Portfolio Administration OfficCommerce Portfolio CP 10000811 Portfolio Administration SuppoCommerce Portfolio CP 10000718 Lecturer ManagementCommerce Portfolio CP 10000936 Lecturer BusinessCommerce Portfolio CP 10000717 Lecturer Business Finance

Page 12


SectionDescription

Sectioncode

Positionnumber


Commerce Portfolio CP 10000953 Lecturer BusinessCommerce Portfolio CP 10000725 Lecturer BusinessCommerce Portfolio CP 10000989 Lecturer Information TechnologCommerce Portfolio CP 10000996 Lecturer HairdressingCommerce Portfolio CP 10000724 Lecturer BusinessHealth and Community Services Portfo HCP 10000730 Lecturer Visual ArtsHealth and Community Services Portfo HCP 10000713 Lecturer HospitalityHealth and Community Services Portfo HCP 10000868 Lecturer Teachers AssistantHealth and Community Services Portfo HCP 10000882 Lecturer Community HealthHealth and Community Services Portfo HCP 10000733 Portfolio Administration OfficHealth and Community Services Portfo HCP 10000715 Kitchen AssistantHealth and Community Services Portfo HCP 10000714 Lecturer HospitalityHealth and Community Services Portfo HCP 10000706 Administration Support OfficerHealth and Community Services Portfo HCP 10000908 Lecturer Access and ParticipatHealth and Community Services Portfo HCP 10000909 Lecturer Teachers Assistant/ChHealth and Community Services Portfo HCP 10000910 Lecturer Access & ParticipatioHealth and Community Services Portfo HCP 10000912 Lecturer Children ServicesHealth and Community Services Portfo HCP 10000911 Lecturer Community ServicesHealth and Community Services Portfo HCP 10000916 Lecturer Visual ArtsHealth and Community Services Portfo HCP 10000944 Lecturer Children ServicesHealth and Community Services Portfo HCP 10000949 Lecturer Community ServicesHealth and Community Services Portfo HCP 10000722 Lecturer Health ScienceHealth and Community Services Portfo HCP 10000723 Lecturer Health ScienceHealth and Community Services Portfo HCP 10000726 Lecturer Languages/CommunicatiHealth and Community Services Portfo HCP 10001036 Lecturer HospitalityHealth and Community Services Portfo HCP 10000726 Lecturer Languages/CommunicatiHealth and Community Services Portfo HCP 10000728 Lecturer Health ScienceTrades Portfolio TP 10000870 Lecturer Plant Mechanics/DieseTrades Portfolio TP 10000871 Lecturer Fitting and MachineTrades Portfolio TP 10000876 Lecturer BuildingTrades Portfolio TP 10000712 Lecturer Metal FabricationTrades Portfolio TP 10000877 Lecturer Automotive/WeldingTrades Portfolio TP 10000892 Lecturer Metal FabricationTrades Portfolio TP 10000893 Lecturer Fitting & MachiningTrades Portfolio TP 10000894 Lecturer Metal FabricationTrades Portfolio TP 10000895 Lecturer Metal FabricationTrades Portfolio TP 10000898 Technical Coordinator TradesTrades Portfolio TP 10000899 Lecturer ElectricalTrades Portfolio TP 10000900 Lecturer ElectricalTrades Portfolio TP 10000901 Lecturer Industrial Instrument

Page 13


SectionDescription

Sectioncode

Positionnumber


Trades Portfolio TP 10000652 Lecturer Automotive/MechanicalTrades Portfolio TP 10000716 Lecturer AutomotiveTrades Portfolio TP 10000707 Lecturer TradesTrades Portfolio TP 10000923 Portfolio Administration OfficTrades Portfolio TP 10000928 Technical Coordinator TradesTrades Portfolio TP 10000929 Lecturer Metal FabricationTrades Portfolio TP 10000946 Lecturer ElectrotechnologyTrades Portfolio TP 10000948 Lecturer Fitting and MachineTrades Portfolio TP 10000950 Lecturer ElectricalTrades Portfolio TP 10000951 Portfolio Admnistration OfficeTrades Portfolio TP 10000709 Lecturer ElectricalTrades Portfolio TP 10000984 Lecturer Mechanical FitterTrades Portfolio TP 10000988 Lecturer ElectricalTrades Portfolio TP 10000992 Lecturer Fitting & MachiningTrades Portfolio TP 10000708 Lecturer Fitting & MachiningTrades Portfolio TP 10001001 Lecturer Fitting & MachiningTrades Portfolio TP 10001017 Technical Officer TradesTrades Portfolio TP 10000710 Lecturer ElectricalTrades Portfolio TP 10001033 Lecturer Fittling and MachineTrades Portfolio TP 10001034 Lecturer Fitting and MachineTrades Portfolio TP 10001035 Lecturer Metal FabricationTrades Portfolio TP 10000711 Lecturer ElectricalTraining and Innovation TI 10000731 UnattachedTraining and Innovation TI 10000705 Principal LecturerTraining and Innovation TI 10000887 Client Services OfficerTraining and Innovation TI 10000888 Client Services OfficerTraining and Innovation TI 10000805 Business Systems AdministratorTraining and Innovation TI 10000918 Principal LecturerTraining and Innovation TI 10000921 Coordinator Client ServicesTraining and Innovation TI 10000813 UnattachedTraining and Innovation TI 10000820 Principal LecturerTraining and Innovation TI 100001048 Business Development CoordinatTraining and Innovation TI 10001009 Portfolio Manager Health & ComTraining and Innovation TI 10001012 Portfolio Manager Commerce

Page 14


Classcode

Base Salary Sub.FTE%

Vacant

go3 55913 100 vlgaasl1 84764 100 vlgaasl2 87985 100 vgo3 55913 100 vgo2 52916 100go2 48730 100go6 90249 100go6 84288 100go6 90249 100go7 95301 100 vgo7 102144 100go2 52916 100go5 70037 100go2 52916 50go5 70037 100 vgo5 74854 100go3 60707 100go3 60707 100go2 50056 60to21 29719.65 100 vgo4 66538 100go3 59065 100go3 60707 100go4 66538 100go3 55913 100to21 29719.65 100 vgo3 59065 100go4 62959 100 vgo6 81501 100go2 48730 100go3 60707 100go3 55913 100go3 59065 100clnga1b 38702.45 53clnga1b 38702.45 53ga2 25212.31 100 v

Page 15


Classcode


Vacant

clnga1b 37904.3 53 vclnga1b 37904.3 53 vgo2 48730 100 vgo2 52916 100clnga1b 38702.45 100clnga1b 38702.45 53clnga1b 37904.3 66go2 52916 100clnga1b 38702.45 79clnga1b 38702.45 66gga1 38702.45 100ga4 26375.64 100 vgo2 52916 100go1 19657 100 vgo3 59065 100go4 62959 100go8 108125 100 vgo8 112285 100go8 108125 100 vgo8 108125 100go3 60707 100go8 117441 100go3 55913 100mdnsatc 154691 100go3 55913 100 vgo1 40296 100go3 60707 100go7 102144 100go2 48730 80go3 55913 100 vgo2 48730 100 vgo2 52916 100go4 62959 100go4 62959 100 vgo5 77405 100go4 62959 100go2 48730 100 vgo2 48730 100 vgo2 48730 100

Page 16


Classcode


Vacant

go2 48730 100 vgo2 48730 100 vgo2 48730 100 vgo2 52916 100gosc 2 77933 100go2 52916 64go1 42611 60gosc 1 73578 100go2 52916 100go1 19657 100 vgo3 59065 100go1 45045 50go1 41435 100go1 19657 64 vgo1 47250 50go2 48730 50 vgosc 1 53665 100 vgo1 19657 100 vgosc 1 53665 100 vgo1 19657 50 vgo1 42611 50go1 45936 50go1 45936 100go3 59065 100go4 64723 64gosc 3 97150 100to21 29719.65 100 vgo6 90249 100go7 102144 100go3 59065 100go2 52916 100go2 51454 100go1 38170 100lgalc 70344 100lgaasl1 84764 100lgafha 76667 100lgalc 70344 100lgafha 76667 100lgaasl1 84764 100

Page 17


Classcode


Vacant

go2 50056 100go2 51454 100go2 48730 100 vgo3 55913 100lgalc 67768 100lgafha 73861 100lgafha 85745 100clnga1b 38337.28 40lgafha 71157 100clnga1b 38702.45 40lgafha 71157 100lgafha 76667 100go3 59065 100go2 51454 64go7 102144 100go7 102144 100go7 95301 100 vclnga1b 38702.45 66clnga1b 38702.45 66go1 47250 100go4 62959 100 vlgalc 60037 100 vlgalc 60037 100 vlgalc 60037 100 vlgalc 60037 100 vlgalc 67768 100lgafha 73861 100lgalc 78671 100lgalc 75791 100lgalc 60037 100 vlgalc 70344 100lgalc 67768 100lgalc 60037 100 vgo3 57466 100lgalc 67768 100lgalc 60037 100 vlgalc 70344 100lgalc 67768 100lgalc 73016 100

Page 18


Classcode


Vacant

lgalc 67768 100lgalc 81662 100lgalc 73016 100lgaasl1 84764 80lgalc 60037 100 vlgalc 81662 100lgalc 60037 100 vlgalc 67768 100lgalc 75791 100lgalc 67768 100lgalc 81662 100go2 48730 100go6 87171 100go3 59065 100go1 19657 100 vlgafha 82604 100lgalc 73016 100go2 52916 64go4 62959 100 vgo2 48730 100lgaslfh1 89002 100lgalc 73016 100lgalc 81662 100lgalc 60037 100 vlgalc 60037 100 vlgafha 85745 100lgalc 60037 100 vlgalc 60037 100 vlgalc 81662 100lgaslfh2 92384 100lgafha 76667 100lgalc 60037 100 vlgalc 75791 100lgalc 70344 100go2 52916 43go2 52916 100lgaslfh2 92384 100lgalc 70344 100lgaslfh2 92384 100

Page 19


Classcode


Vacant

lgalc 70344 100lgalc 70344 100lgalc 78671 100lgalc 60037 100 vlgalc 75791 100lgalc 67768 100lgafha 82604 100lgaslfh1 89002 100lgalc 60037 100 vgo2 48730 100go1 47250 80lgalc 70344 100go2 48730 100lgaasl1 84764 100lgafha 76667 100lgalc 78671 100lgalc 60037 100 vlgaasl2 87985 100lgalc 81662 100lgalc 60037 100 vlgalc 75791 100lgalc 70344 100lgalc 75791 100lgalc 81662 100lgafha 71157 100lgalc 70344 100lgafha 73861 100lgafha 79581 100lgalc 60037 100 vlgalc 60037 100 vlgalc 73016 100lgafha 85745 100lgalc 70344 100lgalc 81662 100lgalc 60037 100 vlgalc 73016 100go3plve2 53079.28 100lgafha 76667 100lgaasl2 87985 100lgalc 78671 100

Page 20


Classcode


Vacant

lgalc 81662 100lgalc 60037 100 vlgalc 78671 100go2 48730 100 vgo3 60707 100lgalc 73016 100lgafha 85745 100lgalc 73016 100lgalc 70344 100go2 48730 100lgalc 60037 100 vlgalc 75791 100lgalc 60037 100 vlgalc 73016 100lgafha 76667 100lgalc 70344 100go3 60707 100lgaslfh1 89002 100lgafha 71157 100lgalc 60037 100 vlgalc 78671 100lgalc 60037 100 vgo3 60707 100lgapl 91329 100go2 51454 100go2 52916 80go4 66538 100lgaplfha 95895 100go3plve3 56061.06 100go3 60707 100lgapl 91329 100go3 55913 100 vgo7 102144 100go7 102144 100

17298542.92 25338 67

Page 21

Pilbara TAFE Establishment Data @ 30 April 2011

Attachment 7.3b

DivisionDescription

SectionDescription

Positionnumber

Position Description Classcode

Sub.FTE%

Vacant

Corporate Services Corporate Services Directorate 10000737 Executive Assistant go2 100Corporate Services Corporate Services Directorate 10001078 Executive Assistant go2 100 vCorporate Services Corporate Services Directorate 10000767 Manager Facilities and OSH go6 100Corporate Services Corporate Services Directorate 10001032 Manager Financial & Contract S go7 100 vCorporate Services Corporate Services Directorate 10001030 Manager Human Resources and Or go7 100Corporate Services Corporate Services Directorate 10000757 Manager Information Technology go6 100Corporate Services Corporate Services Directorate 10001072 Manager Strategic Capital Asse go6 100Corporate Services Corporate Services Directorate 10000763 Manager Walkington Theatre go6 100Corporate Services Financial and Contract Services 10000741 Finance Officer Accounts Payab go2 100Corporate Services Financial and Contract Services 10000743 Finance Officer Student Debtor go2 50Corporate Services Financial and Contract Services 10000740 Financial Accounting Team Lead go5 100Corporate Services Financial and Contract Services 10000985 Procurement and Contracts Lead go5 100Corporate Services Human Resources 10000803 Coordinator Professional Devel go3 100 vCorporate Services Human Resources 10000749 Human Resources Coordinator go3 100Corporate Services Human Resources 10000750 Human Resources Officer go2 80Corporate Services Human Resources 10001067 Project and Workforce Developm go5 100Corporate Services Information Technology 10000759 Information Technology Technic go3 100Corporate Services Information Technology 10000760 Information Technology Technic go3 100Corporate Services Information Technology 10000761 Information Technology Technic go3 100Corporate Services Information Technology 10000762 Information Technology Technic go3 100Corporate Services Information Technology 10000648 IT Trainee to21 100 vCorporate Services Information Technology 10001016 IT Trainee South Hedland to21 100 vCorporate Services Information Technology 10000758 Network Administrator go4 100Corporate Services Information Technology 10000999 Network Administrator go4 100 vCorporate Services Information Technology 10001019 Programmer go4 100Corporate Services Property & Facilities 10001023 Administration Support Officer go2 100Corporate Services Property & Facilities 10000774 Facilities Coordinator go3 100Corporate Services Property & Facilities 10000768 Facilities Coordinator Hedland go3 100Corporate Services Property & Facilities 10001048 Technical Coordinator go3 100Corporate Services Property & Facilities Hedland 10001026 Cleaner clnga1b 53Corporate Services Property & Facilities Hedland 10001027 Cleaner clnga1b 53Corporate Services Property & Facilities Hedland 10001028 Cleaner clnga1b 53Corporate Services Property & Facilities Hedland 10001029 Cleaner clnga1b 53 vCorporate Services Property & Facilities Hedland 10000773 Cleaner Supervisor go2 100

Page 1 of 7


DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Corporate Services Property & Facilities Hedland 10000769 Facilities Technician go2 100 vCorporate Services Property & Facilities Hedland 10000771 Gardener ga2 100 vCorporate Services Property & Facilities Pundulmurra 10001024 Cleaner clnga1b 66Corporate Services Property & Facilities Pundulmurra 10001025 Cleaner clnga1b 66Corporate Services Property & Facilities Pundulmurra 10000770 Facilities Assistant go1 100Corporate Services Property and Facilities Karratha 10000779 Cleaner clnga1b 66Corporate Services Property and Facilities Karratha 10000780 Cleaner clnga1b 53Corporate Services Property and Facilities Karratha 10000781 Cleaner clnga1b 79Corporate Services Property and Facilities Karratha 10000782 Cleaner clnga1b 100Corporate Services Property and Facilities Karratha 10000927 Cleaner clnga1b 66Corporate Services Property and Facilities Karratha 10000778 Cleaning Supervisor go2 100Corporate Services Property and Facilities Karratha 10000776 Gardener gga1 100Corporate Services Property and Facilities Karratha 10000775 Senior Gardener ga4 100 vCorporate Services Walkington Theatre 10000766 Administration Assistant go1 100 vCorporate Services Walkington Theatre 10000765 Administration Officer go2 100Corporate Services Walkington Theatre 10001063 Operations Coordinator Walking go4 100Corporate Services Walkington Theatre 10001044 Walkington Theatre Technical C go3 100Managing Directorate Managing Directorate 10000736 Director Corporate Services go8 100Managing Directorate Managing Directorate 10001066 Director Organisational Effect go8 100Managing Directorate Managing Directorate 10001065 Director Training and Innovati go8 100Managing Directorate Managing Directorate 10000701 Executive Assistant go3 100Managing Directorate Managing Directorate 10000700 Managing Director mdnsatc2 100Organisational Effectiveness Aboriginal Education and Support 10001059 Aboriginal Development Officer go4 100 vOrganisational Effectiveness Aboriginal Education and Support 10001060 Aboriginal Development Officer go4 100 vOrganisational Effectiveness Aboriginal Education and Support 10001061 Aboriginal Development Officer go4 100Organisational Effectiveness Aboriginal Education and Support 10000856 Aboriginal Education Support O go2 100 vOrganisational Effectiveness Aboriginal Education and Support 10000857 Aboriginal Education Support O go2 100 vOrganisational Effectiveness Aboriginal Education and Support 10000858 Aboriginal Education Support O go2 100 vOrganisational Effectiveness Aboriginal Education and Support 10000872 Aboriginal Education Support O go2 100Organisational Effectiveness Aboriginal Education and Support 10000855 Manager Indigenous Development go5 100Organisational Effectiveness Information Officers 10001068 Information Officer go2 100Organisational Effectiveness Information Officers 10001069 Information Officer go2 100Organisational Effectiveness Information Officers 10001070 Information Officer go2 100Organisational Effectiveness Information Officers 10001071 Information Officer go2 100Organisational Effectiveness Library Services 10000784 Community Librarian Karratha gosc 2 100 vOrganisational Effectiveness Library Services 10001055 Librarian South Hedland gosc 1 100

Page 2 of 7


DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Organisational Effectiveness Library Services 10000794 Records Officer Karratha go2 64Organisational Effectiveness Library Services 10000795 Records Officer South Hedland go1 60Organisational Effectiveness Library Services Hedland 10000956 Library Officer Hedland go1 100 vOrganisational Effectiveness Library Services Hedland 10000799 Library Technician South Hedla go2 100Organisational Effectiveness Library Services Karratha 10000785 Coordinator Library Services go3 100Organisational Effectiveness Library Services Karratha 10000790 Librarian Karratha gosc 1 100 vOrganisational Effectiveness Library Services Karratha 10000786 Library Officer Karratha go1 50Organisational Effectiveness Library Services Karratha 10000787 Library Officer Karratha go1 64 vOrganisational Effectiveness Library Services Karratha 10000788 Library Officer Karratha go1 100Organisational Effectiveness Library Services Karratha 10000791 Senior Library Officer (TAFE) go2 50 vOrganisational Effectiveness Library Services Minurmarghali Mia 10000793 Library Officer Minurmaghali M go1 100 vOrganisational Effectiveness Library Services Newman 10000800 Librarian Newman gosc 1 100 vOrganisational Effectiveness Library Services Newman 10000952 Library Officer go1 50Organisational Effectiveness Library Services Newman 10000954 Library Officer go1 50Organisational Effectiveness Library Services Newman 10000801 Library Officer Newman go1 50 vOrganisational Effectiveness Library Services Pundulmurra 10000797 Library Officer Pundulmurra go1 100Organisational Effectiveness Marketing and Communication 10001062 Graphic Designer Multi Media A go4 100Organisational Effectiveness Marketing and Communication 10001077 Marketing Coordinator go3 100Organisational Effectiveness Marketing and Communication 10000945 Student Support Coordinator go3 100Organisational Effectiveness Organisational Effectiveness 10001011 Manager Community and Industry go7 100Organisational Effectiveness Organisational Effectiveness 10000783 Manager Library & Record Servi gosc 3 100Organisational Effectiveness Organisational Effectiveness 10001053 Manager Marketing and Communic go6 100Organisational Effectiveness Organisational Effectiveness 10001058 Manager Planning and Performan go7 100Organisational Effectiveness Planning and Performance 10001076 Policy Coordinator go3 100Organisational Effectiveness Planning and Performance 10000755 Registration and Quality Coord go3 100Training and Innovation Aboriginal Education & Training 10000821 Administration Support Officer go2 100Training and Innovation Aboriginal Education & Training 10001050 Cleaner clnga1b 39Training and Innovation Aboriginal Education & Training 10001051 Cleaner clnga1b 40Training and Innovation Aboriginal Education & Training 10000844 Client Services Officer go2 100Training and Innovation Aboriginal Education & Training 10000845 Client Services Officer go2 100Training and Innovation Aboriginal Education & Training 10000854 Lecturer Access lgafha 100Training and Innovation Aboriginal Education & Training 10000980 Lecturer Access & Equity lgalc 100Training and Innovation Aboriginal Education & Training 10000874 Lecturer Automotive lgalc 100Training and Innovation Aboriginal Education & Training 10000830 Lecturer Building/Construction lgalc 100Training and Innovation Aboriginal Education & Training 10000838 Lecturer CGEA Access lgalc 100Training and Innovation Aboriginal Education & Training 10000931 Lecturer CGEA Access lgaasl1 100

Page 3 of 7


DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Training and Innovation Aboriginal Education & Training 10000849 Lecturer CGEA/Access lgalc 100Training and Innovation Aboriginal Education & Training 10001037 Lecturer Civil Construction lgalc 100Training and Innovation Aboriginal Education & Training 10000825 Lecturer Community Governance lgalc 100 vTraining and Innovation Aboriginal Education & Training 10000829 Lecturer Community Trades lgalc 100Training and Innovation Aboriginal Education & Training 10000840 Lecturer Community Trades lgalc 100Training and Innovation Aboriginal Education & Training 10000841 Lecturer Community Trades lgalc 100Training and Innovation Aboriginal Education & Training 10000995 Lecturer Community Trades lgalc 100Training and Innovation Aboriginal Education & Training 10001038 Lecturer Community Trades lgalc 100Training and Innovation Aboriginal Education & Training 10000828 Lecturer Horticulture lgalc 100Training and Innovation Aboriginal Education & Training 10000930 Lecturer Indigenous Art lgafha 100Training and Innovation Aboriginal Education & Training 10000835 Lecturer Indigenous Languages lgaasl1 80Training and Innovation Aboriginal Education & Training 10000853 Lecturer Industrial Skills lgafha 100Training and Innovation Aboriginal Education & Training 10000963 Lecturer Industrial Skills lgalc 100Training and Innovation Aboriginal Education & Training 10001042 Lecturer Industrial Skills lgalc 100Training and Innovation Aboriginal Education & Training 10000822 Lecturer Industrial Skills Civ lgalc 100 vTraining and Innovation Aboriginal Education & Training 10000998 Lecturer Jigalong lgalc 100Training and Innovation Aboriginal Education & Training 10000832 Lecturer Landcare lgafha 100Training and Innovation Aboriginal Education & Training 10000831 Lecturer Landcare/Horticulture lgalc 100Training and Innovation Aboriginal Education & Training 10000839 Lecturer Metaliferous Mining lgalc 100 vTraining and Innovation Aboriginal Education & Training 10001040 Lecturer Metalliferous Mining lgalc 100 vTraining and Innovation Aboriginal Education & Training 10000824 Lecturer Mining & Construction lgalc 100 vTraining and Innovation Aboriginal Education & Training 10000833 Lecturer Mining Construction lgalc 100Training and Innovation Aboriginal Education & Training 10000852 Lecturer Onslow lgalc 100Training and Innovation Aboriginal Education & Training 10000843 Lecturer Trades lgaasl1 100Training and Innovation Aboriginal Education & Training 10001041 Lecturer Trades Prison Deliver lgafha 100Training and Innovation Aboriginal Education & Training 10000851 Lecturer Transport lgalc 100Training and Innovation Aboriginal Education & Training 10000850 Lecturer Welding & Automotive lgafha 100Training and Innovation Aboriginal Education & Training 10000860 Portfolio Administration Offic go2 100Training and Innovation Aboriginal Education & Training 10000861 Portfolio Administration Offic go2 100Training and Innovation Aboriginal Education & Training 10001045 Technical Officer Trades go3 100Training and Innovation Aboriginal Education & Training 10000846 Technical Officer Trades/Facil go3 100Training and Innovation Business Development 10000812 Administration Assistant go1 100 vTraining and Innovation Business Development 10000810 Business Development Coordinat go3 100Training and Innovation Business Development 10001073 Campus Administration Coordina go3 92Training and Innovation Business Development 10001074 Campus Administration Coordina go3 100Training and Innovation Business Development 10000922 Course Administration Officer go2 100

Page 4 of 7


DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Training and Innovation Business Development 10001046 Lecturer Industrial Skills lgafha 100Training and Innovation Business Development 10000807 Manager Commercial Services go6 100Training and Innovation Business Development 10000651 Trainee Over 21 Years tu21 100Training and Innovation Business Systems 10001075 Business Systems Coordinator go3plve5 100Training and Innovation Business Systems 10001057 Employment Based Training Coor go3 100Training and Innovation Business Systems 10000925 Qualifications Officer go2 64Training and Innovation Commerce Portfolio 10000724 Lecturer Business lgalc 100 vTraining and Innovation Commerce Portfolio 10000725 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000727 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000826 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000848 Lecturer Business lgafha 100Training and Innovation Commerce Portfolio 10000883 Lecturer Business lgafha 100Training and Innovation Commerce Portfolio 10000904 Lecturer Business lgalc 100 vTraining and Innovation Commerce Portfolio 10000905 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000915 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000936 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000953 Lecturer Business lgalc 100Training and Innovation Commerce Portfolio 10000717 Lecturer Business Finance lgaslfh2 100Training and Innovation Commerce Portfolio 10000880 Lecturer Computing lgalc 100Training and Innovation Commerce Portfolio 10000996 Lecturer Hairdressing lgalc 100 vTraining and Innovation Commerce Portfolio 10000902 Lecturer Information Technolog lgalc 100 vTraining and Innovation Commerce Portfolio 10000903 Lecturer Information Technolog lgafha 100Training and Innovation Commerce Portfolio 10000989 Lecturer Information Technolog lgalc 100Training and Innovation Commerce Portfolio 10000718 Lecturer Management lgaslfh2 100Training and Innovation Commerce Portfolio 10000906 Lecturer Management lgalc 100Training and Innovation Commerce Portfolio 10000719 Lecturer Occupational Safety & lgaslfh2 100Training and Innovation Commerce Portfolio 10000907 Lecturer Occupational Safety & lgalc 100 vTraining and Innovation Commerce Portfolio 10000879 Lecturer Occupational Safety a lgalc 100 vTraining and Innovation Commerce Portfolio 10000913 Lecturer Security lgalc 100Training and Innovation Commerce Portfolio 10000729 Lecturer Training and Assessme lgaslfh1 100Training and Innovation Commerce Portfolio 10000733 Portfolio Administration Offic go2 100Training and Innovation Commerce Portfolio 10000811 Portfolio Administration Offic go2 100Training and Innovation Commerce Portfolio 10000924 Portfolio Administration Offic go2 53Training and Innovation Health and Community Services Portfolio 10000706 Administration Support Officer go2 100Training and Innovation Health and Community Services Portfolio 10000715 Kitchen Assistant go1 80Training and Innovation Health and Community Services Portfolio 10000910 Lecturer Access & Participatio lgalc 100

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DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Training and Innovation Health and Community Services Portfolio 10000882 Lecturer Access and Participat lgalc 100 vTraining and Innovation Health and Community Services Portfolio 10000908 Lecturer Access and Participat lgaasl1 100Training and Innovation Health and Community Services Portfolio 10000912 Lecturer Children Services lgalc 100 vTraining and Innovation Health and Community Services Portfolio 10000911 Lecturer Community Services lgaasl2 100Training and Innovation Health and Community Services Portfolio 10000949 Lecturer Community Services lgalc 100Training and Innovation Health and Community Services Portfolio 10000836 Lecturer Early Childhood Educa lgalc 100Training and Innovation Health and Community Services Portfolio 10000837 Lecturer Education and Trainin lgalc 100Training and Innovation Health and Community Services Portfolio 10000722 Lecturer Health Science lgalc 100Training and Innovation Health and Community Services Portfolio 10000723 Lecturer Health Science lgalc 100Training and Innovation Health and Community Services Portfolio 10000728 Lecturer Health Science lgafha 100Training and Innovation Health and Community Services Portfolio 10000713 Lecturer Hospitality lgafha 100Training and Innovation Health and Community Services Portfolio 10000714 Lecturer Hospitality lgalc 100Training and Innovation Health and Community Services Portfolio 10001036 Lecturer Hospitality lgafha 100Training and Innovation Health and Community Services Portfolio 10000726 Lecturer Languages/Communicati lgalc 100Training and Innovation Health and Community Services Portfolio 10000868 Lecturer Teachers Assistant lgaslfh1 100Training and Innovation Health and Community Services Portfolio 10000909 Lecturer Teachers Assistant/Ch lgafha 100Training and Innovation Health and Community Services Portfolio 10000730 Lecturer Visual Arts lgalc 100Training and Innovation Health and Community Services Portfolio 10000916 Lecturer Visual Arts lgalc 100 vTraining and Innovation Health and Community Services Portfolio 10000732 Portfolio Administration Offic go2 100Training and Innovation Health and Community Services Portfolio 10001064 Portfolio Administration Offic go2 100Training and Innovation Trades Portfolio 10000716 Lecturer Automotive lgalc 100 vTraining and Innovation Trades Portfolio 10000834 Lecturer Automotive lgalc 100Training and Innovation Trades Portfolio 10000652 Lecturer Automotive/Mechanical lgalc 100Training and Innovation Trades Portfolio 10000877 Lecturer Automotive/Welding lgalc 100 vTraining and Innovation Trades Portfolio 10000876 Lecturer Building lgalc 100 vTraining and Innovation Trades Portfolio 10000709 Lecturer Electrical lgalc 100Training and Innovation Trades Portfolio 10000710 Lecturer Electrical lgaslfh1 100Training and Innovation Trades Portfolio 10000711 Lecturer Electrical lgalc 100 vTraining and Innovation Trades Portfolio 10000899 Lecturer Electrical lgafha 100Training and Innovation Trades Portfolio 10000900 Lecturer Electrical lgaasl2 100Training and Innovation Trades Portfolio 10000988 Lecturer Electrical lgalc 100 vTraining and Innovation Trades Portfolio 10000950 Lecturer Electrical Instrument lgalc 100Training and Innovation Trades Portfolio 10000946 Lecturer Electrotechnology lgafha 100Training and Innovation Trades Portfolio 10000708 Lecturer Fitting & Machining lgafha 100Training and Innovation Trades Portfolio 10000893 Lecturer Fitting & Machining lgalc 100Training and Innovation Trades Portfolio 10000992 Lecturer Fitting & Machining lgalc 100

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DivisionDescription

SectionDescription

Positionnumber


Sub.FTE%

Vacant

Training and Innovation Trades Portfolio 10001001 Lecturer Fitting & Machining lgalc 100Training and Innovation Trades Portfolio 10000871 Lecturer Fitting and Machine lgalc 100 vTraining and Innovation Trades Portfolio 10000948 Lecturer Fitting and Machine lgalc 100Training and Innovation Trades Portfolio 10001034 Lecturer Fitting and Machine lgalc 100 vTraining and Innovation Trades Portfolio 10001033 Lecturer Fittling and Machine lgafha 100Training and Innovation Trades Portfolio 10000901 Lecturer Industrial Instrument lgalc 100Training and Innovation Trades Portfolio 10000984 Lecturer Mechanical Fitter lgalc 100Training and Innovation Trades Portfolio 10000712 Lecturer Metal Fabrication lgalc 100Training and Innovation Trades Portfolio 10000892 Lecturer Metal Fabrication lgalc 100Training and Innovation Trades Portfolio 10000894 Lecturer Metal Fabrication lgalc 100 vTraining and Innovation Trades Portfolio 10000895 Lecturer Metal Fabrication lgalc 100Training and Innovation Trades Portfolio 10000929 Lecturer Metal Fabrication lgalc 100Training and Innovation Trades Portfolio 10001035 Lecturer Metal Fabrication lgalc 100Training and Innovation Trades Portfolio 10000870 Lecturer Plant Mechanics/Diese lgafha 100Training and Innovation Trades Portfolio 10000707 Lecturer Trades lgalc 100Training and Innovation Trades Portfolio 10000923 Portfolio Administration Offic go2 100 vTraining and Innovation Trades Portfolio 10000951 Portfolio Admnistration Office go2 100Training and Innovation Trades Portfolio 10000898 Technical Coordinator Trades go3 100Training and Innovation Trades Portfolio 10000928 Technical Coordinator Trades go3 100Training and Innovation Trades Portfolio 10001017 Technical Officer Trades go3 100Training and Innovation Training and Innovation 10001079 Business Development Coordinat go3 100Training and Innovation Training and Innovation 10000805 Business Systems Administrator go4 100Training and Innovation Training and Innovation 10000731 Policy Coordinator go3 100 vTraining and Innovation Training and Innovation 10001008 Portfolio Manager Aboriginal E go7 100Training and Innovation Training and Innovation 10001012 Portfolio Manager Commerce go7 100Training and Innovation Training and Innovation 10001009 Portfolio Manager Health & Com go7 100Training and Innovation Training and Innovation 10001014 Portfolio Manager Trades go7 100Training and Innovation Training and Innovation 10000705 Principal Lecturer lgapl 100Training and Innovation Training and Innovation 10000820 Principal Lecturer lgapl 100Training and Innovation Training and Innovation 10000918 Principal Lecturer lgaplfha 100

233.22 49

Head/Position Count 244FTE Count 233.22

Vacant @ 30 April 2011 49MOIR Reporting (excludes vacancies) 184.22

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8.3 How much of your reserves have been drawn down to fund the district allowance, and over what period?

Answer: For the period 1 January 2011 to 30 April 2011, approximately $414,027 of the College’s reserves has been put towards the estimated difference between what we are currently funded and what we should be funded. This has been based on a simple calculation of an across the board 50% increase between the old rates and the new rates. A more detailed analysis can be provided on request.

Old Rates New Rates % Increase

Karratha 3,953.00 9,839.00 Hedland 3,678.00 7,740.00 Newman 6,714.00 9,072.00 Tom Price 3,357.00 9,072.00 Total 17,702.00 35,723.00 50%

District Allowance paid to date ‐ Academic 384,096.00 Non‐Academic 451,419.00

835,515.00

Estimate Underfunded for period 1 Jan ‐ 30 Apr 201 414,027.00$

8.4 What activities or projects have been affected by the lack of funding for the district allowance?

Answer: None.

Hon Ljiljanna Ravlich MLC asked

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