BSBHRM614 Simulation Pack

BSBHRM614 Contribute to strategic workforce planning
Case Study
King Edward VII College has been operating for five years. The college is based in the Melbourne
CBD, with about 500 students enrolled. It offers a range of courses in management, marketing,
human resources and international business. Courses are offered at all levels from Certificate II to
Graduate Diploma. The college is very popular due to its competitive pricing structure, innovative
teaching methods and state of the art facilities.
Information relevant to complete Section 1 and 2 of the Project Portfolio

Due to its success, the college plans to establish two additional campuses, one in Brisbane and
one in Sydney. The Brisbane campus will commence operating in January 2022 and Sydney in
mid-2022. Campus locations are already in place, with the process being overseen mainly by the
CEO and the Finance Manager.
No staff have been employed as yet, but it is anticipated that each campus will require a
receptionist, a student services officer and 4 trainers. Existing staff at the Melbourne campus will
complete all other staff functions until such time as student numbers increase substantially. It is
anticipated that maximum student numbers will be up to 50 students at each of the new
campuses.
The College currently employs 24 staff members including the CEO, a Marketing Manager and
Marketing Assistant, Human Resources Manager, Finance Manager, Administration Manager,
Office Assistant, Receptionist, Academic Manager, Student Services Officer, and approximately 14
trainers.
Further details regarding the above staff, as well as the staff turnover statistics, are provided in the
Workforce Information document.
King Edward VII College understands the overall importance of strategic planning for human
resources and, given the company’s expansion plans, a Strategic workforce plan is now required.
The status of key areas of human resources is as follows:
 Equal employment opportunity and diversity: equal employment opportunity is implicit in

recruiting staff and in the workplace but there is no formal policy or strategy in place or
arrangements for flexible working arrangements.
 Human resources information systems: the current human resources system is basic. Staff

files are kept in a filing cabinet and payroll is managed through accounting software. There is
interest in migrating to an advanced HR information system as the business grows and has
multiple sites. Costs need to be identified.
 Induction is limited to a couple of hours at the beginning of an employee’s employment. There

is no follow up.
 Job analysis and design: no formal systems in place.
 Occupational health and safety: policies and procedures and processes are in place.
However, no formal training system or ongoing development systems are in place.
© 2021 Australasian International Academy

 Performance management: while performance management is indicated in the company’s

strategic plan, it is sporadic and depends on the manager. Clearer procedures and systems
need to be put in place and there also needs to be some attention to reward and recognition
schemes.
 Professional development: professional development onus is on the staff with no formal

systems in place. Any professional development undertaken by staff is not always recorded
although staff are supposed to complete a professional development register. An online
system for recording professional development and that is linked to the human resources
information system would be useful. There is no current budget for professional development
and an annual amount needs to be identified per staff member.
 Recruitment and selection: there are a desire to identify recruitment and selection strategies
that ensure the recruitment of quality staff.
 Staff retention and succession planning: no formal systems are in place.
Information relevant to complete Section 3 of the Project Portfolio (Survey)

Assume that the following objectives and actions have been included in the strategic workforce
plan.
Issues Action Outcomes Resources Timelines
Reduce staff Develop a strong Turnover Human End 2022

turnover orientation and reduced by at resources
induction least 10% in the
program that first year.
supports and
develops new
staff
Appoint mentors
to support new
staff
Building internal Identify Turnover Human End 2022

capacity through professional reduced by at resources
a strong learning development least 10% in the
program needs of each first year.
staff member
and implement a
Employee
formal program
satisfaction with
of professional
professional
development.
development
Increase Identify diverse Increase the Human End July 2023

diversity within media networks number of resources
the workforce where positions females in the

Issues Action Outcomes Resources Timelines
can be organisation by
advertised. 20%.

Explore options
for flexible
working
arrangements.

Information relevant to complete Section 3 of the Project Portfolio (Review report)

Workforce Information 30/6/2020
Employee M/F Position Age Country of Full-time Status Length of Salary Reports to
origin or Part- service
time
Simon Brimbank M CEO 52 Australia 1.0 Permanent 5 years $150,000 Board
John Sykes M Finance 60 Australia 1.0 Permanent 5 years $115,000 CEO
Manager
Abdi Hassan M Marketing 45 Somalia 1.0 Permanent 1 years $95,000 CEO
Manager
Sarah Smith F Human 57 UK 4 days a Permanent 1 years $90,000 CEO
Resources week
Manager
Ben Thornbury M Academic 59 Australia 1.0 Fixed 6 months $75,000 CEO
Manager Contract for
1 year
Jane Barrow F Administration 22 Australia 1.0 Permanent 4 years $40,000 HR

Officer Manager
Aisha Simons F Receptionist 30 Australia 1.0 Permanent 3 years $39,000 HR

Manager
Pierre Allard M Student 27 France 1.0 Permanent 2 years $45,000 Academic
© 2021 Australasian International Academy 4

time
Services Manager
Officer
Maria Blanc F Trainer - 52 Australia 20 hours a Contract 8 months $38 per Academic
Management week hour Manager
Dennis Miller M Trainer - 61 Australia 20 hours a Contract 8 months $38 per Academic
Marion Smiles F Trainer - 30 Australia 20 hours a Contract 1 year $38 per Academic
Amir Said M Trainer - 32 Australia 10 hours a Contract 6 months $32 per Academic
Joanne Fox F Trainer - 59 Australia 20 hours a Contract 2 years $38 per Academic
Anthony Bates M Trainer - 33 Australia 20 hours a Contract 6 months $38 per Academic
Marketing week hour Manager
Mark Schwarz M Trainer – 54 Australia 20 hours a Contract 4 months $38 per Academic
Jack Muller M Trainer - 29 Australia 10 hours a Contract 2 months $32 per Academic
Leonard Hass M Trainer – 40 Germany 20 hours a Contract 8 months $38 per Academic

time
Human week hour Manager

Resources
Bob Marr M Trainer – 41 Australia 20 hours a Contract 4 months $38 per Academic
International week hour Manager
Business
Samiya Jones F Trainer – 51 Australia 20 hours a Contract 8 months $38 per Academic
Business
Percent turnover of staff in calendar year 2020
Employment area 2017 2018 2019 2020
Academic staff including

50% 45% 60% 50%
trainers
Management 15% 0% 15% 15%
Administration 0% 25% 0% 0%

Workforce Information 30/6/2021
time
Simon Brimbank M CEO 52 Australia 1.0 Permanent 6 years $150,000 Board
John Sykes M Finance 60 Australia 1.0 Permanent 6 years $115,000 CEO
Manager
Abdi Hassan M Marketing 45 Somalia 1.0 Permanent 2 years $95,000 CEO
Manager
Sarah Smith F Human 57 UK 4 days a Permanent 2 years $90,000 CEO
Resources week
Manager
Mina Bradley F Human 31 India 1.0 Permanent 6 months $45,000 HR

Resources Manager
Officer
Ben Thornbury M Academic 59 Australia 1.0 Fixed 6 months $75,000 CEO
Manager Contract for
1 year
Jane Barrow F Administration 22 Australia 1.0 Permanent 5 years $40,000 HR

Officer Manager
Aisha Simons F Receptionist 30 Australia 1.0 Permanent 4 years $39,000 HR

Manager

time
Pierre Allard M Student 27 France 1.0 Permanent 3 years $45,000 Academic
Services Manager
Officer
Maria Blanc F Trainer - 52 Australia 20 hours a Contract 2 years $38 per Academic
Dennis Miller M Trainer - 61 Australia 20 hours a Contract 2 years $38 per Academic
Mark Simons F Trainer - 35 Australia 20 hours a Contract 6 months $38 per Academic
Amir Said M Trainer - 32 Australia 10 hours a Contract 6 months $32 per Academic
Joanne Fox F Trainer - 59 Australia 1.0 Full-time 2 years $60,000 Academic
Management Manager
Anthony Bates M Trainer - 33 Australia 20 hours a Contract 6 months $38 per Academic
Mark Schwarz M Trainer – 54 Australia 20 hours a Contract 4 months $38 per Academic
Jack Muller M Trainer - 29 Australia 10 hours a Contract 2 months $32 per Academic

time
Leonard Hass M Trainer – 40 German 20 hours a Contract 8 months $38 per Academic
Human week hour Manager
Resources
Bob Marr M Trainer – 41 Australia 20 hours a Contract 4 months $38 per Academic
Business
Samiya Jones F Trainer – 51 Australia 1.0 Full-time 8 months $60,000 Academic
International Manager
Business
Percent turnover of staff in calendar year 2021
Employment area 2017 2018 2019 2020 2021
Academic staff including

50% 45% 60% 50% 30%
trainers
Management 15% 0% 15% 15% 10%
Administration 0% 25% 0% 0% 0%

Focus Group questions and results
What do you like most about working for The people I work with and the people I work for.
this organisation?
The goal-oriented atmosphere and the drive of
the company to grow.
Seeing students achieve their goals.
The feeling that what I do on a day-to-day basis has
a direct impact on our company and its success.
That there is always something new and exciting in
the works; everyday there is an effort to make
things better for the company and the clients
What do you like least about working for Unstructured performance review.
this organisation?
Not enough training.
Not enough communication between staff and
management.
Not rewarded for my efforts.
Asked to do things above and beyond my job
description.
Not recognised for efforts.
Lack of flexibility in working hours.
What causes you the most stress or Disorganised processes, not consistent with
frustration at work? managerial decisions.
Too much work.
Not always clear what my role is.
Not having time to do my work.
Too much noise in the office to concentrate.
If you were the CEO of this organization, I would set clearer goals and rewards for my staff.
what would you do differently?
More staff participation in the meetings.
Lay out a vision, give clear expectations and job
descriptions to each person and "let go" so the
business runs in an efficient manner as possible.
Give timely and effective feedback.
Employ more women in senior positions to add
diversity to the organisation.
Introduce flexible working arrangements.
What is it about this I really connect with the vision of the company.

organization that causes you to give more

than what’s expected (or necessary to
I want to see the company succeed.
keep your job)?
I want to keep my job.
I want to be recognised.
What about this organization causes you My specific role within the company does not tap
to withhold an extra effort? into my full potential.
I feel I am unchallenged here and therefore I don't
feel that I am working as hard or trying as hard as I
could be.
Seeing a lack of effort from others.
Lack of flexibility in working arrangements.
What gets in the way of teamwork and/or People who do not make the effort to find out about
cooperation in this organization? the company and its services and procedures.
Procedures that are set up for very good
reasons, but not followed.
Managers that are not available when you really
need them because they are often in meetings.
Meetings are important, but so is supporting your
team in every way that you can.
There is an “us versus them” mentality
between trainers and head office staff.
What could be done to improve teamwork People need to be trained properly and by a
and cooperation? manager, so that they can learn the proper
procedures and be encouraged to take notes for
future reference. This will also allow the manager to
see the employees’ progress (or lack thereof).
The three-month probation period to
determine whether or not the person will fit in with
the team and be able to grow with the company.
The three-month probation is not being used.
Better communication and cooperation throughout
the whole company.
Better communication.

Exit interview results
Main reason for leaving: Better job opportunity – more pay, no

requirement to work after 6 pm
Better job opportunity – higher pay
Bigger organisation, more opportunity for
promotion
What might have prevented you from leaving: Pay increase, not having to teach in the
evenings
Pay increase
Flexible working arrangements
What is your overall assessment of the job you Enjoyed my time with King Edward most of the
are leaving? time and liked working with diverse students
Glad to leave, pay just too low
Reasonable job but I needed more
opportunities and more flexibility
How would you rate your manager? Not great, not enough direction
Okay
Didn’t give enough guidance about job role
How well were your training and development No opportunities, expected to sort it out
needs met? yourself on the whole
Some info at the staff meetings was good but
not enough
Not at all
What improvements could be made in our Increase pay for academic staff because then
organisation: you’ll get better staff
Implement strategies so that employees more
likely to stay with company
Increase pay

Information relevant to complete Section 3 of the Project Portfolio

(Evaluation report)
Performance indicators relating to the implementation of work-life balance policies are indicated in
the Strategic workforce plan as follows:
 High staff satisfaction with working from home arrangements.
 Technology is in place to facilitate working from home arrangements.
Key lessons learnt from implementation of the initiative are:
 The implementation of the work-from-home team has been very positive. This can be
attributed to the fact that the initiative was very well researched, and project managed; and
problems that could have become issues were identified and managed as part of the trial.
 Having the right operational technology is important. There are some technology limitations:
due to the bandwidth required for the phone and network connection the work-from-home
team are unable to utilise tools such as web cams to facilitate meetings.
 Need for clarity with family members about the time and place of work-from-home.
 Need for internal policy considerations to address issues such as, when an employee
relocates residence, or an employee is selected/applies for a work-from-home position and the
college is not able to provide a connection due to connection limitations.

King Edward VII College
Health and Safety Policy and Procedures
Purpose
This policy applies to all workers at King Edward VII College. To outline the necessary steps taken
to ensure the continued safety of the work environment for all students, staff and others
participating in any activities within the premises or under the employment of King Edward VII
College.
All employees as well as King Edward VII College are responsible for ensuring a healthy and safe
workplace.
Definitions
A hazard is any potentially dangerous situation within the work environment.
Incident means an event or circumstance that leads – or could have lead - to unintended or
unnecessary harm during a person’s participation in work with King Edward VII College.
An injury is any incident that causes harm to a person during their participation in work activities
with King Edward VII College.
WHS communication and consultation means sharing information, giving workers a reasonable
opportunity to express views, and taking those views into account before making decisions on
health and safety matters.
Overview
King Edward VII College recognises the importance of providing a safe and healthy environment
for staff, contractors and visitors during their participation in work.
King Edward VII College aspires for excellence in workplace health and safety and is committed to
providing an environment which is free from risks and conducive to the productivity and efficiency
needs of its staff and others.
Policy
1 Compliance with legislation

1.1 King Edward VII College meets the requirements of the Work Health and Safety Act 2011
and complies with all other relevant legislation, regulations, codes of practice, advisory
and best practice standards as well as organisational policies and procedures.

2 Organisational responsibility and commitment

2.1 King Edward VII College is committed to:
 Providing a safe and healthy environment for all staff and others during their
participation in activities with King Edward VII College
 Implementing effective risk management systems that are relevant and suitable for
the organisation’s scope of business; promote workplace health and safety at all
times; and continuously improve performance in relation to health and safety.
 Encouraging active participation, cooperation and consultation with all staff and
others in the promotion and development of measures to improve health and safety.
 Actively responding to, recording and investigating all incidents.
 Maintaining relevant policies, procedures, training, codes of conduct and systems to

support and communicate effective health and safety practices throughout the
organisation.
 Routinely conducting checks of the work environment to assess risks, identify

hazards and identify areas for improvement.
 Taking immediate response to reduce the risk of identified workplace hazards.
 Providing appropriate induction, training, information and updates to staff on a regular

basis about workplace health and safety.
3 Staff responsibility
3.1 All staff including managers have a responsibility to work safely; take all reasonable care
for their own health and safety; and always consider the health and safety of others who
may be affected by their actions.
3.2 When staff are undertaking work from home or at an off-site location, the staff member is
responsible for ensuring the environment they enter into is free from risk and occupational
health and safety hazards.
4 Reporting
4.1 All staff, and others are required to report any identified workplace hazards and
associated risks as soon as they become aware of them.
4.2 All staff, and others are required to report any incident that causes harm to a person
during their participation in work and/or training activities with King Edward VII College.
5 Records
5.1 Appropriate records of the organisation’s risk management strategy, workplace hazards
and workplace injuries will be accurately maintained at all times.

Procedures
1 Workplace health and safety inspections
Steps Responsibility
1.1  Annual workplace inspections. Operations

Manager
 An annual worksite inspection will be conducted using the
Workplace Health & Safety Checklist.
1.2 Control hazards All staff

All hazards identified through any of the above inspections must be
reported to the Operations Manager using the Workplace Hazard
Report.
Appropriate actions must be taken to control any hazards
identified.
Hazards and control mechanisms are to be recorded in the central
Safety and Hazard Register for all identified hazards.
Risk ratings are to be added to the Risk Management Plan.
2 Identify and control hazards
2.1 Identify and control hazards. All staff
 All staff have a responsibility to respond to hazards and

perceived risks to health and safety.
Operations
 Any staff member who identifies a potential or actual workplace Manager
hazard must report it immediately to the Operations Manager
using the Workplace Hazard Report.
 The Operations Manager will take appropriate actions to

control the identified hazards in accordance with the Health
and Safety Policy.
 The Operations Manager will complete the Hazard Register for

all identified hazards.
 Hazards and their control mechanisms are to be recorded in

the Workplace Injury Register.
 Any risk ratings are to be added to the Risk Management

Plan.

3 Workplace incidents
3.1 Workplace incidents All staff
 If an incident occurs in the workplace any persons attending to

the incident or witness to the incident are to fill in a Workplace
Operations
Incident Form.
Manager
 Where the incident involves an injury, the first person in
attendance to a workplace injury should contact the First Aid
Officer or emergency services in the case of a serious injury.
 Workplace Injury Forms are to be provided to the Operations

Manager who will use the records to gather accounts of the
incident and use them as the basis of an investigation into the
incident, if required.
 All serious injuries will be reported to Worksafe.

Strategic workforce plan
Introduction
Provide an introduction to the strategic plan.
Priorities
List priorities.
Operational Priorities Plan

Indicate purpose of the operational priorities plan.

Recruitment, selection and induction

Objective: To ensure the recruitment and retentions of first-class employees.
Actions Responsibility Budget Performance Target date

implications Indicators

Workforce development
Objective: To drive individual and team performance.

Supporting and valuing the workforce

Objective: Develop and implement more effective performance management for staff.


Workforce Skilling
Objectives:
 Develop and implement more effective performance management for staff
 Expand employee development

Human Resource Information Management

Objectives:
 Develop and implement more effective performance management for staff
 Expand employee development


Overview of costs and benefits of human resources services indicated in

operational priorities plan
List and total projected costs.

Workforce Briefing Report
Introduction
Provide an overview of King Edward VII College’s human resource requirements for the next three
years. This should include the College’s overall human resource strategic direction, objectives and
targets.
Emerging trends and practices

Provide a review and analysis of emerging trends and practices that may impact on human
resources management in King Edward VII College, and strategies to address these. This should
also include a review of any new technology relevant to King Edward VII College and all of its
departments and staff and impacts on job roles and design.
Changes to industrial and legal requirements

A review of any recent and potential changes to industrial and legal requirements that will impact
on the King Edward VII College workforce.
Staffing
Provide a review of the number and type of staff that will be needed to meet the company’s
strategic direction, skill requirements for new and existing staff, and options for sourcing required
staff. Consider and review the range of options for sourcing staff and discuss the costs and
benefits of each approach. Include a discussion of at least three options.
Philosophies and values

Discuss the philosophies and values that underpin or should King Edward VII College’s human
resources management, as well as the policies and procedures that are required to ensure this.
Review the scenario information to identify gaps in existing policies, procedures and systems.
Recommended human resources strategic directions

Recommended human resources strategic directions based on scenario information, research
conducted and review of Strategic Plan. As a minimum, the Strategic workforce plan should
include three priority areas and objectives and targets.
Technology and systems

Outline the technology and systems required to support the recommended human resource
programs and practices documented in the Strategic workforce plan. Include new technology and
how it will impact on the job role and design.

Risk Management Plan
Risk Likelihood of Impact of risk Priority of risk Preventative
description risk Action and/or
Contingency
Plan

Work/life balance report
Introduction
State purpose of report.
Work-Life Balance Strategies

List and discuss a range of possible strategies. A minimum of five should be discussed
in approximately a paragraph each.

Work-Life Balance Strategies Recommendations

Discuss recommended options and rationale for such.

Actions to achieve recommendations

Refer to action plan to achieve recommended options.
Strategies Actions Priority Time Frames Responsibility Performance

Indicators
(what) (how) (L/M/H) (when) (who)
(measurement)

Strategic & Operational Plan
2021 – 2023

Executive Summary
King Edward VII College is a Registered Training Organisation (RTO) that provides
training to students in business and management.
Our principal purpose is to provide high quality training services to satisfy students’ needs.
Our training is nationally recognised and accredited to meet vocational and educational
standards. Courses are designed by highly qualified staff with extensive industry and training
experience to achieve teaching and learning excellence, flexibility and personal satisfaction.
We draw on our established relationships with industry and other stakeholders to ensure that our
courses are appropriate to the demands of our clients and consistently meet their expectations.
Quality is maintained in compliance with the national VET Quality Framework and through our
continuous improvement system.
A key objective is to develop the required knowledge and skills for clients to be job ready and
competently undertake their chosen role in a wide range of business areas.
Mission
King Edward VII College provides high quality industry training that engenders participation and
achievement.
Strategic Objectives
1. To be a leader in vocational education and training
2. To establish and maintain high quality infrastructure supporting clients and staff
3. To be well led, high performing, profitable and accountable
4. To develop our people and resources
Values
The core values underpinning our activities are:
 Sustain excellence in training and assessment
 Promote innovation across all of our business operations
 Be a collaborative and caring community
 Embrace difference and diversity
 Demonstrate integrity and equality of opportunity in all activities
 Operate with openness and accountability
Target market for services

King Edward VII College has two broad segments to its target market, consisting of people wishing
to gain entry to the industry, as well as people already working in business and management who
want to formalise or develop their skills.

Building effective leadership and management skills of managers has been identified as particularly
important.
This has informed King Edward VII choice of delivery.
We also intend to capitalise on market needs for delivery of blended (classroom and online), as
well as on-line courses.
There are many training providers in our sector and King Edward VII seeks to offer a point of
difference through our competitive pricing structure, innovative teaching methods and state of the
art facilities.
Situation Analysis
Strengths Weaknesses
 Price, value and quality  Focus on business and management

courses only
 Clear understanding of
student requirements  Substantial investment in Sydney and
Brisbane meaning large financial outlay
 Delivery mode suitable for client
requirements  Ageing workforce for senior management
positions
 High quality learning and assessment
materials  High staff turnover of trainers
 Committed to quality ethical practice  Difficulty in finding skilled trainers and

assessors
 Ability to adapt to changing market
conditions  Lack of leadership and management skills
of existing workforce
 Effective and practical policies and
procedures  Lack of diversity in workforce
 Competitive pricing  Human resources policies still in their

infancy, for example, recruitment process
 Friendly organisational culture
not making full use of technology
 Level of available finance for investment advances e.g. social media, no formal
performance management system in
place, no employer branding/employer of
choice initiatives
Opportunities Threats
 Potential for offshore delivery  Changes in Industry legislation

affecting students
 Target market experiencing growth
 Possible adverse effects of
 To target other States and Territories
government policy changes
 Current portfolio of courses popular in
 High level of competition from other
target markets
training providers in relation to target
market plus competition for staff

 Potential to apply for Government  Instances of other RTO’s bad practice

funding creating poor perception of training
providers to clients
 Predicted uncertainties in the world

economy impacting level of demand for
training
 Low price courses offered by competitors
 Failing to satisfy clients’ demands
 Unskilled trainers
 Ageing workforce
Operational Priorities
The following table identifies the operational priorities we plan to achieve in pursuit of our strategic
objectives.
Date Priorities Key performance indicators
June 21 Improve web site information 10% increase in students by

to attract more students June 2021
Improve market share by 5%
July 21 Conduct annual internal Audit conducted and

audit continuous improvement
identified
September 21 Develop and implement Workforce plan developed

workforce plan and staff informed of key
strategies.
Oct 21 Develop and implement a All staff trained in cultural

cultural sensitivity and awareness
awareness program for staff
November 21 Implement staff performance Staff advised of new system

management review system and performance reviews
conducted across the
organisation.
Dec 21 Identify suitable location for Location identified and lease

Sydney campus taken out

Date Priorities Key performance indicators
2022
Jan 22 Provide information sessions Identify at least 50 potential

showcasing the College sign ups
(Melbourne and Sydney)
Sydney campus ready for
Fit out Sydney campus ready operation
for student admissions in
February
Interview staff for
commencement in February
March 22 Develop an on-line learning All courses offered on-line by

platform for all courses end 2023
Increase student numbers by
12%
April 22 Identify suitable location for Location identified and lease

Brisbane campus taken out
May 22 Fit out Brisbane campus Brisbane campus ready for
ready for student admission in operation
June
Interview staff for
commencement in June

identified
November 22 Staff performance reviews All staff performance reviews

conducted
2023
Feb 23 Undertake scoping study for Scoping study completed by

possible offshore campus June 17 and decision made
as to whether to proceed

identified
Nov 23 Staff performance reviews All staff performance reviews

conducted


Marketing Strategies
Students make their RTO selection decisions based on the reputation of the organisation, quality of
courses, pricing, employment options and personal recommendations, amongst other factors.
Our strong vocational emphasis and continual industry consultation will ensure our courses are
appropriate to develop the skills and knowledge currently demanded by employers and students.
Our market decisions are based on extensive and continuous market research, targeting market
segments and clients within industry. We collect our data from a variety of sources, including
current and potential clients, VET and business sectors, competitors, media and government along
with many others.
Market share development

We plan to increase our market share by:
 Establishing two new campuses
 Offering on-line blended learning
 Providing face to face information sessions
 Improving our web site
 Continually improving the quality of service given to clients pre-enrolment, during course

delivery and through the provision of support services while remaining price competitive
 Focusing on the provision of courses required by industry
 maintaining effective communication channels with all stakeholders to ascertain industry

requirements and then develop products and manage services accordingly
 Continually improving communication channels with all our stakeholders, ensuring a flow of
timely and accurate information to facilitate effective planning and decision making
 Consistently satisfying individual client needs and demands at the same time as developing
the knowledge and skills required by industry
 Targeting identified growth markets with planned, market appropriate campaigns, employing a

variety of promotional strategies and advertising media
 Offering attractive fee structures
 Continually improving the skills, knowledge and effectiveness of King Edward VII

College management and staff through our commitment to training and development
 Regularly reviewing the effectiveness of all our operations and making improvements when
and where necessary
Risk Management
The following section identifies the associated risks in pursuit of our strategic objectives and how
we will deal with them.

Strategic Objectives
1. To be a leader in vocational education and training
2. To establish and maintain high quality infrastructure supporting clients and staff
3. To be well led, high performing, profitable and accountable
4. To develop our people and resources
Risk Australian government changing policy in relation to industry
 Accepting policy change will be a constant factor to manage
 An understanding of this should be instilled in all staff
 Develop ability to foresee and react quickly to change
 Maintain effective communication channels with stakeholders
 Diversification of source markets
 Develop product range
Related to Strategic Objectives: All

Responsibility: CEO & Administration Manager
Risk Significant drop in cash flow
 Identify operating costs as per future plans and past performance
 Identify available finance
 Efficient invoicing and debt recovery
 Accurate income projections
 Close monitoring of expenditure
 Arrange overdraft facilities
 Scenario planning


Risk Failure to recruit planned number of clients
 High quality delivery of all services
 Swift reaction to feedback
 Skilled, motivated staff
 Attractive fee structures
 Effective market research
 Allocate finance for each market
 Monitor performance
 Take early corrective action if not meeting targets or expectations
 Maintaining effective relationships with clients
 Maintaining effective communication channels with all stakeholders
Related to Strategic Objectives: 1, 2, 3

Responsibility: CEO
Risk The world recession and the domino effect
 Diversification of source markets
 Target markets with strong growth forecasted
 Monitor the economic trends
 Regularly review performance in line with anticipated market conditions
 Develop culture of accepting continual change
 React quickly to change
Related to Strategic Objectives: 1, 3

Responsibility: CEO

Risk Over committing resources
 Balance activities with the amount of finance available for investment
 Financial planning
 Monitoring of cash flow
 Review invoicing and debt recovery system
 Swift response to identified issues
 Accessing financial advice
Related to Strategic Objectives: 1, 3


Risk Adverse changes in market conditions
 Effective communication channels
 Continuous market research
 Monitor new markets and overall recruitments trends for all market segments
 Develop working knowledge of potential markets
 Networking

Responsibility: CEO
Risk Changes to relevant legislation
 Emphasis on professional, ethical practices with all stakeholders
 Staff training
 Leading by example
 Policy implementation and monitoring
 Effective communication channels with all stakeholders
 Ability to manage change
 Managing available finance for re-investment

Risk Shortage of, and difficulty in recruiting, appropriate qualified, skilled trainers and
assessors and other key staff
 Development of workforce plan
 Offer attractive salary packages, including full-time contracts to trainers and assessors
 Development of further HR policies and procedures
 Provide opportunities for career progression
 Develop stimulating and enjoyable working environments
 Commitment to training and development
 Commitment to professional development
 Succession planning to deal with ageing workforce
Related to Strategic Objectives: 1 & 4

Responsibility: CEO
Risk Failure to meet and manage client’s expectations
 Accurate and timely communication with potential and current clients
 Management of recruitment activities
 Continuous improvement system
 Regularly review learning and teaching approaches, resources, structure and systems
 Client management policies in academic and support services
 Industry liaison
 Reviewing effectiveness of communication channels with clients
 Employing a continuous improvement approach to all operations
 Continuous market research and action
 Systematic feedback on management performance and personal reflection


Risk Failure to comply with legislation
 Consistently implement compliant policies and procedures
 Continuous improvement system
 Commitment to training and development
 Systematic review of policies and procedures
 Regular reviews of all operations


Risk Competitors undercutting prices
 Maintain competitive pricing policy
 Monitor competitors’ prices and quality
 Regularly review financial management models and processes
 Continue focusing on quality
 Continue strategy of quality brand promotion

Responsibility: CEO
Risk Failure to control expenditure
 Effective financial planning and review
 Co-ordination of activities
 Systematic review of practice
 Financial management and control systems
 Facilities management
 Implementation of efficient processes
 Efficient procurement of products and services
 Cost comparisons prior to purchasing

Risk Only providing business and management courses
 Weighing the relative advantages of diversification and specialisation
 Monitor recruitment trends in the market
 Forecasting
 Match new and planned courses to market demand
 Cost benefit analysis
 Developing reputation for being a specialist in business and management courses
 Developing market share for delivery of business and management courses
Related to Strategic Objectives: 1

Responsibility: CEO
Risk Ineffective planning
 Experienced management team
 Continuous market research
 Planning system
 Organisation structure and systems
 Regular review of structure, systems and procedures
 External liaison
 Maintaining effective communication channels with all stakeholder

Risk Non-payment of course fees
 Effective recruitment policies
 Review of recruitment policies and market segments
 Efficient invoicing
 Attractive payment structures

 Payment plans
 Cash flow management
 Timing of collecting fees
Related to Strategic Objectives: 4

Risk Rate of growth in client numbers
 Systematic review of systems and practice
 Buying in knowledge and skills
 Sourcing reliable market information
 Strategic and operational planning
 Review and, if indicated, amend management structure
 Develop policies and procedures
 Regular reviews of capacity and operation of all functional and curriculum areas
 Good communication channels with stakeholders
 Recruitment policy
 Finance available for expansion

Risk Unethical or unprofessional practices of staff (when employed)
 Staff selection processes
 Staff monitoring systems
 Previous experience of managing staff
 Swift reaction to feedback
 Termination of agreements
 Maintain currency of market recruitment trends
 Maintain relationships with HR organisations

Risk Small staff team
 Identify and source potential casual staff to call on in times of sickness and holidays
 Planning for holidays and leave
 Maintain relationships with HR organisations
 Offer incentivised pay structure for casual staff


Workforce Development
Over the duration of this plan, it is projected that student enrolments will increase at least 10% per
annum. It is anticipated that the increase in enrolments will be accommodated by employing extra
human resources. Appropriately qualified and experienced training and assessment as well as
support and administration staff will be appointed.
Enrolments will be monitored on an ongoing basis and a formal review of this plan will be
undertaken every six months. During review the management will decide if the levels of human
resources are appropriate for the level of enrolments.
Trainers and assessors as well as administrative and support staff will be employed part time on
casual contracts initially. However, as it has been difficult to find appropriately skilled trainers
and assessors, it is hoped to offer at least two full-time contracts in the near future.
Lack of skilled trainers and assessors is a key issue. Key skills required are high level knowledge
and skills in adult learning and the design and development of assessment tools.
The following criteria will be employed as a guide for deciding the level of human resources
compared to enrolments. These projections are a guide only and may be adjusted through time.
Enrolments per month Number of training and Number of administration

assessment staff (FTE) and support staff (FTE)
1-50 1 0.5
51-100 1.5 1
101-150 2 1.25
151-200 2.5 1.5

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BSBHRM614 Contribute to strategic workforce planning

Information relevant to complete Section 1 and 2 of the Project Portfolio

 Equal employment opportunity and diversity: equal employment opportunity is implicit in

 Human resources information systems: the current human resources system is basic. Staff

 Induction is limited to a couple of hours at the beginning of an employee’s employment. There

 Job analysis and design: no formal systems in place.

© 2021 Australasian International Academy

 Performance management: while performance management is indicated in the company’s

 Professional development: professional development onus is on the staff with no formal

 Staff retention and succession planning: no formal systems are in place.

Information relevant to complete Section 3 of the Project Portfolio (Survey)

Issues Action Outcomes Resources Timelines

Reduce staff Develop a strong Turnover Human End 2022

Building internal Identify Turnover Human End 2022

Increase Identify diverse Increase the Human End July 2023

© 2021 Australasian International Academy

Issues Action Outcomes Resources Timelines

© 2021 Australasian International Academy

Information relevant to complete Section 3 of the Project Portfolio (Review report)

Simon Brimbank M CEO 52 Australia 1.0 Permanent 5 years $150,000 Board

Jane Barrow F Administration 22 Australia 1.0 Permanent 4 years $40,000 HR

Aisha Simons F Receptionist 30 Australia 1.0 Permanent 3 years $39,000 HR

© 2021 Australasian International Academy 4

© 2021 Australasian International Academy 5

Human week hour Manager

Percent turnover of staff in calendar year 2020

Employment area 2017 2018 2019 2020

Academic staff including

Management 15% 0% 15% 15%

Administration 0% 25% 0% 0%

© 2021 Australasian International Academy 6

Workforce Information 30/6/2021

Simon Brimbank M CEO 52 Australia 1.0 Permanent 6 years $150,000 Board

Mina Bradley F Human 31 India 1.0 Permanent 6 months $45,000 HR

Jane Barrow F Administration 22 Australia 1.0 Permanent 5 years $40,000 HR

Aisha Simons F Receptionist 30 Australia 1.0 Permanent 4 years $39,000 HR

© 2021 Australasian International Academy 7

© 2021 Australasian International Academy 8

Percent turnover of staff in calendar year 2021

Employment area 2017 2018 2019 2020 2021

Academic staff including

Management 15% 0% 15% 15% 10%

Administration 0% 25% 0% 0% 0%

© 2021 Australasian International Academy 9

Focus Group questions and results

© 2021 Australasian International Academy

organization that causes you to give more

© 2021 Australasian International Academy

Exit interview results

Main reason for leaving: Better job opportunity – more pay, no

© 2021 Australasian International Academy

Information relevant to complete Section 3 of the Project Portfolio

 High staff satisfaction with working from home arrangements.

 Technology is in place to facilitate working from home arrangements.

Key lessons learnt from implementation of the initiative are:

© 2021 Australasian International Academy

King Edward VII College

Health and Safety Policy and Procedures

1 Compliance with legislation

© 2021 Australasian International Academy