Topic 1: Infrastructure Skills Legacy Program

• Headcount and labour hours performed on and off site by people within each target group:
  •  Apprentices
  • Learning workers
  • People employed aged under 25
  • Women in trades
  • Women in non-traditional roles
  • Indigenous people
  • Workers who live in the local region and are employed and being trained on the project

• Labour hours not linked to project delivery

• Travel to and from site

• Timesheets and payroll records

• Site attendance registers or sign in/out records

• Personal details – worker name, age, residential post code, gender, Indigenous status, identify as having a disability

• Work information – employer, job title, Dates worked on site, start and finish times, apprentice/traineeship (yes/ no), type of apprenticeship/traineeship

• Onsite and offsite training hours completed by learning workers

• Training hours not linked or relative to project delivery

• Completion certificate

• Training attendance registers

• Course outline

• Personal details – worker name, age, residential post code, gender, Indigenous status, identify as having a disability
• Work information – employer, job title, Dates worked on site, start and finish times
• Dates of training
• Start and finish times of training
• Training undertaken – current learning worker, type of training, training provider

• Contract breach penalties – defined by contract but may include withholding security or retention and damages
• Damage to reputational with both clients and community
• Jeopardise ability to win future contracts off previous performance
• Can trigger audits that can result in loss of time and could identify contract breaches

• Contract breach penalties – defined by contract but may include withholding security or retention and damages
• Damage to reputational with both clients and community
• Jeopardise ability to win future contracts off previous performance

During the tender stage we need to demonstrate our capability and track record to secure the job. We review all documentation for references to the Infrastructure Skills Legacy Program and identify how the head contractor expects us to contribute to the head count, labour hours and training targets. Where targets are not achievable, we highlight these clearly and propose alternative ways we can add value.

1. Check if the Program forms part of the tender documentation

• A key indicator is if the developer is a NSW government department (eg. NSW Education, NSW Health, Department of Planning, Housing and Infrastructure etc)
• Search (Ctrl F) the tender documents for key words such as ISLP, apprentice, learner, women in trades 

2. Can we meet the contractual clauses asking us to contribute to the targets?

• Liaise with the delivery team to assess our capability to deliver the required outcomes
• Identify risks and opportunities associated with contributing to these requirements using the Capability Assessment Template

NOTE: Keller avoids committing to apprentice and trainee targets in our contracts. Engineering and civil construction don’t have formal apprenticeship qualifications, so our scope of works falls outside this framework, and targets are not achievable. Instead, Keller invests in cadetships, delivering practical pathways into the industry, without over committing.

3. Showcase our previous performance for Aboriginal employment and procurement, female employment, apprentices and learning workers

• Submit the Past Performance Template with the tender submission

4. Provide a written statement of how you will contribute the head contractor’s employment and training hours

• Complete the Social Procurement Commitments Template with project‑specific opportunities or Aboriginal employment and procurement, female employment, apprentices and learning workers
• Flag any targets we cannot achieve and highlight any additional value we can provide. The Social Procurement Commitments Template has prompts to help identify risks and opportunities
• Submit the completed Social Procurement Commitments Template with the tender submission
• In some instances, the tender may require commitments to be written directly into Response Schedules. If this is the case, use the Social Procurement Commitments Template as guidance when drafting responses

5. Liaise with the head contractor throughout the tender phase to ensure clear understanding of requirements

• Document any exclusions or negotiated amendments to the ISLP requirements

The contract stage is where tender commitments are formalised. It ensures that negotiated requirements are accurately captured, achievable obligations are confirmed, and any agreed value‑adds are included before project delivery begins.

1. Liaise with Tender team to ensure the contract reflects what was agreed during the tender phase

• If not, request for the contract to be updated to reflect what was negotiated during the tender
• Ensure any requirements we cannot achieve are not in the contract
• We recommend removing contract clauses  committing to apprentice and trainee hours in our contracts. You can supplement this by offering to do additional upskilling hours. Refer to the Social Procurement Planning Guide for assistance in providing additional value.

2. Liaise with Project Delivery team to ensure those commitments can still be met and ensure any ways we can add value are in the contract

3. Document any exclusions or negotiated amendments

The planning stage ensures that the contractual targets are embedded into project delivery from the outset. It sets clear responsibilities, establishes processes for compliance, and prepares the team to collect and report accurate data throughout the project lifecycle.

1. Nominate a project lead. This person will be responsible for:

• Conducting a handover with the Contract Negotiation team to understand the targets
• Ensuring the contractual targets are met throughout the project
• Reporting project outcomes to the head contractor in monthly progress claims

2. Write a project plan to ensure smooth compliance throughout project delivery and clarify roles and responsibilities

• Complete the Project Plan Template outlining the Aboriginal employment and procurement, female employment, apprentices and learning workers, actions required to meet those targets, and reporting methodology
• Use the Social Procurement Planning Guide to identify sourcing to mee the requirements
• The Project Plan is an internal working document used to assist the project team in delivering a compliant project. It is not shared with the head contractor or developer

3. Set up data collection folders and templates

• Use the Folder Structure Guide to implement the data collection process in preparation for the project delivery stage

4. Train the project team on the Policy and its requirements

• Give project staff access to this training module

The delivery stage is where plans are put into action. It focuses on meeting the targets, collecting accurate evidence and reporting progress. Strong delivery ensures compliance with the ISLP and demonstrates tangible outcomes.

1. Follow the Project Plan

• The project lead is responsible for ensuring the project team follows the Plan
• Deliver employment, training and procurement commitments as outlined in the Plan

2. Collect evidence

• Record head count, labour hours, procurement spend and training outcomes achieved using the Training Tracker and Social Procurement Tracker
• Include subcontractor contributions

3. Report progress

• Submit the Monthly Progress Report Template to the head contractor

The close out stage captures the results of the project and ensures lessons are carried forward. It focuses on reporting achievements, documenting training, workforce participation and procurement outcomes, and refining processes so future projects can build on what has been learned.

1. Provide the head contractor with a final report to showcase project outcomes

• Use the Project Completion Report Template to summarise compliance with targets

2. Draft a case study for use in future tenders

• Refer to the Case Study Template to highlight key achievements and demonstrate capability in meeting employment, procurement and training targets

3. Document achievements and lessons learned

• Use the Project Reflection Template to record successes, challenges and areas for improvement

4. Reflect and adjust

• Apply insights gained to strengthen workforce participation, social procurement and training strategies in upcoming projects
• Adjust any templates or processes to improve efficiencies on future projects