Page | 0

Toolkit 3 - Supporting mentoring, training and effective supervision of

apprentices

Attachment 4

Page | 1

The strategies/tools will provide guidance on how employers might identify people suited to the

role— and ways to offer support and manage their development process so that they eventually can

become effective Supervisors.

Below are four guides/strategies that have been developed to ensure supervisors are in a key

position to maximise the success of training their apprentices.

1. Guidelines for identifying a good supervisor

2. Monitoring Supervision – a Guide for Supervisors

3. Identifying Supervisor Training

4. Understanding what it means for the Apprentice to be competent

Page | 2

Guidelines for identifying a Good Supervisor

Workplace supervisors will typically be full-time employees/tradespeople who will assume the role

of dedicated workplace mentors/coaches. In selecting a supervisor, an employer needs to consider –

their relevant industry experience; their level of technical knowledge and if they are developing

management techniques and displaying leadership qualities.

The following checklist outlines the workplace attributes and personal attributes supervisors should

be demonstrating. It can be used by employers to identify any additional skills/knowledge needed

by supervisors to motivate apprentices, teach them about the work, develop their skills, provide

them with feedback and recognise their achievements.

Workplace Attributes

Y/N

Some existing level of respect from peers/others

Interacts well with peers, managers, new employees

Likes to be consulted on matters which affect work

Capable of doing a job involving task variety

Social Interaction is Important

Demands Interesting Work

Has control over work pace

Works well when job is not clearly defined

Can organise work sequences and methods

Able to take responsibility and show initiative

Has high level of skill and knowledge

Decisions arrived at through group discussions involving employees

Job methods left to group and individuals doing the job

Non-financial motivators important i.e. Challenging work

Ensures Access by all to relevant information

Allows problem solving

Sets and Monitors Targets

Delegation of authority/responsibility to those doing the job regardless of status/title

Understand your own work style preferences

Recognize and work comfortably with their own and others’ work style preferences

Be aware of their values. Recognize other people's different values and work well with them

Understand their role in the larger environment

Page | 3

Personal Attributes

Y/N

Listening with empathy

Sharing experience and learning

Being a sounding board

Challenging ideas and assumptions

Insight through reflection

Time management

Negotiation

Planning

Active listening

Questioning

Reflecting

Feedback

Enabling

Role model

Analysis

Goal setting

Page | 4

Monitoring Supervision – a Guide for Supervisors as to the duties they are expected to complete

All supervisors will have their own work duties in addition to their supervisory responsibilities.

Successful supervisors need to be able to balance their supervisory and other work responsibilities.

The following checklist can be used to monitor workplace supervisors in their efforts to;

Supervise and direct apprentices Induct apprentices within business policy and guidelines Monitor and coach apprentices Monitor, assess and adjust work levels for safety and cost effectiveness, ensuring adequate

customer service levels are maintained at all times Roster apprentices taking into account work demands, leave requests, sickness and illness

It outlines the capabilities needed to provide supervision and on the job training to apprentices in the

key areas of

Managing Apprentices

Managing the Work

Managing Apprentices

Clear communication

Do supervisors take time to think about the instructions they give. Do they write down their

instructions or break the job into steps if necessary. Do they give clear instructions that -

assumes no prior knowledge

explains why the job is done this way

uses clear and simple language

identifies risks and includes safe work practices in their instructions

asks the apprentice to re-state the instructions back to check their understanding

make sure there are no distractions.

Demonstration

Do supervisors take time to show their apprentice how to do things the correct way? Do they use observation as a quick and effective way to learn, as it allows them to - show their apprentice correct procedures and sequences explain why the task is done that way use correct work practices.

Page | 5

Practice

Do supervisors allow time for the apprentice to practice new skills? Do they expect mistakes? Do they point their apprentice in the right direction? While an apprentice is practicing are they patient ask questions to encourage the apprentice to think about the task, give praise when it is due suggest ways to improve

Asking questions

Do supervisors - check for understanding obtain information and feedback,

ask questions frequently about the apprentices’ work to gauge their knowledge and

understanding of their role.

Conducting Performance Management

Do supervisors – Understand their role and function in performance management. Know the cycle of performance management. Write effective goals. Coach apprentices and provide feedback for performance improvement. Recognize apprentices contributions

Work towards Conflict Resolution

Do supervisors – Encourage effective teamwork. Understand basic methods of resolving conflicts within the workplace. De-escalate situations before they become crises. Help resolve conflicts. Gather appropriate input and/or participation from people involved in a conflict. Makes decisions as needed to resolve the conflict

Managing Inappropriate Behavior

Do supervisors –

Know the standards and expectations of appropriate workplace behavior.

Identify inappropriate behavior in the workplace.

Consistently and fairly address inappropriate behavior and seek help when needed

Page | 6

Managing the Work of Apprentices

Resource Management Do supervisors –

Make the most of their available resources.

Organise and prioritise resources to meet changing work demands of an apprentice

Organise their own work and time to be able to meet needs of the apprentice and the business

Goal Setting Do supervisors –

Educate apprentices about how their roles serve the business

Develop relevant goals, including goals that guide where apprentices are heading and enable

them to develop a clear picture of what they want to achieve; goals that motivate apprentices

and give them something to aim for; goals that reinforce accomplishment and develop feelings

of success

Develop work plans that meet desired goals.

Establish measures of performance as appropriate.

Delegation and Coordination

Do supervisors –

Know their apprentices' job descriptions and understand the basics processes of their work.

Effectively delegate work to apprentices

Monitor and evaluate the apprentices’ successful completion of a work task

Work collaboratively with the apprentice to analyse and improve work processes

Management Practices Do supervisors take steps to ensure apprentices are focused and motivated – i.e. Rotate jobs.

Keep them involved so they understand and relate the job to the business.

Include them in staff meetings.

Allow them to do useful things

Provide help and make sure apprentice is clear on tasks including safety criteria.

Give them individual projects

Page | 7

Motivating Apprentices

When there are times when an apprentice seems to be flagging in their training do they pick up on

these cues and re-engage the person. Do they use any of the following to motivate their apprentice -

Set goals that are achievable—long term as well as short term.

Use incentives and rewards appropriately

Recognise and encourage responsibility

Increase autonomy, discretion and personal accountability

Provide opportunities to recognise when the apprentice has done something well, achieved a

goal, passed an assessment.

Give them tasks to do individually and provide motivational feedback.

Involve them into workplace processes—giving them ownership into everyday working

procedures.

Show them pathways into other areas, so they have a greater working knowledge of the

workplace, and a variety in work.

Promote healthy learning environments

No progress/not meeting deadlines

When there are times when the apprentice is not progressing or meeting their deadlines do

Supervisors try:

Close monitoring.

Time management and priority.

Peer pressure (competition).

External assessor.

One on one buddy system.

Constant practice—repetition.

Identification of choice within a range.

Goal setting.

Ownership on performance.

Schedule and structure attached to performance management review.

Known consequences attached to formal agreements.

Selection of apprentices at time of choosing.

Encouragement—evidence collection.

Incentives.

Page | 8

Rate the Supervisor’s performance in the following areas in terms of their current role (1-3 = poor, 4-

6 = satisfactory, 7-9 = good and 10 = excellent). – some areas may not be relevant – if not leave

blank – please ensure you clarify any areas of discrepancy

Managing Apprentices

Managing the Work of Apprentices

Clear communication

Resource Management

Demonstration

Goal Setting

Practice

Delegation and Coordination

Asking questions Management Practices

Conducting Performance Management

Motivating Apprentices

Work towards Conflict Resolution

No progress/not meeting deadlines

Managing Inappropriate Behavior

Comments:

Page | 9

Identifying Supervisor Training

The following can be used to identify the training required to enhance the coaching and mentoring

role of supervisors - the efforts they make to motivate apprentices, teach them about the work,

develop their skills, provide them with feedback and recognise their achievements. Knowing how

and when to coach (and when to use other tools, like mentoring) is an essential skill that can benefit

both the supervisor and the apprentice. This will include providing an understanding of training

instruction and facilitating individual and work-based learning.

Identifying the Need for Supervisor Training

Strongly Agree

Agree Disagree Strongly Disagree

We need to improve our developmental processes to ensure supervisors have the appropriate cross section of skills to match the expectations of the position

We need to develop the skill sets and attributes which should be demonstrated by Supervisors

We need guidance for Supervisors as to the duties they are expected to complete and expectations within the role

We need to develop the attributes of a coach and a better understanding of what it means to coach and mentor an apprentice

We have Supervisors in their role without good people skills

Current training doesn't train people to have good supervisory skills

Page | 10

Identifying the key components of a Supervisor Training Program - the skills and knowledge

required to be provided to supervisors

Very Important

Important Important in Some

Cases

Not Relevant

Understand how coaching can be used to develop apprentices

Develop the coaching and mentoring skills that help improve individual apprentice performance

Demonstrate the behaviors and practices of an effective coach

Recognise apprentices’ strengths and give them the feedback they need to succeed

Identify apprentice problems and ways they can help to correct them;

Provide on-the-job coaching to apprentices

Explain and demonstrate specific skills, knowledge and procedures;

Monitor the progress of apprentices until they are able to operate independently of the coach;

Lead and manage apprentices and support and encourage their commitment to the organisation

Lead by example and manage performance through effective

leadership;

Oversee and monitor the quality of day-to-day work

Communicate effectively with apprentices

Plan and organise operational functions and solve problems

Page | 11

Supervising Progress and Workplace Competence

The Apprentice’s training programs will recognise work based experience as an integral part in the development of a well-rounded, competent and qualified worker.

Gathering work based evidence for assessing training outcomes, requires an arrangement between the apprentice, trainee or employee, their manager or supervisor and a third party such as a Registered Training Organisation (RTO).

The Apprenticeship program requires the demonstration of critical skills and knowledge in the

workplace. In order to meet the evidence requirements of the key progression points of the Training

Program both the RTO and supervisor will need to consider and capture workplace evidence to

underpin judgments of competence - accommodate the work place based components of

progression.

An industry acknowledged process of profiling has been developed, with advice from key industry

stakeholders and from EE-Oz Training Standards - the national advisory body on skills development

of the Electro technology industry - to formally track an apprentice’s competency development

towards a national qualification. Profiling provides a web-based tool that allows the accurate

reporting of the tasks apprentices undertake in the workplace – eliminating the need for unwieldy

and time-consuming paper-based logbooks.

Employers need to have the confidence that e Profiling fosters the supply of valid and reliable

evidence for reporting against business quality assurance measures and other formal benchmarks or

regulatory requirements, and ensures consistency and quality in training and assessment outcomes

Apprentice

Workplace

Supervisor

Trainer/RTO

Page | 12

In this context the supervisor will need to consider evidence from the workplace to help them

monitor and assess an apprentice’s competency development. Although the RTO is solely

responsible for assessing the competencies the supervisor will have a role in monitoring progress

and checking on successful demonstration of:

Task skills – if the apprentice is able to competently carry out a given task or a specific piece of

work.

Task management – if the apprentice is learning to plan ahead and manage several different

tasks side-by-side.

Contingency management – if the apprentice can cope with the unexpected and confidently

undertaking appropriate jobs that are unusual or that depart from the normal routine.

Overall job management - if the apprentice can deal appropriately with the demands of the work

environment and the employer and working satisfactorily with others at all levels.

The supervisor will need to make their own judgement of the apprentice’s progress against the key

progression points by considering evidence/advice on how the apprentice has applied their learning

and skills in the workplace, and in their opinion about their ability to do the job.

When approaching the completion of a level of training discussion should occur between the

supervisor and the apprentice with the opportunity for informal performance feedback also.

Information gathered which, when matched against the units of competencies within the level of

training – that provides proof of competence - will be helpful during this process. Evidence to assist

in the judgement process could include: Observation, questioning, interviewing, work samples,

meeting attendance, training diary, emails, and reports – a comprehensive list of workplace

evidence is outlined below;

Work memos, briefs Work portfolio items Reports drafted about work Schedules of work with all details Diary entries with details of work projects Email correspondence Copy of daily ‘To do lists’ References from peers/customers Letters of support/appreciation Completed job cards with annotations Performance appraisals/reviews Training Diary with details Third party reports Personal work journal

Feedback sheets/ surveys from clients Checklists of tasks related to units Photographs or videos of work, with notes

and attachments Letter/s of validation from team leaders Review of logbooks you have kept Team project reports Agendas and minutes of meetings Workplace evidence documents Records of work, projects and planning,

meeting notes, photos, videos Training needs analysis/goals/session Plans for implementing changes Forums/meeting transcripts Work task assessment checklists

Page | 13

A Five Stage Framework for recognising the Workplace Competence of an Apprentice -

By following the five stages outlined below Supervisors should be able to develop an effective

process for the workplace competence of their apprentices.

The framework is not intended to be prescriptive but to allow Supervisors to confirm the workplace

competence of their apprentices.

The table provides a brief overview of the work involved in each stage of the framework. The

framework is not necessarily linear and you may need to revisit stages as they work through the

process.

Establishing the context

Establishing the environment in which performance discussions can take place What b e n c h m a r k l e v e l a n d units of competency are relevant to the

discussion? What legislation and regulations pertain to that level? What tasks do they perform in their job? At what level? What is the environment they work in?

The communication skills of Supervisors are important. They need the ability to communicate at different levels to meet apprentices’ needs and have the ability to question and listen to gain information – e.g.:

Ask Questions - e.g. ‘walk me through a typical day at work....’, ‘perhaps you would like to tell me.........’

Listen - e.g. ‘could you give me an example’,

Paraphrase - e.g. ‘is this what you mean....’, ‘I see, does that mean that......’

Prompt/enquire - e.g. ‘can you expand on that area....’ Give and request feedback - different types of questions can be used ‘how does

that sound?’

Providing Information

What information does the apprentice need and how to best provide i.e.? information & advice to apprentices including support

evidence requirements

the quality of evidence submitted

guidelines on evidence gathering

information to enable the apprentice to self-assess

Customise the Information to include:

specific information regarding any licensing and regulatory requirements

examples of the types of evidence relevant to the apprentice’s context

specific support mechanisms e.g. how to ensure accuracy and currency of information

Gathering Evidence

Supervisors can support Apprentices in; Suggesting types of evidence to be submitted. Gathering or creating the evidence. Ensuring the evidence provided is of good quality. Providing apprentices with suggested types of evidence they may have Involving the apprentice in identifying evidence Supporting apprentices in collecting evidence Being flexible in approach to types of suitable evidence

Page | 14

Considering the Evidence

The Supervisor will need to review the evidence as a whole and provide adequate feedback

Supervisors conduct interviews that are collaborative

Supervisors prepare questions based on the evidence gathered

Making a Decision Once all evidence is collected and discussed , the Supervisor evaluates this and makes a decision about competence which is communicated to the apprentice