Supporting mentoring, training and effective supervision of apprentices

15 Pages·2016·0.89 MB·English

Attachment 4

Toolkit 3 - Supporting mentoring,
training and effective su pervision of
apprentices

Page | 0
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 | 1
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 | 2
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 | 3
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 | 4
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 | 5
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 | 6
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 | 7
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 the Work of Apprentices
Managing Apprentices

Clear communication Resource Management

Demonstration Goal Setting

Practice Delegation and Coordination

Asking questions Management Practices

Conducting Performance Motivating Apprentices
Management
Work towards Conflict Resolution No progress/not meeting deadlines

Managing Inappropriate Behavior
Comments:

Page | 8
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 Disagree Strongly
Agree 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 | 9