1. business and industrial
2. business operations
3. human resources

Toolkit 3 - Supporting mentoring, training and
effective supervision of apprentices
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.
2.
3.
4.
Guidelines for identifying a good supervisor
Monitoring Supervision – a Guide for Supervisors
Identifying Supervisor Training
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.
Practice
Page | 4
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
Motivating Apprentices
Page | 6
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, 46 = 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
Work towards Conflict Resolution
Motivating Apprentices
Managing Inappropriate Behavior
Comments:
Page | 8
No progress/not meeting deadlines
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
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
Agree
Disagree
Strongly
Disagree
Identifying the key components of a Supervisor Training Program - the skills and knowledge
required to be provided to supervisors
Very
Important
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 | 10
Important
Important
in Some
Cases
Not
Relevant
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).
Apprentice
Workplace
Supervisor
Trainer/RTO
Industry Benchmarks have been developed to ensure apprentices can demonstrate critical skills and
knowledge at the end of each phase of training. This mechanism will be used for apprentice
progression to the next phase of training and used to trigger the next increment level of pay.
In order to meet the evidence requirements of the key benchmark points 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.
The 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.
Page | 11
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
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













Page | 12
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
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.........’
Providing Information
Listen - e.g. ‘could yougiveme 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 beused ‘how does
that sound?’
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
Gathering Evidence
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
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 | 13
Considering the Evidence
The Supervisor will need to review the evidence as a whole and provide adequate
feedback
Supervisors conduct interviews that are collaborative
Making a Decision
Page | 14
Supervisors prepare questions based on the evidence gathered
Once all evidence is collected and discussed , the Supervisor evaluates this and makes a
decision about competence which is communicated to the apprentice