Central Highlands Regional Council
Apprentice and Trainee Supervisor Guide Information to help supervisors and coaches successfully mentor the next generation of learners
This guide is designed to help workplace supervisors and coaches of apprentices and trainees better understand their role and the role of others. It contains information that will help you work more effectively and productively with apprentices and trainees and provides information on sources of further assistance should it be required. Well trained and effective employees are more important than ever for business success. Having a team with the right skills allows businesses to meet the challenges of competition, growth and innovation. Whether the organisation decides to extend the skills of existing staff or to recruit new employees, the business will benefit from apprenticeship and traineeship programs. Effective recruitment and ongoing support of apprentices and trainees facilitates the successful completion of their training and the creation of a pool of skilled workers to meet organisational objectives. Workplace supervisors and coaches play a central role in the success of apprenticeships and traineeships. Recent studies show that the main reasons given by learners in their decision to leave or stay with an employer are to do with: • the extent to which their choice of apprenticeship or traineeship meets their expectations • the extent to which the quality of the training received compensates for lower training wages • general workplace conditions and effective workplace relationships • the extent to which they feel supported as learners in the workplace. By helping apprentices and trainees with these issues in their workplace, workplace supervisors and coaches are in a key position to maximise the success of training and provide skilled employees to mentor the next generation of workers. Effective supervision of apprentices and trainees will also lead to: • more productive workplaces • higher quality products and services • employees who can undertake a wider range of tasks with carrying degrees of supervision.
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SECTION ONE This section will go into detail about: • What are apprenticeships or traineeships? • Introduction to the workplace and general induction process • Your role as a supervisor and the benefits for you • What is a workplace coach? • Tips for providing effective on-the-job training and coaching • Different levels of supervision • What is required for a trainee or apprentice to be competent in their training • Dealing with any workplace issues that may arise
What are Apprenticeships and Traineeships? Apprenticeships and traineeships are positions that combine on-the-job training and formal training and assessment. Upon successful completion, the apprentice or trainee is issued a nationally recognised qualification by a Registered Training Organisation (RTO). The employer and the apprentice or trainee enter into a formal Training Contract that sets out the rights, responsibilities and obligations of both parties for the period of the contract. The contract is then registered with the Department of Employment, Small Business and Training (DESBT).
Introduction to the workplace A good introduction to the workplace is crucial in providing a basis from which an apprentice or trainee can build effective workplace relationships. A structured induction will leave the new apprentice or trainee with a clear understanding of what is expected of them and what they can expect of others. Most importantly, an effective induction will affirm their decision to join Central Highlands Regional Council (CHRC). It will also convey a sense of our organisational culture, reduce the time for them to reach full proficiency, reduce staff turnover and provide you with a better understanding of their strengths and career aspirations. The general induction process at (CHRC) covers the following to ensure we are setting up our apprentice’s and trainees for success: Each new starter will receive important information before they start with CHRC and will cover: • Letter of Engagement that outlines the terms and conditions of their employment including the Training Contract. • Position Description outlining the duties of their role • Employment Information Statement that outlines the minimum terms and conditions of employment known as Employment Standards. • Employee Code of Conduct • Payroll forms and information about council’s EAP, Assure. Damstra Learning, this is CHRC’s online learning platform. An email is sent to the apprentice or trainee on their first day to complete: • CHRC general induction • CHRC workplace health and safety induction
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Face to face induction As a workplace supervisor, induction steps you should follow are: • providing a clear description of the business area, its goals and strategies, and how the apprentice or trainee fits into the overall picture for CHRC • work & area familiarisation form (WAF) – making sure to cover an introduction to key personnel and immediate work colleagues • grievance procedures including who to contact and what to do Face to face orientation • CHRC runs a face-to-face welcome orientation each month for all new employees. This a mandatory part of the onboarding process and is a great opportunity for employees to meet members of the leadership team and receive important information about their employment at council. Training and Development Officer • choosing an appropriate training provider and ensuring the units of competency offered suit the business needs for CHRC • arrange with the Australian Support Network Support (AASN) centre a time suitable to complete the Training Contract. Watch the video about inducting apprentice and trainees
What is the Supervisor’s role in an Apprenticeship or Traineeship? A supervisor is someone who is appropriately qualified to supervise at the right level and be employed in the same workplace with equal or similar working hours to the apprentice or trainee. As a supervisor you will act as a role model and workplace coach. The apprentice or trainee will look to you for guidance and help in learning how to do their role. You will also assist the apprentice or trainee in gaining access to equipment and training as needed or outlined in the training plan. Learning styles vary between individuals and between workplaces – for instance some individuals learn best from written instructions while others prefer practical demonstration. Some organisations provide opportunities for learning in a simulated work environment while others train on the shop floor. Training, whether delivered by the RTO or by you, will be easier and more effective if the apprentice or trainee’s preference for a particular learning style can be recognised and accommodated. An effective workplace supervisor: • provides a safe and supportive workplace • sets clear expectations • integrates learning tasks into work activities based on the Training Plan • manages safety and production risks while training • acts as a role model • helps the apprentice or trainee develop problem solving and general employability skills • provides regular feedback and encouragement • promotes independence and self-direction in learning.
What are the benefits of being a workplace supervisor? As a supervisor you will: • have the satisfaction of passing on your skills and knowledge • enjoy seeing the apprentice or trainee develop their skills 4
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apply and develop your skills as a mentor and workplace coach improve your skills in communication as you explain work and ask and answer questions develop employees who are able to complete delegated tasks, enabling you to complete other work gain the opportunity to assist the apprentice or trainee in building work relationships and understanding how the business operates people work and learn best in a supportive environment so make sure that you act immediately against any bullying or harassment you become aware of need to check that you have realistic expectations
First impressions count the new apprentice or trainee’s views of CHRC are strongly influenced by first impressions. Maintaining a positive view is easier than altering a negative one, so make sure your first impression is a good one!
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What is a workplace coach? As the supervisor this could be you, or someone else within your team who will also be able to offer support to your apprentice or trainee throughout their training journey. Coaching includes training activities such as teaching and demonstrating how to do tasks, but it is also a broader term that includes motivating employees, providing broad information about the business and the industry, providing feedback and recognising their achievements. The following are a few tips to assist you in providing effective on-the-job training and coaching:
Clear Communication
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Explain the task to the apprentice or trainee, its purpose and why it needs to be done assume no prior knowledge explain why the job is done this way - give reasons why a particular task may need to be done in a certain way use clear and simple language include safe work practices in your instructions ask the apprentice or trainee to repeat the instructions back to you to check their understanding make sure there are no distractions. Take time to show your apprentice or trainee how to do things the correct way. You may find it helps to break the task down into manageable pieces show the learner correct procedures and sequences explain why the task is done in this way use correct work practices provide choice - everyone learns differently. Find out how the apprentice or trainee would like to learn, do they prefer written instructions or to be shown how to do something a number of times or a combination of both.
Demonstration
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Practice Makes Perfect
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Allow time for the apprentice or trainee to practice new skills. Spaced repetition of new skills and tasks will build competence point the apprentice or trainee in the right direction be patient everyone makes mistakes, so expect mistakes ask questions to encourage the apprentice or trainee to think about the task e.g. "That’s right, now what should you do next?", or "If the nut is seized on the bolt, how could you loosen it?" give praise when it is due suggest ways to improve and highlight progress, e.g. "You’ve mastered the register Jason, now I want you to concentrate on customer service".
Ask Questions
Encourage the apprentice or trainee to ask questions, this will also help you check their understanding • check for understanding, e.g. "What are the four steps in checking the order form?". • involve the apprentice or trainee in decision making, e.g. "Should we set the guide rails now?". • provide feedback to the apprentice or trainee on steps they could take in completing the task next time. Ask them questions on how they think their training is going, is there anything they don't understand? 6
What are the different levels of supervision? Apprentices and trainees require a certain level of supervision throughout their training journey. The level of supervision will normally range between direct, general and broad as per the below guidelines: • Direct – close monitoring of work ensuring understanding and identifying potential risks and/or hazards • General – occasional monitoring to ensure progress is occurring • Broad – quality checking of completed tasks. While there is no set ratio required for the number of supervisors to apprentice or trainees, it is generally accepted there is one supervisor to each apprentice or trainee. This may be relaxed as an apprentice or trainee gains skills and experience or where an apprentice or trainee commences with existing skills and experience. Adequate supervision of apprentices or trainees cannot solely be provided from an offsite location by electronic means. Electronic means include, but are not limited to, telephones, radios and webcams. An RTO will conduct an Employer Resource Assessment (ERA) to determine the legitimacy of workplace arrangements regarding CHRC’s capacity to provide or arrange to provide the appropriate supervision to all apprentices and trainees. Watch the video about supervision requirements for your apprentice or trainee
What it means for the Apprentice or Trainee to be competent: Both apprenticeships and traineeships are based on learning and developing skills through a combination of hands-on experience and structured training. An apprentice or trainee is competent when they are able to apply their knowledge and skills to successfully complete work activities in a range of situations and environments, measured against the standard of performance expected in the workplace and across industry. Competency includes what are known as employability skills – the ability to support the workplace through communication, teamwork, problem solving, self-management, planning and organising, using technology, learning and taking initiative. The competencies that each apprentice or trainee must achieve are specified in their Training Plan. For most trades and traineeships, there will be compulsory (or core) competencies plus competencies that have been selected because they match the work being done in the workplace. 7
Examples of competencies for someone working as a customer service assistant in the retail industry might include: • work effectively in a retail environment • communicate in the workplace • apply point-of-sale handling procedures. To complete an apprenticeship or traineeship and receive a qualification, the learner must successfully complete all of the units of competency that make up the National Qualification.
Being Competent means:
Knowing how to do a job Understanding why it should be done that way
Understanding workplace policies and procedures Being able to transfer skills to different situations Being able to do different tasks at the same time
Being able to apply skills consistently Dealing with everyday problems that may occur
Dealing with workplace issues There may be instances where supervisors may have identified concerns with an apprentice or trainee in the workplace where they are mailing to meet expectations of their position. These issues may include: • poor standard of work • identified underperformance in their role • failure to develop skills even though training is being provided • failure to make satisfactory progress in the formal training delivered by the training organisation • not working safely or failing to follow safety procedures • failure to follow supervisors’ instructions • poor attendance, punctuality, or presentation • poor customer service skills • conduct issues • serious breaches of workplace discipline. 8
As the workplace supervisor, you have a critical role in early identification of issues that are preventing an apprentice or trainee from meeting expectations of their position, making good progress in their training, and contributing to the success of the team. If you are unable to resolve matters informally, consider calling on the support and expertise of others at CHRC to help you. Support and advice on how to manage this situation, even informally, may be sought from the People & Performance team. Informal attempts should always be made first, however formal intervention and involvement of your manager, Training and Development Officer or the People and Performance team may also be necessary. In managing workplace issues, as a supervisor you should also ensure you are aware with Council’s procedures and processes on managing identified concerns with employees around poor performance, behaviour and conduct issues, attendance, and absenteeism. You should also ensure you are familiar with employee’s obligations under s13 of the Local Government Act 2009, the Code of Conduct, employee position descriptions, and the Competency Handbook.
Principles in dealing with workplace problems: • Identify the concern with the employee directly, in a sensitive and appropriate manner, providing the employee specific examples of the concerns and with an aim of trying to understand reason for these • provide feedback to your apprentice or trainee in a constructive way. Consider the need to ask the employee for feedback on your supervision of them also. They may provide you a response that they need clearer communication or additional support in areas. • always remain calm and be clear about your expectations. • Allow the employee time to remedy the workplace concerns. Agree to what needs to be done to support the employee and a reasonable timeframe it needs to be achieved in. • Ensure you have appropriately considered age and experience. For some apprentices and trainees, this is their first time in the workplace and will require additional support and guidance from you. Understand that everyone makes mistakes and building a good foundation relationship with your employees will ensure they are comfortable to come to you when one is made. • make sure you are fair in your dealings with the apprentice or trainee. Give them a chance to respond to any identified concerns.
Foster a positive attitude – mistakes present an opportunity for learning. Traineeships and apprenticeships provide the opportunity to learn from mistakes in a safe working environment. 9
SECTION TWO This section will go into other details regarding roles and responsibilities of the employer, apprentice or trainee, RTO and any other parties involved in the training journey of an apprentice or trainee.
What are the roles and responsibilities of those involved?
Apprenticeships and traineeships start with the employer, who selects and recruits a suitable person and then contacts a AASN to arrange the Training Contract and other necessary paperwork. Employers have a range of responsibilities. They must provide a workplace where learning can occur and have an obligation to ensure that the apprentice or trainee has every opportunity to complete their training. Employers have both a business incentive and a legal requirement to provide a safe and harmonious workplace, supportive of learning. The employer has an obligation to ensure the apprentice or trainee has access to appropriate instruction and practical experience, to provide appropriate wages and conditions of employment, and to keep AASN informed of any changes to the Training Contract. 10
Under current legislation employers have a responsibility to: • ensure the learner receives the instruction, practice and support they need to develop the skills in all aspects of their vocation • release the apprentice or trainee as required during work hours to undertake training and assessment provided by the RTO • ensure that the apprentice or trainee is instructed and supervised by a supervisor competent in the relevant vocation • provide a workplace that is safe, conducive to learning and free from bullying, harassment, or discrimination • ensure workplace arrangements, wages and conditions comply with relevant state and federal industrial laws • where they employ an apprentice or trainee younger than 18 years of age, exercise an appropriate duty of care • advise AASN of any proposed changes to the Training Contract. It is worth keeping in mind that employment conditions tend to be the crucial factor in decisions made by apprentices and trainees in changing employers. Fair pay and conditions, supportive working relationships and quality training enhances the successful completion of apprenticeships and traineeships, reduce staff turnover, and ensure a supply of skilled committed employees. CHRC will also benefit from increased motivation, greater productivity, and reduced absenteeism. Factors which contribute to a productive, harmonious workplace and positive training and performance outcomes include: • a consultative and co-operative approach to workplace arrangements • wage progression based on acquiring additional skills and competencies • employment conditions that support training such as paid time to attend off-the-job training or self-paced learning, reimbursement of course fees and cost of textbooks, tool allowances, and sufficient tradespeople to provide on-the-job supervision • other provisions such as overtime, penalty and shift rates and flexible work practices which balance business needs with employees’ family responsibilities • a safe workplace free from bullying, harassment, and discrimination • compliance with relevant state and federal industrial laws including child employment legislation. In all apprenticeships and traineeships, the employer is able to choose which RTO will provide the training for their learner, as well as choosing the delivery pattern.
The role of the apprentice or trainee is to undertake the course of training prescribed in the Training Contract and carry out all lawful instructions of the employer. By entering into the Training Contract, the apprentice or trainee makes a formal commitment to: • acquire the skills of the vocation • obtain the appropriate qualification as shown on the Training Plan • accept instruction and training in the workplace • attend scheduled training delivered by the RTO or other selected mode in accordance with the Training Plan • complete assignments and other assessment tasks set by the RTO • maintain record books and work evidence guide if required • contribute to maintaining a safe and supportive workplace • carry out their obligations as an employee 11
The role of the AASN is to assist you in identifying appropriate training opportunities within your organisation and to subsequently establish the Training Contract with the apprentices and trainees whom you employ. Currently for CHRC the provider is MAS National. The AASN will explain the rights and responsibilities of the apprentice or trainee and the employer, the role of the RTO and DESBT and will advise you of any QLD and Australian Government incentives and subsidies that may apply. AANS’s are contracted by the Australian Government to provide a free service to both the employer and apprentice or trainee. In addition to preparing the traineeship and apprenticeship Training Contracts they are required to contact both the employer and the apprentice or trainee at designated times to ensure that training is progressing satisfactorily. The AASN assists through: • providing information on traineeship and apprenticeship options to employers • providing information about training packages and suitable training pathways for the apprentice or trainee • establishing effective relationships with Job Network members, RTOs, schools, and other organisations • working with DESBT to provide an integrated service to employers • providing information on training delivery options to suit the employer’s work environment • providing information about RTOs that can deliver the training in the qualifications and geographical area to suit the employer and apprentice or trainee • marketing and promoting traineeships and apprenticeships in the local area • providing resource information to the employer and trainee or apprentice, e.g. contact details for awards information • providing ongoing support and advice to the employer and trainee or apprentice throughout the training • administering Australian Government incentive payments to employers.
The RTO delivers training to the apprentice or trainee leading to a nationally accredited qualification. The RTO develops a Training Plan Proposal with you and the apprentice or trainee. The Training Plan Proposal confirms the qualification to be delivered, the delivery pathway and the date that training will commence. The Training Plan should be developed and customised by the RTO within 12 weeks from the approval of the Training Contract. For school-based apprenticeships/traineeship, the Training Plan must be prepared at commencement of the Training Contract. This is done in consultation with the employer and apprentice or trainee. This is to ensure that the competencies that make up the qualification are most relevant to your business. Credit for any competencies already held by the apprentice or trainee must be incorporated into the Training Plan through the process of recognition of prior learning, generally referred to as RPL. At this stage any additional needs the apprentice or trainee may have in terms of literacy, 12
numeracy or other support should be identified and provided for. Additional payments to provide this support are available to the RTO in many cases. The RTO should negotiate with the employer and/or supervisor the part that each will play in both training delivery and assessment. The Training Plan is a living document and should contain the next 6 months’ worth of planned training and assessment. The RTO must provide a copy of the Training Plan to all parties. The RTO will provide: • printed training materials or online learning resources to the apprentice or trainee • materials or resources to the supervisor to support them in performing their agreed role in training delivery and assessment • regular reports to the employer and/or supervisor on the progress of the training and on competencies achieved. The employer and/or supervisor may need to initiate the request for this regular feedback on the apprentice or trainee’s progress. The RTO is also required to: • develop a Training Plan Proposal • develop and sign-off the Training Plan with the apprentice or trainee and employer • provide training resources to the learner • deliver structured training customised to the workplace and according to the Training Plan • keep a record of training outcomes and qualifications issued according to national requirements • maintain records of the apprentice or trainee’s progress and any problems • identify and meet any additional support needs that the apprentice or trainee may require relating to their formal training • ensure competencies can be achieved by the apprentice or trainee in the workplace • support the workplace supervisor and the apprentice or trainee • provide information to the supervisor on their roles and responsibilities • liaise with the employer during the training period • assist the supervisor in providing workplace training if required • monitor the apprentice or trainee’s progress against the Training Plan • assess the apprentice or trainee’s competence in consultation with the employer • issue a qualification to the apprentice or trainee when all competencies are achieved.
What is a Training contract? Training contracts are legally binding agreements between the employer and the apprentice or trainee (and their parent or guardian if they are under 18). Once registered, they include details such as the signatories, commencement date, duration or 'nominal completion' period and qualification details. Once a training contract is in place, employers are obliged to report any circumstances that may affect the training obligations, such as significant training delays, dissolution of the business or dismissal of the apprentice or trainee.
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What are training plans and training records? Two documents are used to manage apprentice's or trainee's training progress. These documents help apprentice or trainees fulfill their competency requirement for completing their chosen qualification: 1. Training plan 2. Training record.
A training plan is a formal, working document which describes what training and assessment will be carried out during the apprentice’s or trainee’s training contract. The training plan specifies: • how, when and where training will be delivered • what assessment methods will be used. Each apprentice or trainee has their own training plan, which is developed collaboratively by: • the employer • your apprentice or trainee • the RTO. What's in a training plan: • all units of competency needed to complete a chosen qualification • 'delivery mode' (e.g. workplace, classroom, online) and responsibilities for each unit of competency • dates for any classroom or off-the-job learning • recognition of prior learning • assessments (methods, outcomes, signatures to indicate competency) • support services for apprentices and trainees with special needs. Employer's responsibilities: • negotiating and signing the training plan • having your own copy • providing any workplace tasks listed in the training plan • working together with your apprentice or trainee and the RTO to support your apprentice's or trainee's progress • giving written and signed notice to DESBT if you don't think your apprentice or trainee will complete their training in time. RTO's responsibilities: • negotiating (and developing) the training plan with you and your apprentice or trainee • having their own copy of the training plan • advising you how all competency units can be completed (different ways they can be delivered and assessed) • providing training and assessment (as listed in the training plan) • notifying you and the apprentice or trainee of any issues that will affect the training plan. Apprentice's or trainee's responsibilities: • having their own copy of the training plan 14
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carry out all learning and assessment as listed in the training plan working jointly with you and the RTO to achieve competency in all units.
Training plans for school students • if you employ a school-based apprentice or trainee, the student's school is not a party to the training plan. However, the school must be involved in negotiating the work and study arrangements of the apprenticeship or traineeship and how it affects the student's timetable. Changes to the training plan • the training plan is a flexible document and can be changed to suit, if your situation changes.
The training record is your apprentice’s or trainee's learning diary which documents their progress and achievement of competencies outlined in the training plan. It provides an opportunity for all parties to gauge how the apprentice or trainee is progressing. The training record: • may be kept in any format that the supervising registered training organisation (SRTO) considers appropriate • corresponds to the competencies (skills, knowledge) in the training plan. Employer's responsibilities: • you are responsible for inspecting and signing off the training record at least every 3 months. Apprentice's or trainee's responsibilities: • looking after their training record • regularly updating it with completed training details • signing off completion of workplace tasks when they believe that can competently perform them • taking it with them when switching to a new employer • you must be able to produce this record to the DESBT at any time requested. Fines may apply if this record cannot be produced. If you misplace your Training Record please contact the RTO for a replacement, fees or charges may apply. RTO's responsibilities: • providing the training record to the apprentice or trainee within 14 days of the training plan being signed • updating the training record at least every three (3) months • signing off workplace 'competencies' when they believe your apprentice or trainee can demonstrate these skills • immediately resolving any issues that may be hindering progress. Upon completion of each unit of competency, the training record will be signed by all parties: • the employer's signature supports that the apprentice or trainee is competent in the workplace, industry and company standards 15
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the apprentice or trainee's signature supports that he/she agrees he/she has the ability to competently perform the workplace tasks the training organisation's signature supports the successful completion of off-the-job training in the underpinning knowledge and skills.
Training and Development Officer role Think of the Training and Development Officer role as the support person for all apprentices and trainees employed with CHRC. Their role ensures apprentice/trainees and supervisors have a person they can contact if they have any concerns or questions regarding their training. The Training and Development Officer role is also responsible for: • arranging with the Australian Apprenticeship Support Network provider for the signing of the Training Contract • government incentive paperwork and claims • meeting with the trainees and apprentices to track progress and make sure they stay on track with their training requirements • organising any training where apprentice and trainees are required to attend their registered training providers facilities, for example attending TAFE Queensland for block training • tool allowance • negotiate with the RTO on the training plan • meet with the RTO regularly to ensure effective training delivery and assessment practices • make sure supervisors are signing off training records • keeping appropriate paperwork on file and up to date • informing the AASN and DESBT of any changes to the Training contract • offering any support to apprentices and trainees where needed.
If you have any questions, please contact your Training and Development Officer Marie White on 07 4986 8477 mwhite@chrc.qld.gov.au 16