Supervising your apprentice or trainee guide - Module 3

We are all wired differently. We easily get along with some people and find it more challenging to build relationships and get along with others.

In the workplace, however, we don't always get to choose who we work with. As a supervisor and leader, you need to continually build your communication skills. The relationship you establish with your apprentice or trainee can have a huge impact on their motivation to follow your lead, and their desire to continue to work with you to complete their program.

Character types

Analytical

How to recognise: less assertive, less responsive

They seek a lot of data, ask many questions, behave methodically and systematically.

Traits: problem solver, organised, factual, orderly, consistent, persistent, accurate, precise, perfectionist, enjoys instructions, sensitive, logical, cautious, impersonal, scheduled, detailed, conscientious, inquisitive.

Driver

How to recognise: more assertive, less responsive

They like their own way, decisive and strong viewpoints.

Traits: goal-driven, takes charge, independent, seeks power, action-oriented, persistent, competitive, judges quickly, purposeful, industrious, serious, controlling, bold, self-reliant, excitable, productive, strong willed, firm.

Amiable

How to recognise: less assertive, more responsive

They like positive attention, to be helpful and to be regarded warmly.

Traits: enjoys popularity, loyal, sympathetic, adaptable, calm, dry humour, sensitive feelings, tolerant, nurturing, patient, co-operative, good listener, persona, enjoys routine, respectful, relational, non-demanding, thoughtful.

Expressive

How to recognise: more assertive, more responsive

They get excited.

Traits: enthusiastic, inspirational, fun-loving, spontaneous, intuitive, likes variety, initiator, enjoys change, creative, motivator, optimistic, ambitious, takes risks, friendly, mixes easily, group orientated, promotes, energetic. 

More about character types...

Diversity Council Australia defines ‘diversity’ as all the differences between people in how they identify in relation to their social identity. It includes both your personal and professional identity, including:

• gender
• age
• disability
• cultural background
• Aboriginal and Torres Strait Islander background
• faith and religion
• LGBTIQ+ status
• education
• work experience
• organisational level.

It is all the things that shapes the way people perceive themselves and the world.

• Inclusion: a diversity of people are respected, connected, progressing and contributing to organisational success.
• Respected: a diversity of people feels values and respected for who they are.
• Connected: a diversity of people feels connected to their co-workers and feel they belong.
• Progressing: a diversity of people have opportunities to develop their career and progress.
• Contributing: a diversity of people can contribute their talents to their organisation.

The 2023-2024 lnclusion@Work Index Report by the Diversity Council Australia highlights the many benefits of workplace inclusion including:

• more effective and innovative teams
• higher levels of customer service
• team members likely to be more satisfied and work harder
• less likely to leave their job
• less likely to have negative effects on their mental health
• less likely to experience discrimination and/or harassment.

The key to creating an inclusive culture is acknowledging that everyone is different and what may be true for one individual, may not be true for another.

Some things to consider when aiming to create an inclusive workplace include:

• Getting to know your apprentice or trainee as an individual, to understand their work/ life arrangement, background, learning and communication style.
• Building rapport and opening a channel of communication free of judgment to allow for questions and deeper meaningful conversations.
• Working with the learner to identify workplace adjustments are needed and seeking out support for these adjustments.
• Seeking out support and resources to assist your learner.
• Advocating for facilities or changes to policy and practices on behalf of your apprentice or trainee.

Australia's Indigenous peoples are made up of two distinct cultural groups: Aboriginal peoples and Torres Strait Islander peoples.

For our purposes, the term Aboriginal also includes Torres Strait Islander peoples. An Aboriginal and Torres Strait Islander is a person of Aboriginal and Torres Strait Islander descent who identifies as an Aboriginal and Torres Strait Islander and is accepted by the community in which they live. They are the Indigenous People of Australia.

Aboriginal people come from diverse experiences and cultures­ each with their own cultural journey and connection to country. Not all Aboriginal people have the same understanding of cultural identity or tradition. Some Aboriginal people don't have a strong connection to culture and community due to many factors, including family breakdowns, Stolen Generation, etc.

Following are some practical tips to help your Aboriginal apprentice or trainee feel valued and supported at work. These may not apply to all Aboriginal people as Aboriginality is individual and personal.

Sorry Business

Traditional Aboriginal Lore refers to the grieving period following the death of a family member as 'Sorry Business.' It is usually commemorated with large gatherings of families and community and performance of ceremony.

Aboriginal people experience significantly higher death rates than non-Aboriginal people across all ages for all major causes of death. Aboriginal people are eight times more likely to have been to a funeral in the past two years than non-Aboriginal people.

Due to Aboriginal people's extended family relationships, the impact of grief, loss and stress can be overwhelming when losing a family member.

Sorry Business can occur in relation to the death of immediate family members, extended family and people with kinship and community ties.

There is no set time period for Sorry Business. Ceremonies and mourning periods can vary depending upon:

• Community customs
• Person's status
• Relationship between the person taking part in Sorry Business and the person who died.

Sorry Business may require your apprentice or trainee to take leave from work to travel long distances to be with family.

While legislation states employees can take compassionate leave when someone in their immediate family or household dies, for Aboriginal apprentices or trainees, this may also apply for those who are not direct relatives.

Kinship

Aboriginal families extend beyond blood and marriage. This kinship system is a complex social structure that defines Aboriginal people's connection to each other, to spirit and to country.

When Aboriginal people refer to their family, they often mean their extended family. This may include parents, children, aunts, uncles, cousins, and grandparents. It's these kinship ties, which determine a person's rights, responsibilities and behaviour.

The health, financial and general care of children and elderly family members is often a shared responsibility. Subsequently, your apprentice or trainee may ask for time off at short notice to meet family obligations.

Get to know your apprentice or trainee's family and encourage them to talk about their family commitments. This will help you build up a direct cultural link and be more understanding of leave requests while finding a balance between their needs and the needs of your business.

Communication

Aboriginal people may communicate in different ways to non­Aboriginal people. Prioritising cultural respect will build a positive working relationship with your apprentice or trainee. Here are four things to keep in mind:

Eye contact

For some Aboriginal people, looking someone (other than their intimate peers) straight in the eye may be considered rude, disrespectful, or even aggressive.

While this is not the case for everyone, it's important to be aware of the cultural context so you don't perceive this as being dishonest, rude or showing a lack of interest. Observe your apprentice or trainee's body language and follow their lead.

Silence

In Aboriginal culture, silence is commonplace and should not be confused with a lack of understanding or hearing.

Silence creates space for Aboriginal people to listen to the views of others, think about what is being said, show respect, and then respond. Silence can also mean that an Aboriginal person is reserving their judgement.

'Yes' or 'sorry' responses

Aboriginal people may respond with 'yes' or 'sorry' when asked questions.

Saying 'yes' or 'sorry' has historically kept Aboriginal people out of trouble. It can mean not understanding the question, avoiding conflict or a fear of being wrong.

Aboriginal people particularly those from NSW or Victoria consider a one-word response as a legitimate response or as an answer to a question or inquiry. It is important to follow up on the one-word reply.

Try asking open-ended questions such as, "What do you think about this?" or "How would you do this?"

Shame

Shame refers to the discomfort and humiliation that Aboriginal people may feel when they are singled out or feel awkward.

This is not limited to negative experiences. Some Aboriginal people feel shame if they are publicly praised or made to appear to be better than others, particularly other Aboriginal people.

If you want to publicly praise your apprentice or trainee, approach them individually and ask if it's okay. You can also address work performance issues by holding a private non- confrontational discussion.

How you can assist

• Flexible work arrangements (time off, changing shifts)
• Special leave, carers leave or unpaid leave
• Additional cultural leave

Culturally appropriate terms

The term 'Aborigine(s)' has negative connotations for many Aboriginal people. Instead, say, 'Aboriginal person' or 'Aboriginal people'.

The term 'mob' identifies a group of Aboriginal people associated with a particular place. Mob is generally used by and between Aboriginal people. It may not be appropriate for a non- Aboriginal person to use this term.

Many Aboriginal people from other areas of Australia live in NSW and use their traditional names. These are directly derived from Aboriginal languages.

Some examples:

• Goori - northern NSW coastal regions
• Koori/Koorie - parts of NSW and Victoria
• Murri- northwest NSW and Queensland.

Aboriginal people in Central Australia and the Northern Territory identify themselves by their individual tribal groups. Check with your apprentice or trainee about this terminology as there are many Aboriginal language groups and the use of some terms can be restrictive.

How Training Services can help

We've employed Aboriginal staff in all of our regional centres. Our staff can provide tailored support for you and your Aboriginal apprentice or trainee. We can organise workplace cultural competency training and can engage your Aboriginal apprentice or trainee with our new initiative Barranggirra, which will provide end- to­ end support for Aboriginal apprentices or trainees through culturally appropriate mentoring to ensure successful retention and completion of training and improved post-training employment outcomes. We also provide other initiatives and programs that are committed to improving the vocational outcomes of Aboriginal people.

Employers and business owners across the country are required to appoint the most appropriate person to fit a specific job, in accordance with the Anti-Discrimination Act 1977 (NSW) and other relevant legislation in states around Australia.

Therefore, as an employer or supervisor responsible for employing apprentices or trainees, you must ensure you are appointing for skills, knowledge and attitude that will fit the position and your business, and not discriminating against those with a disability, or for any other reason.

If you employ an apprentice or trainee with a disability, there are support services and funding available. These can assist you to provide a suitable workspace and work environment to help your apprentice or trainee achieve what is required for the position and be a valuable and productive member of your team.

What is a disability?

The Disability Discrimination Act (DOA) 1992 provides a very broad definition of disability to ensure any health condition, disability or impairment is considered.

As defined by the DDA, disability, in relation to a person, means:

• total or partial loss of a person's bodily or mental functions; or
• total or partial loss of a part of the body; or
• the presence in the body of organisms causing disease or illness; or
• the presence in the body of organisms capable of causing disease or illness; or
• the malfunction, malformation, or disfigurement of a part of the person's body; or
• a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
• a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement which results in disturbed behaviour.

The DDA definition of disability also includes a disability that:

• presently exists; or
• previously existed but no longer exists (such as a person who has recovered from cancer or has had a past episode of mental illness); or
• may exist in the future (such as a hereditary condition that may develop in the future); or
• is imputed to a person (something which someone believes a person may have, whether or not they actually do).

Apprenticeships and traineeships for people with disabilities

People with disabilities can, and do, undertake apprenticeships and traineeships. Apprenticeship and traineeship programs can provide additional training and assistance for people with disabilities.

Assistance is available from the Australian Government in the form of Disabled Australian Apprentices Wage Support (DMWS). DMWS is available to an employer who currently employs an apprentice or trainee with:

• A disability who has been assessed as a person requiring assistance.
• Assistance for tutorial, interpreter and mentor services is payable directly to the RTO in respect of an apprentice or trainee with a disability who has been assessed as eligible for DMWS and who requires additional assistance with formal training.
• An apprentice or trainee with a disability may attract this form of assistance regardless of whether their employer receives DMWS.
• Reasonable adjustment requirements.  

Employers are required to make reasonable adjustments to accommodate disabilities and ensure that employees with disabilities are not treated less favourably and have the ability to compete and work equally with those without a disability.

NSW Anti-Discrimination legislation, incorporating Equal Employment Opportunity, covers reasonable adjustments required in the workplace. Adjustments are based on individual need, so it is important to consult with the employee with a disability to identify what adjustments are required for them to complete the essential activities of the job.

Funding may be available through Employment Assistance Fund to make work-related adjustments to cater for the specific needs of the individual worker.

Disability support services

For information on disability support services available within the community please refer to the Resources section.

Remember:

• It is against the law for employers to discriminate against employees with a disability.
• A disability includes physical, psychological or chronic illnesses and various disorders that impact perception including/for example: dyslexia, depression and bipolar disorder.
• There are support services in the community to assist employers with managing the challenges and issues that may be experienced with different disabilities at work.
• Government funding is available to create a comfortable work area or for equipment that assists the employment of a person with a disability.

As a supervisor you need to acknowledge that everyone learns differently.

Some of us learn through observation, some through listening, some through hands-on practice and some through a blend of all three. There's no right or wrong learning style, just a style that's right for your learner.

Taking time to discover your apprentice or trainee's learning styles can help you understand their motivators and stressors and how they differ from your own. It will make training easier and more effective for you in the long run.

Which of these categories do you relate to?

• Visual learners:  prefer diagrams, pictures, demonstrations and films. They say, ‘Show me’ and ‘Lets have a look at that’. They best perform a new task after reading instructions or watching someone do it while taking notes.
• Auditory learners: prefers words, sounds and music. They say, ‘Tell me’ and ‘Let’s talk it over.’ They best perform a new task after listening to instructions or discussing a process.
• Kinaesthetic learners: prefer doing, moving, and hands-on experiences. They say, 'Let me try.' They best perform a new task role-playing or trying it out and learning as they go. When you're aware of your own learning style, you can help your learner understand theirs and adapt your training accordingly.

Using learning styles to help you train your apprentice or trainee

A common and widely used model of learning style is Fleming's (2007) Visual Auditory Kinaesthetic (VAK) model. According to this model, most people possess a dominant or preferred learning style; however, some people have a mixed and evenly balanced blend of the three styles:

Visual learners - tend to learn through seeing

• Think in pictures and need to create vivid mental images to retain information.
• Enjoy looking at maps, charts, pictures, video and movies.
• Have visual skills which are demonstrated in puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts).
• Manipulating images, constructing, fixing designing practical objects, and interpreting visual images.

Auditory learners - tend to learn through listening

• Have highly developed auditory skills and are generally good at speaking and presenting.
• Think in words rather than pictures.
• Learn best through verbal lectures, discussions, talking things through and listening to what others have to say.
• Have auditory skills demonstrated in listening speaking, writing, storytelling, explaining, teaching, using humour, understanding the syntax and meaning or words, remembering information, arguing their point of view and analysing language usage.

Kinaesthetic learners - tend to learn through moving, doing and touching

• Express themselves through movement.
• Have good sense of balance and hand-eye coordination.
• Remember and process information through interacting with the space around them.
• Find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
• Have skills demonstrated in physical coordination, athletic ability, hands-on experimentation, using body language, crafts, acting, miming, using their hands to create or build, dancing and expressing emotions through the body.

Tips and Techniques to help you

Tailor your coaching style to meet the learning needs of your apprentice or trainee.

The following are some techniques that you can use to help apprentices or trainees develop, explore and enhance their learning strengths. The more an apprentice or trainee can learn through a combination of all the modalities- visual, auditory and kinaesthetic – the more embedded the learning will be.

Encourage visual learners to:

• use graphics to reinforce learning
• colour code to organise notes and possessions
• use colour to highlight important points in text
• take notes
• illustrate ideas as a picture before writing them down
• ask for written directions
• use flow charts and diagrams for note taking
• visualise spelling of words or facts to be memorised

Encourage auditory learners to:

• read aloud
• recite information to learn
• use tunes or rhymes as mnemonic devices
• read aloud and tape test questions or directions
• use verbal analogies and storytelling to demonstrate their point

Encourage kinaesthetic learners to:

• make models or play to physically experience learning
• skim through reading material before reading in detail
• annotate text and write questions while reading
• translate information into diagrams or other visual study tools
• recite a list of items by counting on fingers
• memorise or drill while moving e.g. when walking
• listen to music while learning

Training and coaching

In the workplace you may hear the terms on-the-job training, formal training and coaching. Coaching refers to all the things you will do to assist your apprentice or trainee to learn, improve their performance and achieve their goals. On-the-job training or informal training are specific aspects of your coaching role.

The use of all these terms mean that the apprentice or trainee needs to learn the skills and knowledge of their trade or profession, and be able to demonstrate these in different ways, in a variety of situations and contexts. They will need to be able to practically apply what they are learning and provide evidence that they can do the job competently and over time, with less and less supervision.

Therefore, your role in being an effective coach and providing on-the-job training is to assist their learning, help them develop skills and improve their performance on the job.

This will require you to be able to:

• motivate and inspire others
• create an inclusive and open learning environment
• teach them about the work- both the big picture and the detail
• understand their (and your own) learning style
• develop their skills to do the work in a variety of situations
• provide them with feedback
  • positive and constructive
  • to help them learn
• recognise their achievements and reward them
• assist them to collect evidence of their competence to help in the assessment process.

As a supervisor, it is important acknowledge that everyone is different and this shapes the way we perceive things, learn, and communicate. Your learner can be a great resource to bring new perspectives and ideas to your workplace.

Best practice is about acknowledging the value of these differences to adding new perspectives to processes and practices and creating an inclusive and supportive environment where everyone feels safe to express themselves and thrive.

The six-step process for effective coaching and on-the-job training

1. Explain the task
   People learn best when they know why something’s important. Explain the task, its purpose and why it needs to be done in a certain way. Try and use real life examples.
2. Explain the steps involved in the task
   Break the task down into chunks so your learner remembers what to do. Use clear and simple language and assume no prior knowledge. Ask your learner to repeat the instructions back to confirm understanding.
3. Demonstrate the task
   Carefully show your learner how to correctly do things.
4. Provide an opportunity to practise
   Allow time for your learner to practise their new skills. spaced repetition of skills will build competence. Allow your learner to perform the task their own way, provided the job is completed to standard. Watch, coach and be patient.
5. Provide encouragement and feedback
   Ensure your feedback is positive first and constructive second, then conclude with praise. View mistakes as positive as they create an opportunity for learning. Remember, what you say is only part of what’s communicated. Your body language and tone of voice make up 90% of your message.
6. Advise your apprentice or trainee of their progress toward outcomes
   Ensure you advise your RTO and learner when competency has been achieved.

You play a key role in monitoring your learner’s progress

Issues could include:

• poor standard of work
• unsatisfactory progress in formal training
• disregarding instructions
• unsafe work practices
• poor attendance, punctuality, or presentation
• excessive mobile phone/social media use
• personality clashes with colleagues
• breaches of workplace discipline.

The first thing you should do is talk to your learner.

Remain calm and be clear about what you want. If you have negative feedback, offer it in a constructive way and discuss the improvements you're looking for. Give your learner a chance to respond to criticism. If issues cannot be resolved, you may need to contact Training Services.

Supervisors often come to us when the relationship with their learner has already broken down. At this point it can be too late. Get us involved as soon as possible. Our advice is free and impartial. You can speak to us confidentially about your learner's challenges. We may visit your workplace or arrange a meeting away from work to help resolve your issue.

Our officers have extensive experience advising learners and employers and are skilled in mediation and dispute resolution. Often, we've dealt with the issue you're facing and have a range of solutions to support you or your learner.

Tips for effective on-the-job-training

• Understand your own and your apprentices or trainees learning style so you can tailor your approach to fit their learning needs and preferences.
• Explain to your apprentice or trainee the reason for doing a task and how it fits into the bigger picture.
• Ensure your apprentice or trainee understands how the task and/or training will help them achieve competency and the benefit to them – the ‘What’s in it for me?’.
• Provide a variety of tasks and learning opportunities so that your apprentice or trainee can see their progress over the short and long-term.

What if an issue can’t be resolved?

If your learner's position has become untenable or they want to leave, you can apply for cancellation of the Training Contract.

You and your learner must mutually consent to this.

A Training Services officer can offer you confidential advice, monitor the issue through site visits or phone calls and provide mediation and dispute resolution services until you reach an agreement.

If an agreement can't be reached, the matter will be referred to the Commissioner for Vocational Training for resolution.

Apprenticeships and traineeships are open to people of any age. We have an aging workforce with a larger number of mature- aged apprentices and trainees, along with the younger generations entering the workforce.

In recent years we have experienced significant changes in technology and the way it is used in the workplace, to market and do business. Apprentices and trainees of different ages may react differently to workplace technology.

To continue to drive and achieve our business goals and remain competitive, it is important that as supervisors we are flexible and adaptable in working with all generations. Understanding their values, motivators and priorities, lends itself to a positive working environment.

Key generational characteristics

Each generation displays characteristics specific to the environmental and social impacts experienced during individual lifetimes and especially in the younger, formative years. These values, characteristics and experiences influence our behaviours both in our private lives and at work and influence our expectations at work.

A 'generation' is a term that describes a group of people that are born about the same time, whilst the Oxford Dictionary defines a 'generation gap' as the variance of opinion between those of different generations. A generation typically represents twenty years.

Identifying generations by birth year

Builders/Veterans: 1925 - 1945

Baby Boomers: 1946 - 1964

Generation X: 1965 - 1979

Generation Y: 1980 - 1994

Generation Z: 1995 - 2009

Tips for bridging the generations

Use your people skills to get the best your apprentice or trainee has to offer by:

• Ensuring your supervising style focuses on consulting, involving, and coaching your apprentice or trainee.
• Moving away from demonstrating how you 'know the way' to 'showing the way'. The people that you may be supervising come to you with a variety of experiences regardless of their age.
• Ensuring the time you spend with them in on-the-job training and coaching is quality time where they have all your attention and focus.
• Being prepared to be flexible and understand the needs of others for work life balance.
• Ensuring your apprentice or trainee is progressing through their learning, which will keep the job interesting for them.
• Setting an example of positive workplace culture where a 'no blame' environment exists.

This will help you build trust and rapport with all generations.

Gen Ys and Zs motivation and engagement boosters

While the two youngest employee groups share some common workplace preferences, research by Randstad reveals distinct differences that will influence their level of engagement, work productivity and employer loyalty.

With just a small investment of time, employers and supervisors can truly impact engagement among their youngest workers by addressing the preferences below.

Different motivation traits:

Gen Y

• Working independently
• Having larger, more private workspaces
• Having predictable hours and schedules

Research indicates that: Email is a distraction and that money issues could affect their work performance. 

Gen Z

• Having a mentor
• Receiving input and feedback
• Wearing headphones and listening to music while working
• Personalising ones workspace

Research indicates that: Facebook is seen as a distraction and that depression is an issue that might affect their work performance.

^{Source: Barclays, University of Liverpool}

The younger generations (Y and Z) are more formally educated than any before them. They are continuing to enter a workforce where they, rather than jobs, are in demand.

By 2025 Generation Z are estimated to comprise 30% of the workforce. Due to our ageing population, they are building their careers in an era where the supply of workers is declining. More people are exiting the workforce than entering it, creating an ongoing skills shortage.

Consequently, this skills shortage continues to put pressure on supervisors and employers to understand the needs of their apprentices and trainees to ensure we maximise completion rates and build interactive workplaces that adapt to the needs of the younger generations.

As we look to Gen Z to be the future of our workplaces, it is apparent that they value life/work balance, training focus, enjoyment, empowerment, support, flexibility, involvement, creativity, innovation and a global working atmosphere. They will also be characterised by many jobs, lifelong learning, variety, being above the poverty line and ownership.

We have entered a new era. While employers need to create an environment where young workers are engaged and productive, older generations must be flexible, adaptable, and open to new ideas and methods emerging from younger generations.

• All communication styles are equally valuable and everyone is a blend of all four styles.
• Your communication style is also influenced by other factors such as life experiences, education, and maturity.
• Understanding yourself better is the first step to becoming more effective when working with others.
• Learning about other people's communication styles can help you understand their motivators and stressors and how they differ from your own.
• You can improve the quality of your workplace communication and relationships by using a flexible communication style to build more effective relationships.