Supervising your Apprentice or Trainee · 1 Supervising your apprentice or trainee Well trained and effective employees are more important than ever for business success. Having a

Supervising your apprentice or trainee

A guide for Workplace Supervisorsin the ACTJune 2009


Table of Contents

Introduction 1

Apprenticeships and traineeships 2

The workplace supervisor 3

Role of the supervisor 3

What does a supervisor do? 4

Induction 6

The Workplace Coach 7

Effective coaching 7

Six steps to effective coaching 8

Practical tips 9

What does it mean to be competent? 10

What are workplace competencies? 11

What is assessment? 11

What records do I need to keep? 12

What if I have a problem? 14

Supervisor resources 14

APPENDIX : Apprenticeship and Traineeship Detailed Information 16

Roles and responsibilities 16

The employer 17

The apprentice or trainee 19

The Australian Apprenticeship Centre 19

The Registered Training Organisation 20

The ACT Dept of Education and Training 22

The Supervisor 23

Getting Started 23

Supervising your apprentice or trainee1

Well trained and effective employees are moreimportant than ever for business success. Havinga team with the right skills allows businesses tomeet the challenges of competition, growth andinnovation. Whether the organisation decides toextend the skills of existing staff or to recruitnew employees, the business will benefit fromapprenticeship and traineeship programs.

Effective recruitment and ongoing support ofapprentices and trainees through to thesuccessful completion of their training ensuresthe availability of a pool of skilled workers tomeet the business challenges of the future.

Workplace supervisors play a central role in thesuccess of apprenticeship and traineeshipprograms. Recent studies show that the mainreasons given by learners in their decision toleave or stay with training arrangements are todo with:

• the extent to which their choice ofapprenticeship or traineeship meets theirexpectations;

• the extent to which the quality of thetraining received compensates for lowertraining wages;

• general workplace conditions andrelationships, and

• the extent to which they feel supported aslearners in the workplace.

By helping apprentices and trainees with theseissues in their workplace, employers andworkplace supervisors are in a key position tomaximise the success of training and provideskilled employees to mentor the next generationof learners.

As well, effective supervision of apprentices andtrainees will lead to:

• more productive workplaces;• higher quality output and services;• more employees who can work

unsupervised;• employees who can undertake a wider

range of tasks.

This guide is designed to help employers andworkplace supervisors of apprentices andtrainees better understand their role and the roleof others. It contains information that will helpthe workplace supervisor to work moreeffectively and productively with apprentices andtrainees and provides information on sources offurther assistance should it be required.

Introduction

Supervising your apprentice or trainee 2

This guide has been written specifically for you,the workplace supervisor of apprentices andtrainees. Apprenticeships and Traineeships arejobs that combine work, structured training andformal assessment and which lead to the issueof an Australian Qualification Frameworkcertificate by a registered training organisation.

In the ACT the employer and the apprentice ortrainee enter into a formal training contract thatsets out the rights, responsibilities andobligations of both parties for the period of thecontract. The contract is registered with theState Training Authority (see Appendix: Rolesand Responsibilities).

Formal training contracts are available toestablish:

Apprenticeships - for new and existingemployees of any age or length of service

Traineeships - for new employees of anyage with less than three months full timeservice with the current employer orequivalent part time service; and

Traineeships - for existing employees of anyage in some industries with more than threemonths service with the current employer orequivalent part time service.

There is also the option for students toundertake apprenticeships and traineeshipswhile at school.

Registered Training Organisations, known asRTOs, have the crucial role of providing thecourse of training to your apprentice or trainee.

There are over 120 RTOs in ACT including CITand many private sector organisations. In alltraineeships and in some apprenticeships theemployer can choose whether training isundertaken in the workplace, in the moretraditional classroom setting, or a combinationof these.

Whichever training delivery pathway is chosenthe employer must release the learner duringpaid work time or provide time off the job toundertake both training and assessment.

Training wages for trainees and apprentices havebeen designed to account for the time theapprentice or trainee spends undertakingtraining and assessment. However, you may payyour apprentice or trainee above the trainingwage or award wage as you would with anyother employee. Existing worker trainees andapprentices retain the wages and employmentconditions they had prior to commencing thetraineeship.

While apprenticeship and traineeship trainingcontracts have a nominal duration assigned attheir commencement, the date of completion isflexible within the training period and occurswhen the employer certifies that the learner iscompetent and the RTO has issued the NationalQualification.

For more detailed information onapprenticeships and traineeships see theappendix at the end of this booklet or go to theACT Department of Education and Training –Training and Tertiary Education (State TrainingAuthority) website www.det.act.gov.au

Apprenticeships and Traineeships


activities undertaken in the workplace, as well ashelp to provide assessment evidence to the RTOassessor if required.

You will also assist the learner in gaining accessto equipment and training as needed or shownin the Training Plan. Individual learning stylesvary between individuals and betweenworkplaces. For instance some individuals learnbest from written instructions while othersprefer practical demonstration, someorganisations provide opportunities for learningin a simulated work environment while otherstrain on the shop floor. Training, whetherdelivered by the RTO or by you will be easier andmore effective if the learner’s preference for aparticular learning style can be recognised andaccommodated.

An effective workplace supervisor

• Provides a safe and supportive workplace• Integrates learning tasks into work activities

based on the Training Plan• Manages risks in safety and production

while training• Acts as a role model• Meets with the RTO on a regular basis to

ensure effective training delivery andassessment practices and to review progressthrough the Training Plan

• Manages the apprentice or trainee’s trainingneeds and motivation

• Helps the apprentice or trainee developproblem solving and general employabilityskills

• Provides feedback and encouragement• Promotes independence and self direction in

learning• Maintains records of progress.

The Workplace Supervisor

This part of the Guide looks at how you canoptimise the learning opportunities of yourapprentice or trainee through using goodsupervisory and coaching skills, whileinformation on the more detailed aspects ofapprenticeships and traineeships can be found inthe Appendix.

The workplace induction and ongoing supportof the apprentice or trainee is normally the jobof the workplace supervisor. The supervisor mayalso be the employer of the apprentice ortrainee, especially in a smaller organisation, butthe crucial aspect is that the supervisor is theperson who is responsible for training thelearner at the worksite in the day to day workingenvironment. They answer any questions theapprentice or trainee may have regarding theirtraining or other aspects of their work. It is theirresponsibility to inform the apprentice/trainee ofwhat it means to work for the employer, safetyrules, codes of conduct, lunch breaks, OH&Sinformation etc. Supervisors also ensure theapprentice/trainee is not harassed or bullied inthe workplace.

We all have our own way of doingthings – you should make allowancefor someone to carry out their allottedtask in their own way provided thatthe job is done to the requiredstandard.

The supervisor’s role

As a supervisor you will act as a role model andcoach to the learner. The learner will look to youfor guidance and help in learning to do their job.You will need to organise and record training


training to the learner with the help ofthe RTO, while in more traditionalapprenticeships the structured training isdelivered in the RTO’s classroom and thesupervisor is more involved with coaching thelearner in understanding how the classroominstruction translates to the workplace.

People learn best when they are nottense - so don’t mix instructions withcriticism

What are the benefits of beinga workplace supervisor?

While supervising a learner you will: • Have the satisfaction of passing on your skills

and knowledge • Enjoy seeing the apprentice or trainee

develop their skills • Apply and develop skills as a mentor and

coach • Improve skills in communication as you

explain work and answer questions • Develop staff who are able to complete

delegated tasks which enables you tocomplete other work

• Gain the opportunity to assist the apprenticeor trainee in building work relationships, andto understand how the business operates.

Foster a positive attitude – mistakesshould be looked on as a positiveoccurrence because they present anopportunity for learning.

What does a workplacesupervisor do?

Different supervisors will do different things,depending on the workplace and the kind oftraining being undertaken. For example, with all-on-the job type traineeships the workplacesupervisor will participate in delivering structured


Once the apprenticeship or traineeship isunderway you can also focus on checkingprogress through setting regular meeting timeswith the learner and ensuring that the TrainingPlan is being followed and that the training

record book, if issued, is signed off. Rememberthat feedback is important as it allows thelearner to measure their progress, beencouraged and gain confidence.

Some of the things you will do are shown below

The workplace supervisor

Monitor progresstowards completion

Explain yourrole to learner

Familiarise learner with the workplace

Discuss Training Plan with learner

Liaise with RTO about training

Give clear instructionson work tasks

Coach the learner tocomplete tasks

Provideencouragementand feedback

Keep records

“You can’t listen with your mouth open” – always encourage your apprentice ortrainee to hear the full message before responding, and take care that you set a goodexample by doing the same.


Introduction to the workplace

A good introduction to the workplace is crucialin providing a basis from which an apprentice ortrainee can build effective workplacerelationships. A structured induction will leavethe new learner with a clear understanding ofwhat is expected of them and what they canexpect of others. Most importantly, an effectiveinduction will affirm the new learner’s decisionto join your organisation, convey a sense of yourorganisation’s culture, reduce the time for thenew learner to reach full proficiency, reduce staffturnover and lead to your better understandingthe new learner’s strengths and careeraspirations.

If in your organisation the induction is carriedout by the workplace supervisor, you shouldensure that you cover these points:

A description of the business, its goals andstrategies and how the apprentice or traineefits into the overall picture

Terms of employment including the TrainingContract, the probationary period andaward coverage or employment contract

A review of the Training Plan issued by theRTO to clarify the competencies to beachieved

Basic work rules and work conditions Method and time of wage payment A tour of the workplace and facilities An introduction to key personnel and

immediate work colleagues Grievance procedures including who to

contact and what to do Leave provisions including annual, sick and

other leave Information on the organisations

apprentices policies and procedures Occupational health and safety procedures.

Is it my concern what the learner doesoutside working hours?

An aspect of supervision to think about isthat you can assist the learner withconstructive advice and guidance on somenon-work issues which, if left unchecked,could potentially impact negatively on theiremployment and training. For example theneed to have adequate sleep and to avoidalcohol and drugs, so that the learner canarrive at work clear headed and energetic,may need to be discussed. Anothersignificant issue, especially for young malelearners, is responsible road behaviour. It’s asad fact that the serious road accident ratefor drivers aged 17 to 24 is more thandouble that of other drivers, with alcoholand speed being major contributing factors.Encouraging good driving habits in yourapprentices and trainees will not only helpthem to avoid serious financial penaltiesand possible serious or fatal injury but alsohelp them to retain their licence and vehiclewhich may be essential to their continuingemployment.


If in your organisation a generic induction isprovided by someone outside of your own workunit you should ensure that the items in theabove list that relate to training are covered,particularly discussion of the Training Plan andthe Training Contract.

First impressions count – the newapprentice or trainee’s views of theorganisation are strongly influenced byfirst impressions. Maintaining apositive view is easier than altering anegative one, so make sure yourinduction is well planned and seamless.

What does being a workplacecoach mean?

In your role as a supervisor you will undoubtedlybe coaching others often, even if you have notthought of it in these terms. Coaching includesall the efforts you make to motivate others,teach them about the work, develop their skills,provide them with feedback and recognise theirachievements.

When any significant problem arises, itis a good idea to give advancenotice to the apprentice or trainee thatyou want to discuss it with them- that way both parties have a chanceto think over the problem and tomanage any strong emotions that maybe present.

Effective coaching

The following are a few tips to assist you incoaching effectively: • Acknowledge what the apprentice or

trainee already knows – they may haveknowledge and experience that they havegained in a variety of ways, e.g. school,hobbies, previous employment

• Explain the ‘big picture’ – give the reasonswhy a particular task may need to bedone in a certain way. In your explanationdraw on real examples

• Provide incentives to learn – explain whatthe apprentice or trainee will achieve

• Provide choice – everyone learnsdifferently, find out from the apprentice ortrainee how they like to learn, e.g. dothey prefer written instructions or to beshown how to do something a number oftimes

• Remember though, that where skills arebeing learned, you will need to give thelearner the opportunity to practice

• Encourage initiative and innovativethought by listening to the apprentice’s ortrainee’s ideas and providing feedback

• Communicate with the apprentice ortrainee, think about: - how and how often you are going to

communicate with them - whether your instructions are clear

and simple and are not more complexthan necessary for the job

- how you are going to ensure a two-way communication flow

• Check whether you have realisticexpectations

• Remember that people work and learnbest in a supportive environment so makesure that you act immediately against anybullying or harassment you seehappening.


Six steps to effective supervisor coaching

This chart provides a six step process for effective coaching

Explain thetask to theapprentice ortrainee and itspurpose andwhy we do it.

One

Two

Three

Four

Five

Six

Explain to theapprentice ortrainee all thesteps in

completingthe task.

Demonstratethe task andexplain what

will beassessed andhow it will beassessed andrecorded.

Provide theapprentice ortrainee withsufficient

opportunity topractice.

Provideencouragement,feedback andhelp to organiseassessments with the RTO.

When acompetencyhas beenachieved,ensure theapprentice ortrainee isadvised andthe RTOconfirms

competence.


Supervision practical tips

People learn best when actively involved intheir learning, so when teaching yourapprentice or trainee a new task make surethey know why they are doing things, whythese things are important, and how andwhen they will be assessed on it.

Clear communications

Take time to think about the instructionsyou give. Write down your instructions orbreak the job into steps if necessary. To giveclear instructions you should: • Assume no prior knowledge • Explain why the job is done this way • Use clear and simple language • Include safe work practices in your

instructions • Ask the apprentice or trainee to restate

the instructions back to you to checktheir understanding

• Make sure there are no distractions.

Demonstration

Take time to show your apprentice ortrainee how to do things the correct way.You may find it helps to break the taskdown into manageable pieces. Observationis a quick and very effective way to learn, itallows you to • Show the learner correct procedures

and sequences

• Explain why the task is done that way • Use correct work practices.

Practice makes perfect

Allow time for the apprentice or trainee topractice new skills. Everyone makesmistakes, so expect mistakes. Point theapprentice or trainee in the right direction.Watch and coach and • Be patient • Ask questions to encourage the

apprentice or trainee to think about thetask e.g. “That’s right Sarah, now whatshould you do next?’, or “If the nut isseized on the bolt, how could youloosen it?”

• Give praise when it is due • Suggest ways to improve, e.g. “You’ve

mastered the register Jason, now I wantyou to concentrate on customerservice”.

Ask questions

• Check for understanding, e.g. “Whatare the four steps in checking the orderform?”

• Involve the apprentice or trainee indecision making, e.g. “Should we setthe guide rails now?”

• Obtain information and feedback, e.g.“How is your training in power toolsgoing, is there anything you don’tunderstand?”

“Kids these days just don’t want to learn” – not so, but younger apprentices andtrainees are both smart and impressionable. They will pick up whatever good or badattitudes and work practices that are shown them by other workers. Given the rightrole models they will come out on top.


Both apprenticeships and traineeships are basedon learning and developing skills through acombination of hands on experience andstructured training.

An apprentice or trainee is competent in ourtraining system when they are able to apply theirknowledge and skills to successfully completework activities in a range of situations andenvironments, against the standard of

performance expected in the workplace andacross industry.

Competency includes what are known asemployability skills – the ability to support theworkplace through communication, team work,problem solving, self-management, planningand organising, technology, learning, and takinginitiative.

What it means for the Apprentice or Trainee to be competent

Knowing how to do a job

Understanding workplace policies and procedures

Fitting in with others in theworkplace

Dealing with everyday problemsthat may occur

Understanding why it shouldbe done that way

Being able to apply skillsconsistently

Being able to transfer skills todifferent situations

Being able to do different tasks at the same time

Lecturing or learning? Constant lecturing will make your apprentice or trainee tuneout. Often people learn more when given a chance to try something themselves, evenif it means potentially having to learn from a mistake.

Being competent means:


What are workplacecompetencies?

An apprenticeship or traineeship is made up oftraining and assessments to develop a numberof competencies - sets of skills and knowledgerelevant to the workplace, and the level ofperformance required to do them satisfactorilyat work. For all apprenticeships or traineeshipsthe training and assessment outcomes areachieved through assessments and assignmentsand the completion of actual work in theworkplace.

Examples of competencies for someone waitingon tables in the hospitality industry mightinclude:

• provide a link between kitchen and serviceareas

• promote products and services to customers• provide food and beverage service.

Examples of competencies for someone workingas a customer service assistant in the retailindustry might include:

• work effectively in a retail environment• communicate in the workplace• apply point of sale handling procedures.

To complete an apprenticeship or traineeshipand receive a qualification, the learner mustsuccessfully complete all of the units ofcompetency that make up the NationalQualification.

Once the RTO has issued the NationalQualification, the Traineeship or Apprenticeshipis completed and the State Training Authoritycloses the training contract.

What is assessment?

Assessment means collecting evidence aboutthe apprentice or trainee’s skills and knowledge,comparing the evidence to a set of industry-based standards and judging whether, on thebasis of the evidence gathered, the learnermeets those standards.

The RTO assessor will carry out the assessment.This will mean determining whether theapprentice or trainee is ‘competent’ or ‘not yetcompetent’ (although some RTOs may useslightly different terms).


As a workplace supervisor you will not berequired to make decisions on the apprentice ortrainee’s competence but you will be requestedto provide evidence of how they have appliedtheir skills in the workplace and your opinionabout their ability to do the job.

This evidence can take many forms. Please seethe example below:

Brett has been offered a traineeship with a largedepartment store in the city. He is very keen onthe traineeship as he has been working part-time at the store since before leaving school. Heis however concerned about what’s actuallyinvolved in a traineeship, particularly about theassessment part - as he has been advised he willbe ‘assessed’ as to whether he is a competentsales assistant. As Brett has never been keen onformal assessment he is worried about whatmay happen if he is not considered to be acompetent sales assistant.

Brett, his supervisor and the RTO assessor hold ameeting to discuss the assessment requirementsand to provide an opportunity for all to seekclarification about Brett’s traineeship. Thismeeting allows both Brett and his supervisor tonegotiate the assessment details with theassessor and results in the development of anassessment plan. The assessor guides bothparties through the process, explaining:

• the roles and responsibilities of all involved• the assessment evidence the assessor will

require• the methods used to gather the evidence for

assessment• the options regarding the outcomes of the

assessment.

The RTO assessor negotiates an assessmentschedule so Brett and his supervisor know whento expect monitoring and assessment visits.These visits are used to monitor Brett’s progressand to provide feedback.

The assessor explains that the assessment willinvolve a combination of Brett being observeddoing work, demonstrating tasks to theassessor, participating in role play situationswhere unusual situations like dealing withdifficult customers can be assessed, answeringquestions about his work tasks and having hiswork performance checked with his supervisor.

After seeking agreement with Brett and hissupervisor as to the way the evidence will becollected and documented, the assessment planis agreed to and signed by the three parties.Both Brett and his supervisor are provided withcopies of the tasks and the assessment tools thatwill be used. This ensures clarity and helps toavoid any possible misunderstandings.

Brett has the opportunity to ask questions aboutobservations that will take place as a componentof the evidence gathering by both his supervisorand the RTO assessor. A copy of the assessmenttools for the observations is given to Brett toenable him to determine when he is ready to beassessed.

The RTO assessor, Brett and his supervisor arefully informed at the meeting and agreement isreached to ensure workplace needs and theassessment requirements of the units ofcompetencies are met. This is also anopportunity for the supervisor to check that theproposed assessment tools reflect currentindustry standards and workplace practice.

What records does thesupervisor keep?

As the workplace supervisor involved insupervising an apprentice or trainee you arerequired to maintain certain records to confirmthat effective training is occurring. Below is atable setting out the basic record keepingrequirements, however they may varydepending on workplace requirements.


Records which must be kept Workplace supervisor’s role

Approval letter from the State Training Authority None – the employer should keep this.ACT stating that the Apprenticeship/Traineeship Training Contract has been approved.

Copy of the Apprenticeship/ None – the employer should keep this.Traineeship Training Contract.

Copy of the full Training Plan. You need this to monitor the apprentice’s or trainee’s skills development.

Record of the time the Registered Training This will demonstrate to you the type andOrganisation spends with you and the learner level of training the Registered Trainingat the workplace and what activities Organisation is providing to the apprenticewere undertaken. or trainee.

Records of time worked and wages paid. These records must be kept by the employer.You may possibly keep a record of time worked for learning purposes.

Results of any on-the-job training undertaken You may need to provide information for this,by the apprentice or trainee with the and it would help to keep a copy forRegistered Training Organisation. your information

Trainee/apprentice’s workbook / record of Discuss progress regularly with apprentice/ training supplied by RTO. trainee & RTO. Sign off on-the-job experience

and competence as agreed with RTO.

Copy of the industrial award or workplace The employer keeps these records and a agreement under which the learner copy should be available to the apprentice is employed. or trainee. You also need to know

this information.


General workplace issues

As the workplace supervisor of an apprentice ortrainee, you will have access to support fromyour employer and possibly other supervisors atyour workplace who have either beenapprentices or trainees themselves or havesupervised learners.

Training PlanThe Training Plan, which has been negotiatedbetween the employer, the learner and the RTOis the essential guide to the what, where andwhen of training and assessment and will guideyou through the training process. The relevantrepresentative of your RTO should be your firstpoint of contact for questions about the TrainingPlan.

Training ContractIf you have general questions aboutapprenticeships or traineeships or are:• experiencing difficulties with your RTO

which you cannot resolve• experiencing difficulties in the workplace, or• concerned about the progress of the

training contract

contact an Australian Apprenticeship LiaisonOfficer at your State Training Authority byphoning (02) 6205 8555 or email [email protected], or seewww.det.act.gov.au

Financial IncentivesIf you have questions about the payment ofgovernment incentives to your organisation orto your apprentice or trainee, contact yourAustralian Apprenticeships Centre. Seewww.australianapprenticeships.gov.au for a listof Australian Apprenticeships Centres.

What if I have a problem?

General information on apprenticeships andtraineeships is available on the internet, andthe web sites listed are a useful starting point.Some of these sites contain a wide rangeof information, and will require you to navigatethrough the content to find answers to specificquestions:

• www.det.act.gov.au• www.australianapprenticeships.gov.au• www.training.com.au• www.education.gov.au• www.skilling.nsw.gov.au• apprenticeship.det.nsw.edu.au• www.det.nsw.edu.au

Resources for Supervisors

Some useful publicationsinclude

• the ACT Australian Apprenticeships Charter,a copy of which can be found atwww.det.act.gov.au/information_for/australian_apprenticeships_centres

• www.fairwork.gov.au

Numerous books are available on the topic ofsupervision and can be found in major bookshops.

In addition there are National Industries SkillsCouncils, which provide advice about trainingand develop competency standards for eachmain industry.

See www.education.gov.au for a listing ofindustry bodies. Useful information onsupervision techniques is published by thesebodies

• National Meat Industry Training Councilwww.mintrac.com.au

• Motor Traders Association of NSWwww.training.mtansw.com.au

• Community Services and Health SkillsCouncil www.cshisc.com.au

• Service Skills Australiawww.serviceskills.com.au

• Innovation and Business Skills Australiawww.ibsa.com.au

• Australian Industry Groupwww.aigroup.asn.au and click onEducation and Training.



Who is involved in Apprenticeships and Traineeships?

The key people/agencies directly involved are identified in the diagram below. Other agenciesinvolved can include WorkCover, unions and employer organisations.

APPENDIX:Detailed information on Apprenticeships andTraineeships

Who is involved?

Employer/Group TrainingOrganisation

Apprentices andTrainees

Workplacesupervisor

Australian ApprenticeshipsCentre

Registered TrainingOrganisation

State Training Authority, ACT DET


The Employer

Apprenticeships and traineeships start with theemployer, who selects and recruits a suitableperson and then contacts an AustralianApprenticeships Centre to arrange the trainingcontract and other necessary paperwork.

Employers have a range of responsibilitiesincluding provision of a workplace wherelearning can occur and an obligation to ensurethat the apprentice or trainee has everyopportunity to complete their training.

Employers have both a business incentive and alegal requirement to provide a safe andharmonious workplace supportive of learning.Having entered into a Training Contract youhave accepted an obligation to ensure thelearner has access to appropriate instruction andpractical experience, to provide appropriatewages and conditions of employment and tokeep the Department of Education and Traininginformed of any changes to the TrainingArrangement.

Where the apprentice or trainee is a youngperson under 18 years of age employers haveadditional responsibilities under the ACTChildren and Young People Act 2008.

Under current legislation employers have aresponsibility to:

• Ensure the learner receives the instruction,practice and support they need to developthe skills in all aspects of their vocation

• Release the apprentice or trainee as requiredduring work hours to undertake trainingprovided by the RTO

• Ensure that the learner is instructed andsupervised by a supervisor competent in therelevant vocation

• Provide a workplace that is safe, conduciveto learning and free from bullying,harassment or discrimination

• Ensure workplace arrangements, wages andconditions comply with relevant state andfederal industrial laws

• Comply with the ACT Children and YoungPeople Act 2008

• Advise State Training Authority, DET of anyproposed changes to the Training Contract.

It is worth keeping in mind that employmentconditions tend to be the crucial factor indecisions made by apprentices and trainees inchanging employers.

What are the roles and responsibilitiesof those involved?


Fair pay and conditions, supportive workingrelationships and quality training enhance thesuccessful completion of apprenticeships andtraineeships, reduce staff turnover and ensure asupply of skilled committed staff. Your businessalso benefits from increased staff motivation,greater productivity and reduced absenteeism.

Factors which contribute to a productive,harmonious workplace and positive trainingand performance outcomes include:

• A consultative and co-operative approach toworkplace arrangements

• Wage progression based on acquiringadditional skills and competencies

• Employment conditions that support trainingsuch as paid time to attend off-the jobtraining or self-paced learning,reimbursement of course fees andtextbooks, tool allowances, and sufficienttradespeople to provide supervision on-the-job

• Other provisions such as overtime, penaltyand shift rates and flexible work practiceswhich balance business needs withemployees’ family responsibilities

• A safe workplace free from bullying,harassment and discrimination; and

• Compliance with relevant federal industriallaws and state child employment legislation.

In all traineeships and apprenticeships theemployer is able to choose which RTO willprovide the training for their learner, as well aschoosing the delivery pattern.

The Group TrainingOrganisation

As an alternative to employing an apprentice ortrainee directly a business may use a GroupTraining Organisation (GTO) to provide theapprentice or trainee. In this case the GTO is thelegal employer and the business where theapprentice or learner works is a ‘host’ employer.

The GTO selects and employs the apprentice ortrainee and places them with the host employerfor as long as is required. The GTO is the legalemployer and is responsible for wages, payrolltax and workers compensation for the learner.The host employer will provide the opportunityfor the apprentice or trainee to gain practicalskills through working and training undersupervision.

There are over 180 Group Training Organisationsaround Australia employing 40,000 apprenticesand trainees hosted through over 35,000businesses.

For more information go to:www.grouptraining.ntis.gov.au

The Apprentice or Trainee

The role of the apprentice or trainee is toundertake the course of training prescribed inthe Training Contract and carry out all lawfulinstructions of the employer. By entering into theTraining Contract the apprentice or traineemakes a formal commitment to:

► acquire the skills of the vocation► obtain the appropriate qualification as

shown on the Training Plan► discharge obligations as an employee► accept instruction and training in the

workplace► attend scheduled training delivered by the

RTO► 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.

The Australian ApprenticeshipsCentre

The role of the Australian ApprenticeshipsCentre, or AAC, is to assist you in identifyingappropriate training opportunities within yourorganisation and subsequently to establish thetraining contract with the apprentices andtrainees whom you employ. The AAC willexplain the rights and responsibilities of theapprentice or trainee and the employer, the roleof the RTO and State Training Authority and willadvise you of any ACT and AustralianGovernment incentives and subsidies that mayapply.

AACs are contracted by the AustralianGovernment to provide a free service to bothyou and your apprentices and trainees. Inaddition to preparing the traineeship andapprenticeship training contracts they arerequired to contact you and your apprentice ortrainee at designated times to ensure thattraining is progressing satisfactorily.



The AAC assists through:

• Providing information on traineeship andapprenticeship options to employers andother interested people

• Providing information about trainingpackages and suitable training pathways forthe trainee/apprentice

• Establishing effective relationships with a JobServices Provider, RTOs, schools and otherorganisations

• Working with the State Training Authority,DET to provide an integrated service

• Providing information on training deliveryoptions to suit the employer’s workenvironment

• Providing information about RTOs that candeliver the training in the qualifications andgeographical area to suit the employer andtrainee/apprentice

• Marketing and promotingtraineeships/apprenticeships in the local area

• Providing resource information to theemployer and trainee/apprentice,e.g. contact details for awards information

• Providing ongoing support and advice to theemployer and trainee/apprentice throughoutthe training

• Administering Australian Governmentincentive payments to employers.

AACs operate from over 500 sites Australia-wide. To find an AAC, ring 133873 (free call) or go towww.australianapprenticeships.gov.au

The Registered TrainingOrganisation

The Registered Training Organisation, usuallyreferred to as the RTO, delivers training to theapprentice or trainee leading to a nationallyaccredited qualification. In the ACT RTOs areregistered by the ACT Accreditation andRegistration Council.

The RTO initially negotiates a Training Plan withthe employer and the apprentice or trainee. TheTraining Plan confirms the qualification to bedelivered, the delivery pathway and the datethat training will commence. The RTO isresponsible for developing the Training Plan inconsultation with you and your apprentice ortrainee. The Training Plan should be customisedto ensure that the competencies that make upthe qualification are most relevent to yourbusiness.

• The RTO should develop a full Training Planwith the employer (or supervisor) and thelearner within 8 weeks of commencing thetraining contract, and provide a copy to theemployer and the apprentice or trainee.Credit for any competencies already held bythe learner must be incorporated into theTraining Plan through the process ofrecognition of prior learning, generallyreferred to as RPL. At this stage anyadditional needs the apprentice or traineemay have in terms of literacy, numeracy orother support should be identified andprovided for. Additional payments to providethis support are available to the RTO in manycases.

• The RTO should negotiate with theemployer/workplace supervisor the part thateach will have in both training delivery andassessment.

• The RTO will provide resources to theapprentice/trainee and the supervisor thateffectively support the training deliverypathway selected and the agreed role thesupervisor and RTO will play in trainingdelivery and assessment.

• The RTO will provide regular reports to theemployer/supervisor on the progress of thetraining and on competencies achieved. Theemployer/supervisor may need to initiate therequest for this regular feedback on theapprentice or trainee’s progress.

In the ACT, the RTO is obliged to provide aminimum of 3 hours structured training perweek, to all trainees and apprentices. This isbased on approximately 20 percent of theminimum 15 hours part time training contract inthe ACT or 11 hours for school-based trainingcontracts. Structured training hours may bemore than 3 per week, particularly for full timetrainees and apprentices, again based onapproximately 20 percent of the trainingcontract hours. Structured training hours mayalso be averaged over a 3 month period, eg - 6hours a fortnight, 12 hours in a month, providedthat the equivalent total required for the 3month period is undertaken.

In summary the RTO has to:

► Develop and sign off a Training Plan with thelearner and employer

► Deliver structured training customised to theworkplace and according to the TrainingPlan

► Identify and meet any additional supportneeds that the learner may require

► Keep a record of training outcomes andqualifications issued according to nationalRequirements

► Ensure competencies can be achieved by thelearner in the workplace



► Issue a qualification to the learner when allcompetencies are achieved

► Support the workplace supervisor and theapprentice/trainee

► Maintain records of the learner’s progressand any problems

► Provide information to the supervisor ontheir roles and responsibilities

► Liaise with the employer during the trainingperiod

► Assist the supervisor in providing workplacetraining

► Assess the learner’s competence

► Provide training resources to the learner

► Monitor the learner’s progress against theTraining Plan, this may be throughworkplace visits.

To find an RTO visit www.ntis.gov.au and clickon Registered Training Organisations.

ACT Department of Educationand Training – Training andTertiary Education

is the State Training Authority in the ACT. It isthe government agency responsible formanaging apprenticeships and traineeships inthe ACT. Through the Department you canobtain assistance and information on all aspectsof apprenticeship and traineeship training.Under the ACT Training and Tertiary EducationAct 2003, Department staff are able to:

• Approve or dismiss applications to establishan apprenticeship or traineeship

• Ensure that apprentices, trainees and theiremployers carry out their responsibilitiesunder the Training Contract

• Help to resolve any disputes that may arisebetween employers and their apprentices ortrainees

• Approve early completion of anapprenticeship or traineeship provided allrequirements have been met

• Give advice about cancellation, suspension,or transfer of an apprenticeship ortraineeship, or other changes to a TrainingContract

You can contact the ACT State TrainingAuthority by ringing (02) 6205 8555.

The Workplace Supervisor

The role of the workplace supervisor (who mayalso be the employer) will vary from organisationto organisation. Generally the workplacesupervisor acts as a role model and coach for theapprentice or trainee as described in the firstpart of this guide.

Getting startedHow is an apprenticeship or traineeshiparranged?

Step 1 Identify the opportunitiesDepending on the size of your organisation thedecision to establish an apprenticeship ortraineeship may be as simple as replacing agraduating apprentice or trainee, or a morecomprehensive exercise identifying a range ofopportunities to establish apprenticeships and /or traineeships across your organisation.

Your AAC will be happy to visit and provideadvice about suitable apprenticeships andtraineeships for your organisation, choices ofRTO and delivery of training, and eligibility toreceive State and Australian Governmentfinancial incentives.

Step 2 Finding the right personRecruiting and selecting an apprentice or traineeis a strategic way of growing and sustainingyour business for the future. Using goodselection and recruitment techniques to identifythe most appropriate applicants can save youmoney by minimising staff turnover. For eachapplicant the selection process should try toevaluate:

• Their knowledge of the trade or traineeship• How realistic their expectations are of the

day to day work they will be undertaking• Their motivation to succeed in the training• Their educational and physical suitability• Their previous experience in similar activities• Their long term aspirations; and• How likely they are to experience difficulty in

adjusting to the workplace.

ApprenticesAn apprentice can be a new employee of yourorganisation or someone you have employed forsome time. There is no age limit to someonestarting an apprenticeship and recent figuresshow a shift to employers engaging olderapprentices. Also, you can now employ acurrent school student as a school basedapprentice on a part-time basis while theyundertake the Year 12 Certificates.

TraineesA trainee can be a new entrant to yourorganisation or an existing worker. A newentrant trainee can be found by advertising,through approaching a Job Services Provider toput you in touch with potential trainees, bycontacting a careers advisor at your localsecondary school for referral of current orformer students who may be interested, orthrough your AAC. An existing worker traineecan be found within your current workforce.Trainees can be shared between two or morebusinesses by hosting the trainee through aGroup Training Organisation, allowing eachbusiness to meet a part-time work load. There isalso the opportunity to employ a current schoolstudent as a school based trainee. There are alsobenefits in considering non traditional applicantsfor the position. Remember that traineeships arebeing increasingly used by people re enteringthe workforce after an absence or looking to getadditional skills.



Step 3 Arranging the paperwork Arrange for an AAC representative to visit yourorganisation to complete an Apprenticeship/Traineeship Training Contract with you and yourproposed apprentice or trainee.

Step 4 Sign-upAt this stage the AAC representative will explainthe roles and responsibilities of the employerand the apprentice or trainee, the choice ofRTO, how the training will be delivered and anyfinancial incentives which may be available. Anypossible reduction of the training duration dueto prior experience of the apprentice or trainee,can be discussed at this point. A TrainingContract will be signed by the employer and theapprentice or trainee (and their parent/guardianif they are under 18 years of age).

A Training Plan is also completed after sign-upand is endorsed by the RTO. The Training Planindicates the qualification to be delivered, themode of training delivery and the location of thetraining. Endorsement by the RTO secures atraining place at the start date indicated.

Step 5 Get approvalThe AAC checks the Training Contract andlodges it with the State Training Authority forapproval. On-the-job training should start fromthe commencement date of the TrainingContract and formal training delivery from theRTO should start as soon as practicable. StateTraining Authority will send a letter to theemployer and trainee advising approval of thetraineeship and indicating any probationaryperiod.

Special arrangements exist for school basedapprenticeships and traineeships, for moreinformation contact the ACT Department ofEducation and Training – Training and TertiaryEducation on (02) 6205 8555 or (02) 6205 7711.

Notes



Acknowledgments and Copyright© State Training Services NSW Department of Education and Training (DET) 2008 All rights reserved. This work is copyrightto NSW Department of Education and Training. Permission is given to trainers and teachers to make copies by photocopying orother duplicating processes for use within their own training organisations, or in a workplace where training is being conducted.This permission does not extend to the resale of this material to third parties, the making of copies for use outside the immediatetraining environment for which they are made, and the use of the materials for hire. Outside these guidelines, all material issubject to copyright under the Copyright Act 1968 (Commonwealth) and permission must be obtained in writing from the NSWDepartment of Education and Training. ISBN no: 0731079906

DisclaimerThe ACT Department of Education and Training does not give warranty nor accept any liability in relation to the content ofthis work. Comments and enquiries may be directed to the ACT Department of Education and Training on (02) 6205 8555.

STATE TRAINING SERVICES REGIONAL OFFICES

Hunter & Central Coast Level 1 State Office Block 117 Bull Street Newcastle West NSW 2302 Ph: (02) 4974 8570 Fax: (02) 4925 2139

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North Coast & Mid North Coast Suite 3, Level 4 29 Molesworth Street Lismore NSW 2480 Ph: (02) 6627 8400 Fax: (02) 6621 9994

Western NSW Level 1, State Office Block Cnr Kite & Anson Streets Orange NSW 2800 Ph: (02) 6392 8500 Fax: (02) 6392 8539

Southern & South West Sydney Level 2, 41– 45 Rickard Road Bankstown NSW 2200 Ph: (02) 8707 9600 Fax: (02) 9709 5356

State Training Authority – ACTACT Department of Education and Training -Training and Tertiary EducationLevel 5,220 Northbourne AvenueBraddon ACT 2612Ph: (02) 6205 8555 Fax: (02) 6205 8448

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