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A-5 Uses communication and mentoring techniques
Most trade learning happens on the job, with tradespeople passing skills and knowledge to apprentices and to each other. This task covers workplace communication and mentoring.
Sub-tasks
- A-5.01 Uses communication techniques
- A-5.02 Uses mentoring techniques
Uses communication and mentoring techniques
Communicating in the workplace and mentoring apprentices and learners. Apprenticeship has always been about learning workplace skills and passing them on.
Key points
- Learning in the trades happens mainly in the workplace, with tradespeople passing skills and knowledge to apprentices.
- Active listening includes hearing, interpreting, reflecting, responding and paraphrasing.
- Learning styles listed: seeing it, hearing it, trying it.
- Practice conditions: guided, limited independence, full independence.
- Teaching skills: identifying point of lesson, linking lesson, demonstrating skill, providing practice, giving feedback, assessing skills and progress.
- Essential skills: reading, document use, writing, oral communication, numeracy, thinking, working with others, digital technology, continuous learning.
- Harassment is as defined by the Canadian and jurisdictional Human Rights Commissions. Discrimination is as defined by the Canadian Human Rights Act and jurisdictional human rights laws.
Overview
Most learning in the trades happens in the workplace. Tradespeople pass their skills and knowledge on to apprentices and share knowledge with each other. Apprenticeship has always been about mentoring: learning workplace skills and then passing them on. Because this matters so much to the trade, Task A-5 covers communication in the workplace (A-5.01) and mentoring skills (A-5.02).
A-5.01 Uses communication techniques
What you do
- Communicate with individuals or groups so that everyone involved understands the instructions and messages.
- Use active listening practices.
- Receive feedback on your work and respond to it. Your response should show you understood, and you should take corrective measures.
- Explain things and give feedback so that the task is carried out as directed.
- Ask questions to improve communication. Good questions help understanding, on-the-job training and goal setting.
- Take part in safety and information meetings: attend them, pass the information on to the workforce, and apply it.
What you need to know
- Trade terminology.
- Why effective verbal and non-verbal communication with people in the workplace is important.
- Sources of information, and communication and learning styles.
- Effective listening and speaking skills.
- Personal responsibilities and attitudes that help people succeed on the job.
- The value of diversity in the workplace, and what kinds of communication count as harassment and discrimination.
Range of variables
| Category | Includes |
|---|---|
| Active listening | hearing, interpreting, reflecting, responding, paraphrasing |
| People in the workplace | other tradespeople, colleagues, apprentices, supervisors, clients, authorities having jurisdiction (AHJ), manufacturers |
| Sources of information | regulations, codes, occupational health and safety requirements, AHJ requirements, prints, drawings, specifications, company and client documentation |
| Learning styles | seeing it, hearing it, trying it |
| Personal responsibilities and attitudes | asking questions, working safely, accepting constructive feedback, time management and punctuality, respect for authority, good stewardship of materials, tools and property, efficient work practice |
| Harassment | as defined by the Canadian and jurisdictional Human Rights Commissions |
| Discrimination | as defined by the Canadian Human Rights Act and jurisdictional human rights laws |
A-5.02 Uses mentoring techniques
What you do
- Identify the learning objectives and the point of the lesson, and communicate them. The apprentice or learner should be able to explain them back.
- Connect each lesson to other lessons and to the job, setting out the lesson order and any unplanned learning opportunities.
- Show the apprentice or learner how a skill is performed, going through the steps required to demonstrate it.
- Set up practice conditions in which the apprentice or learner can practise the skill safely.
- Assess how well the apprentice or learner performs tasks with growing independence. With practice they should reach the point where they need little supervision.
- Give supportive and corrective feedback so that the apprentice or learner adopts best practice.
- Support apprentices or learners in pursuing technical training, so they complete it within the timeframe the apprenticeship authority sets.
- Support anti-harassment so the workplace is free of harassment and discrimination.
- During the probationary period, assess whether the apprentice or learner suits the trade. Give feedback that helps them see their own strengths, weaknesses and suitability for the trade.
What you need to know
- Learning skills: why individual experience matters; shared responsibilities for workplace learning; your own learning preferences; why different types of skills and essential skills matter; learning styles; learning needs and strategies to meet them; strategies that help someone learn a skill.
- Teaching skills: the roles a workplace mentor plays; teaching skills; why identifying the point of a lesson and linking lessons matter; choosing a good time to present a lesson; components of a skill (context); setting up practice opportunities; why feedback matters and techniques for giving it; skills assessment and methods of assessing progress; adjusting a lesson to different situations.
Range of variables
| Category | Includes |
|---|---|
| Steps required to demonstrate a skill | understanding who, what, where, when, why, and how; explaining; showing; giving encouragement; following up to ensure the skill is performed correctly |
| Practice conditions | guided, limited independence, full independence |
| Essential skills | reading, document use, writing, oral communication, numeracy, thinking, working with others, digital technology, continuous learning |
| Learning styles | seeing it, hearing it, trying it |
| Learning needs | learning disabilities, learning preferences, language proficiency |
| Strategies to assist in learning a skill | understanding basic principles of instruction, developing coaching skills, being mature and patient, providing feedback |
| Teaching skills | identifying point of lesson, linking lesson, demonstrating skill, providing practice, giving feedback, assessing skills and progress |
Source: Red Seal Occupational Standard – Cabinetmaker, Task A-5 (pp. 54–57).
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Sources cited on this page
- Red Seal Occupational Standard – Cabinetmaker, Canadian Council of Directors of Apprenticeship (CCDA) and Employment and Social Development Canada (ESDC) (2021 (Cat. No. Em15-3/37-2022E-PDF, ISBN 978-0-660-44580-9)). Where: Task A-5, pp. 54–57.