COURSE OVERVIEW:

Welcome to the Workplace Mentoring & Coaching for Plumbing Apprentices course. This program has been designed to equip you with the practical tools, mentoring strategies, and coaching techniques needed to support the development of plumbing apprentices in real-world construction and maintenance settings.

Mentoring and coaching play a vital role in guiding apprentices through the technical, safety, and behavioural expectations of the plumbing trade. This course begins by defining the purpose of structured mentoring in the apprenticeship journey and explains the difference between mentoring, coaching, and instruction. You will explore how providing consistent, supportive guidance benefits not only apprentices but also improves safety, productivity, and long-term workforce capability for employers.

A workplace mentor in plumbing is more than a supervisor—they are a role model, guide, and resource for developing trade competence. This section outlines how mentors support technical growth, foster safe and professional work habits, and provide practical problem-solving support to apprentices as they develop on the job.

Understanding the structure of plumbing apprenticeships is essential to effective mentoring. This section introduces the key components of the Certificate III in Plumbing, including licensing requirements, competency stages, and the roles of Registered Training Organisations (RTOs), employers, and apprentices in delivering nationally recognised training.

Each apprentice brings unique needs and challenges to the workplace. This section explores how to recognise differing skill levels, learning preferences, and language or confidence barriers. It also addresses generational differences and strategies for preparing younger workers to meet the behavioural and performance expectations of the trade.

Building a strong mentor-apprentice relationship is foundational. This section focuses on how to establish trust, approachability, and clear communication. You’ll learn how to set expectations, maintain professional boundaries, and create an inclusive environment where apprentices feel safe to ask questions and engage with learning.

Mentoring works best when it is structured and aligned with actual tasks. This section explains how to develop coaching plans around plumbing installations, repairs, and maintenance activities. You’ll learn how to incorporate review points, learning goals, and hands-on demonstrations to support skill acquisition during live job tasks.

Adult learning principles underpin all effective mentoring. This section explores how adults best learn through hands-on experience, repetition, and reflection. You’ll learn how to use trade-relevant scenarios and real-time guidance to support knowledge retention and encourage independent problem-solving.

Clear demonstrations are central to learning technical skills. This section outlines how to break down complex plumbing tasks, explain safety procedures, introduce tools and materials, and verbalise your decision-making during the job. You’ll also learn how to adjust explanations to suit different learning speeds and backgrounds.

Feedback must be frequent, specific, and encouraging. This section explores how to correct errors constructively, praise effort and accuracy, and help apprentices understand where and how they can improve without damaging motivation or confidence.

Safety mentoring is a critical responsibility. This section covers how to coach apprentices in WHS procedures including PPE, Safe Work Method Statements (SWMS), and high-risk task safety. You’ll also learn how to build situational awareness, especially in confined spaces, elevated work, and live water system scenarios.

Mentoring supports technical development across core plumbing competencies. This section guides you in coaching apprentices in pipe fitting, installation techniques, pressure testing, fault finding, and client interactions. You’ll also learn how to supervise key tasks like wet testing and commissioning for accuracy and compliance.

Monitoring performance ensures meaningful progress. This section explores how to observe apprentice work across different jobs, use informal tools like checklists or daily logs, and identify when further instruction or formal assessment is needed to support development.

Coaching interactions must be documented appropriately. This section outlines how to record brief but accurate notes on coaching sessions, align them with unit requirements, and maintain a record that can contribute to formal training records, RTO updates, or internal progress reviews.

Behavioural challenges may arise during apprenticeships. This section covers how to identify issues like lateness, disengagement, or unsafe behaviour, and how to coach apprentices towards better performance. You’ll also learn when and how to escalate persistent issues respectfully and professionally.

Emotional wellbeing influences learning. This section explores how to check in with apprentices, recognise signs of personal stress, and encourage help-seeking behaviour. You’ll also learn how to foster resilience and persistence, particularly in high-pressure or demanding site environments.

Coordination with RTOs and supervisors ensures consistency. This section explains how to share observations, support trainers with site-based evidence, and align mentoring with structured training plans. You’ll also learn how to support assessment by providing context and feedback based on real job performance.

Mentoring effectiveness must be reviewed. This section explores how to seek feedback from apprentices, evaluate whether learning goals are being met, and reflect on your own mentoring approach. Continuous improvement of coaching strategies is vital to ensuring long-term apprentice success.

A learning culture begins with daily actions. This final section outlines how to promote continuous development, mentor senior apprentices into leadership roles, and integrate coaching practices into the team environment. You’ll learn how to make skill-building, feedback, and professional growth part of everyday plumbing operations.

By the end of this course, you will be equipped with the mentoring capabilities, coaching methods, and communication strategies required to support plumbing apprentices through their trade journey—fostering skill, safety, and confidence in the next generation of licensed professionals.

Each section is complemented with examples to illustrate the concepts and techniques discussed.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand the following topics:

1. Introduction to Mentoring and Coaching in the Plumbing Industry

• Understanding the purpose of mentoring and coaching in apprenticeships
• Differences between mentoring, coaching, and instruction
• Benefits of structured workplace support for apprentices and employers

2. Defining the Role of a Plumbing Workplace Mentor

• Supporting technical learning and on-the-job skill development
• Fostering professional attitudes and safe work behaviours
• Acting as a role model and source of practical guidance

3. Understanding the Apprenticeship System in Australia

• Key stages in the Certificate III in Plumbing qualification
• Regulatory requirements, licensing pathways, and industry expectations
• Role of RTOs, employers, and apprentices in training delivery

4. Identifying the Needs of Plumbing Apprentices

• Recognising varying skill levels, learning styles, and backgrounds
• Supporting apprentices with language, literacy, or confidence gaps
• Addressing generational differences and workplace readiness

5. Establishing the Mentor-Apprentice Relationship

• Building trust, approachability, and open communication
• Setting clear expectations and professional boundaries
• Creating a supportive and inclusive learning environment

6. Planning the Mentoring Process for Plumbing Tasks

• Aligning workplace coaching with unit competencies and work stages
• Developing task-based learning plans for installations, repairs, and maintenance
• Incorporating milestones, review points, and real-time feedback

7. Applying Adult Learning Principles in Trade Training

• Understanding how adults acquire and retain skills
• Using experiential, problem-solving, and hands-on methods
• Reinforcing learning through repetition, reflection, and reinforcement

8. Demonstrating Plumbing Skills Effectively

• Breaking down complex tasks into manageable steps
• Explaining tools, materials, safety protocols, and standards
• Using think-aloud strategies to explain decision-making in real time

9. Providing Constructive Feedback and Encouragement

• Giving feedback that is timely, specific, and actionable
• Balancing praise with areas for improvement
• Avoiding demotivation or discouragement from negative delivery

10. Coaching for Safety Awareness and Compliance

• Reinforcing safe work practices and hazard identification
• Mentoring apprentices on SWMS, PPE, and isolation procedures
• Coaching situational awareness on high-risk plumbing jobs

11. Supporting Technical Development in Plumbing Tasks

• Providing guidance in pipe installation, fixture fitting, and fault diagnosis
• Encouraging problem-solving and systems thinking
• Supervising apprentices in wet testing, commissioning, and client handovers

12. Monitoring Apprentice Progress and Performance

• Observing skills over time across different types of plumbing jobs
• Using checklists, logs, or informal assessments
• Identifying areas needing further practice or formal instruction

13. Recording Coaching and Mentoring Interactions

• Keeping brief but accurate records of coaching sessions and feedback
• Aligning coaching notes with unit of competency requirements
• Providing evidence for training records or RTO engagement

14. Addressing Behavioural or Performance Issues

• Identifying common challenges such as tardiness, unsafe behaviour, or disengagement
• Coaching apprentices through workplace expectations and standards
• Escalating persistent issues through appropriate channels

15. Supporting Emotional Wellbeing and Motivation

• Checking in regularly to identify stress or personal barriers
• Encouraging resilience and persistence in high-pressure environments
• Creating a culture where seeking help is normalised

16. Coordinating with RTOs and Supervisors

• Communicating apprentice strengths and needs to trainers
• Contributing to the learning process through site-based evidence
• Aligning coaching with structured training plans

17. Evaluating the Effectiveness of Mentoring

• Seeking feedback from apprentices on mentoring style and support
• Reviewing apprentice outcomes against learning goals
• Reflecting on what works and adjusting mentoring techniques

18. Promoting a Culture of Learning in the Plumbing Workplace

• Encouraging ongoing development beyond the apprenticeship
• Mentoring senior apprentices to become future mentors
• Embedding coaching into daily routines and team culture

COURSE DURATION:

The typical duration of this course is approximately 2-3 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

COURSE REQUIREMENTS:

You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.

COURSE DELIVERY:

Purchase and download course content.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.