While Government efforts to simplify and grow apprenticeships are a work in progress, the view from those managing apprentices remains encouragingly positive.
Damar Training, an apprenticeship provider which had circa 1,300 apprentices in programmes nationwide in 2024, conducted research* among the managers directly responsible for the day-to-day management of apprentices – and the results shine a light on how apprenticeships are proving valuable to organisations: 70% of supervisors highlighted the new ideas and perspectives apprentices bring to their teams, along with energy and motivation (56%), freeing up others’ time (48%) and productivity (46%).
Overall, 94% of supervisors feel apprentices bring value to their team. Yet the most valuable impact for supervisors themselves – cited by 89% of respondents – was the opportunity to watch someone develop and grow. This is a positive reminder of the holistic benefits of apprenticeships, not just to apprentices, but also their managers and teams.
However, while the research shows that supervisors have a good understanding of the support their apprentices need, it also reveals some gaps.
Balancing softer and more practical management skills
When asked which elements are most critical to supervising apprentices effectively, it is so-called softer skills that are seen as most important, such as providing constructive/positive feedback (94%), building rapport (91%) and supporting wellbeing and motivation (91%). In the last two areas, most supervisors state they are performing “very well”.
However, their self-assessed performance in other areas is weaker, particularly the more practical aspects of apprentice supervision: while more than 76 percent consider keeping apprentices on track with their apprenticeship “very important”, only 42 percent feel they do it “very well”; 87 per cent place maximum importance on allocating appropriate work, though only 58 percent are doing it “very well” and while 94 percent emphasise the importance of providing constructive/positive feedback, only 67% feel they’re excelling at it.
In addition, significant challenges noted by supervisors included finding time to support apprentices (53%) and understanding how the apprenticeship works (42%). On the upside, supervisors appear to be navigating other challenges well, such as giving apprentices off-the-job study time (80%) and keeping apprentices engaged and motivated (76%).
If confidence is a critical characteristic in effective apprentice supervisors, it’s notable that 40% of research respondents claim they are “very confident” while 53% are “somewhat confident”. This demonstrates that apprentice supervisors generally feel positive about their ability to fulfil the requirements of the role, although there is scope to increase confidence levels – and the guidance below for supervisors and organisations could be helpful. Importantly, confidence also increases with experience; 42% of supervisors with more than one year’s experience felt very confident compared to 32% with less than one years’ experience.
The competence and capability of those tasked by employers with the day-to-day supervision of apprentices are essential to harness the benefits for employer and employee alike. So, how can supervisors and their organisations develop and improve their skills further – and ensure both derive even greater value from apprenticeship programmes?
1. Creating connections for confidence
Demonstrate a clear vision for apprentices – about their role and how they fit into the organisation. This breeds confidence.
Managers who are newer to the role will benefit from connecting with colleagues who have experience of supervising apprentices and to pick up best practice tips on how apprenticeship supervision differs from managing more experienced colleagues. Training providers may be able to introduce managers to apprentice supervisors at other organisations.
2. Keeping apprentices on track
Ensure there is sufficient time away from business-as-usual work activities for apprentices to focus on their apprenticeship study. Speak to apprentices about how they learn best which might involve either full days or shorter chunks of off-the-job study and where this can be done most effectively – for example, if undertaken at home there may be other distractions.
It is very hard to make up for lost time later, so take note of your apprenticeship provider’s progress reporting system (most providers offer support and training on this) and attend and participate in the tripartite review meetings with the provider.
3. Providing effective feedback
Allocate and commit dedicated time for apprentice feedback, ideally by embedding this into the apprentice’s normal 1:1 or check-in schedule. Apprenticeship progress aligns with achieving full competence in the apprentice’s role, so it should be looked at regularly.
Regular conversations and feedback make it easier to discuss and address more challenging issues, such as areas for improvement or how to get progress back on track. Scheduled reviews with the apprenticeship provider are a chance to triangulate feedback and for all parties to agree how things are going.
4. Allocating appropriate work
Provide structured activities with clear instructions before expanding the apprentice’s range of tasks and increasing the complexity of the work they do. Discuss the apprenticeship standard with your provider and consider how best to give your apprentice real life exposure to all the required competencies.
Delegation from other team members will enhance the variety of work and widen the variety of tasks to complete, along with the skills they can develop.
5. Finding and making the time
Ensure supervisors have adequate time to support apprentices, especially at the start of an apprenticeship. This includes making time for constructive feedback. The apprentice can also learning from more experienced colleagues or via a buddy system.
6. Understanding how the apprenticeship works
Engage with the apprenticeship training provider to gain a full understanding of the apprenticeship standard, the training plan, end-point assessment and how the apprenticeship content aligns to your business needs.
Where possible, choose work activities to complement the apprenticeship standard by keeping up with the employee’s progress through their learning modules and with input from the apprentice’s coach.
7. Organisational support
Being an apprentice supervisor is an opportunity to help a colleague develop and grow and has the potential to benefit supervisors and apprentices alike. However, it does require organisation-level support and some investment of time. Larger organisations should consider training for apprentice supervisors, drawing on the expertise of the training provider if required. In smaller organisations, supervisors should seek advice from the apprenticeship coach where needed and make use of all the resources and support available from the provider.
According to Damar Training’s research findings, the signs are strong that managers both understand the main components of effective apprentice supervision and are delivering on them. But learning, development and improvement is as much for the manager as the managed; ensuring a tangible return on an apprenticeship investment depends on it.
*The survey, comprising 14 questions, was distributed via Survey Monkey and Hubspot to 1,880 apprentice supervisors between 24 and 27 February 2025, achieving a 13.6% response rate, and a total of 256 responses. The survey was co-designed with independent research company, Laura Lyon Research Trends.
