A buddy shift needs an objective and a check-in
Pairing a new worker with an experienced colleague can support learning, but “shadow someone” is an incomplete instruction. Both people need to know what the shift is intended to teach and where its limits sit.
Agree on the learning focus
Choose a small set of role-relevant activities and identify what the worker should observe or practise under appropriate supervision. The NDIS Commission’s capability resources include training and supervision guidance; use them alongside provider procedures.
Check that the buddy has the necessary capability, time and authority. Experience alone does not automatically make someone the right supervisor for every task.
Before the shift
- Identify the learning objective.
- Confirm task and supervision boundaries.
- Explain the escalation route.
- Arrange a suitable opportunity for questions.
- Schedule a short review afterwards.
Record learning without overclaiming competence
Separate observing a task, practising it and being assessed as competent under the applicable process. These are different stages and should not be collapsed into a single “trained” tick.
Discuss what was clear, what needs more practice and what support will follow. Record job-related learning, keeping actual participant information in the authorised service record.
A fictional example could focus on locating an escalation procedure. The worker might demonstrate that they can identify the appropriate supervisor without reproducing sensitive case details in a training note.
If an activity cannot be safely or appropriately covered, record the gap and plan the next step. A useful buddy shift makes development visible while respecting the responsibilities and limitations of the role.
General process education. Employment, safety and NDIS requirements depend on the circumstances. Use current official guidance and appropriate professional advice for specific decisions.
Further reading
Discuss your people processes with EJN-HR.
