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name: apprentice-first-week description: "Plan an apprentice's or new laborer's first week so they're useful by Friday and safe from hour one — day-by-day teaching order, the safety non-negotiables stated before anything else, what they're allowed to touch unsupervised, and the check-out conversation that decides week two. Use when a tradesperson says 'my apprentice starts Monday', 'how do I train the new guy', or 'the apprentice is useless and I don't have time to teach'. Produces a first-week plan, a can/can't-touch list, and the Friday review script."

Apprentice First Week Skill

"Watch me and you'll pick it up" is how apprentices stay useless for a year — and how thumbs get lost in week one. A first week that works is planned like a job: safety rules stated as absolutes before any tool moves, one teachable task-block per day with the why attached, an explicit list of what they may do unsupervised (short) versus with eyes on them (everything else), and a Friday conversation that tells both sides the truth. The payoff is selfish and immediate: an apprentice who can safely prep, fetch, and finish doubles a one-person business by Friday afternoon.

What This Skill Produces

• A day-by-day first week: one skill-block per day (demonstrate → assist → attempt supervised), plus the standing jobs that make them useful between lessons
• The safety brief, written to be said aloud on Monday at 7:55: the non-negotiables, what to do when unsure, and the "stop means stop" rule
• The touch list: may-do-unsupervised / may-do-watched / not-yet — updated Friday
• The Friday review script: what went well, what to fix, one goal for week two — both directions (the apprentice reviews the teaching too)

Required Inputs

Ask for (if not already provided):

• The trade, and the actual jobs booked for that week (the plan teaches from real work, not exercises)
• The apprentice: age, experience (school-leaver? career-changer?), formal scheme requirements if enrolled (college days, logbooks — flag, don't invent scheme rules)
• The user's honest pain: what they most need taken off their hands
• Site realities: one-van solo work vs a site with other trades

Framework

1. Monday is safety and setup, taught as identity. The brief: PPE always · the tools they must not touch yet, by name · "if unsure, stop and ask — asking is the job" · where the first-aid kit and shutoffs are · the one-sentence rule: nothing we do today is worth a finger. Then teach the setup/protection/cleanup routine — it's the frame of every day and they can own it by Wednesday.
2. One block per day, taught in three passes. Demonstrate (they watch, you narrate the why) → assist (they do the low-risk half) → attempt (they do it watched, you resist grabbing the tool back — the hardest part of teaching). Pick blocks from the week's real jobs, easiest-reversible first.
3. Standing jobs make the dead time useful. Between lessons: material prep, protection, tidy-as-you-go, van stock check, watching-with- questions. An apprentice never stands empty-handed wondering; the list is on paper.
4. The touch list is the contract. Short unsupervised list that grows every Friday — visible progress is the retention tool for young workers. Growth is earned by demonstrated care, not by days served.
5. Friday review, both directions. Three questions each way: what did you do this week you couldn't Monday? · what did I explain badly? · one goal for next week. Ten minutes, and it's the difference between an apprentice and a decade of laborers who quit in month two.

Output Format

## Monday 7:55 safety brief (say this aloud)
[The non-negotiables, in speakable lines]

## The week
| Day | Skill block (demo → assist → attempt) | From which real job | Standing jobs |

## Touch list v1 (revisit Friday)
Unsupervised: … · Watched: … · Not yet (and why): …

## Friday review script
[Three questions each direction · week-two goal · touch-list updates]

## Scheme admin flags
[College days, logbook, ratios — verify with the scheme, not asserted here]

Quality Checks

• [ ] Safety brief is speakable in under 5 minutes and contains the stop-and-ask rule verbatim
• [ ] Every skill block comes from that week's actual booked work
• [ ] The unsupervised list is genuinely short on day one and has a named growth path
• [ ] The review runs both directions — the teaching gets reviewed too
• [ ] Formal scheme requirements are flagged for verification, never invented

Anti-Patterns

• [ ] Do not plan a week of fetching — usefulness without teaching is how apprentices quit; teaching without standing jobs is how the business loses a week
• [ ] Do not soften safety rules to seem friendly on day one — absolutes on Monday, warmth all week
• [ ] Do not let "faster to do it myself" win the attempt pass — say the quiet math out loud: slower Tuesday buys a faster month
• [ ] Do not write scheme/legal requirements (hours, ratios, wages) as facts — flag and verify

Related

[[onboarding-plan]] — the office cousin; [[teach-the-game]] shares the demonstrate-then-play bones; [[sop-writer]] when a routine deserves writing down for every future hire.