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The changing nature of work and changing customer demands for products and services are driving the need for organisations to develop and maintain responsive workforces. Workplace supervisors are increasingly expected to manage not only productivity and service provision, but also facilitate effective and efficient workplace learning opportunities for others in the work setting. Observations suggest supervisors may not necessarily be adequately equipped for roles as learning facilitators nor adequately supported in these roles by organisations. This research will inquire into the actual and documented role of the supervisor in the context of a contemporary government vocational educational and training (VET) organisation. Framed by the theoretical concepts of communities of practice and situated learning, it aims to uncover supervisor practices and organisational expectations of learning in the workplace. The research design incorporates interpretive case study methodology and seeks to identify influences on workplace learning and workplace practices that may aid or constrain supervisors' facilitative roles in these processes. The outcomes will contribute to understandings of facilitative practices in workplace learning. It is anticipated that findings from this research may be relevant to a broader range of organizational contexts in which workplace supervisors and managers have roles in facilitating learning at work.