Key information

  1. Status: Approved for delivery
  2. Reference: ST0310
  3. Version: 1.4
  4. Level: 4
  5. Typical duration to gateway: 18 months
  6. Typical EPA period: 5 months
  7. Maximum funding: £7000
  8. Route: Business and administration
  9. Date updated: 22/04/2024
  10. Approved for delivery: 19 August 2016
  11. Lars code: 128
  12. EQA provider: Ofqual
  13. Example progression routes:
  14. Review: this apprenticeship will be reviewed in accordance with our change request policy.
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Apprenticeship summary

Overview of the role

Managing project work and teams for businesses and other organisations.

Occupation summary

This occupation is found in small, medium, and large organisations within the public, private and third sectors. Associate project managers work in all sectors such as government, retail, food and drink, infrastructure, education, charities, research, and banking. The working environment can vary from being in an office, on site, at client, and contactor’s locations and working remotely. 

The broad purpose of the occupation is to contribute to the successful delivery of a project, ensuring its scope and benefits are achieved as planned. They do this primarily by identifying, resourcing, scheduling, and monitoring the activities that need to happen in a certain sequence and timescale. They monitor the project objectives and milestones and adjust plans in accordance with evolving circumstances. 

Associate project managers are key to enabling organisations meet their business goals by successful project delivery. Projects can be large or small and deliver a required product that either creates something new or improves efficiency and effectiveness, such as designing and constructing a new motorway or implementing a new IT system. Projects are diverse in nature and could involve anything from banking through to construction. Many organisations deliver their own projects, using in-house associate project managers to work on scope they might be already familiar with. Some associate project manager’s work on a contract basis or for specialist organisations that deliver outsourced project work on behalf of clients.

In their daily work, an employee in this occupation interacts with a range of internal stakeholders including members of their own team and other departments such as IT, legal, finance, strategy, HR, operations, commercial, marketing, sustainability, senior management, and governing decision-making bodies. They also interact with a range of external stakeholders such as members of the public, investors, customers, regulators, suppliers, auditors, and partners. They will typically report to the Project Manager who ensures the delivery of the project scope.

An employee in this occupation will be responsible for identifying, defining, and delivering some or all the aspects of a projects lifecycle within the limits set by the project manager. Associate project managers work on their own and in a range of team settings. 

They may contribute to the drafting of business cases that justify why a project is required. They will collaborate with stakeholders to negotiate and allocate project activities to members of the integrated project team.

The Associate project manager will be monitoring progress using relevant project tools and techniques and is also responsible for quality assuring work to completion. They will report on progress and adapt plans as needed. 

They will apply codes of practice, legislation, and regulation in respect of the organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability. Associate project managers manage conflicting project and current political objectives such as net carbon zero, and risk management to influence successful outcomes.

They work within agreed budgets and available resources, and work without high levels of supervision, usually reporting to the project manager. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others.

They must also escalate project issues beyond the scope of their role or when they identify significant project risks and issues. 

They analyse and incorporate lessons learned into future project management and to keep their project skills up to date. 

They contribute to overall project aims in line with customer requirements.

They will understand how their role supports the wider organisation and project structure. 

 

Typical job titles include:

Assistant project manager Green leaf Junior project manager Green leaf Project support Green leaf

Duties

  • Duty 1 Support the project team in delivering the lifecycle of a project.
  • Duty 2 Review, analyse, and provide feedback on a business case to ensure the project remains valid.
  • Duty 3 Contribute to and deliver elements of the stakeholder engagement process to commence and progress project delivery, and collaborate with stakeholders to communicate the project plan.
  • Duty 4 Develop, update, and continually review, relevant sections of the project scope document.
  • Duty 5 Prepare documents or diagrams which illustrate and deliver the key milestones and stages of a project schedule.
  • Duty 6 Plan the resources required to deliver a project or the activities within the project.
  • Duty 7 Use quality management systems to ensure that project delivery meets legislative and local requirements.
  • Duty 8 Identify and manage risks and opportunities, to drive the successful delivery of the project.
  • Duty 9 Contribute to the production and presentation of the key project documents through governance to gain approval.
  • Duty 10 Monitor and report on budget forecast, spend and variance.
  • Duty 11 Collate, analyse, and report on data relating to project performance.
  • Duty 12 Monitor performance trends and process change controls to support the management of project scope.
  • Duty 13 Review the project and report on lessons learned which contribute to continuous improvement for future project delivery.
  • Duty 14 Contribute to the project objectives and key performance indicators which drive and improve performance and sustainability goals.

Apprenticeship summary

ST0310, associate project manager level 4

This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.

What is an end-point assessment and why it happens

An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.

Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.

The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 5 months.

The overall grades available for this apprenticeship are:

  • fail
  • pass
  • distinction


EPA gateway

The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.

The gateway requirements for your EPA are:

  • achieved English and mathematics qualifications in line with the apprenticeship funding rules
  • for the written project report with presentation and questioning., the project's title and scope must be agreed with the EPAO and a project summary submitted

  • for the professional discussion underpinned by a portfolio of evidence., you must submit a portfolio of evidence

Assessment methods



Who to contact for help or more information

You should speak to your employer if you have a query that relates to your job.

You should speak to your training provider if you have any questions about your training or EPA before it starts.

You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.Reasonable adjustments

If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.


Professional recognition

This apprenticeship aligns with Association for Project Management for Associate Membership

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in small, medium, and large organisations within the public, private and third sectors. Associate project managers work in all sectors such as government, retail, food and drink, infrastructure, education, charities, research, and banking. The working environment can vary from being in an office, on site, at client, and contactor’s locations and working remotely. 

The broad purpose of the occupation is to contribute to the successful delivery of a project, ensuring its scope and benefits are achieved as planned. They do this primarily by identifying, resourcing, scheduling, and monitoring the activities that need to happen in a certain sequence and timescale. They monitor the project objectives and milestones and adjust plans in accordance with evolving circumstances. 

Associate project managers are key to enabling organisations meet their business goals by successful project delivery. Projects can be large or small and deliver a required product that either creates something new or improves efficiency and effectiveness, such as designing and constructing a new motorway or implementing a new IT system. Projects are diverse in nature and could involve anything from banking through to construction. Many organisations deliver their own projects, using in-house associate project managers to work on scope they might be already familiar with. Some associate project manager’s work on a contract basis or for specialist organisations that deliver outsourced project work on behalf of clients.

In their daily work, an employee in this occupation interacts with a range of internal stakeholders including members of their own team and other departments such as IT, legal, finance, strategy, HR, operations, commercial, marketing, sustainability, senior management, and governing decision-making bodies. They also interact with a range of external stakeholders such as members of the public, investors, customers, regulators, suppliers, auditors, and partners. They will typically report to the Project Manager who ensures the delivery of the project scope.

An employee in this occupation will be responsible for identifying, defining, and delivering some or all the aspects of a projects lifecycle within the limits set by the project manager. Associate project managers work on their own and in a range of team settings. 

They may contribute to the drafting of business cases that justify why a project is required. They will collaborate with stakeholders to negotiate and allocate project activities to members of the integrated project team.

The Associate project manager will be monitoring progress using relevant project tools and techniques and is also responsible for quality assuring work to completion. They will report on progress and adapt plans as needed. 

They will apply codes of practice, legislation, and regulation in respect of the organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability. Associate project managers manage conflicting project and current political objectives such as net carbon zero, and risk management to influence successful outcomes.

They work within agreed budgets and available resources, and work without high levels of supervision, usually reporting to the project manager. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others.

They must also escalate project issues beyond the scope of their role or when they identify significant project risks and issues. 

They analyse and incorporate lessons learned into future project management and to keep their project skills up to date. 

They contribute to overall project aims in line with customer requirements.

They will understand how their role supports the wider organisation and project structure. 

 

Typical job titles include:

Assistant project manager Green leaf Junior project manager Green leaf Project support Green leaf

Occupation duties

Duty KSBs

Duty 1 Support the project team in delivering the lifecycle of a project.

K1 K2 K3 K4 K5 K6 K8 K12 K15 K30 K31

S1 S2 S3 S5 S6 S18 S19 S23

B2 B3 B5

Duty 2 Review, analyse, and provide feedback on a business case to ensure the project remains valid.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K13 K14 K15 K23 K27 K28 K29 K30

S1 S2 S3 S5 S6 S9 S19 S24 S25

B2 B4 B5

Duty 3 Contribute to and deliver elements of the stakeholder engagement process to commence and progress project delivery, and collaborate with stakeholders to communicate the project plan.

K4 K11 K12 K14 K15 K30

S2 S3 S4 S5 S11 S19

B1 B2 B4 B5

Duty 4 Develop, update, and continually review, relevant sections of the project scope document.

K11 K15 K19 K30

S6 S7 S10 S19 S25

B1 B2 B4 B5

Duty 5 Prepare documents or diagrams which illustrate and deliver the key milestones and stages of a project schedule.

K13 K15 K21 K30 K31

S1 S3 S7 S12 S19 S22

B1 B2 B4 B5

Duty 6 Plan the resources required to deliver a project or the activities within the project.

K6 K8 K15 K16 K17 K21 K22 K24 K30

S6 S7 S12 S17 S18 S19 S26

B1 B2 B4 B5

Duty 7 Use quality management systems to ensure that project delivery meets legislative and local requirements.

K4 K15 K16 K17 K27 K28 K30

S15 S23

B1 B3 B5

Duty 8 Identify and manage risks and opportunities, to drive the successful delivery of the project.

K2 K4 K15 K23 K30

S4 S5 S7 S13 S14 S24

B3 B4 B5

Duty 9 Contribute to the production and presentation of the key project documents through governance to gain approval.

K1 K2 K3 K4 K5 K7 K15 K16 K17 K30 K31

S1 S3 S4 S5 S6 S7 S12 S18 S19 S20

B3 B4

Duty 10 Monitor and report on budget forecast, spend and variance.

K6 K15 K17 K18 K20 K25 K30

S1 S4 S8 S21 S26

B1 B4 B5

Duty 11 Collate, analyse, and report on data relating to project performance.

K15 K16 K17 K20 K26 K30 K31

S1 S7 S8 S19 S21 S24

B1 B5

Duty 12 Monitor performance trends and process change controls to support the management of project scope.

K11 K12 K15 K20 K30

S7 S8 S10 S22 S25

B1 B2 B4 B5

Duty 13 Review the project and report on lessons learned which contribute to continuous improvement for future project delivery.

K15 K16 K17 K26 K30

S1 S3 S4 S11 S16 S18 S19 S25

B4 B5

Duty 14 Contribute to the project objectives and key performance indicators which drive and improve performance and sustainability goals.

K1 K2 K3 K4 K5 K13 K15 K16 K17 K21 K26 K27 K28 K30

S3 S4 S5 S6 S11 S16 S19

B2 B3 B4 B5

KSBs

Knowledge

K1: The differences between projects and business as usual. Back to Duty

K2: The importance of alignment between the project and organisational objectives. Back to Duty

K3: The interdependencies between project, programme, and portfolio management. Back to Duty

K4: Techniques used to understand the project context, such as PESTLE (political, economic, social, technological, legal, and environmental), SWOT (strength, weakness, opportunities, threats) or VUCA (velocity, uncertainty, complexity, ambiguity). Back to Duty

K5: The need and benefit of the project governance structure, requirements, and process and the impact on their role. Back to Duty

K6: The differences and comparative benefits between functional, matrix and project structures. Back to Duty

K7: Different roles and responsibilities within a project environment. Back to Duty

K8: The differences and comparative benefits between linear, iterative and hybrid life cycle approaches. Back to Duty

K9: Importance, content, and purpose of a business case. Back to Duty

K10: Approaches to the maintenance of a business case and the management of the benefits which will be achieved upon the successful delivery of the project. Back to Duty

K11: The purpose, format, and significance of the project management plan. Back to Duty

K12: Methods used to define, record, integrate, deliver, and manage scope. Back to Duty

K13: The identification, analysis, and management of stakeholders. Back to Duty

K14: Communication techniques and approaches to interact with stakeholders to meet their requirements. Back to Duty

K15: The use of information management. Back to Duty

K16: Techniques for managing conflict and negotiation. Back to Duty

K17: Techniques for working collaboratively within a team and with stakeholders. Back to Duty

K18: How and when to apply different estimating methods. Back to Duty

K19: Configuration management and change control. Back to Duty

K20: The principles of earned value management (EVM) and the interpretation of EVM information. Back to Duty

K21: Project scheduling and maintenance, including critical path analysis. Back to Duty

K22: Allocation and management of resources throughout the project life cycle. Back to Duty

K23: Principles of project risk and issue management. Back to Duty

K24: Procurement strategies and processes that are both ethical and sustainable. Back to Duty

K25: The role and purpose of quality requirements, planning and control in a project environment. Back to Duty

K26: Principles for evaluating project success, including how lessons learned are captured and can impact future project delivery. Back to Duty

K27: Relevant regulations and legislation such as data protection, and how they impact on their role. Back to Duty

K28: The impact of project objectives and how to respond to challenges around sustainability and the UK Government’s policy to achieve net carbon zero. Back to Duty

K29: Principles of conducting project management activities which are ethical and inclusive. Back to Duty

K30: Technology and software used in the performance of project management activities. Back to Duty

K31: Presentation tools and techniques. Back to Duty

Skills

S1: Use project monitoring and reporting techniques to track, interpret and report on performance. Back to Duty

S2: Manage and engage with stakeholders. Back to Duty

S3: Influence and negotiate with others to create a positive outcome for the project. Back to Duty

S4: Resolve conflict as and when required with stakeholders within limits of responsibility. Back to Duty

S5: Adapt communications to different stakeholders. Back to Duty

S6: Communicate and support the project vision, to ensure buy in to the project objectives. Back to Duty

S7: Collate and analyse information and provide input to support negotiations relating to project objectives. Back to Duty

S8: Monitor and analyse project budgets. Back to Duty

S9: Review and provide feedback on a project business case to ensure the project remains valid. Back to Duty

S10: Apply change control processes to support the management of project scope. Back to Duty

S11: Evaluate an integrated project management plan to provide recommendations on areas for improvement. Back to Duty

S12: Prepare, monitor, and schedule activities that contribute to the delivery of the overall project schedule and objectives. Back to Duty

S13: Evaluate and make recommendations on the risk management plan to threats to delivery and recommend solutions. Back to Duty

S14: Identify and monitor project risks and issues; and plan and implement responses to them. Back to Duty

S15: Deliver a Quality Management Plan which contributes to quality control processes. Back to Duty

S16: Use an organisation’s continual improvement process including lessons learned to improve performance. Back to Duty

S17: Support the preparation or maintenance of a resource management plan for project activities. Back to Duty

S18: Work with stakeholders to deliver the project. Back to Duty

S19: Use digital tools and software to meet project objectives for example research, collaboration, presentations, and resolution of problems. Back to Duty

S20: Provide underpinning data to support the written submission through the governance process. Back to Duty

S21: Work within the approved project budget. Back to Duty

S22: Ensure that integrated schedules support critical path analysis, interface management, resource forecasting and risk management. Back to Duty

S23: Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work. Back to Duty

S24: Use data to inform decisions on actions to take to mitigate risks on project. Back to Duty

S25: Use configuration management and change control to schedule and maintain projects. Back to Duty

S26: Manages resources through the project lifecycle. Back to Duty

Behaviours

B1: Works flexibly and adapts to circumstances. Back to Duty

B2: Works collaboratively and builds strong relationships with others across the organisation and external stakeholders. Back to Duty

B3: Has accountability and ownership of their tasks and workload. Back to Duty

B4: Operates professionally with integrity and confidentiality. Back to Duty

B5: Seeks learning opportunities and continuous professional development. Back to Duty

Qualifications

English and Maths

Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Professional recognition

This standard aligns with the following professional recognition:

  • Association for Project Management for Associate Membership
Print EPA plan

End-point assessment plan

V1.4

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the associate project manager apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Associate project manager apprentices, their employers and training providers should read this document.

A full-time associate project manager apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

The EPA should be completed within an EPA period lasting typically 5 months.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship providers and assessment register (APAR).

This EPA has 2 assessment methods.

The grades available for each assessment method are below.

Assessment method 1 - written project report with presentation and questioning.:

  • fail
  • pass
  • distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence.:

  • fail
  • pass
  • distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

  • fail
  • pass
  • distinction

EPA summary table

On-programme - typically 18 months

The apprentice must:

  • complete training to develop the knowledge, skills and behaviours (KSBs) outlined in this apprenticeship’s standard
  • complete training towards English and mathematics qualifications in line with the apprenticeship funding rules

  • compile a portfolio of evidence

End-point assessment gateway

The apprentice’s employer must be content that the apprentice is occupationally competent.

The apprentice must:

  • confirm they are ready to take the EPA
  • have achieved English and mathematics qualifications in line with the apprenticeship funding rules

For the written project report with presentation and questioning., the apprentice must submit a project scoping document. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed.

For the professional discussion underpinned by a portfolio of evidence., the apprentice must submit a portfolio of evidence.

Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO.

End-point assessment - typically 5 months

The grades available for each assessment method are below

Written project report with presentation and questioning.:

  • fail

  • pass

  • distinction

Professional discussion underpinned by a portfolio of evidence.:

  • fail

  • pass

  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • distinction

Professional recognition

This apprenticeship aligns with:

  • Association for Project Management for Associate Membership

Duration of end-point assessment period

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 5 months.

The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.

EPA gateway

The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.

The apprentice must meet the gateway requirements before starting their EPA.

They must:

  • confirm they are ready to take the EPA
  • have achieved English and mathematics qualifications in line with the apprenticeship funding rules

  • submit a project scoping document for the written project report with presentation and questioning.

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project scoping document must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. The agreed project will present a typical business task, appropriate for demonstrating the skills and knowledge on the standard. The agreed project will be comparable in terms of content and complexity for all apprentices - it is the context within which the knowledge, and skills must be demonstrated that will vary. The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA. The project will typically be undertaken on the employer’s premises.

  • submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence.

Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 20 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:

  • workplace documentation and records, for example:
  • workplace policies and procedures
  • reports
  • presentations
  • witness statements
  • annotated photographs
  • video clips with a maximum total duration 10 minutes; the apprentice must be in view and identifiable

This is not a definitive list; other evidence sources can be included.

The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.

Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.

Order of assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Written project report with presentation and questioning.

Overview

A written project report involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The written project report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.

This assessment method has 2 components:

  • written project report

  • presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.

Rationale

This assessment method is being used because:

  • the written project report is designed to demonstrate the application of knowledge, skills, and behaviours as they would occur in occupational practice. Producing a written project report reflects normal practice in the workplace for an associate project manager, so this assessment method is appropriate.
  • it is a significant and relevant piece of work that thoroughly tests both higher and lower order knowledge, skills, and behaviours.
  • it demonstrates the apprentice’s understanding of their organisation and the project management function.

Delivery

Examples of the types of written project report an apprentice could submit include:

  • Work as part of an integrated project team to produce the design, manufacture, installation, commissioning and handover of a piece of equipment to be replaced on a nuclear site. Engaging with stakeholders on a regular basis to ensure their requirements are safely met to time and cost, whilst abiding to the appropriate laws and legislations.
  • Deliver a major infrastructure project by defining customer requirements, determining if they are feasible and develop a business case to enable the project to commence. Work with subject matter experts to conduct surveys and undertake risk analysis. Produce a health and safety file throughout the stages of project delivery to be handed to the asset owner upon project completion.
  • Manage the supply chain to develop a new piece of software, producing, and completing the testing schedule for the software prior to implementing it into the organisation. Evaluate the learning from this project and apply it into the recommendations to ensure continuous improvements are made.
  • Plan and deliver a project to improve outcomes in a challenged organisation area based on initial evaluation of performance. Engage with stakeholders to develop buy in and create working relationships to enable you to be embedded within the site. Identify appropriate improvement interventions and create schedule for delivery. Keep updated records to enable reporting within governance structure at appropriate level of detail and provide updates to central teams where required.

To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the written project report's title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that written project reports are pitched appropriately.

The written project report output must be in the form of a written project report and presentation.

The apprentice must start the written project report after the gateway. The employer should ensure the apprentice has the time and resources, within the written project report period, to plan and complete their written project report. The research and project will be completed before the gateway.

The apprentice may work as part of a team to assist in the completion of a project or elements of a project, which could include internal colleagues or technical experts. The project may be of any size such as a large or small project. The apprentice must however, complete their written project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the written project report and any presentation materials are submitted.

The apprentice may choose to end any assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.

Component 1: Written project report

The written project report must include at least:

  • an executive summary (or abstract)
  • an introduction
  • the scope of the project (including key performance indicators, aims and objectives)
  • an outline project delivery schedule
  • an estimate of cost
  • learning from change outcomes
  • project outcomes, did it deliver the benefits included? was it completed to time and cost?
  • identification of findings
  • recommendations and conclusions
  • references
  • appendix containing mapping of KSBs to the report.

The written project report must have a word count of 3500 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the written project report evidences the KSBs mapped to this assessment method.

The apprentice must complete and submit the written project report and any presentation materials to the EPAO by the end of week 12 of the EPA period.

Component 2: Presentation with questions

The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their written project report and presentation.

The presentation should cover:

  • an overview of the project
  • the project scope
  • how this scope was delivered (including schedule, milestones and key resources)
  • summary of delivery tasks undertaken by the apprentice
  • project outcomes

The presentation with questions must last 60 minutes. This will typically include a presentation of 20 minutes and questioning lasting 40 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

The independent assessor must ask at least 6 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The purpose of the independent assessor's questions is:

  • to verify that the activity was completed by the apprentice
  • to seek clarification where required
  • to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
  • to assess level of competence against the grading descriptors

The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 12 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.

During the presentation, the apprentice must have access to:

  • audio-visual presentation equipment
  • flip chart and writing and drawing materials
  • computer

The independent assessor must have at least 2 weeks to review the written project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 2 weeks’ notice of the presentation with questions.

Assessment decision

The independent assessor must make the grading decision. They must assess the written project report components holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

  • the KSBs demonstrated in the written project report and presentation with questions
  • the apprentice’s answers to questions
  • the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.

The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

EPAO must produce the following materials to support the project:

  • independent assessor EPA materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Professional discussion underpinned by a portfolio of evidence.

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

This assessment method is being used because:

  • it allows the apprentice to show case their depth of understanding relating to the KSBs.
  • it allows the independent assessor to consider the context and sector that the apprentice operates within, giving flexibility to ensure that all the KSBs can be assessed appropriately.
  • it allows scope for the apprentice to demonstrate the depth and breadth of KSBs.

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

  • Business requirements and objectives
  • Regulations and legislation
  • Project management tools and techniques
  • Managing information
  • Managing stakeholders
  • Research and analysis
  • Evaluation

The EPAO must give an apprentice 2 weeks' notice of the professional discussion.

The portfolio of evidence is submitted to the independent assessor at the Gateway. The independent assessor must have at least 2 weeks to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

  • the apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence.:

  • independent assessor assessment materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Grading

Written project report with presentation and questioning.

Theme
KSBs
Pass
Apprentices must demonstrate all of the pass descriptors
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Project management tools and techniques
K4 K5 K19 K21 K22 K24 S1 S25 S26

Explains how they use project monitoring and techniques to understand the project context and to track, interpret and report on performance. (K4, S1)

Describes how they use configuration management and change control to schedule and maintain projects and manage resources through the project lifecycle. (K19, K21, K22, S25, S26)

Describes the need and benefit of the governance structure and ethical and sustainable procurement processes and how they impact on their role. (K5, K24)

 

Justifies the techniques they use to track, interpret, and report on project performance and how they have supported successful delivery of the project within its context. (K4, S1)

Managing information
K2 K10 K12 K18 K30 S12 S14 S16 S17 S21 B3

Summarises how they schedule, prepare and monitor activities that contribute to the overall objectives, and the importance of aligning project and organisational objectives. (K2, S12)

Describes the approaches taken to maintain a business case and how they manage the benefits which will be achieved through successful delivery of the project. (K10)

Describes technology, software, and methods they use to define, record, integrate, deliver, and manage the scope of the project and how they use them to identify and monitor risks and issues planning and implementing responses to them. (K12, K30, S14)

Explains how and when to apply estimating methods to work within the approved project budget taking ownership and accountability for this task. (K18, S21, B3)

Explains how they used continual improvement and lessons learned from projects to support the preparation or maintenance of a Resource Management Plan to drive project activities. (S16, S17)

 

Evaluates the approaches they take to maintain a business case, what benefits they achieve and how they ensure successful delivery of a project. (K10)

Explains the importance of continual improvement and the use of lessons learnt from projects and recommend how they would use these to drive future project activities. (S16, S17)

 

Managing stakeholders
K14 S6 B2

Describes the communication techniques they use to support the project vision and ensure buy in to objectives, through collaborating and maintaining stakeholder relationships' (K14, S6, B2).

N/A

Research, analysis and evaluation
K26 K28 S7 S9 S11

Describes the principles they use to evaluate project success and an integrated Project Management Plan ensuring that lessons learned are captured and how they may impact on future projects, including how these are used to recommend areas for improvement. (K26, S11)

Explains how they would evaluate the impact of project objectives and respond to challenges around sustainability and the UK Government's policy to achieve net carbon zero. (K28)

Demonstrates how they collate and analyse information to support negotiations on project objectives and provide feedback on a project business case to ensure the project remains valid. (S7, S9)

 

Critically evaluates the principles they use to evaluate project success and the impact of the objectives on sustainability and how these support recommendations for improvement areas on future projects. (K26, K28, S11)

Professional discussion underpinned by a portfolio of evidence.

Theme
KSBs
Pass
Apprentices must demonstrate all of the pass descriptors
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Business requirements and objectives
K1 K9 S20 B5

Describes the differences between projects and business as usual including how they seek learning and professional development opportunities in both settings. (K1, B5) 

Explains the importance of the content and purpose of a business case and how underpinning data is used to support the written submission through the governance process. (K9, S20)

 

N/A

Regulation and legislation
K27 S23

Explains the regulatory and legislative requirements which impact on their role and how they apply them to the projects they are delivering. (K27, S23)

N/A

Project management tools and techniques
K3 K6 K7 K8 K11 K16 K23 K25 K29 S4 S24

Describes the interdependencies between project, programme, and portfolio management and how these influence the purpose, format, and significance of the project management plan. (K3, K11)

Explains the differences and comparative benefits between functional, matrix and project structures, how they interact with the principles of project risk and issue management and how data is used to inform actions to take to mitigate risks on the project. (K6, K23, S24)

Outlines the different roles and responsibilities in a project and what techniques they use to manage conflict and negotiation within their area of responsibility. (K7, K16, S4)

Describes the differences and comparative benefits between linear, iterative and hybrid life cycle approaches. (K8)

Discusses the role and purpose of quality requirements, planning and control in a project environment and the principles of conducting project management activities which are ethical and inclusive. (K25, K29)

 

Analyses project risk and issue management principles and the impact they may have on the successful delivery of a project. (K23)

Justifies how project management activities ensure that all activities undertaken are ethical and inclusive. (K29)

 

Managing information
K15 K31 S10 S15 S19 S22

Discuss information management and how it is used to ensure that integrated schedules support critical path analysis, interface management, resource forecasting and risk management. (K15, S22)

Describe the presentation techniques they use and explain how they apply change control processes to support the management of project scope and deliver quality plans using digital tools and software to meet the project objectives. (K31, S10, S15, S19)

 

 

 

Justifies why they have applied change control processes and how these supported the management of project scope. (S10)

Managing stakeholders
K13 K17 S2 S3 S5 S18 B1 B4

Describes how they identify, analyse, and manage stakeholders and adapt their communications to work flexibly to changing circumstances. (K13, S5, B1)

Outlines the techniques used for working collaboratively, managing, and engaging with stakeholders and how they use these to influence and negotiate to create a positive outcome for the project. (K17, S2, S3,)

Demonstrates how they operate professionally in order to work with stakeholders to deliver the project. (S18, B4)

 

Evaluates the communications they use with stakeholders to influence, negotiate, and resolve conflict to create a positive outcome for the project and how they would adapt their style to suit the audience. (S5, S18, B1)

Research, analysis and evaluation
K20 S8 S13

Describes the principles of earned value management (EVM) and the interpretation of EVM information, and how this is used to monitor and analyse budgets. (K20, S8)

Explains how they evaluate the Risk Management Plan to address threats to delivery and solutions they have recommended. (S13)

 

Evaluates the principles of earned value management (EVM) they have used, and the recommendations they have made on how this is used to monitor and analyse budgets. (K20, S8)

Overall EPA grading

Performance in the EPA determines the overall grade of:

  • fail

  • pass

  • distinction

An independent assessor must individually grade the written project report with presentation and questioning. and professional discussion underpinned by a portfolio of evidence. in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

Written project report with presentation and questioning. Professional discussion underpinned by a portfolio of evidence. Overall Grading
Any grade Fail Fail
Fail Any grade Fail
Fail Fail Fail
Pass Pass Pass
Distinction Pass Pass
Pass Distinction Pass
Distinction Distinction Distinction

Re-sits and re-takes

If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.

If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of passif they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • complete on-programme training to meet the KSBs as outlined in the apprenticeship standard for a minimum of 12 months
  • complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • prepare for and undertake the EPA including meeting all gateway requirements

Employer

As a minimum, the apprentice's employer must:

  • select the training provider
  • work with the training provider to select the EPAO
  • work with the training provider, where applicable, to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the apprenticeship standard and is ready for EPA
  • ensure the apprentice is prepared for the EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • confirm arrangements with the EPAO for the EPA in a timely manner, including who, when, where
  • provide the EPAO with access to any employer-specific documentation as required for example, company policies
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete the EPA
  • ensure that any required supervision during the EPA period, as stated within this EPA plan, is in place
  • ensure the apprentice has access to the resources used to fulfil their role and carry out the EPA for workplace based assessments
  • remain independent from the delivery of the EPA
  • pass the certificate to the apprentice upon receipt

EPAO

As a minimum, the EPAO must:

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the apprenticeship provider and assessment register
  • conform to the requirements of the external quality assurance provider (EQAP)
  • understand the apprenticeship including the occupational standard and EPA plan
  • make all necessary contractual arrangements including agreeing the price of the EPA
  • develop and produce assessment materials including specifications and marking materials, for example mark schemes, practice materials, training material
  • maintain and apply a policy for the declaration and management of conflict of interests and independence. This must ensure, as a minimum, there is no personal benefit or detriment for those delivering the EPA or from the result of an assessment. It must cover:
    • apprentices
    • employers
    • independent assessors
    • any other roles involved in delivery or grading of the EPA
  • have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of internal quality assurance (IQA) activity for external quality assurance (EQA) purposes
  • appoint independent, competent, and suitably qualified assessors in line with the requirements of this EPA plan
  • appoint administrators, invigilators and any other roles where required to facilitate the EPA
  • deliver induction, initial and on-going training for all their independent assessors and any other roles involved in the delivery or grading of the EPA as specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required
  • conduct standardisation with all their independent assessors before allowing them to deliver an EPA, when the EPA is updated, and at least once a year
  • conduct moderation across all of their independent assessors decisions once EPAs have started according to a sampling plan, with associated risk rating of independent assessors
  • monitor the performance of all their independent assessors and provide additional training where necessary
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders
  • use language in the development and delivery of the EPA that is appropriate to the level of the apprenticeship
  • arrange for the EPA to take place in a timely manner, in consultation with the employer
  • provide information, advice, and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • confirm the gateway requirements have been met before they start the EPA for an apprentice
  • arrange a suitable venue for the EPA
  • maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation and security of materials
  • where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary
  • confirm the overall grade awarded
  • maintain and apply a policy for conducting appeals

Independent assessor

As a minimum, an independent assessor must:

  • be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment
  • have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation
  • have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan
  • understand the apprenticeship’s occupational standard and EPA plan
  • attend induction and standardisation events before they conduct an EPA for the first time, when the EPA is updated, and at least once a year
  • use language in the delivery of the EPA that is appropriate to the level of the apprenticeship
  • work with other personnel, where used, in the preparation and delivery of assessment methods
  • conduct the EPA to assess the apprentice against the KSBs and in line with the EPA plan
  • make final grading decisions in line with this EPA plan
  • record and report assessment outcome decisions
  • comply with the IQA requirements of the EPAO
  • comply with external quality assurance (EQA) requirements

Training provider

As a minimum, the training provider must:

  • conform to the requirements of the apprenticeship provider and assessment register
  • ensure procedures are in place to mitigate against any conflict of interest
  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as outlined in the occupational standard
  • deliver training to the apprentice as outlined in their apprenticeship agreement
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • ensure the apprentice is prepared for the EPA
  • work with the employer to select the EPAO
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • remain independent from the delivery of the EPA

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

  • how an apprentice qualifies for reasonable adjustment
  • what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:

  • have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
    • have recent relevant experience of the occupation or sector to at least occupational level 6 gained in the last 3 years or significant experience of the occupation or sector
  • operate induction training for anyone involved in the delivery and/or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)

Value for money

Affordability of the EPA will be aided by using at least some of the following:

  • utilising digital remote platforms to conduct applicable assessment methods
  • using the employer’s premises
  • conducting assessment methods on the same day

Professional recognition

This apprenticeship aligns with:

  • Association for Project Management for Associate Membership

KSB mapping table

Knowledge Assessment methods
K1

The differences between projects and business as usual.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K2

The importance of alignment between the project and organisational objectives.

Back to Grading
Written project report with presentation and questioning.
K3

The interdependencies between project, programme, and portfolio management.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K4

Techniques used to understand the project context, such as PESTLE (political, economic, social, technological, legal, and environmental), SWOT (strength, weakness, opportunities, threats) or VUCA (velocity, uncertainty, complexity, ambiguity).

Back to Grading
Written project report with presentation and questioning.
K5

The need and benefit of the project governance structure, requirements, and process and the impact on their role.

Back to Grading
Written project report with presentation and questioning.
K6

The differences and comparative benefits between functional, matrix and project structures.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K7

Different roles and responsibilities within a project environment.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K8

The differences and comparative benefits between linear, iterative and hybrid life cycle approaches.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K9

Importance, content, and purpose of a business case.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K10

Approaches to the maintenance of a business case and the management of the benefits which will be achieved upon the successful delivery of the project.

Back to Grading
Written project report with presentation and questioning.
K11

The purpose, format, and significance of the project management plan.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K12

Methods used to define, record, integrate, deliver, and manage scope.

Back to Grading
Written project report with presentation and questioning.
K13

The identification, analysis, and management of stakeholders.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K14

Communication techniques and approaches to interact with stakeholders to meet their requirements.

Back to Grading
Written project report with presentation and questioning.
K15

The use of information management.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K16

Techniques for managing conflict and negotiation.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K17

Techniques for working collaboratively within a team and with stakeholders.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K18

How and when to apply different estimating methods.

Back to Grading
Written project report with presentation and questioning.
K19

Configuration management and change control.

Back to Grading
Written project report with presentation and questioning.
K20

The principles of earned value management (EVM) and the interpretation of EVM information.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K21

Project scheduling and maintenance, including critical path analysis.

Back to Grading
Written project report with presentation and questioning.
K22

Allocation and management of resources throughout the project life cycle.

Back to Grading
Written project report with presentation and questioning.
K23

Principles of project risk and issue management.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K24

Procurement strategies and processes that are both ethical and sustainable.

Back to Grading
Written project report with presentation and questioning.
K25

The role and purpose of quality requirements, planning and control in a project environment.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K26

Principles for evaluating project success, including how lessons learned are captured and can impact future project delivery.

Back to Grading
Written project report with presentation and questioning.
K27

Relevant regulations and legislation such as data protection, and how they impact on their role.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K28

The impact of project objectives and how to respond to challenges around sustainability and the UK Government’s policy to achieve net carbon zero.

Back to Grading
Written project report with presentation and questioning.
K29

Principles of conducting project management activities which are ethical and inclusive.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
K30

Technology and software used in the performance of project management activities.

Back to Grading
Written project report with presentation and questioning.
K31

Presentation tools and techniques.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
Skill Assessment methods
S1

Use project monitoring and reporting techniques to track, interpret and report on performance.

Back to Grading
Written project report with presentation and questioning.
S2

Manage and engage with stakeholders.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S3

Influence and negotiate with others to create a positive outcome for the project.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S4

Resolve conflict as and when required with stakeholders within limits of responsibility.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S5

Adapt communications to different stakeholders.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S6

Communicate and support the project vision, to ensure buy in to the project objectives.

Back to Grading
Written project report with presentation and questioning.
S7

Collate and analyse information and provide input to support negotiations relating to project objectives.

Back to Grading
Written project report with presentation and questioning.
S8

Monitor and analyse project budgets.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S9

Review and provide feedback on a project business case to ensure the project remains valid.

Back to Grading
Written project report with presentation and questioning.
S10

Apply change control processes to support the management of project scope.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S11

Evaluate an integrated project management plan to provide recommendations on areas for improvement.

Back to Grading
Written project report with presentation and questioning.
S12

Prepare, monitor, and schedule activities that contribute to the delivery of the overall project schedule and objectives.

Back to Grading
Written project report with presentation and questioning.
S13

Evaluate and make recommendations on the risk management plan to threats to delivery and recommend solutions.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S14

Identify and monitor project risks and issues; and plan and implement responses to them.

Back to Grading
Written project report with presentation and questioning.
S15

Deliver a Quality Management Plan which contributes to quality control processes.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S16

Use an organisation’s continual improvement process including lessons learned to improve performance.

Back to Grading
Written project report with presentation and questioning.
S17

Support the preparation or maintenance of a resource management plan for project activities.

Back to Grading
Written project report with presentation and questioning.
S18

Work with stakeholders to deliver the project.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S19

Use digital tools and software to meet project objectives for example research, collaboration, presentations, and resolution of problems.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S20

Provide underpinning data to support the written submission through the governance process.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S21

Work within the approved project budget.

Back to Grading
Written project report with presentation and questioning.
S22

Ensure that integrated schedules support critical path analysis, interface management, resource forecasting and risk management.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S23

Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S24

Use data to inform decisions on actions to take to mitigate risks on project.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
S25

Use configuration management and change control to schedule and maintain projects.

Back to Grading
Written project report with presentation and questioning.
S26

Manages resources through the project lifecycle.

Back to Grading
Written project report with presentation and questioning.
Behaviour Assessment methods
B1

Works flexibly and adapts to circumstances.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
B2

Works collaboratively and builds strong relationships with others across the organisation and external stakeholders.

Back to Grading
Written project report with presentation and questioning.
B3

Has accountability and ownership of their tasks and workload.

Back to Grading
Written project report with presentation and questioning.
B4

Operates professionally with integrity and confidentiality.

Back to Grading
Professional discussion underpinned by a portfolio of evidence.
B5

Seeks learning opportunities and continuous professional development.

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Professional discussion underpinned by a portfolio of evidence.

Mapping of KSBs to grade themes

Written project report with presentation and questioning.

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Project management tools and techniques
K4 K5 K19 K21 K22 K24
S1 S25 S26

Techniques used to understand the project context, such as PESTLE (political, economic, social, technological, legal, and environmental), SWOT (strength, weakness, opportunities, threats) or VUCA (velocity, uncertainty, complexity, ambiguity). (K4)

The need and benefit of the project governance structure, requirements, and process and the impact on their role. (K5)

Configuration management and change control. (K19)

Project scheduling and maintenance, including critical path analysis. (K21)

Allocation and management of resources throughout the project life cycle. (K22)

Procurement strategies and processes that are both ethical and sustainable. (K24)

Use project monitoring and reporting techniques to track, interpret and report on performance. (S1)

Use configuration management and change control to schedule and maintain projects. (S25)

Manages resources through the project lifecycle. (S26)

None

Managing information
K2 K10 K12 K18 K30
S12 S14 S16 S17 S21
B3

The importance of alignment between the project and organisational objectives. (K2)

Approaches to the maintenance of a business case and the management of the benefits which will be achieved upon the successful delivery of the project. (K10)

Methods used to define, record, integrate, deliver, and manage scope. (K12)

How and when to apply different estimating methods. (K18)

Technology and software used in the performance of project management activities. (K30)

Prepare, monitor, and schedule activities that contribute to the delivery of the overall project schedule and objectives. (S12)

Identify and monitor project risks and issues; and plan and implement responses to them. (S14)

Use an organisation’s continual improvement process including lessons learned to improve performance. (S16)

Support the preparation or maintenance of a resource management plan for project activities. (S17)

Work within the approved project budget. (S21)

Has accountability and ownership of their tasks and workload. (B3)

Managing stakeholders
K14
S6
B2

Communication techniques and approaches to interact with stakeholders to meet their requirements. (K14)

Communicate and support the project vision, to ensure buy in to the project objectives. (S6)

Works collaboratively and builds strong relationships with others across the organisation and external stakeholders. (B2)

Research, analysis and evaluation
K26 K28
S7 S9 S11

Principles for evaluating project success, including how lessons learned are captured and can impact future project delivery. (K26)

The impact of project objectives and how to respond to challenges around sustainability and the UK Government’s policy to achieve net carbon zero. (K28)

Collate and analyse information and provide input to support negotiations relating to project objectives. (S7)

Review and provide feedback on a project business case to ensure the project remains valid. (S9)

Evaluate an integrated project management plan to provide recommendations on areas for improvement. (S11)

None

Professional discussion underpinned by a portfolio of evidence.

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Business requirements and objectives
K1 K9
S20
B5

The differences between projects and business as usual. (K1)

Importance, content, and purpose of a business case. (K9)

Provide underpinning data to support the written submission through the governance process. (S20)

Seeks learning opportunities and continuous professional development. (B5)

Regulation and legislation
K27
S23

Relevant regulations and legislation such as data protection, and how they impact on their role. (K27)

Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work. (S23)

None

Project management tools and techniques
K3 K6 K7 K8 K11 K16 K23 K25 K29
S4 S24

The interdependencies between project, programme, and portfolio management. (K3)

The differences and comparative benefits between functional, matrix and project structures. (K6)

Different roles and responsibilities within a project environment. (K7)

The differences and comparative benefits between linear, iterative and hybrid life cycle approaches. (K8)

The purpose, format, and significance of the project management plan. (K11)

Techniques for managing conflict and negotiation. (K16)

Principles of project risk and issue management. (K23)

The role and purpose of quality requirements, planning and control in a project environment. (K25)

Principles of conducting project management activities which are ethical and inclusive. (K29)

Resolve conflict as and when required with stakeholders within limits of responsibility. (S4)

Use data to inform decisions on actions to take to mitigate risks on project. (S24)

None

Managing information
K15 K31
S10 S15 S19 S22

The use of information management. (K15)

Presentation tools and techniques. (K31)

Apply change control processes to support the management of project scope. (S10)

Deliver a Quality Management Plan which contributes to quality control processes. (S15)

Use digital tools and software to meet project objectives for example research, collaboration, presentations, and resolution of problems. (S19)

Ensure that integrated schedules support critical path analysis, interface management, resource forecasting and risk management. (S22)

None

Managing stakeholders
K13 K17
S2 S3 S5 S18
B1 B4

The identification, analysis, and management of stakeholders. (K13)

Techniques for working collaboratively within a team and with stakeholders. (K17)

Manage and engage with stakeholders. (S2)

Influence and negotiate with others to create a positive outcome for the project. (S3)

Adapt communications to different stakeholders. (S5)

Work with stakeholders to deliver the project. (S18)

Works flexibly and adapts to circumstances. (B1)

Operates professionally with integrity and confidentiality. (B4)

Research, analysis and evaluation
K20
S8 S13

The principles of earned value management (EVM) and the interpretation of EVM information. (K20)

Monitor and analyse project budgets. (S8)

Evaluate and make recommendations on the risk management plan to threats to delivery and recommend solutions. (S13)

None

Employers involved in creating the standard: Sellafield Ltd, Ministry of Justice, Network Rail, National Highways, Nationwide, Health Education England (HEE), Ministry of Defence, HMRC, Healthcare Project and Change Association (HPCA), UK Research Institute

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.4 Occupational standard, end-point assessment plan and funding band has been revised. 22/04/2024 Not set Not set
1.3 The funding band for this standard has been reviewed as part of the apprenticeship funding band review. The new funding band is £6000 04/03/2019 21/04/2024 Not set
1.2 End-point assessment plan revised 16/03/2018 03/03/2019 Not set
1.1 Standard revised 08/03/2018 15/03/2018 Not set
1.0 Retired 19/08/2016 07/03/2018 Not set

Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

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