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Digital support technician

Key information

  1. Status: Approved for delivery
  2. Reference: ST0120
  3. Version: 1.1
  4. Level: 3
  5. Typical duration to gateway: 15 months
  6. Typical EPA period: 3 months
  7. Maximum funding: £13000
  8. Route: Digital
  9. Date updated: 26/08/2022
  10. Approved for delivery: 11 April 2019
  11. Lars code: 439
  12. EQA provider: National Skills Academy for Rail (NSAR)

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Contents

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Apprenticeship summary

Overview of the role

Maximising the effective use of digital office technologies, productivity software and digital communications in organisations.

Occupation summary

This occupation is found in organisations, large and small, in all sectors, and within public, private and voluntary organisations. Organisations of all types are increasing applying digital technologies across all their business functions to maximise productivity. The demand for people who can support and implement these digital operations and digital change projects is increasing. Organisations of all types are increasingly supporting their service users though online and digital channels. Organisations are developing omni-channel approaches to meeting customer needs to deflect telephone and face-to-face contacts and so reduce costs.

The broad purpose of a Digital Support Technician is to maximise the effective use of digital office technologies, productivity software and digital communications. These will include collaborative technologies, and digital information systems.

A Digital Support Technician will select one of the following two options.

A Digital Applications Technician (DAT) helps their organisation and its internal users to maximise the use of digital technologies. They help organisations adapt to and exploit changes in technology to meet objectives and maximise efficiency. They ensure effective use of digital office technologies, productivity software, digital communications, including collaborative technologies, and digital information systems.

A Digital Service Technician (DST) supports external customers and clients through a wide variety of digital channels. A DST helps them access and receive services and provides coaching and support to them in their use of the digital systems. A DST will support external customers and clients to complete and submit data remotely. They will help them to diagnose and resolve problems with their access to and use of digital tools.

In their daily work, Digital Support Technicians interact with a wide variety of internal or external users of digital systems. They will communicate through digital channels, by phone and/or face to face. Digital Support Technicians work under general direction, using discretion in identifying and dealing with complex issues. They receive clear instructions and have their work reviewed at frequent milestones and determine when issues should be escalated to a higher level. Digital Support Technicians interact with and influence others, having working level contact with colleagues or customers. They may supervise others or make decisions which impact the work assigned to others or to other phases of projects. A Digital Support Technician plans, schedules and monitors their own work within limited deadlines and according to relevant law, standards and procedures.

Digital Applications Technicians (DAT) devise digital productivity solutions and roll them out in the organisation. They work as digital champions, training and supporting colleagues to make the best use of digital tools and diagnose problems. They provide internal end-user application support. The DAT may also assist with digital operations and digital change projects.

Digital Service Technicians (DST) help customers and clients register for and access data, products and services through online and digital channels. This can be as part of a sales or customer service process. They support and coach external users in their use of these digital systems. They diagnose and resolve external users’ digital problems with accessing and using digital tools. A DST also advises on related hardware and software problems. They use software packages and tools such as collaborative technologies, to interface effectively with external end-users. They will use a variety of digital channels to maximise effective external user support and to resolve external end-user problems. A DST will use and maintain information systems such as Customer Relationship Management tools to manage service delivery, improve user experience and increase efficiency.

 

Typical job titles include:

Applications and on-line service executive Data administrator Database administrator Digital applications specialist Digital champion Digital coach Digital service advisor Digital service agent Digital service support Digital support professional Digital systems operator Digital transformation associate Ict support analyst It operations technician Operations technical specialist Service centre operator Technical support professional

Duties

  • Duty 1 Provide technical support to customers through a range of communication channels
  • Duty 2 Manage their time, prioritising their digital support workflow to meet critical milestones
  • Duty 3 Apply relevant policies and legislation appropriate to their role, and follow appropriate escalation procedures
  • Duty 4 Undertake basic data analysis utilising appropriate digital technologies
  • Duty 5 Maintain security of data by applying the appropriate policies and complying with legislation
  • Duty 6 Support continuous improvement activity within the organisation
  • Duty 7 Resolve digital issues using the appropriate tools and technologies
  • Duty 8 Collaborate with stakeholders to manage expectations, escalating as appropriate
  • Duty 9 Take responsibility for own continuous professional development (CPD) by keeping up to date with technological developments
  • Duty 10 Document actions to ensure a clear audit trail and progression of issues
  • Duty 11 (Digital Applications Technician (DAT) ) Take appropriate action when application problems are identified
  • Duty 12 (Digital Applications Technician (DAT) ) Support application users, advising on how to optimise productivity
  • Duty 13 (Digital Applications Technician (DAT) ) Provide application training to users as required
  • Duty 14 (Digital Applications Technician (DAT) ) Source information to support, advise or guide as appropriate to the audience
  • Duty 15 (Digital Service Technician (DST) ) Determine the root cause of technical issues to identify the potential solutions
  • Duty 16 (Digital Service Technician (DST) ) Take appropriate action when technical problems are identified
  • Duty 17 (Digital Service Technician (DST) ) Configure a range of digital devices or systems to meet user needs
  • Duty 18 (Digital Service Technician (DST) ) Communicate technical concepts or solutions using appropriate language for the audience

Apprenticeship summary

ST0120, digital support technician level 3


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 15 months. The EPA period is typically 3 months.

The overall grades available for this apprenticeship are:

  • fail
  • pass
  • merit
  • distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

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 professional discussion underpinned by a portfolio, you must submit a portfolio of evidence

Assessment methods




Project with report

You will complete a project and write a report. You will be asked to complete a project. The EPAO will give you suggested project titles. The report should be a maximum of 1500 words (with a 10% tolerance).

You will have 4 weeks to complete the project and submit the report to the EPAO.




You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 45 minutes. The independent assessor will ask at least 8 questions about the project and presentation.




Professional discussion


You will have a professional professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 12 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.


The EPAO will confirm where and when each assessment method will take place.

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 Register of IT Technicians for Level 3

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in organisations, large and small, in all sectors, and within public, private and voluntary organisations. Organisations of all types are increasing applying digital technologies across all their business functions to maximise productivity. The demand for people who can support and implement these digital operations and digital change projects is increasing. Organisations of all types are increasingly supporting their service users though online and digital channels. Organisations are developing omni-channel approaches to meeting customer needs to deflect telephone and face-to-face contacts and so reduce costs.

The broad purpose of a Digital Support Technician is to maximise the effective use of digital office technologies, productivity software and digital communications. These will include collaborative technologies, and digital information systems.

A Digital Support Technician will select one of the following two options.

A Digital Applications Technician (DAT) helps their organisation and its internal users to maximise the use of digital technologies. They help organisations adapt to and exploit changes in technology to meet objectives and maximise efficiency. They ensure effective use of digital office technologies, productivity software, digital communications, including collaborative technologies, and digital information systems.

A Digital Service Technician (DST) supports external customers and clients through a wide variety of digital channels. A DST helps them access and receive services and provides coaching and support to them in their use of the digital systems. A DST will support external customers and clients to complete and submit data remotely. They will help them to diagnose and resolve problems with their access to and use of digital tools.

In their daily work, Digital Support Technicians interact with a wide variety of internal or external users of digital systems. They will communicate through digital channels, by phone and/or face to face. Digital Support Technicians work under general direction, using discretion in identifying and dealing with complex issues. They receive clear instructions and have their work reviewed at frequent milestones and determine when issues should be escalated to a higher level. Digital Support Technicians interact with and influence others, having working level contact with colleagues or customers. They may supervise others or make decisions which impact the work assigned to others or to other phases of projects. A Digital Support Technician plans, schedules and monitors their own work within limited deadlines and according to relevant law, standards and procedures.

Digital Applications Technicians (DAT) devise digital productivity solutions and roll them out in the organisation. They work as digital champions, training and supporting colleagues to make the best use of digital tools and diagnose problems. They provide internal end-user application support. The DAT may also assist with digital operations and digital change projects.

Digital Service Technicians (DST) help customers and clients register for and access data, products and services through online and digital channels. This can be as part of a sales or customer service process. They support and coach external users in their use of these digital systems. They diagnose and resolve external users’ digital problems with accessing and using digital tools. A DST also advises on related hardware and software problems. They use software packages and tools such as collaborative technologies, to interface effectively with external end-users. They will use a variety of digital channels to maximise effective external user support and to resolve external end-user problems. A DST will use and maintain information systems such as Customer Relationship Management tools to manage service delivery, improve user experience and increase efficiency.

 

Typical job titles include:

Applications and on-line service executive Data administrator Database administrator Digital applications specialist Digital champion Digital coach Digital service advisor Digital service agent Digital service support Digital support professional Digital systems operator Digital transformation associate Ict support analyst It operations technician Operations technical specialist Service centre operator Technical support professional

Core occupation duties

Duty KSBs

Duty 1 Provide technical support to customers through a range of communication channels

K1 K6 K8 K10 K13

S1 S4

B1 B2

Duty 2 Manage their time, prioritising their digital support workflow to meet critical milestones

K13

S2 S9 S10

B1 B4

Duty 3 Apply relevant policies and legislation appropriate to their role, and follow appropriate escalation procedures

K4

S3 S4 S8

B1

Duty 4 Undertake basic data analysis utilising appropriate digital technologies

K5

S2 S5

Duty 5 Maintain security of data by applying the appropriate policies and complying with legislation

K3 K4 K8 K11

S3 S11

B1

Duty 6 Support continuous improvement activity within the organisation

K7 K9 K14

S9

B5

Duty 7 Resolve digital issues using the appropriate tools and technologies

S4 S5

B2

Duty 8 Collaborate with stakeholders to manage expectations, escalating as appropriate

K2 K9 K16

S1 S8

B3

Duty 9 Take responsibility for own continuous professional development (CPD) by keeping up to date with technological developments

K11 K12 K15

S7

Duty 10 Document actions to ensure a clear audit trail and progression of issues

K5 K14

S5 S6 S11

B4

Option duties

Digital Applications Technician (DAT) duties

Duty KSBs

Duty 11 Take appropriate action when application problems are identified

K17

S13

B1 B3

Duty 12 Support application users, advising on how to optimise productivity

K17 K18 K20

S12 S15

B2

Duty 13 Provide application training to users as required

K17 K19 K21

S14

B1 B4

Duty 14 Source information to support, advise or guide as appropriate to the audience

K17 K18 K19 K21

S14 S15

B3 B4

Digital Service Technician (DST) duties

Duty KSBs

Duty 15 Determine the root cause of technical issues to identify the potential solutions

K22 K25

S17

B1 B3

Duty 16 Take appropriate action when technical problems are identified

K22 K25 K26

S17 S19

B2

Duty 17 Configure a range of digital devices or systems to meet user needs

K23 K24

S18

B1 B4

Duty 18 Communicate technical concepts or solutions using appropriate language for the audience

K24 K25 K26

S16 S19

B3 B4


KSBs

Knowledge

K1: digital office automation technologies; • how to use them to create, update, edit, manage, and present data• the organisation’s use of templates and their best working practice• how these tools can be used to collaborate with others Back to Duty

K2: types of digital architecture and how it relates to their organisation;• physical storage versus cloud• role of operating systems and servers Back to Duty

K3: the importance of backing up data securely and the technologies that support it. Back to Duty

K4: the principles, processes and procedures for the secure handling of data in compliance with legislation. Back to Duty

K5: the concepts and fundamentals of data;· searching, storing, integrating, and organising data·  how organisations use various types of data·  the key features and functions of information systems·         data formats and their importance for analysis·  data entry and maintenance Back to Duty

K6: the key principles and processes for diagnosing stakeholder’s digital problems. Back to Duty

K7: principles of a helpdesk system, including accessing and maintaining stakeholder information and the contribution of helpdesk system to the organisations performance and customer service. Back to Duty

K8: approaches to risk mitigation for data loss including confidentiality, integrity and availability Back to Duty

K9: significance of an organisation’s digital presence;·         how this is maintained and what products are used·         how the brand is represented and safeguarded Back to Duty

K10: approaches to a range of communication channels and how to adapt to different audiences and situations. Back to Duty

K11: the principles and constraints of searching the internet and accessing information securely • Currency- Relevance- Authority- Accuracy- Purpose Back to Duty

K12: approaches to planning and organising own learning activities to maintain and develop digital skills (CPD). Back to Duty

K13: approaches to effective time management and prioritisation Back to Duty

K14: principles of continuous improvement within the context of the application and use of digital technologies and the benefits Back to Duty

K15: current and emerging digital technologies and the possible implications for work on a support desk including the impacts of digital technologies for climate change, sustainability and moving to net carbon zero Back to Duty

K16: approaches to assessing the impact of their actions on other stakeholders within a support desk environment Back to Duty

K17: principles of productivity software applications used to create, update, edit, manage, and present data and information including how to support stakeholders in their use. Back to Duty

K18: the features and benefits of digital information systems and how these are used to maintain application support. Back to Duty

K19: working practices for the productive use and administration of stakeholder’s applications. Back to Duty

K20: organisational approaches to incorporating different digital applications across business functions and the implications for their stakeholders. Back to Duty

K21: approaches to the training and support of stakeholders to make the best use of the organisation’s applications. Back to Duty

K22: the components of databases and their use Back to Duty

K23: approaches to stakeholder system configurations and how this impacts on providing technical support Back to Duty

K24: the importance and security implications of updating and maintaining stakeholders systems. Back to Duty

K25: approaches to minimising and communicating the impact of required technical procedures. Back to Duty

K26: approaches to the training and support of stakeholders to make the best use of the organisation’s digital systems. Back to Duty

Skills

S1: use digital technologies, including collaborative tools, to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice. Back to Duty

S2: use data accurately and securely to meet business requirements and in line with organisational procedures and legislation. Back to Duty

S3: apply information security principles, for example: information transfer, deletion, storage, usage and communications that may include using mobile devices. Back to Duty

S4: provide an appropriate and effective response to enquiries, providing support and information utilising digital channels and in line with organisation protocols Back to Duty

S5: operate digital information systems, for example• Management- Finance Human Resources• Bespoke departmental or organisational systems or databases Back to Duty

S6: communicate effectively through a variety of different channels using terminology appropriate to the audience Back to Duty

S7: use digital resources to extend own knowledge and skills relevant to their role Back to Duty

S8: risk assess the organisational impact of decisions that they take Back to Duty

S9: use digital systems to identify productivity and performance improvements Back to Duty

S10: use digital technologies to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice Back to Duty

S11: maintain system security in line with organisational policies. Back to Duty

S12: support digital operations or digital change and transformation activities. Back to Duty

S13: investigate application problems and enable resolution to maintain productivity and improve quality of service. Back to Duty

S14: coach and guide stakeholders to develop their applications skills to use digital systems effectively. Back to Duty

S15: monitor data to analyse systems use and provide insights to recommend use or applications developments. Back to Duty

S16: support customers in the use of information, products and services through digital channels. Back to Duty

S17: diagnoses technical problems by identifying and applying tools and techniques to undertake fault finding, recording and rectification. Back to Duty

S18: maintain end-user systems physically or remotely. For example: software, hardware or operating systems Back to Duty

S19: provide and direct end-users to tools and resources to help them to resolve their digital problems. Back to Duty

Behaviours

B1: work independently and take responsibility to maintain productive and professional working environment with secure working practices. Back to Duty

B2: use own initiative when implementing digital technologies and finding solutions to stakeholder’s problems. Back to Duty

B3: professional approach to dealing with stakeholder’s problems. Back to Duty

B4: self-motivated for example: takes responsibility to complete the job. Back to Duty

B5: takes a sustainable mindset towards digital support activities ensuring climate change and the move to net carbon zero by 2050 is a consideration 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:

  • Register of IT Technicians for Level 3
Print EPA plan

End-point assessment plan

V1.1

Introduction and overview

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

Digital support technician apprentices, their employers and training providers should read this document.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).

A full-time apprentice typically spends 15 months on-programme (this means in training before the gateway) working towards competence as a digital support technician. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.

This EPA has 2 assessment methods.

The grades available for each assessment method are:

Assessment method 1 - project report with presentation, questions and answers:

  • fail
  • pass
  • distinction

Assessment method 2 - professional discussion underpinned by a portfolio:

  • 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
  • merit
  • distinction

EPA summary table

On-programme (typically 15 months)
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules.

The apprentice must compile a portfolio of evidence.

End-point assessment gateway
The employer must be content that the apprentice is working at or above the occupational standard.

The apprentice’s employer must confirm that they think the apprentice:

  • is working at or above the occupational standard as a digital support technician
  • has the evidence required to pass the gateway and is ready to take the EPA

The apprentice must achieve all of the qualifications listed in the Digital support technician occupational standard ST0120 relevant to their chosen option.

The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules.

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

The apprentice must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 3 months)
Grades available for each assessment method:

Project Report with presentation, questions and answers

  • fail
  • pass
  • distinction

Professional Discussion underpinned by a portfolio

  • fail
  • pass
  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • merit
    • distinction
Professional recognition

This apprenticeship aligns with Register of IT Technicians for Level 3

The apprenticeship will either wholly or partially satisfy the requirements for registration at this level.

Re-sits and re-takes
  • Re-take and re-sit grade cap: distinction
  • Re-sit timeframe: typically 1 months
  • Re-take timeframe: typically 2 months

Duration of end-point assessment period

The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 3 months.

The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.

EPA gateway

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.

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

These are:

  • achieved English and maths qualifications in line with the apprenticeship funding rules
  • for the professional discussion underpinned by a portfolio the apprentice must submit 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 this assessment method. It will typically contain 5 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
  • witness statements
  • annotated photographs
  • up to 5 multimedia clips (individual duration of 5 minutes max); the apprentice must be verified and where possible identifiable throughout, with a narrative of the actions being taken

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 discussion. The independent assessor should review the portfolio of evidence to prepare questions for the i discussion . They are not required to provide feedback after this review.

The apprentice must submit any policies and procedures as requested by the EPAO.

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.

Project Report with presentation, questions and answers

Overview

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

This assessment method has 2 components:

  • project with a project output
  • presentation with questions and answers

Rationale

This EPA method is being used because it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way

• it allows for a range of digital support activities to be demonstrated

• it provides a cost-effective assessment, as it makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity.

Component 1: Project with a project output

Delivery

The project report with presentation, questions and answers 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’s project can be based on any of the following:

  • a specific problem
  • a recurring issue
  • an idea or opportunity

  • The implementation of new applications or systems.
  • Proposed changes to operating procedures.
  • System monitoring – common software issues including determining if the issue if caused by the software or user


The EPAO does not need to sign-off each project title before the project starts. The EPAO must instead provide detailed specifications. The specifications must detailing what must be included in the project to allow an apprentice to evidence the KSBs mapped to this assessment method to the highest available grade. The EPAO must include suggested project titles to enable the employer to select a project that will meet the EPA’s requirements for their apprentice.

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

The apprentice must start the project after the gateway. They must complete and submit the to the EPAO by the end of weekreport 4 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project. The apprentice must complete their project and the production of its components unaided.

The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.

The report must include at least:

A written report.

The project report has a word count of 1500 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the KSBs mapped to this assessment method.

Component 2: Presentation with questions

Delivery

In the presentation with questions the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

. The presentations must include:

  • an overview of the project
  • the project scope (including key performance indicators)
  • summary of actions undertaken by the apprentice
  • project outcomes and how these were achieved

The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the report by the end of week 4 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 project output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions. 

The EPAO must give the apprentices at least 2 days notice of the presentation with questions.

The apprentice must deliver their presentation to the independent assessor on a one-to-one basis.

The independent assessor must ask questions after the presentation.

The purpose of the independent assessor's questions will be to explore elements of the project report and presentation to test competence in the KSBs mapped to this assessment method.

The presentation and questions must last 45 minutes. This will typically include a presentation of 15 minutes and questioning lasting 30 minutes. The independent assessor can increase the total 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 8 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 independent assessor must use the full time available for questioning. The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.

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

  • the KSBs demonstrated in the report and presentation
  • the apprentice’s answers to questions
  • the KSBs demonstrated in 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).

The presentation with questions should take place in a quiet room, free from distractions and influence.

The presentation with questioning 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 should maintain the security and confidentiality of EPA materials when consulting 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 report with presentation, questions and answers:

  • 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, training, and moderation.

Professional Discussion underpinned by a portfolio

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.

Rationale

This EPA method is being used because it allows for assessment of KSBs that do not occur on a predictable or regular basis

• it is cost effective, as it can be conducted remotely to reduce travelling time

• it enables assessment of an in-depth understanding of the KSBs

• it can draw upon the portfolio of evidence and can effectively determine the authenticity of that supporting evidence

• it can effectively assess those skills and behaviours that require probing questions to explore the reasons for the apprentice’s ideas or actions

• it can be recorded to aid moderation and internal/external quality assurance.

Delivery

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

The purpose of the independent assessor's questions will be to explore the apprentice's competence across a range of KSB statements through the use of portfolio evidence to illustrate their responses.

The EPAO must give an apprentice 14 days notice of the professional discussion.

The independent assessor must have at least 2 week(s) to review the supporting documentation.

Apprentices must have access to their during the professional discussion.

Apprentices can refer to and illustrate their answers with evidence from their , however the 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.

For the professional discussion, the independent assessor must ask at least 12 questions. Follow-up questions are allowed. 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. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.

The independent assessor conducts and assesses the professional discussion.

The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.

The independent assessor will make all grading decisions.

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

EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio:

  • 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 employer

Grading

Project Report with presentation, questions and answers

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
(Core) Data Management
K5 S2

Describes the concepts and fundamentals of data (K5)

Uses data accurately and securely to meet business requirements and in line with organisational procedures and legislation (S2)

 

 

 

Evaluates the impact of maintaining data accuracy and security on the organisation (K5, S2)

(Core) Working Safely and Securely (Cyber -Security)
S11

Uses digital technologies to maintain system security (S11)

Evaluates the organisation’s policies to demonstrate how system security is maintained and protects the organisation ( S11)

(Core) Digital Services Support
K6 S4 B3

Demonstrates valid support and/or responses to enquiries using selected digital channels in line with organisational protocols (S4)

Interacts with stakeholders in a calm and logical manner in accordance with guidelines set out by the organisational code of conduct (B3)

Explains the key principles and processes for diagnosing stakeholder’s digital problems. (K6)

 

 

 

Appraises their support or response given to enquiries and if relevant their selection of digital channel by reference to alternative courses of action that were available to them (S4)

 

(Core) Business and Decision making
K2 K9 K16 S8 B1

Outlines their organisations digital presence, how it is maintained, what products are used and how relevant brands are represented and safeguarded (K9) 

Explains how they establish an approach to work tasks which reflects (their) independent initiative and a responsibility to maintain a productive and professional working environment in line with the policies/code of conduct set out by the company/organisation (B1)

 

Describes their own organisation’s digital architecture (K2)

 

Applies organisational risk assessment strategies in the activity when dealing with stakeholders to make decisions (within a help desk environment (K16 S8)

 

 

Evaluates the impact of their activity project on their organisation’s digital presence and/or brand (K9)

Evaluates the impact on the organisation of using of risk assessment strategies to make decisions which influence project outcomes (K16 S8)

 

(Applications Support) Digital implementation (Applications Support)
K20 S12 S15

Demonstrates how they support digital operations and/or digital change and transformation (S12)

Explains how organisations incorporate different digital applications across different business functions and the implications for their stakeholders. (K20)

Summarises how they monitor data to analyse systems use and provide insights to recommend use or applications developments (S15)

 

 

 

 

Evaluates the improvements digital applications have made to business functions (K20, S12, S15)

(Applications Support) Application Problem Solving (Applications Support)
K17 S13

Explains how they support stakeholders of common productivity software applications used to create, update, edit, manage, and present data and information. (K17)

Investigates application problems and enables resolution to maintain productivity and improve quality of service (S13)

 

 

N/A

(Applications Support) Productivity (Applications Support)
K18

Describes the features and benefits of digital information systems and how these are used to maintain application support (K18)

N/A

(Technical Support) Information and Products Service (Technical Support)
S16

 

Supports customers in the use of information, products and services through digital channels (S16)

 

 

Analyses trends which stakeholders use to identify a common theme or issue and recommends solutions to minimise the impact. (S16)

(Technical Support) Technical Problem Solving (Technical Support)
K22 S17

Explains the components of databases and their use in digital support activities (K22)

Explains how they diagnose technical problems by identifying and applying tools and techniques to undertake fault-finding, recording and rectification (S17)

 

 

 

N/A

(Technical Support) System Support (Technical Support)
K23 K24 S18

Describes stakeholder’s system configurations and how they impact on providing technical support. (K23)

Explains the importance and security implications of updating and maintaining stakeholder's systems. (K24)

Demonstrates how they maintain end-user systems physically or remotely. For example: software, hardware or operating system (S18)

 

 

 

N/A

Professional Discussion underpinned by a portfolio

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
(Core) Digital Technologies
K1 S1 B2 B4

 

Describes the use of a range of digital technologies to share information and best practice with co-workers, team members and external stakeholders (S1)

Explains their approach to using digital office automation technologies using their initiative to get the job done (K1 B2 B4)

 

 

Evaluates the use of digital office automation technologies to the organisation (K1, B2, B4)

(Core) Digital and Information Security
K3 K4 K8 S3

Explains the importance of backing up data securely and the technologies that support it (K3)

Describes how to apply data security processes and procedures and comply with current legislation for the secure handling of data. (K4)

 

Summarises the approaches to risk mitigation for data loss including confidentiality, integrity and availability. (K8)

Explains how they apply information security principles, for example: information transfer; deletion; storage; usage and communications that may include using mobile devices (S3)

 

 

Evaluates the application of security measures to mitigate and protect data integrity, during transfer, storage and sharing (K4, S3)

(Core) Digital Information Management Systems
K7 S5

Explains what is meant by a helpdesk system, how to use it for accessing and maintaining stakeholder information and the contribution of helpdesk systems to the organisation's performance and customer service. (K7)

Describes how they operate digital information systems for example:

• management, finance or human resources systems

• other bespoke departmental or organisational systems or databases (S5)

 

 

Outlines the impact of their use of digital information systems on the organisation’s performance (K7,S5)

(Core) Communication
K10 K11 S6

Describes how they communicate through a variety of different channels using terminology appropriate to the audience (K10, S6)

Explains the constraints of searching the internet and accessing information securely by reference to

currency; relevance; authority; accuracy; purpose (CRAAP) (K11)

 

 

N/A

(Core) Digital Learning
K12 K15 S7

Describes planning and organising their own learning to maintain and develop digital skills relevant to their role’ (S7, K12)

Summarises current and emerging digital technologies and the possible implications for their work including the impacts of climate change, sustainability and the move to net carbon zero. (K15)

 

 

 

 

N/A

(Core) Continuous Improvement
K14 S9 B5

Summarises the need for continuous improvement with the application and use of digital technologies and the benefits (K14)

 

Explains how they use digital systems to identify productivity and performance improvements including the consideration of sustainable approaches (S9, B5)  

 

 

 

N/A

(Core) Teamwork
K13 S10

Outlines the organisational approaches to time management and prioritisation (K13)

Describes the use of digital technologies to operate effectively within a team and enable the sharing of information and best practice (S10)

 

 

 

Evaluates the importance and impact of their work on other team members (K13,S10)

(Applications Support) Application Skills Support (Applications Support)
K19 K21 S14

Explains working practices for productive use and administration of stakeholder’s applications. (K19)

Describes how they coach and guide stakeholders to develop their applications skills to use digital systems effectively (K21, S14)

 

 

Evaluates the impact of the coaching and guidance provided to stakeholders (K21,S14)

(Technical Support) Technical Support and Guidance (Technical Support)
K25 K26 S19

Explains how they identify, minimise and communicate the impact of required technical procedures. (K25)

Explains how they train and support stakeholders to make the best use of the organisation’s digital system. (K26)

Describes how they provide and direct end-users to tools and resource to help them to resolve their problem (S19)

 

 

Evaluates their selection of tools or actions taken to resolve customer problems (S19)

Overall EPA grading

The EPA methods contribute equally to the overall EPA grade.

Performance in the EPA will determine the apprenticeship grade of:

    • fail
    • pass
    • merit
    • distinction

Independent assessors must individually grade the: project report with presentation, questions and answers and professional discussion underpinned by a portfolio according to the requirements set out in this EPA plan.

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

Apprentices who fail one or more assessment method will be awarded an overall EPA fail.

Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA ‘merit’, apprentices must achieve a pass in any one assessment method and a distinction in the other assessment method.In order to achieve an overall EPA ‘distinction’, apprentices must achieve a distinction in both assessment methods.

Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.

Project Report with presentation, questions and answers Professional Discussion underpinned by a portfolio Overall Grading
Fail Fail Fail
Any grade Fail Fail
Fail Any grade Fail
Pass Pass Pass
Pass Distinction Merit
Distinction Pass Merit
Distinction Distinction Distinction

Re-sits and re-takes

Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.

Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of entering gateway. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 2 months of the EPA outcome notification.

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

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

An apprentice will get a maximum EPA grade of distinction for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • participate in and complete on-programme training to meet the KSBs as outlined in the occupational 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
  • meet the gateway requirements 
  • undertake the EPA  

 

Employer

As a minimum, the apprentice's employer must:

  • select the EPAO and training provider 
  • 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 occupational standard and is ready for EPA 
  • ensure that supporting evidence required at the gateway is submitted in line with this EPA plan 
  • liaise with the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, the employer must: 

  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing 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 the opportunity for the apprentice to be assessed against the KSBs 
  • remain independent from the delivery of the EPA
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place
  • where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a regular basis 
  • pass the certificate to the apprentice upon receipt from the EPAO

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 register of end-point assessment organisations (RoEPAO) 
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship 
  • understand the occupational standard 
  • make the EPA contractual arrangements, including agreeing the price of the EPA 
  • develop and produce assessment materials as detailed for each assessment method in this EPA plan 
  • appoint qualified and competent independent assessors in line with the requirements of this EPA plan to conduct assessments and oversee their working 
  • appoint administrators (and invigilators where required) to administer the EPA  
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading 
  • provide information, advice, guidance and documentation to enable apprentices, employers and training providers to prepare for the EPA 
  • confirm all gateway requirements have been met as quickly as possible 
  • arrange for the EPA to take place, in consultation with the employer 
  • ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary, where the apprentice is not assessed in the workplace 
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to stakeholders 
  • have no direct connection with the apprentice, their employer or training provider in all instances; there must be no conflict of interest 
  • have policies and procedures for internal quality assurance (IQA), and maintain records of IQA activity and moderation for external quality assurance (EQA) purposes 
  • deliver induction training for independent assessors, and for invigilators and markers (where used) 
  • undertake standardisation activity on this apprenticeship for an independent assessor before they conduct an EPA for the first time, if the EPA is updated and periodically (a minimum of annually) 
  • manage invigilation of the apprentice to maintain security of the assessment in line with the EPAO’s malpractice policy 
  • verify the identity of the apprentice  
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 

Independent assessor

As a minimum, an independent assessor must: 

  • have the competence to assess the apprentice at the level of this apprenticeship and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan 
  • understand the occupational standard and the requirements of this EPA 
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the occupation 
  • deliver the end-point assessment in-line with this EPA plan 
  • comply with the IQA requirements of the EPAO 
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances; there must be no conflict of interest 
  • attend induction training 
  • attend standardisation events when they start working for the EPAO, before they conduct an EPA for the first time and a minimum of annually for this apprenticeship  
  • assess each assessment method, as determined by the EPA plan  
  • assess the KSBs assigned to each assessment method, as shown in the mapping of KSBs to assessment methods in this EPA plan  
  • make the grading decisions 
  • record and report assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner 
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures 

Training provider

As a minimum, the training provider must: 

  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as listed in the occupational standard 
  • conduct training covering the KSBs agreed as part of the Commitment Statement or the Individual Learning Plan 
  • monitor the apprentice’s progress during any training provider led on-programme learning 
  • advise the employer, upon request, on the apprentice’s readiness for EPA 
  • 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 3 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 standard is designed to prepare successful apprentices to meet the requirements for registration as a:

Level 3 with Register of IT Technicians

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1: Core.

Digital office automation technologies; • how to use them to create, update, edit, manage, and present data• the organisation’s use of templates and their best working practice• how these tools can be used to collaborate with others

Back to Grading
Professional Discussion underpinned by a portfolio
K2: Core.

Types of digital architecture and how it relates to their organisation;• physical storage versus cloud• role of operating systems and servers

Back to Grading
Project Report with presentation, questions and answers
K3: Core.

The importance of backing up data securely and the technologies that support it.

Back to Grading
Professional Discussion underpinned by a portfolio
K4: Core.

The principles, processes and procedures for the secure handling of data in compliance with legislation.

Back to Grading
Professional Discussion underpinned by a portfolio
K5: Core.

The concepts and fundamentals of data;· searching, storing, integrating, and organising data·  how organisations use various types of data·  the key features and functions of information systems·         data formats and their importance for analysis·  data entry and maintenance

Back to Grading
Project Report with presentation, questions and answers
K6: Core.

The key principles and processes for diagnosing stakeholder’s digital problems.

Back to Grading
Project Report with presentation, questions and answers
K7: Core.

Principles of a helpdesk system, including accessing and maintaining stakeholder information and the contribution of helpdesk system to the organisations performance and customer service.

Back to Grading
Professional Discussion underpinned by a portfolio
K8: Core.

Approaches to risk mitigation for data loss including confidentiality, integrity and availability

Back to Grading
Professional Discussion underpinned by a portfolio
K9: Core.

Significance of an organisation’s digital presence;·         how this is maintained and what products are used·         how the brand is represented and safeguarded

Back to Grading
Project Report with presentation, questions and answers
K10: Core.

Approaches to a range of communication channels and how to adapt to different audiences and situations.

Back to Grading
Professional Discussion underpinned by a portfolio
K11: Core.

The principles and constraints of searching the internet and accessing information securely • Currency- Relevance- Authority- Accuracy- Purpose

Back to Grading
Professional Discussion underpinned by a portfolio
K12: Core.

Approaches to planning and organising own learning activities to maintain and develop digital skills (CPD).

Back to Grading
Professional Discussion underpinned by a portfolio
K13: Core.

Approaches to effective time management and prioritisation

Back to Grading
Professional Discussion underpinned by a portfolio
K14: Core.

Principles of continuous improvement within the context of the application and use of digital technologies and the benefits

Back to Grading
Professional Discussion underpinned by a portfolio
K15: Core.

Current and emerging digital technologies and the possible implications for work on a support desk including the impacts of digital technologies for climate change, sustainability and moving to net carbon zero

Back to Grading
Professional Discussion underpinned by a portfolio
K16: Core.

Approaches to assessing the impact of their actions on other stakeholders within a support desk environment

Back to Grading
Project Report with presentation, questions and answers
K17: Digital Applications Technician (DAT) .

Principles of productivity software applications used to create, update, edit, manage, and present data and information including how to support stakeholders in their use.

Back to Grading
Project Report with presentation, questions and answers
K18: Digital Applications Technician (DAT) .

The features and benefits of digital information systems and how these are used to maintain application support.

Back to Grading
Project Report with presentation, questions and answers
K19: Digital Applications Technician (DAT) .

Working practices for the productive use and administration of stakeholder’s applications.

Back to Grading
Professional Discussion underpinned by a portfolio
K20: Digital Applications Technician (DAT) .

Organisational approaches to incorporating different digital applications across business functions and the implications for their stakeholders.

Back to Grading
Project Report with presentation, questions and answers
K21: Digital Applications Technician (DAT) .

Approaches to the training and support of stakeholders to make the best use of the organisation’s applications.

Back to Grading
Professional Discussion underpinned by a portfolio
K22: Digital Service Technician (DST) .

The components of databases and their use

Back to Grading
Project Report with presentation, questions and answers
K23: Digital Service Technician (DST) .

Approaches to stakeholder system configurations and how this impacts on providing technical support

Back to Grading
Project Report with presentation, questions and answers
K24: Digital Service Technician (DST) .

The importance and security implications of updating and maintaining stakeholders systems.

Back to Grading
Project Report with presentation, questions and answers
K25: Digital Service Technician (DST) .

Approaches to minimising and communicating the impact of required technical procedures.

Back to Grading
Professional Discussion underpinned by a portfolio
K26: Digital Service Technician (DST) .

Approaches to the training and support of stakeholders to make the best use of the organisation’s digital systems.

Back to Grading
Professional Discussion underpinned by a portfolio
Skill Assessment methods
S1: Core.

Use digital technologies, including collaborative tools, to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice.

Back to Grading
Professional Discussion underpinned by a portfolio
S2: Core.

Use data accurately and securely to meet business requirements and in line with organisational procedures and legislation.

Back to Grading
Project Report with presentation, questions and answers
S3: Core.

Apply information security principles, for example: information transfer, deletion, storage, usage and communications that may include using mobile devices.

Back to Grading
Professional Discussion underpinned by a portfolio
S4: Core.

Provide an appropriate and effective response to enquiries, providing support and information utilising digital channels and in line with organisation protocols

Back to Grading
Project Report with presentation, questions and answers
S5: Core.

Operate digital information systems, for example• Management- Finance Human Resources• Bespoke departmental or organisational systems or databases

Back to Grading
Professional Discussion underpinned by a portfolio
S6: Core.

Communicate effectively through a variety of different channels using terminology appropriate to the audience

Back to Grading
Professional Discussion underpinned by a portfolio
S7: Core.

Use digital resources to extend own knowledge and skills relevant to their role

Back to Grading
Professional Discussion underpinned by a portfolio
S8: Core.

Risk assess the organisational impact of decisions that they take

Back to Grading
Project Report with presentation, questions and answers
S9: Core.

Use digital systems to identify productivity and performance improvements

Back to Grading
Professional Discussion underpinned by a portfolio
S10: Core.

Use digital technologies to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice

Back to Grading
Professional Discussion underpinned by a portfolio
S11: Core.

Maintain system security in line with organisational policies.

Back to Grading
Project Report with presentation, questions and answers
S12: Digital Applications Technician (DAT) .

Support digital operations or digital change and transformation activities.

Back to Grading
Project Report with presentation, questions and answers
S13: Digital Applications Technician (DAT) .

Investigate application problems and enable resolution to maintain productivity and improve quality of service.

Back to Grading
Project Report with presentation, questions and answers
S14: Digital Applications Technician (DAT) .

Coach and guide stakeholders to develop their applications skills to use digital systems effectively.

Back to Grading
Professional Discussion underpinned by a portfolio
S15: Digital Applications Technician (DAT) .

Monitor data to analyse systems use and provide insights to recommend use or applications developments.

Back to Grading
Project Report with presentation, questions and answers
S16: Digital Service Technician (DST) .

Support customers in the use of information, products and services through digital channels.

Back to Grading
Project Report with presentation, questions and answers
S17: Digital Service Technician (DST) .

Diagnoses technical problems by identifying and applying tools and techniques to undertake fault finding, recording and rectification.

Back to Grading
Project Report with presentation, questions and answers
S18: Digital Service Technician (DST) .

Maintain end-user systems physically or remotely. For example: software, hardware or operating systems

Back to Grading
Project Report with presentation, questions and answers
S19: Digital Service Technician (DST) .

Provide and direct end-users to tools and resources to help them to resolve their digital problems.

Back to Grading
Professional Discussion underpinned by a portfolio
Behaviour Assessment methods
B1: Core.

Work independently and take responsibility to maintain productive and professional working environment with secure working practices.

Back to Grading
Project Report with presentation, questions and answers
B2: Core.

Use own initiative when implementing digital technologies and finding solutions to stakeholder’s problems.

Back to Grading
Professional Discussion underpinned by a portfolio
B3: Core.

Professional approach to dealing with stakeholder’s problems.

Back to Grading
Project Report with presentation, questions and answers
B4: Core.

Self-motivated for example: takes responsibility to complete the job.

Back to Grading
Professional Discussion underpinned by a portfolio
B5: Core.

Takes a sustainable mindset towards digital support activities ensuring climate change and the move to net carbon zero by 2050 is a consideration

Back to Grading
Professional Discussion underpinned by a portfolio

Mapping of KSBs to grade themes

Project Report with presentation, questions and answers - Project

KSBS GROUPED BY THEME Knowledge Skills Behaviour
(Core) Data Management
K5
S2

the concepts and fundamentals of data;· searching, storing, integrating, and organising data·  how organisations use various types of data·  the key features and functions of information systems·         data formats and their importance for analysis·  data entry and maintenance (K5)

use data accurately and securely to meet business requirements and in line with organisational procedures and legislation. (S2)

N/A

(Core) Working Safely and Securely (Cyber -Security)

S11

N/A

maintain system security in line with organisational policies. (S11)

N/A

(Core) Digital Services Support
K6
S4
B3

the key principles and processes for diagnosing stakeholder’s digital problems. (K6)

provide an appropriate and effective response to enquiries, providing support and information utilising digital channels and in line with organisation protocols (S4)

professional approach to dealing with stakeholder’s problems. (B3)

(Core) Business and Decision making
K2 K9 K16
S8
B1

types of digital architecture and how it relates to their organisation;• physical storage versus cloud• role of operating systems and servers (K2)

significance of an organisation’s digital presence;·         how this is maintained and what products are used·         how the brand is represented and safeguarded (K9)

approaches to assessing the impact of their actions on other stakeholders within a support desk environment (K16)

risk assess the organisational impact of decisions that they take (S8)

work independently and take responsibility to maintain productive and professional working environment with secure working practices. (B1)

(Applications Support) Digital implementation (Applications Support)
K20
S12 S15

organisational approaches to incorporating different digital applications across business functions and the implications for their stakeholders. (K20)

support digital operations or digital change and transformation activities. (S12)

monitor data to analyse systems use and provide insights to recommend use or applications developments. (S15)

N/A

(Applications Support) Application Problem Solving (Applications Support)
K17
S13

principles of productivity software applications used to create, update, edit, manage, and present data and information including how to support stakeholders in their use. (K17)

investigate application problems and enable resolution to maintain productivity and improve quality of service. (S13)

N/A

(Applications Support) Productivity (Applications Support)
K18

the features and benefits of digital information systems and how these are used to maintain application support. (K18)

N/A

N/A

(Technical Support) Information and Products Service (Technical Support)

S16

N/A

support customers in the use of information, products and services through digital channels. (S16)

N/A

(Technical Support) Technical Problem Solving (Technical Support)
K22
S17

the components of databases and their use (K22)

diagnoses technical problems by identifying and applying tools and techniques to undertake fault finding, recording and rectification. (S17)

N/A

(Technical Support) System Support (Technical Support)
K23 K24
S18

approaches to stakeholder system configurations and how this impacts on providing technical support (K23)

the importance and security implications of updating and maintaining stakeholders systems. (K24)

maintain end-user systems physically or remotely. For example: software, hardware or operating systems (S18)

N/A

Professional Discussion underpinned by a portfolio - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
(Core) Digital Technologies
K1
S1
B2 B4

digital office automation technologies; • how to use them to create, update, edit, manage, and present data• the organisation’s use of templates and their best working practice• how these tools can be used to collaborate with others (K1)

use digital technologies, including collaborative tools, to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice. (S1)

use own initiative when implementing digital technologies and finding solutions to stakeholder’s problems. (B2)

self-motivated for example: takes responsibility to complete the job. (B4)

(Core) Digital and Information Security
K3 K4 K8
S3

the importance of backing up data securely and the technologies that support it. (K3)

the principles, processes and procedures for the secure handling of data in compliance with legislation. (K4)

approaches to risk mitigation for data loss including confidentiality, integrity and availability (K8)

apply information security principles, for example: information transfer, deletion, storage, usage and communications that may include using mobile devices. (S3)

N/A

(Core) Digital Information Management Systems
K7
S5

principles of a helpdesk system, including accessing and maintaining stakeholder information and the contribution of helpdesk system to the organisations performance and customer service. (K7)

operate digital information systems, for example• Management- Finance Human Resources• Bespoke departmental or organisational systems or databases (S5)

N/A

(Core) Communication
K10 K11
S6

approaches to a range of communication channels and how to adapt to different audiences and situations. (K10)

the principles and constraints of searching the internet and accessing information securely • Currency- Relevance- Authority- Accuracy- Purpose (K11)

communicate effectively through a variety of different channels using terminology appropriate to the audience (S6)

N/A

(Core) Digital Learning
K12 K15
S7

approaches to planning and organising own learning activities to maintain and develop digital skills (CPD). (K12)

current and emerging digital technologies and the possible implications for work on a support desk including the impacts of digital technologies for climate change, sustainability and moving to net carbon zero (K15)

use digital resources to extend own knowledge and skills relevant to their role (S7)

N/A

(Core) Continuous Improvement
K14
S9
B5

principles of continuous improvement within the context of the application and use of digital technologies and the benefits (K14)

use digital systems to identify productivity and performance improvements (S9)

takes a sustainable mindset towards digital support activities ensuring climate change and the move to net carbon zero by 2050 is a consideration (B5)

(Core) Teamwork
K13
S10

approaches to effective time management and prioritisation (K13)

use digital technologies to operate effectively as part of a team, and with other stakeholders, enabling sharing of information and best practice (S10)

N/A

(Applications Support) Application Skills Support (Applications Support)
K19 K21
S14

working practices for the productive use and administration of stakeholder’s applications. (K19)

approaches to the training and support of stakeholders to make the best use of the organisation’s applications. (K21)

coach and guide stakeholders to develop their applications skills to use digital systems effectively. (S14)

N/A

(Technical Support) Technical Support and Guidance (Technical Support)
K25 K26
S19

approaches to minimising and communicating the impact of required technical procedures. (K25)

approaches to the training and support of stakeholders to make the best use of the organisation’s digital systems. (K26)

provide and direct end-users to tools and resources to help them to resolve their digital problems. (S19)

N/A

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Employers involved in creating the standard: BT, Ministry of Defence, Microsoft, Lloyds Banking, Computacenter, Tecman

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.1 Standard, end-point assessment plan and funding revised 01/08/2022 Not set Not set
1.0 Approved for delivery 11/04/2019 31/07/2022 Not set

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