Managing the working environment for an organisation's employees and services within industrial and commercial buildings.
This occupation is found in small and medium enterprises, large and multinational organisations in private and public sectors. For example: housing, health, social care, energy, hospitality, education, commercial properties, leisure, and retail. It is found in organisations where the management of multi-disciplinary activities, within the built environment, impact upon people and the workplace. At a corporate level, facilities management contributes to the delivery of strategic and operational objectives. On a day-to-day level, effective facilities management activities are vital to the performance and success of any organisation, whatever its size and scope.
The broad purpose of the occupation is to supervise a team of facilities management staff to provide a safe and efficient working environment. Facilities management encompasses hard, soft, total or integrated functions. Services labelled as hard are estate or building management. Services called soft are catering, cleaning, administration, and security. Total facilities management can be the process of combining and integrating all facility management services into a single contract. As a facilities management supervisor it is vital to contribute towards health and safety regulations and organisational or contractual procedures. They need to achieve agreed key performance indicators and meet service level agreements. They will supervise a team, delegating duties and responsibilities. The team must always maintain high standards of performance meeting clients, customers and building users. They need good communication skills to resolve customer service queries. Analytical skills are required for monitoring customer service issues. They will identify reoccurring issues, problem-solving and then implementing solutions to improve services. There will be involvement in continuous improvement of systems and processes to ensure procedures, policies and guidance are updated. These can relate to emerging and technological advancements, legislative and social changes. As a supervisor they will contribute towards the development and wellbeing of the team.
In their daily, work an employee in this occupation interacts with their clients, the public or building users to ensure the service provided meets their needs. They will work collaboratively with internal and external stakeholders. Within an organisation they could work with the senior leadership team, procurement and supply chain, sales and marketing, and human resources staff. Working on sustainability plans with continuous improvement teams to improve the organisation's carbon footprint on their net-zero journey. They could interact with the finance and audit departments to ensure accurate reporting. External stakeholders can include suppliers, logistics and transportation providers, contractors, and the emergency services. They would typically report to a facilities manager or head of facilities.
An employee in this occupation will be responsible for the safety of themselves and their team when conducting daily activities. Always aiming to ensure the safety of the public and building users. They will be responsible for carrying out and reviewing risk assessment plans. Supporting and reviewing the budget and the costs of the facilities management service to meet financial targets. Facilities management supervisors will monitor and adhere to appropriate building governance and compliance standards.
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.
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 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
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:
A project with a project report with presentation and questions
You will be asked to complete a project report. The title and scope will be agreed with the EPAO at the gateway. As part of the project, you need to write a project report and submit this to the EPAO. The project report should be a maximum of 2500 (with a 10% tolerance).
You will have 8 weeks to complete the project and submit the project 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 5 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 30 minutes. They will ask you at least 4 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.
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.
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.
This occupation is found in small and medium enterprises, large and multinational organisations in private and public sectors. For example: housing, health, social care, energy, hospitality, education, commercial properties, leisure, and retail. It is found in organisations where the management of multi-disciplinary activities, within the built environment, impact upon people and the workplace. At a corporate level, facilities management contributes to the delivery of strategic and operational objectives. On a day-to-day level, effective facilities management activities are vital to the performance and success of any organisation, whatever its size and scope.
The broad purpose of the occupation is to supervise a team of facilities management staff to provide a safe and efficient working environment. Facilities management encompasses hard, soft, total or integrated functions. Services labelled as hard are estate or building management. Services called soft are catering, cleaning, administration, and security. Total facilities management can be the process of combining and integrating all facility management services into a single contract. As a facilities management supervisor it is vital to contribute towards health and safety regulations and organisational or contractual procedures. They need to achieve agreed key performance indicators and meet service level agreements. They will supervise a team, delegating duties and responsibilities. The team must always maintain high standards of performance meeting clients, customers and building users. They need good communication skills to resolve customer service queries. Analytical skills are required for monitoring customer service issues. They will identify reoccurring issues, problem-solving and then implementing solutions to improve services. There will be involvement in continuous improvement of systems and processes to ensure procedures, policies and guidance are updated. These can relate to emerging and technological advancements, legislative and social changes. As a supervisor they will contribute towards the development and wellbeing of the team.
In their daily, work an employee in this occupation interacts with their clients, the public or building users to ensure the service provided meets their needs. They will work collaboratively with internal and external stakeholders. Within an organisation they could work with the senior leadership team, procurement and supply chain, sales and marketing, and human resources staff. Working on sustainability plans with continuous improvement teams to improve the organisation's carbon footprint on their net-zero journey. They could interact with the finance and audit departments to ensure accurate reporting. External stakeholders can include suppliers, logistics and transportation providers, contractors, and the emergency services. They would typically report to a facilities manager or head of facilities.
An employee in this occupation will be responsible for the safety of themselves and their team when conducting daily activities. Always aiming to ensure the safety of the public and building users. They will be responsible for carrying out and reviewing risk assessment plans. Supporting and reviewing the budget and the costs of the facilities management service to meet financial targets. Facilities management supervisors will monitor and adhere to appropriate building governance and compliance standards.
| Duty | KSBs |
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Duty 1 Support hard and soft facilities management functions. |
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Duty 2 Contribute to health and safety regulations and organisational or contractual procedures. Carry out and review risk assessment plans in accordance with the requirements for the facilities management service. |
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Duty 3 Ensure public, team and own safety on site through active collaboration with key stakeholders. |
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Duty 4 Manage the day-to-day performance of your team in reaching personal goals and contribute to their wellbeing and development. |
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Duty 5 Supporting the organisation's environmental and sustainability plans and targets. Consider sustainable use of resources, equipment and supplies for the facilities management service. |
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Duty 6 Managing internal and external customer relationships to build trust and ensure delivery is in line with agreed key performance indicators (KPIs) or service level agreements (SLAs). |
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Duty 7 Deliver day-to-day facilities management services meeting clients, customers and building users expectations. |
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Duty 8 Resolve customer service queries and issues in accordance with contractual requirements. |
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Duty 9 Monitor customer service issues in order to prevent re-occurrence through problem-solving and implementing solutions. |
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Duty 10 Support and review the budget and the costs of the facilities management service to meet financial targets. |
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Duty 11 Monitor and adhere to appropriate building governance and compliance standards. |
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Duty 12 Contribute to continuous improvement of systems and processes to ensure procedures, policies and guidance are updated in line with emerging and technological advancements, legislative and social changes. |
K1: Characteristics and features of facilities management: hard, soft, total or integrated, personnel.
Back to Duty
K2: Awareness of health and safety regulations and codes of practice, relevance to the occupation and the own responsibilities. Health and Safety at Work Act. Control of Substances Hazardous to Health (COSHH). Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR). Business continuity plans (BCP). Building regulations. Life support systems. L8 water hygiene. Manual handling. Personal Protective Equipment (PPE). Working at height. Working in confined spaces. Isolation and emergency stop procedures. Emergency evacuation procedures. Slips, trips and falls.
Back to Duty
K3: Methods and policies to promote safe working; risk assessments, method statements and safe systems of work.
Back to Duty
K4: Manufacturer's instructions; facilities management environment tools and equipment: for example, plant, machinery, electrical equipment, manual maintenance tools.
Back to Duty
K5: Sustainability legislation and regulations: current and developing sustainable principles, practices and techniques.
Back to Duty
K6: Sustainable procurement methods and practices: and use of resources, equipment and supplies.
Back to Duty
K7: Principles of leadership: supervisory, teamwork, and coaching techniques.
Back to Duty
K8: Scope and limits of authority within own role and knowing when to escalate issues and to whom.
Back to Duty
K9: Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available.
Back to Duty
K10: Legislative guidance relating to equity, diversity and inclusivity in the workplace.
Back to Duty
K11: Principles of contract management including prioritisation and issue resolution.
Back to Duty
K12: Service Level Agreements (SLAs) and Key Performance Indicators (KPIs) their purpose and value in a facilities management environment.
Back to Duty
K13: Stakeholder management and relationship building: internal and external, clients, customers, colleagues and building users.
Back to Duty
K14: Principles of financial management in a facilities environment including, annual budgets and cost centre management.
Back to Duty
K15: Written and digital communication techniques. Plain English principles. Facilities terminology. Report writing.
Back to Duty
K16: Principles and techniques of continuous improvement, for example lean, 6-sigma, KAIZEN.
Back to Duty
K17: Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and how to overcome them. Facilities terminology.
Back to Duty
K18: Problem solving techniques for example diagnostics, root cause analysis DMAIC (Define, Measure, Analyse, Improve, Control), PDCA (Plan Do Check Act).
Back to Duty
S1: Supervise the facilities management function.
Back to Duty
S2: Comply with health and safety regulations, building regulations, codes of practice and organisational policies and procedures.
Back to Duty
S3: Comply with risk assessments, method statements and safe systems of work and apply control measures.
Back to Duty
S4: Supervise others when using facilities management environment tools and equipment for example, plant, machinery, electrical equipment, manual tools.
Back to Duty
S5: Apply sustainable processes and practices, monitoring and solving sustainability problems which impact climate change in the facilities management function within their organisation.
Back to Duty
S6: Use resources to complete tasks, with consideration for cost, quality, safety, security and environmental impact.
Back to Duty
S7: Lead a team of facilities personnel.
Back to Duty
S8: Apply problem solving techniques to create solutions to complex problems within limits of authority within own role and consult line management.
Back to Duty
S9: Plan, prioritise and delegate tasks to the facilities team for completion.
Back to Duty
S10: Use information and digital technology to analyse data to monitor performance.
Back to Duty
S11: Create, maintain and enhance collaborative working relationships with internal and external stakeholders.
Back to Duty
S12: Communicate verbally with internal and external stakeholders Give and receive information. Matching style to audience. Recognising barriers in communication and how to overcome them. Facilities terminology.
Back to Duty
S13: Investigate queries to find underlying cause and identify potential solutions.
Back to Duty
S14: Apply financial management principles in department budget spending.
Back to Duty
S15: Apply continuous improvement techniques to devise potential solutions.
Back to Duty
S16: Communicate with internal and external stakeholders using sector specific terminology through written means.
Back to Duty
B1: Take responsibility for own actions and for the actions of those under their supervision or direction to promote safety.
Back to Duty
B2: Considers the environment and sustainability.
Back to Duty
B3: Act ethically.
Back to Duty
B4: Promote an inclusive workplace for example respectful of different views.
Back to Duty
B5: Adapt to new and changing situations with clients and customers.
Back to Duty
B6: Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice and supports others' professional development.
Back to Duty
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.
V1.1
This document explains the requirements for end-point assessment (EPA) for the facilities management supervisor apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Facilities management supervisor apprentices, their employers and training providers should read this document.
A full-time facilities management supervisor 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 3 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 work with the training provider to 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 - project: report with presentation and questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the project: report with presentation and questions, the apprentice must submit a 500 word project proposal. 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.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Project: report with presentation and questions:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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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 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
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:
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 10 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:
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.
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.
The project assessment method involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. This process may include for example, research, analysis and the completion of tasks or activities to achieve the outcome. The assessment method will have an output at the end of the defined piece of work. The work completed for the project assessment method 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:
completion of the defined piece of work for the project with a project output
completion of the defined piece of work for the 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.
This assessment method is being used because:
The apprentice must complete a project based on any of the following:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of project report.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their 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 project report and any presentation materials are submitted.
The project report must include at least:
The project report must have a word count of 2500 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 apprentice must produce and include a mapping in an appendix, showing how the output evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the project report and any presentation materials to the EPAO by the end of week of the EPA period.
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 project, project report and presentation.
The presentation should cover:
The presentation with questions must last 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 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 5 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:
The apprentice must submit their presentation materials to the EPAO at the same time as the project report - by the end of week 8 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:
The independent assessor must have at least 2 weeks to review the 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.
The apprentice may choose to end the presenation 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 the 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 the assessment early.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
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.
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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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.
This assessment method is being used because:
reduces the assessment burden on the apprentice
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.
The purpose of the independent assessor’s questions will be to assess the apprentice’s competence against the following themes:
The purpose is to assess the apprentice’s competence against the following themes:
The EPAO must give an apprentice 10 days' notice of the professional discussion.
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 30 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 4 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 apprentice may choose to end the 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 the 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 the assessment early.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
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. Additional venue requirements include:
The professional discussion should take place in a quiet space, free from distractions and influence. The professional discussion can take place in any of the following:
The underpinning portfolio will have been submitted in line with EPAO requirements and at the gateway and must evidence all of the KSBs mapped to this assessment method. The independent assessor can use the contents of the portfolio to identify discussion areas for the professional discussion.
The apprentice and the independent assessor will have access to their own copies of the portfolio throughout the professional discussion and both can refer to it as needed.
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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Environmental and Sustainability
K5 K6 S5 S6 B2 |
Applies sustainability principles, practices and techniques in line with sustainability regulations and organisational procedures to monitor and resource problems in facilities management environment which impact climate change. (K5, S5) Considers cost, quality, safety, security and the environmental impact when sourcing and using resources and equipment in the facilities management environment. (K6, S6, B2)
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Explains the consequences to themselves and the business of not applying sustainability regulations and organisational procedures to monitor and resolve problems in the facilities management environment which impact climate change. (K5, S5) |
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Customer and stakeholder expectations
K11 K12 K13 K17 S9 S11 S12 B5 |
Adapts to new and changing situations in a facilities management context, using verbal communication in a way that meets the needs of the audience and the situation. (K17, S12, B5) Creates, maintains and enhances collaborative working relationships with internal and external stakeholders. (K3, S11) Plans, prioritises and delegates tasks and issues to the facilities team for resolution to meet SLA and KPIs in line with the contractual agreement within the organisation. (K11, K12, S9) |
Evaluates their approach to delivering commercial KPIs and meetings SLAs in their role. (K11, K12, S9) |
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Facilities management finance and reporting
K14 K15 S10 S13 S14 S16 |
Uses information and digital technology to analyse and monitor the annual budget and cost centre financial performance of the facilities function, in line with organisational targets. (K14, S10, S14) Investigates facilities related queries to establish underlying causes and identify potential solutions. (S13) Communicates findings and solutions with internal and external stakeholders through written reports and digital means using sector specific terminology and adapting to audience needs. (K15, S16) |
Demonstrates how their application of financial planning has resulted in a positive impact to the departmental budget spending. (S14) |
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Health and Safety
K3 K4 S3 S4 B1 |
Supervises others when using facilities management environment tools and equipment in line with manufacturer's instructions and organisational procedures. (K4, S4) Complies with safe systems of work and promotes to others through their actions including the use of risk assessments, method statements and control measures in line with legal and regulatory compliance and organisational procedures. (K3, S3, B1) |
Explains the importance of risk assessments, method statements and safe systems of working to the facilities management sector. (S4, B1) |
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Problem resolution and limits of authority
K8 K18 S8 B3 |
Uses problem solving techniques to create solutions to complex problems within their levels of authority. Escalates issues beyond their level of authority consulting with management in line with organisational policy and procedures. (K8, K18, S8) Acts ethically to investigate queries and underlying causes to identify potential solutions. (B3) |
Explains their choice of applied problem solving techniques, identifying the benefits and risks to meeting the project objectives. (K8, K18, S8) |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Health and safety, safe working practices.
K2 S2 |
Describes how they select and apply health and safety, building regulations and codes of practice appropriate to the task, their occupation and supervisory responsibilities, complying with organisational, statutory and regulatory requirements. (K2, S2) |
None. |
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Continuous improvement
K16 S15 |
Explains how they have applied a continuous improvement technique to create a solution to a facilities management related issue or process in their own work. (K16, S15)
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Explains what the impact of their continuous improvement activity has been and how it has benefited their organisation. (K16, S15)
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Facilities Management function
K1 K7 S1 S7 |
Explains how they supervise the facilities management function in line with its characteristics, features and organisational requirements. (K1, S1) Describes how they lead a team of facilities personnel in line with organisational requirements. (K7, S7) |
None. |
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EDI and Wellbeing
K9 K10 B4 |
Describes mental and physical health considerations of themselves and others and identifies sources of support available for themselves and others. (K9) Explains how they promote inclusive practices in the workplace through the application of equity, diversity and inclusion legislation in their role. (K10, B4)
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None. |
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CPD
B6 |
Describes the continued professional development (CPD) activities they have carried out and recorded to meet personal and organisational development needs, showing a commitment to future CPD. (B6)
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Evaluates what the impact of CPD they have undertaken has been to their area of practice, and how it has benefited the business. (B6) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the project: report with presentation and questions 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 distinction, the apprentice must achieve a distinction in all the assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Project: report with presentation and questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Pass | Fail | Fail |
| Fail | Pass | Fail |
| Distinction | Fail | Fail |
| Fail | Distinction | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Distinction | Distinction |
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 4 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 project 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 ofif pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
appoint independent assessors who have knowledge of the following occupational areas - facilities management.
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Characteristics and features of facilities management: hard, soft, total or integrated, personnel. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2
Awareness of health and safety regulations and codes of practice, relevance to the occupation and the own responsibilities. Health and Safety at Work Act. Control of Substances Hazardous to Health (COSHH). Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR). Business continuity plans (BCP). Building regulations. Life support systems. L8 water hygiene. Manual handling. Personal Protective Equipment (PPE). Working at height. Working in confined spaces. Isolation and emergency stop procedures. Emergency evacuation procedures. Slips, trips and falls. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Methods and policies to promote safe working; risk assessments, method statements and safe systems of work. Back to Grading |
Project: report with presentation and questions |
|
K4
Manufacturer's instructions; facilities management environment tools and equipment: for example, plant, machinery, electrical equipment, manual maintenance tools. Back to Grading |
Project: report with presentation and questions |
|
K5
Sustainability legislation and regulations: current and developing sustainable principles, practices and techniques. Back to Grading |
Project: report with presentation and questions |
|
K6
Sustainable procurement methods and practices: and use of resources, equipment and supplies. Back to Grading |
Project: report with presentation and questions |
|
K7
Principles of leadership: supervisory, teamwork, and coaching techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Scope and limits of authority within own role and knowing when to escalate issues and to whom. Back to Grading |
Project: report with presentation and questions |
|
K9
Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Legislative guidance relating to equity, diversity and inclusivity in the workplace. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Principles of contract management including prioritisation and issue resolution. Back to Grading |
Project: report with presentation and questions |
|
K12
Service Level Agreements (SLAs) and Key Performance Indicators (KPIs) their purpose and value in a facilities management environment. Back to Grading |
Project: report with presentation and questions |
|
K13
Stakeholder management and relationship building: internal and external, clients, customers, colleagues and building users. Back to Grading |
Project: report with presentation and questions |
|
K14
Principles of financial management in a facilities environment including, annual budgets and cost centre management. Back to Grading |
Project: report with presentation and questions |
|
K15
Written and digital communication techniques. Plain English principles. Facilities terminology. Report writing. Back to Grading |
Project: report with presentation and questions |
|
K16
Principles and techniques of continuous improvement, for example lean, 6-sigma, KAIZEN. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and how to overcome them. Facilities terminology. Back to Grading |
Project: report with presentation and questions |
|
K18
Problem solving techniques for example diagnostics, root cause analysis DMAIC (Define, Measure, Analyse, Improve, Control), PDCA (Plan Do Check Act). Back to Grading |
Project: report with presentation and questions |
| Skill | Assessment methods |
|---|---|
|
S1
Supervise the facilities management function. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Comply with health and safety regulations, building regulations, codes of practice and organisational policies and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S3
Comply with risk assessments, method statements and safe systems of work and apply control measures. Back to Grading |
Project: report with presentation and questions |
|
S4
Supervise others when using facilities management environment tools and equipment for example, plant, machinery, electrical equipment, manual tools. Back to Grading |
Project: report with presentation and questions |
|
S5
Apply sustainable processes and practices, monitoring and solving sustainability problems which impact climate change in the facilities management function within their organisation. Back to Grading |
Project: report with presentation and questions |
|
S6
Use resources to complete tasks, with consideration for cost, quality, safety, security and environmental impact. Back to Grading |
Project: report with presentation and questions |
|
S7
Lead a team of facilities personnel. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Apply problem solving techniques to create solutions to complex problems within limits of authority within own role and consult line management. Back to Grading |
Project: report with presentation and questions |
|
S9
Plan, prioritise and delegate tasks to the facilities team for completion. Back to Grading |
Project: report with presentation and questions |
|
S10
Use information and digital technology to analyse data to monitor performance. Back to Grading |
Project: report with presentation and questions |
|
S11
Create, maintain and enhance collaborative working relationships with internal and external stakeholders. Back to Grading |
Project: report with presentation and questions |
|
S12
Communicate verbally with internal and external stakeholders Give and receive information. Matching style to audience. Recognising barriers in communication and how to overcome them. Facilities terminology. Back to Grading |
Project: report with presentation and questions |
|
S13
Investigate queries to find underlying cause and identify potential solutions. Back to Grading |
Project: report with presentation and questions |
|
S14
Apply financial management principles in department budget spending. Back to Grading |
Project: report with presentation and questions |
|
S15
Apply continuous improvement techniques to devise potential solutions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S16
Communicate with internal and external stakeholders using sector specific terminology through written means. Back to Grading |
Project: report with presentation and questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Take responsibility for own actions and for the actions of those under their supervision or direction to promote safety. Back to Grading |
Project: report with presentation and questions |
|
B2
Considers the environment and sustainability. Back to Grading |
Project: report with presentation and questions |
|
B3
Act ethically. Back to Grading |
Project: report with presentation and questions |
|
B4
Promote an inclusive workplace for example respectful of different views. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Adapt to new and changing situations with clients and customers. Back to Grading |
Project: report with presentation and questions |
|
B6
Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice and supports others' professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Environmental and Sustainability
K5 K6 S5 S6 B2 |
Sustainability legislation and regulations: current and developing sustainable principles, practices and techniques. (K5) Sustainable procurement methods and practices: and use of resources, equipment and supplies. (K6) |
Apply sustainable processes and practices, monitoring and solving sustainability problems which impact climate change in the facilities management function within their organisation. (S5) Use resources to complete tasks, with consideration for cost, quality, safety, security and environmental impact. (S6) |
Considers the environment and sustainability. (B2) |
|
Customer and stakeholder expectations
K11 K12 K13 K17 S9 S11 S12 B5 |
Principles of contract management including prioritisation and issue resolution. (K11) Service Level Agreements (SLAs) and Key Performance Indicators (KPIs) their purpose and value in a facilities management environment. (K12) Stakeholder management and relationship building: internal and external, clients, customers, colleagues and building users. (K13) Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and how to overcome them. Facilities terminology. (K17) |
Plan, prioritise and delegate tasks to the facilities team for completion. (S9) Create, maintain and enhance collaborative working relationships with internal and external stakeholders. (S11) Communicate verbally with internal and external stakeholders Give and receive information. Matching style to audience. Recognising barriers in communication and how to overcome them. Facilities terminology. (S12) |
Adapt to new and changing situations with clients and customers. (B5) |
|
Facilities management finance and reporting
K14 K15 S10 S13 S14 S16 |
Principles of financial management in a facilities environment including, annual budgets and cost centre management. (K14) Written and digital communication techniques. Plain English principles. Facilities terminology. Report writing. (K15) |
Use information and digital technology to analyse data to monitor performance. (S10) Investigate queries to find underlying cause and identify potential solutions. (S13) Apply financial management principles in department budget spending. (S14) Communicate with internal and external stakeholders using sector specific terminology through written means. (S16) |
None |
|
Health and Safety
K3 K4 S3 S4 B1 |
Methods and policies to promote safe working; risk assessments, method statements and safe systems of work. (K3) Manufacturer's instructions; facilities management environment tools and equipment: for example, plant, machinery, electrical equipment, manual maintenance tools. (K4) |
Comply with risk assessments, method statements and safe systems of work and apply control measures. (S3) Supervise others when using facilities management environment tools and equipment for example, plant, machinery, electrical equipment, manual tools. (S4) |
Take responsibility for own actions and for the actions of those under their supervision or direction to promote safety. (B1) |
|
Problem resolution and limits of authority
K8 K18 S8 B3 |
Scope and limits of authority within own role and knowing when to escalate issues and to whom. (K8) Problem solving techniques for example diagnostics, root cause analysis DMAIC (Define, Measure, Analyse, Improve, Control), PDCA (Plan Do Check Act). (K18) |
Apply problem solving techniques to create solutions to complex problems within limits of authority within own role and consult line management. (S8) |
Act ethically. (B3) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Health and safety, safe working practices.
K2 S2 |
Awareness of health and safety regulations and codes of practice, relevance to the occupation and the own responsibilities. Health and Safety at Work Act. Control of Substances Hazardous to Health (COSHH). Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR). Business continuity plans (BCP). Building regulations. Life support systems. L8 water hygiene. Manual handling. Personal Protective Equipment (PPE). Working at height. Working in confined spaces. Isolation and emergency stop procedures. Emergency evacuation procedures. Slips, trips and falls. (K2) |
Comply with health and safety regulations, building regulations, codes of practice and organisational policies and procedures. (S2) |
None |
|
Continuous improvement
K16 S15 |
Principles and techniques of continuous improvement, for example lean, 6-sigma, KAIZEN. (K16) |
Apply continuous improvement techniques to devise potential solutions. (S15) |
None |
|
Facilities Management function
K1 K7 S1 S7 |
Characteristics and features of facilities management: hard, soft, total or integrated, personnel. (K1) Principles of leadership: supervisory, teamwork, and coaching techniques. (K7) |
Supervise the facilities management function. (S1) Lead a team of facilities personnel. (S7) |
None |
|
EDI and Wellbeing
K9 K10 B4 |
Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available. (K9) Legislative guidance relating to equity, diversity and inclusivity in the workplace. (K10) |
None |
Promote an inclusive workplace for example respectful of different views. (B4) |
|
CPD
B6 |
None |
None |
Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice and supports others' professional development. (B6) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Occupational standard, end-point assessment plan and funding band revised | 01/01/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 17/02/2017 | 31/12/2023 | Not set |
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