To make systems, products, tasks, jobs, organisations and work environments better for their intended users.
This occupation is found in the defence and security, transportation, manufacturing, energy, and healthcare sectors.
The broad purpose of the occupation is to make systems, products, tasks, jobs, organisations and work environments better for their intended users. The occupation is also referred to as Ergonomics and it is broadly accepted that the terms 'ergonomics' and 'human factors' can be used interchangeably. The role involves the application of scientific information about the capabilities of human beings to the design of equipment, working practices, organisations and working environments in order to make people’s jobs safer, more efficient and more productive. Human Factors Specialists are found in a broad range of occupational sectors. For example, they may contribute to the design of power plant control rooms in the energy sector in order to minimise the risk of human error. In the defence sector they might contribute to the design of a fast jet cockpit ensuring that the pilot can use all the information, control the systems and make optimal decisions under high pressure. In the transportation sector they may support the design of a railway carriage layout; ensuring the comfort and safe accommodation of passengers. In a manufacturing context, a Human Factors Specialist may be involved in the design of production line processes, including the definition of line workers’ tasks and the physical layout of the equipment. Similarly, in the healthcare sector a Human Factors Specialist may be involved in the design of human computer interfaces (HCI) on medical devices such as scanners and X-ray machines. Across all sectors the common aim is to ensure that users of a system or process can perform their tasks safely and effectively, often in demanding and stressful environments.
In their daily work, an employee in this occupation interacts with End Users of systems (e.g. military personnel, pilots, plant operators, radiographers etc.) in order to understand their goals and performance objectives and accommodate features into the design to enable them to achieve these aims. They may also advise experts in specialist fields (such as safety) on the characteristics of Human Performance in given situations. They are also likely to interact with programme managers, customer representatives, suppliers, colleagues in other business functions (e.g. engineering, legal), researchers and academics, Government agencies and regulators. Their daily work is mainly office based with occasional laboratory or field based trials and offsite visits to industrial sites and offices.
An employee in this occupation will be responsible for leading human factors elements of projects or programmes to create optimum products or processes that meet the needs of the users and ensure the required operational performance. They will be responsible for the application of specialist methodologies, tools and techniques across the full lifecycle of the system (i.e. from initial concepts, through manufacture and in-service phases to disposal). They may work autonomously but are more likely to be part of wider multidisciplinary teams, typically reporting to project or programme leaders or to a head of human factors. They will typically have responsibility for the human factors team budget for each project. The size of the role is project dependent and may vary from providing a short period of expert consultancy to leading a team of human factors professionals on a large development project over a number of years..
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 36 months. The EPA period is typically 6 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:
For the human factors specialist, the qualification required is:
Completed and passed all credit carrying modules of the Masters degree in human factors apart from the final module which will form the EPA.
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 10000 words (with a 10% tolerance).
You will have 20 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 60 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 60 minutes. They will ask you at least 8 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 apprenticeship aligns with Graduate Member for Chartered Institute of Ergonomics and Human Factors (CIEHF)
Please contact the professional body for more details.
This occupation is found in the defence and security, transportation, manufacturing, energy, and healthcare sectors.
The broad purpose of the occupation is to make systems, products, tasks, jobs, organisations and work environments better for their intended users. The occupation is also referred to as Ergonomics and it is broadly accepted that the terms 'ergonomics' and 'human factors' can be used interchangeably. The role involves the application of scientific information about the capabilities of human beings to the design of equipment, working practices, organisations and working environments in order to make people’s jobs safer, more efficient and more productive. Human Factors Specialists are found in a broad range of occupational sectors. For example, they may contribute to the design of power plant control rooms in the energy sector in order to minimise the risk of human error. In the defence sector they might contribute to the design of a fast jet cockpit ensuring that the pilot can use all the information, control the systems and make optimal decisions under high pressure. In the transportation sector they may support the design of a railway carriage layout; ensuring the comfort and safe accommodation of passengers. In a manufacturing context, a Human Factors Specialist may be involved in the design of production line processes, including the definition of line workers’ tasks and the physical layout of the equipment. Similarly, in the healthcare sector a Human Factors Specialist may be involved in the design of human computer interfaces (HCI) on medical devices such as scanners and X-ray machines. Across all sectors the common aim is to ensure that users of a system or process can perform their tasks safely and effectively, often in demanding and stressful environments.
In their daily work, an employee in this occupation interacts with End Users of systems (e.g. military personnel, pilots, plant operators, radiographers etc.) in order to understand their goals and performance objectives and accommodate features into the design to enable them to achieve these aims. They may also advise experts in specialist fields (such as safety) on the characteristics of Human Performance in given situations. They are also likely to interact with programme managers, customer representatives, suppliers, colleagues in other business functions (e.g. engineering, legal), researchers and academics, Government agencies and regulators. Their daily work is mainly office based with occasional laboratory or field based trials and offsite visits to industrial sites and offices.
An employee in this occupation will be responsible for leading human factors elements of projects or programmes to create optimum products or processes that meet the needs of the users and ensure the required operational performance. They will be responsible for the application of specialist methodologies, tools and techniques across the full lifecycle of the system (i.e. from initial concepts, through manufacture and in-service phases to disposal). They may work autonomously but are more likely to be part of wider multidisciplinary teams, typically reporting to project or programme leaders or to a head of human factors. They will typically have responsibility for the human factors team budget for each project. The size of the role is project dependent and may vary from providing a short period of expert consultancy to leading a team of human factors professionals on a large development project over a number of years..
| Duty | KSBs |
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Duty 1 Plan, control and deliver human factors activities (e.g. analysis, design and assessment) to meet requirements and achieve goals in terms of performance, quality and in accordance with budgets and timescales. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K19 K20 |
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Duty 2 Conduct bid and tendering activities for human factors work ensuring bids meet customer needs and are in alignment with business and commercial criteria. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 |
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Duty 3 Lead and manage human factors related interactions and communications with end users, other technical disciplines, internal business functions and external agencies (e.g. design workshops and reviews). |
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Duty 4 Identify and manage human factors considerations (e.g. personnel capability, equipment suitability, human performance influencers) in order to determine the appropriate methodologies, tools and standards required to address any human-related risks, issues or opportunities identified with systems, products, tasks, jobs, organisations or environments. |
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Duty 5 Analyse human roles (e.g. aircraft pilot, control room operator, vehicle maintainer) in order to establish current and future expectations of the end user and demands they may create for the systems, products, jobs, organisations and environments. |
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Duty 6 Support the development of safety systems and processes to ensure adequate protection of people, infrastructure and the environment. |
K1 K2 K3 K4 K5 K6 K7 K9 K10 K18 |
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Duty 7 Specify and manage human factors requirements for equipment, systems, products, tasks, jobs, organisations and environments in accordance with human factors principles, best practice and applicable regulations and standards. |
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Duty 8 Contribute to the design of equipment, systems, products, tasks, jobs, organisations and environments (e.g. power plant control room, an armoured fighting vehicle, an aircraft cockpit or a medical device) in accordance with requirements, human factors principles, best practice and applicable regulations and standards. |
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Duty 9 Assess the performance and integration of humans in systems, products, tasks, jobs, organisations and environments (e.g. how an aircraft pilot performs in an aircraft simulator representing a new design) to verify and validate the design against human factors requirements. |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K12 K15 K17 K18 K19 |
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Duty 10 Provide human factors evidence to support the assurance and acceptance of new or updated systems, products, tasks, jobs, organisations and environments. |
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Duty 11 Plan, conduct and apply research to support better understanding of human factors related risks (e.g. managing operator cognitive load) and issues throughout the system (product, task, job, organisational structure or environment) lifecycle (from concept to disposal). |
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Duty 12 Maintain an ongoing continuous professional development programme. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K18 |
K1: The theoretical application of human sciences to the engineering and design of products, processes, and systems based on relevant parts of psychology, physiology, human biology, biomechanics and cognitive science.
Back to Duty
K2: Numerical, analytical and critical analysis techniques for Human-System Analysis & Assessment. The limitations of these techniques.
Back to Duty
K3: Qualitative and quantitative approaches and techniques for user engagement.
Back to Duty
K4: Design principles, methods and limitations for systems design and sociotechnical system design.
Back to Duty
K5: Human factors principles for Human Machine Interface (HMI) design.
Back to Duty
K6: Capability and limitations in the design and evaluation of physical ergonomics.
Back to Duty
K7: Robotic Intelligent and Autonomous Systems (RIAS) and their Human Factors considerations.
Back to Duty
K8: Principles of Human Factors Integration and Human System Integration.
Back to Duty
K9: National and international human factors standards and supporting guidance.
Back to Duty
K10: Legal requirements: statutory and national, international and sector specific legislation and regulation.
Back to Duty
K11: Research design; ethical and environmental practice in research and qualitative and quantitative approaches to research.
Back to Duty
K12: The principles and processes of Human Centred Design.
Back to Duty
K13: Product, service and system lifecycles: planning, developing, preparing, utilising and retirement.
Back to Duty
K14: Project management techniques for project delivery: planning, resource management, cost and budget control, risk, and quality.
Back to Duty
K15: Teamwork and leadership: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations.
Back to Duty
K16: Time management techniques.
Back to Duty
K17: Communication techniques: oral, written, and presentations.
Back to Duty
K18: The implication of the broader business and engineering context including safety, environmental protection and sustainability, ethics, economic responsibility, social responsibilities, and advances in technology on human factors.
Back to Duty
K19: Inclusive and accessible design principles and practice.
Back to Duty
K20: Techniques for user trials and experimentation appropriate to human factors design.
Back to Duty
S1: Select and apply human factors methodologies to project requirements.
Back to Duty
S2: Use computer-based tools to assist in the design, analysis, evaluation and validation of jobs, interfaces, tasks and environments such as: Computer Aided Design, Task Analysis, Anthropometric Modelling, Workload Analysis, HCI/User Interface Design and Prototyping.
Back to Duty
S3: Produce Specific-Measurable-Appropriate-Realistic-Timebound (SMART) requirements.
Back to Duty
S4: Identify and comply with legal, statutory and any other relevant legislation and standards to bound and inform design and engineering choices.
Back to Duty
S5: Design and execute trials and experimentation involving Users.
Back to Duty
S6: Collect, analyse and interpret data using numerical, analytical and critical analysis techniques.
Back to Duty
S7: Communicate with colleagues and stakeholders in multidisciplinary teams using different methods including oral, written, and presentation.
Back to Duty
S8: Plan, manage and lead projects.
Back to Duty
S9: Produce documentation such as assessments, risk registers, plans, specifications and assurance cases.
Back to Duty
S10: Plan and undertake research to meet the project requirement.
Back to Duty
S11: Technical decision making related to human factors engineering considering the impact on the project and area of delegated authority.
Back to Duty
S12: Use human factors design principles when developing solutions.
Back to Duty
S13: Plan and manage own time.
Back to Duty
S14: Integrate human factors programme of work within engineering programmes.
Back to Duty
S15: Teamwork and leadership skills including: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations.
Back to Duty
B1: Adapt and is resilient to challenging or changing situations.
Back to Duty
B2: Act in a professional and ethical manner.
Back to Duty
B3: Lead by example and act as an advocate for human centred and inclusive design practices.
Back to Duty
B4: Prioritise quality and continuous improvement practices.
Back to Duty
B5: Lead by example to promote innovation and challenge existing practices.
Back to Duty
B6: Collaborate and promote teamwork across disciplines.
Back to Duty
B7: Commit to ongoing 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.
Level: 7 (integrated degree)
This standard aligns with the following professional recognition:
V1.0
This document explains the requirements for end-point assessment (EPA) for the human factors specialist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Human factors specialist 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 register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 36 months on-programme (this means in training before the gateway) working towards competence as a human factors specialist. 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 with project report, 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 36 months
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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 complete training towards any other qualifications listed in the occupational standard. The qualification(s) required are: completed and passed all credit carrying modules of the Masters degree in human factors apart from the final module which will form the EPA. The apprentice must compile a portfolio of evidence. |
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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 professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
For the project with report, presentation and questioning, the apprentice must submit the following supporting material: project title and scope requirements. 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. 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 6 months
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Grades available for each method: Project with project report, presentation and questions
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship standard aligns with Graduate Member for Chartered Institute of Ergonomics and Human Factors (CIEHF). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
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 6 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. 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:
For the project with report, presentation and questioning apprentices must submit: project title and scope
To ensure the project allows the apprentice to meet the KSBs mapped to this EPA 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 EPA method. It is not assessed.
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 discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including 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.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project 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:
project with a project output
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 EPA method is being used for the following reasons:
The apprentice must complete a project based on any of the following:
the application of a Human Centered Design (HCD) process to include the development, evaluation, or improvement of a product, system or organisation. The application of the HCD process could occur at any point in the lifecycle from developing design concepts through to evaluating in-service equipment, systems or processes. For example, the project could be based upon:
In line with a HCD process the project should be underpinned by appropriate Human Factors principles, analysis and methodologies to:
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. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a report and presentation.
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 report and any presentation materials are submitted.
The report must include at least:
The project report must have a word count of 10000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 20 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, report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 25 minutes and questioning lasting 35 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 any presentation materials to the EPAO at the same time as the report - by the end of week 20 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 days’ notice of the presentation with questions.
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 should 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.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This EPA method is being used because it can synoptically assess knowledge, skills and behaviours. This method also helps to assess their in-depth understanding of their work and covers aspects of the occupation that are difficult to observe and take place in restricted and confidential settings. This is a consistent method that applies across work settings in the industry. It is reflective of industry best practice for reporting orally on work and justifying decisions taken. It also replicates the approach taken to reviewing candidate performance used in industry. Furthermore:
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 is to ensure that the apprentice can evidence the KSBs assigned to the assessment method and to provide opportunity for them to show depth and breadth of coverage and, where they are able, to demonstrate the distinction criteria.
The themes of the professional discussion will cover the following:
The EPAO must give an apprentice 2 weeks' 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 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 8 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The 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.
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 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 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 the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Project management
K14 K16 S8 S13 |
Uses project and time management techniques to plan, manage and lead projects, including management of resources, risk and quality, and controlling cost and budgets in line with the project brief (K14, K16, S8, S13) |
Critically analyses the impact on risk and quality outcomes with the project management techniques used (K14, S8) |
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Human centred design application and process
K11 K12 K19 S1 S10 S12 B2 B3 B5 |
Selects and applies human factors methodologies and design principles and processes to meet the project brief (K12, S1) Leads by example to promote innovation and advocate human centred and inclusive design principles through developing accessible solutions which challenge existing practices in line with the project brief (K19, S12, B3, B5) Plans and undertakes research, with qualitative and quantitative approaches, in line with project requirements and occupational guidelines for professional and ethical conduct (K11, S10, B2)
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Uses multiple human factors methodologies in parallel or combination and reconciles their inconsistencies to deliver practical results, justifying the benefit and limitations of the different methodologies (K12, S1, S12, B3) Evaluates the limitations of human factors research methodologies and findings and articulates how they apply to real-world problems (K11, S10)
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Critical analysis and assessment
K2 S6 |
Collects, analyses and interprets data using numerical, analytical and critical analysis techniques to meet the project brief (K2, S6) |
Critically evaluates the limitations of techniques used in the project to collect, analyse and interpret data (K2, S6) |
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Leadership and professional behaviours
K15 K17 K18 S7 S15 B1 B4 B6 B7 |
Evaluates their choice of communication techniques for oral, written and formal presentations when dealing with technical and non-technical audiences such as colleagues and stakeholders in multidisciplinary teams (K17, S7) Analyses their teamwork and leadership skills including negotiation techniques, conflict management development techniques and diversity, equality and inclusivity when collaborating and promoting teamwork across disciplines in line with organisational guidelines (K15, S15, B6) Evaluates their approach, adaptability and resilient to changing work tasks which gives priority to quality and continuous improvement practices in line with company policy (B1, B4) Evaluates the implications of human factors work in broader business and engineering contexts, including safety, ethics, environmental, sustainability, social inclusion, and advances in technology (K18) Evaluates their commitment to professional development in line with organisational or professional body guidelines (B7) |
Critically evaluates the impact of their teamwork and leadership skills on organisational or business outcomes (K15, S15)
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Core technical knowledge
K1 K5 K6 K7 |
Summarises the theoretical applications of human sciences to the engineering and design of products processes and systems based on relevant links to psychology, physiology, human biology, biomechanics and cognitive science (K1) Articulates different human factors principles that would be used during Human Machine Interface Design (HMI) (K5) Articulates physical ergonomics principles including human capabilities and limitations, and their application to design (K6) Articulates the characteristics of Robotic Intelligent and Autonomous Systems (RIAS) and evaluates their Human Factors considerations (K7)
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Human factors methodologies
K3 K4 K8 K13 K20 S2 S3 S5 S9 S14 |
Evaluates their use of computer-based tools in the design, analysis and validation of jobs, interfaces, tasks and environments within sociotechnical systems, including the impact and limitations they faced (K4, S2) Critically evaluates the process of Human Factors Integration and Human Systems Integration. Articulates how they integrate Human Factors into product, service and system lifecycles including producing documentation (K8, K13, S9, S14) Justifies the production of Specific-Measurable-Appropriate-Realistic-Timebound (SMART) requirements to meet specified outcomes (S3) Evaluates how they use qualitative and quantitative approaches and techniques in the design and execution of user trials and experimentation (K3, K20, S5) |
Critically evaluates the use of human factors and human system integration and articulates how they may be tailored for specific applications (K8, S14, S9, K13)
Critically evaluates the factors that impact the validity, reliability and applicability of user experiments or trials and how they can be addressed in experiment or trial design (K3, K20, S5)
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Human factors practice
K9 K10 S4 S11 |
Analyses the impact of their technical decision making within their area of delegated authority and the impact of these decisions on engineering projects (S11) Analyses product or system compliance with national and international legal, statutory, and regulatory standards and guidance which bound and inform design and engineering choices (K9, K10, S4)
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Critically evaluates legal and statutory standards and guidance relevant to their sector and the impact they have on design and engineering choices (K9, K10, S4) |
The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: project with project report, presentation and questions and professional discussion underpinned by a portfolio of evidence 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 ‘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 with project report, presentation and questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
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 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.
Failed EPA 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 apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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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 how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Chartered Institute of Ergonomics and Human Factors (CIEHF)
ensure appropriate security clearance is gained if required.
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
Chartered Institute of Ergonomics and Human Factors (CIEHF) with Graduate Member
| Knowledge | Assessment methods |
|---|---|
|
K1
The theoretical application of human sciences to the engineering and design of products, processes, and systems based on relevant parts of psychology, physiology, human biology, biomechanics and cognitive science. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2
Numerical, analytical and critical analysis techniques for Human-System Analysis & Assessment. The limitations of these techniques. Back to Grading |
Project with project report, presentation and questions |
|
K3
Qualitative and quantitative approaches and techniques for user engagement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
Design principles, methods and limitations for systems design and sociotechnical system design. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
Human factors principles for Human Machine Interface (HMI) design. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Capability and limitations in the design and evaluation of physical ergonomics. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
Robotic Intelligent and Autonomous Systems (RIAS) and their Human Factors considerations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Principles of Human Factors Integration and Human System Integration. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
National and international human factors standards and supporting guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Legal requirements: statutory and national, international and sector specific legislation and regulation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Research design; ethical and environmental practice in research and qualitative and quantitative approaches to research. Back to Grading |
Project with project report, presentation and questions |
|
K12
The principles and processes of Human Centred Design. Back to Grading |
Project with project report, presentation and questions |
|
K13
Product, service and system lifecycles: planning, developing, preparing, utilising and retirement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Project management techniques for project delivery: planning, resource management, cost and budget control, risk, and quality. Back to Grading |
Project with project report, presentation and questions |
|
K15
Teamwork and leadership: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Time management techniques. Back to Grading |
Project with project report, presentation and questions |
|
K17
Communication techniques: oral, written, and presentations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K18
The implication of the broader business and engineering context including safety, environmental protection and sustainability, ethics, economic responsibility, social responsibilities, and advances in technology on human factors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
Inclusive and accessible design principles and practice. Back to Grading |
Project with project report, presentation and questions |
|
K20
Techniques for user trials and experimentation appropriate to human factors design. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Select and apply human factors methodologies to project requirements. Back to Grading |
Project with project report, presentation and questions |
|
S2
Use computer-based tools to assist in the design, analysis, evaluation and validation of jobs, interfaces, tasks and environments such as: Computer Aided Design, Task Analysis, Anthropometric Modelling, Workload Analysis, HCI/User Interface Design and Prototyping. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S3
Produce Specific-Measurable-Appropriate-Realistic-Timebound (SMART) requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4
Identify and comply with legal, statutory and any other relevant legislation and standards to bound and inform design and engineering choices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Design and execute trials and experimentation involving Users. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S6
Collect, analyse and interpret data using numerical, analytical and critical analysis techniques. Back to Grading |
Project with project report, presentation and questions |
|
S7
Communicate with colleagues and stakeholders in multidisciplinary teams using different methods including oral, written, and presentation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S8
Plan, manage and lead projects. Back to Grading |
Project with project report, presentation and questions |
|
S9
Produce documentation such as assessments, risk registers, plans, specifications and assurance cases. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S10
Plan and undertake research to meet the project requirement. Back to Grading |
Project with project report, presentation and questions |
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S11
Technical decision making related to human factors engineering considering the impact on the project and area of delegated authority. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Use human factors design principles when developing solutions. Back to Grading |
Project with project report, presentation and questions |
|
S13
Plan and manage own time. Back to Grading |
Project with project report, presentation and questions |
|
S14
Integrate human factors programme of work within engineering programmes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S15
Teamwork and leadership skills including: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
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B1
Adapt and is resilient to challenging or changing situations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B2
Act in a professional and ethical manner. Back to Grading |
Project with project report, presentation and questions |
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B3
Lead by example and act as an advocate for human centred and inclusive design practices. Back to Grading |
Project with project report, presentation and questions |
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B4
Prioritise quality and continuous improvement practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Lead by example to promote innovation and challenge existing practices. Back to Grading |
Project with project report, presentation and questions |
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B6
Collaborate and promote teamwork across disciplines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B7
Commit to ongoing professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Project management
K14 K16 S8 S13 |
Project management techniques for project delivery: planning, resource management, cost and budget control, risk, and quality. (K14) Time management techniques. (K16) |
Plan, manage and lead projects. (S8) Plan and manage own time. (S13) |
None |
|
Human centred design application and process
K11 K12 K19 S1 S10 S12 B2 B3 B5 |
Research design; ethical and environmental practice in research and qualitative and quantitative approaches to research. (K11) The principles and processes of Human Centred Design. (K12) Inclusive and accessible design principles and practice. (K19) |
Select and apply human factors methodologies to project requirements. (S1) Plan and undertake research to meet the project requirement. (S10) Use human factors design principles when developing solutions. (S12) |
Act in a professional and ethical manner. (B2) Lead by example and act as an advocate for human centred and inclusive design practices. (B3) Lead by example to promote innovation and challenge existing practices. (B5) |
|
Critical analysis and assessment
K2 S6 |
Numerical, analytical and critical analysis techniques for Human-System Analysis & Assessment. The limitations of these techniques. (K2) |
Collect, analyse and interpret data using numerical, analytical and critical analysis techniques. (S6) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Leadership and professional behaviours
K15 K17 K18 S7 S15 B1 B4 B6 B7 |
Teamwork and leadership: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations. (K15) Communication techniques: oral, written, and presentations. (K17) The implication of the broader business and engineering context including safety, environmental protection and sustainability, ethics, economic responsibility, social responsibilities, and advances in technology on human factors. (K18) |
Communicate with colleagues and stakeholders in multidisciplinary teams using different methods including oral, written, and presentation. (S7) Teamwork and leadership skills including: negotiation techniques, conflict management, development techniques, and diversity, equality and inclusivity considerations. (S15) |
Adapt and is resilient to challenging or changing situations. (B1) Prioritise quality and continuous improvement practices. (B4) Collaborate and promote teamwork across disciplines. (B6) Commit to ongoing professional development. (B7) |
|
Core technical knowledge
K1 K5 K6 K7 |
The theoretical application of human sciences to the engineering and design of products, processes, and systems based on relevant parts of psychology, physiology, human biology, biomechanics and cognitive science. (K1) Human factors principles for Human Machine Interface (HMI) design. (K5) Capability and limitations in the design and evaluation of physical ergonomics. (K6) Robotic Intelligent and Autonomous Systems (RIAS) and their Human Factors considerations. (K7) |
None |
None |
|
Human factors methodologies
K3 K4 K8 K13 K20 S2 S3 S5 S9 S14 |
Qualitative and quantitative approaches and techniques for user engagement. (K3) Design principles, methods and limitations for systems design and sociotechnical system design. (K4) Principles of Human Factors Integration and Human System Integration. (K8) Product, service and system lifecycles: planning, developing, preparing, utilising and retirement. (K13) Techniques for user trials and experimentation appropriate to human factors design. (K20) |
Use computer-based tools to assist in the design, analysis, evaluation and validation of jobs, interfaces, tasks and environments such as: Computer Aided Design, Task Analysis, Anthropometric Modelling, Workload Analysis, HCI/User Interface Design and Prototyping. (S2) Produce Specific-Measurable-Appropriate-Realistic-Timebound (SMART) requirements. (S3) Design and execute trials and experimentation involving Users. (S5) Produce documentation such as assessments, risk registers, plans, specifications and assurance cases. (S9) Integrate human factors programme of work within engineering programmes. (S14) |
None |
|
Human factors practice
K9 K10 S4 S11 |
National and international human factors standards and supporting guidance. (K9) Legal requirements: statutory and national, international and sector specific legislation and regulation. (K10) |
Identify and comply with legal, statutory and any other relevant legislation and standards to bound and inform design and engineering choices. (S4) Technical decision making related to human factors engineering considering the impact on the project and area of delegated authority. (S11) |
None |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 11/05/2023 | Not set | Not set |
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