This is not the latest approved version of this apprenticeship. View the latest version
This revised version has been agreed and is available for information only at present. It will replace version 1.2 for new starts from 19 September 2024 with a funding band of £9,000. Further details of this and other apprenticeships in revision are available in the revisions status report.
This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in small, medium, large, and multinational organisations in private, public and third sectors across all areas of the economy.
Operations managers undertake leadership and management duties with teams and senior managers where there is a requirement to ensure that teams carry out their role to meet organisational goals. They are a key component of all types of business model where there is an operational area or department with a workforce to lead, manage and support.
The broad purpose of the occupation is a leadership role, with operational and project responsibilities. An operations manager will have responsibility for managing individuals or a team. They provide direction, instructions, and guidance to ensure the achievement of set goals. They are vital for the smooth functioning of all departments in any organisation and are often responsible for ensuring their function is correctly administered and maintained in line with legislation and the organisation’s policies and procedures. Operations managers will provide clear, and inclusive leadership and direction relating to their area of responsibility within an organisation. Typically, this involves setting, managing, and monitoring achievement of core objectives that are aligned to the overall strategic objectives of their organisation. In a smaller organisation they are also likely to contribute to the execution and achievement of the strategic objectives.
In their daily work, an employee in this occupation interacts with their colleagues from other internal departments such as operational functions, human resources, finance, legal, IT, sales and marketing, and project groups. Operations managers also interact with external stakeholders such as customers, clients, or suppliers. They may work in varied environments including in an office, onsite, or remotely and demonstrate a high level of flexibility and adaptability to meet the needs of the organisation.
An employee in this occupation will be responsible for leading and managing their operational function which includes accountability for developing team members, managing projects, planning, and reviewing workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.
An operations manager may work as part of a network or in a team setting. They work within agreed budgets and available resources and report to senior leaders. They will be responsible for decision-making, and will guide or influence the decisions of others, including business continuity principles, collecting, and interpreting data to find trends, analysing resources, and identifying ways to improve efficiencies.
Operations managers will understand how their role supports the wider organisation structure. They will apply codes of practice, legislation, and regulations in respect of their organisation’s areas of operation. This will apply not only to legal and ethical responsibilities, but will also include equity, diversity and inclusion, health and safety, and the sustainability impacts of the organisation.
| Duty | KSBs |
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Duty 1 Provide leadership and people management. |
K2 K3 K4 K6 K10 K12 K13 K14 K15 K16 K18 K19 K20 K22 K24 K25 |
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Duty 2 Keep up to date with IT and digital interventions such as Artificial Intelligence (AI) and software that can be used in their sector. |
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Duty 3 Analyse, interpret and cascade data to enable tracking, trend analysis and metric reporting to enable decision making for managing objectives and targets. |
K1 K4 K5 K6 K7 K8 K9 K13 K15 K16 K21
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Duty 4 Manage and influence activities and projects within budget and resources to deliver change and continuous improvement. |
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Duty 5 Collaborate with and manage stakeholder relationships. |
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Duty 6 Lead the creation and implementation of their resource plans considering future organisation needs and impact on change requirements. |
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Duty 7 Interpret and comply with relevant legislation and regulation and the impact on their organisation. |
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Duty 8 Lead and manage the team to ensure the application of equity, diversity, and inclusion principles. |
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Duty 9 Lead the team and individual training needs and support continuous professional development. |
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Duty 10 Communicate complex information to build understanding and drive team and organisational performance. |
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Duty 11 Manage activities which drive the organisation’s sustainability goals. |
K2 K6 K8 K11 K12 K15 K17 K19 K22 K23 |
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Duty 12 Build and manage internal relationships and collaborate with colleagues to enable cross-team working. |
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Duty 13 Lead and respond to risk management, assessing the opportunities which could affect individual and team performance, and finding solutions that meet their needs. |
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Duty 14 Develop and implement their operational plan that aligns with the strategic direction of the organisation. |
K1: Presentation skills and methods.
Back to Duty
K2: Relevant regulation and legislation requirements, and their impact on their team, the individual, their role and the organisation.
Back to Duty
K3: Legislation and organisational policies relating to equity, diversity and inclusion in the workplace and their impact on the organisation and stakeholders.
Back to Duty
K4: Approaches to people management, for example recruitment, performance management, reward, and talent management and resource planning.
Back to Duty
K5: IT and software tools used to support the current and future needs of the organisation, including advances in technology.
Back to Duty
K6: Methods for researching, analysing, interpreting and evaluating data to inform judgements and enable decision making.
Back to Duty
K7: Financial management techniques and implications of decisions for budgets.
Back to Duty
K8: How to identify and manage organisational improvement opportunities.
Back to Duty
K9: Project management tools and techniques.
Back to Duty
K10: Methods used to identify, manage and prioritise stakeholder relationships.
Back to Duty
K11: The current and future needs of the sector and the impact on their organisation.
Back to Duty
K12: Problem solving and decision-making techniques.
Back to Duty
K13: Influencing and negotiation models and techniques.
Back to Duty
K14: Conflict resolution and mediation processes.
Back to Duty
K15: Communication techniques and approaches.
Back to Duty
K16: Ethics and values-based leadership theories and principles, for example employee wellbeing.
Back to Duty
K17: Change management concepts and methods for implementing change within the organisation.
Back to Duty
K18: Leadership and management tools and techniques.
Back to Duty
K19: The sector in which the organisation operates and its impact on their role.
Back to Duty
K20: The continuous development requirements and learning needs of their team.
Back to Duty
K21: Business continuity principles, including risk assessment, contingency planning and disaster recovery.
Back to Duty
K22: Organisational policies and procedures, for example health and safety.
Back to Duty
K23: Responsible organisation policies and practices covering social, environmental, and economic factors, including sustainability.
Back to Duty
K24: Coaching and mentoring techniques.
Back to Duty
K25: The strategic direction of the organisation and the impact on operational plans.
Back to Duty
S1: Communicate and present information to stakeholders using different types of media.
Back to Duty
S2: Identify problems and provide solutions.
Back to Duty
S3: Manage and set goals and accountabilities for individuals and teams.
Back to Duty
S4: Analyse performance data for individuals and teams to identify areas for improvement.
Back to Duty
S5: Manage and influence project activity to deliver within budget and resource requirements.
Back to Duty
S6: Lead and influence the team and individuals to support an inclusive culture of equity, diversity, and the promotion of well-being.
Back to Duty
S7: Motivate team members and individuals through collaborative activities, for example one-to-one coaching and team meetings, to achieve organisational goals.
Back to Duty
S8: Use digital tools to analyse information and monitor performance and budgets to drive the implementation and delivery of plans and projects.
Back to Duty
S9: Research, interpret and analyse information to inform the implementation of business plans or projects.
Back to Duty
S10: Evaluate the impact of outcomes from organisational plans or projects to drive the decision-making process.
Back to Duty
S11: Interpret and implement the practical application of regulation, legislation and organisational policies for stakeholders.
Back to Duty
S12: Manage continuous improvement and change for their team and organisation.
Back to Duty
S13: Analyse and prioritise organisation activities in response to the operating environment.
Back to Duty
S14: Implement business continuity plans, including risk assessment, contingency planning and disaster recovery, to ensure the uninterrupted operation of critical functions.
Back to Duty
S15: Identify and respond to external factors that may influence the future landscape and evaluate their impact on the organisation.
Back to Duty
S16: Influence and negotiate with stakeholders to shape and agree goals and outcomes.
Back to Duty
S17: Manage relationships across multiple and diverse stakeholders.
Back to Duty
S18: Deliver sustainable services and solutions which allow the organisation to respond to changes in social, economic and environmental factors.
Back to Duty
S19: Manage and facilitate learning and continuous professional development for their team.
Back to Duty
S20: Coach and mentor individuals within their team.
Back to Duty
S21: Develop and implement operational plans that align with the strategic direction of the organisation.
Back to Duty
B1: Acts professionally, ethically and with integrity.
Back to Duty
B2: Supports an inclusive culture, treating colleagues and stakeholders fairly and with respect.
Back to Duty
B3: Takes accountability and ownership of their own and the team’s tasks and workload.
Back to Duty
B4: Seeks learning opportunities and continuous professional development for self and the wider team.
Back to Duty
B5: Works flexibly and adapts to circumstances.
Back to Duty
B6: Works collaboratively with others across the organisation and stakeholders.
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.
This standard aligns with the following professional recognition:
This document explains the requirements for end-point assessment (EPA) for the operations manager apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Operations manager apprentices, their employers and training providers should read this document.
A full-time operations manager apprentice typically spends 24 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 5 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must 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 - written 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 24 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 is occupationally competent. The apprentice must:
For the written project report with presentation and questions, the apprentice must submit a written project report summary . To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed.
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 5 months
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The grades available for each assessment method are below
Written 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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Professional recognition
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This apprenticeship aligns with:
This apprenticeship aligns with:
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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 5 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:
To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the written project report’s title and scope at the gateway to confirm it is suitable. A brief written project report summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the written project report will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA.
Once the independent assessor agrees the summary document, the EPA period will start. The agreed project will present a typical business task, appropriate for demonstrating the skills and knowledge on the standard. The agreed project will be comparable in terms of content and complexity for all apprentices - it is the context within which the knowledge, and skills must be demonstrated that will vary. Each project will take, typically, six months to complete. The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA. The project will typically be undertaken on the employer’s premises or where this is not practical on the training providers premises.
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 16 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.
A written project report involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The written project report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
written project report
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This assessment method is being used because:
The apprentice must complete a written project report. Examples of types of projects that could be used for the written project report are:
To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the written project report's title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that written project reports are pitched appropriately.
The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA.
The written project report output must be in the form of a report and presentation.
The apprentice must start the written project report after the gateway. The employer should ensure the apprentice has the time and resources, within the written project report period, to plan and complete their project. The research and project will be completed before the gateway.
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 written project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the written project report and any presentation materials are submitted.
The apprentice may choose to end 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 any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The report must include at least:
The written project report must have a word count of 4000 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 written project report and any presentation materials to the EPAO by the end of week 12 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, written project report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 20 minutes and questioning lasting 40 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The 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 any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The independent assessor must ask at least 6 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 12 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to (if required):
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 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.
The 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 assessment method is being used because:
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 assess the apprentice's competence against the following themes:
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 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 any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The independent assessor must ask at least 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The 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 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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Project scope and planning
K6 K8 K10 K11 K17 S2 S15 S16 |
Explains how they identify problems and use methods for researching, analysing interpreting, and evaluating data to inform judgements and provide solutions. (K6, S2) Explains how they manage and prioritise stakeholder relationships and influence and negotiate with stakeholders to shape and agree goals and outcomes when identifying and managing organisational improvement opportunities. (K8, K10, S16) Describes the change management concepts and the methods they use to implement change within their organisation in line with the project brief. (K17) Explains how they identify the current and future needs of the sector and respond to any external factors that may influence the future landscape and evaluates their impact on the organisation. (K11, S15)
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Evaluates the impact of their approach to influencing and negotiating with stakeholders to shape and agree goals and outcomes when identifying and managing organisational improvement opportunities. (K8, S16) Critically analyses the current and future needs of the organisation. (K11)
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Project implementation
K5 K7 K9 K12 K13 S5 S8 S9 S12 B3 B5 B6 |
Explains how they use IT and software tools to support the needs of the organisation, including advances in technology, and use digital tools to analyse information and monitor performance and budgets to drive the implementation and delivery of plans and projects (K5, S8) Explains how they apply project and financial management tools and techniques to manage and deliver projects within budget and resource requirements, taking accountability and ownership of their own and the team's tasks and workload. (K7, K9, S5, B3) Outlines the problem solving, decision making, influencing, and negotiating models and techniques they used in the project. (K12, K13) Explains how they work collaboratively with others to research, interpret, and analyse information which informs the implementation of business plans or projects. (S9, B6) Explains how they work flexibly and adapt to change when managing continuous improvement and change for their team and organisation. (S12, B5)
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Evaluates their approach to managing continuous improvement and change within the project. (S12) Evaluates the impact of the project and financial management techniques they have used to deliver projects within resource requirements, suggesting improvements to facilitate the success of future projects. (K7, K9, S5)
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Evaluation and recommendations
K1 K15 S1 S10 |
Selects and applies different communication techniques and methods to present information to stakeholders. (K1, K15, S1) Evaluates the impact of outcomes from organisational plans or projects to drive the decision-making process. (S10)
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None |
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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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Managing and leading a team
K4 K14 K16 K18 K20 K24 S3 S4 S7 S19 S20 B1 B4 |
Analyses performance data for individuals and teams to identify areas for improvement, continuous development requirements and learning needs. (K20, S4) Proactively seeks, manages, and facilitates learning opportunities and continuous professional development for themselves and their wider team. (S19, B4) Evaluates how their use of leadership and management tools and techniques helps them to lead and manage a team ethically, set goals and accountabilities, and mediate and resolve any conflicts. (K14, K16, K18, S3, B1) Outlines the people management techniques and collaborative activities they use to coach, mentor, and motivate individuals in their team to achieve organisational goals. (K4, K24, S7, S20)
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Critically evaluates their people management approach to motivating team members and individuals. (K4, S7) Evaluates the impact coaching and mentoring techniques have on individuals in their team. (K24, S20)
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Organisational governance
K2 K3 K22 S6 S11 |
Applies organisational policies and procedures, and relevant regulatory and legislative requirements while considering their impact on the team, the individual, their role, and the organisation, and interprets and communicates the practical implications of these for stakeholders. (K2, K22, S11) Proactively applies organisational policies and legislative guidelines to lead and influence the team and individuals to support an inclusive culture of equity, diversity, and the promotion of well-being. (K3, S6)
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Evaluates their approach to supporting, delivering, and promoting equity, diversity, inclusion, and wellbeing in terms of impact on the workplace. (K3, S6)
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Operational planning
K19 K21 K23 K25 S13 S14 S18 S21 |
Analyses and prioritises organisational activities in response to the operating environment and the impact this has on their role. (K19, S13) Justifies the business continuity principles they apply to ensure the uninterrupted operation of critical functions. (K21, S14) Explains how organisation policies and practices were followed to deliver sustainable services and solutions which enable the organisation to respond to changes in social, economic, and environmental factors. (K23, S18) Evaluates the degree to which operational plans they have developed and implemented align with the strategic direction of the organisation. (K25, S21)
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Evaluates the extent to which business continuity principles they apply have ensured the uninterrupted operation of critical functions. (K21, S14) Evaluates the extent to which organisation policies and practices followed to deliver sustainable services and solutions enabled the organisation to respond to changes in social, economic, and environmental factors. (K23, S18)
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Stakeholder relationships
S17 B2 |
Explains how they manage relationships across multiple and diverse stakeholders, ensuring they are treated fairly, inclusively and with respect. (S17, B2)
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Evaluates the impact of their approach to managing stakeholder relationships and recommends improvements. (S17, B2)
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Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the written 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 EPA distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Written project report with presentation and questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Fail | Pass | Fail |
| Pass | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | 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 3 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
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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:
|
|
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.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations 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:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Presentation skills and methods. Back to Grading |
Written project report with presentation and questions |
|
K2
Relevant regulation and legislation requirements, and their impact on their team, the individual, their role and the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Legislation and organisational policies relating to equity, diversity and inclusion in the workplace and their impact on the organisation and stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
Approaches to people management, for example recruitment, performance management, reward, and talent management and resource planning. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
IT and software tools used to support the current and future needs of the organisation, including advances in technology. Back to Grading |
Written project report with presentation and questions |
|
K6
Methods for researching, analysing, interpreting and evaluating data to inform judgements and enable decision making. Back to Grading |
Written project report with presentation and questions |
|
K7
Financial management techniques and implications of decisions for budgets. Back to Grading |
Written project report with presentation and questions |
|
K8
How to identify and manage organisational improvement opportunities. Back to Grading |
Written project report with presentation and questions |
|
K9
Project management tools and techniques. Back to Grading |
Written project report with presentation and questions |
|
K10
Methods used to identify, manage and prioritise stakeholder relationships. Back to Grading |
Written project report with presentation and questions |
|
K11
The current and future needs of the sector and the impact on their organisation. Back to Grading |
Written project report with presentation and questions |
|
K12
Problem solving and decision-making techniques. Back to Grading |
Written project report with presentation and questions |
|
K13
Influencing and negotiation models and techniques. Back to Grading |
Written project report with presentation and questions |
|
K14
Conflict resolution and mediation processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Communication techniques and approaches. Back to Grading |
Written project report with presentation and questions |
|
K16
Ethics and values-based leadership theories and principles, for example employee wellbeing. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Change management concepts and methods for implementing change within the organisation. Back to Grading |
Written project report with presentation and questions |
|
K18
Leadership and management tools and techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
The sector in which the organisation operates and its impact on their role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
The continuous development requirements and learning needs of their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
Business continuity principles, including risk assessment, contingency planning and disaster recovery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
Organisational policies and procedures, for example health and safety. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
Responsible organisation policies and practices covering social, environmental, and economic factors, including sustainability. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K24
Coaching and mentoring techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K25
The strategic direction of the organisation and the impact on operational plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Communicate and present information to stakeholders using different types of media. Back to Grading |
Written project report with presentation and questions |
|
S2
Identify problems and provide solutions. Back to Grading |
Written project report with presentation and questions |
|
S3
Manage and set goals and accountabilities for individuals and teams. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4
Analyse performance data for individuals and teams to identify areas for improvement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Manage and influence project activity to deliver within budget and resource requirements. Back to Grading |
Written project report with presentation and questions |
|
S6
Lead and influence the team and individuals to support an inclusive culture of equity, diversity, and the promotion of well-being. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Motivate team members and individuals through collaborative activities, for example one-to-one coaching and team meetings, to achieve organisational goals. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Use digital tools to analyse information and monitor performance and budgets to drive the implementation and delivery of plans and projects. Back to Grading |
Written project report with presentation and questions |
|
S9
Research, interpret and analyse information to inform the implementation of business plans or projects. Back to Grading |
Written project report with presentation and questions |
|
S10
Evaluate the impact of outcomes from organisational plans or projects to drive the decision-making process. Back to Grading |
Written project report with presentation and questions |
|
S11
Interpret and implement the practical application of regulation, legislation and organisational policies for stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Manage continuous improvement and change for their team and organisation. Back to Grading |
Written project report with presentation and questions |
|
S13
Analyse and prioritise organisation activities in response to the operating environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Implement business continuity plans, including risk assessment, contingency planning and disaster recovery, to ensure the uninterrupted operation of critical functions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Identify and respond to external factors that may influence the future landscape and evaluate their impact on the organisation. Back to Grading |
Written project report with presentation and questions |
|
S16
Influence and negotiate with stakeholders to shape and agree goals and outcomes. Back to Grading |
Written project report with presentation and questions |
|
S17
Manage relationships across multiple and diverse stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Deliver sustainable services and solutions which allow the organisation to respond to changes in social, economic and environmental factors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Manage and facilitate learning and continuous professional development for their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S20
Coach and mentor individuals within their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S21
Develop and implement operational plans that align with the strategic direction of the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Acts professionally, ethically and with integrity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Supports an inclusive culture, treating colleagues and stakeholders fairly and with respect. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Takes accountability and ownership of their own and the team’s tasks and workload. Back to Grading |
Written project report with presentation and questions |
|
B4
Seeks learning opportunities and continuous professional development for self and the wider team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Works flexibly and adapts to circumstances. Back to Grading |
Written project report with presentation and questions |
|
B6
Works collaboratively with others across the organisation and stakeholders. Back to Grading |
Written project report with presentation and questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Project scope and planning
K6 K8 K10 K11 K17 S2 S15 S16 |
Methods for researching, analysing, interpreting and evaluating data to inform judgements and enable decision making. (K6) How to identify and manage organisational improvement opportunities. (K8) Methods used to identify, manage and prioritise stakeholder relationships. (K10) The current and future needs of the sector and the impact on their organisation. (K11) Change management concepts and methods for implementing change within the organisation. (K17) |
Identify problems and provide solutions. (S2) Identify and respond to external factors that may influence the future landscape and evaluate their impact on the organisation. (S15) Influence and negotiate with stakeholders to shape and agree goals and outcomes. (S16) |
None |
|
Project implementation
K5 K7 K9 K12 K13 S5 S8 S9 S12 B3 B5 B6 |
IT and software tools used to support the current and future needs of the organisation, including advances in technology. (K5) Financial management techniques and implications of decisions for budgets. (K7) Project management tools and techniques. (K9) Problem solving and decision-making techniques. (K12) Influencing and negotiation models and techniques. (K13) |
Manage and influence project activity to deliver within budget and resource requirements. (S5) Use digital tools to analyse information and monitor performance and budgets to drive the implementation and delivery of plans and projects. (S8) Research, interpret and analyse information to inform the implementation of business plans or projects. (S9) Manage continuous improvement and change for their team and organisation. (S12) |
Takes accountability and ownership of their own and the team’s tasks and workload. (B3) Works flexibly and adapts to circumstances. (B5) Works collaboratively with others across the organisation and stakeholders. (B6) |
|
Evaluation and recommendations
K1 K15 S1 S10 |
Presentation skills and methods. (K1) Communication techniques and approaches. (K15) |
Communicate and present information to stakeholders using different types of media. (S1) Evaluate the impact of outcomes from organisational plans or projects to drive the decision-making process. (S10) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Managing and leading a team
K4 K14 K16 K18 K20 K24 S3 S4 S7 S19 S20 B1 B4 |
Approaches to people management, for example recruitment, performance management, reward, and talent management and resource planning. (K4) Conflict resolution and mediation processes. (K14) Ethics and values-based leadership theories and principles, for example employee wellbeing. (K16) Leadership and management tools and techniques. (K18) The continuous development requirements and learning needs of their team. (K20) Coaching and mentoring techniques. (K24) |
Manage and set goals and accountabilities for individuals and teams. (S3) Analyse performance data for individuals and teams to identify areas for improvement. (S4) Motivate team members and individuals through collaborative activities, for example one-to-one coaching and team meetings, to achieve organisational goals. (S7) Manage and facilitate learning and continuous professional development for their team. (S19) Coach and mentor individuals within their team. (S20) |
Acts professionally, ethically and with integrity. (B1) Seeks learning opportunities and continuous professional development for self and the wider team. (B4) |
|
Organisational governance
K2 K3 K22 S6 S11 |
Relevant regulation and legislation requirements, and their impact on their team, the individual, their role and the organisation. (K2) Legislation and organisational policies relating to equity, diversity and inclusion in the workplace and their impact on the organisation and stakeholders. (K3) Organisational policies and procedures, for example health and safety. (K22) |
Lead and influence the team and individuals to support an inclusive culture of equity, diversity, and the promotion of well-being. (S6) Interpret and implement the practical application of regulation, legislation and organisational policies for stakeholders. (S11) |
None |
|
Operational planning
K19 K21 K23 K25 S13 S14 S18 S21 |
The sector in which the organisation operates and its impact on their role. (K19) Business continuity principles, including risk assessment, contingency planning and disaster recovery. (K21) Responsible organisation policies and practices covering social, environmental, and economic factors, including sustainability. (K23) The strategic direction of the organisation and the impact on operational plans. (K25) |
Analyse and prioritise organisation activities in response to the operating environment. (S13) Implement business continuity plans, including risk assessment, contingency planning and disaster recovery, to ensure the uninterrupted operation of critical functions. (S14) Deliver sustainable services and solutions which allow the organisation to respond to changes in social, economic and environmental factors. (S18) Develop and implement operational plans that align with the strategic direction of the organisation. (S21) |
None |
|
Stakeholder relationships
S17 B2 |
None |
Manage relationships across multiple and diverse stakeholders. (S17) |
Supports an inclusive culture, treating colleagues and stakeholders fairly and with respect. (B2) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | Occupational standard, end-point assessment and funding band reviewed | 19/09/2024 | Not set | Not set |
| 1.2 | End-point assessment plan revised | 21/10/2020 | 18/09/2024 | Not set |
| 1.1 | The funding band for this standard has been reviewed as part of the apprenticeship funding band review. The new funding band is £7000 | 04/03/2019 | 20/10/2020 | Not set |
| 1.0 | Retired | 01/06/2016 | 03/03/2019 | Not set |
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