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Policy officer

Key information

  1. Status: Approved for delivery
  2. Reference: ST0526
  3. Version: 1.1
  4. Level: 4
  5. Typical duration to gateway: 18 months
  6. Typical EPA period: 4 months
  7. Maximum funding: £6000
  8. Route: Business and administration
  9. Date updated: 15/08/2022
  10. Approved for delivery: 2 February 2018
  11. Lars code: 231
  12. EQA provider: Ofqual
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Apprenticeship summary

Overview of the role

Contribute to the development of policy

Occupation summary

Rate and provide feedback for this webpage template here

This occupation is found in:

public, private and not-for-profit sector, usually in the Civil Service, Local Authorities and non-governmental organisations. However, they may also work in charities, unions and private businesses. Policy officers work in varied environments including in an office, onsite, or remotely. On occasion they may work with other stakeholders at their sites or overseas.

The broad purpose of the occupation is:

to help shape or influence public policy. Public policy involves enacting solutions to improve the health, welfare, and prosperity of citizens.

Policy officers are responsible for the development, implementation or evaluation phases of policymaking. They also develop and implement strategies to shape and influence public policy within the remit of their organisation. They may specialise in a specific policy area, such as healthcare, housing, employment, transport, trade, the environment, national security or international relations, or work across several policy areas.

In their daily work, an employee in this occupation interacts with:

interacts with a range of internal stakeholders. This includes members of their own team and other departments such as IT, legal, HR, marketing, senior management, and the board of directors. They interact with external stakeholders such as subject matter experts or specialists (e.g., in communications, public affairs, finance, legal or operations). They also interact with customers, members of the public, service providers, the media, think tanks or research institutes, local and central government, regulators and international bodies.

Policy officers work with their stakeholders towards joint goals. They build partnerships with other organisations and bodies with similar interests. They may facilitate conferences, forums, roundtable discussions and events to discuss policy issues, strengthen their own knowledge and build their network.

An employee in this occupation will be responsible for:

providing support and advice to decision-makers, such as senior managers, board members, ministers, or other stakeholders. They assist them in developing options for responding to an issue or creating a change. They work to implement policy interventions by creating a set of actions and working with partners to deliver them.

Policy officers research the political or organisational environment in order to support the development of a policy, or to influence policy decisions. They gather evidence to contribute to policy making processes such as policy formulation or monitoring policy developments and lobbying accordingly.

They manage sensitive information and keep accurate records of policy history that will inform the evaluation of past and present policies. Policy officers obtain input from key stakeholders whilst they prepare and draft submissions, reports, briefings, or options papers for senior managers. They may deal with external customer, stakeholder and formal correspondence, working within set deadlines and adhering to processes, escalating issues not within the remit of their role. They support the development and delivery of training or coaching on new or existing policies to their stakeholders.

Policy officers work on their own and in a range of team settings. They work within agreed budgets and available resources. On occasion they may work without high levels of supervision, for example, when conducting research and analysis. They will work as part of the wider policy team on other duties, for example, when gathering information and providing briefings to senior colleagues and managers. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others. Policy officers may manage a small team and contribute towards budget management.

 

Typical job titles include:

Advocacy officer Engagement and consultant officer Insights officer Policy advisor Policy analyst Policy and delivery officer Policy officer Policy researcher

Duties

  • Duty 1 Conduct research and analysis on the relevant policy area.
  • Duty 2 Use evidence and data to present arguments and recommendations for policy interventions to senior colleagues and stakeholders.
  • Duty 3 Develop materials or products that explain the policy area to stakeholders.
  • Duty 4 Manage and respond to formal and informal information requests concerning the policy area.
  • Duty 5 Implement agreed policies by contributing to business cases, supporting the management of contractors, managing discrete workstreams within larger projects, and engaging with external partners.
  • Duty 6 Manage projects within agreed timescales and budget.
  • Duty 7 Track, monitor and report on the progress of policy interventions against key milestones, following established governance and scrutiny processes.
  • Duty 8 Contribute to the evaluation of policy interventions using measures such as effectiveness, efficiency, customer satisfaction, and value for money, either at set stages or continually, depending on stakeholder requirements.
  • Duty 9 Manage and coordinate engagement activities with professional networks and stakeholders.
  • Duty 10 Provide technical and administrative support to policy decision making forums such as boards, committees, project groups, and steering panels.
  • Duty 11 Manage sensitive information and keep accurate records of the evolving policy landscape, including evidence used to make policy decisions, to inform evaluation of past and present policies.
  • Duty 12 Support the design, development and delivery of team training or coaching.
  • Duty 13 Monitor identified risks to policy delivery plans, and take appropriate mitigating actions.

Apprenticeship summary

ST0526, policy officer level 4


This summary page outlines the information that you and your employer need to know about your end-point assessment (EPA). You and your employer should also read the end-point assessment plan for the full details including roles and responsibilities, assessment method requirements and re-sits and re-takes.


What is an end-point assessment and why it happens

An EPA is an assessment at the end of the apprenticeship. It assesses your competence against the knowledge, skills and behaviours (KSBs) on the occupational standard. You will have been trained on them during your training, both on and off the job. The EPA is your chance to show an independent assessor you can do the occupation you have been trained for. Your employer will only recommend you start the EPA when you have finished your training and both your employer and you think you are ready. Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should provide you with support on what to expect and how to prepare for your EPA. 

The typical length of the on-programme (training) part of this apprenticeship is 18 months. The end-point assessment period will typically last 4 months.

The grades available for this apprenticeship are:

Project proposal, presentation and questioning

Professional discussion underpinned by a portfolio of evidence

At the end of the apprenticeship, and having passed the EPA, you will be awarded with your apprenticeship certificate.

Gateway

The gateway is the point when all on-programme training and any mandatory qualification requirements have been met. When you have completed your training and your employer says you are competent in your occupation, you enter the gateway. The EPAO will check any mandatory qualifications are complete. They will tell you how to submit any necessary documents (for example, a portfolio). After the EPAO confirms that you have met all the requirements, the EPA starts.  

When you reach the gateway, you need to complete the following: 

Have achieved English and mathematics qualifications (including those with an education, health and care plan or a legacy statement) as specified by the apprenticeship funding rules. British Sign Language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

For the project proposal, presentation and questioning you must submit: scoping document

The apprentice must agree the subject, title and scope for their project proposal with their employer and EPAO by submitting a scoping document which will be no more than 500 words

For the professional discussion underpinned by a portfolio of evidence you must submit: portfolio of evidence

Portfolio of evidence requirements:

Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 18 discrete pieces of evidence. Evidence should 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 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. Independent assessors should review the portfolio of evidence to prepare questions for the discussion assessment method. They are not required to provide feedback after this review.



Assessment methods



A project with a Project proposal output. You will be asked to complete a Project proposal. The title and scope will be agreed with the EPAO at the gateway. As part of the project, you need to write a Project proposal and submit this to the EPAO. The Project proposal should be a maximum of 3000 (with a 10% tolerance).The minimum requirements of the Project proposal are:

The assessment method is the production of a project proposal, presentation and questioning. The project proposal is completed after the apprentice has gone through the gateway.

A project proposal involves the apprentice completing a relevant and defined piece of work that has a real business benefit. The project proposal must be undertaken after the apprentice has gone through the gateway, apart from the initial research to inform the project proposal scope Apprentices will prepare and deliver a presentation that, along with the proposal, appropriately covers the KSBs assigned to this method of assessment. It will be followed by questioning from the independent assessor.

The project proposal should be designed to ensure that the apprentice’s work meets the needs of the business, is relevant to their role and allows the relevant KSBs to be assessed for the EPA. The employer will ensure it has a real business application and the EPAO will ensure it meets the requirements of the EPA, including suitable coverage of the KSBs assigned to this assessment method as shown in the mapping of assessment methods. The proposal will be a detailed project implementation proposal that will enable the project to be fully implemented. The project prososal does not need to be fully implemented during the EPA period.

The apprentice and their employer must confirm that the project proposal output is the apprentice's own work when it is submitted and signed confirmation by the employer the proposal will be progressed to benefit the business.

The EPAO must refer to the grading descriptors to ensure that project proposals are pitched appropriately.

This assessment method includes two components:

Both components should allow the apprentice the opportunity to obtain the highest possible grade. The combination of the components makes the method more robust and gives the apprentice an opportunity to provide depth.

In order to ensure the project proposal is robust it should contain evidence of evaluation of previous policy, data research and analytical techniques used with the collected data, and problem solving and evidence-based decision making.


You will have 12 weeks to complete the project and submit the Project proposal to the EPAO.


A presentation with questions and answers: You need to produce, submit and give a presentation to the independent assessor. Your presentation should be submitted after weeks. The independent assessor will have time to review your project output before meeting you. You will meet with the independent assessor in a quiet place that is free from distractions. This element of the assessment method may take place remotely, though the EPAO will confirm the details. The presentation session will last a total of 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 minutes. The independent assessor will ask a minimum of questions about the project. You will get at least 2 weeks notice of the presentation with questioning.




Discussion: you will meet with the independent assessor in a quiet place that is free from distractions and be asked questions. The professional discussion will last 90 hours and the independent assessor will ask a minimum of 8 questions to find out how well you can do your job. This method may take place remotely, though the EPAO will confirm the details. You will be given at least 2 weeks notice of the professional discussion.


Who to contact for help or more information

If you have a query that relates to your job, then please speak to your employer. You should speak to your training provider if you have any other questions about the apprenticeship including the end-point assessment. You should get detailed support from the EPAO before the EPA begins. Your employer and training provide should talk to you when they think you are ready to take the EPA. The EPA is for you to show how good you are at your job. You should speak to your training provider about what to expect in the EPA and how to prepare. You should speak to the EPAO if your EPA has already started, and you have a query.


Reasonable adjustments


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

Professional recognition

Professional body recognition is not relevant to this occupational apprenticeship.

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Details of the occupational standard

Occupation summary

Rate and provide feedback for this webpage template here

This occupation is found in:

public, private and not-for-profit sector, usually in the Civil Service, Local Authorities and non-governmental organisations. However, they may also work in charities, unions and private businesses. Policy officers work in varied environments including in an office, onsite, or remotely. On occasion they may work with other stakeholders at their sites or overseas.

The broad purpose of the occupation is:

to help shape or influence public policy. Public policy involves enacting solutions to improve the health, welfare, and prosperity of citizens.

Policy officers are responsible for the development, implementation or evaluation phases of policymaking. They also develop and implement strategies to shape and influence public policy within the remit of their organisation. They may specialise in a specific policy area, such as healthcare, housing, employment, transport, trade, the environment, national security or international relations, or work across several policy areas.

In their daily work, an employee in this occupation interacts with:

interacts with a range of internal stakeholders. This includes members of their own team and other departments such as IT, legal, HR, marketing, senior management, and the board of directors. They interact with external stakeholders such as subject matter experts or specialists (e.g., in communications, public affairs, finance, legal or operations). They also interact with customers, members of the public, service providers, the media, think tanks or research institutes, local and central government, regulators and international bodies.

Policy officers work with their stakeholders towards joint goals. They build partnerships with other organisations and bodies with similar interests. They may facilitate conferences, forums, roundtable discussions and events to discuss policy issues, strengthen their own knowledge and build their network.

An employee in this occupation will be responsible for:

providing support and advice to decision-makers, such as senior managers, board members, ministers, or other stakeholders. They assist them in developing options for responding to an issue or creating a change. They work to implement policy interventions by creating a set of actions and working with partners to deliver them.

Policy officers research the political or organisational environment in order to support the development of a policy, or to influence policy decisions. They gather evidence to contribute to policy making processes such as policy formulation or monitoring policy developments and lobbying accordingly.

They manage sensitive information and keep accurate records of policy history that will inform the evaluation of past and present policies. Policy officers obtain input from key stakeholders whilst they prepare and draft submissions, reports, briefings, or options papers for senior managers. They may deal with external customer, stakeholder and formal correspondence, working within set deadlines and adhering to processes, escalating issues not within the remit of their role. They support the development and delivery of training or coaching on new or existing policies to their stakeholders.

Policy officers work on their own and in a range of team settings. They work within agreed budgets and available resources. On occasion they may work without high levels of supervision, for example, when conducting research and analysis. They will work as part of the wider policy team on other duties, for example, when gathering information and providing briefings to senior colleagues and managers. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others. Policy officers may manage a small team and contribute towards budget management.

 

Typical job titles include:

Advocacy officer Engagement and consultant officer Insights officer Policy advisor Policy analyst Policy and delivery officer Policy officer Policy researcher

Occupation duties

Duty

KSBs

Duty 1 Conduct research and analysis on the relevant policy area.

K1 K2 K3 K4 K7 K8 K9 K17 K18 K19 K21

S1 S2 S7 S11 S12

B1 B2 B4 B5

Duty 2 Use evidence and data to present arguments and recommendations for policy interventions to senior colleagues and stakeholders.

K1 K2 K3 K6 K7 K8 K9 K13 K17 K19

S1 S2 S3 S4 S5 S7 S8 S12 S14

B2 B3 B4 B6

Duty 3 Develop materials or products that explain the policy area to stakeholders.

K1 K2 K3 K4 K6 K7 K8 K9 K15 K16

S1 S2 S3 S4 S5 S7 S8 S11

B1 B2 B4 B5 B6

Duty 4 Manage and respond to formal and informal information requests concerning the policy area.

K1 K2 K3 K6 K7 K8 K9 K15 K16

S4 S5 S9 S11

B2 B3 B6

Duty 5 Implement agreed policies by contributing to business cases, supporting the management of contractors, managing discrete workstreams within larger projects, and engaging with external partners.

K4 K5 K6 K7 K9 K10 K11 K13 K18

S6 S7 S8 S9 S14

B1 B2 B3 B4 B5 B6

Duty 6 Manage projects within agreed timescales and budget.

K4 K5 K10 K12 K17

S6 S7 S14

B4

Duty 7 Track, monitor and report on the progress of policy interventions against key milestones, following established governance and scrutiny processes.

K4 K5 K6 K7 K8 K9 K11 K12 K13 K14 K17

S6 S7 S8 S11 S12

B2 B4

Duty 8 Contribute to the evaluation of policy interventions using measures such as effectiveness, efficiency, customer satisfaction, and value for money, either at set stages or continually, depending on stakeholder requirements.

K4 K5 K11 K12 K18

S12

B2 B4

Duty 9 Manage and coordinate engagement activities with professional networks and stakeholders.

K6 K7 K8 K9 K15 K16 K20

S4 S5 S9 S10 S13 S14

B2

Duty 10 Provide technical and administrative support to policy decision making forums such as boards, committees, project groups, and steering panels.

K1 K2 K3 K4 K5 K7 K8 K9 K13 K14

S4 S5 S8 S10 S14

B1 B4 B6

Duty 11 Manage sensitive information and keep accurate records of the evolving policy landscape, including evidence used to make policy decisions, to inform evaluation of past and present policies.

K9 K19 K21

S1 S2 S11 S12

B2 B3

Duty 12 Support the design, development and delivery of team training or coaching.

K7 K13 K15 K16 K22

S10 S14 S15

B1 B2 B6

Duty 13 Monitor identified risks to policy delivery plans, and take appropriate mitigating actions.

K3 K5 K17

S1 S3 S6 S14

B2 B4


KSBs

Knowledge

K1: The history, priorities, aims, issues and risks associated with their policy area. Back to Duty

K2: The wider organisational environment the policy area sits in and how policymaking typically operates within it. Back to Duty

K3: The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present. Back to Duty

K4: The principles of project management tools and techniques and the importance of reviewing and maintaining plans. Back to Duty

K5: The importance of achieving value for money. Back to Duty

K6: The core stakeholders within the specific policy areas and how to engage with them. Back to Duty

K7: Communication techniques and approaches to interact with a range of key internal and external stakeholders. Back to Duty

K8: Technology and software used to present data in agreed formats for publication. Back to Duty

K9: Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application. Back to Duty

K10: Policy implementation tools and processes to ensure delivery meets desired policy aims. Back to Duty

K11: Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages. Back to Duty

K12: The importance of horizon scanning for future changes and developments in relation to policy interpretation. Back to Duty

K13: The value of a diversity of skills and expertise within teams, as well as an inclusive environment. Back to Duty

K14: The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these. Back to Duty

K15: The purpose of engagement and consultation. Back to Duty

K16: Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement. Back to Duty

K17: The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal). Back to Duty

K18: How to measure the success of a policy, including the use of measures for progress, success, and impact. Back to Duty

K19: Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research). Back to Duty

K20: Negotiation methods and factors to be considered when conducting negotiation. Back to Duty

K21: The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development. Back to Duty

K22: The support requirements and training needs of their team. Back to Duty

Skills

S1: Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources. Back to Duty

S2: Use analytical techniques on research and data, making use of stakeholder expertise in the policy area. Back to Duty

S3: Demonstrate problem solving ability and evidence-based decision-making. Back to Duty

S4: Prepare documents and present findings, making use of evidence to underpin arguments. Back to Duty

S5: Adapt communication style to different audiences. Back to Duty

S6: Apply project and risk management tools and techniques across the policy lifecycle. Back to Duty

S7: Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload. Back to Duty

S8: Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions. Back to Duty

S9: Demonstrate networking and stakeholder management skills. Back to Duty

S10: Facilitate events such as conferences, forums, or roundtable discussions on policy issues. Back to Duty

S11: Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues. Back to Duty

S12: Evaluate data related to current and previous policy interventions. Back to Duty

S13: Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science. Back to Duty

S14: Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy. Back to Duty

S15: Support the development and delivery of materials and activities to train their team. Back to Duty

Behaviours

B1: Seeks learning opportunities and continuous professional development. Back to Duty

B2: Works collaboratively with others. Back to Duty

B3: Role models ethical behaviour and practices. Back to Duty

B4: Works flexibly and adapts to different circumstances. Back to Duty

B5: Has accountability and ownership of their tasks and workload. Back to Duty

B6: Remains motivated and resilient under pressure. Back to Duty


Qualifications

English and Maths

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

AP03

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the policy officer apprentices. End-point assessment organisations (EPAOs) must follow this when designing and delivering their EPA.

Policy officer apprenticeship, their employers and training providers should read this document.

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

A full-time apprentice typically spends 18 months on-programme (this means in training before the gateway) working towards competence as a policy officer. All apprentices must spend at least 12 months on-programme. All apprentices must spend at least 20% of their on-programme time completing off-the-job training.

This EPA has 2 assessment methods.

The grades available for each EPA method are:

EPA method 1 - project proposal, presentation and questioning:

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

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

EPA summary table

On-programme (typically 18 months)

Training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

Training towards English and mathematics qualifications at Level 2, if required.

Compiling a portfolio of evidence.

End-point assessment gateway

The employer must be content that the apprentice is working at or above the level of the occupational standard.

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

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

Apprentices must have achieved English and mathematics at Level 2.

An apprentice must submit all gateway evidence to the EPAO. The EPAO must review the evidence. When the EPAO confirms the gateway requirements have been met, the EPA period starts and typically takes 4 months to complete. The expectation is that the EPAO will confirm the gateway requirements have been met as quickly as possible.

For the project proposal, presentation and questioning, the apprentice will be required to submit the following supporting material: scoping document requirements. 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.

For the professional discussion underpinned by a portfolio of evidence, the apprentice will be required to submit a portfolio of evidence.

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

End-point assessment (typically 4 months)

Grades available for each method:

Project proposal, presentation and questioning

  • fail
  • pass
  • distinction

Professional discussion underpinned by a portfolio of evidence

  • fail
  • pass
  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • distinction

Re-sits and re-takes



  • Re-take and re-sit grade cap: pass
  • Re-sit timeframe: typically 2 month(s)
  • Re-take timeframe: typically 3 month(s)

Duration of end-point assessment period

The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 4 months.

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

EPA gateway

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

Apprentices must meet the following gateway requirements before starting their EPA.

These are:

  • achieved English and mathematics at Level 2.

The apprentice must agree the subject, title and scope for their project proposal with their employer and EPAO by submitting a scoping document which will be no more than 500 words

Portfolio of evidence requirements:

Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 18 discrete pieces of evidence. Evidence should 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 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. Independent assessors should review the portfolio of evidence to prepare questions for the discussion assessment method. They are not required to provide feedback after this review.

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

The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.

Assessment methods

The assessment methods can be delivered in any order.

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

Project proposal, presentation and questioning

Overview

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway.

The project proposal, presentation and questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

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

This EPA method includes 2 component(s):

The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this EPA method.

Rationale

This EPA method is being used because:

Component 1: Project with a project output

Delivery

Apprentices must complete a project which may be based on any of the following:

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

The project may also be based on: Apprentices will conduct a project proposal either paper based or electronically.

The project proposal may be based on one or a combination of the following:

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.

The project output must be in the form of project proposal.

The apprentice must start the project after the gateway. They must complete and submit the other to the EPAO after a maximum of 12 weeks. The employer should ensure the apprentice has the time and resources within this period, to plan and complete their project. The apprentice must complete their project and the production of all its components unaided.

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

The Project proposal must include at least:

  • a project introduction the scope of the project (including key performance indicators)
  • a project plan
  • project research and findings project outcomes and how these outcomes were achieved
  • recommendations and project conclusions.

The assessment method is the production of a project proposal, presentation and questioning. The project proposal is completed after the apprentice has gone through the gateway.

A project proposal involves the apprentice completing a relevant and defined piece of work that has a real business benefit. The project proposal must be undertaken after the apprentice has gone through the gateway, apart from the initial research to inform the project proposal scope Apprentices will prepare and deliver a presentation that, along with the proposal, appropriately covers the KSBs assigned to this method of assessment. It will be followed by questioning from the independent assessor.

The project proposal should be designed to ensure that the apprentice’s work meets the needs of the business, is relevant to their role and allows the relevant KSBs to be assessed for the EPA. The employer will ensure it has a real business application and the EPAO will ensure it meets the requirements of the EPA, including suitable coverage of the KSBs assigned to this assessment method as shown in the mapping of assessment methods. The proposal will be a detailed project implementation proposal that will enable the project to be fully implemented. The project prososal does not need to be fully implemented during the EPA period.

The apprentice and their employer must confirm that the project proposal output is the apprentice's own work when it is submitted and signed confirmation by the employer the proposal will be progressed to benefit the business.

The EPAO must refer to the grading descriptors to ensure that project proposals are pitched appropriately.

This assessment method includes two components:

Both components should allow the apprentice the opportunity to obtain the highest possible grade. The combination of the components makes the method more robust and gives the apprentice an opportunity to provide depth.

In order to ensure the project proposal is robust it should contain evidence of evaluation of previous policy, data research and analytical techniques used with the collected data, and problem solving and evidence-based decision making.

The project proposal has a maximum word count of 3000 words. A tolerance of 10% above or below the word count is allowed at the apprentice's discretion. Appendices, references and diagrams are not included in this total. The project proposal must map, in an appendix, how it evidences the relevant KSBs mapped to this EPA method.

Component 2: Presentation with questioning

Delivery

This is a formal presentation where an apprentice will present to an independent assessor on a set subject. The independent assessor must ask questions. Apprentices must prepare, submit and deliver a presentation. The presentation is restricted to the KSBs allocated to this EPA method as shown in the mapping section of this document.

The presentation and questioning must last 45 minutes This will typically include a presentation of 20 minutes and questioning lasting 25 minutes.

The independent assessor must ask at least 8 questions. They must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The presentation will provide an overview of the apprentice’s project and the presentation with questions and answers. Independent assessors will ask questions after the presentation. All presentations must include at least:

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

The apprentice must prepare and submit their presentation to the EPAO at the same time as the other which is a maximum of 12 weeks after the gateway.

The apprentice must notify the EPAO, at the submission of the presentation, of any technical requirements for the presentation.

The independent assessor must have at least 2 weeks to review the project output(s) and presentation before the presentation to allow them to prepare appropriate questions.

Apprentices must be given at least 2 week(s) notice of the date and time of the presentation or question and answer session.

Assessment location

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

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

Question and resource development

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

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

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

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

Professional discussion underpinned by a portfolio of evidence

Overview

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

Rationale

This EPA method is being used because:

Delivery

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

The purpose of the independent assessor's questions will be to draw out examples and further clarify skills demonstrated in a portfolio of evidence.

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

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

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

Apprentices 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 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

For the professional discussion, the independent assessor must ask at least 8 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.

The independent assessor conducts and assesses the professional discussion.

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

The independent assessor will make all grading decisions.

Assessment location

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

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

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

Question and resource development

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

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

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

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

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

Grading

Project proposal, presentation and questioning

Fail - does not meet pass criteria

Theme

KSBs

Pass

Apprentices must demonstrate all the pass descriptors

Distinction

Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors

Research and evaluation
K1 K11 K19 S1 S12

Identifies and analyses data and information relevant to the policy area, evaluating the advantages and disadvantages of the collection methods used and the strengths and weaknesses of the available evidence (K11, K19, S12)

Undertakes research design that makes considered use of primary and secondary sources of evidence with reference to relevant principles and techniques for assessing their quality and accuracy (S1)

 

Justifies their chosen approach through analysis of primary and secondary sources and a critique of potential evaluation methods (K11, S1, S12)

Strategy and ethics
K3 K12 K14 K21 S14

Explains how the proposal supports the aims, priorities and strategy of their organisation and its leaders and takes account of both history and the results of horizon scanning, identifying issues and risks (K1, K12, K14, S14)

Explores the opportunities and challenges arising from the political, economic, social, technological, legal, and environmental factors that impact on the policy area and how they influence policy development (K3 K21)

 

Identifies potential wider contextual changes that could impact on the proposal and how these will be managed and communicated. (K1 K3 K14)

Methodologies and tools and techniques
K4 K18 S2 S3

Understands the principles of project management and the tools and techniques for reviewing policies and plans and how to measure progress, success and impact. (K4 K18)

Demonstrates application of analytical techniques and how they use problem definition and exploration and incorporate stakeholder expertise to create an evidence base for the decisions they make (S2, S3)

 

Evaluates the strengths and weaknesses of the programme and project management tools used and explains how this informs the recommendations they have made (K4)

Analyses and evaluates the data collection approach they have taken with reference to how well the research objectives have been met (S2)

 

Communication
K6 K7 K8 S4 S5 B2

Uses and adapts communication techniques and technology to present data and justify findings and recommendations to meet the needs of different audiences, showing how they have worked collaboratively with others to develop and refine content. (K6, K7, K8 S4, S5, B2)

Justifies the communication methods and techniques used to present their findings and why others were not suitable (S5)

Accountability
K5 B5

Takes ownership of their work, evidencing how they support financial decision making and value for money (K5, B5) 

 

 

N/A

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme

KSBs

Pass

Apprentices must demonstrate all the pass descriptors

Distinction

Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors

Policy and legislation
K2 K9 K10

Analyses the use of policy implementation tools and processes in their organisation and explains how they use these to support policy making and help ensure compliance with regulatory and legislative requirements. (K2, K9, K10) 

 

Justifies their selection and use of tools and processes with reference to how these have ensured policy aims are met (K10)

Stakeholder engagement
K13 K15 K16 K20 S9 S10 S13

Justifies their choice of methods, including events, to engage a range of stakeholders and explains how they have used their stakeholder management skills to further policy aims and negotiate solutions. (K15, K16, K20, S9, S10)

Analyses the benefits of a diverse and inclusive team and input from those outside the policy function in improving policy outcomes. (K13, S13) 

 

 

Demonstrates a clear understanding of the importance of involving stakeholders, team members and specialists in policy development and explains how they successfully manage diverse perspectives and views which may sometimes be in conflict with each other (K13, K15, K20, S9, S13)

Tools and techniques
K17 S6 S11

Explains how they apply project and risk management tools in consistent monitoring and review and how this supports the achievement of policy aims and the identification and management of a range of risks. (K17, S6)

Explains how they ensure key findings such as data, identified trends, critiques, commentary, media attention and topical issues are accurately recorded to support policy development (S11)

 

Evaluates how well the processes and tools they use across the policy lifecycle contribute to successful risk management, showing a clear understanding of different types of risk and the importance of successfully identifying and managing these. (K17, S6)

Explains how they have synthesised and analysed findings from a range of sources to influence policy direction. (S11)

 

Team and self-development
K22 S15 B1 B3

Demonstrates how they support and develop their team through identifying needs, supporting the development of training materials and activities and acting as a positive role model, explaining the benefits this has for individuals and the organisation (K22, S15, B3)

Explains how they identify and seek out opportunities for professional development (B1)

 

N/A

Managing workloads
S7 S8 B4 B6

Explains how they maintain their resilience and motivation in difficult or changing circumstances while continuing to meet deadlines and operate within budgetary constraints (S7, B4, B6)

Maximises the benefits of joint working with other organisations, ensuring the accountability of stakeholders through accurate record keeping (S8)

 

N/A

Overall EPA grading

Performance in the EPA determines the apprenticeship grade of:

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

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

If the apprentice fails one or more assessment methods, 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. Apprentices who fail one or more assessment method will be awarded an overall EPA ‘fail’. In order to gain an overall EPA ‘pass’, apprentices must achieve a pass in both assessment methods.In order to achieve an overall EPA distinction, apprentices must achieve 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.

Project proposal, presentation and questioning Professional discussion underpinned by a portfolio of evidence Overall Grading
Fail Any grade Fail
Any grade Fail Fail
Pass Pass Pass
Pass Distinction Pass
Distinction Pass Pass
Distinction Any grade Distinction

Re-sits and re-takes

Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.

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

The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 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.

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 and responsibilities

Roles Responsibilities

Apprentice

As a minimum, apprentices should:

  • participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months
  • undertake 20% off-the-job training as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • undertake the EPA including meeting all gateway requirements

 

Employer

As a minimum, employers must:

  • select the EPAO and training provider 
  • work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support a minimum of 20% off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the level required by the occupational standard and so is ready for EPA
  • ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
  • remain independent from the delivery of the EPA
  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs
  • ensure the apprentice is well prepared for the EPA
  • require the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, employers must: 

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

EPAO

As a minimum, EPAOs must: 

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the Register of End-Point Assessment Organisations (RoEPAO)
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship standard
  • understand the occupational standard
  • make all necessary contractual arrangements, including agreeing the price of the EPA
  • develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material)
  • appoint suitably qualified and competent independent assessors and oversee their working
  • appoint administrators (and invigilators where required) to administer the EPA as appropriate
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading
  • provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • arrange for the EPA to take place, in consultation with the employer
  • where the apprentice is not assessed in the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary
  • develop and provide appropriate assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (i.e. HEI), there must be no conflict of interest
  • have policies and procedures for internal quality assurance (IQA), and maintain records of regular and robust IQA activity and moderation for external quality assurance (EQA) purposes
  • deliver induction training for independent assessors, and for invigilators and/or markers (where used)
  • undertake standardisation activity on this apprenticeship standard for all independent assessors before they conduct an EPA for the first time, if the EPA is updated and periodically as appropriate (a minimum of annually)
  • manage invigilation of apprentices in order to maintain security of the assessment in line with the EPAO’s malpractice policy
  • verify the identity of the apprentice being assessed
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard

Pre-gateway, EPAOs must: 

  • make all necessary contractual arrangements, including agreeing the price of the EPA
  • provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • arrange for the EPA to take place, in consultation with the employer.

At the Gateway, EPAOs must: 

  • confirm all gateway requirements have been met as quickly as possible.

Post-gateway, EPAOs must: 

  • where the apprentice is not assessed in the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary

Independent assessor

As a minimum, independent assessors must: 

  • have the competence to assess the apprentice at this level and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan
  • understand the occupational standard and the requirements of this EPA
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the subject matter
  • deliver the end-point assessment in-line with the EPA plan
  • comply with the IQA requirements of the EPAO
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances, including when the EPAO is the training provider (i.e. HEI)
  • attend induction training
  • attend standardisation events when they begin working for the EPAO, before they conduct an EPA for the first time and a minimum of annually on this apprenticeship standard
  • assess each assessment method, as determined by the EPA plan, and without extending the EPA unnecessarily
  • assess against the KSBs assigned to each assessment method, as shown in the mapping of assessment methods and as determined by the EPAO, and without extending the EPA unnecessarily
  • make all grading decisions
  • record and report all assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures

Training provider

As a minimum, training providers should:

  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the knowledge, skills and behaviours as listed in the occupational standard
  • conduct training covering any knowledge, skill or behaviour requirement agreed as part of the Commitment Statement (often known as the Individual Learning Plan)
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • remain independent from delivery of the EPAO. Where the training provider is the EPA (i.e. a HEI) there must be procedures in place to mitigate against any conflict of interest

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

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

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

Internal quality assurance (IQA)

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

  • have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
    • have recent relevant experience of the occupation or sector to at least occupational level 5 gained in the last 3 years or significant experience of the occupation or sector
  • operate induction training for anyone involved in the delivery and/or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)

Professional recognition

Professional body recognition is not relevant to this occupational apprenticeship.

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1

The history, priorities, aims, issues and risks associated with their policy area.

Back to Grading
Project proposal, presentation and questioning
K2

The wider organisational environment the policy area sits in and how policymaking typically operates within it.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K3

The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present.

Back to Grading
Project proposal, presentation and questioning
K4

The principles of project management tools and techniques and the importance of reviewing and maintaining plans.

Back to Grading
Project proposal, presentation and questioning
K5

The importance of achieving value for money.

Back to Grading
Project proposal, presentation and questioning
K6

The core stakeholders within the specific policy areas and how to engage with them.

Back to Grading
Project proposal, presentation and questioning
K7

Communication techniques and approaches to interact with a range of key internal and external stakeholders.

Back to Grading
Project proposal, presentation and questioning
K8

Technology and software used to present data in agreed formats for publication.

Back to Grading
Project proposal, presentation and questioning
K9

Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application.

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

Policy implementation tools and processes to ensure delivery meets desired policy aims.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K11

Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages.

Back to Grading
Project proposal, presentation and questioning
K12

The importance of horizon scanning for future changes and developments in relation to policy interpretation.

Back to Grading
Project proposal, presentation and questioning
K13

The value of a diversity of skills and expertise within teams, as well as an inclusive environment.

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

The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these.

Back to Grading
Project proposal, presentation and questioning
K15

The purpose of engagement and consultation.

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

Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement.

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

The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal).

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

How to measure the success of a policy, including the use of measures for progress, success, and impact.

Back to Grading
Project proposal, presentation and questioning
K19

Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research).

Back to Grading
Project proposal, presentation and questioning
K20

Negotiation methods and factors to be considered when conducting negotiation.

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

The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development.

Back to Grading
Project proposal, presentation and questioning
K22

The support requirements and training needs of their team.

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

Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources.

Back to Grading
Project proposal, presentation and questioning
S2

Use analytical techniques on research and data, making use of stakeholder expertise in the policy area.

Back to Grading
Project proposal, presentation and questioning
S3

Demonstrate problem solving ability and evidence-based decision-making.

Back to Grading
Project proposal, presentation and questioning
S4

Prepare documents and present findings, making use of evidence to underpin arguments.

Back to Grading
Project proposal, presentation and questioning
S5

Adapt communication style to different audiences.

Back to Grading
Project proposal, presentation and questioning
S6

Apply project and risk management tools and techniques across the policy lifecycle.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S7

Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S8

Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions.

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

Demonstrate networking and stakeholder management skills.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S10

Facilitate events such as conferences, forums, or roundtable discussions on policy issues.

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

Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S12

Evaluate data related to current and previous policy interventions.

Back to Grading
Project proposal, presentation and questioning
S13

Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science.

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

Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy.

Back to Grading
Project proposal, presentation and questioning
S15

Support the development and delivery of materials and activities to train their team.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
Behaviour Assessment methods
B1

Seeks learning opportunities and continuous professional development.

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

Works collaboratively with others.

Back to Grading
Project proposal, presentation and questioning
B3

Role models ethical behaviour and practices.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B4

Works flexibly and adapts to different circumstances.

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

Has accountability and ownership of their tasks and workload.

Back to Grading
Project proposal, presentation and questioning
B6

Remains motivated and resilient under pressure.

Back to Grading
Professional discussion underpinned by a portfolio of evidence

Mapping of KSBs to grade themes

Project proposal, presentation and questioning - Project

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Research and evaluation
K1 K11 K19
S1 S12

The history, priorities, aims, issues and risks associated with their policy area. (K1)

Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages. (K11)

Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research). (K19)

Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources. (S1)

Evaluate data related to current and previous policy interventions. (S12)

N/A

Strategy and ethics
K3 K12 K14 K21
S14

The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present. (K3)

The importance of horizon scanning for future changes and developments in relation to policy interpretation. (K12)

The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these. (K14)

The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development. (K21)

Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy. (S14)

N/A

Methodologies and tools and techniques
K4 K18
S2 S3

The principles of project management tools and techniques and the importance of reviewing and maintaining plans. (K4)

How to measure the success of a policy, including the use of measures for progress, success, and impact. (K18)

Use analytical techniques on research and data, making use of stakeholder expertise in the policy area. (S2)

Demonstrate problem solving ability and evidence-based decision-making. (S3)

N/A

Communication
K6 K7 K8
S4 S5
B2

The core stakeholders within the specific policy areas and how to engage with them. (K6)

Communication techniques and approaches to interact with a range of key internal and external stakeholders. (K7)

Technology and software used to present data in agreed formats for publication. (K8)

Prepare documents and present findings, making use of evidence to underpin arguments. (S4)

Adapt communication style to different audiences. (S5)

Works collaboratively with others. (B2)

Accountability
K5

B5

The importance of achieving value for money. (K5)

N/A

Has accountability and ownership of their tasks and workload. (B5)

Professional discussion underpinned by a portfolio of evidence - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Policy and legislation
K2 K9 K10

The wider organisational environment the policy area sits in and how policymaking typically operates within it. (K2)

Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application. (K9)

Policy implementation tools and processes to ensure delivery meets desired policy aims. (K10)

N/A

N/A

Stakeholder engagement
K13 K15 K16 K20
S9 S10 S13

The value of a diversity of skills and expertise within teams, as well as an inclusive environment. (K13)

The purpose of engagement and consultation. (K15)

Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement. (K16)

Negotiation methods and factors to be considered when conducting negotiation. (K20)

Demonstrate networking and stakeholder management skills. (S9)

Facilitate events such as conferences, forums, or roundtable discussions on policy issues. (S10)

Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science. (S13)

N/A

Tools and techniques
K17
S6 S11

The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal). (K17)

Apply project and risk management tools and techniques across the policy lifecycle. (S6)

Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues. (S11)

N/A

Team and self-development
K22
S15
B1 B3

The support requirements and training needs of their team. (K22)

Support the development and delivery of materials and activities to train their team. (S15)

Seeks learning opportunities and continuous professional development. (B1)

Role models ethical behaviour and practices. (B3)

Managing workloads

S7 S8
B4 B6

N/A

Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload. (S7)

Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions. (S8)

Works flexibly and adapts to different circumstances. (B4)

Remains motivated and resilient under pressure. (B6)

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Employers involved in creating the standard: Northern Ireland Office, Ofcom, Home Office, Department for Business, Energy and Industrial Strategy, DIT, Department for Work and Pensions, Department for Education, Manchester City Council, UK Finance, Local Government Association, Pearson, HMRC, , Valuation Office Agency, Department for Environment, Food and Rural Affairs, Chemical Industries Association, Ministry for Housing, Communities and Local Government, University of Nottingham, Greater Manchester Combined Authority, Cabinet Office, IPA, Knowledgepool, JGA, University of Kent, KPMG, Innovate Awarding.

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.1 Occupational standard and end-point assessment plan revised 15/08/2022 Not set Not set
1.0 Approved for delivery 02/02/2018 14/08/2022 Not set

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