Improve or redesign services currently offered and develop or design new service propositions to meet the needs of the user as well as the business and other stakeholders.
This occupation is found in the private, public and third sector, local, national, and multinational organisations and employers. Relevant sectors include the health sector, finance sector, business and professional services, retail sector, technology sector, government, public sector, and the charity sector. There has been a growing demand for service design skills to be embedded within culture and governance structures to support future ways of working.
The broad purpose of the occupation is to improve/redesign services currently offered or develop/design new service propositions to meet the needs of the user as well as the business and other stakeholders. Service designers take a user-centred, collaborative and exploratory approach to design the new service, iterating toward implementation.
They work collaboratively with service/product owners and multidisciplinary teams; to (re)design services:
- from end to end (the start of a process to the very end step they take),
- from front to back (both user-facing and back office to create a seamless service) and
- cross-channel (to seamlessly and often interchangeably deliver the service through the various available platforms, which sometimes - but not always - include digital touch points).
In short, the purpose of a services designer is to (re)design services collaboratively and iteratively, taking a user-centred approach.
In their daily work, an employee in this occupation interacts with a wide range of internal stakeholders, from front-line staff to service managers, senior leaders to heads of the organisation. If involved in the research, they also interact with a range of external stakeholders, which may include members of the public and individuals working in other organisations. They may, in large organisations, report to programme boards and to shareholders in private sector organisations. They often work in collaboration with multidisciplinary teams (through formal or informal arrangement) which may include marketing, finance, communications, logistics, project management, HR, digital (developers, systems/solutions architects) and user research.
Service Designers enable services to be (re)designed in a user/customer-centred way and therefore the most important stakeholder is the end user/service beneficiary.
An employee in this occupation will be responsible for guiding and facilitating the (re)design of a service, product, or solution; ensuring the work is user-centred. Increasingly, service designers design with the environment as a key stakeholder, creating services that serve the triple bottom line (profit, people, planet).
Service Designers are responsible for guiding, leading, facilitating and educating those involved in the (re)design, providing adequate challenge to ensure that they are responding to the right problem statement, that the scope of the work is appropriately sized and the limitations (i.e. with technology or the outcome an organisation wants to achieve) are understood to ensure anything (re)designed is viable.
They are responsible for selecting the most useful methodologies, tools, and techniques for use in the service design and continually work between a macro and micro view, ensuring the work has pace/is progressing and that the strategic view is not lost within the work.
Service Designers are expected to understand and contribute to budgets and return on investment considerations. In larger organisations, they may have management oversight of their own budgets.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 6 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 4000 words (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 6 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the private, public and third sector, local, national, and multinational organisations and employers. Relevant sectors include the health sector, finance sector, business and professional services, retail sector, technology sector, government, public sector, and the charity sector. There has been a growing demand for service design skills to be embedded within culture and governance structures to support future ways of working.
The broad purpose of the occupation is to improve/redesign services currently offered or develop/design new service propositions to meet the needs of the user as well as the business and other stakeholders. Service designers take a user-centred, collaborative and exploratory approach to design the new service, iterating toward implementation.
They work collaboratively with service/product owners and multidisciplinary teams; to (re)design services:
- from end to end (the start of a process to the very end step they take),
- from front to back (both user-facing and back office to create a seamless service) and
- cross-channel (to seamlessly and often interchangeably deliver the service through the various available platforms, which sometimes - but not always - include digital touch points).
In short, the purpose of a services designer is to (re)design services collaboratively and iteratively, taking a user-centred approach.
In their daily work, an employee in this occupation interacts with a wide range of internal stakeholders, from front-line staff to service managers, senior leaders to heads of the organisation. If involved in the research, they also interact with a range of external stakeholders, which may include members of the public and individuals working in other organisations. They may, in large organisations, report to programme boards and to shareholders in private sector organisations. They often work in collaboration with multidisciplinary teams (through formal or informal arrangement) which may include marketing, finance, communications, logistics, project management, HR, digital (developers, systems/solutions architects) and user research.
Service Designers enable services to be (re)designed in a user/customer-centred way and therefore the most important stakeholder is the end user/service beneficiary.
An employee in this occupation will be responsible for guiding and facilitating the (re)design of a service, product, or solution; ensuring the work is user-centred. Increasingly, service designers design with the environment as a key stakeholder, creating services that serve the triple bottom line (profit, people, planet).
Service Designers are responsible for guiding, leading, facilitating and educating those involved in the (re)design, providing adequate challenge to ensure that they are responding to the right problem statement, that the scope of the work is appropriately sized and the limitations (i.e. with technology or the outcome an organisation wants to achieve) are understood to ensure anything (re)designed is viable.
They are responsible for selecting the most useful methodologies, tools, and techniques for use in the service design and continually work between a macro and micro view, ensuring the work has pace/is progressing and that the strategic view is not lost within the work.
Service Designers are expected to understand and contribute to budgets and return on investment considerations. In larger organisations, they may have management oversight of their own budgets.
| Duty | KSBs |
|---|---|
|
Duty 1 Question and challenge the design brief in order to lead, influence and guide stakeholders to determine the scope of the service design work, both strategically and operationally. |
K1 K2 K10 K12 K16 K17 K19 K20 K21 |
|
Duty 2 Define and conduct research activities including primary/secondary research using both qualitative and quantitative data to fully understand users and their needs as well as the context of a service. |
|
|
Duty 3 Synthesise research to build themes and clusters, find insights, and discover opportunity areas for improving the experience of the user. |
K1 K2 K5 K6 K10 K16 K17 K18 K19 |
|
Duty 4 Analyse, interpret and communicate complex information or data sets from the research to build a case and direction for change. |
|
|
Duty 5 Develop multiple potential solutions to the design brief using ideation tools and techniques |
K1 K2 K3 K4 K7 K9 K10 K15 K17 K19 |
|
Duty 6 Prototype, test with users and analyse potential solutions, making continuous improvements to designs and selecting ideas that best deliver the desired impact on a user’s experience of a service and the environmental and economic needs of the organisation. |
K1 K2 K3 K4 K8 K9 K10 K12 K13 K14 K17 K19 S1 S3 S4 S5 S7 S8 S9 S11 S12 S13 S14 S15 S16 S17 S20 S21 S22 S24 S25 |
|
Duty 7 Direct the transition from prototype into pilot projects through working with the service areas who will take this forward and lead on-going evaluation, including creating clear success metrics for the improved service. |
K1 K2 K8 K9 K10 K11 K12 K13 K14 K16 K17 K19 K20 S1 S4 S5 S8 S9 S11 S13 S14 S15 S16 S17 S18 S19 S21 S23 S25 S26 |
|
Duty 8 Lead the design of services through engaging with and influencing stakeholders, colleagues, and service users. |
K1 K3 K10 K11 K12 K17 K18 K19 K20 K21 |
|
Duty 9 Develop others with the skills needed to contribute to the work through coaching, mentoring, shadowing, working collaboratively or delivering training. |
|
|
Duty 10 Manage time frames and guide budget decisions, working within organisational project management processes, and manage risks in order to meet business needs. |
|
|
Duty 11 Manage and lead ongoing change and identify individuals and groups who are able to make a case for a service design approach for future change requirements. |
K1: The theory and history of the discipline of service design, including definitions and principles, the different perspectives, approaches, or schools of thought.
Back to Duty
K2: How and when service design practices can be used to design and improve services.
Back to Duty
K3: Other business areas and professions involved in the design of services such as research, UX, technology, policy, and delivery.
Back to Duty
K4: The use of creative processes involved in design such as user-centred design approaches and design thinking methods.
Back to Duty
K5: Approaches to mapping a service and when to use them.
Back to Duty
K6: Methodologies for user research and data collection to understand user needs, pain points, opportunities and areas that should be prioritised.
Back to Duty
K7: Ideation tools and techniques to developing potential solutions.
Back to Duty
K8: Methodologies to evaluate prototypes and ideas.
Back to Duty
K9: Continued improvement of a service, using iterative and agile approaches.
Back to Duty
K10: Methods and tools for working collaboratively with groups, teams, and individuals.
Back to Duty
K11: Project management and agile principles and methods.
Back to Duty
K12: Approaches to change management.
Back to Duty
K13: Tools and techniques for prioritisation.
Back to Duty
K14: Techniques for measuring cost, value, risk, and impact of decisions
Back to Duty
K15: Use of current and emerging technologies to inform the design of services.
Back to Duty
K16: Principles of design and research ethics for service design.
Back to Duty
K17: Equity, justice, diversity, and inclusion and how they impact on outcomes for people and organisations.
Back to Duty
K18: Relevant regulatory and legislative requirements such as data protection, GDPR, confidentiality, for the handling and processing of data and its application during a project.
Back to Duty
K19: How a service designer can contribute to a service becoming more environmentally sustainable.
Back to Duty
K20: How to support the continuous development requirements and training and learning needs of people they work with.
Back to Duty
K21: Organisation structures; business modelling; global and horizon scanning perspectives; governance and accountability; technological and policy implications.
Back to Duty
S1: Champion and advocate the benefits of service design and user centred solutions.
Back to Duty
S2: Interpret, analyse, and challenge a design brief.
Back to Duty
S3: Systematically analyse and apply problem-solving techniques to complex service design challenges.
Back to Duty
S4: Use service design methods to design new propositions, products, and services, and improve existing ones.
Back to Duty
S5: Co-design, workshop, and facilitation of service design activities with stakeholders and users.
Back to Duty
S6: Map the current and future states of a service journey collating information from multiple sources to form a single view of the service.
Back to Duty
S7: Select, formulate and apply qualitative and quantitative user research methods and approaches.
Back to Duty
S8: Analyse and evaluate findings from qualitative and quantitative research methods to understand and prioritise user needs.
Back to Duty
S9: Evaluate arguments, assumptions, abstract concepts, and data to make judgements, and develop questions to achieve a solution to a problem.
Back to Duty
S10: Select and use ideation methods to generate multiple solutions to complex problems.
Back to Duty
S11: Prioritise potential solutions to select which to take forward to further development.
Back to Duty
S12: Prototype concepts and solutions from low to high degrees of fidelity.
Back to Duty
S13: Evaluate prototype solutions, selecting the most appropriate methodology.
Back to Duty
S14: Select, formulate and apply a range of user testing methods to ensure any service changes create the desired impact.
Back to Duty
S15: Apply user-centred design processes to iteratively develop concepts and solutions.
Back to Duty
S16: Evaluate solutions in place to continually improve the service for users and stakeholders.
Back to Duty
S17: Critically analyse, interpret and evaluate complex information and concepts.
Back to Duty
S18: Communicate complex information, concepts and ideas adapting for different audiences.
Back to Duty
S19: Influence, negotiate and challenge stakeholders in the delivery and decision-making process.
Back to Duty
S20: Considers multiple viewpoints including those of the internal stakeholders, service users and service providers.
Back to Duty
S21: Work with multidisciplinary teams.
Back to Duty
S22: Work ethically and sustainably, to ensure research and design activities are carried out to the highest practice in ethical standards.
Back to Duty
S23: Manage project to timescales and budget requirements.
Back to Duty
S24: Identify and apply emerging industry developments to continuously improve service design practice.
Back to Duty
S25: Provide support, specialist advice, and guidance.
Back to Duty
S26: Identify the training requirements for their teams and stakeholders.
Back to Duty
B1: Role models ethical behaviour and practices.
Back to Duty
B2: Considers the “big” picture and the detail together.
Back to Duty
B3: Works flexibly and adapts to circumstances.
Back to Duty
B4: Seeks learning opportunities and continuous professional development.
Back to Duty
B5: Takes responsibility, shows initiative, and is organised.
Back to Duty
B6: Championing the user and putting them at the centre of the design process
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.0
This document explains the requirements for end-point assessment (EPA) for the service designer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Service designer apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 24 months on-programme (this means in training before the gateway) working towards competence as a service designer. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - work based project with presentation and questioning:
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:
|
On-programme - typically 24 months
|
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
|---|---|
|
End-point assessment gateway
|
The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the work based project with presentation and questioning, the apprentice must submit the following supporting material: scoping document for work based project requirements. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
|
End-point assessment - typically 6 months
|
Grades available for each assessment method: Work based project with presentation and questioning
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
|
|
Re-sits and re-takes
|
|
The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 6 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
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 interview / professional discussion [delete as appropriate]. It will typically contain 18 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.
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.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
project with a project output
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This EPA method is being used because:
The apprentice must complete a project based on any of the following:
Examples of the types of projects an apprentice could submit:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a report and presentation.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report and any presentation materials are submitted.
The report must include at least:
The apprentice will complete their project and submit it to the EPAO after a maximum of 12 weeks from the gateway. The written project report and the presentation will be submitted to the EPAO together, 2 weeks prior to the presentation taking place.
The 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 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, report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 25 minutes and questioning lasting 35 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 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:
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.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This EPA method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to 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 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 8 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO 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.
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.
|
|---|---|---|
|
Theoretical approaches and methodology in design work
K4 K7 K13 K15 S3 S4 S12 S15 |
Selects and applies the appropriate creative processes, ideation tools and techniques, together with new and emerging technologies, to develop user centred design concepts and solutions. (K4, K7, K13, K15, S4, S15) Selects and applies appropriate problem-solving techniques when developing and prototyping concepts and solutions from low to high degrees of fidelity. (S3, S12)
|
Justifies the tools used to develop solutions and recommend new technologies to support the use of them. (K7, K15) Critically analyses their choice of problem solving techniques and how they provide recommended solutions. (S3, S12) |
|
Data and research methods
K6 S7 |
Selects and applies appropriate methodologies for user research and data collection and interprets data to validly understand and prioritise user needs. (K6, S7) |
Critically analyses conclusions with reference to supporting evidence. (K6, S7)
|
|
Evaluation
K8 K14 S8 S9 S13 S17 |
Critically analyses and evaluates user research data findings, including complex information and concepts, to prioritise user needs. (S8, S17) Evaluates cost, value, risk and impact of proposed design solutions and explains how to measure the impact of their decisions when making judgements and developing solutions. (K14, S9) Selects and applies suitable methodologies to evaluate prototypes and ideas. (K8, S13) |
Develops and critically analyses hypotheses to test via prototype solutions. (S9, S13) |
|
Working with and supporting others
K3 K10 S21 S25 |
Evaluates the benefits and limitations of including other business areas and professions into the project. (K3) Analyses how they have worked with the multidisciplinary teams, utilising methods and tools for collaborative working, and provided support, specialist advice, and guidance throughout the project. (K10, S21, S25) |
N/A |
|
Project and change management
K11 S2 S23 B5 |
Applies appropriate techniques to challenge a design brief in order to accurately interpret user requirements. (S2) Applies appropriate project management and agile principles and methods to effectively deliver a design solution that validly meets the requirements of the brief, taking responsibility for the project and showing initiative. (K11, S23, B5) |
N/A |
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.
|
|---|---|---|
|
Designing equitable, fair and sustainable services
K17 K18 K19 S22 B1 B6 |
Evaluates how they have incorporated equity, justice, diversity and inclusion principles into their work and how this have impacted on outcomes for stakeholders. (K17) Evaluates how their role has contributed to the development of environmentally sustainable services. (K19) Evaluates how they have ensured compliance with regulatory and legislative requirements within their role. (K18) Evaluates how they have applied ethical and sustainable practices within their role whilst continuing to champion the user at the centre of the process. (S22, B1, B6) |
Critically analyses their selection of ethical and sustainable practices with reference to how these have ensured that the user is at the centre of the design process. (S22, B6)
|
|
Theoretical approaches and methodology in design work
K1 K2 K5 K9 S6 S10 S11 S24 B2 |
Analyses how they have effectively used the discipline of service design and emerging industry developments to improve service design practice. (K1, K2, K9, S24) Analyses how they have used particular ideation methods to generate multiple solutions for complex problems, and their approach to prioritisation to develop these further. (S10, S11) Evaluates how they have effectively mapped the states of a service journey with consideration for both the big picture and the user requirements. (K5, S6, B2) |
Critically analyses ideation methods used and evaluates potential solutions to complex problems in order to make recommendations for the continuous improvement of services. (K9, S10) |
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Data and research methods
K16 K21 S14 |
Articulates the principles of design and research ethics and how these are used when selecting and applying user testing methods, analysing how they create the desired impact. (K16, S14) Analyses the relationship between business modelling and horizon scanning and technological and policy implications and governance and accountability. (K21)
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Critically analyses their selection and application of user testing methods and why others were not suitable. (S14) |
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Evaluation
S16 |
Evaluates solutions in order to continually improve the service for users and stakeholders. (S16) |
Critiques actions taken to improve services and justifies their recommendations and the impact on users and stakeholders. (S16) |
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Working with and supporting others
K20 S1 S5 S18 S19 S20 S26 B4 |
Articulates 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. (K20, S26) Evaluates how to champion the benefits of service design, and the approaches used to communicate complex information to stakeholders, and how they have used these to co-design and facilitate activities. (S1, S5, S18) Analyses multiple view points of stakeholders and justifies their use of these to influence, negotiate and challenge during the delivery and decision making processes of a project. (S19, S20) Explains how they identify and seek out learning opportunities for continuous professional development. (B4) |
Critically analyses the communication methods used to present their findings and ideas and why others were not suitable. (S18) Justifies the advantages and limitations of the approach they took when challenging stakeholders and how this influenced the decision-making process. (S19) |
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Project management
K12 B3 |
Critiques the approaches to change management and how they use these to maintain flexibility when adapting to changing circumstances while continuing to meet deadlines. (K12, B3) |
N/A |
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the assessment methods 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.
To achieve an overall 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.
| Work based project with 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 | Distinction | Distinction |
An apprentice who fails one or more assessment method(s) 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.
An apprentice 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 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.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
|
K1
The theory and history of the discipline of service design, including definitions and principles, the different perspectives, approaches, or schools of thought. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2
How and when service design practices can be used to design and improve services. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Other business areas and professions involved in the design of services such as research, UX, technology, policy, and delivery. Back to Grading |
Work based project with presentation and questioning |
|
K4
The use of creative processes involved in design such as user-centred design approaches and design thinking methods. Back to Grading |
Work based project with presentation and questioning |
|
K5
Approaches to mapping a service and when to use them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Methodologies for user research and data collection to understand user needs, pain points, opportunities and areas that should be prioritised. Back to Grading |
Work based project with presentation and questioning |
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K7
Ideation tools and techniques to developing potential solutions. Back to Grading |
Work based project with presentation and questioning |
|
K8
Methodologies to evaluate prototypes and ideas. Back to Grading |
Work based project with presentation and questioning |
|
K9
Continued improvement of a service, using iterative and agile approaches. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Methods and tools for working collaboratively with groups, teams, and individuals. Back to Grading |
Work based project with presentation and questioning |
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K11
Project management and agile principles and methods. Back to Grading |
Work based project with presentation and questioning |
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K12
Approaches to change management. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K13
Tools and techniques for prioritisation. Back to Grading |
Work based project with presentation and questioning |
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K14
Techniques for measuring cost, value, risk, and impact of decisions Back to Grading |
Work based project with presentation and questioning |
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K15
Use of current and emerging technologies to inform the design of services. Back to Grading |
Work based project with presentation and questioning |
|
K16
Principles of design and research ethics for service design. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Equity, justice, diversity, and inclusion and how they impact on outcomes for people and organisations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
Relevant regulatory and legislative requirements such as data protection, GDPR, confidentiality, for the handling and processing of data and its application during a project. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K19
How a service designer can contribute to a service becoming more environmentally sustainable. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K20
How to support the continuous development requirements and training and learning needs of people they work with. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K21
Organisation structures; business modelling; global and horizon scanning perspectives; governance and accountability; technological and policy implications. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Champion and advocate the benefits of service design and user centred solutions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Interpret, analyse, and challenge a design brief. Back to Grading |
Work based project with presentation and questioning |
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S3
Systematically analyse and apply problem-solving techniques to complex service design challenges. Back to Grading |
Work based project with presentation and questioning |
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S4
Use service design methods to design new propositions, products, and services, and improve existing ones. Back to Grading |
Work based project with presentation and questioning |
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S5
Co-design, workshop, and facilitation of service design activities with stakeholders and users. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S6
Map the current and future states of a service journey collating information from multiple sources to form a single view of the service. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S7
Select, formulate and apply qualitative and quantitative user research methods and approaches. Back to Grading |
Work based project with presentation and questioning |
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S8
Analyse and evaluate findings from qualitative and quantitative research methods to understand and prioritise user needs. Back to Grading |
Work based project with presentation and questioning |
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S9
Evaluate arguments, assumptions, abstract concepts, and data to make judgements, and develop questions to achieve a solution to a problem. Back to Grading |
Work based project with presentation and questioning |
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S10
Select and use ideation methods to generate multiple solutions to complex problems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Prioritise potential solutions to select which to take forward to further development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Prototype concepts and solutions from low to high degrees of fidelity. Back to Grading |
Work based project with presentation and questioning |
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S13
Evaluate prototype solutions, selecting the most appropriate methodology. Back to Grading |
Work based project with presentation and questioning |
|
S14
Select, formulate and apply a range of user testing methods to ensure any service changes create the desired impact. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Apply user-centred design processes to iteratively develop concepts and solutions. Back to Grading |
Work based project with presentation and questioning |
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S16
Evaluate solutions in place to continually improve the service for users and stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S17
Critically analyse, interpret and evaluate complex information and concepts. Back to Grading |
Work based project with presentation and questioning |
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S18
Communicate complex information, concepts and ideas adapting for different audiences. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S19
Influence, negotiate and challenge stakeholders in the delivery and decision-making process. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S20
Considers multiple viewpoints including those of the internal stakeholders, service users and service providers. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S21
Work with multidisciplinary teams. Back to Grading |
Work based project with presentation and questioning |
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S22
Work ethically and sustainably, to ensure research and design activities are carried out to the highest practice in ethical standards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S23
Manage project to timescales and budget requirements. Back to Grading |
Work based project with presentation and questioning |
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S24
Identify and apply emerging industry developments to continuously improve service design practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S25
Provide support, specialist advice, and guidance. Back to Grading |
Work based project with presentation and questioning |
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S26
Identify the training requirements for their teams and stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Role models ethical behaviour and practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B2
Considers the “big” picture and the detail together. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B3
Works flexibly and adapts to circumstances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B4
Seeks learning opportunities and continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B5
Takes responsibility, shows initiative, and is organised. Back to Grading |
Work based project with presentation and questioning |
|
B6
Championing the user and putting them at the centre of the design process Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Theoretical approaches and methodology in design work
K4 K7 K13 K15 S3 S4 S12 S15 |
The use of creative processes involved in design such as user-centred design approaches and design thinking methods. (K4) Ideation tools and techniques to developing potential solutions. (K7) Tools and techniques for prioritisation. (K13) Use of current and emerging technologies to inform the design of services. (K15) |
Systematically analyse and apply problem-solving techniques to complex service design challenges. (S3) Use service design methods to design new propositions, products, and services, and improve existing ones. (S4) Prototype concepts and solutions from low to high degrees of fidelity. (S12) Apply user-centred design processes to iteratively develop concepts and solutions. (S15) |
None |
|
Data and research methods
K6 S7 |
Methodologies for user research and data collection to understand user needs, pain points, opportunities and areas that should be prioritised. (K6) |
Select, formulate and apply qualitative and quantitative user research methods and approaches. (S7) |
None |
|
Evaluation
K8 K14 S8 S9 S13 S17 |
Methodologies to evaluate prototypes and ideas. (K8) Techniques for measuring cost, value, risk, and impact of decisions (K14) |
Analyse and evaluate findings from qualitative and quantitative research methods to understand and prioritise user needs. (S8) Evaluate arguments, assumptions, abstract concepts, and data to make judgements, and develop questions to achieve a solution to a problem. (S9) Evaluate prototype solutions, selecting the most appropriate methodology. (S13) Critically analyse, interpret and evaluate complex information and concepts. (S17) |
None |
|
Working with and supporting others
K3 K10 S21 S25 |
Other business areas and professions involved in the design of services such as research, UX, technology, policy, and delivery. (K3) Methods and tools for working collaboratively with groups, teams, and individuals. (K10) |
Work with multidisciplinary teams. (S21) Provide support, specialist advice, and guidance. (S25) |
None |
|
Project and change management
K11 S2 S23 B5 |
Project management and agile principles and methods. (K11) |
Interpret, analyse, and challenge a design brief. (S2) Manage project to timescales and budget requirements. (S23) |
Takes responsibility, shows initiative, and is organised. (B5) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Designing equitable, fair and sustainable services
K17 K18 K19 S22 B1 B6 |
Equity, justice, diversity, and inclusion and how they impact on outcomes for people and organisations. (K17) Relevant regulatory and legislative requirements such as data protection, GDPR, confidentiality, for the handling and processing of data and its application during a project. (K18) How a service designer can contribute to a service becoming more environmentally sustainable. (K19) |
Work ethically and sustainably, to ensure research and design activities are carried out to the highest practice in ethical standards. (S22) |
Role models ethical behaviour and practices. (B1) Championing the user and putting them at the centre of the design process (B6) |
|
Theoretical approaches and methodology in design work
K1 K2 K5 K9 S6 S10 S11 S24 B2 |
The theory and history of the discipline of service design, including definitions and principles, the different perspectives, approaches, or schools of thought. (K1) How and when service design practices can be used to design and improve services. (K2) Approaches to mapping a service and when to use them. (K5) Continued improvement of a service, using iterative and agile approaches. (K9) |
Map the current and future states of a service journey collating information from multiple sources to form a single view of the service. (S6) Select and use ideation methods to generate multiple solutions to complex problems. (S10) Prioritise potential solutions to select which to take forward to further development. (S11) Identify and apply emerging industry developments to continuously improve service design practice. (S24) |
Considers the “big” picture and the detail together. (B2) |
|
Data and research methods
K16 K21 S14 |
Principles of design and research ethics for service design. (K16) Organisation structures; business modelling; global and horizon scanning perspectives; governance and accountability; technological and policy implications. (K21) |
Select, formulate and apply a range of user testing methods to ensure any service changes create the desired impact. (S14) |
None |
|
Evaluation
S16 |
None |
Evaluate solutions in place to continually improve the service for users and stakeholders. (S16) |
None |
|
Working with and supporting others
K20 S1 S5 S18 S19 S20 S26 B4 |
How to support the continuous development requirements and training and learning needs of people they work with. (K20) |
Champion and advocate the benefits of service design and user centred solutions. (S1) Co-design, workshop, and facilitation of service design activities with stakeholders and users. (S5) Communicate complex information, concepts and ideas adapting for different audiences. (S18) Influence, negotiate and challenge stakeholders in the delivery and decision-making process. (S19) Considers multiple viewpoints including those of the internal stakeholders, service users and service providers. (S20) Identify the training requirements for their teams and stakeholders. (S26) |
Seeks learning opportunities and continuous professional development. (B4) |
|
Project management
K12 B3 |
Approaches to change management. (K12) |
None |
Works flexibly and adapts to circumstances. (B3) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 23/03/2023 | Not set | Not set |
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