This is not the latest approved version of this apprenticeship. View the latest version
This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in all organisational sectors and is a system of people, activities, information and resources involved in moving products or services from supplier to customer. Effective and dynamic supply chains are particularly important in fast moving consumer goods (FMCG) sectors, for example, food and drink, retail or consumables, where products have one or more of the following characteristics: high volume, fast turnover and frequently purchased. FMCG have a short shelf life, either as a result of high consumer demand or because the product deteriorates rapidly. In contrast, durable goods or major appliances such as kitchen appliances are generally replaced over a period of several years. Supply chain functions include procurement, forecasting, planning manufacture, customer service and logistics.
The broad purpose of the occupation is to move products or services from supplier to customer, ensuring customer satisfaction is achieved at all stages. The occupation can be in one or more supply chain functions, for example, junior demand planners will forecast customer demand. A junior supply planner will schedule factory production, a customer service operative will process customer orders and an assistant transport planner will work with hauliers and distributions centres to organise transportation and delivery. Supply chain practitioners will have a broad understanding of the entire supply chain and must strive to ensure their impact on each function offers best value for their organisation and internal and external stakeholders.
In their daily work, an employee in this occupation interacts with internal and external stakeholders who are critical in ensuring supply chain effectiveness. Due to the high number of interactions both within and outside of organisations, strong relationship building, influencing, stakeholder management and communication skills are essential. Depending on the specialist focus of the occupation, an employee will interact with a range of internal stakeholders. For example, procurement managers, operations managers and manufacturing managers. Likewise external stakeholders can include haulage operators, customer procurement personnel and warehouse managers.
An employee in this occupation will be responsible for their supply chain functional role and must strive to deliver the best value for their business and customer. Due to the high number of interactions both within and outside of the business, they need strong relationship building, influencing, stakeholder management and communication skills alongside sound analytical, information technology and numeracy skills, with an ability to work in a fast-paced environment with frequently changing requirements. FMCG Supply Chain Practitioners will be able to progress to management or specialist roles.
| Duty | KSBs |
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Duty 1 Coordinate products and services through the supply chain. |
K1 K2 K4 K5 K6 K7 K8 K11 K12 K13 K14 K17 K18 K19 K20 K25 K26 K28 K30 |
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Duty 2 Ensure achievement of supply chain quality requirements. |
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Duty 3 Apply continuous improvement techniques to supply chain practice. |
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Duty 4 Apply a structured approach to solving problems within the supply chain. |
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Duty 5 Compile reports to support the supply chain function. |
K1 K2 K5 K6 K8 K12 K14 K17 K18
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Duty 6 Conduct supplier performance monitoring. |
K1 K2 K4 K5 K6 K7 K11 K12 K15 K17 K18 K23
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Duty 7 Use Data management systems to support supply chain operations. |
K1 K2 K5 K6 K8 K12 K17 K18 K23 K29
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Duty 8 Identify and manage risk that can impact on achievement of customer requirements. |
K1 K2 K5 K6 K7 K8 K11 K12 K14 K17 K18 K23 K24 K31
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Duty 9 Manage customer accounts to ensure payment is received in accordance with agreements. |
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Duty 10 Liaise with internal and external stakeholders to manage end to end supply chains. |
K1 K2 K5 K7 K8 K11 K12 K14 K17 K18 K27 K31
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Duty 11 Support inventory management activities. |
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Duty 12 Support end to end supply chain planning. |
K1 K2 K4 K5 K6 K7 K8 K9 K11 K12 K14 K17 K18
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Duty 13 Identify and manage risks impacting supply chain operations. |
K1 K2 K5 K6 K7 K8 K9 K11 K12 K14 K17 K18 K24
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Duty 14 Comply with industry, organisational policy and governing legislation and regulations. |
K1: Characteristics and processes of the end-to-end fast-moving consumer goods supply chain.
Back to Duty
K2: Supply chain key performance indicators; inventory, forecast accuracy, plan attainment, customer service, vehicle utilisation, on shelf availability, waste, quality and value.
Back to Duty
K3: Principles of supply chain efficiency in the fast-moving consumer goods industry.
Back to Duty
K4: Legislation and policies that influence the supply chain.
Back to Duty
K5: The characteristics and specific needs of different customer groups, for example, Major Multiples, Wholesalers, Convenience , Value Retailers, Discounters, Ecommerce.
Back to Duty
K6: Data management systems and tools for the supply chain.
Back to Duty
K7: The principles of continuous improvement.
Back to Duty
K8: The principles of commercial and cost efficiencies in supply chain.
Back to Duty
K9: Types of logistics costs and their components, for example, Transportation costs, Inventory costs, Labour costs, Customer service costs, Storage costs, Administration costs.
Back to Duty
K10: Problem-solving techniques and the principles of root cause analysis: 5 whys and fishbone analysis.
Back to Duty
K11: The principles of capacity planning including, rough cut, resource requirement, capacity requirement, warehouse capacity, hauliers, logistics and resources.
Back to Duty
K12: The principles of strategic and operational decision making.
Back to Duty
K13: Limits of authority, when to escalate tasks and issues, and to whom.
Back to Duty
K14: The principles of forecasting.
Back to Duty
K15: Influences on customer and consumer demand: market trends, competitor activity and seasonality.
Back to Duty
K16: The use of data to inform decision making.
Back to Duty
K17: Factors that impact on supply chain planning: capacity, product life, for example, customer requirements - exclusive range or NPD, producing factory location, co- manufacturing, promo cycles, sustainability.
Back to Duty
K18: The principles of order capture and management.
Back to Duty
K19: Verbal communication techniques. Giving and receiving information. Matching style to audience. Industry terminology.
Back to Duty
K20: Written communication techniques. Plain English principles, Supply Chain terminology. Report writing.
Back to Duty
K21: Impact of the sector on the environment. Efficient use of resources. Recycling, reuse, and safe disposal of waste.
Back to Duty
K22: Principles of equity, diversity, and inclusion in the workplace.
Back to Duty
K23: Quality assurance procedures and monitoring processes.
Back to Duty
K24: Methods of hazard identification and risk management.
Back to Duty
K25: Documentation: methods and requirements - electronic and paper.
Back to Duty
K26: Standard operating procedures (SOP). What they are and why they are important. What they need to cover and why.
Back to Duty
K27: Team working principles: personality types, roles within teams, organisational hierarchies.
Back to Duty
K28: Planning and prioritising techniques.
Back to Duty
K29: Information technology and digital: digital interfaces, email, Management Information Systems (MIS), spreadsheets, presentation, word processing, virtual communication, learning platforms, work collaboration platforms. General Data Protection Regulation (GDPR). Cyber security.
Back to Duty
K30: Capacity planning techniques.
Back to Duty
K31: Customer needs: satisfaction considerations, lead times, service levels.
Back to Duty
K32: Awareness of health and safety regulations, standards, and guidance and impact on role. Control of Substances Hazardous to Health (CoSHH). Fire safety. Hazards and risks. Health and Safety at Work Act. Isolation and emergency stop procedures. Manual handling. Personal Protective Equipment (PPE). Safety equipment: guards, signage, fire extinguishers. Safety signage. Situational awareness. Slips, trips, and falls. Working in confined spaces. Working at height.
Back to Duty
S1: Manage the flow of fast-moving consumer goods products or services based on evolving and changing information.
Back to Duty
S2: Use standard operating procedures.
Back to Duty
S3: Support customers with supply chain enquiries.
Back to Duty
S4: Use IT systems for the supply chain; Company and customer systems. Applies cyber security and GDPR regulations and policies.
Back to Duty
S5: Use continuous improvement techniques in the fast-moving consumer goods supply chain.
Back to Duty
S6: Lead and participate in problem solving activities: 5 whys, fishbone analysis.
Back to Duty
S7: Use capacity planning to inform fast-moving consumer goods supply chain processes.
Back to Duty
S8: Apply team working principles.
Back to Duty
S9: Escalate issues and tasks.
Back to Duty
S10: Analyse data against supply chain key performance indicators to identify trends and themes that affect the fast-moving consumer goods supply chain.
Back to Duty
S11: Plan and adhere to customer lead times.
Back to Duty
S12: Use data analysis outcomes to inform decision making in the supply chain function.
Back to Duty
S13: Develop and implement a supply plan, for example, supply planning, production planning, demand planning, operations planning - logistics, commercial planning.
Back to Duty
S14: Use order management tools to capture customer orders.
Back to Duty
S15: Communicate with others verbally for example, colleagues and stakeholders.
Back to Duty
S16: Communicate in writing with others for example, internal and external customers, colleagues, and managers.
Back to Duty
S17: Comply with health and safety legislation, regulations, standards, and guidance.
Back to Duty
S18: Follow equity, diversity, and inclusion principles.
Back to Duty
S19: Apply quality assurance procedures.
Back to Duty
S20: Identify and document hazards and risks in the workplace. Apply control measures.
Back to Duty
S21: Record or enter information - paper based or electronic; risk assessments, handover documents, work sheets, checklists, and any legal reporting requirements.
Back to Duty
S22: Comply with sustainability principles and regulations including efficient use of resources, recycling, reuse and safe disposal of waste.
Back to Duty
S23: Identify, organise and use resources, including team members, to plan and complete tasks, with consideration for cost and quality.
Back to Duty
B1: Consider the impact on the environment when using resources and carrying out work.
Back to Duty
B2: Prioritise health and safety.
Back to Duty
B3: Contributes to equity, diversity, and inclusivity in the workplace.
Back to Duty
B4: Respond and adapt to work demands and situations.
Back to Duty
B5: Collaborate within teams, across disciplines and with internal and external stakeholders.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This document explains the requirements for end-point assessment (EPA) for the supply chain practitioner (fast-moving consumer goods (fmcg)) apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
supply chain practitioner (fast-moving consumer goods (fmcg)) apprentices, their employers and training providers should read this document.
A full-time supply chain practitioner (fast-moving consumer goods (fmcg)) apprentice typically spends 30 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 4 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - multiple-choice-test:
Assessment method 2 - project and presentation:
Assessment method 3 - interview underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 30 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the project and presentation, the apprentice must submit a project title and scope. 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.
For the interview underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 4 months
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The grades available for each assessment method are below
Multiple-choice-test:
Project and presentation:
Interview underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 4 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Project scope requirements:
The apprentice must produce a project title and scope of approximately 200 words outlining whether the project is process review focussed or issue focussed. The project title and scope will also indicate milestones, objectives, timelines and key performance indicators. Agreement of the project title and scope by the employer will be required to indicate organisational approval.
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 in the interview. It will typically contain 7 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to 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.
In the multiple-choice-test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
This assessment method is being used because:
The multiple-choice-test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method to the highest available grade.
The test can be computer or paper based.
The test will consist of 30 multiple-choice questions.
Multiple-choice questions must have four options, including one correct answer.
The apprentice must be given at least 2 weeks’ notice of the date and time of the test.
The apprentice must have 60 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The following equipment is allowed to be used during the test:
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO is responsible for the security of the test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the test.
An independent assessor or marker employed by the EPAO must mark the test. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where the types of question support this.
A correct answer gets 1 mark.
Any incorrect or missing answers get zero marks.
The EPAO is responsible for overseeing the marking of the test. The EPAO must ensure standardisation and moderation of tests with written answers.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO
should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the test:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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 assessment method is being used because:
The workplace project is a piece of work that will allow the apprentice to plan, implement and present an individual workplace project. The workplace project should be conducted as part of an apprentice's normal work during the end-point assessment period. Employers will agree and approve the scope of the workplace project based on their current job role; this must be done so sufficient time is available to complete the project.
It is recommended that the project is focussed on either a process review or a specific issue. The project should require the apprentice, as a minimum to;
Projects must be comparable in terms of content and complexity; it is the context within which the knowledge, skills and behaviours must be demonstrated that will vary.
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 report must also include:
The project report must have a word count of 3000 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 of KSBs 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 10 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 45 minutes. This will typically include a presentation of 15 minutes and questioning lasting 30 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 10 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 1 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 interview, an independent assessor asks the apprentice questions. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The interview 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 interview.
The following themes will be covered:
The EPAO must give an apprentice 2 weeks' notice of the interview.
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 interview.
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 interview must last for 60 minutes. The independent assessor can increase the time of the interview 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 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview 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 interview should take place in a quiet room, free from distractions and influence. Additional venue requirements include:
If the assessment is being conducted remotely it should be via remote platform software, for example Microsoft Teams, Zoom and take place within an environment that has a stable Wi-Fi connection.
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 interview 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
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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data analysis
K2 K6 K16 S10 S12 |
Analyses supply chain data, derived from data management systems, tools and key performance indicators, to identify trends or themes that affect the fast-moving consumer goods supply chain. (K2, K6, S10) Applies the principles of root cause analysis and problem solving techniques to lead on and carry out problem solving activities in line with task requirements. (K16, S12) |
Reflects and amends their approach during the analysis process, based on trends and themes they have identified to refine approach and ensure outcomes best support and inform the project scope. (K2, K6, K16, S10, S12)
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continuous improvement
K7 K10 S5 S6 |
Uses continuous improvement principles and techniques to improve performance in the supply chain. (K7, S5) Uses the outcomes of problem-solving activities to improve performance in the supply chain. (K10, S6) |
Justifies their solutions to problems and the positive impact they make to the business. (K7, S5) |
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communication and collaboration
K19 K20 K27 K28 S8 S15 S16 S23 B4 B5 |
Communicates data and information in a written context, suitable to the audience. (K20, S16) Uses verbal communication techniques suitable for the context, adapting style and use of terminology to suit the audience. (K19, S15) Applies team working principles, collaborating within teams and with stakeholders, to ensure project objectives are achieved. (S8, K27, B5) Responds and adapts to work demands and situations when planning and completing tasks and organising others in the team. (K28, B4) Identifies, organises and uses resources to plan and with consideration for cost, quality. (S23)
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Justifies how they have balanced cost and quality in the planning, prioritising and completion of project tasks. (K28, B4)
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digital
K29 S4 |
Uses IT and digital systems, complying with data protection and cyber security regulations and policies, to achieve project and organisational aims and meet client or customer needs. (K29, S4) |
Outlines the benefits to the business of ensuring GDPR and cyber security regulations and policies are followed. (K29, S4) |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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communication and collaboration
K13 S9 |
Explains how they have escalated issues and tasks that are beyond the limit of their authority in line with organisational procedures. (K13, S9)
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None. |
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capturing and recording of data and information
K18 K25 S14 S21 |
Explains how they have used order management tools to meet the needs of customers in line with organisational procedures. (K18, S14) Describes how they have recorded or entered information, for work tasks to meet the needs of clients or organisational objectives. (K25, S21) |
None. |
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ways of working - operations
K15 K23 K26 S1 S2 S19 |
Describes how they manage the flow of fast-moving consumer goods products or services based on evolving and changing information such as customer and consumer demand, market trends, competitor activity and seasonality. (K15, S1) Explains how they have followed Standard Operating Procedures (SOPs) to provide a service in line with company policy. (K26, S2) Explains how they have applied quality assurance procedures in order to meet organisational objectives. (K23, S19) |
Explains how they have mitigated against potential issues, supporting a right first-time outcome with no back tracking, in order to meet customer needs and organisational objectives. (K15, K23, S1, S19) |
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ways of working - planning and customer satisfaction
K3 K30 K31 S3 S7 S11 S13 |
Describes how they have applied planning techniques and supply chain efficiency principles to inform, develop and implement an efficient supply plan in line with task requirements and organisational procedures. (K3, K30, S7, S13) Explains how they have supported customers with enquiries, meeting lead times and service levels, in order to ensure customer satisfaction. (K31, S3, S11) |
Justifies how they have used planning and efficiency techniques to exceed customer expectations (K3, K30, K31, S7) |
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environmental
K21 S22 B1 |
Describes how they apply the principles of environmental sustainability in their work in line with organisational procedures, regulations and standards on energy efficiency, material reuse, recycling and management of emissions and waste. (K21, S22, B1) |
Explains how they have supported the development of environmental and sustainability practice in the workplace for example, through promoting good practice to others, identifying improvement to practice. (K21, S22, B1) |
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health and safety
K24 S17 S20 B2 |
Explains how they have complied with risk assessments, method statements and safe systems of work and applied control measures in the workplace in line with organisational procedures. (K24, S20) Explains how they have prioritised health & safety in their own work, ensuring compliance with regulations, legislation and organisational procedures. (S17, B2) |
Explains the benefits for individuals and the business of prioritising and promoting health and safety and the consequences of not doing so. (S17, B2) |
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equity, diversity and inclusion
K22 S18 B3 |
Describes how they follow and contribute to equity, diversity and inclusion principles and legislative guidelines in their team. (K22, S18, B3) |
Justifies how their commitment to equity, diversity and inclusion extends to and impacts wider teams or stakeholders. (K22, S18, B3) |
| Grade | Minimum marks required | Maximum marks required |
|---|---|---|
| Fail | 0 | 17 |
| Pass | 18 | 30 |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the project and presentation and interview underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall distinction, the apprentice must gain a pass in the multiple-choice test, a distinction in the interview underpinned by a portfolio of evidence and a distinction in the project and presentation.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Multiple-choice-test | Project and presentation | Interview underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|---|
| Fail | Fail | Fail | Fail |
| Fail | Pass | Pass | Fail |
| Pass | Fail | Pass | Fail |
| Pass | Pass | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Pass | Distinction | Pass |
| Pass | Distinction | Pass | Pass |
| Pass | Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 4 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
hold an assessor qualification.
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Characteristics and processes of the end-to-end fast-moving consumer goods supply chain. Back to Grading |
Multiple-choice-test |
|
K2
Supply chain key performance indicators; inventory, forecast accuracy, plan attainment, customer service, vehicle utilisation, on shelf availability, waste, quality and value. Back to Grading |
Project and presentation |
|
K3
Principles of supply chain efficiency in the fast-moving consumer goods industry. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K4
Legislation and policies that influence the supply chain. Back to Grading |
Multiple-choice-test |
|
K5
The characteristics and specific needs of different customer groups, for example, Major Multiples, Wholesalers, Convenience , Value Retailers, Discounters, Ecommerce. Back to Grading |
Multiple-choice-test |
|
K6
Data management systems and tools for the supply chain. Back to Grading |
Project and presentation |
|
K7
The principles of continuous improvement. Back to Grading |
Project and presentation |
|
K8
The principles of commercial and cost efficiencies in supply chain. Back to Grading |
Multiple-choice-test |
|
K9
Types of logistics costs and their components, for example, Transportation costs, Inventory costs, Labour costs, Customer service costs, Storage costs, Administration costs. Back to Grading |
Multiple-choice-test |
|
K10
Problem-solving techniques and the principles of root cause analysis: 5 whys and fishbone analysis. Back to Grading |
Project and presentation |
|
K11
The principles of capacity planning including, rough cut, resource requirement, capacity requirement, warehouse capacity, hauliers, logistics and resources. Back to Grading |
Multiple-choice-test |
|
K12
The principles of strategic and operational decision making. Back to Grading |
Multiple-choice-test |
|
K13
Limits of authority, when to escalate tasks and issues, and to whom. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K14
The principles of forecasting. Back to Grading |
Multiple-choice-test |
|
K15
Influences on customer and consumer demand: market trends, competitor activity and seasonality. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K16
The use of data to inform decision making. Back to Grading |
Project and presentation |
|
K17
Factors that impact on supply chain planning: capacity, product life, for example, customer requirements - exclusive range or NPD, producing factory location, co- manufacturing, promo cycles, sustainability. Back to Grading |
Multiple-choice-test |
|
K18
The principles of order capture and management. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K19
Verbal communication techniques. Giving and receiving information. Matching style to audience. Industry terminology. Back to Grading |
Project and presentation |
|
K20
Written communication techniques. Plain English principles, Supply Chain terminology. Report writing. Back to Grading |
Project and presentation |
|
K21
Impact of the sector on the environment. Efficient use of resources. Recycling, reuse, and safe disposal of waste. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K22
Principles of equity, diversity, and inclusion in the workplace. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K23
Quality assurance procedures and monitoring processes. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K24
Methods of hazard identification and risk management. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K25
Documentation: methods and requirements - electronic and paper. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K26
Standard operating procedures (SOP). What they are and why they are important. What they need to cover and why. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K27
Team working principles: personality types, roles within teams, organisational hierarchies. Back to Grading |
Project and presentation |
|
K28
Planning and prioritising techniques. Back to Grading |
Project and presentation |
|
K29
Information technology and digital: digital interfaces, email, Management Information Systems (MIS), spreadsheets, presentation, word processing, virtual communication, learning platforms, work collaboration platforms. General Data Protection Regulation (GDPR). Cyber security. Back to Grading |
Project and presentation |
|
K30
Capacity planning techniques. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K31
Customer needs: satisfaction considerations, lead times, service levels. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K32
Awareness of health and safety regulations, standards, and guidance and impact on role. Control of Substances Hazardous to Health (CoSHH). Fire safety. Hazards and risks. Health and Safety at Work Act. Isolation and emergency stop procedures. Manual handling. Personal Protective Equipment (PPE). Safety equipment: guards, signage, fire extinguishers. Safety signage. Situational awareness. Slips, trips, and falls. Working in confined spaces. Working at height. Back to Grading |
Multiple-choice-test |
| Skill | Assessment methods |
|---|---|
|
S1
Manage the flow of fast-moving consumer goods products or services based on evolving and changing information. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S2
Use standard operating procedures. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S3
Support customers with supply chain enquiries. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S4
Use IT systems for the supply chain; Company and customer systems. Applies cyber security and GDPR regulations and policies. Back to Grading |
Project and presentation |
|
S5
Use continuous improvement techniques in the fast-moving consumer goods supply chain. Back to Grading |
Project and presentation |
|
S6
Lead and participate in problem solving activities: 5 whys, fishbone analysis. Back to Grading |
Project and presentation |
|
S7
Use capacity planning to inform fast-moving consumer goods supply chain processes. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S8
Apply team working principles. Back to Grading |
Project and presentation |
|
S9
Escalate issues and tasks. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S10
Analyse data against supply chain key performance indicators to identify trends and themes that affect the fast-moving consumer goods supply chain. Back to Grading |
Project and presentation |
|
S11
Plan and adhere to customer lead times. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S12
Use data analysis outcomes to inform decision making in the supply chain function. Back to Grading |
Project and presentation |
|
S13
Develop and implement a supply plan, for example, supply planning, production planning, demand planning, operations planning - logistics, commercial planning. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S14
Use order management tools to capture customer orders. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S15
Communicate with others verbally for example, colleagues and stakeholders. Back to Grading |
Project and presentation |
|
S16
Communicate in writing with others for example, internal and external customers, colleagues, and managers. Back to Grading |
Project and presentation |
|
S17
Comply with health and safety legislation, regulations, standards, and guidance. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S18
Follow equity, diversity, and inclusion principles. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S19
Apply quality assurance procedures. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S20
Identify and document hazards and risks in the workplace. Apply control measures. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S21
Record or enter information - paper based or electronic; risk assessments, handover documents, work sheets, checklists, and any legal reporting requirements. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S22
Comply with sustainability principles and regulations including efficient use of resources, recycling, reuse and safe disposal of waste. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S23
Identify, organise and use resources, including team members, to plan and complete tasks, with consideration for cost and quality. Back to Grading |
Project and presentation |
| Behaviour | Assessment methods |
|---|---|
|
B1
Consider the impact on the environment when using resources and carrying out work. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B2
Prioritise health and safety. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Contributes to equity, diversity, and inclusivity in the workplace. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Respond and adapt to work demands and situations. Back to Grading |
Project and presentation |
|
B5
Collaborate within teams, across disciplines and with internal and external stakeholders. Back to Grading |
Project and presentation |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Data analysis
K2 K6 K16 S10 S12 |
Supply chain key performance indicators; inventory, forecast accuracy, plan attainment, customer service, vehicle utilisation, on shelf availability, waste, quality and value. (K2) Data management systems and tools for the supply chain. (K6) The use of data to inform decision making. (K16) |
Analyse data against supply chain key performance indicators to identify trends and themes that affect the fast-moving consumer goods supply chain. (S10) Use data analysis outcomes to inform decision making in the supply chain function. (S12) |
None |
|
Continuous improvement
K7 K10 S5 S6 |
The principles of continuous improvement. (K7) Problem-solving techniques and the principles of root cause analysis: 5 whys and fishbone analysis. (K10) |
Use continuous improvement techniques in the fast-moving consumer goods supply chain. (S5) Lead and participate in problem solving activities: 5 whys, fishbone analysis. (S6) |
None |
|
Communication and collaboration
K19 K20 K27 K28 S8 S15 S16 S23 B4 B5 |
Verbal communication techniques. Giving and receiving information. Matching style to audience. Industry terminology. (K19) Written communication techniques. Plain English principles, Supply Chain terminology. Report writing. (K20) Team working principles: personality types, roles within teams, organisational hierarchies. (K27) Planning and prioritising techniques. (K28) |
Apply team working principles. (S8) Communicate with others verbally for example, colleagues and stakeholders. (S15) Communicate in writing with others for example, internal and external customers, colleagues, and managers. (S16) Identify, organise and use resources, including team members, to plan and complete tasks, with consideration for cost and quality. (S23) |
Respond and adapt to work demands and situations. (B4) Collaborate within teams, across disciplines and with internal and external stakeholders. (B5) |
|
Digital
K29 S4 |
Information technology and digital: digital interfaces, email, Management Information Systems (MIS), spreadsheets, presentation, word processing, virtual communication, learning platforms, work collaboration platforms. General Data Protection Regulation (GDPR). Cyber security. (K29) |
Use IT systems for the supply chain; Company and customer systems. Applies cyber security and GDPR regulations and policies. (S4) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Communication and collaboration
K13 S9 |
Limits of authority, when to escalate tasks and issues, and to whom. (K13) |
Escalate issues and tasks. (S9) |
None |
|
Capturing and recording of data and information
K18 K25 S14 S21 |
The principles of order capture and management. (K18) Documentation: methods and requirements - electronic and paper. (K25) |
Use order management tools to capture customer orders. (S14) Record or enter information - paper based or electronic; risk assessments, handover documents, work sheets, checklists, and any legal reporting requirements. (S21) |
None |
|
Ways of working - operations
K15 K23 K26 S1 S2 S19 |
Influences on customer and consumer demand: market trends, competitor activity and seasonality. (K15) Quality assurance procedures and monitoring processes. (K23) Standard operating procedures (SOP). What they are and why they are important. What they need to cover and why. (K26) |
Manage the flow of fast-moving consumer goods products or services based on evolving and changing information. (S1) Use standard operating procedures. (S2) Apply quality assurance procedures. (S19) |
None |
|
Ways of working - planning and customer satisfaction
K3 K30 K31 S3 S7 S11 S13 |
Principles of supply chain efficiency in the fast-moving consumer goods industry. (K3) Capacity planning techniques. (K30) Customer needs: satisfaction considerations, lead times, service levels. (K31) |
Support customers with supply chain enquiries. (S3) Use capacity planning to inform fast-moving consumer goods supply chain processes. (S7) Plan and adhere to customer lead times. (S11) Develop and implement a supply plan, for example, supply planning, production planning, demand planning, operations planning - logistics, commercial planning. (S13) |
None |
|
Environmental
K21 S22 B1 |
Impact of the sector on the environment. Efficient use of resources. Recycling, reuse, and safe disposal of waste. (K21) |
Comply with sustainability principles and regulations including efficient use of resources, recycling, reuse and safe disposal of waste. (S22) |
Consider the impact on the environment when using resources and carrying out work. (B1) |
|
Health and safety
K24 S17 S20 B2 |
Methods of hazard identification and risk management. (K24) |
Comply with health and safety legislation, regulations, standards, and guidance. (S17) Identify and document hazards and risks in the workplace. Apply control measures. (S20) |
Prioritise health and safety. (B2) |
|
Equity, diversity and inclusion
K22 S18 B3 |
Principles of equity, diversity, and inclusion in the workplace. (K22) |
Follow equity, diversity, and inclusion principles. (S18) |
Contributes to equity, diversity, and inclusivity in the workplace. (B3) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | in revision | 01/08/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 24/11/2017 | 31/07/2024 | Not set |
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