This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has obtained Ofqual recognition. Once the EPAO has obtained Ofqual recognition, funding for apprentice starts will be permitted and this message will be removed.
Once an EPAO is registered, this new apprenticeship will replace ST0320 Recruitment consultant and ST0321 Recruitment resourcer
Manage resourcing activities that drive the recruitment of candidates and matching them to temporary, fixed term, or permanent job positions within an organisation. They manage the end-to-end recruitment process which typically involves planning, identifying, attracting, assessing, shortlisting, and onboarding candidates to fulfil the current and future requirements of the organisation.
This occupation is found in organisations that come from the public, private and third sectors. Typically, a recruiter works in consultancies, agencies, in-house for employers, embedded recruiters, or as an outsourced provider.
The broad purpose of the occupation is to manage resourcing activities that drive the recruitment of candidates and matching them to temporary, fixed term, or permanent job positions within an organisation. Their role is to manage the end-to-end recruitment process which typically involves planning, identifying, attracting, assessing, shortlisting, and onboarding candidates to fulfil the current and future requirements of the business brief. This may include identifying those with transferrable skills with the capacity to move from the legacy carbon economy into a green economy job. They may also be required to manage the aftercare such as onboarding and timesheets of candidates and to identify new business opportunities.
In their daily work, an employee in this occupation interacts with and builds relationships with key stakeholders such as advertising media, candidates and clients, internal colleagues, and various audiences to achieve successful recruitment outcomes.
An employee in this occupation will be responsible for understanding and influencing markets, organisations and individuals including researching and understanding their goals and requirements. They will use their recruitment, industry, and communication expertise to support the day-to-day delivery of recruitment for the stakeholder. They will research the marketplace to identify, source, attract and shortlist candidates for the recruitment process to fulfil the requirements of the business brief. Typically, this would involve developing written and non-written communications such as job advertisements or marketing materials, and social media. They will analyse and report on the impact of recruitment campaigns and programmes.
A recruiter may identify new business opportunities through a variety of means and action according to organisational requirements. They will manage and achieve performance indicators which may typically include revenue forecasts, activity quotas, hiring numbers, time, and cost to hire, inclusivity targets, compliance such as reference checks, and quality requirements, in line with organisation or individual financial and business goals and priorities. A recruiter will develop and manage internal and external stakeholder relationships to ensure high levels of customer satisfaction and quality standards. They will handle day to day queries and provide recruitment advice such as industry insights, salary benchmarking, workforce and management information, interview preparation and feedback. They will manage the candidate experience throughout the process to ensure high levels of candidate satisfaction in a timely manner to enhance the organisation’s reputation and brand.
As a core element of their role, a recruiter will be required to have a good knowledge of their sector and how it informs their role. They will understand how their role supports the wider organisation structure. They will apply codes of practice, legislation, and regulation in respect of their organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability.
Typically, recruiters work independently, either leading on a whole recruitment project or on some elements of recruitment within a wider project, but they will also work with and support the wider team on other duties. Typically, they will be mainly desk-based, although travel to meetings, events and training is routinely part of the role.
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 18 months. The EPA period is typically 3 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:
Presentation with questions
You will produce and deliver a presentation to an independent assessor. You must submit your presentation slides and any supporting materials to the EPAO by the end of week You have 7 of the EPA period. The presentation and questions will last at least 50 minutes. The independent assessor will ask you at least 5 questions.
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 6 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.
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.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with The British Institute of Recruiters for Certified Agency Recruiter (Cert PRec) and Specialist in Talent Acquisition and Retention for In-House Recruiters (STAR)
Please contact the professional body for more details.
This apprenticeship aligns with The Recruitment and Employment Confederation for Affiliate member
Please contact the professional body for more details.
This occupation is found in organisations that come from the public, private and third sectors. Typically, a recruiter works in consultancies, agencies, in-house for employers, embedded recruiters, or as an outsourced provider.
The broad purpose of the occupation is to manage resourcing activities that drive the recruitment of candidates and matching them to temporary, fixed term, or permanent job positions within an organisation. Their role is to manage the end-to-end recruitment process which typically involves planning, identifying, attracting, assessing, shortlisting, and onboarding candidates to fulfil the current and future requirements of the business brief. This may include identifying those with transferrable skills with the capacity to move from the legacy carbon economy into a green economy job. They may also be required to manage the aftercare such as onboarding and timesheets of candidates and to identify new business opportunities.
In their daily work, an employee in this occupation interacts with and builds relationships with key stakeholders such as advertising media, candidates and clients, internal colleagues, and various audiences to achieve successful recruitment outcomes.
An employee in this occupation will be responsible for understanding and influencing markets, organisations and individuals including researching and understanding their goals and requirements. They will use their recruitment, industry, and communication expertise to support the day-to-day delivery of recruitment for the stakeholder. They will research the marketplace to identify, source, attract and shortlist candidates for the recruitment process to fulfil the requirements of the business brief. Typically, this would involve developing written and non-written communications such as job advertisements or marketing materials, and social media. They will analyse and report on the impact of recruitment campaigns and programmes.
A recruiter may identify new business opportunities through a variety of means and action according to organisational requirements. They will manage and achieve performance indicators which may typically include revenue forecasts, activity quotas, hiring numbers, time, and cost to hire, inclusivity targets, compliance such as reference checks, and quality requirements, in line with organisation or individual financial and business goals and priorities. A recruiter will develop and manage internal and external stakeholder relationships to ensure high levels of customer satisfaction and quality standards. They will handle day to day queries and provide recruitment advice such as industry insights, salary benchmarking, workforce and management information, interview preparation and feedback. They will manage the candidate experience throughout the process to ensure high levels of candidate satisfaction in a timely manner to enhance the organisation’s reputation and brand.
As a core element of their role, a recruiter will be required to have a good knowledge of their sector and how it informs their role. They will understand how their role supports the wider organisation structure. They will apply codes of practice, legislation, and regulation in respect of their organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability.
Typically, recruiters work independently, either leading on a whole recruitment project or on some elements of recruitment within a wider project, but they will also work with and support the wider team on other duties. Typically, they will be mainly desk-based, although travel to meetings, events and training is routinely part of the role.
| Duty | KSBs |
|---|---|
|
Duty 1 Identify recruitment opportunities by analysing and confirming stakeholder requirements to create job descriptions and person specifications. |
K1 K3 K4 K5 K7 K11 K12 K14 K15 |
|
Duty 2 Create job adverts and marketing plans to advertise and promote vacancies. |
K1 K3 K4 K5 K7 K10 K11 K12 K13 K15 K23 K24 |
|
Duty 3 Research and identify potential candidates that match role and vacancy requirements. |
K1 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K18 K19 K22 K23 K24 K25 |
|
Duty 4 Contact potential candidates to qualify for current or future vacancies. |
K1 K3 K4 K5 K7 K8 K9 K10 K11 K12 K14 K16 K17 K18 K21 K22 K23 K24 |
|
Duty 5 Create candidate profiles with CVs to share with the hiring manager. |
K4 K5 K6 K12 K14 K17 K20 K22 K24 |
|
Duty 6 Collate and communicate feedback on all candidates. |
K4 K12 K16 K17 K18 K22 K23 K24 K25 |
|
Duty 7 Manage and facilitate the selection process in line with the organisation’s preferences. |
K2 K4 K5 K9 K10 K12 K14 K16 K18 K20 K22 K23 K24 K25 S1 S2 S3 S4 S5 S7 S8 S9 S10 S11 S12 S14 S15 S16 S17 S18 S20 S21 S22 |
|
Duty 8 Manage and facilitate successful candidates through to start date. |
K4 K7 K12 K14 K17 K18 K20 K21 K22 K23 K25 S1 S2 S3 S4 S5 S7 S8 S9 S10 S11 S12 S14 S15 S16 S17 S18 S20 S21 S22 |
|
Duty 9 Support the onboarding and administration process of new starts. |
|
|
Duty 10 Manage stakeholder engagement to ensure a pipeline of future work. |
K1 K2 K3 K4 K5 K6 K7 K8 K11 K12 K13 K14 K15 K16 K17 K19 K20 K23 |
|
Duty 11 Manage recruitment systems and data to ensure compliance with regulations and legislation. |
|
|
Duty 12 Contribute to the resource strategy through managing the implementation of agreed metrics and delivering the organisation requirements. |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12 K13 K14 K15 K17 K19 K20 K21 K22 K23 K24 S1 S2 S3 S4 S5 S7 S8 S9 S10 S11 S12 S14 S15 S16 S17 S18 S20 S21 |
K1: Types of stakeholders, including candidates, clients, internal teams and colleagues.
Back to Duty
K2: Different types of recruitment organisation, including their own organisation’s brand and service offering.
Back to Duty
K3: Stakeholder requirements, for example consultation, salary benchmarking, market trends analysis, competitor analysis, sourcing candidates and or job roles.
Back to Duty
K4: Recruitment processes, techniques, and stages of the recruitment lifecycle.
Back to Duty
K5: Recruitment models, including permanent, temporary, fixed term, managed service provider (MSP) contracts, and recruitment process outsourcing (RPO) contracts.
Back to Duty
K6: Regulations, legislation, and codes of practice that impact their role and the organisation, and the implications of non-compliance, including data protection, the Employment Agencies Act and the Equality Act.
Back to Duty
K7: External influences on the recruitment market, including social, economic, legislative, political, and technology.
Back to Duty
K8: Principles of assessing labour market conditions, including identifying shortages for specific roles and demand for candidates with transferrable skills to move from the legacy carbon economy into green economy jobs.
Back to Duty
K9: Methods used for assessing candidates, for example planning and facilitating assessment centres, interview panels, informal telephone conversations, and how to support the candidate experience, including those requiring reasonable adjustments.
Back to Duty
K10: Candidate sourcing techniques, including how to research, identify and attract candidates using methods to satisfy job requirements.
Back to Duty
K11: Principles and techniques of candidate assessment, including assessing transferable skills to fulfil stakeholder requirements, for example to identify candidates with skills that could transfer into new green economy jobs.
Back to Duty
K12: How to create and manage recruitment campaigns to meet stakeholder requirements.
Back to Duty
K13: The use of networking and marketing tools in recruitment activities, for example meetings, social media, job fairs, exhibitions, events, advertisements, job boards and online.
Back to Duty
K14: How to develop, maintain and improve relationships with stakeholders.
Back to Duty
K15: Sales and marketing activities that support stakeholder requirements.
Back to Duty
K16: Negotiating and influencing techniques.
Back to Duty
K17: Methods for communicating information and interacting with candidates and other stakeholders to facilitate understanding, for example face-to-face or online meetings, emails, reports, and presentations.
Back to Duty
K18: Managing and supporting candidates through the recruitment lifecycle, including onboarding, providing advice and aftercare.
Back to Duty
K19: Technology and software tools used to support recruitment management activities, for example Artificial Intelligence (AI).
Back to Duty
K20: The organisation's resource strategy and goals, and how this impacts their role.
Back to Duty
K21: Recruitment budgets and how these fit into the organisation’s business strategy.
Back to Duty
K22: How to plan and prioritise activities to meet the organisation’s recruitment strategy and processes, including allocating and managing resources throughout the recruitment life cycle and methods for increasing talent and client pipelines.
Back to Duty
K23: Ethical and sustainable recruitment strategies, processes and working practices.
Back to Duty
K24: Principles and policies of equity, diversity and inclusion in the workplace, and their impact on the organisation and recruitment activities.
Back to Duty
K25: The complaint handling process for their organisation.
Back to Duty
S1: Identify, progress, and convert leads into new candidates, placements, or clients.
Back to Duty
S2: Source vacancies in line with stakeholder requirements and organisational policies and procedures.
Back to Duty
S3: Manage and maintain stakeholder relationships and their role within the recruitment process.
Back to Duty
S4: Interpret and apply regulation and legislation, share best practice, and advise stakeholders on their application.
Back to Duty
S5: Plan and manage recruitment campaigns to attract candidates, including agreeing objectives with stakeholders and monitoring performance.
Back to Duty
S6: Research, identify and attract candidates using methods to satisfy job requirements, including those with transferrable skills to move from the legacy carbon economy to green economy jobs.
Back to Duty
S7: Process, review, and progress candidate applications.
Back to Duty
S8: Create and present diverse short lists of candidates to stakeholders.
Back to Duty
S9: Inform and advise candidates on the outcome of their application at the individual stages of the recruitment process, including those that have been unsuccessful.
Back to Duty
S10: Manage the recruitment and selection process for candidates, including those who require reasonable adjustments.
Back to Duty
S11: Communicate information through different media, for example face-to-face or online meetings, emails, reports, and presentations.
Back to Duty
S12: Engage with stakeholders to review recruitment processes and identify opportunities for continuous improvement and improving own performance.
Back to Duty
S13: Review services provided and implemented improvements based on stakeholder feedback.
Back to Duty
S14: Place candidates into roles that match their skills and stakeholder requirements.
Back to Duty
S15: Use technology and software tools to manage information, ensuring compliance with organisation and legislation requirements.
Back to Duty
S16: Challenge poor practice and non-compliance with the recruitment process and escalate where appropriate.
Back to Duty
S17: Identify future changes in the sector that may impact the organisation, for example technology advances.
Back to Duty
S18: Interpret policies to support and promote the delivery of equity, diversity, and inclusion in the workplace, and monitor their impact on recruitment activities.
Back to Duty
S19: Identify and apply sustainable and greener methods of working, for example reducing energy and paper consumption, managing diaries to reduce carbon emissions (hold virtual meetings or attend multiple external meetings on the same day), considering greener options when booking venues for assessment centres or planning recruitment campaigns.
Back to Duty
S20: Identify and maximise opportunities to support the organisation’s business strategy, for example growing client or candidate pipelines.
Back to Duty
S21: Manage resources within budget requirements.
Back to Duty
S22: Respond to stakeholder complaints and escalate where appropriate.
Back to Duty
B1: Acts professionally, ethically and with integrity.
Back to Duty
B2: Supports an inclusive culture, treating colleagues, candidates, and external stakeholders fairly and with respect.
Back to Duty
B3: Takes accountability and ownership of their tasks and workload.
Back to Duty
B4: Seeks learning opportunities and continuous professional development.
Back to Duty
B5: Works flexibly and adapts to changing circumstances.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This standard aligns with the following professional recognition:
1
This document explains the requirements for end-point assessment (EPA) for the recruiter apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Recruiter apprentices, their employers and training providers should read this document.
A full-time recruiter apprentice typically spends 18 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 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - presentation with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
On-programme - typically 18 months
|
The apprentice must:
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
|
End-point assessment - typically 3 months
|
The grades available for each assessment method are below
Presentation with questions:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship aligns with:
This apprenticeship aligns with:
|
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 3 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:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
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.
An independent assessor must conduct and assess the presentation with questions.
The apprentice will be given their presentation subject post gateway by the EPAO. Following a discussion with the employer, the apprentice will be given their presentation subject post gateway by the EPAO. The presentation will be based on one of the following subjects:
As well as the above subjects, the EPAO can add further subject areas after consultation with the employer, provided they cover the relevant KSBs and give adequate opportunity for the apprentice to meet the required ‘pass’ and ‘distinction’ grading criteria.
The EPAO will take steps to ensure the apprentice is given a presentation subject, which allows the apprentice the opportunity to draw on what they have learnt and experienced during their apprenticeship.
The presentation must cover the following themes:
• Recruitment processes
• Stakeholder engagement and management
• Organisational strategy
• Technology and software
Once the apprentice has been given the presentation subject by the independent assessor, they will have up to 6 weeks to complete their presentation and any supporting materials. The apprentice must submit any presentation materials to the EPAO by the end of week 7 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:
• audio-visual presentation equipment
• a flip chart and writing and drawing materials
• a computer
The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 2 weeks' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questions is:
The presentation and questions must last 50 minutes. This will typically include a presentation of 20 minutes and questioning lasting 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion against the following themes:
• Stakeholder engagement and management
• Recruitment market and models
• Organisational strategy
• Policy, regulations, and legislation
• Recruitment processes
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 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The 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.
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Recruitment processes
K4 K10 K12 K13 K18 S2 S5 S6 S10 B3 |
Describes their approach to managing the recruitment, assessment, and selection process for candidates to support them throughout the recruitment lifecycle, including those who require reasonable adjustments. (K4, K18, S10) Outlines the techniques and networking and marketing tools they use when sourcing vacancies and candidates in line with stakeholder requirements and organisational policies and procedures, and how they research, identify, and attract candidates using methods to satisfy job requirements. (K10, K13, S2, S6) Explains how they take accountability and ownership of their tasks and workload when creating, planning, managing, and monitoring the performance of recruitment campaigns to meet stakeholder requirements. (K12, S5, B3)
|
Justifies their approach to managing the recruitment, assessment, and selection process for candidates, making recommendations for how they can enhance support for candidates throughout the recruitment lifecycle. (K4, K18, S10) Evaluates the effectiveness of candidate sourcing techniques and tools used by their organisation in attracting candidates when sourcing vacancies. (K10, K13, S2, S6)
|
|
Stakeholder engagement and management
K1 K14 S3 S12 S13 B4 |
Explains how they develop, manage, and maintain relationships with stakeholders, engaging them to review recruitment processes and services in order to identify opportunities to improve their own performance and ensure continuous improvement. (K1, K14, S3, S12, S13, B4) |
Evaluates the impact of continuous improvement activities on the recruitment process and services, stakeholder engagement and their own performance. (K1, K14, S3, S12, S13, B4) |
|
Organisational strategy
K21 K22 K23 S19 S21 |
Explains how they plan and prioritise activities and allocate and manage resources within budget requirements to meet the organisation’s recruitment strategy and processes and increase talent and client pipelines. (K21, K22, S21) Demonstrates how they utilise ethical and sustainable recruitment strategies, processes and working practices to identify and apply sustainable and greener methods of working. (K23, S19)
|
Evaluates the extent to which their planning and prioritising of activities and management of resources has increased talent and client pipelines. (K21, K22, S21)
|
|
Technology and software
K19 S15 |
Explains how they ensure compliance with organisation and legislation requirements when using technology and software tools to manage information and recruitment activities. (K19, S15) |
None |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Stakeholder engagement and management
K3 K15 K16 K17 K25 S11 S22 B1 |
Outlines the negotiating and influencing techniques they use to help support stakeholder requirements, including sales and marketing activities. (K3, K15, K16) Explains the different methods and media they use to facilitate understanding when communicating information and interacting with candidates and other stakeholders. (K17, S11) Demonstrates how they follow their organisation’s complaint handling process and act professionally, ethically and with integrity when responding to, and when escalating stakeholder complaints. (K25, S22, B1)
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Evaluates the extent to which their negotiating and influencing techniques have helped to support stakeholder requirements, including sales and marketing activities. (K3, K15, K16) Justifies the methods and media they have used to communicate and interact with stakeholders and candidates, suggesting improvements to facilitate understanding. (K17, S11)
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Recruitment market and models
K2 K5 S1 |
Describes the different types of recruitment organisations and models and how these impact on their own brand and service offering when identifying, progressing, and converting leads into new candidates, placements, or clients. (K2, K5, S1) |
None |
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Organisational strategy
K7 K8 K20 S17 S20 |
Explains the impact of the organisation's resource strategy and goals on their role and the principles they use to assess labour market conditions and identify and maximise opportunities to support the organisation’s business strategy. (K8, K20, S20) Explains the external influences on the recruitment market and how they identify future changes in the sector that may impact the organisation. (K7, S17)
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Evaluates the extent to which they have maximised opportunities to support the organisations business strategy. (K8, K20, S20)
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Policy, regulations and legislation
K6 K24 S4 S16 S18 B2 |
Explains their approach to challenging and escalating poor practice and non-compliance with the recruitment process, and how they advise stakeholders on the practical application of regulation and legislation relevant to their work within the organisation. (K6, S4, S16) Explains how they interpret policies to support and promote the delivery of equity, diversity, and inclusion in the workplace, and how they monitor their impact on the organisation and recruitment activities. (K24, S18, B2)
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Evaluates the impact on organisational culture and recruitment activities of their approach to supporting and promoting equity, diversity, and inclusion in the workplace. (K24, S18, B2)
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Recruitment processes
K9 K11 S7 S8 S9 S14 B5 |
Proactively seeks to be flexible with work routines and responds to changing circumstances when applying methods to assess candidates and place them into roles that match their skills and stakeholder requirements. (K11, S14, B5) Demonstrates the methods they use to process, review, and progress candidate applications to create and present a shortlist of candidates to stakeholders, and how they inform and advise candidates on the outcome of their application. (K9, S7, S8, S9)
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Justifies the selection of techniques they use to assess candidates in terms of successfully placing them into roles that match their skills and stakeholder requirements. (K11, S14) Justifies the methods they have used to process, review, and progress candidate applications when shortlisting for stakeholders. (K9, S7, S8, S9)
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Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the presentation with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve a distinction overall, the apprentice must achieve a distinction in all assessment methods by meeting all the distinction descriptors.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Presentation with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Pass | Fail | Fail |
| Fail | Pass | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification. If the apprentice fails the presentation assessment method they will need to be given a new subject to present on.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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|
EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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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.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Types of stakeholders, including candidates, clients, internal teams and colleagues. Back to Grading |
Presentation with questions |
|
K2
Different types of recruitment organisation, including their own organisation’s brand and service offering. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Stakeholder requirements, for example consultation, salary benchmarking, market trends analysis, competitor analysis, sourcing candidates and or job roles. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
Recruitment processes, techniques, and stages of the recruitment lifecycle. Back to Grading |
Presentation with questions |
|
K5
Recruitment models, including permanent, temporary, fixed term, managed service provider (MSP) contracts, and recruitment process outsourcing (RPO) contracts. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Regulations, legislation, and codes of practice that impact their role and the organisation, and the implications of non-compliance, including data protection, the Employment Agencies Act and the Equality Act. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
External influences on the recruitment market, including social, economic, legislative, political, and technology. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Principles of assessing labour market conditions, including identifying shortages for specific roles and demand for candidates with transferrable skills to move from the legacy carbon economy into green economy jobs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Methods used for assessing candidates, for example planning and facilitating assessment centres, interview panels, informal telephone conversations, and how to support the candidate experience, including those requiring reasonable adjustments. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Candidate sourcing techniques, including how to research, identify and attract candidates using methods to satisfy job requirements. Back to Grading |
Presentation with questions |
|
K11
Principles and techniques of candidate assessment, including assessing transferable skills to fulfil stakeholder requirements, for example to identify candidates with skills that could transfer into new green economy jobs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
How to create and manage recruitment campaigns to meet stakeholder requirements. Back to Grading |
Presentation with questions |
|
K13
The use of networking and marketing tools in recruitment activities, for example meetings, social media, job fairs, exhibitions, events, advertisements, job boards and online. Back to Grading |
Presentation with questions |
|
K14
How to develop, maintain and improve relationships with stakeholders. Back to Grading |
Presentation with questions |
|
K15
Sales and marketing activities that support stakeholder requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Negotiating and influencing techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Methods for communicating information and interacting with candidates and other stakeholders to facilitate understanding, for example face-to-face or online meetings, emails, reports, and presentations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
Managing and supporting candidates through the recruitment lifecycle, including onboarding, providing advice and aftercare. Back to Grading |
Presentation with questions |
|
K19
Technology and software tools used to support recruitment management activities, for example Artificial Intelligence (AI). Back to Grading |
Presentation with questions |
|
K20
The organisation's resource strategy and goals, and how this impacts their role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
Recruitment budgets and how these fit into the organisation’s business strategy. Back to Grading |
Presentation with questions |
|
K22
How to plan and prioritise activities to meet the organisation’s recruitment strategy and processes, including allocating and managing resources throughout the recruitment life cycle and methods for increasing talent and client pipelines. Back to Grading |
Presentation with questions |
|
K23
Ethical and sustainable recruitment strategies, processes and working practices. Back to Grading |
Presentation with questions |
|
K24
Principles and policies of equity, diversity and inclusion in the workplace, and their impact on the organisation and recruitment activities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K25
The complaint handling process for their organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Identify, progress, and convert leads into new candidates, placements, or clients. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Source vacancies in line with stakeholder requirements and organisational policies and procedures. Back to Grading |
Presentation with questions |
|
S3
Manage and maintain stakeholder relationships and their role within the recruitment process. Back to Grading |
Presentation with questions |
|
S4
Interpret and apply regulation and legislation, share best practice, and advise stakeholders on their application. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Plan and manage recruitment campaigns to attract candidates, including agreeing objectives with stakeholders and monitoring performance. Back to Grading |
Presentation with questions |
|
S6
Research, identify and attract candidates using methods to satisfy job requirements, including those with transferrable skills to move from the legacy carbon economy to green economy jobs. Back to Grading |
Presentation with questions |
|
S7
Process, review, and progress candidate applications. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Create and present diverse short lists of candidates to stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Inform and advise candidates on the outcome of their application at the individual stages of the recruitment process, including those that have been unsuccessful. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Manage the recruitment and selection process for candidates, including those who require reasonable adjustments. Back to Grading |
Presentation with questions |
|
S11
Communicate information through different media, for example face-to-face or online meetings, emails, reports, and presentations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Engage with stakeholders to review recruitment processes and identify opportunities for continuous improvement and improving own performance. Back to Grading |
Presentation with questions |
|
S13
Review services provided and implemented improvements based on stakeholder feedback. Back to Grading |
Presentation with questions |
|
S14
Place candidates into roles that match their skills and stakeholder requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Use technology and software tools to manage information, ensuring compliance with organisation and legislation requirements. Back to Grading |
Presentation with questions |
|
S16
Challenge poor practice and non-compliance with the recruitment process and escalate where appropriate. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Identify future changes in the sector that may impact the organisation, for example technology advances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Interpret policies to support and promote the delivery of equity, diversity, and inclusion in the workplace, and monitor their impact on recruitment activities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Identify and apply sustainable and greener methods of working, for example reducing energy and paper consumption, managing diaries to reduce carbon emissions (hold virtual meetings or attend multiple external meetings on the same day), considering greener options when booking venues for assessment centres or planning recruitment campaigns. Back to Grading |
Presentation with questions |
|
S20
Identify and maximise opportunities to support the organisation’s business strategy, for example growing client or candidate pipelines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S21
Manage resources within budget requirements. Back to Grading |
Presentation with questions |
|
S22
Respond to stakeholder complaints and escalate where appropriate. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Acts professionally, ethically and with integrity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Supports an inclusive culture, treating colleagues, candidates, and external stakeholders fairly and with respect. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Takes accountability and ownership of their tasks and workload. Back to Grading |
Presentation with questions |
|
B4
Seeks learning opportunities and continuous professional development. Back to Grading |
Presentation with questions |
|
B5
Works flexibly and adapts to changing circumstances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Recruitment processes
K4 K10 K12 K13 K18 S2 S5 S6 S10 B3 |
Recruitment processes, techniques, and stages of the recruitment lifecycle. (K4) Candidate sourcing techniques, including how to research, identify and attract candidates using methods to satisfy job requirements. (K10) How to create and manage recruitment campaigns to meet stakeholder requirements. (K12) The use of networking and marketing tools in recruitment activities, for example meetings, social media, job fairs, exhibitions, events, advertisements, job boards and online. (K13) Managing and supporting candidates through the recruitment lifecycle, including onboarding, providing advice and aftercare. (K18) |
Source vacancies in line with stakeholder requirements and organisational policies and procedures. (S2) Plan and manage recruitment campaigns to attract candidates, including agreeing objectives with stakeholders and monitoring performance. (S5) Research, identify and attract candidates using methods to satisfy job requirements, including those with transferrable skills to move from the legacy carbon economy to green economy jobs. (S6) Manage the recruitment and selection process for candidates, including those who require reasonable adjustments. (S10) |
Takes accountability and ownership of their tasks and workload. (B3) |
|
Stakeholder engagement and management
K1 K14 S3 S12 S13 B4 |
Types of stakeholders, including candidates, clients, internal teams and colleagues. (K1) How to develop, maintain and improve relationships with stakeholders. (K14) |
Manage and maintain stakeholder relationships and their role within the recruitment process. (S3) Engage with stakeholders to review recruitment processes and identify opportunities for continuous improvement and improving own performance. (S12) Review services provided and implemented improvements based on stakeholder feedback. (S13) |
Seeks learning opportunities and continuous professional development. (B4) |
|
Organisational strategy
K21 K22 K23 S19 S21 |
Recruitment budgets and how these fit into the organisation’s business strategy. (K21) How to plan and prioritise activities to meet the organisation’s recruitment strategy and processes, including allocating and managing resources throughout the recruitment life cycle and methods for increasing talent and client pipelines. (K22) Ethical and sustainable recruitment strategies, processes and working practices. (K23) |
Identify and apply sustainable and greener methods of working, for example reducing energy and paper consumption, managing diaries to reduce carbon emissions (hold virtual meetings or attend multiple external meetings on the same day), considering greener options when booking venues for assessment centres or planning recruitment campaigns. (S19) Manage resources within budget requirements. (S21) |
None |
|
Technology and software
K19 S15 |
Technology and software tools used to support recruitment management activities, for example Artificial Intelligence (AI). (K19) |
Use technology and software tools to manage information, ensuring compliance with organisation and legislation requirements. (S15) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Stakeholder engagement and management
K3 K15 K16 K17 K25 S11 S22 B1 |
Stakeholder requirements, for example consultation, salary benchmarking, market trends analysis, competitor analysis, sourcing candidates and or job roles. (K3) Sales and marketing activities that support stakeholder requirements. (K15) Negotiating and influencing techniques. (K16) Methods for communicating information and interacting with candidates and other stakeholders to facilitate understanding, for example face-to-face or online meetings, emails, reports, and presentations. (K17) The complaint handling process for their organisation. (K25) |
Communicate information through different media, for example face-to-face or online meetings, emails, reports, and presentations. (S11) Respond to stakeholder complaints and escalate where appropriate. (S22) |
Acts professionally, ethically and with integrity. (B1) |
|
Recruitment market and models
K2 K5 S1 |
Different types of recruitment organisation, including their own organisation’s brand and service offering. (K2) Recruitment models, including permanent, temporary, fixed term, managed service provider (MSP) contracts, and recruitment process outsourcing (RPO) contracts. (K5) |
Identify, progress, and convert leads into new candidates, placements, or clients. (S1) |
None |
|
Organisational strategy
K7 K8 K20 S17 S20 |
External influences on the recruitment market, including social, economic, legislative, political, and technology. (K7) Principles of assessing labour market conditions, including identifying shortages for specific roles and demand for candidates with transferrable skills to move from the legacy carbon economy into green economy jobs. (K8) The organisation's resource strategy and goals, and how this impacts their role. (K20) |
Identify future changes in the sector that may impact the organisation, for example technology advances. (S17) Identify and maximise opportunities to support the organisation’s business strategy, for example growing client or candidate pipelines. (S20) |
None |
|
Policy, regulations and legislation
K6 K24 S4 S16 S18 B2 |
Regulations, legislation, and codes of practice that impact their role and the organisation, and the implications of non-compliance, including data protection, the Employment Agencies Act and the Equality Act. (K6) Principles and policies of equity, diversity and inclusion in the workplace, and their impact on the organisation and recruitment activities. (K24) |
Interpret and apply regulation and legislation, share best practice, and advise stakeholders on their application. (S4) Challenge poor practice and non-compliance with the recruitment process and escalate where appropriate. (S16) Interpret policies to support and promote the delivery of equity, diversity, and inclusion in the workplace, and monitor their impact on recruitment activities. (S18) |
Supports an inclusive culture, treating colleagues, candidates, and external stakeholders fairly and with respect. (B2) |
|
Recruitment processes
K9 K11 S7 S8 S9 S14 B5 |
Methods used for assessing candidates, for example planning and facilitating assessment centres, interview panels, informal telephone conversations, and how to support the candidate experience, including those requiring reasonable adjustments. (K9) Principles and techniques of candidate assessment, including assessing transferable skills to fulfil stakeholder requirements, for example to identify candidates with skills that could transfer into new green economy jobs. (K11) |
Process, review, and progress candidate applications. (S7) Create and present diverse short lists of candidates to stakeholders. (S8) Inform and advise candidates on the outcome of their application at the individual stages of the recruitment process, including those that have been unsuccessful. (S9) Place candidates into roles that match their skills and stakeholder requirements. (S14) |
Works flexibly and adapts to changing circumstances. (B5) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 20/08/2024 | Not set | Not set |
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