Key information

  1. Status: Approved for delivery
  2. Reference: ST0201
  3. Version: 1.1
  4. Level: 3
  5. Typical duration to gateway: 30 months
  6. Typical EPA period: 4 months
  7. Maximum funding: £15000
  8. Route: Transport and logistics
  9. Date updated: 06/08/2024
  10. Approved for delivery: 24 November 2017
  11. Lars code: 209
  12. EQA provider: Ofqual
  13. Example progression routes:
  14. Review: this apprenticeship will be reviewed in accordance with our change request policy.
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Apprenticeship summary

Overview of the role

Organising and coordinating a network of interconnected businesses in the provision of goods and services to the end customer.

Occupation summary

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.

Typical job titles include:

Logistics specialist Supply demand planner

Duties

  • Duty 1 Coordinate products and services through the supply chain.
  • Duty 2 Ensure achievement of supply chain quality requirements.
  • Duty 3 Apply continuous improvement techniques to supply chain practice.
  • Duty 4 Apply a structured approach to solving problems within the supply chain.
  • Duty 5 Compile reports to support the supply chain function.
  • Duty 6 Conduct supplier performance monitoring.
  • Duty 7 Use Data management systems to support supply chain operations.
  • Duty 8 Identify and manage risk that can impact on achievement of customer requirements.
  • Duty 9 Manage customer accounts to ensure payment is received in accordance with agreements.
  • Duty 10 Liaise with internal and external stakeholders to manage end to end supply chains.
  • Duty 11 Support inventory management activities.
  • Duty 12 Support end to end supply chain planning.
  • Duty 13 Identify and manage risks impacting supply chain operations.
  • Duty 14 Comply with industry, organisational policy and governing legislation and regulations.

Apprenticeship summary

ST0201, supply chain practitioner (fast-moving consumer goods (fmcg)) level 3

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.

What is an end-point assessment and why it happens

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 30 months. The EPA period is typically 4 months.

The overall grades available for this apprenticeship are:

  • fail
  • pass
  • distinction


EPA gateway

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:

  • achieved English and mathematics qualifications in line with the apprenticeship funding rules
  • for the project and presentation, the project's title and scope must be agreed with the EPAO and a project summary submitted

  • for the interview underpinned by a portfolio of evidence, you must submit a portfolio of evidence

Assessment methods

Multiple-choice test

You will complete a multiple-choice test. It will be closed book, meaning you will not have access to any books or reference materials.
In the test you can have:

  • laptop (screens to be shared and apprentices on camera to ensure integrity of test).
  • dictionaries should be allowed where requested.

The test will have 30 multiple-choice questions. You will have 60 minutes to complete it.



Project with report

You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 3000 words (with a 10% tolerance).

You will have 10 weeks to complete the project and submit the report to the EPAO.

You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 45 minutes. The independent assessor will ask at least 6 questions about the project and presentation.


Interview underpinned by a portfolio of evidence

You will have an interview with an independent assessor. It will last at least 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.


Who to contact for help or more information

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.

Print occupational standard

Details of the occupational standard

Occupation summary

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.

Typical job titles include:

Logistics specialist Supply demand planner

Occupation duties

Duty KSBs

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

S1 S2 S3 S5 S7 S8 S9 S11 S13 S14 S15 S16 S21 S23

B1 B4 B5

Duty 2 Ensure achievement of supply chain quality requirements.

K1 K2 K4 K5 K6 K12 K14 K17

S1 S7 S13 S14 S19

B5

Duty 3 Apply continuous improvement techniques to supply chain practice.

K1 K3 K7 K8 K10 K11 K12 K17

S5 S6 S10

Duty 4 Apply a structured approach to solving problems within the supply chain.

K1 K7 K12 K16 K17

S5 S6 S10

Duty 5 Compile reports to support the supply chain function.

K1 K2 K5 K6 K8 K12 K14 K17 K18

S2

Duty 6 Conduct supplier performance monitoring.

K1 K2 K4 K5 K6 K7 K11 K12 K15 K17 K18 K23

Duty 7 Use Data management systems to support supply chain operations.

K1 K2 K5 K6 K8 K12 K17 K18 K23 K29

S4 S10 S12

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

S1 S14 S20

Duty 9 Manage customer accounts to ensure payment is received in accordance with agreements.

K1 K2 K5 K6 K8 K18 K23

S3 S4 S11 S14

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

S1 S2 S3 S4 S5 S11

Duty 11 Support inventory management activities.

K1 K2 K4 K6 K8 K9 K11 K14 K17

S1

Duty 12 Support end to end supply chain planning.

K1 K2 K4 K5 K6 K7 K8 K9 K11 K12 K14 K17 K18

S1 S2 S3 S5 S6 S11

Duty 13 Identify and manage risks impacting supply chain operations.

K1 K2 K5 K6 K7 K8 K9 K11 K12 K14 K17 K18 K24

S1 S3 S5 S9 S11 S20

Duty 14 Comply with industry, organisational policy and governing legislation and regulations.

K1 K2 K4 K5 K6 K8 K11 K12 K14 K15 K17 K18 K21 K22 K24 K32

S3 S4 S11 S17 S18 S20 S22

B2 B3

KSBs

Knowledge

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

Skills

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

Behaviours

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

Qualifications

English and Maths

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

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End-point assessment plan

V1.1

Introduction and overview

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:

  • fail
  • pass

Assessment method 2 - project and presentation:

  • fail
  • pass
  • distinction

Assessment method 3 - interview underpinned by a portfolio of evidence:

  • fail
  • pass
  • distinction

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

  • fail
  • pass
  • distinction

EPA summary table

On-programme - typically 30 months

The apprentice must:

  • complete training to develop the knowledge, skills and behaviours (KSBs) outlined in this apprenticeship’s standard
  • complete training towards English and mathematics qualifications in line with the apprenticeship funding rules

  • compile a portfolio of evidence

End-point assessment gateway

The apprentice’s employer must be content that the apprentice is occupationally competent.

The apprentice must:

  • confirm they are ready to take the EPA
  • have achieved English and mathematics qualifications in line with the apprenticeship funding rules

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.

End-point assessment - typically 4 months

The grades available for each assessment method are below

Multiple-choice-test:

  • fail

  • pass

Project and presentation:

  • fail

  • pass

  • distinction

Interview underpinned by a portfolio of evidence:

  • fail

  • pass

  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • distinction

Duration of end-point assessment period

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.

EPA gateway

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:

  • confirm they are ready to take the EPA
  • have achieved English and mathematics qualifications in line with the apprenticeship funding rules

  • submit a project title and scope for the project and presentation

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.

  • submit a portfolio of evidence for the interview underpinned by a portfolio of evidence

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:

  • workplace documentation and records, for example:
  • witness statements
  • annotated photographs
  • video clips with a maximum total duration of 10 minutes; the apprentice must be in view and identifiable

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.

Order of assessment methods

The assessment methods can be delivered in any order.

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

Multiple-choice-test

Overview

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.

Rationale

This assessment method is being used because:

  • it can assess knowledge.
  • it is easy to administer.
  • it can be conducted remotely and administered to multiple apprentices at the same time, potentially reducing cost.

Delivery


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.

Test administration

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:

  • laptop (screens to be shared and apprentices on camera to ensure integrity of test).
  • dictionaries should be allowed where requested.

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.

Marking

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.

Assessment location

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.

Question and resource development

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:

  • independent assessor assessment materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • test specification
    • sample test and mark schemes
    • live tests and mark schemes
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Project and presentation

Overview

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

Rationale

This assessment method is being used because:

  • it allows for the assessment of KSBs that take place over a long period of time.
  • it allows for a broad set of KSBs to be evidence during the post-gateway period.
  • it assesses knowledge, skills and behaviour holistically.
  • it can produce something that is of genuine business benefit to the apprentice’s employer.
  • it allows for the presentation of evidence and testing of responses where there are a range of potential answers.
  • it can be conducted remotely, potentially reducing cost.

Delivery

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;

  • identify a supply chain process or issue
  • analyse data about the process or issue
  • lead and participate in problem solving activities
  • use the outcomes of data analysis and problem solving activities to make informed decisions or solutions for the process or issue
  • create a proposed solution for the process or issue

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.

Component 1: Project report

The report must include at least:

  • an executive summary (or abstract)
  • an introduction
  • the scope of the project (including key performance indicators, aims and objectives)
  • a project plan
  • research outcomes
  • data analysis outcomes
  • project outcomes
  • discussion of findings
  • recommendations and conclusions
  • references
  • appendix containing mapping of KSBs to the report.

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.

Component 2: Presentation with questions

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:

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

The 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:

  • to verify that the activity was completed by the apprentice
  • to seek clarification where required
  • to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
  • to assess level of competence against the grading descriptors

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:

  • audio-visual presentation equipment
  • flip chart and writing and drawing materials
  • computer

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.

Assessment decision

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 KSBs demonstrated in the report and presentation with questions
  • the apprentice’s answers to questions
  • the grade achieved

Assessment location

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.

Question and resource development

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:

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

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Interview underpinned by a portfolio of evidence

Overview

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.

Rationale

This assessment method is being used because:

  • it assesses KSBs holistically and objectively
  • it allows for the assessment of KSBs that do not occur on a predictable or regular basis
  • it allows for assessment of responses where there are a range of potential answers
  • it can be conducted remotely, potentially reducing cost.

Delivery

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:

  • communication and collaboration
  • capturing and recording of data and information
  • ways of working - operations
  • ways of working - planning and customer satisfaction
  • environmental
  • health and safety
  • equity, diversity and inclusion

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 apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

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.

Question and resource development

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:

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

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Grading

Project and presentation

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
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)

 

 

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)

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)

Justifies how they have balanced cost and quality in the planning, prioritising and completion of project tasks. (K28, B4)

 

 

 

 

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)

Interview underpinned by a portfolio of evidence

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
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)

 

None.

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.

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)

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)

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)

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)

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)

Multiple-choice-test

Grade Minimum marks required Maximum marks required
Fail 0 17
Pass 18 30

Overall EPA grading

Performance in the EPA determines the overall grade of:

  • fail

  • pass

  • distinction

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

Re-sits and re-takes

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 and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • complete on-programme training to meet the KSBs as outlined in the apprenticeship standard for a minimum of 12 months
  • complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • prepare for and undertake the EPA including meeting all gateway requirements

Employer

As a minimum, the apprentice's employer must:

  • select the training provider
  • work with the training provider to select the EPAO
  • work with the training provider, where applicable, to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the apprenticeship standard and is ready for EPA
  • ensure the apprentice is prepared for the EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • confirm arrangements with the EPAO for the EPA in a timely manner, including who, when, where
  • provide the EPAO with access to any employer-specific documentation as required for example, company policies
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete the EPA
  • ensure that any required supervision during the EPA period, as stated within this EPA plan, is in place
  • ensure the apprentice has access to the resources used to fulfil their role and carry out the EPA for workplace based assessments
  • remain independent from the delivery of the EPA
  • pass the certificate to the apprentice upon receipt

EPAO

As a minimum, the EPAO must:

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the apprenticeship provider and assessment register
  • conform to the requirements of the external quality assurance provider (EQAP)
  • understand the apprenticeship including the occupational standard and EPA plan
  • make all necessary contractual arrangements including agreeing the price of the EPA
  • develop and produce assessment materials including specifications and marking materials, for example mark schemes, practice materials, training material
  • maintain and apply a policy for the declaration and management of conflict of interests and independence. This must ensure, as a minimum, there is no personal benefit or detriment for those delivering the EPA or from the result of an assessment. It must cover:
    • apprentices
    • employers
    • independent assessors
    • any other roles involved in delivery or grading of the EPA
  • have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of internal quality assurance (IQA) activity for external quality assurance (EQA) purposes
  • appoint independent, competent, and suitably qualified assessors in line with the requirements of this EPA plan
  • appoint administrators, invigilators and any other roles where required to facilitate the EPA
  • deliver induction, initial and on-going training for all their independent assessors and any other roles involved in the delivery or grading of the EPA as specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required
  • conduct standardisation with all their independent assessors before allowing them to deliver an EPA, when the EPA is updated, and at least once a year
  • conduct moderation across all of their independent assessors decisions once EPAs have started according to a sampling plan, with associated risk rating of independent assessors
  • monitor the performance of all their independent assessors and provide additional training where necessary
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders
  • use language in the development and delivery of the EPA that is appropriate to the level of the apprenticeship
  • arrange for the EPA to take place in a timely manner, in consultation with the employer
  • provide information, advice, and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • confirm the gateway requirements have been met before they start the EPA for an apprentice
  • arrange a suitable venue for the EPA
  • maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation and security of materials
  • where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary
  • confirm the overall grade awarded
  • maintain and apply a policy for conducting appeals

Independent assessor

As a minimum, an independent assessor must:

  • be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment
  • have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation
  • have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan
  • understand the apprenticeship’s occupational standard and EPA plan
  • attend induction and standardisation events before they conduct an EPA for the first time, when the EPA is updated, and at least once a year
  • use language in the delivery of the EPA that is appropriate to the level of the apprenticeship
  • work with other personnel, where used, in the preparation and delivery of assessment methods
  • conduct the EPA to assess the apprentice against the KSBs and in line with the EPA plan
  • make final grading decisions in line with this EPA plan
  • record and report assessment outcome decisions
  • comply with the IQA requirements of the EPAO
  • comply with external quality assurance (EQA) requirements

Training provider

As a minimum, the training provider must:

  • conform to the requirements of the apprenticeship provider and assessment register
  • ensure procedures are in place to mitigate against any conflict of interest
  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as outlined in the occupational standard
  • deliver training to the apprentice as outlined in their apprenticeship agreement
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • ensure the apprentice is prepared for the EPA
  • work with the employer to select the EPAO
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • remain independent from the delivery of the EPA

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

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

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

Special considerations

The EPAO must have special consideration arrangements for the EPA.

This should include:

  • how an apprentice qualifies for a special consideration
  • what special considerations will be given

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

Internal quality assurance

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:

  • have recent relevant experience of the occupation or sector to at least occupational level 5 gained in the last 3 years or significant experience of the occupation or sector
  • hold an assessor qualification.

Value for money

Affordability of the EPA will be aided by using at least some of the following:

  • completing applicable assessment methods online, for example computer-based assessment
  • utilising digital remote platforms to conduct applicable assessment methods
  • using the employer’s premises
  • conducting assessment methods on the same day

Professional recognition

This apprenticeship is not aligned to professional recognition.

KSB mapping table

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

Mapping of KSBs to grade themes

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

Interview underpinned by a portfolio of evidence

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)

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.1 Occupational standard, end-point assessment plan and funding band revised. 06/08/2024 Not set Not set
1.0 Approved for delivery 24/11/2017 05/08/2024 Not set

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