This is not the latest approved version of this apprenticeship. View the latest version
This revised version of this apprenticeship has been agreed and is available for information.
This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in small, medium, large, and multinational organisations in private, public and third sectors across all areas of the economy.
A team leader is found in organisations where there is a requirement for first-line management and a need to support teams and senior management.
The broad purpose of the occupation is a team leader role, with operational and project responsibilities. They will have responsibility for managing individuals, a team, or elements of a project. They provide direction, instructions, and guidance to ensure the achievement of set goals. Team leaders are vital for the smooth functioning of all departments in any organisation and are often responsible for ensuring the function is correctly administered and maintained in line with legislation of the organisation’s procedures.
In their daily work, an employee in this occupation interacts with their colleagues from other internal departments such as operational functions, HR, finance, legal, IT, sales, and marketing. This role also includes interaction with external stakeholders such as customers, clients, or suppliers. This role may involve off-site and hybrid working.
An employee in this occupation will be responsible for supporting, managing, and developing individuals, managing projects, planning, and monitoring workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.
Team leaders may work as part of a network or in a range of team settings. They work within agreed budgets and available resources and report to mid-level and senior managers. They may occasionally be responsible for decision-making, but more often will guide or influence the decisions of others including collecting and interpreting data to find trends, analysing resources, and identifying ways to save money and improve efficiency.
Team Leaders 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 also include equity, inclusion, and the sustainability impacts of the organisation.
| Duty | KSBs |
|---|---|
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Duty 1 Sets, monitors, and manages objectives and performance which link to organisational outcomes. |
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Duty 2 Manage resources to deliver tasks within budget and targets. |
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Duty 3 Contributes to the training and ongoing development needs of the individual or the team. |
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Duty 4 Collates and interprets data and shares outputs with stakeholders to support decision-making. |
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Duty 5 Contributes to projects, initiatives, and their implementation to achieve organisational goals. |
K1 K4 K6 K7 K8 K9 K11 K12 K13 K16 K17 K18 K19 K20 K22 |
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Duty 6 Monitors and applies operational policies, relevant legislation, and regulation, and makes recommendations to ensure individual and team compliance. |
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Duty 7 Identifies, assesses, and monitors potential risks, and supports the mitigation of risk within the organisation. |
K4 K5 K7 K9 K10 K13 K15 K16 K21 K22 K23
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Duty 8 Contributes to change and support others through change. |
K1 K2 K4 K9 K10 K11 K12 K13 K15 K16 K17 K19 K21 K23 |
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Duty 9 Support the development and implementation of sustainable operational plans to achieve organisation goals. |
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Duty 10 Lead and manage the team to ensure the application of equity, diversity, and inclusion principles. |
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Duty 11 Collaborates and builds relationships with stakeholders to identify and support improvement opportunities. |
K4 K9 K11 K12 K13 K15 K16 K19 K23 |
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Duty 12 Communicates information to drive operational activities and improve organisational performance. |
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Duty 13 Manage the team and resources to reduce carbon footprint and reduce business costs. |
K1: Performance management techniques.
Back to Duty
K2: How to identify the learning needs of others and solutions to address them.
Back to Duty
K3: Processes and policies which support the delivery of operational requirements.
Back to Duty
K4: Project management tools and techniques.
Back to Duty
K5: Relevant regulation, legislation, and compliance that impacts their role and the organisation.
Back to Duty
K6: Organisational strategy and objectives and how their role impacts on them.
Back to Duty
K7: How to manage resources to implement operational and team plans.
Back to Duty
K8: Time management and prioritisation tools.
Back to Duty
K9: Communication techniques including presentation skills, negotiation and influencing skills.
Back to Duty
K10: Policy and procedure relating to people and organisational culture.
Back to Duty
K11: Stakeholder management.
Back to Duty
K12: Problem-solving and decision-making principles.
Back to Duty
K13: Principles of change management and continuous improvement.
Back to Duty
K14: IT and software used to support the activities of the business.
Back to Duty
K15: External factors that affect the workplace, such as sustainability and net carbon zero, and how they are managed.
Back to Duty
K16: The impact that internal and external factors such as environmental impacts, have on their role.
Back to Duty
K17: Leadership and management approaches.
Back to Duty
K18: The purpose of their role within the organisation, including their level of responsibility and accountability.
Back to Duty
K19: The impact that cross-team working has in the delivery of organisational objectives.
Back to Duty
K20: How to collate, interpret and communicate data and information to meet the needs of different audiences.
Back to Duty
K21: The wider social and economic environment in which the organisation operates.
Back to Duty
K22: Approaches to managing budgets, and options and choices to maximise efficient use of resources.
Back to Duty
K23: Principles of equity, diversity and inclusion in the workplace and their impact on the organisation and the team.
Back to Duty
S1: Use resources to implement operational and team plans.
Back to Duty
S2: Use tools to organise, prioritise and allocate daily and weekly work activities.
Back to Duty
S3: Able to collate and interpret data and information and create reports.
Back to Duty
S4: Identify and support the development of the team through informal coaching and continuous professional development.
Back to Duty
S5: Use information and problem-solving techniques to provide solutions and influence the decision-making process.
Back to Duty
S6: Use digital tools for planning and project management to monitor project progress, taking corrective action to deliver against the project plan.
Back to Duty
S7: Review work processes to identify opportunities to improve performance and for continuous improvement.
Back to Duty
S8: Use technology and software to produce documentation, such as spreadsheets and presentation packages to communicate information.
Back to Duty
S9: Manage individual or team performance by setting objectives, monitoring progress, and providing clear guidance and feedback.
Back to Duty
S10: Manage others through change by identifying challenges and the activities to resolve them.
Back to Duty
S11: Interpret organisational strategy and communicate how this impacts others.
Back to Duty
S12: Interpret and apply regulation and legislation, share best practices, and advise stakeholders on their application.
Back to Duty
S13: Communicate information through different media, such as face-to-face meetings, emails, reports, and presentations to enable key stakeholders to understand what is required.
Back to Duty
S14: Collaborate with stakeholders in the organisation to ensure the delivery of operational goals.
Back to Duty
S15: Manage and maintain relationships with a diverse workforce and stakeholders.
Back to Duty
S16: Negotiate with and challenge stakeholders to manage change and reduce conflict.
Back to Duty
S17: Interpret policy and support the delivery of equity, diversity and inclusion in the workplace and monitor their impact on their team.
Back to Duty
S18: Identify future changes in the sector such as technology advances that may impact their organisation.
Back to Duty
S19: Monitor the use of technology and the potential to reduce energy consumption through their optimisation in day-to-day tasks, such as reducing the use of paper and switching off items when not in use.
Back to Duty
B1: Acts professionally, ethically and with integrity.
Back to Duty
B2: Supports an inclusive culture, treating colleagues 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 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:
This document explains the requirements for end-point assessment (EPA) for the team leader apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Team leader apprentices, their employers and training providers should read this document.
A full-time team leader apprentice typically spends 15 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 select an approved EPAO from the apprenticeship provider 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:
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On-programme - typically 15 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the 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. |
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End-point assessment - typically 3 months
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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:
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Professional recognition
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This apprenticeship aligns with:
This apprenticeship aligns with:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 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 16 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 presentation must cover a summary of their role as a team leader, and what they do and how this is relevant to their role and the organisation. It should focus on how they tackle current topics and will cover all KSBs assigned to this method.
Following a discussion with the employer, the apprentice will be given their presentation topic post gateway by the EPAO. The presentation will be based on one of the following topics:
As well as the above topics, the EPAO can add further topic areas, 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 topic, which allows the apprentice the opportunity to draw on what they have learnt and experienced during their apprenticeship.
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.
The presentation should cover the following themes:
The apprentice must submit any presentation materials to the EPAO by the end of week 4 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review 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 1 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 with the employer for example, the EPAO’s or employer’s premises. 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 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.
The purpose is to assess the apprentice's competence against the following themes:
The EPAO must give an apprentice 1 weeks' notice of the date 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 5 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 any 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 with the employer 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.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Data collection and benchmarking
K3 K5 K15 K20 K21 S3 |
Outlines the processes and policies supporting the delivery (of the chosen topic) and the regulation, legislation and compliance which impacts their role and the organisation. (K3, K5) Explains how (the chosen topic) considers external factors affecting the workplace, how they are managed, and the influence of the wider social and economic environment in which the organisation operates. (K15, K21) Collates and interprets data and information to create reports tailored to the needs of different audiences. (K20, S3)
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Evaluates the impact of external factors and the influence of the wider social and economic environment in which the organisation operates (on the chosen topic). (K15, K21) Evaluates how well the reports they created met the needs of different audiences. (K20, S3)
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Problem analysis and conclusions
K6 K9 K12 K19 S5 |
Explains how their role impacts on the organisation's strategy and objectives and the impact that cross team working has on delivering them. (K6, K19) Applies communication techniques, problem-solving and decision-making principles to provide solutions and influence the decision-making process. (K9, K12, S5)
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Justifies their selection of communication techniques, problem-solving and decision-making principles to provide solutions and influence the decision-making process. (K9, K12, S5)
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People and relationships
K11 S9 S15 S17 B2 |
Explains how they manage and maintain relationships with a diverse workforce and stakeholders, set objectives, monitor progress and provide guidance and feedback for individual and team performances. (K11, S9, S15) Explains how they proactively support the delivery of equity, diversity and inclusion in the workplace and monitor the impact on their team. (S17, B2)
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Evaluates the impact in the workplace of promoting an inclusive culture. (S17, B2) |
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Future plans and opportunities
K16 S18 B5 |
Describes the impact of internal and external factors on their role, identifying how they will work flexibly to adapt to future changes in the sector that may affect their organisation. (K16, S18, B5) |
None |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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|---|---|---|
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Building a high performing team
K1 K2 K10 K17 K23 S2 S4 S12 B1 B4 |
Describes their approach to identifying and supporting the learning and development needs of team members, as well as seeking out opportunities to develop their own learning and professional development. (K2, S4, B4) Describes the leadership, management and performance management techniques and tools they use to organise, prioritise, and allocate work activities. (K1, K17, S2) Explains their approach to sharing best practice and advising stakeholders on the practical application of regulation and legislation relevant to their work within the organisation. (S12) Explains how they have ethically and inclusively applied policies and procedures relating to people and organisational culture to support equity, diversity, and inclusion in the workplace. (K10, K23, B1)
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Evaluates their approach to supporting and promoting equity, diversity, and inclusion in terms of impact on the workplace. (K10, K23, B1)
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Communication and implementing operational plans
K7 K18 S1 S11 S13 S14 |
Explains how they use and manage resources and collaborate with stakeholders to implement and deliver operational goals and team plans within their level of responsibility and accountability. (K7, K18, S1, S14) Explains how they communicated the impact of organisational strategy on different stakeholders using different types of media to ensure understanding. (S11, S13)
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Evaluates the impact of the techniques they have used to communicate how organisational strategy impacts stakeholders, suggesting improvements to facilitate their understanding of what is required. (S11, S13) |
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Managing change and continuous improvement
K13 K22 S7 S10 S16 |
Explains how they apply the principles of change management and continuous improvement to work processes to identify areas where performance can be enhanced. (K13, S7) Describes how they negotiate with and challenge stakeholders and others, when managing change, and the activities used to resolve and reduce conflict. (S10, S16) Describes their approach to managing budgets and maximising the use of resources. (K22)
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Evaluates the extent to which continuous improvement techniques improve work processes. (K13, S7) |
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Using technology
K14 S8 S19 |
Describes the technology, software, and methods they use to produce documentation and support activities for the business, and how they monitor their use to reduce energy consumption when not in use. (K14, S8, S19) |
None |
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Contributing to a project
K4 K8 S6 B3 |
Explains how they utilise project management tools and techniques to plan a project, prioritise activities, monitor progress, and take corrective action to deliver against the project plan on time whilst taking ownership of the tasks. (K4, K8, S6, B3)
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None |
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 |
| Distinction | Pass | Pass |
| Pass | Distinction | 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 with questions assessment method they will need to be given a new topic 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 |
|---|---|
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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
Performance management techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K2
How to identify the learning needs of others and solutions to address them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K3
Processes and policies which support the delivery of operational requirements. Back to Grading |
Presentation with questions |
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K4
Project management tools and techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K5
Relevant regulation, legislation, and compliance that impacts their role and the organisation. Back to Grading |
Presentation with questions |
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K6
Organisational strategy and objectives and how their role impacts on them. Back to Grading |
Presentation with questions |
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K7
How to manage resources to implement operational and team plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Time management and prioritisation tools. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Communication techniques including presentation skills, negotiation and influencing skills. Back to Grading |
Presentation with questions |
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K10
Policy and procedure relating to people and organisational culture. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K11
Stakeholder management. Back to Grading |
Presentation with questions |
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K12
Problem-solving and decision-making principles. Back to Grading |
Presentation with questions |
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K13
Principles of change management and continuous improvement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
IT and software used to support the activities of the business. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
External factors that affect the workplace, such as sustainability and net carbon zero, and how they are managed. Back to Grading |
Presentation with questions |
|
K16
The impact that internal and external factors such as environmental impacts, have on their role. Back to Grading |
Presentation with questions |
|
K17
Leadership and management approaches. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
The purpose of their role within the organisation, including their level of responsibility and accountability. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
The impact that cross-team working has in the delivery of organisational objectives. Back to Grading |
Presentation with questions |
|
K20
How to collate, interpret and communicate data and information to meet the needs of different audiences. Back to Grading |
Presentation with questions |
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K21
The wider social and economic environment in which the organisation operates. Back to Grading |
Presentation with questions |
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K22
Approaches to managing budgets, and options and choices to maximise efficient use of resources. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
Principles of equity, diversity and inclusion in the workplace and their impact on the organisation and the team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Use resources to implement operational and team plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Use tools to organise, prioritise and allocate daily and weekly work activities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S3
Able to collate and interpret data and information and create reports. Back to Grading |
Presentation with questions |
|
S4
Identify and support the development of the team through informal coaching and continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Use information and problem-solving techniques to provide solutions and influence the decision-making process. Back to Grading |
Presentation with questions |
|
S6
Use digital tools for planning and project management to monitor project progress, taking corrective action to deliver against the project plan. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Review work processes to identify opportunities to improve performance and for continuous improvement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Use technology and software to produce documentation, such as spreadsheets and presentation packages to communicate information. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Manage individual or team performance by setting objectives, monitoring progress, and providing clear guidance and feedback. Back to Grading |
Presentation with questions |
|
S10
Manage others through change by identifying challenges and the activities to resolve them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Interpret organisational strategy and communicate how this impacts others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Interpret and apply regulation and legislation, share best practices, and advise stakeholders on their application. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Communicate information through different media, such as face-to-face meetings, emails, reports, and presentations to enable key stakeholders to understand what is required. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Collaborate with stakeholders in the organisation to ensure the delivery of operational goals. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Manage and maintain relationships with a diverse workforce and stakeholders. Back to Grading |
Presentation with questions |
|
S16
Negotiate with and challenge stakeholders to manage change and reduce conflict. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Interpret policy and support the delivery of equity, diversity and inclusion in the workplace and monitor their impact on their team. Back to Grading |
Presentation with questions |
|
S18
Identify future changes in the sector such as technology advances that may impact their organisation. Back to Grading |
Presentation with questions |
|
S19
Monitor the use of technology and the potential to reduce energy consumption through their optimisation in day-to-day tasks, such as reducing the use of paper and switching off items when not in use. 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 and external stakeholders fairly and with respect. Back to Grading |
Presentation with questions |
|
B3
Takes accountability and ownership of their tasks and workload. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Seeks learning opportunities and continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Works flexibly and adapts to circumstances. Back to Grading |
Presentation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Data collection and benchmarking
K3 K5 K15 K20 K21 S3 |
Processes and policies which support the delivery of operational requirements. (K3) Relevant regulation, legislation, and compliance that impacts their role and the organisation. (K5) External factors that affect the workplace, such as sustainability and net carbon zero, and how they are managed. (K15) How to collate, interpret and communicate data and information to meet the needs of different audiences. (K20) The wider social and economic environment in which the organisation operates. (K21) |
Able to collate and interpret data and information and create reports. (S3) |
None |
|
Problem analysis and conclusions
K6 K9 K12 K19 S5 |
Organisational strategy and objectives and how their role impacts on them. (K6) Communication techniques including presentation skills, negotiation and influencing skills. (K9) Problem-solving and decision-making principles. (K12) The impact that cross-team working has in the delivery of organisational objectives. (K19) |
Use information and problem-solving techniques to provide solutions and influence the decision-making process. (S5) |
None |
|
People and relationships
K11 S9 S15 S17 B2 |
Stakeholder management. (K11) |
Manage individual or team performance by setting objectives, monitoring progress, and providing clear guidance and feedback. (S9) Manage and maintain relationships with a diverse workforce and stakeholders. (S15) Interpret policy and support the delivery of equity, diversity and inclusion in the workplace and monitor their impact on their team. (S17) |
Supports an inclusive culture, treating colleagues and external stakeholders fairly and with respect. (B2) |
|
Future plans and opportunities
K16 S18 B5 |
The impact that internal and external factors such as environmental impacts, have on their role. (K16) |
Identify future changes in the sector such as technology advances that may impact their organisation. (S18) |
Works flexibly and adapts to circumstances. (B5) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Building a high performing team
K1 K2 K10 K17 K23 S2 S4 S12 B1 B4 |
Performance management techniques. (K1) How to identify the learning needs of others and solutions to address them. (K2) Policy and procedure relating to people and organisational culture. (K10) Leadership and management approaches. (K17) Principles of equity, diversity and inclusion in the workplace and their impact on the organisation and the team. (K23) |
Use tools to organise, prioritise and allocate daily and weekly work activities. (S2) Identify and support the development of the team through informal coaching and continuous professional development. (S4) Interpret and apply regulation and legislation, share best practices, and advise stakeholders on their application. (S12) |
Acts professionally, ethically and with integrity. (B1) Seeks learning opportunities and continuous professional development. (B4) |
|
Communication and implementing operational plans
K7 K18 S1 S11 S13 S14 |
How to manage resources to implement operational and team plans. (K7) The purpose of their role within the organisation, including their level of responsibility and accountability. (K18) |
Use resources to implement operational and team plans. (S1) Interpret organisational strategy and communicate how this impacts others. (S11) Communicate information through different media, such as face-to-face meetings, emails, reports, and presentations to enable key stakeholders to understand what is required. (S13) Collaborate with stakeholders in the organisation to ensure the delivery of operational goals. (S14) |
None |
|
Managing change and continuous improvement
K13 K22 S7 S10 S16 |
Principles of change management and continuous improvement. (K13) Approaches to managing budgets, and options and choices to maximise efficient use of resources. (K22) |
Review work processes to identify opportunities to improve performance and for continuous improvement. (S7) Manage others through change by identifying challenges and the activities to resolve them. (S10) Negotiate with and challenge stakeholders to manage change and reduce conflict. (S16) |
None |
|
Using technology
K14 S8 S19 |
IT and software used to support the activities of the business. (K14) |
Use technology and software to produce documentation, such as spreadsheets and presentation packages to communicate information. (S8) Monitor the use of technology and the potential to reduce energy consumption through their optimisation in day-to-day tasks, such as reducing the use of paper and switching off items when not in use. (S19) |
None |
|
Contributing to a project
K4 K8 S6 B3 |
Project management tools and techniques. (K4) Time management and prioritisation tools. (K8) |
Use digital tools for planning and project management to monitor project progress, taking corrective action to deliver against the project plan. (S6) |
Takes accountability and ownership of their tasks and workload. (B3) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | Not set | Not set | Not set | |
| 1.2 | End-point assessment plan revised | 25/06/2020 | Not set | Not set |
| 1.1 | The funding band for this standard has been reviewed as part of the apprenticeship funding band review. The new funding band is £4500 | 04/03/2019 | 24/06/2020 | Not set |
| 1.0 | Retired | 01/06/2016 | 03/03/2019 | Not set |
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