Pearson Level 3 End-point Assessment for Team Leader ......K3.1 Understand approaches to customer and stakeholder relationship management, including emotional intelligence and managing

Pearson Level 3 End-point Assessment for Team Leader/Supervisor

Specification date: December 2020

First assessment date: July 2021

About Pearson

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and websites.)

All information in this specification is correct at time of publication.

Publication Code VQ000005

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© Pearson Education Limited 2020

Contents

1 The Team Leader/Supervisor Apprenticeship 1

What are Pearson end-point assessments? 1

Purpose 1

2 Summary of end-point assessment 2

3 EPA structure 3

Pearson Level 3 End-point Assessment for Team Leader/Supervisor 3

EPA grading 4

4 Assessment 5

Assessment plan 5

Language of assessment 5

Gateway 5

5 End-point assessment components 6

Component 1: Presentation 6

Component 2: Professional discussion 11

6 Delivery of end-point assessment 15

End-point assessment planning and scheduling 15

Reassessment 15

Booking reassessment 16

Appeals 16

7 Access to assessment 17

Access to assessment for apprentices with disabilities or specific needs 17

8 Further information 18

9 Glossary 19

Annexe A: Gateway declaration form 21

Annexe B: Assessment Plan 24


Pre-publication Specification – Issue 1 – December 2020 © Pearson Education Limited 2020 1

1 The Team Leader/Supervisor Apprenticeship

What are Pearson end-point assessments?

End-point assessment (EPA) takes place at the end of the apprenticeship programme

when the apprentice has passed through gateway and been signed off as ready for

the assessment by their employer. It is a synoptic assessment of the knowledge, skills

and behaviours (KSBs) outlined in the apprenticeship standard learned throughout

the apprenticeship programme.

The EPA in this specification relates to the Team Leader/Supervisor Apprenticeship.

Purpose

The purpose of the EPA is to confirm that the apprentice has met the required level of

knowledge, skills and behavioural standards set by employers and that they are

competent in their role as team leader/supervisor.

The role of a team leader/supervisor is to take responsibility for managing a team or

discrete project. They can support, manage and develop team members, manage

projects, and plan and monitor workloads and resources. They can take responsibility

for delivering operational plans, resolving problems and building relationships.

The Team Leader/Supervisor Apprenticeship has been designed to provide access to

development opportunities for as wide a range of individuals as possible. This

includes individuals who are at the start of their career in leadership and

management and who want to take their first steps into professional management.

It is also appropriate for those already in management roles who may have developed

practical experience but want to develop their theoretical understanding of

management skills.


Pre-publication Specification – Issue 1 – November 2020 © Pearson Education Limited 2020 2

2 Summary of end-point assessment

EPA title Pearson Level 3 End-point Assessment for Team

Leader/Supervisor

First Pearson assessment 01/07/2021

Components Component 1: Presentation

Component 2: Professional discussion

Refer to Section 5 for detailed information about each

component.

Grading Fail/Pass/Distinction

Refer to Section 3 for detailed information.

Duration of apprenticeship

programme

The typical duration for this apprenticeship is 18

months but this will depend on the individual

apprentice’s previous experience and access to

opportunities to gain the full range of competences.

Gateway requirements • Employer confident that the apprentice is

ready

• Maths and English requirements

• Portfolio of evidence

Time period for completion

of EPA

The EPA period is typically four months, after the EPA

gateway.

Apprenticeship certification The certificate for the apprenticeship is awarded by

the Institute for Apprenticeships and Technical

Education (IfATE) through a process administered by

the Education and Skills Funding Agency (ESFA). As

the end-point assessment organisation (EPAO),

Pearson will claim certificates on behalf of

apprentices.



3 EPA structure

Pearson Level 3 End-point Assessment for Team

Leader/Supervisor

The EPA for the Team Leader/Supervisor Level 3 Apprenticeship consists of the

following two assessment components:

• Presentation with questions and answers

• Professional discussion underpinned by a portfolio of evidence.

The table below gives a summary of the structure of the end-point assessment.

End-point assessment

components

Duration Component grading

Presentation with questions

and answers

Two weeks

to prepare.

50 minutes

for the

presentation

Fail/Pass/Distinction

Professional discussion

underpinned by a portfolio of

evidence

60 minutes Fail/Pass/Distinction

The components can be delivered in any order.



EPA grading

The grading for this EPA is Fail/Pass/Distinction.

To achieve a Pass overall, the apprentice must achieve a Pass in both components by

meeting all the Pass descriptors.

To achieve a Distinction overall, the apprentice must achieve a distinction in both

components by meeting all the Pass and Distinction descriptors.

The table below shows how the grades from each end-point assessment component

are combined to determine the overall end-point assessment grade.

EPA Component 1:

Presentation

EPA Component 2:


End-point assessment

grade

Fail Fail Fail

Fail Pass Fail

Fail Distinction Fail

Pass Fail Fail

Pass Pass Pass

Pass Distinction Pass

Distinction Fail Fail

Distinction Pass Pass

Distinction Distinction Distinction



4 Assessment

Assessment plan

Pearson’s approach to assessing this EPA is set by the assessment plan for the

apprenticeship standard. This document is available in Annexe B.

Language of assessment

Apprentices must use English only during the assessment of this EPA.

An apprentice taking the EPA may be assessed in British Sign Language for the

purpose of reasonable adjustment.

Further information on the use of language in assessment is available in our

Use of languages in qualifications policy, available on our website.

Gateway

Before progressing to the EPA from on-programme, all apprentices must be signed off

by their employer through the ‘gateway’. This gateway sign-off confirms that

apprentices have the level of occupational knowledge, skills and behaviours required

to achieve the apprenticeship.

The EPA-specific requirements for gateway are stated in Section 2: Summary of end-

point assessment and the assessment plan in Annexe B.

Employers must complete a gateway declaration form (see Annexe A) with the

apprentice. The form and the associated gateway evidence to prove apprentices have

met the requirements must be supplied to Pearson before the EPA can take place.



5 End-point assessment components

Component 1: Presentation

Structure

The presentation assesses apprentices’ knowledge, skills and behaviours from the

apprenticeship standard, in line with the assessment plan requirements. It is assessed

by a Pearson independent end-point assessor (IEA).

Project

Summary The apprentice is given a presentation title post gateway that

they will need to use to produce a presentation which provides

a summary of their role as a team leader, what they do and

how this is relevant to their role and organisation.

Duration Two weeks to prepare.

50 minutes to present and answer questions.

Grading Pass/Distinction

The apprentice must meet all the Pass descriptors to achieve a

Pass.

The apprentice must meet all the Distinction descriptors to

achieve a Distinction.

The grading criteria for this component can be found in the

assessment plan in Annexe B.

Preparation Apprentices must use the documents published in the EPA

Resource Pack to support their preparation.

Delivery and

conduct

Preparation for the presentation will take place at a location

away from the apprentice’s normal working environment.

The apprentice will need access to the following to complete

the presentation:

• PowerPoint or other slide presentation tool

• flipchart and writing and drawing materials

• video

• computer

• notes



The presentation is delivered in a controlled environment free

from distractions, presenting only to the IEA either by online

video conferencing or face to face.

Assessment Once the title has been set, the apprentice has two weeks in

which to prepare and submit a copy of their presentation. The

IEA will review the submitted presentation materials ahead of

the presentation and prepare relevant questions. Pearson will

then inform the apprentice of the date for the presentation

with questions and answers, which will occur within four weeks

of the presentation title being set.

The presentation and questions will last 50 minutes plus 10%

(at the discretion of the IEA) if required. The presentation will

typically last for 20 minutes and the questioning will typically

last for 30 minutes in order to provide scope for the apprentice

to demonstrate their full competence. The discretionary

additional 10% time can be allocated in any proportion across

the presentation and questioning.

A short break of up to 10 minutes may be taken between the

presentation and the questions and answers to enable the IEA

to review the questions they have identified in advance,

considering the presentation the apprentice has delivered.

The presentation is assessed by the IEA using the published

grading criteria.



Standards assessed The presentation assesses the following knowledge, skills and behaviours from the

apprenticeship standard.

Knowledge, skills

and behaviours

area

Apprenticeship standard outcomes

Knowledge

Leading People

K1.1 Understand different leadership styles and the benefits

of coaching to support people and improve performance.

K1.2 Understand organisational cultures, equality, diversity

and inclusion.

Skills

Leading People

S1.1 Able to communicate organisation strategy and team

purpose, and adapt style to suit the audience.

S1.2 Support the development of the team and people

through coaching, role modelling values and behaviours, and

managing change effectively.

Knowledge

Building

Relationships

K3.1 Understand approaches to customer and stakeholder

relationship management, including emotional intelligence

and managing conflict.

K3.2 Know how to facilitate cross-team working to support

delivery of organisational objectives.

Skills

Building

Relationships

S3.3 Building relationships with customers and managing

these effectively.

Knowledge

Communication

K4.1 Understand different forms of communication and their

application.

K4.2 Know how to chair meetings, hold challenging

conversations, provide constructive feedback and understand

how to raise concerns.



Knowledge, skills

and behaviours

area


Skills

Communication

S4.1 Able to communicate effectively (verbal, written, digital),

chair meetings and present to team and management.

Knowledge

Operational

Management

K5.1 Understand how organisational strategy is developed.

K5.2 Know how to implement operational/team plans and

manage resources and approaches to managing change

within the team.

K5.3 Understand data management and the use of different

technologies in business.

Skills

Operational

Management

S5.1 Able to communicate organisational strategy and deliver

against operational plans, translating goals into deliverable

actions for the team and monitoring outcomes.

S5.2 Able to adapt to change, identifying challenges and

solutions.

S5.3 Ability to organise, prioritise and allocate work and

effectively use resources.

S5.4 Able to collate and analyse data and create reports.

Knowledge

Decision Making

K10.1 Understand problem-solving and decision-making

techniques.

K10.2 Understand how to analyse data to support decision

making.



Knowledge, skills

and behaviours

area


Skills

Decision Making

S10.1 Use of effective problem-solving techniques to make

decisions relating to delivery using information from the team

and others, and able to escalate issues when required.

Behaviours

Takes

Responsibility

B1.1 Drive to achieve in all aspects of work.

B1.2 Demonstrates resilience and accountability.

B1.3 Determination when managing difficult situations.

Behaviours

Agile

B3.1 Flexible to the needs of the organisation.

B3.2 Is creative, innovative and enterprising when seeking

solutions to business needs.

B3.3 Positive and adaptable, responds well to feedback and

need for change.



Component 2: Professional discussion

Structure

The professional discussion assesses apprentices’ knowledge, skills and behaviours

from the apprenticeship standard, in line with the assessment plan requirements. It is

assessed by a Pearson independent end-point assessor.


Summary A professional discussion is a meaningful, in-depth dialogue

between the apprentice and the IEA. It allows the apprentice to

use standardised questions and scenarios as a starting point to

explore their own practice and experiences with the IEA to

show how they demonstrate the occupation’s KSBs and that

they are occupationally competent.

Duration The professional discussion will last 60 minutes.

The IEA has the discretion to increase the time of the

professional discussion by up to 10% to allow the apprentice to

complete their last answer. Further time may be granted for

apprentices with appropriate needs.

Portfolio Apprentices are required to provide work-based evidence in a

portfolio to validate and support their responses in the

professional discussion. This portfolio is submitted prior to the

professional discussion.

Grading Pass/Distinction

The apprentice must meet all the Pass descriptors to achieve a

Pass.

The apprentice must meet all the Distinction descriptors to

achieve a Distinction.

The grading criteria for this component can be found in the

assessment plan in Annexe B.

Preparation Apprentices must use the documents published in the EPA

Resource Pack to support their preparation.

Delivery and

conduct

The professional discussion is conducted face to face or

remotely.

The IEA asks the apprentice a range of broad questions and

apprentices present their work-based evidence in response.

This must take place in a quiet environment away from the

apprentice’s normal working environment.




The IEA takes notes and the professional discussion is audio or

video recorded.

Assessment The underpinning portfolio will have been submitted at

gateway and must evidence all the KSBs mapped to this

assessment method. The IEA can use the contents of the

portfolio to identify areas for the professional discussion.

IEAs select six competency-based questions to prompt

discussions. During the professional discussion IEAs may ask

further questions for clarification purposes and to allow the

apprentice the opportunity to cover the KSBs mapped to this

assessment method. However, these questions will also be

open and will not lead the apprentice.

The IEA reviews the apprentice’s responses against the Pass

and Distinction grade criteria using the evidence requirements

in the EPA Resource Pack as guidance.



Standards assessed

The professional discussion assesses the following KSBs from the apprenticeship

standard.

Knowledge, skills

and behaviours

area


Knowledge

Managing People

K2.1 Understand people and team management models,

including team dynamics and motivation techniques.

K2.2 Understand HR systems and legal requirements, and

performance management techniques including setting goals

and objectives, conducting appraisals, reviewing performance,

absence management, providing constructive feedback, and

recognising achievement and good behaviour.

Skills

Managing People

S2.1 Able to build a high-performing team by supporting and

developing individuals and motivating them to achieve.

S2.2 Able to set operational and personal goals and objectives

and monitor progress, providing clear guidance and feedback.

Skills

Building Relationships

S3.1 Building trust with and across the team, using effective

negotiation and influencing skills and managing any conflicts.

S3.2 Able to input to discussions and provide feedback (to

team and more widely), and identify and share good practice

across teams.

Skills

Communication

S4.2 Use of active listening and provision of constructive

feedback.

Knowledge Project Management

K6.1 Understand the project life cycle and roles.

K6.2 Know how to deliver a project, including managing

resources, identifying risks and issues, using relevant project

management tools.

Skills

Project Management

S6.1 Able to organise, manage resources and risk, and monitor

progress to deliver against the project plan.

S6.2 Ability to use relevant project management tools and take

corrective action to ensure successful project delivery.

Knowledge

Finance K7.1 Understand organisational governance and compliance,

and how to deliver value for money.

K7.2 Know how to monitor budgets to ensure efficiencies and

that costs do not overrun.



Knowledge, skills

and behaviours

area


Skills

Finance

S7.1 Applying organisational governance and compliance

requirements to ensure effective budget controls.

Knowledge

Self-Awareness K8.1 Know how to be self-aware and understand unconscious

bias and inclusivity.

K8.2 Understand learning styles, feedback mechanisms and

how to use emotional intelligence.

Skills

Self-Awareness

S8.1 Able to reflect on own performance, seek feedback,

understand why things happen and make timely changes by

applying learning from feedback received.

Knowledge

Management of

Self

K9.1 Understand time management techniques and tools, and

how to prioritise activities and approaches to planning.

Skills

Management of

Self

S9.1 Able to create an effective personal development plan

and use time management techniques to manage workload

and pressure.

Behaviours

Inclusive

B2.1 Open, approachable, authentic and able to build trust

with others.

B2.2 Seeks views of others.

Behaviours

Professionalism

B4.1 Sets an example, and is fair, consistent and impartial.

B4.2 Open and honest.

B4.3 Operates within organisational values.



6 Delivery of end-point assessment

End-point assessment planning and scheduling

Employers and/or training providers must have an agreement in place to conduct

EPAs with Pearson, and apprentices must be registered on the ACE360 system. Once

the gateway evidence has been uploaded to ACE360, this will alert the IEA to review

the evidence and start the planning and scheduling process.

The purpose of the EPA planning meeting is to share information with the IEA in order

to support the assessment process and to agree a plan for the upcoming assessment

activities for the apprentices. The IEA will agree a plan and schedule for each

assessment activity. The end-point assessment planning meeting can be conducted

remotely using appropriate technology.

All components of the end-point assessment must be completed within the time

period specified in Section 2: Summary of end-point assessment.

Reassessment

Reassessment, including both resit and retake, is permitted in agreement between

Pearson and the employer. The timescale will be agreed on a case-by-case basis with

Pearson. As part of that agreement, any reassessments must not give an apprentice

an unfair advantage over others.

An apprentice who fails a component can re-sit or re-take that failed component.

Any re-sit or re-take must be held within three months of the fail notification,

otherwise the entire EPA must be taken again.

Re-sits and re-takes are not offered to apprentices wishing to move from Pass to

Distinction.

Where any component has to be re-sat or re-taken, the apprentice will be awarded a

maximum EPA grade of Pass.



Booking reassessment

Reassessment is requested using the ACE360 system. Once the request is confirmed,

the allocated IEA will liaise with the key contact to start the scheduling process.

Appeals

The EPA enquiries and appeals process is available on the Pearson website and ACE

Knowledge base. This has full information about what will happen if an apprentice or

centre wishes to query the result of an assessment.



7 Access to assessment

Access to assessment for apprentices with disabilities or

specific needs

Equality and fairness are central to our work. Our Equality, diversity and inclusion policy

requires all apprentices to have equal opportunity to access our assessments, and

that our EPAs are awarded in a way that is fair to every apprentice.

We are committed to making sure that:

• apprentices with a protected characteristic (as defined by the Equality Act 2010)

are not, when they are taking one of our assessments, disadvantaged in

comparison with apprentices who do not share that characteristic

• all apprentices achieve the recognition they deserve from their EPA and that

this achievement can be compared fairly to the achievements of their peers.

For apprentices with disabilities and specific needs, the assessment of their potential

to achieve the EPA must identify, where appropriate, the support that will be made

available to them during delivery and assessment.

Centres must deliver the EPA in accordance with current equality legislation. For full

details of the Equality Act 2010, please visit www.legislation.gov.uk

Reasonable adjustments

A reasonable adjustment relates to an adjustment that helps to reduce the effect of a

disability or a physical or mental health condition, which may place the apprentice at a

disadvantage compared with others. If an apprentice requires any adjustment to their

assessment, this must be recorded within the ACE360 system to support the

discussion at the EPA planning meeting.

Pearson will apply the Reasonable adjustment matrix published by IfATE.

http://www.legislation.gov.uk/



8 Further information We have a dedicated account support team, across the UK, to give you more

personalised support and advice. To contact your account specialist:

Email: [email protected]

or use the self-help portal to find help or ask a question:

qualifications.pearson.com/en/contact-us.html

Telephone: 0844 576 0045

Visit our ‘Contact us’ pages for details of other contacts:

• Edexcel, BTEC and Pearson Work Based Learning contact details:

qualifications.pearson.com/en/support/contact-us.html

• books, software and online resources for UK schools and colleges:

www.pearsonschoolsandfecolleges.co.uk

Documents that further support the information in this specification:

• EPA Service Guide (Pearson – this is made available to approved centres).

mailto:[email protected]

http://www.pearsonschoolsandfecolleges.co.uk/



9 Glossary

Apprenticeship

standard

A short document prepared by a Trailblazer group that sets

out concisely the requirements to be competent in a job role.

All apprenticeship standards are published on www.gov.uk.

Assessment plan This document is also prepared by a Trailblazer group and

sets out the requirements that end-point assessment

organisations must follow when assessing the EPA.

Competence The minimum knowledge, skills and behaviours (KSBs)

required to perform a job role effectively.

Components The different assessments that form the overarching EPA.

Most EPAs will typically have between two and four

components that assess set parts of the overarching

standard.

End-point

assessment

A synoptic assessment of the knowledge, skills and behaviours

outlined in the apprenticeship standard that have been

learned throughout the apprenticeship programme. The

apprentice has to pass the EPA to be successful in their

apprenticeship programme and demonstrate competence.

Gateway The point at which the apprentice is identified as being

competent by their employer and therefore ready to plan to

take their end-point assessment. There are requirements for

maths and English to enter gateway and there may be other

requirements, such as mandatory qualifications, that vary

depending on the apprenticeship standard.

Independent end-

point assessor

The assessor appointed by Pearson to work with the

apprentice and employer to plan their EPA during gateway

and then assess the apprentice in the final EPA.

On-programme The first and main part of the apprenticeship when the

apprentice is developing their KSBs towards competence. 20%

of on-programme is required to be off-the-job training.

Resit An apprentice fails a component but can be re-entered

immediately without any further learning.

Retake An apprentice requires further learning after failing a

component before they can be re-entered for it.

Trailblazer group A group of employers who have worked together to agree the

apprenticeship standard and write the associated assessment

plan.



Institute for

Apprenticeships and

Technical Education

(IfATE)

IfATE is a non-departmental public body that oversees the

development, approval and publication of apprenticeship

standards and assessment plans. In addition, the institute is

responsible for technical education, including T Levels.



Annexe A: Gateway declaration form

Apprentice name:

On-programme

start date:

Gateway date:

Evidence Y/N Comments (if applicable)

English and maths certificates

(L1 or above)

English and maths attempted (L2)

Employer declaration

I confirm that the apprentice has:

• achieved the occupational knowledge, skills and behaviours required to

achieve the apprenticeship

• produced their evidence portfolio to the specified criteria. [Amend or delete if

not relevant]

• achieved the prerequisites listed above and is ready for their end-point

assessment.

Name:____________________________________________________ Date:____________

Signature:__________________________________________________

Apprentice declaration

I confirm the gateway evidence is my own and I agree to be put forward for my EPA.

Signature:_________________________________________________ Date:____________



Annexe B: Assessment Plan

End-point assessment plan for Team Leader / Supervisor apprenticeship standard

Apprenticeship standard reference number

Apprenticeship standard level

Integrated end-point assessment

ST0384 3 No

Contents

Introduction and overview 25

EPA summary table 26

Length of end-point assessment period 27

Order of assessment methods 27

Gateway 28

Assessment methods 30

Reasonable adjustments 37

Grading 38

Re-sits and re-takes 44

Roles and responsibilities 45

Internal Quality Assurance (IQA) 47

Affordability 47

Professional body recognition 47

Mapping of knowledge, skills and behaviours (KSBs) 48



Introduction and overview

This document sets out the requirements for end-point assessment (EPA) for the Team Leader /

Supervisor apprenticeship standard. It is for end-point assessment organisations (EPAOs) who

need to know how EPA for this apprenticeship must operate. It will also be of interest to Team

Leader / Supervisor apprentices, their employers and training providers.

Full time apprentices will typically spend 12 - 18 months on-programme (before the gateway)

working towards the occupational standard, with a minimum of 20% off-the-job training. All

apprentices must spend a minimum of 12 months on-programme.

The EPA period should only start, and the EPA be arranged, once the employer is satisfied that

the apprentice is deemed to be consistently working at or above the level set out in the

occupational standard, all of the pre-requisite gateway requirements for EPA have been met and

can be evidenced to an EPAO.

For level 3 apprenticeships and above apprentices without English and mathematics at level 2

must achieve level 2 prior to taking their EPA.

The EPA must be completed within an EPA period lasting typically 4 months, after the EPA

gateway. The EPA consists of 2 discrete assessment methods.

The individual assessment methods will have the following grades:

Assessment method 1: Presentation with questions and answers

• Fail

• Pass

• Distinction

Assessment method 2: Professional discussion underpinned by a portfolio of evidence

• Fail

• Pass

• Distinction

Performance in the EPA will determine the overall apprenticeship standard grade of:

• Fail

• Pass

• Distinction



EPA summary table

On-programme (typically 12 - 18 months)

Training to develop the occupation standard’s knowledge, skills and behaviours (KSBs).

Working towards English and mathematics level 2, if required.

Compiling a portfolio of evidence.

End-point assessment gateway

• Employer is satisfied the apprentice is consistently working

at, or above, the level of the occupational standard.

• English and mathematics Level 2

Apprentices must complete:

• A portfolio of evidence

End-point assessment (which will typically take 4 months)


With the following grades:

• Fail

• Pass

• Distinction

Assessment method 2: Professional discussion underpinned by a portfolio of evidence

With the following grades:

• Fail

• Pass

• Distinction

Professional recognition Aligns with recognition by:

Chartered Management Institute

The Institute of Leadership and Management



Length of end-point assessment period

The EPA will be completed within an EPA period lasting typically of 4 months, after the EPA gateway.

Order of assessment methods

The assessment methods can be delivered in any order.



Gateway

The EPA period should only start once the employer is satisfied that the apprentice is consistently

working at or above the level set out in the occupational standard, that is to say they are deemed

to have achieved occupational competence. In making this decision, the employer may take

advice from the apprentice’s training provider(s), but the decision must ultimately be made solely

by the employer.

The EPAO determines when all gateway requirements have been met, and the EPA period will

only start once the EPAO has confirmed this.

In addition to the employer’s confirmation that the apprentice is working at or above the level in

the occupational standard, the apprentice must have completed the following gateway

requirements prior to beginning EPA:

• English and mathematics at level 2.

For those with an education, health and care plan or a legacy statement the apprenticeships

English and mathematics minimum requirement is Entry Level 3 and British Sign Language

qualification are an alternative to English qualifications for whom this is their primary language.

For the professional discussion underpinned by a portfolio of evidence, the apprentice will be

required to submit:

• A completed portfolio of evidence

The portfolio of evidence requirements are as follows:

• The apprentice will have prepared a portfolio of evidence during the on-programme phase

to support the professional discussion. The format and structure of the portfolio must be

agreed between the employer and apprentice, and ideally will be presented electronically.

• The portfolio must include a mapping document which clearly shows how the evidence

is mapped against the relevant knowledge, skills and behaviours that will be assessed by the professional discussion.

• Reflective accounts and self-evaluation cannot be included as evidence. The portfolio should not include any methods of self-assessment.

• The portfolio should contain written accounts of activities that have been completed and

referenced against the relevant knowledge, skills and behaviours that will be assessed by

the professional discussion, supported by appropriate evidence, such as video/audio

extracts; written statements; project plans; reports; minutes; observation reports;

presentations; feedback from managers, supervisors or peers; papers or reports written by



the apprentice; CPD Log; Personal Development Plan; performance reviews. This is not a

definitive list; other evidence sources are allowable.

• The content must be sufficient to evidence the apprentice can apply the relevant

knowledge, skills and behaviours required as mapped to assessment method 2

(professional discussion). There must be at least one piece of evidence relating to each

knowledge, skill and behaviour mapped to assessment method 2. Each piece of evidence

can be referenced against more than one knowledge, skill or behavioural requirement. It

will typically have 20 pieces of evidence.

• Any employer contributions should focus only direct observation of evidence (for example witness statements) rather than opinions.

• The evidence provided must be valid and attributable to the apprentice; the portfolio of evidence must contain a statement from the employer confirming this.

• The portfolio of evidence must be submitted to the EPAO at the gateway point.

The portfolio is not directly assessed. It underpins the professional discussion assessment method

and therefore should not be assessed by the EPAO. EPAOs should review the portfolio in

preparation for the professional discussion but are not required to provide feedback after this

review of the portfolio.



Assessment methods


(This assessment method has 1 component.)

(a) Assessment method 1 component 1: Presentation with questions and

answers

(b) Overview

Apprentices will prepare and deliver a presentation (followed by questions and answers)

based on topic(s) covered within the apprenticeship.

The rationale for this assessment method is:

Setting the presentation title post-gateway ensures the reliability and validity of the EPA, and the

period between the apprentice’s submission and the actual assessment, allows the independent

assessor to prepare appropriate questions pertinent to the presentation.

The presentation will allow the apprentice to demonstrate their knowledge, skills and behaviours

relating to the KSBs assigned to this assessment method, allowing the independent assessor to

draw these out, and to assess performance against the Distinction criteria. Questions and answers

following the presentation must seek to assess KSBs not evidenced through the presentation

and/or depth of understanding to assess performance against the Distinction criteria.

The presentation should provide a summary of their role as a team leader and what they do and

how this is relevant to their role and organisation. It should focus on how they tackle current

topics and will cover all KSBs assigned to this method.



The apprentice will be given their presentation title post gateway by the EPAO. The presentation

will be based on one of the following topics:

• Reviewing ways to reduce cost and increase efficiency in a business environment

• Implementing a performance management process within a team or business unit

• Supporting their team through a period of change within their organisation

• Managing a difficult situation within their team

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 title, which allows the

apprentice the opportunity to draw on what they have learnt and experienced during their

apprenticeship.

Once the title has been set, the apprentice has 2 weeks in which to prepare and submit a copy of

their presentation. The independent assessor will review the submitted presentation materials

ahead of the presentation and prepare relevant questions. The EPAO will then inform the

apprentice of the date for the presentation with questions and answers, which will occur within 4

weeks of the presentation title being set.

Through their presentation and questioning, the apprentice must demonstrate they have met the

criteria set out in the grading criteria in this end-point assessment plan.

The presentation should cover the following elements:

• Identification of the topic areas being covered within the presentation

• Overview of the activities undertaken relating to the topic area and how these related to their

role

• Results of chosen activity and lessons learned

• What was achieved as a result of the activities

The apprentice will present to the independent assessor either via online video conferencing or

face to face. If using an online platform, EPAOs must ensure appropriate measures are in place to

prevent misrepresentation and ensure that the apprentice is not aided in any way e.g. by the use

of a 360- degree camera.

The presentation will be followed by a question and answer session to enable discussion of the

topic in greater detail and to further draw out the apprentice’s ability to demonstrate how they

have met the KSBs and grading criteria for this assessment method.



(c) Presentation Delivery

A presentation followed by questions and answers will take place between the independent

assessor and the apprentice.

The presentation and questions will last 50 minutes plus 10% (at the discretion of the independent

assessor) if required. The presentation will typically last for 20 minutes and the questioning will

typically last for 30 minutes in order to provide scope for the apprentice to demonstrate their full

competence. The discretionary additional 10% time can be allocated in any proportion across

the presentation and questioning.

A short break of up to 10 minutes may be taken between the presentation and question and

answers to enable the independent assessor to review the questions they have identified in

advance in light of the presentation delivered.

To deliver the presentation, the apprentice will have access to:

• PowerPoint or other slide presentation tool

• Flip chart and writing and drawing materials

• Video

• Computer

• Notes

• Any other requirements as notified to the EPAO on submission of the presentation

The apprentice should be free to use whatever medium they wish, such as a poster, slides, or

handouts. The presentation will be given in a controlled environment free from distractions -

presenting only to the independent assessor.

Following the presentation, the independent assessor should ask a minimum of 5 questions, with

one question from each of the following KSB groups: team building and development,

communication, organisational culture and strategy, problem solving, data analysis (see grading

section for full descriptors against each area). The purpose of these questions is to confirm the

apprentice’s understanding of the presentation and how it demonstrates the relevant knowledge,

skills and behaviours. Follow up questions are allowed to seek clarification. The independent

assessor should use their judgement when asking follow up questions on any aspect that was not

clear from the presentation and to allow the apprentice the opportunity to evidence occupational

competence at the highest level available, unless the apprentice has already achieved the

highest grade available.

During this time the apprentice may refer to their presentation or presentation aides when

answering questions.



(d) Venue

EPAOs must ensure that the presentation and questioning elements are conducted in a

suitable controlled environment in any of the following:

• employer’s premises

• a suitable venue selected by the EPAO (for example a training provider's premises)

• video conferencing

If using video conferencing, EPAOs must ensure appropriate measures are in place to prevent

misrepresentation and ensure that the apprentice is not aided in any way e.g. by the use of a

360- degree camera.

(e) Other relevant information

The presentation and questioning elements must take place on a one to one basis between the

independent assessor and the apprentice. The independent assessor must assess the

presentation and questioning using the grading criteria for assessment method 1 (AM1).

(f) Required supporting material

EPAOs will produce the following material to support this assessment method:

• Outline of the assessment method’s requirements

• Marking materials

• Example questions and guidance documents to facilitate the independent assessors to

prepare and carry out their questioning

• EPAOs must ensure that any reasonable presentation requirements are in place

e.g. PowerPoint facilities.

• Bank of presentation topics

• Independent assessor training materials

• Grading guidance

It is recommended that EPAOs develop presentation topics in consultation with representative

employers; where they do this, they must put measures in place to ensure security of the

materials produced.



Assessment method 2: Professional discussion

underpinned by a portfolio of evidence (This assessment method

has 1 component)

(g) Assessment method 2 component 1: Professional discussion

underpinned by portfolio of evidence

(h) Overview

This assessment will take the form of a professional discussion which must be appropriately

structured to draw out the best of the apprentice’s competence and excellence and cover the KSBs

assigned to this assessment method. Questioning should assess the KSBs assigned to this

assessment method and the apprentice may use their portfolio to support their responses.

The rationale for this assessment method is:

This assessment method was selected as a valid way to assess the KSBs. A professional discussion

is not simply a question and answer session but a meaningful, in-depth two-way dialogue between

the apprentice and the independent assessor. It allows the apprentice to use standardised

questions and scenarios as a starting point to explore their own practice and experiences with the

independent assessor to show how they demonstrate the occupation’s KSBs and that they are

occupationally competent. A professional discussion is a well-recognised method of checking

knowledge, skills and behaviours.

(i) Delivery

The independent assessors will conduct and assess the professional discussion.

The underpinning portfolio will have been submitted in line with EPAO requirements and at the

gateway and must evidence all of the KSBs mapped to this assessment method. The independent

assessor can use the contents of the portfolio to identify discussion areas for the professional

discussion.

The professional discussion will last 60 minutes. The independent assessor has the discretion to

increase the time of the professional discussion by up to 10% to allow the apprentice to complete

their last answer. Further time may be granted for apprentices with appropriate needs, in

accordance with the EPAOs Reasonable Adjustments Policy.

During this method, the independent assessor must combine open ended questions from the

EPAO's question bank and those generated by themselves.



The professional discussion will be conducted as set out here:

• The professional discussion is a two-way conversation between the apprentice and

an independent assessor.

• The professional discussion must be appropriately structured to draw out the best of

the apprentice’s competence and excellence.

Independent assessors must select 6 competency based questions to prompt discussions from a

bank of competency based questions provided by the EPAO. Independent assessors may ask

further questions for clarification purposes and to allow the apprentice the opportunity to cover the

KSBs mapped to this assessment method. However, these questions will also be open and must

not lead the apprentice.

Recording documentation for the professional discussion must be developed by the EPAOs.

The apprentice and the independent assessor will have access to their own copies of the

portfolio throughout the professional discussion and both can refer to it as needed.

Independent assessors must be developed and trained in the conduct of professional discussions,

how to identify discussion areas from reviewing portfolio content, how to design their own

questions, and in reaching consistent judgement by their EPAO. The independent assessor will

make notes of evidence / answers provided on the EPAO recording documentation.

The professional discussion should be graded fail, pass or distinction. The portfolio underpins

the professional discussion and will not be assessed or graded during the end-point

assessment.

Independent assessors must allocate grades using the grading criteria.

The independent assessor must use the assessment tools and procedures that are set by the EPAO

to record the professional discussion.

The independent assessor will make all grading decisions.



(j) Venue

The professional discussion should take place in a quiet room, free from distractions and influence.

The professional discussion can take place in any of the following:

• employer’s premises

• a suitable venue selected by the EPAO (for example a training provider's premises)

• video conferencing

The independent assessor must use the assessment tools and procedures that are set by the EPAO

to record the response to questions. If using an online platform, EPAOs must ensure appropriate

measures are in place to prevent misrepresentation and ensure that the apprentice is not aided in

any way e.g. by the use of a 360-degree camera.

(k) Other relevant information

A structured assessment method specification and question bank must be developed by EPAOs.

The ‘question bank’ must be of sufficient size to prevent predictability and the EPAO must review

it regularly (at least once a year) to ensure that it, and its content, are fit for purpose. The

specifications, including questions relating to the underpinning KSBs, must be varied yet allow

assessment of the relevant KSBs.

The professional discussion will, include questions relating to the underpinning KSBs, must be

varied yet allow assessment of the relevant KSBs.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits/re-

takes. EPAOs will produce the following material to support this assessment method:

• Marking sheet, with space for questions, answers, evidence and results to be captured.

• A briefing sheet for the apprentice, ensuring they know how the professional discussion

will be conducted, including instructions to have their portfolio to hand for reference

purposes.

• A question bank

• Independent assessor training materials

• Grading guidance

• Assessment recording documentation



Reasonable adjustments The EPAO must have in place clear and fair arrangements for making reasonable adjustments for

this apprenticeship standard. This should include how an apprentice qualifies for reasonable

adjustment and what reasonable adjustments will be made. The adjustments must maintain the

validity, reliability and integrity of the assessment methods outlined in this EPA plan.

Weighting of assessment methods

All assessment methods are weighted equally in their contribution to the overall EPA grade.



Grading

Please note that the KSBs within the occupational standard have been sub-divided to reflect

sentences within the KSB description (e.g. K4 has been broken down into two elements) and

grouped to enable specific elements to be tested by each assessment method:

Assessment method 1: Presentation with question and answers

KSBs Group Fail Pass

The apprentice must meet all of the pass descriptors below

Distinction

The apprentice must meet all of the distinction descriptors below

Team Building and Development

K1.1

K3.2

S1.2

S5.3

B1.1

Does not meet the pass criteria

Explain how they use knowledge of leadership styles and facilitation of cross team working, to develop their team and individuals and improve performance and how this helps them to drive their team to meet their objectives. (K1.1, K3.2, B1.1)

Demonstrates how they support the development of the team and manage change to deliver organisational objectives, through coaching, role modelling and the use of resources and prioritising work allocation. (S1.2, S5.3)

Adapt their approach where required, to accommodate specific needs of individual team members. (S1.2)

Analyse the effectiveness of appropriate academic theories and models and incorporates them appropriately in their approach to leadership and team building. (K1.1, S1.2)



Communication

K4.1

K4.2

S3.3

S4.1

Select appropriate communication manner and medium to build and manage an effective relationship with customers and adapt their approach to suit their audience. (K4.1, S3.3)

Describes, with examples, how they have chaired meetings, when they have presented to team/management, and how they facilitated the contributions of others. (S4.1)

Explains how to approach challenging conversations, how to raise concerns and how to provide constructive feedback. (K4.2)

Evaluates how they build rapport with their audience, including customers and how this can be negatively and positively impacted on by the different communication approaches and styles (e.g. verbal, non-verbal, written, visual and digital/electronic). K4.1, S3.3)

Regulate the flow of conversations in the meetings they lead and compensate for both dominant and quiet voices to be heard equally. (K4.2, S4.1)

Organisational Culture & Strategy

K1.2

K5.1

S1.1

S5.1

B3.1

Explains the importance of an organisational culture, what it is influenced and informed by, and its responsibility to equality, diversity and inclusion. (K1.2)

Describe how an organisational strategy is arrived at, and how both the strategy and culture are cascaded through an organisation, how they remain flexible in delivering it and how targets are achieved, and outcomes monitored. (B3.1, K5.1, S1.1, S5.1)

Analyses how culture can affect individuals in different ways and how different cultures can impact on team working and strategy. (K1.2, S5.1)

Explains the impact their communication of operational plans has had on the deliverable actions for their team, and the steps they then took to mitigate any adverse effects arising from this communication. (K5.1, B3.1)



Problem Solving

K3.1

K5.2

K10.1

S5.2

S10.1

B1.2

B1.3

B3.2

B3.3

Applies problem solving and decision making techniques. Explains how they take a positive and adaptative approach to change within their organisation, describing when they have shown accountability for personal and team objectives and resilience in challenging situations and an ability to adapt both their approach and that of their team, to operational change and challenges within their organisation, escalating issues when required. (K10.1, S5.2, S10.1, B1.2)

Presents strategies to implement operational and/or team plans and manage resources. Identifies challenges and responds to feedback from their team and others to positively and proactively make business and delivery decisions, adapting plans and managing change to identify solutions.(K5.2, B3.3) Explains approaches taken to manage stakeholder and customer relationships which makes reference to emotional intelligence and conflict management techniques. (K3.1, B1.3) Describes how they work creatively, innovatively and are enterprising when seeking solutions to business needs. (B3.2)

Analyses the successes and learning points from a period of change their organisation has experienced, and describes how the team leader’s role enables their team to clearly understand success criteria. (K3.1, S5.2, B3.2, B3.3)

Data Analysis

K5.3

K10.2

S5.4

Use data, including collection, management and analysis, to create reports which support their decision making. (K5.3, K10.2, S5.4)

Evaluates how their analysis and management of either qualitative or quantitative data or different technologies has led, or will lead, to improved quality, efficiency or productivity within their organisation. (K.5.3, K10.2, S5.4)



Assessment method 2: Professional Discussion underpinned by a

portfolio of evidence

KSBs Group

Fail Pass

The apprentice must meet all of the pass descriptors below

Distinction

The apprentice must meet all of the distinction descriptors below

Building a high performance team

K2.1

Does not meet the pass criteria

Describes how they developed a high performing and motivated team by setting a fair, consistent and impartial example; setting, monitoring and supporting operational and personal objectives; building trust and using their understanding of team dynamics, management models, emotional intelligence, active listening and learning styles; and leading by example. (K2.1, K8.2, S2.1, S2.2, B4.1)

Describes, with examples, when they have shared good practice with, and provided direction and constructive feedback to, their team (and more widely), including how they actively listened and were fair, consistent and impartial in their approach (S3.2, S4.2, B2.1)

Explains how they have built trust within and across the team, managed conflict and demonstrated effective influencing and negotiation skills. (S3.1)

Evaluates motivational practices and their benefits and drawbacks (e.g. recognition, reward, enrichment, consultation) and deploys them in their approach to team building. (K2.1, S2.1)

K8.2

S2.1

S2.2

S3.1

Evaluates the principles of active listening and their benefits and deploys them appropriately in their approach to team management. (S4.2)

S3.2

S4.2

B2.1

B4.1



Project Management

K6.1

K6.2

Explains the project lifecycle and how they have employed relevant project management tools to deliver a project against targets, taking effective actions to monitor and manage resources, risks and budget. (K6.1, K6.2, S6.1)

Monitors performance and takes appropriate and timely corrective action as required to support a successful project outcome. (S6.2)

Evaluates how they have adapted known project management tools and approaches to suit the needs of their organisation. (S6.2)

S6.1

S6.2

Organisation Governance

K2.2

K7.1

K7.2

S7.1

B4.3

Explains their application of organisational governance, compliance and performance management techniques to deliver value for money, and monitor budgets to ensure costs do not overrun. (K2.2, K7.1, K7.2, S7.1)

Describes how they operate within their organisation's values (B4.3)

Evaluates the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint, and describes how appropriate governance and HR practices can positively impact their team and the wider organisation. (K2.2, S7.1, B4.3)

Managing Self

K8.1

S8.1

K9.1

S9.1

B2.2

B4.2

Explains what the implications of unconscious bias are, and the approaches they take to promote inclusivity within their workplace. (K8.1)

Describes how they are open and honest in their approach to planning, time management and managing themselves and others, and how they reflect upon, seek and apply feedback on their own performance when creating their personal development plan, and managing their work and performance (K9.1, S8.1, S9.1, B2.2, B4.2)

Describes how they have used known management tools and theories to improve to their performance based upon feedback received. (S8.1)



(l) Overall EPA grading

All EPA methods must be passed for the EPA to be passed overall.

To achieve a pass overall, the apprentice must achieve a pass in all assessment methods by

meeting all the pass descriptors.

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 should be combined in the following way to determine

the grade of the EPA as a whole:



Assessment method 1

Presentation with questions and answers

Assessment method 2

Professional Discussion underpinned by a portfolio of evidence

Overall grading

Fail Fail Fail

Fail Pass Fail

Fail Distinction Fail

Pass Fail Fail

Pass Pass Pass

Pass Distinction Pass

Distinction Fail Fail

Distinction Pass Pass

Distinction Distinction Distinction

Re-sits and re-takes

Apprentices who fail one or more assessment methods will be offered the opportunity to take a re-

sit or a re-take. A re-sit does not require further learning, whereas a re-take does.

Apprentices should have a supportive action plan to prepare for the re-sit or a re-take. The

apprentice’s employer will need to agree that either a re-sit or re-take is an appropriate course of

action.

An apprentice who fails an assessment method, and therefore the EPA in the first instance,

will be required to re-sit or re-take any failed assessment method only.

Any assessment method re-sit or re-take must be taken within 3 months of the fail

notification, otherwise the entire EPA must be taken again, unless in the opinion of the

EPAO exceptional circumstances apply outside the control of the apprentice or their

employer.

Re-sits and re-takes are not offered to apprentices wishing to move from pass to distinction.

Where any assessment method has to be re-sat or re-taken, the apprentice will be awarded

a maximum EPA grade of pass, unless the EPAO determines there are exceptional

circumstances requiring a re-sit or re-take.



Roles and responsibilities

Role Responsibility

Apprentice As a minimum, apprentices should:

• participate in development opportunities to improve their

knowledge skills and behaviours as outlined in the

occupational standard

• undertake 20% off-the-job training as arranged by the

employer and EPAO

• meet all gateway requirements when advised by the

employer

• understand the purpose and importance of EPA and

undertake EPA

Employer As a minimum, employers should:

• support the apprentice to achieve the KSBs outlined in the

occupational standard to their best ability

• determines when the apprentice is working at or above the

level outlined in the occupational standard and is ready for

EPA

• select the EPAO

• confirm arrangements with EPAO for the EPA (who,

when, where) in a timely manner

• ensure apprentice is well prepared for the EPA

• should not be involved in the delivery of the EPA

EPAO As a minimum EPAOs should:

• understand the occupational role

• appoint administrators/invigilators and markers to

administer/invigilate and mark the EPA

• provide training and CPD to the independent assessors

they employ to undertake the EPA

• provide adequate information, advice and guidance

documentation to enable apprentices, employers and

providers to prepare for the EPA

• deliver the end-point assessment outlined in this EPA

plan in a timely manner

• prepare and provide all required material and resources

required for delivery of the EPA in-line with best practices

• use appropriate assessment recording documentation to

ensure a clear and auditable mechanism for providing

assessment decision feedback to the apprentice

• have no direct connection with the apprentice, their



employer or training provider i.e. there must be no

conflict of interest

• maintain robust internal quality assurance (IQA)

procedures and processes, and conducts these on a

regular basis

• conform to the requirements of the nominated external

quality assurance body

• organise standardisation events and activities in

accordance with this plan’s IQA section

• organise and conduct moderation of independent

assessors’ marking in accordance with this end-point

assessment plan

• have, and operate, an appeals process

• arrange for certification with the relevant training provider

Independent assessor As a minimum an independent assessor should:

• understand the occupational standard and end-point

assessment plan

• deliver the end-point assessment in-line with the EPA

plan

• comply to the IQA requirements of the EPAO

• be independent of the apprentice, their employer and

training provider(s) i.e. there must be no conflict of

interest

• satisfy the criteria outlined in this EPA plan

• hold or be working towards an independent assessor

qualification e.g. A1 and have had training from their

EPAO in terms of good assessment practice, operating

the assessment tools and grading

• have the capability to assess the apprentice at this level

• attend the required number of EPAOs standardisation

and training events per year (as defined in the IQA

section)

Training provider As a minimum the training provider should:

• work with the employer to ensure that the apprentice is

given the opportunities to develop the KSBs outlined in

the occupational standard and monitor their progress

during the on-programme period

• advise the employer, upon request, on the apprentice’s

readiness for EPA prior to the gateway

• plays no part in the EPA itself



Internal Quality Assurance (IQA)

Internal quality assurance refers to the requirements that EPA organisations must have in place to

ensure consistent (reliable) and accurate (valid) assessment decisions. EPA organisations for this

EPA must:

• appoint independent assessors who have knowledge and recent relevant experience of the

occupation/sector at Level 3 or above gained within the last five years or significant

experience of the occupation/sector, which must be maintained through ongoing CPD

• appoint independent assessors who are competent to deliver the end-point assessment

• provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading

• have robust quality assurance systems and procedures that support fair, reliable and

consistent assessment across the organisation and over time

• operate induction training and standardisation events for independent assessors when

they begin working for the EPAO on this standard and before they deliver an updated

assessment method for the first time

• ensure independent assessors participate in standardisation events on an ongoing basis and at least once per year.

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

• using an employer’s

premises using video

conferencing

Professional body recognition

On completion, apprentices may choose to register as Associate members with the Chartered

Management Institute and/or the Institute of Leadership and Management, to support their

professional career development and progression.



Mapping of knowledge, skills and behaviours (KSBs)


Knowledge

K1 Leading People:

K1.1 Understand different leadership styles and the benefits of coaching to support people and improve performance.

K1.2 Understand organisational cultures, equality, diversity and inclusion.

K3 Building Relationships:

K3.1 Understand approaches to customer and stakeholder relationship management, including emotional intelligence and managing conflict.

K3.2 Know how to facilitate cross team working to support delivery of organisational objectives.

K4 Communication:

K4.1 Understand different forms of communication and their application.

K4.2 Know how to chair meetings, hold challenging conversations, provide constructive feedback and understand how to raise concerns.

K5 Operational Management:

K5.1 Understand how organisational strategy is developed.

K5.2 Know how to implement operational/team plans and manage resources and approaches to managing change within the team.

K5.3 Understand data management, and the use of different technologies in business.

K10 Decision Making:

K10.1 Understand problem solving and decision making techniques.

K10.2 Understand how to analyse data to support decision making.



Skills

S1 Leading People

S1.1 Able to communicate organisation strategy and team purpose, and adapt style to suit the audience.

S1.2 Support the development of the team and people through coaching, role modelling values and behaviours, and managing change effectively.

S3 Building Relationships

S3.3 Building relationships with customers and managing these effectively.

S4 Communication:

S4.1 Able to communicate effectively (verbal, written, digital), chair meetings and present to team and management.

S5 Operational Management:

S5.1 Able to communicate organisational strategy and deliver against operational plans, translating goals into deliverable actions for the team, and monitoring outcomes.

S5.2 Able to adapt to change, identifying challenges and solutions.

S5.3 Ability to organise, prioritise and allocate work, and effectively use resources.

S5.4 Able to collate and analyse data and create reports.

S10 Decision Making

S10.1 Use of effective problem solving techniques to make decisions relating to delivery using information from the team and others, and able to escalate issues when required.

Behaviours

B1 Takes responsibility:

B1.1 Drive to achieve in all aspects of work.

B1.2 Demonstrates resilience and accountability.

B1.3 Determination when managing difficult situations.

B3 Agile:

B3.1 Flexible to the needs of the organisation.

B.3.2 Is creative, innovative and enterprising when seeking solutions to business needs.

B3.3 Positive and adaptable, responds well to feedback and need for change.



Assessment method 2: Professional discussion underpinned by

a portfolio of evidence

Knowledge

K2 Managing People:

K2.1 Understand people and team management models, including team dynamics and motivation techniques.

K2.2 Understand HR systems and legal requirements, and performance management techniques including setting goals and objectives, conducting appraisals, reviewing performance, absence management, providing constructive feedback, and recognising achievement and good behaviour.

K6 Project Management:

K6.1 Understand the project life cycle and roles.

K6.2 Know how to deliver a project including: managing resources, identifying risks and issues, using relevant project management tools.

K7 Finance:

K7.1 Understand organisational governance and compliance, and how to deliver Value for Money.

K7.2 Know how to monitor budgets to ensure efficiencies and that costs do not overrun.

K8 Awareness of Self:

K8.1 Know how to be self-aware and understand unconscious bias and inclusivity.

K8.2 Understand learning styles, feedback mechanisms and how to use emotional intelligence.

K9 Management of Self:

K9.1 Understand time management techniques and tools, and how to prioritise activities and approaches to planning.



Skills

S2 Managing People:

S2.1 Able to build a high-performing team by supporting and developing individuals, and motivating them to achieve.

S2.2 Able to set operational and personal goals and objectives and monitor progress, providing clear guidance and feedback.

S3 Building Relationships:

S3.1 Building trust with and across the team, using effective negotiation and influencing skills, and managing any conflicts.

S3.2 Able to input to discussions and provide feedback (to team and more widely), and identify and share good practice across teams.

S4 Communication:

S4.2 Use of active listening and provision of constructive feedback.

S6 Project Management:

S6.1 Able to organise, manage resources and risk, and monitor progress to deliver against the project plan.

S6.2 Ability to use relevant project management tools and take corrective action to ensure successful project delivery.

S7 Finance:

S7.1 Applying organisational governance and compliance requirements to ensure effective budget controls.

S8 Self-Awareness:

S8.1 Able to reflect on own performance, seek feedback, understand why things happen, and make timely changes by applying learning from feedback received.

S9 Management of Self:

S9.1 Able to create an effective personal development plan, and use time management techniques to manage workload and pressure.

Behaviours

B2 Inclusive:

B2.1 Open, approachable, authentic, and able to build trust with others.

B2.2 Seeks views of others.

B4 Professionalism:

B4.1 Sets an example, and is fair, consistent and impartial.

B4.2 Open and honest.

B4.3 Operates within organisational values

DB090620 DOCUMENT1.1–54/0

December 2020

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