Apprenticeship abstract
Overview of the function
Enhance or redesign providers presently supplied and develop or design new service propositions to satisfy the wants of the consumer in addition to the enterprise and different stakeholders.
Occupation abstract
This occupation is discovered within the non-public, public and third sector, native, nationwide, and multinational organisations and employers. Related sectors embrace the well being sector, finance sector, enterprise {and professional} providers, retail sector, expertise sector, authorities, public sector, and the charity sector. There was a rising demand for service design expertise to be embedded inside tradition and governance buildings to help future methods of working.
The broad objective of the occupation is to enhance/redesign providers presently supplied or develop/design new service propositions to satisfy the wants of the consumer in addition to the enterprise and different stakeholders. Service designers take a user-centred, collaborative and exploratory method to design the brand new service, iterating towards implementation.
They work collaboratively with service/product homeowners and multidisciplinary groups; to (re)design providers:
– from finish to finish (the beginning of a course of to the very finish step they take),
– from entrance to again (each user-facing and again workplace to create a seamless service) and
– cross-channel (to seamlessly and sometimes interchangeably ship the service by the assorted obtainable platforms, which generally – however not at all times – embrace digital contact factors).
In brief, the aim of a providers designer is to (re)design providers collaboratively and iteratively, taking a user-centred method.
Of their day by day work, an worker on this occupation interacts with a variety of inner stakeholders, from front-line employees to service managers, senior leaders to heads of the organisation. If concerned within the analysis, in addition they work together with a variety of exterior stakeholders, which can embrace members of the general public and people working in different organisations. They might, in massive organisations, report back to programme boards and to shareholders in non-public sector organisations. They usually work in collaboration with multidisciplinary groups (by formal or casual association) which can embrace advertising, finance, communications, logistics, challenge administration, HR, digital (builders, methods/options architects) and consumer analysis.
Service Designers allow providers to be (re)designed in a consumer/customer-centred method and subsequently a very powerful stakeholder is the top consumer/service beneficiary.
An worker on this occupation will probably be answerable for guiding and facilitating the (re)design of a service, product, or answer; guaranteeing the work is user-centred. More and more, service designers design with the surroundings as a key stakeholder, creating providers that serve the triple backside line (revenue, folks, planet).
Service Designers are answerable for guiding, main, facilitating and educating these concerned within the (re)design, offering ample problem to make sure that they’re responding to the correct downside assertion, that the scope of the work is appropriately sized and the constraints (i.e. with expertise or the result an organisation desires to realize) are understood to make sure something (re)designed is viable.
They’re answerable for choosing essentially the most helpful methodologies, instruments, and strategies to be used within the service design and regularly work between a macro and micro view, guaranteeing the work has tempo/is progressing and that the strategic view will not be misplaced inside the work.
Service Designers are anticipated to grasp and contribute to budgets and return on funding issues. In bigger organisations, they might have administration oversight of their very own budgets.
Typical job titles embrace:
Expertise designer
Human-centred designer
Service designer
Duties
-
Obligation 1
Query and problem the design transient to be able to lead, affect and information stakeholders to find out the scope of the service design work, each strategically and operationally. -
Obligation 2
Outline and conduct analysis actions together with main/secondary analysis utilizing each qualitative and quantitative knowledge to totally perceive customers and their wants in addition to the context of a service. -
Obligation 3
Synthesise analysis to construct themes and clusters, discover insights, and uncover alternative areas for enhancing the expertise of the consumer. -
Obligation 4
Analyse, interpret and talk advanced data or knowledge units from the analysis to construct a case and route for change. -
Obligation 5
Develop a number of potential options to the design transient utilizing ideation instruments and strategies -
Obligation 6
Prototype, check with customers and analyse potential options, making steady enhancements to designs and choosing concepts that finest ship the specified affect on a consumer’s expertise of a service and the environmental and financial wants of the organisation. -
Obligation 7
Direct the transition from prototype into pilot tasks by working with the service areas who will take this ahead and lead on-going analysis, together with creating clear success metrics for the improved service. -
Obligation 8
Lead the design of providers by participating with and influencing stakeholders, colleagues, and repair customers. -
Obligation 9
Develop others with the talents wanted to contribute to the work by teaching, mentoring, shadowing, working collaboratively or delivering coaching. -
Obligation 10
Handle time frames and information price range choices, working inside organisational challenge administration processes, and handle dangers to be able to meet enterprise wants. -
Obligation 11
Handle and lead ongoing change and determine people and teams who’re in a position to make a case for a service design method for future change necessities.
Apprenticeship abstract
ST0894, service designer degree 6
This can be a abstract of the important thing issues that you simply – the apprentice and your employer must learn about your end-point evaluation (EPA). You and your employer ought to learn the EPA plan for the complete particulars. It has data on evaluation technique necessities, roles and tasks, and re-sits and re-takes.
What’s an end-point evaluation and why it occurs
An EPA is an evaluation on the finish of your apprenticeship. It’ll assess you towards the information, expertise, and behaviours (KSBs) within the occupational normal. Your coaching will cowl the KSBs. The EPA is your alternative to indicate an impartial assessor how effectively you’ll be able to perform the occupation you’ve been educated for.
Your employer will select an end-point evaluation organisation (EPAO) to ship the EPA. Your employer and coaching supplier ought to let you know what to anticipate and the best way to put together in your EPA.
The size of the coaching for this apprenticeship is usually 24 months. The EPA interval is usually 6 months.
The general grades obtainable for this apprenticeship are:
While you go the EPA, you’ll be awarded your apprenticeship certificates.
EPA gateway
The EPA gateway is when the EPAO checks and confirms that you’ve met any necessities required earlier than you begin the EPA. You’ll solely enter the gateway when your employer says you might be prepared.
The gateway necessities in your EPA are:
- achieved English and arithmetic {qualifications} in step with the apprenticeship funding guidelines
- for the work primarily based challenge with presentation and questioning, the challenge’s title and scope have to be agreed with the EPAO and a challenge abstract submitted
- for the skilled dialogue underpinned by a portfolio of proof, the challenge’s title and scope have to be agreed with the EPAO and a challenge abstract submitted
Evaluation strategies
Challenge with report
You’ll full a challenge and write a report. You can be requested to finish a challenge. The title and scope have to be agreed with the EPAO on the gateway. The report ought to be a most of 4000 phrases (with a ten% tolerance).
You’ll have 12 weeks to finish the challenge and submit the report back to the EPAO.
You might want to put together and provides a presentation to an impartial assessor. Your presentation slides and any supporting supplies ought to be submitted similtaneously the challenge output. The presentation with questions will final at the very least 60 minutes. The impartial assessor will ask at the very least 6 questions concerning the challenge and presentation.
Skilled dialogue underpinned by a portfolio of proof
You’ll have an expert skilled dialogue with an impartial assessor. It’ll final 60 minutes. They may ask you at the very least 8 questions. The questions will probably be about sure points of your occupation. You should utilize it to assist reply the questions.
The EPAO will verify the place and when every evaluation technique will happen.
Who to contact for assist or extra data
You must converse to your employer if in case you have a question that pertains to your job.
You must converse to your coaching supplier if in case you have any questions on your coaching or EPA earlier than it begins.
You must obtain detailed data and help from the EPAO earlier than the EPA begins. You must converse to them if in case you have any questions on your EPA as soon as it has began.
Cheap changes
You probably have a incapacity, a bodily or psychological well being situation or different particular issues, you could possibly have an affordable adjustment that takes this under consideration. You must converse to your employer, coaching supplier and EPAO and ask them what help you will get. The EPAO will resolve if an adjustment is suitable.
Particulars of the occupational normal
Occupation abstract
This occupation is discovered within the non-public, public and third sector, native, nationwide, and multinational organisations and employers. Related sectors embrace the well being sector, finance sector, enterprise {and professional} providers, retail sector, expertise sector, authorities, public sector, and the charity sector. There was a rising demand for service design expertise to be embedded inside tradition and governance buildings to help future methods of working.
The broad objective of the occupation is to enhance/redesign providers presently supplied or develop/design new service propositions to satisfy the wants of the consumer in addition to the enterprise and different stakeholders. Service designers take a user-centred, collaborative and exploratory method to design the brand new service, iterating towards implementation.
They work collaboratively with service/product homeowners and multidisciplinary groups; to (re)design providers:
– from finish to finish (the beginning of a course of to the very finish step they take),
– from entrance to again (each user-facing and again workplace to create a seamless service) and
– cross-channel (to seamlessly and sometimes interchangeably ship the service by the assorted obtainable platforms, which generally – however not at all times – embrace digital contact factors).
In brief, the aim of a providers designer is to (re)design providers collaboratively and iteratively, taking a user-centred method.
Of their day by day work, an worker on this occupation interacts with a variety of inner stakeholders, from front-line employees to service managers, senior leaders to heads of the organisation. If concerned within the analysis, in addition they work together with a variety of exterior stakeholders, which can embrace members of the general public and people working in different organisations. They might, in massive organisations, report back to programme boards and to shareholders in non-public sector organisations. They usually work in collaboration with multidisciplinary groups (by formal or casual association) which can embrace advertising, finance, communications, logistics, challenge administration, HR, digital (builders, methods/options architects) and consumer analysis.
Service Designers allow providers to be (re)designed in a consumer/customer-centred method and subsequently a very powerful stakeholder is the top consumer/service beneficiary.
An worker on this occupation will probably be answerable for guiding and facilitating the (re)design of a service, product, or answer; guaranteeing the work is user-centred. More and more, service designers design with the surroundings as a key stakeholder, creating providers that serve the triple backside line (revenue, folks, planet).
Service Designers are answerable for guiding, main, facilitating and educating these concerned within the (re)design, offering ample problem to make sure that they’re responding to the correct downside assertion, that the scope of the work is appropriately sized and the constraints (i.e. with expertise or the result an organisation desires to realize) are understood to make sure something (re)designed is viable.
They’re answerable for choosing essentially the most helpful methodologies, instruments, and strategies to be used within the service design and regularly work between a macro and micro view, guaranteeing the work has tempo/is progressing and that the strategic view will not be misplaced inside the work.
Service Designers are anticipated to grasp and contribute to budgets and return on funding issues. In bigger organisations, they might have administration oversight of their very own budgets.
Typical job titles embrace:
Expertise designer
Human-centred designer
Service designer
Occupation duties
Obligation | KSBs |
---|---|
Obligation 1 |
K1 |
Obligation 2 |
|
Obligation 3 |
K1 |
Obligation 4 |
|
Obligation 5 |
K1 |
Obligation 6 |
K1
S1 |
Obligation 7 |
K1
S1 |
Obligation 8 |
K1 |
Obligation 9 |
|
Obligation 10 |
|
Obligation 11 |
KSBs
Data
K1: The speculation and historical past of the self-discipline of service design, together with definitions and ideas, the totally different views, approaches, or colleges of thought.
Again to Obligation
K2: How and when service design practices can be utilized to design and enhance providers.
Again to Obligation
K3: Different enterprise areas and professions concerned within the design of providers akin to analysis, UX, expertise, coverage, and supply.
Again to Obligation
K4: Using inventive processes concerned in design akin to user-centred design approaches and design considering strategies.
Again to Obligation
K5: Approaches to mapping a service and when to make use of them.
Again to Obligation
K6: Methodologies for consumer analysis and knowledge assortment to grasp consumer wants, ache factors, alternatives and areas that ought to be prioritised.
Again to Obligation
K7: Ideation instruments and strategies to creating potential options.
Again to Obligation
K8: Methodologies to guage prototypes and concepts.
Again to Obligation
K9: Continued enchancment of a service, utilizing iterative and agile approaches.
Again to Obligation
K10: Strategies and instruments for working collaboratively with teams, groups, and people.
Again to Obligation
K11: Challenge administration and agile ideas and strategies.
Again to Obligation
K12: Approaches to alter administration.
Again to Obligation
K13: Instruments and strategies for prioritisation.
Again to Obligation
K14: Strategies for measuring price, worth, danger, and affect of selections
Again to Obligation
K15: Use of present and rising applied sciences to tell the design of providers.
Again to Obligation
K16: Rules of design and analysis ethics for service design.
Again to Obligation
K17: Fairness, justice, range, and inclusion and the way they affect on outcomes for folks and organisations.
Again to Obligation
K18: Related regulatory and legislative necessities akin to knowledge safety, GDPR, confidentiality, for the dealing with and processing of information and its software throughout a challenge.
Again to Obligation
K19: How a service designer can contribute to a service turning into extra environmentally sustainable.
Again to Obligation
K20: help the continual improvement necessities and coaching and studying wants of individuals they work with.
Again to Obligation
K21: Organisation buildings; enterprise modelling; international and horizon scanning views; governance and accountability; technological and coverage implications.
Again to Obligation
Abilities
S1: Champion and advocate the advantages of service design and consumer centred options.
Again to Obligation
S2: Interpret, analyse, and problem a design transient.
Again to Obligation
S3: Systematically analyse and apply problem-solving strategies to advanced service design challenges.
Again to Obligation
S4: Use service design strategies to design new propositions, merchandise, and providers, and enhance current ones.
Again to Obligation
S5: Co-design, workshop, and facilitation of service design actions with stakeholders and customers.
Again to Obligation
S6: Map the present and future states of a service journey collating data from a number of sources to kind a single view of the service.
Again to Obligation
S7: Choose, formulate and apply qualitative and quantitative consumer analysis strategies and approaches.
Again to Obligation
S8: Analyse and consider findings from qualitative and quantitative analysis strategies to grasp and prioritise consumer wants.
Again to Obligation
S9: Consider arguments, assumptions, summary ideas, and knowledge to make judgements, and develop questions to realize an answer to an issue.
Again to Obligation
S10: Choose and use ideation strategies to generate a number of options to advanced issues.
Again to Obligation
S11: Prioritise potential options to pick which to take ahead to additional improvement.
Again to Obligation
S12: Prototype ideas and options from low to excessive levels of constancy.
Again to Obligation
S13: Consider prototype options, choosing essentially the most acceptable methodology.
Again to Obligation
S14: Choose, formulate and apply a variety of consumer testing strategies to make sure any service modifications create the specified affect.
Again to Obligation
S15: Apply user-centred design processes to iteratively develop ideas and options.
Again to Obligation
S16: Consider options in place to repeatedly enhance the service for customers and stakeholders.
Again to Obligation
S17: Critically analyse, interpret and consider advanced data and ideas.
Again to Obligation
S18: Talk advanced data, ideas and concepts adapting for various audiences.
Again to Obligation
S19: Affect, negotiate and problem stakeholders within the supply and decision-making course of.
Again to Obligation
S20: Considers a number of viewpoints together with these of the interior stakeholders, service customers and repair suppliers.
Again to Obligation
S21: Work with multidisciplinary groups.
Again to Obligation
S22: Work ethically and sustainably, to make sure analysis and design actions are carried out to the best apply in moral requirements.
Again to Obligation
S23: Handle challenge to timescales and price range necessities.
Again to Obligation
S24: Determine and apply rising trade developments to repeatedly enhance service design apply.
Again to Obligation
S25: Present help, specialist recommendation, and steering.
Again to Obligation
S26: Determine the coaching necessities for his or her groups and stakeholders.
Again to Obligation
Behaviours
B1: Function fashions moral behaviour and practices.
Again to Obligation
B2: Considers the “large” image and the element collectively.
Again to Obligation
B3: Works flexibly and adapts to circumstances.
Again to Obligation
B4: Seeks studying alternatives and steady skilled improvement.
Again to Obligation
B5: Takes accountability, exhibits initiative, and is organised.
Again to Obligation
B6: Championing the consumer and placing them on the centre of the design course of
Again to Obligation
{Qualifications}
English and Maths
Apprentices with out degree 2 English and maths might want to obtain this degree previous to taking the Finish-Level Evaluation. For these with an training, well being and care plan or a legacy assertion, the apprenticeship’s English and maths minimal requirement is Entry Degree 3. A British Signal Language (BSL) qualification is a substitute for the English qualification for these whose main language is BSL.
Finish-point evaluation plan
V1.0
Introduction and overview
This doc explains the necessities for end-point evaluation (EPA) for the service designer apprenticeship. Finish-point evaluation organisations (EPAOs) should observe this when designing and delivering the EPA.
Service designer apprentices, their employers and coaching suppliers ought to learn this doc.
An accredited EPAO should conduct the EPA for this apprenticeship. Employers should choose an accredited EPAO from the Schooling and Abilities Funding Company’s Register of end-point evaluation organisations (RoEPAO).
A full-time apprentice sometimes spends 24 months on-programme (this implies in coaching earlier than the gateway) working in direction of competence as a service designer. All apprentices should spend at the very least 12 months on-programme. All apprentices should full the required quantity of off-the-job coaching specified by the apprenticeship funding guidelines.
This EPA has 2 evaluation strategies.
The grades obtainable for every evaluation technique are:
Evaluation technique 1 – work primarily based challenge with presentation and questioning:
Evaluation technique 2 – skilled dialogue underpinned by a portfolio of proof:
The outcome from every evaluation technique is mixed to resolve the general apprenticeship grade. The next grades can be found for the apprenticeship:
EPA abstract desk
On-programme (sometimes 24 months) |
The apprentice should full coaching to develop the information, expertise and behaviours (KSBs) of the occupational normal.
The apprentice should full coaching in direction of English and maths {qualifications} in step with the apprenticeship funding guidelines. |
---|---|
Finish-point evaluation gateway |
The employer have to be content material that the apprentice is working at or above the occupational normal.
The apprentice’s employer should verify that they suppose the apprentice:
The apprentice should have achieved English and maths {qualifications} in step with the apprenticeship funding guidelines. For the work primarily based challenge with presentation and questioning, the apprentice should submit the next supporting materials: scoping doc for work primarily based challenge necessities. To make sure the challenge permits the apprentice to satisfy the KSBs mapped to this evaluation technique to the best obtainable grade, the EPAO ought to sign-off the challenge’s title and scope on the gateway to verify it’s appropriate. A quick challenge abstract have to be submitted to the EPAO. It ought to be not more than 500 phrases. This wants to indicate that the challenge will present the chance for the apprentice to cowl the KSBs mapped to this evaluation technique. It isn’t assessed. The apprentice should submit any insurance policies and procedures as requested by the EPAO. |
Finish-point evaluation (sometimes 6 months) |
Grades obtainable for every evaluation technique:
Work primarily based challenge with presentation and questioning Skilled dialogue underpinned by a portfolio of proof General EPA and apprenticeship may be graded: |
|
Length of end-point evaluation interval
The EPA will probably be taken inside the EPA interval. The EPA interval begins when the EPAO confirms the gateway necessities are met and is usually 6 months.
The expectation is that the EPAO will verify the gateway necessities are met and the EPA begins as rapidly as attainable.
EPA gateway
The apprentice’s employer should verify that they suppose their apprentice is working at or above the occupational normal. The apprentice will then enter the gateway. The employer could take recommendation from the apprentice’s coaching supplier(s), however the employer should make the choice.
The apprentice should meet the gateway necessities earlier than beginning their EPA.
These are:
- achieved English and maths {qualifications} in step with the apprenticeship funding guidelines
- for the work primarily based challenge with presentation and questioning the apprentice should submit Scoping doc for work primarily based challenge
· the apprentice should agree the topic, title and scope for his or her challenge proposal with their employer and EPAO by submitting a scoping doc which will probably be not more than 500 phrases.
- for the skilled dialogue underpinned by a portfolio of proof the apprentice should submit Portfolio of proof
Portfolio of proof necessities:
Apprentices should compile a portfolio of proof throughout the on-programme interval of the apprenticeship. It ought to include proof associated to the KSBs that will probably be assessed by this evaluation technique. The portfolio of proof will sometimes include 18 discrete items of proof. Proof ought to be mapped towards the KSBs.
Proof could also be used to reveal multiple KSB; a qualitative versus quantitative method is usually recommended. Proof sources could embrace:
- office documentation/information, for instance:
- office insurance policies/procedures, information
- witness statements
- annotated pictures
- video clips (most complete period 5 minutes); the apprentice have to be in view and identifiable
This isn’t a definitive listing; different proof sources may be included.
The portfolio shouldn’t embrace reflective accounts or any strategies of self-assessment. Any employer contributions ought to give attention to direct statement of efficiency (for instance witness statements) relatively than opinions. The proof supplied ought to be legitimate and attributable to the apprentice; the portfolio of proof ought to include an announcement from the employer and apprentice confirming this.
The EPAO shouldn’t assess the portfolio of proof instantly because it underpins the dialogue. Unbiased assessors ought to evaluation the portfolio of proof to arrange questions for the dialogue evaluation technique. They aren’t required to offer suggestions after this evaluation.
Order of evaluation strategies
The evaluation strategies may be delivered in any order.
The results of one evaluation technique doesn’t should be identified earlier than beginning the subsequent.
Work primarily based challenge with presentation and questioning
Overview
A challenge includes the apprentice finishing a big and outlined piece of labor that has an actual enterprise software and profit. The challenge should begin after the apprentice has gone by the gateway.
The work primarily based challenge with presentation and questioning have to be structured to present the apprentice the chance to reveal the KSBs mapped to this EPA technique to the best obtainable grade.
The challenge should meet the wants of the employer’s enterprise and be related to the apprentice’s occupation and apprenticeship. The EPAO should verify that it gives the apprentice with the chance to reveal the KSBs mapped to this EPA technique to the best obtainable grade. The EPAO should consult with the grading descriptors to make sure that tasks are pitched appropriately.
This EPA technique consists of 2 parts:
- challenge with a challenge output
- presentation with questions and solutions
The challenge and any parts have to be assessed holistically by the impartial assessor when they’re deciding the grade for this EPA technique.
Rationale
This EPA technique is getting used as a result of:
- The work-based challenge is essentially the most legitimate technique because it permits the demonstration {of professional} competence. The challenge will contribute to the employer’s enterprise and be a part of the apprentices’ on a regular basis work, guaranteeing that they’ll reveal the KSBs in apply. Producing a report displays regular apply within the office for a Service Designer, so this evaluation technique is suitable.
- It’s a vital and complicated piece of labor that completely checks each increased and decrease order information and expertise.
- Observe that it’s important that the challenge articulates the apprentice’s personal work apply relatively than the actions carried out by the staff of which they have been half.
Element 1: Challenge with a challenge output
Supply
Apprentices should full a challenge which can be primarily based on any of the next:
- a particular downside
- a recurring problem
- an concept or alternative.
The challenge might also be primarily based on:
Examples of the kinds of tasks an apprentice might submit:
- Innovating how a reception space of an area council constructing may be improved to make sure it’s inclusive to those that have extra wants akin to diminished mobility or cognitive impairments.
- Designing the checking-in course of at an airport to satisfy consumer, employee and organisational wants considering the wants of various passengers and test in employees but additionally organisational wants for effectivity and safety.
- Reworking the interplay between a financial institution and its prospects to make sure all prospects no matter their digital literacy can confidently entry its providers once they can now not go to a department.
- Creating a brand new service to widen participation in elections by permitting folks to register to vote by way of their cellphones.
To make sure the challenge permits the apprentice to satisfy the KSBs mapped to this EPA technique to the best obtainable grade, the EPAO ought to sign-off the challenge’s title and scope on the gateway to verify it’s appropriate.
The challenge output have to be within the type of a report.
The apprentice should begin the challenge after the gateway. They need to full and submit the report back to the EPAO after a most of 12 weeks. The employer ought to make sure the apprentice has the time and assets inside this era, to plan and full their challenge. The apprentice should full their challenge and the manufacturing of all its parts unaided.
The apprentice may match as a part of a staff which might embrace technical inner or exterior help. Nonetheless, the challenge output have to be the apprentice’s personal work and will probably be reflective of their very own function and contribution. The apprentice and their employer should verify that the challenge output(s) is the apprentice’s personal work when it’s submitted.
The report should embrace at the very least:
The apprentice will full their challenge and submit it to the EPAO after a most of 12 weeks from the gateway. The written challenge report and the presentation will probably be submitted to the EPAO collectively, 2 weeks previous to the presentation happening.
The challenge report has a most phrase rely of 4000 phrases. A tolerance of 10% above or under the phrase rely is allowed on the apprentice’s discretion. Appendices, references and diagrams should not included on this complete. The challenge report should map, in an appendix, the way it evidences the related KSBs mapped to this EPA technique.
Skilled dialogue underpinned by a portfolio of proof
Overview
Within the skilled dialogue, an impartial assessor and apprentice have a proper two-way dialog. It provides the apprentice the chance to reveal their competency throughout the KSBs as proven within the mapping.
Rationale
This EPA technique is getting used as a result of:
- it permits the apprentice to be assessed towards KSBs that won’t naturally happen as a part of a work-based challenge
- it permits the apprentice to indicate case their depth of understanding regarding the KSBs
- it permits the impartial assessor to contemplate the context and sector that the apprentice operates inside, giving flexibility to make sure that all of the KSBs may be assessed appropriately
- it’s price efficient, and it permits consideration of the potential must conduct the EPA remotely.
Supply
The skilled dialogue have to be structured to present the apprentice the chance to reveal the KSBs mapped to this EPA technique to the best obtainable grade.
The aim of the impartial assessor’s questions will probably be to additional make clear expertise demonstrated in a portfolio of proof.
The EPAO should give an apprentice 2 weeks discover of the skilled dialogue.
The impartial assessor should have at the very least 2 week(s) to evaluation the supporting documentation.
Apprentices should have entry to their portfolio of proof throughout the skilled dialogue.
Apprentices can consult with and illustrate their solutions with proof from their portfolio of proof, nonetheless the portfolio of proof will not be instantly assessed.
The skilled dialogue should final for 60 minutes. The impartial assessor can improve the time of the skilled dialogue by as much as 10%. This time is to permit the apprentice to answer a query if crucial.
For the skilled dialogue, the impartial assessor should ask at the very least 8 questions. Observe-up questions are allowed. The impartial assessor should use the questions from the EPAO’s query financial institution or create their very own questions in-line with the EPAO’s coaching. The skilled dialogue should enable the apprentice the chance to reveal the KSBs mapped to this EPA technique on the highest attainable grade.
The impartial assessor conducts and assesses the skilled dialogue.
The impartial assessor should preserve correct information of the evaluation. The information should embrace the KSBs met, the grade achieved and solutions to questions.
The impartial assessor will make all grading choices.
Evaluation location
The skilled dialogue should happen in an appropriate venue chosen by the EPAO (for instance the EPAO’s or employer’s premises).
The skilled dialogue may be carried out by video conferencing. The EPAO should have processes in place to confirm the identification of the apprentice and make sure the apprentice will not be being aided.
The skilled dialogue ought to happen in a quiet room, free from distractions and affect.
Query and useful resource improvement
EPAOs should write an evaluation specification and query financial institution. The specification have to be related to the occupation and reveal the best way to assess the KSBs proven within the mapping. It’s endorsed that is finished in session with employers of this occupation. EPAOs ought to preserve the safety and confidentiality of EPA supplies when consulting employers. The questions have to be unpredictable. A query financial institution of enough measurement will help this. The evaluation specification and questions have to be reviewed at the very least annually to make sure they continue to be fit-for-purpose.
EPAOs should develop purpose-built query banks and make sure that acceptable high quality assurance procedures are in place, for instance, contemplating standardisation, coaching and moderation. EPAOs should make sure that questions are refined and developed to a excessive normal.
EPAOs should make sure that apprentices have a unique set of questions within the case of re-sits or re-takes.
EPAOs should produce the next supplies to help the skilled dialogue underpinned by a portfolio of proof:
- impartial assessor evaluation supplies which embrace:
- coaching supplies
- administration supplies
- moderation and standardisation supplies
- steering supplies
- grading steering
- query financial institution
- EPA steering for the apprentice and employer
Grading
Work primarily based challenge with presentation and questioning
Fail – doesn’t meet go standards
Theme KSBs |
Cross Apprentices should reveal all of the go descriptors. |
Distinction Apprentices should reveal all of the go descriptors and all the distinction descriptors. |
---|---|---|
Theoretical approaches and methodology in design work K4 K7 K13 K15 S3 S4 S12 S15 |
Selects and applies the suitable inventive processes, ideation instruments and strategies, along with new and rising applied sciences, to develop consumer centred design ideas and options. (K4, K7, K13, K15, S4, S15) Selects and applies acceptable problem-solving strategies when creating and prototyping ideas and options from low to excessive levels of constancy. (S3, S12)
|
Justifies the instruments used to develop options and suggest new applied sciences to help using them. (K7, K15) Critically analyses their selection of downside fixing strategies and the way they supply really useful options. (S3, S12) |
Information and analysis strategies K6 S7 |
Selects and applies acceptable methodologies for consumer analysis and knowledge assortment and interprets knowledge to validly perceive and prioritise consumer wants. (K6, S7) |
Critically analyses conclusions with regards to supporting proof. (K6, S7)
|
Analysis K8 K14 S8 S9 S13 S17 |
Critically analyses and evaluates consumer analysis knowledge findings, together with advanced data and ideas, to prioritise consumer wants. (S8, S17) Evaluates price, worth, danger and affect of proposed design options and explains the best way to measure the affect of their choices when making judgements and creating options. (K14, S9) Selects and applies appropriate methodologies to guage prototypes and concepts. (K8, S13) |
Develops and critically analyses hypotheses to check by way of prototype options. (S9, S13) |
Working with and supporting others K3 K10 S21 S25 |
Evaluates the advantages and limitations of together with different enterprise areas and professions into the challenge. (K3) Analyses how they’ve labored with the multidisciplinary groups, utilising strategies and instruments for collaborative working, and supplied help, specialist recommendation, and steering all through the challenge. (K10, S21, S25) |
N/A |
Challenge and alter administration K11 S2 S23 B5 |
Applies acceptable strategies to problem a design transient to be able to precisely interpret consumer necessities. (S2) Applies acceptable challenge administration and agile ideas and strategies to successfully ship a design answer that validly meets the necessities of the transient, taking accountability for the challenge and displaying initiative. (K11, S23, B5) |
N/A |
Skilled dialogue underpinned by a portfolio of proof
Fail – doesn’t meet go standards
Theme KSBs |
Cross Apprentices should reveal all of the go descriptors. |
Distinction Apprentices should reveal all of the go descriptors and all the distinction descriptors. |
---|---|---|
Designing equitable, honest and sustainable providers K17 K18 K19 S22 B1 B6 |
Evaluates how they’ve integrated fairness, justice, range and inclusion ideas into their work and the way this have impacted on outcomes for stakeholders. (K17) Evaluates how their function has contributed to the event of environmentally sustainable providers. (K19) Evaluates how they’ve ensured compliance with regulatory and legislative necessities inside their function. (K18) Evaluates how they’ve utilized moral and sustainable practices inside their function while persevering with to champion the consumer on the centre of the method. (S22, B1, B6) |
Critically analyses their collection of moral and sustainable practices with regards to how these have ensured that the consumer is on the centre of the design course of. (S22, B6)
|
Theoretical approaches and methodology in design work K1 K2 K5 K9 S6 S10 S11 S24 B2 |
Analyses how they’ve successfully used the self-discipline of service design and rising trade developments to enhance service design apply. (K1, K2, K9, S24) Analyses how they’ve used explicit ideation strategies to generate a number of options for advanced issues, and their method to prioritisation to develop these additional. (S10, S11) Evaluates how they’ve successfully mapped the states of a service journey with consideration for each the massive image and the consumer necessities. (K5, S6, B2) |
Critically analyses ideation strategies used and evaluates potential options to advanced issues to be able to make suggestions for the continual enchancment of providers. (K9, S10) |
Information and analysis strategies K16 K21 S14 |
Articulates the ideas of design and analysis ethics and the way these are used when choosing and making use of consumer testing strategies, analysing how they create the specified affect. (K16, S14) Analyses the connection between enterprise modelling and horizon scanning and technological and coverage implications and governance and accountability. (K21)
|
Critically analyses their choice and software of consumer testing strategies and why others weren’t appropriate. (S14) |
Analysis S16 |
Evaluates options to be able to regularly enhance the service for customers and stakeholders. (S16) |
Critiques actions taken to enhance providers and justifies their suggestions and the affect on customers and stakeholders. (S16) |
Working with and supporting others K20 S1 S5 S18 S19 S20 S26 B4 |
Articulates how they help and develop their staff by figuring out wants, supporting the event of coaching supplies and actions and appearing as a optimistic function mannequin, explaining the advantages this has for people and the organisation. (K20, S26) Evaluates the best way to champion the advantages of service design, and the approaches used to speak advanced data to stakeholders, and the way they’ve used these to co-design and facilitate actions. (S1, S5, S18) Analyses a number of view factors of stakeholders and justifies their use of those to affect, negotiate and problem throughout the supply and choice making processes of a challenge. (S19, S20) Explains how they determine and search out studying alternatives for steady skilled improvement. (B4) |
Critically analyses the communication strategies used to current their findings and concepts and why others weren’t appropriate. (S18) Justifies the benefits and limitations of the method they took when difficult stakeholders and the way this influenced the decision-making course of. (S19) |
Challenge administration K12 B3 |
Critiques the approaches to alter administration and the way they use these to keep up flexibility when adapting to altering circumstances whereas persevering with to satisfy deadlines. (K12, B3) |
N/A |
General EPA grading
Efficiency within the EPA determines the apprenticeship grade of:
An impartial assessor should individually grade the evaluation strategies in step with this EPA plan.
The EPAO should mix the person evaluation technique grades to find out the general EPA grade.
If the apprentice fails a number of evaluation strategies, they are going to be awarded an general fail.
To realize an general go, the apprentice should obtain at the very least a go in all of the evaluation strategies.
To realize an general distinction, the apprentice should obtain a distinction in each evaluation strategies.
Grades from particular person evaluation strategies have to be mixed within the following technique to decide the grade of the EPA general.
Work primarily based challenge with presentation and questioning | Skilled dialogue underpinned by a portfolio of proof | General Grading |
---|---|---|
Fail | Any grade | Fail |
Any grade | Fail | Fail |
Cross | Cross | Cross |
Cross | Distinction | Cross |
Distinction | Cross | Cross |
Distinction | Distinction | Distinction |
Re-sits and re-takes
An apprentice who fails a number of evaluation technique(s) can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer must agree {that a} re-sit or re-take is suitable. A re-sit doesn’t want additional studying, whereas a re-take does.
An apprentice ought to have a supportive motion plan to arrange for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is usually taken inside 2 months of the EPA final result notification. The timescale for a re-take depends on how a lot re-training is required and is usually taken inside 3 months of the EPA final result notification.
Failed evaluation strategies have to be re-sat or re-taken inside a 6-month interval from the EPA final result notification, in any other case the complete EPA will should be re-sat or re-taken in full.
Re-sits and re-takes should not supplied to an apprentice wishing to maneuver from go to the next grade.
An apprentice will get a most EPA grade of go for a re-sit or re-take, except the EPAO determines there are distinctive circumstances.
Roles and tasks
Roles | Obligations |
---|---|
Apprentice |
At the least, the apprentice ought to:
|
Employer |
At the least, the apprentice’s employer should:
Put up-gateway, the employer should:
|
EPAO |
|
Unbiased assessor |
At the least, an impartial assessor should:
|
Coaching supplier |
At the least, the coaching supplier should:
|
Cheap changes
The EPAO should have cheap changes preparations for the EPA.
This could embrace:
- how an apprentice qualifies for cheap adjustment
- what cheap changes could also be made
Changes should preserve the validity, reliability and integrity of the EPA as outlined on this EPA plan.
Inner high quality assurance
Inner high quality assurance refers to how EPAOs guarantee legitimate, constant and dependable EPA choices. EPAOs should adhere to the necessities inside the roles and tasks part and:
- have efficient and rigorous high quality assurance methods and procedures that guarantee honest, dependable and constant EPA no matter employer, place, time or impartial assessor
- appoint impartial assessors who’re competent to ship the EPA and who:
- have current related expertise of the occupation or sector to at the very least occupational degree 6 gained within the final 3 years or vital expertise of the occupation or sector
- function induction coaching for anybody concerned within the supply and/or evaluation of the EPA
- present coaching for impartial assessors in good evaluation apply, working the evaluation instruments and making grading choices
- present ongoing coaching for markers and invigilators
- present standardisation exercise for this apprenticeship normal for all impartial assessors:
- earlier than they conduct an EPA for the primary time
- if the EPA is up to date
- periodically as acceptable (a minimal of yearly)
- conduct efficient moderation of EPA choices and grades
- conduct appeals the place required, in line with the EPAO’s appeals process, reviewing and making closing choices on EPA choices and grades
- haven’t any direct reference to the apprentice, their employer or coaching supplier. In all cases, together with when the EPAO is the coaching supplier (for instance the next training establishment)
Worth for cash
Affordability of the EPA will probably be aided by utilizing at the very least a few of the following:
- utilising digital distant platforms to conduct relevant evaluation strategies
- utilizing the employer’s premises
- conducting evaluation strategies on the identical day
Skilled recognition
Skilled physique recognition will not be related to this occupational apprenticeship.
Mapping of KSBs to evaluation strategies
Data | Evaluation strategies |
---|---|
K1
The speculation and historical past of the self-discipline of service design, together with definitions and ideas, the totally different views, approaches, or colleges of thought. |
Skilled dialogue underpinned by a portfolio of proof |
K2
How and when service design practices can be utilized to design and enhance providers. |
Skilled dialogue underpinned by a portfolio of proof |
K3
Different enterprise areas and professions concerned within the design of providers akin to analysis, UX, expertise, coverage, and supply. |
Work primarily based challenge with presentation and questioning |
K4
Using inventive processes concerned in design akin to user-centred design approaches and design considering strategies. |
Work primarily based challenge with presentation and questioning |
K5
Approaches to mapping a service and when to make use of them. |
Skilled dialogue underpinned by a portfolio of proof |
K6
Methodologies for consumer analysis and knowledge assortment to grasp consumer wants, ache factors, alternatives and areas that ought to be prioritised. |
Work primarily based challenge with presentation and questioning |
K7
Ideation instruments and strategies to creating potential options. |
Work primarily based challenge with presentation and questioning |
K8
Methodologies to guage prototypes and concepts. |
Work primarily based challenge with presentation and questioning |
K9
Continued enchancment of a service, utilizing iterative and agile approaches. |
Skilled dialogue underpinned by a portfolio of proof |
K10
Strategies and instruments for working collaboratively with teams, groups, and people. |
Work primarily based challenge with presentation and questioning |
K11
Challenge administration and agile ideas and strategies. |
Work primarily based challenge with presentation and questioning |
K12
Approaches to alter administration. |
Skilled dialogue underpinned by a portfolio of proof |
K13
Instruments and strategies for prioritisation. |
Work primarily based challenge with presentation and questioning |
K14
Strategies for measuring price, worth, danger, and affect of selections |
Work primarily based challenge with presentation and questioning |
K15
Use of present and rising applied sciences to tell the design of providers. |
Work primarily based challenge with presentation and questioning |
K16
Rules of design and analysis ethics for service design. |
Skilled dialogue underpinned by a portfolio of proof |
K17
Fairness, justice, range, and inclusion and the way they affect on outcomes for folks and organisations. |
Skilled dialogue underpinned by a portfolio of proof |
K18
Related regulatory and legislative necessities akin to knowledge safety, GDPR, confidentiality, for the dealing with and processing of information and its software throughout a challenge. |
Skilled dialogue underpinned by a portfolio of proof |
K19
How a service designer can contribute to a service turning into extra environmentally sustainable. |
Skilled dialogue underpinned by a portfolio of proof |
K20
help the continual improvement necessities and coaching and studying wants of individuals they work with. |
Skilled dialogue underpinned by a portfolio of proof |
K21
Organisation buildings; enterprise modelling; international and horizon scanning views; governance and accountability; technological and coverage implications. |
Skilled dialogue underpinned by a portfolio of proof |
Ability | Evaluation strategies |
---|---|
S1
Champion and advocate the advantages of service design and consumer centred options. |
Skilled dialogue underpinned by a portfolio of proof |
S2
Interpret, analyse, and problem a design transient. |
Work primarily based challenge with presentation and questioning |
S3
Systematically analyse and apply problem-solving strategies to advanced service design challenges. |
Work primarily based challenge with presentation and questioning |
S4
Use service design strategies to design new propositions, merchandise, and providers, and enhance current ones. |
Work primarily based challenge with presentation and questioning |
S5
Co-design, workshop, and facilitation of service design actions with stakeholders and customers. |
Skilled dialogue underpinned by a portfolio of proof |
S6
Map the present and future states of a service journey collating data from a number of sources to kind a single view of the service. |
Skilled dialogue underpinned by a portfolio of proof |
S7
Choose, formulate and apply qualitative and quantitative consumer analysis strategies and approaches. |
Work primarily based challenge with presentation and questioning |
S8
Analyse and consider findings from qualitative and quantitative analysis strategies to grasp and prioritise consumer wants. |
Work primarily based challenge with presentation and questioning |
S9
Consider arguments, assumptions, summary ideas, and knowledge to make judgements, and develop questions to realize an answer to an issue. |
Work primarily based challenge with presentation and questioning |
S10
Choose and use ideation strategies to generate a number of options to advanced issues. |
Skilled dialogue underpinned by a portfolio of proof |
S11
Prioritise potential options to pick which to take ahead to additional improvement. |
Skilled dialogue underpinned by a portfolio of proof |
S12
Prototype ideas and options from low to excessive levels of constancy. |
Work primarily based challenge with presentation and questioning |
S13
Consider prototype options, choosing essentially the most acceptable methodology. |
Work primarily based challenge with presentation and questioning |
S14
Choose, formulate and apply a variety of consumer testing strategies to make sure any service modifications create the specified affect. |
Skilled dialogue underpinned by a portfolio of proof |
S15
Apply user-centred design processes to iteratively develop ideas and options. |
Work primarily based challenge with presentation and questioning |
S16
Consider options in place to repeatedly enhance the service for customers and stakeholders. |
Skilled dialogue underpinned by a portfolio of proof |
S17
Critically analyse, interpret and consider advanced data and ideas. |
Work primarily based challenge with presentation and questioning |
S18
Talk advanced data, ideas and concepts adapting for various audiences. |
Skilled dialogue underpinned by a portfolio of proof |
S19
Affect, negotiate and problem stakeholders within the supply and decision-making course of. |
Skilled dialogue underpinned by a portfolio of proof |
S20
Considers a number of viewpoints together with these of the interior stakeholders, service customers and repair suppliers. |
Skilled dialogue underpinned by a portfolio of proof |
S21
Work with multidisciplinary groups. |
Work primarily based challenge with presentation and questioning |
S22
Work ethically and sustainably, to make sure analysis and design actions are carried out to the best apply in moral requirements. |
Skilled dialogue underpinned by a portfolio of proof |
S23
Handle challenge to timescales and price range necessities. |
Work primarily based challenge with presentation and questioning |
S24
Determine and apply rising trade developments to repeatedly enhance service design apply. |
Skilled dialogue underpinned by a portfolio of proof |
S25
Present help, specialist recommendation, and steering. |
Work primarily based challenge with presentation and questioning |
S26
Determine the coaching necessities for his or her groups and stakeholders. |
Skilled dialogue underpinned by a portfolio of proof |
Behaviour | Evaluation strategies |
---|---|
B1
Function fashions moral behaviour and practices. |
Skilled dialogue underpinned by a portfolio of proof |
B2
Considers the “large” image and the element collectively. |
Skilled dialogue underpinned by a portfolio of proof |
B3
Works flexibly and adapts to circumstances. |
Skilled dialogue underpinned by a portfolio of proof |
B4
Seeks studying alternatives and steady skilled improvement. |
Skilled dialogue underpinned by a portfolio of proof |
B5
Takes accountability, exhibits initiative, and is organised. |
Work primarily based challenge with presentation and questioning |
B6
Championing the consumer and placing them on the centre of the design course of |
Skilled dialogue underpinned by a portfolio of proof |
Mapping of KSBs to grade themes
Work primarily based challenge with presentation and questioning – Challenge
KSBS GROUPED BY THEME | Data | Abilities | Behaviour |
---|---|---|---|
Theoretical approaches and methodology in design work
K4 K7 K13 K15 |
Using inventive processes concerned in design akin to user-centred design approaches and design considering strategies. (K4) Ideation instruments and strategies to creating potential options. (K7) Instruments and strategies for prioritisation. (K13) Use of present and rising applied sciences to tell the design of providers. (K15) |
Systematically analyse and apply problem-solving strategies to advanced service design challenges. (S3) Use service design strategies to design new propositions, merchandise, and providers, and enhance current ones. (S4) Prototype ideas and options from low to excessive levels of constancy. (S12) Apply user-centred design processes to iteratively develop ideas and options. (S15) |
N/A |
Information and analysis strategies
K6 |
Methodologies for consumer analysis and knowledge assortment to grasp consumer wants, ache factors, alternatives and areas that ought to be prioritised. (K6) |
Choose, formulate and apply qualitative and quantitative consumer analysis strategies and approaches. (S7) |
N/A |
Analysis
K8 K14 |
Methodologies to guage prototypes and concepts. (K8) Strategies for measuring price, worth, danger, and affect of selections (K14) |
Analyse and consider findings from qualitative and quantitative analysis strategies to grasp and prioritise consumer wants. (S8) Consider arguments, assumptions, summary ideas, and knowledge to make judgements, and develop questions to realize an answer to an issue. (S9) Consider prototype options, choosing essentially the most acceptable methodology. (S13) Critically analyse, interpret and consider advanced data and ideas. (S17) |
N/A |
Working with and supporting others
K3 K10 |
Different enterprise areas and professions concerned within the design of providers akin to analysis, UX, expertise, coverage, and supply. (K3) Strategies and instruments for working collaboratively with teams, groups, and people. (K10) |
Work with multidisciplinary groups. (S21) Present help, specialist recommendation, and steering. (S25) |
N/A |
Challenge and alter administration
K11 |
Challenge administration and agile ideas and strategies. (K11) |
Interpret, analyse, and problem a design transient. (S2) Handle challenge to timescales and price range necessities. (S23) |
Takes accountability, exhibits initiative, and is organised. (B5) |
Skilled dialogue underpinned by a portfolio of proof – Dialogue
KSBS GROUPED BY THEME | Data | Abilities | Behaviour |
---|---|---|---|
Designing equitable, honest and sustainable providers
K17 K18 K19 |
Fairness, justice, range, and inclusion and the way they affect on outcomes for folks and organisations. (K17) Related regulatory and legislative necessities akin to knowledge safety, GDPR, confidentiality, for the dealing with and processing of information and its software throughout a challenge. (K18) How a service designer can contribute to a service turning into extra environmentally sustainable. (K19) |
Work ethically and sustainably, to make sure analysis and design actions are carried out to the best apply in moral requirements. (S22) |
Function fashions moral behaviour and practices. (B1) Championing the consumer and placing them on the centre of the design course of (B6) |
Theoretical approaches and methodology in design work
K1 K2 K5 K9 |
The speculation and historical past of the self-discipline of service design, together with definitions and ideas, the totally different views, approaches, or colleges of thought. (K1) How and when service design practices can be utilized to design and enhance providers. (K2) Approaches to mapping a service and when to make use of them. (K5) Continued enchancment of a service, utilizing iterative and agile approaches. (K9) |
Map the present and future states of a service journey collating data from a number of sources to kind a single view of the service. (S6) Choose and use ideation strategies to generate a number of options to advanced issues. (S10) Prioritise potential options to pick which to take ahead to additional improvement. (S11) Determine and apply rising trade developments to repeatedly enhance service design apply. (S24) |
Considers the “large” image and the element collectively. (B2) |
Information and analysis strategies
K16 K21 |
Rules of design and analysis ethics for service design. (K16) Organisation buildings; enterprise modelling; international and horizon scanning views; governance and accountability; technological and coverage implications. (K21) |
Choose, formulate and apply a variety of consumer testing strategies to make sure any service modifications create the specified affect. (S14) |
N/A |
Analysis
S16 |
N/A |
Consider options in place to repeatedly enhance the service for customers and stakeholders. (S16) |
N/A |
Working with and supporting others
K20 |
help the continual improvement necessities and coaching and studying wants of individuals they work with. (K20) |
Champion and advocate the advantages of service design and consumer centred options. (S1) Co-design, workshop, and facilitation of service design actions with stakeholders and customers. (S5) Talk advanced data, ideas and concepts adapting for various audiences. (S18) Affect, negotiate and problem stakeholders within the supply and decision-making course of. (S19) Considers a number of viewpoints together with these of the interior stakeholders, service customers and repair suppliers. (S20) Determine the coaching necessities for his or her groups and stakeholders. (S26) |
Seeks studying alternatives and steady skilled improvement. (B4) |
Challenge administration
K12 B3 |
Approaches to alter administration. (K12) |
N/A |
Works flexibly and adapts to circumstances. (B3) |