Care UK Flipbook

Directory of Apprenticeships 1

Contents Introduction 3 Care 4 Management 12 Hospitality and Hotel Services 18 Support Services 28 Administration 30 Maintenance (GLP) 42 2

Who is Lifetime Training? Care UK and Lifetime Training have been working in partnership since October 2017 to provide an exciting opportunity for all colleagues to enhance knowledge, skills and behaviours across our organisation through the delivery of apprenticeship programmes. Lifetime is the UK’s largest apprenticeship training provider and deliver training to more than 20,000 learners a year. Founded in 1995, our team has over 20 years’ experience delivering best-in-class, bespoke training at both a local and national level across retail and business administration, care, hospitality, and fitness and active leisure sectors. More than 400 Learning Coaches and tutors deliver exceptional training regionally, backed by a central support hub and superior resources. 24 years’ 1,000+ Training over 20,000 National expert team experience learners per year The Learning Excellence Best Companies Certified Gold Standard Award 2021 carbon neutral organisation 1 star status signifying Recognising ‘very good’ levels of our innovative and effective programmes workplace engagement Princess Royal BAME Apprenticeship TOP TRAINING PROVIDER 2021-2022 Training Awards Alliance Patron Members Top Training Provider Outstanding training and skills Demonstrating of the Year 2021-2022 development programmes for our commitment to increase apprenticeship Celebrating the our Learning Coaches diversity nationally exceptional delivery of our apprenticeships, voted for by our learners 3

Adult Care Worker Level 2 The Level 2 Diploma in Adult Care (RQF) qualification develops the knowledge and skills needed when working with adults in health and social care. The pathway below provides learners with an opportunity to learn and demonstrate their competence as they work with individuals supported by Care UK. Diploma Structure All learners will need to achieve the following units: All learners will need to achieve the following • U nderstand the principles of supporting mandatory units: individuals with end of life care • C  ommunication in care settings • H  andle information in care settings • S upport individuals with dementia to eat and drink • P ersonal development in care settings • Implement person-centred approaches in care settings • U nderstand the role of communication • E quality and inclusion in care settings with individuals who have dementia • H ealth, safety and wellbeing in care settings • R  esponsibilities of a care worker • W  orking as part of a team in adult care settings • D uty of care • S  afeguarding and protection in care settings • S upport individuals to manage continence • M ove and position individuals in accordance with their care plan • P  rovide support for sleep • T  he principles of sensory loss • U  nderstand mental well-being and mental health promotion Diploma Unit Breakdown Communication in care settings: Health, safety and wellbeing in care settings: This unit is aimed at those working in a wide range of The aim of this unit is to prepare the learner for the settings. It provides the learner with the knowledge principles of health and safety within the health and skills required to communicate with others in work and care settings. settings. This also includes how to maintain confidentiality when communicating with and about others. Responsibilities of a care worker: This unit is aimed at those working in a wide range of Handle information in care settings: settings. It provides the learner with the knowledge This unit covers the knowledge and skills to be and skills required to understand the nature of working able to handle information in care settings. relationships, work in ways that are agreed with the employer and work in partnership with others. Personal development in care settings: This unit is aimed at those who work in care Duty of care: settings. The unit introduces the concepts of This unit covers the knowledge required to personal development and reflective practice. understand duty of care and own role in this. Implement person-centred approaches in care settings: Safeguarding and protection in care settings: This unit is aimed at those working in a wide range of This unit is aimed at those working in a wide range settings. It provides the learner with the knowledge of care settings. This unit covers the important area and skills required to understand and work in a of safeguarding individuals from abuse. It identifies person-centred way. different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when Equality and inclusion in care settings: individuals might be particularly vulnerable to abuse and This unit introduces the knowledge and skills to enable what a learner must do if abuse is suspected or alleged. the individual to work in an equitable and inclusive way. 4

Diploma Unit Breakdown Understand the principles of supporting Move and position individuals in individuals with end of life care: accordance with their care plan: The purpose of this unit is to assess the This unit is aimed at those working in a wide range of learner’s knowledge and understanding when settings. It provides the learner with the knowledge and beginning to work in end of life care. skills required to move and position individuals as part of their plan of care according to their specific needs. Support individuals with dementia to eat and drink: This unit is to assess the knowledge and skills required Provide support for sleep: to support the eating and drinking needs of an individual This unit is aimed at those working in a wide range of with dementia through a person-centred approach. settings. It provides the learner with the knowledge and skills required to establish conditions suitable Understand the role of communication for sleep and support the individual to sleep. with individuals who have dementia: This unit provides the underpinning knowledge required The principles of sensory loss: to develop therapeutic relationships with individuals with The purpose of this unit is to provide the learner with dementia based on interactions and communication. an introduction to the principles of sensory loss. Working as part of a team in adult care settings: Understand mental well-being The purpose of this unit is to develop the learners’ and mental health promotion: knowledge, skills and understanding of working This unit aims to provide the learner with an as part of a team in health and social. understanding of the key concepts of mental wellbeing, mental health and mental health promotion. It focuses on Support individuals to manage continence: the range of factors that can influence mental wellbeing This unit is aimed at those who work in a wide and how to effectively promote mental wellbeing and range of settings. The unit provides the learner mental health with individuals and groups in a variety with the knowledge and skills needed to support of contexts, not just specialist mental health services. individuals to manage continence. It covers the factors affecting continence, the management of continence and the use of continence equipment. 5

Lead Adult Care Worker Level 3 The Level 3 Apprenticeship in Adult Care develops the knowledge, skills and behaviours needed when working in a senior role with adults in health and social care. The pathway below provides learners with an opportunity to learn and demonstrate their competence as they work with individuals supported by Care UK. Apprenticeship structure All learners will need to achieve the following modules and diploma units (within each module): Module 1. Your Lead Role, Duty of Care Module 7. Safeguarding • W  ays of working in care settings •  Safeguarding in care settings • P  romote continuous personal development in care •  Duty of care settings Module 8. Mental Capacity & Restrictive Practice • Duty of care • Mental capacity and restrictive practice Module 2. Professional Development Module 9. Person-Centred Practice and Working Relationships • Person-centred practice • W ays of working in care settings • E nd of life and dementia care • Promote continuous personal Module 10. Equality, Diversity & Inclusion Module 3. Leading Others •  Equality, diversity, inclusion and human rights • Leadership and management fundamentals • Person-centred practice • Leading effective teams Module 11. Choice and Independence Module 4. Communication and Handling Information • P  romote choice and independence in care settings • Promote effective communication in care settings • Understand Parkinson’s for adult care staff • Handle information effectively in care settings Module 12. Health and Safety Module 5. Personal Wellbeing • Health and safety in care settings • Manage personal wellbeing Module 6. Health and Wellbeing • H ealth and wellbeing in care settings • U  ndertake agreed pressure area care • Undertake physiological measurements 6

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Lifestyle Coordinator Adult Care Worker Level 2 Activity Coordinator Pathway The Level 2 Diploma in Care (RQF) qualification develops the knowledge and skills needed when working with adults in health and social care. The pathway below provide learners with an opportunity to demonstrate their competence if they are arranging activities within a care setting. Diploma Structure Activities Coordinator pathway units: All learners will need to achieve • C  ontribute to supporting group care activities the following mandatory units: • C  ommunication in care settings • C  ontribute to support of positive • H  andle information in care settings risk-taking for individuals • P ersonal development in care settings • Implement person-centred approaches in care settings • P  rovide active support to individuals • E  quality and inclusion in care settings • H  ealth, safety and wellbeing in care settings • S  upport individuals to negotiate environments • R  esponsibilities of a care worker • D uty of care • S upport individuals to access and use • S  afeguarding and protection in care settings information about services and facilities • S  upport participation in learning and development activities • S  upport care plan activities • W  orking as part of a team in an adult care setting Diploma Unit Breakdown Communication in care settings: Responsibilities of a care worker: This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge This unit is aimed at those working in a wide range of and skills required to communicate with others in work settings. It provides the learner with the knowledge settings. This also includes how to maintain confidentiality and skills required to understand the nature of working when communicating with and about others. relationships, work in ways that are agreed with the employer and work in partnership with others. Duty Handle information in care settings: of care: This unit covers the knowledge required to This unit covers the knowledge and skills to be understand duty of care and own role in this. able to handle information in care settings. Safeguarding and protection in care settings: Personal development in care settings: This unit is aimed at those who work in care This unit is aimed at those working in a wide range settings. The unit introduces the concepts of of care settings. This unit covers the important area personal development and reflective practice. of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms Implement person-centred approaches in care settings: that might indicate abuse is occurring. It considers when This unit is aimed at those working in a wide individuals might be particularly vulnerable to abuse and range of settings. It provides the learner with what a learner must do if abuse is suspected or alleged. the knowledge and skills required to understand and work in a person-centred way. Contribute to supporting group care activities: This unit aims to give the learner understanding Equality and inclusion in care settings: and knowledge in their role within relation to This unit introduces the knowledge and skills to enable providing support for group activities. the individual to work in an equitable and inclusive way. Contribute to support of positive Health, safety and wellbeing in care settings: risk-taking for individuals: The aim of this unit is to prepare the learner for the principles of health and safety This unit is aimed at those working in a wide range of within the health and care settings. settings. It provides the learner with the knowledge and skills required to contribute to supporting positive risk-taking to benefit individuals. 8

Provide active support to individuals: Support participation in learning The purpose of this unit is to provide the learner with and development activities: knowledge, understanding and skills to providing active This unit is aimed at those working in a wide range of support to increase an individual’s participation in tasks settings. It provides the learner with the knowledge and activities. It is aimed at those whose role includes and skills required to support individuals to take part providing direct support and assistance to individuals. in a range of learning or development activities. Support individuals to negotiate environments: Support care plan activities: The purpose of this unit is to provide the This unit is aimed at those working in a wide range of learner with the knowledge and skills to support settings. It provides the learner with the knowledge and individuals to negotiate environments. skills required to prepare and implement activities within a care plan and contribute to the review of activities. Support individuals to access and use information about services and facilities: Working as part of a team in an adult care setting: This unit is aimed at those working in a wide range of The purpose of this unit is to develop the settings. It provides the learner with the knowledge learners’ knowledge, skills and understanding and skills required to support individuals to select, of working as part of a team in health and social use and evaluate services and facilities. care or children and young people’s setting. 9

Lifestyle Lead Lead Adult Care Worker Level 3 Activity Lead Pathway The Level 3 Diploma in Adult Care (RQF) qualification develops the knowledge and skills needed when working in a senior role with adults in health and social care. The pathway below provide learners with an opportunity to demonstrate their competence if they are arranging activities within a care setting. All learners will need to achieve the following modules and diploma units (within each module): Module 1. Your Lead Role, Duty of Care Module 7. Safeguarding in care settings • Ways of working in care settings • Duty of care • Promote continuous personal development Module 8. Mental Capacity & Restrictive Practice in care settings • Mental capacity and restrictive practice Module 2. Professional Development Module 9. Person-Centred Practice and Working Relationships • Person-centred practice • Ways of working in care settings • Promote continuous personal Module 10. Equality, Diversity & Inclusion • Contribute to effective team working in • Equality, diversity, inclusion and human rights • Person-centred practiceg adult care settings Module 11. Choice and Independence Module 3. • Promote choice and independence in care settings • IT user fundamentals Module 4. Communication and Handling Information Module 12. Health and Safetye • Promote effective communication in care settings • Health and safety in care settings • Handle information effectively in care settings • Supporting infection prevention and control in Module 5. Personal Wellbeing social care • Manage personal wellbeing • Understand mental wellbeing and mental health promotion Module 6. Health and Wellbeing • Health and wellbeing in care settings • Promote nutrition and hydration in health and social care settings 10

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Lead Practitioner Level 4 (Internal nomination only) Lead Practitioners in adult care guide and inspire team members to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological, or intellectual challenges. They will have achieved a level of self-development to be recognised as a lead practitioner within the care team, contributing to, promoting, and sustaining a values-based culture at an operational level. Lead Practitioners in adult care may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. Training Benefits On completion of the 18 months standard, apprentices will demonstrate a knowledge of leading care worker teams within their service as well as partnership networks. They will have developed a range of excellent skills to ensure the service they lead is safe, effective, caring, and responsive to people’s needs. Apprentices will gain strong communication skills and be able to ensure that the care provided by the service and the values and training of staff follow established standards and regulations. The apprenticeship standard develops the apprentice’s ‘knowledge, skills and behaviours’ over the course of the programme via scheduled learning interventions with employer mentors and lifetime team members. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • M anagement and leadership: Apprentices learn • Managing performance: Apprentices learn about the about leadership theories and how to utilise these to performance management cycle including supervision, successfully lead and manage a team. They will consider and appraisal. They will consider recruitment and organisational culture and how to support teams in line selection, induction processes and mentoring. with the values of their organisation. Apprentices will also explore their own role in sharing knowledge and practice. • P ersonal development: Apprentices learn about the importance of continuous professional development, • R esource management: Apprentices learn about the for both themselves and their team. They will consider welfare benefits system in the UK and associated learning, self-awareness, behaviour and working eligibility criteria. They will consider different funding styles and how these inform continual professional streams including Local Authority funding, NHS finding development planning. They will also explore reflective and third-party resource management. practice and evidence-practice to support their own personal development. • F acilitating person-centred practice: Apprentices learn about assessment theories, principles, and tools as • Communication management: Apprentices learn about well as relevant legislation and policy with regards to the different communication methods, models, systems, assessment for social care. They will consider outcome- and practices for which they are responsible for as based practice, person centred assessment and part of their role including assistive technology. They review, informed decision making and assisted living will learn the skills required for effective information technology. They will also explore personalisation in management, professional record keeping and report care and support services including the mechanisms of writing. Apprentices will also consider effective self-directed support. partnership working. 12

What’s Covered? • Quality and compliance: Apprentices learn about the • S afeguarding: Apprentices learn about the legislative context of quality assurance and how to measure framework for safeguarding vulnerable adults and achievement through monitoring and compliance children. They will consider the national and local processes. They will also consider professional practice context of safeguarding, responding to abuse, working theories, ways of working and values and principles. in partnership, and supporting others. They will also consider how to address conflict and dilemmas. • Facilitating change: Apprentices learn change management theories and principles as well as how to plan, manage and lead change within their own organisation. They will also consider their own role in providing information, advice and guidance to others and reviewing their own practice. • Statutory responsibilities: Apprentices learn the legislative framework for health and safety and equality, diversity, and inclusion. They will look at how they can promote equality and challenge discrimination within their organisation. Apprentices will also consider robust risk management processes and their role and responsibilities for ensuring the workplace is safe. Assessment Practice Regular evaluation sessions with managers and Lifetime Team Members will allow apprentices to practice End-point Assessment activities such as observations and a series of professional discussions. To prepare for a final End-point Assessment apprentices will be asked to complete several activities in-between visits to build confidence and competence in their knowledge, skills and behaviours. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Lifetime Team Member where entry requirements are discussed, checked and recorded. These include level 2 in maths and English and a level 4 Diploma in Adult Care. The Lead Practitioner in Adult Care Level 4 End-point Assessment will include the following types of assessment: • Observation of practice • Professional discussion 13

Future Home Manager Leader in Adult Care Level 5 (Internal nomination only) Leaders in adult care are highly trained professionals who guide and inspire teams to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They are a leader of the care team and develop and implement a values-based culture at a service or unit level. They may be responsible for business development, financial control, organisational resilience and continuity as well as for managing risk and leading on organisational change. A leader in adult care has responsibility for managing community or residential based services. They may be a registered manager of service, unit, deputy or assistant manager. Training Benefits On completion of the 18 months standard, apprentices will demonstrate a knowledge of management and leadership to lead care worker teams within their service as well as partnership networks. They will have developed a range of excellent skills to ensure the service they manage is safe, effective, caring, responsive to people’s needs and well-led. Apprentices will gain strong communication skills and be able to ensure that the care provided by the services and the values and training of staff follow established standards and regulations. The apprenticeship standard develops the apprentice’s ‘knowledge, skills and behaviours’ over the course of the programme via scheduled learning interventions with employer mentors and lifetime team members. Learning activities and coaching session are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Professional Development: The purpose of this • Change Management: This unit provides the learner with unit is for the learner to explore their professional the knowledge and understanding required to promote development, holistically thinking about things that their own wellbeing, including the ability to monitor and may influence or affect development. manage their own stress and anxiety. The unit also covers the ability to decide which The unit will also assess the learner’s knowledge and IT software application is appropriate to use to understanding in skills required to undertake a research process different types of data, and to use a range of project within services for health and social care or applications to produce and present information. Also children and young people as well as understand the developing the skills and knowledge to select and use IT skills required to facilitate organisational change in a tools to develop and produce information independently health and social care setting. for activities that are at times nonroutine or unfamiliar. Any aspect that is unfamiliar will require support and • C ommunication Management: This unit provides advice from other people. learners with an understanding of the need for proactive decision making in organisations, exploring the • Leadership &. Management: The purpose of this unit importance of evaluating the validity and reliability of is to assess the learner’s knowledge, understanding the decisions made. and skills required to lead and manage a team in an adult setting. The unit will also develop the learners understanding of communication and implement this into their working The unit also enables the learner to look at factors practice. It will help develop the learners understanding relating to, and the future of the care industry whilst of effective information management in care setting, developing collaborative working to ensure that the it also explores legal and ethical requirements and how service remains compatible with internal aspirations. this translates into practice. Any aspect that is unfamiliar will require support and advice from other people. 14

• T eams & Partnership Management: The aim of this • S afeguarding: This unit enables learners to be aware unit is to provide the learner with the knowledge of how to lead practice which safeguards vulnerable and understanding of the principles of learning and adults, ensuring practice adheres to legal and regulatory the importance of professional supervision and the requirements. This unit helps learners to understand the benefits of this to support members of the team. legislation and frameworks regarding health and safety The unit also allows learners to demonstrate their which are requires to manage a care establishment. skills in providing leadership to the team which It looks at risk management and the importance of encompasses all the roles of building a strong team allowing service-users to take risk in their everyday life. and ensures that the learner is able to manage Learners will also need to understand the importance and develop the team on an ongoing basis. of wellbeing and their own role in promoting this for others. The unit also aim to support learners to develop The unit also provides learners with the knowledge, skills the practical skills and knowledge required to support and understanding necessary to develop productive to individuals in accordance with their role and relevant partnership working within own and other organisations. legislative requirements. The unit includes the use of restrictive practices and the effect it can have. • S tatutory Responsibilities: This unit explores the legal requirements and practice requirements surrounding • Leading person-centred practice: This unit covers the equality, diversity, inclusion and human rights in adult role of person-centred practice, with a focus on how care services. How legislation and policy inform good this is central to the wellbeing of individuals accessing practice in relation to these aspects is also addressed, adult care services, supporting positive healthcare as are methods of supporting other to challenge outcomes according to the individual’s needs. How to discrimination and exclusion in a positive way. manage this in-service delivery is explored, as is the function of risk and risk taking in adult care services. • Operational & Resource Management: The purpose of this unit is to develop the learner’s knowledge and The unit also covers the role of a culture which understanding of business and resource management, promotes independence and how this is central looking at the impact of local and national initiatives, to the wellbeing of individuals accessing adult legislation, regulations and guidance and how care services. How to manage this in service this translates into the learner’s working role. delivery is explored as is the facilitating healthcare outcomes according to the individual’s needs. • Quality and compliance: This unit develops the learner’s knowledge and understanding of legislation and statutory requirements influencing practice and the delivery of adult care services. The unit examines the structure and governance of organisations in adult care. The unit also explores what is required when leading and managing the quality care service provision to meet governance, legislative, regulatory, registration and inspection requirements. The unit also provides learners with the knowledge, skills and understanding necessary to manage comments and complaints and responding to them in order to improve service provision. The learner will develop knowledge to support staff members to continually develop and grow and the impact of this on the service, it looks at relevant models and tools to support implementation. 15

Future Deputy Programme Team Leader Supervisor Level 3 (Internal nomination only) A team leader/supervisor is a first line manager with operational/project responsibility for managing a team. They’ll provide direction, instructions and guidance through supporting, managing and developing team members, managing projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems and building relationships. Training Benefits On completion of this 15 month standard apprentices will demonstrate a range of leadership and management skills that will allow them to drive, develop and successfully lead a team. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. Learners completing this standard will also complete the CMI Level 3 Certificate in Principles of Management and Leaderships. What’s Covered? • Operational management: Apprentices learn how to communicate organisational strategy and deliver • Personal development: Apprentices learn how to against operational plans, translate goals into reflect on own their performance, seek feedback, deliverable actions and monitor outcomes. understand why things happen, and make timely Adapting to change, identifying challenges and changes by applying learning from feedback received. solutions, organising, prioritising and allocating work, effective use of resources, collating and • L eading and managing people: Apprentices learn analysing data. how to communicate an organisation strategy, team purpose and adapt style to suit the audience. Support • Project management: Apprentices learn how to the development of a team, coaching, role modelling organise and manage resources and risk, monitor values and behaviour, manage change, set operational progress to deliver against a project plan using relevant objectives and monitor progress. project management tools, and take corrective action to ensure successful delivery. • Communication: Apprentices learn about effective communication (verbal, non-verbal, written, digital), • Finance: Apprentices learn about the importance of chairing meetings, presenting using a range of manage the overall financial performance, achieving media using effective negotiation and influencing targets, analysing reports, producing financial plans skills, managing conflict, identifying and sharing and reports and how to identify and implement good practice. opportunities to increase profit and reduce waste. • Decision making: Apprentices learn about the use of effective problem solving techniques to make decisions based on available information and able how to escalate issues when required. 16

Assessment Regular evaluation sessions with managers and Learning Coaches will include performance observations, Q&A sessions and a series of professional discussions. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. To achieve the CMI Level 3 Certificate in Principles of Management and Leadership, apprentices will complete some scenario based workbooks or assignments. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Team Leader Supervisor Level 3 End-point Assessment will include the following types of assessment: • Presentation with questions and answers • Professional discussion underpinned by a portfolio of evidence 17

Production Chef (Chef Academy) Level 2 Production chefs work as part of a team in time-bound and often challenging kitchen environments. They report to the senior production chef or appropriate line manager. Production chefs are likely to work with centrally developed standardised recipes and menus, producing food often in high volumes. They apply highly methodical organisational skills, energy, accuracy, attention to detail and are mindful of the importance of sustainability and protecting the environment. Production chefs maintain excellent standards of personal, food and kitchen hygiene. Adhering to menu specifications and recipes, producing food to meet portion controls and budgetary constraints and adapting dishes to meet special dietary requirements. Training Benefits On completion of this 12 months standard, apprentices will demonstrate skills and techniques in producing dishes and recipe specifications. How they are capable of working as part of a team, highly methodical organisational skills paying attention to detail to adapt and produce dishes to meet special dietary requirements, following budgetary constraints. What’s Covered? put it into practice and the importance of making a good first impression, making customers feel welcome and • Kitchen operations: Apprentices know how to identify at ease. Understand the principles of customer service and respond to individuals’ needs in different situations how to effectively communicate with customers and and communicate with customers and colleagues from a how individuals’ impact on the customer experience. diverse range of backgrounds and cultures. Supporting team members within your own area and across the wider business. • Nutrition: Apprentices know the importance of combining nutrient groups to produce balanced menu items and • Business/commercial: Apprentices understand and dishes and how these impact on health and the benefits uphold the organisations business visions, values of a balanced diet including medical conditions such as and objectives. Understand the provenance of food obesity, diabetic, high cholesterol, intolerances, allergens, commodities and the principals of ethical and sustainable religious and life style choices. Understand the different resourcing, such as air miles, seasonality, local suppliers, dietary requirements for vulnerable, expectant mothers, farm to fork and nose to tail cooking. Understand how the young children, elderly and those who have weakened benefits of improved sustainable and environmentally immune systems. Produce dishes to meet individual’s friendly practices in production kitchens. Identify current specific dietary requirements. trends in food production technology (cooking equipment, stock control systems, EPOS) and how this can support • Legal and governance: Apprentices understand the legal the operation such as Just Eat, Deliveroo, social media for responsibilities of employers and employees, including marketing, customer feedback and loyalty. the power of enforcement officers and the actions that can be taken in the event of non-compliance. Understand • Personnel development and performance: the importance of providing food allergen information Apprentices know different learning styles such as to customers and which food may be common allergens visual, auditory and kinaesthetic. Understand how on the regulatory list. Know the current legislation, personnel development and performance contribute to regulations and procedures covering food safety, HACCP, the success of the team and organisation. health and safety, hazard analysis, and allergens. Operate How to identify to personal goals and development within all regulations and legislation ensuring all legal opportunities and the support and resources to achieve documents are completed under legislative requirements. these. Recognise own strengths and weaknesses, and the benefits of self-development while working as part • People: Apprentices know the correct methods of of a team. communication including verbal, written and non-verbal, and how using inappropriate methods of communication can affect colleagues and customers. Know the organisations standards for customer care and how to 18

End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Production Chef apprenticeship Level 2 End-point Assessment will include the following types of assessment: • Multiple-choice questions • Practical observation in a working environment • Professional discussion Assessment Practice Regular evaluation sessions with managers and Learning Coaches will allow apprentices to practice end assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final End-point Assessment apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviours areas. 19

Hospitality Team Member Level 2 – Food and Drink Food and beverage colleagues will recognise the customer’s needs, knowing how to match them to a product or service within the business, delivering satisfaction and loyalty for an organisation. Training Benefits On completion of this 12 month standard, apprentices will demonstrate excellent customer service and a range of food and beverage service styles and standards within different hospitality operations. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Customer: Apprentices recognise customer profiles in • Service Styles: Apprentices know the correct standard hospitality and how customers have different needs of service and service style within key hospitality while delivering excellent customer service in line with organisations including: formal dining, casual dining, business and brand standards. quick service dining, carvery/buffet dining. • Business: Apprentices know the business vision and • Menus: Apprentices know the key features and values, its main competitors and how it fits in the wider ingredients of menu items including allergen information. hospitality industry while trying to increase its market share, using promotions and unique selling points. • Customer dining areas: Know how to prepare service areas and equipment for food and beverage service • People: Apprentices understand how to work with people from a wide range of backgrounds and cultures, • Food and Drink: Apprentices know how to serve a and the importance of using appropriate methods of variety of hot and cold beverages, wine and alcoholic communication that are suitable for different situations and non-alcoholic drinks to customers. and individuals’ needs in a variety of hospitality contexts. • Legislation: Apprentices understand the current • First line supervision: Apprentices understand how legislation regarding weights and measures, trades to support the supervision of new and junior team description, sale of goods and service of food members to assist the line manager. and beverages. Assessment Practice Regular evaluation sessions with managers and Learning Coaches will allow apprentices to practice end assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final end point assessment apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviours areas. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Hospitality Team Member Apprenticeship Level 2 End-point Assessment will include the following types of assessment: • Multiple-choice question test • Professional discussion • Practical observation • Business project 20

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Senior Production Chef Level 3 Senior production chefs may lead a brigade team or may support the head chef in larger establishments. Job roles include head chef, second chef, kitchen manager/supervisor, cook. They report activities to the head chef or appropriate line manager. Senior production chefs have accountability for the day-to- day running of the kitchen service, producing, monitoring and maintaining consistent food standards, legislative requirements and quality across all areas and during all stages of production and supply. Training Benefits On completion of this 12 months standard, apprentices will demonstrate how they are capable of independently supervising and motivating a team while contributing to the production of centrally developed standardised recipes and menus, and dishes to meet specific dietary requirements. They will complete, monitor and maintain food safety management systems (which include delivery, storage, cooking and service) and work equipment, working under pressure delivering excellent customer service in a hospitality environment. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Kitchen operations: Apprentices know the organisation production team is meeting the specific needs of or brand specifications and how to use them to produce individuals. Understand the industry and food trends standardised menu items and dishes. Supervise the through seasonality, provenance and environmental production of centrally developed menu items and factors that influence the development of dishes. dishes according to organisational specifications. Effectively communicate to the team par stock • Business/commercial: Apprentices the business vision, levels, quality points and safe storage conditions objectives and brand standards, and the importance of for food items. Ensure deliveries are checked and the team in upholding these. Effectively use techniques stored correctly. Know the importance of monitoring that support cost reduction, improve performance, the correct use and maintenance of food production revenue, and customers’ experience and how to equipment and the procedure for dealing with misuse operate efficiently to deliver profit margins, reduce and malfunctions. Monitor the correct use and wastage and support the overall financial performance maintenance of food production equipment Know the of the business. Monitor costs, using forecasting importance of keeping up-to-date with product range, to set realistic targets with the team, effectively brand development, promotions and current trends. control resource allocation, minimise wastage and Acquire and share with the team up-to-date information use sustainable working practices. Understand regarding product range, brand development, financial data of different departments of a food promotions and current trends. operating business, including – sales – cost of sales – gross profit and yield – labour costs – apportioned • Nutrition: Apprentices the importance of combining costs (e.g. administration, marketing, rent/mortgage, nutrient groups to produce balanced menu items insurances, energy costs, banking charges) net profit/ and dishes. Monitor the production of food to loss. Know the customer profile of the business, its ensure clients’ needs are met and the benefits of a main competitors and the business growth strategy. balanced diet for medical conditions such as obesity, Risk assess situations, identifying and isolating matters intolerances, allergens, religious and life style choices. of concern, by establishing the cause and intervening Know the importance of checking that the food accordingly to minimise risk to people and organisation. 22

• People: Apprentices know how to support and influence • Legal and governance: Apprentices understand the the team positively to deliver a high-quality product. importance of monitoring the team’s understanding Support team members to ensure the timely delivery and compliance with all relevant industry specific of high-quality food to the specification required. regulations, legislation and procedures. Monitor Recognise how all teams are dependent on each other and ensure the effective implementation of food and understand the importance of teamwork both back safety management systems. Monitor and ensure and front of house in achieving business objectives. legislative compliance and the completion of due Maintain harmony across the team and with colleagues diligence documentation and requirements are met. in other parts of the organisation, identifying and Understanding the importance of health and safety and dealing with problems constructively to drive a positive food safety practices and procedures to ensure safe outcome. Know how to work with people from a wide preparation and cooking of food, including maintaining range of backgrounds and cultures and how local and storing ingredients in line with legislation. demographics may impact the product range of the business. Use effective methods of communication • Business technology: Apprentices will understand how and operate in a fair and empathetic manner that technology can improve efficiency and productivity achieves the desired result and demonstrates a within food production organisations. Understand customer centric culture. Identify development needs how to use available technology effectively in all work for self and team and actively encourage and support activities and performance, to support the delivery of individuals to enhance their skills and knowledge. hospitality products and services. They will encourage Know how to communicate knowledge to the team the learning of technologies among the team and and support own and individuals’ development. develop a culture of embracing the new technologies where available. Assessment Practice Regular evaluation sessions with managers and Learning Coaches will allow apprentices to practice end assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final End-point Assessment apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviours areas. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Senior Chef in Production Cooking Apprenticeship Level 3 End-point Assessment will include the following types of assessment: • Multiple-choice question test • Practical observation in a working environment • Professional discussion 23

Kitchen Manager Level 4 Hospitality managers generally specialise in a particular area, their core knowledge, skills and behaviours are aligned. Common to all managers in this role is their passion for exceeding customers’ expectations. Kitchen managers have a high level of responsibility and are accountable for fulfilling the business vision and objectives which requires excellent business, people and customer relation skills. Individuals in this role are highly motivated team leaders that combine a talent for management and specific industry skills and thrive on the customer facing nature of the role. Training Benefits On completion of this 18-month standard, apprentices will demonstrate they are highly motivated leaders with a talent for management and specific industry skills while ensuring a level of responsibility and accountability for fulfilling the business vision and objectives. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Business: Apprentices understand how to use relevant •  Leadership: Apprentices understand the management operating models to help achieve the business vision and leadership styles and skills required in a hospitality and objectives of the hospitality business and how business environment. They will know how to lead the these are used in their own business They know the implementation of change in the business and the business strategy and its key competitors and how to potential impact on stakeholders. They will understand manage finance and minimise costs within the business, the ethos of a diverse and inclusive culture that they will be able to identify income streams, cost demonstrates social inclusion and support the team centres and areas for potential waste or loss. Identify members to carry out work activities and respond to a peaks and troughs in business and the factors that diverse range of needs. influence them. Determine how to develop contingency plans and understand how technology supports the • Kitchen Manager: Apprentices understand the process delivery of products and services. for procurement of food ingredients and commodities, including purchasing specifications. Know how to • People: Apprentices know how to identify potential prepare menus, recipes and standardisation systems risks to people and the business and how to plan and procedures to ensure consistency and quality of for and minimise the impact. Understand how to food. Kitchen Managers / Head chefs take responsibility create a people strategy and how to effectively for the delivery of consistent levels of food preparation, manage recruitment, induction, team development cooking and service, typically in high volume and often and succession planning in a business and deliver it. fast paced or complex production catering kitchens. Understand how to consistently communicate and High levels of financial accountability, adherence to engage with people and teams and understand the strict procurement, stock management and food safety responsibilities of an employer and the parameters the requirements provide a challenging environment which business works within. needs to be managed with a considerable amount of expertise. • Customers: Apprentices understand the impact of service failure in business and identify how to develop and implement successful service recovery strategies. They will determine the customer service journey and understand how to meet expectations, and how to use customer feedback as a competitive tool in the hospitality business. Understand how to identify, support, implement and evaluate marketing, sales strategies and techniques. 24

Assessment Practice Regular evaluation sessions with managers and Learning Coaches with apprentices to practice end point assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final End Point Assessment, apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviour areas. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Hospitality Manager Level 4 End-point Assessment will include the following types of assessment: • Multiple-choice questions • Professional discussion • Business project (9,000 words) 25

Hospitality Supervisor Level 3 – Housekeeping Housekeeping supervisors provide vital support to management teams and are capable of independently supervising housekeeping services and running shifts. They typically work under pressure delivering fantastic customer service and motivating a team is essential to their role. Training Benefits On completion of this 12 month standard, apprentices will demonstrate how they are capable of independently supervising and motivating a team working under pressure delivering excellent customer service in a hospitality environment. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Business: Apprentices understand their own role • Technology: Apprentices will understand how to use in motivating the team to work according to the available technology effectively in all work activities business vision and values to achieve business and performance, to support the delivery of hospitality targets. They will need to understand the financial products and services. They will encourage the learning operations of the hospitality businesses and know of technologies among the team and develop a culture how to source and use financial information relating of embracing the new technologies where available. to their own area of work and can operate within budget, exercising strict resource control and • Leadership & Management Styles: Apprentices know minimising wastage, using appropriate techniques the different theories, models and different leadership to manage and control costs. Understanding the styles and how to select and successfully apply these legislative requirements, their implication and to different people and situations. They will understand applications in the hospitality businesses. the effect that different leadership styles and supervisory management skills can have on the team, • People: Apprentices understand how to effectively business area, and organisation. Understand diverse organise and coordinate a team to provide the required cultures, abilities and backgrounds and know what levels of service to meet customer demand. Set demographics of customers, staff and the local area realistic but challenging objectives with the team and mean in relation to business products and services. work continuously to accomplish the best results. Proactively encourage and monitor the development • Housekeeping Supervisor: Apprentices maintain of team members. Identify procedures for disciplinary the presentation of establishments such as hotel or grievance actions according to business policy. and other overnight accommodation including hostel, serviced apartments and conference • Communication: Apprentices know how to select venues. Supervisors in this role for example, the best methods of communication to motivate and coordinate the work of cleaners, laundry services support team members in a hospitality environment. and room attendants to ensure customers’ Understand ways in which teams work together, experience is in line with the business standards. interact and provide support to each other to meet business objectives. Communicate a vision that inspires enthusiasm and commitment to the team. • Customer: Apprentices understand the importance of customer profiles, how to build them and how this enables the business to meet their needs and profitably in line with business and brand standards. Implement sales and marketing strategies in their own area, ensuring the team are fully supported to deliver them. Use own initiative to make recommendations to improve customer experience. 26

Assessment Practice Regular evaluation sessions with managers and Learning Coaches will allow apprentices to practice end assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final end point assessment apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviours areas. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Hospitality Supervisor Apprenticeship Level 3 End-point Assessment will include the following types of assessment: • Multiple-choice questions • Professional discussion • Practical observation • Business project 27

Customer Service Practitioner Level 2 On-site or remote, customer service practitioners provide a high quality service to their customers. Their actions influence the customer experience, delivering satisfaction and loyalty for an organisation. Training Benefits On completion of this 12 month standard, apprentices will demonstrate a range of excellent customer service skills and behaviours as well as product and/or service knowledge. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Know your customers: Apprentices learn how to • Your role and responsibilities: Apprentices learn how to identify internal and external customers, understand set a development plan, review their progress and take their needs and expectations through appropriate on board feedback. methods of communication. • Teamwork: Apprentices learn how to contribute to a • Communicate with your customers: Apprentices successful team, why it’s important and how effective explore a variety of communication and interaction teamwork supports service delivery. methods and how they can impact customer experience. • Regulations and legislation: Apprentices discover the importance of following business legislation, the laws • The customer experience: Apprentices learn how to that Apply and their personal responsibilities. create a positive customer experience and approach customer conflict. • Products and services: Apprentices learn how systems, equipment and technology can both support their learning and benefit customers. • Understand your organisation: Apprentices explore different types of sector organisations and get familiar with the employer brand to understand service culture. Assessment Practice Regular evaluation sessions with managers and Learning Coaches will include performance observations, Q&A sessions and a series of professional discussions. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Customer Service Practitioner Level 2 End-point Assessment will include the following types of assessment: • Observation of Practice • Professional Discussion • Apprentice Showcase 28

Customer Service Specialist Level 3 A customer service specialist is the ‘professional’ for direct customer support within all sectors and organisation types. They are advocates of Customer Service who act as a referral point for dealing with more complex or technical customer requests, complaints, and queries. Training Benefits On completion of this 15 month standard, apprentices will demonstrate a range of excellent customer service skills and behaviours which will enable them to recommend and implement improvements to service. The apprenticeship standards “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • Know your customers: Apprentices will analyse a range • Business focused service: Understand what continuous of internal and external customers to identify how their improvement means in a service environment, and behaviour may require different approaches. demonstrate, how they make recommendations for change that will impact their organisation. • Providing a positive customer experience: Apprentices will explore and interpret the customer experience, • Culture and environmental awareness: Apprentices to inform and influence, a positive result for overall discover the importance of following business customer satisfaction. legislation, the laws that apply and their personal responsibilities. • Customer service performance: Apprentices will maintain a positive relationship even when they are • Develop self: Apprentices consider their personal unable to deliver the customer’s expected outcome. goals related to service and take action towards achieving them. • Customer journey: Understand and critically evaluate the possible journeys of their customers, including • Team work: Apprentices will develop understanding of challenges throughout the end-to-end experience. their business environment, culture and the position of customer service within it. • Ownership and responsibility: Personally commit to, and take ownership for, actions that resolve customer • Equality, diversity and inclusion: Apprentices work issues and meet the satisfaction of the customer and effectively and collaboratively with colleagues at all their organisation. levels to achieve results. • Working with customers: Apprentices will proactively gather customer feedback, through a variety of methods. Critically analyse, and evaluate the meaning, implication and facts to act upon it. 29

Customer Service Specialist Level 3 Assessment Practice Regular evaluation sessions with managers and Learning Coaches will include performance observations, Q&A sessions, portfolio creations, and a series of professional discussions. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Customer Service Specialist Level 3 End-point Assessment will include the following types of assessment: • Observation of practice with Q&A • Work based project, supported by an interview • Professional discussion supported by portfolio evidence 30

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Business Administration Level 3 Business administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors and support their own progression towards management responsibilities. They support and engage with different parts of the organisation with a focus on adding value contributing to the efficiency of an organisation and are expected to deliver their responsibilities efficiently and with integrity. The role involves demonstrating strong communication skills, a proactive approach to developing skills, showing initiative, managing priorities and own time, problem-solving skills, decision- making and the potential for people management. Training Benefits On completion of this 12-15 month standard, apprentices will demonstrate a range of excellent Administration knowledge, skills and behaviours. These are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Learning Coaches. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. What’s Covered? • IT: Skilled in the use of multiple IT packages and • Planning and organisation: Apprentices learn to take systems relevant to the organisation in order to: write responsibility for initiating and completing tasks, letters or emails, create proposals, perform financial manage priorities and time in order to successfully processes, record and analyse data. meet deadlines. Positively manage the expectations of colleagues at all levels and set a positive example for • Record and document production: Apprentices learn others in the workplace. to produce accurate records and documents including: emails, letters, files, payments, reports and proposals. • Project management: Apprentices learn to use relevant They will draft correspondence, write reports and project management principles and tools to scope, plan, be able to review others’ work. Coach others in the monitor and report. Undertakes and leads projects as processes required to complete these tasks. and when required. • Decision making: Apprentices learn how to exercise • The organisation and skills: Apprentices learn to proactivity and good judgement. Make effective understand organisational purpose, activities, aims, decisions based on sound reasoning and be able to deal values, vision for the future, resources and the way with challenges in a mature way. that the political/economic environment affects the organisation. They will also learn about organisational • Interpersonal skills: Apprentices learn to build and structure and how they fit within their team. maintain positive relationships within their own team and across the organisation. Demonstrate ability to • Regulations and policies: Apprentices learn to influence and challenge appropriately and become a understand laws and regulations that apply to their role role model. including data protection, health and safety, compliance etc. Support the company in applying the regulations • Communications: Apprentices learn good and key business policies. communication skills, whether face-to-face, on the telephone, in writing or on digital platforms. Answer • Stakeholders: Apprentices learn to manage questions from inside and outside of the organisation, stakeholders and their differing relationships to an representing the organisation or department. organisation including internal and external customers, clients and/or suppliers and foster relationships with • Quality: Apprentices learn how to complete tasks to suppliers and partner organisations. a high standard and demonstrate a level of expertise required to complete tasks and apply themselves to • Business fundamentals: Apprentices learn to continuously improve their work. Review processes understand the applicability of business principles autonomously and make suggestions for improvements. such as managing change, business finances and Share best-practice and apply problem-solving skills. project management. 32

• Processes: Apprentices learn the organisation’s attitude to colleagues, customers and key stakeholders. processes and are able to review processes Demonstrate integrity, reliability, self-motivation, being autonomously suggesting improvements. Apply pro-active and a positive attitude. Take responsibility solutions-based approaches to improve business for their own work and developing their team, accept processes and help define procedures. feedback in a positive way, use initiative and show resilience. • External environment factors: Apprentices learn the relevant external factors e.g. market forces, policy • Adaptability and responsibility: Apprentices learn and regulatory changes, supply chain etc. and the wider how to accept and deal with changing priorities related business impact. to both their own work and to the organisation. Take responsibility for team performance and quality of • Professionalism and personal qualities: Apprentices projects delivered. learn to behave in a professional way including: personal presentation, respect, respecting and encouraging diversity to cater for wider audiences, punctuality and Assessment Practice Regular evaluation sessions with managers and Learning Coaches will include performance observations, Q&A sessions and a series of professional discussions. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Learning Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Business Administrator Level 3 End-point Assessment will include the following types of assessment: • Multiple-choice scenario based test • Project/improvement presentation • Portfolio based interview 33

HR Support Level 3 People Professionals in this role are part of the HR function delivering front line support to managers and employees. Their work is likely to include handling day to day queries and providing HR advice – working on a range of HR processes such as Recruitment and Selection and Performance management. They will typically be taking ownership for providing advice to managers on a wide range of HR issues using company policy and current law, giving guidance that is compliant and where errors could expose the organisation to employment tribunals or legal risk. Training Benefits On completion of this 12 month standard (plus EPA), apprentices will demonstrate a range of excellent People Profession knowledge, skills and behaviours that will allow them to provide excellent service to their internal customers. The apprenticeship standards “Knowledge, Skills and Behaviours” are developed over the course of the programme via scheduled learning interventions with employer mentors and Lifetime Team Members. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. Apprentices completing the Level 3 programme will have the option of completing their CIPD Foundation Certificate in People Practice after their End-point Assessment. They may also continue onto the HR Consultant Level 5 Programme in the future. Diploma Unit Breakdown Personal development People analytics Apprentices will discover techniques to manage their Apprentices will cover how evidence-based practice informs Self Awareness by gaining feedback from others and the measures and outcomes and how it is applied within their process of self-reflection. Apprentices will also acquire organisation. They will explain the importance of using data, time management techniques and learn how best to the different types of data measurement and how these prioritise their workload which will effectively prepare them are used to inform decision making, including interpreting for starting their Apprenticeship journey. basic financial information using critical thinking skills and common calculations. Effective people professionals Employee relations The new CIPD profession map sets the international benchmark for the people profession. Apprentices will use Apprentices will learn that understanding and effectively it to better understand their role and responsibilities and managing the employment relationship is a key part of how they can progress within the profession. Apprentices the role of a People professional. They will understand will appreciate what it takes to be an effective people what constitutes good practice and gain an introduction to professional by understanding the day to day needs of an employment law within the context of employee relations. organisation and complying with the CIPD code of practice. Your Role in the organisation Apprentices will learn how HR activities support an organisation’s strategy and assist the achievement of business objectives and vision. Apprentices will also learn about the importance of organisational change and how internal and external factors shape HR activities. 34

Diploma Unit Breakdown Career development Business partnering Apprentices will end the programme with exploring their As a people professional its essential to give advice next steps following their apprenticeship. Using the GROW and guidance on a range of HR disciplines. Apprentices model they will identify what their goals are, what there will explore areas such as recruitment and selection, current reality looks like, opportunities available to them managing performance and reward and benefits. and finally what are they going to do – what actions are they going to take. Assessment Practice Regular evaluation sessions with managers and Lifetime Team Members will include professional discussions and preparation for your consultative project. To prepare for a final assessment apprentices will be asked to complete several activities in-between visits. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Lifetime Team Member where entry requirements are discussed, checked and recorded including functional skills at the required level. The HR Support Level 3 End-point Assessment will include the following types of assessment: • Consultative project • Professional discussion 35

HR Consultant/Partner Level 5 The HR Consultant/Partner apprenticeship will support a People Professional to become empowered to lead the delivery of HR solutions. Individuals in this role will use their HR expertise to provide and lead the delivery of HR solutions to business challenges, together with tailored advice to the business in several HR areas, typically to mid-level and senior managers. The HR Consultant/Partner will have a good grounding across the whole range of HR disciplines. They will often be required to make decisions and recommendations on what the business can or should do in a specific situation. They will be influencing managers to change their thinking as well as bringing best practice into the organisation. They are also likely to lead the people related elements of business or HR projects. Whatever their role, they will need to link the work they do to the context and priorities of the business. In a larger organisation they may be one of a team supporting the business and they may also have responsibility for managing people. Training Benefits On completion of this 18-month standard, apprentices will demonstrate a range of excellent knowledge, skills and behaviours across their apprenticeship which will also include a CIPD Level 5 Associate Diploma in People Management. Learning activities and coaching sessions are supported by webinars and residential skill days to support the learner to learn, practice and prepare for End-point Assessment as well as the assessments required for each CIPD unit. Diploma Unit Breakdown Evidence-based practice Professional behaviours and valuing people This topic addresses the significance of capturing robust quantitative and qualitative evidence to inform meaningful The learner will focus on how applying core professional insight to influence critical thinking. It focuses on analysing behaviours such as ethical practice, courage and inclusivity evidence through an ethical lens to improve decision can build positive working relationships and support making and how measuring the impact of people practice is employee voice and well-being. They will consider how essential in creating value. developing and mastering new professional behaviours and practice can impact their performance. Employment relationship management Organisational performance and culture in practice The learner will examine the key approaches, practices and tools to manage and enhance the employee relationship to The learner will examine the connections between create better working lives and the significant impact this organisational structure and the wider world of work in can have on organisational performance. a commercial context. They will highlight the factors and trends, including the digital environment, that impact on business strategy and workforce planning, recognising the influence of culture, employee well-being and behaviour in delivering change and organisational performance. Talent management and workforce planning The learner will focus on the impact of effective workforce planning in considering the development of diverse talent pools and how to contract and onboard the workforce. They will analyse the potential cost to the organisation if this is poorly managed and the tools and interventions required to mitigate this risk. 36

Diploma Unit Breakdown Reward for performance and contribution Learners will also choose one of the below CIPD optional units: The learner will focus on how internal and external • Specialist Employment Law business factors influence reward strategies and policies, • Learning and Development Essentials the financial drivers of the organisation and the impact of • Advances in Digital Learning and Development reward costs. They will consider the importance of the role • People Management in an International Context of people practice in supporting managers to make robust • Diversity and Inclusion and professional reward judgements and the impact of • Leadership and Management Development rewarding performance. • Well-being at Work Assessment Practice Regular evaluation sessions with managers and Lifetime Team Members will include reviewing of written CIPD assignments, mini work-based projects, and a series of professional discussions. CIPD assessments are completed on the programme at designated milestones with supporting webinars. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Lifetime Team Member where entry requirements are discussed, checked and recorded including functional skills at the required level. The HR Consultant/Partner Level 5 End-point Assessment will include the following types of assessment: • Consultative project • Professional discussion 37

Learning and Development Practitioner Level 3 The Learning and Development (L&D) Practitioner apprenticeship is designed to support an apprentice in identifying, creating, and delivering appropriate training needs. The L&D Practitioner will typically have expertise and competence in their specific field whether it be technical, vocational, or behavioural. The apprentice will link learning in their course to business objectives and performance, understanding the learning cycle and working by it. The L&D Practitioner role typically exists in a wide range of organisations including private, public and third sector. The L&D Practitioner apprenticeship supports the learning and development (L&D) function to contribute to, and influence, improved performance in the workplace at an individual, team and organisation level. Training Benefits On completion of this 12-month standard (plus EPA), apprentices will demonstrate a range of excellent Learning and Development knowledge, skills, and behaviours. They will be able to support a range of training and development operations from start to finish within the company and work collaboratively with other departments in the business. Learning activities and coaching sessions are aligned to support the learner to learn, practice and prepare for End-point Assessment. Apprentices completing the Level 3 programme may continue onto the Level 3 CIPD Foundation Certificate in People Practice and/or a Learning and Development Level 5 Consultant/Manager programme in the future. Diploma Unit Breakdown Personal development previously learnt and how to effectively manage change in the workplace to benefit impact at their workplace. Apprentices will develop their knowledge of reflective practice and professional self-awareness. They will learn Developing a learning culture about prioritising workload and the CPD process. Equality, This topic considers methods to add value and benefit to diversity, and inclusion approach for the workplace will their organisation. It further explores the application of be introduced. learner engagement theory for best output delivery. We look at the ‘Learner as an Individual’ and how this impacts The people professional what method of delivery is used and considered. Practitioners will become further acquainted with their Facilitating L&D responsibilities and the roles of others in teams. They will Apprentices develop a wide-ranging knowledge of training learn about professional ethics and the impact ethics has facilitation strategies and interaction methods. We delve on supporting training development and supporting the into learning transfer and how this supports staff in wider business teams. their performance. Developing as an L&D practitioner Managing information and technology This topic considers the use of data and measuring the Apprentices build an appreciation for business behaviours impact of training to align with business objectives and and effective communication skills. ‘Behaviour for learning’ goals. Apprentices learn how to interpret analytics and theories will be introduced, and across-team interaction evaluate their impact on value. explored for collaborative working and mutual benefit. L&D in a business context This topic builds a greater understanding of the wider business context for apprentices. They develop knowledge of their company’s business needs and drivers, along with how to assist in achieving stakeholder’s strategic goals. Apprentices build on the communication methods they have 38

Assessment Practice Regular evaluation sessions with managers and Lifetime Team Members will include performance reviews, written assignments, Q&A sessions, and a series of professional discussions. To prepare for final assessments, apprentices will be asked to complete activities in-between visits as well as taking part in showcase presentations. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Lifetime Team Member, where entry requirements are discussed, checked, and recorded including functional skills at the required level. The Learning and Development Practitioner Level 3 End-point Assessment will include the following types of assessment: • Work-based project with professional discussion • Presentation and Q&A based on learning journal 39

Learning and Development Consultant Level 5 The Learning and Development (L&D) Consultant/Business Partner apprenticeship supports a current L&D professional in extending their expertise for managing learning and development programmes and teams. The L&D Consultant/Business Partner will have previous expertise and competence in their specific field whether it be technical, vocational, or behavioural. The apprentice will actively link learning in their course to achieving business objectives and performance. The L&D Consultant/Business Partner role exists in a wide range of organisations including private, public and third sector. Job titles may vary but typically include: L&D Team Lead, L&D Senior Advisor/ Coordinator, L&D Manager, or Head of L&D. The L&D Consultant/Business Partner apprenticeship supports leadership in the learning and development function to contribute to, influence, and improve performance in the workplace at an individual, team and organisation level. Training Benefits On completion of this 13-month standard, apprentices will demonstrate a range of excellent trade supplier knowledge, skills, and behaviours. They will be able to lead, support and analyse the impact of training and development operations from start to finish within the company, working collaboratively with a range of senior stakeholders. The CIPD Level 5 Associate Diploma in Organisational Learning and Development is offered as an optional qualification for apprentices once they have completed EPA. Learning activities and coaching sessions are aligned to support the apprentice to learn, practice and prepare for End-point Assessment. Apprentices will have access to webinars to deepen their understanding of the curriculum and prepare for assignments and assessments. If the apprentice wants to go further with their training, after completing the Level 5 programme and End-point Assessment, they may wish to continue onto the Level 5 CIPD Associate Diploma in Organisational Learning and Development. Diploma Unit Breakdown People professional culture Supporting self-directed and social learning Apprentices will develop their knowledge of reflective Self-Directed and Social Learning theories will be assessed practice and professional self-awareness. They will and compared with their organisation’s current provision. learn how to embed a positive culture and examine The apprentice will develop the ability to utilise a range organisational and human behaviour to support this. of theories and strategies most appropriate for building Active roles for collaboration will be taken to enhance resources in training programmes according to learner their skills in these areas. needs. Apprentices will explore innovative technology in line with this and evaluate its benefit to learning development. Organisational performance Evidence-based practice Consultants will evaluate the influential role they hold and assess the impact it has on the provision of Consultant’s critical thinking is deepened, and they are people solutions. Their knowledge of organisational exposed to analytical tools and decision-making processes performance and associated priorities for their business to benefit situational decision-making practice. Apprentices will be explored and extended to relate to their will compare the merits of various methods, techniques, and role’s influence. information system platforms to support solution focussed business outcomes. 40

Diploma Unit Breakdown Designed to create value Personalised and performance-focused Key factors of design and delivery are considered, and Consultants will enhance skills in managing the delivery the apprentice will explore legislation and policies that of training and development, effectively negotiating influence this. The apprentice will identify the roles and third-party suppliers and challenges such as learner responsibilities of stakeholders that influence briefing engagement and group behaviours. Strategies to support strategy. Skills are developed in applying solution provision transfer for learning and measurement of impact will be and effective budgeting to add value to the business. further developed; a range of systems to support this are scrutinised to improve the consultant’s understanding of their most appropriate use. Assessment Practice Regular evaluation sessions with line managers and Lifetime Team Members will include performance reviews, mini work-based projects, Q&A sessions, and a series of professional discussions. To prepare for End-point Assessment, apprentices will be asked to complete activities in-between visits as well as taking part in showcase presentations. End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Lifetime Team Member where entry requirements are discussed, checked, and recorded including functional skills at the required level. The Learning and Development Consultant/Business Partner Level 5 End-point Assessment will include the following types of assessment: • Work-based project with professional discussion • Presentation and Q&A based on learning journal 41

Data Technician Level 3 Training Benefits On completion of this 15-18-month standard, apprentices will be able to perform end-to-end data analysis that can be applied in any team and industry. Starting from data collection, diagnosing and cleaning data to communicating through data visualisations using intuitive and widespread tools. This will enable them to leverage their business acumen by adding evidence-based analysis and support decision-making in the business. The knowledge, skills and behaviours are developed with a focus on practice throughout the programme via scheduled learning interventions such as skills days and webinars along with independent study. Learning activities and coaching sessions are aligned to support the learner to apply their skills and prepare for the End-point Assessment. Diploma Unit Breakdown Intro to data analytics Data analysis Asking the right questions and translating them Applying descriptive statistics and from a business need to a data methodology. building models to simulate events. Big data tools Data visualisation Becoming aware of the ecosystem of tools and knowing Choosing different types of charts that best their use cases. Selecting tools to design a data communicate insight. Composing dashboards infrastructure, from data storage to data processing. and reports for business intelligence. Excel Data communication Using the global industry tool to perform end-to-end Translating technical results into business data analysis, from raw data through to insight. recommendations along with the required documentation to support transparency and reproducibility. Data design Structuring and designing data models for efficient Stakeholder management data storage. Working with stakeholders through the elicitation process to gather customer requirements and define testing to Data Collection satisfy deliverables. Understanding where and how to collect data following a methodical approach to data categorisation and definition. Data management Ensuring data is handled according to current regulation Data cleaning and follows data governance best practices. Acknowledging the importance of data quality, how to diagnose and improve it to ensure accuracy and consistency. Data preparation Reshaping and transforming data in preparation for analysis including feature engineering. Assessment Practice Regular evaluation sessions with managers and Data Analyst Coach will include performance observations, Q&A sessions and a series of professional discussions. To prepare for a final assessment apprentices will be asked to complete a number of activities in-between visits. 42

End-point Assessment Apprentices access End-point Assessment following a gateway discussion with their employer and Data Analyst Coach where entry requirements are discussed, checked and recorded including functional skills at the required level. The Data Technician End-point Assessment will include the following types of assessment: • Scenario demonstrations with questioning • Professional discussion underpinned by a portfolio 43

Property Maintenance Operative Level 2 The primary role of a Property Maintenance Operative is to optimise property condition and quality and to ensure the building is kept in a safe working condition. Property Maintenance Operatives need to maintain a high level of quality, providing maximum satisfaction to customers, clients, guests and team. They will understand the mechanism of buildings including electrical, plumbing, plant, safety systems and equipment. They will provide first and immediate response to fault finding, whilst maximising quality and ensuring cost effectiveness. They will ensure prevention of major damage that could result in extensive costs and minimise reactive intervention. or at worldwide destinations. Entry Requirements Qualification Duration Individual employers will set their selection criteria but the standard The typical duration of this apprenticeship includes Maths and English understanding and functional application at will be a minimum of 12 months. Level 1, enabling apprentices to aspire to the next level. Employers will set the entry specification suitable for the correct level of the individual. Progression Completing this apprenticeship programme with its transferable skills will enable pro-gression into roles such as a Technical Spe-cialist e.g. Electrical or Plumbing and Supervisory and Management roles e.g. Facilities Management, across a wide range of sectors. 44

Knowledge Skills Consider safety compliance with a diverse sector of client groups Take ownership of situations Comply with organisational safety, policies and procedures Work independently and as and identify hazards and reduce them part of a team Consider safety compliance with a diverse sector of client groups Communicates effectively either verbally or in writing Understand and demonstrate the importance of working safely at height Problem solving approach Carry out repairs to the fabric of a building, for example repairs to walls, A drive for efficiency and doors, doorframes, skirting boards or plaster damage to internal walls value for money Understand and maintain plumbing and drainage systems, for example repairs Communicate effectively to WC systems, leaking taps or water testing and unblocking drains at all levels Maintain high levels of water hygiene within a building Ability to underst and limitations within the role Understand and maintain electrical distribution, safe repair of electrical installation to legal requirements, for example replacing damaged sockets, plugs, lighting and fuse Behaviours Understand and maintain plant, safety systems and equipment Have a flexible attitude Understand and maintain grounds and external fabrication of a building, Commitment to quality such as drainage and guttering and excellence Understand and demonstrate the safe use of hand tools, for xample screwdrivers, power Ability to perform under pressure drills, pliers, paper strippers and a variety other tools used in plumbing and carpentry Scan the QR to nominate yourself or your Colleague 45

Maths and English Functional Skills: As part of the apprenticeship programme, you may need to achieve qualifications in maths and English called Functional Skills. These qualifications are equivalent to holding GCSEs in those subjects. Already achieved these? If you’ve previously achieved both maths and English GCSE qualifications at Grade D or above, you will not need to complete Functional Skills as part of the programme. You’ll just need to present your certificates to your Lifetime Training Coach at your first session. Need to achieve them? If you don’t hold these qualifications, don’t worry, your Lifetime Training Coach will support you to achieve them. You shouldn’t be concerned as they are delivered very differently to school and will help you at work and day-to-day life. 46

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Clifton Heights Triangle West Bristol BS8 1EJ 0333 0143 669 [email protected] lifetimetraining.co.uk 48