ΛPPRENTICESHIPS

This Apprenticeship Standard is for a HR Consultant or an HR Business Partner in different organisations. 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 a number of HR areas, typically to mid-level and senior managers. They could be in a generalist role, where they provide support across a range of HR areas – likely to be the Core HR option; or a specialist role, where they focus on and have in depth expertise in a specific area of HR – likely to be Resourcing, Total Reward, Organisation Development, or HR Operations. Whichever of these is chosen, they will have a good grounding across the whole range of HR disciplines as this is contained in both of the qualification options included in this standard. They will often be required to make decisions and recommendations on what the business can/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.

This Apprenticeship Standard for roles that are typically either for working in a medium to large organisation as part of the HR function delivering front line support to managers and employees, or are a HR Manager in a small organisation. Their work is likely to include handling day to day queries and providing HR advice; working on a range of HR processes, ranging from transactional to relatively complex, from recruitment through to retirement; using HR systems to keep records; providing relevant HR information to the business; working with the business on HR changes. 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. In a larger organisation they may also have responsibility for managing a small team – this aspect is outside the scope of this apprenticeship and will need to be covered separately by the employer.

An operations/departmental manager is someone who manages teams and/or projects, and achieving operational or departmental goals and objectives, as part of the delivery of the organisations strategy. They are accountable to a more senior manager or business owner. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities and job titles will vary, but the knowledge, skills and behaviours needed will be the same. Key responsibilities may include creating and delivering operational plans, managing projects, leading and managing teams, managing change, financial and resource management, talent management, coaching and mentoring. Roles may include: Operations Manager, Regional Manager, Divisional Manager, Department Manager and specialist managers.

A team leader/supervisor is a first line management role, with operational/project responsibilities or responsibility for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role

The primary role of a network engineer is to design, install, maintain and support communication networks within an organisation or between organisations. Network engineers need to maintain high levels of operation of communication networks in order to provide maximum performance and availability for their users, such as staff, clients, customers and suppliers. They will understand network configuration, cloud, network administration and monitoring tools, and be able to give technical advice and guidance

The primary role of a software developer is to build and test simple, high-quality code across front end, logic and database layers. A developer will typically be working as part of a larger team, in which they will have responsibility for some of the straightforward elements of the overall project. The developer will need to be able to interpret design documentation and specifications. The customer requirements will typically be defined and agreed by more experienced or specialist members of the team, such as a business analyst or technical architect

An Infrastructure Technician provides support to internal and external customers, helping them to be productive when using technology to do their own jobs, by using tools to problem solve and trouble shoot non routine problems. The Infrastructure Technician sets people up on systems and provides support when they need it, rectifying issues to
maintain the organisations productivity.

The primary role of a Software Tester is to ensure that software operates as intended. Testers typically design and prepare test plans and conduct software testing as appropriate to ensure that software is fit for purpose. They document and report the results of testing activities. They have a good understanding of the software lifecycle and software development practice

As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You will be expected to exercise judgement and take appropriate actionto supportindividuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workerswill in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising ofautonomy and accountability means leading and supporting others to comply with expected standards and behaviours. Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centresor some clinical healthcare settings. As well as covering Lead Adult Care Workers this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home

To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This standard covers both Adult Care Workers and Personal Assistants. Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities.

This apprenticeship is made up of qualifications and learning that will provide apprentices with the skills and knowledge required to become competent in their chosen job role.The framework includes a balance of content in technical, business and interpersonal areas, designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles. The technical content includes units for Software Development, Web Development, Technical Support, Telecommunications and Databases. In addition to generic units, the apprenticeship contains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware and CompTIA.

This apprenticeship is made up of qualifications and learning that will provide apprentices with the skills and knowledge required to become competent in their chosen job role.The framework includes a balance of content in technical, business and interpersonal areas, designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles. The technical content includes units for Software Development, Web Development, Technical Support, Telecommunications and Databases. In addition to generic units, the apprenticeship contains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware and CompTIA.

This apprenticeship is made up of qualifications and learning that will provide apprentices with the skills and knowledge required to become competent in their chosen job role.The framework includes a balance of content in technical, business and interpersonal areas, designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles. The technical content includes units for Software Development, Web Development, Technical Support, Telecommunications and Databases. In addition to generic units, the apprenticeship contains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware and CompTIA.

This framework provides the apprentice with the competence, skills and knowledge to work effectively and efficiently with IT systems, communication and productivity tools and software applications. This includes the creation and amendment of many types of formatted information including documents, diagrams, spreadsheets and presentations. It also includes maintaining simple websites, using the internet to find and exchange information and using social media to disseminate information

This framework provides the apprentice with the competence, skills and knowledge to work effectively and efficiently with IT systems, communication and productivity tools and software applications. This includes the creation and amendment of many types of formatted information including documents, diagrams, spreadsheets and presentations. It also includes maintaining simple websites, using the internet to find and exchange information and using social media to disseminate information

This Apprenticeship Framework provides the skills and knowledge required to become competent in supporting Health Professionals (eg surgeons, nurses, operating departmentpractitioners) within the operating theatre department. Apprentices are employed as Perioperative support workers or theatre support workers and work alongside Health Professionals providing patient care within the hospital operating theatre
department. Apprentices gain the new skills and learning they need to carry out these job roles as well as preparing them for future employment and career progression within the health
sector.

A motor vehicle technician services and repairs light vehicles such as cars and vans and works either in dealerships that focus on a particular manufacturer, or for an independent garage that deals with many different makes of vehicles. They work on all the systems found within the vehicle.

The nature of the work ranges from replacing simple parts through to solving complex faults with the use of diagnostic methods and equipment. The day-to-day tasks faced by the technician are constantly changing, driven by the introduction of ever more complex technologies and diagnostic techniques. Today’s apprentice has to demonstrate expertise in the technical side of their role.

They must have strong problem-solving skills and a good grasp of the theoretical and practical aspects of a vehicle’s systems. They must be able to workindependently but also operate as an effective team member, understand how their work shop and the dealership/garage functions from a commercial perspective, have good customer handling skills andidentify ways in which they can work more efficiently

The Vehicle Maintenance and Repair Apprenticeship framework is popular with employers in England with 8,149 Level 2 and Level 3 apprentices starting training in 2011/12. The Vehicle Maintenance & Repair framework is supported by a wide range of employers of all sizes (micro,small/medium and large) across the sector including Jaguar Land Rover, Honda, Mercedes Benz, Toyota, Ford and BMW. Intermediate Level (Level 2) apprentices will train as Service Technicians/Technicians, learning how to test and repair a range of vehicles.

The Vehicle Maintenance and Repair Apprenticeship framework is popular with employers in England with 8,149 Level 2 and Level 3 apprentices starting training in 2011/12. The Vehicle Maintenance & Repair
framework is supported by a wide range of employers of all sizes (micro,small/medium and large) across the sector including Jaguar Land Rover, Honda, Mercedes Benz, Toyota, Ford and BMW. Advanced Level (Level 3) apprentices will train as Diagnostic Technicians or Advanced Technicians learning how to diagnose, test and repair a range of vehicles.

The Intermediate Level Apprenticeship for Supporting Teaching and Learning in Schools is designed for learning support staff whose responsibilities at work are closely supervised. They will be working under the direction of the class teacher whose lesson planning and day-to-day direction set the framework within which the individual works. Job titles include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant

The Advanced Level Apprenticeship is designed for learning support staff with a working role which requires competence in a specialist area and/or across a varied range of responsibilities. They will be working under the direction of a teacher who has overall responsibility for teaching and learning in the classroom. They will contribute to planning, implementing and
evaluating learning activities and will work alongside the teacher to support whole class activities, as well as working on their own with individual, or groups of, pupils. Job titles may include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant; learning guide; learning coach; induction mentor; team leader.

This framework is designed to meet the skills needs of employers of all sizes across the public, private and not-for-profit sectors. It will attract new talent into management and will help to
up-skill the workforce to replace those who leave or retire. Intermediate apprentices will workin job roles such as team/section leaders, floor managers, helpdesk managers and trainee supervisors. Advanced apprentices will work in job roles such as first line, section, assistant or trainee managers, senior supervisors and junior non-commissioned officers (armed forces).

This framework is for Managers at level 4 who play an integral role in developing and supporting organisational objectives through a wide range of functions, such as: managing team dynamics, delegation and capability building, planning and managing projects, and managing budgets

This framework is for Managers operating at level 5 who play an integral role in setting and supporting organisational objectives through a wide range of functions, such as: informing strategic decision making, managing budgets, planning and implementing change, leading teams and managing programmes of complimentary projects

This Higher Apprenticeship framework at Level 4 has been developed by People 1st to meet the higher level skills needs of the Hospitality Industry and act as a progression route for apprentices undertaking the Hospitality, Catering and Professional Chefs and Licenced Hospitality Apprenticeships. Higher Apprentices will train in a range of hospitality management job roles, such as deputy general manager, front office manager, operations or unit manager.

Pending description.

The primary role of a Cyber Intrusion Analyst is to detect breaches in network security for escalation to incident response or other determined function. An Intrusion Analyst will typically use a range of automated tools to monitor networks in real time, will understand and interpret the alerts that are automatically generated by those tools, including integrating and correlating information from a variety of sources and in different forms and where necessary seek additional information to inform the Analyst’s judgement on whether or not the alert represents a security breach.

When an Analyst has decided that a security breach has been detected, he or she will escalate to an incident response team, or other determined action, providing both notification of the breach and evidence with reasoning that supports the judgement that a breach has occurred. An Analyst will typically work as part of a team (or may lead a team) and will interact with external stakeholders, including customers and third party sources of threat and vulnerability intelligence and advice. Typical job roles include: Secure Operations Centre (SOC) Analyst, Intrusion Analyst, Network Intrusion Analyst, Incident Response Centre (IRC) Analyst, Network Operations Centre (NOC) Security Analyst

An associate project manager knows what needs to be achieved, how it will be achieved, how long it will take and how much it will cost, and works with the project team to achieve the required outcomes. Associate project managers need good planning, organisation, leadership, management and communication skills. An associate project manager utilises resources with suitable skills, qualifications, experience and knowledge to work together in a motivated and integrated team, with clearly defined reporting lines, roles, responsibilities and authorities.

Dependent upon the size of the organisations and the complexity of projects, associate project managers’ job titles will vary, but typically they can include: assistant project manager, junior project manager, project team leader. Some organisations use ‘project manager’ as a generic job title.

Business administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors. This includes small and large businesses alike; from the public sector, private sector and charitable sector. The role may involve working independently or as part of a team and will involve developing, implementing, maintaining and improving administrative services. Business administrators develop key skills and behaviours to support their own progression towards management responsibilities.

The responsibilities of the role are to support and engage with different parts of the organisation and interact with internal or external customers. With a focus on adding value, the role of business administrator contributes to the efficiency of an organisation, through support of functional areas, working across teams and resolving issues as requested. The flexibility and responsiveness required allows the apprentice to develop a wide range of skills.

The business administrator is expected to deliver their responsibilities efficiently and with integrity – showing a positive attitude. The role involves demonstrating strong communication skills (both written and verbal) and adopting a proactive approach to developing skills. The business administrator is also expected to show initiative, managing priorities and own time, problem-solving skills, decision- making and the potential for people management responsibilities through mentoring or coaching others.

A chef de partie is responsible for running a specific section of the kitchen. This type of chef usually manages a small team of workers, which they must keep organised so that dishes go out on time and the work area remains clean and orderly.

However, in smaller kitchens a chef de partie may work independently as the only person in their section. Also known as a station or section chef, the chef de partie reports to the senior chef and has a very important role in any kitchen.

A commis chef is the most common starting position in many kitchens and in principal the most junior culinary role. A commis chef prepares food and carries out basic cooking tasks under the supervision of a more senior chef. The primary objective of the commis chef is to learn and understand how to carry out the basic functions in every section of the kitchen.

Therefore having the opportunity to experience, consider and value each section with a view to choosing an area where they feel most inspired. The learning journey of any chef will vary considerably from one individual to the next; however it is necessary to understand and have experience in the basics that this role provides in order to progress to any future senior chef role.

The role of a customer service practitioner is to deliver high quality products and services to the customers of their organisation. Your core responsibility will be to provide a high quality service to customers which will be delivered from the workplace, digitally, or through going out into the customer’s own locality.

These may be one-off or routine contacts and include dealing with orders, payments, offering advice, guidance and support, meet-and- greet, sales, fixing problems, after care, service recovery or gaining insight through measuring customer satisfaction. You may be the first point of contact and work in any sector or organisation type.

Your actions will influence the customer experience and their satisfaction with your organisation. You will demonstrate excellent customer service skills and behaviours as well as product and/or service knowledge when delivering to your customers. You provide service in line with the organisation’s customer service standards and strategy and within appropriate regulatory requirements. Your customer interactions may cover a wide range of situations and can include; face-to-face, telephone, post, email, text and social media.

The primary role of a Cyber Security Technologist is to apply an understanding of cyber threats, hazards, risks, controls, measures and mitigations to protect organisations systems and people.Those focused on the technical side work on areas such as security design & architecture, security testing, investigations & response. Those focussed on the risk analysis side focus on areas such as operations, risk, governance & compliance.

Whether focussed on the technical or risk analysis side, all people in this occupation work to achieve required security outcomes in a legal and regulatory context in all parts of the economy. They develop and apply practical knowledge of information security to deliver solutions that fulfil an organisation’s requirements. Typical job roles include: Cyber Operations Manager, Security Architect, Penetration Tester, Security Analyst, Risk Analyst, Intelligence Researcher, Security Sales Engineer, Cyber Security Specialist, Information Security Analyst, Governance & Compliance Analyst, Information Security Assurance & Threat Analyst, Forensics & Incident Response Analyst, Security Engineer, Information Security Auditor, Security Administrator, Information Security Officer.

The primary role of a digital marketer is to define, design, build and implement digital campaigns across a variety of online and social media platforms to drive customer acquisition, customer engagement and customer retention. A digital marketer will typically be working as part of a team, in which they will have responsibility for some of the straightforward elements of the overall marketing plan or campaign. The marketer will work to marketing briefs and instructions. They will normally report to a digital marketing manager, a marketing manager or an IT Manager.

Qualified support staff will have an in-depth understanding of the knowledge and skills required when working directly with children or young people in primary, secondary or special schools. This will involve getting the classroom ready for lessons and clearing away afterwards, listening to children read or reading to them, helping children who need extra support, helping teachers prepare materials that match development needs, supervising group activities, including outings and sports events, helping teachers manage class behaviour, looking after children who are upset or unwell and leading classes with help from the teacher.

Assistant Practitioners work as part of the wider health and social care team and have direct contact with patients, service users or clients providing high quality and compassionate care. Assistant Practitioners work at a level above that of Healthcare Support Workers and have a more in-depth understanding about factors that influence health and ill-health (e.g. anatomy and physiology).

Assistant Practitioner is a job title applied to a very wide variety of roles that have been developed locally by employers to meet individual service need. Upon successful completion of this standard, individuals will have obtained the core skills, knowledge and values/behaviours to become an Assistant Practitioner. Examples of common work activities include assisting in total patient assessment, coordination of care (including referrals to other practitioners) and higher clinical skills such as catheterisation, wound care and discharge planning (1).

Assistant Practitioners can be found working in a range of areas such as Cancer Services, Physiotherapy, Genito- Urinary Medicine, Orthopaedics, Hospice Care, Mental Health, Social Care, Community, Occupational Therapy, Learning Disabilities as well as hybrid roles that cross traditional occupational areas. (2) Assistant Practitioners will therefore develop additional skills and knowledge based on their employer’s requirements depending on the clinical or professional area within which they are working.

(1) list is not exhaustive.
(2) list is not exhaustive.

Healthcare support workers (HCSWs) work as part of a team providing high quality and compassionate care to individuals(1). You will carry out well-defined routine clinical duties(2) like monitoring an individual’s conditions (by checking things like blood pressure, temperature or weight), checking on their overall progress, comfort and wellbeing.

Depending on where you work, you may also help them to eat, drink, wash, dress or go to the toilet. You will prepare individuals for healthcare activities carried out by other members of the healthcare team, looking after them before, during and/or after those activities in line with their care plan. You will also carry out non-clinical duties and, depending on where you work, this could include things like keeping records, making beds, tidying up your work area, returning or cleaning the equipment used during a clinical activity. You will be able to address straightforward problems in your day to day work, reporting concerns and changes to the appropriate person in a timely manner. HCSWs work in a range of healthcare settings(3) and your team may include workers from both health and social care. You will report to a registered healthcare practitioner who will directly or indirectly supervise your work.

(1) Individuals - those requiring care and support, may include patients, service users or clients.
(2) Duties - please note the list of duties is not exhaustive. Your duties will vary depending on where you work and your job description.
(3) Healthcare settings may include hospitals, community clinics or health centres, individuals’ homes, nursing/care homes, hospices, mental health settings and GP surgeries. List is not exhaustive.

A Heavy Vehicle (HV) technician services, inspects and repairs HVs, categorised by the Department of Transport as category N2 or N3, and associated trailers, with the associated ancillaries. They work in either a dealership that focusses on a particular manufacturer, or for an independent garage, franchise or large fleet operator that deals with many different makes of vehicles. They work on all the systems found within the vehicle. The nature of the work ranges from replacing simple parts through to solving complex faults with the use of diagnostic methods and equipment.

The day-to-day tasks faced by the technician are constantly changing, driven by the introduction of ever more complex technologies and diagnostic techniques. Today’s technician has to demonstrate expertise in the technical side of their role. They must have strong problem-solving skills and a good grasp of the theoretical and practical aspects of vehicles systems and associated ancillaries. They must be able to work independently but also operate as an effective team member, understanding how their workshop and the dealership/garage/branch functions from a commercial perspective, have good customer handling skills and identify ways in which they can work more efficiently. The growing complexity of today’s vehicles and the pressure to deliver a high-quality customer experience requires the retail automotive sector to attract and train high calibre individuals and this is reflected in the elements of the Standard described here.

Hospitality managers work across a huge variety of organisations including bars, restaurants, cafés, conference centres, banqueting venues, hotels and contract caterers. These managers generally specialise in a particular area, however their core knowledge, skills and behaviours are aligned. Common to all managers in this role is their passion for exceeding customers’ expectations.

Hospitality 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.

Hospitality supervisors work across a wide variety of businesses including bars, restaurants, cafés, conference centres, banqueting venues, hotels or contract caterers.

They provide vital support to management teams and are capable of independently supervising hospitality services and running shifts. They typically work under pressure delivering fantastic customer service and motivating a team is essential to their role. The majority of supervisors’ skills and knowledge are the same but supervisors may specialise in specific functions or work across a variety of functions which reflect the multi- functional nature of the industry.

A hospitality team member can work in a range of establishments, for example bars, restaurants, cafés, conference centres, banqueting venues, hotels or contract caterers.

The role is very varied and although hospitality team members tend to specialise in an area, they have to be adaptable and ready to support team members across the business, for example during busy periods. Specialist areas in hospitality include food and beverage service, serving alcoholic beverages, barista, food preparation, housekeeping, concierge and guest services, reception, reservations and conference and banqueting. The most important part of the role is developing fantastic ‘hospitality’ skills and knowledge such as recognising customer needs, knowing how to match them to the products and services of the business and working as part of a team to ensure that every customer, whether they are eating in a restaurant, drinking cocktails in a bar, ordering room service in a hotel or attending a business conference feels welcomed and looked after.

School Business Professionals (SBPs) perform a role which is unique to schools, administering and managing the financial, site and support services within the school context. They provide essential support to school leadership teams, implementing their financial and business decisions.

SBPs may work in any school phase (primary, secondary, special) and in different school structures: single academy trusts, multi academy trusts (MATs), local authority maintained schools and federations, etc. Consequently, they can work in very different settings with varying numbers of people that they report to including the headteacher or School Business Director (SBD). Within this context, SBPs have a shared number of roles which shape their day-to-day activity to make this a homogeneous role in schools.

Senior production chefs strive to produce customers’ meals consistently to perfection according to predetermined specifications. They have the ability to work independently and lead a team in often hot and highly challenging kitchen environments. Production Chefs are likely to work in organisations where brands, recipes and menus have been created by a central development team.

Production chefs and their teams work quickly and efficiently, producing food often in high volumes, which is repeated day after day, requiring energy, highly methodical organisational skills and attention to detail.