City of Wolverhampton College - Apprenticeships - A guide for employers

Apprenticeships A Guide for Employers

City of Wolverhampton College

Apprenticeships - A Guide for Employers

Contents

2

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

               

  

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

What is an apprenticeship 4 Why choose City of Wolverhampton College 6 Apprenticeship funding and the levy 8 Apprenticeship funding at a glance 10 Automotive apprenticeships 12 Business and management apprenticeships 26 Computing and IT apprenticeships 56 Construction and surveying apprenticeships 74 Creative and journalism apprenticeships 114 Drinks dispense technician apprenticeships 126 Early years apprenticeships 136 Engineering apprenticeships 146 Hairdressing and barbering apprenticeships 192 Health and social care apprenticeships 208 Hospitality and catering apprenticeships 234 Polymer processing and business improvement apprenticeships 248 Science apprenticeships 268 Teaching and education apprenticeships 272 Apprenticeship FAQs 280

3

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

What is an apprenticeship?

4

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

An apprenticeship is a job with training.

Apprentices combine working for an employer with studying for a relevant industry qualification at college.

They will usually attend college on a weekly basis and put the skills and knowledge they learn into practice in the workplace, as well as use their on-the-job experience to bring learning to life in the classroom.

Whichever qualification is chosen, apprentices will develop a set of skills, knowledge and behaviours needed to effectively perform their role within the workplace.

Throughout the programme, employers will be supported by a dedicated account manager and both the employer and apprentice will have regular meetings with a college assessor to monitor the apprentice’s progress.

And apprenticeships aren’t just for new staff, apprenticeship training can also be used to upskill existing members of the team ensuring all employees are equipped with the latest skills and knowledge needed to meet the demands of the business.

5

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Why choose City of Wolverhampton College?

6

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

City of Wolverhampton College is one of the largest apprenticeship training providers in the region, supporting over 1300 apprentices in a wide range of industries across the West Midlands and beyond.

Renowned for its experienced tutors and high-quality apprenticeship training programmes, the college works in partnership with a wide range of local companies – from small independent businesses to large public sector organisations.

The college works closely with employers to ensure apprentices make a valuable contribution to the workplace throughout the programme and many are offered employment contracts when they have completed their training.

Employers will benefit from a dedicated account manager - with in-depth knowledge of all relevant apprenticeships in the sector – to help with training requirements and funding applications, and also have access to a free recruitment service with staff available to support advertising vacancies, screening applicants and shortlisting candidates for interview.

And with a growing talent pool of young people looking for apprenticeships, and a fast turnaround from initial enquiry to interview, employers can be confident that they will soon have the right person for the job.

7

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Apprenticeship funding and the levy

8

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

How much an employer has to pay towards the cost of training an apprentice depends on the company’s wage bill and number of employees.

Less than 50 employees and wage bill of less than £3million per annum*: • Training for apprentices aged 16-18 is free.

• For apprentices aged 19 or over the employer is required to make a contribution of 5% of the cost of the training More than 50 employees and a wage bill of less than £3million per annum*: • Employer makes a 5% contribution towards the training of apprenticeships for new and existing staff Salary bill of over £3million per annum*: • Employer makes a 0.5% contribution of the annual salary bill to the apprenticeship levy through PAYE • For every £1 paid into the levy pot the employer gets £1.10 to spend on apprenticeship training * £1000 cash incentive available for the enrolment of a new or existing employee, aged 16–18, onto an apprenticeship

9

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Apprenticeship levy at a glance

10

    

improve the quality of those available and assist larger employers toTofund apprenticeship programmes for new andE:existing employees. find out more about apprenticeships contact: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

Employers fall into one of two categories: Levy-payers – employers with a payroll of over £3m per annum are required to pay the levy whether they employ an apprentice or not.

Non-levy payers – employers with a payroll of less than £3m per annum do not have to pay the levy and can access financial support to assist in the recruitment and training of new apprentices and existing employees.

The Apprenticeship Levy at a glance Levy-payer

Non-levy payer

Salary bill of over £3m per annum

Salary bill of under £3m per annum and more than 50 employees

Salary bill of under £3m per annum and less than 50 employees

Employer makes a 0.5% contribution of the annual salary bill through PAYE.

Employer makes a 5% contribution towards the training of apprenticeships for new and existing staff.

Fully-funded apprenticeship training for new and existing staff aged 16-18.

Employer uses a digital account to manage apprenticeship funding, see how much is available in the company’s online account and allocate payments to providers of government-approved apprenticeships for the training and development of new or existing apprentices.

For every £1 paid into the levy pot the employer gets £1.10 to spend on apprenticeship training.

For apprentices aged 19 or over, the employer makes a 5% contribution to the training.

£1000 cash incentive for recruitment of or enrolment of an existing employee, aged 16-18, onto an apprenticeship.

On full utilisation of the levy, all additional apprentices are funded with a requirement to contribute 5%. £1000 cash incentive for recruitment or enrolment of an existing employee, aged 16–18, onto an apprenticeship.

For more information on the apprenticeship levy: accountmanagers@wolvcoll.ac.uk 01902 837163

11

£1000 cash incentive for recruitment or enrolment of an existing employee, aged 16-18, onto an apprenticeship.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Automotive Apprenticeships As an employer in the automotive industry, offering apprenticeships is a great way to train new staff or upskill existing staff and for the business to benefit from an employee with the latest sector skills and knowledge.

The college offers apprenticeships in three specialisms and the programmes are suitable for staff in small independent businesses, specialist centres or large organisations and dealerships.  Automotive facilities

12

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following automotive apprenticeships:  Autocare Technician – Level 2  Accident Repair Technician – Level 3  Motor Vehicle Service and Maintenance Technician

(Light Vehicle) -Level 3

13

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Automotive Facilities

14

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a fully operational automotive centre on the Paget Road campus in Compton, Wolverhampton.

The centre is equipped with a range of vehicles for students to work on, as well as: • Open-plan mechanical workshops • Spray booths and paint rooms • Fabrication and welding workshops • Air conditioning and electrical repair areas All of the tutors in the department have worked in the automotive industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

15

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

AUTOCARE TECHNICIAN - ST0499 Role profile An autocare technician carries out a range of services and repairs to cars, car derived vans and light goods vehicles, working in an autocare or ‘fast-fit’ centre, which may be part of a national chain or operated by a regional/local independent group/owner.

They use a range of tools, measuring and diagnostic equipment to identify & repair simple system faults, and require a unique combination of technical, retail and customer service skills.

They have to demonstrate expertise in the technical elements of their role and have a good grasp of the practical and theoretical aspects of the vehicle systems they service, as well as have excellent telephone, customer handling (including how to handle difficult customers and deal with customer disappointment) and effective sales skills, as well as strong problem solving and self-organisation skills.

They must be able to work as part of a team but also operate independently, understand how their centre operates from a commercial perspective and how their actions contribute to business results, whilst maintaining a high standard of workmanship.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of: • Tyre legislation and technical information including EU tyre labelling, tyre pressure monitoring systems, sidewall markings, homologated fitments relating to cars, car derived vans and light goods vehicles.

• Fundamentals of specific vehicle systems including steering and suspension, and braking, battery, charging, exhaust and air conditioning systems • Vehicle 4-wheel geometry principles

• Basic consumer legislation relevant to the occupation • Appropriate health and safety legislation and requirements for the workplace • Hybrid/electric vehicle system and safe working procedures • Data protection requirements to protect customer and payment information • General sales principles including, identifying customer & vehicle needs, presenting solutions, closing the sale and dealing with buying resistance • How the business works and how you contribute to the overall results, demonstrating commercial awareness • How to carry out vehicle safety inspections and routine maintenance using manufacturers specifications or approved schedules, using vehicle specific data and meeting legal requirements • The importance of following workplace procedures and the consequences of not doing so

SKILLS Apprentices will gain skills enabling them to: • Contribute to maintaining a healthy and safe workplace, including the maintenance of key equipment and carrying out general housekeeping • Carry out stock procedures including dealing with routine stock deliveries, placing stock into storage, carrying out stock rotation duties and ordering parts for customers following company procedures • Carry out vehicle safety inspections and routine maintenance in line with manufactures specifications or approved schedules, company procedures and complete approved documentation.

• Make recommendations to customers based on the results of inspections, ensuring that sales recommendations are accurate and fully costed, ethical and in the best interests 16

To find out more about apprenticeships contact:

•

•

•

•

• •

• • •

E: employerenquiries@wolvcoll.ac.uk

of the customer at all times, and using language that is transparent and avoids jargon.

Carry out replacement/repair and balancing of a range of light vehicle tyres, including ultra-low profile, directional, asymmetric and run-flat tyres fitted to a range of wheel sizes and types Carry out the replacement of components on a specific range of vehicle systems including steering and suspension, and braking, battery, charging, exhaust and air conditioning systems Carry out 4-wheel Geometry operations including adjustments on a range of vehicles with different suspension and steering systems Use a range of specialist tools & equipment, mechanical & electrical measuring tools and diagnostic equipment to support fault identification and repair.

Identify & procure correct parts to meet specific customer requirements Access vehicle technical data to inform inspections and make judgements on wear and serviceability.

Deal with and resolve low-level customer complaints Communicate effectively with customers, suppliers and colleagues Use specific company IT systems within the workplace, including Point-of-sale systems and hand-held devices.

T: 01902 837198

• Behave in accordance with company values, industry codes of conduct and demonstrate respect for customers and colleagues. Be courteous at all times and respond quickly to requests or requirements using effective communication skills to win trust and ensure an excellent experience • Work as an effective team member taking responsibility for their own actions, being honest and accountable when issues arise and things don’t go as planned • Commit to learning to improve your own performance and that of the business. Work in an organised way to ensure work is carried out in an effective and efficient manner.

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Act in a manner that promotes the professional image of the automotive sector • Communicate effectively with colleagues and customers on a range of topics including drawing out information to support identification of customer and vehicle needs, making clear recommendations to customers and overcoming objections/ concerns.

17

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Autocare Technician Level 2 Diploma

Level

2

Length

30 months (excluding end point assessment and depending on prior skills and knowledge)

Delivery model

Based in the workplace with one day per week at college

Entry requirements

A passion for motor vehicle, a willingness to learn and a commitment to a career in the industry

Maths and English

Maths and English at GCSE at grade D/3 or above.

Candidates without this level will be expected to study the relevant subject as part of the apprenticeship programme

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Professional body recognition

On completion of this Standard the apprentice will be eligible to apply for IMI membership as a registered young professional or, if they wish, an associate member. They would also gain entry onto the IMI professional register.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

18

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

19

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ACCIDENT REPAIR TECHNICIAN - ST0352 Role profile Motor vehicle accident repair technicians repair all elements of a vehicle after it has sustained some type of collision damage, ranging from small damage through to heavily impacted types of damage requiring complex and detailed repair or replacement of major structural elements of the vehicle.

Typically, they work in a modern highly technical workshop-type environment, working on a broad range of vehicles from cars and car derived vans to light commercial vehicles.

Uniquely, they work on and obtain a level of competence in all craft aspects of vehicle accident repair, including mechanical, electrical & trim (MET), panel repair & replacement, preparation and paint – not just one as has been the case in the past.

Technicians must be able to interpret and work accurately to detailed and complex technical repair specifications/instructions and, at times, obtain these instructions from a range of electronic sources, as well as work in a focused, analytical and methodical fashion, completing repairs on time, every time with a right-firsttime, customer focused culture under-pinning all their activities.

They must be able to excel working as part of a team and put complete customer satisfaction, as well as commercial awareness, at the centre of everything they do.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Mechanical, Electrical and Trim (MET): How

all types of engines and propulsion systems function; how electrically propelled and hybrid vehicles function; how sub systems of lubrication, cooling, fuel, ignition, intake and exhaust systems operate; how transmission, driveline & final drive systems operate; vehicle suspension, steering, brakes, wheels and tyre systems; vehicle electrical principles; vehicle electrical systems and components • Panel Repair & Replacement: Vehicle thermal welding operations & techniques; vehicle bonding and adhesives procedures; vehicle body mechanical fastening operations.

• Preparation & Paint: The various types of filler & foundation materials; different materials used in vehicle construction; preparation techniques required for different materials & surfaces; paint, basecoat & topcoats; refinishing process; which techniques & products to employ with each type of repair process.

• Cross-cutting: Health and safety in the workplace as it relates to the accident repair environment; structure of their organisation, and where they work within that; tools & equipment and vehicle construction methods used in the accident repair workplace.

SKILLS Apprentices will gain skills in the following areas: • Mechanical, Electrical and Trim (MET): Remove all damaged & associated components from a vehicle; re-assemble replacement or existing components to a vehicle; remove and re-assemble permanent & non-permanent fixed vehicle body panels; remove and refit all types of vehicle body panels; remove and refit trim components; identify and describe principle vehicle electrical components and systems; diagnose and rectify basic vehicle electrical faults.

• Panel Repair & Replacement: Repair all types 20

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

of vehicle body panels; repair or refurbish trim components; repair vehicles using thermal welding operations and processes; repair vehicles using non thermal joining, bonding and adhesive processes; remove, repair and replace structural body panels; identify and rectify vehicle body structural misalignment.

• Preparation & Paint: Apply body filler & foundation materials; prepare all types of vehicle body material; prepare & refinish metal, plastic and pre-painted surfaces; repair minor defects in all types of body panels and materials; apply paint, primer and basecoat; apply topcoats and clear coats and complete final refinishing operations; identify and rectify paint or preparation defects.

• Cross-cutting: Carry out their work safely in the workplace and adhere to relevant health and safety requirements; develop strong working relationships.

T: 01902 837198

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Adoption of a good health and safety-first mentality as standard practice • Customer-first approach when dealing with owners of vehicles and other clients • Recognises that high quality is intrinsic in every activity throughout the accident repair process • Strong and positive work ethic • Ability to work in a team and be a good team member • Positive attitude, good aptitude, excellent ambition • Effective communication throughout the repair process, both with clients and with other members of the team

SUMMARY Qualification

Accident Repair Technician Apprenticeship

Level

3

Length

24 months (not including the end point assessment)

Delivery model

One day per week in college

Entry requirements

Entry requirements will be set by individual employers, however applicants will need to display a good attitude, a positive approach to learning and development and a high level of ambition.

Maths and English

Apprentices without Level 2 maths and English will need to achieve this level prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

21

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

MOTOR VEHICLE SERVICE AND MAINTENANCE TECHNICIAN (LIGHT VEHICLE) - ST0033 Role profile The automotive retail industry provides employment for over half a million employees who work for approximately 70,000 employers.

It is a major contributor to the UK economy and with the growing complexity of today’s vehicles, and the pressure to deliver a highquality customer experience, requires the retail automotive sector to attract and train high calibre individuals.

A motor vehicle service and maintenance technician services and repairs light vehicles such as cars and vans and works either in dealerships which focus on a particular manufacturer, or in an independent garage which deals with many different makes of vehicles.

The technician will work on all the systems found within the vehicle. The day-to-day work ranges from replacing simple parts through to solving complex faults with the use of diagnostic methods and equipment. The tasks faced are constantly changing, driven by the introduction of ever more complex technologies and diagnostic techniques.

The technician must be able to work independently but also operate as an effective team member and have good customer handling skills. They will understand how their workshop and the dealership/garage functions from a commercial perspective and identify ways in which they can work more efficiently.

In smaller garages the technician will report directly to the owner or garage manager and may be called upon to carry out some of the function of the other departments themselves, for example managing their own delivery of parts.

In a large dealership the technician will typically report to the workshop controller, who in turn reports to the aftersales manager and liaises with the service reception. Technicians working in large dealerships work with other departments, for example carrying out work for the sales department and ordering parts from the parts department,

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of: • How vehicle service and repair is impacted by legislative, regulatory and ethical requirements, including health and safety law and environmental procedures • The structure of the industry and how the business works from an operational perspective, business targets, the systems and processes that make up the efficient running of a business • How to develop positive working relationships and communicate effectively and how to carry out self-evaluation and improve own performance • The procedures for the maintenance of tools and the workshop • Routine servicing and inspection procedures • Steering and suspension geometries; electrical circuit requirements and calculations • Construction and operation of vehicle components and systems • Common fault types, causes and effects of different types of faults • The implications and legal requirements of fitting accessories and carrying out vehicle modifications • How to diagnose faults using suitable faultfinding strategies • Construction and operation of advanced electrical, braking and suspension systems, engine and transmission systems and engine and gear calculations • Vehicle emissions and legal requirements • Alternative fuels and hybrid and electric systems.

22

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SKILLS

BEHAVIOUR

Apprentices will gain skills enabling them to: • Contribute to the maintenance of a safe and efficient workshop • Demonstrate due regard for own safety and that of others in the workshop and minimise risk of injury and vehicle damage • Carry out fundamental tasks associated with removal and replacement procedures on a vehicle • Obtain diagnostic and repair information • Interpret diagnostic information and use electrical wiring diagrams to determine system serviceability • Use a range of diagnostic equipment • Follow recognised diagnostic procedures, logical diagnostic sequence and apply advanced diagnostic principles and problemsolving techniques to establish faults • Report faults using company procedures and recommend suitable further actions.

• Follow recognised repair procedures to complete a wide range of repairs including those which involve complex procedures, or in-depth knowledge • Test the function of repaired and fitted components • Adhere to business processes and complete documentation following workplace procedures.

• Use ICT to create emails, word-process documents and carry out web-based searches • Complete a range of services and inspect and prepare a vehicle to the required quality standard for handover to the customer

Apprentices will demonstrate the following behaviours: • Take responsibility when required and be honest and accountable when things don’t go as planned • Operate as an effective team member • Behave in accordance with the values of the company and treat colleagues and customers with respect and courtesy • Build effective relationships with colleagues and customers • Gain trust and pay attention to colleagues and customers concerns and needs • Communicate effectively on a range of topics and with all sorts of different people • Deliver excellent results and achieve challenging goals • Contribute to problem solving discussions and enjoy finding solutions to own and other people’s problems • Suggest ways to make the business more efficient and contribute to its commercial growth.

• Constantly learn in order to improve own performance and that of the business • Share knowledge and skills • Demonstrate a passion for engineering

23

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Motor Vehicle Service and Maintenance Technician (Light Vehicle) Apprenticeship Before the Standard is met, all apprentices must hold a certificate that meets the EU’s 2014 F-gas regulation.

Level

3

Length

36 months (excluding the end point assessment)

Delivery model

One day per week at college

Entry requirements

Entry requirements will be determined by individual employers, however applicants are expected to have an interest in the motor vehicle industry, demonstrate general analytical and mechanical skills, have a capacity for mechanical reasoning, potential to solve problems, attention to detail, good communication skills and the ability to work as part of a team.

Maths and English

Apprentices without Level 2 maths and/or English will need to achieve this level prior to starting the end point assessment.

For those with an education, health and care plan or legacy statement, the minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to an English qualification for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Professional body recognition

Completion of the programme will enable apprentices to apply for EngTech professional registration with the appropriate industry body

Employer support

A dedicated account manager will guide and support employers throughout the programme.

24

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

25

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Business and Management Apprenticeships Whether the company needs a member of staff to work in the administration department to improve office processes, wants to develop its customer service or online sales and marketing function, or is looking to develop an employee to take on a supervisory or management role, apprenticeship training will enable them to develop the latest sector skills and knowledge needed to meet the demands of the business.

26

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following business and management apprenticeships:  Associate Project Manager – Level 4  Business Administrator – Level 3  Customer Service Practitioner – Level 2  Customer Service Specialist – Level 3  Digital Marketer – Level 3  Operations Departmental Manager – Level 5  Team Leader Supervisor – Level 3

27

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ASSOCIATE PROJECT MANAGER - ST0310 • Project communication - Key contexts of a project communication plan, its effectiveness Projects can be defined and delivered within in managing different stakeholders. Factors different contexts, across diverse industry which can affect communications such as sectors and, whether big or small, every project cultural and physical barriers needs to be managed to ensure its success.

An associate project manager knows what needs • Project leadership - The vision and values of the project and its links to objectives; to be achieved, how it will be achieved, how the ways in which these can be effectively long it will take and how much it will cost, and communicated and reinforced to team need good planning, organisation, leadership, members and stakeholders. management and communication skills to work Leadership styles, qualities and the with the project team to achieve the required importance of motivation on team outcomes. performance. Characteristics of the working They utilise resources with suitable skills, environment which encourage and sustain qualifications, experience and knowledge to high performance. work together in a motivated and integrated • Consolidated planning - Purpose and team, with clearly defined reporting lines, roles, formats for consolidated plans to support responsibilities and authorities. overall management, taking account of Dependent upon the size of the organisation lessons learnt and how the plans balance and the complexity of project, associate project fundamental components of scope, schedule, managers’ job titles will vary, but typically resources, budgets, risks and quality can include assistant project manager, junior requirements. project manager, project team leader. Some organisations use ‘project manager’ as a generic • Budgeting and cost control - Funding, estimating, overheads; direct costs, indirect job title. costs, fixed costs, variable costs and an overall budget for a project; tracking systems CORE KNOWLEDGE, SKILLS AND for actual costs, accruals and committed BEHAVIOUR REQUIREMENTS costs; alternative cost breakdowns to provide for graphical representations, and KNOWLEDGE performance management.

Apprentices will develop the knowledge and • Business case and benefits management understanding required of an associate project Preparation and/or maintenance of business manager: cases, including benefits management.

• Project governance -Different types • Project scope - Requirements management, of organisational structures and and evaluation of alternative methods to learn responsibilities, functions and project phases from the past to improve delivery. Project on different types of project. How governance scope change control, baseline change can control and manage the successful management, configuration management. delivery of projects. The significance of the • Project schedule - Scheduling and estimating project management plan (PMP). for project activities including how they can • Project stakeholder management be quality assessed. Progress monitoring and Stakeholders: their perspectives, different metrics to assess work performed against the interests and levels of influence upon project schedule. Schedule management methods outcomes.

Role profile

28

To find out more about apprenticeships contact:

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

to evaluate and revise activities to improve confidence in delivery.

Resource management - Resource analysis, resource allocation and resource acceptance.

Project risk and issue management - The need for and implementation of a risk management plan. Risk management methods and techniques to identify and prioritise threats or opportunities. Mitigation actions to minimise risk impacts and to optimise benefits by managing opportunities.

Contract management and procurement – The nature of contracts, and their implications for contracting organisations.

Procurement processes. Legal and ethical means for managing contracts.

Project quality - Quality management processes, assurance and improvements.

Outcomes of a quality management plan, metrics for processes and quality standards.

Project context - The different contexts in which projects can be delivered, including health, safety, and environment management. The interdependencies between project(s), programme(s) and portfolio management. Project phases and key review points, across project life cycles.

•

•

•

•

•

•

SKILLS Apprentices will gain skills required of an associate project manager within the context of the organisation: • Project governance - Project monitoring and reporting cycle to track, assess and interpret performance by the application of monitoring techniques to analyse status and manage information.

• Stakeholder and communications management - Manage stakeholders, taking account of their levels of influence and particular interests. Manage conflicts and negotiations. Communicate to a variety

•

•

•

29

T: 01902 837198

of different audiences. Contribute to negotiations relating to project objectives.

Budgeting and cost control - Develop and agree project budgets, monitor forecast and actual costs against them and control changes. Support funding submissions.

Tracking systems for actual costs, accruals and committed costs; structures for alternative cost breakdowns.

Business case - Contribute to the preparation or maintenance of a business case including achieving required outcomes.

Scope management - Determine, control and manage changes to the scope of a project, including assumptions, dependencies and constraints.

Consolidated planning - Consolidate and document the fundamental components of projects. Monitor progress against the consolidated plan and refine as appropriate, implementing the change control process where relevant.

Schedule management - Prepare and maintain schedules for activities aligned to project delivery.

Risk, and issue management - Identify and monitor project risk or opportunity, plan and implement responses to them, contribute to a risk management plan. Respond to and manage issues within a defined governance structure.

Contract management and procurement Facilitate a procurement process, contribute to the definition of contractual agreements and contribute to managing a contract.

Quality management - Develop a quality management plan, manage project assurance, and contribute to peer reviews. Utilise an organisation’s continual improvement process including lessons learned.

Resource management - Develop resource management plans for project activities,

City of Wolverhampton College

Apprenticeships - A Guide for Employers

acquire and manage resources including commitment acceptance, monitor progress against plans.

BEHAVIOURS Apprentices will be able to demonstrate the behaviours required of an associate project manager: • Collaboration and teamwork - Understands and is effective as part of an integrated team.

• Leadership - Communicates direction and supports the vision for project delivery.

• Effective and appropriate communication - Working effectively with and influencing others, taking account of diversity and equality. Influences and facilitates effective team performance.

• Drive for results - Demonstrates clear commitment to achieving results and improving performance.

• Integrity, ethics, compliance and professionalism - Promotes the wider public good in all actions, acting in a morally, legally and socially appropriate manner.

Promotes and models the highest standards of professional integrity, ethics, trust and continued development.

30

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Associate Project Manager

Level

4

Length

24 months

Delivery model

Combination of online and face-to-face tuition sessions

Entry requirements

Set by individual employers Typically, candidates will have achieved a grade C/4 or above in at least five GCSEs including English and maths, and hold a minimum of 48 UCAS points, or equivalent.

Maths and English

Apprentices without Level 2 qualifications in English and/or maths will be required to achieve this level in the relevant subject(s) prior to taking end point assessment (EPA).

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

On completion of the programme appretnices can progress to: • Full-time work in the sector • Chartered Manager Degree Apprenticeship (Level 6) • Project Manager Degree Apprenticeship (Level 6) • Senior Leaders Degree Apprenticeship (Level 7)

Professional body recognition

On commencement of the programme, apprentices may become student members of the Association for Project Management (APM) as the first step of professional membership.

On completion of the programme, apprentices will be eligible for progression to associate membership of the APM. Full membership can be attained through further experience and professional development.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

31

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

BUSINESS & ADMINISTRATION - ST0070 Role profile

KNOWLEDGE

Business administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors, including small and large in the public, private and charitable sector.

Their role is to support and engage with different parts of the organisation and interact with internal or external customers and add value by contributing to the efficiency of the business by supporting functional areas, working across teams and resolving issues as requested.

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, and the flexibility and responsiveness required allows the apprentice to develop a wide range of skills.

Business administrators are expected to show a positive attitude and deliver their responsibilities efficiently and with integrity. The role involves demonstrating strong communication skills (both written and verbal) and adopting a proactive approach to developing skills, and they are also expected to show initiative, manage priorities and their own time, demonstrate problem-solving and decision-making skills and the potential for people management responsibilities through mentoring coaching others.

Apprentices will develop knowledge of: • The organisation: Understands organisational purpose, activities, aims, values, vision for the future, resources and the way that the political/economic environment affects the organisation.

• Value of their skills: Knows organisational structure and demonstrates understanding of how their work benefits the organisation.

Knows how they fit within their team and recognises how their skills can help them to progress their career.

• Stakeholders: Has a practical knowledge of managing stakeholders and their differing relationships to an organisation. This includes internal and external customers, clients and/or suppliers. Liaises with internal/external customers, suppliers or stakeholders from inside or outside the UK. Engages and fosters relationships with suppliers and partner organisations.

• Relevant regulation: Understands laws and regulations that apply to their role including data protection, health & safety, compliance etc. Supports the company in applying the regulations.

• Policies: Understands the organisation’s internal policies and key business policies relating to sector.

• Business fundamentals- Understands the applicability of business principles such as managing change, business finances and project management.

• Processes: Understands the organisation’s processes, e.g. making payments or processing customer data. Is able to review processes autonomously and make suggestions for improvements. Applying a solutions-based approach to improve business processes and helping define procedures. Understands how to administer billing, process invoices and purchase orders.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS The apprenticeship provides a highly transferable set of knowledge, skills and behaviours, which can be gained working across an organisation and its processes and provides a firm grounding in organisational operations and functional processes, as well as the wider working environment.

32

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• External environment factors: Understands relevant external factors e.g. market forces, policy & regulatory changes, supply chain etc. and the wider business impact). Where necessary understands the international/ global market in which the employing organisation is placed.

•

SKILLS Apprentices will develop skills in: • IT: Skilled in the use of multiple IT packages and systems relevant to the organisation in order to: write letters or emails, create proposals, perform financial processes, record and analyse data e.g. MS Office or equivalent packages. Able to choose the most appropriate IT solution to suit the business problem. Able to update and review databases, record information and produce data analysis where required.

• Record and document production: Produces accurate records and documents including emails, letters, files, payments, reports and proposals. Makes recommendations for improvements and present solutions to management. Drafts correspondence, writes reports and able to review others’ work. Maintains records and files, handles confidential information in compliance with the organisation’s procedures. Coaches others in the processes required to complete these tasks.

• Decision making: Exercises proactivity and good judgement. Makes effective decisions based on sound reasoning and is able to deal with challenges in a mature way. Seeks advice of more experienced team members when appropriate.

• Interpersonal skills: Builds and maintains positive relationships within their own team and across the organisation. Demonstrates ability to influence and challenge appropriately. Becomes a role model to peers and team, developing coaching skills as they

•

•

•

33

T: 01902 837198

gain area knowledge.

Communication: Demonstrates good communication skills, whether face-toface, on the telephone, in writing or on digital platforms. Uses the most appropriate channels to communicate effectively.

Demonstrates agility and confidence in communications, carrying authority appropriately. Understands and applies social media solutions appropriately.

Answers questions from inside and outside of the organisation, representing the organisation or department.

Quality: Completes tasks to a high standard.

Demonstrates the necessary level of expertise required to complete tasks and applies themselves to continuously improve their work. Reviews processes autonomously and make suggestions for improvements.

Shares administrative best practice across the organisation e.g. coaches others to perform tasks correctly. Applies problemsolving skills to resolve challenging or complex complaints and is a key point of contact for addressing issues Planning and organisation: Takes responsibility for initiating and completing tasks, manages priorities and time in order to successfully meet deadlines. Positively manages the expectations of colleagues at all levels and sets a positive example for others in the workplace. Makes suggestions for improvements to working practice, showing understanding of implications beyond the immediate environment (e.g. impact on clients, suppliers, other parts of the organisation). Manages resources e.g. equipment or facilities. Organises meetings and events, takes minutes during meetings and creates action logs as appropriate. Takes responsibility for logistics e.g. travel and accommodation.

Project management: Uses relevant project management principles and tools to scope,

City of Wolverhampton College

Apprenticeships - A Guide for Employers

plan, monitor and report. Plans required resources to successfully deliver projects.

Undertakes and leads projects as and when required.

BEHAVIOUR Apprentices will demonstrate the following behaviors: • Professionalism: Behaves in a professional way, including personal presentation, respect, respecting and encouraging diversity to cater for wider audiences, punctuality and attitude to colleagues, customers and key stakeholders. Adheres to the organisation’s code of conduct for professional use of social media. Acts as a role model, contributing to team cohesion and productivity representing the positive aspects of team culture and respectfully challenging inappropriate prevailing cultures.

• Personal qualities: Shows exemplary qualities that are valued including integrity, reliability, self-motivation, being pro-active and a positive attitude. Motivates others where responsibility is shared.

• Managing performance: Takes responsibility for their own work, accepts feedback in a positive way, uses initiative and shows resilience. Also takes responsibility for their own development, knows when to ask questions to complete a task and informs their line manager when a task is complete.

Performs thorough self-assessments of their work and complies with the organisation’s procedures.

• Adaptability: Is able to accept and deal with changing priorities related to both their own work and to the organisation.

• Responsibility: Demonstrates taking responsibility for team performance and quality of projects delivered. Takes a clear interest in seeing that projects are successfully completed and customer requests handled appropriately. Takes initiative to develop own and others’ skills and behaviours 34

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Level 3 Business Administrator

Level

3

Length

Minimum 12 months. Typically completed within 18 months.

Delivery model

Workplace-based with attendance at college sessions to develop required knowledge and skills and behaviours.

Entry requirements

The selection process will include a basic Initial Assessment and an interview during which suitability, commitment and interest for the programme will be determined.

Maths and English

Literacy, numeracy and ICT at Level 1 or above Math and English at GCSE grades A (7) -C (4) or equivalent.

Apprentices without Level 1 (or equivalent) in English and/ or maths must achieve this and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

The administration role may be a gateway to further career opportunities, such as management or senior support roles.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

35

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

CUSTOMER SERVICE PRACTITIONER - ST0072 Role profile Customer service practitioners work in a range of sectors and locations and provide a high quality service to customers of the organisation communicating face-to-face or by telephone, post, email text or social media.

They may often be the first point of contact within the organisation and their actions will influence customer experience and satisfaction, therefore they will need to demonstrate excellent customer service skills and product/ service knowledge.

They must provide customer service in line with the organisation’s standards and strategy and operate within appropriate regulatory requirements and guidelines.

Contact with customers may be on a one-off or routine basis and can include dealing with orders and payments, offering advice, guidance and support, meet-and-greet, sales, fixing problems, aftercare, service recovery or gaining insight through measuring customer satisfaction.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Knowing customers: Understand who customers are. Understand the difference between internal and external customers.

Understand the different needs and priorities of customers and the best way to manage their expectations, recognising and knowing how to adapt style to be highly effective.

• Understanding the organisation: Know the purpose of the business and what ‘brand promise’ means Know the organisation’s core values and how they link to the service culture. Know the internal policies and procedures, including any complaints processes and digital media policies that are relevant to them and the organisation.

• Meeting regulations and legislation: Know

•

•

•

•

the appropriate legislation and regulatory requirements that affect the business. Know their responsibility in relation to this and how to apply it when delivering service.

Systems and resources: Know how to use systems, equipment and technology to meet the needs of customers. Understand types of measurement and evaluation tools available to monitor customer service levels.

Role and responsibility: Understand their role and responsibility within the organisation and the impact of their actions on others. Know the targets and goals they need to deliver against.

Customer experience: Understand how establishing the facts enable them to create a customer-focused experience and appropriate response. Understand how to build trust with a customer and why this is important.

Product and service knowledge: Understand the products or services that are available from your organisation and keep up to date.

SKILLS Apprentices will develop skills in: • Interpersonal skills: Use a range of questioning skills, including listening and responding in a way that builds rapport, determines customer needs and expectations and achieves positive engagement and delivery.

• Communication: Depending on the job role and work environment use appropriate verbal and non-verbal communication skills, along with summarising language during face-toface communications.

• Use appropriate communication skills, along with reinforcement techniques (to confirm understanding) during non-facing customer interactions. Use an appropriate tone of voice in all communications, including written and digital, that reflect the organisation’s brand.

• Influencing skills: Provide clear explanations 36

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

and offer options in order to help customers make choices that are mutually beneficial to both the customer and organisation.

• Personal organisation: Be able to organise self, prioritise own workload/activity and work to meet deadlines.

• Dealing with customer conflict and chaslenge: Demonstrate patience and calmness. Show they understand the customer’s point of view. Use appropriate signposting or resolution to meet customers’ needs and manage expectations. Maintain informative communication during service recovery.

T: 01902 837198

fulfilling their promise.

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Developing self: Take ownership for keeping their service knowledge and skills up to date. Consider personal goals and propose development that would help achieve them.

• Being open to feedback: Act on and seek feedback from others to develop or maintain personal service skills and knowledge.

• Teamworking: Frequently and consistently communicate and work with others in the interest of helping customers efficiently.

Share personal learning and case studies with others, presenting recommendations, and improvement to support good practice.

• Equality: Treat customers as individuals to provide a personalised customer service experience. Uphold the organisation’s core values and service culture through their actions.

• Presentation: Demonstrate personal pride in the job through appropriate dress and positive and confident language.

• ‘Right first time’ Use communication behaviours that establish clearly what each customer requires and manage their expectations. Take ownership from the first contact and then take responsibility for 37

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Customer Service Practitioner Level 2

Level

2

Length

12 months (excluding end point assessment)

Delivery model

Workplace-based with attendance at college sessions to develop required knowledge skills and behaviours.

Entry requirements

The selection process will include a basic initial assessment and an interview during which suitability, commitment and interest for the programme will be determined.

Maths and English

Apprentices without Level 1 (or equivalent) in English and/ or maths must achieve thIs level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum requirement for English and maths is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

With experience, you could progress to team leader or customer services manager. You could also move into sales or account handling.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

38

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

39

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

CUSTOMER SERVICE SPECIALIST - ST0071 Role profile Customer service specialists work in a wide range of sectors and organisations and provide direct customer support, being a referral point for dealing with more complex or technical customer requests, complaints, and queries, or an escalation point for complicated or ongoing customer problems.

They are experts in the organisation’s products and/or services, share knowledge with their wider team and colleagues, gather and analyse data and customer information that influences change and improvements in service, and use organisational and generic IT systems to carry out their role with an awareness of other digital technologies.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Business understanding: Understand what continuous improvement means in a service environment and how your recommendations for change impact your organisation.

Understand the impact their service provision has on the wider organisation and the value it adds. Understand the organisation’s current business strategy in relation to customers and make recommendations for its future. Understand the principles and benefits of being able to think about the future when taking action or making service-related decisions.

Understand a range of leadership styles and apply them successfully in a customer service environment.

• Customer journey: Understand and critically evaluate the possible journeys of customers, including challenges and the end-to-end experience. Understand the reasons why customer issues and complex situations

sometimes need referral or escalation for specialist attention. Understand the underpinning business processes that support them in bringing about the best outcome for customers and the organisation.

Understand commercial factors and authority limits for delivering the required customer experience.

• Knowing customers and their needs/ customer insight: Know their internal and external customers and how their behaviour may require different approaches.

Understand how to analyse, use and present a range of information to provide customer insight. Understand what drives loyalty, retention and satisfaction and how they impact on your organisation. Understand different customer types and the role of emotions in bringing about a successful outcome. Understand how customer expectations can differ between cultures, ages and social profiles.

• Customer service culture and environment awareness: Keep current, knowledge and understanding of regulatory considerations, drivers and impacts in relation to how they deliver for customers. Understand the business environment and culture and the position of customer service within it.

Understand the organisation structure and what role each department needs to play in delivering customer service and what the consequences are should things go wrong.

Understand how to find and use industry best practice to enhance own knowledge.

SKILLS Apprentices will develop skills in: • Business-focused service delivery: Demonstrate a continuous improvement and future focussed approach to customer service delivery including decision making and providing recommendations or advice.

Resolve complex issues by being able to 40

To find out more about apprenticeships contact:

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

choose from and successfully apply a wide range of approaches. Find solutions that meet the organisation’s needs as well as the customer requirements.

Providing a positive customer experience: Negotiate mutually beneficial outcomes through through advanced questioning, listening and summarising. Manage challenging and complicated situations within their level of authority and make recommendations to enable and deliver change to service or strategy. Use clear explanations, provide options and solutions to influence and help customers make choices and agree next steps. Explore and interpret the customer experience to inform and influence achieving a positive result for customer satisfaction. Demonstrate a costconscious mind-set when meeting customer and the business needs. Identify where highs and lows of the customer journey produce a range of emotions in the customer. Use written and verbal communication to simplify and provide complex information in a way that supports positive customer outcomes in the relevant format.

Working with your customers / customer insights: Proactively gather customer feedback, through a variety of methods.

Critically analyse and evaluate the meaning, implication and facts and act upon it. Analyse customer types, to identify or anticipate their potential needs and expectations when providing a service.

Customer service performance: Maintain a positive relationship even when they are unable to deliver the customer’s expected outcome. When managing referrals or escalations take into account historical interactions and challenges to determine next steps.

Service improvement: Analyse the end to end service experience, seeking input from others where required,

T: 01902 837198

supporting development of solutions.

Make recommendations based on their findings to enable improvement. Make recommendations and implement where possible, changes in line with new and relevant legislation, regulations and industry best practice.

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Develop self: Proactively keep their service, industry and best practice knowledge and skills up to date. Consider personal goals related to service and take action towards achieving them.

• Ownership/responsibility: Commit to and take ownership for actions to resolve customer issues to the satisfaction of the customer and the organisation. Exercise proactivity and creativity when identifying solutions to customer and organisational issues. Make realistic promises and deliver on them.

• Team working: Work effectively and collaboratively with colleagues at all levels to achieve results. Recognise colleagues as internal customers. Share knowledge and experience with others to support colleague development.

• Equality: Adopt a positive and enthusiastic attitude being open minded and able to tailor their service to each customer. Be adaptable and flexible to customer needs whilst continuing to work within the agreed customer service environment.

• Presentation: Demonstrate brand advocacy, values and belief when dealing with customer requests to build trust, credibility and satisfaction. Ensure their personal presentation, in all forms of communication, reflects positively on the organisation’s brand.

41

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Customer Service Specialist Level 3

Level

3

Length

Minimum 15 months, depending on experience.

Delivery model

Workplace-based with attendance at college sessions to develop required knowledge skills and behaviours.

Entry requirements

Entry requirements will be set by the individual organisation.

Employers are more likely to select individuals with more advanced inter-personal skills, and experience of working with customers in some capacity.

Maths and English

Apprentices without Level 1 (or equivalent) in English and/ or maths must achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the minimum English and maths requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Professional body recognition

Completion of this apprenticeship will lead to eligibility to join the Institute of Customer Service as an Individual Member.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

42

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

43

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

DIGITAL MARKETER - ST0122 Sales and Marketing Pathway Role profile 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.

They will work to marketing briefs and instructions and will normally report to a digital marketing manager, a marketing manager or an IT Manager.

Typical job roles include digital marketing assistant, digital marketing executive, digital marketing co-ordinator, campaign executive, social media executive, content co-ordinator, email marketing assistant, SEO executive, analytics executive, digital marketing technologist.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of: • Principles of coding • Applying basic marketing principles • Applying the customer lifecycle • Role of customer relationship marketing • How teams work effectively to deliver digital marketing campaigns and demonstrates they can deliver accordingly • Main components of digital and social media strategies • Principles of the following specialist areas: search marketing, search engine optimisation, e mail marketing, web analytics and metrics, mobile apps and pay-per-click and how these can work together • Similarities and differences, including

•

• • •

positives and negatives, of all the major digital and social media platforms Responding to the business environment and business issues related to digital marketing and customer needs Digital etiquette and demonstrates how to follow it How digital platforms integrate into the working environment Following the required security levels necessary to protect data across digital and social media platforms

SKILLS Apprentices will develop a range of required technical competencies • Written communication: applies a good level of written communication skills for a range of audiences and digital platforms and with regard to the sensitivity of communication.

• Research: analyses and contributes information on the digital environment to inform short- and long-term digital communications strategies and campaigns.

• Technologies: recommends and applies effective, secure and appropriate solutions using a wide variety of digital technologies and tools over a range of platforms and user interfaces to achieve marketing objectives.

• Data: reviews, monitors and analyses online activity and provides recommendations and insights to others.

• Customer service: responds efficiently to enquiries using online and social media platforms.

• Problem-solving: applies structured techniques to problem solving, and analyses problems and resolves issues across a variety of digital platforms.

• Analysis: understands and creates basic analytical dashboards using appropriate digital tools • Implementation: builds and implements digital campaigns across a variety of digital 44

To find out more about apprenticeships contact:

• •

• •

E: employerenquiries@wolvcoll.ac.uk

media platforms. Applies at least two of the following specialist areas: search marketing, search engine optimisation, e mail marketing, web analytics and metrics, mobile apps and pay-per-click.

Digital analytics: measures and evaluates the success of digital marketing activities Interprets and follows latest developments in digital media technologies and trends, marketing briefs and plans. company defined ‘customer standards’ or industry good practice for marketing, company, team or client approaches to continuous integration.

Uses digital tools effectively Can operate effectively in their own business’s, their customers’ and the industry’s environments.

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Logical and creative thinking skills • Analytical and problem-solving skills • Ability to work independently and to take responsibility • Can use own initiative • A thorough and organised approach • Ability to work with a range of internal and external people • Ability to communicate effectively in a variety of situations • Maintain productive, professional and secure working environment

45

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Digital Marketer Level 3

Level

3

Length

The duration of this apprenticeship is typically 18 months (not including the end point assessment period)

Delivery model

Workplace-based with day release to attend college sessions to develop required skills, knowledge and behaviours

Entry requirements

Set by individual employer, but may include GCSEs, A Levels, Level 2 apprenticeship or other relevant qualifications, relevant experience and/or an aptitude test with a focus on functional maths.

Employers are likely to be looking for a proven passion for digital and social media.

Maths and English

Apprentices without Level 1 (or equivalent) in English and maths must ensure that they apprentices achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff.

A qualified assessor will provide an induction and regular workplace assessments.

46

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

Progression

Apprenticeships are a key entry point to the significant career opportunities that the digital industry sector can provide.

The Register of IT Technicians, managed by BCS, provides independent recognition that completing an apprenticeship is the beginning of a career in the IT profession.

Apprentices completing this programme will be eligible to apply for a place on the independent Register of IT Technicians, providing recognition of their competence in applying technical skills in a business environment whilst signing up to a professional code of conduct and behaviours. This confirms SFIA professional competence.

A place on the Register acknowledges that those achieving these standards have joined the professional community, and opens the door to the continued support, career development and guidance that professional bodies provide.

Professional body recognition

Completion of the apprenticeship would also allow access to join as an Affiliate (Professional) member of the CIM (Chartered Institute of Marketing).

Professional body involvement and recognition in the development of the standards and the approach to assessment is a further, independent, check on quality assurance both for the apprenticeships delivered against the standards and an individual’s assessment against them.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

47

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

OPERATIONS/DEPARTMENTAL MANAGER – ST0385 Role profile An operations/departmental manager manages teams and/or projects achieving operational or departmental goals and objectives as part of the delivery of the organisation’s strategy.

The role can be found in the private, public or third sector and in all sizes of organisation and 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.

Operations/departmental managers are accountable to a more senior manager or business owner and whilst specific responsibilities and job titles will vary, the knowledge, skills and behaviours needed will be the same.

Typical job roles include operations manager, regional manager, divisional manager, department Manager and specialist managers.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of a range of factors necessary for the business environment.

Organisational Performance – delivering results: • Operational Management: Understanding operational management approaches and models, including creating plans to deliver objectives and setting KPIs. Understand business development tools (eg SWOT), and approaches to continuous improvement. Understanding operational business planning techniques, including how to manage resources, development of sales and marketing plans, setting targets and monitoring performance. Knowledge of management systems, processes and

contingency planning. Understanding how to initiate and manage change by identifying barriers and know how to overcome them. Understanding data security and management, and the effective use of technology in an organisation.

• Project Management: Knowing how to set up and manage a project using relevant tools and techniques and understanding process management. Understanding approaches to risk management.

• Finance: Understanding business finance: how to manage budgets, and financial forecasting.

Interpersonal Excellence – managing people and developing relationships: • Leading People: Understanding different leadership styles, how to lead multiple and remote teams and manage team leaders. Know how to motivate and improve performance, supporting people using coaching and mentoring approaches.

Understanding organisational cultures and diversity and their impact on leading and managing change. Knowing how to delegate effectively.

• Managing People: Knowing how to manage multiple teams and develop high performing teams. Understanding performance management techniques, talent management models and how to recruit and develop people.

• Building Relationships: Understanding approaches to partner, stakeholder and supplier relationship management including negotiation, influencing, and effective networking. Knowledge of collaborative working techniques to enable delivery through others and how to share best practice. Knowing how to manage conflict at all levels.

• Communication: Understanding

48

To find out more about apprenticeships contact:

• •

•

•

E: employerenquiries@wolvcoll.ac.uk

interpersonal skills and different forms of communication and techniques (verbal, written, non-verbal, digital) and how to apply them appropriately.

Personal Effectiveness – managing self Self –Awareness: Understanding own impact and emotional intelligence. Understanding different and learning and behaviour styles.

Management of Self: Understanding time management techniques and tools, and how to prioritise activities and the use of different approaches to planning, including managing multiple tasks.

Decision Making: Understanding problem solving and decision-making techniques, including data analysis. Understanding organisational values and ethics and their impact on decision making.

T: 01902 837198

• Finance: Able to monitor budgets and provide reports and consider financial implications of decisions and adjust approach/recommendations accordingly.

•

•

SKILLS Apprentices will acquire a range of skills and demonstrate them through continuous professional development.

•

Organisational Performance – delivering results • Operational Management: Able to input into strategic planning and create plans in line with organisational objectives. Support, manage and communicate change by identifying barriers and overcoming them.

Demonstrate commercial awareness, and able to identify and shape new opportunities.

Creation and delivery of operational plans, including setting KPIs, monitoring performance against plans. Producing reports, providing management information based on the collation, analysis and interpretation of data.

• Project Management: Plan, organise and manage resources to deliver required outcomes. Monitor progress and identify risk and their mitigation. Able to use relevant project management tools.

•

Interpersonal Excellence – managing people and developing relationships Leading People: Able to communicate organisational vision and goals and how these to apply to teams. Support development through coaching and mentoring and enable and support high performance working. Able to support the management of change within the organisation.

Managing People: Able to manage talent and performance. Develop, build and motivate teams by identifying their strengths and enabling development within the workplace.

Able to delegate and enable delivery though others.

Building Relationships: Able to build trust and use effective negotiation and influencing skills and manage conflict. Able to identify and share good practice and work collaboratively with others both inside and outside of the organisation. Use of specialist advice and support to deliver against plans.

Communication: Able to communicate effectively (verbal, non-verbal, written, digital) and be flexible in communication style. Able to chair meetings and present using a range of media. Use of active listening, and able to challenge and give constructive feedback.

Personal Effectiveness – managing self • Self-Awareness: Able to reflect on own performance, working style and its impact on others.

• Management of Self: Able to create a personal development plan. Use of time management and prioritisation techniques.

49

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Decision Making: Able to undertake critical analysis and evaluation to support decision making Use of effective problem-solving techniques

BEHAVIOURS: The apprentice will demonstrate a range of behaviours required in the workplace: • Takes responsibility: Drive to achieve in all aspects of work. Demonstrates resilience and accountability. Determination when managing difficult situations. Seeks new opportunities. Inclusive Open, approachable, authentic, and able to build trust with others. Seeks the views of others and values diversity.

www.wolvcoll.ac.uk/employers

    

• Agile: Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responding well to feedback and need for change. Open to new ways of working.

• Professionalism: Sets an example, and is fair, consistent and impartial. Open and honest.

Operates within organisational values.

50

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

The Chartered Management Institute (CMI) Diploma in Leadership and Management (Level 5)

Level

5

Length

24-30 months (not including the end point assessment period of approximately three months).

Delivery model

In the workplace with 20% off-the-job training Roll-on-roll-off

Entry requirements

Entry requirements will be determined by individual employers but may typically be five GCSEs at grade C or above.

Maths and English

Apprentices without Level 2 maths and/or English will need to achieve this level prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

On completion, apprentices can register as full members with the Chartered Management Institute and/or the Institute of Leadership & Management, and those with three years’ of management experience can apply for Chartered Manager status through the CMI.

Employer support

A dedicated account manager will guide and support employers throughout the programme

51

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

TEAM LEADER / SUPERVISOR - ST0384 Role profile A team leader/supervisor manages teams and projects and provides direction, instructions and guidance to ensure the achievement of a private, public or voluntary organisation’s set goals.

This is a first-line management role, with operational/project responsibilities or responsibility for managing a team to deliver a clearly defined outcome.

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.

Key responsibilities are likely to include supporting, managing and developing team members, managing projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.

Roles/occupations may include supervisor, team leader, project officer, shift supervisor, foreperson, and shift manager.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop required knowledge and understanding of: Interpersonal excellence – managing people and developing relationships • Leading People: Understand different leadership styles and the benefits of coaching to support people and improve performance. Understand organisational cultures, equality, diversity and inclusion.

• Managing People: Understand people and team management models, including team dynamics and motivation techniques. Understand HR systems and legal requirements, and performance

management techniques including setting goals and objectives, conducting appraisals, reviewing performance, absence management, providing constructive feedback, and recognising achievement and good behaviour.

• Building Relationships: Understand approaches to customer and stakeholder relationship management, including emotional intelligence and managing conflict.

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

• Communication: Understand different forms of communication and their application.

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

Organisational Performance - delivering results • Operational Management: Understand how organisational strategy is developed. Know how to implement operational/team plans and manage resources and approaches to managing change within the team.

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

• Project Management: Understand the project lifecycle and roles. Know how to deliver a project including: managing resources, identifying risks and issues, using relevant project management tools.

• Finance: Understand organisational governance and compliance, and how to deliver value for money. Know how to monitor budgets to ensure efficiencies and that costs do not overrun.

Personal Effectiveness – managing self • Awareness of self - Know how to be selfaware and understand unconscious bias and inclusivity. Understand learning styles, feedback mechanisms and how to use emotional intelligence.

52

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Management of self - Understand time management techniques and tools, and how to prioritise activities and approaches to planning.

• Decision-making - Understand problem solving and decision-making techniques, and how to analyse data to support decision making.

T: 01902 837198

• Operational Management: Able to communicate organisational strategy and deliver against operational plans, translating goals into deliverable actions for the team, and monitoring outcomes. Able to adapt to change, identifying challenges and solutions.

Ability to organise, prioritise and allocate work, and effectively use resources. Able to collate and analyse data and create reports.

• Project Management: Able to organise, manage resources and risk, and monitor progress to deliver against the project plan.

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

• Finance: Applying organisational governance and compliance requirements to ensure effective budget controls.

SKILLS Apprentices will develop required skills in: Interpersonal excellence – managing people and developing relationships • Leading People: Able to communicate organisation strategy and team purpose and adapt style to suit the audience. Support the development of the team and people through coaching, role modelling values and behaviours, and managing change effectively.

• Managing People: Able to build a highperforming team by supporting and developing individuals and motivating them to achieve. Able to set operational and personal goals and objectives and monitor progress, providing clear guidance and feedback.

• Building Relationships: Building trust with and across the team, using effective negotiation and influencing skills, and managing any conflicts. Able to input to discussions and provide feedback (to team and more widely) and identify and share good practice across teams. Building relationships with customers and managing these effectively.

• Communication: Able to communicate effectively (verbal, written, digital), chair meetings and present to team and management. Use of active listening and provision of constructive feedback.

Personal Effectiveness – managing self • Self-awareness: Able to reflect on own performance, seek feedback, understand why things happen, and make timely changes by applying learning from feedback received.

• Management of self: Able to create an effective personal development plan, and use time management techniques to manage workload and pressure.

• Decision-making: Use of effective problemsolving techniques to make decisions relating to delivery using information from the team and others, and able to escalate issues when required.

BEHAVIOURS Apprentices will develop and exhibit required workplace behaviours: • Take responsibility: Drive to achieve in all aspects of work. Demonstrates resilience and accountability. Determination when managing difficult situations.

• Inclusive: Open, approachable, authentic, and able to build trust with others. Seeks views of others.

Organisational Performance – delivering results 53

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Agile: Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responds well to feedback and need for change.

• Professionalism: Sets an example, and is fair, consistent and impartial. Open and honest.

Operates within organisational values.

54

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Principles of Management and Leadership Chartered Management Institute (CMI) Level 3 Diploma

Level

3

Length

12 – 18 months plus end point assessment

Delivery model

In company with 20% off-the-job training

Entry requirements

Entry requirement for this apprenticeship will be decided by the employer, but may typically be five GCSEs at Grade C/4 or higher.

Maths and English

Apprentices without Level 2 English or maths will need to achieve this level prior to taking the end point assessment.

Apprentice support and assessment

During the duration of the training the college will provide expert tuition for the apprentice from highly trained staff.

A qualified assessor - allocated to the apprentice - will provide an induction, regular assessments and ongoing progress reviews in the workplace.

Progression

Completion of the programme will enable candidates to progess to: • Associate project management apprenticeship • Leadership and management apprenticeship (Level 5) • HNC, HND or degree

Professional body recognition

On completion, apprentices may choose to register as Associate members with the Chartered Management Institute and/or the Institute of Leadership & Management, to support their professional career development and progression

Employer support

A dedicated account manager will support and guide employers throughout the process

55

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Computing and IT Apprenticeships Whether the company is small and needs someone to manage the entire computer system, or a large organisation needing extra staff to join the existing IT team, an apprenticeship will enable employees to develop the latest skills, knowledge and behaviours to perform their role effectively in one of the fastest growing global industries.

Apprentices will gain a firm grounding in the critical function of IT in the organisation – including providing effective support to internal and external customers, using problem-solving tools to resolve and trouble shoot IT issues, developing, implementing and maintaining complete IT solutions, protecting the organisation from breaches in network security responding to incidents - as well as developing teamwork, time management and communication skills.

56

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following computing and IT apprenticeships:  Cyber Intrusion Analyst – Level 4  Infrastructure Technician – Level 3  IT Solutions Technician (Hardware Solutions)

- Level 3  IT Solutions Technician (Software Solutions) - Level 3

57

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

CYBER INTRUSION ANALYST – ST0114 Role profile The primary role of a cyber intrusion analyst is to detect breaches in network security for escalation to incident response or other determined function.

They 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 judgement on whether the alert represents a security breach.

When the analyst has decided that a security breach has been detected, they 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.

A cyber intrusion 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, and network operations centre (NOC) security analyst.

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

•

KNOWLEDGE Apprentices will develop technical skills and knowledge of: • IT network features and functions, including virtual networking, principles and common practice in network security and the OSI and TCP/IP models, and the function and features of the main network appliances • Utilising at least three operating system (OS)

•

•

•

•

•

security functions and associated features Applying the foundations of information and cyber security including: explaining the importance of cyber security and basic concepts including harm, identity, confidentiality, integrity, availability, threat, risk and hazard, trust and assurance and the ‘insider threat’ as well as explaining how the concepts relate to each other and the significance of risk to a business Proposing appropriate responses to current and new attack techniques, hazards and vulnerabilities relevant to the network and business environment Proposing how to deal with emerging attack techniques, hazards and vulnerabilities relevant to the network and business environment Lifecycle and service management practices to Information Technology Infrastructure Library (ITIL) foundation level Advising others on cyber incident response processes, incident management processes and evidence collection/preservation requirements to support incident investigation Main features and applicability of law, regulations and standards (including Data Protection Act/Directive, Computer Misuse Act, ISO 27001) relevant to cyber network defence and follows these appropriately Adhering to and can advise on the ethical responsibilities of a cyber security professional

SKILLS Apprentices will develop skills and technical competencies enabling them to: • Integrate and correlate information from various sources (including log files from different sources, network monitoring tools, Secure Information and Event Management (SIEM) tools, access control systems, physical security systems) and compare to 58

To find out more about apprenticeships contact:

•

•

•

•

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

known threat and vulnerability data to form a judgement based on evidence with reasoning that the anomaly represents a network security breach Recognise anomalies in observed network data structures (including. by inspection of network packet data structures) and network behaviours (including by inspection of protocol behaviours) and by inspection of log files and by investigation of alerts raised by automated tools including SIEM tools Accurately, impartially and concisely record and report the appropriate information, including the ability to write reports (within a structure or template provided) Recognise and identify all the main normal features of log files generated by typical network appliances, including servers and virtual servers, firewalls, routers Recognise and identify all the main features of a normally operating network layer (including TCP/IP, transport and session control or ISO OSI layers 2-5), including data structures and protocol behaviour, as presented by network analysis and visualisation tools Use and effect basic configuration of the required automated tools, including network monitoring and analysis tools, SIEM tools, correlation tools, threat & vulnerability databases Undertake root cause analysis of events and make recommendations to reduce false positives and false negatives Interpret and follow alerts and advisories supplied by sources of threat and vulnerability (including OWASP, CISP, open source) and relate these to normal and observed network behaviour Undertake own research to find information on threat and vulnerability (including using the internet) Manage local response to non-major incidents in accordance with a defined

T: 01902 837198

procedure • Interact and communicate effectively with the incident response team/process and/or customer incident response team/process for incidents • Operate according to service level agreements or employer defined performance targets

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Logical and creative thinking skills • Analytical and problem solving skills • Ability to work independently and to take responsibility • Using own initiative • Thorough and organised approach • Ability to work with a range of internal and external people • Ability to communicate effectively in a variety of situations • Maintain a productive, professional and secure working environment • Ability to interpret written requirements and technical specification documents • Effective telephone and email skills, including ability to communicate effectively with strangers under pressure, including reporting a security breach

59

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Cyber Intrusion Analyst apprenticeship

Level

4

Length

24 months (not including the end point assessment)

Delivery model

Flexible to meet employer’s requirements.

One day per week in college.

Entry requirements

Entry criteria will be set by individual employers but is likely to include A’ Levels, a Level 3 apprenticeship or other relevant qualification relevant experience and/or an aptitude test with a focus on functional maths.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and English must ensure that they achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable the apprentice to gain employment in an IT role or progress to a higher-level qualification.

Professional body recognition

Completion of the programme will enable apprentices to apply for Associate Membership of the Chartered Institute of Information Security and entry onto the Register of IT Technicians confirming SFIA Level 3 professional competence.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

60

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

61

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

INFRASTRUCTURE TECHNICIAN - ST0125 Role profile

SKILLS

Infrastructure technicians set people up on systems and provide technical support when needed, rectifying issues to maintain the organisation’s productivity.

They provide 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 nonroutine problems.

Typical job roles include help desk technician, first- or second-line support, IT infrastructure technician, network support technician.

Apprentices will develop a range of technical competencies: • Communication: Works both independently and as part of a team and following the organisation’s standards; competently demonstrating an ability to communicate both in writing and orally at all levels, using a range of tools and demonstrating strong interpersonal skills and cultural awareness when dealing with colleagues, customers and clients during all tasks.

• IT Security: Demonstrates the necessary skills and behaviours to securely operate across all platforms and areas of responsibilities in line with organisational guidance, legislation.

• Remote Infrastructure: Effectively operates a range of mobile devices and securely add them to a network in accordance with organisations policies and procedures.

• Data: Effectively records, analyses and communicates data at the appropriate level using the organisation’s standard tools and processes and to all stakeholders within the responsibility of the position.

• Problem solving: Applies structured techniques to common and non-routine problems, testing methodologies and troubleshooting and analyses problems by selecting the digital appropriate tools and techniques in line with organisation guidance and to obtain the relevant logistical support as required.

• Workflow management: Works flexibly and demonstrates the ability to work under pressure to progress allocated tasks in accordance with the organisation’s reporting and quality systems.

• Health and Safety: Interprets and follows IT legislation to securely and professional work productively in the work environment.

• Performance: Optimises the performance

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop technical knowledge and understanding of: • Range of cabling and connectivity, the various types of antennas and wireless systems and IT test equipment • Maintenance processes and how to apply them in working practices • Applying the basic elements and architecture of computer systems • Where to apply the relevant numerical skills e.g binary • Relevant networking skills necessary to maintain a secure network • Similarities, differences and benefits of the current operating systems available • How to operate remotely and how to deploy and securely integrate mobile devices • Cloud and Cloud Services • Importance of disaster recovery, how a disaster recovery plan works and their role within it • Similarities and differences between a range of coding and logic • Complying with business processes • Business IT skills relevant to the organisation

62

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

of hardware, software and Network Systems and services in line with business requirements.

• Waste Electrical and Electronic Equipment Directive: Can explain the correct processes associated with the WEEE.

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Logical and creative thinking skills • Analytical and problem solving skills • Ability to work independently and to take responsibility • Can use own initiative • A thorough and organised approach • Ability to work with a range of internal and external people • Ability to communicate effectively in a variety of situations • Maintain productive, professional and secure working environment

63

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Infrastructure Technician Apprenticeship

Level

3

Length

12 months (not including the end point assessment)

Delivery model

Flexible depending on employer’s requirements.

One day per week in college

Entry requirements

Entry requirements will be set by individual employers but these are likely to include five GCSEs, (especially English, maths and a science or technology subject); a relevant Level 2 apprenticeship; other relevant qualifications and experience; or an aptitude test with a focus on IT skills.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and/ or English and must ensure that they achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to progress to employment in the IT industry or a relevant higher-level apprenticeship.

Professional body recognition

Completion of the programme will enable apprentices to apply for entry to the Register of IT technicians confirming SFIA Level 3 professional competence.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

64

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

65

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

IT SOLUTIONS TECHNICIAN – ST0505 IT HARDWARE SOLUTIONS TECHNICIAN Role profile IT solutions technicians develop, implement and maintain complete IT solutions, including their hardware infrastructure (such as servers and networks) and software (such as operating systems, middleware and applications).

They apply a professional methodology or framework to gather and analyse requirements; to design, develop, test, and implement IT solutions and to provide ongoing support both directly to end users and for the underlying IT services.

The specific tasks undertaken vary depending on what needs to be achieved by the team at any particular time. Some tasks may be very technical, others may be more analytical, business or user focused.

IT solutions technicians work as part of a multidisciplinary team, many of which will be modern DevOps-style teams, which carry out the full set of stages across the whole solution lifecycle: requirements gathering, solution development, testing, implementation and ongoing support. In more traditional organisations the team is likely to be focused more at one or other end of this broad set of activities - such teams may well be in transition to a modern DevOps-style team.

IT solutions technicians undertake duties across the complete IT solution, working on the team’s core activities, therefore all apprentices will take a common core as well as additional options relevant to the role of IT hardware solutions technician IT hardware solutions technicians undertake activities in the area of the infrastructure aspects of solutions such as servers and networks (fixed or mobile).

Typical job titles include IT solutions technician, technical analyst, junior support analyst, IT support analyst, systems analyst, IT technical support, IT systems support technician, junior DevOps professional, IT service desk or technical service support (at 2nd, 3rd or 4th line support).

KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop technical knowledge and understanding of: • Stages within the overall solution lifecycle • Main principals, features, differences and benefits of Waterfall and Agile type methodologies and the function of service management frameworks • Aims and benefits of DevOps approaches, including the benefits of automation, the ideas behind continuous integration and monitoring • Principles of Solution Architecture including the importance of re-use • Why testing is necessary, the need for both functional and non-functional testing, the different types of testing available, including unit testing, integration testing, user acceptance testing and performance testing • Planning and delivery within their role and how this contributes to the wider team and the organisation • How the end-user context influences the solution • Key features of, and where to find, organisational requirements in relation to policies, standards, legislation, professional ethics, privacy and confidentiality • Main legislation, policies and standards that apply to IT solutions • Concepts of networking including the ISO (International Organisation for Standardisation) and TCP/IP (Transmission Control Protocol/Internet Protocol) network stacks, Ethernet LANs (Local Area Networks), IP addressing, Port numbers, DNS (Domain Name System), DHCP (Dynamic Host Configuration Protocol), and the principals of routing between LANs and WANs (Wide Area Networks) • Different types of network devices, routers 66

To find out more about apprenticeships contact:

•

•

• • • •

• • •

•

•

• • •

•

•

E: employerenquiries@wolvcoll.ac.uk

and network switches, their relationship to the stack model and the use of firewalls Main components within an IT solution including how hardware and software components work together Main components of a computer system and their purpose, including servers, enduser computers, and mobile devices (both physical and virtual), user interfaces, CPUs, storage and connectivity Purpose of an operating system Concepts of Cloud, cloud services and storage How their work contributes to business performance, continuity and resilience Main trends in emerging technologies – including the Internet of Things (IoT), artificial intelligence, and automation - and the potential implications for digital activities.

Necessary numerical skills including binary and hexadecimal Why cyber security is essential as part of the delivery of any solution Importance of working securely and the main classifications of types of threats and common mitigation practices Meaning of risk in the context of security and can explain the relationship between levels of risk, impact, and designed level of protection in IT solutions Role of configuration management and version control systems and when they should be used Concepts of virtualisation Use of different platforms (including web, mobile, or desktop applications).

Concepts of relational databases, nonrelational structured and unstructured databases Concepts of solutions development to a given set of requirements, including the use of standard approaches for web and cloudbased solutions Benefits of and requirements for vendor

T: 01902 837198

support including commercial cloud offerings In addition, apprentices will also gain additional knowledge and understanding required to operate as a hardware solutions technician: • Principles of Solution Architecture as applied to hardware • Advantages and disadvantages of different types of hardware configurations • Range of cabling and connectivity • Concepts of standard builds • Concepts of mobile data, Bluetooth, 3G, 4G and Wi-Ff and the security implications of such solutions • Different types of storage including locally attached, SAN (storage area network) and networked, and the concepts of RAID (Redundant Array of Independent Discs) and knowledge of RAID levels • Requirements when working with electrostatic sensitive equipment (including personal grounding devices) and when working in a server room or data centre and when handling equipment • How to install, configure and test hardware components, networks and devices – including servers, end-user computers and mobile devices • Need to follow a logical approach and how to ensure connectivity within solutions

SKILLS Apprentices will develop a range of required technical skills: • Applies a professional methodology or framework in their work tasks • Executes appropriate due diligence, including formal testing or validation • Applies a range of technical IT skills, including accessing remote systems; file manipulation; file editing, changing system or application settings; system administration; setting up and upgrading components 67

City of Wolverhampton College

•

•

• •

•

•

Apprenticeships - A Guide for Employers

(infrastructure or software) Operates in line with organisational polices, standards, legislation, security requirements, professional ethics, privacy and confidentiality; and understands escalation policies.

Creates and maintains documentation in accordance with best practice, organisational guidance and legislation Identifies appropriate technical solutions using both logical and creative thinking Diagnoses and understands client requirements and problems using sound analytical and problem solving skills Communicates effectively in a variety of situations including formal and informally both within their team and externally Operates securely across all their areas of responsibility, in line with organisational guidance and legislation

www.wolvcoll.ac.uk/employers

    

and professional ethics in how they work • Demonstrates a productive and organised approach to their work • Works effectively with customers, clients and users.

In addition, apprentices will also gain the additional skills required to operate as a hardware solutions technician: • Works at any stage of the hardware solution lifecycle • Undertakes maintenance of a range of contemporary or legacy hardware solutions to required levels of service • Installs and configures basic hardware system components, networks and devices (including servers, end-user computers, and mobile devices, whether physical or virtual) as required • Demonstrates safe application of the concepts of electro-static discharge (ESD) and meets appropriate health and safety standards when working with hardware

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Work professionally and independently, taking responsibility and initiative as appropriate • Demonstrate standard business courtesies 68

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

IT Solutions Technician

Level

3

Length

18 months (not including the end point assessment period)

Delivery model

Workplace-based with occasional attendance at college sessions to develop required skills, knowledge and behaviours.

Entry requirements

Individual employers will set their own entry requirements however, typically, an apprentice might be expected to already have: • Five GCSEs at grades 9/A* - 4/C, • Other relevant qualifications or experience • Pass an aptitude test

Maths and English

Apprentices without Level 1 (or equivalent) in English and maths must ensure that they achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

The administration role may be a gateway to further career opportunities, such as management or senior support roles.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

69

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

IT SOLUTIONS TECHNICIAN – ST0505 IT SOFTWARE SOLUTIONS TECHNICIAN Role profile IT solutions technicians develop, implement and maintain complete IT solutions, including their hardware infrastructure (such as servers and networks) and software (such as operating systems, middleware and applications).

They apply a professional methodology or framework to gather and analyse requirements; to design, develop, test, and implement IT solutions and to provide ongoing support both directly to end users and for the underlying IT services.

The specific tasks undertaken vary depending on what needs to be achieved by the team at any particular time. Some tasks may be very technical, others may be more analytical, business or user focused.

IT solutions technicians work as part of a multidisciplinary team, many of which will be modern DevOps-style teams, which carry out the full set of stages across the whole solution lifecycle: requirements gathering, solution development, testing, implementation and ongoing support. In more traditional organisations the team is likely to be focused more at one or other end of this broad set of activities - such teams may well be in transition to a modern DevOps-style team.

IT solutions technicians undertake duties across the complete IT solution, working on the team’s core activities, therefore all apprentices will take a common core and then choose one of two options: IT software solutions technicians undertake activities in the area of applications and supporting components such as databases Typical job titles include IT solutions technician, service analyst, junior systems analyst, systems developer, database technician, IT support analyst, IT support technician, IT systems support, junior DevOps professional, IT service desk or applications support technician (at 2nd, 3rd or 4th line support)

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop technical knowledge and understanding of: • Stages within the overall solution lifecycle • Main principals, features, differences and benefits of Waterfall and Agile type methodologies and the function of service management frameworks • Aims and benefits of DevOps approaches, including the benefits of automation, the ideas behind continuous integration and monitoring • Principles of Solution Architecture including the importance of re-use • Why testing is necessary, the need for both functional and non-functional testing, the different types of testing available, including unit testing, integration testing, user acceptance testing and performance testing • Planning and delivery within their role and how this contributes to the wider team and the organisation • How the end-user context influences the solution • Key features of, and where to find, organisational requirements in relation to policies, standards, legislation, professional ethics, privacy and confidentiality • Main legislation, policies and standards that apply to IT solutions • Concepts of networking including the ISO (International Organisation for Standardisation) and TCP/IP (Transmission Control Protocol/Internet Protocol) network stacks, Ethernet LANs (Local Area Networks), IP addressing, Port numbers, DNS (Domain Name System), DHCP (Dynamic Host Configuration Protocol), and the principals of routing between LANs and WANs (Wide Area Networks) 70

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Different types of network devices, routers and network switches, their relationship to the stack model and the use of firewalls • Main components within an IT solution including how hardware and software components work together • Main components of a computer system and their purpose, including servers, enduser computers, and mobile devices (both physical and virtual), user interfaces, CPUs, storage and connectivity • Purpose of an Operating System • Concepts of Cloud, Cloud Services and storage • How their work contributes to business performance, continuity and resilience • Main trends in emerging technologies – including the Internet of Things (IoT), artificial intelligence, and automation - and the potential implications for digital activities.

• Necessary numerical skills including binary and hexadecimal • Why cyber security is essential as part of the delivery of any solution • Importance of working securely and the main classifications of types of threats and common mitigation practices • Meaning of risk in the context of security and can explain the relationship between levels of risk, impact, and designed level of protection in IT solutions • Role of configuration management and version control systems and when they should be used • Concepts of virtualisation • Use of different platforms (including web, mobile, or desktop applications).

• Concepts of relational databases, nonrelational structured and unstructured databases • Concepts of solutions development to a given set of requirements, including the use of standard approaches for web and cloudbased solutions

T: 01902 837198

• Benefits of and requirements for vendor support including commercial cloud offerings In addition, apprentices will also gain additional knowledge and understanding required to operate as a software solutions technician: • Principles of Solution Architecture as applied to software • Why there is a need to follow good coding practices and have good coding standards • Main categories of computer languages and the main features and benefits of each • How to implement software solutions including simple programing to a given a set of requirements and how to connect code to data sources • Purpose and usage of document mark-up languages including XML (extensible markup language) and html (hypertext markup language) • Use of relational databases, including tables, views, joins and indexes • Use of Big Data environments for storage and analysis of non-relational structured and unstructured data the purpose of database normalization - organising the attributes and relations of a relational database to reduce data redundancy and improve data integrity • How to develop, test and implement code following a logical approach

SKILLS Apprentices will develop a range of required technical skills: • Applies a professional methodology or framework in their work tasks • Executes appropriate due diligence, including formal testing or validation • Applies a range of technical IT skills, including accessing remote systems; file manipulation; file editing, changing system or application settings; system administration; setting up and upgrading components 71

City of Wolverhampton College

•

•

• •

•

•

Apprenticeships - A Guide for Employers

(infrastructure or software) Operates in line with organisational polices, standards, legislation, security requirements, professional ethics, privacy and confidentiality; and understands escalation policies.

Creates and maintains documentation in accordance with best practice, organisational guidance and legislation Identifies appropriate technical solutions using both logical and creative thinking Diagnoses and understands client requirements and problems using sound analytical and problem solving skills Communicates effectively in a variety of situations including formal and informally both within their team and externally Operates securely across all their areas of responsibility, in line with organisational guidance and legislation

www.wolvcoll.ac.uk/employers

    

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Work professionally and independently, taking responsibility and initiative as appropriate • Demonstrate standard business courtesies and professional ethics in how they work • Demonstrates a productive and organised approach to their work • Works effectively with customers, clients and users.

In addition, apprentices will also gain the additional skills required to operate as a software solutions technician: • Works at any stage of the software solution lifecycle • Undertakes maintenance of a range of contemporary or legacy software solutions to required levels of service • Installs and configures software system components including virtualised components where appropriate • Writes or maintains simple scripts or code • Can search and manipulate different types of data sources, including both structured and unstructured

72

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

IT Solutions Technician

Level

3

Length

18 months (not including the end point assessment period)

Delivery model

Workplace-based with occasional attendance at college sessions to develop required skills, knowledge and behaviours.

Entry requirements

Individual employers will set their own entry requirements however, typically, an apprentice might be expected to already have: • Five GCSEs at grades 9/A* - 4/C, • Other relevant qualifications or experience • Pass an aptitude test

Maths and English

Apprentices without Level 1 (or equivalent) in English and maths must ensure that they achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Employer support

A dedicated account manager will guide and support employers throughout the programme.

73

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Construction and Surveying Apprenticeships From a small business specialising in one trade, to a large organisation employing multiple trades, apprenticeship training will enable employees to develop the skills and knowledge needed to work in the construction industry.  Construction facilities

74

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following construction and surveying apprenticeships:  Bricklayer – Level 2  Carpentry and Joinery – Level 2  Carpentry and Joinery Advanced – Level 3  Construction Plant Operative – Level 2  Construction Quantity Surveying Technician

– Level 4  Installation Maintenance Electrician – Level 3  Painter and Decorator – Level 2  Plumbing and Domestic Heating Technician – Level 3  Property Maintenance Operative – Level 2  Surveying Technician – Level 3

75

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Construction Facilities

76

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a purpose-built construction centre at the Wellington Road campus in Bilston and has dedicated workshops and classrooms for: • Brickwork • Carpentry and joinery • Electrical and electronics • Gas Centre • Groundworks • Painting and decorating • Plant • Plastering • Plumbing • Rail Each individual trade area has a wide range of professional tools and equipment and, as part of their training, apprentices will get the chance to try out new products and hear from trade experts about the latest innovations, techniques and developments in the industry.

All of the tutors in the department have worked in the construction industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

77

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Bricklayer – ST0095 Role profile The construction sector is the driving force behind the UK economy, employing three million people and contributing 6.4% of GDP. Not only that, the construction industry is central to delivering the homes, schools, hospitals, energy and transport infrastructure our society demands.

Bricklaying is a core function within the construction sector, particularly the house building sector. The Government has a target to build significantly more new homes over the coming years and therefore the demand for bricklayers has never been higher.

The range of sites and projects that bricklayers will work on include large commercial developments, new build housing, alterations, extensions and restorations.

Bricklayers lay bricks, blocks and other types of building components in mortar to construct and repair walls, foundations, partitions, arches and other structures eg chimney stacks. They might also refurbish brickwork and masonry on restoration projects.

A bricklayer may work one-on-one or on larger jobs where their bricklaying group (gang) may work on a particular section of a building alongside other bricklaying gangs as well as other trades.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: Health and safety: Health and safety hazards, current regulations and legislation including COSHH/risk assessments and understanding the importance of method statements. Codes of practice and safe working practices, including asbestos awareness and correct use of personal protective equipment (PPE).

Customer service: The principles of high-

quality customer service. Establishing the needs of others (colleagues, customers and other stakeholders. Respecting the working environment including customers’ properties, impact on other trades and the project. Gaining and keeping a valued reputation in industry with clients, colleagues and industry representatives such as suppliers and manufacturers.

Communication: Different communication methods. How to communicate in a clear, articulate and appropriate manner. How to adapt communication style to different situations.

Buildings: Different eras, types of construction methods, insulation considerations, sustainability, facilities management, fire, moisture and air protection. Fireplaces and chimneys. Damp proof courses and the use of brick ties. Awareness of the location of trees and services, and their impact on foundation types.

Energy efficiency: The importance and considerations of thermal qualities, airtightness and ventilation to buildings.

Materials: Types of materials, their uses and their value. Types of bonds and their use.

Concrete and drainage. Cost awareness and environmental considerations/waste awareness e.g. surface water management and recycling Alternative construction techniques: Modern methods of construction. Rapid build technology. Alternative block, masonry, steel and timber-based cladding systems.

Radial and battered brickwork: Set out and build brickwork, including complex arches and surrounding brickwork, curved on plan, concave and convex brickwork and battered brickwork Feature and reinforced brickwork: Set out and build brickwork, including complex decorative features, obtuse/acute angle quoins and reinforced brickwork Fireplaces and chimneys: Select materials and resources required to set out and build fireplaces and chimneys using materials such as hearths, plinths, flue liners, chimney pots and other modern methods 78

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

resources to be able to set out and lay concrete, drainage and other substructure materials.

SKILLS Apprentices will gain skills in the following areas: Prepare materials: Determine quality and quantities of building material including mix ratios of mortar and concrete. Areas and volumes of materials and resources.

Work safely: Adhere to relevant health and safety legislation, codes of practice and apply safe working practices, including when working at heights. Safe use of ‘disc cutters’ and power cutters.

Working area: Select appropriate tools, equipment and materials (eg trowel, levels, brick ties, DPC, insulation, mixers, lintels etc.) for use when setting out and erecting masonry walling.

Maintain a clean working environment.

Masonry structures: Interpret drawings and specifications. Measure the work area and set out level first courses of bricks to a plan, including bonds for openings and the damp course. Mix mortar by hand or with a mechanical mixer. Lay bricks to set dimensions and apply mortar with a trowel to completion. Shape and trim bricks/blocks using hammers, chisels and power too. Use of laser levels, spirit levels, optical levels and string lines to check that courses are straight, horizontally and vertically, and laid to a gauge. Ensure thermal qualities, airtightness and ventilation are maintained.

Remove waste material. Repair and renew masonry structures Radial and battered brickwork: Set out and build brickwork, including simple arches and surrounding brickwork.

Feature and reinforced brickwork: Set out and build brickwork, including common decorative features such as oversailing courses and simple corbels Other brickwork: Block laying. Cavity walling to include openings, brick inspection chambers, joint finishes, set out a square, set out to a gauge rod and/or profile.

Building technology: Select materials and

BEHAVIOUR Apprentices will demonstrate the following behaviours: Positive and mature attitude: Conscientious, punctual, enthusiastic, reliable and professional including appearance. Take responsibility for personal judgements and actions. Be aware of the limits of personal competence. Show drive and energy in fulfilling requirements of role, including deadlines and being proactive not reactive. Show honesty and integrity by developing the trust of customers and colleagues and undertaking responsibilities in an ethical and empathetic manner. Demonstrate awareness of equality and diversity in all aspects of role.

Quality focused: Be reliable, productive, efficient and quality focused in work and in personal standards to current industrial standards.

Awareness and consideration of other trades eg build walls in a way that allows for pipes and electrical wiring. Keep work area clean and tidy. Provide good customer service.

Give consideration to the appropriate use of resources and personal actions relating to environmental, social and economic factors and their impacts.

Effective communication: Oral (including listening), written, body language and presentation. Collaborate with others, eg colleagues, clients, architects, contract managers, other trades, clients, suppliers and the public regardless of differences in race, gender, sexual orientation, or other characteristics.

Self-motivated learner: Identify personal development needs and take action to meet those needs. Keep up-to-date with best practice and new technology. Show initiative to independently complete work and solve problems by seeking out critical information.

79

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Bricklayer City & Guilds Level 2

Level

2

Length

24 months

Delivery model

One day a week at college

Entry requirements

Determined by employer

Maths and English

Apprentices without Level 1 in either subject will need to achieve this level, and also take the Level 2 test prior to the end point assessment.

Apprentice support and assessment

A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Professional body recognition

Professional body recognition On completion of the programme the apprentice will have the requirements to obtain a Construction Skills Certification Scheme (CSCS) Card at the appropriate level.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

80

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

81

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Carpentry & Joinery – ST0264 Role profile Working as a carpenter and joiner involves carrying out skilled work, primarily using timber products, either on a construction site, or in a workshop, creating and installing building components.

This apprenticeship has two pathways with a set of core skills and competencies, as well as additional skills and knowledge pertinent to the route chosen.

Pathway 1 - Site Carpenter A site carpenter will usually work on a building site, or in domestic and commercial premises, preparing and fixing building components, from the initial erection of a new building, through to the installation of all necessary fixtures and fittings, as well as a range of repair and maintenance activities.

Pathway 2: Architectural Joiner An architectural joiner will usually be employed in a workshop producing timber-based building components and other architectural products, such as doors, windows, units and staircases, which are then transported to construction sites to be installed by site carpenters.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE (both pathways) On completion of this apprenticeship, carpentry and joinery workers will have the following core knowledge to understand: • Principles of health, safety and welfare and how these are applied in the workplace • How to communicate with others and comply with instructions and directions • Different techniques and methods used to move, handle and store materials • How to interpret and use relevant product information and specifications • Responsibilities under current employment and safety legislation, such as The Health &

• • •

•

•

•

•

• •

•

• •

• 82

Safety at Work Act How to calculate quantity, length, area and wastage of resources Needs of other workers and how to work effectively with others Characteristics, quality, uses, sustainability, limitations and defects associated with timber and timber-based products and components, such as hardwood, softwood, MDF and other materials In addition, apprentices will acquire specific knowledge for their chosen pathway to give them an understanding of: Pathway 1 – Site Carpenter Technical principles of site carpentry work and how these are applied to prepare and fix timber and timber- based products, erect inclined roofs, maintain and repair building components How to form specific joints required for site carpentry work, such as mitres, butt and halving joints Why, when and how health and safety control equipment should be used when undertaking site carpentry work (e.g. personal protective equipment (PPE) and respiratory protective equipment (RPE) How to work safely at height and use access equipment correctly How to use, maintain and store hand tools, power tools and associated equipment Pathway 2 – Architectural Joiner Technical principles of architectural joinery and how they are applied in routine tasks, such as, setting out and producing cutting lists, marking out from setting out details and producing cutting lists, fitting and assembling routine products.

How to accurately take site and workplace dimensions.

How to form and proportion joints associated with architectural joinery work, such as mortice and tenon, dovetail and comb joints.

Why, when and how health and safety control

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

equipment should be used when undertaking architectural joinery work (e.g. personal protective equipment (PPE) and respiratory protective equipment (RPE).

• How to use, maintain and store marking and testing tools, hand tools, power tools and associated equipment.

• How to requisition architectural joinery materials, such as timber, adhesives and fixings.

• How to work at height and use access equipment safely.

T: 01902 837198

and fitments, cladding and staircase components.

• Erect inclined roofs with gables, joists, roof coverings and roof components.

• Repair or replace frames, mouldings, doors, windows, door and window ironmongery, roofing components, guttering and downpipes and window components.

• Use, maintain and store hand tools, power tools and associated equipment Pathway 2 – Architectural Joiner • Carry out a range of job tasks including drawing, measuring, marking out, fitting, finishing, positioning and securing • Produce setting out details for the manufacture of doors, windows and opening lights, units and stairs • Mark out timber from setting out details for the manufacture of doors, windows and opening lights, units and/or fitments and staircases.

• Create, fit and assemble components to manufacture doors, windows with opening lights, units and/or fitments and staircases • Use, maintain and store specific architectural joinery tools and equipment, such as marking and testing tools, power tools and hand tools

SKILLS On completion of this apprenticeship, carpentry and joinery workers will have developed skills to enable them to: • Work safely and be aware of key health, safety and welfare issues • Plan and carry out their work to commercial standards of quality and speed • Move, handle and store resources, such as materials and timber components, complying with relevant legislation & guidance • Interpret and follow verbal and written work instructions from trade supervisors and site managers • Select the required materials to carry out the work, such as correct timber, tools and fixings • Access, interpret and use drawings and specifications to carry out their work • In addition, apprentices will acquire specific occupational skills for their chosen pathway to enable them to: Pathway 1 - Site Carpentry • Carry out a range of job tasks including measuring, marking out, fitting, cutting, splicing, finishing, positioning and securing.

• Install door and window frames, door and hatch linings, floor joist coverings, straight partitions and straight staircases.

• Install doors, ironmongery, service encasements, wall and floor units

BEHAVIOUR Carpentry and joinery workers will be expected to demonstrate the following behaviours: • Effective communication: oral, written, listening, body language, presentation • Effective team working: work effectively with others with limited supervision • Independent working: take responsibility for completing their own work • Logical thinking: use clear and valid reasoning when making decisions • Working effectively: undertake the work in a reliable and productive manner • Time management: use own time effectively to complete the work on schedule 83

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

• Adaptability: be able to adjust to changes to work instructions

SUMMARY Qualification

To demonstrate competency in their chosen occupation, apprentices must achieve: Pathway 1: Wood Occupations – Site Carpentry City & Guilds Level 2 NVQ Diploma Pathway 2: Wood Occupations – Architectural Joinery City & Guilds Level 2 NVQ Diploma

Level

2

Length

24 months including end point assessment

Delivery model

One day a week in college

Entry requirements

Determined by employer

Maths and English

Apprentices without Level 1 English and/or maths will need to achieve this level and take the test for Level 2 English and/or maths prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments.

Assessment will take place both during and at the end of the apprenticeship, with completion being dependent on successful achievement of the qualification elements and the endorsement of the employer after a professional discussion, with the apprentice and training provider.

Progression

On completion of this standard, some apprentices may progress onto the Advanced Apprenticeship Standard in Carpentry and Joinery, or secure employment as a site carpenter or architectural joiner.

Professional body recognition

The achievement of this standard will meet the requirements of the Construction Skills Certification Scheme (CSCS) Skilled Worker standard, which is widely accepted in the sector as a licence to operate in a skilled construction trade.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

84

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

85

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Carpentry & Joinery – ST0264 Role profile The occupation involves carrying out advanced skilled work, primarily using timber products, creating and installing building components either on a construction site or in a workshop, An advanced carpenter and joiner is able to undertake complex job tasks, requiring high levels of practical skills and knowledge, in addition to managing their own work and leading small teams.

The main differences between a Level 2 site carpenter / architectural joiner, and a Level 3 advanced site carpenter / architectural joiner are that the advanced carpenter / joiner has responsibility for managing their own and other people’s work, as well as being required to complete complex and non-standard work, such as curved products, irregular joints and bespoke work.

This apprenticeship has two pathways with a set of core skills and competencies, as well as additional skills and knowledge pertinent to the route chosen.

Pathway 1 – Advanced Site Carpenter An advanced site carpenter will usually work on a building site, or in domestic and commercial premises, preparing and installing complex and often bespoke building components e.g. high quality doors, shaped linings, staircases with turns, complex wall and floor units, erecting bespoke structural carpentry (inclined roofs and joists) and erecting complex roof structures (e.g. inclined roofs with hips, valleys and dormers).

Pathway 2: Advanced Architectural Joiner An advanced architectural joiner will normally be employed in a workshop, producing complex building components by setting out, marking out and manufacturing bespoke architectural products (e.g. doors, windows, staircases with turns and panelling/cladding).

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE (both pathways) On completion of this apprenticeship, advanced carpentry and joinery workers will have the same knowledge as a carpenter and joiner, but also be able to understand: • Key aspects of health, safety and welfare good practice in more detail, and how to apply these to create a safe and healthy working environment • How to plan and carry out work effectively, taking into account complex environmental and task related challenges • How to develop and maintain excellent working relationships with others • How to access data needed to plan and execute work tasks accurately, including an understanding of Building Information Modelling (BIM) and its impact on construction projects.

• Their broader responsibilities under current legislation and guidance in undertaking construction work • The importance of team working and being prepared to take a lead In addition, apprentices will acquire specific knowledge for their chosen pathway to give them an understanding of: Pathway 1 – Site Carpenter • Technical principles of advanced site carpentry, such as effective and appropriate installation practices, and being able to apply this knowledge in preparing and fixing complex, non- standard timber based products and components, such as erecting inclined roofs, making, assembling and erecting complex roof structures, including hip and dormer cut roofs, maintaining and repairing non-standard joinery products • How to carry out advanced calculations and work out cutting angles for complex 86

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

carpentry work such as using a roofing square to calculate roof spar lengths and using a sliding bevel to mark out splayed joints.

• How to form complex joints associated with advanced site carpentry work, such as splayed and plumb Pathway 2 – Architectural Joiner Technical principles of advanced architectural joinery, using this knowledge to set out and produce cutting lists for complex and nonstandard products, marking, manufacturing, fitting and assembling complex non- standard products.

• How to take complex site and workplace dimensions, such as measuring curved openings and ensuring that units fit obtuse/ acute angled walls.

• How to form and proportion advanced wood joints associated with complex architectural joinery work, such as subbed rebate joints, stub mortice and tenon joints and bridle joints.

• How to set up, use and maintain fixed machinery used for complex joinery tasks, such as developing and using specialist jigs to manufacture curved timber products.

• Optional (as determined by the employer) • Principles of computer aided design (CAD) and how to apply them to produce CAD drawings • How to set up and use computer numerically controlled/numerically controlled (CNC/NC) machinery to produce timber and timberbased products

T: 01902 837198

themselves and others • Understand the programme and work schedule for their work area and plan their work accordingly • Develop and maintain good working relationships with managers, supervisors and work colleagues • Determine the best way of carrying out the work and ensure this is communicated clearly to colleagues • Interpret technical specifications and ensure compliance with legislation/guidance relevant to the work being done • Select the required quantity and quality of resources required for carrying out complex and non-standard work, including timber, tools and fixings • Be prepared to take a lead when working in a team, especially when complex or nonstandard work is involved In addition, apprentices will acquire additional specific occupational skills for their chosen pathway to enable them to: Pathway 1 - Site Carpentry • Utilise a range of advanced trade skills which allow them to carry out complex carpentry work to highly skilled standards and tolerances, to include measuring, marking out, fitting, cutting, splicing, finishing, positioning and securing • Install complex and non-standard doors and window frames, shaped door and hatch linings, partitions with openings and changes of direction and staircases with turns • Install accessible service encasements, bespoke wall/ floor units and fitments, panelling and stair components (e.g. balustrades, handrails and spindles with turns) • Erect inclined roofs with gables, roof verges and eaves, including finishings, joists and roof coverings • Repair and or replace frames, mouldings, floor or flat roof joist coverings, door and

SKILLS On completion of this apprenticeship, advanced carpentry and joinery workers will be able to carry out all the activities undertaken by a carpenter and joiner, but also be able to: • Work safely and pro-actively in the application of good health and safety practice in their work area, to protect 87

City of Wolverhampton College

Apprenticeships - A Guide for Employers

window ironmongery, window components, structural joists and rafters, window components, guttering and downpipes Pathway 2 – Architectural Joiner • Utilise advanced trade skills to carry out complex architectural joinery work to a high standard and to demanding tolerances • Set out complex work tasks for non-standard architectural joinery products, including complex door sets, doors, windows, units and fitments, staircases (straight and with turns) and products with single/double curvature features • Mark out accurately from setting out details for the manufacture of complex doors, opening windows, units and fitments and staircases • Manufacture complex and non-standard architectural joinery products including doors, windows with opening lights, units and fitments, panelling/cladding, staircases (straight and with turns) and veneers • Use, maintain and store marking and testing tools, hand tools, power tools and associated equipment required for advanced work • Set up and use fixed machinery such as circular saws, planers, thicknessers, bandsaws, morticers, tenoners, spindle moulders, drills, grinders and sanders • Optional (as determined by the employer) • Produce computer aided design (CAD) drawings • Produce wood and wood-based products using computer numerically controlled/ numerically controlled (CNC/NC) machinery

www.wolvcoll.ac.uk/employers

    

BEHAVIOUR Carpentry and joinery workers will be expected to demonstrate the following behaviours: • Effective communication: oral, written, listening, body language, presentation especially when working with others • Effective team working: work effectively without supervision – be willing to lead a team • Independent working: take responsibility for completing their own work and monitoring the work of others • Logical thinking: use clear and valid reasoning when making decisions and in achieving work goals with others • Working effectively: undertake the work in a reliable and productive manner, lead others by example • Time management: use own time effectively to complete the work on schedule and support effective team working • Adaptability: be able to implement change and adjust existing requirements to meet work instructions.

88

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Pathway 1: Wood Occupations – Site Carpentry City and Guilds Level 3 NVQ Diploma Pathway 2: Wood Occupations – Architectural Joinery City and Guilds Level 3 Diploma

Level

3

Length

18 months plus end point assessment

Delivery model

One day a week at college

Entry requirements

Level 3 advanced apprentices will progress from a Level 2 apprenticeship, or be able to demonstrate the same knowledge, skills and competency levels.

Maths and English

Apprentices without Level 1 English or maths will need to achieve this level and take the test for Level 2 prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff.

A qualified assessor will provide an induction and regular workplace assessments and a reviewing officer will support the apprentice throughout the programme through regular work-based review meetings.

Progression

On completion of this standard, the apprentice will be able to progress to a wide range of employment opportunities or move into full-time or part- time further education.

Professional body recognition

The achievement of this standard will meet the requirement of the Construction Skills Certification Scheme (CSCS) Advanced Skilled Worker standard, which is widely recognised as a licence to operate in a skilled construction trade.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

89

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Construction Plant Operative – ST0736 Role profile A construction plant operative works in the construction, infrastructure and built environment industry.

The broad purpose of the occupation is to check, prepare and operate a number of construction machines - known as plant - that are used onsite in the construction sector including on railways, demolition and utility works (water/gas/ electricity supply).

The operative will work on construction and civil engineering sites and may work on infrastructure projects such as a new motorway or high-speed rail line, giving the operative the opportunity to be involved in high- profile national projects.

An employee in this occupation will be responsible for preparing, setting up and operating designated construction plant types, according to a site plan/method of work, and in most cases will be under direct and indirect supervision. However, in many cases they will be the lead operative working with supporting staff and the only worker who has full understanding of their machine’s capabilities and limitations.

Operating plant is a safety critical activity and means that the actions of the operative has a direct and significant consequence to the safety and welfare of others, including the general public, therefore a very high level of responsibility comes with the occupation.

Construction plant operatives will be required to travel to and from the site either on a daily or weekly basis and will work exclusively in an outdoor environment in all seasons and weathers, and at variable times which may include overnight, weekend and anti-social hours work to complete projects which have fixed completion timescales such as roadworks, rail maintenance etc.

They will work alongside other workers such a groundworkers who directly help the plant operator by, for example, providing signals and

attaching and detaching ancillary equipment.

The plant operative however remains in principle ultimately responsible for the execution and completion of the tasks they are undertaking.

In their daily work, an employee in this occupation interacts with a wide range of different stakeholders clients, contractors/ customers, members of the public, supervisors, other trades/occupations, supporting occupations (banksman, mechanics etc.),managers, suppliers, safety professionals, manufacturers and administration staff.

• This apprenticeship involves learning on four common types of construction plant - a 360-degree excavator, dumper/dump truck, ride-on roller and forklift. Each machine can carry out a number of different types of work, however the core role of each is: 360-degree excavator - digs or shapes ground to, for example, form trenches for underground pipes, form earthwork embankments and will further load vehicles such as dumpers/dump trucks with earth that has been dug.

• Dumper/dump truck - loaded with earth from the excavator which is transported across a site and tips the earth from the machine to form stockpiles or tip into an open trench.

• Ride-on roller - rolls and compacts materials such as earth and tarmac for roads, paths etc. by being driven forward and backwards on a defined pattern, which compacts the material according to a specification.

• Forklifts - picks up a range of construction materials (usually on pallets) using the forks of the machine and transports them around a site, placing their load at various locations, sometimes to heights of 17 metres or more • On this apprenticeship, the operative will further undertake a range of non-operational activities with each machine such as: • Checking, maintaining and cleaning of their machine • Learn to direct and guide other plant and 90

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

vehicles; for example, directing the driver of a dump truck • where to position themselves when being loaded by the excavator • How to signal and marshal other plant and vehicles undertaking site deliveries, • Carry out checks on the work they do • Help load their plant onto or off a transporter when being delivered to another site.

The ability to operate a core range of plant onsite will enable apprentices to work across a number of projects and provide the basis of upgrading to more specialist plant such as graders, dozers, demolition plant etc.

On completion of the programme, apprentices can progress to becoming a lead operator, supervisor, site or plant manager, or even set up their own contracting company.

• • •

•

•

•

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE

•

Apprentices will develop knowledge of: • Operator-level servicing, checks and maintenance requirements for the range of plant • How tools and equipment for maintenance, checks, servicing and configuration requirements are to be used and maintained • How to extract information from the operator’s manual and electronic readout systems for to prepare and use the machine effectively • How site plans and work programmes are devised, used and disseminated to relevant parties and how they determine how the work is to be carried out • What resources and ancillary equipment the machine will require to carry out core operational functions • Function and use of all controls, gauges, switches and performance aids to carry out machine operations • Characteristics, functions, uses and

• •

•

•

T: 01902 837198

limitations of use of the relevant item of plant Factors that affect the stability and safe operation of the relevant item of plant How the machine should be manoeuvred and set for operational activities Hazards and requirements are for manoeuvring the machine around construction sites and working environment Types of planning and communication methods that are relevant and effective in a variety of work situations Purpose and layout of site traffic plans, the working areas, exclusions zones and authorized passages for the movement Types of hand signals and verbal instructions (including radio use) required for the movement of plant and vehicles Manoeuvring characteristics, limitations of manoeuvrability and visibility limitations of plant, supporting plant and delivery vehicles How a transporter needs to be set to allow the loading and unloading of plant Dangers and precautions when loading and unloading plant from a vehicle bed Securing procedures required for a range of plant including tracked, wheeled and smooth-drum types Health, safety, wellbeing and environmental requirements and considerations that apply for operational and maintenance activities, such as the control of diesel and oil spills, and reporting procedures for unsafe or environmental situations Relevant legislation and regulations including Health and Safety at Work Act, PUWER, LOLER, COSHH and the requirements for, and devising of static and dynamic risk assessments, method statements, COSHHbased assessments and permit-to-work systems.

SKILLS

Apprentices will gain skills to enable them to: • Extract information from a variety of sources for basic servicing, checks, operational and 91

City of Wolverhampton College

•

•

• • •

• •

•

•

•

•

•

•

•

Apprenticeships - A Guide for Employers

maintenance requirements Select and use tools, lubricants and equipment required for operator-level maintenance, checks, servicing and configuration requirements Identify and apply information from a range of sources so that the machine is set for the work and for the work to be carried out Identify and source materials, equipment and consumables for operational requirements Prepare and set the machine for travelling purposes Travel the machine across a range of ground, surfaces and in a range of operational environments and conditions including on inclines and on and off a transporter Plan, configure and set the machine to carry out the required work activity Operate the machine in accordance with given instructions for excavating, compacting, loading, lifting, moving, discharging and placing activities relevant to the machine being used Identify, use and maintain effective communication with co-workers, supporting staff and supervisors to carry out the work safely and efficiently Carry out checks (through self and with others) that the work being carried out meets the job requirements and timescales Position, configure and shut down the machine when work activities cease and isolate and secure the machine and relevant equipment and structures to prevent unauthorised use or access Marshall the movements of a range of plant and delivery vehicles for positioning and safe movement requirements Assist in the setting up, configuring and positioning of plant to carry out specific work functions Assist in preparing and securing a transporter and the items of plant during the loading and unloading activity for transportation purposes Work in accordance with health, safety,

www.wolvcoll.ac.uk/employers

    

welfare and environmental requirements, evaluate the working area and activity according to static and dynamic risk assessments and method statements, and report on unsafe situations following organisational procedures

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Health and safety-first attitude: Aware of the importance of following procedures and following guidance of senior members of the team due to the many risks and hazards present in the work environment. Acts in accordance with health and requirements, constantly evaluating the operation for hazards. Takes appropriate actions whilst following safe systems of work. Avoids taking short cuts that may increase risks.

• Working effectively: undertakes work in a reliable and productive manner • Positive customer relationships: Behaves in accordance with the values of the employer.

Treats customers and stakeholders with courtesy and responds quickly to their requirements, forming and enhancing customer relationships. Creates and maintains effective working and commercial relationships.

• Teamwork and independent working - Works and engages collaboratively and effectively with co- workers of different occupations to achieve requisite results safely and efficiently. Achieves results through independence, resourcefulness and ability.

Operates as an effective team member.

Under supervision, takes responsibility, accountability and ownership of their own actions and for the completion their own work.

• Attitude and discipline - Adopts a professional approach to the work and to colleagues and clients. Shows professionalism whilst being polite and courteous to peers, managers, clients, 92

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

general public and others. Questions and challenges others when procedures are not being followed.

SUMMARY Qualification

No qualification is attached to this standard

Level

2

Length

15 months (excluding end point assessment)

Delivery model

Flexible

Entry requirements

Determined by employer

Maths and English

Apprentices without Level 1 English or maths will need to achieve this level and take the tests for Level 2 prior to the end point assessment.

For applicants with an education, health and care plan or legacy statement, the minimum requirement is English and maths Entry Level 3.

A British Sign Language (BSL) qualification is an alternative to the English qualification for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highy qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

On completion of the programme, apprentices can progress to become a lead operator, supervisor, site or plant manager, or even set up their own contracting company.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

93

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

CONSTRUCTION QUANTITY SURVEYING TECHNICIAN - ST0049 Role profile Construction quantity surveying technicians are associated with the monitoring and control of costs and contracts on construction projects and are based on sites or in offices.

The main duties and tasks of the role are: • Assisting senior managers with the budgeting of construction projects • Controlling costs during a construction project • Selecting and managing specialist contractors • Contributing to the mitigation of disputes using accurate records • Recording, control and reporting of income and expenditure on a construction project • Valuation of progress on construction projects • Assisting senior managers with the legal and contractual issues on a construction project Typical job titles can include assistant quantity surveyor, assistant construction surveyor, quantity surveying technician, assistant cost engineer or assistant cost analyst.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Health and Safety: Understand the principles and responsibilities imposed by law and other regulations in a construction environment • Sustainability: Understand the sustainability issues in projects across economic, social and environmental aspects • Construction Technology: Understand different construction techniques and materials and the principles of design • Contracts: Understand different forms of contracts used in construction and why they

are applied in different situations • Procurement: Understand the different types of procurement process and negotiation requirements • Cost control: Understand the importance of controlling costs during a construction project and the effect of changes to the project • Financial reporting: Understand the various forms of reporting on project progress

SKILLS Apprentices will gain skills in the following areas: • Health and Safety: Apply health and safety issues to all activities.

• Sustainability: Demonstrate application of the principles of sustainability.

• Construction Technology: Assist in the implementation of the most appropriate solutions for construction projects.

• Contracts: Be able to apply different types of contracts to different situations.

• Procurement: Assist in the selection of and negotiation with specialist contractors for a construction project.

• Cost control: Assist in the measurement and costing of construction works during a project.

• Financial reporting: Assist in the preparation of financial reports, cash flow and cost forecasts for a construction project.

• Administration: Assist in the collection, collation and storage of relevant data and its analysis.

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Commitment to Code of Ethics: Understand and apply the Code of Conduct and conduct regulations, ethics and professional standards relevant to industry’s recognised professional bodies.

• Continuing Professional Development: 94

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

Identify own development needs and take • Conflict avoidance: Be able to assist in action to meet those needs. Use own planning to avoid conflict and resolving knowledge and expertise to help others when issues that do arise requested.

• Work in Teams: Be able to work with others in • Commitment to Equality and Diversity: a collaborative and non-confrontational way.

Understand the importance of equality and • Demonstrate Innovation: Be able to identify diversity and demonstrate these attributes areas for improvement and suggest to meet the requirements of fairness at work. innovative solutions.

• Communicate Effectively: Be able to contribute effectively to meetings and present information in a variety of ways including oral and written.

SUMMARY Qualification

Construction and the Built Environment Level 4

Level

4

Length

36 months (including the end point assessment)

Delivery model

One day per week at college

Entry requirements

Entry requirements will be determined by individual employers, but the typical requirements are five GCSEs (or equivalent) including maths, English and a science, or a Level 2 apprenticeship

Maths and English

Grade C (5/6)

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in the construction industry or progress to a higher-level qualification such as an HNC. HND or degree.

Professional body recognition

Completion of the programme will enable apprentices to apply for Technician status (or equivalent) with the industry’s recognised professional bodies.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

95

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Installation Electrician / Maintenance Electrician – ST0152 Role profile

CORE KNOWLEDGE, SKILLS AND Electricians install, maintain and repair electrical BEHAVIOUR REQUIREMENTS systems in industrial, commercial and domestic environments in both indoor and outdoor settings.

Electrical equipment and systems may include switchboards, motors, cables, fuses, thermal relays, fault current protection switches, heating, lighting, air conditioning and metering equipment as well as crime and fire alarm systems and renewable energy technologies.

They will use engineering knowledge and understanding to apply their technical and practical skills to the design, development, manufacture, construction, commissioning, operation or maintenance of products, equipment, processes, systems or services.

Qualified electricians are able to set out jobs from drawings and specifications, requisition the necessary installation materials and work proficiently on their own in an efficient and economical manner, without immediate supervision.

Electrical safety is an important area of an electrician’s work – they must adhere to safe working practices without endangering themselves or others and, on completion of a job, the electrical systems must be safe to use.

Electricians must understand and apply health and safety and environmental regulations, guidance notes and relevant codes of practice; and adhere to the requirements of the current edition of the industry wiring regulations.

Installation electricians work on the installation, testing, commissioning and maintenance of low voltage (less than 1000v) electrical and electronic devices and appliances.

Maintenance electricians work on the maintenance of electrical and electronic installations including automated production systems. Duties include the supervision, maintenance and necessary repairs of equipment.

KNOWLEDGE AND SKILLS Apprentices will develop knowledge enabling them to understand and apply: • Principles, practices and legislation for the termination and connection of conductors, cables and cords in electrical systems • Practices and procedures for the preparation and installation of wiring systems and electrotechnical equipment in buildings, structures and the environment • Principles, practices and legislation for the inspection, testing, commissioning and certification of electrotechnical systems and equipment in buildings, structures and the environment • Principles, practices and legislation for diagnosing and correcting electrical faults in electrotechnical systems and equipment in buildings, structures and the environment • Electrical principles associated with the design, building, installation and maintenance of electrical equipment and systems • Oversee and organise the work environment • In addition, apprentices will gain knowledge specific to their specialist area: Installation electrician: • Understand and apply the principles of planning and selection for the installation of electrotechnical equipment and systems in buildings, structures and the environment Maintenance electrician: • Understand and apply the practices and procedures for planning and preparing to maintain electrotechnical systems and equipment

BEHAVIOURS Electricians will be expected to demonstrate the following behaviours: 96

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

• Work reliably and effectively without close supervision • Accept responsibility for the work of themselves and others • Accept allocate and supervise technical and other tasks • Use oral, written and electronic methods for the communication of technical and other information • Work effectively with colleagues, other trades, clients, suppliers and the public • Undertake work in a way that contributes to sustainable development • Maintain and enhance competence in own area • Exercise responsibilities in an ethical manner.

SUMMARY Qualification

Electrotechnical (Installation or Maintenance) EAL Level 3 Diploma

Level

3

Length

43 months plus end point assessment

Delivery model

One day a week at college

Entry requirements

GCSE maths and English at grade 4 or above

Maths and English

Candidates without Level 2 English or maths will need to achieve this level prior to the completion of their apprenticeship

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments, and a reviewing officer will support apprentices throughout the programme through regular work-based review meetings

Progression

Full-time employment in the sector

Professional body recognition

At the end of the programme the apprentice will have satisfied the requirements to register as an engineering technician with the Engineering Council.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

97

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Painter & Decorator Role profile Painters and Decorators operate in domestic and commercial properties and undertake the internal and external decoration and protection of buildings including houses, schools, offices, hospitals, factories and construction sites.

They have good knowledge of the application of water-borne and/or solvent-borne paint coatings and wallcoverings and understand and comply with statutory, safety and environmental requirements.

Painters and decorators work individually or as part of a team and are responsible for their own work achieving a high-quality finish at the appropriate pace.

They are good problem solvers and communicators and able to interact effectively with colleagues, clients and associated trades.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: Work methods: The purpose of a range of equipment, tools and materials. The characteristics of materials and their reaction to atmospheric conditions. Safe and efficient methods of use, maintenance, movement, protection and storage of materials and equipment. Work hazards, safe working methods and appropriate safety requirements.

How to work at height including the safe use of platforms, steps, ladders and scaffold.

Identifying and responding to customer needs: The most appropriate products and use of colour in different settings. The company’s services.

Methods of formal and informal communication.

The uses of information technology in the workplace. Principles of costing, pricing and budgeting. Time, scheduling and costs associated with a project.

Construction industry and building methods:

Key factors and systems of working in different sectors, such as occupied properties, health and education facilities where residents, patients and students may be present. Key differences between modern and traditional construction methods.

Product information and specification: Differences of each product type for example, water-borne, solvent borne and epoxy. Drying, curing and recoating times. The effect of colour in relation to good design and colour and contrast for people with impaired vision.

The causes of common problems, how these can be prevented and how to correct them.

Data sheets, Control of Substances Hazardous to Health sheets, method statements and risk assessments.

Preparation, application and removal: Difference in systems for new and pre- decorated surfaces.

Types of preparation methods including removal of previous coatings and wallcoverings using hand tools, power tools and chemicals.

Traditional and modern methods of making good surfaces. Different systems for metals, wood, plastic and factory finishes. Techniques of application by brush, roller, pressure assisted roller and spray application. Specialist decorative techniques for example, graining, marbling and gilding. The skills of removal and application of wallcoverings.

SKILLS Apprentices will gain skills in the following areas: Work methods: Prepare the work area safely providing dust sheets and protection to furniture and adjacent surfaces. Identify hazards and risks in the workplace ensuring a safe environment is always maintained. Select, use, maintain and store, paint, tools, wallcoverings, spray equipment, steps, ladders and towers safely. Follow and maintain work procedures and method statements. Make the most efficient and effective use of resources, time and materials.

98

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

React correctly using the correct method of actions and reporting in the event of an accident or incident.

Identify and respond to customer needs: Prepare for meetings and discussions by having appropriate paint specification and colour information. Use appropriate listening, and questioning, techniques. Use appropriate terminology when attending meetings. Work to allocated times and schedules for the project.

Construction industry and building methods: Identify different industry sectors such as new construction, social housing, residential, refurbishment, commercial and heritage.

Identify different building methods e.g. steel frame, reinforced concrete frame, traditional solid wall and cavity wall, block and dry lined which determine the appropriate paint products and specifications.

Product specification and information: Interpret specification documents and ensure correct preparation and systems are followed. Refer to manufacturers’ product information and data sheets to avoid errors. Advise clients about basic colour choices. Recommend appropriate products for differing scenarios and sectors.

Identify and rectify common surface coating and wall covering problems.

Interpret and use health and safety documents.

Preparation, application and removal: Identify substrates, hard wood, soft wood, ferrous and non- ferrous metal, factory finished etc. Prepare and strip surfaces using abrasives, chemical etchants, power sanders, heat and liquid methods. Understand and apply powder, twopack, surfacers and resin fillers. Use different application methods brush, roller, spray, power-assisted rollers and special effect tools.

Wallpaper using techniques for the hanging of lining paper, standard papers, digital print and wide width including (matching patterns, internal and external corners).

T: 01902 837198

BEHAVIOUR Apprentices will be expected to demonstrate the following behaviours: • Responsibilities towards their own and others’ safety in the workplace • Strong work ethic, motivated, reliable and adaptable • Attention to detail, quality and continuous improvement • Awareness of the businesses mission, aims, markets, products and services • Customer-focused attitude • Effective communication in a team, with clients or with managers

99

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Painter and Decorator City & Guilds Level 2

Level

2

Length

36 months (depends on prior learning) plus end point assessment

Delivery model

One day a week in college

Entry requirements

Determined by employer

Maths and English

Apprentices without Level 1 English and/or maths will need to achieve this level and take the test for Level 2 prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments, and a reviewing officer will support the apprentice throughout the programme through regular work-based review meetings.

Progression

Full time employment, team leader, site supervisor.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

100

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

101

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

PLUMBING AND DOMESTIC HEATING TECHNICIAN - ST0303 Role profile Plumbing and domestic heating technicians plan, select, install, service, commission and maintain all aspects of plumbing and heating systems.

Appliances and equipment can include gas, oil and solid fuel boilers as well as pumps, heat emitters, bathroom furniture or controls as part of a cold water, hot water, and central heating or above ground drainage and rainwater systems, as well as new and exciting environmental technologies like heat pumps, solar thermal systems, biomass boilers and water recycling systems.

Installation of plumbing and heating systems requires accurate skills in measuring, marking, cutting, bending and jointing metallic and nonmetallic pipework; as well as excellent customer service skills and being tidy and respectful as they can often find themselves working in customers’ homes as well as on building sites.

Plumbing and heating technicians need to be able to work independently or as part of a team and use their knowledge and skills to ensure that both the system and appliances are appropriately selected and correctly installed, often without any supervision, and done so in a safe, efficient and economical manner to minimise waste.

Typical job roles include plumber, domestic heating engineer, domestic heating installer, plumbing and domestic heating installer, plumbing and domestic heating engineer

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS This programme enables apprentices to develop the core knowledge and skills required to work as a qualified plumbing and domestic heating technician, as well as additional knowledge and skills in one of four specialist areas: • Fossil Fuel – Natural Gas • Fossil Fuel – Oil

• Fossil Fuel – Solid Fuel • Environmental Technologies

KNOWLEDGE Apprentices will develop core knowledge in the following areas: • Health and safety: Understand health and safety legislation, codes of practice and safe working practices.

• Core plumbing systems: Understand selection, planning, installation, testing, commissioning and de-commissioning, service, maintenance, fault diagnosis and repair techniques on cold water, hot water, central heating, above ground drainage and rainwater systems.

• Electrical components and control systems: Understand installation and testing techniques for electrical components and control systems on plumbing and domestic heating systems.

• Plumbing science and processes: Understand scientific plumbing, domestic heating and mechanical principles.

• Principles of environmental technology systems: Understand the principles of domestic mechanical environmental technology systems.

• Principles of fossil fuels: Understand the principles of fuel combustion, ventilation and flueing arrangements within a domestic environment.

• Customer service: Understand the principles of high-quality customer service and establishing the needs of others (colleagues, customers and other stakeholders).

Respect the working environment including customer’s properties.

• Communication: Understand different communication methods, how to communicate in a clear, articulate and appropriate manner and how to adapt communication style to suit different situations.

102

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• In addition, apprentices will develop specific knowledge for their chosen specialism: • Fossil Fuel – Natural Gas: Understand the principles of selection, installation, testing, commissioning and service and maintenance techniques on domestic downstream natural gas pipework systems and appliances.

• Fossil Fuel – Oil: Understand the principles of selection, installation, testing, commissioning and service and maintenance techniques on domestic oil storage, pipework and appliances.

• Fossil Fuel – Solid Fuel: Understand the principles of selection, installation, testing, commissioning and service and maintenance techniques on domestic solid mineral fuel, wood burning and biomass appliances.

• Environmental Technologies: Understand the principles of selection, installation, testing, commissioning and service and maintenance techniques on solar thermal, heat pumps and water recycling systems.

T: 01902 837198

Oversee and organise the programme of work and work environment Carry out work and manage resources in an environmentally friendly manner.

•

•

•

•

In addition, apprentices will develop specific skills for their chosen specialism: Fossil Fuel – Natural Gas: Select, install, test, commission, service and maintain domestic downstream natural gas pipework systems and appliances.

Fossil Fuel – Oil: Select, install, test, commission, service and maintain domestic oil storage, pipework and appliances.

Fossil Fuel - Solid Fuel: Select, install, test, commission, service and maintain domestic solid mineral fuel, wood burning and biomass appliances.

Environmental Technologies: Select, install, test, commission, service and maintain solar thermal, heat pumps and water recycling systems.

SKILLS

BEHAVIOURS

Apprentices will gain core skills in the following areas: • Safe working: Operate in a safe working manner by adhering to health and safety legislation, codes of practice and applying safe working practices.

• Core plumbing system techniques: Apply selection, planning, installation, testing, commissioning and de-commissioning, service, maintenance, fault diagnosis and repair techniques on cold water, hot water, central heating, above ground drainage and rainwater systems.

• Electrical components and control systems techniques: Apply installation and testing techniques for electrical components and control systems on plumbing and domestic heating systems.

• Supervisory skills: Take responsibility for own work and safety and welfare of others

Apprentices will demonstrate the following behaviours: • Honesty and Integrity: Develop trust with customers and colleagues by undertaking responsibilities in an ethical and empathetic manner.

• Dependable and responsible: Show conscientiousness through being punctual, reliable and professional. Take responsibility for own judgements and actions. Aware of the limits of their own competence.

• Enthusiasm and positive attitude: Demonstrate drive and energy in fulfilling requirements of role • Quality focus: Be quality focussed in work and in personal standards.

• Willingness to learn: Identify own development needs and take action to meet those needs. Keep up-to-date with best practice. Maintain and enhance competence.

103

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Work with others: Work effectively and collaborate with colleagues, other trades, clients, suppliers and the public.

• Sustainable working: Consider the appropriate use of resources and own actions taking into account the impact on environmental, social and economic factors.

104

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Plumbing and Domestic Heating Technician, City & Guilds Level 3

Level

3

Length

48 months

Delivery model

One day per week at college

Entry requirements

Entry requirements will be determined by individual employers.

Apprentices will be required to achieve the new Level 3 Plumbing and Domestic Heating qualification prior to the end point assessment.

Maths and English

Typically, apprentices will have English and maths at Level 2 on entry.

Those without this level will be required to have achieved it prior to taking the end point assessment.

Apprentice support and assessment

A qualified assessor will provide an induction and regular workplace assessments

Progression

Full time employment in the sector

Professional body recognition

On completion of the programme apprentices will have satisfied the requirements for registration as EngTech by the Engineering Council through The Chartered Institute of Plumbing and Heating Engineering (CIPHE) and or The Chartered Institute of Building Services Engineers (CIBSE).

On completion of the health and safety assessment, as determined by the assessment plan, the candidate will have satisfied the requirements to obtain a Construction Skills Certification Scheme (CSCS) Card through the Joint Industry Board for Plumbing and Mechanical Engineering Services (JIB-PMES) at the appropriate grade.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

105

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Property Maintenance Operative - ST0171 Role profile 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; provide first and immediate response to fault finding, whilst maximising quality and ensuring cost effectiveness, and ensure prevention of major damage that could result in extensive costs and minimise reactive intervention.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS SKILLS & KNOWLEDGE An apprentice property maintenance operative will use their knowledge and understanding of basic carpentry, electrical, plumbing and decorating to: • Understand and demonstrate the importance of health and safety in the workplace • Comply with organisational safety, policies and procedures and identify hazards and reduce them • Consider safety compliance with a diverse sector of client groups • Understand and demonstrate the importance of working safely at height • Carry out repairs to the fabric of a building, for example repairs to walls, doors, doorframes, skirting boards or plaster damage to internal walls • Understand and maintain plumbing and drainage systems, for example repairs to WC systems, leaking taps or water testing and unblocking drains

• Maintain high levels of water hygiene within a building • Understand and maintain electrical distribution, safe repair of electrical installation to legal requirements, for example replacing damaged sockets, plugs, lighting and fuses.

• Understand and maintain plant, safety systems and equipment • Demonstrate and implement energy, environment and sustainable practices • Understand and maintain grounds and external fabrication of a building, such as drainage and guttering • Understand and demonstrate the safe use of hand tools, for example screwdrivers, power drills, pliers, paper strippers and a variety other tools used in plumbing and carpentry • Demonstrate and understand the importance of the control of resources and stock • Understand and demonstrate the principles of Planned Preventative Maintenance • Understand how to prepare for refurbishment or deep clean of equipment and surfaces • Carry out repairs and reactive maintenance • Understand the importance of customer service • Record and report information accurately either internally or externally

BEHAVIOURS A property maintenance operative will demonstrate the following behaviours: • Have a flexible attitude • Commitment to quality and excellence • Ability to perform under pressure • Persists in the face of adversity • Thorough approach to work • Ownership of work and follow through to a satisfactory conclusion.

• Client/Customer focus and interaction • Able to live the organisations values • Ability to create effective working relationships 106

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Aptitude for problem solving • Ability to comply with company policies and procedures • Enthusiasm • Ability to control and influence within remit • Persuasive influencing skills • Shows respect for all stakeholders

• • • • • •

INTERPERSONAL SKILLS

T: 01902 837198

in writing Problem solving approach A drive for efficiency and value for money Communicate effectively at all levels Adaptability Ability to understand limitations within the role A drive for quality and excellence

A property maintenance operative will also have the following interpersonal skills: • Take ownership of situations • Work independently and as part of a team • Communicates effectively either verbally or

SUMMARY Qualification

Property Maintenance Operative

Level

2

Length

15-18 months depending on experience

Delivery model

Day release

Entry requirements

Determined by the employer

Maths and English

Not essential

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completing this apprenticeship programme with its transferable skills will enable apprentices to progress into a technical specialist role - e.g. electrical or plumbing and supervisory and management roles - e.g. facilities management - across a wide range of sectors.

Professional body recognition

The apprentice will be recognised by the British Institute of Facilities Management (BIFM) and Associate Membership whilst studying.

BIFM have confirmed resources and learning materials will be available for the apprentice to support them throughout their learning journey.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

107

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SURVEYING TECHNICIAN - ST0332 Role profile

KNOWLEDGE

Surveying technicians collect information from site inspections to inform advice to clients on land, property and construction.

The main duties and tasks of a surveying technician are: • Collecting information from inspections or visits to buildings, land and construction sites • Taking appropriate measurements of buildings, land or plans • Meeting with other professionals, clients, customers and others to obtain and provide information relating to land, property or construction • Collecting and recording data relating to land, buildings or construction for technical use • Managing work tasks relating to the area of practice • Undertaking costings and/or measurements and/or valuations using data collected from research • Ensuring a safe working environment for themselves and others

Apprentices will develop core knowledge in the context of land, property and construction, as well as in two optional areas: Core Knowledge: • Law: Outline the English legal system, law of contract and law of tort.

• Data collection: Explain key mathematical principles, principles of measurement, the importance of accuracy, data management and confidentiality.

• Economics: Be aware of economic principles and the operation of economic and property/ construction markets.

• Health and safety: Describe the principles and responsibilities imposed by law, codes of practice and other regulations.

• Sustainability: Explain how and why sustainability seeks to balance economic, environmental and social objectives.

• Construction technology: Describe the technology of low rise buildings including materials.

• Personal effectiveness: Explain how to manage own time and tasks, communicate and negotiate effectively.

The occupations covered by this standard are associated with surveying technicians acting on behalf of clients or employers in an assistant capacity. The types of surveying technician included are: building surveying technicians, commercial property surveying technicians, residential property surveying technicians, land surveying technicians (including rural, minerals and waste management and planning and development), valuation surveying technicians, consultant (professional) quantity surveying technicians, consultant (professional) project management technicians.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

Optional Knowledge: The two optional modules will be decided in conjunction with the employer depending on the specific pathway chosen: • Valuation and appraisal: Describe the reasons for valuations and the methods to provide both capital and rental valuation advice.

• Building pathology: Be aware of common building defects including collection of information, measurement and tests.

• Land, property and planning law: Explain principles of land law, the law of landlord and tenant and planning law.

• Procurement and contracts: Describe the main types of procurement and tendering 108

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

and the various forms of contract used in the construction industry.

• Costing and cost planning of construction works: Be aware of the principles of quantification and costing of construction works and how cost planning assists in the financial control of projects

T: 01902 837198

law and practice relating to at least two of land, property, landlord and tenant or planning • Tendering and procurement: Implement procurement routes selected for projects and carrying out tendering processes relevant to them • Costing and cost planning of construction work: Quantification, costing and cost management of construction works, including the use of appropriate standard methods of measurement and forms of cost analysis.

SKILLS Apprentices will develop core skills in the context of the surveying environment, as well as in two optional areas: Core Skills: • Data collection and analysis: Measure and collect data relevant to the surveying discipline • Health and safety: Demonstrate the application of health and safety issues and the requirements for compliance • Construction technology: Apply the principles of construction technology and the environmental performance of materials • Law: Apply the principles of contract law to include either contracts for acquisition/ disposal of property, standard forms of building contracts or other property related contracts • Personal effectiveness: Manage own time and tasks, communicate and negotiate effectively Optional Skills: The two optional modules will be decided in conjunction with the employer depending on the specific pathway chosen: • Valuation and appraisal: Undertake capital and rental valuations and demonstrate involvement with the preparation of client reports. Use a variety of valuation methods and techniques and use the relevant valuation standards and guidance • Building surveys: Undertake surveys, using survey and other information to diagnose cause and mechanisms of failure • Land, property and planning law: Apply the

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Provide a high standard of service: Always ensure they provide the best possible service, ensure they pay attention to detail and meet all deadlines set.

• Act in a way that promotes trust in the surveying profession: Act in a professional and positive manner at all times.

• Act with integrity: Be honest and straightforward in all that they do.

• Treat others with respect: Treat everyone with courtesy, politeness and respect.

• Take responsibility: Be accountable for their actions.

109

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Surveying Level 3 Diploma

Level

3

Length

24 months

Delivery model

One day per week at college

Entry requirements

Entry requirements will be determined by the individual employer.

Maths and English

Apprentices without Level 1 maths and English will need to achieve this level and apprentices without Level 2 will need to take the tests for this level prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the minimum maths and English requirement is Entry Level 3.

A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the apprenticeship will enable progression to employment in the sector as a site supervisor, team leader, estimator or project manager.

Professional body recognition

Completion of the programme will enable apprentices to become Associate members of the Royal Institure of Chartered Surveyors (AssocRICS)

Employer support

A dedicated account manager will guide and support employers throughout the programme.

110

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

111

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Creative and Journalism Apprenticeships Whether working behind the scenes helping to put on a live performance, or sniffing out a news story as a journalist, a creative apprenticeship will teach the latest sector skills and knowledge enabling apprentices to perform their role effectively and efficiently.  Creative and journalism facilities

112

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following creative and journalism apprenticeships:  Creative Venue Technician – Level 3  Junior journalist – Level 3

113

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Creative and Journalism Facilities

114

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a dedicated creative training department at the Paget Road campus in Compton equipped with a host of industry-standard facilities including: • TV studio and editing suites with

HD cameras & industry software • Radio broadcasting suite • Digital recording studios • Mac suite for music composition

and sequencing • Print and fashion room • 3D games design studio with high spec

PCs and VR headsets • Fine arts and graphics studio • Photographic studio • Dance and performing arts studio and stage The college also has a live sound venue at the Slade Rooms in the city centre and was named as Training Provider of the Year for its creative arts course at the Creative and Cultural Skills Awards 2019.

All of the tutors in the department have worked in the creative industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

115

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

CREATIVE VENUE TECHNICIAN - ST0106 Role profile Creative venue technicians (CVTs) operate under the direction and supervision of a production arts technical management team and provide technical support for the construction, rehearsal, presentation and removal of a live performance, for audience or camera.

They are multi-skilled across a wide range of technical disciplines, possess a broad level of knowledge relevant to the diverse environment in which they operate, and play an active role in the technical operation across a variety of established creative venues, for example, theatres, arts centres and broadcast studios.

Technicians will be competent in lighting, audio, video and building services related to the performance arts and apply them to their resident premises and / or production. They will also be skilled in stagecraft techniques - such as carpentry, operating stage machinery and performing scene changes - allowing them to set up, rig, operate, maintain and repair technical equipment as used in creative venues to facilitate the rehearsal and presentation of live performance e.g. scenery, luminaires, fixtures, audio and video apparatus.

They can read, interpret and give appropriate technical information to colleagues and clients, and can safely use a variety of tools to assemble, install and maintain scenery and equipment for stage and screen.

Technicians undertake tasks both autonomously and as part of a team, taking ownership of the output standard and, with guidance will use their skills to realise and respond to the development of the creative team’s vision.

They are responsible for the upkeep of their resident venue or touring production - for example, focussing lanterns, fitting radio mics, assembling scenery and programming lighting, audio, video, automation and other control systems – and will undertake venue maintenance duties such as housekeeping, re-lamping,

painting and basic venue repair work.

Typical job roles include venue technician, theatre technician, stage technician, lighting technician, sound technician, video technician and automation technician.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: Understanding the industry (terms and relationships): • Health and safety standards including manual handling, work at height, provision and use of work equipment, construction (design and management), noise, first aid, working hours, electricity at work, fire & emergency procedures, accident reporting and Technical Standards for Places of Entertainment • Security and control of equipment protocols • Management structures within a venue, etiquette and culture, including communication protocols and interdependencies of departments • Relevant industry bodies and their roles e.g.

HSE, ABTT, BECTU • Principles of stage and production management • Creative venue safety systems • History, styles, architecture, terminology and acoustics of creative venues • Planning: • Selection of the correct tools and equipment for tasks such as assembling scenic components and truss and rigging lighting, audio and video equipment • Computer-aided design – viewing, extracting information and realising specifications from system designs e.g. stage plans, lighting plans and sound schematics • Environmental and sustainability protocols e.g. correct disposal of different lamp types and electronic equipment, reduction in use of 116

To find out more about apprenticeships contact:

•

• •

•

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

PVC products Approaches to problem solving – to achieve the creative team’s requirements within the appropriate venue or production’s resources Production processes, performance and maintenance: Agreed industry safe working procedure: e.g.

The Code of Conduct for Get-ins, Fit-ups and Get-outs Recognition of production design elements – scenic, lighting, audio and visual e.g. means of scenic construction: timber, metal and textile Properties of electricity, fixed and temporary electrical systems; theory, practice and safety e.g. to enable portable appliance testing of relevant technical equipment Properties of mechanical and electromechanical systems e.g. to enable the assembly and monitoring of hydraulic systems for scenic effect Lifting operations; theory and practice e.g. to enable monitoring of a lifting operation in compliance with LOLER such as performer flying Identifying potential improvements to systems and procedures to better enable the realisation of the creative team’s vision for the production Housekeeping – keeping venue work and storage areas clean, tidy and free from the build-up of waste materials

T: 01902 837198

programming production control consoles • Comply with creative venue budgetary and financial management protocols • Communicate effectively with co-workers and manage work groups • Deal politely and respectfully with stakeholders, ranging from freelance, touring and venue staff to performers, community groups and the public • Diligently manage their own punctuality and working time as required by venue activities Planning • Prepare risk assessments and method statements to help ensure safe planning and delivery of work processes in the venue • Prepare and interpret system specifications e.g. ground plans, lighting plans and design drawings • Prepare written information and reports e.g. cue sheets, post-performance reports, handover notes • Production processes, performance and maintenance: • Competently use safety and access equipment e.g. personal and fall protection equipment, ladders, access towers and tallescopes • Assemble and configure structures and systems from component parts to production specification - such as scenic and rigging structures, lighting, sound, power, dimming, amplification and control systems • Undertake fault-finding of components and systems e.g. eliminating feedback in a live audio system • Under direction – deploy, operate and maintain technical equipment e.g. lighting: select appropriate luminaires and accessories, test, rig, connect and focus to plan • Operate hand and power tools safely e.g. podger, adjustable spanner, drill driver and jigsaw • Programme and operate computerised

SKILLS Apprentices will gain skills in the following areas: Understanding the industry (terms and relationships): • Be computer literate in word processing, spreadsheets and digital control systems to thereby assist in communication, planning, monitoring and operation of production processes, building services and creative venue technologies e.g. email, drafting reports, supplying technical information and 117

City of Wolverhampton College

•

• •

•

•

Apprenticeships - A Guide for Employers

control equipment e.g. lighting, sound and automation control desks Set and change scenes in live performance – setting and striking scenic elements under ‘show conditions’ Undertake cueing and live operation e.g. operating a followspot to a show plot Operate suspension systems e.g. manual hemp, single and double purchase counterweight and automated theatrical flying systems As directed – inspect, maintain and monitor venue and production systems e.g. emergency lighting, re-lamping, first line repairs, rig-check Diligently undertake stage crafts such as scenic construction, carpentry, metalwork, stage machinery, props, scene changes, knots and terminations

www.wolvcoll.ac.uk/employers

    

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Take personal responsibility for safety of self and others • Have a flexible approach and will be adaptable to change • Willing to work unsociable hours in a variety of locations for extended periods • Punctual, reliable and personally responsible • Self-motivated with a positive and disciplined approach to work • Commitment to personal and professional development • Develop professional working relationships and treat others with respect using appropriate channels and etiquette • Have the drive and determination to complete a task on time

118

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Creative Venue Technician Apprenticeship

Level

3

Length

Typically 24 months

Delivery model

Discussed on application

Entry requirements

Entry requirements will be determined by individual employers.

Maths and English

Apprentices without Level 2 maths and English will be required to achieve this level prior to taking the end point assessment

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to work in a relevant role in the industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

119

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

JUNIOR JOURNALIST - ST0285 Role profile Journalists bring people the news and information from their street, community, town, city or around the world using a combination of words, pictures and moving images.

They are able to work on their own competently and without immediate supervision in generating and producing stories for publication and/or broadcast.

The apprenticeship programme covers three specialisms: • Print and associated digital platforms • TV/radio and associated digital platforms • Public relations (PR), corporate communications and associated digital platforms Apprentices will develop the core knowledge and skills required of a junior journalist, and will also gain additional specialist knowledge and skills for their chosen pathway

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE AND SKILLS Apprentices will the develop knowledge and skills required of a junior journlist, enabling them to produce news and information for TV, radio, print and digital publications: • Know what a story is and how to carry out the necessary research and interviews • Build and maintain a range of reliable contacts • Create quality stories that are accurate, clear, vigorous, fair and balanced, in a form that will engage an audience • Work in an ethical manner and in accordance with relevant codes of conduct and demonstrate integrity • Work on getting stories ‘right the first time’ • Demonstrate an ability to write and use good English to industry standard for all platforms • Produce content for digital platforms, including video and photographic material

• Adept at using social media and digital platforms and techniques to source content, contacts and build an audience • Good communicator • Understand the importance and value of brands • Connect with the audience they serve • Work to tight deadlines • Technically proficient and able to understand/use web analytics • Understand how society works • Take and keep accurate notes and records • Gather, verify and make proper use of user generated content (UGC) • Gather, use and present data • Understand how the law affects the work of a journalist • Adhere to relevant health and safety legislation in the workplace • Understand the ‘news business’ with a knowledge of emerging trends in the media industry In addition, apprentices will gain additional specialist knowledge and skills for their chosen area: Print and associated digital platforms: • For most employers, write and accurately transcribe shorthand at 100 words per minute • Edit copy and write headlines for publication on different platforms • Take photographs suitable for publication • Report from a wide range of settings • Research and write clear, accurate, compliant and engaging stories and features for newspapers, magazines and websites • For some employers, be able to use data to contribute towards potential editorial content and strategies; and • Have a good working knowledge of regulation as laid out in the editors’ code

120

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

TV/radio and associated digital platforms: • Research and write clear, accurate, balanced, compliant and engaging stories for TV and radio • For some employers, be able to write and accurately transcribe shorthand at 100 words per minute • Understand the techniques of interviewing for broadcast and can conduct a simple broadcast interview themselves • Demonstrate familiarity with the basic techniques and technology of broadcast news gathering, including the sourcing of material • Have an awareness of the basic set-up of radio and television news studios, operate simple radio and television equipment, and be familiar with the language and terminology of a broadcast newsroom • Show a good working knowledge of the key principles of broadcast regulation as laid out in the Ofcom Broadcasting Code and BBC editorial guidelines Public relations (PR), corporate communications and associated digital platforms: • Understand how journalism in PR and corporate communications differs from journalism in other sectors • For some employers, be able to write and accurately transcribe shorthand at 100 words per minute • Prepare content for specific purposes (e.g. press releases, social media, brochures, exhibition boards) • Have a good understanding of the business (businesses) they work for • Know the difference between outputs (e.g. press releases, social media etc.)

• Act as a mediator and facilitator between the media and employer.

121

T: 01902 837198

BEHAVIOURS Apprentices must be able to show commitment and desire to be a journalist, as well as demonstrate the following behaviours: • Hard-working attitude • Inquiring mind • Lively interest in current affairs • Ability to write and use words accurately and with effect • Persistence and determination • Willingness to embrace change and accept unsocial working hours. They must be able to demonstrate commitment and desire to be a journalist. They must • Professional attitudes to their job and how they present themselves for work • Understanding of the diversity of their audience.

• Be prepared to work shifts • Be conscientious; enthusiastic and resilient • Be a team player • Have an ability and desire to carry out duties in accordance with the law, regulations and any appropriate codes of conduct • Have high personal standards in terms of discretion/confidentiality.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Journalism NCTJ Level 3 Diploma

Level

3

Length

Typically 18 months if the apprentice does not have any previous experience, however this may be reduced if they are part-qualified or have relevant experience.

Delivery model

To be discussed on application

Entry requirements

Individual employers will identify any relevant entry requirements in terms of previous qualifications, training or work experience

Maths and English

Apprentices without Level 2 maths and/or English will need to achieve this level prior to completion of the programme.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in the industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

122

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

123

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Drinks Dispense Technician Apprenticeships The drinks dispense technician apprenticeship – developed by the college in conjunction with brewers and drinks manufacturers – is a UK-first and offers a structured programme to train drinks dispense technicians responsible for the installation and maintenance of equipment in pubs, clubs, bars, hotels, theatres, leisure centres and stadiums The apprenticeship was launched in 2019 and has already attracted employees from a wide range of industry organisations including Marston’s, Vimto, T&J Installation and City Dispense.  Drinks Dispense Facilities

124

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following Drinks Dispense Technician apprenticeship:  Drinks Dispense Technician Apprenticeship

125

City of Wolverhampton College

Apprenticeships - A Guide for Employers

Drinks Dispense Facilities

126

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The drinks dispense apprenticeship is delivered at local brewery giant Marston’s Plc’s Talent Academy in Summerfield Road, Wolverhampton by Iain Ramage, a leader in drinks dispense installation The academy is equipped with a range of equipment – including gas pressure systems, refrigeration, and pipework - to ensure apprentices develop the necessary skills and knowledge to carry out the installation, maintenance and repair of complex drinks dispensing systems across the country.

127

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Drinks Dispense Technician – ST0752 Role profile This occupation is found in the engineering sector working in the hospitality, retail, leisure and catering industries, in a variety of venues that serve soft-drinks and/or alcoholic beverages to the public on a daily basis, including public houses, bars, clubs, retail outlets, leisure centres, hotels, festivals/events, clubs, schools, cinemas, theatres, stadiums and many more.

Drinks dispense technicians may work directly for a brand owner or brewery, or contractors that provide engineering services work on their behalf.

The broad purpose of the occupation is responsibility for the installation and maintenance of drinks dispense systems.

The aim is to build, install, maintain and repair complex drinks dispensing equipment to ensure that their customer can, in turn, deliver drinks of the right specification and quality to their customers.

Some drinks dispense technicians will specialise in certain types of drinks and/or brands, whilst others will work across a wide spectrum, for example beer, wine, cider, nitrogenated coffee and soft drinks.

The role involves the application of a broad range of knowledge and skills including fault-finding, plumbing, electrical, refrigeration, gas pressure systems and pipework.

Tasks are often complex and non-routine requiring the technician to identify and initiate the appropriate solution; problem solving, use of diagnostic skills and own initiative will be needed to address out of specification issues that may be encountered.

An essential part of the role is informing, educating and providing guidance to the customer in equipment use, beverage quality and delivery of the perfect pour. Product sampling may be required.

Depending on the work required, they may spend the day at one venue or working across a number

of outlets, working to deadlines. It will often involve working in confined spaces, such as a cellar.

They may be working on the dispense system as a whole or on certain parts, such as the python (pipework composite encompassing capacity for multiple product lines and temperature control), coolers or dispense fonts.

In their daily work, an employee in this occupation interacts with venue staff for example managers, service staff and site security; other drinks dispense technicians; colleagues, for example operations managers, call centre staff, quality managers and logistics managers; and members of the public.

Technicians will self-manage workload and flow and will typically report to a technical manager. Depending on the size of the project technicians may have responsibility for leading and supervising a team of technicians.

When working on new builds/renovations, they may interact with site supervisors and other trades for example plumbers and electricians.

An employee in this occupation will be responsible for planning tasks and the resources required in response to schedules, ensuring the quality and accuracy of work carried out.

They have the authority to determine the action required in relation to the drinks dispense system in a venue; including shut down. They will need to make informed judgements and decisions, taking account of the situation.

They work autonomously, responsible for adhering to health & safety, current legislation, asbestos guidelines, working at height regulations and British Beer and Pub Association and British Soft Drinks Association Codes of Practice.

They are responsible for asset management, including vehicle, tools, specialist equipment and devices. Typically, a driving licence will be required as they may be expected to drive to their place of work, using a company vehicle, and 128

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

coordinate logistics for other technicians.

Typical job titles include technical services technician, drinks dispense technician, beer quality technician, cellar technician, technical representative, softs drinks engineer, customer technical engineer, field service technician.

•

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE

•

Apprentices will develop knowledge of: • Drinks dispense system installation, commissioning and decommissioning requirements including site survey, system components, system limitations, testing • Drinks dispense system maintenance requirements and techniques including fault-finding, troubleshooting, diagnostic techniques, repair, total preventative maintenance, testing; common faults and causes.

• System specifications for example, keg, cask, soft drinks, nitro coffee, frozen, carbonated, manufacturer specifications, temperature, gas type, flow speed, couplers, post-mix; what they are, the effects they have and how to use them.

• Brand/drink specifications including pipework and plumbing, temperature, gas pressures, fluid mechanics/dynamics, management, composition, characteristics, brewing process, ingredients, cask ale conditioning, manufacturers’ specification, stock rotation; what they are and how to use them.

• Electrical systems including polarity testing, codes, portable appliance testing (PAT), use of a multimeter; principles of electricity, voltage, types of current: alternating current/direct current (AC/DC).

• Refrigeration principles, types of refrigerant, integral and split systems, requirements relating to hydrochlorofluorocarbons

•

• •

•

•

•

129

T: 01902 837198

(HCFCs), both gas and water-cooled systems Drinks dispense system pipework including different materials, joints and routing; requirements including length and building restrictions.

Asset management, including identification of equipment/parts, value of stock and equipment, correct handling of parts, salvageability of parts to be removed, returns process, disposal.

Stock management for example stock requirements, lead times, and stock management systems.

Proper tool usage including hand tools, power tools, carbonation tester, refractometer, ratio cup, gas monitors, hygrometer, pressure gauges, CO2 monitors, correct/appropriate tool selection.

Cleaning (line & glass) including different systems, symptoms of infected/ contaminated line, cleaning process, health and safety dangers, fault-finding, effect of bacteria in lines, the need for effective pest control around products and manufacturers guidelines.

The perfect pour, for example how to create one, problem solving when pours are imperfect e.g. cleaning of vessels/glassware, operation of glasswashers and icemakers.

Codes of Practice (COP) and guidelines, including British Soft Drinks Association, British Beer and Pub Association, Brewing Food & Beverage Industry Trade Association, Brand Dispense Association, British Soft Drinks Association electrical guidelines, British Beer and Pub Association electrical guidelines, brand matrix, Brands Dispense Association Drinks Installation Manual.

Legal requirements and compliance including authority to work, trading standards, transport regulations (e.g. overloading, gas canisters), ullage (RBUS - return beer unfit for sale), general data protection regulations (GDPR), electric

City of Wolverhampton College

•

•

•

•

•

• • • •

• •

•

•

Apprenticeships - A Guide for Employers

compliance, pressure systems compliance.

Health and safety including Control of Substances Hazardous to Health (COSHH), Risk Assessment, method statements, manual handling, personal protective equipment, asbestos, confined spaces, working at height, Construction Skills Certification Scheme (CSCS) compliance, food hygiene, vehicle safety.

Environmental considerations including Waste Electrical and Electronic Equipment Directive (WEEE), recycling, fluorinated greenhouse gas (F Gas) Planning techniques including time management skills, workflow (e.g. job acquisition point) Improvement techniques including the 5 S’ (sort, set, shine, standardize and sustain), PDCA (Plan, Do, Check, Act).

Training, mentoring and coaching techniques: how to pass on knowledge, and provide guidance to customer/stakeholder, in a clear, concise and easy to understand manner.

Team leadership and management techniques.

Equality and diversity in the workplace considerations.

Professional relationships including etiquette; expectations, responsibilities.

Documentation requirements, for example job sheets, bar records, written scheme of examination, vehicle safety checklist, cleaning logs.

Information technology, for example processing software, email systems, handheld devices, job management systems, asset tracking systems.

Service Level Agreements for example employer/employee responsibilities, limitations, commercial contracts (e.g. expectations, response times).

Industry insight, for example appropriate timing, peak business hours, local geography, parking restrictions, access, dispense system ownership (Must Buy Must Sell

www.wolvcoll.ac.uk/employers

    

system), position in supply chain, identity of stakeholders and motivations SKILLS Apprentices will develop skills to enable them to: • Interpret, follow and adhere to Service Level Agreements, legal requirements, COPs, specifications and customer needs • Plan, organise and schedule own/others’ work for example task delegation, workflow, route planning, time management • Conduct site survey, including risk assessments • Interpret job requirements for example job specification, technical drawings, instruction booklets, identifying trends • Determine and source resources for example materials, time and equipment • Manage stock levels • Plumb pipework for drinks dispense equipment or components • Conduct electrical installations or maintenance of drinks dispense equipment or components.

• Install or maintain refrigeration components for drinks dispense equipment • Install or maintain gas dispense pressure system • Operate tools and instruments for example drills, power tools, spirit levels, specialist tools/instruments • Commission and connect specified equipment and/or components in adherence to Service Level Agreements, legal requirements, COPs, specifications and customer needs • Assess condition of components and equipment and identifying action • Decommission and disconnect specified equipment or components in adherence to Service Level Agreements, legal requirements, COPs, specifications and customer needs • Diagnose dispense, product or equipment faults and identify solutions • Test equipment and quality assure product 130

To find out more about apprenticeships contact:

• • • • • • • •

• •

E: employerenquiries@wolvcoll.ac.uk

dispensed, for example sampling final product.

Clean lines, vessels and/or other equipment Categorise decommissioned equipment for reuse, disposal or recycling Pack decommissioned equipment to prevent further deterioration/damage Isolate and document unsaleable product for return, destruction or further investigation Complete documentation for example asset management records, work sheets, waste environmental records Collect, record and provide data, for example pressure readings, stock usage.

Communicate with stakeholders, internal or external for example customers, colleagues, managers, general public Provide information, guidance or training to colleagues and/or stakeholders.

Conduct all duties in adherence with health and safety directives and environmental policy and procedures

T: 01902 837198

BEHAVIOURS Apprentices will demonstrate the expected workplace behaviours: • Health and safety-first attitude • Reliable, for example, acts with integrity, punctual, meticulous, trustworthy, honest, determined, perseveres • Adaptable, for example, responds to unforeseen circumstances, improvises in environment or time challenged conditions, resilient under pressure • Takes responsibility for job, for example, a desire to see a job through from start to finish and verify that it has been completed to a high standard • Quality focus for example attention to detail, accuracy, customer orientated, implements quality and lasting repairs • Professional, for example, represents themselves/employer well, presentable, passion for product, ambassadorial nature, instils confidence • Team player, for example works with others toward a common goal, with an obvious willingness and positive attitude, has regard for equality and diversity consideration • Maintains a commitment to continuous professional development in order to ensure growth in ability and standards of work

131

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

No qualification attached to this standard

Level

3

Length

15 months (excluding end point assessment)

Delivery model

Block release

Entry requirements

Determined by the employer

Maths and English

Apprentices without Level 2 English and/or maths will need to achieve this level prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Apprentice support and assessment

A qualified assessor will provide an induction and regular one-to-one reviews

Progression

Full time engineer, site supervisor, team leader

Employer support

A dedicated account manager will guide and support employers throughout the programme.

132

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

133

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Early Years Apprenticeships Whether an independent care provider or a local authority school or nursery, apprenticeship training will enable new staff to develop the necessary skills, knowledge and behaviours needed to work effectively in the early years sector.

134

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

The college offers the following early years apprenticeships:  Early Years Practitioner– Level 2  Early Years Educator– Level 3

135

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

EARLY YEARS PRACTITIONER - ST0888 Role profile Early years practitioners work in a range of private and public settings - including full day care, children’s centres, pre-schools, reception classes, playgroups, nursery schools, out of school environments and local authority provision - to deliver the Early Years Foundation Stage (EYFS) requirements set by government for the learning, development and care of children from birth to five in both indoor and outdoor environments.

They work and interact directly with children on a day-to-day basis supporting the planning and delivery of activities, purposeful play opportunities and educational programmes within the ethos of the setting.

Early years practitioners work as part of a professional team ensuring the welfare and care for children under the guidance and supervision of an early years educator, teacher or other suitably qualified professional the early years workforce. They will undergo all checks as per the EYFS requirements to ensure suitability to work with children.

In their daily work, early years practitioners interact with parents, children, colleagues and wider multi-agency professionals and partners such as health visitors, social workers and speech and language therapists.

They will be responsible for supporting childinitiated and adult-led activities based around the needs and interests of each individual child, supporting children’s learning through planned, purposeful play opportunities and educational programmes and working as part of a team to ensure each child feels safe and secure.

They will also support the observation and assessment of each child and contribute to their learning experiences and assist with the care needs of the individual child such as teeth, skin, hair, feeding, changing nappies and toileting under direction of a more senior member of the team.

Typical job titles include nursery assistant, early years practitioner, nursery practitioners, nursery nurse, assistant childminder, nanny and early years worker.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • How children learn and the expected pattern of babies and children’s development from birth to five years and their further development from ages five to seven. Areas of development include cognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy • Importance to children’s holistic development of speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy • How babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances • Significance of attachment, the key person’s role and how transitions and other significant events impact children • Legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children • Safeguarding policies and procedures, including child protection and online safety • Own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information • Legal requirements and guidance for health & safety and security • Risks and hazards in the work setting and during off site visits 136

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Own role and responsibilities, including reporting, in the event of a baby or young child requiring medical/ dental attention, a non-medical incident or emergency and identifying risks and hazards • Work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines • Signs and symptoms which may indicate that a child is injured, unwell (including common childhood illnesses and allergies) or in need of urgent medical/ dental attention.

• Impact of health and wellbeing on children’s development • Current dietary guidance for early years and why it is important for babies and young children to have a healthy balanced diet and be physically active • Ways to communicate with all children appropriate for all their stages of development, including those whom English is an additional language (EAL) or who have delayed speech.

• Statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting • Terms adult-led activities, child-initiated activities and spontaneous experiences.

• Key stages in the observation, assessment and planning cycle and the value of observation for the child, the parents/ carers and the early years setting in planning the next steps • How to refer concerns about a baby’s or child’s development • The statutory guidance in relation to the care and education of children with special educational needs and disabilities • Partnership working (including parents/ carers) in relation to working effectively with children with special educational needs and disabilities.

• What specialist aids, resources and

• •

• •

•

•

•

T: 01902 837198

equipment are available for the children you work with and how to use these safely Own role and expected behaviours and the roles of colleagues and the team.

How to access workplace policies and procedures and your own responsibilities and accountabilities relating to these How behaviour can impact on babies and children and influence them Own responsibilities when following procedures in the work setting for reporting, whistleblowing, protecting and promoting the welfare of children, safeguarding, confidentiality, information sharing and use of technology The importance of reflective practice and continued professional development to improve own skills and early years practice The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning

SKILLS Apprentices will gain skills enabling them to: • Support babies and young children through a range of transitions - e.g. moving onto school, moving to a new house, or the birth of a sibling • Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them.

Types of abuse including domestic, neglect, physical, emotional, and sexual abuse.

• Identify risks and hazards in the work setting and during off site visits relating to both children and staff • Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, 137

City of Wolverhampton College

•

•

•

•

•

•

• •

•

•

•

Apprenticeships - A Guide for Employers

dealing with spillages safely, safe disposal of waste, using correct personal protective equipment Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene) Promote health and wellbeing in settings by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning/complimentary feeding), nappy changing procedures, potty/ toilet training, care of skin, teeth and hair and rest and sleep provision Communicate with all children in ways that will be understood, including verbal and nonverbal communication Extend children’s development and learning through verbal and non-verbal communication Encourage babies and young children to use a range of communication methods Use a range of communication methods to exchange information with children and adults Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adultled and child-initiated) to support children’s holistic development through a range of play, creativity, social development and learning Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities Observe children, assess, plan and record

• •

•

•

•

•

•

•

•

•

www.wolvcoll.ac.uk/employers

    

the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements.

Use learning activities to support early language development Support children’s early interest and development in mark making, writing, reading and being read to Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching Support the assessment, planning, implementation and reviewing (the graduated approach) of each baby’s and young child’s individual plan for their care and participation Work in ways that value and respect the developmental needs and stages of babies and children Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Care and compassion - provide the very best childcare to every child every day combined with the ability to identify opportunities for development.

• Honesty, trust and integrity - develop trust by working in a confidential, ethical and 138

To find out more about apprenticeships contact:

•

• •

•

•

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

empathetic manner with a common sense and professional attitude.

Positive work ethic – maintains professional standards within the work environment providing a positive role model for children.

Being team-focused - work effectively with colleagues and other professionals.

Commitment - to improving the outcomes for children through inspiration and child centred care and education.

Work in a non- discriminatory way – be aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential. Work in ways which consider fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

Professional Practice – be a reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work.

SUMMARY Qualification

CACHE Level 2 Diploma for the Early Years Practitioner

Level

2

Length

18 months

Delivery model

Day release: Tuesdays 9.30 am to 12.30 pm.

Option for delivery in the workplace.

Entry requirements

English and maths at grade 9-3 or equivalent

Maths and English

Apprentices without English and/or maths at Level 1 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments.

Progression

Completion of the programme will enable progression to the Early Years Educator Level 3 apprenticeship.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

139

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

EARLY YEARS EDUCATOR - ST0135 Role profile Early years educators, and other job roles such as nursery nurse and childminders, are highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe.

They work in a range of settings including full day care, children’s centres, pre-schools, reception classes and as childminders.

They may either work on their own or supervise others to deliver the Early Years Foundation Stage (EYFS) requirements set by the government for the learning, development and care of children from birth to five years old.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Patterns of children’s development from birth to five years, and have an understanding of further development from age five to seven • Significance of attachment and how to promote it effectively • A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice • How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care • Importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances • Importance to children’s holistic development of speech, language and communication, personal, social and emotional development and physical development

• Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics • Potential effects of, and how to prepare and support children through, transitions and significant events in their lives • Current early education curriculum requirements such as the Early Years Foundation Stage.

• When a child needs additional support, such as where progress is less than expected • How to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers • Importance of undertaking continued professional development to improve own skills and early years practice • Legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children • Why health and well-being is important for babies and children • How to respond to accidents, injuries and emergency situations • Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.

• How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely

SKILLS Apprentices will gain skills to enable them to: • Analyse and explain how children’s learning and development can be affected by their stage of development and individual 140

To find out more about apprenticeships contact:

• •

•

•

•

•

• • •

• •

• • •

E: employerenquiries@wolvcoll.ac.uk

circumstances, such as the needs of children learning English as an additional language from a variety of cultures Promote equality of opportunity and antidiscriminatory practice Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children Encourage children’s participation, ensuring a balance between adult-led and childinitiated activities Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking Support and promote children’s speech, language and communication development.

Support children’s group learning and socialisation Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate Support children to manage their own behaviour in relation to others Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate Carry out and record observational assessment accurately Identify the needs, interests and stages of development of individual children Make use of formative and summative assessment, tracking children’s progress

•

•

•

•

•

•

•

•

•

141

T: 01902 837198

to plan next steps and shape learning opportunities Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages) Plan and carry out physical care routines suitable to the age, stage and needs of the child.

Promote healthy lifestyles for example by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity through the day Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment Carry out risk assessment and risk management in line with policies and procedures.

Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress • Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development • Encourage parents and/or carers to take an active role in the child’s play, learning and development

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Care and compassion - provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice • Being team-focused - work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.

• Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.

• Commitment to improving the outcomes for children through inspiration and child centred care and education • Work in a non- discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential • Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

142

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Childcare and Education CACHE Level 3 Technical Certificate Paediatric First Aid Level 3 Award

Level

3

Length

18-24 months

Delivery model

Day release: Tuesdays 9.30am - 12.30pm.

Option for delivery in the workplace.

Entry requirements

Five GCSEs, including maths and English at grade 4/5 (C) or above

Maths and English

Apprentices without English and/or maths at Level 2 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

With additional experience, an early years educator can become the manager of an early years setting and can progress to Early Years Lead Practitioner Level 5 Early Years Lead Practitioner Level 6

Employer support

A dedicated account manager will guide and support employers throughout the programme.

143

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Engineering Apprenticeships Whether a small business or a large company, an engineering apprenticeship will equip new staff with the latest industry skills and knowledge and apprenticeship training can also be used to upskill existing staff too.  Engineering Facilities

144

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following engineering apprenticeships:  Engineering Fitter – Level 3  Engineering Manufacturing Technician – Level 4  Engineering Operative

(Electrical & Electronic) - Level 2  Engineering Operative (Fabrication & Welding) - Level 2  Engineering Operative (Maintenance/Machining) - Level 2  Engineering Operative (Mechanical Manufacturing) - Level 2  Engineering Technician (Machining) - Level 3  Engineering Technician (Mechatronics) - Level 3  Engineering Technician (Technical Support) - Level 3  Metal Fabricator - Level 3

145

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Engineering Facilities

146

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a dedicated engineering centre at the Paget Road campus equipped with a range of industry-standard equipment including: • Welding booths • Maintenance equipment • Programmable logic controllers • Rapid prototyping machines • Circuit assembly equipment • Lathes, CNCs and milling machines • Specialist computer-aided design suite

with the latest CAD drafting facilities • CAD/CAM PCs The centre operates as a modern manufacturing plant and incorporates Lean Systems – including improvement processes, elimination of waste and developing smarter working practices – into all training.

All of the tutors in the department have worked in the engineering industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

147

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING FITTER - ST0432 Role profile Engineering fitters work in the manufacturing and process sectors and their role is to produce complex high value, low volume components or assemblies in full or part, using machines, equipment or systems, to the required specification - for example, turbines, cranes, gearboxes, production lines, rigs and platforms.

They may typically have a mechanical, electrical, electronic, control systems, pipe fitting or instrumentation bias or operate across multiple disciplines depending on the type of assembly.

They will interpret drawings/specifications and plan their work - for example ensuring they have the right tools, equipment and resources to complete the task to the required specification to produce or refurbish components.

They are required to check their work against quality standards and make adjustments as required, based on their knowledge, and, on completion of a task will hand over the product and prepare the work area for the next task by checking equipment meets the standards required to operate. They may be based in a workshop or clients’ premises which may include hazardous environments.

In the role, an engineering fitter typically interacts with line managers/supervisors and, depending on the size of the employer and nature of the work, they may work as part of a team of fitters or independently. They may interact with personnel in other functions for example installation and maintenance engineers, health & safety and quality assurance personnel, as well as internal or external customers.

Engineering fitters are responsible for completion of their work to the required specification and deadlines, in line with quality, health & safety and environmental regulations and requirements, with minimum supervision.

Typical job titles include mechanical fitter, electrical fitter, electronic fitter,

instrumentation fitter, pipe fitter, or controls and systems fitter.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Materials used in components/assemblies, for example mild steel, aluminium, composites, copper etc. Their use and application considerations, for example machinability, hardness, conductivity, cost, availability, compatibility • Principles of design and operation, for example design for cost, minimising waste, productivity (speed), health and safety, reverse engineering • Manufacturing and assembly processes for example filing, sawing, scraping, drilling, soldering, bolting, wire cutting, threading etc • Safe use of tools and equipment (hand and power tools); right tool for the job, requirements for machinery checks, adjustments, operation and shut down • Component/assembly specifications, for example electrical loading, load charts, torque settings, tolerances. What they are and how to use them • Techniques for measuring, marking, cutting and drilling materials to the required size and shape, accurately, safely and economically and manufacturing processes • Engineering mathematical and scientific principles; methods, techniques, graphical expressions, symbols, formulae and calculations • Engineering data, for example;electrical readings, vibration, speed and calibration.

What they are and how to interpret and use • Component/assembly documentation. For example, bill of materials, standard operating procedures, inspection records, assembly instructions, electrical/pneumatic/hydraulic 148

To find out more about apprenticeships contact:

•

•

•

•

• •

•

•

•

E: employerenquiries@wolvcoll.ac.uk

circuit diagrams. What they are and how to interpret and use Quality standards for components/ assembly for example, drawing, calibration of equipment, materials specification. How to ensure they have been met and assured.

Application of ISO9001 (Quality Management Standard) in the workplace Health and safety, including Health & Safety at Work Act, personal protective equipment (PPE), manual handling, Control of Substances Hazardous to Health (COSHH), Provision and Use of Work Equipment Regulations (PUWER), Noise at Work Regulations, Electricity at Work regulations, risk assessments; how they must be applied in the workplace Environmental considerations; safe disposal of waste, minimizing waste (re-use and recycle), energy efficiency.

Who they need to communicate with and when, and verbal and written communication techniques Planning techniques – resources, tools, equipment, people; time management Component/assembly quality checks for example checking tolerances, threads, voltages. Types of faults that occur and problem-solving techniques, for example cause and effect, 5 whys, flow process analysis etc Improvement techniques, for example 5s techniques, problem-solving techniques, value stream mapping, kaizen, contributing to effective team working, Total Productive Maintenance Fitters’ role in wider operation. Limits of autonomy; reporting channels. Other functions that fitters could interact with for example health & safety, quality assurance, business improvement/excellence, their purpose and interdependencies. Internal and external customers Commercial considerations including

T: 01902 837198

contractual arrangements (for example penalty clauses, targets). How the role contributes to commercial operations

SKILLS Apprentices will develop skills enabling them to: • Read, interpret and understand the component/assembly specification, diagrams, drawings and work instructions • Plan component/assembly task – materials, tools and equipment • Prepare work area for component/assembly task; sourcing required resources, tools/ equipment • Carryout relevant planning and preparation activities before commencing work activity and know how to source required resources and interpret detailed drawings, specifications and job instructions • Check tools during and after task completion; identify and report defects • Measure and test, check/inspect component/assembly, use micrometers, verniers, multimeters, volt meters • Problem solve - analyse the issue and fix where appropriate • Apply improvement techniques, recommend/ implement solutions where appropriate • Communicate with colleagues and/or customers (internal or external) • Complete component/assembly documentation for example job instructions, drawings, quality control documentation • Report work outcomes and/or any issues • Restore the work area on completion of the activity, returning any resources and consumables to the appropriate location and housekeeping.

• Dispose of waste in accordance with waste streams, re-cycling/re-using where appropriate • Operate within limits of responsibility • Operate in line with quality, health & safety and environmental policy and procedures, 149

City of Wolverhampton College

Apprenticeships - A Guide for Employers

identifying risks and hazards and identifying control measure where applicable

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Takes personal responsibility and resilient health and safety-first attitude, disciplined and responsible approach to risk, works diligently regardless of how much they are being supervised, accepts responsibility for managing their own time and workload and stays motivated and committed when facing challenges • Works effectively in teams - integrates with the team, supports other people, considers implications of their own actions on other people and the business whilst working effectively to get the task completed • Effective communicator and personable - open and honest communicator; communicates clearly using appropriate methods, listens well to others and have a positive, respectful attitude, adjusts approach to take account of equality and diversity considerations • Focuses on quality and problem solving - follows instructions and guidance, demonstrates attention to detail, follows a logical approach to problem solving and seeks opportunities to improve quality, speed and efficiency • Committed to continuous personal development - reflects on skills, knowledge and behaviours and seeks opportunities to develop, adapts to different situations, environments or technologies and has a positive attitude to feedback and advice

150

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Engineering Fitter Level 3 Diploma

Level

3

Length

42 months (excluding end point assessment and depending on prior skills and knowledge)

Delivery model

Y1 – two days a week at college Y2 – two days a week at college Y3 – one day a week at college

Entry requirements

An interest in engineering, dedication to learning and a commitment to a career in the industry.

Maths and English

GCSE grade C/4 or above.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Professional body recognition

On completion of this programme, apprentices can be recognised as Eng Tech level by the IET.

Employer support

A dedicated account manager will guide and support employers throughout the programme

151

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING MANUFACTURING TECHNICIAN - ST0841 for the delivery, quality and accuracy of the work they complete and have the autonomy to use Engineering manufacturing technicians work in judgement when undertaking the occupational large and small engineering and manufacturing duties and applying their technical knowledge, organisations providing products and services skills and behaviours in a wide range of contexts in a wide range sf sectors, such as automotive, and environments. They use a range of tools aerospace/airworthiness, chemical processing, and techniques to support decision making land systems, marine, maritime defence, and solve problems that are often complex and materials manufacturers and their respective non-routine. They also have a responsibility to supply chains. Research indicates that the identify and contribute to making improvements sector needs to recruit approximately 124,000 such as business processes, procedures, ways engineers and technicians every year. and methods of working.

They provide specialist technical support for They can be office-based, manufacturing/plantengineers, so that organisations can develop, based or a combination of both, working with produce or test new/existing products, engineering and/or manufacturing teams at an processes, or procedures to meet a customer operational level such as with production team specification in terms of quality, cost and leaders and/or management level working with delivery, as efficiently and effectively as specialist quality or design engineers. possible; and responsible for the quality, safety As well as liaising with internal colleagues, and delivery of the manufactured product or they may also be responsible for working service, ensuring it is delivered to the customer directly with customers and/or suppliers on time at the agreed cost.

Engineering manufacturing technicians typically or with representatives from appropriate regulatory bodies. Typically this would involve report to an engineering or manufacturing interaction with auditors to demonstrate manager as part of a cross functional team compliance to specific organisational or and interact with their line manager to confirm departmental programmes of work and to agree regulatory requirements (such as Civil Aviation Authority).Their time will be spent between individual responsibilities which, in turn, aligns working in an office environment and working to an overarching organisational resource and in the manufacturing environment or visiting delivery plan.

They gather information and data from a range of customers or suppliers as and when required.. sources and analyse the information/data, make Typical job titles include manufacturing engineer quality, manufacturing production decisions and solve problems. They produce and/or update technical documentation, reports engineer, manufacturing procurement engineer, quality engineer, costing engineer, test and or specifications - covering areas such as quality, reliability, production schedules/targets, commissioning engineer, installation engineer, process engineer or production support costing or other technical documentation - that engineer. informs others, either internally or externally what needs to be done such as how a product Qualification must be designed, manufactured, tested, The Engineering Level 4 Higher National modified, maintained, stored, transported, Certificate (HNC) offers students a broad commissioned or decommissioned. introduction to the subject area via a Although working within defined quality processes and procedures, they are responsible mandatory core of learning, while allowing for the acquisition of sector-specific skills and

Role profile

152

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

experience through specialist units in each pathway, with the opportunity to pursue a particular interest through the appropriate selection of optional units.

This effectively builds underpinning core skills while preparing the student for more intense subject specialisation at Level 5.

Students will gain a wide range of sector knowledge tied to practical skills gained in research, self-study, directed study and workplace activities.

The apprenticeship offers two specialist routes – electrical/electronic engineering and mechanical engineering - with a set of core modules applicable to both routes and additional modules depending on the specialism chosen.

Core Modules: • Engineering design • Engineering maths • Engineering science • Managing a professional engineering project

T: 01902 837198

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Problem solving tools/techniques, such as practical problem solving (PPS), root cause analysis (RCA) and process failure mode effects analysis (PFME • Effective communication techniques including listening, questioning and support of other • Use, benefits and applications of lean methods and tools used in manufacturing and engineering (such as Kaizen, Six Sigma and 8 wastes) • How Industry 4.0 will impact organisations, including the integration of automation, digital systems and manufacturing engineering systems • Quality management systems used such as ISO9001, AS9100, ISO 14001 and TS16949, its purpose and internal governance arrangements to ensure compliance • Different manufacturing methods used, their applications, such as machining, joining, forming, assembling, shaping, processing, printing, moulding, extruding and casting • Principles of quality control and quality assurance in a manufacturing and engineering environment • Team integration techniques, including conflict resolution and managing difficult conversations (team working) • Core engineering principles such as mathematics, science, mechanical and electrical/electronic applications relevant to manufacturing and engineering activity undertaken • Importance for individuals to use and follow the organisations approved standard operating procedures (SOPs) and documentation recording systems and the

Electrical and electronic principles • Digital principles (of electronics) • Electrical machines • Electronic circuits and devices Mechanical Modules • Mechatronics • Mechanical principles • Fundamentals of thermodynamics and heat engines • Fluid mechanics In addition, apprentices will have the option to study additional units - relevant to their specialism - to demonstrate their competence in the workplace. These will be selected by the employer and apprentice, with support from the college assessor, based on the apprentice’s job role.

153

City of Wolverhampton College

•

•

•

•

•

•

•

•

•

•

Apprenticeships - A Guide for Employers

potential implications on safety, quality and delivery if they are not adhered to Statutory and organisation health and safety policies, procedures and regulations that must be adhered to in a manufacturing and engineering environment including the risk assessment process, procedures and documentation used within the work area Project management techniques, such as strengths, weaknesses, opportunities, threats (SWOT), stakeholder matrices, risk mapping, radar chart and summary risk profiles How human factors (organisational, environment and job factors) can influence and impact individual characteristics, performance and behaviours in the workplace Engineering and manufacturing related documentation used such as job cards / build records, 2D & 3D drawing/models, bill of materials (BOM), cost analysis reports, compliance reports, standard operating instructions (SOIs), standard process instructions (POIs), engineering query notifications (EQNs) and drawing query notifications (DQNs) Prioritisation of workload/time management techniques to ensure that personal and team objectives are achieved effectively Engineering and manufacturing data collection systems used, their format and content How organisations manage and monitor internal and or supplier performance to ensure that cost, quality, delivery and sustainability objectives are being delivered Use and applications of common metallic and non – metallic materials used in manufacturing and engineering Different production methods used and their applications such as single, batch, flow and mass Different methods, tools and frequency used to check quality in manufacturing and engineering including measurements such

www.wolvcoll.ac.uk/employers

    

as (dimensions, weight, signal, temperature, time,) and testing (such as non-destructive and destructive) • Departmental process used to create, record and review financial data and information • Different applications and limitations of computer-based software system/packages used such as computer aided design (CAD), data analytics and databases • Impact of sustainability and environmental efficiency and how such matters influence manufacturing decisions

SKILLS Apprentices will gain skills enabling them to: • Read and extract relevant engineering and manufacturing related data and information (such as workplans/project plans, schedules, drawings, specifications, production data, quality reports, costing data, statistical information) drawing accurate conclusions and making informed decision • Use project management tools, such as strengths, weaknesses, opportunities, threats (SWOT), stakeholder matrices, risk mapping, radar chart and summary risk profiles • Use problem solving tools such as root cause analysis (RCA) process failure modes effects analysis (PFMEA), fishbone, practical problem solving (PPS) and advanced product quality planning (APQP) • Analyse and interpret data and information in order to generate manufacturing engineering documentation such as parts per million (PPM) quality adherence, cost analysis and test data • Communicate using the appropriate method for the audience such as, formal and informal presentations, written reports, verbal, electronic, social media and incorporating relevant and appropriate data and/or metrics • Use the approved process and quality compliance procedure to create or amend engineering and/or manufacturing documentation 154

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Use lean tools and techniques, such as Six Sigma, 8 Wastes, workplace organisation such as 5S’s (sort, set in order, shine, standardise and sustain), Kaizen and PokaYoke (error proofing) • Apply documentation control processes and procedures such as format, location, access, authorisation • Use financial planning, recording and review processes and documentation such as departmental budgets, estimating, cost control, cost forecasting, and investment appraisal • Use computer-based software system/ packages such as computer aided sesign (CAD), data analytics and databases.

T: 01902 837198

of internal, external and connected stakeholders • Acts professionally with a positive and respectful attitude

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Champions the importance of adherence to the organisation’s environmental, health and safety management systems: - actively displays and promotes a safety-first culture within the organisation • Operates in a systematic, proactive and transparent way • Actively promotes the case for the adoption of emerging and advanced engineering and manufacturing technologies to optimise performance • Takes full responsibility for own professional development, seeking opportunities to enhance knowledge, skills and experience.

Keeping abreast of developments in engineering processes manufacturing and emerging technologies • Complies with statutory and organisational health & safety regulations and policies at all times. Accepts responsibility for their workload with a responsible approach to risk Demonstrates a high level of motivation and resilience when facing challenge • Creates and maintains positive, professional, trusting and ethical working relationships with their team and the wider range 155

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Manufacturing Engineering Level 4 Higher National Certificate (HNC)

Level

4

Length

42 months (excluding end point assessment of three months and depending on prior skills and knowledge)

Delivery model

One day per week in college throughout the duration of the programme.

Entry requirements

• Successful completion of a full Level 3 qualification in Engineering with appropriate grades (a minimum of two merit grades, one of which must be maths), OR • 48 UCAS points from two appropriate full A Levels, including maths at a minimum of grade C. All suitable applicants will be required to have a formal interview and sit a diagnostic test to confirm their background and to verify that the maths base is genuinely solid enough to be developed to Level 4 as the HNC at this level is quite heavily analytical and relies on a firm foundation.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments.

Progression

Apprentices who successfully complete this qualification can progress to: • Employment in the industry in an engineering maintenance-related role • Higher National Diploma (HND) in Engineering • Relevant undergraduate degree

Professional body recognition

Completion of the qualification has recognition at Eng Tech level from the professional bodies Eng Tech, IMechE and the Royal Aeronautical Society.

Employer support

Employer support

A dedicated account manager will guide and support employers throughout the programme.

156

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

157

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING OPERATIVE - ST0537 Electrical and Electronic Engineering Role profile Engineering operatives are predominantly involved in engineering operations which are key to the success of the manufacturing and engineering sector allowing employers to grow their business while developing a work force with the relevant skills and knowledge to enhance the sustain the sector.

The role covers a wide range of common and job specific skills sets that can be transferred across the manufacturing engineering industry sectors during the course of their careers.

Dependent on the sector that they are employed in there may be subtle differences in terms of composition and application of the job role specific skills and knowledge they will require, however the core skills and knowledge will be the same regardless of the sector/area they work in.

Engineering operatives will have clear reporting lines with anything outside their role and responsibility. They will work individually or as part of a team to carry out a range of engineering operations which could include ensuring machines and equipment used are maintained and serviceable, dealing with breakdowns, restoring components and systems to serviceable condition by repair and replacement; operating a variety of machines (CNC or Conventional); assembling and repairing machine and press tools, dies, jigs, fixtures and other tools; fabrication/installation of a wide variety of other sheet fabrications and equipment and; fabrication and assembly of metal parts joining techniques; preparing materials and equipment for engineering processes, providing technical support including communications software, test tools, performance, capacity planning, and e-commerce technology as required.

Engineering operatives must comply with statutory regulations and organisation safety requirements including any environmental

compliance procedures and systems, identify hazards and hazardous situations, prepare the work area and equipment, obtain and follow the appropriate job documentation and work instructions, extract the necessary data and information from specifications and related documentation.

They must carry out engineering activities in line with their job role and carry quality checks as required, and will work with minimum supervision either individually or as part of a team and be responsible for their own actions and for the quality and accuracy and timely delivery of the work they undertake.

Examples of the occupational roles from across the engineering and manufacturing sector that would be covered within this standard are servicing and maintenance operative, machine Setter/operative, mechanical engineering operative, fabricator, engineering fitter, multidisciplined engineering operative, materials, processing and finishing operative, technical support operative, and founding/casting operative.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of an engineering operative, as well as the specialist requirements for their specific job role.

KNOWLEDGE An engineering operative will understand: • How to obtain the necessary job instructions, engineering drawings and specifications and how to interpret them • Relevant statutory, quality, environmental compliance procedures/systems, organisational and health and safety regulations relating to engineering operations • Their individual roles and responsibilities within the organisation and the flexibility 158

To find out more about apprenticeships contact:

• •

•

• • •

E: employerenquiries@wolvcoll.ac.uk

required to support the achievement of company targets Engineering operational practices, processes and procedures Potential problems that can occur within the engineering operations and how they can be avoided In addition, an engineering operative will have specialist electrical and electronic knowledge: Cable types and where they should be used Electrical and electronic assembly and testing techniques Specific safe working practices, isolation procedures and safe reinstating of equipment/system that need to be observed

SKILLS An engineering operative will develop skills to enable them to: • Work safely at all times, complying with health and safety legislation, regulations, environmental compliance procedures and systems and other relevant guidelines • Identify and deal appropriately with any risks, hazards, hazardous situations and problems that may occur within the engineering environment within the limits of their responsibility • Demonstrate effective communication skills which include oral, written, electronic • Complete appropriate documentation accurately, efficiently and legibly using the correct terminology where required • Obtain and follow the correct documentation, specifications and work instructions in accordance with time constraints and the roles and responsibilities identified for the engineering activities, extracting the necessary data/information from specification and related documentation • Select and use appropriate tools, equipment and materials to carry out the engineering operation 159

T: 01902 837198

• Deal appropriately with any problems that may occur within the manufacturing environment within the limits of their responsibility • Work efficiently and effectively at all times maintaining workplace organisation and minimising waste • In addition, an engineering operative will develop specialist electrical and electronic skills to enable them to: • Wire and terminate different types of cabling e.g. single core, multi core, screened, fire resistant, armoured, etc.

• Assemble and test a range of electrical components e.g. component panels, isolator switches, fuses, circuit breakers, contactors, relays, rail mounted terminal blocks, etc.

• Assemble and test a range of electronic components e.g. resistors, capacitors, diodes, transistors, etc.

• Follow appropriate completion activities and restore equipment/system to service after the assembly and testing has been completed

BEHAVIOUR An engineering operative will demonstrate the following required behaviours: • Personal responsibility and resilience: Comply with the health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently regardless of how much they are being supervised, accept responsibility for managing time and workload and stay motivated and committed when facing challenges.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their own actions on other people and the business whilst working effectively to get the task completed.

• Effective communication and interpersonal skills: An open and honest communicator,

City of Wolverhampton College

Apprenticeships - A Guide for Employers

communicates clearly using appropriate methods, listen well to others and have a positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrate attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seek opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

160

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of foundation skills and technical knowledge development all apprentices will be required to achieve the following qualifications: • Engineering Operations (Skills) Level 2 Diploma • Engineering Operations (Knowledge) Level 2 Diploma

Level

2

Length

12-18 months (plus end point assessment)

Delivery model

Two days per week at college

Entry requirements

Set by the employer

Maths and English

Apprentices without Level 1 (or equivalent) in English or maths must achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

161

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING OPERATIVE - ST0537 Fabrication and Welding Role profile Engineering operatives are predominantly involved in engineering operations which are key to the success of the manufacturing and engineering sector allowing employers to grow their business while developing a work force with the relevant skills and knowledge to enhance the sustain the sector.

The role covers a wide range of common and job specific skills sets that can be transferred across the manufacturing engineering industry sectors during the course of their careers.

Dependent on the sector that they are employed in there may be subtle differences in terms of composition and application of the job role specific skills and knowledge they will require, however the core skills and knowledge will be the same regardless of the sector/area they work in.

Engineering operatives will have clear reporting lines with anything outside their role and responsibility. They will work individually or as part of a team to carry out a range of engineering operations which could include ensuring machines and equipment used are maintained and serviceable, dealing with breakdowns, restoring components and systems to serviceable condition by repair and replacement; operating a variety of machines (CNC or Conventional); assembling and repairing machine and press tools, dies, jigs, fixtures and other tools; fabrication/installation of a wide variety of other sheet fabrications and equipment and; fabrication and assembly of metal parts joining techniques; preparing materials and equipment for engineering processes, providing technical support including communications software, test tools, performance, capacity planning, and e-commerce technology as required.

Engineering operatives must comply with statutory regulations and organisation safety requirements including any environmental compliance procedures and systems, identify hazards and hazardous situations, prepare the

work area and equipment, obtain and follow the appropriate job documentation and work instructions, extract the necessary data and information from specifications and related documentation.

They must carry out engineering activities in line with their job role and carry quality checks as required, and will work with minimum supervision either individually or as part of a team and be responsible for their own actions and for the quality and accuracy and timely delivery of the work they undertake.

Examples of the occupational roles from across the engineering and manufacturing sector that would be covered within this standard are servicing and maintenance operative, machine Setter/operative, mechanical engineering operative, fabricator, engineering fitter, multidisciplined engineering operative, materials, processing and finishing operative, technical support operative, and founding/casting operative.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of an engineering operative, as well as the specialist requirements for their specific job role.

KNOWLEDGE An engineering operative will understand: • How to obtain the necessary job instructions, engineering drawings and specifications and how to interpret them • Relevant statutory, quality, environmental compliance procedures/systems, organisational and health and safety regulations relating to engineering operations • Their individual roles and responsibilities within the organisation and the flexibility required to support the achievement of company targets 162

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

• Engineering operational practices, processes and procedures • Potential problems that can occur within the engineering operations and how they can be avoided

environment within the limits of their responsibility • Work efficiently and effectively at all times maintaining workplace organisation and minimising waste

In addition, an engineering operative will have specialist fabrication and welding knowledge of: • Specific marking out and preparation techniques • Different fabrication and joining techniques • Specific safe working practices, isolation procedures and safe reinstating of equipment/system that need to be observed

In addition, an engineering operative will develop specialist fabriucation and welding skills to enable them to: • Shape the materials using the appropriate methods and techniques • Join the materials using the appropriate methods and techniques • Produce components which meet the specification requirements • Carryout quality checks during and after the fabrication activities

SKILLS An engineering operative will develop skills to enable them to: • Work safely at all times, complying with health and safety legislation, regulations, environmental compliance procedures and systems and other relevant guidelines • Identify and deal appropriately with any risks, hazards, hazardous situations and problems that may occur within the engineering environment within the limits of their responsibility • Demonstrate effective communication skills which include oral, written, electronic • Complete appropriate documentation accurately, efficiently and legibly using the correct terminology where required • Obtain and follow the correct documentation, specifications and work instructions in accordance with time constraints and the roles and responsibilities identified for the engineering activities, extracting the necessary data/information from specification and related documentation • Select and use appropriate tools, equipment and materials to carry out the engineering operation • Deal appropriately with any problems that may occur within the manufacturing 163

BEHAVIOUR An engineering operative will demonstrate the following required behaviours: • Personal responsibility and resilience: Comply with the health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently regardless of how much they are being supervised, accept responsibility for managing time and workload and stay motivated and committed when facing challenges.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their own actions on other people and the business whilst working effectively to get the task completed.

• Effective communication and interpersonal skills: An open and honest communicator, communicates clearly using appropriate methods, listen well to others and have a positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrate attention to detail, follow a logical approach to problem solving and seek opportunities to

City of Wolverhampton College

Apprenticeships - A Guide for Employers

improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seek opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

164

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of foundation skills and technical knowledge development all apprentices will be required to achieve the following qualifications: • Engineering Operations (Skills) Level 2 Diploma • Engineering Operations (Knowledge) Level 2 Diploma

Level

2

Length

12-18 months (plus end point assessment)

Delivery model

Two days per week at college

Entry requirements

Set by the employer

Maths and English

Apprentices without Level 1 (or equivalent) in English or maths must achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

165

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING OPERATIVE - ST0537 Maintenance / Machining Engineering Role profile Engineering operatives are predominantly involved in engineering operations which are key to the success of the manufacturing and engineering sector allowing employers to grow their business while developing a work force with the relevant skills and knowledge to enhance the sustain the sector.

The role covers a wide range of common and job specific skills sets that can be transferred across the manufacturing engineering industry sectors during the course of their careers.

Dependent on the sector that they are employed in there may be subtle differences in terms of composition and application of the job role specific skills and knowledge they will require, however the core skills and knowledge will be the same regardless of the sector/area they work in.

Engineering operatives will have clear reporting lines with anything outside their role and responsibility. They will work individually or as part of a team to carry out a range of engineering operations which could include ensuring machines and equipment used are maintained and serviceable, dealing with breakdowns, restoring components and systems to serviceable condition by repair and replacement; operating a variety of machines (CNC or Conventional); assembling and repairing machine and press tools, dies, jigs, fixtures and other tools; fabrication/installation of a wide variety of other sheet fabrications and equipment and; fabrication and assembly of metal parts joining techniques; preparing materials and equipment for engineering processes, providing technical support including communications software, test tools, performance, capacity planning, and e-commerce technology as required.

Engineering operatives must comply with statutory regulations and organisation safety requirements including any environmental

compliance procedures and systems, identify hazards and hazardous situations, prepare the work area and equipment, obtain and follow the appropriate job documentation and work instructions, extract the necessary data and information from specifications and related documentation.

They must carry out engineering activities in line with their job role and carry quality checks as required, and will work with minimum supervision either individually or as part of a team and be responsible for their own actions and for the quality and accuracy and timely delivery of the work they undertake.

Examples of the occupational roles from across the engineering and manufacturing sector that would be covered within this standard are servicing and maintenance operative, machine setter/operative, mechanical engineering operative, fabricator, engineering fitter, multidisciplined engineering operative, materials, processing and finishing operative, technical support operative, and founding/casting operative.

Apprentices will follow either the maintenance or machining route and will study additional appropriate units.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of an engineering operative, as well as the specialist requirements for their specific job role.

KNOWLEDGE An engineering operative will understand: • How to obtain the necessary job instructions, engineering drawings and specifications and how to interpret them • Relevant statutory, quality, environmental compliance procedures/systems, 166

To find out more about apprenticeships contact:

•

• •

• • • •

E: employerenquiries@wolvcoll.ac.uk

organisational and health and safety regulations relating to engineering operations Their individual roles and responsibilities within the organisation and the flexibility required to support the achievement of company targets Engineering operational practices, processes and procedures Potential problems that can occur within the engineering operations and how they can be avoided In addition, apprentices will study additional modules covering: Maintenance planning Diagnostic and fault-finding techniques Specific safe working practices, maintenance procedures and environmental regulations that need to be observed

SKILLS An engineering operative will develop skills to enable them to: • Work safely at all times, complying with health and safety legislation, regulations, environmental compliance procedures and systems and other relevant guidelines • Identify and deal appropriately with any risks, hazards, hazardous situations and problems that may occur within the engineering environment within the limits of their responsibility • Demonstrate effective communication skills which include oral, written, electronic • Complete appropriate documentation accurately, efficiently and legibly using the correct terminology where required • Obtain and follow the correct documentation, specifications and work instructions in accordance with time constraints and the roles and responsibilities identified for the engineering activities, extracting the necessary data/information from specification and related documentation 167

T: 01902 837198

• Select and use appropriate tools, equipment and materials to carry out the engineering operation • Deal appropriately with any problems that may occur within the manufacturing environment within the limits of their responsibility • Work efficiently and effectively at all times maintaining workplace organisation and minimising waste • In addition, an engineering operative will develop specialist maintenance skills to enable them to: • Carryout fault location on appropriate equipment using suitable maintenance diagnostic techniques • Carryout maintenance activities in line with work instructions • Carryout tests on the maintained equipment in accordance with test schedule/defined test procedures • Follow appropriate completion activities and restore equipment to service by replacing or repairing components

BEHAVIOUR An engineering operative will demonstrate the following required behaviours: • Personal responsibility and resilience: Comply with the health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently regardless of how much they are being supervised, accept responsibility for managing time and workload and stay motivated and committed when facing challenges.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their own actions on other people and the business whilst working effectively to get the task completed.

• Effective communication and interpersonal

City of Wolverhampton College

Apprenticeships - A Guide for Employers

skills: An open and honest communicator, communicates clearly using appropriate methods, listen well to others and have a positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrate attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seek opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

168

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of foundation skills and technical knowledge development all apprentices will be required to achieve the following qualifications: • Engineering Operations (Skills) Level 2 Diploma • Engineering Operations (Knowledge) Level 2 Diploma

Level

2

Length

12-18 months (plus end point assessment)

Delivery model

Two days per week at college

Entry requirements

Set by the employer

Maths and English

Apprentices without Level 1 (or equivalent) in English or maths must achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

169

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING OPERATIVE - ST0537 Mechanical Manufacturing Engineering Role profile Engineering operatives are predominantly involved in engineering operations which are key to the success of the manufacturing and engineering sector allowing employers to grow their business while developing a work force with the relevant skills and knowledge to enhance the sustain the sector.

The role covers a wide range of common and job specific skills sets that can be transferred across the manufacturing engineering industry sectors during the course of their careers.

Dependent on the sector that they are employed in there may be subtle differences in terms of composition and application of the job role specific skills and knowledge they will require, however the core skills and knowledge will be the same regardless of the sector/area they work in.

Engineering operatives will have clear reporting lines with anything outside their role and responsibility. They will work individually or as part of a team to carry out a range of engineering operations which could include ensuring machines and equipment used are maintained and serviceable, dealing with breakdowns, restoring components and systems to serviceable condition by repair and replacement; operating a variety of machines (CNC or Conventional); assembling and repairing machine and press tools, dies, jigs, fixtures and other tools; fabrication/installation of a wide variety of other sheet fabrications and equipment and; fabrication and assembly of metal parts joining techniques; preparing materials and equipment for engineering processes, providing technical support including communications software, test tools, performance, capacity planning, and e-commerce technology as required.

Engineering operatives must comply with statutory regulations and organisation safety requirements including any environmental compliance procedures and systems, identify hazards and hazardous situations, prepare the

work area and equipment, obtain and follow the appropriate job documentation and work instructions, extract the necessary data and information from specifications and related documentation.

They must carry out engineering activities in line with their job role and carry quality checks as required, and will work with minimum supervision either individually or as part of a team and be responsible for their own actions and for the quality and accuracy and timely delivery of the work they undertake.

Examples of the occupational roles from across the engineering and manufacturing sector that would be covered within this standard are servicing and maintenance operative, machine Setter/operative, mechanical engineering operative, fabricator, engineering fitter, multidisciplined engineering operative, materials, processing and finishing operative, technical support operative, and founding/casting operative.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of an engineering operative, as well as the specialist requirements for their specific job role.

KNOWLEDGE An engineering operative will understand: • How to obtain the necessary job instructions, engineering drawings and specifications and how to interpret them • Relevant statutory, quality, environmental compliance procedures/systems, organisational and health and safety regulations relating to engineering operations • Their individual roles and responsibilities within the organisation and the flexibility required to support the achievement of company targets • Engineering operational practices, processes 170

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

and procedures • Potential problems that can occur within the engineering operations and how they can be avoided

T: 01902 837198

• Work efficiently and effectively at all times maintaining workplace organisation and minimising waste

In addition, an engineering operative will have specialist mechanical manufacturing knowledge: • Specific equipment operating parameters • Mechanical manufacturing techniques • Specific quality specifications for mechanical manufacturing operations

SKILLS An engineering operative will develop skills to enable them to: • Work safely at all times, complying with health and safety legislation, regulations, environmental compliance procedures and systems and other relevant guidelines • Identify and deal appropriately with any risks, hazards, hazardous situations and problems that may occur within the engineering environment within the limits of their responsibility • Demonstrate effective communication skills which include oral, written, electronic • Complete appropriate documentation accurately, efficiently and legibly using the correct terminology where required • Obtain and follow the correct documentation, specifications and work instructions in accordance with time constraints and the roles and responsibilities identified for the engineering activities, extracting the necessary data/information from specification and related documentation • Select and use appropriate tools, equipment and materials to carry out the engineering operation • Deal appropriately with any problems that may occur within the manufacturing environment within the limits of their responsibility 171

In addition, an engineering operative will develop specialist mechanical manufacturing skills to enable them to: • Plan the mechanical manufacturing operation before they start • Mount and set the required workholding devices • Produce individual components, subassemblies or completed assemblies using mechanical manufacturing techniques • Carryout quality checks during and after mechanical manufacturing operations

BEHAVIOUR An engineering operative will demonstrate the following required behaviours: • Personal responsibility and resilience: Comply with the health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently regardless of how much they are being supervised, accept responsibility for managing time and workload and stay motivated and committed when facing challenges.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their own actions on other people and the business whilst working effectively to get the task completed.

• Effective communication and interpersonal skills: An open and honest communicator, communicates clearly using appropriate methods, listen well to others and have a positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrate attention to detail, follow a logical approach to problem solving and seek opportunities to

City of Wolverhampton College

Apprenticeships - A Guide for Employers

improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seek opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

172

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of foundation skills and technical knowledge development all apprentices will be required to achieve the following qualifications: • Engineering Operations (Skills) Level 2 Diploma • Engineering Operations (Knowledge) Level 2 Diploma

Level

2

Length

12-18 months (plus end point assessment)

Delivery model

Two days per week at college

Entry requirements

Set by the employer

Maths and English

Apprentices without Level 1 (or equivalent) in English or maths must achieve this level and take the test for Level 2 prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

173

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING TECHNICIAN – ST0457 MACHINIST PATHWAY Role profile Machinists in the advanced manufacturing engineering sector are predominantly involved in highly skilled, complex and precision work, machining components from specialist materials using conventional and/or CNC machine tools such as centre lathes, vertical and horizontal milling machines, horizontal and cylindrical grinding machines, electro discharge machines, single and multi- axis CNC machine tools centres.

They will be expected to be able set up, operate and adjust/edit equipment settings as applicable to the machine tool being used. When using CNC equipment, they will be expected to be able to produce, prove and/or edit programmes. During and on completion of the machining operations they will be expected to measure and check the components being produced and make adjustments to the equipment/programme to ensure components meet the required specification.

STUDY UNITS Apprentices will study the following units: • Health & safety in the engineering workplace • Communications for engineering technicians • Mathematics for engineering technicians • Mechanical principles of engineering systems • Electrical and electronic principles in engineering • Engineering organisational efficiency and improvement • Programmable Logic Controllers • Maintenance of Mechanical Systems • Features and Applications of Electrical Machines • Materials • Engineering project

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop core knowledge and understanding of: • Importance of complying with statutory, quality, organisational and health and safety regulations • General engineering/manufacturing mathematical and scientific principles, methods, techniques, graphical expressions, symbols formulae and calculations used by engineering technicians • Structure, properties and characteristics of common materials used in the sector • Typical problems that may arise within their normal work activities/environment • Approved diagnostic methods and techniques used to help solve engineering/ manufacturing problems • Importance of only using current approved processes, procedures, documentation and the potential implications for the organisation if this is not adhered to • Interpreting relevant engineering/ manufacturing data and documentation in order to complete their job role • Different roles and functions in the organisation and how they interact.

• Why it is important for an organisation to continually review their processes and procedures In addition, apprentices will develop specific specialist knowledge for the pathway: • Mathematical techniques, formula and calculation involved in the machining processes such as speeds and feeds, calculating angles/tapers, material removal • Practical and theoretical uses of the machines used, and their applications.

• Work-holding devices, cutting tools, and 174

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

setting up procedures, in adequate depth to provide a sound basis for carrying out the activities, correcting faults and ensuring the work output is to the required specification

SKILLS Apprentices will gain core skills in the following areas: • Obtaining, checking and using the appropriate documentation (such as job instructions, drawings, quality control documentation) • Working safely at all times, complying with health, safety and environmental legislation, regulations and organisational requirements • Planning and where applicable obtaining all the resources required to undertake the work activity • Undertaking the work activity using the correct processes, procedures and equipment • Carrying out the required checks (such as quality, compliance or testing) using the correct procedures, processes and/or equipment • Dealing promptly and effectively with engineering/manufacturing problems within the limits of their responsibility using approved diagnostic methods and techniques and report those which cannot be resolved to the appropriate personnel • Completing any required documentation using the defined recording systems at the appropriate stages of the work activity • Restoring the work area on completion of the activity and where applicable return any resources and consumables to the appropriate location In addition, apprentices will develop specific specialist knowledge for the pathway: • Reading and interpreting relevant data and documentation used to produce machined components 175

T: 01902 837198

• Determining the most efficient and effective approach to machine the component using a range of tools, machining process and techniques • Selecting and setting up the correct tooling and work holding devices • Setting and adjusting machine operating parameters to produce the work pieces to the required specification. This will involve setting feeds and speeds for roughing and finishing operations • Selecting and using a range of measuring and testing equipment to check components are to the required quality and accuracy • Producing complex and specialist components as a one-off test and trial work piece and/or producing components in small or large batches • Contributing to the business by identifying possible opportunities for improving working practices, processes and/or procedures

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Personal responsibility, resilience and ethics: Comply with health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently at all times, accept responsibility for managing time and workload and stay motivated and committed when facing challenges. Comply with any organisational policies/codes of conduct in relation to ethical compliance.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their actions on other people and the business.

• Effective communication and interpersonal skills: Open and honest communicator, communicating clearly using appropriate methods, listening to others and have a positive and respectful attitude.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Focus on quality and problem solving: Follow instructions and guidance, demonstrates attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seeks opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

176

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of development of foundation skills and technical knowledge, apprentices will be required to achieve the following qualifications: • Advanced Manufacturing Engineering (Foundation Competence) Level 2 Diploma • Machining (Foundation Knowledge) Level 2 Diploma After a further period of skills and technical knowledge development, apprentices will be required to achieve: • Advanced Manufacturing Engineering (Development Competence) - Machining Level 3 Diploma • Machining (Development Knowledge) Level 3 Diploma

Level

3

Length

42 months (including End Point Assessment period of three months)

Delivery model

Year 1: 2 days per week in college Year 2: 2 days per week in college Year 3: 1 day per week in college

Entry requirements

Minimum of five GCSEs at Grade A-C (4-9), including maths at minimum Grade B (5) and English at Grade C (4).

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Apprentices can progress to the Engineering Level 4 HNC Employer support

Professional body recognition

IMechE affiliated

Employer support

A dedicated account manager will guide and support employers throughout the programme.

177

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING TECHNICIAN – ST0457 MECHATRONICS MAINTENANCE TECHNICIAN PATHWAY SPECIALISMS: • Mechatronics Maintenance • Mechanical • Electrical and Electronics

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

Role profile

Apprentices will develop core knowledge and understanding of: • Importance of complying with statutory, quality, organisational and health and safety regulations • General engineering/manufacturing mathematical and scientific principles, methods, techniques, graphical expressions, symbols formulae and calculations used by engineering technicians • Structure, properties and characteristics of common materials used in the sector • Typical problems that may arise within their normal work activities/environment • Approved diagnostic methods and techniques used to help solve engineering/ manufacturing problems • Importance of only using current approved processes, procedures, documentation and the potential implications for the organisation if this is not adhered to • Interpreting relevant engineering/ manufacturing data and documentation in order to complete their job role • Different roles and functions in the organisation and how they interact.

• Why it is important for an organisation to continually review their processes and procedures

Mechatronics maintenance technicians ensure that plant and equipment perform to the required standard to facilitate production targets regarding safety, quality, delivery and cost within high value manufacturing environments.

Typically the work will cover a broad range of activities including installation, testing, fault finding and the on-going planned maintenance of complex automated equipment. This requires the application of a complex blend of skills, knowledge and occupational behaviours across the electrical, electronic, mechanical, fluid power and control systems disciplines.

Apprentices will follow either the Mechatronics Maintenance Specialism, Mechanical Specialism or the Electrical and Electronics Specialism and appropriate units will be chosen in discussion with the candidate and their employer.

STUDY UNITS Apprentices will study the following units: • Health & safety in the engineering workplace • Communications for engineering technicians • Mathematics for engineering technicians • Mechanical principles of engineering systems • Electrical and electronic principles in engineering • Engineering organisational efficiency and improvement • Programmable Logic Controllers • Maintenance of Mechanical Systems • Features and Applications of Electrical Machines • Materials • Engineering project

KNOWLEDGE

In addition, apprentices will develop specific specialist knowledge for their chosen pathway: • Mathematical techniques, formula and calculations in a mechatronics maintenance environment and the type of equipment being maintained • Mechanical, electrical, electronic, fluid power and process control principles in a mechatronics maintenance environment 178

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• How equipment being maintained functions and operating parameters in individual components and how they interact • Fault diagnostic methods, techniques and equipment used when maintaining equipment and systems • Condition monitoring methods and equipment used and understand how the information gained supports the planning of maintenance activities • How to minimise machinery downtime by implementing planned preventative maintenance programmes

T: 01902 837198

the activity and where applicable return any resources and consumables to the appropriate location

SKILLS Apprentices will gain core skills in the following areas: • Obtaining, checking and using the appropriate documentation (such as job instructions, drawings, quality control documentation) • Working safely at all times, complying with health, safety and environmental legislation, regulations and organisational requirements • Planning and where applicable obtaining all the resources required to undertake the work activity • Undertaking the work activity using the correct processes, procedures and equipment • Carrying out the required checks (such as quality, compliance or testing) using the correct procedures, processes and/or equipment • Dealing promptly and effectively with engineering/manufacturing problems within the limits of their responsibility using approved diagnostic methods and techniques and report those which cannot be resolved to the appropriate personnel • Completing any required documentation using the defined recording systems at the appropriate stages of the work activity • Restoring the work area on completion of 179

In addition, apprentices will develop specific specialist knowledge for their chosen pathway: • Reading and interpreting relevant data and documentation used to maintain components, equipment and systems • Carrying out condition monitoring of plant and equipment • Carrying out planned maintenance activities on plant and equipment • Carrying out complex fault diagnosis and repair activities on high technology engineered systems such as maintaining mechanical equipment, fluid & pneumatic power equipment, electrical & electronic equipment and process control equipment • Carrying out confirmation testing and subsequent smooth hand over of equipment & plant support the installation, testing and commissioning of equipment (where applicable).

• Contributing to the business by identifying possible opportunities for improving working practices, processes and/or procedures

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Personal responsibility, resilience and ethics: Comply with health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently at all times, accept responsibility for managing time and workload and stay motivated and committed when facing challenges. Comply with any organisational policies/codes of conduct in relation to ethical compliance.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their actions on other people

City of Wolverhampton College

Apprenticeships - A Guide for Employers

and the business.

• Effective communication and interpersonal skills: Open and honest communicator, communicating clearly using appropriate methods, listening to others and have a positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrates attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seeks opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

180

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of development of foundation skills and technical knowledge, apprentices will be required to achieve the following qualifications: • Advanced Manufacturing Engineering (Foundation Competence) Level 2 Diploma • Foundation Phase Gateway Assessment Level 2 Award After a further period of skills and technical knowledge development, apprentices will be required to achieve: • Advanced Manufacturing Engineering (Development Competence) - Mechatronics Maintenance Technician Level 3 Diploma • Advanced Manufacturing Engineering (Development Knowledge) Level 3 Diploma or Extended Diploma

Level

3

Length

42 months (including End Point Assessment period of three months)

Delivery model

Year 1: 2 days per week in college Year 2: 2 days per week in college Year 3: 1 day per week in college

Entry requirements

Minimum of five GCSEs at Grade A-C (4-9), including maths at minimum Grade B (5) and English at Grade C (4).

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Apprentices can progress to the Engineering Level 4 HNC Employer support

Professional body recognition

IMechE affiliated

Employer support

A dedicated account manager will guide and support employers throughout the programme.

181

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ENGINEERING TECHNICIAN – ST0457 TECHNICAL SUPPORT TECHNICIAN PATHWAY Role profile Technical support technicians, work as part of a team to provide technical support and expertise for all areas of the engineering and manufacturing function including communications software, test, analysis tools, measurement, off line programming, process control, performance and continuous improvement solutions, capacity planning, production scheduling/planning, product technical applications and capability, technical sales and marketing support, product development and innovation, engineering drawing, purchasing and/or supply of goods or services for engineering activities, quality control, inspection and e-commerce technologies as required.

The requirements are designed to offer stretch and progression. Apprentices will be able to work with minimum supervision, taking responsibility for the quality, accuracy and timely delivery of the work they undertake and will be proactive in finding solutions to problems and identifying areas for improving the business.

STUDY UNITS Apprentices will study the following units: • Health & safety in the engineering workplace • Communications for engineering technicians • Mathematics for engineering technicians • Mechanical principles of engineering systems • Electrical and electronic principles in engineering • Engineering organisational efficiency and improvement • Programmable Logic Controllers • Maintenance of Mechanical Systems • Features and Applications of Electrical Machines • Materials • Engineering project

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop core knowledge and understanding of: • Importance of complying with statutory, quality, organisational and health and safety regulations • General engineering/manufacturing mathematical and scientific principles, methods, techniques, graphical expressions, symbols formulae and calculations used by engineering technicians • Structure, properties and characteristics of common materials used in the sector • Typical problems that may arise within their normal work activities/environment • Approved diagnostic methods and techniques used to help solve engineering/ manufacturing problems • Importance of only using current approved processes, procedures, documentation and the potential implications for the organisation if this is not adhered to • Interpreting relevant engineering/ manufacturing data and documentation in order to complete their job role • Different roles and functions in the organisation and how they interact.

• Why it is important for an organisation to continually review their processes and procedures In addition, apprentices will develop specific specialist knowledge for the pathway: • Mathematical techniques, formula and calculations used in a technical support environment • Methods and techniques used to evaluate technical data and documentation • How to identify that the data and documentation being used is current and up to date 182

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Procedure for making changes to issued documentation • Where and how to source other areas of technical expertise/information to help solve technical problems • Requirements of the customer (internal/ external) and support using the appropriate tools, equipment and processes SKILLS Apprentices will gain core skills in the following areas: • Obtaining, checking and using the appropriate documentation (such as job instructions, drawings, quality control documentation) • Working safely at all times, complying with health, safety and environmental legislation, regulations and organisational requirements • Planning and where applicable obtaining all the resources required to undertake the work activity • Undertaking the work activity using the correct processes, procedures and equipment • Carrying out the required checks (such as quality, compliance or testing) using the correct procedures, processes and/or equipment • Dealing promptly and effectively with engineering/manufacturing problems within the limits of their responsibility using approved diagnostic methods and techniques and report those which cannot be resolved to the appropriate personnel • Completing any required documentation using the defined recording systems at the appropriate stages of the work activity • Restoring the work area on completion of the activity and where applicable return any resources and consumables to the appropriate location

183

T: 01902 837198

In addition, apprentices will develop specific specialist knowledge for the pathway: • Producing technical documentation that contains all the relevant and necessary data and information required for the technical support activity being carried out • Presenting technical documentation in the required format • Ensuring that codes, symbols and other references used in the technical documentation follows agreed UK/ international conventions • Saving and storing technical documentation in the correct format, location in accordance with organisational and/or customer requirements • Making any changes/amendments to the technical documentation using agreed quality assurance control procedures • Developing effective business and/or customer relationships • Providing technical advice and guidance to others • Contributing to the business by identifying possible opportunities for improving working practices, processes and/or procedures Plus, one of the following: • Producing engineering/manufacturing production plans • Obtaining resources for engineering/ manufacturing activities • Obtaining and controlling materials used in engineering/manufacturing environments • Implementing quality control/assurance systems and procedures in an engineering/ manufacturing environment • Providing technical support services on products or services to internal and/or external customers • Producing documentation to supply or procure goods or services • Producing off-line programs for computer numerical controlled machines

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Producing programs for scanning/digitizing or co-ordinate measuring machines • Producing programs for programmable logic control equipment • Producing programs for industrial robot applications • Producing engineering software tools/ programs for analysis, quality, configuration management, safety assessments, system security applications • Producing engineering drawings/models using computer aided design techniques, such as mechanical, electrical, fabrication, fluid power, integrated systems or services • Undertaking complex fault diagnostic and/or condition monitoring activities on equipment, plant or services • Carrying out inspection activities on equipment/components/systems (such as mechanical, electrical, electronic, welded and fabricated.

• Checking and calibrating control and test equipment used in an engineering and/or manufacturing environment

www.wolvcoll.ac.uk/employers

    

positive and respectful attitude.

• Focus on quality and problem solving: Follow instructions and guidance, demonstrates attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

• Continuous personal development: Reflect on skills, knowledge and behaviours and seeks opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Personal responsibility, resilience and ethics: Comply with health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently at all times, accept responsibility for managing time and workload and stay motivated and committed when facing challenges. Comply with any organisational policies/codes of conduct in relation to ethical compliance.

• Work effectively in teams: Integrate with the team, support other people, consider implications of their actions on other people and the business.

• Effective communication and interpersonal skills: Open and honest communicator, communicating clearly using appropriate methods, listening to others and have a 184

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

After a period of development of foundation skills and technical knowledge, apprentices will be required to achieve the following qualifications: • Advanced Manufacturing Engineering (Foundation Competence) Level 2 Diploma After a further period of skills and technical knowledge development, apprentices will be required to achieve: • Advanced Manufacturing Engineering (Development Competence) - Technical Support Level 3 Diploma • Advanced Manufacturing Engineering (Development Knowledge) Level 3 Diploma or Extended Diploma

Level

3

Length

42 months (including End Point Assessment period of three months)

Delivery model

Year 1: 2 days per week in college Year 2: 2 days per week in college Year 3: 1 day per week in college

Entry requirements

Minimum of five GCSEs at Grade A-C (4-9), including maths at minimum Grade B (5) and English at Grade C (4).

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Progression

Progression

Apprentices can progress to the Engineering Level 4 HNC Employer support

Professional body recognition

IMechE affiliated

Employer support

A dedicated account manager will guide and support employers throughout the programme.

185

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

METAL FABRICATOR – ST0607 Role Profile Metal fabricators work in the advanced manufacturing engineering and engineering construction sectors, carrying out metal fabrication work using elements such as rolled steel joists, columns, channels, steel plate and metal sheet.

Work includes manufacturing bridges, oil rigs, ships, petro-chemical installations, cranes, platforms, aircraft, automotive and machinery parts, sheet metal enclosures, equipment supports, and anything that can be fabricated out of metal.

Metal fabricators use a large range of metals including steel, aluminium and titanium at a range of thicknesses from 0.5mm up to over 20mm. The size and weight of the fabrications can range from components that can easily be picked up by hand, to massive structures that require several cranes to manipulate.

They can work alone or in teams, in factories or on operational sites. In their daily work, an employee in this occupation interacts with planners, supervisors, inspectors, designers, welders, pipefitters, fitters, machinists, riggers, steel erectors, stores personnel, painters and many others involved in manufacturing, production, maintenance and repair.

An employee in this occupation will be responsible for the quality and accuracy of their own work whilst ensuring it conforms to a relevant specification such as an engineering drawing or an international standard. They are also responsible for the health, safety and environmental (HS&E) protection of themselves and others around them.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of:

• Importance of complying with statutory, quality, organisational and health and safety regulations • General engineering mathematical and scientific principles, methods, techniques, graphical expressions, symbols formulae and calculations • Structure, properties and characteristics of common materials • Typical problems that may arise within their normal work activities/environment • Approved diagnostic methods and techniques used to help solve engineering problems • Importance of only using current approved processes, procedures, documentation and the potential implications if they are not adhered to • Different roles and functions in the organisation and how they interact • Why it is important to continually review fabrication and general engineering processes and procedures • Correct methods of moving and handling materials • Processes for preparing materials to be marked out • Tools and techniques available for cutting, shaping, assembling and finishing materials.

• Allowances for cutting, notching, bending, rolling and forming materials • Describing pattern development processes, tooling and equipment • Describing cutting and forming techniques, tooling and equipment • Describing assembly and finishing processes, tooling and equipment • Inspection techniques that can be applied to check shape and dimensional accuracy • Factors influencing selection of forming process • Principles, procedures and testing of different joining techniques (mechanised or manual) 186

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Equipment associated with manual or mechanised joining techniques including maintaining equipment in a reliable and safe condition • Consumables used in manual or mechanised joining • Effects of heating and cooling metals • Consumables used in manual or mechanised joining • Different types of Welds and joints • Effects of heating and cooling metals

• • •

• •

SKILLS

•

Apprentices will develop the necessary skills enabling them to: • Work safely at all times, comply with health & safety legislation, regulations and organisational requirements • Comply with environmental legislation, regulations and organisational requirements • Obtain, check and use the appropriate documentation (such as job instructions, drawings, quality control documentation) • Carry out relevant planning and preparation activities before commencing work activity • Undertake the work activity using the correct processes, procedures and equipment • Carry out the required checks (such as quality, compliance or testing) using the correct procedures, processes and/or equipment • Deal promptly and effectively with problems within the limits of their responsibility using approved diagnostic methods and techniques and report those which cannot be resolved to the appropriate personnel • Complete any required documentation using the defined recording systems at the appropriate stages of the work activity • Restore the work area on completion of the activity and where applicable return any resources and consumables to the appropriate location • Identify and follow correct metalwork 187

•

T: 01902 837198

instructions, specifications, drawing etc.

Mark out using appropriate tools and techniques Cut and form metal for the production of fabricated products Produce and assemble metal products to required specification and quality requirements Identify and follow correct joining instructions, specifications, drawing etc.

Carry out the relevant preparation before starting the joining fabrication activity Set up, check, adjust and use joining and related equipment Weld joints in accordance with approved welding procedures and quality requirements

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Personal responsibility and resilience – comply with the health and safety guidance and procedures, be disciplined and have a responsible approach to risk, work diligently regardless of how much they are being supervised, accept responsibility for managing time and workload and stay motivated and committed when facing challenges.

• Work effectively in teams – integrate with the team, support other people, consider implications of their own actions on other people and the business whilst working effectively to get the task completed.

• Effective communication and interpersonal skills – an open and honest communicator, communicates clearly using appropriate methods, listen well to others and have a positive and respectful attitude.

• Focus on quality and problem solving – follow instructions and guidance, demonstrate attention to detail, follow a logical approach to problem solving and seek opportunities to improve quality, speed and efficiency.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

• Continuous personal development – reflect on skills, knowledge and behaviours and seek opportunities to develop, adapt to different situations, environments or technologies and have a positive attitude to feedback and advice.

188

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Diploma in Advanced Manufacturing Engineering (Development Knowledge)

Level

3

Length

42 months (not including the end point assessment period)

Delivery model

One day per week at college

Entry requirements

Individual employers will set their own recruitment and selection criteria.

In order to optimise success, candidates will typically have four GCSEs at Grade C/4 or equivalent, including English, maths and a science.

Maths and English

Apprentices without Level 2 English and/or maths will need to achieve this level prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the minimum requirement of this apprenticeship is English and maths Entry Level 3.

A British Sign Language (BSL) qualification is an alternative to the English qualification for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff.

A qualified assessor will provide an induction and regular workplace assessments.

Progression

Completion of the qualification will enable apprentices to progress to Level 4 engineering qualifications including Higher National Certificate (HNC).

Professional body recognition

This standard has professional recognition at Engineering Technician (EngTech) level with the • Institute of Mechanical Engineers (IMecheE) • Institute of Engineering Technology (IET) • Royal Aeronautical Society

Employer support

A dedicated account manager will guide and support employers throughout the programme.

189

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Hairdressing and Barbering Apprenticeships Hairdressing and barbering apprenticeships are the ideal way to train new staff and equip them with the necessary practical skills and knowledge to be an asset to the salon team.

Apprentices will work as a salon junior, working alongside senior stylists and learning on-the-job to gain job specific skills, and will attend college one day a week to work towards their nationally recognised qualifications.  Hairdressing and Barbering Facilities

190

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following hairdressing and barbering apprenticeships:  Creative Hair Professional – Level 3  Hair Professional (Hairdressing) - Level 2  Hair Professional (Barbering) - Level 2

191

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Hairdressing Facilities

192

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college boasts three hair training academies - I Wolverhampton, Telford and Worcester – which operate as commercial salons enabling apprentices to gain additional experience of working with clients on the says they attend college to study for their qualifications.

The salons are equipped with a range of industry-standard equipment and professional producsts including: • Keracare shampoos, conditioners and styling products • Professional on-trend colouring products • Hand dryers, hood dryers, and climazone thermal dryers • Professional hair straighteners and curling wands Apprentices will be taught by experienced tutors who have worked as hairdressers and barbers themselves for many years and, as well as learning theory and practical skills will also benefit from their extensive industry knowledge.

193

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ADVANCED AND CREATIVE HAIR PROFESSIONAL - ST0214 Role profile Advanced and creative hair professionals work in the hair industry, which is one of the largest, most trusted and fashion forward professions.

They are passionate, driven, highly skilled and experienced professionals who deliver innovative styles inspired by current images and their own creativity, individual flair, imagination and interpretation.

They provide a quality service, whilst working to the highest standards and continuously developing their personal and professional skills, and work without supervision, managing themselves and others when required.

They take ownership of their work and client lists, accept responsibility, are proactive, flexible and adaptable, plan their work and time, and aim for excellence by taking exceptional pride in their work and industry.

The work environment can be varied in size, style and ambiance, from a bespoke salon, the media industry, cruise ships, product houses and manufacturers to luxury high-end hair salon.

•

•

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge in a range of areas: Use fashion-forward trends in creative and precision techniques to create a collection of hairstyle looks: • Research fashion-forward trends: The principles and stages of planning, researching and developing fashion forward trends, different media types and platforms.

How to promote fashion forward collection of hairstyle looks using a choice of media to target a specific market, individuals or groups. How a collection of hairstyle looks can be used to promote individuals and salons. The legal responsibilities when using

•

images.

Create a collection of hairstyle looks: How to create the collection of hairstyle looks using a range of models and methods of recording the collection. Health & safety legislation, safe working practices and effective communication related to creating a collection of hairstyle looks. How to complete an in-depth complex analysis of the client hair. The influencing factors and individual characteristics which need to be considered when collection of hairstyle looks.

Sectioning and cutting guidelines: How and when to use sectioning and cutting guidelines. Different sectioning patterns to create round, square, triangular shapes Precision and personalised cutting techniques: geometric, asymmetric, disconnection, A line bob/inverted bob.

Cutting techniques to include: graduating, layering, thinning, tapering, club cutting, freehand, advanced texturizing (slide cutting, channel cutting, point cutting, slicing), undercutting, disconnecting razor cutting, close cutting (scissor or clipper over comb, fading, neckline shapes) precision cutting (solid edge and zero elevation), clipper work.

Preparation, fashion styling, dressing and finishing techniques that can be used to create the look. The use of products, tools and equipment in accordance with legal requirements, manufacturers’ instructions and salon policy Present a collection of hair looks: The process of evaluating the success of the final collection using appropriate evaluation tools to demonstrate the effectiveness and success. Methods of presenting showcasing and promoting the collection of hairstyle looks internally using a visual medium.

Smoothing and Strengthening Services: • Client Consultation: Health & safety legislation, safe working practices and 194

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

effective communication related to smoothing and strengthening services. How to complete an in-depth complex analysis of the client hair and scalp for smoothing and strengthening services.

• Smoothing and Strengthening: The scientific principles of smoothing and strengthening systems. The different factors that can impact smoothing and strengthening services. Legal requirements and manufacturer’s instructions relating to smoothing and strengthening services.

The types of smoothing and strengthening systems, products, tools and equipment, their application, and removal. The considerations to be taken when smoothing and strengthening hair. The types of problems that may occur during the smoothing and strengthening service.

Maintenance and aftercare including future services and products.

T: 01902 837198

• Creative colour conversion: The specialist products and techniques used in hair colour conversion services to include: the types of tools, materials, equipment, sectioning techniques, application techniques and how and when to use them. How and why pre and post treatments should be used when carrying out colour conversion services.

The reasons for pre-softening and prepigmenting hair. How to create tone, shading and blending. Bespoke creative colour formulation, sectioning and application techniques.

• Advanced colour conversion (correction): Methods of applying and removing colour products. Methods of pre-softening and pre-pigmenting hair. How to remove artificial colour/ bands of colour. How to recolour hair previously treated with lighteners using pre-pigmentation and permanent colour/ that has had artificial colour removed. The importance of restoring the hair’s pH balance after the colour correction service. The types and causes of colour correction problems that may occur during processing and how to rectify them. How to correct highlights and lowlights whilst retaining a highlight and lowlight effect. How to use creative sectioning techniques to personalise the colour result and enhance the finished look. Products, tools and equipment used in advanced colour conversion (correction).

The considerations to be taken into account when using advanced colour conversion techniques. Maintenance and aftercare including future services and products.

Advanced creative colour conversion: • Client Consultation: Health & safety legislation, safe working practices and effective communication related to creative colour conversion. The scientific principles of hair colour conversion services. Relevant tests. How to complete an in-depth complex consultation for advanced creative Colour conversion. The different factors that can impact hair colour conversion services. Why it is important to consider the effects of the client’s hair and scalp health and condition when deciding on products, techniques and services used. The factors to be taken into account when planning and agreeing the creative colour conversion service and course of action. Legal requirements and manufacturer’s instructions relating to creative and advanced colour conversion.

The considerations to be taken into account when applying creative colour conversion techniques.

SKILLS Apprentices will gain skills in the following areas: Use fashion-forward trends in hair, creative and precision techniques to create a collection of hairstyle looks: • Research fashion trends: using the results to plan, design, create, produce and present 195

City of Wolverhampton College

Apprenticeships - A Guide for Employers

a fashion forward hairstyle collection, identifying the purpose and message of the given collection. Analyse factors influencing the design and creation of the collection of hairstyle looks including the target audience.

• Create a collection of hairstyle looks: Carry out in-depth consultation and complex analysis of the client hair to plan, create and style the collection of hairstyle looks.

Maintain effective and safe methods of working and effective communication whilst creating the collection of hair looks.

Use and adapt a range of technical skills to create a collection of hairstyle looks using sectioning and cutting guidelines to achieve the required look, precision and personalised cutting techniques tailored to suit individual characteristics, creative finishing and dressing techniques and advanced creative colouring. Use a range of products, tools and equipment in accordance with legal requirements, manufacturers’ instructions and salon policy.

• Present a collection of hair looks: Present and promote the collection internally using a visual medium. Evaluate the results of the collection against the research results to improve further practice.

Smoothing and Strengthening Services: • Client consultation: Maintain effective and safe methods of working and effective communication whilst completing smoothing and strengthening services. Carry out indepth complex analysis of the client hair and scalp to plan and agree the smoothing and strengthening services.

• Smoothing and Straightening: Use and apply products, tools and equipment, to smooth and strengthen clients’ hair to the degree of straightness required. Resolve problems that may occur during and after the hair smoothing and strengthening process. Use a range of products, tools and equipment in accordance with legal requirements, manufacturers’ instructions and salon

www.wolvcoll.ac.uk/employers

    

policy. Evaluate the results of the service and provide advice on future services and products.

Advanced creative colour conversion: • Client consultation: Maintain effective and safe methods of working and effective communication whilst completing Creative colour conversion services. Carry out tests and an in-depth complex consultation of the client hair and scalp to plan and agree the creative colour conversion service. Analyse factors influencing the selection of the colour conversion technique used.

• Creative colour conversion: Provide a creative colour conversion service to change the depth and tone of the hair in accordance with legal requirements and manufacturer’s instructions. Creative Colour conversion services including using creative sectioning techniques to personalise the colour result and enhance the finished look, toning through bespoke creative formulation, colour blending/shading, resolve problems that may occur during creative colour conversion service • Advanced colour conversion (correction): Removing artificial colour - removing bands of colour, recolouring hair treated with lightener, using pre-pigmentation and colour, recolouring hair that has had artificial colour removed, correcting highlights and lowlights.

Using and applying the products, tools and equipment, in accordance with legal requirements, manufacturers’ instructions and salon policy.

• Products: using semi- permanent, quasi (mildly oxidising), permanent colour, prelighteners, colour removers for artificial colour. Completing and evaluating the results of the service and provide advice on future services, aftercare and products.

196

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

• Creativity: demonstrates individual flair and imagination using fashion forward trends in hair and approaches to their work • Professional Development: promote own professional development, embraces continual development and improvement.

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Facilitates safe working practices: ensures safety of self and others, challenges safety issues • Problem solving: works to identify and ensure root causes are resolved, demonstrating a tenacious approach • Flexible and adaptable: flexibility to changing working environment and demands.

Demonstrates and encourages curiosity to foster new ways of thinking and working

SUMMARY Qualification

Advanced and Creative Hair Professional TQUK Level 2 Diploma

Level

3

Length

12 months (excluding end point assessment)

Delivery model

Flexible – one day per week at college or, if resources permit, in the workplace (i.e. an in-salon assessor in place)

Entry requirements

Apprentices must be employed in a suitable salon before they start their qualification.

Maths and English

Candidates without GCSE maths or English grades 4-9 or A-C equivalent will need to undertake Functional Skills Level 1 alongside their apprenticeship and take the Level 2 test before the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Once all on-programme assessments are complete, along with English and maths functional skills, learners will be able to go through the gateway and prepare for the end point assessment. This is a five-hour practical assessment along with oral questions assessed by an independent assessor.

Progression

Full-time employment in the sector

Employer support

During the duration of the training the college will provide a dedicated account manager to support and guide employers through the process.

197

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

HAIR PROFESSIONAL (HAIRDRESSING) - ST0213 Role profile Once qualified, hairdressers will be able to shampoo and condition hair, cut hair using a range of techniques, style and finish hair to create a variety of looks and colour and lighten hair for women and men.

Hairdressers must be able to work with all hair types ranging from straight hair to very curly, wiry hair.

They also need to be able to carry out consultations with clients, demonstrate the professionalism, values, behaviours, communication skills and safe working practices associated with their role and be able to work without supervision to a high level of precision, with exceptional client care skills.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Professionalism and values: Industry codes of practice and ethics; quality assurance systems; time management principles; self-management principles; commercially viable times for the completion of services; industry and organisational standards of appearance; the importance of continuing professional development, equality and diversity.

• Behaviours and communications: Industry standards of behaviour; how to meet and greet clients; verbal and non-verbal communication techniques; client care principles and practices; how to maintain rapport with clients; the role of the reception area; making appointments; taking payments; who to refer to with different types of enquiries; Sale of Goods and Services Act and the Data Protection Act; how to provide advice and recommendations on the products and services provided in the salon.

• Safe working practices: Legal and organisational requirements; use of tools, equipment, materials and products; adherence to workplace cleaning, disinfection, sterilisation, supplier or manufacturer’s instructions; waste disposal; client preparation and protection; direct and indirect cross- infection; methods that promote environmental and sustainable working practices; reducing risk of injury to self and others; posture, personal hygiene, protection; health and safety legislation and practice.

• Consultation: Visual aids for client consultation; salon procedures and manufacturers’ instructions for conducting tests; the types and purposes of tests; how lifestyle factors limit or affect services; incompatibility of previous services and products used; hair, skin and scalp problems; suspected infections or infestations; hair characteristics and classifications; basic structure of hair and skin; the growth cycle of hair; services or products available for use in the salon or for retail; legal responsibilities; salon pricing structures.

• Shampoo, condition and treat the hair and scalp: How shampoos and conditioning products affect the hair and scalp, when and how to use different massage techniques, and the various effects of conditioning treatments.

• Cut hair using a range of techniques to create a variety of looks: How and when to use different cutting techniques and relevant tools and the effects achieved, weight distribution and working with the natural growth patterns of the hair, cutting angles and resulting weight distribution, and balance and the degree of graduation.

• Style and finish hair using a range of techniques to create a variety of looks: Colour and lighten hair using a range of techniques: The principles of colour 198

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

selection, how the natural pigment within hair affects the choice of colour and colouring products, the effect of different colouring and lightening products on the hair structure, and when to use the different types of lighteners and toners available.

• In addition, apprentices will also have the option to choose one of the following modules: • Perming hair: Effects of perms and neutralisers on the hair structure, products and equipment, contra- indications to perming hair and tests required throughout the perming and neutralising processes.

• Hair relaxing treatments and techniques: Effects of relaxers on the hair structure, products and equipment, application and development of relaxers and post relaxing products; contra-indications to relaxing hair and tests required before and throughout the relaxing and post relaxing processes.

• Hair extension services: Hair growth, influencing factors and contra-indications, types of hair extensions and products, application and removal techniques, principles for blending hair.

•

SKILLS Apprentices will gain skills in the following area: • Professionalism and values: Demonstrate professionalism and a passion for the industry; have a commitment to quality, a positive attitude and team working; work under pressure; observe time management and self-management; show a willingness to learn; complete services in a commercially viable time and to a high standard; meet organisational and industry standards of appearance; observe professional ethics.

• Behaviour and communications: Greet clients in a friendly manner; choose the most appropriate way of communicating with clients; be helpful and courteous at all times; adapt behaviour in response to each

•

•

•

199

T: 01902 837198

client; respond promptly to clients seeking assistance; establish client expectations and needs; explain clearly any reasons why the client’s needs or expectations cannot be met; willingly undertake wider salon duties, including reception duties where appropriate Safe working practices: Maintain effective, hygienic and safe working methods; adhere to workplace, suppliers’ or manufacturers’ instructions for the safe use of equipment, materials and products; meet legal and organisational requirements; maintain the client’s modesty, privacy and comfort; minimise risks of cross-infection, injury or fatigue; promote environmental and sustainable working practices; ensure personal hygiene and protection meets industry, organisational and local authority requirements; and correctly use Personal Protective Equipment.

Consultation: Creatively assess the client’s requirements; examine the hair, skin and scalp; facial characteristics including face shape, skin tone, hair colour, lifestyle and suitability; conduct visual checks and any necessary tests on the hair, skin and scalp; advise clients on services or products; identify the client’s hair characteristics and hair classification; advise clients on hair maintenance and management.

Shampoo, condition and treat the hair and scalp: Use products and tools, use massage techniques, use shampoo and conditioning products.

Cut hair using a range of techniques to create a variety of looks: Use a range of cutting techniques including one length, fringe cutting, precision cutting techniques, scissor over comb, texturising, layering techniques, graduation and clipper work.

Style and finish hair using a range of techniques to create a variety of looks: Use a range of styling tools and equipment to create a look including blow drying, hair-up

City of Wolverhampton College

Apprenticeships - A Guide for Employers

styles, setting and dressing, finger drying, plaiting/braiding and twisting and using additional hair.

• Colour and lighten hair using a range of techniques: Complete a range of woven highlights including T-section, half head.

Full head using temporary, semi-permanent, quasi-permanent, permanent colour application, and basic colour change (depth and tone) techniques.

In addition, apprentices will also have the option to choose one of the following modules: • Perming hair: Use a range of products and techniques including sectioning and winding, taking into account critical influencing factors.

• Hair relaxing treatments and techniques: Use a range of products and techniques including sectioning, winding, relaxing and post relaxing products.

• Hair extension services: Attach a range of extensions; cutting and finishing extensions; maintaining and removing extensions.

200

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Hair Professionals (Hairdressing) TQUK Level 2 Diploma

Level

2

Length

24 months (excluding end point assessment)

Delivery model

Flexible – one day per week at college or, if resources permit, in the workplace (i.e. an in-salon assessor in place)

Entry requirements

Apprentices must be employed in a suitable salon before they start the qualification

Maths and English

Candidates without GCSE maths or English grades 4-9 or A-C equivalent will need to undertake Functional Skills Level 1 alongside their apprenticeship and take the Level 2 test before the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Once all on-programme assessments are complete, along with English and maths functional skills, learners will be able to go through the gateway and prepare for end point assessment. This is a six-hour practical assessment along with oral questions assessed by an independent assessor.

Progression

Full-time employment in the sector

Professional body recognition

On achievement of the standard makes the apprentice is eligible for State Registration with the Hair Council

Employer support

During the duration of the training the college will provide a dedicated account manager to support and guide employers throughout the process.

201

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

HAIR PROFESSIONAL (BARBERING) - ST0213 Role profile Barbers will be able to shampoo and condition hair, cut hair using barbering techniques, style and finish hair, cut facial hair into shape and provide shaving services for men.

Barbers must be able to work with all hair types ranging from straight hair to very curly, wiry hair.

They also need to be able to carry out consultations with clients, demonstrate the professionalism, values, behaviours, communication skills and safe working practices associated with their role and be able to work without supervision to a high level of precision, with exceptional client care skills.

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Professionalism and values: Industry codes of practice and ethics; quality assurance systems; time management principles; self-management principles; commercially viable times for the completion of services; industry and organisational standards of appearance; the importance of continuing professional development, equality and diversity.

• Behaviours and communications: Industry standards of behaviour; how to meet and greet clients; verbal and non-verbal communication techniques; client care principles and practices; how to maintain rapport with clients; the role of the reception area; making appointments; taking payments; who to refer to with different types of enquiries; Sale of Goods and Services Act and the Data Protection Act; how to provide advice and recommendations on the products and services provided in the salon.

• Safe working practices: Legal and organisational requirements; use of tools,

•

•

•

•

202

equipment, materials and products; adherence to workplace cleaning, disinfection, sterilisation, supplier or manufacturer’s instructions; waste disposal; client preparation and protection; direct and indirect cross- infection; methods that promote environmental and sustainable working practices; reducing risk of injury to self and others; posture, personal hygiene, protection; health and safety legislation and practice.

Consultation: Visual aids for client consultation; salon procedures and manufacturers’ instructions for conducting tests; the types and purposes of tests; how lifestyle factors limit or affect services; incompatibility of previous services and products used; hair, skin and scalp problems; suspected infections or infestations; hair characteristics and classifications; basic structure of hair and skin; the growth cycle of hair; services or products available for use in the salon or for retail; legal responsibilities; salon pricing structures.

Shampoo, condition and treat the hair and scalp: How shampoos, tonics and conditioning products affect the hair and scalp, and the various effects of conditioning treatments Cut hair using barbering techniques to create a variety of looks: How and when to use different cutting techniques and relevant tools and the effects achieved, weight distribution and working with the natural growth patterns of the hair, cutting angles and resulting weight distribution, balance and the degree of graduation Style and finish men’s hair: Current techniques for drying and finishing hair, drying and finishing products, tools and equipment available for drying and finishing men’s hair Cut facial hair into shape: How to create and follow a guideline for tapered beard lines,

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

beard outlines and moustaches, how to cut different facial hair shapes using cutting techniques, beard and moustache shapes that do not require the use of razors, and create outline and detailing design in hair • Provide shaving services: The types of blades available, lathering products, the structure and function of the skin, the scalp and facial skin disorders commonly affecting men, lathering and the function it performs on the skin, in-growing hairs, and the effect of heat on the hair and skin. The use of personal protective equipment (PPE)

•

SKILLS Apprentices will gain skills in a range of areas: • Professionalism and values: Demonstrate professionalism and a passion for the industry; have a commitment to quality, a positive attitude and team working; work under pressure; observe time management and self-management; show a willingness to learn; complete services in a commercially viable time and to a high standard; meet organisational and industry standards of appearance; observe professional ethics.

• Behaviour and communications: Greet clients in a friendly manner; choose the most appropriate way of communicating with clients; be helpful and courteous at all times; adapt behaviour in response to each client; respond promptly to clients seeking assistance; establish client expectations and needs; explain clearly any reasons why the client’s needs or expectations cannot be met; willingly undertake wider salon duties, including reception duties where appropriate • Safe working practices: Maintain effective, hygienic and safe working methods; adhere to workplace, suppliers’ or manufacturers’ instructions for the safe use of equipment, materials and products; meet legal and organisational requirements; maintain the client’s modesty, privacy and comfort;

•

•

• •

•

203

T: 01902 837198

minimise risks of cross-infection, injury or fatigue; promote environmental and sustainable working practices; ensure personal hygiene and protection meets industry, organisational and local authority requirements; and correctly use Personal Protective Equipment.

Consultation: Creatively assess the client’s requirements; examine the hair, skin and scalp; facial characteristics including face shape, skin tone, hair colour, lifestyle and suitability; conduct visual checks and any necessary tests on the hair, skin and scalp; advise clients on services or products; identify the client’s hair characteristics and hair classification; advise clients on hair maintenance and management.

Shampoo, condition and treat the hair and scalp: Use products and tools, use shampoo, tonics and conditioning products.

Cutting hair using barbering techniques to create a variety of looks: Use a range of cutting techniques including club cutting, scissor over comb, clipper over comb, outlining, freehand, layering, graduating, texturising, and razor cutting. Create a range of looks and neckline shapes to include flat top, and uniform layer neckline shapes: square, tapered, skin fade, and full neckline.

Style and finish men’s hair: Use styling tools and equipment to blow dry, and finger dry.

Cut facial hair into shape: Design and create full beard, partial beard and moustache, identify factors likely to influence the service, establish and follow the cutting guideline(s) to achieve the required effect, ensure the finished look is even, symmetrical and balanced in relation to the client’s facial contours.

Shaving services: Prepare the hair and skin for shaving, products, tools and equipment, full shave and partial shave including hot towels, lathering products, face massage, and finishing products

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Hair Professionals (Barbering) TQUK Level 2 Diploma

Level

2

Length

24 months (excluding end point assessment)

Delivery model

Flexible – one day per week at college or, if resources permit, in the workplace (i.e. an in-salon assessor in place)

Entry requirements

Apprentices must be employed in a suitable salon before they start the qualification

Maths and English

Candidates without GCSE maths or English grades 4-9 or A-C equivalent will need to undertake Functional Skills Level 1 alongside their apprenticeship and take the Level 2 test before the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Once all on-programme assessments are complete, along with English and maths functional skills, apprentices will be able to go through the gateway and prepare for the end point assessment - this is a three-hour practical assessment along with oral questions assessed by an independent assessor.

Progression

Full-time employment in the sector

Professional body recognition

On achievement of the standard makes the apprentice is eligible for State Registration with the Hair Council

Employer support

During the duration of the training the college will provide a dedicated account manager to support and guide employers throughout the process .

204

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

205

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Health and Social Care Apprenticeships Health and social care apprenticeships are available for staff at all levels – from those just starting their career in the sector needing to gain basic skills, to those who wish to progress to work at a supervisory or management level.

Whichever qualification is chosen, apprentices will develop the necessary skills, knowledge and behaviours to enable them to provide person-centred care to clients of all ages and abilities in a range of health and care settings.

Apprentices on the Level 4 and Level 5 programmes will gain skills in business and team management, staff training and compliance.

206

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following health and social care apprenticeships:  Adult Care Worker – Level 2  Healthcare Support Worker – Level 2  Lead Adult Care Worker – Level 3  Lead Practitioner in Adult Care – Level 4  Leader in Adult Care – Level 5  Senior Healthcare Support Worker – Level 3

207

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

ADULT CARE WOKER - ST0005 Role profile Adult care workers are 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.

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.

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.

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.

Personal assistants do the same job as an adult care worker and work directly for one individual usually within their own home.

Job titles might include: care assistant, care worker, support worker, personal assistant, relief team worker, support worker - supported living, key worker in residential settings, key worker in domiciliary services, key worker in day services, home care support worker, substance misuse worker, learning disability support worker, mental health support worker, mental health outreach worker and re-enablement worker.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE An adult care worker must know and understand: • The job they have to do, their main tasks and responsibilities: The tasks and responsibilities of the job role relevant to the context of the service in which they are working which could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care.

Professional boundaries and limits of their training and expertise. Relevant statutory standards and codes of practice for their role. What the ‘duty of care’ is in practice.

How to contribute towards the development and creation of a care plan underpinned by the individual’s preferences in regard to the way they want to be supported.

How to identify, respond to and escalate changes to physical, social, and emotional needs of individuals. How to access, follow and be compliant with regulations and organisational policies and procedures.

• The importance of having the right values and behaviours: How to support and enable individuals to achieve their personal aims and goals. What dignity means in how to work with individuals and others. The importance of respecting diversity and treating everyone equally.

• The importance of communication: The barriers to communication. The impact of non-verbal communication. The importance of active listening. How the way they communicate can affect others. Different forms of communication e.g. signing, communication boards. How to find out the best way to communicate with the individual they are supporting. How to make sure confidential information is kept safe.

208

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• How to support individuals to remain safe from harm (safeguarding): What abuse is and what to do when they have concerns someone is being abused. National and local strategies for safeguarding and protection from abuse. What to do when receiving comments and complaints. Recognising unsafe practices in the workplace. The importance and process of whistleblowing.

How to address any dilemmas they may face between a person’s rights and their safety.

• How to promote health and wellbeing for the individuals they support and work colleagues: The health and safety responsibilities of self, employer and workers. Keeping safe in the work environment. What to do when there is an accident or sudden illness. What to do with hazardous substances. Promoting fire safety. Reducing the spread of infection.

What a risk assessment is and how it can be used to promote person centred care safely.

• How to work professionally, including their own professional development: What a professional relationship is with colleagues and the person being supported. Working together with other people and organisations in the interest of the person being supported.

Being actively involved in their personal development plan. The importance of excellent core skills in writing, numbers and information technology. Developing, sustaining and exhibiting a positive attitude and personal resilience. Where and how to access specialist knowledge when needed to support performance of the job role.

SKILLS An adult care worker will gain skills in the following areas: • The main tasks and responsibilities according to their job role: Support individuals they are working with according to their personal care/support plan. Ask for 209

T: 01902 837198

help from an appropriate person when not confident or skilled in any aspect of their role. Provide individuals with information to enable them to have choice about the way they are supported. Encourage individuals to participate in the way their care and support is delivered. Ensure the individual knows what they are agreeing to regarding the way in which they are supported. Contribute to the on-going development of care/support plans for the individual they support.

Support individuals with cognitive, physical or sensory impairments.

• Treating people with respect and dignity and honouring their human rights: Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates. Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences.

Demonstrate empathy (understanding and compassion) for individuals they support.

Demonstrate courage in supporting people in ways that may challenge their personal/ cultural beliefs.

• Communicating clearly and responsibly: Speak clearly and exhibit positive nonverbal communication to individuals, families, carers and advocates. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes. Identify and take steps to reduce environmental barriers to communication.

Demonstrate they can check for understanding. Write clearly and concisely in records and reports. Keep information safe and confidential according to agreed ways of working.

• Supporting individuals to remain safe from harm (safeguarding): Recognise potential signs of different forms of abuse. Respond to concerns of abuse according to agreed ways of working. Recognise, report and challenge

City of Wolverhampton College

Apprenticeships - A Guide for Employers

unsafe practices.

• Championing health and wellbeing for the individuals they support and for work colleagues: Promote the health and wellbeing of the individual they support. Move people and objects safely. Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene.

Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition.

Demonstrate how to keep people, buildings and themselves safe and secure. Carry out fire safety procedures when required. Use risk assessments to support individuals safely. Recognise symptoms of cognitive impairment, e.g. dementia, learning disabilities and mental health. Monitor and report changes in health and wellbeing for individuals they support.

• Working professionally and seeking to develop their own professional development: Reflect on own work practices. Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology.

Demonstrate their contribution to their development plan. Demonstrate ability to work in partnership with others to support the individual. Identify sources of support when conflicts arise with other people or organisations. Demonstrate they can work within safe, clear professional boundaries.

Show they can access and apply additional skills required to perform the specific job role competently.

www.wolvcoll.ac.uk/employers

    

BEHAVIOUR Apprentices will develop the personal attributes and behaviours expected of all adult care workers: • Care: Consistently caring about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity and respect • Courage: Does ‘the right thing’ for people and speaks up if the individual they support is at risk • Communication: Good communication is central to successful caring relationships and effective team working • Competence: Applies knowledge and skills to provide high quality care and support • Commitment: Committed to improving the experience of people who need care and support and ensures it is person-centred

210

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Care TQUK Level 2 Diploma

Level

2

Length

12-18 months (including the End Point Assessment period of three months)

Delivery model

In the workplace with 20% off-the-job training. Roll-onroll-off

Entry requirements

Level 1 in English and Maths.

For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. British Sign Language qualification is an alternative to English qualifications for whom this is their primary language

Maths and English

Candidates without GSCE Maths and English Grades 4-9 or A-C or equivalent will need to undertake Maths and English Functional Skills Level 2 alongside their apprenticeship and take the Level 2 test before the End Point Assessment (EPA).

Apprentice support and assessment

A qualified assessor - allocated to the apprentice - will provide an induction, regular assessments and ongoing progress reviews in the workplace.

Progression

This apprenticeship provides an ideal entry into the occupation and supports progression within the sector.

Employer support

An Account Manager will support and guide employers throughout the process.

211

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

HEALTHCARE SUPPORT WORKER - ST0135 • Legislation: Policies and local ways of working; handling information; hot to keep Healthcare support workers work as part of a information confidential; importance of team providing high quality and compassionate recording and storing patient information care to individuals. securely and what to do if it is not considered They carry out well-defined routine clinical to be so. duties, such as monitoring an individual’s condition and checking on their overall progress, • Health intervention: How to do routine clinical tasks, eg check blood pressure, comfort and wellbeing and, depending on where temperature, weight, delegated from they work, may also help individuals to eat, drink, a registered nurse of other healthcare wash, dress or go to the toilet professional; the signs and symptoms Healthcare support workers will prepare of a person who is experiencing pain or individuals for healthcare activities carried discomfort; how to promote and support out by other members of the healthcare team, a person’s physical health and wellbeing; looking after them before, during and/or after importance of hydration, nutrition and food those activities in line with their care plan. safety; daily living activities and which ones They will also carry out non-clinical duties which, will be supported by the healthcare support depending on where they work, could include worker; signs of a person whose health and keeping records, making beds, tidying the work wellbeing is deteriorating and how to report area, or returning or cleaning the equipment changes and deterioration. used during a clinical activity.

• Person-centred care and support: What Healthcare Support Workers work in a range of it means to give person-centred care and healthcare settings and the team may include support; the importance of gaining consent; workers from both health and social care. They importance of getting people actively will report to a registered healthcare practitioner involved in their own care; importance of who will directly or indirectly supervise their giving people choices about their care; work. why treating people as valuable and unique During the first part of this programme, individuals makes a big difference in how apprentices will be you supported to achieve they feel. the Care Certificate which forms part of their • Dementia, cognitive issues, mental health: induction and covers the fundamental skills Main forms of mental ill health and their needed to provide quality care. impact on people’s lives; possible signs of limitations in mental capacity and what to CORE KNOWLEDGE, SKILLS AND do when they are noticed; possible signs BEHAVIOUR REQUIREMENTS of mental health, dementia and learning disability in people; why depressions, KNOWLEDGE delirium and the normal ageing process may Apprentices will develop knowledge of: be mistaken for dementia; importance of • Communication: The importance of early diagnosis in relation to dementia and communicating effectively at work; how other cognitive issues; how to report change to communicate with individuals with of deterioration. specific language needs or wishes; ways to • Basic life support: How to perform basic life make themself understood; how to reduce support. problems with communication.

• Physiological measurements: Range of

Role profile

212

To find out more about apprenticeships contact:

•

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

physiological states that can be measured including body temperature, weight, height, blood pressure, pulse and breathing rate; normal rate of physiological measurements.

Personal and people development: Role and the responsibilities and duties of the job; importance of working in ways agreed by the employer and following codes of conduct; working relationships and the importance of working well with other people; where to go for help and support about work-related issues; importance of personal development and how to reflect on work; creating a personal development plan.

Health safety and security: Legislation, policies and local ways of working which relate to health and safety at work; personal responsibilities and the responsibilities of others relating to health and safety at work; what to do in situations that could cause harm to themself or others; how to handle hazardous materials and substances; what to do when there is an accident or sudden illness.

Duty of Care: Meaning of ‘duty of care’ and why it is important; support available in difficult situations or when someone makes a complaint.

Safeguarding: Legislation, policies and local ways of working about safeguarding and protection from abuse; signs of abuse and what to do if abuse is suspected; how to reduce the chances of abuse.

Infection prevention and control: Legislation, policies and local ways of working that help to prevent infection; the meaning of ‘risk’ and ‘risk assessment’; the importance of good personal hygiene and hand washing; how to select the right PPE; how infections start and spread; importance of cleaning disinfecting and maintaining and clean workplace to reduce the risk and spread of infection; meaning of antimicrobial resistance.

Moving and handling: Why people and objects 213

T: 01902 837198

need to be moved safely; how to move and position people safely; how to move and handle equipment safely; agreed ways of working when moving people and how to identify risks.

• Equality and diversity: Legislation, policies and local ways of working; why equality is importance and how discrimination can happen at work.

SKILLS Apprentices will gain skills in the following areas: • Communication: Communicating effectively with individuals, their families, carers and healthcare practitioners using a range of techniques, keeping information confidential; handling information (record, report and store information) related to individuals in line with local and national policies.

• Health intervention: Supporting individuals with long term conditions, frailty and end of life care; identifying and responding to signs of pain or discomfort; promoting physical health and wellbeing of individuals; assisting with an individual’s overall comfort and wellbeing; supporting individuals with activities of daily living; recognising deteriorations in health, long term conditions, physiological measurements, skin integrity and reporting appropriately; reporting any changes in physical health needs as appropriate.

• Person-centred care and support: Demonstrating what it means in practice to provide person-centred care and support.

• Dementia, cognitive issues, mental health: Promoting mental health and wellbeing; recognising limitations in mental capacity and responding appropriately; recognising and responding to signs of poor mental health for example dementia, depression, anxiety or other cognitive issues; recognising and reporting deterioration in an individual’s

City of Wolverhampton College

•

•

•

•

•

• •

• •

Apprenticeships - A Guide for Employers

mental health.

Basic life support: Performing basic life support for individuals using appropriate resuscitation techniques and equipment Physiological measurements: Undertaking a range of physiological measurements using the appropriate equipment including height, weight, temperature, pulse, breathing rate and blood pressure.

Personal and people development: Taking responsibility for, and prioritising and reflecting on, own actions and work; working as part of a team, seeking help and guidance when necessary; maintaining and further developing own skills and knowledge through development activities; maintaining evidence of personal development and actively preparing for an participating in appraisals.

Health, safety and security: Maintaining a safe and healthy working environment; taking appropriate action in response to incidents or emergencies following local guidelines.

Duty of care: Following the principles for implementing a duty of care, always acting in the best interest of individuals to ensure they do not come to harm.

Safeguarding: Following the principles of safeguarding and protection.

Infection prevention and control: Using a range of techniques for infection prevention and control including waste management, hand washing and the use of Personal Protective Equipment (PPE) Moving and handling: Moving and positioning individuals, equipment and other items safely Equality and diversity: Following the principles of equality, diversity and inclusion.

www.wolvcoll.ac.uk/employers

    

areas of concern and work to best practice • Being adaptable, reliable and consistent; show discretion; show resilience and selfawareness

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Treating people with dignity, respecting individual’s diversity, beliefs, culture, values, needs, privacy and preferences • Showing respect and empathy for those you work with, have the courage to challenge 214

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Healthcare Support Worker

Level

2

Length

12-18 months

Delivery model

Can be delivered in the workplace and supported by online learning, clinical specialism workshops and face- to- face support.

Entry requirements

Grades 9 (A*) -3 (D) or equivalent in maths and English

Maths and English

Apprentices without maths and/or English at Level 1 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the qualification will enable apprentices to progress to the Senior Healthcare Support Worker level 3 apprenticeship.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

215

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAD ADULT CARE WORKER - ST0006 Role profile A lead adult care worker leads frontline care for vulnerable adults within their own homes, day centres, residential nursing homes and other healthcare settings.

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. In addition, they have responsibility for providing supervision, frontline leadership, guidance and direction for others, or working autonomously, exercising judgement and accountability.

Lead adult care workers make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. They will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery they will be instrumental in improving the health and wellbeing of those receiving care and support.

In some circumstances, lead adult care workers have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy 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 centres or 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.

Typical job titles include care officer, care supervisor, senior care worker, supervising

care worker, senior support worker, relief team leader, social work assistant, social services officer, outreach development worker, community support worker, community outreach worker, community development worker, family support worker or personal assistant. These could all specialise in a variety of areas such as learning disability, mental health, drug and alcohol misuse, homecare, dementia and end-of-life care.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE A lead adult care worker must know and understand: • The job they have to do, their main tasks and responsibilities: Their job roles and other worker roles relevant to the context of the service in which they are working which could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care. Both their own and other workers’ professional boundaries and limits training and expertise.

Relevant statutory Standards and Codes of Practice for their role. What the ‘Duty of Care’ is in practice. How to create and develop a care plan based on the person’s preferences in the way they want to be supported. How to monitor, plan, review a care plan in response to changing physical, social, and emotional needs of individuals. How to lead and support others to ensure compliance with regulations and organisational policies and procedures.

• The importance of having the right values and behaviours: How to ensure that dignity is at the centre of all work with individuals and their support circles. The importance of respecting diversity, the principles of inclusion and treating everyone fairly.

• The importance of communication: The barriers to communication and be 216

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

able to both identify, and determine, the best solutions to achieve success when communicating with the individual they are supporting. How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction. The role of advocates and when they might be involved. Their own, and other workers’ responsibilities for ensuring confidential information is kept safe.

• How to support individuals to remain safe from harm (safeguarding): What abuse is and what to do when they have concerns someone is being abused. The national and local strategies for safeguarding and protection from abuse. What to do when receiving comments and complaints ensuring appropriate and timely actions takes place. Recognising and preventing unsafe practices in the workplace. The importance and process of whistleblowing, being able to facilitate timely intervention.

Addressing and resolve any dilemmas they may face between a person’s rights and their safety.

• How to champion health and wellbeing for the individuals they support and work colleagues.

The health and safety responsibilities of self, employer and workers. Keeping safe in the work environment. What to do when there is an accident or sudden illness and take appropriate action. What to do with hazardous substances. Promoting fire safety and how to support others to so. Reducing the spread of infection and supporting others in infection prevention and control, Using - and promoting with others where relevant risk assessments to enable a person-centred approach to delivering care.

• How to work professionally, including their own professional development, of those they support and work colleagues: What a professional relationship is with the person being supported and colleagues. Working 217

T: 01902 837198

with other people and organisations in the interest of the person being supported. How to be actively involved in their own personal development plan and, where appropriate, other workers’ personal development plans. Demonstrating the importance of excellent core skills in writing, numbers and information technology. Developing and sustaining a positive attitude and address signs and symptoms of stress in self and other colleagues. Carrying out research relevant to individuals’ support needs and sharing with others. Accessing and applying good practice relating to their role.

Accessing and applying specialist knowledge when needed to support performance in the job role.

SKILLS An apprentice adult care worker will gain skills in the following areas: • The main tasks and responsibilities according to their job role: Support individuals they are working with according to their personal care/support plan. Take the initiative when working outside normal duties and responsibilities. Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking.

Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments.

Contribute to the development and ongoing review of care/support plans for the individuals they support. Provide individuals with information to enable them to exercise choice on how they are supported.

Encourage individuals to actively participate in the way their care and support is delivered.

Ensure that individuals know what they are agreeing to regarding the way in which they are supported. Lead and support colleagues to understand how to establish

City of Wolverhampton College

•

•

•

•

Apprenticeships - A Guide for Employers

informed consent when providing care and support. Guide, me.ntor and contribute to the development of colleagues in the execution of their duties and responsibilities Treating people with respect and dignity and honouring their human rights: Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals. Support others to understand the importance of equality, diversity and inclusion in social care. Exhibit empathy for individuals they support, i.e. understanding and compassion. Exhibit courage in supporting individuals in ways that may challenge their own cultural and belief systems.

Communicating clearly and responsibly: Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals. Use and facilitate methods of communication preferred by the individual they support according to the individual’s language, cultural and sensory needs, wishes and preferences. Take the initiative and reduce environmental barriers to communication.

Demonstrate and ensure that records and reports are written clearly and concisely.

Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working.

Supporting individuals to remain safe from harm (safeguarding): Support others, to recognise and respond to potential signs of abuse according to agreed ways of working.

Work in partnership with external agencies to respond to concerns of abuse. Lead and support others to address conflicts or dilemmas that may arise between an individual’s rights and duty of care.

Recognise, report, respond to and record unsafe practices and encourage others to do so.

Championing health and wellbeing for the individuals they support: Lead and mentor

www.wolvcoll.ac.uk/employers

    

others where appropriate to promote the wellbeing of the individuals they support.

Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene. Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition. Carry out fire safety procedures and manage others to do so. Develop risk assessments and use in a person-centred way to support individuals safely including moving and assisting people and objects.

Manage, monitor, report and respond to changes in the health and wellbeing of the individuals they support.

• Working professionally and seeking to develop their own professional development: Take the initiative to identify and form professional relationships with other people and organisations. Demonstrate, manage and support self and others to work within safe, clear professional boundaries. Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities. Demonstrate continuous professional development. Carry out research relevant to individuals’ support needs and share with others. Demonstrate where necessary mentoring and supervision to others in the workplace. Demonstrate good team/partnership working skills.

Demonstrate their contribution to robust recruitment and induction processes.

BEHAVIOURS Apprentices will develop the behaviours and personal attributes expected on a lead adult care worker: • Care: Cares consistently about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity, empathy and respect • Courage: Does the right thing for people and speaking up if the individual they support is 218

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

at risk • Communication: Good communication is central to successful caring relationships and effective team working • Competence: Applies knowledge and skills to provide high quality care and support

T: 01902 837198

• Commitment: Committed to improving the experience of people who need care and support ensuring it is person centred.

SUMMARY Qualification

Care Level 3 Diploma

Level

3

Length

Typically 18 months (excluding the end point assessment period of three months)

Delivery model

In the workplace with 20% off-the-job training Roll-on-roll-off

Entry requirements

Level 1 in English and maths Industry-specific requirements Applicants must: • Undergo an Enhanced Disclosure and Barring Service (EDBS) check and provide the result prior to starting the programme.

• Meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers employing healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.

Maths and English

For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Individuals without Level 2 in either subject will need to achieve this level prior to taking the end-point assessment.

Apprentice support and assessment

Throughout the training the apprentice will receive expert tuition from highly trained staff.

A qualified assessor will provide an induction and regular workplace assessments

Progression

This apprenticeship provides an ideal entry into the occupation and supports progression within the sector.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

219

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAD PRACTITIONER IN ADULT CARE – ST0007 Role Profile Lead practitioners in adult care will 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.

A lead practitioner has a greater depth of knowledge and expertise of particular conditions being experienced by the user of services and 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.

They will have specialist skills and knowledge in their area of responsibilities which will allow them to lead in areas such as care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology.

They will be a coach and mentor to others and will have a role in assessing performance and quality of care delivery.

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.

As well as covering lead practitioners in adult care 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.

Examples of job roles include dementia lead, reablement worker, physiotherapy assistant, occupational therapy assistant, public health associate worker, keeping in contact worker, community care/support officer, social care assessor, care assessment officer, social services officer, brokerage worker, rehabilitation and reablement assistant, independence support assistant, reablement support worker/ officer, telecare assistant and assistive

technology coordinator/officer.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop the knowledge and understanding required of a lead practitioner: • Tasks and responsibilities: Statutory frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of service; theories underpinning own practice and competence relevant to the job role; principles of assessment and outcome based practice; principles of risk management.

• Dignity and human rights: How to contribute to, promote and maintain a culture which ensures dignity is at the centre of practice.

• Communication: Effective communication and solutions to overcoming barriers, Legal and ethical frameworks in relation to confidentiality and sharing information, Range of technologies to enhance communication.

• Safeguarding: Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements.

• Health and wellbeing: Models of monitoring, reporting and responding to changes in health and wellbeing; Range of holistic solutions to promote and maintain health and wellbeing using person centred approaches; Importance of effective partnerships, interagency, joint and integrated working • Professional development: Goals and aspirations that support own professional development and how to access available opportunities

SKILLS Apprentices will develop the skills and competences required of a lead practitioner: • Tasks and responsibilities: Apply professional 220

To find out more about apprenticeships contact:

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

judgement, standards and codes of practice relevant to the role; develop and sustain professional relationships with others; identify and access specialist help required to carry out role; lead the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments; mentor colleagues to encourage individuals to actively participate in the way their care and support is delivered; contribute to the implementation of processes to implement and review support plans; provide leadership and mentoring to others for whom they are responsible; apply risk management principles; contribute to the quality assurance of the service provided.

Dignity and human rights: implement a culture that actively promotes dignity and respects diversity and inclusion; model high levels of empathy, understanding and compassion Communication: Model effective communication skills; identify and address barriers to communication using appropriate resources; apply organisational processes to record, maintain, store and share information; provide meaningful information to support people to make informed choices Safeguarding: Apply and support others to adhere to safeguarding procedures; work in partnership with external agencies to respond to safeguarding concerns Health and wellbeing: Apply person centred approaches to promote health and wellbeing; collaborate with external partners to achieve best outcomes in health and wellbeing Professional development: Evaluate own practice and access identified development opportunities; evaluate the effectiveness of own leadership, mentoring and supervision skills and take steps to enhance performance; value individuals to develop effective teams in order to achieve best 221

T: 01902 837198

outcomes; contribute to the development of an effective learning culture; lead robust, values-based recruitment and selection processes; contribute to the induction process by developing the knowledge of individuals within their role; lead and support others in professional development through personal development plans, supervision, reflective practice, research, evidence based practice and access to learning and development opportunities

BEHAVIOURS Apprentices will demonstrate the behaviours expected of a lead practitioner: • Care – caring consistently and enough about individuals to make a positive difference to their lives.

• Compassion – delivering care and support with kindness, consideration, dignity, empathy and respect.

• Courage – doing the right thing for people and speaking up if the individual they support is at risk • Communication – good communication is central to successful caring relationships and effective team working.

• Competence – applying knowledge and skills to provide high quality care and support.

• Commitment – to improving the experience of people who need care and support ensuring it is person-centred.

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Adult Care Level 4 Diploma

Level

4

Length

18 months (not including the end point assessment period of approximately three months)

Delivery model

In the workplace with 20% off-the-job training Roll-on-roll-off.

Entry requirements

English and Maths at Level 2

Maths and English

Apprentices without level 2 English and maths will need to achieve this level prior to taking the end point assessment.

For those with an education, health and care plan or a legacy statement, the minimum requirement for maths and English is Entry Level 3.

A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to progress to the Leader in Adult Care Level 5 apprenticeship.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

222

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

223

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEADER IN ADULT CARE- ST0008 Role profile A leader in adult care has responsibility for managing community or residential-based services and guides and inspires teams to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will be a leader of the care team and will 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.

The role has a large element of leadership, whether with other care workers and networks, or in leading the service itself. They have a responsibility to ensure the service is safe, effective, caring, responsive to people’s needs and well-led. They may be a registered manager of a service, unit, deputy or assistant manager.

They will be responsible for ensuring regulatory compliance of the care given and the values and training of staff with established standards and regulations.

Leaders in adult care may work in residential or nursing homes, domiciliary care, community day centres, a person’s own home or some clinical healthcare settings. The role of leader in adult care in this standard also covers personal assistants who operate in a management role but may only work directly for one individual who needs support and/or care services.

Typical job titles include registered, assistant, deputy, unit or service manager.

•

•

•

•

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE On completion of the apprenticeship, adult care leaders will know and understand: • Tasks and responsibilities: Statutory 224

frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of services.

Systems and processes needed to ensure compliance with regulations and organisational policies and procedures including health and safety and risk management. Principles of risk management, assessment and outcome-based practice.

Principles and underpinning theories of change management including approaches, tools and techniques that support the change process. Legislative and regulatory frameworks which inform quality standards.

Theories and models that underpin performance and appraisal including disciplinary procedures.

Dignity and human rights: Legislation and policy initiatives on the promotion of diversity, equality and inclusion in services they lead.

Communication: Legal and ethical frameworks in relation to confidentiality and sharing information. Range of tools and strategies to enhance communication including technology.

Safeguarding: Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements.

The elements needed to create a culture that supports whistleblowing in the organisation.

Health and wellbeing: Models of monitoring, reporting and responding to changes in health and wellbeing.

Professional development: Principles of professional development. Goals and aspirations that support own professional development and how to access available opportunities. Elements needed to create a culture that values learning, professional development, reflective practice and evidence-based practice. Systems and processes necessary to ensure professional development opportunities are identified,

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

planned, sourced, evaluated and recorded for workers.

• Leadership: Theories of management and leadership and their application to adult care.

Features of effective team performance.

•

SKILLS On completion of the programme, apprentices will have skills in the following areas: • Tasks and responsibilities: Develop and apply systems and processes needed to ensure compliance with regulations and organisational policies and procedures.

Implement strategies to support others to manage the risks presented when balancing individual rights and professional duty of care. Develop and apply systems and processes that monitor and sustain quality of the service, including assessments, care plans and service delivery. Lead and support others to work in a person-centred way and to ensure active participation which enhances the well-being and quality of life of individuals. Encourage and enable both staff and people who access care and support to be involved in the co-production of how the service operates. Manage all resources in delivering complex care and support efficiently and effectively.

• Dignity and human rights: Develop and lead implementation of organisational practices to create and sustain a culture that actively champions dignity and respects diversity, inclusion and fairness in the workplace. Develop and lead a culture that values courage in working in ways that may challenge workers’ own cultural and belief systems.

• Communication: Develop and implement organisational processes to ensure that records and reports are written clearly and concisely and to keep information safe and preserve confidentiality. Translate policy and guidance into understandable information

•

•

•

for a range of audiences including people who access care and support, carers and families and other colleagues.

Safeguarding: Implement systems to train and support work colleagues to enable them to recognise and respond to potential signs of abuse and or unsafe practices, following organisational policies and procedures.

Monitor and evaluate the effectiveness of organisational policies, systems and processes for safeguarding.

Health and wellbeing: Lead the implementation of policies, procedures and practices to manage health, safety and risk to individuals and others in health and social care to ensure compliance with legislation, standards and guidance. Implement health and safety and risk management policies, procedures and practices to create a culture that values health and well-being in the organisation. Monitor, evaluate and improve health, safety and risk management policies and practices in the service.

Professional development. Apply evaluated research and evidence-based practice in own setting Take initiative to research and disseminate current drivers in the adult care landscape. Embed systems to improve performance of themselves and/or work colleagues through supervision, reflective practice and learning and development opportunities.

Leadership: Show a well-developed sense of their own behaviour and impact on others modelling a values-based culture. Create a supportive culture that values initiative and innovation and recognises the variety of skills of all within the service, both workers and individuals supported. Adopt a team approach, recognising contributions of team members and able to lead a team where required.

BEHAVIOUR 225

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

Apprentices will demonstrate the personal attributes and behaviours expected of all leaders in adult care: • Care: Consistently caring about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity and respect • Courage: Does ‘the right thing’ for people and speaks up if the individual they support is at risk • Communication: Good communication is central to successful caring relationships and effective team working • Competence: Applies knowledge and skills to provide high quality care and support • Commitment: Committed to improving the experience of people who need care and support and ensures it is person-centred

226

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Leadership and Management for Adult Care TQUK Level 5 Diploma

Level

5

Length

Typically 18 months, excluding the end point assessment period of three months

Delivery model

In the workplace with 20% off-the-job training.

Roll-on-roll-off

Entry requirements

Level 1 in English and maths For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Industry-specific requirements Applicants must: • Undergo an Enhanced Disclosure and Barring Service (EDBS) check and provide the result prior to starting the programme.

• Meet the 15 standards as set out in the Care Certificate.

The Care Quality Commission expect that providers employing healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.

Maths and English

Apprentices without Level 2 in either subject will need to achieve this prior to the end point assessment.

Apprentice support and assessment

Throughout the programme apprentices will receive expert tuition from highly trained staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Employer support

A dedicated account manager will guide and support employers throughout the programme.

227

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SENIOR HEALTHCARE SUPPORT WORKER - ST0217 Role profile Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people and carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner.

They provide high quality, compassionate healthcare, following standards, policies or protocols and always act within the limit of their competence.

You may work in a range of services eg hospital, community, health or daycase unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity or voluntary organisation.

The senior healthcare support worker’s duties are delegated in line with care plans. Not all duties are routine and they will need to use their knowledge, experience and understanding to take decisions within their area of responsibility.

They are accountable for their own work and for reviewing the efefctiveness of their actions.

A senior healthcare support worker will have experience of working in the sector and be able to demonstrate best practice and act as a role model and may supervise of guide less experienced staff in the team.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge and understanding of: Health and wellbeing: • How to carry out routine and complex clinical or therapeutic tasks, the care plans and delegation protocols used within the organisation • Types of information needed to collate when

•

•

•

•

•

obtaining a client history, ways to record and share it Indicators for good physical and mental health in relation to the demographic of the individuals they are working with; importance of fluids, nutrition and food safety; ways to signpost individuals to public health interventions or other services if appropriate How to support a person’s comfort and wellbeing, the signs of a person whose health and wellbeing is deteriorating or who is experiencing pain or discomfort Main types of mental ill health and their impact on people’s lives; indicators for mental capacity, the importance of early diagnosis in relation to cognitive issues; the possible signs of mental ill health and learning disability in people External factors, adapting from childhood to adulthood, depression, delirium or the normal ageing process may be mistaken for mental ill health; how changes in cognition can impact health and wellbeing; how to report changes and deterioration; how to support others to report changes and deterioration, how to escalate changes and deterioration How to perform basic life support and use adjuncts to support resuscitation

Duty of care and candour, safeguarding, equality and diversity: • Legislation, policies and local ways of working about duty of care, candour, raising concerns, safeguarding/ protection from abuse, diversity, equality and inclusion; what they mean, why they are important and how to promote them to others • How discrimination can happen; how to deal with conflicts between a person’s rights and a duty of care • Signs of abuse, what to do if it is suspected, how to reduce the chances of abuse as much as possible

228

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

Person-centred treatment and support: • Importance of gaining consent, how to undertake risk assessment in enabling a person-centred approach; why it is important to promote ‘person-centred care, treatment and support’ • Importance of encouraging people to be actively involved in their own care or treatment; why it is important to give people choices about their care and to treat people as valuable and unique • Importance of safety and clinical effectiveness; importance of managing relationships and boundaries with service users

T: 01902 837198

development plan • Importance of working well with others, own health, wellbeing, resilience and that of colleagues; who or where to go for help and advice about anything related to work or people being supported; how to supervise others • Behaviours expected from a role model, the principles of training and mentoring • Importance of gathering service user views; ways to identify and escalate opportunities to provide a better or more effective service Health, safety and security: • How to promote health and safety at work; what to do in situations that could cause harm; how to handle hazardous materials • Move and position people, equipment or other objects safely in line with agreed ways of working • Meaning of risk /risk assessment; how to recognise risk or hazards, undertake risk assessment, escalate where appropriate, operate safe systems of work • Importance of a clean workplace; legislation, policies and local ways of working for the prevention of infection; personal hygiene, handwashing; the right use of PPE : gloves, aprons, masks; how infections start and spread; how to clean, disinfect and sterilise

Communication: • Importance of promoting effective communication at work; how to communicate with people who have specific language needs or wishes; how to reduce communication problems and respond to complaints; techniques for difficult situations, local guidelines for dealing with abusive behaviour • How verbal and non-verbal communication may relate to an individual’s condition • Legislation, policies and local ways of working about handling information; importance of recording and storing information securely and confidentially; e-safety; audit process and how it relates to the role

SKILLS REQUIREMENTS Apprentices will gain skills in the following areas: Health and wellbeing: • Assist registered healthcare practitioners with clinical or therapeutic tasks; follow care plans; notice and report changes • Gather evidence to assist in obtaining a client history, review health-related data and information • Promote physical and mental health and wellbeing, providing opportunistic brief advice on health and wellbeing • Assist with an individual’s overall comfort,

Personal, people and quality improvement: • Responsibilities and duties; the limits of competence and authority of self and those that are supervised; values of the organisation; legislation, standards, policies, protocols you should be adhered to; importance of work in ways agreed by the employer • How to seek feedback, reflect on actions, evaluate work and create a personal 229

City of Wolverhampton College

Apprenticeships - A Guide for Employers

identify and respond to signs of pain or discomfort • Recognise issues and deteriorations in mental and physical health, report and respond appropriately • Recognise limitations in mental capacity and respond appropriately • Perform basic life support for individuals Duty of care and candour, safeguarding, equality and diversity: • Follow the principles for equality, diversity and inclusion • Implement a duty of care and candour • Safeguard and protect adults and children; promote the principles to others Person-centred care, treatment and support: • Demonstrate what it means in practice to promote and provide person centred care, treatment and support by obtaining valid consent, and carrying out risk assessments • Work in partnership with the individual, their carer, families and the wider healthcare team • Promote clinical effectiveness, safety and a good experience for the individual • Communication: • Demonstrate and promote effective communication using a range of techniques • Observe and record verbal and non-verbal communication • Handle information (record, report and store information) in line with local and national policies, keep information confidential and support others to do so; take part in audits

•

• •

• • •

www.wolvcoll.ac.uk/employers

    

in a timely manner to the correct person; support or supervise colleagues as required, delegate well- defined tasks appropriately Act as a role model; mentor peers; deliver training through demonstration and instruction Health, safety and security: Maintain a safe and healthy working environment, take appropriate action in response to incidents or emergencies, following local guidelines Move and position individuals, equipment and other items safely Undertake risk assessments Use a range of techniques for infection prevention and control, eg waste management, spillage, hand washing, use of Personal Protective Equipment (PPE)

BEHAVIOUR REQUIREMENTS Apprentices will demonstrate the following behaviours: • Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences • Show respect and empathy for those they work with • Have the courage to challenge areas of concern and work to best practice • Be adaptable, reliable and consistent, • Show discretion, resilience, self-awareness and supervisory leadership

Personal, people and quality improvement: • Act within the limits of competence and authority; ensure that anyone supervised acts within theirs’ • Take responsibility for, prioritise and reflect on own actions, work and performance; maintain and further develop own skills and knowledge, participate in appraisal • Work as part of a team, seek help and guidance when not sure, escalate concerns 230

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Healthcare Support Level 3 Diploma

Level

3

Length

18-24 months

Delivery model

Can be delivered in the workplace and supported by online learning, clinical specialism workshops and face-to-face support.

Entry requirements

Industry specific requirement - the apprentice must complete an induction which meets the 15 standards as set out in the Care Certificate.

Maths and English

Maths and English grade 9 (A*)-3 (D) Apprentices without maths and English at Level 2 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

After a period of working and gaining experience, you may be able to work towards an Assistant Practitioner or Nursing Associate post or, providing you meet the entry requirements, apply to university to become a registered healthcare practitioner.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

231

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Hospitality and Catering Apprenticeships Whether working front of house or behind the scenes, in a small independent coffee shop or a large corporate venue with hundreds of diners, apprenticeship training will equip new employees and upskill existing staff with the skills and knowledge they need for a successful career in the industry.

232

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

The college offers the following hospitality and catering apprenticeships:  Commis Chef – Level 2  Hospitality Team Member– Level 3

233

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Hospitality and Catering Facilities

234

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a dedicated hospitality and catering training department at the Metro One campus in the city centre and facilities include: • Professional training kitchen with a range of industry-standard equipment • 42-seater fully licensed Academy restaurant open to the public for lunch and dinner during term time • Industry-standard bakery equipped with four-deck industry-standard bread ovens, table-top and floor-standing mixers, dough provers, bun divider and donut machine • On-site shop, open to the public each weekday during term time – selling freshly made bread, cakes and biscuits.

All of the tutors in the department have worked in the creative industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

235

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

Commis Chef - ST0228 Role profile A commis chef is the most common starting position in many kitchens and 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.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE A commis chef will have knowledge of: • Culinary: Identify the factors which influence the types of dishes and menus offered by the business. Recognise how technology supports the development and production of dishes and menu items in own kitchen. Recognise the importance of checking food stocks and keeping the storage areas in good order, know the procedures to carry out and how to deal with identified shortages and food close to expiry date. Know how to undertake set up, preparation and cleaning tasks to standard whilst working in a challenging, time-bound environment. Identify correct ingredients and portion sizes for each dish in line with recipe specifications. Identify the principles of basic food preparation and cooking; taste; allergens; diet and nutrition.

Identify commonly used knives and kitchen equipment and their specific function.

Recognise and understand sources and

quality points of common food groups and commodities. Identify traditional cuts of and basic preparation methods for - meat, poultry, fish and vegetables. Recognise the impact of seasonality on the availability, quality and price of ingredients.

• Food safety: Identify the personal hygiene standards, food safety practices and procedures required, understand the importance of following them and consequences of failing to meet them. Know how to store, prepare and cook ingredients to maintain quality, in line with food safety legislation.

• People: Understand how personal and team performance impact on the successful production of dishes and menu items. Know how to communicate with colleagues and team members from a diverse range of backgrounds and cultures. Understand the importance of training and development to maximise own performance. Know how to support team members when the need arises Have an understanding of professional behaviours and organisational culture.

Recognise how all teams are dependent on each other and understand the importance of teamwork both back and front of house.

• Business: Understand the basic costing and yield of dishes and the meaning of gross profi. Understand the principles of supply chain and waste management. Recognise potential risks in the working environment, how to address them and the potential consequences of those risks.

SKILLS A commis chef will have skills in the following areas: • Culinary: Contribute to reviewing and refreshing menus in line with business and customer requirements Use available technology in line with business procedures and guidelines to achieve the best result.

236

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

Check food stocks, report on shortages, prioritise food that is close to expiry and keep the storage areas in good order. Work methodically to prioritise tasks, ensuring they are completed at the right moment and to the required standard. Measure dish ingredients and portion sizes accurately.

Demonstrate a range of craft preparation and basic cooking skills and techniques to prepare, produce and present dishes and menu items in line with business requirements. Use correct knives and knife skills when preparing food and use the correct equipment when preparing, cooking and presenting food. Correctly store and use food commodities when preparing dishes.

Apply correct preparation and selection methods when using meat, poultry, fish and vegetables in dishes. Complete preparation and cooking tasks to a high standard, delivered on time and presented as described within the recipe specification.

• Food safety: Always maintain a clean and hygienic kitchen environment and complete kitchen documentation as required. Store, prepare and cook ingredients correctly to deliver a quality product that is safe for the consumer.

• People: Work effectively with others to ensure dishes produced are of high quality, delivered on time and to the standard required Use suitable methods of communication and operate in a fair and equal manner that demonstrates effective team working Develop own skills and knowledge through training and experiences.

Support team members to produce dishes and menu items on time to quality standards.

Perform role to the best of own ability in line with the business values and culture. Develop good working relationships across the team and with colleagues in other parts of the organisation, and deal with challenges and problems constructively to drive a positive 237

T: 01902 837198

outcome.

• Business: Follow instruction to meet targets and effectively control resources. Follow procedures regarding usage and waste of resources. Undertake all tasks with due care and attention, reporting risks in the appropriate manner.

BEHAVIOUR A commis chef will demonstrate the following behaviours: • Culinary: Show enthusiasm for keeping up to date with business and industry trends Use technology and equipment in line with training. Has the confidence to promptly deal with sub-standard ingredients, or those nearing their sell by date. Demonstrate the ability to identify when tasks are not going to plan and has the confidence to request support when needed. Pay attention to detail and work consistently to achieve standards.

Show commitment to developing skills and knowledge; trying out new ingredients and dishes; practicing and reflecting on different preparation and cooking techniques.

Demonstrate care and attention when using knives and equipment. Consistently use the correct volume and quality of commodities in each dish, maintaining attention to detail.

Utilise the correct cuts and preparation methods to produce high quality, technically sound dishes. Has an appreciation of ingredients.

• Food safety: Demonstrate high personal hygiene standards. Follow safe working practices when storing, preparing and cooking ingredients to maintain their quality and safety.

• People: Take pride in own role through an enthusiastic and professional approach to tasks. Listen to and respect other peoples’ point of view and respond politely. Welcome and act on feedback to improve personal methods of working, recognising the

City of Wolverhampton College

Apprenticeships - A Guide for Employers

impact that personal performance has on the team. Recognise own personal growth and achievement. Respond positively to instruction and be aware of team members who may need support to get menu items out on time without compromising quality.

Behave in a manner in line with the values and culture of the business. Communicate and behave effectively to help team members achieve the best result for the customers and the business • Business: Communicate and behave effectively to help team members achieve the best result for the customers and the business. Set an example to others by working in ways which minimise waste. Is vigilant and aware of potential risks within the kitchen environment and takes action to prevent them.

238

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Hospitality TQUK Level 2 Diploma

Level

2

Length

12 months

Delivery model

In the workplace with 20% off-the-job training. Roll-onroll off

Entry requirements

Employers will set their own entry requirements in order to start on this apprenticeship

Maths and English

Candidates without GSCE Maths and English Grades 4-9/A-C or equivalent will need to achieve maths and English Functional Skills Level 1 and work towards Level 2 alongside their apprenticeship, taking the Level 2 test (s) before the End Point Assessment (EPA)

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Progression from this apprenticeship is expected to be into a chef de partie role or senior production chef role.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

239

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

HOSPITALITY TEAM MEMBER - ST0033 Role profile A hospitality team member can work in a range of establishments – such as bars, restaurants, cafes, conference and banqueting centres, restaurants, hotels and contract caterers – and carries out a range of general and specialist roles within the business.

The role is very varied and although hospitality team members tend to specialise in a specific 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.

Whatever the role, the most important 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.

All hospitality team members must have the following introductory knowledge: • Understand what hospitality means; the culture of the industry and why delivering a customer experience to meet and exceed customer’s expectations is so important to hospitality businesses.

• Appreciate the importance of hospitality behaviours such as personal conduct, being adaptable, using initiative and communicating with a diverse range of people.

• Know the range of businesses and establishments that make up the hospitality industry, their differences and similarities and the variety of job roles and progression opportunities that are available.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE All hospitality team members must have the following core knowledge: • Customer: Recognise customer profiles in hospitality and how customers have different needs. Understand the importance of meeting, and where possible, exceeding customer expectations in line with the business and brand standards. Understand the importance of receiving and dealing with customer feedback to support the improvement of products and services and provide value for money.

• Business: Know the business vision and values, its main competitors, how it fits into the wider hospitality industry and how own area of work contributes to achieving business targets. Know how their own role can minimise unnecessary financial loss to the business. Understand how personal discipline in approach to work, eg. timekeeping, attendance, personal appearance, personal presentation and conduct, can all have an impact on the business and brand reputation. Know the products and services that are offered by the business, their prices and special offers and how to match them to customers’ needs. Know how the business aims to increase its market share and compete against its main competitors, for example its unique selling points, promotions and marketing campaigns. Understand how the use of technology can enhance customer service and productivity in hospitality businesses. Recognise and understand legislative responsibilities relating to the business and the products and services it offers. Know how the activities in hospitality businesses can have a negative effect on the environment.

240

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• People: Understand the importance of using appropriate methods of communication that are suitable for different situations and individuals’ needs in a variety of hospitality contexts. Know how to support and influence the team positively, recognising how team members are dependent on each other to meet business objectives. Know how to support and influence the team positively, recognising how team members are dependent on each other to meet business objectives.

• First-line supervision/team leading: Understand how to support the supervision of team members, eg. new and junior employees to assist line manager.

SKILLS Apprentices will gain skills in the following areas: • Customer: Use clear and engaging communication to establish a good rapport with customers and ask relevant questions to determine their needs. Deliver excellent customer service in line with the business and brand standards with the aim of exceeding customer expectations. Check that customers are satisfied with products and services and act on feedback in line with business procedures.

• Business: Perform activities to positively promote business and brand standards and identify opportunities to increase sales and achieve customer loyalty. Perform activities to positively promote business and brand standards and identify opportunities to increase sales and achieve customer loyalty.

Prepare and organise own work for example promptly arriving for shifts, communicating information at team meetings and briefings, following business and brand guidelines and procedures, meeting agreed deadlines.

Clearly communicate relevant and useful information on products and services based on a clear understanding of customers’ 241

T: 01902 837198

needs. Actively promote the unique selling points of the business and special offers available and promotions to customers. Use technology appropriately and efficiently in line with company policy in a way that supports customer service and ensure that faults and maintenance issues are reported promptly. Comply with legal requirements to avoid risks, minimise disruption to the business and to maintain the safety and security of people at all times. Work in a way that minimises negative effects on the environment for example by managing wastage in line with business procedures.

• People: Communicate accurately and effectively with others in line with the business culture to achieve the best result according to the situation. Support team members to ensure that the products and services delivered are of a high quality, on time and meet customer expectations in line with business need. Put people at ease in all matters, adapt products and services as necessary, helping them to feel welcome and supported and provide them with information that is relevant to their needs.

• First-line supervision/team leading: Contribute to meetings and planning shifts, support shift briefings and assist in the monitoring of standards to help ensure quality is maintained

BEHAVIOUR Apprentices will demonstrate the following behaviours: • Customer: Use own initiative and have confidence in determining customers’ needs.

Take an enthusiastic and positive approach to providing excellent customer service.

Take feedback from customers seriously and actively improve own customer service in line with business and brand standards.

• Business: Proactively support the reputation of the business and be aware of how it

City of Wolverhampton College

Apprenticeships - A Guide for Employers

compares with its competitors. Carry out activities with consideration of their cost and value. Organise own work and have the confidence to ask for guidance, fully participate in performance reviews and training and act on feedback relating to personal performance. Confidently demonstrate a belief in the products and services the business offers. Keep up-todate with how the business positions itself within the wider hospitality industry. Use technology responsibly and take an interest in new developments that relate to own job role. Work with integrity in a safe, honest and trustworthy manner putting personal safety and that of others first. Demonstrate personal commitment to minimising the negative affect on the environment caused by work activities.

• People: Take a friendly and outgoing approach, enjoy talking and interacting with others and communicating according to the business and brand standard. Demonstrate pride in own role through a consistently positive and professional approach and be aware of the impact of personal behaviour within the team. Operate in a fair and professional manner • First-line supervision/team leading: Demonstrate the ability and confidence to deputise for the line manager when necessary.

SPECIALIST KNOWLEDGE In addition to the core knowledge, skills and behaviours, hospitality team members must select from one of the following specialist functions which have specific requirements: • Food and beverage service: Know the range of food and beverage service styles and standards within different types of hospitality operations; the key features of menu items products and services, and basic food and beverage pairing in line with menu.

Ensure each stage of food and beverage service meets business or brand standard,

www.wolvcoll.ac.uk/employers

    

including, for example, customer arrival, provision of information, promoting menu and other items, taking and processing orders, serving food and drink and taking payments. Food and beverage service must be demonstrated in at least one food service style, such as table service, counter service, room service or conference and banqueting.

• Alcoholic beverage service Know a variety of alcoholic beverages, their basic characteristics, information required for the customer, equipment required to store, prepare and serve them and storage conditions required for optimum quality.

Provide accurate information on alcoholic beverages, prepare, serve and store alcoholic beverages in the correct manner and use specialist equipment for preparing and serving alcoholic beverages appropriately.

Plus have specialist knowledge of one option from: • Wine service: Know a variety of wine styles and popular grape varieties, their basic characteristics, basic wine and food pairing in line with the menu, information that will help inform customers, equipment required to store and serve wines and conditions required for optimum wine quality. Provide accurate information on the wine menu, make basic recommendations to customers based on menu, serve and store wine in the correct manner and use specialist equipment for preparing and serving wine appropriately • Beer / Cask Ale: Know a variety of beers, including bottled, keg and cask ales, their characteristics, basic food pairing in line with the menu, information that will help inform customers, the equipment required to store and serve them and conditions required for optimum quality and the correct cellar procedures and conditions. Provide accurate information on beers, including bottled, keg and cask ales; make recommendations to customers based on menu, serve and store beer and cask ales in the correct manner and 242

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

use specialist equipment appropriately. Help ensure that the correct cellar conditions are maintained to preserve the quality of the beer / cask ale • Cocktails / Mixology: Know the main categories of cocktails, including common base ingredients, methods of preparing and serving them, how ingredients and equipment should be stored and information that will help inform customers. Provide accurate information on the cocktail menus to customers, prepare cocktails using a range of ingredients and methods and adjust the cocktail to customers’ taste and preference. Ensure ingredients are stored correctly and use specialist equipment appropriately • Barista: Know the main categories and types of hot and cold beverages - particularly coffee - and the methods of preparing and serving them. Know how different ingredients should be stored, and the origins key ingredients. Identify specialist equipment and know how to use it correctly and keep it clean and hygienic. Know the main categories and types of hot and cold beverages - particularly coffee - and the methods of preparing and serving them.

Know how different ingredients should be stored, and the origins of key ingredients.

Identify specialist equipment, know how to use it correctly and keep it clean and hygienic.

• Food production: Know how to perform basic food processing tasks such as preparation, cooking and regeneration of food in line with business or brand specifications and identify how to follow kitchen procedures to maintain food safety and quality. Know how to maintain excellent standards of hygiene and how to use equipment correctly and store food safely. Perform basic cleaning, washing up, food processing, preparation, regeneration and cooking tasks following line with the kitchen procedures and maintain food safety and quality (basic food 243

T: 01902 837198

processing and preparation includes for example sandwiches, bar snacks, light bites, compiling desserts, toasted items).

• Concierge and guest services: Know local and national information or where to access it and the variety of services available to customers. Know the process for procurement of additional products and services in order to meet customer needs and the business standards and procedures for room service and recognise the importance of following them. Meet and greet customers, coordinate with suppliers of guest services and other organisations and source information that support customers’ experience, promote services such as valet parking and stores or transfers customers’ luggage, book external or additional services and provide a link between the customer and all departments within the business • Housekeeping: Know how to clean and maintain a variety of areas and materials and understand the importance of responsibility using cleaning equipment, techniques, chemicals and agents, and ensuring that the appearance of rooms and external areas meet the business or brand standard.

Clean and maintain bedrooms and public areas including furniture, fixtures and fittings, soft and hard flooring; identify and report maintenance needs and check that outcomes of work meet the businesses or brand standards for presentation.

• Reception: Know business procedures for delivering reception operations and understand the requirements for processing personal and sensitive data; identify internal customers and their needs and how they feed into the operation. Know the products, facilities and services of the whole business and how to communicate these to customers, staff and visitors. Welcome customers and provide a broad range of relevant information relating to the business.

Support an efficient check in/check out

City of Wolverhampton College

Apprenticeships - A Guide for Employers

service for customers, answer enquiries and take reservations and bookings face to face, on the telephone or on- line. Be the link between visitors, staff and guests.

• Reservations: Understand how to take individual and group accommodation or event reservations in line with business or brand standards. Know the pricing policy of the organisation and how this ensures effective yield management. Understand requirements for processing personal and sensitive data.

Take and process reservations and negotiate rates in line with own authority. Ensure reservations follow the organisation’s yield management policy. Support the team to plan events, show customers the facilities of the business and provide information on the typical procedure for running events.

• Conferences and events operations: Understand how to adapt approach and communication with the customer depending on the nature of their visit and event, eg. the difference in approach for a wedding party or a business. Know how and where to secure resources and own authority to do so, in line with the organisation’s procedures. Support the delivery of a variety of events according to the business or brand standard. Coordinate with customers’ suppliers and team members, ensuring the right resources are in place to meet the event brief.

244

www.wolvcoll.ac.uk/employers

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Hospitality Level 2 Diploma

Level

2

Length

12 months

Delivery model

In the workplace with 20% off-the-job training

Entry requirements

Employers will set their own entry requirements

Maths and English

Candidates without GCSE maths or English grades 4-9/AC, or equivalent, will need to study Level 2 maths or English functional skills as part of their apprenticeship and take the Level 2 test before the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Progression from this apprenticeship is expected to be into a hospitality supervisory or team leading role.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

245

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Polymer Processsing and Business Improvement Apprenticeships As an employer in the manufacturing sector, offering apprenticeships is an ideal way to train new staff or upskills existing members of the team and for the business to benefit from employees with the latest industry skills and knowledge.

The college offers two specialist apprenticeships – with a number of different focussed pathways - focussed on identifying problems, improving processes and increasing production.

246

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following polymer processing and BIT apprenticeships:  Lean Manufacturing Operative

(Inspection & Quality) - Level 2  Lean Manufacturing Operative (Logistics & Materials) - Level 2  Lean Manufacturing (Production & Assembly) - Level 2  Lean Manufacturing Operative (Production Processing & Finishing) - Level 2

247

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Polymer Processsing and Business Improvement Facilities

248

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college has a purpose-built Polymer Training and Innovation Centre at Stafford Park in Telford.

The specialist technical training and consultancy business is equipped with a wide range of industry-standard equipment and provides injection moulding, blow moulding and extrusion training.

The centre operates as a modern manufacturing plant and incorporates Lean Systems – including improvement processes, elimination of waste and developing smarter working practices – into all training.

All of the tutors in the department have worked in the industry and apprentices will not only be taught the latest skills but will benefit from their knowledge and experience too.

249

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAN MANUFACTURING OPERATIVE - ST0420 PATHWAY 2 - Inspection/Quality Assurance Role profile The manufacturing industry offers an exciting and varied career both in the UK & abroad providing a broad spectrum of opportunities for people to work in a technically advanced and innovative environment. The UK industry is highly regarded worldwide for its innovation and manufacturing excellence and requires a high degree of skill & knowledge across all levels of organisations. Businesses within the sector range from small family run manufacturing operations to large multi-national companies driving the countries growth & wealth.

A lean manufacturing operative can be required to carry out manufacturing activities on multiple products with different specifications consecutively e.g. automotive manufacturing – multi models manufacturing results in the manufacturing of different models of vehicle with different specification variants within a high-volume environment.

Lean Manufacturing Operatives are expected to carry out their work safely and meet the exacting quality standards demanded in a fast-paced and efficient processing environment and develop into a multi-skilled operator through process ownership.

They will be required to contribute, develop and support improvement in the manufacturing operation using continuous improvement methods, kaizen tools, process visualisation using lean principles and problem solving tools and techniques.

Operatives will be required to prepare, control, contribute to and complete manufacturing operations, and follow manufacturing processes and standard operating procedures (SOPs) whilst adhering to specific safe working policies & procedures.

They will work closely with stakeholders and will have clear reporting lines to ensure appropriate escalation e.g. team leader, line leader, process leader, supervisor etc. should problems occur

within the process.

Lean manufacturing operatives will be responsible for maintaining Health and Safety requirements at all times e.g. wearing correct Personal Protective Equipment (P.P.E.) correct use of equipment and tooling, safe stopping and resetting of machinery, maintain an organised work area e.g. 5s (sifting, sorting, sweeping, spick & span and sustain) ensuring the safe disposal of waste in line with environmental systems and regulatory requirements (ISO 14001).

They will be responsible for carrying out quality checks throughout the manufacturing operations to ensure quality is built in and that any defects or concerns are highlighted and dealt with in line with relevant quality standards (ISO 9002).

Typical job roles include team member production, manufacturing production operative, manufacturing assembly operative, manufacturing inspection/quality assurance operative, manufacturing logistics operative, manufacturing material handling operative, manufacturing process/finishing operative.

KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of a Lean Manufacturing Operative, in addition to specialist knowledge and skills relevant to their chosen pathway.

KNOWLEDGE Apprentices will develop knowledge and understanding of: • Health & Safety: Relevant statutory, organisational and health and safety regulations relating to lean manufacturing operations and safe practices.

• Environmental: Compliance procedures/ systems in line with regulatory requirements e.g. ISO 14001 or other relevant environmental standards.

250

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Production: Their individual roles and responsibilities within the organisation and the flexibility required to deliver products to meet customers costs/delivery targets/ requirements e.g. Just in time (JIT).

• Lean Manufacturing Operations: Manufacturing standard operation procedures (SOPs) adherence and development of lean processes.

• Quality Control: Process equipment monitoring, data collection, error proofing and operating procedures e.g. ISO 9002 or other relevant quality standards.

• Problem Solving: The tools and methods of effective problem solving using data, reports and documents to resolve production related issues e.g. A3 report, graphs, matrices and escalate concerns • Continuous Improvement: How to study and identify ways to improve the safety, quality, cost or process efficiency using lean manufacturing tools e.g. kaizen .

• Communication: How to share information using a range of methods within the manufacturing environment e.g. oral, written, electronic, information boards, visual displays.

• Workplace Organisation: How to maintain a safe and efficient work site through workplace

T: 01902 837198

of defect components • Specific safe working practices and environmental regulations that need to be observed

SKILLS

In addition, apprentices working in an inspection/quality assurance role will develop knowledge and understanding of: • The correct methods of handling and storing samples • Where to obtain the necessary job instructions, inspection/quality procedures and product specifications that are used, and how to interpret them • How to identify which samples, products and materials do not meet the quality requirements • Procedures for the handling and segregation 251

Apprentices will develop skills in: • Health & Safety: Work safely at all times, complying with health and safety legislation, regulations, and other relevant guidelines.

Identify risks within their processes and support/carry out countermeasure activities to improve safe working. Manage tooling, equipment and materials daily in-line with supplier standards e.g. COSHH (Control of Substances Hazardous to Health).

• Environmental: Comply with environmental procedures and systems and contribute to the achievement of specific standards e.g.

ISO 14001 or other relevant environmental standards and use the 4R’s (Reduce, Re-use, Recycle, Recover) where possible.

• Production: Demonstrate their ability to carry out their role effectively, efficiently and flexibly maintaining lean manufacturing principles to meet customer’s demands e.g.

JIT • Lean Manufacturing Operations: Demonstrate their skill and knowledge following SOPs and building their versatility across a number of processes and process areas. Select and use appropriate tools, equipment and materials to carry out the manufacturing operation • Quality Control: Demonstrate appropriate process documentation control. Accurately completing check sheets, monitoring process and equipment data efficiently and legibly using the correct terminology required to meet the quality standard e.g. ISO 9002 • Problem Solving: Demonstrate their ability to identify and resolve problems within the lean manufacturing environment

City of Wolverhampton College

Apprenticeships - A Guide for Employers

using effective problem solving tools and techniques. Manage problems that may occur during the manufacturing process within the limits of their responsibility and escalate as appropriate • • Continuous Improvement: Generate ideas and contribute to process improvement activities individually or as part of a team through fact finding and analysis to improve the safety, environment, quality, cost or production process. Identifying and eliminating the 7 wastes (defects, over production, transportation, waiting, inventory, motion and processing) • • Communication: Demonstrate communication skills which include oral, written, electronic (PC), information boards or visual displays to effectively share information • • Workplace Organisation: Maintains and monitors the work site efficiently and effectively at all times using the elements of sifting, sorting, sweeping, spick & span (5’s) within the lean manufacturing environment

www.wolvcoll.ac.uk/employers

    

relevant person

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Punctual, reliable and takes responsibility for their own actions • Show respect for others, having regard for diversity and equality • Respond positively to change in the working environment • Integrates within the team and supports others • Can work independently and effectively in challenging situations • Maintains quality of work under pressure • An open and honest communicator • Listens to other people’s opinions • A positive and respectful attitude • Follows instructions and guidance and demonstrates attention to detail • Seeks opportunities to develop and adapt to different situations, environments or technologies

In addition, apprentices working in an inspection/ quality assurance role will develop skills enabling them to: • Obtain and follow the correct job instructions, inspection/quality procedures and product specifications in accordance with time constraints and the roles and responsibilities identified for the inspection/quality assurance activity • Collect production samples at the required frequency in accordance with inspection specification and operating procedures • Carryout inspection and testing activities using the specified methods and equipment • Prepare, handle, transfer and store samples safely and correctly in accordance with quality control procedures • Accurately interpret the data/results gained from the inspection and testing procedures being used • Record and report inspection findings to 252

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Manufacturing Knowledge and Skills Level 2 Diploma

Level

2

Length

Typically 12 to 18 months

Delivery model

In-house delivery

Entry requirements

Entry criteria will be set by individual employers.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and/ or English must ensure that they achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in a relevant role in the manufacturing industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

253

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAN MANUFACTURING OPERATIVE - ST0420 PATHWAY 3 – Logistics/Materials Role profile The manufacturing industry offers an exciting and varied career both in the UK & abroad providing a broad spectrum of opportunities for people to work in a technically advanced and innovative environment. The UK industry is highly regarded worldwide for its innovation and manufacturing excellence and requires a high degree of skill & knowledge across all levels of organisations. Businesses within the sector range from small family run manufacturing operations to large multi-national companies driving the countries growth & wealth.

A lean manufacturing operative can be required to carry out manufacturing activities on multiple products with different specifications consecutively e.g. automotive manufacturing – multi models manufacturing results in the manufacturing of different models of vehicle with different specification variants within a high-volume environment.

Lean Manufacturing Operatives are expected to carry out their work safely and meet the exacting quality standards demanded in a fast-paced and efficient processing environment and develop into a multi-skilled operator through process ownership.

They will be required to contribute, develop and support improvement in the manufacturing operation using continuous improvement methods, kaizen tools, process visualisation using lean principles and problem solving tools and techniques.

Operatives will be required to prepare, control, contribute to and complete manufacturing operations, and follow manufacturing processes and standard operating procedures (SOPs) whilst adhering to specific safe working policies & procedures.

They will work closely with stakeholders and will have clear reporting lines to ensure appropriate escalation e.g. team leader, line leader, process leader, supervisor etc. should problems occur

within the process.

Lean manufacturing operatives will be responsible for maintaining Health and Safety requirements at all times e.g. wearing correct Personal Protective Equipment (P.P.E.) correct use of equipment and tooling, safe stopping and resetting of machinery, maintain an organised work area e.g. 5s (sifting, sorting, sweeping, spick & span and sustain) ensuring the safe disposal of waste in line with environmental systems and regulatory requirements (ISO 14001).

They will be responsible for carrying out quality checks throughout the manufacturing operations to ensure quality is built in and that any defects or concerns are highlighted and dealt with in line with relevant quality standards (ISO 9002).

Typical job roles include team member production, manufacturing production operative, manufacturing assembly operative, manufacturing inspection/quality assurance operative, manufacturing logistics operative, manufacturing material handling operative, manufacturing process/finishing operative.

KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of a Lean Manufacturing Operative, in addition to specialist knowledge and skills relevant to their chosen pathway.

KNOWLEDGE Apprentices will develop knowledge and understanding of: • Health & Safety: Relevant statutory, organisational and health and safety regulations relating to lean manufacturing operations and safe practices.

• Environmental: Compliance procedures/ systems in line with regulatory requirements e.g. ISO 14001 or other relevant environmental standards.

• Production: Their individual roles and 254

To find out more about apprenticeships contact:

•

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

responsibilities within the organisation and the flexibility required to deliver products to meet customers costs/delivery targets/ requirements e.g. Just in time (JIT).

Lean Manufacturing Operations: Manufacturing standard operation procedures (SOPs) adherence and development of lean processes.

Quality Control: Process equipment monitoring, data collection, error proofing and operating procedures e.g. ISO 9002 or other relevant quality standards.

Problem Solving: The tools and methods of effective problem solving using data, reports and documents to resolve production related issues e.g. A3 report, graphs, matrices and escalate concerns Continuous Improvement: How to study and identify ways to improve the safety, quality, cost or process efficiency using lean manufacturing tools e.g. kaizen .

Communication: How to share information using a range of methods within the manufacturing environment e.g. oral, written, electronic, information boards, visual displays.

Workplace Organisation: How to maintain a safe and efficient work site through work place

T: 01902 837198

and how to check that they are in a safe and usable condition • Lifting and handling procedures, and load bearing capacities of the equipment being used

SKILLS Apprentices will develop skills in: • Health & Safety: Work safely at all times, complying with health and safety legislation, regulations, and other relevant guidelines.

Identify risks within their processes and support/carry out countermeasure activities to improve safe working. Manage tooling, equipment and materials daily in-line with supplier standards e.g. COSHH (Control of Substances Hazardous to Health) • Environmental: Comply with environmental procedures and systems and contribute to the achievement of specific standards e.g.

ISO 14001 or other relevant environmental standards and use the 4R’s (Reduce, Re-use, Recycle, Recover) where possible.

• Production: Demonstrate their ability to carry out their role effectively, efficiently and flexibly maintaining lean manufacturing principles to meet customer’s demands e.g.

JIT • Lean Manufacturing Operations: Demonstrate their skill and knowledge following SOPs and building their versatility across a number of processes and process areas. Select and use appropriate tools, equipment and materials to carry out the manufacturing operation • Quality Control: Demonstrate appropriate process documentation control. Accurately completing check sheets, monitoring process and equipment data efficiently and legibly using the correct terminology required to meet the quality standard e.g. ISO 9002 • Problem Solving: Demonstrate their ability to identify and resolve problems within the lean

In addition, apprentices working in a logistics/ materials handling role will develop knowledge and understanding of: • Procedures and documentation required to allow the transfer of materials to take place • Where to obtain the necessary job instructions, specification details and specific transfer/handling procedures that are used, and how to interpret them • The procedures for the movement and transferring of materials to the correct location within given timelines • What tools and equipment are used for the material movement operations undertaken 255

City of Wolverhampton College

Apprenticeships - A Guide for Employers

manufacturing environment using effective problem solving tools and techniques.

Manage problems that may occur during the manufacturing process within the limits of their responsibility and escalate as appropriate • Continuous Improvement: Generate ideas and contribute to process improvement activities individually or as part of a team through fact finding and analysis to improve the safety, environment, quality, cost or production process. Identifying and eliminating the 7 wastes (defects, over production, transportation, waiting, inventory, motion and processing) • Communication: Demonstrate communication skills which include oral, written, electronic (PC), information boards or visual displays to effectively share information • Workplace Organisation: Maintains and monitors the work site efficiently and effectively at all times using the elements of sifting, sorting, sweeping, spick & span (5’s) within the lean manufacturing environment

www.wolvcoll.ac.uk/employers

    

completion of the activities and leave it in a safe and usable condition

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Punctual, reliable and takes responsibility for their own actions • Show respect for others, having regard for diversity and equality • Respond positively to change in the working environment • Integrates within the team and supports others • Can work independently and effectively in challenging situations • Maintains quality of work under pressure • An open and honest communicator • Listens to other people’s opinions • A positive and respectful attitude • Follows instructions and guidance and demonstrates attention to detail • Seeks opportunities to develop and adapt to different situations, environments or technologies

In addition, apprentices working in a logistics/ materials handling role will develop skills enabling them to: • Safely move materials to the correct location using the relevant equipment • Obtain and follow the correct Job instructions, specification details and specific transfer/handling procedures in accordance with time constraints and the roles and responsibilities identified for the logistic/material handling activity • Move materials using the appropriate procedures, ensuring the materials are correct, safely loaded and secure.

• Check materials selected to be moved are in line with job requirements • Carryout quality checks on materials that are to be moved and deal with quality concerns and damage in line with their responsibility • Return equipment to its correct location on 256

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Manufacturing Knowledge and Skills Level 2 Diploma

Level

2

Length

Typically 12 to 18 months

Delivery model

In-house delivery

Entry requirements

Entry criteria will be set by individual employers.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and/ or English must ensure that they achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in a relevant role in the manufacturing industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

257

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAN MANUFACTURING OPERATIVE - ST0420 PATHWAY 1 - Production/Assembly Apprentices will be able to meet the requirements of two different production/ assembly processes or assignments.

Role profile: The manufacturing industry offers an exciting and varied career both in the UK & abroad providing a broad spectrum of opportunities for people to work in a technically advanced and innovative environment. The UK industry is highly regarded worldwide for its innovation and manufacturing excellence and requires a high degree of skill & knowledge across all levels of organisations. Businesses within the sector range from small family run manufacturing operations to large multi-national companies driving the countries growth & wealth.

A lean manufacturing operative can be required to carry out manufacturing activities on multiple products with different specifications consecutively e.g. automotive manufacturing – multi models manufacturing results in the manufacturing of different models of vehicle with different specification variants within a high-volume environment.

Lean Manufacturing Operatives are expected to carry out their work safely and meet the exacting quality standards demanded in a fastpaced and efficient processing environment and develop into a multi-skilled operator through process ownership.

They will be required to contribute, develop and support improvement in the manufacturing operation using continuous improvement methods, kaizen tools, process visualisation using lean principles and problem solving tools and techniques.

Operatives will be required to prepare, control, contribute to and complete manufacturing operations, and follow manufacturing processes and standard operating procedures (SOPs) whilst adhering to specific safe working policies & procedures.

They will work closely with stakeholders and will

have clear reporting lines to ensure appropriate escalation e.g. team leader, line leader, process leader, supervisor etc. should problems occur within the process.

Lean manufacturing operatives will be responsible for maintaining Health and Safety requirements at all times e.g. wearing correct Personal Protective Equipment (P.P.E.) correct use of equipment and tooling, safe stopping and resetting of machinery, maintain an organised work area e.g. 5s (sifting, sorting, sweeping, spick & span and sustain) ensuring the safe disposal of waste in line with environmental systems and regulatory requirements (ISO 14001).

They will be responsible for carrying out quality checks throughout the manufacturing operations to ensure quality is built in and that any defects or concerns are highlighted and dealt with in line with relevant quality standards (ISO 9002).

Typical job roles include team member production, manufacturing production operative, manufacturing assembly operative, manufacturing inspection/quality assurance operative, manufacturing logistics operative, manufacturing material handling operative, manufacturing process/finishing operative.

KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of a Lean Manufacturing Operative, in addition to specialist knowledge and skills relevant to their chosen pathway.

KNOWLEDGE Apprentices will develop knowledge and understanding of: • Health & Safety: Relevant statutory, organisational and health and safety regulations relating to lean manufacturing operations and safe practices.

• Environmental: Compliance procedures/ 258

To find out more about apprenticeships contact:

•

•

•

•

•

•

•

E: employerenquiries@wolvcoll.ac.uk

systems in line with regulatory requirements e.g. ISO 14001 or other relevant environmental standards.

Production: Their individual roles and responsibilities within the organisation and the flexibility required to deliver products to meet customers costs/delivery targets/ requirements e.g. Just in time (JIT).

Lean Manufacturing Operations: Manufacturing standard operation procedures (SOPs) adherence and development of lean processes.

Quality Control: Process equipment monitoring, data collection, error proofing and operating procedures e.g. ISO 9002 or other relevant quality standards.

Problem Solving: The tools and methods of effective problem solving using data, reports and documents to resolve production related issues e.g. A3 report, graphs, matrices and escalate concerns Continuous Improvement: How to study and identify ways to improve the safety, quality, cost or process efficiency using lean manufacturing tools e.g. kaizen .

Communication: How to share information using a range of methods within the manufacturing environment e.g. oral, written, electronic, information boards, visual displays.

Workplace Organisation: How to maintain a safe and efficient work site through work place

T: 01902 837198

securing component parts during the assembly operations • Where to obtain the necessary job instructions, operating procedures and assembly specifications that are used, and how to interpret them • How to identify and resolve current and potential production/assembly problems within the limits of their responsibility

SKILLS Apprentices will develop skills in: • Health & Safety: Work safely at all times, complying with health and safety legislation, regulations, and other relevant guidelines.

Identify risks within their processes and support/carry out countermeasure activities to improve safe working. Manage tooling, equipment and materials daily in-line with supplier standards e.g. COSHH (Control of Substances Hazardous to Health).

• Environmental: Comply with environmental procedures and systems and contribute to the achievement of specific standards e.g.

ISO 14001 or other relevant environmental standards and use the 4R’s (Reduce, Re-use, Recycle, Recover) where possible.

• Production: Demonstrate their ability to carry out their role effectively, efficiently and flexibly maintaining lean manufacturing principles to meet customer’s demands e.g.

JIT • Lean Manufacturing Operations: Demonstrate their skill and knowledge following SOPs and building their versatility across a number of processes and process areas. Select and use appropriate tools, equipment and materials to carry out the manufacturing operation • Quality Control: Demonstrate appropriate process documentation control. Accurately completing check sheets, monitoring process and equipment data efficiently and legibly using the correct terminology

In addition, apprentices working in a production/ assembly role will develop knowledge and understanding of: • Importance of following the specified assembly sequence and procedure at all times • How to check the quality of the assembly, against the required quality standards and what tools and equipment are used • Procedure for positioning, aligning and 259

City of Wolverhampton College

•

•

•

•

Apprenticeships - A Guide for Employers

required to meet the quality standard e.g. ISO 9002 Problem Solving: Demonstrate their ability to identify and resolve problems within the lean manufacturing environment using effective problem solving tools and techniques.

Manage problems that may occur during the manufacturing process within the limits of their responsibility and escalate as appropriate Continuous Improvement: Generate ideas and contribute to process improvement activities individually or as part of a team through fact finding and analysis to improve the safety, environment, quality, cost or production process. Identifying and eliminating the 7 wastes (defects, over production, transportation, waiting, inventory, motion and processing) Communication: Demonstrate communication skills which include oral, written, electronic (PC), information boards or visual displays to effectively share information Workplace Organisation: Maintains and monitors the work site efficiently and effectively at all times using the elements of sifting, sorting, sweeping, spick & span (5’s) within the lean manufacturing environment

www.wolvcoll.ac.uk/employers

    

specification and quality requirements • Carryout quality checks on component parts and completed assemblies and deal with quality concerns and defects in line with their responsibility

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Punctual, reliable and takes responsibility for their own actions • Show respect for others, having regard for diversity and equality • Respond positively to change in the working environment • Integrates within the team and supports others • Can work independently and effectively in challenging situations • Maintains quality of work under pressure • An open and honest communicator • Listens to other people’s opinions • A positive and respectful attitude • Follows instructions and guidance and demonstrates attention to detail • Seeks opportunities to develop and adapt to different situations, environments or technologies

In addition, apprentices working in a production/ assembly role will develop skills enabling them to: • Check components for damage and that they are in a usable condition • Correctly position, align and secure the components • Secure the components in position using the specified fastening device/method • Obtain and follow the correct Job instructions/Standard operating procedures production/assembly specifications in accordance with time constraints and the roles and responsibilities identified for the production/assembly activity • Produce components which comply with the 260

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Manufacturing Knowledge and Skills Level 2 Diploma

Level

2

Length

Typically 12 to 18 months

Delivery model

In-house delivery

Entry requirements

Entry criteria will be set by individual employers.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and/ or English must ensure that they achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in a relevant role in the manufacturing industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

261

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEAN MANUFACTURING OPERATIVE - ST0420 PATHWAY 4 – Production Processing / Finishing Role profile The manufacturing industry offers an exciting and varied career both in the UK & abroad providing a broad spectrum of opportunities for people to work in a technically advanced and innovative environment. The UK industry is highly regarded worldwide for its innovation and manufacturing excellence and requires a high degree of skill & knowledge across all levels of organisations. Businesses within the sector range from small family run manufacturing operations to large multi-national companies driving the countries growth & wealth.

A lean manufacturing operative can be required to carry out manufacturing activities on multiple products with different specifications consecutively e.g. automotive manufacturing – multi models manufacturing results in the manufacturing of different models of vehicle with different specification variants within a high-volume environment.

Lean Manufacturing Operatives are expected to carry out their work safely and meet the exacting quality standards demanded in a fastpaced and efficient processing environment and develop into a multi-skilled operator through process ownership.

They will be required to contribute, develop and support improvement in the manufacturing operation using continuous improvement methods, kaizen tools, process visualisation using lean principles and problem solving tools and techniques.

Operatives will be required to prepare, control, contribute to and complete manufacturing operations, and follow manufacturing processes and standard operating procedures (SOPs) whilst adhering to specific safe working policies & procedures.

They will work closely with stakeholders and will have clear reporting lines to ensure appropriate escalation e.g. team leader, line leader, process leader, supervisor etc. should problems occur

within the process.

Lean manufacturing operatives will be responsible for maintaining Health and Safety requirements at all times e.g. wearing correct Personal Protective Equipment (P.P.E.) correct use of equipment and tooling, safe stopping and resetting of machinery, maintain an organised work area e.g. 5s (sifting, sorting, sweeping, spick & span and sustain) ensuring the safe disposal of waste in line with environmental systems and regulatory requirements (ISO 14001).

They will be responsible for carrying out quality checks throughout the manufacturing operations to ensure quality is built in and that any defects or concerns are highlighted and dealt with in line with relevant quality standards (ISO 9002).

Typical job roles include team member production, manufacturing production operative, manufacturing assembly operative, manufacturing inspection/quality assurance operative, manufacturing logistics operative, manufacturing material handling operative, manufacturing process/finishing operative.

KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS Apprentices will develop the core knowledge and skills required of a Lean Manufacturing Operative, in addition to specialist knowledge and skills relevant to their chosen pathway.

KNOWLEDGE Apprentices will develop knowledge and understanding of: • Health & Safety: Relevant statutory, organisational and health and safety regulations relating to lean manufacturing operations and safe practices.

• Environmental: Compliance procedures/ systems in line with regulatory requirements e.g. ISO 14001 or other relevant environmental standards.

262

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Production: Their individual roles and responsibilities within the organisation and the flexibility required to deliver products to meet customers costs/delivery targets/ requirements e.g. Just in time (JIT).

• Lean Manufacturing Operations: Manufacturing standard operation procedures (SOPs) adherence and development of lean processes.

• Quality Control: Process equipment monitoring, data collection, error proofing and operating procedures e.g. ISO 9002 or other relevant quality standards.

• Problem Solving: The tools and methods of effective problem solving using data, reports and documents to resolve production related issues e.g. A3 report, graphs, matrices and escalate concerns • Continuous Improvement: How to study and identify ways to improve the safety, quality, cost or process efficiency using lean manufacturing tools e.g. kaizen .

• Communication: How to share information using a range of methods within the manufacturing environment e.g. oral, written, electronic, information boards, visual displays.

• Workplace Organisation: How to maintain a safe and efficient work site through workplace

T: 01902 837198

finishing procedures and environmental regulations that need to be observed • The procedure for the recovery or restart of manufacturing due to quality or process concern • The importance of following the predetermined sequence of events in the processing/finishing operation and the consequences of not following them

SKILLS

In addition, apprentices working in a production processing/finishing role will develop knowledge and understanding of: • What tools and equipment are used for the processing/finishing operations undertaken and how to check that they are in a safe and usable condition • Where to obtain the necessary job instructions, processing/finishing procedures and equipment operating procedures that are used, and how to interpret them • Specific safe working practices, processing/ 263

Apprentices will develop skills in: • Health & Safety: Work safely at all times, complying with health and safety legislation, regulations, and other relevant guidelines.

Identify risks within their processes and support/carry out countermeasure activities to improve safe working. Manage tooling, equipment and materials daily in-line with supplier standards e.g. COSHH (Control of Substances Hazardous to Health).

• Environmental: Comply with environmental procedures and systems and contribute to the achievement of specific standards e.g.

ISO 14001 or other relevant environmental standards and use the 4R’s (Reduce, Re-use, Recycle, Recover) where possible.

• Production: Demonstrate their ability to carry out their role effectively, efficiently and flexibly maintaining lean manufacturing principles to meet customer’s demands e.g.

JIT • Lean Manufacturing Operations: Demonstrate their skill and knowledge following SOPs and building their versatility across a number of processes and process areas. Select and use appropriate tools, equipment and materials to carry out the manufacturing operation • Quality Control: Demonstrate appropriate process documentation control. Accurately completing check sheets, monitoring process and equipment data efficiently and legibly using the correct terminology

City of Wolverhampton College

•

•

•

•

Apprenticeships - A Guide for Employers

required to meet the quality standard e.g. ISO 9002 Problem Solving: Demonstrate their ability to identify and resolve problems within the lean manufacturing environment using effective problem solving tools and techniques.

Manage problems that may occur during the manufacturing process within the limits of their responsibility and escalate as appropriate Continuous Improvement: Generate ideas and contribute to process improvement activities individually or as part of a team through fact finding and analysis to improve the safety, environment, quality, cost or production process. Identifying and eliminating the 7 wastes (defects, over production, transportation, waiting, inventory, motion and processing) Communication: Demonstrate communication skills which include oral, written, electronic (PC), information boards or visual displays to effectively share information Workplace Organisation: Maintains and monitors the work site efficiently and effectively at all times using the elements of sifting, sorting, sweeping, spick & span (5’s) within the lean manufacturing environment

In addition, apprentices working in a production processing/finishing role will develop skills enabling them to: • Perform one processing/finishing operation method e.g. hand processing, manually operated machine processing, fully automated machine processing, combined processing • Obtain and follow the correct job instructions, processing/finishing procedures and equipment operating procedures in accordance with time constraints and the roles and responsibilities identified for the processing/finishing activity • Perform the processing/finishing operation

www.wolvcoll.ac.uk/employers

    

according to instructions and safe operating procedures • Monitor and control the processing/finishing operation • Carryout quality checks on component parts and completed assemblies and deal with quality concerns and defects in line with their responsibility • Produce processed/finished products which comply with processing specification

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Punctual, reliable and takes responsibility for their own actions • Show respect for others, having regard for diversity and equality • Respond positively to change in the working environment • Integrates within the team and supports others • Can work independently and effectively in challenging situations • Maintains quality of work under pressure • An open and honest communicator • Listens to other people’s opinions • A positive and respectful attitude • Follows instructions and guidance and demonstrates attention to detail • Seeks opportunities to develop and adapt to different situations, environments or technologies

264

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

SUMMARY Qualification

Manufacturing Knowledge and Skills Level 2 Diploma

Level

2

Length

Typically 12 to 18 months

Delivery model

In-house delivery

Entry requirements

Entry criteria will be set by individual employers.

Maths and English

Apprentices without Level 1 (or equivalent) in maths and/ or English must ensure that they achieve this level and take the test for Level 2 prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the minimum maths and English requirement is Entry Level 3.

A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable apprentices to gain employment in a relevant role in the manufacturing industry.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

265

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Science Apprenticeships The science manufacturing technician apprenticeship focusses on identifying problems, improving processes and increasing production – all of which are essential for the efficient and effective operation of any business – and is suitable to train new staff or upskills existing employees in companies of all sizes.

266

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

The college offers the following science manufacturing technician apprenticeships:  Science Manufacturing Technician – Level 3

267

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SCIENCE MANUFACTURING TECHNICIAN - ST0250 Role profile Science manufacturing technicians operate the systems and equipment, involved in the production of products and work in a wide range of companies including, but not exclusively, chemical, primary and secondary pharmaceutical, biotechnology, formulated products and nuclear manufacturing.

They are proactive in finding solutions to problems and identifying areas for improving their work environment and may work in varied conditions including wearing specialist safety equipment, shift work and on sites running 365day operations.

Many companies operate under highly regulated conditions and a premium is placed on appropriate attitudes and behaviours to ensure employees comply with organisational safety and regulatory requirements.

Science manufacturing technicians are expected to work both individually and as part of a manufacturing team. They must be able to work with minimum supervision, taking responsibility for the quality and accuracy of the work they undertake.

•

•

•

•

•

•

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

•

KNOWLEDGE and SKILLS

•

Apprentices will develop a range of knowledge and skills enabling them to: • Both independently and within a team startup a manufacturing batch or continuous process in line with appropriate Standard Operating Procedures, understanding the principles of operation • Both independently and within a team operate a manufacturing batch or continuous process in line with appropriate Standard Operating Procedures, understanding the principles of operation • Both independently and within a team shut

down/complete a run of the manufacturing batch or continuous process in line with appropriate Standard Operating Procedures, understanding the principles of operation Work safely in a science manufacturing environment, understanding personal responsibility for Health, Safety and the Environment and principles of risk management Understand and follow quality procedures to meet the requirements of quality standards relevant to the workplace Understand the internal and external regulatory environment pertinent to the sector and the employer and comply with regulations proficiently Control and monitor a process or plant and equipment, effectively, efficiently and securely, and resolve problems or correct abnormal conditions Complete documentation relevant to the manufacturing process including relevant calculations Understand the business environment in which the company operates including personal role within the organisation, ethical practice and codes of conduct.

Participate in continuous performance improvement Develop and apply theoretical knowledge of relevant science and technology and its application to the required sector & job role

BEHAVIOURS Apprentices will demonstrate the following behaviours, attitudes and interpersonal skills required in the workplace: • Communicate effectively using a full range of skills: speaking; listening; writing; body language; presentation • Work and interact effectively within a team • Work independently and take responsibility for initiating and completing tasks • Understand impact of work on others, 268

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

especially where related to diversity and equality • Time management and ability to complete work to schedule • Ability to handle change and respond to change management processes

SUMMARY Qualification

Polymer Manufacturing Technologies Level 3 Diploma

Level

3

Length

36 months

Delivery model

Block release

Entry requirements

Pre-assessment

Maths and English

Apprentices without Level 2 maths and English will need to achieve this level prior to completing the programme.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments

Progression

Full-time employment in the sector

Professional body recognition

Completion of the programme will enable apprentices to apply for registration as a Registered Science Technician (RSCiTech) or Engineering Technician (EngTech)

Employer support

A dedicated account manager will guide and support employers throughout the programme.

269

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Teaching and Education Apprenticeships As an employer in the education sector – whether a headteacher in a primary or secondary school, a training provider looking for mentors to support adult learners, or an organisation needing to support staff learning in the workplace – offering an apprenticeship to new or existing staff will ensure they have the necessary skills and knowledge to support learners of all ages and abilities in a range of educational and workplace settings.

270

    

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

The college offers the following teaching and education apprenticeships:  Learning Mentor – Level 3  Teaching Assistant – Level 3

271

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

LEARNING MENTOR - ST0148 Role profile Mentoring is the foundation of vocational training and apprenticeships and takes place in all parts of the education and training sector and staff-development contexts.

Learning mentors support learners of all ages, and all levels, to develop within a new work role.

The learners may be apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment.

They support the development of learners’ knowledge, skills and behaviours, throughout their programme - particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis) - and give practical, technical and/or pastoral support and guidance.

Learning mentors will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. They are therefore a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners.

They collaborate closely with colleagues, other education and training sector professionals, employers and/or human resource colleagues to meet learners’ needs and help them to achieve their potential.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Effective practice in providing accurate and relevant vocational/pastoral advice and guidance • Effective questioning, active-listening and assertiveness techniques

• Learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team • Roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements • Who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress • Mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement • Organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare • Roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans • How learners may become physically or psychologically at risk, and channels for reporting concerns • Opportunities for continuing professional development • Quality assurance requirements relating to the mentoring environment.

SKILLS Apprentices will gain skills in how to: • Advise, guide and supervise learners to acquire the most benefit from their learning programme • Communicate and collaborate effectively and use effective questioning, listening and assertiveness skills • Work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience • Liaise with assessors, coaches and/ or teachers to facilitate formative and summative assessment of learners’ skills and knowledge • Identify and refer issues relevant to learners’ 272

To find out more about apprenticeships contact:

•

•

• • • •

E: employerenquiries@wolvcoll.ac.uk

progress and well-being, to educationproviders and/or workplace colleagues Collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement Maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements Liaise with relevant colleagues to support the implementation of learners’ action plans Be vigilant in safeguarding learners and others in contact with them Maintain the currency of their vocational skills Comply with internal and external quality assurance requirements

T: 01902 837198

BEHAVIOURS Apprentices will demonstrate the following behaviours: • Promote an ethos of motivation, aspiration and a passion for learning • Operate at all times to ethical and legal standards and within professional boundaries • Value equality and diversity and work with others to improve equality of opportunity and inclusion • Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control • Demonstrate, encourage and expect mutual respect in all professional contexts

SUMMARY Qualification

Learning Mentor Level 3 Award Safeguarding Level 1

Level

3

Length

12-18 months

Delivery model

The programme will be delivered through blended learning.

Face- to- face sessions can be delivered once a month at college or in the workplace and are supported by online learning.

Entry requirements

GCSE 9(A*) -3(D) in maths and English or equivalent

Maths and English

Apprentices without English and maths at Level 2 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff. A qualified assessor will provide an induction and regular workplace assessments

Progression

Completion of the programme will enable the apprentice to act as a learning mentor and/or progress further within their vocation specialism and/or into roles involving the assessment and coaching of vocational learners. They may also be eligible to progress onto a full teaching role within an education and training provider organisation.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

273

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

TEACHING ASSISTANT– ST0454 Role profile Teaching assistants work in primary, secondary and special education across all age ranges encompassing special educational needs and emotional vulnerabilities.

The primary role of a teaching assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, supporting pupils to access the curriculum, ensure they understand the work set, know their learning objectives and stay on task in order to make progress.

They promote self-belief, social inclusion and high self-esteem, which play an integral part in pupils’ well-being, and ensure pupils thrive in a positive, nurturing, safe environment.

Teaching assistants are good role models, act with honesty and integrity, take part in team meetings, contribute to planning and class activities; and promote fundamental British Values through spiritual, moral, social and cultural development and positive behaviours which crucial in contributing to improved pupil progress and development.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS KNOWLEDGE Apprentices will develop knowledge of: • Understanding how pupils learn and develop: Understand the need to provide feedback to support and facilitate an appropriate level of independence. Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations Recognise different stages of child development through school, eg: transition between key stages.

• Technology: Recognise the importance of using appropriate technology to support learning.

• Working with teachers to understand and support assessment for learning: Understand the need to accurately observe, record and report on pupil’s participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils. Understand the school’s assessment procedures for benchmarking against targets set by the class teacher. Be familiar with assessment materials.

• Curriculum: An appropriate knowledge of the curriculum and context they are working in.

• Keeping Children Safe in Education: Understand current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent strategy. Understand the importance of sharing relevant information, in a timely manner with the designated safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of health & safety policy.

SKILLS Apprentices will gain skills in the following areas: • Developing strategies for support: Develop strategies for support: to support and encourage pupils to move towards independent learning. Use appropriately varied vocabulary to ensure pupils’ understanding. Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school’s policy. Deliver interventions in accordance with training given (RAG rating).

Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements.

Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.

274

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

• Communication and teamwork: Work closely with teachers to ensure own contribution aligns with the teaching. Ensure regular communication with teachers to provide clarity and consistency of role within lessons.

Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding. Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.

Comply with policy and procedures for sharing confidential information and know when and where to seek advice. Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent strategy.

Undertake safeguarding training every three years. Support pupils’ wellbeing whilst embedding the importance of online safety.

• Working with teachers to accurately assess: Contribute to a range of assessment processes and use information effectively for example: written records. Use specific feedback to help pupils make progress. Apply good subject knowledge to support accurate assessment.

• Using technology: Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems.

• Use relevant technology competently and effectively to improve learning.

• Ensure pupils use technology safely.

• Problem solving/ability to motivate pupils: Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning. Recognise the difference between pastoral and academic issues and model good behaviour for learning.

BEHAVIOUR Apprentices will demonstrate the following behaviours: 275

T: 01902 837198

• Building relationships/ embracing change: Flexibility, trust, professional conduct, confidentiality and being respectful.

Promote the school’s efforts to build positive behaviour for learning. Promote and exemplify positive behaviour and uphold the school ethos. Be enthusiastic and open to new ideas.

• Adding value to education: Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.

• Promoting equality, diversity and inclusion: Keep pupils at the centre of everything.

Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.

• Professional standards and personal accountability: Demonstrate professional relationships in line with staff handbook.

Be diplomatic, a positive role model and maintain confidentiality. Optimise learning opportunities and reflect on their personal development. Demonstrate a willingness to learn and improve personal skill set.

• Team working, collaboration/ engagement: Work collaboratively and constructively with the whole school team. Engage professionally as appropriate with outside professionals

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

SUMMARY Qualification

Specialist Support for Teaching and Learning City & Guilds Level 3 Diploma

Level

3

Length

18–24 months

Delivery model

Day release September intake: Wednesday 9.30am-12.30pm March intake: Tuesday 6pm-9pm

Entry requirements

Five GCSEs, including maths and English at Grade 4/5 (C) or above.

Maths and English

Apprentices without English and/or maths at Level 2 must achieve these prior to taking the end point assessment.

Apprentice support and assessment

Throughout the programme the apprentice will receive expert training from highly qualified staff. A qualified assessor will provide an induction and regular workplace assessments.

Progression

As well as ensuring full competency as a teaching assistant, this standard provides a foundation for potential progression into a number of career paths in the educational sector including higher level teaching assistant, assistant teacher and teacher.

Employer support

A dedicated account manager will guide and support employers throughout the programme.

276

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

277

T: 01902 837198

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

Apprenticeship FAQs

278

    

To find out more about apprenticeships contact:

How many hours per week does an apprentice need to work?

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

An apprentice must work for a minimum of 30 hours per week and a maximum of 40 hours per week, which must include their time at college

How much do I Apprentices are entitled to be paid the need to pay an national minimum wage for apprentices apprentice? - current rates can be found at https:// www.gov.uk/become-apprentice/pay-andconditions.

For the first 12 months of training, apprentices at all ages, are eligible to be paid at the standard apprentice rate.

After completing the first year of training, apprentices aged 19 or over are entitled to the national minimum wage for their age.

As part of their contract of employment apprentices are entitled to time for training and studying as part of the apprenticeship, as well as holiday pay and other employee rights.

When an employer signs an apprenticeship agreement with the college, the account manager will provide details of payment and other workplace entitlements.

279

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

What is the age limit Apprenticeship training is available to for apprentices? anyone aged 16 or over.

How long is an Apprenticeship programmes are typically apprenticeship? between x and x months including the end point assessment (EPA) however this may differ if the apprentice has prior knowledge or experience.

When a candidate is selected for an apprenticeship, the college assessor will discuss the timeframe for the training with them and the employer and targets and timescales will be agreed.

As part of the new apprenticeship standards, on completion of the training, all apprentices will be required to undergo an EPA - an in-depth assessment of the skills, knowledge and behaviours that they have gained during the programme.

The EPA usually takes around x months and successful completion will bring the apprenticeship to a conclusion.

How and when will Apprenticeships are a combination of onthe apprentice the-job training and studying at college. train?

280

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

T: 01902 837198

Who will monitor The account manager will work with an the apprentice’s employer to agree a training schedule for progress? the apprentice and advise on which days they will be required to attend college.

Progress reviews will be carried out by a college assessor in the workplace every x weeks The reviews are a three-way process between the apprentice, employer and assessor and an opportunity to discuss progress, agree targets and look at any additional support that may be required.

All assessments are booked at a convenient time for the employer and apprentice and any disruption to their work schedule will be minimal.

When can an Apprenticeships operate on a ‘roll on roll off’ apprentice start basis, which means there are no set start training? dates and training can commence at any point.

As soon as an employer has indicated that they wish to take on an apprentice, the college aims to complete all paperwork and 281

City of Wolverhampton College

Apprenticeships - A Guide for Employers

www.wolvcoll.ac.uk/employers

    

get the new apprentice onboard within two weeks.

How can the The college offers a free apprenticeship company recruit an recruitment service for employers and will apprentice? advertise vacancies on the college website and social media channels, as well as on the government’s national apprenticeship service website.

The college’s apprenticeship recruitment team will work with employers to ensure the right person is selected for the job and can assist with screening applications and shortlisting candidates for interview.

282

To find out more about apprenticeships contact:

E: employerenquiries@wolvcoll.ac.uk

283

T: 01902 837198

To find out more about apprenticeships contact: e employerenquiries@wolvcoll.ac.uk t 01902 837198  www.wolvcoll.ac.uk/employers  City of Wolverhampton College Paget Road campus Wolverhampton WV6 0DU