Highfield Level 3 End-Point Assessment for Improvement ...content-web3.highfieldqualifications.com/media/... · IMT V1.0 Introduction Standard overview Improvement Technicians are

End-Point Assessment Kit

Highfield Level 3 End-Point Assessment for Improvement Technicians

© Highfield

Level 3 Improvement

Technician

EPA-Kit

Contents

1. Introduction

2. Mapping

3. The Highfield Approach

4. Delivering the Standard

5. Gateway

6. Assessment Summary

7. Assessing the Multiple-Choice Examination

8. Assessing the Report, Presentation & Questioning

9. Assessing the Professional Discussion underpinned by log

10. Mock Assessment Documentation

IMT V1.0

Level 3 Improvement

Technician

EPA-Kit

Introduction

• How to use this EPA kit

• Standard overview

• On programme requirements

• Additional, relevant on-programme qualifications

• Readiness for end-point assessment

• Order of end-point assessment

• Resit & retake information

IMT V1.0

How to Use This EPA Kit

Welcome to the Highfield End-Point Assessment Kit for the Improvement Technician

Apprenticeship Standard.

Highfield is an independent end-point assessment organisation that has been approved to

offer and carry out the independent end-point assessments for the Level 3 Improvement

Technician Apprenticeship Standard. Highfield internally quality assure all end-point

assessments in accordance with its IQA process, additionally all end-point assessments are

externally quality assured by the relevant EQA organisation.

This guide is designed to outline all you need to know about the end-point assessments for

this standard and will also provide an overview of the on-programme delivery requirements.

In addition, advice and guidance for trainers on how to prepare apprentices for the end-

point assessment is included. The approaches suggested are not the only way in which an

apprentice may be prepared for their assessments, but trainers may find them helpful as a

starting point.

Key Facts Apprenticeship standard: Improvement Technician Level: 3 On Programme Duration: Typically, 12-15 months Grading: Pass/merit/distinction End-Point Assessment Duration: 2 months End-Point Assessment methods: • Multiple choice examination

• Project report, presentation and questioning

• Professional discussion underpinned by log

In this guide, you will find:

• guidance focused on delivery, where the standard and assessment criteria are

presented in a suggested format suitable for delivery

• guidance on how to prepare the apprentice for gateway

• get detailed information on which part of the standard is assessed by which

assessment method

• a section focused on the end-point assessment method where the assessment

criteria are presented in a format suitable for carrying out mock assessments

• suggestions on how to prepare the apprentice for each part of the end-point

assessment.

IMT V1.0

Introduction

Standard overview

Improvement Technicians are responsible for delivery and coaching of improvement activity

within an area of responsibility, often associated with Lean and Six Sigma methodologies.

They can be found across all industry sectors and functions including automotive, banking,

engineering, food products, IT, property, retail, telecoms etc.

Typically, Technicians work as a member of an operational team to resolve problems -

preventing re-occurrence, engaging others in issues affecting them and to support the

improvement of performance. Typical activities include:

• Engaging team members in the identification of improvement opportunities and

relevant countermeasures and controls

• Initiating and facilitating improvement activities through to confirmed resolution

• Providing local expertise in business improvement methods and basic tools to team

There are a variety of job titles associated with the occupation, these include, but are not

limited to: Business Improvement Co-ordinator, Continuous Improvement Executive,

Process Technician, Operational Excellence/Lean Engineer, Lean Six Sigma Yellow belt and

Quality Control Analyst.

IMT V1.0

On-programme requirements

The period of learning, development and continuous assessment is managed by the

employer, in most cases with the support of a training provider. The on-programme pace

will be driven by individuals as well as by the breadth of experience an employer can offer.

The whole programme will be completed in no less than 12 months. The apprentice may

start the end-point assessment at the earliest after 12 months on-programme.

In order to drive quality and consistency through on-programme learning employers may

wish to consider the following:

• use of their normal performance management processes to monitor the progress of

the apprentice, provide feedback and guide development

• provide support, ensuring the requirements of the apprenticeship standard are

reflected in the above processes, and by filling any gaps through their work with

apprentices

• carry out joint reviews of progress at regular intervals, involving apprentices, line

managers and others with a direct relationship, e.g. mentors, workplace coaches,

etc. They should agree how any issues are to be resolved together.

During the time on programme the apprentice:

• must have been involved with an improvement project which allows them to gather

evidence of actions they have taken to go toward the completion of a project

portfolio and report

• develop and maintain examples of their work throughout their apprenticeship that

cover the full standard. This should be in the form of a log, detailing all training,

learning and workshops undertaken during the apprenticeship. The log must

reference between 13 and 15 pieces of evidence. This should be presented at the

gateway meeting.

• progress throughout the apprenticeship should be reviewed on-programme at

intervals agreed by the employer and training provider, for example at 3, 6 and 9

months

The improvement project the apprentice writes about must:

• clearly demonstrate delivery of business improvement benefit. This business benefit

has to be confirmed in writing by the apprentice’s employer

• be completed in the apprentice’s workplace

• address a substantive business problem(s)

• follow each step of one of the recognised improvement methodologies

IMT V1.0

Additional, relevant on-programme qualification

The Improvement Technician standard does not have a mandatory qualification. Employers

can include optional qualifications if they wish to do so.

Readiness for end-point assessment

In order for an apprentice to be ready for the end-point assessments:

• The employer must be satisfied that the apprentice is consistently working at or

above the level set out in the standard. To ensure this, the apprentice must attend a

formal meeting with their employer to complete the gateway readiness report.

• The apprentice must have completed the log of all training, learning and workshops

they have attended.

• The apprentice must have completed a project portfolio to evidence completion of

an improvement project(s).

• The apprentice must have achieved Level 2 English and Mathematics

• The above must be completed, the apprentice and the employer should then engage

with Highfield to agree a plan and schedule for each assessment activity to ensure all

components can be completed within a 2-month end-assessment window. Further

information about the gateway process is covered later in this guide

IMT V1.0

Order of end-point assessments

The project report, presentation & questioning and professional discussion underpinned by

the log will take place during month two with a minimum of two weeks’ notice period

required.

The multiple-choice examination can take place at any point during the EPA period.

IMT V1.0

Level 3 Improvement

Technician

EPA-Kit

Mapping Documents

IMT V1.0

End-Point Assessment Mapping at a Glance

Standard Assessment

Method KSB

Standard

Assessment Method

KSB

Standard Assessment

Method KSB

Compliance E R

K1.1-1.5 S1.1-1.2

Project Selection and Scope

E R

K7.1-7.2 S6.1-6.3

Root cause analysis E R

K13.1 S15.1-15.3

Team formation and Leadership

R PD

K2.1 K2.2

Problem definition

E R

K8.1-8.4 S7.1-7.2

Experimentation E K14.1-14.3

Self-Development PD K3.1 Process mapping and Analysis

E R

K9.4-9.4 S9.1-9.5

Identification and prioritisation

E R

K15.1-15.3 S16.1-16.3

Project Management

PD E R

K3.4 K4.1-4.4 S3.1-3.3

Data acquisition for analysis

E R

K10.1-10.6 S11.1-11.3

Sustainability and Control

E R

K16.16.2 S18.1-18.4

Change Management

E R

PD

K5.1-5.4 S4.2-4.5

S4.1

Basic Statistics and measures

E R

K11.1 S12.1-12.3

Communication PD S2.1

Principles and Methods

E R

K6.1-6.4 S5.1-5.2

Process capability and Performance

E R

K12.1-12.2 S14.1-14.3

Data Analysis – Statistical Methods

R S13.1-13.3

Voice of the Customer

R S8.1-8.3 Lean Tools R S10.1-10.3 Team-working PD B2.1-2.4

Benchmarking PD S17.1 Drive for results PD B1.1-1.6 Safe Working PD B5.1-5.3

Professionalism PD B3.1-3.3 Continuous Development

PD B4.1-4.7

Key: E = Multi Choice Examination, R = Project Report, Presentation & Questioning, PD = Professional Discussion, underpinned by log KSB = Knowledge, Skills, Behaviour

IMT V1.0

End-Point Assessment Mapping at a Glance: by Assessment Method

Assessment Method Standard KSB

Multi Choice Examination Compliance Change Management

Principles and Methods Project Selection and Scope

Problem definition Process mapping and Analysis Data acquisition for analysis

Basic Statistics and measures Process capability and Performance

Root cause analysis Experimentation

Identification and prioritisation Sustainability and Control

Project Management

K1.1 - 1.2 K5.1 – 5.4 K6.1 – 6.4 K7.1 – 7.2 K8.1 – 8.4 K9.1 – 9.4

K10.1 – 10.6

K11.1 K12.1 – 12.2

K13.1 K14.1 – 14.3 K15.1 – 15.3 K16.1 – 16.2

K4.1 – 4.4

Project Report, Presentation & Questioning

Compliance Team formation and Leadership

Project Management Change Management

Principles and Methods Project Selection and Scope

Voice of the Customer Problem definition

Data Analysis- Statistical methods Continuous Development

Process mapping and Analysis Data acquisition for analysis Basic Statistics and measures

Process capability and Performance Lean Tools

Root cause analysis Identification and prioritisation

Sustainability and Control Drive for Results

S1.1 – 1.2 K2.1

S3.1 – S3.3 S4.2 – 4.5 S5.1 – 5.2 S6.1 – 6.3 S8.1 – 8.3 S7.1 – 7.2

S13.1 – 13.3 B4.8

S9.1 – 9.5 S11.1 – 11.3 S12.1 – 12.3 S14.1 – 14.3 S10.1 – 10.3 S15.1 – 15.3 S16.1 – 16.3 S18.1 – 18.4

B1.7 – 1.8

Professional Discussion underpinned by log

Team formation and Leadership Self-Development

Project Management Change Management

Benchmarking Professionalism

Drive for results Continuous Development

Communication Team-working Safe Working

K2.2 K3.1 K3.4 S4.1

S17.1 B3.1 – 3.3

B1.1 – 1.6 B4.1 – 4.7

S2.1 B2.1 – 2.4 B5.1 – 5.3

KSB = Knowledge, Skills, Behaviours Please see individual assessment sections in the following pages for full details of Evidence Criteria

IMT V1.0

Level 3 Improvement

Technician

EPA-Kit

The Highfield Approach

• Documents used in developing this end-point assessment

• Specific considerations

IMT V1.0

The Highfield Approach

This section describes the approach Highfield has adopted in the development of this end-

point assessment in terms of its interpretation of the requirements of the end-point

assessment plan and other relevant documents.

Documents used in developing this end-point assessment

Standard (2018)

https://www.instituteforapprenticeships.org/apprenticeship-standards/improvement-

technician/

End-point assessment plan (3rd May 2018)

https://www.instituteforapprenticeships.org/media/1755/st0193_improvement-

technician_l3_epa_pdf-for-publication_may18.pdf

Specific considerations

In accordance with the Improvement Technician assessment plan, Highfield have noted that

where assessment criteria are not present, these have had to be created based on the

standards provided.

The assessment criteria have been written based on the standards and the grading criteria

from the assessment plan.

For the presentation and questioning and professional discussion, Highfield have taken the

decision to allow apprentices the maximum allocated time as stated in the assessment plan.

For the multiple-choice exam, the assessment plan states that 40 questions should be

drawn at random for every test. Highfield have created a bank of questions for the

Improvement Practitioner EPA and questions are drawn from this bank in order to create

examination papers that ensure full and comparable coverage of the required knowledge

criteria in every test.

https://www.instituteforapprenticeships.org/apprenticeship-standards/improvement-technician/

https://www.instituteforapprenticeships.org/apprenticeship-standards/improvement-technician/

https://www.instituteforapprenticeships.org/media/1755/st0193_improvement-technician_l3_epa_pdf-for-publication_may18.pdf

https://www.instituteforapprenticeships.org/media/1755/st0193_improvement-technician_l3_epa_pdf-for-publication_may18.pdf

IMT V1.0

Level 3 Improvement

Technician

EPA-Kit

Delivering the Standard • Compliance

• Team Formation and Leadership

• Self-Development

• Project Management

• Change Management

• Principles and Methods

• Voice of the Customer

• Benchmark

• Professionalism

• Project Selection and Scope

• Problem Definition

• Process Mapping and Analysis

• Data Acquisition for Analysis

• Basic Statistics and Measures

• Process Capability and Performance

• Lean Tools

• Drive for Results

• Continuous Development

• Root Cause Analysis

• Experimentation

• Identification and Prioritisation

• Sustainability and Control

• Communication

• Data Analysis – Statistical Methods

• Team-working

• Safe Working

IMT V1.0

The Improvement Technician Apprenticeship

Standard

The following pages contain the improvement technician apprenticeship standard and the

assessment criteria in a suggested format that is suitable for delivery.

IMT V1.0 3

Compliance Knowledge Skills

Legislative and customer compliance requirements including health

and safety

Work in accordance with organisational controls and statutory

regulations

Multi Choice Examination

Assessment Criteria K1.1 Identify an employer’s main duty under the Health and Safety at Work Act (1974) K1.2 Explain the purpose of customer compliance requirements


Pass Criteria Merit Criteria Distinction Criteria

S1.1 Plan and conduct the project in accordance with legislative requirements and organisational policies

S1.2 Work in accordance with organisational controls

There are no merit criteria There are no distinction criteria

Amplification and Guidance

• Legislative requirements and organisational policies o Policies held within a Company Handbook o Health and Safety at Work Act (1974) o The Working Time Regulations (1998) o The Health and Safety (Display Screen Equipment) Regulations 1992

• Organisational Controls o Regarding decision making, financial and legal compliance o Strategic Objectives o Operational Policies o Employee Guidelines

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Team Formation and Leadership

Knowledge Improvement team roles and responsibilities in a change environment



K2.1 Explain how to work effectively with others in a team during a project




K2.2 Explain their role in the improvement team


Self-Development

Knowledge

Different sources for knowledge development



K3.1 Explain the different sources of information that have been used to develop their knowledge



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• Different Sources o Previous experience or learning o Online reference materials o Textbooks o Peers o Professional bodies, or individuals from other organisations

Project Management Knowledge Skills

Project charter, Gantt chart, reporting documentation, Red Amber

Green (RAG) status, communication (verbal and non-verbal

channels) and implementation plans.

Plan, manage and implement improvement activities. Identify and

support management of risks. Develop the business case for

improvement activity and implementation.


Criteria covered in multi choice examination K4.1 Identify the main purpose of a Project Charter K4.2 Explain the content of an effective communication plan K4.3 Explain the content of an implementation plan K4.4 Outline the purpose of using Red, Amber, Green (RAG) status in project management reporting K4.5 Describe the key features of a Gantt chart



S3.1 Produce a project plan to schedule work activities

S3.2 Determine the timeline, resources needed and the order in which tasks will be complete

S3.3 Successfully deliver a project that meets the initial objectives and


IMT V1.0 6

delivers business improvement benefits



S3.4 Explain their approach to Project Management including identification and approach to risk



• Project Charter o A statement of the scope, objectives, and participants in a project, roles and responsibilities. Includes, outlines the project

objectives, identifies the main stakeholders, and defines the authority of the project manager. It serves as a reference of authority for the project

• Gantt Chart o Provides a view of tasks scheduled over time. A Gantt chart includes, the start and end date of the project, project tasks,

responsibilities, when tasks start and finish, and how tasks group together, overlap and link with each other

• Implementation Plan o Is a plan of how the organisation will complete actions in order to accomplish strategic objectives and goals

Change Management

Knowledge Skills Roles of the manager and leader within change. Influencing,

reinforcement and coaching principles. Engage through communications. Reinforce – positively and

negatively. Effectively coach peers. Multi Choice Examination

Criteria covered in multi choice examination K5.1 Identify the key skills a leader needs to manage change effectively

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K5.2 Describe organisational and individual barriers to change and methods to overcome these K5.3 Identify the role that coaching can play in supporting change in the organisation K5.4 Recognise how to reinforce change in the organisation



S4.1 Explain how they engaged others through Change Management



Pass Criteria Merit criteria Distinction Criteria

S4.2 Effectively coach peers to support implementation of the change

S4.3 Act to help others recognise the future benefit of change that has been implemented

S4.4 Recognise and acknowledge the efforts and achievements of others in delivering the change

S4.5 Promote the change through effective communication



• Barriers to change o Organisational barriers- no involvement from employees, unclear goals, poor leadership or leadership strategy, ineffective

communication. o Individual barriers- comfort in what works now, fear of ability to perform, lack of awareness of the need for change, fear of

job security.

IMT V1.0 8


Knowledge Skills

Six Sigma principles per ISO13053 (International Organisation for

Standardisation), interim containment actions, Lean principles

Use a structured method and appropriate improvement tools

engaging with subject matter experts to deliver business benefits


Criteria covered in multi choice examination K6.1 Define the focus of six-sigma methodology K6.2 Explain how DMAIC is used for solving problems in Six Sigma K6.3 Explain the purpose of interim containment actions in the 8D Framework K6.4 Identify the main principles of Lean



S5.1 Explain how they used each improvement tool

S5.2 Demonstrate use of a recognized problem-solving methodology and appropriate improvement tool(s) to deliver business benefits



• Six Sigma o A disciplined, data-driven approach and methodology for eliminating defects or solving problems in any process. It describes

quantitatively how a process is performing. To achieve Six Sigma, a process must not produce more than 3.4 defects per million opportunities. A Six Sigma defect is defined as anything outside of customer specifications.

• DMAIC o An acronym for five the interconnected phases of a six-sigma project: Define, Measure, Analyse, Improve, and Control. Each

step in the DMAIC Process is required to ensure the best possible results.

• 8D Framework

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o Eight Disciplines (8Ds) Problem Solving is a method to approach and to resolve problems, typically employed by engineers or other professionals. It focusses on product and process improvement, to identify, correct, and eliminate recurring problems. It establishes a permanent corrective action based on statistical analysis of the problem and on the origin of the problem by determining the root causes.

• Lean o Lean focusses on the collective use of individuals and teams to resolve problems. Lean Six Sigma is a methodology that relies

on a collaborative team effort to improve performance by systematically removing waste and reducing variation. It combines lean and Six Sigma to eliminate waste.

• Business Benefits o Eliminate recurring problems, eliminating waste in process or quality


Knowledge Skills

Selection matrix, scoping tree Identify and scope improvement projects and establish clear

measurable objectives


Criteria covered in multi choice examination K7.1 Describe the purpose of a scoping tree in selecting a project to undertake K7.2 Explain the main benefit of a selection matrix



S6.1 Use a recognized technique/tool to identify and scope the project

S6.2 Develop clear measurable objectives for the project

S6.3 Explain how outputs of each tool used inform the next steps when scoping an improvement project and establishing measurable objectives

There are no distinction criteria

IMT V1.0 10


• Scoping Tree o A tool to determine whether a project is within scope. Used to set and communicate the scope of the project to managers,

executives or other stakeholders

• Selection Matrix o A qualitative technique used to rank options. Used for making decision. A basic decision matrix consists of establishing a set

of criteria options which are scored and summed to gain a total score which can then be ranked. It can include weighting of options to determine a final rank.

Problem Definition

Knowledge Skills

Exploratory data analysis, data collection planning, problem and goal

statements

Develop a problem/opportunity statement supported by validated

data


Pass Criteria K8.1 Explain data collection planning methods K8.2 Identify expected outcomes from exploratory data analysis K8.3 Define the purpose of a problem statement K8.4 Explain what a goal statement should contain



S7.1 Use validated data to develop a problem statement for the project

S7.2 Explain how the outputs of each tool are used to inform of the next steps


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when developing a problem/opportunity statement


• Problem Statement o A concise a description of the issue(s) that need(s) to be addressed. It is used to focus and monitor progress and validate that

the effort delivered an outcome that solves the problem statement.

Process mapping and analysis

Knowledge Skills

Supplier Input Process Output Customer (SIPOC), process mapping,

value and waste analysis, performance metrics - discrete data

Apply process mapping tools to visualise processes, analyse process

performance establishing key insights for performance improvement


Pass Criteria K9.1 Identify the benefits of creating a SIPOC diagram K9.2 Identify the benefits of process mapping K9.3 Explain the purpose of a value and waste analysis K9.4 Describe the use of “discrete data” in performance metrics



S9.1 Present current processes using recognized process mapping tools

S9.2 Identify value added processes and waste in existing processes using Value Stream Mapping

S9.3 Summarise where performance improvements can be achieved

S9.5 Explain how outputs of each tool used inform the next steps when applying process mapping tools and analysing process performance


IMT V1.0 12

S9.4 Establish performance metrics and benchmarks at critical points in the proposed process


• SIPOC o Supplier Inputs Process Outputs Customer - a visual tool for documenting a business process from beginning to end. SIPOC

diagrams are also referred to as high level process maps because they do not contain much detail.

• Value Stream Mapping o A lean-management method for analysing the current state and designing a future state for a process. The purpose of value

stream mapping is to identify and remove or reduce "waste" in value streams, thereby increasing the efficiency. Waste removal is intended to create leaner operations which in turn make waste and quality problems easier to identify.

IMT V1.0 13


Knowledge Skills

Data stratification, sampling theory, data types, variation types and

sources, data collection tools, operational definition and principles of

measurement error

Develop data collection plan and validated measurement processes

to understand performance


Pass Criteria K10.1 Explain the purpose of “data stratification” K10.2 Identify the key factors that affect the size and number of samples to take when acquiring data K10.3 Define the difference between continuous and discrete data K10.4 Determine relevant data collection methods appropriate to the requirements K10.5 Define the term “organisational definitions” K10.6 Explain the purpose of output and input data in establishing measures


Pass criteria Merit Criteria Distinction Criteria

S11.1 Create a data collection plan S11.2 Demonstrate data-backed decision

making to support definition, measurement, analysis and improvement

S11.3 Explain how the outputs of each tool are used to inform of the next steps when using a data collection plan and understanding performance



• Data Stratification o A lean-management method for analysing the current state and designing a future state for a process. The purpose of value


• Data Collection Plan o The type of data required, stratification factors, operational definitions, level of confidence, collection methods and

responsibilities.

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Basic statistics and measures

Knowledge Skills

Control charts - discrete data Establish patterns and trends in data over time using tally, pie,

run/trend and pareto charts


Pass Criteria K11.1 Explain the use of a control chart



S12.1 Use a Run Chart and Pareto Chart to establish patterns in the data collected over a period

S12.2 Analyse the patterns displayed in the charts to draw conclusions and determine potential future trends

S12.3 Explain how outputs of each tool used inform the next steps when establishing patterns and trends in data over time



• Run/trend chart o A basic graph that displays data values in a time sequence (the order in which the data was generated). A run chart can be

useful for identifying shifts and trends, hence the name.

• Pareto chart o A type of chart that contains both bars and a line graph, where individual values are represented in descending order by bars,

and the cumulative total is represented by the line.

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Process capability and performance

Knowledge Skills

Capability analysis - continuous data Analyse product/process performance using good quality data


Pass Criteria K12.1 Describe the purpose of a process-capability analysis K12.2 Explain why continuous data is used in capability analysis



S14.1 Analyse product/process performance using continuous data

S14.2 Make a judgement on process or product capability using the results of the analysis

S14.3 Explain how the outputs of each tool are used to inform the next steps when analysing product or process performance from good quality data



• Process Capability Analysis o A lean-management method for analysing the current state and designing a future state for a process. The purpose of value


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Root cause analysis

Knowledge Skills

Histograms Use cause and effect diagrams, technique of 5 whys and graphical

analysis to understand and verify root causes


Pass Criteria K13.1 Explain the purpose of a Histogram



S15.1 Use the 5 whys questioning to determine the root cause of the problem to be solved

S15.2 Create a cause and effect diagram to verify the potential root causes and understand their relationship

S15.3 Explain how the outputs of each tool are used to inform the next steps in verifying root causes



• 5 whys o an iterative questioning technique used to explore the cause-and-effect relationships underlying a problem. The primary goal

of the technique is to determine the root cause by repeating the question "Why?"

• Cause and Effect diagrams o Also called the fishbone diagram, identifies many possible causes for an effect or problem. It can be used to structure a

brainstorming session. It immediately sorts ideas into categories. The diagram includes major categories of causes which are then broken down further. Methods, Machines, People, Materials Measurement, Environment

IMT V1.0 17

Experimentation

Knowledge

Active analysis versus one factor at a time, Plan Do Check Act


Pass Criteria K14.1 Explain the term “one factor at a time” K14.2 Identify the benefit of active analysis over one factor at a time when designing experiments K14.3 Identify uses for the Plan Do Check Act approach


• Plan-Do-Check-Act o An iterative four-step management method used for the control and continual improvement of processes and products. It is

also known as the Deming circle/cycle/wheel, the Shewhart cycle, the control circle/cycle, or plan–do–study–act (PDSA).

IMT V1.0 18


Knowledge Skills

Brainstorming, selection criteria Identify and prioritise improvement solutions


Pass Criteria K15.1 Explain the key benefits of effective brainstorming K15.2 Define the term “Affinity Grouping” K15.3 Identify factors to consider when selecting improvement projects



S16.1 Identify Improvement solutions based on relevant solution criteria

S16.2 Prioritise solutions based on relevant selection criteria

S16.3 Explain how the outputs of each tool are used to inform the next steps in identifying and prioritising improvement solutions



• Affinity Grouping o A brainstorming method in which participants organize their ideas and identify common themes.

IMT V1.0 19


Knowledge Skills

Process Create control and reaction plans with detection measures, identify

opportunities to embed changes to leverage benefit to the business


Pass Criteria K16.1 Explain why processes need a control mechanism K16.2 Summarise key qualities of a successful and sustainable process



S18.1 Create a process control plan which includes measures to detect when the process control parameters are out of control, and actions to take to restore the process

S18.2 Identify opportunities to embed changes in the organisation

S18.3 Show how the changes benefitted the organisation

S18.4 Explain how the outputs of each tool are used to inform the next steps when identifying opportunities to embed changes to leverage benefit to the business


IMT V1.0 20

Communication

Skills

Share improvement progress through appropriate reporting



S2.1 Explain how progress was shared throughout the project



• Project Status Reports o A regular report, usually generated by the project Manager which summarizes general project information, milestone

reviews, issues and risks, and key metrics.

IMT V1.0 21


Skills

Apply techniques to identify customers, their requirements and translate these to metrics



S8.1 Collect Voice of Customer (VoC) data using recognised techniques to identify the critical needs that customers have

S8.2 Develop measurable performance requirements

S8.3 Explain how outputs of each tool used inform the next steps when identifying customers’ requirements and translating these to metrics



• Voice of Customer (VoC) data using recognised techniques o Kano Analysis, Kotler Five levels of need

• Measurable performance Requirements o Critical to Quality (CTQ) Tree (Diagram-based tool used to translate broad customer needs into specific, actionable,

measurable performance requirements.)

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Lean Tools

Skills

Apply techniques such as identification and removal of 8 wastes, 5S (Sort, Shine, Set, Standardise, Sustain), standard work, kaizen, visual

displays and controls, error proofing, preventative maintenance



S10.1 Select and justify the use of lean tools to reduce waste and improve processes

S10.2 Use the selected techniques to eliminate waste and improve processes

S10.3 Explain how outputs of each tool used inform the next steps when identifying and using lean tools



• 8 Wastes o Defects, Over-production, Waiting, Non-utilized talent, Transportation, Inventory, Motion, Excessive Processing

• 5S o Sort, Shine, Set, Standardize, Sustain

• Standard Work o Detailed definition of the most efficient method to produce a product (or perform a service). It provides a baseline from

which a better approach can be developed, allowing continuous improvement.

• Kaizen o the continual improvement of processes through using workforce suggestions

• Error Proofing Tools o A simple and often inexpensive device that prevents defects from being made or highlights a defect so that it is not passed to

the next operation.

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Data Analysis- Statistical Methods

Skills

Identify common and special cause variation



S13.1 Use Control charts or Run charts to identify common cause and special cause variation

S13.2 Explain the different factors that have contributed to special cause variations

S13.3 Explain how outputs of each tool used inform the next steps when identifying common and special cause variation



• Common Cause Variation o The variation due to random shifts in factors that are always present in a process

• Special Cause Variation o Variation above and beyond common cause variation, from factors not always present in the process.

IMT V1.0 24

Benchmarking

Skills

Recognise the value of sharing best practice



S17.1 Explain how best practice can be shared with others


IMT V1.0 25

Drive for results

Behaviours

Clear commitment for identifying opportunities and delivering improvements, pays attention to detail



B1.1 Demonstrate clear commitments for identifying opportunities and delivering continuous improvement

B1.2 Demonstrate how own attention to detail has contributed to the successful implementation of changes

B1.3 Identify other opportunities for improvement in their area

B1.4 Take the opportunity to co-deliver training to upskill colleagues



Project Report, Presentation and Questioning


There are no pass criteria B1.7 Take the opportunity to share and/or replicate the improvements made to one other area/system where there are differences in the solutions/control required to deliver successful outcomes

B1.8 Take the opportunity to share and/or replicate the improvements made to one other area/system where there are differences in baseline metrics

IMT V1.0 26

Team-Working

Behaviours

Helps when asked, works effectively in a diverse team, considers impact of own actions on others, motivates peers


Pass criteria Merit Criteria Distinction Criteria

B2.1 Provide support to other members of the team when requested to do so

B2.2 Demonstrate meaningful contributions as part of a diverse team in delivering objectives

B2.3 Explain how own actions have impacted others

B2.4 Explain how own actions have helped motivate peers


IMT V1.0 27

Professionalism

Behaviours

Acts in a moral, legal and socially appropriate manner, aligns behaviours to the organisation’s values, trusted to working on own when

appropriate



B3.1 Act in a moral, legal and socially appropriate manner

B3.2 Demonstrate how own behaviours contribute to delivering products or services in a manner that aligns with the organisation’s values

B3.3 Work Independently



• Moral, legal and socially appropriate manner o Following organisational policies relating to conduct and professionalism

IMT V1.0 28

Continuous Development

Behaviours

Acts upon feedback, reflects on performance and has a desire for learning



B4.1 Use feedback from others to improve own contribution to successful delivery of individual, team and organisational objectives

B4.2 Identify own strengths and areas for improvement

B4.3 Identify and discuss opportunities for learning and development

B4.4 Evaluate improvement journey and identify recommendations for improvement/change

B4.5 Use knowledge and skills to support colleagues in their application of improvement tools





There are no pass criteria There are no merit criteria B4.8 Seeks opportunities to apply Lean, Six Sigma, Project and Change Management tools in daily work


• Others o Managers, colleagues or customers

IMT V1.0 29

Safe Working

Behaviours

Ensures safety of self and others, challenges safety



B5.1 Adhere to organisational and legal regulations relating to Health, Safety and Welfare

B5.2 Act to minimize risk of danger to self and others

B5.3 Report any hazards or occurrences that are likely to cause harm to self or others



• Organisational and Legal Regulations o Company Health and Safety Policy, Health and Safety at Work Act (1974)

IMT V1.0

Level 3 Improvement

Technician

EPA-Kit

Gateway

• How to prepare for gateway

• The gateway meeting

• Improvement Technician gateway readiness report

IMT V1.0

Gateway

How to prepare for gateway

After apprentices have completed their on-programme learning they should be ready to

pass through ‘gateway’ to their end-point assessment.

Gateway is a meeting that should be arranged between the apprentice, their employer and

training provider to determine that the apprentice is ready to undertake their end-point

assessment. The apprentice should prepare for this meeting by bringing along work-based

evidence, including the completed;

• log detailing all training, learning and workshops attended demonstrating that a

minimum of 20% off-the-job training has been completed over the

apprenticeship. The log must contain 13-15 pieces of evidence.

• project portfolio to evidence completion of an improvement project or projects.

In advance of gateway, apprentices will need to have:

• achieved Level 2 English

• achieved Level 2 Maths

Therefore, apprentices should be advised by employers and providers to gather this

evidence throughout their on-programme training. It is recommended that employers and

providers complete regular checks and reviews of this evidence to ensure the apprentice is

progressing and achieving the standards before the formal gateway meeting is arranged.

IMT V1.0

The gateway meeting

The meeting should last around an hour, during which the following form will be completed

and agreed by all 3 parties. This form should then be submitted to Highfield to initiate the

end-point assessment process.

The gateway meeting should last around an hour and must be completed on or after the

apprenticeship on-programme end date. It should be attended by the apprentice and the

relevant people who have worked with the apprentice on-programme, such as the line

manager/employer or mentor, the on-programme trainer/training provider and/or a senior

manager (as appropriate to the business).

During the meeting, the apprentice, employer and training provider will discuss the

apprentice’s progress to date and confirm if the apprentice has met the full criteria of the

apprenticeship standard during their on-programme training. The following gateway

readiness report should be used to log the outcomes of the meeting and agreed by all 3

parties. The report should then be submitted to Highfield to initiate the end-point assessment

process. If you require any support completing the Gateway Readiness Report, please contact

your Employer Engagement Manager at Highfield Assessment.

Please note: a copy of the standard should be available to all attendees during the gateway meeting. Reasonable adjustments and special considerations Highfield Assessment has measures in place for apprentices who require additional support. Please refer to the Highfield Assessment Reasonable Adjustments Policy for further information/guidance. ID requirements Highfield Assessment will need to ensure that the person undertaking an assessment is indeed the person they are claiming to be. All employers are therefore required to ensure that each apprentice has their identification with them on the day of the assessment so the end-point assessor can check. Highfield Assessment will accept the following as proof of an apprentice’s identity:

• a valid passport (any nationality)

• a signed UK photocard driving licence

• a valid warrant card issued by HM forces or the police

• another photographic ID card, e.g. employee ID card, travel card, etc.

IMT V1.0 ST0193/AP04

Improvement Technician

Gateway Readiness Report (Standard Version: 2019; Assessment Plan Version: 10th July 2019 ST0193/AP04)

Apprentice’s details

Apprentice’s name: Apprentice’s job title:

Employer’s organisation: Training provider’s organisation:

Office use:

HA check

Apprenticeship start date: Apprenticeship on programme end date: Min.duration (Y/N)

Gateway meeting date:

Has the apprentice taken any part of the end-point assessment

for this apprenticeship standard with any other End Point

Assessment Organisation?

Pre-requisite requirements Before the discussion takes place about the apprentice’s achievement of the standard, the apprentice must confirm to the employer that they have achieved any pre-requisite requirements:

Pre-requisite requirement Achieved? Evidence

Maths Level 2

English Level 2

Completed Log

Completed Project Portfolio

Office use only:

Highfield Assessment Sign off


Gateway Review The gateway review should be completed by the employer, supported by the training provider, to record how the apprentice has met each of the standard subject areas. This can be discussed through a Q&A, and/or the apprentice may present evidence that can be reviewed during the meeting to show their achievement of the standard.

The employer, supported by the training provider, must agree that the apprentice is, in their view, competent in the role and therefore ready to undertake the end-point assessment. This should be recorded in the table below, along with any comments.

Apprenticeship standard review

Standard subject area Assessment

Ready? Comments

Compliance


Self-Development

Project Management

Change Management



Benchmarking

Professionalism


Problem definition

Process mapping and Analysis


Basic Statistics and measures

Process capability and

Performance

Lean Tools

Drive for Results


Root cause analysis

Experimentation

Identification and Prioritisation



Communication

Data Analysis – Statistical Methods

Team-working

Safe Working


Gateway Meeting Outcome

Should the apprentice not be assessment-ready, a period of additional training and

preparation must take place. Following the additional training and preparation, the Gateway

Readiness Report must be completed again.

If the apprentice is assessment-ready, the following declaration must be signed by all parties

and the Gateway Readiness Report submitted to Highfield Assessment.

Declaration:

By signing this form, the signatories below confirm that they understand and agree to the

following:

1. That the apprentice has completed the mandatory on programme elements of the apprenticeship and is ready for end-point assessment with Highfield

2. That all evidence used within any assessment or presented to Highfield is the apprentice’s own work and does not infringe any third-party rights

3. That evidence may be recorded and stored for quality assurance purposes using either video or audio equipment

4. That the apprentice meets all Highfield’s and Education and Skills Funding Agency (“ESFA”) requirements, including that relating to eligibility to be put forward for end-point assessment

5. That the apprentice has been on-programme for the minimum duration required by the ESFA and Assessment Plan

6. That the apprentice has achieved the minimum pre-requisite maths and English achievement as detailed in this document and on the Assessment Plan

7. That the apprentice, if successful, gives permission for Highfield to request the apprenticeship certificate from the ESFA who issue the certificate on behalf of the Secretary of State.

The undersigned also acknowledge and accept that, in the event that any of the above

requirements are not met, Highfield will be unable to end-point assess the apprentice.

Furthermore, in such circumstances Highfield may draw any defaults to the attention of the

ESFA or any other relevant authority/organisation.

Signed on behalf of the employer by: Signature: Date:

Signed on behalf of the training provider by: Signature: Date:

Apprentice’s name: Signature: Date:

IMT V1.0

Level 3 Improvement Technician

EPA-Kit

Assessment Summary

• Summary of assessments

• Multiple Choice Examination

• Report, Presentation and Questioning

• Professional Discussion underpinned by log

• Grading

• Resit and retake information

IMT V1.0

Assessment Summary

The end-point assessment for Improvement Technician is made up of 3 components:

1. Multiple Choice Examination (40-minutes duration)

2. Report, Presentation and Questioning (40-minute presentation, 35-minute questioning)

3. Professional Discussion underpinned by log (50-minutes duration)

Whilst it is expected that the report presentation and questioning, and professional discussion

underpinned by the log will take place on the same day, it is not a requirement that they do.

The multiple-choice examination can take place at any point during the EPA period.

As an employer/training provider, you should agree a plan and schedule with the apprentice to

ensure all assessment components can be completed effectively.

The project report, presentation & questioning and professional discussion will take place during

month two.

Each component of the end-point assessment will be assessed against the appropriate criteria

laid out in this guide, which will be used to determine a grade for each individual component.

Multiple Choice Examination

The multiple-choice examination will contain 40 knowledge-based questions and have a time

limit of 40-minutes.

The multiple-choice examination is an open book exam. Reference books can ben used but access

to the internet is prohibited.


Pass Merit Distinction

25-29 marks 30-35 marks 36-40 marks


In order to achieve a pass in the project report, presentation and questioning:

• All pass criteria must be covered

To achieve a merit in the project report, presentation and questioning:

IMT V1.0

• All pass criteria and all merit criteria must be covered

To achieve a distinction:

• All pass, merit and distinction criteria must be covered


In order to achieve a pass in the professional discussion, underpinned by log:


To achieve a merit in the professional discussion, underpinned by log:

• All pass criteria and 3 out of the 4 additional criteria must be covered


• All pass and all 4 additional criteria must be covered

Grading

Each assessment method will be individually graded in line with the conditions outlined above–

fail, pass, merit, distinction.

Each of the three assessment methods must be passed in order to achieve a pass overall.

A fail in one or more of the assessment methods will result in a fail in the EPA.

Points will be awarded for each grade using the table below. Points for each assessment method

will be added together to determine the overall grade.


Multiple Choice Examination 10 20 30

Project Report, Presentation & Questioning 60 120 180

Professional Discussion underpinned by log 30 60 90

Total points achieved Overall Grade

99 or less Fail

100 – 199 Pass

200 – 259 Merit

260+ Distinction

IMT V1.0

Retake and Re-sit information

Apprentices that fail the EPA will have the opportunity to re-sit/re-take. A re-sit does not require

further learning, whereas a re-take does.

Apprentices who fail any one EPA method will be offered the opportunity to take a re-sit/re-take

for that one method. The re-sit/re-take must be taken within one month of notification of the

result of the original EPA, otherwise the entire EPA must be retaken.

The re-sit/re-take will be graded pass/merit/distinction and combined with the grades for the

other 2 assessment methods to determine the EPA grade. If an apprentice fails the re-sit/re-take,

they will be required to re-take the EPA in full after a period of further learning.

Re-sits/re-takes are not available to apprentices wishing to move from pass to merit/distinction

or merit to distinction.

Apprentices who fail more than one of the EPA methods or who have re-taken the EPA in full due

to conditions described above will be required to re-take the entire EPA after a period of further

learning and the maximum grade awarded will be ‘pass’ unless Highfield establishes that the

reason for the original fail was for reasons beyond the apprentice’s control.

In all cases the apprentice’s employer will need to agree that a re-sit or re-take is an appropriate

course of action.

IMT V1.0

Summary of end-point assessments

Multiple Choice Examination Project Report, Presentation

and Questioning

Professional Discussion

underpinned by log

The 40-minute multiple

choice examination consists

of 40 knowledge-based

questions

the apprentice can refer to

training materials or

reference books if required

but cannot make use of

computer search engines or

electronic devices.

The test may be delivered

online or be paper-based and

should be in a ‘controlled’

environment.

In the 12-15 months the

apprentice has been on

programme, they will have

been a part of an

improvement project. The

apprentice must produce a

report about this during the

end point assessment period

after gateway.

The evidence contained in the

report will comprise a series of

pieces of work, or sections on

the report, related to each one

of the steps of one of the

recognised problem-solving

methodologies.

The apprentice will have to

produce a 40-minute

presentation based around the

project report It is up to the

apprentice how this

information is presented, for

example through PowerPoint,

through a large copy of the

project ‘A3’ report, images or

charts.

The Assessor will then

question the apprentice for

35-minutes on each of the

required KSBs which have not

been evidenced through the

report and presentation.

The 50-minute professional

discussion will be a

structured discussion

between the apprentice and

the end-point assessor.

The apprentice must

complete a log that details all

of the training, learning and

workshops they have

attended. This log must have

a minimum of one piece of

evidence to cover each one

of the required standards.

The independent assessor

will typically ask 13-15 open

questions and can ask follow

up questions for clarification

to elicit evidence that the

KSB’s have been attained.

IMT V1.0

The presentation and questioning, and professional discussion

will need to take place in a controlled environment i.e. a quiet

room, away from the normal place of work.

The presentation and questioning, and professional discussion

may be conducted using technology such as video link, as long

as fair assessment conditions can be maintained. Acceptable

means of remote assessment include video conferencing/video

calling and must include a 2-way visual and audio link.

IMT V1.0


EPA-Kit

Assessing the Multiple-Choice

Examination

• The Multiple-Choice Examination - Guidance

• The Multiple-Choice Examination - Criteria

IMT V1.0

Multiple Choice Examination- Guidance

The multiple-choice examination will contain 40 knowledge-based questions and have a time

limit of 40 minutes. The pass mark for this exam is 62.5% (25 out of 40).

The apprentice may refer to training material/reference books but may not access computer

search engines or similar.

A maximum of 12 apprentices per administrator/invigilator are allowed. A maximum of 4

apprentices are allowed for an online examination.

Please refer to the Highfield Examination and Invigilation policy for further information regarding

the ID verification process and details regarding the set-up of End-Point Assessments.



25-29 marks 30-35 marks 36-40 marks

The test will cover the following categories:

• Compliance • Change Management

• Principles and Methods • Project Selection and Scope

• Problem definition • Process mapping and analysis

• Data acquisition for analysis • Basic statistics and measures

• Process capability and Performance • Root cause analysis

• Experimentation • Identification and prioritisation

• Sustainability and Control

Before the Assessment

• While on-programme, the employer/training provider should brief the apprentice on the

areas to be assessed by the on-demand test.

• In readiness for the end-point assessment, the apprentice should complete a sample test,

this can be found at the end of this section of the EPA-kit.

IMT V1.0

Multiple Choice Examination Criteria

The following pages include the criteria that are covered in the multiple-choice examination.

The Apprentice will know Criteria covered in the multiple-choice

examination

Compliance

Legislative and customer compliance

requirements including health and safety

K1.1 Identify an employer’s main duty under

the Health and Safety at Work Act

(1974)

K1.2 Explain the purpose of customer

compliance requirements

Project Management

Plan, manage and implement improvement

activities. Identify and support management

of risks. Develop the business case for


K4.1 Identify the main purpose of a Project

Charter

K4.2 Explain the content of an effective

communication plan

K4.3 Explain the content of an

implementation plan

K4.4 Outline the purpose of using Red,

Amber, Green (RAG) status in project

management reporting

K4.5 Describe the key features of a Gantt

chart

Change Management

Roles of the manager and leader within

change. Influencing, reinforcement and

coaching principles

K5.1 Identify the key skills a leader needs to

manage change effectively

K5.2 Describe organisational and individual

barriers to change and methods to

overcome these

K5.3 Identify the role that coaching can play

in supporting change in the

organisation

K5.4 Recognise how to reinforce change in

the organisation

IMT V1.0


Six Sigma principles per ISO13053

(International Organisation for

Standardisation), interim containment actions,

Lean principles

K6.1 Define the focus of six-sigma

technology

K6.2 Explain how DMAIC is used for solving

problems in Six Sigma

K6.3 Explain the purpose of interim

containment actions in the 8D

Framework

K6.4 Identify the main principles of Lean


Selection matrix, scoping tree K7.1 Describe the main purpose of a scoping

tree in selecting a project to undertake

K7.2 Explain the main benefit of a selection

matrix

Problem Definition

Exploratory data analysis, data collection

planning, problem and goal statements

K8.1 Explain data collection planning

methods

K8.2 Identify expected outcomes from

exploratory data analysis

K8.3 Define the purpose of a problem

statement

K8.4 Explain what a goal statement should

contain


Supplier Input Process Output Customer

(SIPOC), process mapping, value and waste

analysis, performance metrics – discrete data

K9.1 Identify the benefits of creating a SIPOC

diagram

K9.2 Identify the benefits of process

mapping

K9.3 Explain the purpose of a value and

waste analysis

K9.4 Describe the use of “discrete data” in

performance metrics


Data stratification, sampling theory, data

types, variation types and sources, data

K10.1 Explain the purpose of “data

stratification”

IMT V1.0

collection tools, operational definition and

principles or measurement error

K10.2 Identify the key factors that affect the

size and number of samples to take

when acquiring data

K10.3 Define the difference between

continuous and discrete data

K10.4 Determine relevant data collection

methods appropriate to the

requirements

K10.5 Define the term “organisational

definitions”

K10.6 Explain the purpose of output and input

data in establishing measures


Control charts – discrete data K11.1 Explain the use of a control chart


Capability analysis – continuous data K12.1 Describe the purpose of a process-

capability analysis

K12.2 Explain why continuous data is used in

capability analysis

Root cause analysis

Histograms K13.1 Explain the purpose of a Histogram

Experimentation

Active analysis versus one factor at a time,

Plan Do Check Act

K14.1 Explain the term “one factor at a time”

K14.2 Identify the benefit of active analysis

over one factor at a time when

designing experiments

K14.3 Identify uses for the Plan Do Check Act

approach


Brainstorming, selection criteria K15.1 Explain the key benefits of effective

brainstorming

K15.2 Define the term “Affinity Grouping”

K15.3 Identify factors to consider when

selecting improvement projects

IMT V1.0


Process K16.1 Explain why processes need a control

mechanism

K16.2 Summarise key qualities of a successful

and sustainable process

IMT V1.0


EPA-Kit

Assessing the Report,

Presentation & Questioning

• The Report, Presentation & Questioning – Guidance

• The Report, Presentation & Questioning – Mock Assessment

Guidance

• The Report, Presentation & Questioning – Criteria

IMT V1.0

Project Report, Presentation & Questioning- Guidance

During the 12-15 months leading up to the EPA, the apprentice should have been working on

improvement projects and as such, should be prepared to produce a project report about the

improvement project(s) they have been involved with.

The project report is to be submitted to Highfield by the apprentice within one month following

gateway.

The improvement project must:

• have been completed in the apprentice’s workplace

• must address a fundamental business problem

• follow each step of one of the recognised improvement methodologies

In order to achieve a pass in the project report, presentation and questioning:


To achieve a merit in the project report, presentation and questioning:

• All pass criteria and all merit criteria must be covered


• All pass, merit and distinction criteria must be covered

This assessment component is made up of three parts:

Project Report

The project report must be produced during the End Point Assessment period and submitted to

Highfield within one month of the gateway meeting detailing an improvement project they were

part of during the on-programme time. The End-Point Assessor will read and mark the project

report prior to the presentation and questioning.

The report must follow each step of one of the recognised problem-solving methodologies e.g.

‘Define, Measure, Analyse, Improve, Control’ (DMAIC), ‘8 Disciples (8D)’, ‘Practical Problem

Solving’.

The report should:

• Be a concise, visual summary

• Follow the principles of “A3 Thinking”

• Convey key points in a way that enables messages to be grasped “within 3 seconds”

• Be typically one to three sides of A3

• Include any support documents in an annex which must be submitted with the report and

which must be distinct from documents included in the project portfolio

IMT V1.0

The apprentice should clearly explain:

• the reasons for project selection

• how each improvement tool was used

• the business benefit of the project including a key performance indicator measure (for

example, hours saved, or money saved)

• how the apprentice worked with a team of people during this project

The project report must be authorised by the means of a signed authenticity document from the

apprentice’s line manager to confirm authenticity and business benefit.

Presentation

The apprentice will have to produce a presentation based on the project report and deliver this to

the End Point Assessor who will then be able to question the apprentice based upon the

information contained in the presentation.

There is no word or content restriction in the presentation but, it must follow each step of one of

the recognised problem-solving methodologies.

The presentation must also be authorised by means of a signature from the apprentice’s line

manager confirming authenticity and business benefit.

The presentation and questioning should take no longer than 75 minutes with the maximum

time allowed for the presentation by the apprentice being 40 minutes.

Presentation format

It is up to the apprentice how this information is presented and can be presented in any format.

Acceptable forms of presenting include:

• PowerPoint

• A large copy of the project ‘A3’ report

• Images

• Charts

A representative of the apprentice’s employer must be present during the presentation but only

for the purpose of confirming the validity of the information provided. The representative can

also provide guidance to the assessor regarding company policy and practice where requested.

Internal or external quality assurance staff may also be present.

IMT V1.0

Questioning

The apprentice must bring their project portfolio of evidence and all necessary materials to the

presentation & questioning.

For each of the required KSB’s that are not naturally evidenced through the report and

presentation, the end-point assessor will need to ask follow up questions to elicit evidence that

the KSB’s have been attained.

The questioning must last for no more than 35 minutes.


• The apprentice must complete a project report based on the improvement project they

have been a part of during their time on programme.

• The project report must be submitted to Highfield Assessment within one month

following the gateway meeting. The presentation will take place within month 2 and the

apprentice will be given a minimum of 2 weeks’ notice of when the presentation will be.

• The apprentice must create a presentation around the content contained in the project

report.

• The apprentice will have 35 minutes to answer questions from the assessor to cover any

assessment criteria that weren’t met as part of the presentation.

• Employers/training providers should discuss any relevant improvement project or projects

that have been implemented within the business over the on-programme duration that

the apprentice has been present.

• The apprentice should be encouraged to practice the presentation around the

improvement project with the employer/training provider before the end-point

assessment

• During any practice questioning, the employer/training provider should ask many open

questions and follow up questions as possible within the allocated time as possible, to

help elicit evidence that the KSB’s have been attained.

Employers/training provers should:

• ensure the apprentice knows the date, time and location of the end point assessment

• encourage the apprentice to reflect on their experience and learning on-programme to

understand what is required to meet the standard

• inform Highfield of the apprentice’s selected method of presentation

• prepare/check any/all equipment necessary to enable to apprentice to present

IMT V1.0

Project Report, Presentation & Questioning- Mock Assessment

It is the employer/training providers responsibility to prepare apprentices for their end-point

assessment, and Highfield recommends that the apprentice completes a mock presentation and

experiences the mock questioning in preparation for the real thing. The most appropriate form of

mock assessment will depend on the resources available and the industry the apprentice has

been working on improvement projects on.

In designing a mock assessment, the employer/training provider should include the following

elements in its planning:

• The subject of the mock presentation should be a real improvement project that the

apprentice has been a part of

• The report must show a clear business benefit to the employer

• The presentation can be in any format but must be a concise visual summary

• The key points of the presentation must be grasped within 3 seconds

• Apprentices must clearly explain the reasons why they chose the selected project, how

each improvement tool was used, the business benefit of the project including a key

performance indicator measure (hours saved, money saved, efficiency increase) and how

the apprentice worked with a team of people during the project

• The project must follow one of the recognised problem-solving methodologies

• A 75-minute time slot should be made available for the complete presentation and

questioning (maximum of 40 minutes for the presentation and maximum of 35 minutes

for questioning), if it is intended to be a complete mock observation covering all relevant

standards. However, this time may be split up to allow for progressive learning.

• consider a video recording of the mock assessment, and allow the it to be observed by

other apprentices, especially if it is not practicable for the employer/training provider to

carry out a separate mock assessment with each apprentice

• ensure that the apprentice’s performance is assessed by a competent trainer/assessor,

and that feedback is shared with the apprentice to complete the learning experience. The

mock assessment sheets later in this guide may be used for this purpose

IMT V1.0

Project Report, Presentation & Questioning- Criteria

The presentation and questioning will last for a total of 75 minutes during which, the following

standards should be evidenced. Apprentices should prepare for this by ensuring their project

report is submitted and that they can speak comfortably for up to 40 minutes about this in the

presentation. The apprentice can only achieve a distinction by achieving all of the pass merit and

distinction criteria listed.

Compliance

Work in accordance with organisational

controls and statutory regulations

Pass Criteria

S1.1 Plan and conduct the project in

accordance with legislative

requirements and organisational

policies

S1.2 Work in accordance with organisational

controls with regards to decision

making, finance and legal compliance


Improvement team roles and responsibilities

in a change environment

Pass Criteria

K2.1 Explain how they worked with others in

a team during the project

Project Management





Pass Criteria

S3.1 Produce a project plan to schedule

work activities

S3.2 Determine the timeline, resources

needed and the order in which tasks

will be complete

S3.3 Successfully deliver a project that meets

the initial objectives and delivers

business improvement benefits

Change Management

Engage through communications. Reinforce –

positively and negatively. Effectively coach

peers.

Pass Criteria

S4.2 Effectively coach peers to support

implementation of the change

IMT V1.0

S4.3 Act to help others recognise the future

benefit of change that has been

implemented

S4.4 Recognise and acknowledge the efforts

and achievements of others in

delivering the change

S4.5 Promote the change through effective

communication


Use a structured method and appropriate

improvement tools engaging with subject

matter experts to deliver business benefits

Pass Criteria

S5.1 Explain how they used each

improvement tool

S5.2 Demonstrate use of a recognised

problem-solving methodology and

appropriate improvement tool(s) to

deliver business benefits


Identify and scope improvement projects and

establish clear measurable objectives

Pass Criteria

S6.1 Use a recognised technique/tool to

identify and scope the project

S6.2 Develop clear measurable objectives for

the project

Merit Criteria

S6.3 Explain how outputs of each tool used

inform the next steps when scoping an

improvement project and establishing


Problem Definition

Develop a problem/opportunity statement

supported by validated data

Pass Criteria

S7.1 Use validated data to develop a

problem statement for the project

Merit Criteria

S7.2 Explain how the outputs of each tool

are used to inform of the next steps

when developing a

problem/opportunity statement

IMT V1.0


Apply process mapping tools to visualise

processes, analyse process performance

establishing key insights for performance

improvement

Pass Criteria

S9.1 Present current processes using

recognised process mapping tools

S9.2 Identify value added processes and

waste in existing processes using Value

Stream Mapping

S9.3 Summarise where performance

improvements can be achieved

S9.4 Establish performance metrics and

benchmarks at critical points in the

proposed process

Merit Criteria


inform the next steps when applying

process mapping tools and analysing

process performance


Develop data collection plan and validated

measurement processes to understand

performance

Pass Criteria

S11.1 Create a data collection plan

S11.2 Demonstrate data-backed decision

making to support definition,

measurement, analysis and

improvement

Merit Criteria

S11.3 Explain how the outputs of each tool are

used to inform of the next steps when

using a data collection plan and

understanding performance


Establish patterns and trends in data over

time using tally, pie, run/trend and pareto

charts

Pass Criteria

S12.1 Use a Run Chart and Pareto Chart to

establish patterns in the data collected

over a period

S12.2 Analyse the patterns displayed in the

charts to draw conclusions and

determine potential future trends

Merit Criteria

IMT V1.0


inform the next steps when establishing

patterns and trends in data over time


Analyse product/process performance using

good quality data

Pass Criteria

S14.1 Analyse product/process performance

using continuous data

S14.2 Make a judgement on process or

product capability using the results of

the analysis

Merit Criteria


used to inform the next steps when

analysing product or process

performance from good quality data

Root cause analysis

Use cause and effect diagrams, technique of 5

whys and graphical analysis to understand and

verify root causes

Pass Criteria

S15.1 Use the 5 whys questioning to

determine the root cause of the

problem to be solved

S15.2 Create a cause and effect diagram to

verify the potential root causes and

understand their relationship

Merit Criteria


used to inform the next steps in

verifying root causes


Identify and prioritise improvement solutions Pass Criteria

S16.1 Identify improvement solutions based

on relevant solution criteria

S16.2 Prioritise solutions based on relevant

selection criteria

Merit Criteria


used to inform the next steps in

IMT V1.0

identifying and prioritising

improvement solutions


Create control and reaction plans with

detection measures, identify opportunities to

embed changes to leverage benefit to the

business

Pass Criteria

S18.1 Create a process control plan which

includes measures to detect when the

process control parameters are out of

control, and actions to take to restore

the process

S18.2 Identify opportunities to embed

changes in the organisation

S18.3 Show how the changes benefitted the

organisation

Merit Criteria


used to inform the next steps when

identifying opportunities to embed

changes to leverage benefit to the

business


Apply techniques to identify customers, their

requirements and translate these to metrics

Pass Criteria

S8.1 Collect Voice of Customer (VoC) data

using recognised techniques to identify

the critical needs that customer have

S8.2 Develop measurable performance

requirements

Merit Criteria


inform the next steps when identifying

customers’ requirements and

translating these to metrics

Lean Tools

Apply techniques such as identification and

removal of 8 wastes, 5S (Sort, Shine, Set,

Standardise, Sustain), standard work, kaizen,

visual displays and controls, error proofing,

preventative maintenance

Pass Criteria

S10.1 Select and justify the use of lean tools to

reduce waste and improve processes

S10.2 Use the selected techniques to

eliminate waste and improve processes

IMT V1.0

Merit Criteria



and using lean tools


Identify common and special cause variation Pass Criteria

S13.1 Use Control charts or Run charts to

identify common cause and special

cause variation

S13.2 Explain the different factors that have

contributed to special cause variations

Merit Criteria



common and special cause variation

Drive for results

Clear commitment for identifying

opportunities and delivering improvements,

pays attention to detail

Merit Criteria

B1.7 Take the opportunity to share and/or

replicate the improvements made to

one other area/system where there are

differences in the solutions/control

required to deliver successful outcomes

Distinction Criteria

B1.8 Take the opportunity to share and/or

replicate the improvements made to

one other area /system where there

are differences in baseline metrics


Acts upon feedback, reflects on performance

and has a desire for learning


B4.8 Seeks opportunity to apply Lean, Six

Sigma, Project and Change

Management tools in daily work

IMT V1.0


EPA-Kit

Assessing the Professional

Discussion underpinned by log

• Professional Discussion underpinned by log - Guidance

• Professional Discussion underpinned by log – Mock Assessment

Guidance

• Professional Discussion underpinned by log – Criteria

IMT V1.0

Professional Discussion underpinned by log- Guidance

The apprentice must complete a log that details all of the training, learning and workshops they

have attended which will demonstrate, that they have completed a minimum of 20% off-the-job

training over the course of the apprenticeship. This log will be completed during the on-

programme part of the apprenticeship. This log must have a minimum of one piece of evidence to

cover each one of the required standards.

The log must be submitted to Highfield within one month after the EPA gateway. The log is

reviewed by the end-point assessor before the professional discussion takes place.

The apprentice must bring a copy of their log to the professional discussion to show the assessor

extracts if necessary.

The evidence produced is mapped holistically so that one piece of evidence may cover more than

one standard set for the professional discussion.

The log must reference between 13 and 15 pieces of evidence. The log will then be used as the

focal point of the professional discussion and as such will not be assessed in itself as a separate

assessment method.

The independent assessor will ask the apprentice between 13 and 15 open questions relating to

the log and can if deemed necessary, ask further follow up questions for clarification to elicit

evidence that all the required standards have been attained.

The apprentice will be asked, with reference to their CPD log to explain how KSB’s required were

practically achieved.

Example open questions that might be used could include:

• Describe your role in the improvement team?

• Give me an example of where best practice was shared with others

• What was the objective of working independently?

• How did you identify own your strengths and areas for improvement?

The professional discussion must not last any longer than 50 minutes.

A representative of the apprentice’s employer must be present during the presentation but only

for the purpose of confirming the validity of the information provided. Internal or external quality

assurance staff may also be present.

IMT V1.0

The grades available are fail, pass, merit and distinction.

In order to achieve a pass in the professional discussion, underpinned by log:


To achieve a merit in the professional discussion, underpinned by log:

• All pass criteria and 3 out of the 4 additional criteria must be covered


• All pass and all 4 additional criteria must be covered


The log must be submitted to Highfield within one month after completing the gateway meeting

and will be reviewed but not assessed by the End-Point Assessor before the professional

discussion.

Employers/training providers should ensure:

• the availability of quiet and private rooms suitable for all of the End-Point Assessments to

take place with chairs and a standard or larger sized desk available for each apprentice.

• that appropriate reasonable adjustments are made with Highfield if an apprentice is

declared to the employer as having special needs.

• that the apprentice is encouraged to reflect upon their experiences from their on-

programme time and how this is relevant to the criteria

• the apprentice is aware of the date/time and location of the assessment

• the apprentice knows which assessment criteria they will be assessed on

It is suggested that a mock assessment is carried out by the apprentice in advance of the end-

point assessment with the training provider/employer giving feedback on any areas for

improvement. Apprentices will be assessed against the criteria included in the tables on the

following pages

IMT V1.0

Professional Discussion underpinned by log- Mock Assessment

It is the employer/training providers responsibility to prepare apprentices for their end-point

assessment, and Highfield recommends that the apprentice completes a mock professional

discussion in preparation for the real thing. The most appropriate form of mock assessment will

depend on the resources available and the industry the apprentice has been working on

improvement projects.

In designing a mock assessment, the employer/training provider should include the following

elements in its planning:

• A 50-minute time slot must be made available for the professional discussion

• make sure the mock professional discussion takes place in a suitable location

• consider audio or video recording of the mock professional discussion and allow it to be

available to other apprentices, especially if it is not practicable for the employer/training

provider to carry out a separate mock assessment with each apprentice.

• ensure that the apprentice’s performance is assessed by a competent trainer/assessor

and that feedback is shared with the apprentice to complete the learning experience. The

mock assessment sheets found later in this guide can be used for this purpose.

• The employer/training provider can ask up to 15 open questions and can ask follow up

questions if necessary for clarification to elicit evidence that the KSB’s have been attained

• The apprentice must be asked open questions with reference to their log to explain how

the KSB’s have been achieved. For example:

o Team Formation and Leadership

▪ What is your role in the improvement team?

o Project Management

▪ What is your approach to risk management?

▪ How do you approach risk?

▪ What methods do you use to identify risks?

o Benchmarking

▪ How would you share best practice with others?

▪ What methods do you use to share best practice?

▪ How do you identify best practice?

The purpose of the professional discussion underpinned by the apprentice’s log, is to give the

apprentice the opportunity to demonstrate that they have completed the minimum 20% off-the-

job training. The apprentice will discuss and present the evidence of their training, learning and

workshops undertaken.

IMT V1.0

The log should:

• Clearly demonstrate the completion of any training, learning, and workshops attended

• ensure that there is a minimum of one piece of evidence for each required KSB

• be 2000 words in length +/- 10%

IMT V1.0

Professional Discussion underpinned by log- Criteria

During the practical observation, which will last for 50 minutes, the following standards should be

evidenced. Apprentices should prepare for the professional discussion by considering how the

criteria can be met and by reviewing the evidence contained within their log. The apprentice can

only achieve a distinction by covering all pass, all merit and all of the distinction criteria listed.


Improvement team roles and responsibilities

in a change environment

Pass Criteria

K2.2 Explain their role in the improvement

team

Self-Development

Different sources for knowledge development Pass Criteria

K3.1 Explain the different sources of

information that have been used to

develop their knowledge

Project Management





Pass Criteria

S3.4 Explain their approach to Project

Management including identification

and approach to risk

Change Management

Engage through communications. Reinforce-

positively and negatively. Effectively coach

peers.

Pass Criteria

S4.1 Explain how they engaged others

through Change Management

Communication

Share improvement progress through

appropriate reporting

Pass Criteria

S2.1 Explain how progress was shared

throughout the project

Benchmarking

Recognise the value of sharing best practice Pass Criteria

S17.1 Explain how best practice can be shared

with others

Drive for Results

Clear commitment for identifying

opportunities and delivering improvements,

pays attention to details

Pass Criteria

B1.1 Demonstrate clear commitments for

identifying opportunities and delivering

continuous improvement

IMT V1.0

B1.2 Demonstrate how own attention to

detail has contributed to the successful

implementation of changes

Merit Criteria

B1.3 Identify other opportunities for

improvement in their area

B1.4 Take the opportunity to co-deliver

training to upskill colleagues


B1.5 Identify other opportunities for

improvement in their area

B1.6 Take the opportunity to co-deliver

training to upskill colleagues

Team Working

Helps when asked, works effectively in a

diverse team, considers impact of own actions

on others, motivates peers

Pass Criteria

B2.1 Provide support to other members of

the team when requested to do so

B2.2 Demonstrate meaningful contributions

as part of a diverse team in delivering

objectives

B2.3 Explain how own actions have impacted

others

B2.4 Explain how own actions have helped

motivate peers

Professionalism

Acts in a moral, legal and socially appropriate

manner, aligns behaviours to the

organisation’s values, trusted to working on

own when appropriate

Pass Criteria

B3.1 Act in a moral, legal and socially

appropriate manner

B3.2 Demonstrate how own behaviours

contribute to delivering products or

services in a manner that aligns with

the organisation’s values

B3.3 Work independently


Acts upon feedback, reflects on performance

and has a desire for learning

Pass Criteria

B4.1 Use feedback from others to improve

own contribution to successful delivery

of individual, team and organisational

objectives

IMT V1.0

B4.2 Identify own strengths and areas for

improvement

B4.3 Identify and discuss opportunities for

learning and development

Merit Criteria

B4.4 Evaluate improvement journey and

identify recommendations for

improvement/change

B4.5 Use knowledge and skills to support

colleagues in their application of

improvement tools


B4.6 Evaluate improvement journey and

identify recommendations for

improvement/change

B4.7 Use knowledge and skills to support

colleagues in their application of

improvement tools

Safe Working

Ensures safety of self and others, challenges

safety

Pass Criteria

B5.1 Adhere to organisational and legal

regulations relating to Health, Safety

and Welfare

B5.2 Act to minimise risk of danger to self

and others

B5.3 Report any hazards or occurrences that

are likely to cause harm to self or

others

IMT V1.0


EPA-Kit

Project report, presentation,

questioning mock assessment

materials and mark schemes • Mock Assessment Mark Schemes

IMT V1.0

Mock Assessment Documentation

The following pages contain documentation that may be used for employer/training providers to carry out mock assessments for the project

report, presentation, questioning.

Project Report, presentation and questioning

Ref Assessment Criteria (Pass)

Compliance

S1.1 Plan and conduct the project in accordance with legislative requirements and organisational policies

S1.2 Work in accordance with organisational controls with regards to decision making, finance and legal compliance


K2.1 Explain how they worked with others in a team during the project

Project Management

S3.1 Produce a project plan to schedule work activities

S3.2 Determine the timeline, resources needed and the order in which tasks will be complete

S3.3 Successfully deliver a project that meets the initial objectives and delivers business improvement benefits

Change Management

S4.2 Effectively coach peers to support implementation of the change

S4.3 Act to help others recognise the future benefit of change that has been implemented

S4.4 Recognise and acknowledge the efforts and achievements of others in delivering the change

S4.5 Promote the change through effective communication


S5.1 Explain how they used each improvement tool

IMT V1.0

S5.2 Demonstrate use of a recognised problem-solving methodology and appropriate improvement tool(s) to deliver business

benefits


S6.1 Use a recognised technique/tool to identify and scope the project

S6.2 Develop clear measurable objectives for the project

Problem Definition

S7.1 Use validated data to develop a problem statement for the project


S9.1 Present current processes using recognised process mapping tools

S9.2 Identify value added processes and waste in existing processes using Value Stream Mapping

S9.3 Summarise where performance improvements can be achieved

S9.4 Establish performance metrics and benchmarks at critical points in the proposed process


S11.1 Create a data collection plan

S11.2 Demonstrate data-backed decision making to support definition, measurement, analysis and improvement


S12.1 Use a run chart and pareto chart to establish patterns in the data collected over a period

S12.2 Analyse the patterns displayed in the charts to draw conclusions and determine potential future trends


S14.1 Analyse product/process performance using continuous data

S14.2 Make a judgement on process or product capability using the results of the analysis

Root cause analysis

S15.1 Use the 5 whys questioning to determine the root cause of the problem to be solved

S15.2 Create a cause and effect diagram to verify the potential root causes and understand their relationship


S16.1 Identify improvement solutions based on relevant solution criteria

IMT V1.0

S16.2 Prioritise solutions based on relevant selection criteria


S18.1 Create a process control plan which includes measures to detect when the process control parameters are out of control,

and actions to take to restore the process

S18.2 Identify opportunities to embed changes in the organisation

S18.3 Show how the changes benefitted the organisation


S8.1 Collect Voice of Customer (VoC) data using recognised techniques to identify the critical needs that customers have

S8.2 Develop measurable performance requirements

Lean Tools

S10.1 Select and justify the use of lean tools to reduce waste and improve processes

S10.2 Use the selected techniques to eliminate waste and improve processes


S13.1 Use control charts or run charts to identify common cause and special cause variation

S13.2 Explain the different factors that have contributed to special cause variations

Ref Assessment Criteria (Merit)


S6.3 Explain how outputs of each tool used inform the next steps when scoping an improvement project and establishing


Problem Definition

S7.2 Explain how the outputs of each tool are used to inform of the next steps when developing a problem/opportunity

statement

Process Mapping and analysis

S9.5 Explain how outputs of each tool used inform the next steps when applying process mapping tools and analysing process

performance

IMT V1.0


S11.3 Explain how the outputs of each tool are used to inform of the next steps when using a data collection plan and

understanding performance


S12.3 Explain how outputs of each tool used inform the next steps when establishing patterns and trends in data over time


S14.3 Explain how the outputs of each tool are used to inform the next steps when analysing product or process performance from

good quality data

Root Cause Analysis

S15.3 Explain how the outputs of each tool are used to inform the next steps in verifying root causes


S16.3 Explain how the outputs of each tool are used to inform the next steps in identifying and prioritising improvement solutions


S18.4 Explain how the outputs of each tool are used to inform the next steps when identifying opportunities to embed changes to

leverage benefit to the business


S8.3 Explain how outputs of each tool used inform the next steps when identifying customers’ requirements and translating these

to metrics

Lean Tools

S10.3 Explain how outputs of each tool used inform the next steps when identifying and using lean tools


S13.3 Explain how outputs of each tool used inform the next steps when identifying common and special cause variation

IMT V1.0


EPA-Kit

Professional discussion

underpinned by log mock

assessment materials and mark

schemes • Mock Assessment Mark Schemes

IMT V1.0

Mock Assessment Documentation

The following pages contain documentation that may be used for employer/training providers to carry out mock assessments for the

professional discussion underpinned by log.


Ref Assessment Criteria (Pass)


K2.2 Explain their role in the improvement team

Self-Development

K3.1 Explain the different sources of information that have been used to develop their knowledge

Project Management

S3.4 Explain their approach to Project Management including identification and approach to risk

Change Management

S4.1 Explain how they engaged others through Change Management

Communication

S2.1 Explain how progress was shared throughout the project

Benchmarking

S17.1 Explain how best practice can be shared with others

Drive for Results

B1.1 Demonstrate clear commitments for identifying opportunities and delivering continuous improvement

B1.2 Demonstrate how own attention to detail has contributed to the successful implementation of changes

Team Working

B2.1 Provide support to other members of the team when requested to do so

B2.2 Demonstrate meaningful contributions as part of a diverse team in delivering objectives

IMT V1.0

B2.3 Explain how own actions have impacted others

B2.4 Explain how own actions have helped motivate peers

Professionalism

B3.1 Act in a moral, legal and socially appropriate manner

B3.2 Demonstrate how own behaviours contribute to delivering products or services in a manner that aligns with the

organisation’s values

B3.3 Work independently


B4.1 Use feedback from others to improve own contribution to successful delivery of individual, team and organisational

objectives

B4.2 Identify own strengths and areas for improvement

B4.3 Identify and discuss opportunities for learning and development

Safe Working

B5.1 Adhere to organisational and legal regulations relating to Health, Safety and Welfare

B5.2 Act to minimize risk of danger to self and others

B5.3 Report any hazards or occurrences that are likely to cause harm to self or others

Ref Assessment Criteria (Merit)

Drive for Results






Ref Assessment Criteria (Distinction)

Drive for Results

IMT V1.0






Highfield Assessment

20 September 2019 M-EPA-IMT3001 © 2019 Highfield Awarding Body for Compliance Limited.

Highfield EXAMINATIONHighfield EXAMINATION

We listen and respondWe listen and respond

D

Food Safety in Manufacturing

The seal on this examination paper must only be broken by the candidate at the time of the examination.

Under no circumstances should a candidate use an unsealed examination paper.

Paper Code: FSM3009

Information for registered centres

Information for candidates

Under no circumstances should you the candidate use an unsealed examination paper.

This examination consists of 45 multiple-choice questions. The minimum pass mark is 27 correct answers.

Candidates will achieve a DISTINCTION if they correctly answer 36 or more of the 45 questions.

The duration of this examination is 90 minutes.

You are NOT allowed any assistance to complete the answers.

You must use a pencil to complete the answer sheet - pens must NOT be used.

When completed, please leave the Examination Answer Sheet (EAS) on the desk.

EXAMINATION ANSWER SHEET (EAS) INSTRUCTIONS:

For each question, fill in ONE answer ONLY.

If you make a mistake ensure you erase it thoroughly.

You must mark your choice of answer by shading in ONE answer circle only.

Please mark each choice like this:

All candidates MUST sign the Examination Answer Sheet (EAS) in the bottomright-hand corner of the page before leaving the examination room.

ANSWER COMPLETED CORRECTLY

DO NOT partially shade the answer circleANSWER COMPLETED INCORRECTLY

Examples of how NOT to mark your Examination Answer Sheet (EAS). These will not be recorded.

DO NOT use ticks or crossesANSWER COMPLETED INCORRECTLY

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01 A B C

01 A B C

D01 A B C

D01 A B C

D01 A B C

3 7

3Level

3Level

©Highfield 201730 June 2017 FSM3009©Highfield 201730 June 2017 FSM3009

Highfield QualificationsHighfield House

Heavens WalkLakeside

DoncasterSouth Yorkshire

DN4 5HZUnited Kingdom

Tel: +44 0845 2260350 Tel: +44 01302 363277 Fax: +44 0845 2260360 Fax: +44 01302 [email protected] www.highfieldabc.com

A/615/8169

Paper Code: M-EPA-IMT3001

Improvement Technician EPA Mock Multiple-Choice Test

Information for registered Centres

The seal on this examination paper must only be broken by the learner at the time of the examination. Under no circumstances should a learner use an unsealed examination paper.

Information for candidates

Under no circumstances should you the candidate use an unsealed examination paper.The duration of this examination is 40 minutes.This examination consists of 40 questions.The test is worth 40 marks, with the pass being 25 marks, merit 30 marks and distinction 36 marks. You are NOT allowed any assistance to complete the answers.The apprentice can refer to training materials or reference books if required but cannot make use of computer search engines or electronic devices.When completed, please leave the Examination Answer Sheet (EAS).

EXAMINATION ANSWER SHEET (EAS) INSTRUCTIONS:For each question, fill in ONE answer ONLY.If you make a mistake ensure you erase it thoroughly.You must mark your choice of answer by shading in ONE answer circle only.Please mark each choice like this:

All candidates MUST sign the Examination Answer Sheet (EAS) in the bottomright-hand corner of the page before leaving the examination room.

3Level



Mandatory regulatory compliance is achieved by:

A. displaying the HSE approved law poster on all business premises

B. adhering to the staff and management expenses policy

C. strictly following the unlimited overtime policy

D. complying with the requirements outlined in the company absence management policy

What factors do you need to consider when determining the size and number of samples to take when acquiring data?

A. Sampling items that are easy to measure and sampling at a convenient time of day

B. The situation, the data type and availability of the team to conduct the sample

C. The objective of collecting the data, prior knowledge and ensuring items that are difficult to measure are avoided

D. The type of data, the objectives of collecting it and the level of confidence you need in your conclusions

A GANTT chart typically provides details of the:

A. number of overall tasks, the number completed so far and their cost

B. task duration, task relationships and finish date of the project

C. overall project objective and an outline of the main tasks to be undertaken

D. project level indicators and risk ratings for each task

Overcoming individual and organisational resistance to change is most likely to be achieved by:

A. ensuring the benefits of change are understood, communicating clearly and inviting input and ideas from employees

B. providing minimal information regarding the change but giving ownership to staff as soon as possible

C. promoting as quick a transition to new working methods as possible, but not changing the strategy

D. ensuring employees understand the consequences of not adopting the change, and then implementing the change

A diagram used to facilitate effective project selection, which begins with one central item and then continues to branch off with related factors until the central item has been exhausted is known as a:

A. mind map

B. fishbone diagram

C. flow chart

D. scoping tree

One of the 5 Lean principles is ‘uninterrupted flow’. This specifically relates to:

A. refinement of processes and procedures

B. internal and external communication methods

C. minimising workplace distractions

D. facilitating creative thinking and ideas

41

52

63

Page 2



What is the key piece of legislation that the employer must comply with in the event of a major accident in the workplace?

A. The Regulatory Reform (Fire Safety) Order 2005

B. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)

C. The Personal Protective Equipment at Work Regulations 1992

D. The Data Protection Act 1998

Which of the following is a benefit of a SIPOC diagram?

A. It gives key decision makers a detailed analysis of the inputs and outputs of processes

B. It gives people who are unfamiliar with a process a high-level overview of its inputs and outputs

C. It provides the business with an accurate breakdown of costs for all process inputs against outputs

D. It informs suppliers of the value they add to the process outputs of their customers

Which of the following best describes the relationship between input and output measures?

A. Output measures are leading indicators that identify problems with an input

B. Input measures provide lagging indicators of the critical output measures

C. Input measures are leading indicators of the critical outputs

D. Output measures are leading indicators that reflect the inputs of the process

10

9

8

Page 3

Under which of the following circumstances would you be most likely to use a histogram?

A. To summarise and display the distribution of data from a process

B. To show the relative contribution that different categories contribute to an overall total

C. To determine if a manufacturing or business process is in a state of control

D. To clearly show process variables that need to be addressed to improve the process or output

11

To reinforce change within an organisation it is important to:

A. avoid any further engagement with stakeholders until the change is embedded

B. gather, evaluate and address feedback on the change initiative

C. transfer the change to operations as quickly as possible

D. review the costs and benefits of the change to determine if the project is successful

12

A good problem statement:

A. sets out the symptoms of a problem

B. identifies the gap between the current and desired state of a process or product

C. sets key performance indicators based on your objectives

D. filters down potential solutions into those that are most likely to solve the problem

7



Page 4

The most likely use of a control chart is to:

A. provide a measure of central tendency (mean, median, mode)

B. show the relationship between two factors or variables

C. determine if a measurement can generate accurate data to achieve objectives

D. detect special cause variation and ensure process stability

18

A decision matrix is a chart that allows a team or individual to:

A. systematically identify, analyse and rate the performance of relationships between sets of information

B. identify all stakeholders that must be included in any project communications

C. assign roles and responsibilities to the appropriate project team members

D. list and monitor activities carried out and capture outputs

17

When conducting experiments to find causes of variation, ‘one factor at a time’ means:

A. cumulatively fixing one factor, then another and so on, until all variable factors have been tested to see the effect on output

B. cumulatively changing one factor, then another, and so on, until all factors have been changed to see the effect on outputs

C. keeping one factor fixed, while varying others to see the effect on a process or output

D. adjusting only one factor at a time while keeping others fixed to see the effect on a process or output

16

One purpose of a project implementation plan is to show:

A. what tasks need to be accomplished and the status of the project at any given time

B. the project management reporting processes

C. the total cost that relates to each phase of the project, any overspend and the reason for it

D. which software the organisation will use for setting strategic goals

13

Exploratory data analysis is primarily used to examine a set of data without making any assumptions about what it may contain. Doing this means that analysts can:

A. identify patterns within, or between, data sets

B. apply a predetermined model to data

C. skew specific information to validate previous assumptions

D. reject presumptions, prior to undertaking exploration

14

The purpose of data stratification is to:

A. find the factors and measures most strongly linked to customer needs and to focus on these areas

B. determine key factors that may be affecting the data you are collecting and to focus on these areas

C. ensure common consistent data collection and interpretation of results

D. determine if the collection can generate data accurate enough to meet the objectives of the project

15



Page 5

How does process mapping help a team achieve a successful outcome in an improvement project?

A. Opportunities to enhance the process will be even easier to spot and quantify

B. The costs of each part of the process can be monitored more closely to prevent over-spend

C. Project team responsibilities for each part of the process can be agreed and clearly indicated

D. The ‘as is’ time taken to complete a process cycle will be easy to see and compare against the ‘desired state’

In which of the following scenarios would you be using continuous data in a capability analysis?

A. When counting the presence of defects within a process or product

B. When measuring a characteristic of a part, such as length or weight

C. Where the data collected is the result of a subjective decision

D. Where you need to analyse historical information on fault rates

23

24

Which statement most closely defines the difference between continuous and discrete data?

A. Continuous data has clear spaces between values and cannot be divided, whereas discrete data falls in a sequence and the values can be divided into fractions or decimals

B. Continuous data has clear spaces between values and can be divided into fractions or decimals, whereas discrete data falls in a sequence and the values cannot be divided

C. Discrete data has clear spaces between values and can be divided into fractions or decimals, whereas continuous data falls in a sequence and the values cannot be divided

D. Discrete data has clear spaces between values and cannot be divided, whereas continuous data falls in a sequence and the values can be divided into fractions or decimals

19

In order to manage change effectively, it is important that a leader is able to:

A. review staff performance on a day-to-day basis

B. support individuals and teams through the change

C. be involved with the completion of all tasks

D. liaise with other managers about deadlines

20

Interim containment actions within the 8D Framework are taken to:

A. limit the team to only competent persons

B. temporarily limit the extent of a problem until a permanent fix can be applied

C. find the root cause of a problem and remove it

D. prevent an existing problem from happening again

21

A goal statement should focus exclusively on the:

A. problems to be addressed

B. process to be followed

C. result to be achieved

D. return on investment

22



Page 6

Six Sigma methodology is a measurement-based strategy that focuses on:

A. performance management

B. behavioural competencies

C. process improvement

D. organisational design

30

Which of the following statements best describes the ‘Plan Do Check Act’ approach?

A. An iterative 4 step management method used for the control and continual improvement of processes and products

B. A cumulative 4 step approach to identify waste in the process and deliver customer satisfaction

C. A comparative approach to identify root causes of problems in a process or product by scoring each one against another

D. A proactive 4 step approach to identify potential issues and take action to install mitigating factors before they are realised

Details outlining key elements of a project, such as scope, budget, team members and authority levels would be found in the:

A. statement of work

B. project outline

C. project charter

D. critical path analysis

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26

Effective brainstorming can:

A. use the knowledge and experience of specialists only to solve problems first time

B. include all the team and encourage creative thinking to solve difficult problems

C. save time by quickly preventing too many people suggesting solutions that are unlikely to work

D. ensure that the problem is confined only to those who need to know and are likely to be able to help with finding a solution

27

What would you be least likely to find in a successful and sustainable process?

A. That it covers current and expected future business and operational requirements

B. That it consists of operations that add value and continually seeks to minimise waste

C. That it is unaffected by change and satisfies customer requirements

D. That it prioritises current and urgent business operational needs

28

A project management tool for visually tracking project progress, issues and trends is known as:

A. critical path analysis

B. failure modes and effects analysis

C. a RAG status report

D. a SIPOC diagram

29



36

Which of the following would most likely be contained in a typical data collection plan?

A. Only data that is new and not previously used for other projects

B. What data to collect, who will collect it, source of data and sample size

C. The project objective, the type of data to be collected, the expected results of collection

D. Only historical, archived or existing data that has been previously collected and that can be verified as correct

33

31

32

Under what circumstances would you use value and waste analysis?

A. To identify and eliminate hidden costs that do not add value for the customer

B. To determine how non-value-added operations can be improved to add value to a process

C. To calculate the cost of waste to the organisation and its customers

D. When there is a need to understand the amount of waste produced as a percentage of the overall cost of a process or product

To collect reliable data which will help you answer key questions for your project, you design a check sheet which will accompany work items and be filled in by operators at each step of the process. What is this type of check sheet called?

A. Location check sheet

B. Frequency plot check sheet

C. Operator check sheet

D. Traveller check sheet

A brainstorming method in which participants organise their ideas and identify common themes is known as:

A. relationship analysis

B. multi voting

C. affinity grouping

D. solution grouping

34

35

The purpose of requirements analysis in determining a communication plan is to:

A. analyse the effectiveness of different forms of communication during the project lifecycle

B. analyse the communication needs of the stakeholder to determine who gets what information and when

C. analyse the efficiency of different communication methods, and their cost by different stakeholder groups

D. determine if a full communication plan is necessary or if a more informal, ad-hoc approach can be adopted

Which of the following factors are most likely to be considered when selecting improvement projects?

A. The capability of project team, the timescale and expense

B. The business strategy and project cost/benefit analysis

C. What is most important to the company and its customers

D. The project manager and likelihood of success

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37

38

39

Which of the following is an example of ordinal discrete data?

A. Product performance – excellent, good, fair or poor

B. The colour of a car - blue, black or silver

C. The number of operators in a work team

D. Type of transport used to deliver goods - air, sea or road

Which of the following statements most closely defines the purpose of ‘operational definitions’ when collecting data?

A. To ensure common, consistent data collection and interpretation of results

B. To ensure everybody understands the overall business objectives

C. To ensure all operations in the process are included in the data collection

D. To ensure correct interpretation of results and understanding the cost of collection

How does coaching support change in an organisation?

A. It removes barriers by providing managers with the opportunity to reinforce the organisation’s goals on a one-to-one basis

B. It provides change managers with more free time, while staff can vent their frustrations in private without fear of reprisal

C. It helps people work through the implications of the change themselves, without a manager telling them what to do

D. It helps leaders tell people how to embrace change and convince them of the benefits of change

40

A control mechanism in any process ensures that:

A. there is no need to monitor processes which can only vary from preset limits with the authorisation of a responsible person

B. processes are controlled to ensure there is no waste, and there are zero product defects that reach the end customer

C. there is a rigorous authorisation process in place to ensure all operators adhere to procedures unless otherwise agreed by their immediate manager

D. processes are monitored to ensure they do not vary from preset limits and corrective action begins if unwanted deviations are found

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3Level

IMT V1.0

Mock Test Mark Scheme

Mock Paper: M-EPA-IMT3001

The answers for the test on the previous pages are below:

Question Correct Answer Question Correct Answer

1 A 21 B

2 B 22 C

3 D 23 A

4 D 24 B

5 A 25 A

6 A 26 C

7 B 27 B

8 B 28 D

9 C 29 C

10 B 30 C

11 A 31 A

12 B 32 D

13 A 33 C

14 A 34 B

15 B 35 C

16 D 36 B

17 A 37 A

18 D 38 A

19 D 39 C

20 B 40 D