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PAR and STAR methods to answer questions

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PAR and STAR methods to answer questions

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This article is for those of you who know the STAR method for answering behavioral interview questions but don't like it.

I think the STAR method is confusing to the candidate and the interviewer because the "S" and the "T" steps are asking you for repetitive information.

PAR condenses those two steps into one, so you don't repeat the same info twice.

The STAR technique

The STAR method is a structure used to answer behavioral interview questions.

Note: Don't use it for intro questions like "Tell me about yourself" or "Why do you want to work here?" since those aren't behavioral questions.

The four steps in the acronym help you remember all the info you need to include in your answers.

These are the four steps:

S - Situation

T - Task

A - Action

R - Result

The downside of the STAR method

The problem with STAR is that the "situation" and "task" steps are asking for the same information.

If you tell a good story, you will include the task in the situation. For instance, if you talk about a project you worked on, you will naturally include your job title and what you were responsible for as you begin to explain the project. That's the situation info.

But if you give the task info next, you'll be repeating the same info. I often see this repetition from clients if they follow STAR without really understanding the steps.

To save confusion for the candidate and the interviewer, I teach my clients to use "PAR" instead. PAR is the same as STAR but combines the S and the T steps.

Why "P" instead of "S"? S and P mean the same - situation, problem, issue - it doesn't really matter what you call it, it's the same thing.

It is so much clearer than STAR.
Here's the PAR format:

P = problem/situation/issue

A = action (what did you do?)

R = result

Now use the letters as a structure to tell your story.

Will not using STAR cause problems?

Will your interviewer notice that you're not using STAR? No. I promise you they will have no idea.

A good S section will always explain the T as well, meaning it will explain what the issue is you're working on and what you yourself specifically are doing, so no one will even know you've combined S and T.

Recruiters send out interview instructions telling candidates to use STAR, but like I said, no one will notice if you use PAR instead. They will notice if your answer is unclear or lacking the proper information.

Jennifer Scupi is the founder of Interview Genie, where she's worked with thousands of clients preparing for job interviews. They appreciate her honest feedback and say it's obvious she used to be a teacher because she's good at explaining the best way to prepare answers. Her clients have landed roles at FAANG companies like Amazon, Fortune 500 companies, startups, and more. Recruiters who work at Amazon routinely refer her clients to increase their chances at success.

For advice about Amazon interviews, visit the Amazon resources page or read her book about Amazon behavioral interviews.

If you need to prepare for your interview, let's get started.

https://interviewgenie.com

This article is for those of you who know the STAR method for answering behavioral interview questions but don't like it.

I think the STAR method is confusing to the candidate and the interviewer because the "S" and the "T" steps are asking you for repetitive information.

PAR condenses those two steps into one, so you don't repeat the same info twice.

The STAR technique

The STAR method is a structure used to answer behavioral interview questions.

Note: Don't use it for intro questions like "Tell me about yourself" or "Why do you want to work here?" since those aren't behavioral questions.

The four steps in the acronym help you remember all the info you need to include in your answers.

These are the four steps:

S - Situation

T - Task

A - Action

R - Result

The downside of the STAR method

The problem with STAR is that the "situation" and "task" steps are asking for the same information.

If you tell a good story, you will include the task in the situation. For instance, if you talk about a project you worked on, you will naturally include your job title and what you were responsible for as you begin to explain the project. That's the situation info.

But if you give the task info next, you'll be repeating the same info. I often see this repetition from clients if they follow STAR without really understanding the steps.

To save confusion for the candidate and the interviewer, I teach my clients to use "PAR" instead. PAR is the same as STAR but combines the S and the T steps.

Why "P" instead of "S"? S and P mean the same - situation, problem, issue - it doesn't really matter what you call it, it's the same thing.

It is so much clearer than STAR.
Here's the PAR format:

P = problem/situation/issue

A = action (what did you do?)

R = result

Now use the letters as a structure to tell your story.

Will not using STAR cause problems?

Will your interviewer notice that you're not using STAR? No. I promise you they will have no idea.

A good S section will always explain the T as well, meaning it will explain what the issue is you're working on and what you yourself specifically are doing, so no one will even know you've combined S and T.

Recruiters send out interview instructions telling candidates to use STAR, but like I said, no one will notice if you use PAR instead. They will notice if your answer is unclear or lacking the proper information.

Jennifer Scupi is the founder of Interview Genie, where she's worked with thousands of clients preparing for job interviews. They appreciate her honest feedback and say it's obvious she used to be a teacher because she's good at explaining the best way to prepare answers. Her clients have landed roles at FAANG companies like Amazon, Fortune 500 companies, startups, and more. Recruiters who work at Amazon routinely refer her clients to increase their chances at success.

For advice about Amazon interviews, visit the Amazon resources page or read her book about Amazon behavioral interviews.

If you need to prepare for your interview, let's get started.

https://interviewgenie.com

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Use PAR, not STAR, for answering behavioral interview questions (2023) - Interview Genie

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Use P-A-R, not S-T-A-R, for answering behavioral interview questions

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www.indeed.com needs to review the security of your connection before proceeding.

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Employer's Guide to Apprenticeships from Gov.Uk

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Employer's Guide to Apprenticeships from Gov.Uk

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Off-the-job (OTJ) training: what you need to know

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As an apprentice, you’ll receive training to help you gain the knowledge, skills and behaviours (KSBs) needed to be competent in your job.

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Support your apprentice through end-point assessment (Gov.Uk document)

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Support your apprentice through end-point assessment (Gov.Uk document)

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How apprentices are assessed

Apprenticeships should meet the skills needs of apprentices and the needs of employers of all sizes.

Every apprentice should have a high-quality experience that prepares them for a successful career and supports their progression to higher level skills.

In England, every apprentice on an apprenticeship standard must successfully undertake an independent assessment at the end of their training to confirm they have achieved occupational competence. If they do not pass the assessment, they have not completed their apprenticeship. This is known as an end-point assessment.

End-point assessment is an independent assessment of the knowledge, skills and behaviours which have been learnt throughout the apprenticeship and tests the apprentice's ability to apply them in the workplace.

Assessments need to be conducted by approved independent end-point assessment organisations.

You can find out who is approved to assess your standard on the apprenticeship provider and assessment register (APAR) and agree assessment organisations with your provider.

Awareness of and preparation for assessment is part of the whole apprenticeship journey and should be introduced at the start of the programme. This will help to ensure an apprentice gets the best out of their apprenticeship and successfully completes their training.

This best practice guide is for employers of apprentices. It outlines the roles and responsibilities of employers with regard to assessment throughout the whole apprenticeship.

Prepare to employ an apprentice

Complete a role needs analysis

When preparing to employ an apprentice, you should complete a role needs analysis to ensure the apprenticeship standard selected is appropriate for your organisation.

The role you advertise must allow the apprentice to develop the knowledge, skills and behaviours set out in the apprenticeship standard. You should talk to your training provider to confirm if the role and standard align.

If you can't find an apprenticeship standard appropriate for the role, you might want to consider being a trailblazer group.

Your role and responsibilities

Discuss end to end apprenticeship delivery, including assessment, with the training provider before the start of the programme. Be clear on employer, apprentice, training provider and end-point assessment organisation responsibilities.

You should work with your training provider to understand the assessment methods that the apprentice will need to complete.

End-point assessment is different for each apprenticeship. The assessment plan will outline the end-point assessment for each apprenticeship.

You can view the assessment plan by searching for the apprenticeship standard your apprentice is completing.

Ensure that anyone in your organisation involved in training the apprentice understands their responsibilities and has the right skills and resources.

When recruiting an apprentice, make sure you are clear on any qualifications that they must pass to complete the apprenticeship, such as English and maths.

Starting to deliver apprenticeships

Support for your apprentice

Go through the assessment plan with your apprentice to make sure they understand what their end-point assessment will involve from the beginning of their apprenticeship.

Outline what support will be offered to prepare them for end-point assessment.

You should take an active role to develop the knowledge, skills and behaviours the apprentice needs for their apprenticeship at work.

Make sure the apprentice's line manager is aware of the assessment process and success criteria. You should make sure they have access to any mock or example end-point assessment materials.

If the apprentice needs any reasonable adjustments, you should work with your training provider to submit an application to your end-point assessment.

Make sure you and your apprentice are aware of any professional body timelines and regulations that may apply. You can discuss these with your training provider.

Working with your end-point assessment organisation

You can find an end-point assessment organisation to assess your apprentice.

Make sure you understand how you, your training provider and your end-point assessment organisation will work together.

With your training provider, you should discuss the potential date the apprentice will be ready to complete end-point assessment.

You should engage with your chosen end-point assessment organisation at the start of the apprentice programme.

You should discuss with the end-point assessment organisation and training provider:

charges for assessment and resits or retakes

what resources will be available to support the apprentice in preparing for end-point assessment

how to apply for reasonable adjustments for the apprentice

how far in advance the apprentice's end-point assessment will need to be booked

how you will inform the end-point assessment organisation that the apprentice is ready to take their end-point assessment

the logistics of assessment, such as any technology that will be used

any supporting documentation end-point assessment organisations will require to confirm the apprentice is ready for assessment

how and when the apprentice will receive feedback

what the appeals process involves

For niche occupations, you may need to support your end-point assessment organisation to find independent assessors within your industry, while ensuring the independence of the assessment process.

Ongoing apprenticeship delivery

During the apprenticeship, you should attend regular meetings with your training provider to track the apprentice's progress.

If timelines of the end-point assessment change, you should give your end-point assessment organisation sufficient notice.

Throughout the apprenticeship, you should regularly review the apprentice's reasonable adjustments as these may change over time.

Supporting your apprentice through gateway and end-point assessment

Gateway

During a period called gateway, you and the training provider will decide if your apprentice is ready to complete end-point assessment.

Details of the gateway requirements for each apprenticeship standard can be found in the individual assessment plans on the Institute's website.

To prepare for gateway, you should:

check with the apprentice to make sure they feel ready for end-point assessment

make sure the apprentice is given enough time to complete any requirements for gateway

check that any work required as evidence for gateway is submitted to the end-point assessment organisation in advance

make sure the apprentice has achieved any required qualifications, such as English or maths

To progress to end-point assessment, you and your training provider must agree that the apprentice:

is fully competent in the occupation as described in the apprenticeship standard

has achieved any required qualifications, such as English and maths

has met any regulatory requirements that are in the assessment plan

has completed any work, such as a portfolio or logbook

You, your training provider and your end-point assessment organisation should agree end-point assessment dates, venues, timings and any logistical arrangements.

End-point assessment

Leading up to end-point assessment, check that the apprentice feels prepared. Check that their line manager and colleagues know they're about to take their end-point assessment, so they can provide support.

The apprentice's line manager and colleagues can support apprentices with any mock assessments.

You should discuss your apprentice's position within your organisation, to identify potential career options after end-point assessment.

To prepare for end-point assessment, you should make sure:

the apprentice knows the location details of their assessment

the apprentice has a contact for the day of their assessment

health and safety requirements are met if any assessments are taking place in the workplace

that any required IT equipment is in good working order

the assessor can access the building if required

Results and celebration

Check with your apprentice how their end-point assessment went. Provide any support they need while waiting for the results.

Your end-point assessment organisation will provide you with the results. Make sure they do this within the agreed timescale.

If your apprentice is successful

If your apprentice is successful, you should let them know the next steps in their career within your organisation.

Make sure the apprentice has received their certificate. The end-point assessment organisation is responsible for requesting this.

With the apprentice's agreement, celebrate their success. You could consider graduation events with the training provider and using social media to promote their success.

You can also nominate your apprentice for the national apprenticeship awards and any in-house awards programmes.

If your apprentice is unsuccessful

If the apprentice is unsuccessful in any part of their end-point assessment, you should work with the training provider and end-point assessment organisation to decide whether they need to resit or retake.

A resit involves the apprentice resitting one or more components of their assessment without further training.

A retake involves an apprentice doing further training before they do their assessment again.

A resit or a retake cannot be taken to improve the original grade if an apprentice has passed their end-point assessment.

If a retake is required, work with the training provider to provide the apprentice with an action plan that outlines what re-training they need and the estimated time it will take.

You are required to pay for the resit or retake fees as agreed with the end-point assessment organisation at the beginning of the apprenticeship.

If you do not agree with the result, contact your end-point assessment organisation for details on how to appeal.

If you are still not satisfied, you can appeal to the external quality provider. Your training provider can give you their details.

Help and support

You can get more information on the apprenticeship service support site.

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Support your apprentice through end-point assessment

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A best practice guide for employers on how to support your apprentice through end-point assessment.

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Employer's Guide To Providing A Witness Statement For An Apprentice

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Employer's Guide To Providing A Witness Statement For An Apprentice

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Observation record and witness statement.doc

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This is a sample for a Witness Testimony. Please check with your tutor that this is suitable BEFORE using it.

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A timestamp is a specific date and time "stamped" on a digital record or file. While most often used as a noun, the word "timestamp" can also be a verb. For example, "The tweet was timestamped on January 8, 2021, at 10:44 AM. If a witness statement is used by a learner, it must be time stamped.

Video:

https://youtu.be/pX5bmlRjtas?si=eLIPAyeSyCWk9JEx

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Time stamps in Word documents are customizable regarding the date, time or both, rendered in a variety of formats.

Inserting in the Body

To insert the current date or time within the body of a Word document, place the cursor where you want the stamp. From the Insert tab, click the calendar and clock icon in the Text section. In the pop-up, choose the format and then click OK to insert.

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How to Insert a Time Stamp in Word | Techwalla

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Learn how to insert the date and time in headers, footers or within the body of a Microsoft 2013 Word document.

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Employer responsibilities At Enrolment

What is my responsibility at enrolment?

Ensure the apprentice has a role that provides the opportunity to develop the Knowledge, Skills & Behaviour.

Ensure you adhere to the legal requirement of an apprenticeship agreement with the apprentice.

What is my responsibility on programme?

Ensure the apprentice undertakes real, productive work to be able to meet the standard. Allow the apprentice to attend external off-the-job training and assessments. Take part in regular reviews, support and feedback with the apprentice and training provider.

support your apprentices needs during the apprenticeship

give the apprentice time to complete OTJ training during normal working hours

take part in regular progress reviews with the apprentice and tutor at least every 12 weeks

work with the paprentice and training provider to resolve any concerns or complaints

carry out an end of apprenticeship review with the apprentice.

Agree a proposed Gateway date with the training provider.

At Gateway What is my responsibility at Gateway?

Attend a Gateway meeting with the apprentice and training provider. Discuss occupational competence and readiness for End Point Assessment.

Ensure all the Gateway evidence has been completed, signed and submitted.

During EPA What is my responsibility during EPA?

Leading up to EPA, check that the apprentice feels prepared. Check the apprentice has received details of when and where their assessment will take place. Check that the apprentice has met their agreed deadline dates for any submissions.

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Content Creator EPA - End Point Assessment

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EPA for the Content Creator apprenticeship standard. See how we make assessment easy with remote End Point Assessment.

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Apprentice Well being hub from 1st for EPA

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Apprentice Well being hub from 1st for EPA

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Our wellbeing hub gives resources for apprentices, employers and training providers to help improve wellbeing and promote good mental health.

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Video (Not content creator specific) of the difference between a pass and a distinction.(Professional Discussion)

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Video (Not content creator specific) of the difference between a pass and a distinction.(Professional Discussion)

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The Difference Between Pass and Distinction

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The 3 Magic Ingredients of Amazing Presentations | Phil WAKNELL | TEDxSaclay

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Take a look at a sample project planned by a Learner and how they intend to meet all the standards (KSBs) in the EPA Process.

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How To ace your End Point Assessment (EPA)

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How To ace your End Point Assessment (EPA)

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How to ace your end point assessment

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Take a look at a sample project planned by a Learner and how they intend to meet all the standards (KSBs) in the EPA Process.

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Look at the report written by your tutor and evaluate

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Look at the report written by your tutor and evaluate

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How to Write a Report: A Guide With Examples | Grammarly Blog

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Reports make it easy to catch someone up to speed on a subject, but actually writing a report is anything but easy. So to help you understand what to do, below we present a little report of our own, all about report writing.

What is a report?

In technical terms, the definition of a report is pretty vague: any account, spoken or written, of the matters concerning a particular topic. This could refer to anything from a courtroom testimony to a grade schooler's book report.

Really, when people talk about "reports," they're usually referring to official documents outlining the facts of a topic, typically written by an expert on the subject or someone assigned to investigate it. There are different types of reports, explained in the next section, but they mostly fit this description.

What kind of information is shared in reports? Although all facts are welcome, reports, in particular, tend to feature these types of content:

Details of an event or situation

The consequences or ongoing effect of an event or situation

Evaluation of statistical data or analytics

Interpretations from the information in the report

Predictions or recommendations based on the information in the report

How the information relates to other events or reports

Moreover, reports are heavily organized, commonly with tables of contents and copious headings and subheadings. This makes it easier for readers to scan reports for the information they're looking for. Essays, on the other hand, are meant to be read start to finish, not browsed for specific insights.

Types of reports

There are a few different types of reports, depending on the purpose and to whom you present your report. Here's a quick list of the common types of reports:

Academic report: Tests a student's comprehension of the subject matter, such as book reports, reports on historical events, and biographies

Business reports: Identifies information useful in business strategy, such as marketing reports, internal memos, SWOT analysis, and feasibility reports

Scientific reports: Shares research findings, such as research papers and case studies, typically in science journals

Reports can be further divided into categories based on how they are written. For example, a report could be formal or informal, short or long, and internal or external. In business, a vertical report shares information with people on different levels of the hierarchy (i.e., people who work above you and below you), while a lateral report is for people on the author's same level, but in different departments.

There are as many types of reports as there are writing styles, but in this guide, we focus on academic reports, which tend to be formal and informational.

What is the structure of a report?

The structure of a report depends on the type of report and the requirements of the assignment. While reports can use their own unique structure, most follow this basic template:

Executive summary: Just like an in an academic paper, an executive summary is a standalone section that summarizes the findings in your report so readers know what to expect. These are mostly for official reports and less so for school reports.

Introduction: Setting up the body of the report, your introduction explains the overall topic that you're about to discuss, with your thesis statement and any need-to-know background information before you get into your own findings.

Body: The body of the report explains all your major discoveries, broken up into headings and subheadings. The body makes up the majority of the entire report; whereas the introduction and conclusion are just a few paragraphs each, the body can go on for pages.

Conclusion: The conclusion is where you bring together all the information in your report and come to a definitive interpretation or judgment. This is usually where the author inputs their own personal opinions or inferences.

What should be included in a report?

There are no firm requirements for what's included in a report. Every school, company, laboratory, task manager, and teacher can make their own format, depending on their unique needs. In general, though, be on the lookout for these particular requirements-they tend to crop up a lot:

Title page: Official reports often use a title page to keep things organized; if a person has to read multiple reports, title pages make them easier to keep track of.

Table of contents: Just like in books, the table of contents helps readers go directly to the section they're interested in, allowing for faster browsing.

Page numbering: A common courtesy if you're writing a longer report, page numbering makes sure the pages are in order in the case of mix-ups or misprints.

Headings and subheadings: Reports are typically broken up into sections, divided by headings and subheadings, to facilitate browsing and scanning.

Citations: If you're citing information from another source, the citations guidelines tell you the recommended format.

Works cited page: A bibliography at the end of the report lists credits and the legal information for the other sources you got information from.

How to write a report in 7 steps

Now let's get into the specifics of how to write a report. Follow the seven steps on report writing below to take you from an idea to a completed paper.

1 Choose a topic based on the assignment

Before you start writing, you need to pick the topic of your report. Often, the topic is assigned for you, as with most business reports, or predetermined by the nature of your work, as with scientific reports. If that's the case, you can ignore this step and move on.

If you're in charge of choosing your own topic, as with a lot of academic reports, then this is one of the most important steps in the whole writing process. Try to pick a topic that fits these two criteria:

There's adequate information: Choose a topic that's not too general but not too specific, with enough information to fill your report without padding, but not too much that you can't cover everything.

It's something you're interested in: Although this isn't a strict requirement, it does help the quality of a report if you're engaged by the subject matter.

Of course, don't forget the instructions of the assignment, including length, so keep those in the back of your head when deciding.

2 Conduct research

With business and scientific reports, the research is usually your own or provided by the company-although there's still plenty of digging for external sources in both.

For academic papers, you're largely on your own for research, unless you're required to use class materials. That's one of the reasons why choosing the right topic is so crucial; you won't go far if the topic you picked doesn't have enough available research.

The key is to search only for reputable sources: official documents, other reports, research papers, case studies, books from respected authors, etc. Feel free to use research cited in other similar reports. You can often find a lot of information online through search engines, but a quick trip to the library can also help in a pinch.

3 Write a thesis statement

Once you've collected enough research, you should notice some trends and patterns in the information. If these patterns all infer or lead up to a bigger, overarching point, that's your thesis statement.

For example, if you were writing a report on the wages of fast-food employees, your thesis might be something like, "Although wages used to be commensurate with living expenses, after years of stagnation they are no longer adequate." From there, the rest of your report will elaborate on that thesis, with ample evidence and supporting arguments.

It's good to include your thesis statement in both the executive summary and introduction of your report, but you still want to figure it out early so you know which direction to go when you work on your outline next.

4 Prepare an outline

Writing an outline is recommended for all kinds of writing, but it's especially useful for reports given their emphasis on organization. Because reports are often separated by headings and subheadings, a solid outline makes sure you stay on track while writing without missing anything.

Really, you should start thinking about your outline during the research phase, when you start to notice patterns and trends. If you're stuck, try making a list of all the key points, details, and evidence you want to mention. See if you can fit them into general and specific categories, which you can turn into headings and subheadings respectively.

5 Write a rough draft

Don't be afraid to make mistakes; that's the number one rule for writing a rough draft. Expecting your first draft to be perfect adds a lot of pressure. Instead, write in a natural and relaxed way, and worry about the specific details like word choice and correcting mistakes later. That's what the last two steps are for, anyway.

6 Revise and edit your report

Once your rough draft is finished, it's time to go back and start fixing the mistakes you ignored the first time around. (Before you dive right back in, though, it helps to sleep on it to start editing fresh, or at least take a small break to unwind from writing the rough draft.)

We recommend first rereading your report for any major issues, such as cutting or moving around entire sentences and paragraphs. Sometimes you'll find your data doesn't line up, or that you misinterpreted a key piece of evidence. This is the right time to fix the "big picture" mistakes and rewrite any longer sections as needed.

7 Proofread and check for mistakes

Last, it pays to go over your report one final time, just to optimize your wording and check for grammatical or spelling mistakes. In the previous step you checked for "big picture" mistakes, but here you're looking for specific, even nitpicky problems.

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Learn how to write an effective report, no matter the type, in these easy-to-follow steps, from researching to drafting to proofreading.

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Many apprenticeship standards involve a project as part of the end point assessment (EPA), including HR Consultant and Partner, HR Support, Business Administrator, Digital Marketer, Marketing Assistant, Marketing Executive and Marketing Manager.

Here's our Training Provider Guide on how to prepare your apprentices for their EPA project.
TIPS FOR PLANNING THE EPA PROJECT

1. The key to success is in the planning. Start early and work with your apprentice to find a project that will cover the competencies outlined in the standard's assessment plan. If you need to create a new opportunity, then do so. Bear in mind the apprentice's role and employer's industry when planning the project - these should allow scope to cover all criteria.

2. It's essential to get line manager buy-in. Include the line manager in discussions and decisions and ensure they are happy for the apprentice to carry out the chosen project. It may be necessary to set parameters, such as manager approval of all ideas before they are actioned.

3. The project should be a live project (for most standards). This means it should be based on a real business need and should have objectives that will create tangible improvements for the employer organisation.

4. Plan a project that has a beginning, middle and end. This way the apprentice will be able to cover the required knowledge, skills and behaviours - including reflecting on project outcomes and their own abilities.

TIPS FOR WRITING THE EPA PROJECT

1. Make sure your apprentice demonstrates their knowledge, skills and behaviours. Apprentices often struggle with skills and behaviours when they focus on what they will do (or what their team did), rather than what they did do.

2. The Assessor needs to see what skills and behaviours the apprentice demonstrated. They should write in first person, using "I" rather than "we" to show their competencies.

3. Apprentices should use the assessment criteria listed in the Assessment Plan as a guide in their write up. They shouldn't be afraid to use phrases directly from the assessment plan to describe what they have done. For example, if the criteria says "Demonstrates their ability...", they could mirror this and say "I demonstrated my ability to... by..."

4. Remind apprentices that the assessor doesn't know them or their organisation. They don't see their abilities and interactions - all they can grade them on is what the apprentice writes. It's essential that apprentices recognise their abilities and clearly state how they have met the demands of the standard. If they don't say it, the assessor can't grade it.

5. Structure is important and helps apprentices follow a logical order. A recommended structure is often given in the Toolkit and may follow a format such as Introduction, Objectives, Planning and Implementation, Results, Conclusion and Recommendations and Appendices.

6. Apprentices should ALWAYS stick to the word limit. Check the Toolkit or EPAO guidance to see if appendices and charts are included in the word count. A 10% variation is usually allowed but if apprentices go over this, any extra words will not be marked.

7. When the apprentice has finished their project write up, they should go back through it and highlight where they have demonstrated each of the assessment criteria. This is a great self-check method to see if all criteria have been covered and if they are clear. Apprentices may want to add a comment or note with the assessment criteria reference in, to make it stand out to the assessor.

Your apprentices may also be interested in our Apprentice Guide: How to Prepare for EPA and our blog 6 Ways to Demonstrate Skills and Behaviours in End Point Assessment.

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Preparing Apprentices for EPA: Projects - 1st for EPA

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Many apprenticeship standards involve a project as part of the end point assessment (EPA), including HR Consultant and Partner, HR Support, Business Administrator, Digital Marketer, Marketing Assistant, Marketing Executive and Marketing Manager. Here's our Training Provider Guide on how to prepare your apprentices for their EPA project.

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Find out how your apprentice will be assessed at the end of their apprenticeship and what they’ll need to demonstrate to finish successfully.

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In this video we give examples of how to answer questions in an EPA interview or professional discussion. See an example of a Pass level answer and a Distinction level answer. Use this video to help you prepare for your end point assessment.

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Video: Pass and Distinction example answers for end point assessment

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In this video we give examples of how to answer questions in an EPA interview or professional discussion. See an example of a Pass level answer and a Distinction level answer. Use this video to help you prepare for your end point assessment. This website uses cookies to improve your experience.

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Institute for Apprenticeships and Technical Education

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Print apprenticeship summary

Apprenticeship summary

Overview of the role

Occupation summary

This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience.

Employers can vary in size from micro businesses to multinational. The occupation is found in a very broad range of businesses, ranging from public, private and third sector employer. This may include charities, social media employers, digital agencies and broadcasters.

The broad purpose of the occupation is to develop and create written and audio visual content that can be used across a variety of platforms and media. This may include social media, broadcast or in print.

A content creator works to a brief. They research, prepare and develop the messaging to maximise audience engagement. They capture the strategy and objectives of the brand and needs of the customer, client or business.

The content they create can be used as part of media, advertising, documenting and marketing campaigns.

They simplify and tailor a message to the audience to suit the purpose. These can be used across different platforms and channels. An interest in technology and creating content is a must.

In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders throughout the end-to-end content creation process.

Typically, they are likely to interact with clients, marketing and digital teams, production teams, budget holders, contributors, artists and end users.

An employee in this occupation will be responsible for delivering high quality content on time and on budget that meets the brief. They need to be aware of the legal and regulatory framework and take this into account throughout the content development process.

A content creator would need to take into account ethical considerations and wider organisational policies. A content creator would typically report to a senior colleague within their functional area.

They are required to keep up to date with new technologies, platform developments and consumer trends.

Typical job titles include:

Duties

Duty 1 Plan and develop creative content in line with the brief and budget/costs.

Duty 2 Interpret the strategy and objectives of the brand and align these to the content.

Duty 3 Research, prepare and develop the media messaging to maximise audience engagement.

Duty 4 Develop and create written content that can be used across a variety of media.

Duty 5 Create visual and audio content that can be used across a variety of media.

Duty 6 Store content securely and methodically to enable efficient access and retrieval.

Duty 7 Collaborate with colleagues and clients to plan and align content delivery with business objectives.

Duty 8 Manage content online using appropriate tools and techniques.

Duty 9 Evaluate the effectiveness of the content produced against the original plan and recommend improvements.

Duty 10 Undertake continuous professional development to keep up-to-date with trends and technology.

Professional discussion Project with report
Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience.

Employers can vary in size from micro businesses to multinational. The occupation is found in a very broad range of businesses, ranging from public, private and third sector employer. This may include charities, social media employers, digital agencies and broadcasters.

The broad purpose of the occupation is to develop and create written and audio visual content that can be used across a variety of platforms and media. This may include social media, broadcast or in print.

A content creator works to a brief. They research, prepare and develop the messaging to maximise audience engagement. They capture the strategy and objectives of the brand and needs of the customer, client or business.

The content they create can be used as part of media, advertising, documenting and marketing campaigns.

They simplify and tailor a message to the audience to suit the purpose. These can be used across different platforms and channels. An interest in technology and creating content is a must.

In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders throughout the end-to-end content creation process.

Typically, they are likely to interact with clients, marketing and digital teams, production teams, budget holders, contributors, artists and end users.

An employee in this occupation will be responsible for delivering high quality content on time and on budget that meets the brief. They need to be aware of the legal and regulatory framework and take this into account throughout the content development process.

A content creator would need to take into account ethical considerations and wider organisational policies. A content creator would typically report to a senior colleague within their functional area.

They are required to keep up to date with new technologies, platform developments and consumer trends.

Typical job titles include:

Occupation duties

Qualifications

English and Maths

End-point assessment plan

Version 1.1

EPA summary table

On-programme (typically 15 months)

The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules.

The apprentice must compile a portfolio of evidence.

The employer must be content that the apprentice is working at or above the occupational standard.

The apprentice's employer must confirm that they think the apprentice:

is working at or above the occupational standard as a content creator

has the evidence required to pass the gateway and is ready to take the EPA

The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules.

For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence.

The apprentice must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 3 months)

Grades available for each assessment method:

Professional discussion underpinned by a portfolio of evidence

Project or campaign evaluation report, presentation of additional/new content and questions
Overall EPA and apprenticeship can be graded:

These are:

Evidence sources may include:

Professional discussion underpinned by a portfolio of evidence

Project or campaign evaluation report, presentation of additional/new content and questions

Overall Grading

Apprentice

As a minimum, the apprentice should:

participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months

complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider

understand the purpose and importance of EPA

As a minimum, the apprentice's employer must:

select the EPAO and training provider

work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs

arrange and support off-the-job training to be undertaken by the apprentice

decide when the apprentice is working at or above the occupational standard and is ready for EPA

liaise with the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, the employer must:

confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)

ensure that the EPA is scheduled with the EPAO for a date and time which allows the opportunity for the apprentice to be assessed against the KSBs

remain independent from the delivery of the EPA

ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place

where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a regular basis

pass the certificate to the apprentice upon receipt from the EPAO

conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship

understand the occupational standard

provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading

confirm all gateway requirements have been met as quickly as possible

ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary, where the apprentice is not assessed in the workplace

develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to stakeholders

have no direct connection with the apprentice, their employer or training provider in all instances; there must be no conflict of interest

have policies and procedures for internal quality assurance (IQA), and maintain records of IQA activity and moderation for external quality assurance (EQA) purposes

deliver induction training for independent assessors, and for invigilators and markers (where used)

manage invigilation of the apprentice to maintain security of the assessment in line with the EPAO's malpractice policy

verify the identity of the apprentice

Independent assessor

As a minimum, an independent assessor must:

have no direct connection or conflict of interest with the apprentice, their employer or training provider

attend standardisation events when they start working for the EPAO, before they conduct an EPA for the first time and a minimum of annually for this apprenticeship

assess the KSBs assigned to each assessment method, as shown in the mapping of KSBs to assessment methods in this EPA pl an

record and report assessment outcome decisions for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner

Provide the EPAO with any work place specific policies, requirements and or instructions at least two weeks in advance of the apprentice being assessed.

Independent Assessor

Be willing to sign a non-disclosure/confidentiality agreement if required

This should include:

How tone of voice can be adapted effectively to reflect the content. (K10)

The different styles of writing that can be used according to the type of content, channel and platform required. (K13)

Correct use of grammar, punctuation, spelling and inclusive language. (K14)

The principles of writing persuasive copy for a person or group or to raise brand awareness. (K15)

Committed to producing high quality creative content. (B1)

Create or capture visuals and audio using standard packages and equipment. (S11)

Source, obtain and prepare media assets for use; using industry standard packages to adapt and edit content. (S12)

The principles and process of setting a budget to produce content. (K1)

The end-to-end production workflow process for the organisation, the key stages, and own role within this (K4)

How to plan content delivery against the schedule. (K22)

The culture of the organisation in which they are working, the commercial pressures, project deadlines and organisational working practices. (K29)

How the structures, regulation and funding of organisations affects creative media activities. (K30)

Operate effectively within the production workflow to meet production timelines. (S21)

Develop and maintain effective working relationships with clients, colleagues and suppliers, establishing and using professional contacts. (S15)

Engage and respond with audiences through social media, adapting content to respond to evolving circumstances. (S16)

How to keep up to date with existing and evolving content tools, platforms, trends and talent. (K27)

Use continuing professional development planning to support own current and future training and development needs. (S20)

Committed to keeping up to date with new technologies and industry best practice. (B6)

The principles of mapping user journeys to ensure content is focused on maximising engagement. (K24)

Monitor user experience to ensure content is focused on maximising engagement. (S17)

The principles for creating an effective campaign with measurable outcomes. (K23)

How to evaluate the success of the campaign against the objectives using available data. (K26)

Use lessons learned to evaluate the success of the content and identify areas for improvement for future campaigns. (S19)

Takes ownership of work and strives to achieve quality content. (B4)

Reflects on the results of the content created and identifies areas for improvement. (B7)

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Print apprenticeship summary This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience. Employers can vary in size from micro businesses to multinational.

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The end point assessment, or EPA, for the Content Creator standard is made up of two components:

1. Project or campaign evaluation report and a presentation of additional/new content and question.
2. Professional discussion underpinned by a portfolio of evidence

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EPA 1: Project or campaign evaluation report, presentation of additional/new content and questions

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EPA 1: Project or campaign evaluation report, presentation of additional/new content and questions

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The project or campaign itself is done on programme, in the last 6 months leading to gateway.

The evaluation report is 1500 words
The presentation is 15 minutes and the questioning is 15 minutes.

The presentation and questioning will be carried out by video call, one-to-one between the apprentice and our assessor.

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EPA 2: Professional discussion underpinned by a portfolio of evidence

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EPA 2: Professional discussion underpinned by a portfolio of evidence

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The professional discussion is a one-to-one discussion between the apprentice and assessor.

The assessor will ask about the apprentice’s work, including that shown in the apprentice’s portfolio.

It lasts one hour.

Full guidance and resources will be provided by 1st for EPA, including a Content Creator Toolkit that details the end point assessment and how to prepare for it.

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The grades available for each assessment method are:

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The grades available for each assessment method are:

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Assessment method 1 - project or campaign evaluation report, presentation of additional/new content and questions:

fail

pass

distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

fail

pass

distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

fail

pass

merit

distinction

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Institute for Apprenticeships and Technical Education

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Print apprenticeship summary

Apprenticeship summary

Overview of the role

Occupation summary

This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience.

Employers can vary in size from micro businesses to multinational. The occupation is found in a very broad range of businesses, ranging from public, private and third sector employer. This may include charities, social media employers, digital agencies and broadcasters.

The broad purpose of the occupation is to develop and create written and audio visual content that can be used across a variety of platforms and media. This may include social media, broadcast or in print.

A content creator works to a brief. They research, prepare and develop the messaging to maximise audience engagement. They capture the strategy and objectives of the brand and needs of the customer, client or business.

The content they create can be used as part of media, advertising, documenting and marketing campaigns.

They simplify and tailor a message to the audience to suit the purpose. These can be used across different platforms and channels. An interest in technology and creating content is a must.

In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders throughout the end-to-end content creation process.

Typically, they are likely to interact with clients, marketing and digital teams, production teams, budget holders, contributors, artists and end users.

An employee in this occupation will be responsible for delivering high quality content on time and on budget that meets the brief. They need to be aware of the legal and regulatory framework and take this into account throughout the content development process.

A content creator would need to take into account ethical considerations and wider organisational policies. A content creator would typically report to a senior colleague within their functional area.

They are required to keep up to date with new technologies, platform developments and consumer trends.

Typical job titles include:

Duties

Duty 1 Plan and develop creative content in line with the brief and budget/costs.

Duty 2 Interpret the strategy and objectives of the brand and align these to the content.

Duty 3 Research, prepare and develop the media messaging to maximise audience engagement.

Duty 4 Develop and create written content that can be used across a variety of media.

Duty 5 Create visual and audio content that can be used across a variety of media.

Duty 6 Store content securely and methodically to enable efficient access and retrieval.

Duty 7 Collaborate with colleagues and clients to plan and align content delivery with business objectives.

Duty 8 Manage content online using appropriate tools and techniques.

Duty 9 Evaluate the effectiveness of the content produced against the original plan and recommend improvements.

Duty 10 Undertake continuous professional development to keep up-to-date with trends and technology.

Professional discussion Project with report
Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience.

Employers can vary in size from micro businesses to multinational. The occupation is found in a very broad range of businesses, ranging from public, private and third sector employer. This may include charities, social media employers, digital agencies and broadcasters.

The broad purpose of the occupation is to develop and create written and audio visual content that can be used across a variety of platforms and media. This may include social media, broadcast or in print.

A content creator works to a brief. They research, prepare and develop the messaging to maximise audience engagement. They capture the strategy and objectives of the brand and needs of the customer, client or business.

The content they create can be used as part of media, advertising, documenting and marketing campaigns.

They simplify and tailor a message to the audience to suit the purpose. These can be used across different platforms and channels. An interest in technology and creating content is a must.

In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders throughout the end-to-end content creation process.

Typically, they are likely to interact with clients, marketing and digital teams, production teams, budget holders, contributors, artists and end users.

An employee in this occupation will be responsible for delivering high quality content on time and on budget that meets the brief. They need to be aware of the legal and regulatory framework and take this into account throughout the content development process.

A content creator would need to take into account ethical considerations and wider organisational policies. A content creator would typically report to a senior colleague within their functional area.

They are required to keep up to date with new technologies, platform developments and consumer trends.

Typical job titles include:

Occupation duties

Qualifications

English and Maths

End-point assessment plan

Version 1.1

EPA summary table

On-programme (typically 15 months)

The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules.

The apprentice must compile a portfolio of evidence.

The employer must be content that the apprentice is working at or above the occupational standard.

The apprentice's employer must confirm that they think the apprentice:

is working at or above the occupational standard as a content creator

has the evidence required to pass the gateway and is ready to take the EPA

The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules.

For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence.

The apprentice must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 3 months)

Grades available for each assessment method:

Professional discussion underpinned by a portfolio of evidence

Project or campaign evaluation report, presentation of additional/new content and questions
Overall EPA and apprenticeship can be graded:

These are:

Evidence sources may include:

Professional discussion underpinned by a portfolio of evidence

Project or campaign evaluation report, presentation of additional/new content and questions

Overall Grading

Apprentice

As a minimum, the apprentice should:

participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months

complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider

understand the purpose and importance of EPA

As a minimum, the apprentice's employer must:

select the EPAO and training provider

work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs

arrange and support off-the-job training to be undertaken by the apprentice

decide when the apprentice is working at or above the occupational standard and is ready for EPA

liaise with the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, the employer must:

confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)

ensure that the EPA is scheduled with the EPAO for a date and time which allows the opportunity for the apprentice to be assessed against the KSBs

remain independent from the delivery of the EPA

ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place

where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a regular basis

pass the certificate to the apprentice upon receipt from the EPAO

conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship

understand the occupational standard

provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading

confirm all gateway requirements have been met as quickly as possible

ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary, where the apprentice is not assessed in the workplace

develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to stakeholders

have no direct connection with the apprentice, their employer or training provider in all instances; there must be no conflict of interest

have policies and procedures for internal quality assurance (IQA), and maintain records of IQA activity and moderation for external quality assurance (EQA) purposes

deliver induction training for independent assessors, and for invigilators and markers (where used)

manage invigilation of the apprentice to maintain security of the assessment in line with the EPAO's malpractice policy

verify the identity of the apprentice

Independent assessor

As a minimum, an independent assessor must:

have no direct connection or conflict of interest with the apprentice, their employer or training provider

attend standardisation events when they start working for the EPAO, before they conduct an EPA for the first time and a minimum of annually for this apprenticeship

assess the KSBs assigned to each assessment method, as shown in the mapping of KSBs to assessment methods in this EPA pl an

record and report assessment outcome decisions for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner

Provide the EPAO with any work place specific policies, requirements and or instructions at least two weeks in advance of the apprentice being assessed.

Independent Assessor

Be willing to sign a non-disclosure/confidentiality agreement if required

This should include:

How tone of voice can be adapted effectively to reflect the content. (K10)

The different styles of writing that can be used according to the type of content, channel and platform required. (K13)

Correct use of grammar, punctuation, spelling and inclusive language. (K14)

The principles of writing persuasive copy for a person or group or to raise brand awareness. (K15)

Committed to producing high quality creative content. (B1)

Create or capture visuals and audio using standard packages and equipment. (S11)

Source, obtain and prepare media assets for use; using industry standard packages to adapt and edit content. (S12)

The principles and process of setting a budget to produce content. (K1)

The end-to-end production workflow process for the organisation, the key stages, and own role within this (K4)

How to plan content delivery against the schedule. (K22)

The culture of the organisation in which they are working, the commercial pressures, project deadlines and organisational working practices. (K29)

How the structures, regulation and funding of organisations affects creative media activities. (K30)

Operate effectively within the production workflow to meet production timelines. (S21)

Develop and maintain effective working relationships with clients, colleagues and suppliers, establishing and using professional contacts. (S15)

Engage and respond with audiences through social media, adapting content to respond to evolving circumstances. (S16)

How to keep up to date with existing and evolving content tools, platforms, trends and talent. (K27)

Use continuing professional development planning to support own current and future training and development needs. (S20)

Committed to keeping up to date with new technologies and industry best practice. (B6)

The principles of mapping user journeys to ensure content is focused on maximising engagement. (K24)

Monitor user experience to ensure content is focused on maximising engagement. (S17)

The principles for creating an effective campaign with measurable outcomes. (K23)

How to evaluate the success of the campaign against the objectives using available data. (K26)

Use lessons learned to evaluate the success of the content and identify areas for improvement for future campaigns. (S19)

Takes ownership of work and strives to achieve quality content. (B4)

Reflects on the results of the content created and identifies areas for improvement. (B7)

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Print apprenticeship summary This occupation is found in employers across all sectors. It is a role that can be found in both creative and non-creative industries. This can be in any business creating content to engage with its audience. Employers can vary in size from micro businesses to multinational.

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General Portfolio Guidance from 1st for EPA

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General Portfolio Guidance from 1st for EPA

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Lorna: Ideas for your portfolio mapping against the criteria

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Lorna: Ideas for your portfolio mapping against the criteria