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Business Administration Apprenticeship Level 3

Business Administration Level 3 apprenticeship provides a solid foundation for individuals looking to start a career in business administration, and it can lead to opportunities for further education and career advancement

“Supporting and engaging with different parts of the organisation and interact with internal or external customers.”

Accredited by NCFE

Pathway Group Apprenticeship Programmes (3)

What is it about?
A Business Administration Level 3 apprenticeship is a vocational training program that provides individuals with the necessary skills, knowledge, and experience to work in various administrative roles in a business environment. The program is typically delivered through a combination of on-the-job training and classroom-based learning, and it takes approximately 12-18 months to complete.

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

Funding
This apprenticeship standard has been allocated a maximum funding cap of £5,000 which is the anticipated full cost for delivering this standard and the end point assessment.

Accredited by NCFE

Knowledge, Skills & Behaviours (KSBs)

KSBs are the core attributes that you must have as an apprentice in order to be competent in the occupation that you’re working in. They sit alongside your technical studies and exams and are the main assessment methods used in an end point assessment (EPA). Think of it like the soft skills you see in the workplace.

  • Knowledge – the information, technical detail, and ‘know-how’ that someone needs to have and understand to successfully carry out the duties. Some knowledge will be occupation-specific, whereas some may be more generic.
  • Skills – the practical application of knowledge needed to successfully undertake the duties. They are learnt through on- and/or off-the-job training or experience.
  • Behaviours – mindsets, attitudes or approaches needed for competence. Whilst these can be innate or instinctive, they can also be learnt. Behaviours tend to be very transferable. They may be more similar across occupations than knowledge and skills. For example, team worker, adaptable and professional.

Knowledge

  • The organisation
  • Value of their skills
  • Stakeholders
  • Relevant regulation
  • Policies
  • Business fundamentals
  • External environment factors

Skills

  • IT
  • Record and document production
  • Decision making
  • Interpersonal skills
  • Communication
  • Quality
  • Management of self
  • Decision making
  • Planning and organisation
  • Project management

Accredited by NCFE

Behaviours

  • Adaptability
  • Managing performance
  • Personal qualities
  • Professionalism
  • Responsibility

Skills an apprentice will learn

  • Skilled in the use of multiple IT packages and systems relevant to the organisation in order to: write letters or emails, create proposals, perform financial processes, record and analyse data. Examples include MS Office or equivalent packages. Able to choose the most appropriate IT solution to suit the business problem. Able to update and review databases, record information and produce data analysis where required.
  • Produces accurate records and documents including: emails, letters, files, payments, reports and proposals. Makes recommendations for improvements and present solutions to management. Drafts correspondence, writes reports and able to review others’ work. Maintains records and files, handles confidential information in compliance with the organisation’s procedures. Coaches others in the processes required to complete these tasks.
  • Exercises proactivity and good judgement. Makes effective decisions based on sound reasoning and is able to deal with challenges in a mature way. Seeks advice of more experienced team members when appropriate.
  • Builds and maintains positive relationships within their own team and across the organisation. Demonstrates ability to influence and challenge appropriately. Becomes a role model to peers and team members, developing coaching skills as they gain area knowledge.
  • Demonstrates good communication skills, whether face-to-face, on the telephone, in writing or on digital platforms. Uses the most appropriate channels to communicate effectively. Demonstrates agility and confidence in communications, carrying authority appropriately. Understands and applies social media solutions appropriately. Answers questions from inside and outside of the organisation, representing the organisation or department.
  • Completes tasks to a high standard. Demonstrates the necessary level of expertise required to complete tasks and applies themself to continuously improve their work. Is able to review processes autonomously and make suggestions for improvements. Shares administrative best-practice across the organisation e.g. coaches others to perform tasks correctly. Applies problem-solving skills to resolve challenging or complex complaints and is a key point of contact for addressing issues.
  • Takes responsibility for initiating and completing tasks, manages priorities and time in order to successfully meet deadlines. Positively manages the expectations of colleagues at all levels and sets a positive example for others in the workplace. Makes suggestions for improvements to working practice, showing understanding of implications beyond the immediate environment (e.g. impact on clients, suppliers, other parts of the organisation). Manages resources e.g. equipment or facilities. Organises meetings and events, takes minutes during meetings and creates action logs as appropriate. Takes responsibility for logistics e.g. travel and accommodation.
  • Uses relevant project management principles and tools to scope, plan, monitor and report. Plans required resources to successfully deliver projects. Undertakes and leads projects as and when required.
  •  Support individuals they are working with according to their personal care/support plan
  • Ask for help from an appropriate person when not confident or skilled in any aspect of their role
  • Provide individuals with information to enable them to have a choice about the way they are supported
  • Encourage individuals to participate in the way their care and support is delivered
  • Ensure the individual knows what they are agreeing to regarding the way in which they are supported
  • Contribute to the on-going development of care/support plans for the individual they support
  • Support individuals with cognitive, physical or sensory impairments
  • Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates
  • Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences
  • Demonstrate empathy (understanding and compassion) for individuals they support
  • Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs
  • Speak clearly and exhibit positive non-verbal communication to individuals, families, carers and advocates
  • Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes
  • Identify and take steps to reduce environmental barriers to communication
  • Demonstrate they can check for understanding
  • Write clearly and concisely in records and reports
  • Keep information safe and confidential according to agreed ways of working
  • Recognise potential signs of different forms of abuse
  • Respond to concerns of abuse according to agreed ways of working
  • Recognise, report and challenge unsafe practices
  • Promote the health and wellbeing of the individual they support
  • Move people and objects safely
  • Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene
  • Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition
  • Demonstrate how to keep people, buildings and themselves safe and secure
  • Carry out fire safety procedures when required
  • Use risk assessments to support individuals safely
  • Recognise symptoms of cognitive impairment, e.g. Dementia, learning disabilities and mental health
  • Monitor and report changes in health and wellbeing for individuals they support
  • Reflect on your own work practices
  • Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology
  • Demonstrate their contribution to their development plan
  • Demonstrate ability to work in partnership with others to support the individual
  • Identify sources of support when conflicts arise with other people or organisations
  • Demonstrate they can work within safe, clear professional boundaries
  • Show they can access and apply additional skills required to perform the specific job role competently

End-point assessment (EPA) is the final stage of your apprenticeship. It is an impartial assessment of the skills, knowledge and behaviours developed, outlined in the apprenticeship standard.

Knowledge Test
  • Multiple-choice online test
  • Invigilated under examination conditions
  • 60-minute duration
  • 50 equally weighted multi-choice questions
  • Focuses on non-organisational specific knowledge
  • Four possible answers for each question, typically completed before progressing to the interview and presentation
Portfolio Based Interview
  • 30 to 45 minute duration
  • Showcase portfolio provides the basis for the interview
  • Interview will focus on the apprentices understanding of the portfolio, self-reflection of performance, demonstration of knowledge, and application of skills and behaviours
Project Presentation
  • 10 to 15 minute presentation delivery, with 10 to 15 minute question and answer session
  • Presentation focus is on implementation of the project
  • Presentation should summarise the aim, responsibilities, and outcome of the project
  • Project should account for 21 to 35 working hours
  • Project must be work-based