During your programme

These web pages aim to provide a handy access point for information that you will need during your apprenticeship programme.

On this page:

Your Tutors and Coaches
Your E-Portfolio
Knowledge, Skills & Behaviours
Off-the-Job Training
How can I evidence my learning
Functional Skills
Helpful Tips, Tricks & Techniques
Completing Your Apprenticeship
Safeguarding, Prevent, Welfare & British Values

View Learner Handbook

Your tutors & coaches

Sumita Kunashakaran
Tutor

Kathryn Knights
Skills Coach & Adviser

Jo Larkin
Progress Adviser

Phil de Montmorency
Skills Coach

Explaining the roles

There are three key roles in the team which will support your apprenticeship. Some members of staff cover more than one of these.

Tutor

Your tutor will lead you through your workshops or seminars and deliver a large proportion of the knowledge elements of your apprenticeship with you.

Your coach will meet with you each month to help develop and evidence your skills and behaviours within the workplace. Your line manager will attend part of this session. They will help you gather evidence to demonstrate your overall competency.

Progress Adviser

Your learner progress adviser will help provide additional support where needed and monitor your progress. You will meet with them, and your line manager, every three months.

Knowledge, Skills and Behaviours

During your Service Designer apprenticeship you will learn to demonstrate the following knowledge, skills and behaviours.

Knowledge

K1: The theory and history of the discipline of service design, including definitions and principles, the different perspectives, approaches, or schools of thought.
K2: How and when service design practices can be used to design and improve services.
K3: Other business areas and professions involved in the design of services such as research, UX, technology, policy, and delivery.
K4: The use of creative processes involved in design such as user-centred design approaches and design thinking methods.
K5: Approaches to mapping a service and when to use them.
K6: Methodologies for user research and data collection to understand user needs, pain points, opportunities and areas that should be prioritised.
K7: Ideation tools and techniques to developing potential solutions.
K8: Methodologies to evaluate prototypes and ideas.
K9: Continued improvement of a service, using iterative and agile approaches.
K10: Methods and tools for working collaboratively with groups, teams, and individuals.
K11: Project management and agile principles and methods.
K12: Approaches to change management.
K13: Tools and techniques for prioritisation.
K14: Techniques for measuring cost, value, risk, and impact of decisions.
K15: Use of current and emerging technologies to inform the design of services.
K16: Principles of design and research ethics for service design.
K17: Equity, justice, diversity, and inclusion and how they impact on outcomes for people and organisations.
K18: Relevant regulatory and legislative requirements such as data protection, GDPR, confidentiality, for the handling and processing of data and its application during a project.
K19: How a service designer can contribute to a service becoming more environmentally sustainable.
K20: How to support the continuous development requirements and training and learning needs of people they work with.
K21: Organisation structures; business modelling; global and horizon scanning perspectives; governance and accountability; technological and policy implications.

Skills

S1: Champion and advocate the benefits of service design and user centred solutions.
S2: Interpret, analyse, and challenge a design brief.
S3: Systematically analyse and apply problem-solving techniques to complex service design challenges.
S4: Use service design methods to design new propositions, products, and services, and improve existing ones.
S5: Co-design, workshop, and facilitation of service design activities with stakeholders and users.
S6: Map the current and future states of a service journey collating information from multiple sources to form a single view of the service.
S7: Select, formulate and apply qualitative and quantitative user research methods and approaches.
S8: Analyse and evaluate findings from qualitative and quantitative research methods to understand and prioritise user needs.
S9: Evaluate arguments, assumptions, abstract concepts, and data to make judgements, and develop questions to achieve a solution to a problem.
S10: Select and use ideation methods to generate multiple solutions to complex problems.
S11: Prioritise potential solutions to select which to take forward to further development.
S12: Prototype concepts and solutions from low to high degrees of fidelity.
S13: Evaluate prototype solutions, selecting the most appropriate methodology.
S14: Select, formulate and apply a range of user testing methods to ensure any service changes create the desired impact.
S15: Apply user-centred design processes to iteratively develop concepts and solutions.
S16: Evaluate solutions in place to continually improve the service for users and stakeholders.
S17: Critically analyse, interpret and evaluate complex information and concepts.
S18: Communicate complex information, concepts and ideas adapting for different audiences.
S19: Influence, negotiate and challenge stakeholders in the delivery and decision-making process.
S20: Considers multiple viewpoints including those of the internal stakeholders, service users and service providers.
S21: Work with multidisciplinary teams.
S22: Work ethically and sustainably, to ensure research and design activities are carried out to the highest practice in ethical standards.
S23: Manage project to timescales and budget requirements.
S24: Identify and apply emerging industry developments to continuously improve service design practice.
S25: Provide support, specialist advice, and guidance.
S26: Identify the training requirements for their teams and stakeholders.

Behaviours

B1: Role models ethical behaviour and practices.
B2: Considers the "big" picture and the detail together.
B3: Works flexibly and adapts to circumstances.
B4: Seeks learning opportunities and continuous professional development.
B5: Takes responsibility, shows initiative, and is organised.
B6: Championing the user and putting them at the centre of the design process.

Institute of Corporate Responsibility & Sustainability

The Institute of Corporate Responsibility & Sustainability (ICRS) is the UK’s professional body for everyone working in or interested in corporate responsibility and sustainability.

What the ICRS offers apprentices: Free membership, networking opportunities, free webinars, latest industry insights, updates, and resources, newsletter signup to stay informed about upcoming events, training, and opportunities.

Find out more and register for your free membership now >

Off-the-job training

You will need to dedicate around 20% of your working hours to your learning and development, which equates to around one day a week.

How can I evidence my learning?

Your coach and tutor will work with you to best gather evidence of your training. This can take various forms.

Functional skills

Apprentices aged 16-18 at the start of the apprenticeship need a level 2 qualifications in both English and maths to complete the course. If you can provide evidence of GCSEs at A*-C or 4-9 (or equivalent eligible qualifications) you will be exempt. Otherwise, you will need to complete a functional skills qualification. Apprentices aged 19 and over without level 2 English and/or maths can choose to study functional skills level 2.

Helpful tips, tricks & techniques

We’ve compiled resources to supercharge your apprenticeship journey. Delve into our “Helpful Tips, Tricks & Techniques” guide, covering everything from polished business documents to expert minute-taking. Level up your skills for ensure your success.

Completing your apprenticeship

At the end of your programme, you will complete an apprenticeship assessment. This is when you demonstrate to a third party assessor that you have acquired the knowledge, skills and behaviours set out in the apprenticeship standard. This will only happen once yourself, your line manager and Skills Coach have agreed that you are ready.

Paula WakelinSafeguarding & Prevent Officer

There is nothing more important than keeping you safe. If you feel you need to raise a concern about any Safeguarding matter, contact your organisation’s Safeguarding Team, or the JGA Safeguarding team at safeguarding@jga-group.co.uk.

We are committed to working together to create a fantastic learning and work experience and to ensure the highest levels of safety and wellbeing. Expand the toggles to learn more about key support topics.

Safeguarding

We are strongly committed to practices that protect you from the risk of abuse, neglect or significant harm. Our staff recognise and accept their responsibility to develop an awareness of the risks and issues involved in safeguarding. All staff and learners should have zero tolerance for abuse, bullying, neglect and violence.

Prevent

Prevent is about safeguarding people and communities from the threat of terrorism. At the heart of Prevent is safeguarding children and adults and providing early intervention to protect and divert people away from being drawn into terrorist activity.

Wellbeing

We provide expert support to help you on your apprenticeship journey. This includes mental health and neurodiversity, careers guidance and academic and financial challenges.

Developing your career

We want to help you achieve your full potential. We offer careers consultancy to ensure you have impartial and constructive information and guidance to help you decide and then to action your career decisions.

Equality, inclusion and diversity

We aim to create an equal, diverse, inclusive and respectful culture. All of us contribute towards this culture through our actions and words. JGA aims to address any barriers to equality in our systems, policies and decision making as well as in our behaviour and ways of working.

British values

The Fundamental British Values underpin what it is to be a citizen in a modern and diverse United Kingdom, valuing our community and celebrating diversity.