Level 3 Certificate/Diploma in Retail (Sales Professional ... · PDF fileLevel 3 Certificate/Diploma in Retail (Sales Professional) (7536) Qualification handbook Certificate 500/2864/9

Level 3 Certificate/Diploma in Retail (Sales Professional) (7536) Qualification handbook Certificate 500/2864/9 Diploma 500/2863/7

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About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2009 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

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Level 3 Certificate/Diploma in Retail (Sales Professional) (7536) 1

Level 3 Certificate/Diploma in Retail (Sales Professional) (7536)

www.cityandguilds.com October 2009 Version 1.5

2 Level 3 Certificate/Diploma in Retail (Sales Professional) (7536)

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Contents

1 About the qualification 6 2 Assessment 12 3 Units 15 Unit 211 Process bake-off products for sale in a retail environment (B.10) 17 Unit 212 Process fish and shellfish for sale in a retail environment (B.11) 20 Unit 213 Process greengrocery products for sale in a retail environment (B.12) 24 Unit 214 Finish meat products by hand in a retail environment (B.13) 28 Unit 215 Contribute to dough production control and efficiency (Improve) (B.17v1) 32 Unit 216 Select, weigh and measure dough ingredients (B.18) 36 Unit 217 Hand divide, mould and shape fermented doughs (B.19) 39 Unit 220 Provide the lingerie fitting service in a retail environment (C.17) 42 Unit 221 Promote beauty products to retail customers (C.35) 46 Unit 301 Work effectively in your retail organisation (E.8) 50 Unit 302 Process part exchange sales transactions in a retail environment (C.7) 54 Unit 303 Provide specialist support in helping customers to make purchases in a

retail environment (C.14) 58 Unit 304 Develop individual retail service opportunities (C.30) 62 Unit 305 Provide a personalised sales and after-sales service to your retail clients

(C.31) 66 Unit 306 Organise the receipt and storage of goods in a retail environment (B.14) 70 Unit 307 Audit stock levels and stock inventories in a retail environment (B.15) 74 Unit 308 Monitor and help improve food safety in a retail environment (B.22) 78 Unit 309 Assist customers to obtain appropriate insurance (Financial Services Skills

Council) (C.38) 81 Unit 310 Source required goods and services in a retail environment (B.16) 87 Unit 311 Maintain the availability of goods for sale to customers in a retail

environment (C.13) 91 Unit 312 Help to manage a retail team (E.9) 95 Unit 313 Plan, monitor and adjust staffing levels and schedules in a retail

environment (E.12) 99 Unit 314 Enable customers to apply for credit and hire purchase facilities (C.15) 103 Unit 315 Monitor and evaluate the quality of service provided to your customers by

external suppliers (E.17) 107 Unit 316 Organise the delivery of reliable customer service (Institute of Customer

Service) (D.5) 111 Unit 317 Improve the customer relationship (Institute of Customer Service) (D.6) 115 Unit 318 Work with others to improve customer service (Institute of Customer

Service) (D.7) 118 Unit 319 Monitor and solve customer service problems (Institute of Customer

Service) (D.8) 121


Unit 320 Promote continuous improvement in customer service (Institute of Customer Service) (D.9) 124

Unit 321 Help to monitor and maintain the security of the retail unit (E.11) 127 Unit 331 Evaluate the receipt of payments from customers (C.16) 130 4 Centre requirements 134 5 Roles and occupational expertise requirements 135 6 Key Skills Mapping 138




1 About the qualification

This document contains the information that centres need to offer the following qualifications:

Qualification title and level City & Guilds qualification number

ofQual accreditation number(s)

Last registration date

Last certification date

Level 3 Certificate in Retail (Sales Professional)

7536-32 500/2864/9 31/12/2010 31/12/2013

Level 3 Diploma in Retail (Sales Professional)

7536-35 500/2863/7 31/12/2010 31/12/2013

It includes details and guidance on:

• List of available units • Rules of Combination • Assessment • Entry requirements • Progression opportunities The following documents contain essential information on City & Guilds qualifications and should be referred to in conjunction with this handbook. These documents are available on line from www.cityandguilds.com

Publication Content

Providing City & Guilds qualifications – a guide to centre and qualification approval

This provides detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification.

Ensuring quality This has updates on City & Guilds assessment and policy issues

Centre toolkit This contains additional information on Providing City & Guilds qualifications, in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates. The Centre Toolkit is sent to centres when they receive approved centre status.

Walled Garden This contains details of the qualification structure, registration and certification procedures and fees.

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Contacting City & Guilds by e-mail The following e-mail addresses give direct access to our Customer Relations team.

e-mail Query types

[email protected] all learner enquiries, including

• requesting a replacement certificate

• information about our qualification

• finding a centre.

[email protected] all centre enquiries

[email protected] all enquiries relating to the Walled Garden, including

• setting up an account

• resetting passwords

1.1 Qualification structure

What is the Qualifications and Credit Framework? The Qualification and Credit Framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications, and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from Entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

• allow providers to design more flexible programmes, suited to the needs of a wider range of candidates

• describe achievements (credits) to employers, providers and candidates in a way that is easy to understand

• allow candidates to accumulate credit, by recognising smaller steps of learning at their own pace

• allow candidates to transfer credits into an electronic Learner Achievement Record, which they will keep for life

QCF units Each unit has a credit value based on the total number of hours learning required to achieve it (notional learning). Each 10 hours of learning equals 1 credit e.g. if a unit takes 50 hours of learning then it will receive a credit value of 5. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used.

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Are the Retail QCF units different to the NVQ units? The NVQ units for Retail match exactly the National Occupational Standards (NOS) units. They were written to meet the requirements of the National Qualifications Framework. The QCF has a slightly different layout of the criteria for the units and also incorporates the level and credit value. The NVQ units have therefore been reformatted, to meet the new QCF unit criteria. Although the units are presented in a revised format, the assessment criteria used in both the NVQ and QCF units are identical.

QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same the QCF units use different terminology to the NVQ units.

The assessment criteria for NVQ units are listed under the ‘What you must do’ and ‘What you must know’ whereas for the QCF units they are all listed under ‘The learner can’.

Qualifications These are available as Award, Certificate and Diploma at levels 1 & 2 and Certificate and Diploma at level 3. To complete a qualification the minimum credit value must be achieved and each type at each level requires more credit to be achieved. The number of units to achieve this is not fixed as it is the total credit value that is required. Rules of combination apply to each qualification. Candidates can accumulate credit which will allow them to claim Award, Certificate or Diploma certification as the qualification credit values are achieved. The rules of combination for certification are therefore much more flexible and less prescriptive than for NVQs.

The units in the Level 3 (Sales Professional) qualification are: Level 2

211 Process bake-off products for sale in a retail environment

(B.10) 6

212 Process fish and shellfish for sale in a retail environment

(B.11) 12

213 Process greengrocery products for sale in a retail environment

(B.12) 9

214 Finish meat products by hand in a retail environment (B.13) 9

215 Contribute to dough production control and efficiency (B.17) 11

216 Select, weigh and measure dough ingredients (B.18) 11

217 Hand divide, mould and shape fermented dough (B.19) 10

220 Provide the lingerie fitting service in a retail environment

(C.17) 8

221 Promote beauty products to retail customers (C.35) 10


Level 3

City & Guilds unit number Title

QCF unit number Credits

301 Work effectively in your retail organisation (E.8) 9

302 Process part exchange sales transactions in a retail environment

(C.7) 12

303 Provide specialist support in helping customers to make purchase in a retail environment

(C.14) 8

304 Develop individual retail service opportunities (C.30) 6

305 Provide a personalized sales and after-sale service to your retail clients

(C.31) 8

306 Organise the receipt and storage of goods in a retail environment

(B.14) 11

307 Audit stock levels and stock inventories in a retail environment

(B.15) 6

308 Monitor and help improve food safety in a retail environment

(B.22) 12

309 Assist customers to obtain appropriate insurance (C.38) 12

310 Source required goods and services in a retail environment

(B.16) 10

311 Maintain the availability of goods for sale to customers in a retail environment

(C.13) 11

312 Help to manage a retail team (E.9) 11

313 Plan, monitor and adjust staffing levels and schedules in a retail environment

(E.12) 11

314 Enable customers to apply for credit and hire purchase facilities

(C.15) 12

315 Monitor and evaluate the quality of service provided by external suppliers to your customers

(E.17) 9

316 Organise the delivery of reliable customer service (D.5) 8

317 Improve customer relationship (D.6) 8

318 Work with others to improve customer service (D.7) 7

319 Monitor and solve customer service problems (D.8) 7

320 Promote continuous improvement in customer service (D.9) 10

321 Help to monitor and maintain the security of the retail unit

(E.11) 11

331 Evaluate the receipt of payments from customers (C.16) 9


Rules of Combination

Level 3 Retail (Sales Professional)

Award

Certificate Diploma

Minimum number of credits required

Not available

31 credits

40 credits

Rules of combination

n/a Unit 301 must be taken (9 credits)

A minimum of 10 credits must come from units 302- 321, 331

A further minimum of 12 credits can come from units 211-217, 220-221, 302-321, 331 with a maximum of one unit coming from 211-217,220-221 and one unit from 316-320

Unit 301 must be taken (9 credits)

A minimum of 16 credits must come from units 302- 321, 331

A further minimum of 15 credits can come from units 211-217, 220-221, 302-321, 331 with a maximum of one unit coming from 211-217,220-221 and one unit from 316-320

Minimum number of credits which must come from Level 3

19 credits 24 credits

Number of units this qualification could be achieved in

n/a

Min-3 units Max-5 units

Min-4 units Max-8 units


1.2 Opportunities for progression On completion of this qualification candidates may progress into employment or to the following City & Guilds qualifications:

• Level 3 Certificate in Retail (Management) (7536-31) • Level 3 Diploma in Retail (Management) (7536-34) • Level 3 Certificate in Retail (Visual Merchandising) (7536-32) • Level 3 Diploma in Retail (Visual Merchandising) (7536-35) • Level 4 Higher Professional Diploma in Retail Management (4454)

1.3 Candidate entry requirements

Candidate entry requirements There are no formal entry requirements for candidates undertaking these qualifications. However, centres must ensure that candidates have the potential and opportunity to successfully gain the qualifications.

Age restrictions There are no age limits attached to candidates undertaking the qualification[s] unless this is a legal requirement of the process or the environment.

Other legal considerations There are no formal entry requirements for candidates undertaking this qualification; however centres must ensure that candidates have the potential and opportunity to gain evidence for the qualification in the work place. For funding purposes, centres are reminded that candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold.

1.4 Qualification support materials City & Guilds also provides the following publications and resources specifically for this qualification:

Description How to access

SmartScreen www.smartscreen.co.uk


2 Assessment

2.1 Summary of assessment methods For this qualification, candidates will be required to complete the following assessments:

• a portfolio of evidence for each unit This guidance is based on and amplifies the assessment strategy developed for the N/SVQ in Retail Skills Level 3.

External quality control External quality control is provided by the usual City & Guilds external verification process which includes the use of the electronically scannable report form which is designed to provide an objective risk analysis of individual centre assessment and verification practice.

Accreditation of prior learning and experience (APEL) Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APEL) recognise the contribution a person’s previous experience could contribute to a qualification. Should any opportunities for APEL be identified it is important that a complete process of accreditation of prior experience and learning is undertaken by ensuring that:

• it covers relevant or appropriate experience for previous activities as well as accredited learning and qualifications

• it is incorporated into the assessment planning with details of how this will take place • mapping of prior learning to the National Occupational Standards to identify gaps is

documented and auditable • assessment methods or processes for accreditation of prior experience and learning are

documented and made available to the external verifier • the audit trail covers the whole process and methodology of Accreditation of Prior Experience

and Learning • the authenticity and currency of presented evidence is established by the assessor • where observation or expert witness testimony is a unit assessment method requirement, this

activity is undertaken after candidate registration for the qualification In considering the appropriateness of any single piece of evidence the following should be considered:

• Content – the degree to which the content of any previous accredited learning meets the requirements of the National Occupational Standards against which it is being presented as evidence.

• Performance and Knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case the Accreditation of Prior Learning can only cover this aspect. Performance will require further assessment. Although unlikely, the reverse (performance tested but not


knowledge) could be true in which case knowledge and understanding would need further assessment.

• Relevance of Context – the degree to which the context of the learning gained and assessed relates to the current context of candidates’ work roles. If the context was different, assessors will need to satisfy themselves of candidates’ ability to transfer the learning gained into their current setting.

• Currency – how recently the learning was gained. Candidates would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes was undertaken.

• Authenticity – how the ownership of the evidence is established to ensure it was generated by the candidate.

Simulation Simulation is allowed in some of the units in this qualification. This information can be found with the unit summary at the front of each unit. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where: • there is a high risk to the security or safety of the candidate, individuals, key people in their

lives and others • the opportunity to present evidence from work-based practice happens infrequently and

therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

• there would otherwise be a breach of confidentiality or privacy Where centres, for purposes of supporting, or complementing an effective skills formation programme, wish to establish an environment where simulation is a structured component of an assessment methodology, the sector requires that: a Simulation must be undertaken in a Realistic Working Environment b Awarding Bodies provide guidance for centres, which requires that Realistic Working

Environments: ‘Provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed’. A realistic working environment (for the purpose of simulated work activities) is regarded as one that replicates a real working environment. For example, a college shop that operates on a commercial basis (i.e. it has a profit and loss account) is acceptable for retail environments but a shop laid out in a classroom environment isn’t. However, a simulated activity may be used, within a retail setting itself, for assessment purposes to allow candidates to demonstrate emergency drills, evacuation and accident procedures as part of the Health and Safety Units in order to prevent any barriers to achievement. Assessment for the Level 2 Retail Skills must always be carried out in a real retail environment. The use of simulated activities should only be allowed for the demonstration of emergency procedures contained within the Health & Safety Units E2 (level 1/4), E6 (level 2/5), E18 (level 3/6) and taking action to deal with or contain security risks, threats & breaches and incidents of theft within the Security Units E1 (level 1/4), E7 (level 2/5), E11 (level 3/6). Additionally Improve SSC allow for the use of simulation as a supplementary form of evidence for Units B17, B18 and B19 when the candidate’s assessment environment does not allow for assessment across the full range of contexts, equipment or products specified.


Evidence generated from simulated activities will not be acceptable for any other unit. In particular, it must be emphasised that simulation is not permitted for any of the units originally derived by the: • Institute of Customer Service (ICS)

(Note: the use of a Realistic Working Environment including work experience and work placement for units D1, D2 & D3 is acceptable to the ICS. All other Units must be achieved in a real working situation (either paid or voluntary))

• Management Standards Centre (MSC) • Financial Services Skills Council (FSSC)

2.2 Evidence requirements Specific evidence requirements can be found at the start of each unit.

2.3 Recording forms City & Guilds has developed a set of recording forms specifically for these qualifications; Recording forms for Level 1 Award/Certificate/Diploma in Retail Skills 7536. This is available from the City & Guilds website or can be ordered from Publications. Although it is expected that centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by candidates and assessors at the centre.


3 Units

Availability of units

The units for this [these] qualification[s] follow. They may also be obtained from the centre resources section of the City & Guilds website. www.cityandguilds.com The learning outcomes and assessment criteria are also viewable on the National Database of Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk

Structure of units

The units in this qualification are written in a standard format and comprise the following:

• City & Guilds reference number • title • level • credit value • unit aim • learning outcomes which are comprised of a number of assessment criteria • relationship to NOS, other qualifications and frameworks • endorsement by a sector or other appropriate body • assessment • guidance notes

Glossary of terms used in the units

The following key words and terms are used in the units.

Term Definition

Control measures Actions required to prevent or eliminate a food safety hazard or reduce it to an acceptable level.

Control point A step in the food preparation process which can be controlled, but would not result in an unacceptable health risk if control was not exercised

Corrective action The action to be taken when a critical limit is breached

Critical control point A step in the food control or preparation process where you must deal with a food safety hazard by preventing it, removing it or reducing it to an acceptable level.

Critical limit The minimum and maximum limits allowed in order to control a particular task or process

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Food safety hazards Something which may cause harm to the consumer and can be:

• microbiological (for example, bacteria, moulds, viruses) • chemical (for example, pesticides used on fruit and vegetables,

chemicals used in cleaning or for pest control) • physical (for example, insects, parasites, glass, nails) • allergenic (for example, nuts, milk, eggs)

Food safety management

Putting into practice the policies, procedures, practices, controls and documentation that ensure that food is safe for consumers

Procedures A series of clear steps or instructions on how to do things; rules. Some companies document their procedures formally in writing, and others simply have procedures that all staff understand and follow but which are not written down.

Training Bringing an individual up to a desired level or standard of proficiency. This can be done by means of instruction or by formal training courses.

Variance The difference between the planned or standard limits allowed and the actual values monitored

Verification Using a selection of methods, procedures and tests to show and confirm that the system is operating in line with the plan


Unit 211 Process bake-off products for sale in a retail environment (B.10)

Level: 2 Credit value: 6 Unit aim(s) This unit is about processing ready prepared goods such as bread, pastry, biscuits and scones, and covers two stages of the preparation process. The first involves baking ready-prepared goods and checking their quality. The second is about following instructions for decorating ready-prepared goods. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to bake products for sale (bake off) in a retail environment 2. Know how to glaze, coat and decorate bake off products in a retail environment 3. Bake products for sale (bake off) in a retail environment 4. Glaze, coat and decorate bake off products in a retail environment Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 28 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication

• Working with Others

• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 211 Process bake-off products for sale in a retail environment (B.10)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to bake products for sale (bake off) in a retail environment

The learner can: 1. show that they know the factors that affect baking including temperature, time, humidity,

density, weight and shape 2. show that they know the behaviour of ingredients during baking and the effect ingredients have

on baking 3. show that they know why baked products must be cooled in the correct conditions, and what

these conditions are 4. show that they know the approved procedures for baking products 5. show that they know the approved procedures for checking the quality of products 6. show that they know how to recognise products that are not fit for sale and what to do

about these 7. show that they know the legal and company requirements they must follow when baking

products for sale 8. show that they know the procedures for reporting problems with baking processes

Outcome 2 Know how to glaze, coat and decorate bake off products in a retail environment

The learner can: 1. show that they know the types of finishing materials for bake-off products and how to use

these materials 2. show that they know how to apply coatings, glazes and decorative materials 3. show that they know how to maintain the quality of coatings, glazes and decorative materials

while applying these 4. show that they know how to recognise products that are not fit to sell and how to deal with

these 5. show that they know the legal and company requirements they must follow in their working

practices 6. show that they know the procedures for reporting problems with finishing bake-off products

Outcome 3 Bake products for sale (bake off) in a retail environment The learner can: 1. use approved methods to bake the correct quantity and quality of products 2. use approved procedures for checking that the quantity and quality of baked products is

satisfactory 3. follow procedures for dealing with products that fail to meet the product specification 4. store products at the correct temperature for the next stage in the bakery process


Outcome 4 Glaze, coat and decorate bake off products in a retail environment

The learner can: 1. check that products are in the right condition for coating, glazing or decorating 2. make sure that finishing materials have the right texture, thickness, colour and temperature 3. check that coated, glazed and decorated products meet the specification and are correctly

positioned for the next stage in the bakery process 4. follow procedures for dealing with finished products that fail to meet the product

specification 5. make the amount of coated, glazed and decorated products needed 6. follow company procedures for saving or getting rid of waste materials


Unit 212 Process fish and shellfish for sale in a retail environment (B.11)

Level: 2 Credit value: 12 Unit aim(s) This unit covers two stages of hand processing fish and shellfish for sale to customers. Firstly, it concerns the preparations the learner needs to make so that they can process fish and shellfish safely and hygienically. Secondly, it is about processing fish and shellfish by hand to give products that are suitable to sell to customers. The unit involves working with common UK types of flat fish, round fish and shellfish Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to prepare to hand-process fish and shellfish in a retail environment 2. Know how to process fish and shellfish using hand tools in a retail environment 3. Prepare to hand-process fish and shellfish in a retail environment 4. Process fish and shellfish using hand tools in a retail environment Notional and guided learning hours It is recommended that 120 hours should be allocated for this unit, 60 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. Candidates need to be able to fillet both a flat and a round fish. By processing we mean: - skinning, heading, scaling, gutting, boning, portioning and steaking either flat or round fish


- shucking and dressing shellfish.


Unit 212 Process fish and shellfish for sale in a retail environment (B.11)


Outcome 1 Know how to prepare to hand-process fish and shellfish in a retail environment

The learner can: 1. show that they know the company’s hygiene policy and the reasons for following it while

processing fish and shellfish 2. show that they know the dangers and disadvantages of using unsafe and blunt tools and

equipment 3. show that they know the reasons for following safe working practices 4. show that they know the types of accident and injury that can happen during hand

processing, and the procedures for dealing with these 5. show that they know how to recognise the fish and shellfish species that are usually sold in

fish retail outlets 6. show that they know how to recognise fish and shellfish that is not fit to sell

Outcome 2 Know how to process fish and shellfish using hand tools in a retail environment

The learner can: 1. show that they know the company’s hygiene policy and the reasons for following it while

processing fish and shellfish 2. show that they know the dangers and disadvantages of using unsafe and blunt tools 3. show that they know and understand the reasons for following safe working practices 4. show that they know emergency procedures 5. show that they know the company’s cleaning schedule and why they should follow it 6. show that they know waste disposal procedures 7. show that they know how to recognise the fish and shellfish species that are usually sold in a

fish retail outlet 8. show that they know where the different body parts are found on round fish, flat fish and

shellfish species, and how this affects the way they process the various species 9. show that they know why it is important to cut fish and shellfish in exactly the right places 10. show that they know techniques for processing fish hygienically, safely and so as to produce

the yield and quality needed

Outcome 3 Prepare to hand-process fish and shellfish in a retail environment

The learner can: 1. prepare and organise their work area and the tools and equipment they will need so that

they can work safely, hygienically and efficiently 2. correctly identify the fish or shellfish they have been asked to prepare and accurately check that

it is fit to sell 3. keep fish or shellfish fit to sell while preparing it for processing 4. hygienically and safely prepare the fish or shellfish for processing 5. maintain hygienic working conditions 6. maintain their own health and safety and the health and safety of others


Outcome 4 Process fish and shellfish using hand tools in a retail environment

The learner can: 1. process fish and shellfish to give products that meet specifications for yield and quality 2. keep fish and shellfish in a saleable condition while processing 3. place processed products that meet specifications in a suitable storage container 4. follow set procedures to deal with products that do not meet specifications 5. get rid of waste materials according to set procedures 6. clean and put away processing tools and equipment 7. maintain hygienic working conditions 8. maintain their own health and safety and the health and safety of others


Unit 213 Process greengrocery products for sale in a retail environment (B.12)

Level: 2 Credit value: 9 Unit aim(s) This unit is about two aspects of putting greengrocery products on display in a store. Firstly, it is about unpacking products, checking product quality and preparing products for display. Secondly, it is about checking and rotating stock regularly so that it remains attractive to customers. The learner needs to show they do all this with vegetables, fruit and salad. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to prepare greengrocery products in a retail environment for selling to customers 2. Know how to display greengrocery products to attract retail sales 3. Prepare greengrocery products in a retail environment for selling to customers 4. Display greengrocery products to attract retail sales Notional and guided learning hours It is recommended that 90 hours should be allocated for this unit, 49 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Assessor observed performance is the most appropriate most method of assessment for the majority of this unit. Assessments should be undertaken through naturally occurring work activities.

However, the assessor must also collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. Monitoring the candidate’s ability to prepare greengrocery products and display greengrocery to attract sales for a period of not less than three months will be required


to ensure the candidates ability to perform consistently. This may involve professional discussions and making full use of question and answer sessions to confirm knowledge and understanding.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this Unit. Greengrocery products are to include vegetables, fruit and salad.


Unit 213 Process greengrocery products for sale in a retail environment (B.12)


Outcome 1 Know how to prepare greengrocery products in a retail environment for selling to customers

The learner can: 1. show that they know which greengrocery products are sold in their store and how to handle

these without causing damage 2. show that they know how to handle greengrocery products hygienically 3. show that they know how to get rid of waste safely 4. show that they know why they must handle greengrocery products hygienically and without

causing damage 5. show that they know company quality standards for greengrocery products 6. show that they know how to recognise greengrocery products that must be rejected or

reclassified 7. show that they know how to recognise parts of greengrocery products that must be

removed to make the produce more attractive to customers

Outcome 2 Know how to display greengrocery products to attract retail sales

The learner can: 1. show that they know the greengrocery products that are sold in their store and how these

should be displayed 2. show that they know why greengrocery products need displaying in the correct display areas 3. show that they know why they must regularly check the quality and shelf life of greengrocery

products, and how to do so 4. show that they know why stock needs rotating 5. show that they know how to rotate stock 6. show that they know how to price and display greengrocery products with limited shelf life

to encourage customers to buy these products 7. show that they know how to get rid of greengrocery products that cannot be sold because

these have deteriorated or are past their shelf life 8. show that they know how to clean and maintain display areas, including chillers

Outcome 3 Prepare greengrocery products in a retail environment for selling to customers

The learner can: 1. remove unwanted packaging and safely get rid of waste before displaying products 2. always handle greengrocery products hygienically and in a way that protects those products

from damage 3. choose only those greengrocery products that match the quality the store sells 4. correctly deal with greengrocery products that do not match the requirements for quality 5. correctly weigh, classify and package greengrocery products 6. remove unwanted parts of greengrocery products to make products as attractive as

possible to customers


Outcome 4 Display greengrocery products to attract retail sales The learner can: 1. check that display areas are clean and in the correct condition for stock to be displayed 2. make displays attractive enough to interest customers 3. place specific greengrocery products in the correct display areas 4. regularly check the quality and shelf life of greengrocery products on display 5. take prompt action to deal with items which have little or no shelf life or which have

deteriorated in quality 6. correctly rotate the stock of greengrocery items according to the shelf life of those items 7. check that ticketing and coding is accurate and correct 8. regularly check the condition and cleanliness of displays and correct these if needed


Unit 214 Finish meat products by hand in a retail environment (B.13)

Level: 2 Credit value: 9 Unit aim(s) This unit is about three aspects of finishing meat products by hand. The first is about checking that meat products are suitable for processing. The second is about choosing suitable tools and preparing the work area so that meat can be processed safely and hygienically. The third aspect of the unit is about processing meat by hand so as to get the required quantity and quality of finished products. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to check the suitability of meat products for finishing in a retail environment 2. Know how to prepare to finish meat products in a retail environment 3. Know how to achieve meat product yield and finish in a retail environment 4. Check the suitability of meat products for finishing in a retail environment 5. Prepare to finish meat products in a retail environment 6. Achieve meat product yield and finish in a retail environment Notional and guided learning hours It is recommended that 90 hours should be allocated for this unit, 46 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Assessor observed performance is the most appropriate assessment method for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities.


The diverse nature of this unit means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions and making full use of question and answer sessions to confirm knowledge and understanding. Monitoring the candidate’s ability to prepare, by hand, one item from one red meat or poultry species to ensure that all performance criteria are met. To ensure consistency of competent performance a period of not less than one moth will be required. Knowledge evidence should be obtained by the use of question and answer sessions, which may be oral or written. The Meat Training Council provides guidance notes to assist assessors with the assessment of competence and knowledge. These guidance notes are available from the Meat Training Council. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. Finishing is to include both meat and poultry


Unit 214 Finish meat products by hand in a retail environment (B.13)


Outcome 1 Know how to check the suitability of meat products for finishing in a retail environment

The learner can: 1. show that they know the sources of meat and other ingredients 2. show that they know how to carry out quality checks on products and recognise when meat and

ingredients are fit for purpose 3. show that they know the reasons they should reject meat and other ingredients 4. show that they know the temperatures at which meat should be held during handling,

transfer and storage, and the reasons for this 5. show that they know why they need to keep accurate records 6. show that they know the reasons for checking records and why they must identify and

report problems 7. show that they know how to refer to and use the quality and safety management manuals

Outcome 2 Know how to prepare to finish meat products in a retail environment

The learner can: 1. show that they know the dangers associated with particular tools and equipment and the

safety precautions to take 2. show that they know why it is important to use the correct tools and equipment 3. show that they know which tools and equipment are used for hand finishing 4. show that they know the reasons for maintaining tools and equipment 5. show that they know how to keep tools and equipment clean, sharp and in good working

order 6. show that they know what to do about faulty tools and equipment

Outcome 3 Know how to achieve meat product yield and finish in a retail environment

The learner can: 1. show that they know the temperatures at which meat should be held during handling,

transfer and storage, and the reasons for this 2. show that they know the reasons for rejecting finished products 3. show that they know the procedures to deal with finished products which have been rejected 4. show that they know how to clean tools and equipment 5. show that they know the reasons for storing tools and equipment as instructed


Outcome 4 Check the suitability of meat products for finishing in a retail environment

The learner can: 1. effectively carry out product quality checks against specifications for process, ingredients

and products 2. identify and reject products that are unsuitable for finishing by hand, and put such products in a

suitable place away from other products 3. safely and hygienically deal with rejected products 4. keep products at the specified temperature during transfer and storage once products have

been passed as suitable for finishing by hand 5. accurately record relevant information

Outcome 5 Prepare to finish meat products in a retail environment The learner can: 1. get the finishing instructions and organise their work in line with these 2. keep the work area free from dangers and organise it to meet safety and processing needs 3. choose hand tools that are appropriate for the task 4. prepare tools and equipment in line with safety and processing requirements 5. identify faulty tools and equipment and follow procedures for dealing with these 6. follow safe and hygienic working practices at all times

Outcome 6 Achieve meat product yield and finish in a retail environment The learner can: 1. achieve the finished product specification within the time allowed 2. achieve the product yield needed 3. identify and reject products that don’t meet the specification, and put such products in a

suitable place away from other products 4. deal safely and hygienically with finished products which have been rejected 5. keep finished products at the specified temperature and store finished products safely,

securely and hygienically 6. clean and store tools and equipment in line with safety and processing requirements 7. follow safe and hygienic working practices at all times


Unit 215 Contribute to dough production control and efficiency (Improve) (B.17v1)

Level: 2 Credit value: 11 Unit aim(s) This unit is about the learner organising their own basic tasks and work activity within a dough production schedule that has already been planned. The unit also involves helping to make the dough production process more efficient. The type of dough the learner works with may be fermented or non-fermented. Fermented dough typically include bread and roll dough, plain and fruited bun dough and Danish and croissant pastry. Non fermented dough typically includes sweet and savoury pastes and puff pastry, scones and biscuits. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to organise own activities within dough production schedule 2. Know how to contribute to the identification of improvements to dough processing 3. Organise own activities within dough production schedule 4. Contribute to the identification of improvements to dough processing Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 53 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence.


Specific Evidence Requirement: Simulation is allowed as a supplementary form of evidence when the candidate’s assessment environment does not allow for assessment across the full range of contexts, equipment or products specified.


Unit 215 Contribute to dough production control and efficiency (Improve) (B.17v1)


Outcome 1 Know how to organise own activities within dough production schedule

The learner can: 1. show that they know their duties under health, safety and hygiene requirements in relation to

organising their own activities within the dough production schedule, and why they need to fulfil these duties

2. show that they know how to obtain relevant work instructions, schedules and specifications 3. show that they know the importance of organising work activities within a schedule to ensure

optimum efficiency and effectiveness of work

Outcome 2 Know how to contribute to the identification of improvements to dough processing

The learner can: 1. show that they know how to organise work activities efficiently and adapt these to changes in

dough production needs 2. show that they know how to organise work activities to take into account the timely need to

process doughs to maintain optimum condition 3. show that they know procedures for making constructive suggestions and potential

improvements to dough processing 4. show that they know why continuous improvement is necessary and the benefits from it 5. show that they know how to identify the benefits from improvements in the short and long term 6. show that they know where and when to get help and advice 7. show that they know what the lines and methods of effective communication are and why it is

important to communicate effectively

Outcome 3 Organise own activities within dough production schedule The learner can: 1. obtain the correct instructions and specifications for their dough work schedule 2. organise their work activity to make the best use of resources within operational requirements 3. report any resource deficiencies to the relevant personnel 4. check that their dough work schedule is practicable and achievable within the limits of the

workplace 5. check that their activity meets the relevant health, safety and hygiene requirements and identify

the personal protective clothing and equipment they need to wear


Outcome 4 Contribute to the identification of improvements to dough processing

The learner can: 1. make a positive contribution to the identification of improvements to dough processing 2. gather accurate information about potential improvements 3. make justifiable and realistic suggestions for improvement 4. share ideas for improvements with the relevant personnel and react positively to feedback they

receive 5. communicate their ideas in sufficient detail to enable further action to be agreed


Unit 216 Select, weigh and measure dough ingredients (B.18)

Level: 2 Credit value: 11 Unit aim(s) This unit is about two aspects of automated bakery production. Firstly, it involves being able to interpret instructions and recipes, identify the ingredients needed and check the quality of the ingredients. Secondly, it involves weighing and measuring ingredients accurately. The type of dough the learner works with may be fermented or non-fermented. Fermented doughs typically include bread and roll doughs, plain and fruited bun doughs and Danish and croissant pastry. Non fermented doughs typically include sweet and savoury pastes and puff pastry, scones and biscuits. Learning outcomes 1. Know how to identify and select dough ingredients 2. Know how to weigh and measure dough ingredients 3. Identify and select dough ingredients 4. Weigh and measure ingredients Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 54 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is allowed as a supplementary form of evidence when the candidate’s assessment environment does not allow for assessment across the full range of contexts, equipment or products specified.


Unit 216 Select, weigh and measure dough ingredients (B.18)


Outcome 1 1. Know how to identify and select dough ingredients The learner can: 1. show that they know the health, safety and hygiene requirements related to handling

ingredients for doughs and what might happen if these requirements are not met 2. show that they know the common factors affecting quality of ingredients for doughs during

handling 3. show that they know how to avoid contamination of ingredients for doughs during handling and

what might happen if this is not done 4. show that they know how to recognise and report substandard ingredients for doughs, signs of

contamination, infestation or damage to ingredients and packaging 5. show that they know the types of personal protective clothing, equipment and working

practices that are useful in combating potentially harmful effects of dust from ingredients and allergies from skin contact with ingredients for doughs

Outcome 2. Know how to weigh and measure dough ingredients The learner can: 1. show that they know the health, safety and hygiene requirements related to handling, weighing

measuring of ingredients for doughs and what might happen if these are not met 2. show that they know how to use work instructions and product specifications or recipes to

calculate or adjust ingredients required and ensure these meet production needs for doughs 3. show that they know the importance of working within the time constraints required by the

production schedule 4. show that they know how to report non availability of ingredients and source alternative

supplies of ingredients or alternative ingredients as permitted 5. show that they know the importance of using the correct type of weighing and measuring

equipment according to the types and quantities of ingredients used for doughs 6. show that they know how to safely label and store ingredients for doughs ready for mixing or

further processing 7. show that they know the types of personal protective clothing and equipment and working

practices that are useful in combating potentially harmful effects of dust from ingredients and allergies from skin contact with ingredients for doughs

Outcome 3. Identify and select dough ingredients The learner can: 1. identify the specified ingredients and check quantities according to instructions and

specifications 2. select ingredients to meet production needs and check ingredients’ condition for use 3. isolate and report ingredients of substandard quality, condition or quantity to the relevant

personnel 4. where ingredients are not available, source alternative supplies or establish whether alternative

ingredients can be used where permitted 5. store and position ingredients correctly ready for further processing 6. observe all health, safety and hygiene requirements including the wearing of personal

protective clothing and equipment


Outcome 4 Weigh and measure ingredients The learner can: 1. check selected ingredients against their instructions and specifications 2. check the accuracy of bakery weighing and measuring equipment 3. weigh and measure the required ingredients accurately, avoiding contamination 4. place the weighed and measured ingredients in the correct conditions and label storage

containers or mixing bowls, where required, ready for further processing 5. comply with health, safety and hygiene requirements and wear the correct personal protective

clothing and equipment


Unit 217 Hand divide, mould and shape fermented doughs (B.19)

Level: 2 Credit value: 10 Unit aim(s) This unit is about providing a service to customers at the customer’s home or other place of delivery. First, it involves loading and driving products to the customer’s premises. This includes planning delivery schedules that make the best use of time and other resources. The second part of the unit is about putting products together and testing them at the customer’s premises. It involves helping the customer understand how to install and use the product initially. This is not a selling role, but the learner should take opportunities to promote other products when they arise. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to hand divide fermented doughs 2. Know how to hand mould and shape fermented doughs 3. Hand divide fermented doughs 4. Hand mould and shape fermented doughs Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 48 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is allowed as a supplementary form of evidence when the candidate’s assessment environment does not allow for assessment across the full range of contexts, equipment or products specified.


Unit 217 Hand divide, mould and shape fermented doughs (B.19)


Outcome 1. Know how to hand divide fermented doughs The learner can: 1. show that they know the health, safety and hygiene requirements related to dividing, moulding

and shaping fermented doughs and what might happen if they are not met 2. show that they know the requirements of bread weight regulations and the importance of

accurate dividing of fermented doughs to comply with these regulations 3. show that they know the common sources of fermented dough contamination during dividing,

moulding and shaping 4. show that they know how to avoid contamination during dividing, moulding and shaping

fermented doughs and what might happen if this is not done 5. show that they know how to recognise and report fermented doughs that do not meet

specification 6. show that they know the procedure for rejecting and isolating failed fermented dough portions 7. show that they know how to maintain dough condition and deal with time constraints, in

readiness for further processing

Outcome 2. Know how to hand mould and shape fermented doughs The learner can: 1. show that they know the health, safety and hygiene requirements related to moulding and

shaping fermented doughs and what might happen if these requirements are not met 2. show that they know the common sources of fermented dough contamination during moulding

and shaping 3. show that they know how to avoid contamination while moulding and shaping fermented

doughs and what might happen if this is not done 4. show that they know how to recognise and report fermented doughs that do not meet

specification 5. show that they know the procedure for rejecting and isolating failed fermented dough portions 6. show that they know basic changes that occur during moulding and shaping that develop

dough structure and that are critical to the performance of doughs during further processing 7. show that they know how to maintain dough condition and deal with time constraints, in

readiness for further processing

Outcome 3. Hand divide fermented doughs The learner can: 1. check the available doughs against instructions and specifications and take prompt action on

discovering any discrepancy 2. obtain and check the condition of dividing tools and the accuracy of equipment 3. hand divide doughs accurately and reliably 4. minimise waste as they work and correctly deal with scrap material 5. position and maintain divided dough portions correctly for further processing 6. comply with health, safety and hygiene requirements and wear the correct personal protective

clothing and equipment throughout dividing operations


Outcome 4. Hand mould and shape fermented doughs The learner can: 1. check the available portioned doughs against instructions and specifications and take prompt

action on discovering any discrepancy 2. prepare and maintain an appropriate table surface for moulding and shaping 3. hand mould and shape portioned doughs accurately and reliably 4. wash and dress shaped dough surfaces as required to specification 5. minimise waste as they work and deal correctly with scrap material 6. place doughs in the correct condition and location, for further processing 7. comply with health, safety and hygiene requirements and wear the correct personal protective

clothing and equipment throughout moulding and shaping operations


Unit 220 Provide the lingerie fitting service in a retail environment (C.17)

Level: 2 Credit value: 8 Unit aim(s) This unit is about two aspects of the lingerie fitting service. Firstly, it is about explaining the lingerie fitting service and finding out what type of bra the customer needs, sometimes when the customer is unclear about their own needs. Secondly, the unit involves carrying out the bra fitting service including measuring the customer and helping the customer to choose suitable products. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to identify the retail customer’s needs for lingerie 2. Know how to measure and fit the retail customer for lingerie 3. Know how to check the customer's preferences and buying decisions when making retail sales 4. Identify the retail customer’s needs for lingerie 5. Measure and fit the retail customer for lingerie 6. Check the customer's preferences and buying decisions when making retail sales Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 48 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


It is highly unlikely that this unit will be able to be observed therefore the evidence generated will be around the training undertaken and testimony of the Expert Witness to confirm the candidate’s competence.


Unit 220 Provide the lingerie fitting service in a retail environment (C.17)


Outcome 1 Know how to identify the retail customer’s needs for lingerie The learner can: 1. show that they know how to approach customers on the lingerie department 2. show that they know what is involved in the lingerie-fitting service and how long a fitting session

is likely to take 3. show that they know the questioning techniques used to clarify and agree customers’ buying

needs 4. show that they know how to build trust and relax customers the learner is working with 5. show that they know how to talk to different types of customers and help customers to

understand the information the learner provides

Outcome 2 Know how to measure and fit the retail customer for lingerie The learner can: 1. show that they know the basic styles, shapes and sizes of bras 2. show that they know the different parts of bras and the technical names of these 3. show that they know brands, colours, fabrics, trims and price range of available products 4. show that they know the size range and fit of the bras in stock and where the learner can

find different types of bra 5. show that they know the features, advantages and benefits of different bras 6. show that they know the ordering service using in-house systems or brand catalogues for

lines either not in stock or not carried by the store 7. show that they understand solution dressing – what to wear under different outfits 8. show that they know accessories such as enhancers and coordinating garments 9. show that they know manufacturers’ guidance on washing and caring for products 10. show that they know the scheduled delivery dates for new products 11. show that they know trends in design, technological solutions and fabrics 12. show that they know how to assess the customer’s body size and age 13. show that they know the equipment and layout needed for the lingerie fitting room 14. show that they know how and where to measure for the customer’s band size using a tape

measure 15. show that they know how to estimate the cup size needed 16. show that they know how to choose the correct bras for the fitting 17. show that they know how to educate the customer on band sizes, cup sizes and correct

fitting using the bras the learner has chosen 18. show that they know body shapes and breast sizes 19. show that they know how to adjust and fit the bra both inside and outside the fitting room 20. show that they know how to build trust and relax customers they are working with 21. show that they know how to talk to different types of customers and help customers

understand the information the learner provides 22. show that they know how to deal with challenging situations, including unusual body shape,

body odour, disability, mastectomy and maternity 23. show that they know the importance of customer confidence and loyalty to the organisation

and how the learner contributes to these


Outcome 3 Know how to check the customer's preferences and buying decisions when making retail sales

The learner can: 1. show that they know how to recognise buying signals from customers 2. show that they know how to handle objections and questions confidently and effectively 3. show that they know techniques for closing the sale 4. show that they know why customer confidence and loyalty matter to the store and how the

learner contributes towards these 5. show that they know the legal rights and responsibilities of retailers and customers to do

with returning of unsatisfactory goods

Outcome 4 Identify the retail customer’s needs for lingerie The learner can: 1. approach customers on the lingerie department and accurately find out what customers are

looking for from the information customers provide 2. describe accurately to customers the process and benefits of the lingerie-fitting service 3. offer customers the lingerie-fitting service or, if the customer prefers, book a later appointment

Outcome 5 Measure and fit the retail customer for lingerie The learner can: 1. create a rapport with the customer while assessing the customer’s fitting needs 2. clearly and tactfully explain to the customer that the learner cannot guarantee an accurate fit if

measurements are taken on top of the customer’s clothing 3. position themselves and the customer correctly so the learner can:

a. take accurate measurements; b. adjust the product to fit the customer; and c. allow the customer to see the product when worn and correctly fitted

4. meet the customer’s needs for privacy and help while the customer is trying products on 5. measure the chest accurately 6. accurately choose and offer a range of products in the customer’s size and that meet the

customer’s needs 7. adjust and fit the product to provide customer comfort and prolong the life of the product 8. check the fit of the product and whether the customer is satisfied with the product 9. explain other possible courses of action if the learner cannot find a bra to fit the customer

Outcome 6 Check the customer's preferences and buying decisions when making retail sales

The learner can: 1. give customers enough time to evaluate products and ask questions 2. handle objections and questions in a way that promotes sales and keeps the customer’s

confidence 3. identify the need for additional and associated products and take the opportunity to increase

sales 4. clearly acknowledge the customer’s buying decisions 5. clearly explain any customer rights that apply 6. clearly explain to the customer where to pay for purchases


Unit 221 Promote beauty products to retail customers (C.35)

Level: 2 Credit value: 10 Unit aim(s) This unit is about two aspects of the retail sale of make-up and skincare products. Firstly, it is about demonstrating the features and benefits of make-up and skincare products to customers. This involves making the demonstration a pleasant experience for the customer, maintaining safety and hygiene during the demonstration, and gaining the customer’s interest in making a purchase. The second aspect of the unit is about keeping accurate and up to date records of customers to help the learner provide a more effective service to customers and so that promotional mail outs will reach the right people and be more likely to increase sales. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to demonstrate beauty products to retail customers 2. Know how to maintain the customer record card system in a retail store 3. Demonstrate beauty products to retail customers 4. Maintain the customer record-card system in a retail store Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 53 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and


reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions, the use of question and answer sessions to confirm knowledge and understanding. Monitoring the candidate’s performance over a period of not less than one month is required to ensure the candidate’s ability to effectively maintain up to date information on customer’s preferences. Organise product demonstrations to increase sales of the retail products. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. The evidence should take into account the training provided by the cosmetic house that the candidate is working for where this occurs


Unit 221 Promote beauty products to retail customers (C.35)


Outcome 1 Know how to demonstrate beauty products to retail customers

The learner can: 1. show that they know the purpose and value of demonstrations in promoting and selling

make-up and skincare products 2. show that they know the tools, materials and products they need for demonstrating make-up

and skincare products effectively and hygienically 3. show that they know how their own personal hygiene and grooming contribute to making the

demonstration comfortable for the customer 4. show that they know why they must get the customer’s permission for the demonstration 5. show that they know how to protect the customer’s hair and clothing from contact with the

products the learner is demonstrating 6. show that they understand the feelings and concerns that customers typically have about

demonstrations of make-up and skincare products, and how to tackle these 7. show that they know the difference between features and benefits of products 8. show that they know the features and benefits of the make-up and skincare products they

are responsible for demonstrating 9. show that they know the techniques for applying products effectively and hygienically 10. show that they know how to organise demonstrations into logical steps and stages, and the

importance of doing so 11. show that they know how to communicate clear and accurate information before and during

demonstrations 12. show that they know why they should clear equipment and products away promptly at the

end of the demonstration without keeping customers waiting too long

Outcome 2 Know how to maintain the customer record card system in a retail store

The learner can: 1. show that they know how using a customer record-card system can help the learner meet

their sales targets 2. show that they know any company rules and procedures relating to the customer record-card

system 3. show that they know the benefits to the customer of the record-card system 4. show that they know the importance of updating the record card system regularly 5. show that they know how to find time in their working day to update the record-card system 6. show that they know the relevant aspects of current data protection laws and the

importance of keeping to these laws 7. show that they know how to identify opportunities to make follow-up appointments 8. show that they know the importance of asking customers about any allergies to products

and ingredients so that these can be noted on the record card 9. show that they know where to find information about product ingredients and how to

interpret this information


Outcome 3 Demonstrate beauty products to retail customers The learner can: 1. gather together all the tools, materials and products they need for an effective and hygienic

demonstration 2. gain the customer’s permission to carry out the demonstration 3. explain to the customer clearly and in enough detail which products the learner is going to apply

and why 4. ask if the customer is allergic to any products or ingredients, and take care not to apply any

of these 5. follow the company grooming guidelines and maintain their own personal hygiene 6. protect the customer’s hair and clothing from coming into contact with the products the

learner is demonstrating 7. apply products in a logical sequence, using effective and hygienic techniques 8. explain clearly the features and benefits they think are needed to gain the customer’s

interest in making a purchase 9. complete the demonstration bearing in mind the customer’s time pressures 10. check whether the customer wants the learner to make any adjustments to the products the

learner has applied 11. promptly clear away the equipment and products at the end of the demonstration while not

keeping customers waiting too long 12. give the customer the opportunity to look in a mirror at the end of the demonstration and

make sure that the light and angle of mirror do justice to the products applied

Outcome 4 Maintain the customer record-card system in a retail store The learner can: 1. identify suitable opportunities to ask customers whether a record card may be set up 2. explain clearly to customers the benefits of being on file 3. record information clearly and accurately 4. update the record-card system often enough to keep it useful 5. keep information about customers confidential 6. follow company rules and procedures for setting up and updating customer record cards 7. ask customers whether customers have any product or ingredient allergies, and record this

information accurately 8. if a customer has an allergy, identify which products in the range contain this ingredient and

note the products on the record card as unsuitable for the customer 9. identify their top customers from the record-card system and use this information to help

the learner to boost sales 10. while setting up new record cards, offer customers opportunities to make appointments for

return visits to the learner’s counter


Unit 301 Work effectively in your retail organisation (E.8)

Level: 3 Credit value: 9 Unit aim(s) This unit is about the learner being an effective member of their team, including taking some responsibility for helping colleagues to learn. The unit involves the learner in supporting the team’s efforts by sharing the workload fairly, making realistic commitments and doing their best to keep them, and contributing to team morale and good working relations. The unit is also about being an effective learner in the workplace. It assumes that the learner receives some help and support in planning and carrying out their learning plans. The learner’s responsibilities are to contribute to the planning process, carry out their plan and report on their progress. Finally, the unit is about helping colleagues to gain the information and skills needed for competent performance. It involves the learner passing on to colleagues their own knowledge and skills as the learner goes about their day-to-day work. This unit is not about being a professional trainer and the learner is not expected to assess colleagues’ performance formally. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to support effective team working in a retail environment 2. Know how to help to plan and organise their own learning in a retail environment 3. Know how to help others to learn in a retail environment 4. Support effective team working in a retail environment 5. Help to plan and organise their own learning in a retail environment 6. Help others to learn in a retail environment Notional and guided learning hours It is recommended that 90 hours should be allocated for this unit, 49 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Mandatory Unit for all Level 3 Pathways


Product evidence (either paper or electronic) is the most likely source of evidence for this unit. This could include minutes of meetings recording your agreed actions, rotas and schedules that you have negotiated communication with customers and suppliers. Your involvement in staff development programmes for staff within your work team. Evidence should arise through naturally occurring work activities. Where difficulties arise naturally, documentary evidence of how they were dealt with should be included. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Assessor observed performance may be used for this unit to expand on the evidence already generated. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. This unit can be achieved in isolation of other units. However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification


Unit 301 Work effectively in your retail organisation (E.8)


Outcome 1 Know how to support effective team working in a retail environment

The learner can: 1. show that they know the team’s purpose, aims and targets 2. show that they know their responsibility for contributing to the team’s success 3. show that they know their colleagues’ roles and main responsibilities 4. show that they know the importance of sharing work fairly with colleagues 5. show that they know the factors that can affect their own and colleagues’ willingness to

carry out work, including skills and existing workload 6. show that they know the importance of being a reliable team member 7. show that they know the factors to take account of when making commitments, including

their existing workload and the degree to which interruptions and changes of plan are within their control

8. show that they know the importance of maintaining team morale, the circumstances when morale is likely to flag, and the kinds of encouragement and support that are likely to be valued by colleagues

9. show that they know the importance of good working relations, and techniques for removing tension between colleagues

10. show that they know the importance of following the company’s policies and procedures for health and safety, including setting a good example to colleagues

Outcome 2 Know how to help to plan and organise their own learning in a retail environment

The learner can: 1. show that they know who can help them set goals, help them plan their learning, and give

them feedback about their progress 2. show that they know how to identify the knowledge and skills they will need to achieve their

goals 3. show that they know how reflecting on their past learning experiences can help them to plan

their future learning, and techniques for doing so 4. show that they know how to work out how much time they need to devote to learning and

how much time they can make available for learning 5. show that they know how often to check their progress and how to do this 6. show that they know how to adjust their plans as needed to help them meet their goals 7. show that they know why they should ask for feedback on their progress, how to do so, and

how to respond positively

Outcome 3 Know how to help others to learn in a retail environment The learner can: 1. show that they know their role in helping others to learn in the workplace 2. show that they know how to work out what skills and knowledge they can usefully share with

others 3. show that they know how and when to offer help and advice to colleagues who are learning 4. show that they know methods of helping others to learn on the job, and how to choose

suitable methods for different learning situations


5. show that they know health, safety and security risks that are likely to arise when people are learning on the job, and how to reduce these risks

6. show that they know sources of help within your organisation for people who are learning, and how to access them

Outcome 4 Support effective team working in a retail environment The learner can: 1. share work fairly with colleagues, taking account of their own and others’ preferences, skills

and time available 2. make realistic commitments to colleagues and do what the learner has promised to do 3. let colleagues know promptly if the learner will not be able to do what has been promised and

suggest suitable alternatives 4. encourage and support colleagues when working conditions are difficult 5. encourage colleagues who are finding it difficult to work together to treat each other fairly,

politely and with respect 6. follow the company’s health and safety procedures as they work

Outcome 5 Help to plan and organise their own learning in a retail environment

The learner can: 1. discuss and agree with the right people goals that are relevant, realistic and clear 2. identify the knowledge and skills they will need to achieve their goals 3. agree action points and deadlines that are realistic, taking account of their past learning

experiences and the time and resources available for learning 4. regularly check their progress and, when necessary, change the way they work 5. ask for feedback on their progress from those in a position to give it, and use this feedback

to improve the learner’s performance

Outcome 6 Help others to learn in a retail environment The learner can: 1. encourage colleagues to ask the learner for work-related information or advice that the

learner is likely to be able to provide 2. notice when colleagues are having difficulty performing tasks at which the learner is competent,

and tactfully offer advice 3. give clear, accurate and relevant information and advice relating to tasks and procedures 4. explain and demonstrate procedures clearly, accurately and in a logical sequence 5. encourage colleagues to ask questions if colleagues don’t understand the information and

advice the learner gives 6. give colleagues opportunities to practise new skills, and give constructive feedback 7. check that health, safety and security are not compromised when they are helping others to

learn 8. recognise when the learner is not the most appropriate person to advise colleagues who are

learning and guide those colleagues to suitable sources of help


Unit 302 Process part exchange sales transactions in a retail environment (C.7)

Level: 3 Credit value: 12 Unit aim(s) This unit is about three aspects of part exchange sales transactions. Firstly, it is about following company guidelines for valuing items offered in part exchange. Secondly, it involves negotiating part exchange sales transactions and working out the balance the customer needs to pay. Thirdly, it is about taking payment and providing service at point of sale. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to decide on the value of items offered in part exchange by retail customers 2. Know how to negotiate part-exchange sales transactions with retail customers 3. Know how to provide service at point of sale in a retail store 4. Decide on the value of items offered in part exchange by retail customers 5. Negotiate part-exchange sales transactions with retail customers 6. Provide service at point of sale in a retail store Notional and guided learning hours It is recommended that 120 hours should be allocated for this unit, 62 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment Documentary evidence (either paper or electronic) is the most likely source of evidence for this unit. This could include reflective accounts on a variety of different types of part-exchange items valued for purchase by the store. Due to the sensitive nature of some part-exchange sales, it might not always be possible to have product evidence within the portfolio, when this is the case it should be clearly signposted. Evidence should arise through naturally occurring work activities. Where difficulties arise naturally, documentary evidence of how they were dealt with should be included. It is unlikely that you will be able to demonstrate competence in less than 3 months. Simulation may not be used for this unit.


The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Assessor observed performance may be used for this unit to expand on the evidence already generated. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 302 Process part exchange sales transactions in a retail environment (C.7)


Outcome 1 Know how to decide on the value of items offered in part exchange by retail customers

The learner can: 1. show that they know the type and quality of items they can accept in part exchange 2. show that they know relevant aspects of the law relating to ownership and re sale of goods 3. show that they know how to check that items are clean and operate normally, including

different kinds of checks and when to use them 4. show that they know the potential for re-selling the item offered in part exchange 5. show that they know the company’s pricing policy for part exchange items 6. show that they know the benefits to the customer of part exchange arrangements 7. show that they know how to treat the customer politely, including telling the customer the

item cannot be accepted in part exchange

Outcome 2 Know how to negotiate part-exchange sales transactions with retail customers

The learner can: 1. show that they know company policies and procedures for checking who owns the item 2. show that they know what might happen if they do not check ownership properly 3. show that they know the terms and conditions of sale for items the store buys 4. show that they know how to deal with customer objections 5. show that they know how to treat the customer politely during negotiations 6. show that they know how to fill in the paperwork when buying part exchange items

Outcome 3 Know how to provide service at point of sale in a retail store The learner can: 1. show that they know how to keep cash and other payments secure 2. show that they know the types of payment that they are authorised to receive 3. show that they know procedures for authorising non cash transactions 4. show that they know how to check for and identify counterfeit payments 5. show that they know how to check for stolen cheques, credit cards, charge cards or debit

cards 6. show that they know how to deal with customers offering suspect payments 7. show that they know the relevant rights, duties and responsibilities relating to the Sale of

Goods Act 8. show that they know company procedures for taking payments 9. show that they know company procedures for dealing with suspected fraud


Outcome 4 Decide on the value of items offered in part exchange by retail customers

The learner can: 1. thoroughly inspect the item being offered 2. protect the item from damage while handling it 3. identify accurately any repairs and cleaning needed and the costs involved 4. work out the exchange value of the item accurately within company guidelines 5. explain to the customer clearly and accurately the part exchange value of the item and the

benefits of a part-exchange arrangement 6. tell the customer politely that the item is not acceptable for part exchange, when this

applies 7. treat the customer politely throughout the valuation process

Outcome 5 Negotiate part-exchange sales transactions with retail customers

The learner can: 1. follow company policies and procedures for checking who owns the item 2. work out accurately the balance the customer should pay on the item the customer wants to

buy 3. accept or refuse the customer’s offers according to company policies and the discretion the

learner is allowed 4. end the transaction politely if the customer is not willing to go ahead 5. explain clearly and accurately the terms and conditions of the sale 6. fill in the paperwork for the transaction 7. treat the customer politely throughout negotiations

Outcome 6 Provide service at point of sale in a retail store The learner can: 1. tell customers the correct amount to pay 2. check accurately the amount and means of payment offered by the customer 3. where the payment is acceptable, process the payment in line with company procedure 4. tell the customer tactfully when payment cannot be approved 5. offer additional services to the customer where these are available 6. treat customers politely throughout the payment process 7. balance the need to give attention to individual customers with the need to acknowledge

customers who are waiting for help


Unit 303 Provide specialist support in helping customers to make purchases in a retail environment (C.14)

Level: 3 Credit value: 8 Unit aim(s) This unit is for senior sales assistants responsible for selling specialist products. In the context of this unit, ‘specialist products’ are products for which most customers will need detailed information to help them choose what to buy, as well as detailed advice on how to use and care for the product. The learner needs in-depth product knowledge which they keep up-to-date, including knowledge of competitor products. The learner also needs to be able to demonstrate specialist products to customers. This involves actually handling and using the products. As well as requiring product knowledge and expertise, the unit is about persuading customers to buy. This involves treating customers as individuals and finding out their needs. The learner needs to adapt their speech, body language and sales style to be as persuasive as possible. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to give retail customers information and advice on specialist products 2. Know how to demonstrate specialist products to retail customers 3. Give retail customers information and advice on specialist products 4. Demonstrate specialist products to retail customers Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional Pathway The National Occupational Standards for Retail Sales Professional at Level 3 support the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate


and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Assessor observed performance combined with documentary evidence are the most likely source of evidence for this unit. This could include records of the planning process to demonstrate specialist products to customers. It may include the liaison with the suppliers or buying team to ensure sufficient stock is available to undertake the demonstrations. This may involve negotiating the space and time for this to take place. Any notes produced to explain the features and benefits to the customer could be a valuable source of evidence to present to your assessor. Evidence should arise through naturally occurring work activities. Where conflicts arise naturally, documentary evidence of how they were resolved should be included. It is unlikely that you will be able to demonstrate competence in less than one month. Simulation may not be used for this unit. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 303 Provide specialist support in helping customers to make purchases in a retail environment (C.14) Learning Outcomes and Assessment Criteria

Outcome 1 Know how to give retail customers information and advice on specialist products

The learner can: 1. show that they know the features and benefits of the specialist products they are

responsible for selling, including the advantages of those products compared with similar products offered by competitors

2. show that they know how to keep their product knowledge up-to-date 3. show that they know how to help customers decide what to buy by comparing and contrasting

the features, advantages and benefits of products for customers 4. show that they know why they should give customers product information that is relevant to

customers’ individual needs and interests 5. show that they know how to find out which product features and benefits interest individual

customers 6. show that they know how to adapt their speech, body language and sales style to appeal to

different kinds of customer 7. show that they know company policy on customer service and how this applies to giving

specialist information and advice to customers

Outcome 2 Know how to demonstrate specialist products to retail customers

The learner can: 1. show that they know the purpose and value of demonstrations in promoting and selling

products 2. show that they know how to set up safe and effective demonstrations of the specialist products

they are responsible for promoting 3. show that they know how to keep the customer interested during demonstrations 4. show that they know how to respond to the customer’s comments and questions during

demonstrations

Outcome 3 Give retail customers information and advice on specialist products

The learner can: 1. talk to customers politely and in ways that promote sales and goodwill 2. use the information the customer gives them to find out what the customer is looking for 3. help the customer understand the features and benefits of the products the customer has

shown an interest in 4. explain clearly and accurately the features and benefits of products and relate these to the

customer’s needs 5. promote the products that give the best match between the customer’s needs and the

store’s need to make sales 6. spot and use suitable opportunities to promote other products where these will meet the

customer’s needs 7. control the time they spend with the customer to match the value of the prospective

purchase


8. constantly check the store for safety, security and potential sales while helping individual customers

Outcome 4 Demonstrate specialist products to retail customers The learner can: 1. find out if the customer is willing to see a demonstration 2. set up demonstrations safely and in a way that disturbs other people as little as possible 3. check they have everything they need to give an effective demonstration 4. give demonstrations that clearly show the use and value of the product 5. where appropriate, offer customers the opportunity to use the product personally 6. give the customer enough chance to ask questions about the products or services the

learner is demonstrating to the customer 7. check that the store will be monitored for security, safety and potential sales while the

learner is carrying out demonstrations


Unit 304 Develop individual retail service opportunities (C.30)

Level: 3 Credit value: 6 Unit aim(s) This unit is for personal shoppers and is about developing the client database. Firstly, the learner needs to plan how to find new clients they can develop a business relationship with. The learner needs to understand what type of clients they should be meeting, and how to go about meeting such clients in ways that use the learner’s time effectively and are likely to help the learner meet their sales targets. Secondly, the learner needs to approach potential clients and get these individuals interested in the learner and the learner’s service. The learner needs to tailor their approach to different people so that the learner can quickly develop a rapport and gain people’s interest. The learner also needs to gain people’s trust in the learner and the company by keeping promises and keeping personal information strictly confidential. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to make plans for finding new retail clients 2. Know how to market your service to potential retail clients 3. Make plans for finding new retail clients 4. Market your service to potential retail clients Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 41 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit for Retail Sales Professional Pathway If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. The National Occupational Standards for Retail Sales Professional at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and


logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. The use of an expert witness, professional discussion combined with documentary evidence is the most likely source of evidence for this unit. This could include records of the in-store personal shopper service, special promotions, planning process to attract retail customers to take advantage of the service. Opportunity to review your client records and explain how you attract new customers and ensure existing customers are pleased with the service provided. It may include the liaison with the store manager or buying team to ensure sufficient stock is available to meet the needs of the customers. Any notes produced when managing your pre-planned appointments could be a valuable source of evidence to present to your assessor. Evidence should arise through naturally occurring work activities. Where conflicts arise naturally, documentary evidence of how they were resolved should be included. It is unlikely that you will be able to demonstrate competence in less than one month. Simulation may not be used for this unit. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. It is highly unlikely that this unit will be able to be observed therefore the evidence generated will come from professional discussion supported by statistics relating to performance and testimony from an Expert Witness to confirm the candidate’s competence


Unit 304 Develop individual retail service opportunities (C.30)


Outcome 1 Know how to make plans for finding new retail clients The learner can: 1. show that they know their sales targets and when they should achieve these by 2. show that they know the client profiles relevant to the brands and services the learner is

personally responsible for selling 3. show that they know the number and types of clients they are likely to need in order to meet

sales targets 4. show that they know the company’s policies and procedures for developing business

relationships with clients 5. show that they know how best to balance their time between finding new clients and selling

to existing clients 6. show that they know how often to review their progress in finding new clients 7. show that they know how to measure their progress in ways that help them decide if they

need to change their approach 8. show that they know when and how they should report their progress to their manager

Outcome 2 Know how to market your service to potential retail clients The learner can: 1. show that they know the type of business relationships they need to create with potential

clients 2. show that they know the image their company wants to promote to customers 3. show that they know the difference between features and benefits 4. show that they know the features and benefits of the service they provide 5. show that they know how to talk to potential clients in a persuasive way about the service 6. show that they know how to find out about competitors’ services 7. show that they know how to compare competitors’ services with their own, so that potential

clients can understand how using the learner’s service would benefit the client 8. show that they know how to identify suitable opportunities for approaching potential clients 9. show that they know how to approach potential clients in a way that creates a positive

impression of the learner and the company and is likely to help create a business relationship

10. show that they know how to create a rapport quickly with prospective clients 11. show that they know the information they need to exchange with potential clients 12. show that they know why they need to keep any promises they make to potential clients, for

example sending clients information which clients have asked for 13. show that they know how to record information about potential clients so that the learner

can use it effectively 14. show that they know why client confidentiality is important to the business relationship 15. show that they know the relevant aspects of the data protection laws and company policy to

do with client confidentiality


Outcome 3 Make plans for finding new retail clients The learner can: 1. identify the types of client who would benefit from the learner’s service and whose custom

would help the learner achieve their sales targets 2. suggest ideas for building the client base that are suitable for the client profiles and achievable

bearing in mind the budget and time available and company image and policy 3. follow company policies and procedures for building the client base 4. review their progress against their plans at suitable intervals 5. recognise whether they are achieving the results they need and adjusting their plans when

necessary 6. give their manager clear and accurate reports of the learner’s progress at the agreed times

Outcome 4 Market your service to potential retail clients The learner can: 1. spot suitable opportunities to approach potential clients 2. approach potential clients in a way that projects the company’s image effectively and is likely to

help create a business relationship 3. quickly create a rapport with potential clients 4. talk to potential clients in a persuasive way about the learner’s services 5. compare their service with competitors’ services in ways that make clear the advantages of

the learner’s service while being honest and fair 6. exchange relevant information with potential clients when appropriate 7. record client information promptly, accurately and in a way that allows the learner to use the

information effectively 8. store and use client information in line with data protection laws and company policy 9. when it is not possible to keep promises to potential clients, tell clients promptly and offer

any other suitable information or help


Unit 305 Provide a personalised sales and after-sales service to your retail clients (C.31)

Level: 3 Credit value: 8 Unit aim(s) This unit is for personal shoppers and is all about providing the personal shopping experience and building clients’ loyalty to the learner and to the store. Firstly, it involves getting to know clients so that the learner can recommend and sell products according to clients’ individual needs, preferences and budgets. Selling in this way is known as consultative selling or relationship selling, and involves developing a business relationship with clients so that they will trust the learner, take the learner’s advice and keep coming back to buy from the learner. To be able to provide a personalised service effectively the learner needs an extensive knowledge of their store’s products and services including seasonal trends and special promotions. The second aspect of the unit is concerned with building clients’ loyalty by following up client consultations. This involves keeping client records up-to-date and using these to keep in touch with clients so that clients remain aware of the service and interested in doing business with the learner. It also involves providing a service and keeping clients’ trust by keeping promises, such as placing orders or contacting clients when new items are available. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to provide a personalised service to retail clients 2. Know how to provide an after-sales service to retail clients 3. Provide a personalised service to retail clients 4. Provide an after-sales service to retail clients Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 46 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving


Unit Assessment: Specialist Unit for the Retail Sales Professional Pathway If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. The National Occupational Standards for Retail Sales Professional at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. The use of an expert witness, professional discussion combined with documentary evidence is the most likely source of evidence for this unit. Notes on product preferences of the customers, key occasions that your customers will require specialist help and support. Opportunity to review your client records and explain how you maintain customer commitment and ensure existing customers are pleased with the service provided. It may include the liaison with the store manager or buying team to ensure sufficient stock is available to meet the needs of your established customers. Any notes produced when contacting your customers could be a valuable source of evidence to present to your assessor. Evidence should arise through naturally occurring work activities. Where conflicts arise naturally, documentary evidence of how they were resolved should be included. It is unlikely that you will be able to demonstrate competence in less than one month. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. It is highly unlikely that this unit will be able to be observed therefore the evidence generated will come from professional discussion supported by statistics relating to performance and testimony from an Expert Witness to confirm the candidate’s competence.


Unit 305 Provide a personalised sales and after-sales service to your retail clients (C.31)


Outcome 1 Know how to provide a personalised service to retail clients The learner can: 1. show that they know what consultative selling is, and how this is different from other kinds

of retail selling 2. show that they know their company’s desired image and how to project this to clients 3. show that they know how to use information in client records to prepare for client visits 4. show that they know how to create and maintain a rapport with clients, both new and

existing 5. show that they know how to create and maintain a rapport with clients, both new and

existing 6. show that they know when and how to ask clients tactfully how much clients want to spend 7. show that they know how to keep themselves informed about the brands and services they

are expected to sell, including: • seasonal trends • new brands or services • promotions • stock levels • competitor comparisons • additional services such as store cards, gift wrapping or delivery

8. show that they know how to relate the features and benefits of products or services to the client’s needs

9. show that they know how to identify suitable opportunities to sell additional or related products

10. show that they know how to make recommendations to clients in a way that encourages clients to take the learner’s advice, without pressurising clients

11. show that they know why they need to balance the need to make immediate sales with the need to maintain good business relations with the client, and how to do so

12. show that they know the company’s customer service standards and how to apply these when providing a personalised service to clients

Outcome 2 Know how to provide an after-sales service to retail clients The learner can: 1. show that they know why they need to keep client records up to date and store them

correctly 2. show that they know company procedures for updating client records 3. show that they know company systems and procedures for recording and storing client

information 4. show that they know relevant aspects of the data protection laws and company policy for

client confidentiality 5. show that they know why they should keep to clients’ wishes as to how and when the

learner may contact clients 6. show that they know why they need to keep their promises to clients


Outcome 3 Provide a personalised service to retail clients The learner can: 1. use available information in the client records to help the learner prepare for consultations 2. before starting a consultation, check that the work area is clean and tidy and that all the

equipment the learner needs is to hand 3. quickly create a rapport with the client at the start of the consultation 4. talk and behave towards the client in ways that project the company image effectively 5. ask questions that encourage the client to tell the learner about the client’s buying needs,

preferences and priorities 6. where appropriate, tactfully check how much the client wants to spend 7. explain clearly to the client the features and benefits of the products or services the learner

is recommending and relate these to the client’s individual needs 8. identify suitable opportunities to sell additional or related products or services that are

suited to the client’s needs 9. make recommendations to the client in a confident and polite way and without pressurising

clients 10. pace client consultations so as to make good use of selling time while maintaining good

relations with the client 11. meet the company’s customer service standards in the learner’s dealings with the client

Outcome 4 Provide an after-sales service to retail clients The learner can: 1. follow the company’s procedures for keeping client records up to-date 2. record client information accurately and store it in the right places in the company’s system 3. keep client information confidential and share it only with people who have a right to it 4. keep to clients’ wishes as to how and when clients may be contacted 5. follow their company’s policy and procedures for contacting clients 6. where they cannot keep promises to clients, tell clients promptly and offer any other

suitable products or services


Unit 306 Organise the receipt and storage of goods in a retail environment (B.14)

Level: 3 Credit value: 11 Unit aim(s) This unit is firstly about organising staff to receive goods, for example when preparing for seasonal intake of stock. Secondly, the unit involves organising storage facilities and training and supervising staff in the use of the storage system. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to organise staff to receive and check incoming deliveries in a retail environment 2. Know how to organise and maintain storage facilities in a retail environment 3. Know how to check the storage and care of stock in a retail environment 4. Organise staff to receive and check incoming deliveries in a retail environment 5. Organise and maintain storage facilities in a retail environment 6. Check the storage and care of stock in a retail environment Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 59 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for all Level 3 Pathways The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely sources of evidence to support this unit. This could include records or orders, delivery schedules, delivery documentation, reports to suppliers, service requirements and stock records. Evidence should arise from naturally occurring work activities.


Where conflicts arise naturally, documentary evidence of how they were resolved should be included. It is unlikely that you will be able to demonstrate competence in less than one month. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 306 Organise the receipt and storage of goods in a retail environment (B.14)


Outcome 1 Know how to organise staff to receive and check incoming deliveries in a retail environment

The learner can: 1. show that they know how to prepare to receive and handle different types of goods 2. show that they know procedures for receiving goods, including dealing with incorrect, damaged

and late deliveries 3. show that they know which members of staff are involved in or affected by a delivery schedule

and the information these people need to receive goods efficiently 4. show that they know the company’s standards for acceptable goods 5. show that they know why incoming goods must be checked against requirements straight

after unloading 6. show that they know recording and control systems including procedures for checking

goods received 7. show that they know safety and security procedures for receiving goods

Outcome 2 Know how to organise and maintain storage facilities in a retail environment

The learner can: 1. show that they know how to work out what storage facilities are needed for goods on order 2. show that they know how to protect goods from various causes of deterioration and damage 3. show that they know how to work out suitable storage layouts and solve storage problems

efficiently, safely and securely 4. show that they know how to run the stock recording and controlling systems efficiently and

accurately, including using them to monitor and record stock loss 5. show that they know the legal requirements for storing stock, including health and safety

requirements

Outcome 3 Know how to check the storage and care of stock in a retail environment

The learner can: 1. show that they know how effective storage systems contribute to reducing stock loss 2. show that they know when and how to check stock and storage, including both routine and

spot checks 3. show that they know legal and company requirements for removing out-of-date stock 4. show that they know the company’s requirements for storing and moving stock, and how to

check that these requirements are being met 5. show that they know how to work out if ideas for improving the ways stock is stored and

moved are likely to be profitable 6. show that they know the causes of stock deterioration and damage and how these affect

products 7. show that they know the company’s requirements and quality standards for storage 8. show that they know the information colleagues need to be able to use the storage system

effectively 9. show that they know company policy and procedures for protecting goods that are at risk of

damage or deterioration 10. show that they know the company’s systems and procedures for moving and storing stock


Outcome 4 Organise staff to receive and check incoming deliveries in a retail environment

The learner can: 1. gather enough competent staff and brief those staff members well enough before deliveries

are received 2. make sure that the area for receiving goods is prepared and that there is enough storage space

for the delivery 3. check that deliveries are unloaded safely and securely 4. make sure that goods are promptly checked against requirements 5. make sure that delivery records are complete and accurate and processed promptly 6. use delivery records to check that each supplier has met the company’s service needs 7. spot problems with deliveries and sort such problems out promptly

Outcome 5 Organise and maintain storage facilities in a retail environment

The learner can: 1. organise storage facilities to take account of day-to-day work, safety requirements and the

need to keep goods secure in a saleable condition 2. give staff accurate, up-to-date information and suitable training to enable them to use the

storage system securely, safely and in line with relevant legal requirements 3. give staff clear roles and responsibilities for storing and moving goods and check that staff

understand these roles and responsibilities 4. develop and update plans to cope with unforeseen storage problems 5. check regularly that staff are storing and moving goods competently, safely, securely and in

line with relevant legal requirements 6. keep complete, accurate and up to date stock records that can be found easily by everyone

who needs these

Outcome 6 Check the storage and care of stock in a retail environment The learner can: 1. keep up a routine for checking storage facilities and stock 2. carry out spot checks of storage facilities and stock at suitable intervals 3. make sure staff have the information and training needed to spot stock that is out of date or at

risk of deteriorating, and to deal with it in line with legal and company requirements 4. check the storage and movement of stock to make sure that stock is reaching the shop floor

as it is needed 5. evaluate the storage, care and movement of stock and find ways of running storage and

movement systems more profitably


Unit 307 Audit stock levels and stock inventories in a retail environment (B.15)

Level: 3 Credit value: 6 Unit aim(s) This unit involves organising an audit, managing the audit team and preparing an audit report. The audit team may consist of people who don’t normally work together, and the learner need not necessarily be a team leader in their day-to-day work. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to put an audit programme into practice in a retail environment 2. Know how to report the findings of a retail stock audit 3. Put an audit programme into practice in a retail environment 4. Report the findings of a retail stock audit Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 29 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management pathways. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include stock control records, stock lists, staff schedules, details of responsibilities and report on findings. Evidence should arise through naturally occurring work activities. The assessment should be planned to cover at least once full cycle of stock audit activity from planning through to reporting on the findings.


The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 307 Audit stock levels and stock inventories in a retail environment (B.15)


Outcome 1 Know how to put an audit programme into practice in a retail environment

The learner can: 1. show that they know why it is important to audit levels of stock and stock inventories 2. show that they know how often they need to carry out audits 3. show that they know the information held in the stock inventory and how to access it 4. show that they know how to interpret information and correct mistakes in the stock

inventory 5. show that they know the types of situation that can make it difficult to carry out an effective

audit in the time available, and how to prevent these 6. show that they know the resources they need to be able to carry out an audit 7. show that they know when and how to tell colleagues that an audit is to take place, and how

it is likely to affect colleagues’ work 8. show that they know how to choose people to help with the audit and give these people

responsibilities 9. show that they know how to explain to their audit team what the team’s responsibilities are

during the audit, and how the learner wants these responsibilities to be carried out 10. show that they know how to check on the progress of the audit

Outcome 2 Know how to report the findings of a retail stock audit The learner can: 1. show that they know how to organise audit findings so that problems can be easily identified 2. show that they know the methods for spotting problems in audit findings 3. show that they know the types of problem that can happen and how to sort such problems out 4. show that they know the layout needed for the audit report 5. show that they know who needs to see the report 6. show that they know how to distribute the report so that each person receives it on time

Outcome 3 Put an audit programme into practice in a retail environment The learner can: 1. find out and make sure they understand when to carry out an audit, why it is needed, what it

should cover and who needs the audit report 2. find out how the report should be laid out and the level of detail needed 3. find out what resources are available to carry out the audit 4. spot any problems that are likely to prevent them from carrying out the audit effectively in

the time available, and sort these out before starting the audit 5. choose staff to help with the audit, check these people’s availability and give responsibilities

to each person 6. brief their audit team so that individual responsibilities during the audit, and how to carry

out those responsibilities, are clear to team members 7. plan the work of the audit team so as to make sure it is accurate and will cause as little

disruption as possible to normal work 8. check on the audit team’s progress at suitable intervals and help the team to sort out any

problems the team may be having in completing the audit


Outcome 4 Report the findings of a retail stock audit The learner can: 1. organise their findings so that they can easily spot any problems 2. spot problems and note these clearly for investigation 3. work out which problems are most important and should be investigated first 4. investigate problems methodically and sort problems out as far as they can within the scope

of the audit and with the resources available 5. prepare their final report in the layout needed and include comments on any problems

which still exist 6. give or send their report to the people who need to see it, so that each person receives it on

time


Unit 308 Monitor and help improve food safety in a retail environment (B.22)

Level: 3 Credit value: 12 Unit aim(s) This unit is for the learner who supervises staff who handle or prepare wrapped or unwrapped food, including food subject to temperature control. The unit is firstly about monitoring food safety in line with the company’s food safety procedures. Secondly, the unit is about making a contribution to continuously improving food safety in the work area. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the principles of food safety management procedures 2. Monitor food safety at critical control points 3. Contribute to continuous improvement of food safety Notional and guided learning hours It is recommended that 120 hours should be allocated for this unit, 67 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit Retail Sales Professional and Retail Management Pathways. If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. The candidate may have undertaken formal food safety training that may contribute to the evidence for this unit.


Unit 308 Monitor and help improve food safety in a retail environment (B.22)


Outcome 1 Understand the principles of food safety management procedures

The learner can: 1. show that they know what the relevant food safety management principles are and why it is

important to follow these principles 2. show that they know what critical control points, control points, critical limits and relevant

variance are 3. show that they know why it is important to monitor critical control points and control points,

and how to do so 4. show that they know their responsibilities under their organisation’s food safety procedures,

including the critical control points relating to their work activity 5. show that they know how to communicate responsibilities for food safety procedures to

staff and make sure staff understand these 6. show that they know how to make sure staff receive appropriate training to meet food

safety responsibilities 7. show that they know the impact of variance at critical control points and control points on

food safety, public health and their organisation 8. show that they know the type and frequency of checks that they should perform to control

food safety within their work activities, and how to obtain verification of those checks 9. show that they know the reporting procedures when control measures fail 10. show that they know the records required for controlling food safety and how to maintain

these records 11. show that they know how traceability works and why it is important to food safety 12. show that they know types and methods of corrective action to reduce, control or eliminate

food safety hazards 13. show that they know why it is important to have food safety procedures in place 14. show that they know what continuous improvement is and why it is important to contribute

to the improvement process

Outcome 2 Monitor food safety at critical control points The learner can: 1. identify and monitor critical control points, which means they:

• identify relevant food safety control measures • allocate and supervise food safety responsibilities • identify and meet staff training needs • complete all specified operational controls and checks at the set time frequency • keep accurate and complete records of checks • obtain verification for completed checks, following set procedures

2. troubleshoot, which means they: • take suitable corrective action with the appropriate degree of urgency when control

measures fail • report to the appropriate person any procedures that are out of line with critical limits • seek expert advice and support for matters outside their own level of authority or expertise


Outcome 3 Contribute to continuous improvement of food safety The learner can: 1. highlight areas for improvement, which means they:

identify and report any factors or issues that arise in their work activities which may affect the safety of food

identify and report any factors or issues within the environment, supplies or product which may affect the safety of food

2. contribute to improving food safety, which means they: contribute to team meetings with ideas and suggestions to improve procedures or processes contribute to introducing new procedures and/or reviewing existing ones in order to improve

food safety 3. interpret and use food safety management procedures, which means they:

check that they understand and can use any new control measures that are introduced relating to food safety


Unit 309 Assist customers to obtain appropriate insurance (Financial Services Skills Council) (C.38)

Level: 3 Credit value: 12 Unit aim(s) This unit is for learners who sell extended warranties on domestic electrical goods. The provision of insurance products by retailers is regulated by the Financial Services Authority (FSA) and therefore a key aspect of this unit is to understand and comply with FSA requirements relating to the sale of insurance. The learner also needs to understand the relevant principles and concepts of insurance. The unit is also about four aspects of selling and administering extended warranties. Firstly, it involves identifying suitable products for individual customers and giving them accurate information on products the learner is authorised to deal with. Secondly, it is about calculating the costs of extended warranties and explaining these costs to customers. The third aspect involves helping customers complete their applications for extended warranties and providing customers with the necessary documentation. Finally, the unit involves helping customers to make claims under extended warranties they bought through the learner’s store. Learning outcomes There are nine learning outcomes to this unit. The learner will be able to: 1. Understand the principles and concepts of advised sales of insurance products 2. Know how to identify the customer’s insurance needs 3. Know how to agree insurance policies with the customer to enable them to be appropriately

insured 4. Know how to process insurance applications 5. Know how to assist customers with claims 6. Identify the customer’s insurance needs 7. Agree insurance policies with the customer to enable them to be appropriately insured 8. Process insurance applications 9. Assist customers with claims Notional and guided learning hours It is recommended that 120 hours should be allocated for this unit, 70 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication



• Problem Solving Unit Assessment: Specialist Unit for the Retail Sales Professional – the assessment must be carried out by ‘the approved person (as defined by FSA regulations)’, or someone designated by the approved person. If the Verifier does not have the technical competence, expert support must be sought from a person with suitable experience, to confirm the verification decision Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. The FSA, in particular, the FSA Training and Competence Sourcebook states that some assessment of both knowledge and of practical application of knowledge and skills will be required when assessing employees as competent.


Unit 309 Assist customers to obtain appropriate insurance (Financial Services Skills Council) (C.38)


Outcome 1 Understand the principles and concepts of advised sales of insurance products

The learner can: 1. show that they know the principles and practice of insurance (an introductory knowledge

only) including: • utmost good faith • insurable interest • indemnity • subrogation • contribution • risk as it relates to insurance • contract and agency • proximate cause • compulsory insurance

2. show that they know the legal and regulatory requirements relating to securing insurance products and arrangements, including: • an awareness of FSA rules and powers (for example Insurance Conduct of Business Rules) • their own and the company’s responsibility for complying with all legislation including FSA

rules, and the consequences of failing to comply • money laundering rules and cash limits • Data Protection Act (DPA) • consumer protection • financial promotions • crime prevention measures relating to insurance: •� ABI data sharing project •� guidelines on the exchange of information between the police, insurers and loss adjusters •� acceptance criteria and guidelines for the reporting of suspected fraudulent insurance

claims to the police 3. show that they know the limits of their own responsibility for dealing with insurance

arrangements, complaints and claims

Outcome 2 Know how to identify the customer’s insurance needs The learner can: 1. show that they know the procedure for advising customers of the learner’s status and the

company’s status in relation to the products the learner offers 2. show that they know how to assist different types of customer:

• retail/consumer/commercial • on the telephone, face-to-face • advised/non-advised basis

3. show that they know policies and procedures for obtaining and supplying information to customers, and keeping records of requests

4. show that they know when and how to pass requests for product information to a higher authority


5. show that they know the documentation that needs to be issued, and/or completed and stored, in durable medium, that may include: • status disclosure • demands and needs statements • key fact statement

6. show that they know legal and regulatory requirements relating to insurance products and the sale of insurance products

Outcome 3 Know how to agree insurance policies with the customer to enable them to be appropriately insured

The learner can: 1. show that they know how to identify the type of customer (retail/consumer or commercial) 2. show that they know how to identify the insurance products which best suit the customer 3. show that they know how to select different insurance products for different types of insurance

needs and customer preferences, including: • types of insurance • types of cover • features and benefits of different types of insurance • terms and conditions of policies • exclusions and limitations on insurance cover • cancellation rights • duration of insurance cover • premiums and fees • complaints procedures • compensation schemes

4. show that they know how to prepare, present and record written and verbal quotes for insurance agreements

5. show that they know the different methods of payment and their effect on total cost 6. show that they know the costs of cancelling cover 7. show that they know when they must disclose commission 8. show that they know how to calculate the premium and any other associated fees if

appropriate 9. show that they know their company’s procedures for the handling of client money

Outcome 4 Know how to process insurance applications The learner can: 1. show that they know how and when to carry out credit checks 2. show that they know how to recognise inconsistencies and discrepancies in information and the

correct action to take 3. show that they know the common problems that occur with insurance applications and when

the learner needs to seek advice on how to deal with these problems or refer problems to someone else

4. show that they know the policies and procedures for dealing with and recording complaints 5. show that they know how to inform customers of decisions about insurance arrangements 6. show that they know what information and documentation is needed, in the required format

and in durable medium, in order to progress insurance applications, which may include: • statement of price • demands and needs statements • key fact statement • proposal form • certificate of insurance • policy summary • policy booklet • policy schedule

7. show that they know where and how to store completed documentation 8. show that they know legal and regulatory requirements relating to processing insurance

applications


Outcome 5 Know how to assist customers with claims The learner can: 1. show that they know when to disclose conflicts of interest and how to manage these 2. show that they know the policies and procedures for giving guidance to customers on claims,

and keeping appropriate records 3. show that they know the policies and procedures for directing claims to the appropriate people 4. show that they know what documentation needs to be completed in order to process a

claim 5. show that they know their company’s complaints procedure 6. show that they know the role of the Financial Ombudsman Service 7. show that they know when and how to pass issues to a higher authority 8. show that they know the policies and procedures for keeping and storing accurate records

about claims 9. show that they know the legal and regulatory requirements relating to claims

Outcome 6 Identify the customer’s insurance needs The learner can: 1. advise the customer of the learner’s status and the company’s status in relation to the

products the learner offers 2. accurately find out what the customer requires to meet the customer’s insurance needs 3. recognise any requests for product information that they are not authorised to deal with and

promptly pass them to an appropriate authority 4. accurately complete and store all initial documentation in accordance with procedures 5. comply at all times with relevant legal and regulatory requirements

Outcome 7 Agree insurance policies with the customer to enable them to be appropriately insured

The learner can: 1. identify the types of insurance products that can be offered to the customer that meet the

customer’s needs 2. clearly and accurately describe the details of the product offered and provide a policy summary 3. provide details of exclusions and cancellation rights and complaints and claims procedures 4. where necessary, supply accurate written quotations for insurance cover in the required

format 5. accurately calculate and confirm with the customer the premium due and arrange payment

in accordance with procedures 6. where necessary, refer issues that arise during the arrangement of insurance to an

appropriate authority 7. issue legible and accurate confirmation of cover where this is appropriate 8. accurately complete and store all necessary documentation in accordance with procedures 9. identify additional insurance services where appropriate and relevant to the needs of the

customer 10. comply at all times with relevant legal and regulatory requirements

Outcome 8 Process insurance applications The learner can: 1. gather all necessary information to enable applications for insurance to proceed 2. send documentation and other necessary information to the insurers, or others, within the time

agreed 3. where necessary, obtain further information from the customer where checks reveal

inconsistencies or discrepancies in details supplied by the customer 4. where problems occur with insurance applications, seek advice and assistance from an

appropriate authority 5. deal promptly with any complaints, refer issues to an appropriate authority and keep

accurate records


6. keep the customer informed of progress at all stages 7. check and issue all documents to the customer within the time required check and issue all

documents to the customer within the time required 8. make accurate and complete records at all stages and store them correctly in the customer

file 9. comply at all times with relevant legal and regulatory requirements

Outcome 9 Assist customers with claims The learner can: 1. where appropriate, disclose whether they are acting on behalf of an insurer in relation to a

claim 2. give customers appropriate guidance, according to procedures, to help customers to make a

claim 3. gather all necessary information to allow a valid claim, or to direct the claim to the appropriate

people 4. where necessary, complete accurately the required documentation to process the claim 5. where appropriate, inform the customer of the progress of the claim and any outcome 6. deal with complaints or pass them to the appropriate authority 7. if necessary, refer issues to an appropriate authority 8. make accurate and complete records at all stages and store them correctly 9. comply at all times with relevant legal and regulatory requirements


Unit 310 Source required goods and services in a retail environment (B.16)

Level: 3 Credit value: 10 Unit aim(s) This unit is suitable for the learner if they order stock for a small, independent store and are responsible for choosing the store’s suppliers as well as ordering stock directly from suppliers. The unit involves working out what needs replenishing and choosing which suppliers to use. It also involves ordering stock, checking that the right stock is delivered on time, and evaluating supplier’s performance. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to choose suppliers and order stock for retail sale 2. Know how to check and evaluate the performance of suppliers of stock for retail sale 3. Choose suppliers and order stock for retail sale 4. Check and evaluate the performance of suppliers of stock for retail sale Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 21 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management Pathways The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment that is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include stock records, purchasing records, list of approved suppliers, completed order forms, delivery notes, and invoices and feedback reports. Evidence should arise through naturally occurring work activities.


The assessment should be planned to cover procurement for a range of products from a variety of suppliers for the organisation. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 310 Source required goods and services in a retail environment (B.16)


Outcome 1 Know how to choose suppliers and order stock for retail sale The learner can: 1. show that they know the types of goods the company normally needs 2. show that they know how to use the stock records to find out what needs to be ordered 3. show that they know the suppliers currently being used 4. show that they know the suppliers who have been used in the past and why these suppliers

are no longer being used 5. show that they know how to find possible new suppliers and check whether these suppliers

are suitable 6. show that they know company policy for choosing suppliers 7. show that they know what makes a legally binding contract 8. show that they know why they need to check suppliers’ terms and conditions 9. show that they know the company’s procedures for placing orders 10. show that they know the company’s procedures for keeping records of orders

Outcome 2 Know how to check and evaluate the performance of suppliers of stock for retail sale

The learner can: 1. show that they know the company’s systems and procedures for returning goods 2. show that they know the company’s legal rights as a buyer 3. show that they know the company’s policy for paying creditors, and who to consult in the

accounts department if a supplier suspends the account 4. show that they know the records their company keeps about suppliers’ performance and

how to find and use these records 5. show that they know who in their company can comment on the quality and delivery time of

goods or services received, and when and how to ask for those people’s comments 6. show that they know how to complain to suppliers 7. show that they know how to respond positively when colleagues complain about the speed

or quality of suppliers’ performance

Outcome 3 Choose suppliers and order stock for retail sale The learner can: 1. check the stock records at suitable intervals and spot which stock needs replenishing 2. follow a suitable routine for asking if colleagues expect to have any special orders 3. compare purchase requisitions to spot items they can order together 4. use the purchasing records to find out who the regular suppliers have been, if any 5. choose suitable suppliers to use, taking account of stock availability, prices and delivery

times 6. order items accurately, promptly and from suitable suppliers 7. accurately work out the total cost of an order 8. keep complete, accurate and up-to-date purchasing records 9. store purchasing records so that these can be easily found by the people who need such

records


Outcome 4 Check and evaluate the performance of suppliers of stock for retail sale

The learner can: 1. promptly match deliveries with orders so they can spot overdue items 2. spot items which are overdue and promptly contact the supplier about them 3. tell colleagues promptly if orders will not be fulfilled on time and tell colleagues what options are

available 4. follow procedures for returning goods and getting goods replaced 5. check the quality, price and times of deliveries against the company’s requirements 6. ask colleagues for comments about the quality and delivery times of items received from

suppliers 7. provide accurate comments to suppliers on the level of service they provide


Unit 311 Maintain the availability of goods for sale to customers in a retail environment (C.13)

Level: 3 Credit value: 11 Unit aim(s) This unit is for team leaders responsible for organising and monitoring the display of goods. Firstly, the unit is about briefing colleagues about display requirements and supervising the assembly of displays. Secondly, the unit is about assessing the effectiveness of displays prepared by colleagues under the learner’s supervision. The third aspect of the unit is concerned with keeping stock replenished and accurately priced, and making suggestions for improving displays. The learner does not need specialist visual merchandising skills for this unit. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to organise staff to display goods for retail sale 2. Know how to assess how effective displays are in a retail environment 3. Know how to keep products available and maintain product quality in a retail environment 4. Organise staff to display goods for retail sale 5. Assess how effective displays are in a retail environment 6. Keep products available and maintain product quality in a retail environment Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 55 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales professional and Retail Management Pathways The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards.


Documentary evidence is the most likely source of evidence for this unit. This could include records the types of displays required to promote retail goods. Notes on the space and amount of stock required and the timescales for completion. Records on how the team was briefed, how they were monitored and the evaluation on the overall effectiveness of the product display The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 311 Maintain the availability of goods for sale to customers in a retail environment (C.13)


Outcome 1 Know how to organise staff to display goods for retail sale The learner can: 1. show that they know how different types of display help the store to reach its sales targets 2. show that they know how they can position information so that it helps to promote sales 3. show that they know how the layout of the selling area affects sales 4. show that they know the legal requirements for pricing goods for sales 5. show that they know the company’s standards for putting displays together, including

standards for cleaning and preparation 6. show that they know how to work out what type and quantity of resources they need to set

up displays 7. show that they know how to brief staff in a way that encourages staff’s involvement 8. show that they know how to check the work of staff preparing and putting displays together

and how to give feedback to staff on staff’s performance 9. show that they know the security, health and safety requirements and procedures relating

to displaying goods 10. show that they know the customer’s rights and the company’s duties and responsibilities

under the Sale of Goods Act 11. show that they know how to check that the information in displays is accurate and legal 12. show that they know how to use different price marking methods and technologies

Outcome 2 Know how to assess how effective displays are in a retail environment

The learner can: 1. show that they know the standards they should apply when assessing how effective displays

are 2. show that they know how to assess displays against the relevant standards 3. show that they know how to identify displays that are unsafe or not secure enough 4. show that they know how to correct displays that are unsafe or not secure enough 5. show that they know who can authorise changes in the display 6. show that they know how to involve staff in assessing and changing displays

Outcome 3 Know how to keep products available and maintain product quality in a retail environment

The learner can: 1. show that they know how to collect and record information about prices 2. show that they know how to check stock rotation and the quality of goods on display 3. show that they know what can happen to stock that is not stored correctly or renewed as

needed 4. show that they know how to replenish and rotate stock and deal with sub-standard goods 5. show that they know how to check pricing and price marking, correct mistakes and change

prices 6. show that they know why it is important to record price changes accurately


Outcome 4 Organise staff to display goods for retail sale The learner can: 1. confirm the purpose of the display and any relevant requirements and standards and, where

necessary, check these with the appropriate authority 2. clearly explain to staff the purpose of the display and any relevant requirements and standards 3. provide opportunities for staff to check staff understand the requirements and standards of the

display 4. check that staff prepare the display area and put the display together in a way that causes

the least inconvenience to customers 5. provide constructive feedback to staff on staff’s performance 6. check that the assembled display conforms to company requirements and standards 7. obtain permission from the appropriate authority to modify or change the display 8. monitor that information has been placed accurately and legally, and is chosen and

positioned to promote sales effectively 9. keep complete, accurate and up to date records of displays

Outcome 5 Assess how effective displays are in a retail environment The learner can: 1. identify what standards the display should meet 2. check displays against all the relevant standards to decide how effective displays are 3. encourage staff to make helpful comments and identify changes that may make the display

more appealing to customers 4. ask the right person for permission to make any changes that the learner cannot authorise

themselves 5. give staff clear instructions and encouragement so that staff can make any changes needed

to the display 6. take prompt and suitable action to deal with any risks to security or health and safety that

the learner’s assessment has revealed

Outcome 6 Keep products available and maintain product quality in a retail environment

The learner can: 1. collect and record accurate information on price changes 2. give accurate, up-to-date price information to the staff who need it 3. regularly check price marking and promptly sort out any pricing problems they spot 4. make sure that stock replenishment plans are up-to-date and realistic 5. deal with out-of-date or deteriorating stock in line with company policy and any relevant

laws 6. involve staff in spotting potential improvements to the way stock is organised and presented 7. spot realistic and effective ways of improving how stock is organised and presented 8. get permission from the right person, where necessary, to improve the way stock is organised and

presented 9. make sure that you maintain customer goodwill and staff morale while stock is being re-organised


Unit 312 Help to manage a retail team (E.9)

Level: 3 Credit value: 11 Unit aim(s) This unit is about managing a team when the learner is not a full time team leader. For example, the learner might lead a team responsible for a special event, sales preparation, stock-taking or emergency situations. The learner is expected to manage the smooth running of the team’s work. The learner needs to understand and act within the limits of their responsibility when acting as team leader, and to ask their manager for advice whenever the learner needs it. The unit does not require the learner to take responsibility for formally developing or disciplining team members. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to help to manage a retail team 2. Help to manage a retail team Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 52 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for the Retail Sales Profession and Retail Management Pathways The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include notes when you are leading and supporting your work team. Staffing rotas, coaching records. Feedback from your line manager on your approach and how your individual management style enhanced the success of the work team.


The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 312 Help to manage a retail team (E.9) Learning Outcomes and Assessment Criteria

Outcome 1 Know how to help to manage a retail team The learner can: 1. show that they know company procedures and policies relating to the work of the team and

the way the team’s daily activities are managed, including: • health and safety • security • staffing levels • absence reporting • timekeeping • personal appearance • handling customer complaints

2. show that they know laws and regulations relating to the products the team sells 3. show that they know why they should set an example to team members by following the

company’s procedures and policies at all times 4. show that they know how to check that team members follow the company’s procedures

and policies 5. show that they know what they must do when team members are not following the

company’s procedures and policies 6. show that they know how clear communication helps teams to work effectively 7. show that they know how to give instructions so that team members will readily understand

and feel motivated to follow the instructions 8. show that they know why they need to be approachable as a team leader 9. show that they know different ways of motivating and encouraging staff, and how to choose

which method to use 10. show that they know the kinds of support team members are likely to need, what kinds of

support to provide and how to do so 11. show that they know how to plan, prioritise and delegate so that they can fulfil their

management duties as well as their other duties 12. show that they know the types of confidential information to which team leaders have

access, and the importance of respecting confidentiality 13. show that they know why they must treat all team members fairly 14. show that they know the challenges involved in managing people who also know the learner

as a friend or fellow team member, and techniques for resisting pressure from team members to abuse the learner’s responsibilities as team leader

15. show that they know the limits of their responsibility and authority when managing the team 16. show that they know who can help to sort out problems that are beyond their own

responsibility, authority or expertise 17. show that they know the kinds of information their manager needs from the learner, when it

is needed and in what format


Outcome 2 Help to manage a retail team The learner can: 1. set an example for the team by following company procedures and policies at all times 2. check that team members are following company procedures and policies 3. take prompt and suitable action when team members are not following company procedures

and policies 4. give clear information and instructions to the team 5. use methods suited to individual team members’ levels of motivation and expertise, when

encouraging team members to complete tasks 6. recognise when team members need support 7. choose and apply suitable methods for supporting team members 8. praise good performance promptly and tell their manager about it 9. manage their own time so that they carry out both their management duties and their other

duties 10. recognise when they should treat information as confidential and release it only to those

who have a right to it 11. share work and privileges fairly between team members 12. act within the limits of their responsibility and authority 13. promptly ask the right person for advice when problems are beyond the learner’s own

responsibility, authority or expertise to resolve


Unit 313 Plan, monitor and adjust staffing levels and schedules in a retail environment (E.12)

Level: 3 Credit value: 11 Unit aim(s) This unit is about working out how many staff need to be on duty in the store to maintain the levels of customer service and profitability needed. The learner needs to produce plans and schedules that take account of all the relevant factors and that are easy to understand and use. The learner also needs to collect, analyse and evaluate information about progress towards work targets, and make justifiable recommendations for changes in staffing. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to plan staffing levels and prepare work schedules for a retail team 2. Know how to monitor staffing levels and schedules against the work targets of a retail team 3. Plan staffing levels and prepare work schedules for a retail team 4. Monitor staffing levels and schedules against the work targets of a retail team Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 63 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit for Retail Sales Professional and Retail Management Pathways. If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, that is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards.


Documentary evidence is the most likely source of evidence for this unit. This could include staff schedules that you have agreed, contingency plans, production plans and targets. Evidence should arise through naturally occurring work activities. Where adjustments are required, documentary evidence of how they were implemented should be included. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 313 Plan, monitor and adjust staffing levels and schedules in a retail environment (E.12)


Outcome 1 Know how to plan staffing levels and prepare work schedules for a retail team

The learner can: 1. show that they know why staffing plans are needed 2. show that they know the relevant laws, company policy and contract terms and conditions

which affect the hours that staff must work 3. show that they know and understand the relationship between staffing plans and work targets 4. show that they know how to work out staffing requirements 5. show that they know how to produce and present staffing plans in a form suitable for the

needs of the relevant people 6. show that they know how to schedule work so that operational needs are met and

operational limits are taken account of

Outcome 2 Know how to monitor staffing levels and schedules against the work targets of a retail team

The learner can: 1. show that they know how staffing levels and the way in which staff are used can affect the

work that can be done 2. show that they know how to collect and evaluate information on staffing 3. show that they know how to adjust staffing levels and schedules 4. show that they know the factors, other than staffing, that may affect progress towards work

targets, and the effect these are likely to have 5. show that they know how to justify assessments of effectiveness 6. show that they know how their manner and behaviour when presenting the results of

assessments is likely to influence staff’s response to them

Outcome 3 Plan staffing levels and prepare work schedules for a retail team

The learner can: 1. produce staffing plans and schedules that cover all operational needs and take account of

operational limits 2. produce staffing plans and schedules that include accurate numbers and realistic levels of skill,

work allocation, places where people will work, and start and finish times 3. schedule hours of work that keep to relevant laws, company policy and contracts of

employment 4. produce plans that are easy for the relevant people to understand and use 5. include realistic emergency plans to cope with abnormal situations


Outcome 4 Monitor staffing levels and schedules against the work targets of a retail team

The learner can: 1. collect and organise enough information about the staff available and the work those staff

are doing 2. assess realistically whether there are enough staff for targets to be achieved 3. find out what progress is being made towards achieving work targets 4. use the information about staffing and progress towards targets to make realistic and

justifiable assessments of how effective staff are 5. adjust staffing levels and schedules so that targets can be met 6. clearly and promptly recommend changes in staffing to their manager 7. promptly pass on the results of assessments to the people who need those results 8. use the results of assessments to encourage staff to reach targets


Unit 314 Enable customers to apply for credit and hire purchase facilities (C.15)

Level: 3 Credit value: 12 Unit aim(s) This unit is about three aspects of enabling customers to apply for credit and hire purchase facilities. The first involves agreeing with the customer how much the customer will pay as a deposit and working out the remaining balance including any interest. Secondly, the unit is about explaining to customers how the learner’s store’s borrowing facilities work. Lastly, the unit involves processing applications for credit or hire-purchase facilities, including making any credit checks needed. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to identify the retail customer's credit or hire purchase requirements 2. Know how to advise retail customers on the features of borrowing facilities 3. Know how to process credit or hire purchase applications on behalf of retail customers 4. Identify the retail customer's credit or hire purchase requirements 5. Advise retail customers on the features of borrowing facilities 6. Process credit or hire purchase applications on behalf of retail customers Notional and guided learning hours It is recommended that 120 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: Specialist Unit for the Retail Sales Professional Pathway If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and


assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. The use of Witness testimonies and Professional discussion will be the most likely source of evidence for this unit. As it may not be practical or cost effective to produce performance evidence due to the confidential aspects of the customers’ transaction. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. Where the application for credit involves additional insurance products being offered the FSA rules need to be adhered to.


Unit 314 Enable customers to apply for credit and hire purchase facilities (C.15)


Outcome 1 Know how to identify the retail customer's credit or hire purchase requirements

The learner can: 1. show that they know the range of borrowing facilities their company offers 2. show that they know the legal requirements for all aspects of the borrowing transaction 3. show that they know the terms and conditions that apply to specific borrowing facilities 4. show that they know how to work out the annual percentage rate (APR) and the difference

between the annual percentage rate and simple interest 5. show that they know how to carry out credit checks and authorise credit applications

Outcome 2 Know how to advise retail customers on the features of borrowing facilities

The learner can: 1. show that they know the terms and conditions of the borrowing facilities they are authorised

to offer customers 2. show that they know why they must help customers to understand the customer’s

responsibilities in relation to the borrowing facility 3. show that they know how to explain the terms and conditions of borrowing facilities in ways

that different customers can understand 4. show that they know how to give customers the chance to ask questions and check

customers understand 5. show that they know how to prepare accurate written quotations from the information the

customer has given 6. show that they know the information that their company and the law need the learner to

provide to customers in relation to borrowing facilities, and where to get this 7. show that they know how to talk to customers about borrowing facilities in ways that

promote goodwill and confidence in the learner and the store

Outcome 3 Know how to process credit or hire purchase applications on behalf of retail customers

The learner can: 1. show that they know the documents they need for credit or hire-purchase applications, and

how to fill those documents in accurately 2. show that they know how to check for problems with information about customers, and how to

question the customer tactfully about any problems 3. show that they know the credit checks they need to carry out and how to do this 4. show that they know company procedures for authorising credit applications 5. show that they know legal requirements that apply to credit or hire purchase including data

protection 6. show that they know reasons why credit applications may be refused 7. show that they know how to explain tactfully to customers that credit applications have

been refused 8. show that they know additional or associated services they are authorised to offer to

customers, and how to spot suitable opportunities to offer these 9. show that they know the limits of their authority to make judgements about credit

applications


10. show that they know who can help sort out problems with processing applications

Outcome 4 Identify the retail customer's credit or hire purchase requirements

The learner can: 1. agree with the customer the deposit the customer needs to pay to qualify for borrowing

facilities 2. accurately work out the balance the customer needs to borrow so the customer can pay in full 3. accurately work out the interest the customer will have to pay on the amount the customer has

borrowed 4. agree the customer’s borrowing needs with the customer 5. identify the options they can offer to the customer in relation to the customer’s borrowing

needs 6. strictly follow legal requirements in relation to borrowing in all aspects of the transaction

Outcome 5 Advise retail customers on the features of borrowing facilities The learner can: 1. explain to the customer clearly and accurately the terms and conditions of the borrowing

facility 2. check the customer’s understanding of the customer’s responsibilities in relation to the

borrowing facility 3. give customers the chance to check customers’ understanding and to ask questions about the

borrowing facility 4. give customers chance to compare the benefit and value of different borrowing options

where these are available 5. give the customer accurate written quotations together with all the information the

company and the law say the learner must provide 6. deal with the customer politely and in a way that promotes goodwill and confidence in the

learner and the store

Outcome 6 Process credit or hire purchase applications on behalf of retail customers

The learner can: 1. accurately fill in all the documents needed for the credit application 2. complete the necessary credit checks and authorisation procedures 3. tactfully and politely ask for more information from the customer where credit checks reveal

problems in any information given 4. keep customer information strictly confidential 5. refer problems with applications to the right person when the learner is not authorised to

sort out problems themselves 6. tell the customer politely and clearly the decision about the customer’s application to access

credit or borrow funds 7. tactfully give reasons to the customer when credit has been refused and give contact details

so that the customer can query or complain about the decision 8. offer additional or associated services to the customer where appropriate 9. keep a suitable level of confidentiality when processing information about customers


Unit 315 Monitor and evaluate the quality of service provided to your customers by external suppliers (E.17)

Level: 3 Credit value: 9 Unit aim(s) This unit involves monitoring the service provided by external suppliers the store places customer orders with. This involves checking the progress of orders, keeping customers informed and getting customer feedback about the service provided. The unit is also about using customer feedback to decide how the service provided by external suppliers could be improved and encouraging suppliers to make improvements. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to monitor the quality of customer service provided by external suppliers to the

learner’s retail customers 2. Know how to evaluate and improve external suppliers’ service to the learner’s retail customers 3. Monitor the quality of customer service provided by external suppliers to the learner’s retail

customers 4. Evaluate and improve external suppliers’ service to the learner’s retail customers Notional and guided learning hours It is recommended that 90 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for the Retail Sales Professional Pathway The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards.


Documentary evidence is the most likely source of evidence for this unit. This could include records of customer orders, progress checks, and letters from satisfied and dissatisfied customers. Letters to suppliers, service analyses and internal reports. Evidence should arise from naturally occurring work activities. Where conflicts arise naturally, documentary evidence of how they were resolved should be included. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. It is highly unlikely that this unit will be able to be observed therefore the evidence generated will come from professional discussion supported by significant activity and testimony from an Expert Witness to confirm the candidate’s competence


Unit 315 Monitor and evaluate the quality of service provided to your customers by external suppliers (E.17)


Outcome 1 Know how to monitor the quality of customer service provided by external suppliers to the learner’s retail customers

The learner can: 1. show that they know which services external suppliers are giving to customers 2. show that they know the records they need to keep, including those the company needs 3. show that they know how to get feedback from customers 4. show that they know how to find out what is making customers dissatisfied 5. show that they know how to deal with dissatisfied customers in ways that promote goodwill

and future sales

Outcome 2 Know how to evaluate and improve external suppliers’ service to the learner’s retail customers

The learner can: 1. show that they know what the level of customer satisfaction is with individual suppliers 2. show that they know how to evaluate the quality of service given to customers 3. show that they know typical problems with services provided by external suppliers 4. show that they know how to present evaluations and suggestions to suppliers 5. show that they know what they can do when suppliers refuse to improve the quality of

service

Outcome 3 Monitor the quality of customer service provided by external suppliers to the learner’s retail customers

The learner can: 1. keep accurate and up-to-date records of the customer orders sent from the store to external

suppliers 2. regularly check the progress of orders to identify any difficulties or delays in dealing with these 3. when service is delayed, get an explanation and tell the customer promptly and accurately what

is happening 4. accurately identify whether the customer is satisfied with the ordering service provided 5. identify and accurately note any customer dissatisfaction with the ordering service and the

causes of this 6. tactfully explain when the problem is the customer’s responsibility 7. clearly and accurately explain the customer’s rights when the cause of the problem lies with

the external supplier 8. regularly collect and accurately report, to those who need to know, feedback on the quality

of suppliers’ service


Outcome 4 Evaluate and improve external suppliers’ service to the learner’s retail customers

The learner can: 1. assess information fairly to identify external suppliers’ overall quality of service to customers 2. make evaluations which are consistent with the weight of evidence available to the learner 3. use evaluations to develop realistic and cost-effective improvements to customer service 4. present the results of evaluations and suggestions for improvement clearly to external

suppliers 5. invite external suppliers to suggest improvements external suppliers can make 6. accurately note, and report to their manager, agreements to improve customer service 7. make an accurate report to their manager, together with the learner’s recommendations for

action, if suppliers do not improve service


Unit 316 Organise the delivery of reliable customer service (Institute of Customer Service) (D.5)

Level: 3 Credit value: 8 Unit aim(s) This unit is about how the learner delivers and maintains excellent customer service. The learner’s role may or may not involve supervisory or management responsibilities but they are expected to take responsibility for the resources and systems they use which support the service that they give. In the learner’s job they must be alert to customer reactions and know how these can be used to improve the service provided. In addition, customer service information must be recorded to support reliable service. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to organise the delivery of reliable customer service 2. Plan and organise the delivery of reliable customer service 3. Review and maintain customer service delivery 4. Use recording systems to maintain reliable customer service Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 36 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management Pathways. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include ensuring sufficient staff and stock is available. Evidence should arise through naturally occurring


work activities. The assessment should be planned to cover a variety of services your organisation offers. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. (a) You need to include evidence that proves you have dealt with a variety of customers including: - easy-going customers, demanding customers, returning customers, new customers. (b) Your evidence must show that you have: - taken responsibility for your own actions in the delivery of customer service, used spontaneous customer feedback to improve customer service, used customer feedback that you have requested to improve customer service (c) Your evidence must show that you have organised customer service during: - busy period for your organisation, a quiet period for your organisation (d) The system you use for recording data can be manual or using ICT systems.


Unit 316 Organise the delivery of reliable customer service (Institute of Customer Service) (D.5)


Outcome 1 Know how to organise the delivery of reliable customer service

The learner can: 1. show that they know organisational procedures for unexpected situations and the learner’s

role within them 2. show that they know the resource implications in times of staff sickness and holiday periods and

their responsibility at these times 3. show that they know the importance of having reliable and fast information for their customers

and their organisation 4. show that they know organisational procedures and systems for delivering customer service 5. show that they know how to identify useful customer feedback and how to decide which

feedback should be acted on 6. show that they know how to communicate feedback from customers to others 7. show that they know organisational procedures and systems for recording, storing,

retrieving and supplying customer service information 8. show that they know legal and regulatory requirements regarding the storage of data

Outcome 2 Plan and organise the delivery of reliable customer service The learner can: 1. plan, prepare and organise everything needed to deliver a variety of services or products to

different types of customers 2. organise what they do to ensure that they are consistently able to give prompt attention to their

customers 3. reorganise their work to respond to unexpected additional workloads

Outcome 3 Review and maintain customer service delivery The learner can: 1. maintain service delivery during very busy periods and unusually quiet periods and when

systems, people or resources have let the learner down 2. consistently meet their customers’ expectations 3. balance the time they take with their customers with the demands of other customers seeking

their attention 4. respond appropriately to customers’ comments about the products or services the

organisation offers 5. alert others to repeated comments made by customers 6. take action to improve the reliability of their service based on customer comments 7. monitor whether the action they have taken has improved the service they give to their

customers


Outcome 4 Use recording systems to maintain reliable customer service The learner can: 1. record and store customer service information accurately following organisational

guidelines 2. select and retrieve customer service information that is relevant, sufficient and in an

appropriate format 3. quickly locate information that will help solve a customer’s query 4. supply accurate customer service information to others using the most appropriate method

of communication


Unit 317 Improve the customer relationship (Institute of Customer Service) (D.6)

Level: 3 Credit value: 8 Unit aim(s) To improve relationships with customers the learner will need to deliver consistent and reliable customer service. In addition, customers will need to feel that the learner genuinely wants to give them high levels of service and that the learner will make every possible effort to meet or exceed customers’ expectations. This will encourage loyalty from external customers or longer-term service partnerships with internal customers. The learner needs to be proactive in their dealings with their customers and to respond professionally in all situations. The learner will need to negotiate between their customers and their organisation or department in order to find some way of meeting their customers’ expectations. In addition the learner will need to make extra efforts to delight their customers by giving higher levels of service than customers expect. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to improve the customer relationship 2. Improve communication with their customers 3. Balance the needs of their customer and their organisation 4. Exceed customer expectations to develop the relationship Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 35 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional Pathway The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and


assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include records of customer communications, cost-benefit assessments, records of actions taken and outcome and details of involvement from others. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. (a) Your evidence must include examples of using: organisational procedures, exceptions to standard practice that are legal and benefit your organisation. (b) You need to prove that you have dealt with customers who: have different needs and expectations, appear angry or confused and behave unconventionally


Unit 317 Improve the customer relationship (Institute of Customer Service) (D.6)


Outcome 1 Know how to improve the customer relationship The learner can: 1. show that they know how to make best use of the method of communication chosen for

dealing with their customers 2. show that they know how to negotiate effectively with their customers 3. show that they know how to assess the costs and benefits to their customer and their

organisation of any unusual agreement they make 4. show that they know the importance of customer loyalty and/or improved internal customer

relationships to their organisation

Outcome 2 Improve communication with their customers The learner can: 1. select and use the best method of communication to meet their customers’ expectations 2. take the initiative to contact their customers to update them when things are not going to plan

or when customers require further information 3. adapt their communication to respond to individual customers’ feelings

Outcome 3 Balance the needs of their customer and their organisation The learner can: 1. meet their customers’ expectations within the organisation’s service offer 2. explain the reasons to their customers sensitively and positively when customers’ expectations

cannot be met 3. identify alternative solutions for their customers either within or outside the organisation 4. identify the costs and benefits of these solutions to their organisation and to their customers 5. negotiate and agree solutions with their customers which satisfy customers and are

acceptable to the learner’s organisation 6. take action to satisfy their customers with the agreed solution

Outcome 4 Exceed customer expectations to develop the relationship The learner can: 1. make extra efforts to improve their relationship with their customers 2. recognise opportunities to exceed their customers’ expectations 3. take action to exceed their customers’ expectations within the limits of their own authority 4. gain the help and support of others to exceed their customers’ expectations


Unit 318 Work with others to improve customer service (Institute of Customer Service) (D.7)

Level: 3 Credit value: 7 Unit aim(s) Teamwork is a key component of delivering and improving excellent customer service. The people the learner works with to improve customer service may include one or more of the following: team members; colleagues; suppliers; service partners; supervisors; managers; team leaders. The delivery of excellent customer service depends on the learner’s skills and those of others. It involves the learner and others communicating with each other and agreeing how they can work together to give a more effective service. The learners need to work with others positively. The learner must also monitor their own and the team’s performance and change the way they do things if that improves customer service. This unit is all about how the learner develops a relationship with others to improve customer service performance. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to work with others to improve customer service 2. Improve customer service by working with others 3. Monitor their own performance when improving customer service 4. Monitor joint performance when improving customer service Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 22 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management Pathways. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment that is being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical


approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include plans to improve customer service, presentations to others, own performance review and details of involvement with others. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. (a) Your evidence must include examples of agreeing customer service roles and responsibilities which are: part of your own role, part of other people’s roles. (b) You must provide evidence that you have worked with at least two of these groups of people: team members or colleagues, suppliers or service partners, supervisors, team leaders or managers. (c) Your evidence must show that your work with others involves communication by at least two of these methods: face to face, in writing, by telephone, using text messages, by e-mail, using the internet, using an intranet.


Unit 318 Work with others to improve customer service (Institute of Customer Service) (D.7)


Outcome 1 Know how to work with others to improve customer service The learner can: 1. show that they know who else is involved either directly or indirectly in the delivery of

customer service 2. show that they know the roles and responsibilities of others in their organisation 3. show that they know the roles of others outside their organisation who have an impact on their

services or products 4. show that they know what the goals or targets of their organisation are in relation to

customer service and how these are set 5. show that they know how their organisation identifies improvements in customer service

Outcome 2 Improve customer service by working with others The learner can: 1. contribute constructive ideas for improving customer service 2. identify what they have to do to improve customer service and confirm this with others 3. agree with others what those others have to do to improve customer service 4. co-operate with others to improve customer service 5. keep commitments they make to others 6. make others aware of anything that may affect plans to improve customer service

Outcome 3 Monitor their own performance when improving customer service

The learner can: 1. discuss with others how what the learner does affects customer service performance 2. identify how the way they work with others contributes towards improving customer service

Outcome 4 Monitor joint performance when improving customer service The learner can: 1. discuss with others how teamwork affects customer service performance 2. identify with others how customer service teamwork could be improved 3. take action with others to improve customer service performance


Unit 319 Monitor and solve customer service problems (Institute of Customer Service) (D.8)

Level: 3 Credit value: 7 Unit aim(s) The learner’s job involves delivering and organising excellent customer service. How ever good the service provided, some of the learner’s customers will experience problems and the learner will spot and solve other problems before their customers even know about these problems. This unit is all about the part of the learner’s job that involves solving immediate customer service problems. It is also about changing systems to avoid repeated customer service problems. The learner should remember that some customers judge the quality of the learner’s customer service by the way that the learner solves customer service problems. The learner can impress customers and build customer loyalty by sorting out those problems efficiently and effectively. Sometimes a customer service problem presents an opportunity to impress a customer in a way that would not have been possible if everything had gone smoothly. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to monitor and solve customer service problems 2. Solve immediate customer service problems 3. Identify repeated customer service problems and options for solving them 4. Take action to avoid the repetition of customer service problems Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 28 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management Pathways. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical


approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include plans to improve customer service, presentations to others, own performance review and details of involvement with others. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. (a) Your evidence must include examples of problems which are: brought to your attention by customers, are identified first by you and/or by a colleague. (b) The problems included in your evidence must include examples of a: difference between customer expectations and what is offered by your organisation, problem resulting from a system or procedure failure, problem resulting from a shortage of resources or human error. (c) You must show that you have considered the options for solving problems from the point of view of: your customer, the potential benefits to your organisation, the potential risks to your organisation. (d) You must provide evidence that you have made use of options that: follow formal organisational procedures or guidelines, make agreed and authorised exceptions to usual practice.


Unit 319 Monitor and solve customer service problems (Institute of Customer Service) (D.8)


Outcome 1 Know how to monitor and solve customer service problems The learner can: 1. show that they know organisational procedures and systems for dealing with customer

service problems 2. show that they know organisational procedures and systems for identifying repeated customer

service problems 3. show that they know how the successful resolution of customer service problems contributes to

customer loyalty with the external customer and improved working relationships with service partners or internal customers

4. show that they know how to negotiate with and reassure customers while customers’ problems are being solved

Outcome 2 Solve immediate customer service problems The learner can: 1. respond positively to customer service problems following organisational guidelines 2. solve customer service problems when the learner has sufficient authority 3. work with others to solve customer service problems 4. keep customers informed of the actions being taken 5. check that customers are comfortable with the actions being taken 6. solve problems with service systems and procedures that might affect customers before

customers become aware of those problems 7. inform managers and colleagues of the steps taken to solve specific problems

Outcome 3 Identify repeated customer service problems and options for solving them

The learner can: 1. identify repeated customer service problems 2. identify the options for dealing with a repeated customer service problem and consider the

advantages and disadvantages of each option 3. work with others to select the best option for solving a repeated customer service problem,

balancing customer expectations with the needs of the organisation

Outcome 4 Take action to avoid the repetition of customer service problems

The learner can: 1. obtain the approval of somebody with sufficient authority to change organisational

guidelines in order to reduce the chance of a problem being repeated 2. action their agreed solution 3. keep their customers informed in a positive and clear manner of steps being taken to solve any

service problems 4. monitor the changes they have made and adjust those changes if appropriate


Unit 320 Promote continuous improvement in customer service (Institute of Customer Service) (D.9)

Level: 3 Credit value: 10 Unit aim(s) This unit covers the key competence of the customer service professional. The learner must be dedicated to the continuous improvement of customer service and this involves organising changes in customer service over and over again. The learner will need to identify potential changes, think through their consequences and make those changes work. Above all, this unit covers the competence of organising and seeing through change that is sustainable and is in the spirit of continuous improvement in customer service. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to promote continuous improvement in customer service 2. Plan improvements in customer service based on customer feedback 3. Implement changes in customer service 4. Review changes that promote continuous improvement in customer service Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 50 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional and Retail Management Pathways. The National Occupational Standards for Retail candidates at Level 3 supports the ethos of holistic assessment, which is, being assessed by work role rather than individual units. This means that the generation and collection of evidence is more streamlined and ensures an integrated and logical approach to make the most of assessment opportunities. This enables both the candidate and assessor to focus on competent performance in the job role, rather than matching isolated tasks to the national occupational standards. Documentary evidence is the most likely source of evidence for this unit. This could include plans to improve customer service, how feedback on current service is obtained and analysed, how


feedback on revised service is obtained and analysed, details of further improvements identified and presentation of the findings. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. (a) You must provide evidence that you have organised changes over a period of time which have resulted in sustainable continuous improvement in customer service. (b) You must show that your proposals for improvements: are based on planned and analysed customer feedback, take into account all relevant regulations, take into account the costs and benefits to the organisation. (c) You may carry out this work alone or with colleagues. However, you must prove that you have taken an active role in: collecting and analysing feedback, proposing initiatives for change, implementing the change, evaluating and reviewing the change. (d) Your evidence must clearly show the part you have played in each step of the process. (e) The changes that you propose and initiate may be changes in how services or products are supplied or in how you and your colleagues behave when delivering services or products.


Unit 320 Promote continuous improvement in customer service (Institute of Customer Service) (D.9)


Outcome 1 Know how to promote continuous improvement in customer service

The learner can: 1. show that they know how service improvements in their area affect the balance between

overall customer satisfaction, the costs of providing service and regulatory requirements 2. show that they know how customer experience is influenced by the way service is delivered 3. show that they know how to collect, analyse and present customer feedback 4. show that they know how to make a business case to others to bring about change in the

products or services they offer

Outcome 2 Plan improvements in customer service based on customer feedback

The learner can: 1. gather feedback from customers that will help to identify opportunities for customer service

improvement 2. analyse and interpret feedback to identify opportunities for customer service improvements

and propose changes 3. discuss with others the potential effects of any proposed changes for their customers and the

organisation 4. negotiate changes in customer service systems and improvements with somebody with

sufficient authority to approve trial or full implementation of the change

Outcome 3 Implement changes in customer service The learner can: 1. organise the implementation of authorised changes 2. implement the changes following organisational guidelines 3. inform people inside and outside the organisation who need to know of the changes being

made and the reasons for them 4. monitor early reactions to changes and make appropriate fine-tuning adjustments

Outcome 4 Review changes that promote continuous improvement in customer service

The learner can: 1. collect and record feedback on the effects of changes 2. analyse and interpret feedback and share their findings on the effects of changes with others 3. summarise the advantages and disadvantages of the changes 4. use their analysis and interpretation of changes to identify opportunities for further

improvement 5. present these opportunities to somebody with sufficient authority to make them happen


Unit 321 Help to monitor and maintain the security of the retail unit (E.11)

Level: 3 Credit value: 11 Unit aim(s) This unit is about two aspects of the learner’s responsibility for keeping the store secure. Firstly, it is about monitoring and maintaining the security of people, property, premises and cash as part of the learner’s daily routine. As well as personally checking the security of the work area and sorting out any problems they identify, the learner needs to make sure that staff are clear about staff members’ own responsibilities for maintaining security and that staff members understand the security procedures to be followed. The second part of the unit is about the learner’s responsibility for monitoring levels of stock, equipment, cash and cash equivalents and identifying and investigating any losses. It also involves drawing conclusions about how wastage and losses can be prevented in future, taking preventive measures and training staff to help reduce wastage and losses as far as possible. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to put procedures into practice to maintain security in a retail environment 2. Know how to monitor and investigate losses in a retail environment 3. Put procedures into practice to maintain security in a retail environment 4. Monitor and investigate losses in a retail environment Notional and guided learning hours It is recommended that 110 hours should be allocated for this unit, 70 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail Sales Professional Pathway Documentary evidence is the most likely source of evidence for this unit. This could include risk analyses that you have carried out. Records of staff training you have designed and delivered your role in a fire drill or other evacuation process. You will also need to use stock records, stock wastage


records, hazard analyses and security logs. Evidence should arise through naturally occurring work activities. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: It is expected that simulation will be used to gather evidence for taking action to deal with or contain security risks, threats & breaches and incidents of theft. This unit can be achieved in isolation of other units. However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification. The evidence should take into account specialist training for evacuation.


Unit 321 Help to monitor and maintain the security of the retail unit (E.11)


Outcome 1 Know how to put procedures into practice to maintain security in a retail environment

The learner can: 1. show that they know the security procedures to put into practice when opening, operating

and closing the retail unit 2. show that they know the security threats most likely to happen in a retail unit 3. show that they know the company’s policies for responsibility for security 4. show that they know different methods of briefing staff about security arrangements, and

when it is appropriate to use each method 5. show that they know who has authority to stop and search staff and customers and how to

contact the relevant authorities

Outcome 2 Know how to monitor and investigate losses in a retail environment

The learner can: 1. show that they know the company’s security policy and procedures 2. show that they know procedures for identifying and recording losses 3. show that they know the company’s investigation procedures and its definition of unacceptable

losses 4. show that they know how unacceptable losses are likely to happen in a retail unit 5. show that they know items most likely to be at risk in the retail unit 6. show that they know the purpose of loss-control and stock taking systems 7. show that they know different strategies for preventing wastage and loss and when to use

each one 8. show that they know how to check loss evaluations

Outcome 3 Put procedures into practice to maintain security in a retail environment

The learner can: 1. monitor the work area often enough to identify possible problems with security 2. identify problems with security and deal with these promptly, legally and in line with company

requirements 3. brief and update staff clearly and often enough about security procedures and staff members’

responsibilities for maintaining security

Outcome 4 Monitor and investigate losses in a retail environment The learner can: 1. monitor levels of stock, equipment, cash and cash equivalents thoroughly and often enough,

using methods that are consistent with security policy and procedures 2. identify losses, record these accurately and investigate the cause of losses promptly 3. identify and investigate ways of preventing wastage and loss and put these into practice 4. evaluate loss control thoroughly and accurately, using valid and reliable information 5. explain clearly to staff the nature and extent of wastage and losses, the problems caused by

wastage and losses and how staff can help to reduce wastage and losses


Unit 331 Evaluate the receipt of payments from customers (C.16)

Level: 3 Credit value: 9 Unit aim(s) This unit is about evaluating the way payments are processed by staff at point of sale. Firstly, it involves spotting any problems with the way payments are processed and sorting these out promptly. Secondly, the unit involves monitoring that staff are following the company’s takings practices and procedures. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to evaluate takings practices and procedures in a retail environment 2. Know how to monitor takings practices and processes at the cash point in a retail environment 3. Evaluate takings practices and procedures in a retail environment 4. Monitor takings practices and processes at the cash point in a retail environment

Notional and guided learning hours It is recommended that 90 hours should be allocated for this unit, 35 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

• Communication


• Problem Solving Unit Assessment: General Unit for Retail management Pathway Documentary evidence is the most likely source of evidence for this unit. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than 3 months. The use of Witness testimonies and Professional discussion will be a valuable source of evidence to support those areas for which it may not be practical or cost effective to produce performance evidence. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence.


Assessor observed performance may be used for this unit to expand on the evidence already generated. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. Possible sources of evidence for this unit are: (a) Records of activities and agreements with work colleagues that you have completed successfully:-

• Notes, minutes or other records of formal and informal meetings with colleagues relating to agreements for action by you and your performance in relation to these agreements.

• Emails, memos and other correspondence with colleagues relating to actions you have agreed to undertake and your performance in relation to these agreements.

• Personal statements (reflections on the nature and effectiveness of your relationships with work colleagues and your fulfilment of your commitments to them).

• Witness statements (comments by colleagues on the nature and effectiveness of your relationships with them and your fulfilment of your commitments to them)

(b) Records of relationship difficulties or conflicts at work that you have successfully addressed and feedback you have given and received:-

• Notes, minutes or other records of formal and informal meetings with colleagues relating to relationship difficulties or conflicts.

• Emails, memos and other correspondence with colleagues relating to relationship difficulties or conflicts.

• Notes or other records of verbal feedback and copies of memos, emails and letters you have sent in which you have given feedback to colleague’s notes or other records of verbal feedback and copies of memos.

• Notes or other records of verbal feedback and copies of memos, emails and letters you have received in which colleagues have given feedback to you. Personal statements (reflections on your ability to deal effectively with relationship difficulties or conflicts.

• Witness statements (comments by colleagues on your ability to deal effectively with relationship difficulties or conflicts)


Unit 331 Evaluate the receipt of payments from customers (C.16) (C.16)


Outcome 1 Know how to put procedures into practice to maintain security in a retail environment

The learner can: 1. show that they know the aims that takings practices and procedures are designed to achieve 2. show that they know how the way that payment transaction procedures are carried out can

affect customer goodwill 3. show that they know the company’s takings procedures, including safety and security

arrangements 4. show that they know the control systems available and the information these provide 5. show that they know how to collect and interpret information about takings 6. show that they know how to check takings practices and procedures 7. show that they know the types of problems with takings the learner needs to look for 8. show that they know how to sort out problems with takings 9. show that they know the limits of their authority for resolving problems with takings 10. show that they know how to report their findings on takings practices and procedures

Outcome 2 Know how to monitor and investigate losses in a retail environment

The learner can: 1. show that they know which methods of payment are accepted in their store 2. show that they know how to check that cash points are being correctly set up and operated 3. show that they know the problems that can arise in routine cash point operations and

transactions, and how to sort them out 4. show that they know the company’s approved procedures for handling cash and cash

equivalents, and how to follow these efficiently 5. show that they know the types of refund, cheque payment and credit card payment they have

to authorise and how to do so 6. show that they know the company’s cash point security procedures 7. show that they know how to plan to cope with unexpected problems at the cash point

Outcome 3 Put procedures into practice to maintain security in a retail environment

The learner can: 1. check that staff carry out takings practices and procedures in line with company requirements 2. spot and promptly sort out any problems with takings practices and procedures 3. check payment processes and transaction procedures to make sure these maintain and

promote customer goodwill 4. check at suitable times that review and control systems are providing up-to-date and accurate

information 5. promptly sort out any identified problems, or refer these promptly to the right person when

problems are beyond the learner’s responsibility to sort out


Outcome 4 Monitor and investigate losses in a retail environment The learner can: 1. check at suitable times that staff are setting up and operating cash points correctly 2. look into and promptly sort out any problems with routine cash point operations and

transactions 3. check that staff are handling cash and cash equivalents efficiently and in line with approved

procedures 4. accurately and promptly authorise any refunds, cheques and credit card payments which need

the learner’s authorisation 5. correctly follow cash point security procedures 6. develop effective plans to cope with unexpected problems at the cash point


4 Centre requirements

This section outlines the approval processes for Centres to offer this qualification and any resources that Centres will need in place to offer the qualifications including qualification specific requirements for Centre staff.

Centres already offering City & Guilds qualifications in this subject area

Centres approved to offer the qualification Level 3 NVQ in Retail Skills (1008) may apply for approval for the new Level 3 Certificate/Diploma in Retail Skills using the fast track approval form, available from www.cityandguilds.com Centres may apply to offer the new qualification using the fast track form

• providing there have been no changes to the way the qualifications are delivered, and

• if they meet all of the approval criteria specified in the fast track form guidance notes. Fast track approval is available for 12 months from the launch of the qualification. After this time, the qualification is subject to the standard Qualification Approval Process. It is the centre’s responsibility to check that fast track approval is still current at the time of application.


5 Roles and occupational expertise requirements

Role and Competence of Assessors, Expert Witnesses and Verifiers A wide variety of issues impact upon the participation of organisations and take-up by individuals of QCF work based qualifications. These issues relate to other matters as well as the quality of an assessment process, however, they are central to the way assessment is managed.

To this end, Skillsmart Retail requires that the following conditions be fulfilled.

The Role of Supervisors and Managers in the Assessment Process The principle is established that, wherever possible, assessment is conducted by colleagues, supervisors and/or managers in a workplace environment. Where the skill or capability of these individuals is inadequate to deliver the requirements of the organisation or the quality infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic assessors). In no circumstance, however, may a work based QCF qualification for the Retail sector be delivered without the involvement of the candidates’ line manager or the owner/manager.

Where in-store line managers carry out the assessment or internal verification roles, retail stores with the agreement of their awarding body may chose between:

a achieving the appropriate regulatory body approved unit qualifications for assessment and

internal verification or b demonstrating that the company’s training and development activity undertaken to prepare,

validate and review these assessment / verification roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding body as providing the equivalent level of rigour and robustness as the achievement of the unit qualification.

The alternative option described in (b) above, which waivers the need for the regulatory approved units in the Retail Sector, should be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with the prospective awarding body who will be offering the qualification.

The Role of Peripatetic Assessors in the Assessment Process Specific guidance is provided to centres that supply the services of peripatetic assessors to organisations unable to support the model of workplace assessment themselves. This is to ensure that the centres conform to Skillsmart Retail requirements for quality assessments and to identify any potential risk that may be inherent in the assessments that take place. These services must complement the activity of a line manager or owner/manager and competence may not be confirmed without the participation of a line manager or owner/manager in the process. It is also requested that specific reference be made to auditing this provision, within external verification processes.


The Role of Expert Witnesses in the Assessment Process There are a number of different sub sectors in retail selling a huge range of products. Consequently there are occupations within the retail store which are undertaken by specialists e.g. beauty consultants, bakers and visual merchandisers. These specialist occupations are reflected in the retail National Occupational Standards which means that in many cases assessors will not be competent in performing the occupational requirements of the standards. In these instances the assessor must use an expert witness to provide evidence in confirming to the candidate’s competence. Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace, including line managers and experienced colleagues from inside the candidate’s organisation.

Occupational Competence of Expert Witnesses Skillsmart Retail requires that:

‘Expert witnesses should have a minimum of 1 year’s practical experience in the unit for which they are providing evidence and be able to demonstrate a working knowledge of the units they are attesting to.’

Occupational Competence of Assessors Skillsmart Retail requires that: ‘Assessors are required to be competent in performing the occupational requirements of the retail generic standards, in terms of performance and knowledge, for which they are assessing. The acquisition of this competence will have been gained either from direct employment in the same occupational role as the national occupational standards or in an operational supervisory, managerial or in-company trainer position of employees carrying out this role.’

Skillsmart Retail requirements for the occupational competence of assessors in the retail industry is that they must have worked in a retail company either as a retail assistant, as a supervisor/team leader/manager or as an in-company trainer of retail assistants.

It is unlikely that, for example, retail assistants would have achieved occupational competence in less than twelve months, or less than six months if employed in a managerial position.

Additional Assessor Requirements for Specialist Units The Management Standards Unit also requires assessors to possess a good understanding of current management practice in order to assess the management units.

Occupational Competence of Verifiers Skillsmart Retail requires that: ‘Internal Verifiers are required to be familiar with the occupational requirements of the standards that they are internally verifying. The acquisition of this familiarity will have been gained while working directly within the occupational area in either an operational or a support function. The level of familiarity should be sufficient to allow them to make a judgement as to whether the assessor has fully assessed candidates against all the performance and knowledge evidence requirements for the national occupational standards.’ ‘External Verifiers are required to be aware of the occupational requirements of the standards they are verifying. The acquisition of this awareness will have been gained while working within the occupational area in either an operational or a support function.


The level of awareness should enable them to relate to and understand the requirements of the national occupational standards and be sufficient to enable them to determine whether the evidence collected for a candidate met all the evidence requirements.’

Continuing Professional Development of Peripatetic Assessors and Verifiers The sector also requires that individuals involved in these activities maintain currency of skill and understanding of the sector, in line with the role they are fulfilling. It is a Skillsmart Retail requirement that guidance on Continuing Professional Development of peripatetic assessors and verifiers must be implemented, in that: ‘All assessors and verifiers, if not currently employed within a Retail industry sector company, will need to prove they have an up-to-date working knowledge of the sector they are assessing or verifying, This can be demonstrated by maintaining records of evidence from occupational updating activities such as:

• Internal or external work experience

• Internal or external work shadowing opportunities

• Other relevant CPD activities’

Retailers who have chosen not to use the appropriate regulatory body approved unit qualifications for assessment and internal verification should be encouraged to offer the unit qualifications as CPD where the willingness by the employer to support this additional activity becomes known to the awarding body.


6 Key Skills Mapping This qualification provides the opportunity to gather evidence for the accreditation of key skills as shown in the table below. However to gain key skills certification the key skills would need to be taken as additional qualifications.

Retail Skills units Key Skills

Ref Learning outcome Key Skill Level Refs

Bake products for sale (bake off) in a retail environment

Application of number 1 N1.1 211 (B.10)

Glaze, coat and decorate bake-off products in a retail environment

Application of number 1 N1.1

Prepare to hand-process fish and shellfish in a retail environment

Working with others 2 WO2.1 212 (B.11)

Process fish and shellfish using hand tools in a retail environment

Working with others 2 WO2.2

Prepare greengrocery products in a retail environment for selling to customers

Application of number 1 N1.1 213 (B.12)

Display greengrocery products to attract retail sales

None identified

Check the suitability of meat products for finishing in a retail environment

None identified

Prepare to finish meat products in a retail environment


214 (B.13)

Achieve meat product yield and finish in a retail environment


Communication 1 C1.1

Problem solving 1 PS1.1, PS1.2

Organise own activities within dough production schedule



Communication 2 C2.1a, C.21 b

215 (B.17)

Contribute to the identification of improvements to dough processing

Problem solving 2 PS2.1

Communication 1 C1.2 Identify and select dough ingredients

Problem solving 1 PS1.1 216 (B.18)

Weigh and measure ingredients Application of number 1 N1.1

Hand divide fermented doughs None identified 217 (B.19)

Hand mould and shape fermented doughs

None identified

Identify the retail customer’s needs for lingerie



220 (C.17)

Measure and fit the retail customer for lingerie





Check the customer’s preferences and buying decisions when making retail sales


Demonstrate beauty products to retail customers


Application of number 1 N1.1, N1.2

Communication 1 C1.1, C1.2

221 (C.35)

Maintain the customer record card system in a retail store


Communication 1 C1.1 Support effective team working in a retail environment



Improving own learning and performance

2 LP2.1, LP2.2, LP2.3



Help to plan and organise your own learning in a retail environment



Working with others 2 WO2.1, WO2.2

301 (E.8)

Help others to learn in a retail environment


Application of number 1 N1.2 Decide on the value of items offered in part exchange by retail customers


Application of number 1 N1.2 Negotiate part-exchange sales transactions with retail customers



302 (C.7)

Provide service at point of sale in a retail store


Application of number 1 N1.1, N1.2 Give retail customers information and advice to on specialist products



303 (C.14)

Demonstrate specialist products to retail customers







Make plans for finding new retail clients


304 (C.30)

Market your service to potential retail clients


Application of number 1 N1.2, N1.2

Provide a personalised service to retail clients Communication 1 C1.1

305 (C.31)

Provide an after-sales service to retail clients



Communication 2 C2.1b

Organise staff to receive and check incoming deliveries in a retail environment


Organise and maintain storage facilities in a retail environment


306 (B.14)

Check the storage and care of stock in a retail environment

None identified

Communication

2

C2.1b


Put an audit programme into practice in a retail environment




Information and communication technology

3 ICT3.1, ICT3.2, ICT3.3

307 (B.15)

Report on the findings of a retail stock audit


Monitor food safety at critical control points in a retail environment


Communication 2 C2.1a, C2.1b

308 (B.22)

Contribute to continuous improvement of food safety in a retail environment

Problem solving 3 PS3.1 and PS3.2

Identify the customer’s insurance needs


Agree insurance policies with the customer to enable them to be appropriately insured

Communication 1 C1.1, C1.2, C1.3

309 (C.38)

Process insurance applications Application of number 1 N1.1





Assist customers with claims Communication 1 C1.1, C1.2, C1.3



1 ICT1.1

Choose suppliers and order stock for retail sale


2 ICT2.1


310 (B.16)

Check and evaluate the performance of suppliers of stock for retail sale



Communication 2 C2.1b

Organise staff to display goods for retail sale


Communication 1 C1.1 Assess how effective displays are in a retail environment

Communication 3 C3.1a



311 (C.13)

Keep products available and maintain their quality in a retail environment






312 (E.9) Help to manage your retail team


Application of number

1

N1.2


1 ICT1.1, ICT1.2, ICT1.3

Plan staffing levels and prepare work schedules for a retail team



313 (E.12)

Monitor staffing levels and schedules against the work targets of a retail team







Application of number 1 N1.2 Identify the retail customer's credit or hire-purchase requirements


Application of number 1 N1.2 Advise retail customers on the features of borrowing facilities



314 (C.15)

Process credit or hire-purchase applications on behalf of retail customers


Application of number 1 N1.2 Monitor the quality of customer service provided by external suppliers to your retail customers Communication 1 C1.1

315 (E.17)

Evaluate and improve external suppliers' service to your retail customers


Communication 1 C1.1 Plan and organise the delivery of reliable customer service


Communication 1 C1.1 Review and maintain customer service delivery


316 (D.5)

Use recording systems to maintain reliable customer service


Improve communications with your customers




Balance the needs of your customer and your organisation



317 (D.6)

Exceed customer expectations to develop the relationship




Improve customer service by working with others


318 (D.7)

Monitor your own performance when improving customer






2 LP2.3 service


3 LP3.3




Monitor joint performance when improving customer service


Solve immediate customer service problems

Communication

Problem solving

1

3

C1.1

PS3.1, PS3.2



Identify repeated customer service problems and options for solving them



319 (D.8)

Take action to avoid the repetition of customer service problems


Communication 1 C1.1 Plan improvements in customer service based on customer feedback


Communication 1 C1.1 Implement changes in customer service



320 (D.9)

Review changes that promote continuous improvement in customer service


Communication 1 C1.1 Put procedures into practice to maintain security in a retail environment





321 (E.11)

Monitor and investigate losses in a retail environment


331 (C.16) Evaluate takings practices and procedures in a retail environment





Application of number 1 N1.2 Monitor takings practices and processes at the cash point in a retail environment






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EN-13-7536

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Documents

Level 3 Certificate/Diploma in Retail (Sales Professional ... · PDF fileLevel 3 Certificate/Diploma in Retail (Sales Professional) (7536) Qualification handbook Certificate 500/2864/9