Level 3 Certificate/Diploma in Retail Skills (Visual ... · Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536) 7 The QCF has a slightly different layout of

Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536) Qualification handbook Certificate 500/2937/X Diploma 500/2865/0

www.cityandguilds.com July 2011 Version 1.6

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 2011 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:

centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes

learners may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions on the City & Guilds website also apply. Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Customer Relations department at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 7294 2405. Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 www.cityandguilds.com F +44 (0)20 7294 2400 [email protected]

Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536) 1

Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536)

www.cityandguilds.com July 2011 Version 1.6

2 Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536)

This page is intentionally blank


Contents

1 About the qualification 5

2 Assessment 10

3 Units 13

Unit 225 Follow guidelines for planning and preparing visual merchandising displays (C.18) 14

Unit 226 Follow guidelines for dressing visual merchandising displays (C.19) 18

Unit 227 Order graphic materials for visual merchandising displays (C.20) 21

Unit 228 Dismantle and store visual merchandising displays (C.21) 23

Unit 229 Make props for visual merchandising displays (C.22) 26

Unit 230 Put visual merchandising displays together (C.23) 30

Unit 301 Work effectively in your retail organisation (E.8) 33

Unit 306 Organise the receipt and storage of goods in a retail environment (B.14) 37

Unit 312 Help to manage a retail team (E.9) 41

Unit 322 Choose merchandise to feature in visual merchandising displays (C.24) 45

Unit 323 Plan, monitor and control how graphics are used in visual merchandising displays (C.25) 49

Unit 324 Monitor the effect of visual merchandising displays and layouts (C.26) 53

Unit 325 Allocate, monitor and control visual merchandising project resources against budgets (C.27) 57

Unit 326 Contribute to developing and putting into practice the company's visual merchandising policy (C.28) 61

Unit 327 Create plans, elevations and drawings to realise visual merchandising ideas (C.29) 65

4 Centre requirements 69

5 Roles and occupational expertise requirements 70

6 Key Skills Mapping 73 Unit 328 was added to the Retail (Visual Merchandising) qualification in October 2009. This unit can be found in the Additional Units and Updated Rules of Combination for Incremental Change document.


This page is intentionally blank


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 Skills (Visual Merchandising)

7536-33 500/2937/X 31/12/2010 31/12/2013

Level 3 Diploma in Retail Skills (Visual Merchandising)

7536-36 500/2937/X 31/12/2013 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.

http://www.cityandguilds.com/�


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.

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.

mailto:[email protected]�




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 (Visual Merchandising) qualification are: Level 2

City & Guilds unit number Title

QCF unit number Credits

225 Follow guidelines for planning and preparing visual merchandising displays

(C.18) 7

226 Follow guidelines for dressing visual merchandising displays

(C.19) 8

227 Order graphic materials for visual merchandising (C.20) 3

228 Dismantle and store visual merchandising displays (C.21) 13

229 Make props for visual merchandising (C.22) 10

230 Put visual merchandising displays together (C.23) 8

Level 3

City & Guilds unit number

Title QCF unit number

Credits

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

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

(B.14) 11

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

322 Choose merchandise to feature in visual merchandising displays

(C.24) 6

323 Plan, monitor and control how graphics are used in visual merchandising displays

(C.25) 8

324 Monitor the effect of visual merchandising displays and layouts

(C.26) 10


325 Allocate, monitor and control visual merchandising project resources against budgets

(C.27) 10

326 Contribute to developing and putting into practice the company’s visual merchandising policy

(C.28) 10

327 Create plans, elevations and drawings to realize visual merchandising ideas

(C.29) 10

*328 Contribute to the continuous improvement of retail operations

(E.10) 10

*Unit 328 was added to the Retail (Visual Merchandising) qualification in October 2009. This unit can be found in the Additional Units and Updated Rules of Combination for Incremental Change document.

Rules of Combination

Level 3 Retail (Visual Merchandising)

Award Certificate Diploma

Minimum number of credits required

Not available

31 credits

53 credits

Rules of combination

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

A minimum of 10 credits must come from units 306, 312, 322-328 (unit 328 added October 2009*) A further minimum of 12 credits can come from units 225-230, 306, 312, 322-328 with no more than one unit from 225-230

Unit 301 must be taken (9 credits)

A minimum of 23 credits must come from units 306, 312, 322-328 (unit 328 added October 2009*) A further minimum of 21 credits can come from units 225-230, 306, 312, 322-328 with no more than one unit from 225-230

Minimum number of credits which must come from Level 3

n/a 19 credits 32 credits

Number of units this qualification could be achieved in

Min-3 units Max-6 units

Min-6 units Max-8 units

*Unit 328 can be found in the Additional Units and Updated Rules of Combination for Incremental Change document.


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 Skills (Management) (7536-31) Level 3 Diploma in Retail Skills (Management) (7536-34) Level 3 Certificate in Retail Skills (Sales Professional) (7536-32) Level 3 Diploma in Retail Skills (Sales Professional) (7536-35) Level 4 Higher Professional Diploma in Retail Skills Management (4454)

1.3 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 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 qualification 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

http://www.accreditedqualifications.org.uk/�


Unit 225 Follow guidelines for planning and preparing visual merchandising displays (C.18)

Level: 2 Credit value: 7 Unit aims This unit is for visual merchandising specialists and is about planning and preparing visual merchandising displays within the guidelines provided by the learner’s manager. It involves interpreting design briefs and getting hold of the merchandise and props needed for the display. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to interpret design briefs for retail displays 2. Know how to get hold of merchandise and props to be featured in retail displays 3. Interpret design briefs for retail displays 4. Get hold of merchandise and props to be featured in retail displays Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 33 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 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. 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. Copies of sketches and notes produced in the planning process may provide useful product evidence. Backed up by professional discussions whilst reviewing the completed display. It is important that the candidate is able to consistently and accurately display stock to organisational guidelines. The use of questioning to confirm knowledge and understanding will be a valuable assessment method to ensure coverage of this unit.


Monitoring the candidate’s performance whilst planning, preparing, setting up and displaying products over a period of time will be required to ensure the candidate’s ability to work consistently. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. The candidate may have undertaken formal visual merchandising training that may contribute to the evidence for this unit.


Unit 225 Follow guidelines for planning and preparing visual merchandising displays (C.18)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to interpret design briefs for retail displays The learner can: 1. show that they know the role of displays in marketing, promotional and sales campaigns and

activities 2. show that they know the importance and content of the design brief 3. show that they know how to use the design brief to identify what is needed for the display 4. show that they know different approaches to designing displays for different types of

merchandise, and why these are effective 5. show that they know how to evaluate the potential places to put the display so as to meet

the design brief 6. show that they know the company’s policies for visual design

Outcome 2 Know how to get hold of merchandise and props to be featured in retail displays

The learner can: 1. show that they know the role of displays in marketing, promotional and sales campaigns and

activities 2. show that they know how to use the design brief to identify what they need for the display 3. show that they know the different approaches to designing displays for different types of

merchandise, and why these are effective 4. show that they know how light, colour, texture, shape and dimension combine to achieve

the effects needed 5. show that they know how to assess the potential of places to put displays to meet the

design brief 6. show that they know company policies for visual design 7. show that they know the merchandiser or buyer that the learner needs to consult about

merchandise and props 8. show that they know how to arrange delivery of merchandise and monitor the progress of

deliveries 9. show that they know why they must update stock records to account for merchandise on

display, and how to do this

Outcome 3 Interpret design briefs for retail displays The learner can: 1. identify the purpose, content and style of the display 2. identify the equipment, materials, merchandise and props needed to create and install the

display and the dates for completing it 3. evaluate whether the place they plan to put the display is likely to fulfil the design brief 4. create new and effective ways of improving the visual effect of displays, within the limits of

the design brief, the company’s visual design policies and the authority the learner has


Outcome 4 Get hold of merchandise and props to be featured in retail displays

The learner can: 1. confirm that the features of merchandise and props shown in the design brief are those

most likely to attract customers’ attention 2. identify other merchandise and props when those originally specified are not available or not

suitable, and agree alternative selections with the right person 3. agree arrangements for delivery of merchandise and props with the right people, allowing

enough time for deliveries to arrive before the display must be installed 4. check the progress of deliveries and take suitable action if delays seem likely 5. update stock records to account for merchandise on display


Unit 226 Follow guidelines for dressing visual merchandising displays (C.19)

Level: 2 Credit value: 8 Unit aims This unit is for visual merchandising specialists. It is about following guidelines for dressing in-store and window displays in ways that promote sales. It involves making judgements about how best to achieve the visual effect needed, while working within the company’s policy for visual design. It is also about evaluating finished displays and sorting out any problems the learner identifies. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to dress in-store displays to guidelines 2. Know how to dress window displays to guidelines 3. Know how to evaluate and improve retail displays 4. Dress in-store displays to guidelines 5. Dress window displays to guidelines 6. Evaluate and improve retail displays 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 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. The candidate may have undertaken formal visual merchandising training that may contribute to the evidence for this unit.


Unit 226 Follow guidelines for dressing visual merchandising displays (C.19)


Outcome 1 Know how to dress in-store displays to guidelines The learner can: 1. show that they know how to create and use focal points within a display 2. show that they know how to put together merchandising displays for use inside the store 3. show that they know how to choose and combine dimension, shape, colour, texture and lighting

to create the visual effect needed from a display 4. show that they know how to dress mannequins, busts and other props 5. show that they know how to display different types of merchandise 6. show that they know how to choose a suitable type of grouping 7. show that they know how they can use different types, directions and levels of light to

create atmosphere 8. show that they know how displays can achieve add-on sales and why this is important 9. show that they know why they are expected to install creative displays and to be aware of

trends 10. show that they know different approaches to displaying merchandise and how to choose

the best approach 11. show that they know the different purposes of displays and how these are used in visual

merchandising 12. show that they know how props, prototypes, dressings and fixtures create visual effects 13. show that they know the health and safety guidelines for displays 14. show that they know how to identify the selling features of merchandise to be used in

displays

Outcome 2 Know how to dress window displays to guidelines The learner can: 1. show that they know how to choose and combine dimension, shape, colour, texture and

lighting to create the visual effect needed from a display 2. show that they know how to dress mannequins and other props 3. show that they know how to display different types of merchandise 4. show that they know how to choose a suitable way of grouping merchandise 5. show that they know how to light window displays and who in their store is responsible for

installing lighting 6. show that they know how displays can achieve add-on sales and why this is important 7. show that they know why they are expected to install displays creatively and to be aware of

trends 8. show that they know why different kinds of merchandise need different approaches to

display, and what these approaches are 9. show that they know the different purposes of displays and how different displays are used

in visual merchandising 10. show that they know how props, prototypes, dressings and fixtures create visual effects 11. show that they know the dressing techniques to use for different types of merchandise 12. show that they know health and safety guidelines for displays 13. show that they know the legal requirements which apply to pricing and ticketing 14. show that they know how to identify the selling features of merchandise to be used in

displays


Outcome 3 Know how to evaluate and improve retail displays The learner can: 1. show that they know how to decide if items are suitable for a display 2. show that they know how to identify risks to items and measures to protect items 3. show that they know how to evaluate the visual effect of displays 4. show that they know how to make adjustments and improvements to displays 5. show that they know how to use scale when creating visual effects 6. show that they know why they need to evaluate and improve displays 7. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed for a display 8. show that they know the different approaches to using displays for different types of

merchandise 9. show that they know the dressing techniques for different types of merchandise 10. show that they know how to identify the purpose of displays 11. show that they know the company’s visual design and merchandising policies 12. show that they know the types of risk displays face, why the learner must reduce these risks

as far as possible and how to do so 13. show that they know the reporting arrangements for sorting out problems and reducing

risks 14. show that they know how much authority they have to change displays

Outcome 4 Dress in-store displays to guidelines The learner can: 1. follow company procedures for using ladders, tools and equipment safely 2. place displays where these will attract the attention of target customers 3. use the design brief to identify the focal points of the display 4. choose shapes, colours and groupings that are suited to the purpose and style of the display 5. create displays that achieve the visual effect needed and are consistent with the company’s

visual design policy 6. position merchandise, graphics and signs in ways that promote sales 7. check that lighting is installed in line with the design brief 8. check that the finished display meets health and safety guidelines and legal requirements

Outcome 5 Dress window displays to guidelines The learner can: 1. position merchandise, graphics and signs according to guidelines and in ways that attract

the attention and interest of customers and provide the information which customers need 2. group merchandise appropriately for the purpose and style of display, the selling features of the

merchandise and the visual effect needed under the design brief 3. make sure that lighting is installed in line with lighting requirements 4. check that the finished display meets health and safety guidelines and legal requirements

Outcome 6 Evaluate and improve retail displays The learner can: 1. check that all the parts of the display are suitable for the purpose of the display and meet

requirements 2. check that the display meets requirements for easy access, safety and security 3. identify safety and security risks to the display and choose suitable ways of reducing risks 4. consider how the display looks from all the directions from which customers will approach it 5. encourage colleagues to provide constructive comments about the display 6. promptly make any adjustments that the learner is authorised to make and that are needed

to achieve the visual effect and to make the display safe and secure 7. regularly check the display’s visual effect 8. promptly report to the right person any problems and risks that the learner is not

responsible for sorting out themselves


Unit 227 Order graphic materials for visual merchandising displays (C.20)

Level: 2 Credit value: 3 Unit aims This unit is for visual merchandising specialists and is about ordering graphic materials and positioning them in displays. Firstly, it is about ordering the right quantity and quality of graphics, signs and tickets within the available budget and checking the progress of orders to ensure that requirements are met. Secondly, it is about positioning graphics, signs and tickets so that they support the purpose of the display and meet all relevant requirements. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to order graphic materials to meet retail display needs 2. Know how to position graphic materials to support retail displays 3. Order graphic materials to meet retail display needs 4. Position graphic materials to support retail displays Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 18 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 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



Unit 227 Order graphic materials for visual merchandising displays (C.20)


Outcome 1 Know how to order graphic materials to meet retail display needs

The learner can: 1. show that they know how graphic materials help to make displays more effective 2. show that they know the different ways to use graphic materials for different types of

merchandise 3. show that they know how to choose graphic materials that will achieve the desired effects 4. show that they know who can supply graphic materials 5. show that they know the company’s procedures for ordering graphic material 6. show that they know how to make clear to suppliers what graphic materials are needed 7. show that they know how to check the quantity and quality of graphic materials when these

are delivered 8. show that they know how to find out about cost limits and deadlines for buying graphic

materials, and the importance of sticking to these

Outcome 2 Know how to position graphic materials to support retail displays

The learner can: 1. show that they know the house style, company policy and legal requirements for using

graphic materials 2. show that they know how to identify and interpret manufacturers’ branding requirements 3. show that they know how to interpret the design brief 4. show that they know how to choose where to put graphic materials within the display 5. show that they know how to check that graphics and signs are safe and secure 6. show that they know how graphic materials help to attract and inform customers 7. show that they know the different ways to use graphic materials for different types of

merchandise

Outcome 3 Order graphic materials to meet retail display needs The learner can: 1. make clear to suppliers what graphic materials are needed 2. check that suppliers can meet the learner’s needs 3. order supplies of graphic materials promptly and within the available budget 4. check the progress of orders 5. check the quality and quantity of graphic materials when these are delivered

Outcome 4 Position graphic materials to support retail displays The learner can: 1. position graphic materials according to the design brief, house style, company policy on

signs, manufacturers’ branding requirements and legal requirements 2. position graphic materials in ways that support the display’s intended visual effect and message 3. check that graphic materials are positioned safely and securely and in line with legal

requirements


Unit 228 Dismantle and store visual merchandising displays (C.21)

Level: 2 Credit value: 13 Unit aims This unit is for visual merchandising specialists. It is about dismantling displays and deciding what to do with the display parts. This involves returning borrowed merchandise, disposing of unwanted materials and cleaning the display sites and parts. It also involves storing equipment, props and graphics carefully so that these remain in good condition and can easily be found again when needed. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to dismantle retail displays 2. Know how to store equipment, props and graphics for retail displays 3. Dismantle retail displays 4. Store equipment, props and graphics for retail displays Notional and guided learning hours It is recommended that 130 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 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



Unit 228 Dismantle and store visual merchandising displays (C.21)


Outcome 1 Know how to dismantle retail displays The learner can: 1. show that they know how to dismantle displays safely 2. show that they know how to protect the parts of displays from being damaged during

dismantling 3. show that they know how to identify unwanted materials and how to get rid of these safely 4. show that they know where to return the parts of display to 5. show that they know how to identify safe and approved cleaning materials and equipment

to use 6. show that they know techniques for cleaning display sites and parts safely and thoroughly

Outcome 2 Know how to store equipment, props and graphics for retail displays

The learner can: 1. show that they know how to work out the storage space needed 2. show that they know how to identify requirements for protective packaging and security

measures 3. show that they know how to check the condition of items 4. show that they know how to deal with items that need repair 5. show that they know why they must label items accurately 6. show that they know why they must keep records of items and where to store these records 7. show that they know why they must store items securely 8. show that they know the suitable storage facilities available 9. show that they know which items need to be stored 10. show that they know possible dangers and risks to health, safety and security in relation to

storage facilities and stored items 11. show that they know who to report dangers and risks to

Outcome 3 Dismantle retail displays The learner can: 1. dismantle displays safely 2. protect the parts of the display from being damaged during dismantling 3. return the parts of the display to the appropriate places promptly and, if needed, in a saleable

condition 4. get rid of unwanted materials safely and keep accurate records of this if needed 5. clean display sites and parts using safe and approved cleaning materials and equipment


Outcome 4 Store equipment, props and graphics for retail displays The learner can: 1. work out accurately the storage space required 2. identify the protective packaging needed and the security measures that need to be in place 3. store items in suitable places and with clear and accurate labels 4. keep accurate and up-to-date records of items in storage 5. identify damaged items, missing items and dangers and risks to health and safety, and

report these promptly to the right person 6. check that storage facilities and items in storage are clean, safe, secure and accessible only

to those with a right to these


Unit 229 Make props for visual merchandising displays (C.22)

Level: 2 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is all about making props for displays. Firstly, it is about using design information to identify the props and prototypes needed and working out how to get hold of these items. It also covers making life-size replicas and scale models as well as decorating fixtures and panels for using in displays in stores.. Learning outcomes There are eight learning outcomes to this unit. The learner will be able to: 1. Know how to confirm the requirements for props and prototypes for retail displays 2. Know how to make life-size copies of items for retail displays 3. Know how to make scale models of items for retail displays 4. Know how to decorate fixtures and panels for retail displays 5. Confirm the requirements for props and prototypes for retail displays 6. Make life-size copies of items for retail displays 7. Make scale models of items for retail displays 8. Decorate fixtures and panels for retail displays Notional and guided learning hours It is recommended that 100 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 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



Unit 229 Make props for visual merchandising displays (C.22)


Outcome 1 Know how to confirm the requirements for props and prototypes for retail displays

The learner can: 1. show that they know where to get the design brief 2. show that they know how to use design information to identify the props and prototypes

needed 3. show that they know how to decide whether different types of props and prototypes are

relevant, including life size, large scale, small scale, standing items and moving items 4. show that they know how to specify their needs for props and prototypes clearly, and what

formats to use 5. show that they know how to use scale in creating visual effects 6. show that they know how props, prototypes, dressings and fixtures create visual effects 7. show that they know the types and styles of props and prototypes their company uses

Outcome 2 Know how to make life-size copies of items for retail displays The learner can: 1. show that they know how to make the copies needed 2. show that they know how to check whether the copies they make are suitable for display 3. show that they know how to test that copies work and look as required, and are safe to use 4. show that they know how to use scale to create visual effects 5. show that they know how props, prototypes, dressings and fixtures create visual effects 6. show that they know how to use the design brief to identify what items need to be copied 7. show that they know how to identify the cost limits and deadlines for making copies 8. show that they know how to arrange suitable storage for copies

Outcome 3 Know how to make scale models of items for retail displays The learner can: 1. show that they know how to create scale models to use as props and prototypes 2. show that they know how to evaluate finished models against specifications 3. show that they know how to test that scale models work and look as required, and are safe to

use 4. show that they know how to use scale to create visual effects 5. show that they know how models help to create visual effects 6. show that they know the mechanical principles of working models 7. show that they know how to use the design brief to identify what is needed for scale models 8. show that they know how to identify the budget and deadlines for making scale models 9. show that they know how to make suitable storage arrangements for scale models


Outcome 4 Know how to decorate fixtures and panels for retail displays The learner can: 1. show that they know how to use scale to create visual effects 2. show that they know how to choose decorative materials and techniques 3. show that they know how to check and evaluate decorative work as it is being done 4. show that they know how to use materials efficiently 5. show that they know how to check the quality of finish of decorative panels and fixtures 6. show that they know how to judge the suitability of, and choose, new and creative

decorative techniques 7. show that they know how to apply innovative decorative techniques 8. show that they know how to complete decorative work within cost limits and policy 9. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed for a display 10. show that they know why they are expected to decorate panels and fixtures in creative ways 11. show that they know why different kinds of merchandise need different approaches to

decoration 12. show that they know how decorated panels and fixtures contribute to visual effects 13. show that they know how to identify the range of decorative techniques and materials they

can choose from 14. show that they know how to identify the purpose of the display 15. show that they know the company’s visual design policy

Outcome 5 Confirm the requirements for props and prototypes for retail displays

The learner can: 1. use design information to identify the props and prototypes needed 2. produce specifications for props and prototypes that meet the design brief 3. specify clearly and accurately the type, size and function of the props and prototypes needed 4. identify which props and prototypes they can get ready-made and which need to be made

to order 5. make realistic plans to get all the items they need

Outcome 6 Make life-size copies of items for retail displays The learner can: 1. use the design brief to identify the features of original items that they need to copy 2. choose and use suitable and efficient techniques, materials, tools and equipment for making

copies 3. complete the copies, including any alterations, by agreed deadlines and in line with the design

brief 4. use valid and thorough tests to check that copies work and look as required, and are safe to

use 5. evaluate test results accurately and make any adjustments needed to the copy 6. store copies securely and make stored copies available to those who need these by the

agreed deadlines


Outcome 7 Make scale models of items for retail displays The learner can: 1. choose new ideas, techniques and materials that are consistent with the design brief and

the company’s design policy 2. use shapes and colour styles that make models more effective within the limits of the design

brief 3. choose and use suitable and efficient techniques, materials, tools and equipment for making

scale models 4. complete scale models, including any alterations, by agreed deadlines and in line with the

design brief 5. use valid and thorough tests to check that models work and look as required, and are safe to

use 6. evaluate test results accurately and make any adjustments needed to the scale model 7. store scale models securely and make stored scale models available to those who need

these by the agreed deadlines

Outcome 8 Decorate fixtures and panels for retail displays The learner can: 1. choose decorative techniques and materials which are suitable, new and within cost limits 2. choose materials that will have the visual effect needed when applied to the relevant fixtures 3. evaluate decorative work as its visual effect emerges and adjust it to give the effect needed 4. use tools, equipment and materials efficiently 5. produce decorative work that is free from faults, has the visual impact needed, is consistent

with the design brief and is completed within agreed deadlines


Unit 230 Put visual merchandising displays together (C.23)

Level: 2 Credit value: 8 Unit aims This unit is for visual merchandising specialists and is all about assembling displays. Firstly, it involves interpreting diagrams of layouts for displays. As well as identifying the features of layouts, such as where to put layouts and what is needed to create layouts, the learner needs to be able to work out what they need to do to put layouts together. The second aspect of the unit is about putting layouts together accurately within the guidelines provided and introducing creative effects when appropriate. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to interpret retail display layout requirements from plans, elevations and drawings 2. Know how to follow guidelines for putting retail display layouts together 3. Interpret retail display layout requirements from plans, elevations and drawings 4. Follow guidelines for putting retail display layouts together Notional and guided learning hours It is recommended that 80 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 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



Unit 230 Put visual merchandising displays together (C.23)


Outcome 1 Know how to interpret retail display layout requirements from plans, elevations and drawings

The learner can: 1. show that they know how to identify the layout needed and the essential features of layouts

from plans, elevations and drawings 2. show that they know how to work out what activities and resources they need to put layouts

together 3. show that they know how to identify the health, safety and security arrangements needed for

layouts 4. show that they know what layout design is and its part in effective visual design practice 5. show that they know the techniques of layout design, including drawing conventions and

standards 6. show that they know sources of information to use when working out what they need for

layouts 7. show that they know who can make decisions when the learner has problems with layouts

Outcome 2 Know how to follow guidelines for putting retail display layouts together

The learner can: 1. show that they know how to interpret guidelines for putting layouts together 2. show that they know how to spot opportunities to achieve creative effects 3. show that they know how to work creatively within the visual merchandising policy 4. show that they know how to spot and sort out problems when putting layouts together 5. show that they know when creative effects are suitable 6. show that they know the parts they need to put layouts together 7. show that they know the relevant health, safety and legal requirements 8. show that they know where to find the parts they need for layouts

Outcome 3 Interpret retail display layout requirements from plans, elevations and drawings

The learner can: 1. accurately identify the essential features and detailed requirements of layouts from plans,

elevations and drawings 2. accurately identify health, safety and security arrangements from plans, elevations and

drawings 3. work out what activities and resources they need to put layouts together as shown in plans,

elevations and drawings 4. identify possible problems in putting layouts together and work out ways of sorting these

problems out


Outcome 4 Follow guidelines for putting retail display layouts together The learner can: 1. check that the parts they need are available and in working order 2. put the layout together within the guidelines, agreed deadlines, health and safety policies and

legal requirements 3. identify opportunities for achieving creative effects and do so within the guidelines 4. identify possible problems which may arise and take prompt and suitable action within the

guidelines


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

Level: 3 Credit value: 9 Unit aims 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 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: 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 three 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 306 Organise the receipt and storage of goods in a retail environment (B.14)

Level: 3 Credit value: 11 Unit aims 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 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: 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 thesy 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 effective storage systems contribute to reducing stock loss 2. show that they know how to work out what storage facilities are needed for goods on order 3. show that they know how to protect goods from various causes of deterioration and damage 4. show that they know how to work out suitable storage layouts and solve storage problems

efficiently, safely and securely 5. 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 6. 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 when and how to check stock and storage, including both routine and

spot checks 2. show that they know legal and company requirements for removing out-of-date stock 3. show that they know the company’s requirements for storing and moving stock, and how to

check that these requirements are being met 4. show that they know how to work out if ideas for improving the ways stock is stored and

moved are likely to be profitable 5. show that they know the causes of stock deterioration and damage and how these affect

products 6. show that they know the company’s requirements and quality standards for storage 7. show that they know the information colleagues need to be able to use the storage system

effectively 8. show that they know company policy and procedures for protecting goods that are at risk of

damage or deterioration 9. 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 and 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 312 Help to manage a retail team (E.9)

Level: 3 Credit value: 11 Unit aims 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 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: 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 and 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 322 Choose merchandise to feature in visual merchandising displays (C.24)

Level: 3 Credit value: 6 Unit aims This unit is for visual merchandising specialists and involves the learner using design information to identify what they need for displays and choosing merchandise to feature in displays. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to interpret requirements for retail displays 2. Know how to choose and agree retail merchandise to be featured in displays 3. Interpret requirements for retail displays 4. Choose and agree retail merchandise to be featured in displays Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 42 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 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 for Retail Merchandiser 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. Documentary evidence is the most likely source of evidence for this unit. This could include design briefs to promote merchandise in a retail environment. Notes on how the merchandise chosen is to be presented in line with the organisations sales plans. Evidence should arise through naturally occurring work activities. It is unlikely that you will be able to demonstrate competence in less than three 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. The candidate may have undertaken formal visual merchandising training that may contribute to the evidence for this unit.


Unit 322 Choose merchandise to feature in visual merchandising displays (C.24)


Outcome 1 Know how to interpret requirements for retail displays The learner can: 1. show that they know how to identify the purpose of displays from design information 2. show that they know how to identify the merchandise they will use 3. show that they know how displays attract the interest of customers and persuade customers to

make buying decisions 4. show that they know the role of displays in marketing, promotional and sales campaigns and

activities 5. show that they know good practice in creating displays that have the visual effect needed 6. show that they know company policy for merchandising and visual design 7. show that they know the sources of information about the merchandise they will use 8. show that they know who to check their interpretations with

Outcome 2 Know how to choose and agree retail merchandise to be featured in displays

The learner can: 1. show that they know how to compare selected merchandise with the display requirements 2. show that they know how to check whether merchandise is available 3. show that they know how to arrange for merchandise to be delivered 4. show that they know why displays are used to attract the interest of customers and

persuade customers to make buying decisions 5. show that they know how light, colour, texture, shape and dimension combine to achieve

the visual effects needed 6. show that they know why they are expected to show creativity in selecting merchandise for

displays and to be aware of trends 7. show that they know how displays can achieve add-on sales 8. show that they know different approaches to use for displaying different kinds of

merchandise 9. show that they know the different purposes of displays and the use of displays in visual

merchandising 10. show that they know the company’s policy for merchandising and visual design 11. show that they know the decision-makers who the learner needs to agree their choices of

merchandise with 12. show that they know the people who can supply the merchandise the learner needs for the

display

Outcome 3 Interpret requirements for retail displays The learner can: 1. use design information to identify the purpose of the display, the merchandise they will use

and how the merchandise will feature in the display 2. where there is scope for interpretation, interpret the requirements for the display in line with

the company’s design policy 3. check their interpretations with the right person before work starts on putting the display

together


Outcome 4 Choose and agree retail merchandise to be featured in displays

The learner can: 1. evaluate the potential of merchandise to attract customers’ attention and interest 2. choose merchandise that is the most likely to attract and interest customers, meets the

requirements of the display and is consistent with the company’s visual display policy 3. check the suitability and availability of merchandise with the relevant decision makers 4. reach agreement with decision-makers concerning realistic arrangements and timescales

for supply 5. promptly make other arrangements to get hold of merchandise if it is not available within

their timescales and cost limits


Unit 323 Plan, monitor and control how graphics are used in visual merchandising displays (C.25)

Level: 3 Credit value: 8 Unit aims This unit is for visual merchandising specialists and is all about ensuring that graphics are used effectively in displays. There are three aspects to this unit. Firstly, it is about choosing graphics, signs and tickets to make displays more attractive and informative to customers. Secondly, it involves organising the distribution of graphics, signs and tickets and their use in displays. Thirdly, the learner needs to check that graphics, signs and tickets are being used consistently with the purpose of the display and any relevant company and legal requirements. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to identify and get hold of graphic materials for retail displays 2. Know how to co-ordinate how graphic materials are used in retail displays 3. Know how to check how graphic materials are used in retail displays 4. Identify and get hold of graphic materials for retail displays 5. Co-ordinate how graphic materials are used in retail displays 6. Check how graphic materials are used in retail displays Notional and guided learning hours It is recommended that 80 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 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 for Visual Merchandiser 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. Documentary evidence is the most likely source of evidence for this unit. This could include notes on planning the quantities and types of materials needed. Details of negotiation with the suppliers, feedback on service provided by your suppliers. 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. The candidate may have undertaken formal visual merchandising training that may contribute to the evidence for this unit.


Unit 323 Plan, monitor and control how graphics are used in visual merchandising displays (C.25)


Outcome 1 Know how to identify and get hold of graphic materials for retail displays

The learner can: 1. show that they know how to identify the need for graphic materials, and the factors

affecting the use and style of graphic materials 2. show that they know how to check their interpretations of the graphic materials they need 3. show that they know how to choose graphic materials and say how the graphic materials should

be used 4. show that they know how to check that proposals for graphic materials are consistent with

the company’s design policy and aims 5. show that they know how to brief suppliers about requirements 6. show that they know the part graphic materials play in displays 7. show that they know the part graphic materials have in attracting customers and giving

customers information 8. show that they know approaches to using graphic materials for different types of

merchandise 9. show that they know the company’s visual-design policy 10. show that they know legal requirements relating to graphic materials 11. show that they know the accepted ways of describing types and quantities of graphic

materials so that suppliers understand what the learner needs 12. show that they know company procedures and requirements for ordering graphic materials 13. show that they know who the relevant decision-makers are 14. show that they know who can supply graphic materials

Outcome 2 Know how to co-ordinate how graphic materials are used in retail displays

The learner can: 1. show that they know how to confirm whether graphic materials are available 2. show that they know how to check that graphic materials are suitable 3. show that they know how to produce instructions for installing graphic materials 4. show that they know how to check that installations are satisfactory 5. show that they know the part graphic materials play in displays 6. show that they know the part graphic materials have in attracting and informing customers 7. show that they know different approaches to using graphic materials for different

merchandise 8. show that they know company and legal requirements for graphic materials

Outcome 3 Know how to check how graphic materials are used in retail displays

The learner can: 1. show that they know how to check how they should use graphic materials 2. show that they know how to ask for and collect comments from colleagues about using graphic

materials 3. show that they know why it is important to check how graphic materials are used 4. show that they know the action to take when graphic materials are not being used correctly 5. show that they know the part graphic materials play in displays


6. show that they know the part graphic materials have in attracting customers and giving customers information

7. show that they know different approaches to using graphic materials for different merchandise

8. show that they know company procedures for dealing with cases where graphic materials are not being used in line with policy

Outcome 4 Identify and get hold of graphic materials for retail displays The learner can: 1. use the design brief and information about the layout to identify the graphic materials the

learner needs 2. identify the types and quantities of graphic materials they need to order and the associated

costs, delivery dates and delivery addresses 3. confirm what they need with the relevant decision-makers 4. choose graphic materials that are consistent with legal requirements and the company’s

visual-design policy 5. use the accepted ways of describing the type and quantity of graphic materials needed 6. confirm that proposals for using graphic materials are consistent with design policy and

aims and are acceptable to decision-makers 7. specify clearly to suppliers what graphic materials are needed

Outcome 5 Co-ordinate how graphic materials are used in retail displays The learner can: 1. check that graphic materials meet specifications, legal requirements and company policy 2. distribute graphic materials to the right places by the agreed deadlines 3. promptly give colleagues clear, accurate and up-to-date instructions for installing graphic

materials 4. check that graphic materials are correctly installed and maintained

Outcome 6 Check how graphic materials are used in retail displays The learner can: 1. check displays themselves as far as possible and encourage colleagues to provide relevant

information about using graphic materials 2. collect enough relevant information about the way graphic materials are being used 3. check whether graphic materials are being used suitably and effectively 4. take prompt and suitable action when graphic materials are not being used or maintained in

line with company policy or the design brief 5. spot situations where the way graphic materials are used should change, promptly making

any changes needed


Unit 324 Monitor the effect of visual merchandising displays and layouts (C.26)

Level: 3 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is all about finding out whether displays and layouts are having the desired effect on customers and encouraging customers to purchase the items being promoted. This involves two activities. Firstly, the learner needs to gather the right kinds of information about customers’ responses to displays and layouts. Secondly, the learner needs to assess the effect of displays and layouts on customer behaviour and business performance and report their findings to decision-makers. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to gather information about retail customers' responses to displays and layouts 2. Know how to assess and report the effect of retail displays and layouts 3. Gather information about retail customers' responses to displays and layouts 4. Assess and report the effect of retail displays and layouts Notional and guided learning hours It is recommended that 100 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 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 for Visual Merchandiser 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. 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 three 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.



an assignment covering practical skills and underpinning knowledge


Unit 324 Monitor the effect of visual merchandising displays and layouts (C.26)


Outcome 1 Know how to gather information about retail customers' responses to displays and layouts

The learner can: 1. show that they know how to organise the collecting of information about customers’

responses, such as sales figures, footfall and customer flow 2. show that they know how to bring together, compare and interpret information about

customers’ responses to displays 3. show that they know how to choose the information that is most useful for judging the effect of

displays 4. show that they know why they need information about customers’ responses to displays

and how to use it to decide what needs improving 5. show that they know how constantly improving the design of displays helps to attract and

interest customers 6. show that they know how to recognise what different designs are meant to achieve and the

types of customer they should attract 7. show that they know what customer focused trading is 8. show that they know the meaning of ‘validity’ and ‘reliability’ in relation to customer

responses 9. show that they know useful sources of information about customers’ responses 10. show that they know company procedures and requirements for collecting information

about customers’ responses to displays

Outcome 2 Know how to assess and report the effect of retail displays and layouts

The learner can: 1. show that they know how constantly improving the design of displays and layouts helps to

attract and interest customers 2. show that they know the meaning of validity and reliability in relation to interpreting information

about customers’ responses to displays and layouts 3. show that they know the decisions that will be based on their findings and recommendations

and the effect these decisions will have 4. show that they know how to judge fairly the evidence of customers’ responses against the

agreed standards for displays and layouts 5. show that they know how to draw reasonable conclusions about the effect of displays and

layouts, bearing in mind the purpose of the display or layout and customers’ responses to it 6. show that they know how to recognise improvements they could make to the way visual

merchandising is carried out in their store 7. show that they know who can make decisions about the way visual merchandising is carried

out in their store 8. show that they know how to present their findings and recommendations clearly to

decision-makers


Outcome 3 Gather information about retail customers' responses to displays and layouts

The learner can: 1. accurately recognise when they need information about customers’ responses, why the

learner needs it, and what type of information would be most useful 2. gather information about customers’ responses in ways that are suitable for the learner’s

purposes, in line with the company’s communications policy and likely to keep the goodwill and co operation of those providing the information

3. gather enough information to allow the learner to make judgements about customers’ responses to displays and layouts

4. accurately interpret information about customers’ responses 5. assess information fairly when reviewing the effect of displays and layouts

Outcome 4 Assess and report the effect of retail displays and layouts The learner can: 1. agree suitable standards for assessing the effect of displays and layouts 2. judge fairly the evidence of the effect of displays and layouts against the agreed standards 3. draw conclusions that are reasonable in terms of the purpose of the display and customers’

responses to it 4. clearly identify improvements they could make to the way visual merchandising is carried

out in their store 5. report their findings and recommendations clearly to decision-makers


Unit 325 Allocate, monitor and control visual merchandising project resources against budgets (C.27)

Level: 3 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is all about the learner’s responsibility for putting together project budgets and making sure project costs stay within budget as the project progresses. Putting a budget together involves estimating the likely costs of the project, working out ways of achieving best value for money, and justifying recommendations to decision-makers. Keeping within budget involves recording and monitoring project spending, identifying any unacceptable spending and taking prompt action to sort it out. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to negotiate and agree costs for visual merchandising projects 2. Know how to control costs for visual merchandising projects 3. Negotiate and agree costs for visual merchandising projects 4. Control costs for visual merchandising projects Notional and guided learning hours It is recommended that 100 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 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 for Visual Merchandiser 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. 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 three 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.




Unit 325 Allocate, monitor and control visual merchandising project resources against budgets (C.27)


Outcome 1 Know how to negotiate and agree costs for visual merchandising projects

The learner can: 1. show that they know how to make reasonable estimates of the costs of proposed projects 2. show that they know how to use estimated costs to support the business case for proposed

projects 3. show that they know who to ask for comments to help the learner strengthen the learner’s

business case for the spending they are recommending 4. show that they know the approved layout for budget proposals 5. show that they know who can approve budget proposals 6. show that they know how to present budget proposals clearly and persuasively to decision-

makers 7. show that they know where they can find information about the costs of activities and

resources 8. show that they know how to put together accurate budgets from agreed budget proposals 9. show that they know how to brief colleagues about the cost limits colleagues must work

within 10. show that they know how controlling spending and using resources efficiently help the

company and the reputation of visual merchandising 11. show that they know the company’s budgeting procedures and deadlines

Outcome 2 Know how to control costs for visual merchandising projects The learner can: 1. show that they know what costs project budgets include and how these are set out 2. show that they know how to record project expenses 3. show that they know the financial information they need to refer to and when and how it is

presented 4. show that they know how to interpret reports of actual spending against budgeted spending 5. show that they know how to recognise unacceptable differences between actual and

budgeted spending 6. show that they know the company’s procedures for reporting and acting on cost variations 7. show that they know what ‘value for money’ means, and why it does not simply mean

paying the lowest prices 8. show that they know how to recognise and use chances to increase value for money within

projects 9. show that they know how controlling spending and using resources efficiently help the

company and the reputation of visual merchandising


Outcome 3 Negotiate and agree costs for visual merchandising projects The learner can: 1. check that their estimates of the costs of proposed projects are reasonable 2. prepare business cases for spending proposals that show clearly how the learner can achieve

value for money 3. ask colleagues to suggest ways the learner’s business case could be strengthened 4. present proposals clearly and persuasively to decision-makers 5. work out accurate costs and agree budgets with decision-makers in a way that keeps

decision-makers committed to the project’s aims 6. explain clearly to colleagues the cost limits colleagues must work within

Outcome 4 Control costs for visual merchandising projects The learner can: 1. explain clearly to colleagues the cost limits colleagues must work within 2. promptly identify unacceptable differences in project costs, sort these out promptly when the

learner has the authority to do so, and report unacceptable differences in project costs promptly to the right person when the learner is not authorised to sort these out

3. recognise chances to improve value for money within budget limits and promptly act on these 4. keep the right people informed of project activities and costs


Unit 326 Contribute to developing and putting into practice the company's visual merchandising policy (C.28)

Level: 3 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is about the learner’s contribution to developing the company’s visual merchandising policy and making sure that staff follow it. The unit involves making suggestions for improving the company’s visual-design policy, including gathering information and analysing it to arrive at recommendations. It also involves explaining the policy to staff and motivating staff to follow it, as well as making checks to make sure the policy is followed. The company’s visual merchandising policy could be a written policy, but need not be. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to contribute to developing the company’s visual-design policy for its retail stores 2. Know how to support staff putting into practice the company’s visual-design policy for its retail

stores 3. Contribute to developing the company’s visual-design policy for its retail stores 4. Support staff putting into practice the company’s visual-design policy for its retail stores Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 42 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 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 for Visual Merchandiser 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. 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 three months.




Unit 326 Contribute to developing and putting into practice the company's visual merchandising policy (C.28)


Outcome 1 Know how to contribute to developing the company’s visual-design policy for its retail stores

The learner can: 1. show that they know the company’s current visual-design policy 2. show that they know who their internal and external customers are 3. show that they know how to find out about and recognise what internal and external customers

hope for and expect from the visual design in the store 4. show that they know accepted good practice in visual design 5. show that they know how to decide if current and recent designs follow accepted good

practice in visual design 6. show that they know how to spot opportunities for new and better ways of using visual

design 7. show that they know the format to use when making recommendations 8. show that they know how to put together and present recommendations for developing the

visual-design policy 9. show that they know how visual design helps to promote and sell goods and services 10. show that they know what customer focused design is 11. show that they know how merchandising helps the company to achieve its aims

Outcome 2 Know how to support staff putting into practice the company’s visual-design policy for its retail stores

The learner can: 1. show that they know what the company’s visual-design policy is 2. show that they know the role of visual design in retail 3. show that they know good practice in creating visual effect by using displays 4. show that they know the different purposes of displays and the use of displays in visual

merchandising 5. show that they know why different kinds of merchandise need displaying in different ways 6. show that they know different approaches to using design for different types of

merchandising 7. show that they know how designs achieve the visual effects required by displays 8. show that they know how to brief staff and internal customers about the visual-design policy 9. show that they know how to explain the visual-design policy so that staff and internal

customers will understand it 10. show that they know how to motivate staff to follow the visual design policy 11. show that they know how to check that visual designs are consistent with the visual-design

policy 12. show that they know how to check that displays keep to the visual design policy


Outcome 3 Contribute to developing the company’s visual-design policy for its retail stores

The learner can: 1. gather accurate and up to date information about what internal and external customers

want and expect from the visual design in the store 2. accurately analyse information to identify internal and external customers’ wishes and

expectations 3. accurately and fairly decide if current and recent designs follow accepted good practice in visual

design 4. use available information to spot opportunities for improving visual design policy and for

introducing new design ideas 5. reach reasonable conclusions as to whether the learner’s new ideas and suggestions for

improvement are relevant to the needs of the company and developing the visual design policy

6. recommend clearly to decision makers those improvements and new ideas that the learner decides are relevant and present these in the format needed and by the agreed deadlines

Outcome 4 Support staff putting into practice the company’s visual-design policy for its retail stores

The learner can: 1. present accurate and up to date information about the company’s visual design policy 2. present information about the company’s visual-design policy to staff in a way that is likely to

encourage understanding and commitment 3. give staff the chance to ask questions about the visual-design policy 4. check that visual designs are consistent with the visual-design policy 5. promptly correct any designs that do not keep to the visual-design policy 6. give internal customers accurate information about the visual-design policy and how it

affects visual merchandising in their areas 7. check displays to make sure they conform to the visual-design policy, are used correctly and

kept in the condition needed for as long as the displays are in use 8. promptly report to their manager any problems with keeping displays in the condition

needed


Unit 327 Create plans, elevations and drawings to realise visual merchandising ideas (C.29)

Level: 3 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is all about designing layouts and producing diagrams and instructions that will enable staff to realise the learner’s designs. The unit is firstly about developing creative solutions for layout designs within the limits of time, budget and any guidelines the learner must follow. This involves testing that ideas are realistic, as well as asking for and using the suggestions of decision-makers. The second aspect of the unit is about producing guidance that will allow staff to put layouts together. This involves working out what is involved in putting layouts together and giving instructions using schematic drawings and detailed written specifications. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to develop and test solutions for retail display layouts 2. Know how to produce guidance for putting retail display layouts together 3. Develop and test solutions for retail display layouts 4. Produce guidance for putting retail display layouts together Notional and guided learning hours It is recommended that 100 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 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. 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 three months.




Unit 327 Create plans, elevations and drawings to realise visual merchandising ideas (C.29)


Outcome 1 Know how to develop and test solutions for retail display layouts

The learner can: 1. show that they know how to gather and evaluate ideas and information about layout design 2. show that they know how to develop, evaluate and modify design options 3. show that they know how to work up designs in detail and maintain a creative approach while

doing so 4. show that they know how to choose and combine scale, shape, colour, texture and focal

points to produce creative design solutions 5. show that they know how to apply techniques of layout design, including drawing

conventions and standards 6. show that they know how to test and judge whether designs are practical 7. show that they know who the relevant decision-makers are 8. show that they know how to consult with decision-makers throughout the design process 9. show that they know why they need to review layout designs and come up with solutions

which are both creative and suitable 10. show that they know what layout design is and its part in effective visual merchandising 11. show that they know the nature and processes of creativity and layout design 12. show that they know the part played in creative design by dimension, shape, colour, texture

and location 13. show that they know sources of information about the design requirements and possible

layout solutions

Outcome 2 Know how to produce guidance for putting retail display layouts together

The learner can: 1. show that they know why specifications, drawings and supporting information are needed

for putting layouts together 2. show that they know how to produce specifications and drawings to the technical standards

needed 3. show that they know how to estimate quantities and costs 4. show that they know how to specify the standard of finished work 5. show that they know how to identify and specify the need for specialist services 6. show that they know how to describe methods for putting layouts together 7. show that they know how to recognise risks to health and safety arising from putting layouts

together 8. show that they know how to draw the users’ attention to health and safety risks and the

preventive action users must take 9. show that they know how to identify and assess the conditions under which the layout will

be put together 10. show that they know who puts together layouts in their company and who uses layouts 11. show that they know the drawing and coding conventions and standards to use 12. show that they know the supporting information needed by those who will put the layout

together


Outcome 3 Develop and test solutions for retail display layouts The learner can: 1. work out what kind of layout is needed and check this with decision-makers 2. gather information from reliable sources about layout design and ideas for layout design 3. evaluate information and ideas about layout design to see how relevant they are for the

learner’s needs 4. suggest a wide enough range of layout options so the learner can come up with a creative

solution 5. evaluate layout options against the design requirements and choose those which offer the

most creative solution possible within time and cost limits 6. continue improving the preferred layouts until the learner has a detailed layout that meets

the design requirements and which can be achieved within the agreed time and cost limits 7. check carefully that there is enough space for the preferred layout in the sales areas 8. when there is not enough space available for the preferred layout, adapt the layout so that it

will fit the space and can still be used as intended and have the desired effect 9. consult decision-makers fully throughout the design development process, clearly

acknowledge changes they suggest, and use these when the suggested changes will improve the usefulness and creativity of the design

Outcome 4 Produce guidance for putting retail display layouts together The learner can: 1. draw layouts accurately 2. use accepted drawing techniques, graphic conventions and coding conventions to give

information 3. specify accurately and clearly the dimensions and orientation of the layout and the standards of

the finished work 4. estimate the quantities and costs of materials needed within cost limits and the design

requirement 5. estimate costs of materials only if there are no existing stocks the learner can use 6. recognise when they need to use specialist services 7. identify the correct methods for putting layouts together and any risks to health and safety

involved in putting layouts together and using layouts 8. provide enough information to allow people to put the layout together efficiently 9. tell people clearly and accurately what to do to protect individual and others’ health and

safety whilst putting layouts together


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

Interpret design briefs for retail displays

Communication 1 C1.2 225 (C.18)

Get hold of merchandise and props to be featured in retail displays

Problem solving 1 PS1.1, PS1.2

Communication 1 C1.2 Dress in-store displays to guidelines

Working with others 2 WO2.2

Dress window displays to guidelines


226 (C.19)

Evaluate and improve retail displays

None identified

Order graphic materials to meet retail display needs

None identified

Communication 1 C1.2

227 (C.20)

Position graphic materials to support retail displays


Dismantle retail displays Working with others 2 WO2.2

Application of number 1 N1.2 228 (C.21)

Store equipment, props and graphics for retail displays


Confirm the requirements for props and prototypes for retail displays


Make life-size copies of items for retail displays

Application of number 1 N1.2

Make scale models of items for retail displays

Application of number 3 N3.1, N3.2

229 (C.22)

Decorate fixtures and panels for retail displays




Interpret retail display layout requirements from plans, elevations and drawings



230 (C.23)

Follow guidelines for putting retail display layouts together


Communication 1 C1.1 Support effective team working in a retail environment



301 (E.8)

Help to plan and organise your own learning in a retail environment Improving own learning and 2 LP2.1, LP2.2,


performance LP2.3

Problem solving 1 PS1.3




Working with others 2 WO2.1, WO2.2

Help others to learn in a retail environment


Application of number 1 N1.2 Negotiate part-exchange sales transactions with retail customers


Application of number 1 N1.2 Provide service at point of sale in a retail store



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 C2.1a, C2.1b

Communication 3 C3.1a


312 (E.9) Help to manage your retail team


Interpret requirements for retail displays



322 (C.24)

Choose and agree retail merchandise to be featured in displays


Application of number 1 N1.2 Identify and get hold of graphic materials for retail displays



Communication 1 C1.1, C1.2, C1.3

Co-ordinate how graphic materials are used in retail displays


323 (C.25)

Check how graphic materials are used in retail displays



Communication 3 C3.1a

Application of number 1 N1.2 Gather information about retail customers' responses to displays and layouts

Information and communication technology

2 ICT2.1, ICT2.2


Communication 1 C1.1, C1.3


1 ICT1.3

324 (C.26)

Assess and report the effect of retail displays and layouts


Application of number

1

N1.1, N1.2


Negotiate and agree costs for visual merchandising projects

Communication 2 C2.1a, C2.1b


325 (C.27)

Control costs for visual merchandising projects



Communication 1 C1.1, C1.2, C1.3

Contribute to developing the company’s visual design policy for its retail stores



326 (C.28)

Support staff putting into practice the company’s visual-design policy for its retail stores Communication 2 C2.1a, C2.1b




Develop and test solutions for retail display layouts





1 ICT1.2, ICT 1.3

327 (C.29)

Produce guidance for putting retail display layouts together


2 ICT2.2, ICT 2.3


Published by City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 F +44 (0)20 7294 2400 www.cityandguilds.com City & Guilds is a registered charity established to promote education and training

EN-33-7536

http://www.city-and-guilds.co.uk/�

Documents

Level 3 Certificate/Diploma in Retail Skills (Visual ... · Level 3 Certificate/Diploma in Retail Skills (Visual Merchandising) (7536) 7 The QCF has a slightly different layout of