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Skillsfirst Awards

Handbook

Level 3 NVQ Certificate and Diploma in Sales (QCF)

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The sector skills council for sales 3.1 SkillsCfA 4 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments 4 3.3 Continuous Professional Development 5 3.4 Demonstrating competence in a QCF NVQ in sales 5 Section 4 – Summary of assessment methods 4.1 Types of evidence 6 4.2 Characteristics of assessment guidance 7 4.3 Simulation and witness testimony 7 4.4 Recognition of prior learning (RPL) 8 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 8 5.2 QCF units 9 5.3 QCF terminology 9 5.4 Availability of qualifications 9 Section 6 – Qualification structure 6.1 Number of credits required for each qualification 9 6.2 The rules of combination 10 6.3 List of available units and their credit value 10 6.4 Learner entry requirements 12 6.5 Progression opportunities 12 Section 7 – The units of learning 7.1 Structure of the units 12 7.2 Mandatory units - group A 13 7.3 Optional units - group B 20 7.4 Restricted optional units - group C 81

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1.0 Introduction

1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff –

reliably qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the

delivery of the Level 3 NVQ Certificate and Diploma in Sales (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk 1.4 This document is copyright but can be copied by any of our recognised centres for the purpose

of assessing learners and may also be copied by learners for their own use.

1.5 All learners should be provided with a copy of the Skillsfirst Qualification Handbook together with the Skillsfirst Learner Guide. This document can be found on our website at www.skillsfirst.co.uk

2.0 Skillsfirst Awards 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act (2010) and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification

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process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier.

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2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for Sales 3.1 SkillsCfA The Level 3 NVQ Certificate and Diploma in Sales (QCF) are based on the units developed by the SkillsCfA who are the sector skills council for sales. Their contact details are: SkillsCfA Unit 110 Linton House 164 - 180 Union Street London SE1 0LH Phone 020 7091 9620 info@skillscfa.org This handbook provides details from SkillsCfA’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 3 NVQ Certificate and Diploma in Sales (QCF) and includes the:

occupational expertise of those who assess performance, and moderate and verify assessments

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the SkillsCfA website www.skillscfa.org 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments Candidates must be assessed, moderated or verified at work either by: a) Assessors, moderators or verifiers who have achieved or are working towards achievement

of the appropriate regulatory body approved unit qualifications for assessment, moderation or verification;

OR b) A trainer, supervisor or manager, employed by an organisation, who must either:

Have achieved or be in the process of achieving the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; or,

Seek guidance and approval from an awarding organisation to demonstrate that the;

- Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions

- Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based, and the A and V units.

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Assessors must be occupationally competent to make Sales assessment judgements about the level and scope of individual candidate performance at work or in RWEs; and, occupationally competent to make assessment judgements about the quality of assessment and the assessment process. External Moderators / Verifiers or Internal Moderators / Verifiers must be occupationally competent to make Sales moderation and verification judgements about the quality of assessment and the assessment process. Employer Direct Model The CfA feels that the Employer Direct Model of in-house assessment will encourage more employers to offer the Level 3 NVQ Certificate and Diploma in Sales (QCF), particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the recognised assessor and quality assurance qualifications. Wherever possible, the CfA works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the assessor and quality assurance qualifications as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers. The Employer Direct Model has been developed to meet the needs of specific employers based on their knowledge of the Sales NOS and qualifications and their history of internal assessor/internal verifier expertise. The CFA supports this model with several provisos. The organisation must:

liaise with Skillsfirst prior to beginning the process

prepare, validate and review the assessment / verification roles

carry out 100% mapping of the employers training to the National Occupational Standards for the assessor and quality assurance units which the qualifications are based on

agree the mapping process with Skillsfirst.

demonstrate an equivalent level of rigour and robustness as the achievement of the unit qualification

Skillsfirst must:

offer this model to employers only

inform the CfA of employers who are using this model

supply the CfA with statistical data including take-up, sector, size of organisation etc. when requested

keep the CfA informed of any problems/issues incurred in the delivery of this model 3.3 Continuous professional development The sector requires all assessors, moderators and verifiers to maintain current Sales competence to deliver these functions. The CfA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Sales assessment centres. 3.4 Demonstrating competence in a QCF NVQ in sales Assessment of all units at any level of Sales NVQs and competence-based qualifications may be based on either candidate performance at work or through simulation, as necessary (See Section 4.3.1 below). Units which have been imported by the CfA in their Sales NVQs and competence-based qualifications will be assessed in compliance with their relevant assessment strategies.

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4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Types of evidence Units will be achieved through the acquisition of evidence by the learner and submission to their assessor. Units may be assessed through a number of different sources and forms, which must meet the requirements of assessment criteria. This could include:

Naturalistic observation of workplace activities: Assessors must provide information about the context of the assessment.

Products: Such as reports, letters, e-mails, memos, printouts, etc, are also valuable items of performance evidence. Assessors are encouraged to assess work products in situ and record the location of evidence within their assessment records. Assessment centres using ‘paperless portfolios’ should first discuss their approach to assessment with their awarding organisation.

Expert witness: Can be used to address any gaps in the technical and occupational competence of assessors, and also for confidential or sensitive activities that are not appropriate for assessor observation. Expert witnesses are identified and trained by the centre.

Witness testimony: Can provide valuable evidence of learner competence. In line with established principles, witness testimony must be:

a) a clear, authentic statement indicating how the learner carries out their job and b) dated, signed and include the job title of the witness.

Learner reports (feedback): Oral or written reports from the learner which involve descriptions of activities and processes and some self-assessment, e.g. a work diary.

Reflective accounts: A reflective account is usually a write up of how a learner has carried out part of their job, recording events that actually happened. Where possible, the account should state why the learner took the actions they did.

Recognition of prior learning (RPL) / achievement (RPA): May be evidenced from a range of activities, using valid assessment methods that meet the requirements of the assessment criteria of a unit. Evidence in support of RPL / RPA must be authentic, current, valid, relevant and sufficient.

Professional/guided discussion: Professional/guided discussion is a single, or series of, structured, planned and in-depth discussion(s) which can be recorded electronically or manually in paper, computer, audio or video files. Professional/guided discussions can be used to support observation reports, examination of work products and knowledge questionnaires. The CfA supports the use of professional/guided discussion in holistic assessment.

Verbal / written questions: Also includes questionnaires; work based tasks; reflective accounts; case studies; professional discussion; and, feedback reports. As assessment by observation and examination of work products usually results in inferred knowledge. Questions should only be asked to fill gaps where knowledge is not explicit. This style of assessment still requires the assessor to confirm how knowledge and understanding has been addressed but avoids over assessment of the learner.

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Projects: An extended piece of practical and / or written work involving planning and research, generally presented as a report.

Assignments: May be practical or written tasks given to learners which test skills, knowledge or understanding, or combinations of all three.

Case studies: An effective case study report should:

a) clearly identify the core problem(s) b) analyse the issues underlying the problem c) discuss and justify alternative solutions using theory / experience d) present feasible recommendations e) be presented in an appropriate format.

Audio / video recordings: May be used to support observation reports, examination of work products and knowledge questionnaires.

Simulation / role play: A task-based function where there are clear goals which need to be achieved and the outcomes are evaluated in a ‘real-work environment. If a unit or part of a unit at any level is simulated, it must be undertaken in a ‘realistic working environment’ (RWE). Skillsfirst will provide guidance for centres on RWEs and will make sure RWEs, “provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed”.

This list is illustrative of the options available to provide evidence in support of achieving the assessment criteria of a unit. The most appropriate forms of evidence should be selected for each unit or part of a unit. 4.2 Characteristics of assessment guidance

The learner may produce evidence from a range of examples (as outlined above) which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the learner’s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of all the units. The assessor will need to be assured that the learner can:

meet all the learning outcomes of a unit

pass all the assessment criteria of a unit. An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner and the assessor. 4.3 Simulation and witness testimony Simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain in the work environment. Simulation Simulation may be necessary for specific elements of the units. Skillsfirst guidance to centres is to ensure that they, “provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed”. In particular if a unit or part of a unit at any level is simulated, it must be undertaken in a ‘realistic working environment’ (RWE).

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Witness testimony Witness testimony should not form the primary source of evidence. Centres must comply with Skillsfirst guidance over the occupational competence and briefing of witnesses in the use of witness testimony. 4.4 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising 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 recognising prior experience and learning, are documented and made available to the external verifier.

the audit trail covers the whole process and methodology of RPL.

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 learner 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 RPL will only recognise the meeting of knowledge requirements. 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 learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners 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 were undertaken.

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

5.0 Qualification information 5.1 What is the qualification 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.

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The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners.

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

allow learners to accumulate credit, by recognising smaller steps of learning at their own pace.

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life.

5.2 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, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. 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. 5.3 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 ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 3 NVQ Certificate and Diploma in Sales (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require 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. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual. no. Level Qualification title Number of credits

SAC03 3 Level 3 NVQ Certificate in Sales (QCF) Minimum of 25 SAD02 3 Level 3 NVQ Diploma in Sales (QCF) Minimum of 37

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6.2 Rules of combination

Minimum number of total credits

Mandatory units (must

be taken)

Available Optional Units Group B

Restricted optional units Group C

Restrictions

Minimum Guided Learning Hours (GLH)

Level 3 NVQ Certificate in Sales (QCF) (SAC03)

25 SA301 and SA201 (6 credits)

SA201, SA209, SA213, SA302-313, SA401-406, MA2, TLE11, (19 credits)

Only 9 credits in total can be taken from units SA312, SA313, SA406, MA3, BA493, TLD11, CSB10

15 credits must be achieved at level 3

141

Level 3 NVQ Diploma in Sales (QCF) (SAD03)

37 SA301 and SA201 (6 credits)

SA201, SA209, SA213, SA302-313, SA401-406, MA2, MA3, BA493, TLD11, TLE11, CSB10 (31 credits)

Only 13 credits in total can be taken from units SA312. SA313, SA406, MA3, BA493, TLD11, CSB10

22 credits must be achieved at level 3

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6.3 List of available units and their credit value The list below gives the unit titles and the credit value of each unit. Mandatory units - group A

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

GLH

F/502/8612

SA301 Negotiating, handling objections and closing sales

4 22

A/502/8561

SA202 Complying with legal, regulatory and ethical requirements in a sales or marketing role

2 13

Optional units - group B

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

GLH

L/600/9586 MA2 Manage own professional development within an organisation

4 20

F/502/8559

SA201 Time planning in sales 2 13

J/502/8594 SA209 Selling at exhibitions

5 28

R/502/8601 SA213 Meeting customers’ after sales needs

3 14

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R/502/8615 SA302 Obtaining and analysing sales-related information

4 24

H/502/8618 SA303 Obtaining and analysing competitor information

3 18

K/502/8622 SA304 Buyer behaviour in sales situations

3 27

T/502/8624 SA305 Communicating using digital marketing/ sales channels

4 26

L/502/8628 SA306 Pricing for sales promotions

5 34

L/502/8631 SA307 Preparing and delivering a sales presentation

4 28

D/502/8634 SA308 Developing and implementing sales call plans

3 22

K/502/8636 SA309 Assisting customers in obtaining finance for purchases

2 11

T/502/8638 SA310 Assessing customers’ credit status

4 26

A/502/8639 SA311 Contributing to the development and launch of new products and/or services

4 26

D/502/8651 SA401 Prioritising information for sales planning

3 20

M/502/8654 SA402 Monitoring and managing sales team performance

5 32

A/502/8656 SA403 Developing sales proposals

5 30

F/502/8657 SA404

Building and retaining sales relationships 5 34

L/502/8659 SA405 Developing and implementing sales support and customer service programmes

5 35

H/600/9724 TLE11 Communicate information and knowledge

3 10

Restricted optional units - Group C

QCF unit No.

Skillsfirst unit No.

Unit title Credit value

GLH

M/600/9676 BA493 Support learning and development within own area of responsibility

5 25

Y/601/1230 CSB10 Organise the delivery of reliable customer service

6 40

R/600/9587 MA3 Develop, maintain and review personal networks

4 25

T/502/8641 SA312

Leading a sales or marketing team 4 25

F/502/8643 SA313 Managing the induction and probation of sales staff

3 15

L/502/8662 SA406

Recruiting sales team members 4 23

Y/600/9686 TLD11

Lead and manage meetings 4 20

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6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities As well as progression to further qualifications, such as the Level 3 NVQ Certificate in Management (QCF) or the Level 5 NVQ Diploma in Management (QCF), learners may also progress to employment within a range of areas within the sales industry.

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7.0 The units of learning 7.1 Structure of the units

The units in these qualifications are written in a standard format and comprise the following:

Skillsfirst reference number

unit title

level

credit value

unit aim

guided learning hours (GLH)

relationship to NOS, other qualifications and frameworks

evidence requirements

learning outcomes

assessment criteria

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7.2 Mandatory units - group A

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SA301

Negotiating, handling objections and closing sales

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SA301 Negotiating, handling objections and closing sales Level: 3 Credit value: 4 Unit aim This unit aims to provide the skills to handle and overcome sales objections in order to be able to close the sale. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand how to handle objections and negotiate with the customer. 2 Be able to prepare for objections and negotiation with the customer. 3 Be able to handle objections. 4 Be able to negotiate with the customer. 5 Be able to close the sale following negotiation. Guided learning hours It is recommended that 22 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA301 Negotiating, handling objections and closing sales Learning outcomes and assessment criteria Outcome 1 Understand how to handle objections and negotiate with the customer The learner can: 1 Describe the scope of authority and responsibility when dealing with objections. 2 Identify the resources available to counter the sales objections. 3 Describe how to plan and prepare for negotiation. 4 Describe how to use testimonials to progress a sale. 5 Explain the advantages and disadvantages of different methods of closing a sale. 6 Explain organisational procedures for documenting the negotiated sale. Outcome 2 Be able to prepare for objections and negotiation with the customer The learner can: 1 Identify possible sales objections and appropriate responses prior to dealing with the customer. 2 Confirm authorisation to negotiate. 3 Prepare a negotiation plan that is capable of providing a mutually acceptable outcome. Outcome 3 Be able to handle objections The learner can: 1 Identify customer needs and wants in relation to objections by using a variety of questioning

techniques. 2 Identify and prioritise customers’ concerns. 3 Provide evidence to the customer of the strengths of the organisation’s products or services. 4 Confirm with the customer that the objection(s) have been overcome. 5 Identify and respond to verbal and non-verbal buying signals in a way that is consistent with the

nature of the signals. Outcome 4 Be able to negotiate with the customer The learner can: 1 Carry out negotiations according to negotiation plan. 2 Promote the benefits of what is being offered to the customer. 3 Explain to the customer when and why no further adjustment is possible. 4 Obtain support to progress negotiation that is outside own level of authority. Outcome 5 Be able to close the sale following negotiation The learner can: 1 Apply a trial close in accordance with the negotiation plan. 2 Respond to any further objections and concerns. 3 Identify and make use of potential add-on, up-selling or cross-selling opportunities. 4 Summarise agreements made in accordance with organisational procedures and close the sale.

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SA202

Complying with legal, regulatory and ethical requirements in a sales or marketing role

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SA202 Complying with legal, regulatory and ethical requirements in a sales or

marketing role

Level: 2 Credit value: 2 Unit aim This unit aims to support learners in understanding and adhering to organisational legal, regulatory and ethical requirements. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand the legal, regulatory and ethical requirements in a sales or marketing role. 2 Be able to comply with organisational policies and procedures for legal, regulatory and ethical

requirements in a sales or marketing role. Guided learning hours It is recommended that 13 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA202 Complying with legal, regulatory and ethical requirements in a sales or

marketing role

Learning outcomes and assessment criteria Outcome 1 Understand the legal, regulatory and ethical requirements in a sales or

marketing role The learner can: 1 Explain the legal requirements of a sales or marketing role. 2 Explain the regulatory requirements of a sales or marketing role. 3 Explain the ethical requirements of a sales or marketing role. 4 State organisational procedures for raising legal, regulatory and ethical concerns relating to a

sales or marketing role. 5 Identify to whom non-compliance issues should be referred. 6 Explain when and how to refer legal, regulatory and ethical concerns to others. 7 Describe the possible consequence of non-compliance with legal, regulatory or ethical

requirements. Outcome 2 Be able to comply with organisational policies and procedures for legal,

regulatory and ethical requirements in a sales or marketing role The learner can: 1 Behave in a way that meets organisational ethical procedures, policies and standards. 2 Identify areas where legal, regulatory or ethical issues may arise. 3 Obtain advice on matters where legal, regulatory or ethical issues might exist. 4 Work within the limits of responsibility and authority in a sales or marketing role. 5 Report issues, problems and actions relating to legal, regulatory or ethical matters in the agreed

format.

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7.3 Optional units - group B

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MA2

Manage own professional development within an organisation

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MA2 Manage own professional development within an organisation

Level: 3 Credit value: 4 Unit aim This unit helps learners to produce, implement and review a personal professional development plan that supports development. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to assess own career goals and personal development. 2 Be able to set personal work objectives. 3 Be able to produce a personal development plan. 4 Be able to implement and monitor own personal development plan.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC A2 manage your own resources and professional development Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

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MA2 Manage own performance in a business environment Learning outcomes and assessment criteria Outcome 1 Be able to assess own career goals and personal development The learner can: 1 Identify own career and personal goals. 2 Assess how own career goals affect work role and professional development. Outcome 2 Be able to set personal work objectives The learner can: 1 Agree SMART (Specific, Measurable, Achievable, Realistic and Time-bound) personal work

objectives in line with organisational objectives. Outcome 3 Be able to produce a personal development plan The learner can: 1 Identify gaps between objectives set, own current knowledge and skills. 2 Produce a development plan. Outcome 4 Be able to implement and monitor own personal development plan The learner can: 1 Plan activities identified in own development plan.

2 Explain how to monitor and review own personal development plan.

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SA201

Time planning in sales

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SA201 Time planning in sales Level: 2 Credit value: 2 Unit aim This unit aims to develop knowledge, understanding and skills in planning and evaluating time management in a sales role Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to manage and prioritise time in a sales role. 2 Be able to plan own time in a sales role. 3 Be able to evaluate time planning in a sales role. Guided learning hours It is recommended that 13 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA201 Time planning in sales Learning outcomes and assessment criteria Outcome 1 Understand how to manage and prioritise time in a sales role The learner can:

1 Explain the importance of time management and its impact on sales objectives. 2 Describe how a sales team member uses and measures the use of time. 3 Describe best practice time management techniques. 4 Explain how to review the use of time spent on sales activities. Outcome 2 Be able to plan own time in a sales role

The learner can:

1 Identify own long-term sales commitments and immediate goals. 2 Identify work-related priorities. 3 Identify the differences between tasks that are urgent and tasks that are important. 4 Consolidate tasks to reduce workload and time wastage. 5 Identify opportunities to gain support from others to complete work. 6 Develop a time plan or weekly schedule, prioritising all tasks in order of relative importance and

urgency.

Outcome 3 Be able to evaluate time planning in a sales role

The learner can:

1 Identify unnecessary tasks that are not directly related to own objectives. 2 Use feedback from colleagues to identify strengths and weaknesses in the use of own time. 3 Identify productive periods of time. 4 Identify the opportunities for improving the use of time.

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SA209

Selling at exhibitions

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SA209 Selling at exhibitions

Level: 2 Credit value: 5 Unit aim The aim of this unit is to develop knowledge, understanding and sales skills in selling at trade fairs and exhibitions. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand how to assess the relevance of exhibitions for the organisation. 2 Understand how to prepare for and sell at exhibitions. 3 Be able to prepare for an exhibition. 4 Be able to sell at an exhibition. 5 Be able to evaluate own performance at an exhibition. Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA209 Selling at exhibitions

Learning outcomes and assessment criteria Outcome 1 Understand how to assess the relevance of exhibitions for the organisation The learner can: 1 Explain the purpose of exhibitions, trade fairs and conferences and how they produce sales

opportunities. 2 Identify which events are most appropriate to the industry/sector and organisation and explain

why. 3 Explain the importance of the sales event to achieving organisational plans and targets. 4 Describe how to evaluate sales events and measure their overall success. Outcome 2 Understand how to prepare for and sell at exhibitions The learner can: 1 Describe how to prepare for exhibitions. 2 Explain the advantages and disadvantages of different methods and processes for collecting.

and recording sales leads information. 3 Explain the importance of following up leads after the event. Outcome 3 Be able to prepare for an exhibition The learner can: 1 Identify the targets for sales and potential sales during the exhibition or trade fair. 2 Provide information about the event that is attractive to customers. 3 Agree procedures for collecting names, addresses and business cards of potential customers

attending the event. 4 Identify the dress code for the event. 5 Obtain up to date product literature and prices lists. 6 Collect customer testimonials and case studies to support sales messages, for use at the event. 7 Identify target prospects from exhibition delegate lists. 8 Review other exhibitors before the event to determine whether own organisation’s products or

services complement or compete with other products or services. 9 Identify areas of compatibility and joint opportunities for the sale of add-ons, up selling or cross

selling with other exhibitors before the event. Outcome 4 Be able to sell at an exhibition The learner can: 1 Use verbal and non-verbal communication to attract and engage the target audience. 2 Find quick ways to establish customers’ needs and wants. 3 Identify up-selling and cross-selling opportunities. 4 Gain commitment for sales or follow-up meetings after the event. 5 Make appointments for follow-up meetings, ensuring that the right people are available for that

meeting. Outcome 5 Be able to evaluate own performance at an exhibition The learner can: 1 Evaluate the effectiveness of the organisation’s, personal and team’s sales approach at the

event. 2 Provide feedback to colleagues to improve the planning for future events and/or to enhance

products and/or services.

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SA213

Meeting customers’ after sales needs

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SA213 Meeting customers’ after sales needs

Level: 2 Credit value: 3 Unit aim This unit aims to provide the knowledge of how after-sales service is provided in a way that meets your customer’s needs. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Be able to investigate customer after sales needs. 2 Be able to handle customers’ after sales needs. 3 Be able to review the after sales process. Guided learning hours It is recommended that 14 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA213 Meeting customers’ after-sales needs

Learning outcomes and assessment criteria Outcome 1 Be able to investigate customer after sales needs The learner can: 1 Establish the nature of customers’ after sales needs. 2 Communicate with customers in a way that conforms with quality and customer service

standards at all times. Outcome 2 Be able to handle customers’ after sales needs The learner can: 1 Deal with customers’ after sales needs following organisational customer service standards and

procedures. 2 Balance customers’ needs with those of the organisation. 3 Explain when to refer to someone in authority if the problem cannot be resolved within the limits

of own authority. 4 Fulfil commitments made to customers in accordance with quality and customer service

standards. 5 Record commitments made to customers. Outcome 3 Be able to review the after sales process The learner can: 1 Obtain customers’ comments on service reliability from customers. 2 Analyse and report the findings to the relevant person in the organisation. 3 Make recommendations for improvements to after sales service provision in the light of

customer feedback.

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SA302

Obtaining and analysing sales-related information

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SA302 Obtaining and analysing sales-related information

Level: 3 Credit value: 4 Unit aim This unit aims to provide the knowledge and skills needed to obtain and analyse information that helps to understand the markets for products and/or services and the volume, mix and value of the products or services sold. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand the uses of sales-related information. 2 Understand how to use tools and methods to analyse sales-related information. 3 Be able to obtain sales-related information about customers, markets and competitors. 4 Be able to use tools and methods to analyse sales-related information. Guided learning hours It is recommended that 24 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA302 Obtaining and analysing sales-related information

Learning outcomes and assessment criteria Outcome 1 Understand the uses of sales-related information The learner can: 1 Explain the importance of up-to-date information for sales planning purposes. 2 Explain the benefits and risks of using a range of information sources to support sales activities. 3 Explain the limitations of sales-related information. 4 Explain the importance of reviewing sales data requirements for current and future use. Outcome 2 Understand how to use tools and methods to analyse sales-related information The learner can: 1 Explain the advantages and disadvantages of different systems to gather sales-related

information. 2 Explain how to use different software packages for analysing and presenting sales-related

information. Outcome 3 Be able to obtain sales-related information about customers, markets and

competitors The learner can: 1 Specify the information needed to develop an understanding of customers, competitors and

markets. 2 Identify sources that are capable of providing the required information about the organisation’s

markets, customers and competitors. 3 Collate sales-related information using planned systems and taking ad hoc opportunities to

gather information, in a way that enables data manipulation, analysis and interpretation. Outcome 4 Be able to use tools and methods to analyse sales-related information The learner can: 1 Select analytical tools and methods that are capable of providing the required degree of

analysis of sales-related information. 2 Define the information needs of the target audience for different types of sales-related

information. 3 Use the analytical protocols that are appropriate to the selected tools and methods. 4 Identify issues, trends, themes, linkages and interdependencies from an analysis of sales-

related information. 5 Validate the reliability and validity of the findings of the analysis. 6 Provide sales-related information to the target audience within the agreed timescale and

budget.

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SA303

Obtaining and analysing competitor information

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SA303 Obtaining and analysing competitor information

Level: 3 Credit value: 3 Unit aim This unit is all about obtaining and analysing information to understand the impact of competitors on the organisation’s sales activities. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to validate information about competitors. 2 Understand the uses of competitor information for sales-related activities. 3 Be able to use competitor information for sales-related activities. Guided learning hours It is recommended that 18 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA303 Obtaining and analysing competitor information

Learning outcomes and assessment criteria Outcome 1 Understand how to validate information about competitors The learner can: 1 Explain how and where to source information about competitors. 2 Explain how to validate sourced information about competitors against recognised criteria. 3 Describe the advantages and disadvantages of qualitative and quantitative methods for

collecting competitor information. Outcome 2 Understand the uses of competitor information for sales-related activities The learner can: 1 Explain the purpose of obtaining and analysing information about competitors. 2 Explain organisational policy on the recording of competitor information. 3 Identify criteria that can be used to compare organisations with their competitors. 4 Explain how to assess the impact of competitor activity on organisations. Outcome 3 Be able to use competitor information for sales-related activities The learner can: 1 Obtain and record information about competitors in ways that allow analysis to be undertaken. 2 Identify competitors’ objectives. 3 Identify the nature of potentially threatening competitor activity. 4 Estimate the relative importance of competitor activity on profitability and market share growth. 5 Review the impact of competitor activity on sales activities. 6 Propose sales activities in response to competitors’ activities.

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SA304

Buyer behaviour in sales situations

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SA304 Buyer behaviour in sales situations

Level: 3 Credit value: 3 Unit aim This unit aims to provide the knowledge, understanding and skill necessary to enable the sales person to respond to different members of the decision-making unit, whether in consumer markets or organisational markets. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand the impact of different models of buyer behaviour on the sales cycle. 2 Be able to respond to the buyer at each stage of the decision making process. Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA304 Buyer behaviour in sales situations

Learning outcomes and assessment criteria Outcome 1 Understand the impact of different models of buyer behaviour on the sales

cycle The learner can: 1 Explain the consumer buying decision-making process. 2 Explain how the consumer buying decision-making process affects the sales cycle. 3 Describe the influences that affect the consumer decision-making process. 4 Explain the organisational buying decision-making process. 5 Explain how the organisational buying decision-making process affects the sales cycle. 6 Describe the influences that affect the organisational buying decision-making process. 7 Explain the impact of the different roles within the decision-making unit on the sales cycle. Outcome 2 Be able to respond to the buyer at each stage of the decision making process The learner can: 1 Use the methods for contacting customers, influencers and decision-makers appropriate to

different stages of the buying decision-making process. 2 Respond to different decision-makers in a sales situation in a way that is appropriate to their

role. 3 Use objections as buying opportunities. 4 Confirm solution(s) offered meet the needs and wants of decision-makers.

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SA305

Communicating using digital marketing/sales channels

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SA305 Communicating using digital marketing/sales channels

Level: 3 Credit value: 4 Unit aim This unit aims to provide the knowledge and skills needed to carry out digital marketing via multiple channels using digital media which are both media and technology independent. These can therefore include, for example, email, SMS (Short Message Service or text messaging), RSS (Rich Text Syndication/Real Simple Syndication) websites, blogs and user-generated content. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand how to plan the use of digital media for a specific message, audience and

recipients. 2 Be able to plan the use of digital media for a specific message, audience and recipients. 3 Be able to check the digital message can be accessed and/or delivered. 4 Be able to monitor and evaluate the response to digital activity and take any corrective action. Guided learning hours It is recommended that 26 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA305 Communicating using digital marketing/sales channels

Learning outcomes and assessment criteria Outcome 1 Understand how to plan the use of digital media for a specific message,

audience and recipients The learner can: 1 Explain the selection of the organisation’s targeted customers. 2 Describe expected target audience responses to different electronic media communication

methods. 3 Describe the characteristics, advantages and disadvantages of different software packages for

presenting marketing information. 4 Explain the requirements of using multiple digital marketing technologies. Outcome 2 Be able to plan the use of digital media for a specific message, audience and

recipients The learner can: 1 Confirm the sales and marketing objectives for the digital communication, including response

rates and sales generated return on investment. 2 Identify the criteria to be used in selecting recipients in target audience. 3 Source and acquire targeted lists and databases of recipients in accordance with the plan. 4 Confirm the range of electronic media best suited to communicating to the target audience in

line with the sales and marketing objectives. 5 Agree with relevant people the marketing communications message designed to engage the

customer and which is appropriate for the media selected. Outcome 3 Be able to check the digital message can be accessed and/or delivered 1 Check any links, keywords, and supporting attachments allow access by recipients to further

information. 2 Identify any risks that the message might be labelled as ‘spam’ and take action to minimise

such risks. 3 Enable click-through tracking in digital messages in accordance with the plan. 4 Send messages to targeted customers in accordance with the plan. 5 Set up reporting system for ‘undeliverables’ in accordance with organisational procedures. Outcome 4 Be able to monitor and evaluate the response to digital activity and take any

corrective action 1 Record undelivered messages in accordance with reporting system. 2 Identify repeat communications requirements in line with the sales and marketing objectives. 3 Monitor and evaluate the responses to digital marketing against agreed criteria.

4 Report the findings of the evaluation in accordance with organisational procedures.

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SA306

Pricing for sales promotions

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SA306 Pricing for sales promotions

Level: 3 Credit value: 5 Unit aim This unit aims to provide the knowledge and skills necessary for designing and implementing price promotions, incentives or discounts in line with organisational pricing policies. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand price-based promotions. 2 Be able to justify price-based promotions as part of a promotional strategy. 3 Be able to develop and present proposals for price-based promotions. 4 Understand how to evaluate price based promotions. 5 Be able to implement and evaluate price-based promotions. Guided learning hours It is recommended that 34 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA306 Pricing for sales promotions

Learning outcomes and assessment criteria Outcome 1 Understand price-based promotions The learner can: 1 Describe the strengths and weaknesses of different types of price-based promotions, including

incentives and discounts. 2 Describe the different approaches used by competitors to respond to price changes and price-

based promotions. 3 Explain how to identify and use sales opportunities resulting from a price-based promotion for

higher volume and value sales. 4 Describe how to assess the organisational costs and benefits of price-based promotions. 5 Identify legal and ethical issues relating to price-based promotions. Outcome 2 Be able to justify price-based promotions as part of a promotional strategy The learner can: 1 Identify situations where a price-based promotion is justified to meet sales targets. 2 Calculate the affordability of a proposed price-based promotion and its effects on the

achievement of sales volume and profitability targets. 3 Identify how to gain internal support or guidance on implementing price-based promotions. Outcome 3 Be able to develop and present proposals for price-based promotions The learner can: 1 Identify risks in a price-based promotion. 2 Identify contingencies appropriate to the risks identified. 3 Prepare proposals to justify price-based promotions in accordance with organisational

procedures. 4 Present a proposal following organisational procedures. Outcome 4 Understand how to evaluate price based promotions The learner can: 1 Explain the importance of measuring the impact of price-based promotions on sales activities. 2 Explain the importance of evaluating the likely impact of price-based promotions on future sales

activities. 3 Describe the methods and mechanisms for measuring the success of price-based promotions. 4 Describe how monitoring information is used to inform the design of future promotions. Outcome 5 Be able to implement and evaluate price-based promotions The learner can: 1 Implement price-based promotions within the scope of own authority. 2 Monitor customer and competitor reactions to a price-based promotion against agreed criteria. 3 Evaluate the impact of the promotion on market conditions against agreed criteria. 4 Identify how the outcomes of price-based promotions will be used to inform future promotions.

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SA307

Preparing and delivering a sales presentation

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SA307 Preparing and delivering a sales presentation

Level: 3 Credit value: 4 Unit aim This unit aims to provide the necessary skills for developing and delivering sales presentations. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand the factors for consideration in the preparation of sales presentations. 2 Be able to prepare a sales presentation. 3 Understand how to deliver sales presentations. 4 Be able to deliver a sales presentation. Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA307 Preparing and delivering a sales presentation

Learning outcomes and assessment criteria Outcome 1 Understand the factors for consideration in the preparation of sales

presentations The learner can: 1 Explain the importance of presentations to the achievement of sales targets. 2 Explain the difference between formal and informal presentations. 3 Explain the importance of setting aims and objectives when preparing a presentation. 4 Describe how customer characteristics and buying behaviours will influence a presentation. 5 Identify who to go to for support relating to the presentation. 6 Explain the legal, social and ethical constraints that need to be considered when designing and

delivering sales presentations. Outcome 2 Be able to prepare a sales presentation The learner can: 1 Describe the needs of the customer or audience. 2 Set objectives for the sales presentation ensuring they reflect the customers’ or audience’s

needs and interests. 3 Assess the suitability of the venue for the presentation, and review issues relating to its size,

acoustics and layout. 4 Identify and prepare resources for delivery of the presentation. 5 Obtain promotional material that will enhance the presentation. 6 Include the product/service benefits and/or unique selling propositions in the presentation. 7 Structure the presentation in line with its objectives. 8 Ensure the presentation complements any proposal already supplied to the customer. 9 Ensure the presentation can be delivered within the agreed timescale. Outcome 3 Understand how to deliver sales presentations The learner can: 1 Describe how to use verbal and non verbal communications in presentations. 2 Explain the importance of rehearsing a presentation. 3 Describe techniques to capture and retain the audience’s attention. 4 Describe the organisational methods for reporting and recording the outcome of presentations. Outcome 4 Be able to deliver a sales presentation The learner can: 1 Use pitch, tone and pace of delivery to engage the audience. 2 Deliver a presentation that captures and retains the audience’s attention. 3 Use visual aids and/or publicity materials to support the presentation. 4 Provide the audience with opportunities to ask questions and raise objections. 5 Respond to questions, concerns and objections from the customer or audience in a way that

gives a positive image of the organisation and its products and/or services. 6 Gain commitment to proceed with the sale. 7 Evaluate the effectiveness of the presentation in the light of stakeholder feedback and

subsequent sales related activities and outcomes.

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SA308

Developing and implementing sales call plans

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SA308 Developing and implementing sales call plans

Level: 3 Credit value: 3 Unit aim This unit aims to provide the knowledge and skills needed to develop and implement a sales call plan. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Be able to develop a sales call plan. 2 Be able to undertake a sales call. Guided learning hours It is recommended that 22 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA308 Developing and implementing sales call plans

Learning outcomes and assessment criteria Outcome 1 Be able to develop a sales call plan The learner can: 1 Identify customers and prospects to be contacted that meet the agreed criteria. 2 Determine the time available to deal with prospective and/or existing customers. 3 Prepare and assemble sales materials and sales perspectives that can be used during contact

with customers or prospects. 4 Identify sales targets based on access to customers and prospects. Outcome 2 Be able to undertake a sales call The learner can: 1 Identify the customer’s or prospect's current situation, needs and wants in relation to products

and/or services. 2 Identify customer needs and wants. 3 Establish the strength of the prospect and their level of interest. 4 Identify competitors with whom the prospect or customer has connections. 5 Promote the organisation's strengths. 6 Use testimonials to highlight benefits and features of products and/or services. 7 Explain to the customer how the products and/or services can solve customer problems and

add value to the customer experience. 8 Identify actions that need to be taken to progress, and close the sale. 9 Identify ways of improving sales techniques through a review of the sales call.

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SA309

Assisting customers in obtaining finance for purchase

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SA309 Assisting customers in obtaining finance for purchases

Level: 3 Credit value: 2 Unit aim The aim of this unit is to develop knowledge, understanding and sales skills in assisting customers to obtain finance to buy products and/or services. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the conditions for obtaining finance for purchases. 2 Be able to propose financial options to customers. 3 Be able to complete finance arrangements for purchases. Guided learning hours It is recommended that 11 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA309 Assisting customers in obtaining finance for purchases

Learning outcomes and assessment criteria Outcome 1 Understand the conditions for obtaining finance for purchases The learner can: 1 Identify the advantages and disadvantages of different methods used for raising finance for

purchases. 2 Identify the organisation’s preferred supplier of financial packages. 3 Identify the additional financial services which are appropriate to sell to customers. 4 Explain the types of terms and conditions that apply to different financial packages. 5 Describe the levels of authority of those involved in assisting customers to obtain finance for

purchases. 6 Explain the organisation’s legal procedures for completion of finance documentation. Outcome 2 Be able to propose financial options to customers The learner can: 1 Determine the customer’s need for finance, the amount of borrowing required and any special

requirements or constraints. 2 Agree the preferred financial option with the customer. 3 Gather sufficient information to enable the application for finance to proceed. 4 Resolve shortfalls and inconsistencies in information supplied by the customer. 5 Provide the customer with opportunities to ask questions and raise concerns. Outcome 3 Be able to complete finance arrangements for purchases The learner can: 1 Inform the customer of the terms and conditions of the financial arrangements. 2 Provide written proposals for a finance agreement to the customer. 3 Ensure all documentation is completed in compliance with legal and regulatory requirements.

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SA310

Assessing customers’ credit status

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SA310 Assessing customers’ credit status

Level: 3 Credit value: 4 Unit aim This unit aims to provide the knowledge and skills needed to assess a customer’s creditworthiness before allowing them to open an account and use credit limits offered by the organisation. Credit status is also assessed when a customer starts dealing in a new or different area of business. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to assess customer credit status. 2 Be able to assess the credit status of customers. 3 Be able to monitor the credit status of customers. Guided learning hours It is recommended that 26 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA310 Assessing customers’ credit status

Learning outcomes and assessment criteria Outcome 1 Understand how to assess customer credit status The learner can: 1 Explain the purpose of assessing customers’ credit status. 2 Describe a range of internal and external checks that may be used to assess customer credit

status. 3 Explain how liquidity ratios are calculated and are used to assess customer credit status. 4 Explain the importance of following organisational procedures when carrying out a credit status

assessment. Outcome 2 Be able to assess the credit status of customers The learner can: 1 Identify the customers’ requirements for sales and credit. 2 Explain to the customer the process the organisation will use for approving credit and setting a

credit limit. 3 Gather sufficient financial information from the customer to support credit searches. 4 Ensure the customer is financially secure by analysing their liquidity ratios. 5 Confirm the creditworthiness of customers by conducting checks through banks, credit rating

agencies or supplier references and internal colleagues. 6 Complete a formal agreement with the customer in line with the organisational procedures if the

credit searches have proved satisfactory. 7 Explain to the customer if the credit searches have proved negative and offer cash trading only. Outcome 3 Be able to monitor the credit status of customers 1 Monitor the customer’s account regularly following the organisation’s procedures. 2 Liaise with the customer regarding any changes in credit limits and the status of their account in

accordance with organisational procedures.

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SA311

Contributing to the development and launch of new products and/or services

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SA311 Contributing to the development and launch of new products and/or services

Level: 3 Credit value: 4 Unit aim This unit aims to provide the knowledge and skills needed to contribute to the development of new products and/or services. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand the product development process. 2 Be able to contribute to the product and/or service development and launch process. Guided learning hours It is recommended that 26 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA311 Contributing to the development and launch of new products and/or services Learning outcomes and assessment criteria Outcome 1 Understand the product development process The learner can: 1 Describe the sales forecasting technique used by the organisation. 2 Explain the market features and trends relating to products or services in the market. 3 Explain the customer base for the proposed product in terms of their wants and needs. Outcome 2 Be able to contribute to the product and/or service development and launch

process The learner can: 1 Consult with colleagues and selected customers about a new product or service strategy. 2 Generate ideas and/or enhancements to others’ ideas for new products or services that meet

the development criteria. 3 Screen new ideas in accordance with the organisation’s guidelines, marketing objectives. 4 Test the market for the proposed product and/or service in accordance with the development

plan. 5 Provide information about existing customers, their needs, wants and behaviours in accordance

with the market analysis specification. 6 Support the preparation of a business case for the launch of a new product and/or service in

accordance with the development plan. 7 Forecast sales to support business case preparation in accordance with the development plan. 8 Prepare information for customers about the new product and/or service in accordance with the

development plan. 9 Use feedback from stakeholders to refine the new product and/or service.

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SA401

Prioritising information for sales planning

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SA401 Prioritising information for sales planning

Level: 4 Credit value: 3 Unit aim This unit aims to provide the knowledge, understanding and skills to ensure an organisation has a clear and up-to-date picture of its markets and can use appropriate information to support the development of sales strategies and plans. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand sources and types of information that support sales. 2 Understand internal information that supports sales. 3 Be able to carry out a business audit of the internal and external sales environment. 4 Be able to use sales information to support the sales planning function. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA401 Prioritising information for sales planning Learning outcomes and assessment criteria Outcome 1 Understand sources and types of information that support sales The learner can: 1 Describe the information about customers’ behaviour that is relevant to sales. 2 Explain the nature of competitors’ sales activities. 3 Explain the relevance of information from the external business environment to sales. 4 Describe sources of business information relevant to sales. Outcome 2 Understand internal information that supports sales The learner can: 1 Describe the customer base of the organisation. 2 Explain organisational information storage procedures. 3 Explain organisational procedures for communicating sales-based information to the sales

team. Outcome 3 Be able to carry out a business audit of the internal and external sales

environment The learner can: 1 Obtain information about customers and competitors from a variety of sources to enable a

business audit to be conducted. 2 Organise sales information to support effective sales planning. 3 Prioritise the internal strengths and weaknesses, and external opportunities and threats the

organisation faces in relation to sales objectives. Outcome 4 Be able to use sales information to support the sales planning function The learner can: 1 Monitor trends and developments that impact on business and sales activities against agreed

criteria. 2 Identify market developments and their implications for organisational sales plans. 3 Ensure that sales information is communicated to those who need it in accordance with

organisational procedures.

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SA402

Monitoring and managing sales team performance

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SA402 Monitoring and managing sales team performance

Level: 4 Credit value: 5 Unit aim This unit aims to provide knowledge and skills for monitoring and managing the performance of a sales team. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand methods of monitoring sales team performance. 2 Be able to manage performance of the sales team. Guided learning hours It is recommended that 32 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA402 Monitoring and managing sales team performance Learning outcomes and assessment criteria Outcome 1 Understand methods of monitoring sales team performance The learner can: 1 Explain the importance of monitoring sales team performance. 2 Explain the importance of giving feedback on performance. 3 Describe the role of key performance indicators in monitoring sales team performance. 4 Explain the importance of encouraging sales team members to ask questions, make

suggestions and seek clarification. 5 Explain the use of sales-related information in managing the performance of sales team

members in formal performance appraisals. 6 Explain the use of tools in monitoring performance of the team. Outcome 2 Be able to manage performance of the sales team The learner can: 1 Determine key performance indicators for monitoring the performance of individual sales staff

that are appropriate for their targets and objectives. 2 Plan the work of the sales team, identifying priorities, resources and/or critical activities. 3 Provide practical help to sales staff in support of achieving their sales objectives. 4 Monitor the quantity and quality of sales team members’ work against agreed key performance

indicators. 5 Provide feedback to sales staff on their sales performance. 6 Give public recognition to successful performance. 7 Agree ways of improving performance in cases of unacceptable performance.

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SA403

Developing sales proposals

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SA403 Developing sales proposals Level: 4 Credit value: 5 Unit aim This unit aims to provide the knowledge and skills for preparing sales proposals for customers. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to write sales proposals. 2 Be able to develop sales proposals. 3 Be able to evaluate the proposal. Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA403 Developing sales proposals Learning outcomes and assessment criteria Outcome 1 Understand how to write sales proposals The learner can: 1 Explain how to write a proposal that differentiates the offer from that of a competitor and

promotes organisational strengths. 2 Describe how to put together a persuasive argument based on quantitative and qualitative

evidence. 3 Explain the importance of addressing the brief in tender documentation. 4 Explain the importance of using the “house style” in proposals. 5 Explain the legal and ethical issues relating to sales proposals. 6 Explain the client’s procedures for submitting sales proposals. Outcome 2 Be able to develop sales proposals The learner can: 1 Ensure the prospect’s or customer’s requirements are addressed in the proposal. 2 Ensure that all identified issues requiring clarification are resolved before the proposal is

finalised. 3 Identify the conditions and constraints which need to be included within the proposal in order to

protect the organisation’s interests. 4 Present the proposal in “house style”. 5 Ensure that the proposal is based on market factors. 6 Provide the required level of detail as briefed by the prospect or customer. 7 Ensure that the price reflects the value within the proposal. 8 Gain internal approval before submission. 9 Supply the proposal within the agreed timescale. Outcome 3 Be able to evaluate the proposal The learner can: 1 Obtain feedback from colleagues and the customer on the proposal. 2 Evaluate the outcome of the proposal and recommend improvements for the future.

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SA404

Building and retaining sales relationships

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SA404 Building and retaining sales relationships Level: 4 Credit value: 5 Unit aim The unit is designed to enable build strong relationships with customers and understand customer’s needs and expectations more clearly by working in partnership with them. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the benefits and risks of planning and investing in sales relationships. 2 Be able to build sales relationships. 3 Be able to retain sales customers. Guided learning hours It is recommended that 34 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA404 Building and retaining sales relationships Learning outcomes and assessment criteria Outcome 1 Understand the benefits and risks of planning and investing in sales

relationships The learner can: 1 Explain the criteria by which to evaluate and prioritise customers with whom the organisation

should build sales relationships. 2 Explain the long term value that customers can bring to the organisation through developing

sales relationships with them. 3 Describe how to identify risks involved in relationships with customers. 4 Explain how to build trust, commitment and co-operation with customers. 5 Explain methods of monitoring and evaluating customer relationships. Outcome 2 Be able to build sales relationships The learner can: 1 Prioritise customers with whom to build sales relationships. 2 Balance existing and potential customer needs and expectations with those of the

organisation’s sales strategy. 3 Develop a customer relationship plan which takes into account the organisation’s resource

requirements. 4 Offer products and/or services in terms of customer needs and expectations. 5 Negotiate sales solution(s) with the customer that are mutually beneficial. 6 Identify further opportunities to develop the relationship with the customer. Outcome 3 Be able to retain sales customers The learner can: 1 Collate customer feedback about the organisation’s provision of products and/or services in

accordance with organisational procedures. 2 Ensure that the quality and consistency of products and/or services is being maintained. 3 Manage customer complaints or problems and provide sales solutions in accordance with

organisational procedures and standards. 4 Ensure feedback is given to colleagues on the status of the sales relationship. 5 Monitor and evaluate the sales relationship in accordance with organisational procedures.

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SA405

Developing and implementing sales support and customer service programmes

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SA405 Developing and implementing sales support and customer service programmes

Level: 4 Credit value: 5 Unit aim This unit aims to provide the knowledge and skills on how to ensure that high levels of sales and customer service support are delivered. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the requirement to provide sales support and customer service programmes. 2 Be able to develop sales support and/or customer service programmes. 3 Be able to implement sales support and customer service programmes. Guided learning hours It is recommended that 35 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA405 Developing and implementing sales support and customer service programmes

Learning outcomes and assessment criteria Outcome 1 Understand the requirement to provide sales support and customer service

programmes The learner can: 1 Explain the advantages and disadvantages of customer care programmes, customer support

and customer service programmes. 2 Explain how customer care programmes, customer support and customer service programmes

add value for customers and the organisation. 3 Describe how service standards are developed and used to manage performance in customer

service. 4 Explain quality assurance models that help to manage customer service quality. 5 Explain how to ensure that the level of service provided continues to meet customer

expectations. Outcome 2 Be able to develop sales support and/or customer service programmes The learner can: 1 Plan a sales support and customer service programme in accordance with the sales strategy. 2 Evaluate the effectiveness of existing processes for managing and providing service to

customers against agreed criteria. 3 Develop a sales support or customer service programme, or recommend improvements to

existing processes that meet the agreed criteria. 4 Establish resource requirements directly related to the sales area to deliver sales support and

customer management to the agreed standard. Outcome 3 Be able to implement sales support and customer service programmes The learner can: 1 Identify appropriate ICT support for effective communication with customers. 2 Adapt to changing circumstances in implementing sales support and customer service

programmes in accordance with the plan. 3 Record customer management information in accordance with organisational procedures. 4 Keep those concerned with sales support and customer service up to date with customer

management information. 5 Ensure ongoing compliance with quality initiatives, processes and procedures and service level

agreements as agreed between the customer and the organisation. 6 Take prompt action in the event of shortfalls in service standards in accordance with the sales

strategy.

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TLE11

Communicate information and knowledge

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TLE11 Communicate information and knowledge Level: 2 Credit value: 3 Unit aim This unit will ensure that learners are able to communicate selected information and knowledge to a target audience using appropriate communication techniques and methods. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to identify the information required, and its reliability for communication. 2 Be able to understand communication techniques and methods. 3 Be able to communicate information and knowledge using appropriate techniques and methods. 4 Be able to adapt communication techniques and methods according to target audience

response. Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E11 Communicate information and knowledge Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

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TLE11 Communicate information and knowledge Learning outcomes and assessment criteria

Outcome 1 Be able to identify the information required, and its reliability for

communication The learner can: 1 Explain the information and knowledge that needs communicating. 2 Identify the target audience requiring the information and knowledge. Outcome 2 Be able to understand communication techniques and methods The learner can: 1 Identify what techniques and methods can be used to communicate information and knowledge. 2 Explain how to select the most appropriate technique and method. Outcome 3 Be able to communicate information and knowledge using appropriate

techniques and methods The learner can: 1 Communicate to target audience using the appropriate techniques and methods. 2 Explain how the target audience has received and understood the information communicated.

Outcome 4 Be able to adapt communication techniques and methods according to

target audience response The learner can: 1 Explain how to modify communication techniques and methods in response to verbal and non-

verbal feedback.

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1.4 Restricted optional units - group C

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BA493

Support learning and development within own area of responsibility

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BA493 Support learning and development within own area of responsibility Level: 4 Credit value: 5 Unit aim This unit helps learners to understand the importance of learning and to develop a learning environment within own area of responsibility. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to identify the learning needs of colleagues in own area of responsibility. 2 Understand how to develop a learning environment in own area of responsibility. 3 Be able to support colleagues in learning and its application. 4 Be able to evaluate learning outcomes and future learning and development of colleagues. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D7 Provide learning opportunities for colleagues Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

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BA493 Support learning and development within own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to identify the learning needs of colleagues in own area of

responsibility The learner can: 1 Identify gaps between requirements of colleagues’ current or future work roles and their existing

knowledge, understanding and skills. 2 Prioritise learning needs of colleagues. 3 Produce personal development plans for colleagues in own area of responsibility.

Outcome 2 Understand how to develop a learning environment in own area of

responsibility The learner can: 1 Explain the benefits of continual learning and development. 2 Explain how learning opportunities can be provided for own area of responsibility.

Outcome 3 Be able to support colleagues in learning and its application The learner can: 1 Identify information, advice and guidance to support learning. 2 Communicate to colleagues to take responsibility for their own learning. 3 Explain to colleagues how to gain access to learning resources. 4 Support colleagues to practise and reflect on what they have learned.

Outcome 4 Be able to evaluate learning outcomes and future learning and

development of colleagues. The learner can: 1 Examine with each colleague, whether the learning activities undertaken have achieved the

desired outcomes. 2 Support colleagues when updating their personal development plan.

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CSB10

Organise the delivery of reliable customer service

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CSB10 Organise the delivery of reliable customer service Level: 3 Credit value: 6 Unit aim This unit is about how the learner delivers and maintains excellent and reliable customer service. The role of the learner may or may not involve supervisory or management responsibilities but they are expected to take some responsibility for the resources and systems they use which support the service that they give. In the learner’s job they must be alert to customer reactions and know how they can be used to improve the service that they give. In addition, customer service information must be recorded to support reliable service. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1 Plan and organise the delivery of reliable customer service. 2 Review and maintain customer service delivery. 3 Use recording systems to maintain reliable customer service. 4 Understand how to organise the delivery of reliable customer service. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Unit B10 of the Customer Service NOS 2010 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and Customer Service Evidence Requirements 1 Your evidence should be collected when carrying out a real job, whether paid or voluntary, and

when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this Unit. Simulation is not allowed for any performance evidence within this Unit.

2 You may collect the evidence for the Unit through work in a private sector organisation, a not-

for-profit organisation or a public services organisation. 3 You must provide evidence that shows you have done this over a sufficient period of time with

different customers on different occasions for your assessor to be confident that you are competent.

4 You need to include evidence that you have dealt with a variety of customers including:

customers who are easy to deal with

customers who are difficult to deal with

existing customers

new customers 5 Your evidence must show that you have:

taken responsibility for your own actions in the delivery of customer service.

used spontaneous customer feedback to improve customer service.

used customer feedback that you have requested to improve customer service. 6 The system you use for recording data can be manual or electronic.

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CSB10 Organise the delivery of reliable customer service Learning outcomes and assessment criteria Outcome 1 Plan and organise the delivery of reliable customer service The learner can: 1 Plan, prepare and organise everything they need to deliver services or products to different

types of customers. 2 Organise what they do to ensure that they are consistently able to give prompt attention to your

customers. 3 Reorganise their work to respond to unexpected additional workloads. Outcome 2 Review and maintain customer service delivery The learner can: 1 Maintain service delivery during very busy periods and unusually quiet periods. 2 Maintain service delivery when systems, people or resources have let them down. 3 Consistently meet their customers’ expectations. 4 Balance the time they take with their customers with the demands of other customers seeking

their attention. 5 Respond appropriately to their customers when customers make comments about the products

or services they are offering. 6 Alert others to repeated comments made by their customers. 7 Take action to improve the reliability of their service based on customer comments. 8 Monitor the action they have taken to identify improvements in the service they give to their

customers. Outcome 3 Use recording systems to maintain reliable customer service The learner can: 1 Record and store customer service information accurately following organisational guidelines. 2 Select and retrieve customer service information that is relevant, sufficient and in an

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

communication. Outcome 4 Understand how to organise the delivery of reliable customer service The learner can: 1 Describe organisational procedures for unexpected situations and their role within them. 2 Describe resource implications in times of staff sickness and holiday periods and their

responsibility at these times. 3 Explain the importance of having reliable and fast information for their customers and their

organisation. 4 Evaluate the organisational procedures and systems for delivering customer service. 5 Identify useful customer feedback and explain how to decide which feedback should be acted

on. 6 Describe how to communicate feedback from customers to others. 7 Evaluate the organisational procedures and systems for recording, storing, retrieving and

supplying customer service information. 8 Explain the legal and regulatory requirements regarding the storage of data.

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MA3

Develop, maintain and review personal networks

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MA3 Develop, maintain and review personal networks Level: 4 Credit value: 4 Unit aim This unit helps learners to develop, maintain and review networking relationships based on personal contacts Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the benefits of networking and the need for data privacy. 2 Be able to develop a personal network of contacts. 3 Be able to review networking relationships. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC A3 Develop your personal networks Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

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MA3 Develop, maintain and review personal networks Learning outcomes and assessment criteria Outcome 1 Understand the benefits of networking and the need for data privacy The learner can: 1 Evaluate the benefits of networking with individuals and organisations. 2 Identify individuals and organisations that would provide benefits to own organisation and

networks. 3 Explain the need for confidentiality with networking contacts. Outcome 2 Be able to develop a personal network of contacts The learner can: 1 Develop and maintain networks that will provide personal and organisational benefit. 2 Develop guidelines for working with networks in line with organisational procedures. Outcome 3 Be able to review networking relationships The learner can: 1 Assess the value own current personal network. 2 Evaluate own experience with existing contacts and use these to inform future actions.

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SA312

Leading a sales or marketing team

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SA312 Leading a sales or marketing team

Level: 3 Credit value: 4 Unit aim This unit aims to provide the skills needed to lead a sales or marketing team. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Be able to set targets for the sales or marketing team. 2 Be able to support the motivation of the sales or marketing team. 3 Be able to monitor and evaluate the progress of the sales or marketing team. Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA312 Leading a sales or marketing team Learning outcomes and assessment criteria Outcome 1 Be able to set targets for the sales or marketing team The learner can: 1 Agree Specific, Measurable, Achievable, Realistic and Time-bound (SMART) targets for

individuals and sales or marketing team performance. 2 Agree personal objectives for individual members of the sales or marketing team. Outcome 2 Be able to support the motivation of the sales or marketing team The learner can: 1 Provide support to team members toward achieving targets and objectives. 2 Give recognition to individuals’ successes. 3 Use individual rewards and incentives to maintain morale in a sales or marketing environment. 4 Encourage team members to put forward ideas. 5 Assist team members to overcome feelings of ‘rejection’ that are experienced as a result of a

lack of success in sales or marketing endeavours. Outcome 3 Be able to monitor and evaluate the progress of the sales or marketing team The learner can: 1 Monitor activities and progress across the team in accordance with the sales or marketing plan. 2 Monitor the achievements of individual and sales or marketing team targets in accordance with

the sales or marketing plan. 3 Monitor customer interaction with individual team members in accordance with the sales or

marketing plan. 4 Evaluate customer interaction with individual team members against agreed criteria. 5 Monitor compliance with legal, regulatory and ethical requirements relating to sales or

marketing team activities. 6 Appraise the success of sales or marketing activities against agreed objectives and targets. 7 Identify areas for improvement in sales or marketing activities.

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SA313

Managing the induction and probation of sales staff

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SA313 Managing the induction and probation of sales staff

Level: 3 Credit value: 3 Unit aim This unit aims to provide the knowledge and skills involved in providing a satisfactory induction and probation for members of the sales team. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand the induction and probation processes for sales staff. 2 Be able to manage the induction and probation of new sales staff. Guided learning hours It is recommended that 15 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA313 Managing the induction and probation of sales staff Learning outcomes and assessment criteria

Outcome 1 Understand the induction and probation processes for sales staff

1 Explain the purpose of induction and probation periods for sales staff. 2 Describe organisational procedures for induction and probation for sales staff. 3 Explain organisational employment policies and procedures including:

Induction and Probation

Employment Rights and Responsibilities

Timekeeping and Absence

Health and Safety

4 Explain the basis of the induction programme and its contribution to efficient sales performance. 5 Describe how mentoring, coaching and buddying might be used to induct new sales staff. 6 Describe the actions to be taken in the event of unsatisfactory performance by sales

probationer.

Outcome 2 Be able to manage the induction and probation of new sales staff

1 Manage the induction and probation of new sales staff and their expectations in accordance with organisational procedures.

2 Agree targets with new sales staff for probationary period. 3 Use mentoring, coaching, or buddying systems in accordance with the induction programme. 4 Review the progress of new sales staff at agreed intervals and identify areas for development. 5 Provide feedback and support to new sales staff in accordance with identified developmental

needs.

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SA406

Recruiting sales team members

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SA406 Recruiting sales team members

Level: 4 Credit value: 4 Unit aim This unit aims to provide the skills involved in recruiting and selecting members of the sales team. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the recruitment and selection process relating to sales. 2 Be able to prepare to recruit and select sales team members. 3 Be able to make selection decisions for sales team members. Guided learning hours It is recommended that 23 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards These qualifications are based on NOS which have been developed by CfA, the sector skills council for Sales. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales. Evidence Requirements Learners must provide a portfolio of evidence which covers all the learning outcomes and meets all the assessment criteria.

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SA406 Recruiting sales team members Learning outcomes and assessment criteria Outcome 1 Understand the recruitment and selection process relating to sales 1 Explain the advantages and disadvantages of different methods of recruitment and selection of

sales staff. 2 Describe the information that should be included in a job advertisement. 3 Identify the legislation that relates to recruitment and selection. 4 Explain the advantages and disadvantages of different types of specialist expertise available to

select sales staff. 5 Describe the criteria by which sales applications are sifted. 6 Explain what, how, and why feedback should be made available to all candidates. Outcome 2 Be able to prepare to recruit and select sales team members 1 Agree the recruitment and selection methods with sales and human resources colleagues. 2 Develop the technical sales component of job profiles. 3 Develop the technical sales component of person specifications. 4 Keep within the agreed budget in the recruitment and selection process. 5 Record the reasons for pre-interview selection decisions in accordance with organisational

procedures. 6 Devise a list of interview questions that address the key competences for a sales team member

as defined in the person specification. Outcome 3 Be able to make selection decisions for sales team members 1 Contribute to interviews in accordance with agreed role. 2 Use the agreed rating criteria to select staff. 3 Record the reasons for selection decisions in accordance with organisational procedures. 4 Complete post-interview formalities in accordance with organisational procedures.

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TLD11

Lead and manage meetings

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TLD11 Lead and manage meetings Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to prepare for, lead and follow up issues identified in meetings Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to prepare to lead a meeting. 2 Be able to manage meeting procedures. 3 Be able to chair a meeting. 4 Be able to undertake post-meeting tasks. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D11 Lead meetings Endorsement of the unit by a sector or other appropriate body This unit is endorsed by CfA, the sector skills council for Sales and the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD11 Lead and manage meetings Learning outcomes and assessment criteria

Outcome 1 Be able to prepare to lead a meeting The learner can: 1 Perform activities needed to be carried out in preparation for leading a meeting. 2 Produce documentation in support of activities. Outcome 2 Be able to manage meeting procedures The learner can: 1 Identify any formal procedures that apply in own organisation. Outcome 3 Be able to chair a meeting The learner can: 1 Manage the agenda in co-operation with participants to ensure meeting objectives are met.

2 Produce minutes of the meeting and allocate action points after discussions. Outcome 4 Be able to undertake post-meeting tasks The learner can: 1 Explain that the minutes of the meeting provide an accurate record of proceedings. 2 Communicate and follow up meeting outcomes to relevant individuals. 3 Evaluate whether the meeting’s objectives were met and identify potential improvements.

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