What to expect from End Point Assessment Team Leader Level 3...What to expect from End Point Assessment – Retail Team Leader Level 3 ... loyalty schemes and their value • How to

babcockinternational.com/assessments

What to expect from End Point

AssessmentRetail Team Leader

Level 3

Line manager/ employer guide

SAM

PLE

Contents

What to expect from End Point Assessment – Retail Team Leader Level 3 .........3

Retail Team Leader Apprenticeship Standard ...........................................................................5

What is End Point Assessment (EPA) and who supports you? .....................................17

The Gateway meeting ..............................................................................................................................19

Preparing for End Point Assessment ..............................................................................................20

End Point Assessment Components ..............................................................................................21

Contact ...............................................................................................................................................................25

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Retail Team Leader Apprenticeship Standard2

What to expect from End Point Assessment – Retail Team Leader Level 3

Who is Babcock Assessments? Babcock Assessments Limited is an approved End Point Assessment Organisation and is listed on the government’s Register of End Point Assessment Organisations. We are delighted to be able to offer a range of End Point Assessment services for new apprenticeship standards.

We’re part of the wider Babcock Group. Babcock International Group is a FTSE 100 business, providing 600 services across six continents and is the UK’s leading engineering and support services organisation.

The retail team leader standard Retail team leaders are a critical support to managers, delivering exceptional customer service and a positive experience to customers, and may have to deputise for managers in their absence. The role is dynamic and in one day can involve a variety of different functions. Most significantly, retail team leaders guide and coordinate the work of the team to complete tasks, identify and explore opportunities that drive sales, ensuring team members

maintain business standards in relation to merchandising, service and promotional activities, in line with procedures. Retail team leaders gain the most from their team on a day to day basis, ensuring they are fully trained and work effectively and to the best of their ability.

Your learner is likely to already be familiar with their Retail Team Leader Level 3 Apprenticeship standard. We’ve included a more detailed Employer Occupational brief in the following pages. This provides more detail on the Retail Team Leader Apprenticeship Standard and sets out the skills, knowledge and behaviours your learner needs to develop during their apprenticeship training period. The Employer Occupational brief also includes details on what learners will need to demonstrate at End Point Assessment.

As your learner moves to End Point Assessment, it’s important that everyone understands that it is this apprenticeship standard, against which they will now be assessed. This will involve bringing together all of the learning they have completing during the on-programme phase of their apprenticeship.

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babcockinternational.com/assessments 3

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Retail Team Leader Standard

Employer Occupational Brief

CustomerEvery business will have a customer profile – the types of customer that are likely to require the products and services on offer. Different customer types will have different needs and requirements and the way service is provided may need to be adapted. Customers could be internal or external to the business

KNOWLEDGE AND UNDERSTANDING KNOW IT

SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the customer profile/type of the business, their purchasing habits across a retail calendar year and how to meet and exceed their needs. Know the best ways to drive the team to increase sales, secure customer loyalty and attain business targets

• The different customer profiles/types within their business

• Different types of business profiles

• Understanding purchasing habits and how they change across the year

• How to recognise when you are able to exceed a customer’s needs

• How to drive and motivate a team to achieve sales targets

• Understanding different types of customer loyalty schemes and their value

• How to increase customer retention

• Who the different stakeholders are within the customer relationship

• How to set targets that are SMART

• How to use appropriate data to analyse sales

Monitor customers’ enquiries and service requirements; coach and support team members to use appropriate methods e.g. face to face or remote such as online facilities, to deliver consistent and exceptional service that provides customers with a positive experience

• Evidence of analysing customer enquiries and service requirements

• Recognising the need to coach and support team members

• Leading by example in choosing the most appropriate communication method e.g. face to face, text, online

• Demonstrates influencing behaviours when dealing with customers

• Evidence of analysing data and trends to monitor, predict and meet product and service requirements

• Evidence of sharing customer feedback with team members

• Demonstrates effective communication methods using both open and closed techniques and positive body language

• Demonstrates empathy to the customers when necessary

Higher level skills:• Go beyond customer’s expectations consistently

for example from complaint to compliment

Act as a role model to champion excellent customer service by always looking to improve customers’ experience through a welcoming and professional approach which builds strong customer relationships

• Consistently seeks out opportunities to improve the customer experience through researching of other retailers, social media, discussions with colleagues

• Has a visible positive and professional presence at all times

• Is proactive at facilitating and acting on feedback

• Is empowered to support the most appropriate customer solution

BusinessThe term ‘brand standards’ is relevant to all sizes of businesses. In some cases, the brand may be well known, or require employees to follow precise procedures for example in the way they deliver services or present products to customers. In others it may simply be what is ‘in keeping’ with the type of retail business the employee works in


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the purpose of the business including its vision, objectives and brand/business standards, how they compare to its competitors and how own role, and the team, help to achieve them

• The purpose of a vision statement, the benefits to the business as a whole and how it impacts on own role and the team

• What a brand standard is and how this can affect a business

Work with the team to maintain brand/business standards at all times and identify and address any potential risks according to business procedures

• Interact with customers and team members and build a rapport in a way that demonstrates an understanding of the business vision, objectives and brand standards

• Evidence of working to brand standards through the completion of specific procedures

Demonstrate personal responsibility for meeting the objectives of the team and the business

• Be the advocate of the brand standard or style of business

• Show external awareness of who the competitors are and how they differentiate the unique selling points

• Display a proactive attitude towards achieving objectives e.g. updating the team verbally or written

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BusinessContinued...


SKILLS SHOW IT

BEHAVIOURS LIVE IT

• The importance of the business’ brand standards, in relation to the product and/or services it offers

• Understand the competitors brand standards and unique selling points

• The purpose of setting objectives and why they are important for businesses to be successful

• How own role and team performance drives and supports the business objective

• The importance of training and development in brand standards and objectives to drive the business and achieve targets

• Adopt and influence the team to use service techniques and procedures that deliver the brand standards

• Carry out all activities in a manner that promotes the value of the business brand standards to customers, team members and other stakeholders (e.g. suppliers)

• Demonstrate efficiency and effectiveness when there is a risk to brand standards that may jeopardise the business

• Demonstrate how you assist in setting objectives for the team

FinancialOperating with financial awareness is essential at every level within the retail environment. A retailer must understand the principle resource costs of a business and ensure that sales targets and cost control and reduction methods are met in line with own role


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how own actions and those of the team can contribute to the overall financial performance of the business by increasing sales e.g. through product positioning, and minimising costs through effective stock control and prevention of theft

• Understand how to apply general principles of operating commercially in a retail environment

• Understand the different profit margins to be achieved on products and how this influences’ decision making

• Understand where to locate key financial information internally within the organisation e.g. budgets, gross profit, stock and what these figures are

• How the achievement of team goals impacts the wider business financially

• Understanding the impact of stock control on profit and the role of the wider team

• Understand how variable costs impact the business for example seasonal staff

• Principles of establishing, monitoring and reviewing sales targets

• What the key costs for a retail team are

• Knowledge of how to minimise costs and wastage

• An understanding of VAT

Support the achievement of financial targets by planning and monitoring resources. Use resources effectively and efficiently to meet expected demand. Oversee the areas that impact on financial performance in own area of the business in line with business procedures

• Being able to translate the information required by the team, for example financial reports relevant to the department

• Interpreting sales reports and being able to plan and take action

• Planning ahead for peak and seasonal trading periods e.g. staffing, products/stock

• Implement company procedure in instances of financial loss e.g. wastage/theft

• Evidence of how you ensure the team understand and take responsibility for the prevention of loss and how this impacts the business financially

• Demonstrate how you support and motivate the team to meet finance targets

• Demonstrate how you monitor resources in own areas of responsibility, to then increase or decrease to achieve targets

Demonstrate commercial awareness and act responsibly and with integrity to protect the financial position of the business

• Role model being able to demonstrate the principles to the team

• Demonstrate awareness of branch financial performance against set targets/budget

• Translate financial information which gives clarity to the team

• Taking action when a potential risk has been identified and communicating this to the manager

Higher level skills:• Being able to present recommendations and

proposals for increasing financial performance

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LeadershipLeadership skills and styles play a large part in how you manage your team. You need to be fully aware of the roles and responsibilities of those you work with to achieve the objectives set by management and be able to make decisions to the benefit of the business


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how to organise the team on a daily basis to achieve objectives, and recognise the importance of contingency planning to meet business requirements; know limits of authority when deputising for line manager

• A knowledge of the managers role and responsibilities in order to understand and deputise

• Understanding the team dynamics and skills to be able to allocate resources appropriately

• Understanding of the performance management policies and procedures

• Understand key leadership styles, qualities and skills and how to adapt to achieve objectives

• Why is contingency planning important to the business

Use available information to coordinate the work of the team so that the right people and resources are in the right place at the right time to ensure consistent brand/business standards are delivered. Deputise for line manager within limits of own authority

• Demonstrate effective and efficient organisation skills including prioritising and putting in place contingency plans

• Evidence to show how you differentiate between coaching and directing a team

• Effective communication to provide clear direction and support to the team in understanding their role and responsibilities

• Use effective feedback to support a team in fulfilling their own potential to meet their objectives/task

• Lead by example in carrying out own job role in accordance with the brand standards policies and procedures

• Demonstrate how you confidently and successfully challenge your team when they are not meeting brand standards

Display decisive thinking when making decisions that are in the best interest of the business. Use sound judgement; take prompt action in the case of problems relating to resources

• Display confidence when making difficult decisions

• Consult with others before making decisions and gather all available information

• Be able to make prompt decisions on resources

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MarketingBy fully understanding the products and services offered by the business and how the business positions itself, a retailer can fully maximise performance and help to position the business effectively and deliver on its objectives


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how the brand/business is positioned externally, particularly in relation to local and online competitors and how its products/services meet consumer trends. Understand how own actions, and those of the team can impact on customers’ perception of the brand/business

• Understand the competition from local and online retailers in relation to their products or services

• Explain where the business is positioned in relation to the local and online competition

• Knowledge and understanding of what current marketing initiatives are in use

• Know where to get information from both internally and externally

• Knowledge of legal governance around marketing campaigns

• Understand how to support the team to ensure that they are aware of all marketing initiatives currently in use

• How can marketing strategies be communicated to the wider team

• Know the needs of actual and potential customers

• Know when to escalate potential threats to the business through competitor activity

• Know the impact your marketing strategy has on a customers purchasing decision

• Know how as a business you can support local external initiatives (Healthy eating for school children so you may move sweets from the till as an example and replace with fruit)

• Know how seasonality impacts marketing campaigns

Support the team to ensure they understand and engage in the marketing activities and plans of the business and help ensure that customers have the best possible experience

• Effectively communicate all marketing activity to support the team

• Role model high knowledge of marketing strategies and initiatives

• Ensure compliance is adhered to and implemented

• Implementing and interpreting the marketing activities

• Display commercial awareness

• Use knowledge of customer type to maximise sales

• Make recommendations to improve marketing and promotional activity

Higher level skills:• Gathering intelligence to support improvements

to marketing

Proactively seek to understand local consumer trends, competitors’ offers and promotions, and customer needs and expectations, report to manager, seek feedback and take action in area of responsibility

• Research competitors marketing activities through visits to stores, social media and websites

• Keep up to date with current trends in own area of product or service through websites, online forums, social media platforms and communicating with customers on this area

• Feedback to management on any relevant findings

CommunicationExcellent communication is essential in any retail environment. Methods of communication could be face to face or remote, spoken or written, manual or electronic. Communication needs to be effective and suited to the audience


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how to support effective communication, quickly determining the situation and needs of individuals and how to respond in the most appropriate way using a variety of techniques and methods, for example face to face or remote, spoken or written, manual or electronic

• The variety of methods of communication available and how to use these effectively depending on the situation and audience

• Face to face, remote, spoken, written, manual, electronic methods taking into consideration brand standard/corporate image

• How to establish the needs of individuals (team members and customers)

• Principles of active listening

• Principles of open questioning

• The importance of feedback

Adapt style of communication according to the audience, monitor the effectiveness of and encourage excellent communications across all operations that achieve the best result for the business including face to face or remote, spoken or written, manual or electronic

• Demonstrate being responsive to the audience and show an ability to interpret a range of cue’s

• Evidence of using constructive feedback, being able to coach and encourage skills in team members

• Handle difficult conversations with confidence resulting in acceptable resolutions for both the customer and business

• Show consistency in communication resulting in clarity with the team and fewer complaint escalations

Demonstrate positive verbal and body language using concise and clear methods of communication, taking on board other peoples’ points of view and responding in a way that is considerate to the audience

• Visibly displays consistent and appropriate body language when dealing with customers and team members alike

• Seeks out feedback and acts accordingly and considerately

• Suggests ways in which the business could improve communications in terms of process, types or procedures

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CommunicationContinued...


SKILLS SHOW IT

BEHAVIOURS LIVE IT

• Evidence of written communication responding to emails or online in line with company procedures

• Appropriate communication including an awareness of the setting e.g. presentations, meetings, feedback

Higher level skills:• Demonstrate developing the team in being able

to handle difficult conversations

Sales and PromotionEach retailer will have a seasonal variation to their sales pattern, and therefore sales approach. This could be in the range of products and services on offer, the customer behaviour, or could be tied to external events, such as sporting events or festive celebrations. Retail businesses also need to take into consideration general sales patterns throughout the year in order to plan effectively


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the factors which can determine and affect sales and promotions throughout the retail year and how to coordinate and implement them to support business objectives

• Understanding the customers and their changing habits

• Knowledge of competitors changes in products and services

• Understanding how customer service affects sales and promotions and ensuring all staff are aware of this

• Knowledge of external factors and events that can affect sales and promotions such as political, economic and environmental

• Understanding what sales and promotions will be effective and knowledge of best sellers, loss leaders and interpreting sales related data

Communicate sales targets to the team and support them, recognising and acting on opportunities to maximise revenue, for example through link selling and drawing customers’ attention to promotional offers

• Verbal and non-verbal communication skills to support the team in understanding and interpreting the sales figures and targets, making it visual and bringing it to life

• Analytical skills to interpret data

• Recognising and responding to opportunities for value added sales

• Identify bestsellers and loss leaders

• Recognising when the team need additional training and support in sales skills

• Ensuring communication is relevant and at regular/appropriate intervals

• Responding quickly when external factors are affecting sales and promotions

Proactive in looking for cost effective sales opportunities and ways to enhance revenue

• Actively keeps up to date with sales and promotions the competition are undertaking

• Consistently positive with regard to sales and promotions

• Proactive in suggesting new sales and promotions activities

Product and serviceKnowledge and understanding of the products and services on offer are key in order to correctly sell to customers, meet and exceed their expectations and do so in line with business procedures and objectives


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Know and promote the features and benefits of products/services, their unique selling points, the skills required to sell them, where items fit into product ranges, associated products and services, where to find detailed information if required and other relevant information such as delivery lead time, accessibility and source

• Be knowledgeable in, as far as is reasonably practicable, the full product and service range particularly the unique selling points, benefits and features

• Knowledge of additional information about the product and service and where to find this

Maximise opportunities to increase sales by ensuring team know and understand the features, benefits, unique selling points and other relevant information relating to products, product ranges and services offered by the business

• Lead by example to ask customers questions about the products/services they are looking for and the features and benefits that will meet or exceed their needs

• Planning appropriate resource to ensure that product and service knowledge is available

• Encourage team members to share knowledge and expertise

Promote all products and services confidently, demonstrating excellent knowledge and understanding of them

• Consistently adhere to all procedures and processes with regard to product knowledge

• Regularly seeks out opportunities to exceed the customer expectations with their product knowledge

• Suggests to managers ways in which other team members could increase their product knowledge such as trips to manufacturers

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Product and serviceContinued...


SKILLS SHOW IT

BEHAVIOURS LIVE IT

• Know the provenance of products where appropriate, how long it will take to acquire them and delivery times if applicable

• Identify products/services which match customer requirements

• Discuss relevant options, giving customers opportunities to ask questions and clarify information

• Close the sale with the customer, confirming what they want to buy and provide relevant information e.g. any relevant customer rights

• Decide if it is appropriate to sell additional products/services to the customer and highlight them accordingly

• Feedback on performance relating to sales on all of the above

• Identify skills gaps within the team on product knowledge and service

• Support knowledge development around products and services within the team

Higher level skills:• Accurately describe the features and benefits of

relevant products to customers in a way which helps them identify the differences

• Comprehensive range of product knowledge and understanding can be demonstrated over and above what a customer can find for themselves

• Can clearly and accurately summarise information to others in a way which is easily understood

• Genuine rapport with customer and going off script when engaging with them

• Breadth of knowledge around benefits, insight into usefulness of product specs

MerchandisingPresentation of products and services is a key factor in their appeal and potential sale to customers. Each retail outlet, product or service will need to be given careful consideration when preparing and producing merchandising displays/initiatives


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Know methods of merchandising throughout the retail operation, including point of sale, the retail calendar and local needs e.g. geographical, topical or weather based

• Understand the principles of merchandising and what this means in a retail environment

• Understand the key principles of the retail calendar

• Knowledge of how local needs can influence merchandising

• Why it is important to follow merchandising plans

• Understand why merchandising maximises geographical differences

Ensure team replenish and maintain merchandising according to business requirements, the retail calendar and local needs e.g. geographical, topical or weather based

• Effectively communicate the merchandising plan including peak period e.g. sporting events

• Interpret the merchandising brief and communicate this effectively to teams

• Demonstrate how you ensure merchandising meets the needs of the brief and maintains brand standards

• Ensure that staff know how to keep displays as per the merchandising plan and brand standard

Communicate and encourage the merchandising principles, standards and commerciality to the team

• Proactively seek out new merchandising opportunities and methods through checking the competition, forums and social media platforms

• Develop a culture that encourages all staff to embrace each merchandising initiative

• Ensure all staff are aware of the commercial benefit of merchandising

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StockStock is a critical part of any business, whether as items directly for sale or availability and support services. Staff need to know why the control of stock is so important and how to ensure stock control is effectively completed in their business


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the principles of stock control from sourcing to sale/supply. Understand the management of stock levels, security, restrictions (e.g. age restricted products), wastage and effective systems for recording them

• Knowledge of basic stock control principles

• Who the main suppliers are

• Understand the organisations own stock procedures

• Understand the legal requirements in relation to stock

• The stock journey, from supply to sale including

- Why storage conditions are important for effective stock control

- How to effectively and efficiently manage stock levels

• Legal requirements relating to stock control, movement and sale (e.g. age restricted, fireworks)

• Knowledge of reporting loss and damage to stock

Ensure team complies with stock procedures to minimise stock damage or loss, maximise income and comply with legal requirements; and take appropriate action to sell stock that is near the end of its product, promotional or shelf life

• Demonstrate how to communicate the stock procedures to the team

• Being able to apply logic and common sense to situations connected to stock

• Display investigative skills when stock procedures have not been followed as per company standards

• Be vigilant for stock losses and inform team members to do the same

• Ability to minimise the potential for loss of stock and communicate this to team members

• Demonstrate confidence in decision making that complies with legislation and/or company policy on shelf life/promotional period of stock

• Record and investigate loss/damage of stock

Take a proactive approach and lead the team to effective stock management, ensuring stock is accessible and available in line with quality requirements, where and when needed

• Lead by example in following all stock procedures

• Be proactive in suggesting ideas to management to increase turnover of stock in areas where it may be at the end of its shelf, product or promotional life

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TechnologyTechnology varies greatly between retail operations; however, it is essential a retailer understands and is able to effectively use the technology within their organisation. In addition retailers should possess a general understanding of technology which is widely used in other retail businesses


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how current and emerging technologies support retail operations and sales whether customer facing or remote, and how best to operate them to achieve an efficient and effective service

• Knowledge of how technology can assist in making a retail operation more effective and efficient

• Types of technology available and currently in use as well as emerging systems

• Explain the advantages and disadvantages of the use of these technologies in the retail environment

Oversee the appropriate use of technology in line with business policy and follow the appropriate procedures to deal with service issues

• Demonstrate using technology consistently and effectively and support the team doing so

• Ensure that you support your team members when there is a system failure and follow company procedures

• Monitor team performance in relation to the use of technology available and where appropriate support team performance (e.g. till scan rates)

Is an advocate for the effective and efficient use of technology

• Leads by example in the use of technology and reacts positively to any new or changes in the systems

• Is proactive in researching new technologies through social media, trade publications and competitors

Developing self and othersAs a team leader you have some responsibility of ensuring your team are trained and supported to be able to carry out their job roles in the most effective and efficient way possible to the benefit of the business. You also need to encourage a culture of continual learning and development amongst your team. Each business will be different in how they approach this and for larger units you will be supported by learning/training/development colleagues as well as line management


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the knowledge, skills and behaviours required of self and others to develop a high performing team in the business. Understand team dynamics and the importance of enabling team members to appreciate their role in the wider organisation and in meeting business objectives

• Knowledge of their team, the different roles within a team and who holds these in their own team

• Understanding how to carry out a performance review effectively using company procedures

• Knowledge of SMART planning and target setting to meet team and individual objectives

• Understanding how to motivate and monitor team members to achieve objectives

• Understanding leadership styles and recognising when to use the different types

• Recognising own skills and behaviours and where improvement is required

• Knowledge of how the team fits into the organisation

Plan, organise, prioritise and oversee own and team members’ activities, supporting their induction, training, development and coaching, and delegating tasks fairly and appropriately to meet business objectives

• Evidence of an active development plan for self

• Encourage development of individuals in the team e.g. career conversations/personal development opportunities

• Encourage team members to reflect on everyday learning and identify opportunities for development

• Ensure all team has completed all compulsory training

• Evidence of developing own coaching skills

• Uses own performance reviews to improve and develop

• Active record of progress/learning log

• Evidence of carrying out performance reviews with team members and actively encouraging them to seek development

Take responsibility for own performance, learning and development. Develop positive relationships with team members, embracing new and better ways of working

• Proactively search out opportunities to improve own performance, learning and development

• Attend any training courses as requested

• Research online learning forums and other social media platforms to improve self and others

• Share ideas with team members and promote a ‘better never stops’ attitude and philosophySA

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Team PerformanceAs a team leader in retail you will need to understand how to motivate a team as well as coaching and developing your staff. This will include knowledge of teams and how they work effectively, conflict in teams, how best to minimise it and how to encourage team work


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Know how to identify and develop excellent team performance. Understand how the performance of the team contributes to the overall success of the business

• Understand individual team members needs

• Knowledge of barriers the team may face in contributing to the overall success of the business

• Understanding when a team is performing well and why

• Understanding conflict in a team and knowing what can be done to minimise this

• Understand conflict resolution techniques

• Understanding of relevant company policies and procedures

• What the benefits of team building activities are

• How to celebrate and recognise team success

• Knowledge of how to measure team performance and success

Lead the team on a daily basis, setting targets and reviewing progress against them. Motivate team members, provide coaching and on the job training. Identify conflict within the team and work to resolve this with support from others

• Build relationships with each team member to maximise and fulfil their potential to deliver results

• Identify potential conflict situations within a team

• Applying the most appropriate approach to resolving conflicts

• Demonstrate emotional intelligence

• Display patience and reflection to see the situation from others points of view

• Confidently make a balanced judgement

• Demonstrate how you use performance management procedures to achieve success

• Recognise non-performance and act on this according to company procedures

• Evidence of how you coach a team member or members

• Coordinate team building activities where necessary

Positively and confidently challenge poor performance and reward excellent performance in line with business procedures

• Looks for different opportunities in how you reward excellent performance where permissible

• Use coaching and development skills where team members have not achieved targets or objectives to ensure staff remain positive

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DiversityA retail business must ensure that its products/services are appropriate to the customer base available to it, which may require amendments to product and services, methods of communication and individual adjustments. A retailer needs to understand and adapt to changing requirements whilst remaining fair and demonstrating integrity to both customers and colleagues alike


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand how to work with and support people from a wide range of backgrounds and cultures and the business policy on diversity

• The range of cultures, characteristics and individual requirements that can affect team members and customers and how and why these may affect the operations/products in a retail environment

• Knowledge of local demographics and how this is reflected in products and services available

• Understand how cultures, backgrounds and belief conventions need to be addressed within the retail environment

Ensure team members are aware of and follow business policies relating to diversity. Make reasonable adjustments as required for customers or team members

• Evidence of disseminating Company Policy

• Ensure all mandatory training is undertaken by the team

• Use internal support service for providing reasonable adjustments

• Demonstrate how you uphold and implement the equality and diversity policies in your workplace

Operate in an empathic, fair and professional manner with all individuals regardless of background and circumstances

• Be mindful of team member’s background and cultures when planning activities, events, training sessions etc

• Lead by example in being empathetic, fair and professional with all individuals

Legal and GovernanceRetailers are bound by a range of legislation. Some of this operates across the sector; however some businesses will have specific additional legislation which must be complied with, such as that regarding licenced betting


SKILLS SHOW IT

BEHAVIOURS LIVE IT

Understand the importance of business compliance to legal requirements and supporting the team to operate in line with business policy and procedures

• Knowledge of all legislation relating to a range of retail operations including:

- Health & Safety - Data Protection - Licensing (where applicable) - Sale of Goods - Consumer Rights - Food safety (where applicable) - Employment law

• What are the implications of not following the different legislation

• Understanding the business’s legal policies and procedures

• Have knowledge of any Codes of Conduct within the retail industry

Ensure self and team always comply with legal requirements, respond quickly to identified risks and ensure they are dealt with in line with business procedures and reported to the appropriate member(s) of the management team

• Monitor and maintain the confidentiality and security of customer data when recording, retaining and sharing information

• Ensure self and team follow business health and safety procedures when carrying out work activities reporting accordingly

• Ensure self and team follow business procedures to comply with consumer protection law

• Identify health, safety and security risks and minimise, deal with or report to the appropriate person in line with own limits of authority

• Deal with accidents and emergencies calmly and in line with business procedures

• Train staff to be alert for health and safety risks and encourage them to tell you promptly about these

• Report any breaches, deviations or risks to the appropriate person

• Ensure all team members attend training with regards to legislation

Be responsible, advocate and adhere to the importance of working legally in the best interests of all people

• Lead by example in all areas of work governed by legislation

• Be consistently proactive in addressing legislation related areas of work

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What is End Point Assessment (EPA) and who supports your learner?

As the learner’s employer, you and/or your training provider partner have selected Babcock Assessments (BAL) as your impartial partner to deliver the End Point Assessment phase of the apprenticeship.

Day 1

Initial Assessment Assessment GatewayFinal completion and certification

On-programme learning End Point Assessment (EPA)

During the on-programme phase, your learner (employee) completes learning activities both on and off the job to support them to gain the competencies and knowledge required to meet the standard. Once they have developed the required competencies they will move from the On-Programme phase into the final part of their apprenticeship and will undertake their End Point Assessment (EPA).

The End Point Assessment phase of the apprenticeship must be delivered by an independent organisation who has not been involved in the on-programme delivery of the apprenticeship. The End Point Assessment organisation makes the decision on overall competence, confirming whether each learner has met the standard and passed the Retail Team Leader Apprenticeship.

This guide is designed to explain:

• What happens next?• How to support your learners to prepare for End

Point Assessment • Your responsibilities as the line manager/employer

As the learner’s line manager, you will work with the on-programme assessor (training provider) to decide when the learner is ready to complete End Point Assessment for the apprenticeship – this is called Gateway. A Gateway meeting will take place between you, your learner and the on-programme assessor. During this meeting, everyone needs to agree that the learner is ready to move into the End Point Assessment stage. Once they have been approved at Gateway, the learner will pass from your training provider to Babcock Assessments for their final assessment. Babcock Assessments will allocate an Independent End Point Assessor to your learner who will support them, and you, through the End Point Assessment phase of the apprenticeship.

For the Retail Team Leader Level 3 Apprenticeship, assessment by Babcock Assessments will include:

• Multiple choice test• Retail business project• Professional discussion

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60 minute on-demand multiple choice test (graded)

Business project (graded)

Assessment Gateway

1 hour professional discussion (graded)

Minimum 5 days in-between to ensure IEA can prepare additional questions or give additional support

At gateway, business project sent to and agreed with Independent End Point Assessor

Send IEA business project minimum of 5 days before Approx. final 3 months of your Apprenticeship.

There is flexibility here but 3 months is offered to all so that no-one is

disadvantaged.

Final grading

Further information on each of these assessments is set out within this guide.

The assigned Babcock Assessments Independent End Point Assessor will have relevant occupational experience within the Retail sector and relevant assessment experience and expertise. We closely monitor any potential conflict of interest and our quality assurance team are in place to ensure the assessment activity meets the requirement of the assessment plan. These processes ensure that all assessments are fair and consistently applied.

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The Gateway meeting

The meeting usually lasts approximately 30 – 45 minutes and the learner should be asked to bring records of their progression to the meeting for review and discussion

As the line manager, you should ask in-depth questions to be assured that the learner is ready to move from the on-programme phase of their apprenticeship to the final End Point Assessment. The on-programme assessor will also ask questions and both parties must agree that the learner is ready for End Point Assessment. You should not recommended any learners for End Point Assessment until all parties feel that they are ready – a learner should not be set up to fail.

You should give the learner the opportunity to give a 5 minute summary of why they feel they are ready for End Point Assessment, including highlights and low lights of learning and key lessons learned during on-programme. In addition, you and the on-programme assessor need to review and advise on their readiness to proceed to End Point Assessment

The general structure of the gateway meeting is:

• Factual desk-based summary of work undertaken during apprenticeship (e.g. area(s) of the business worked in, projects undertaken and focus of development)

• Verbal summary given by the learner at the start of the meeting (as to why they believe they are ready for the next stage of their apprenticeship i.e. the End Point Assessment)

• Feedback, and areas of improvement for the learner to consider ready for the professional discussion assessment of their End Point Assessment

• Feedback, and areas of improvement for the learner to consider if it is deemed they are not yet ready for End Point Assessment

• Competency-based questioning and discussion against the Retail Team Leader Standard

• Special considerations/Supplementary information.After the Gateway meeting, Babcock Assessments will require the following information in order to arrange the End Point Assessment. The on-programme assessor will be able to support this process by completing the Readiness for Independent Assessment Record (see

Appendix 1 – we will use either a paper or digital version of this record).

• Confirmation by the learner that they are happy for Babcock Assessments to make the final claim for apprenticeship completion, subject to them passing all assessments

• Confirmation of apprenticeship eligibility • Achievement of the necessary levels of maths and

English qualifications for the Retail Team Leader standard

• Confirmation of authenticity. This means that the learner must confirm that they have completed any work submitted for the End Point Assessment.

Business project planning In addition, prior to the gateway meeting the learner is required to prepare a proposal for their business project assessment. The project must be identified by them and discussed first with you as their line manager and then the on-programme assessor, at least one month prior to the gateway meeting. This allows time for the learner to prepare a two page maximum synopsis of their proposed project which they are required to take to the planning meeting. The Independent End Point Assessor, you as their employer and the learner will review the proposal for the business project, make any necessary amendments during the first week of the assessment window and then the project may commence. It should be noted that the proposal is not formally assessed. Babcock Assessments has created a business project proposal form for the learner to use, an example can be seen in Appendix 2 – we will use either a paper or digital version of this record.

Mock assessments The on-programme assessor may wish to set up mock assessments prior to the gateway meeting, this is likely to include:

• Mock multiple choice test (Babcock Assessments will provide)

• Mock professional discussion It is expected that these mock assessments will be arranged in consultation with you as the line manager/employer.

The gateway meeting is a formal meeting held in the workplace with yourself, the learner and the on-programme assessor. It happens between the on-programme and End Point Assessment phases of the apprenticeship, and is the opportunity for all involved to review the learner’s progress and determine if they are ready to pass onto the End Point Assessment phase.

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Preparing for End Point Assessment

The planning meetingThe submission of the Readiness for Independent Assessment Record will tell us that the learner is ready for End Point Assessment. The Independent End Point Assessor will check all the required evidence submitted alongside the Readiness for Independent Assessment Record.

The planning meeting will be arranged within 5 working days of receiving the Readiness for Independent Assessment Record.

The planning meeting will take place with you, your learner and your Babcock Assessments appointed Independent End Point Assessor. This is an important meeting because all parties will agree how the End Point Assessment will be undertaken, in the mandatory order of multiple choice test, business project (and presentation of) and professional discussion.

The planning meeting will, in general, be via a conference call, arranged by Babcock Assessments.

At this meeting, each of the assessments required for their apprenticeship will be planned, including time and date that they will occur (in consultation with you). It is also an opportunity for you and the learner to get to know your Independent End Point Assessor.

It is a mandatory requirement that you attend the planning meeting.

The Independent End Point Assessor from Babcock Assessments will make a record of the planning meeting. An example of the form they will use is shown in Appendix 3 – and we will use either a paper or digital version of this record.

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End Point Assessment Components

1. Multiple choice test (MCT)This is a 60 minute on-demand multiple choice test, which is externally set and marked, covering the knowledge and skills identified on the standard. The test will be undertaken either on the employer’s premises or offsite (this will be agreed at the planning meeting)

The on-demand tests will be onscreen and computer marked, with validated results notified to the Babcock Assessments invigilator at the end. When the learner is undertaking the tests, they will be using the online platform of Babcock Assessments test partner, BIIAB, and this is why they will see their branding. The learner will have 5 minutes reading time before they start the test.

The questions will be based on the Retail Team Leader Level 3 standard and are representative of across the retail sector. The questions will not be based on the individual employer/brand that the learner works for. Some questions will require the learner to consider a course of action or solution to a situation/problem based on a ‘real-life’ workplace activity in line with the identified requirements of the standard. The questions will be scenario based requiring the learner to demonstrate reasoning and joined up thinking, demonstrating synoptic performance against the key elements of the standard. The 60 minute test will include questions covering a representative sample of the grading criteria.

Babcock Assessments will provide a trained invigilator to invigilate the on-demand test. They will be following our test/exam invigilation policy, which is available on request.

The learner will either pass or fail the test. This is why they are given the opportunity to do mock assessments so that they are familiar with the type of questions before taking the test.

2. Business projectThe business project ensures the learner understands today’s industry and what the consumer wants in a retail business. It is designed to assess their performance in a consistent way, irrespective of the workplace and their role within the company, and must therefore be presented outside of day to day work pressures.

This section contains information for each component in the End Point Assessment.

The End Point Assessments are shown in the order that they must be taken; the multiple choice test is taken first, then the business project, with the professional discussion taking place at the end.

An example would be a project requiring the learner to look at an immediate opportunity, problem, challenge or idea within their retail environment. This could be a project to identify a potential cost saving for the business through improving efficiency, reducing waste or finding alternative ways of working to achieve business objectives and should include a research proposal, identify measurable improvements and make recommendations for implementation.

The project should focus on an immediate problem, opportunity or idea in line with the scope of a team leader’s day to day role.

Plan

Construct

Agree

Present

The project must be identified by the learner and discussed first with you as their line manager and then the on-programme assessor, prior to the gateway meeting. This allows time for the learner to prepare a two page maximum synopsis of their proposed project which they are required to take to the End Point Assessment planning meeting.

The Independent End Point Assessor, you as the employer and the learner will review the proposal for the business project and make any necessary amendments during the first week of the assessment window. The business project proposal form is shown in Appendix 2.

Once the project proposal has been approved by the Independent End Point Assessor at the planning meeting, the learner will be required to undertake their project, which must be presented to the Independent End Point Assessor within the three month End Point Assessment period.

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There is no stipulated word count for the project. The project should include:

The project structure could be:

Submission of business projectIt is highly likely that your learner will require ongoing support from you whilst they are constructing their business project.

The business project must be presented to the Independent End Point Assessor within the three month End Point Assessment period and the written project plus any supporting information must be submitted to the Independent End Point Assessor five days in advance of the presentation.

This will enable the Independent End Point Assessor to read, reflect and prepare questions for the presentation they give.

The presentation time is not in itself sufficient to cover the full requirements, so the learner must also supply supporting information to evidence the process undertaken.

There is no stipulated word count for the project and the Independent End Point Assessor will mark this alongside the presentation to provide the outcome of the assessment activity. The learner is free to present this information in whichever way they feel is most appropriate, for example in a business report, but must include details of how and what research was undertaken, costings and how the legal implications have been considered.

The Independent End Point Assessor will identify which assessment criteria have been met and which need to be followed up in the presentation. By the end of the

presentation the Independent End Point Assessor will be able to complete the ‘Business Project Assessment Report’ – we will use either a paper or digital version of this record.

Presentation of business project The presentation must take place in a controlled environment either on or offsite in a quiet room with access to all the equipment the learner requires to deliver the presentation. The learner will have 30 minutes to deliver the presentation to include time for questions and answers at the end. As the line manager, you are encouraged to be present during the presentation as an observer only and must not interact with the assessment activity.

The Independent End Point Assessor will make their judgement on the delivery of the retail business project using the criteria for assessment.

The Independent End Point Assessor will note particular aspects of the retail business project delivery that they wish to discuss with the learner during the question and answer session at the end of the presentation, either to confirm their judgement and/or provide further information on which to base the grading decision

3. Professional discussion This is a 1 hour discussion between the learner and their Babcock Assessments Independent End Point Assessor. As the line manager you can be present to support (but not lead) and confirm the information discussed.

Introduction and background Outline of challenge or opportunity

Aims and objectives Evidence of consultation and engagement of

stakeholders

Evidence of effective research Legislative requirements explained and adhered to

Analysis of costs and commercial context Identification of measurable improvements and

benefits to the organisation

Justified recommendations for implementation Proposed timeframes for implementation

Introduction and Background Focus, Aims and Objectives

Research Findings

Conclusions and Recommendations

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The professional discussion will include areas of the standard not seen in the business project and presentation plus key additional areas. It is planned in advance to allow the learner to prepare fully for the structured discussion, and will be conducted in a ‘controlled environment’ i.e. a quiet room.

The learner may bring materials to assist them in demonstrating their overall competence. The discussion will be appropriately structured to draw out the best of their energy, enthusiasm, competence and excellence

The discussion will be divided into three stages:

• A review of the period of learning, development and continuous assessment (recommend 10 minutes)

• Coverage of the remaining areas for the professional discussion (recommend 40 minutes)

• Personal development and reflection (recommend 10 minutes)

A record will be kept of additional questions asked and responses given, to cover any areas not captured in the business project and presentation.

The professional discussion will be face to face and a record will be kept - we will use either a paper or digital version of this record. It is only the Independent End Point Assessor who completes the report for the professional discussion.

• The professional discussion will be scored by the Independent End Point Assessor

• The provisional result will be submitted to the End Point Assessment Organisation which confirms the final, overall official result.

Access and special consideration

AccessArrangements for fair access to assessment are agreed before an assessment. They allow learners with special educational needs, disabilities or temporary injuries to:

• Access the assessment• Demonstrate what they know and can do so without

changing the demands of the assessment.

Babcock Assessments asks your training provider to apply for access arrangements 3 months prior to the End Point Assessment taking place, using the Babcock Assessments Reasonable Adjustment Application form. In addition, any access arrangements are noted in the Readiness for Independent Assessment Record. Babcock Assessments will inform the training provider/employer of the decision to approve the access arrangements applied for, within 5 working days of the application.

Special consideration takes into account situations where the apprenticeship End Point Assessment outcome could be materially affected by adverse circumstances beyond the learner’s control. These include:

• Temporary illness or accident/injury at the time of the assessment

• Bereavement• Domestic crisis arising at the time of assessment• Serious disturbance during an examination• Failure by Babcock Assessments to implement

previously approved access arrangements for that specific assessment.

Special consideration Special consideration will normally be given by applying an allowance of marks to each component affected within the assessment plan specification. The size of the allowance depends on the timing, nature and extent of the illness or misfortune. The maximum allowance given will be 5% of the total raw marks available in the component concerned controlled assessment/non-examination assessment.

The decision made by Babcock Assessments will be based on various factors which may vary from one assessment plan to another. These will include:

• The severity of the circumstances• The date of the assessment in relation to the

circumstances • The nature of the assessment e.g. the assessment

method.

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Special consideration cannot be applied in a cumulative fashion. Babcock Assessments will not enter into a discussion with learners or their parents as to how much special consideration should be applied.

Babcock Assessments has a clear complaints policy, which is available on request. In addition we have policies to address malpractice in assessment which are also available on request.

Safeguarding Principles We abide by safeguarding practices when undertaking End Point Assessment of learners.

End Point Assessment resultsThe provisional results of the learner’s assessments will be submitted to Babcock Assessments, who confirms the final, overall official result for the apprenticeship (taking into account the results for the multiple choice test, business project and professional discussion).

It is possible for the learner to achieve an overall grade for their apprenticeship of either Pass or Distinction taking into account the grading criteria outlined in the Retail Team Leader Level 3 Standard and Assessment plan. Further information on the grading criteria for each assessment is included in the Learner Guide issued to all learners.

Retakes/resitsAs already stated the final overall grade for the apprenticeship will be based on the combined performance in the business project and professional discussion in addition to passing the multiple choice test.

Should a learner fail one assessment activity on the first attempt this should be retaken as soon as they are ready, when practicable for the business (employer) and in line with the policies, practices and procedures of Babcock Assessments. The learner may need time to undertake additional learning before retaking an assessment.

It is a fundamental aim to ensure that the learner has reached the required standard, and are fully prepared and confident before undertaking their End Point Assessment.

A maximum of two resits per assessment is permitted. When retaking an assessment activity, the maximum grade that can be achieved for that activity is a pass.

Overall apprenticeship certification Once your learner has successfully completed their End Point Assessment, Babcock Assessments will claim the overarching Apprenticeship certificate from the Education and Skills Funding Agency (ESFA), on the learner’s behalf. We ask for their permission to do this at the gateway meeting in the Readiness for Independent Assessment Record (see Appendix 1). The final certificate

will then be sent to the employer – the exact location will have been agreed as part of contractual arrangements. For large employers this may be certificates being sent to a Head Office location, for smaller employers this may be individual sites.

Once this stage is complete, Babcock Assessments will inform the training provider that End Point Assessment is finished so that they can claim the apprenticeship on government funding systems.

Internal quality assurance of the End Point Assessment It is important for you to know that to ensure the quality of Babcock Assessments End Point Assessments; Babcock Assessments undertakes rigorous Internal Quality Assurance checks. From time to time, you may meet one of our Internal Quality Assurance team, who will be checking that the End Point Assessor is conducting End Point Assessments in line with our policies and procedures. On these occasions, you will be informed beforehand.

External quality assurance of End Point AssessmentIn addition to the Internal Quality Assurance Babcock Assessments undertakes, we are also accountable to an External Quality Assurance Organisation, People1st, who perform additional checks on the delivery of our End Point Assessments. From time to time, you may meet colleagues from this organisation. On these occasions, you will be informed beforehand.

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babcockinternational.com/assessments© Babcock International Group 2017

BAL_M025_1 06.02.2018

ContactIf you would like to discuss any aspect of our End Point assessment services, our team will be happy to help and can be contacted via:

0800 077 8738

[email protected]

www.babcockinternational.com/assessments

SAM

PLE

Documents

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