Level 1 Award/Certificate/Diploma in Retail Skills (7536)...Level 1 Award/Certificate/Diploma in...

Level 1 Award/Certificate/Diploma in Retail Skills (7536) Qualification handbook This qualification is accredited on the Qualifications Credit Framework (QCF) Award 500/2061/4 Certificate 500/2468/1 Diploma 500/2282/9

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About City & Guilds

City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2011 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

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

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

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

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Level 1 Award/Certificate/Diploma in Retail Skills (7536) 1

Level 1 Award/Certificate/Diploma in Retail Skills (7536)

www.cityandguilds.com July 2011 Version 1.9

2 Level 1 Award/Certificate/Diploma in Retail Skills (7536)

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Contents

1 About the qualifications 5

2 Assessment 13

3 Units 15

Unit 101 Work effectively in your retail team (E.3) 18

Unit 102 Move goods and materials manually in a retail environment (B.1) 20

Unit 103 Process donated goods for resale or recycling in a retail environment (B.8) 22

Unit 104 Contribute to food safety in a retail environment (B.20) 24

Unit 105 Keep stock at required levels in a retail environment (B.2) 26

Unit 106 Wrap and pack goods for customers in a retail environment (C.1) 28

Unit 107 Help to keep the retail unit secure (E.1) 30

Unit 108 Help to maintain health and safety in a retail environment (E.2) 32

Unit 109 Keep the retail environment clean and hygienic (non-food) (E.4) 35

Unit 202 Help customers choose products in a retail environment (C.3) 38

Unit 203 Maximise product sales in a retail environment (C.4) 41

Unit 204 Provide information and advice to customers in a retail environment (C.5) 43

Unit 205 Demonstrate products to customers in a retail environment (C.6) 47

Unit 206 Promote loyalty schemes to customers in a retail environment (C.12) 50

Unit 207 Receive goods and materials into storage in a retail environment (B.3) 53

Unit 208 Put goods and materials into storage in a retail environment (B.4) 57

Unit 209 Process customer orders for goods in a retail environment (B.6) 61

Unit 210 Prepare products for sale to customers in a retail environment (B.9) 64

Unit 211 Process bake-off products for sale in a retail environment (B.10) 66

Unit 212 Process fish and shellfish for sale in a retail environment (B.11) 69

Unit 213 Process greengrocery products for sale in a retail environment (B.12) 72

Unit 214 Finish meat products by hand in a retail environment (B.13) 75

Unit 215 Contribute to dough production control and efficiency (B.17) 79

Unit 216 Select, weigh and measure dough ingredients (B.18) 81

Unit 217 Hand divide, mould and shape fermented doughs (B.19) 84

Unit 218 Maintain food safety while working with food in a retail environment (B.21) 87

Unit 219 Assemble retail products in customer's home/workplace (C.11) 90

Unit 220 Provide the lingerie fitting service in a retail environment (C.17) 94

Unit 221 Promote beauty products to retail customers (C.35) 97

Unit 222 Help customers to buy National Lottery products in a retail environment (C.37) 101

Unit 223 Keep stock on sale at required levels in a retail environment (B.5) 105

Unit 224 Display stock to promote sales to customers in a retail environment (C.2) 108


Unit 225 Follow guidelines for planning and preparing visual merchandising displays (C.18) 112

Unit 226 Follow guidelines for dressing visual merchandising displays (C.19) 116

Unit 227 Order graphic materials for visual merchandising displays (C.20) 119

Unit 228 Dismantle and store visual merchandising displays (C.21) 121

Unit 229 Make props for visual merchandising displays (C.22) 124

Unit 230 Put visual merchandising displays together (C.23) 128

Unit 231 Process payments for purchases in a retail environment (C.8) 131

Unit 232 Process payments and credit applications for purchases in a retail environment (C.9) 134

Unit 233 Process cash and credit transactions in a retail environment (C.10) 138

Unit 234 Follow point-of-sale procedures for age-restricted products in a retail environment (C.36) 142

Unit 235 Process returned goods and materials in a retail environment (B.7) 146

Unit 236 Give customers a positive impression of yourself and your organisation (Institute of Customer Service) (D.1) 150

Unit 237 Support customer service improvements (Institute of Customer Service) (D.2) 153

Unit 238 Resolve customer service problems (Institute of Customer Service) (D.3) 156

Unit 239 Help to maintain health and safety in a retail environment (E.6) 159

Unit 240 Help to keep the retail unit secure (E.7) 163

4 Centre requirements 166

5 Roles and occupational expertise requirements 167

6 Key Skills Mapping 170 Additional units were added to Retail Skills in October 2009 and can be found in the following document: Additional Units and Updated Rules of Combination for Incremental Change.


1 About the qualifications

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

Qualification title and level City & Guilds qualification number

ofQual accreditation number(s)

Last registration date

Last certification date

Level 1Award in Retail Skills 7536-01 500/2061/4 31/12/2010 31/12/2011

Level 1 Certificate in Retail Skills 7536-02 500/2468/1 31/12/2010 31/12/2011

Level 1 Diploma in Retail Skills 7536-03 500/2282/9 31/12/2010 31/12/2011

It includes details and guidance on:

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

Publication Content

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

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

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

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

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

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

email Query types

[email protected] all learner enquiries, including

requesting a replacement certificate

information about our qualification

finding a centre

[email protected] all centre enquiries

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

setting up an account

resetting passwords

1.1 Qualification structure

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

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

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

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

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

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

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





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

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

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

Level 1 *Units marked with an asterisk were added to the Retail Skills in October 2009. These units can be found in the following document: Additional Units and Updated Rules of Combination for Incremental Change

City & Guilds unit number Title

Skillsmart unit reference Credits

101 Work effectively in your retail team (E.3) 7

102 Move goods and materials manually in a retail environment

(B.1) 3

103 Process donated goods for resale or recycling in a retail environment

(B.8) 6

104 Contribute to food safety in a retail environment (B.20) 7

105 Keep stock at required levels in a retail environment

(B.2) 3

106 Wrap and pack goods for customers in a retail environment

(C.1) 3

107 Help to keep the retail unit secure (E.1) 4

108 Help to maintain health and safety in a retail environment

(E.2) 5

109 Keep the retail environment clean and hygienic (non-food)

(E.4) 3

*110 Provide a counter/take-away service (C.44) 3

*111 Load orders for despatch from a retail store to customers

(B.29) 3

*112 Contribute to monitoring and maintaining ease of shopping in a retail sales area

(C.51) 2

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Level 2


Skillsmart unit reference

Credits

202 Help customers choose products in a retail environment

(C.3) 8

203 Maximise product sales in a retail environment (C.4) 5

204 Provide information and advice to customers in a retail environment

(C.5) 5

205 Demonstrate products to customers in a retail environment

(C.6) 8

206 Promote loyalty schemes to customers in a retail environment

(C.12) 5

207 Receive goods and materials into storage in a retail environment

(B.3) 4

208 Put goods and materials into storage in a retail environment

(B.4) 4

209 Process customer orders for goods in a retail environment

(B.6) 3

210 Prepare products for sale to customers in a retail environment

(B.9) 3

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

(B.10) 6

212 Process fish and shellfish for sale in a retail environment

(B.11) 12

213 Process greengrocery products for sale in a retail environment

(B.12) 9

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

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

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

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

218 Maintain food safety while working with food in a retail environment

(B.21) 8

219 Assemble retail products in customer’s home/workplace

(C.11) 8

220 Provide the lingerie fitting service in a retail environment

(C.17) 8

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

222 Help customers to buy National Lottery products in a retail environment

(C.37) 8

223 Keep stock on sale at required levels in a retail environment

(B.5) 3

224 Display stock to promote sales to customers in a retail environment

(C.2) 6




Credits

225 Follow guidelines for planning and preparing visual merchandising displays

(C.18) 7

226 Follow guidelines for dressing visual merchandising displays

(C.19) 8

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

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

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

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

231 Process payments for purchases in a retail environment

(C.8) 5

232 Process payments and credit applications for purchases in a retail environment

(C.9) 7

233 Process cash and credit transactions in a retail environment

(C.10) 7

234 Follow point-of-sale procedures for age-restricted products in a retail environment

(C.36) 8

235 Process returned goods and materials in a retail environment

(B.7) 3

236 Give customers a positive impression of yourself and your organisation

(D.1) 5

237 Support customer service improvements (D.2) 5

238 Resolve customer service problems (D.3) 6

239 Help to maintain health and safety in a retail environment

(E.6) 4

240 Help to keep the retail unit secure (E.7) 6

*241 Develop productive working relationships with colleagues

(E.15) 9

*242 Allocate and check work in your team (E.16) 12

*251 Maintain a display of cut flowers in a retail store (C.43) 3

*252 Receive driver-controlled deliveries of fuel on a petrol forecourt

(B.23) 7

*253 Control deliveries of motor fuel on a forecourt (B.24) 7

*254 Process the self-service dispensing and purchase of motor fuel on a forecourt

(C.39) 7

*255 Establish customer needs and provide advice regarding tiling products

(C.40) 6

*256 Advise customers upon measuring and planning for the fixing of tiles

(C.41) 6

*257 Advise customers upon the fixing of tiles (C.42) 6

*258 Pick products in a retail store to fulfil customer orders (B.28) 4




Credits

*259 Check stock levels and sort out problems with stock levels in a retail store

(B.30) 2

*260 Cash up in a retail store (C.46) 2

*261 Promote the store’s credit card to customers (C.47) 3

*262 Provide service to customers in the dressing room of a retail store

(C.48) 1

*263 Promote sales of food or drink products by offering samples to customers

(C.49) 2

*264 Deliver retail products to the customer’s premises (C.50) 3

*265 Help customers to apply for the store’s credit card and associated insurance products

(C.52) 4

*266 Prepare newspapers and magazines for return to the merchandiser

(E.20) 2

*267 Check the accuracy of records of hours worked in a retail store

(E.22) 3

*268 Maintain moisture levels for crops or plants (B.31) 2

*269 Provide nutrients to crops or plants (B.32) 2

*270 Remove unwanted plant growth to maintain development

(B.33) 5

*271 Merchandise plants and other relevant products (C.56) 6

*272 Identify and report the presence of pests, diseases and disorders

(B.34) 3

*273 Help customers to choose delicatessen products in a retail outlet

(C.54) 6

*274 Portion delicatessen products in a retail outlet to meet individual customers’ requirements

(C.55) 6

*Units 110-112 and 251-267 were added to Retail Skills in October 2009. Units 268-274 were added in October 2010. These units can be found in the Additional Units and Updated Rules of Combination for Incremental Change document.


Rules of Combination

Level 1 Retail Skills

Award 7536-91

Certificate 7536-02

Diploma 7536-03

Minimum number of credits required

7 credits

19 credits

37 credits

Rules of combination

Units must be taken from 101-112. Units 110, 111 & 112 added October 2009

Unit 101 must be taken (7 credits) A minimum of 5 credits must come from units 102-112 Units 110, 111 & 112 added October 2009 A minimum of 7 credits can come from units 203-204, 206-211, 223-225, 227, 231-233, 235-240, 251-274 (only 1 unit can be used from 236-238) Units 251, 252, 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267 added October 2009 Units 268, 269, 270, 271, 272, 273 & 274 added October 2010

Unit 101 must be taken (7 credits) A minimum of 15 credits must come from units 102-112 Units 110, 111 & 112 added October 2009 A minimum of 15 credits can come from units 102-112, 202-242, 251-274 (only 1 unit can be used from 236-238) Units 241, 242, 251, 252, 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267 added October 2009. Units 268, 269, 270, 271, 272, 273 & 274 added October 2010

Units added to Retail Skills in October 2009 and 2010 can be found in the following document: Additional Units and Updated Rules of Combination for Incremental Change

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

City & Guilds L2 Award in Retail Skills (7536-21)

City & Guilds L2 Certificate in Retail Skills (7536-22)

City & Guilds L2 Diploma in Retail Skills (7536-23)

City & Guilds L2 Certificate in Retailing (1007)

City & Guilds L2 Certificate in Retail Principles (1006)

City & Guilds L2 NVQ in Warehousing & Storage (1009-02)


1.3 Candidate entry requirements There are no formal entry requirements for candidates undertaking this qualification; however centres must ensure that candidates have the potential and opportunity to gain evidence for the qualification in the work place.

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

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

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

Description How to access

SmartScreen www.smartscreen.co.uk


2 Assessment

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

a portfolio of evidence for each unit This guidance is based on and amplifies the assessment strategy developed for the N/SVQ in Retail Skills Level 2.

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

Accreditation of Prior Experience and Learning (APEL) The use of accreditation of prior learning, achievement and/or experience identified at initial assessment is encouraged.

Performance evidence requirements Usually evidence of candidate performance will be derived from assessor observation and/or testimony from an expert witness of the candidate carrying out work activities in the workplace. Detailed additional guidance is provided on a unit basis for the use of acceptable performance assessment methods. The evidence requirements are located in the individual units of the qualification outline the specific assessment methods to be used for each unit.

Knowledge evidence requirements The expectation is that knowledge should usually be looked for in performance. Please refer to specific unit assessment guidance for more detailed information. Where possible/appropriate information on access for candidates with special assessment requirements/DDA expectations etc. should be mentioned.

Simulation Simulation is allowed in some of the units in this qualification. This information can be found with the unit summary at the front of each unit. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where:

there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others

the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

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


b Awarding Bodies provide guidance for centres, which requires that Realistic Working Environments:

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

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

Management Standards Centre (MSC)

Financial Services Skills Council (FSSC)

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


3 Units

Availability of units

The units originally allocated to this qualification follow. Units added to the qualification in October 2009, can be found in the: Additional Units and Updated Rules of Combination for Incremental Change document. They may also be obtained from the centre resources section of the City & Guilds website The learning outcomes and assessment criteria are also viewable on the National Database of Accredited Qualifications (NDAQ) www.accreditedqualifications.org.uk

Structure of units

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

City & Guilds reference number

title

level

credit value

unit aim

learning outcomes which are comprised of a number of assessment criteria

relationship to NOS, other qualifications and frameworks

endorsement by a sector or other appropriate body

assessment

guidance notes

Glossary of terms used in the units

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

Term Definition

Accessories Additional items apart from clothing and jewellery, for example, false nails

Indicators of potential food safety hazards

Things which could make food unsatisfactory for consumers, for example:

damaged packaging

spillage into another food

out of date stock

food not stored where it should be (for example, if customers have moved food)

chiller cabinets or freezers which are not operating at the right temperature

ovens or hot hold cabinets which are not operating at the right temperature

use of the same utensils to handle different foods

food waste which needs disposing of

dirt

evidence of pests such as rodents or insects

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Protective clothing

Clothing the company provides for you, which could include:

trousers

tops such as jackets or tabards

coats

disposable gloves

headgear such as caps or hairnets

aprons

Right person to report to

This could be your supervisor or manager

Right times to wash hands

Appropriate times to wash your hands would include:

after going to the toilet

before going into food production areas including after any work

breaks

after disposing of waste

after cleaning

before and after changing dressing or touching an open wound

Unsafe behaviour Behaviour which can make food unsafe for customers, including:

touching your face, nose or mouth

smoking

chewing gum

eating

scratching

coughing or sneezing

Cross-contamination

In a retail environment, there are two kinds of cross contamination you need to guard against: 1. the transfer of harmful bacteria between foods by direct contact (eg the juices of raw meat dripping on to cooked meat stored on a lower shelf) or indirect contact (eg via the hands, clothing, cloths, equipment or other surfaces) 2. the cross-contamination of foods containing specific allergens (eg nuts, milk, eggs) with other food (e.g. by use of common utensils on cold meat counters and salad bars, slicers on deli counters, etc; mixing of foods due to damaged packaging or spillage or via hands, clothing, cloths or other surfaces)

Food handling practices

Depending on the type of food you work with and the activities you carry out, food handling practices may include: • keeping finished products separate from other materials • keeping raw and cooked meat products separate • getting rid of waste, contaminated or damaged products

Food safety hazards

Something which may cause harm to the consumer and can be: • microbiological (for example, bacteria, moulds, viruses) • chemical (for example, pesticides used on fruit and vegetables,

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

Food spoilage When food goes bad and has a noticeable change in its taste, smell or appearance

Infestation The presence of pests such as insects or rodents in the workplace which put food safety at risk.


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

Specified temperatures

Temperatures specified by relevant legislation or in your company’s procedures


Unit 101 Work effectively in your retail team (E.3)

Level: 1 Credit value: 7

Unit aims For the purposes of this unit, the ‘team’ could be just the learner and their manager. This unit is about two aspects of being effective at work. The first is about working with colleagues to achieve results together. It is about following instructions, asking for help when needed and helping team mates willingly when the learner’s own workload allows. Secondly, the unit is about the learner’s responsibility for learning new information and tasks at work, with the help and guidance of their manager or trainer. The learner needs to know what they are expected to learn, follow their training programme and ask for help if they are having difficulty.

Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to work well as part of a retail team 2. Know how to follow plans and procedures for learning in a retail environment 3. Work well as part of a retail team 4. Follow plans and procedures for learning in a retail environment

Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 38 of these are guided learning hours. This may be on a full-time or part-time basis.

Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail.

Key Skills This unit contributes towards the Key Skills in the following areas: Communication Working with Others Problem Solving

Unit Assessment: Mandatory Unit The nature of this unit means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. This may involve using witness testimony, professional discussions and question and answer sessions. Monitoring the candidate’s personal development within their job over a period of time will be required to complete this unit.

Specific Evidence Requirement: Simulation is expected to be used to gather evidence for covering a limited selection of basic functions which need not involve interacting with customers. This unit can be achieved in isolation of other units. However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification.


Unit 101 Work effectively in your retail team (E.3) Learning Outcomes and Assessment Criteria

Outcome 1 Know how to work well as part of a retail team The learner can: 1. show that they know how to keep track of how much work they have to do and how long it is

likely to take 2. show that they know why they should ask for help and information from colleagues when

needed 3. show that they know why they should offer help to colleagues and respond positively to

requests for help, whenever possible 4. show that they know how the law and their organisation define discrimination, bullying and

harassment 5. show that they know the company’s procedures for dealing with discrimination, bullying and

harassment 6. show that they know why they must always follow instructions for safeguarding health and

safety as they work

Outcome 2 Know how to follow plans and procedures for learning in a retail environment

The learner can: 1. show that they know why they need to be an effective learner at work 2. show that they know which people are responsible for setting the learner’s targets and helping

the learner learn 3. show that they know why they need to plan their learning and why they need action points and

deadlines in their training programme 4. show that they know company procedures for following training programmes 5. show that they know why they should ask for help with any problems they have with their

training, and who to ask

Outcome 3 Work well as part of a retail team The learner can: 1. ask colleagues promptly and politely for the help and information the learner needs to do

their own work 2. respond willingly and promptly to colleagues’ requests for help and information when the

learner’s workload allows and without taking on more responsibility than the learner is authorised to do

3. ask a suitable person for advice about any problems that the learner cannot solve themselves in working with colleagues

4. follow instructions for safeguarding health and safety as they work

Outcome 4 Follow plans and procedures for learning in a retail environment

The learner can: 1. check that they are clear about what they need to learn and when they need to learn it by 2. check that they are clear about how they will learn, including the specific action points in their

training programme 3. promptly ask the right people for help when the learner is having problems following the

training programme


Unit 102 Move goods and materials manually in a retail environment (B.1)

Level: 1 Credit value: 3 Unit aims This unit covers two areas of responsibility concerning keeping the shelves filled on the sales floor. The unit does not involve using a lift truck, but the learner does need to use other types of lifting equipment and to use safe lifting techniques at all times. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to move goods and materials manually in a retail environment 2. Move goods and materials manually in a retail environment Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 18 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment General Unit. The nature of this unit means that direct observation of all the performance criteria by the assessor may not be cost effective or viable. It is important that the candidate is observed demonstrating safe lifting and handling techniques consistently. The assessor should ensure that the candidate fully understands the risks associated with unsafe lifting and handling practices. Monitoring the candidate’s performance over a period of time will ensure consistency of performance. Specific Evidence Requirement: Simulation is expected to be used to gather evidence for covering a limited selection of basic functions which need not involve interacting with customers.


Unit 102 Move goods and materials manually in a retail environment (B.1)

Learning Outcomes and Assessment Criteria

Outcome 1 Know how to move goods and materials manually in a retail environment

The learner can: 1. show that they know the types of goods and materials they are responsible for moving 2. show that they know the storage facilities they need to use, where these are and the differences

between storage facilities 3. show that they know which goods and materials go where 4. show that they know the equipment that is available and what it is used for 5. show that they know how to use the equipment 6. show that they know what can go wrong with the equipment, and what to do about it 7. show that they know how to handle and move goods safely 8. show that they know when to ask for help and who to ask 9. show that they know why it is important to place goods and materials correctly 10. show that they know how to place items for ease of identification 11. show that they know why stock rotation is important 12. show that they know how to rotate stock 13. show that they know who to ask for advice about placing items correctly

Outcome 2 Move goods and materials manually in a retail environment The learner can: 1. check where items are to be stored 2. check what time they need to complete the task by 3. check that the equipment they need is available and in working order 4. identify any faults with the equipment and report these to the right person 5. use safe and approved techniques for handling items 6. recognise when they need help in moving items and ask the right people promptly 7. put items in the correct places 8. place items so that they can be identified and reached easily 9. move and place items within the time allowed 10. ask the right person for advice if they are having trouble placing items correctly


Unit 103 Process donated goods for resale or recycling in a retail environment (B.8)

Level: 1 Credit value: 6 Unit aims This unit is about processing donated goods in charity shops. It involves correctly identifying different types of goods, checking the condition of goods and preparing suitable goods for sale. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to process donated goods in a retail environment for selling or recycling 2. Process donated goods in a retail environment for selling or recycling Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 30 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the appropriate assessment method for the majority of this unit. Assessments should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole unit. Monitoring the candidate’s performance over a period of time will ensure consistency of performance. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 103 Process donated goods for resale or recycling in a retail environment (B.8)


Outcome 1 Know how to process donated goods in a retail environment for selling or recycling

The learner can: 1. show that they know the types of goods the store sells 2. show that they know the types of goods that can be sent for recycling 3. show that they know which types of goods are not suitable for selling or recycling and how to

get rid of these 4. show that they know the legal and company safety requirements which apply to second

hand goods, including electrical equipment, furniture and toys 5. show that they know the legal age restrictions which apply to videos, DVDs and computer

games 6. show that they know where to store donated goods which haven’t been sorted yet 7. show that they know where and when to sort donated goods 8. show that they know why they should tidy and clean the sorting area before starting to sort

goods 9. show that they know where to put goods as they sort those goods 10. show that they know who to ask for help in identifying unusual items or deciding what to do

with these 11. show that they know the procedures to follow to prepare goods for recycling 12. show that they know where to put goods for recycling so that those goods can be collected 13. show that they know how to identify goods that need to be cleaned, tidied or repaired 14. show that they know how to clean, tidy and repair different types of goods 15. show that they know how to use irons and steamers safely and effectively

Outcome 2 Process donated goods in a retail environment for selling or recycling

The learner can: 1. clean and tidy the work area before they begin sorting 2. sort donated goods by type and condition 3. follow procedures for getting rid of items and parts that are not suitable for either selling or

recycling 4. ask the right person for help if the learner cannot identify or classify unusual items 5. put goods suitable for recycling in suitable containers 6. place containers in the correct place ready for collection and check that these are not in

anyone’s way 7. identify goods that need to be cleaned, tidied or repaired 8. follow legal and company requirements for protecting health and safety while processing

donated goods 9. clean, tidy or repair goods to meet legal and company requirements for saleable goods


Unit 104 Contribute to food safety in a retail environment (B.20)

Level: 1 Credit value: 7 Unit aims This unit is about the learner’s role in helping to maintain food safety. The unit applies to the learner if their job involves any of these activities:

handling wrapped food

handling unwrapped food not subject to temperature control requirements (for example, fresh produce or bakery items)

going into an area where food is prepared even if the learner does not handle the food (for example, if they clean the food preparation area)

The unit is concerned with two aspects of food safety. The first is about the learner keeping themselves clean as they work, and the second is about noticing and reporting obvious food safety hazards such as dirt, spillage or out of date stock. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Understand how they contribute to food safety in a retail environment 2. Contribute to food safety in a retail environment Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 40 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


Unit 104 Contribute to food safety in a retail environment (B.20)


Outcome 1 Understand how they contribute to food safety in a retail environment

The learner can: 1. show that they know how clean hair, skin, nails and clothing contribute to food safety and to

giving the customer a positive impression of themselves and of the company 2. show that they know how jewellery and other accessories can put food safety at risk 3. show that they know the types of protective clothing they must wear at work 4. show that they know the right times to wash their hands, and how to wash their hands

effectively 5. show that they know why they must avoid unsafe behaviour when they are working with or

near food 6. show that they know why they must report any open wounds, skin infections and infectious

illnesses, and who is the right person to report these to 7. show that they know the types of indicators of potential food safety hazards that they are

expected to notice and identify in their workplace, and how to identify such indicators 8. show that they know which indicators of potential food safety hazards they have authority

to deal with, and company procedures for dealing with such indicators 9. show that they know which indicators of potential food safety hazards they should report,

and who to report such indicators to

Outcome 2 Contribute to food safety in a retail environment The learner can: 1. keep themselves clean as they work, which means they:

keep their hair, skin and nails in a suitable condition for working with food

remove any jewellery and other accessories that could cause food safety hazards

wear clean clothes including any protective clothing the company provides

wear the company’s protective clothing correctly and change it when the company’s rules say they must

wash their hands at the right times and using effective methods

avoid unsafe behaviour that could contaminate the food they are working with

report any open wounds, skin infections and infectious illnesses promptly to the right person

make sure any open wounds and skin infections are treated and covered with a suitable dressing

2. notice and remove or report indicators of potential food safety hazards as they work, which means they:

notice and correctly identify obvious indicators of potential food safety hazards in the workplace

deal promptly and appropriately with indicators of potential food safety hazards when they have the authority to do so

report promptly to the right person any indicators of potential food safety hazards they do not have the authority to deal with themselves


Unit 105 Keep stock at required levels in a retail environment (B.2)

Level: 1 Credit value: 3 Unit aims This unit covers two areas of responsibility concerning keeping the shelves filled on the sales floor. Firstly, it involves following instructions for checking stock levels and updating stock records. Secondly, it is about positioning stock correctly on the sales floor. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to check stock levels in a retail environment 2. Know how to fill shelves in a retail environment 3. Check stock levels in a retail environment 4. Fill shelves in a retail environment Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit,17 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit The nature of these outcomes means that direct observation of all the performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. This may involve using witness testimony, professional discussions and question and answer sessions. Inspection of documentation used by the candidate to record the stock levels. Monitoring the candidate’s performance over a period of time will be required to achieve this unit Specific Evidence Requirement: Simulation is expected to be used to gather evidence for covering a limited selection of basic functions which need not involve interacting with customers.


Unit 105 Keep stock at required levels in a retail environment (B.2)


Outcome 1 Know how to check stock levels in a retail environment The learner can: 1. show that they know why accurate and up to date stock checks and records are important 2. show that they know the company’s procedures for checking stock levels 3. show that they know why they should follow instructions and procedures for checking stock

levels 4. show that they know how to check stock accurately 5. show that they know how to check stock levels without disturbing other people any more

than needed 6. show that they know the reasons why the stock they are responsible for checking may be

unsaleable 7. show that they know how to recognise unsaleable stock when they are checking stock levels 8. show that they know the company’s procedures for updating stock records

Outcome 2 Know how to fill shelves in a retail environment The learner can: 1. show that they know why stock needs positioning accurately 2. show that they know and understand the safety risks of handling stock 3. show that they know how to handle stock without risking their own or other people’s safety 4. show that they know how stock, premises and equipment can be damaged by poor stock

handling 5. show that they know ways of handling stock so that stock, premises and equipment are not

damaged 6. show that they know how to fill shelves without disturbing other people any more than

needed 7. show that they know why they should clean and tidy their work area promptly when they

have finished 8. show that they know how to clean and tidy their work area and the equipment and materials

to use

Outcome 3 Check stock levels in a retail environment The learner can: 1. check existing stock levels accurately and in line with instructions and company procedures 2. ask the right person for advice if instructions for checking stock are not clear 3. spot unsaleable stock and promptly tell the right person 4. check stock levels in ways that do not disturb other people any more than needed 5. update stock records accurately and in line with company procedures

Outcome 4 Fill shelves in a retail environment The learner can: 1. follow instructions for positioning stock 2. promptly ask the right person for advice if instructions for positioning stock are not clear 3. handle stock in ways that protect their own and other people’s safety 4. handle stock in ways that protect stock, equipment and premises from being damaged 5. fill shelves in ways that do not disturb other people any more than needed 6. promptly clean and tidy their work area when they have finished


Unit 106 Wrap and pack goods for customers in a retail environment (C.1)

Level: 1 Credit value: 3 Unit aims This unit is about following instructions for packaging goods for customers. This can be to make the goods look more attractive, or to protect goods from damage. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to package goods for customers in a retail environment 2. Package goods for customers in a retail environment Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 12 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit The nature of this unit means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. This may involve using witness testimony, professional discussions and question and answer sessions. Monitoring the candidate’s personal development within their job over a period of time will be required to complete this unit. Specific Evidence Requirement: Simulation is expected to be used to gather evidence for covering a limited selection of basic functions which need not involve interacting with customers.


Unit 106 Wrap and pack goods for customers in a retail environment (C.1)


Outcome 1 Know how to package goods for customers in a retail environment

The learner can: 1. show that they know the legal requirements and the company’s policy relating to the types

of packaging provided to customers 2. show that they know how goods can get damaged without the right protective packaging 3. show that they know types of packaging material and what these are used for 4. show that they know which tools to use for packaging goods and how to use tools

effectively and safely 5. show that they know how to handle the goods they must wrap without damaging the goods 6. show that they know where packaging materials and tools are stored, and why they should

put these away promptly after use 7. show that they know why they should ask for advice when instructions are not clear, and

who to ask 8. show that they know why they should cause as little wastage as possible when packaging

goods, and how to do this 9. show that they know where and how to get rid of waste, and why they should do so

promptly

Outcome 2 Package goods for customers in a retail environment The learner can: 1. find out what items they must package 2. ask the right person for advice if instructions are not clear 3. choose packaging materials which meet legal requirements and company policy and which

are suitable for the goods 4. gather the right quantities of packaging materials and the right tools for the job 5. use tools safely 6. cause as little wastage as possible 7. protect goods from damage while packaging them 8. close and seal packages neatly and in line with instructions 9. package goods within the time limits allowed 10. store materials and tools correctly and promptly after use 11. get rid of waste correctly and promptly


Unit 107 Help to keep the retail unit secure (E.1)

Level: 1 Credit value: 4 Unit aims This unit is about the learner helping to protect people, property and premises by noticing and reporting security risks in the store as the learner goes about their day-to-day work. Security risks are situations where people, property or premises are at risk of theft, damage or abuse. The learner is also expected to do their work in ways that contribute to keeping the store secure, for example by not leaving goods or cash unattended. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to identify and report security risks in a retail environment 2. Identify and report security risks in a retail environment Notional and guided learning hours It is recommended that 40 hours should be allocated for this unit, 24 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. This may involve using witness testimony, professional discussions and question and answer sessions. Monitoring the candidate’s personal development within their job over a period of time will be required to complete this unit. Specific Evidence Requirement: It is expected that simulation will be used to gather evidence for taking action to deal with or contain security risks, threats & breaches and incidents of theft. And for covering a limited selection of basic functions which need not involve interacting with customers. This unit can be achieved in isolation of other units: However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification. The evidence should take into account specialist training for evacuation.


Unit 107 Help to keep the retail unit secure (E.1) Learning Outcomes and Assessment Criteria

Outcome 1 Know how to identify and report security risks in a retail environment

The learner can: 1. show that they know why workplace security matters 2. show that they know what can happen, to themselves and to the company, if the store is not

kept secure 3. show that they know their responsibility for helping to keep the workplace secure by noticing

and reporting security risks 4. show that they know the types of security risk they need to be alert for, including:

shoplifting

theft by staff

aggressive customers

vandalism

terrorist activity 5. show that they know how to identify security risks 6. show that they know situations that can make them less alert for security risks, and how to

deal with these situations 7. show that they know why they must report security risks promptly and accurately 8. show that they know who to report security risks to and how to communicate these risks 9. show that they know the reasons why they should not take on more responsibility than they

are authorised to do when faced with security risks, including:

personal safety

legal considerations

company policy

Outcome 2 Identify and report security risks in a retail environment The learner can: 1. notice and correctly identify security risks 2. follow company procedures for reporting security risks 3. report security risks to the right people promptly and accurately 4. follow company procedures for preventing security risks while they work 5. notice where stock may have been stolen and tell the right person about it


Unit 108 Help to maintain health and safety in a retail environment (E.2)


Unit aims This unit is about the learner’s contribution to keeping the workplace a safe place for colleagues, customers and other visitors. The learner needs to be able to recognise the types of accident and emergency that can happen in the workplace and know how to get help in these situations. The learner also needs to follow procedures for working in ways that do not put anyone’s health or safety in danger. In particular, working in a store involves lifting and handling goods and the learner needs to use safe lifting techniques so that they don’t injure themselves or other people.

Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to identify and report accidents and emergencies in a retail environment 2. Know how to protect health and safety as they work in a retail environment 3. Know how to lift and handle goods safely in a retail environment 4. Identify and report accidents and emergencies in a retail environment 5. Protect health and safety as they work in a retail environment 6. Lift and handle goods safely in a retail environment



Key Skills This unit contributes towards the Key Skills in the following areas: Communication Working with Others Problem Solving

Unit Assessment: General unit Evidence for this unit will come from a combination of workplace activities. For example routine emergency drills and evacuation exercises. Planned simulations are an acceptable method of assessment for some aspects of this unit. The content of any simulated activity should be agreed with your external verifier before assessment takes place. In addition full use of witness testimony should be used to confirm the candidate’s ability to apply knowledge, understanding with practical thinking skills to achieve competence performance.

Specific Evidence Requirement: It is expected that simulation will be used to gather evidence for the demonstration of emergency procedures. And for covering a limited selection of basic functions which need not involve interacting with customers.

This unit can be achieved in isolation of other units; however evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification.




Outcome 1 Know how to identify and report accidents and emergencies in a retail environment

The learner can: 1. show that they know the types of accident and emergency that tend to happen in stores

and why these happen 2. show that they know how to get help in the event of an accident or emergency 3. show that they know the action they can safely and usefully take while waiting for help to

arrive 4. show that they know why they must not take on more responsibility than they are

authorised to do when accidents and emergencies happen, including:

personal safety

legal considerations

company policy

Outcome 2 Know how to protect health and safety as they work in a retail environment

The learner can: 1. show that they know the types of health and safety risk that can arise in a store environment 2. show that they know the company’s procedures and legal requirements for reducing health and

safety risks as far as possible while the learner works 3. show that they know what can happen to the learner and to the company if the learner does not

follow health and safety procedures 4. show that they know the safety equipment they need to use and why they need to use it 5. show that they know the approved procedures for using safety equipment 6. show that they know who can provide advice and help if the learner is concerned about

being able to work safely

Outcome 3 Know how to lift and handle goods safely in a retail environment

The learner can: 1. show that they know how to find out what they can lift safely 2. show that they know how to find out the weight of the loads they are asked to lift 3. show that they know the company’s guidelines for not lifting more than is safe 4. show that they know why they should plan their route when moving goods 5. show that they know how to plan their route when moving goods, including the types of

obstacles to look for and how to remove or avoid these 6. show that they know the approved techniques for safe handling and lifting 7. show that they know the company’s guidelines and manufacturers’ instructions for using

lifting and handling equipment 8. show that they know how using unsafe techniques for lifting and handling can affect the

learner, the people lifting with the learner, and others close by


Outcome 4 Identify and report accidents and emergencies in a retail environment

The learner can: 1. notice and correctly identify accidents and emergencies identify the relating to this area 2. get help promptly and in the most suitable way 3. follow company policy and procedures for preventing further injury while waiting for help to

arrive 4. act within the limits of their responsibility and authority when accidents and emergencies

arise 5. promptly follow instructions given by senior staff and the emergency services

Outcome 5 Protect health and safety as they work in a retail environment The learner can: 1. follow company procedures and legal requirements for reducing health and safety risks as

far as possible while the learner works 2. use safety equipment correctly and in the right situations 3. get advice and help from the right people when the learner is concerned about being able to

work safely

Outcome 6 Lift and handle goods safely in a retail environment The learner can: 1. take suitable safety measures before lifting to protect themselves and other people 2. use approved lifting and handling techniques 3. check that any equipment they need to use is fit for use 4. use lifting and handling equipment in line with company guidelines and manufacturers’

instructions 5. plan a safe and efficient route for moving goods 6. make sure that they understand their responsibilities when they ask others to help in lifting

and handling operations


Unit 109 Keep the retail environment clean and hygienic (non-food) (E.4)

Level: 1 Credit value: 3 Unit aims This unit is about the learner keeping work areas and work surfaces clean and tidy, as well as keeping themselves and their clothing clean enough for the work that they do. This unit is for the learner if no food is stored, handled or processed in the areas the learner is responsible for cleaning. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to keep work surfaces clean in a retail environment 2. Know how to get rid of waste and litter in a retail environment 3. Know how to maintain personal hygiene in a retail environment 4. Keep work surfaces clean in a retail environment 5. Get rid of waste and litter in a retail environment 6. Maintain personal hygiene in a retail environment Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 20 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit The nature of these outcomes means that direct observation of all the performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. This may involve using witness testimony, professional discussions and question and answer sessions. It is important that the assessor is confident that the candidate knows and applies the principals of hygiene consistently over a period of time. Specific Evidence Requirement: Simulation is expected to be used to gather evidence for covering a limited selection of basic functions which need not involve interacting with customers.


Unit 109 Keep the retail environment clean and hygienic (non-food) (E.4)


Outcome 1 Know how to keep work surfaces clean in a retail environment

The learner can: 1. show that they know the company’s procedures for cleaning work surfaces 2. show that they know the equipment and materials for cleaning work surfaces and the uses of

such equipment and materials 3. show that they know where cleaning equipment and materials are stored, and why they should

put cleaning equipment and materials away promptly after use 4. show that they know why they must position cleaning equipment and materials and other

items safely, and how to do so 5. show that they know the health and safety risks posed by spillages and why they must clean

up spillages promptly 6. show that they know how to follow the Control of Substances Hazardous to Health

Regulations (COSHH) when carrying out routine cleaning and when dealing with spillages 7. show that they know techniques for reducing as far as possible the risk of spillages and how

to clean up spillages thoroughly 8. show that they know why they should get rid of rubbish and waste promptly and safely, and

how to do so 9. show that they know why they should disturb other people as little as possible while

cleaning, and how to do so 10. show that they know company standards for clean work surfaces, and how to check they

have achieved these

Outcome 2 Know how to get rid of waste and litter in a retail environment

The learner can: 1. show that they know why work areas should be kept free of waste and litter, including

health and safety reasons 2. show that they know the safe methods for getting rid of waste and litter 3. show that they know the equipment to use and how to check it is safe to use 4. show that they know company procedures for getting rid of waste and litter 5. show that they know where equipment is stored and why they should put it away promptly

after use 6. show that they know how to cause the least disturbance to other people when getting rid of

waste and litter

Outcome 3 Know how to maintain personal hygiene in a retail environment

The learner can: 1. show that they know why hygiene is important in their workplace, and how keeping

themselves clean contributes to this 2. show that they know how a clean and tidy appearance helps to give customers a positive

impression of the learner and the organisation 3. show that they know effective cleaning practices and techniques for keeping their hair, skin and

nails clean enough for the work the learner does


Outcome 4 Keep work surfaces clean in a retail environment The learner can: 1. get the equipment and materials that are suitable for the surfaces that need cleaning 2. safely position the cleaning equipment and materials and any items the learner must move 3. keep the risk of spillages to a minimum and clean up any spillages promptly and thoroughly 4. get rid of rubbish and waste promptly and safely 5. disturb other people as little as possible while cleaning 6. check that surfaces are thoroughly clean 7. store cleaning equipment and materials correctly and promptly when the learner has

finished cleaning

Outcome 5 Get rid of waste and litter in a retail environment The learner can: 1. use suitable equipment to tidy work areas 2. check that equipment is safe to use before starting to use it 3. get rid of waste and litter safely and in line with company procedures 4. disturb other people as little as possible while getting rid of waste and litter 5. store equipment correctly and promptly after use

Outcome 6 Maintain personal hygiene in a retail environment The learner can: 1. wear protective clothing that is clean and suitable for the work the learner needs to do 2. dispose correctly of used clothing and products 3. use effective practices and techniques for keeping their hair, skin and nails clean enough for the

work the learner does


Unit 202 Help customers choose products in a retail environment (C.3)


Unit aims This unit is about the sales role. It involves describing the features and benefits of products to customers in ways that encourage customers to make a purchase. It also involves handling objections and spotting opportunities to sell additional or associated products.

Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to help customers choose products in a retail store 2. Know how to check the customer's preferences and buying decisions when making retail sales 3. Help customers choose products in a retail store 4. Check the customer's preferences and buying decisions when making retail sales



Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving

Unit Assessment: General Unit

Assessor observed performance is the appropriate assessment method for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole unit. The nature of this outcome means that direct observation of all performance criteria may not be cost effective or viable. The assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussion and making full use of question and answer sessions to confirm knowledge and understanding. It is unlikely that you will be able to demonstrate competence in less than three months.

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 202 Help customers choose products in a retail environment (C.3)


Outcome 1 Know how to help customers choose products in a retail store

The learner can: 1. show that they know why they need to promote sales and goodwill, and how helping

customers to choose products contributes to this 2. show that they know the products they are responsible for selling and the features and benefits

of those products 3. show that they know why they need to explain product features and benefits to customers in

ways that customers understand and find interesting 4. show that they know how to check and interpret customers’ responses to the learner’s

explanations 5. show that they know how to adapt their explanations and respond to questions and

comments in ways that promote sales and goodwill 6. show that they know how to encourage customers to ask the learner for clarification and

more information 7. show that they know the risks of not paying attention to the store, in terms of security,

safety and lost sales

Outcome 2 Know how to check the customer's preferences and buying decisions when making retail sales

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

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

with returning of unsatisfactory goods

Outcome 3 Help customers choose products in a retail store The learner can: 1. find out which product features and benefits interest individual customers and focus on

these when discussing products 2. describe and explain clearly and accurately relevant product features and benefits to customers 3. compare and contrast products in ways that help customers choose the product that best

meets their needs 4. check customers’ responses to their explanations, and confirm customers’ interest in the

product 5. encourage customers to ask the learner questions and respond to customers’ questions,

comments and objections in ways that promote sales and goodwill 6. identify suitable opportunities to tell the customer about associated or additional products

and do so in a way that promotes sales and goodwill 7. constantly check the store for security, safety and potential sales whilst helping customers


Outcome 4 Check the customer's preferences and buying decisions when making retail sales

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

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

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


Unit 203 Maximise product sales in a retail environment (C.4)

Level: 2 Credit value: 5 Unit aims This unit is about increasing the sales of a particular product using a definite campaign that the learner will plan beforehand and evaluate afterwards. It does not mean just promoting products as part of normal sales transactions.

Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to identify opportunities to increase retail sales of particular products 2. Know how to promote particular retail products 3. Identify opportunities to increase retail sales of particular products 4. Promote particular retail products




Communication

Working with Others

Problem Solving

Unit Assessment: General Unit Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities.

The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions and inspection of product evidence generated by the candidate to plan and track the sales activity during the promotional period. Monitoring the candidate’s performance over a period of time is required to ensure the candidate’s ability to plan, monitor and evaluate the promotional activity. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 203 Maximise product sales in a retail environment (C.4)


Outcome 1 Know how to identify opportunities to increase retail sales of particular products

The learner can: 1. show that they know seasonal trends and how these affect opportunities for sales 2. show that they know the difference between the features and benefits of products 3. show that they know how they can promote the features and benefits of products to customers 4. show that they know how to estimate and compare the potential of promotional

opportunities to increase sales 5. show that they know who to approach about promotional opportunities the learner has

identified

Outcome 2 Know how to promote particular retail products The learner can: 1. show that they know techniques for encouraging customers to buy the product being

promoted 2. show that they know techniques for building customers’ interest in regularly buying in future the

product being promoted 3. show that they know the information that is relevant in evaluating the success of promotions,

and who needs this information 4. show that they know how to evaluate and record the results of promotions

Outcome 3 Identify opportunities to increase retail sales of particular products

The learner can: 1. identify promotional opportunities and estimate the potential of these to increase sales 2. identify promotional opportunities which offer the greatest potential to increase sales 3. report promotional opportunities to the right person 4. fill in the relevant records fully and accurately

Outcome 4 Promote particular retail products The learner can: 1. tell customers about promotions clearly and in a persuasive way 2. identify and take the most effective actions for converting promotional sales into regular future

sales 3. gather relevant and accurate information about the effectiveness of promotions, and

communicate this information clearly to the right person 4. record clearly and accurately the results of promotions


Unit 204 Provide information and advice to customers in a retail environment (C.5)

Level: 2 Credit value: 5 Unit aims The first part of this unit is about listening to customers’ needs and providing information and advice to meet those needs. It does not involve selling directly to customers, but does involve treating the customer in ways that promote goodwill. The second part of the unit is about dealing with day-to-day complaints. These complaints are usually about the quality of products or, sometimes, service. This unit is not for learners who handle complaints as a major part of their job role, for example if they work in a customer contact centre. Examples of giving information and advice to customers in the context of this unit could relate to:

finding products in stock

ordering products not in stock

making informed buying decisions

asking about products and services Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to provide information and advice to meet the needs of retail customers 2. Know how to help retail customers sort out complaints 3. Provide information and advice to meet the needs of retail customers 4. Help retail customers sort out complaints Notional and guided learning hours It is recommended that 50 hours should be allocated for this unit, 34 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities.


The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions and inspection of product evidence generated by the candidate to order products not in stock, or to record customer complaints in line with organisational requirements. Monitoring the candidate’s performance over a period time is required to ensure the candidate’s ability to provide information and advice to meet the customers needs. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 204 Provide information and advice to customers in a retail environment (C.5)


Outcome 1 Know how to provide information and advice to meet the needs of retail customers

The learner can: 1. show that they know how to identify the customer’s needs for information and advice 2. show that they know how to give clear and accurate information and check the customer

understands the information 3. show that they know and understand the relevant information about the products and services

which the company offers to customers 4. show that they know who to approach for help if the learner cannot provide information and

advice themselves 5. show that they know why it is important to keep customer loyalty and confidence 6. show that they know how to maintain customer loyalty and confidence while dealing with

requests for information and advice 7. show that they know company policy on customer service and how this applies to giving

information and advice to customers

Outcome 2 Know how to help retail customers sort out complaints The learner can: 1. show that they know how to manage angry customers 2. show that they know what their responsibility is for sorting out complaints 3. show that they know who to refer complaints to when the learner does not have the authority to

sort these out 4. show that they know how to assess complaints and decide what action to take 5. show that they know their company’s policy concerning returns 6. show that they know why it is important to keep customer loyalty and confidence 7. show that they know how to keep customer loyalty and confidence when dealing with

complaints 8. show that they know the legal rights and duties of the customer and the company 9. show that they know company policy on customer service and how this applies to dealing

with complaints 10. show that they know company procedures for dealing with complaints

Outcome 3 Provide information and advice to meet the needs of retail customers

The learner can: 1. acknowledge promptly and politely customers’ requests for information and advice 2. identify the customer’s needs for information and advice 3. communicate information and advice to customers in ways customers can understand 4. provide information and advice to customers that is relevant, complete, accurate and up to

date 5. check politely that the information and advice provided meets the customer’s needs 6. find other ways to help the customer when the information and advice given is not

satisfactory 7. refer requests for information or advice to the right person when the learner cannot help the

customer


Outcome 4 Help retail customers sort out complaints The learner can: 1. identify the nature of the complaint from information obtained from customers 2. acknowledge the complaint clearly and accurately and apologise to the customer 3. follow legal requirements and company policies and procedures for dealing with complaints 4. when it is not their responsibility to sort out complaints, refer complaints promptly to the

right person and explain the referral procedure clearly to the customer


Unit 205 Demonstrate products to customers in a retail environment (C.6)

Level: 2 Credit value: 8 Unit aims This unit is about demonstrating the features and benefits of products to customers and then closing the sale. For the purposes of this unit, demonstrations must involve actually operating the product and not just using gestures to explain how the product works. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to demonstrate retail products to customers 2. Know how to help customers choose products in a retail store 3. Demonstrate retail products to customers 4. Help customers choose products in a retail store

Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions and the use of question and answer sessions to confirm knowledge and understanding. Monitoring the candidate’s performance over a period of time is required to ensure the candidate’s ability to effectively demonstrate products to customers in line with organisational requirements. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this Unit.


Unit 205 Demonstrate products to customers in a retail environment (C.6)


Outcome 1 Know how to demonstrate retail products to customers The learner can: 1. show that they know the purpose and value of demonstrations in promoting and selling

products 2. show that they know how to prepare the demonstration area effectively and check it is safe 3. show that they know the difference between the features and benefits of products 4. show that they know the features and benefits of the products the learner is responsible for

demonstrating 5. show that they know how to organise demonstrations into logical steps and stages, and

how this makes demonstrations more effective 6. show that they know how to communicate clear and accurate information during

demonstrations 7. show that they know why they should clear equipment and products away promptly and

without keeping customers waiting unduly

Outcome 2 Know how to help customers choose products in a retail store

The learner can: 1. show that they know why they need to promote sales and goodwill, and how helping

customers to choose products contributes to this 2. show that they know the products they are responsible for selling and features and benefits of

those products 3. show that they know why they need to explain product features and benefits to customers in

ways that customers understand and find interesting 4. show that they know how to check and interpret customers’ responses to the learner’s

explanations 5. show that they know how to adapt their explanations and respond to questions and

comments in ways that promote sales and goodwill 6. show that they know how to encourage customers to ask the learner for clarification and

more information 7. show that they know the risks of not paying attention to the store, in terms of security,

safety and lost sales

Outcome 3 Demonstrate retail products to customers The learner can: 1. prepare the demonstration area and check that it can be used safely 2. check they have the equipment and products they need to give the demonstration 3. explain the demonstration clearly and accurately to the customer 4. present the demonstration in a logical sequence of steps and stages 5. cover all the features and benefits they think are needed to gain the customer’s interest 6. clear equipment and products away promptly and without keeping customers waiting

unduly


Outcome 4 Help customers choose products in a retail store The learner can: 1. find out which product features and benefits interest individual customers and focus on

these when discussing products 2. describe and explain clearly and accurately relevant product features and benefits to customers 3. compare and contrast products in ways that help customers choose the product that best

meets their needs 4. check customers’ responses to the learner’s explanations, and confirm customers’ interest

in the product 5. encourage customers to ask the learner questions and respond to customers’ questions,

comments and objections in ways that promote sales and goodwill 6. identify suitable opportunities to tell the customer about associated or additional products

and do so in a way that promotes sales and goodwill 7. constantly check the store for security, safety and potential sales whilst helping customer


Unit 206 Promote loyalty schemes to customers in a retail environment (C.12)

Level: 2 Credit value: 5 Unit aims This unit is about two aspects of promoting the store’s loyalty scheme to customers. The first is about identifying customers who are not yet members of the company’s loyalty scheme, explaining to them how the scheme works and how they would benefit from being members of the scheme. Secondly, the unit is about recognising when customers are interested in joining the loyalty scheme and helping them fill in the membership application. For the purposes of this unit a loyalty scheme means a scheme offered by a retailer to its customers, subject to terms and conditions under which eligible transactions are recorded as accumulated points. These points can be exchanged by the customer in the future for rewards such as vouchers, discounts or air miles. The unit is not about promoting or helping the customer apply for any kind of payment card. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to explain to customers the features and benefits of the loyalty scheme 2. Know how to gain customer commitment to the loyalty scheme 3. Explain to customers the features and benefits of the loyalty scheme 4. Gain customer commitment to the loyalty scheme Notional and guided learning hours It is recommended that 50 hours should be allocated for this unit, 34 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others



Unit 206 Promote loyalty schemes to customers in a retail environment (C.12)


Outcome 1 Know how to explain to customers the features and benefits of the loyalty scheme

The learner can: 1. show that they know and understand the features and benefits of the company’s loyalty

scheme 2. show that they know what sources of information about the scheme they can use or tell the

customer about 3. show that they know why loyalty schemes are important in achieving the company’s

commercial aims 4. show that they know the specific offers currently available to scheme members 5. show that they know how to gain the customer’s attention and interest 6. show that they know how to use suitable questions to gain information about the customer

and the customer’s interest in joining the scheme 7. show that they know how to tell the customer about the features and benefits of the scheme 8. show that they know how to deal with frequently raised questions and objections in relation

to the scheme

Outcome 2 Know how to gain customer commitment to the loyalty scheme

The learner can: 1. show that they know how to recognise signals that customers are interested in joining the

loyalty scheme 2. show that they know how to ask customers to sign up for the scheme in a way that encourages

customers to co-operate willingly 3. show that they know the layout of the membership application form, the questions it asks, and

how to fill in the form accurately 4. show that they know the proof of membership the company provides, and how to prepare

this 5. show that they know how to correct or replace incorrect proof of membership

Outcome 3 Explain to customers the features and benefits of the loyalty scheme

The learner can: 1. take suitable opportunities to ask customers if they are members of the loyalty scheme and

whether they are interested in joining 2. explain clearly and accurately to customers the benefits of joining the scheme, including any

current special offers relating to the scheme 3. respond positively to any questions or objections that the customer raises 4. provide relevant information to the customer to help the customer decide whether to join

the scheme 5. treat the customer politely at all times and in a way that promotes goodwill


Outcome 4 Gain customer commitment to the loyalty scheme The learner can: 1. recognise accurately when customers are interested in joining the scheme 2. take opportunities to ask customers who are showing signs of interest to sign up for the scheme 3. fill in the membership application accurately with the customer, using the information the

customer provides 4. give the customer proof of membership 5. check with the customer that the customer’s details, as shown on the membership

documentation, are correct 6. give application forms to customers who show interest but are not willing to join the scheme

there and then


Unit 207 Receive goods and materials into storage in a retail environment (B.3)

Level: 2 Credit value: 4 Unit aims This unit is about two aspects of receiving deliveries. The first concerns preparing the receiving and storage areas and making sure the relevant paperwork is in order. The second is about checking deliveries, making sure that these are satisfactory and are off loaded into the right areas, and updating the stock control records. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to prepare to receive deliveries in a retail environment 2. Know how to receive deliveries into storage in a retail environment 3. Prepare to receive deliveries in a retail environment 4. Receive deliveries into storage in a retail environment Notional and guided learning hours It is recommended that 40 hours should be allocated for this unit, 23 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit Assessor observed performance is the appropriate assessment method for the majority of this unit. Assessments should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole of the unit including the receipt of incorrect or damaged goods. Where discrepancies and damages arise naturally they should be covered by assessor observation or witness testimony. These should also be used to cover the reporting of such instances. It is unlikely that you will be able to demonstrate competence in less than three months. Witness testimonies may be used to cover performance criteria where assessor observation is not possible or practical. Professional discussions may be used for this unit to expand upon the evidence you have already generated.


Supplementary evidence for this unit could include delivery notes, packing slips, records of damages and/or discrepancies and candidate statements. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 207 Receive goods and materials into storage in a retail environment (B.3)


Outcome 1 Know how to prepare to receive deliveries in a retail environment

The learner can: 1. show that they know why they need to prepare thoroughly to receive deliveries 2. show that they know the information they need about the quantity and nature of deliveries, and

how to access and interpret this information 3. show that they know how to identify the quantity and type of storage space needed, and how to

check if this is available 4. show that they know who to tell about any shortage of storage space, and why they should

do so promptly 5. show that they know company procedures for receiving deliveries 6. show that they know why accurate, complete and up-to-date paperwork is needed, and the

possible consequences of not having this 7. show that they know the paperwork they must check and how to identify problems with it 8. show that they know legal and company requirements for maintaining security and safety

during deliveries, and how these relate to the preparations they are required to make

Outcome 2 Know how to receive deliveries into storage in a retail environment

The learner can: 1. show that the learner knows the handling equipment they need, where to find it and how to

use it 2. show that they know how to recognise faulty equipment 3. show that they know who to tell about any faulty equipment that they are not responsible for

fixing 4. show that they know why they must handle goods safely and hygienically, and how to do so 5. show that they know why they must handle goods without damaging them, and how to do

so 6. show that they know where deliveries should be off-loaded 7. show that they know legal and company requirements for maintaining security and safety

while receiving deliveries

Outcome 3 Prepare to receive deliveries in a retail environment The learner can: 1. identify accurately the quantity and nature of the items that are expected and the storage

space needed 2. check accurately the storage space that is available and promptly report any shortage to the

right person 3. check that the receiving area is clean, tidy and free from obstructions and dangers 4. check that the handling equipment they need is available and is in good working order 5. check that the relevant paperwork is complete, accurate and up to date


Outcome 4 Receive deliveries into storage in a retail environment The learner can: 1. check that the type, quantity and quality of items delivered are acceptable 2. follow company procedures and policies for refusing faulty deliveries 3. record any refusals accurately and tell the right person about these promptly 4. check deliveries using methods that are safe and hygienic and that protect the items from

damage 5. allow deliveries to be off-loaded only into the right areas 6. update stock control systems promptly, fully and accurately 7. follow legal and company requirements for maintaining security and safety while receiving

deliveries


Unit 208 Put goods and materials into storage in a retail environment (B.4)

Level: 2 Credit value: 4 Unit aims This unit is about two areas of responsibility concerning the storage of goods. Firstly, it involves checking that suitable storage space and handling equipment are available. Secondly, it is about putting goods into storage in ways that make the best use of the available space and allow people to reach the goods as needed. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to check storage arrangements for goods and materials in a retail environment 2. Know how to put goods and materials into storage in a retail environment 3. Check storage arrangements for goods and materials in a retail environment 4. Put goods and materials into storage in a retail environment Notional and guided learning hours It is recommended that 40 hours should be allocated for this unit, 23 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit Assessor observed performance is the appropriate assessment method for the majority of this unit. Assessments should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole of the unit. There must be evidence of at least one assessor observed performance activity. Witness testimonies may be used to cover performance criteria where assessor observation is not possible or practical. Professional discussions may be used for this unit to cover the storage of goods with specific storage requirements. Supplementary evidence for this unit could include records of requests to place goods into storage, details of storage conditions required, delivery notes and candidate statements.


Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 208 Put goods and materials into storage in a retail environment (B.4)


Outcome 1 Know how to check storage arrangements for goods and materials in a retail environment

The learner can: 1. show that they know the possible causes of the goods and materials they work with

deteriorating in storage 2. show that they know the types of storage facilities and conditions that stop the goods and

materials they work with deteriorating 3. show that they know the storage facilities available in their workplace and the relevant features

of these facilities 4. show that they know how to check that suitable storage places are available and fit for use 5. show that they know who to tell if there aren’t enough suitable storage places 6. show that they know what handling equipment to use for storing goods and materials and

how to check that it is available for use

Outcome 2 Know how to put goods and materials into storage in a retail environment

The learner can: 1. show that they know the legal and company requirements for storing deliveries safely and

securely 2. show that they know why stock needs to be rotated 3. show that they know how to position goods so that batches of stock can be reached easily and

in the right order 4. show that they know the instructions they need for storing deliveries in the right places and

in the right order 5. show that they know where to get instructions for storing deliveries 6. show that they know how to work safely, securely and efficiently when putting deliveries

into storage

Outcome 3 Check storage arrangements for goods and materials in a retail environment

The learner can: 1. identify the storage requirements and conditions for the goods and materials they are

responsible for storing 2. check accurately that suitable storage places are available and in a fit state to use 3. tell the right person promptly when there aren’t enough suitable storage locations 4. check accurately that suitable handling equipment is available for use


Outcome 4 Put goods and materials into storage in a retail environment The learner can: 1. put goods and materials in the right storage facilities within the time allowed 2. follow legal and company requirements for storing deliveries safely and securely 3. position items in storage so that these can be easily reached when needed 4. use the available storage space efficiently 5. identify any faulty equipment and fix it when this is the learner’s responsibility 6. report promptly and to the right person any faulty equipment that it is not the learner’s

responsibility to fix 7. fill in the relevant paperwork fully, accurately and promptly


Unit 209 Process customer orders for goods in a retail environment (B.6)

Level: 2 Credit value: 3 Unit aims This unit covers two stages of processing customers’ orders for goods. The first involves checking if the goods the customer wants are available and telling the customer the terms of supply. The second is about processing the order and keeping the customer informed of progress. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to check the availability of goods for retail orders 2. Know how to process orders for retail customers 3. Check the availability of goods for retail orders 4. Process orders for retail customers Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 20 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General unit Assessor observed performance is the most appropriate method for the majority of this unit. Assessment should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole of the unit. The assessor may need to use alternative sources of evidence to confirm the candidate’s ability to work competently. This may involve using witness testimony, professional discussions, candidate statements and question and answer sessions. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this Unit.


Unit 209 Process customer orders for goods in a retail environment (B.6)


Outcome 1 Know how to check the availability of goods for retail orders The learner can: 1. show that they know how to ask the right questions to find out exactly what customers want 2. show that they know which items are held in stock 3. show that they know how to check whether there is enough stock to meet the order 4. show that they know which items are available by order and which suppliers and

manufacturers can provide them 5. show that they know how to check whether external suppliers and manufacturers can

provide items, and on what terms 6. show that they know why they should keep customers informed of progress in finding the

goods they need 7. show that they know why they should give customers clear, accurate and complete

information about the terms of supply

Outcome 2 Know how to process orders for retail customers The learner can: 1. show that they know the legal and company procedures for checking the customer’s

identity and credit status, and why these must be followed 2. show that they know who is responsible for fulfilling customer orders, what information this

person needs from the learner, and why it is needed 3. show that they know who is responsible for invoicing customers for orders, what information

this person needs from the learner, and why it is needed 4. show that they know who to tell if they cannot process an order 5. show that they know why they should tell the customer promptly about any delays in

fulfilling the customer’s order 6. show that they know legal and company requirements relating to customer confidentiality 7. show that they know what might happen if customer information is not kept confidential 8. show that they know company procedures for storing customer information securely 9. show that they know who is entitled to see customer information, and in what situations

Outcome 3 Check the availability of goods for retail orders The learner can: 1. identify customers’ needs accurately by asking suitable questions 2. identify the goods that will meet customers’ needs and check with customers that these are

satisfactory, add further criteria, if necessary 3. find out who can supply the goods needed and on what terms 4. keep customers informed of progress in finding the goods which customers need 5. give customers clear, accurate and complete information about the availability of goods and

the terms of supply


Outcome 4 Process orders for retail customers The learner can: 1. follow legal and company procedures for checking the customer’s identity and credit status 2. follow company policy for offering to order goods the customer needs if these are not in stock a 3. prepare accurate, clear and complete information about the order and pass this information

promptly to the people responsible for fulfilling the order 4. provide accurate, clear, complete and timely information to those responsible for issuing

the invoice 5. tell the right person promptly when they cannot process an order and explain the reasons

clearly 6. let the customer know promptly and politely if an order cannot be fulfilled within the time

agreed 7. store customers’ details securely and show them only to people who have a right to see

those details


Unit 210 Prepare products for sale to customers in a retail environment (B.9)

Level: 2 Credit value: 3 Unit aims This unit is about preparing products for display by unpacking and assembling them. It also involves regularly checking the condition of goods on display and removing any that are damaged. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to prepare products for selling to retail customers 2. Prepare products for selling to retail customers Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 12 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the appropriate method for the majority of this unit. The assessor may need to use alternative sources of evidence to confirm the candidate’s ability to work competently. This may involve using witness testimony, professional discussions, candidate statements and question and answer sessions. Monitoring the candidate’s ability to unpack and assemble stock ready for display or demonstration over a period of time is required for this unit. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 210 Prepare products for sale to customers in a retail environment (B.9)


Outcome 1 Know how to prepare products for selling to retail customers The learner can: 1. show that they know which products they are responsible for preparing for sale 2. show that they know how and where to get rid of unwanted packaging and waste 3. show that they know which tools to use to put products together 4. show that they know where to put products together and where to put products once these

are assembled 5. show that they know how to work safely when putting products together for sale 6. show that they know how to check that products have been correctly put together and are

safe to display 7. show that they know who to approach for help when products are proving difficult to put

together 8. show that they know why they should regularly check the condition of products on display 9. show that they know company quality standards for products on display 10. show that they know how to check the condition of products on display and how often to

carry out checks 11. show that they know company procedures for dealing with products that are damaged.

Outcome 2 Prepare products for selling to retail customers The learner can: 1. check that all expected items and parts of the product are in the package 2. remove all unwanted packaging and safely get rid of waste 3. gather the tools they need for putting products together 4. use safe work methods and follow manufacturers’ instructions when putting products

together 5. check that products have been assembled correctly and can be used safely 6. ask the right person for help when products are proving difficult to put together 7. check regularly that products on display are in a satisfactory condition 8. promptly remove damaged products from display and follow company procedures for

dealing with these


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

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

Communication

Working with Others



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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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


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

Level: 2 Credit value: 12 Unit aims This unit covers two stages of hand processing fish and shellfish for sale to customers. Firstly, it concerns the preparations the learner needs to make so that they can process fish and shellfish safely and hygienically. Secondly, it is about processing fish and shellfish by hand to give products that are suitable to sell to customers. The unit involves working with common UK types of flat fish, round fish and shellfish

Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to prepare to hand-process fish and shellfish in a retail environment 2. Know how to process fish and shellfish using hand tools in a retail environment 3. Prepare to hand-process fish and shellfish in a retail environment 4. Process fish and shellfish using hand tools in a retail environment




Communication

Working with Others

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


Candidates need to be able to fillet both a flat and a round fish. By processing we mean:

skinning, heading, scaling, gutting, boning, portioning and steaking either flat or round fish

shucking and dressing shellfish.


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


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

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

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

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

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

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

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

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

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

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

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

the yield and quality needed

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

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

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

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


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

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


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

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

Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Assessor observed performance is the most appropriate most method of assessment for the majority of this unit. Assessments should be undertaken through naturally occurring work activities. However, the assessor must also collect sufficient, valid and reliable evidence of the candidate’s ability to work competently. Monitoring the candidate’s ability to prepare greengrocery products and display greengrocery to attract sales over a period of time will be required to ensure the candidates ability to perform consistently. This may involve professional discussions and making full use of question and answer sessions to confirm knowledge and understanding. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this Unit. Greengrocery products are to include vegetables, fruit and salad.


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


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

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

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

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

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

removed to make the produce more attractive to customers

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

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

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

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

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

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

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

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

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

possible to customers


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

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


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

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

Communication

Working with Others

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


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


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


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

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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


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

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

Communication

Working with Others

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


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


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

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

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

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

optimum efficiency and effectiveness of work

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

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

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

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

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

important to communicate effectively

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

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

the personal protective clothing and equipment they need to wear

Outcome 4 Contribute to the identification of improvements to dough processing

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

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


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

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

Communication

Working with Others



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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

protective clothing and equipment


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

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

clothing and equipment


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

Level: 2 Credit value: 10 Unit aims This unit is about two aspects of non-automated bakery production. Firstly, it is about dividing fermented doughs using a knife, scales and a manually-operated dough portioning device. Secondly, the unit is about moulding and shaping fermented doughs by hand. The fermented doughs you work with may include bread, roll and stick doughs, plain and fruited bun doughs and doughnuts. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to hand divide fermented doughs 2. Know how to hand mould and shape fermented doughs 3. Hand divide fermented doughs 4. Hand mould and shape fermented doughs Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 48 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others



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


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

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

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

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

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

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

readiness for further processing

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

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

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

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

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

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

readiness for further processing

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

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

clothing and equipment throughout dividing operations


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

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

clothing and equipment throughout moulding and shaping operations


Unit 218 Maintain food safety while working with food in a retail environment (B.21)

Level: 2 Credit value: 8 Unit aims This unit is about the learner’s responsibility for maintaining food safety. The unit applies to the learner if their main job role requires them to work in a food preparation area and involves any of these activities:

handling wrapped or unwrapped food including that subject to temperature control requirements (for example, in storage, display, in the bakery or on the deli counter)

preparing unwrapped food, including that subject to temperature control requirements

The unit is concerned with several aspects of food safety. Firstly, it is about the learner keeping themselves clean as they work and cleaning their work area as they go. Secondly, it involves following the company’s procedures for handling and processing food hygienically. Lastly, it is about making scheduled checks of food and food storage areas.

Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to maintain food safety while working with food in a retail environment 2. Maintain food safety while working with food in a retail environment




Communication

Working with Others

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

Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit The candidate may have undertaken formal food safety training that may contribute to the evidence for this unit.


Unit 218 Maintain food safety while working with food in a retail environment (B.21)


Outcome 1 Know how to maintain food safety while working with food in a retail environment

The learner can: 1. show that they know how personal hygiene and behaviour affect food safety in the

workplace 2. show that they know the types of illness the law requires them to report to their employer 3. show that they know why they must treat and cover open wounds and skin infections, and how

to do so 4. show that they know how food handling practices affect food safety in the workplace 5. show that they know why they must keep their immediate work area clean and tidy 6. show that they know the company’s schedules and procedures for cleaning the workplace

and why they must follow these 7. show that they know why they must keep certain foods at specified temperatures and how

to do so 8. show that they know their company’s schedule and procedures for checking and reporting

the condition of food and food storage areas, and why they must follow these 9. show that they know the main types of infestation; how these can happen; how to prevent

the main types of infestation; how to recognise the main types of infestation and what to do if they discover any of the main types of infestation

10. show that they know the main types of food safety hazard and cross contamination; how these can happen; how to prevent or reduce the risk of the main types of food safety hazard and cross contamination; and what to do if they discover indicators of food safety hazards or cross contamination

11. show that they know the causes of food spoilage, how to recognise food spoilage and what to do if they discover it

Outcome 2 Maintain food safety while working with food in a retail environment

The learner can: 1. keep themselves clean as they work, which means they:

keep their hair, skin and nails in a suitable condition for working with food

remove any jewellery and other accessories that could cause food safety hazards

wear clean clothes including any protective clothing the company provides

wear the company’s protective clothing correctly and change it when the company’s rules say they must

wash their hands at the right times and using effective methods

avoid unsafe behaviour that could contaminate the food they are working with

report any open wounds, skin infections and infectious illnesses promptly to the right person

make sure any open wounds and skin infections are treated and covered with a suitable dressing

2. keep their workspace in the right condition for working with food, which means they:

keep their immediate work area clean and tidy as they work

carry out any scheduled cleaning at the right times and in line with company procedures


keep tools, utensils and equipment in good working order, in a hygienic condition and stored correctly

3. work in a way that keeps food safe for customers, which means they:

follow company procedures to dispose of food waste promptly and hygienically

protect food from food safety hazards and cross contamination as they work

follow company procedures for dealing with contaminated food

follow company procedures for items that may cause allergic reactions

label products clearly with the correct use-by dates 4. check and record the condition of the food they are responsible for, which means they:

check food and food storage areas in line with the company’s schedules and procedures

follow company procedures for keeping accurate and complete records of the checks they make

follow company procedures for any indicators of potential food safety hazards they have authority to deal with

promptly report to the right person any indicators of potential food safety hazards they don’t have authority to deal with themselves


Unit 219 Assemble retail products in customer's home/workplace (C.11)

Level: 2 Credit value: 8 Unit aims This unit is about providing a service to customers at the customer’s home or other place of delivery. First, it involves loading and driving products to the customer’s premises. This includes planning delivery schedules that make the best use of time and other resources. The second part of the unit is about putting products together and testing them at the customer’s premises. It involves helping the customer understand how to install and use the product initially. This is not a selling role, but the learner should take opportunities to promote other products when they arise. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to transport retail products to the customer’s premises 2. Know how to put retail products together at the customer’s premises 3. Transport products to the customer’s premises 4. Put retail products together at the customer’s premises Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 41 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


Monitoring the candidate’s performance over a period of time is required to ensure the candidate’s ability to effectively organise deliveries, transport, assemble and demonstrate products to customers once installed in their chosen location in line with organisational requirements. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 219 Assemble retail products in customer's home/workplace (C.11)


Outcome 1 Know how to transport retail products to the customer’s premises

The learner can: 1. show that they know the equipment they need for putting products together and where to

get it 2. show that they know how to load products and equipment safely and securely 3. show that they know how to transport products and equipment safely and securely 4. show that they know how to protect products and equipment from damage while being

transported, and how to check that products and equipment are undamaged on arrival 5. show that they know why they should deliver products at the times agreed with customers 6. show that they know who needs to be told about any delays in making deliveries 7. show that they know how to plan schedules of deliveries that make the best use of time and

resources 8. show that they know how to protect their own health and safety when moving and

transporting products

Outcome 2 Know how to put retail products together at the customer’s premises

The learner can: 1. show that they know how to set up and install the range of products they are responsible for

at customers’ premises 2. show that they know how to protect the health and safety of themselves and others while

putting products together 3. show that they know the sources of information and advice that customers can consult about

the product and how to use it 4. show that they know the associated or additional products that can be promoted to

customers 5. show that they know how to judge when it is appropriate to promote associated or

additional products to customers 6. show that they know how to behave appropriately in the customer’s premises and

represent the company positively 7. show that they know how to explain the features of the product in ways that customers can

understand

Outcome 3 Transport products to the customer’s premises The learner can: 1. check the availability of the products they are due to deliver and the equipment the learner

needs for putting products together 2. load the correct products and equipment safely and securely 3. check that they have all the delivery details they need and that they know how to get to the

delivery address 4. transport products and equipment safely and keep products and equipment secure and

undamaged while in transit 5. deliver products at the times agreed with customers 6. let the right people know about any delays in making deliveries 7. plan a schedule of deliveries that makes the best use of time and other resources


Outcome 4 Put retail products together at the customer’s premises The learner can: 1. identify the exact place where the customer wants the product to be put together, from

information the customer provides 2. agree a suitable place for putting the product together if the customer’s chosen place is not

suitable 3. check accurately that all the basic features of the product are working properly 4. explain and demonstrate to the customer clearly and accurately how to use the product and

its basic features 5. provide clear explanations if the customer needs more help in understanding how to use the

product 6. tell the customer about any sources of information the customer can consult concerning the

product 7. promote additional or associated products to the customer where appropriate 8. behave appropriately in the customer’s premises and represent the company positively


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

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

Communication

Working with Others

Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. It is highly unlikely that this unit will be able to be observed therefore the evidence generated will be around the training undertaken and testimony of the Expert Witness to confirm the candidate’s competence.


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


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

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

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

understand the information the learner provides

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

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

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

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

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

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

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

and how the learner contributes to these


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

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

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

with returning of unsatisfactory goods

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

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

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

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

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

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

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

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

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

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

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


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

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

Communication

Working with Others

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


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


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


Outcome 1 Know how to demonstrate beauty products to retail customers

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

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

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

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

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

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

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

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

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

end of the demonstration without keeping customers waiting too long

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

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

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

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

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

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

interpret this information


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

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

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

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

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

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

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

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

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

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

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

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

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

return visits to the learner’s counter


Unit 222 Help customers to buy National Lottery products in a retail environment (C.37)

Level: 2 Credit value: 8 Unit aims Playing the National Lottery is a form of gambling and so is carefully regulated. Retailers who don’t keep to the relevant laws and regulations may no longer be allowed to sell National Lottery products. This unit is about the learner’s role in making sure the store keeps this source of income by selling National Lottery products in line with the law and the operator’s requirements. This involves knowing and following the relevant requirements, including following the law and the store’s policy with regard to under-age and vulnerable players. The unit is also about providing a service to customers by explaining the features of National Lottery products including the rules of play and odds of winning. Finally, the unit also involves taking payment and paying out prize money. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to sell National Lottery products to retail customers 2. Know how to follow procedures for retail sales of age-restricted products 3. Know how to provide service at point of sale in a retail store 4. Sell National Lottery products to retail customers 5. Follow procedures for retail sales of age restricted products 6. Provide service at point of sale in a retail store Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 54 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions, and the use of question and answer sessions to confirm knowledge and understanding. Monitoring the candidate’s performance over a period of time is required to ensure the candidate’s ability to effectively use the lottery terminal.



Unit 222 Help customers to buy National Lottery products in a retail environment (C.37)


Outcome 1 Know how to sell National Lottery products to retail customers

The learner can: 1. show that they know the role of the operator in promoting the National Lottery 2. show that they know the role of the National Lottery Commission in monitoring how the

National Lottery works 3. show that they know why there is concern about vulnerable players 4. show that they know their organisation’s policies and procedures for selling, and refusing to

sell, National Lottery products to vulnerable players 5. show that they know the main legal requirements relating to the National Lottery and

gambling in general, and how these affect selling National Lottery products 6. show that they know the features of the National Lottery products currently available,

including price, rules of play, methods of play and odds of winning 7. show that they know how to explain clearly to customers the features of National Lottery

products 8. show that they know how to compare different National Lottery products for customers 9. show that they know the operator’s policies and procedures for selling National Lottery

products 10. show that they know the operator’s requirements and the company’s procedures for

processing prize payouts 11. show that they know the purpose of the service terminal 12. show that they know how to use and maintain the service terminal 13. show that they know who to ask for help if the service terminal is not working properly

Outcome 2 Know how to follow procedures for retail sales of age-restricted products

The learner can: 1. show that they know which age restricted products they are authorised to sell 2. show that they know the age restrictions on the products they are authorised to sell, and what

can happen to the learner and the company if the learner does not keep within these restrictions

3. show that they know company policies and procedures for asking for proof of age, including the types of proof which may be accepted

4. show that they know the company’s policies and procedures for refusing sales of age-restricted products

5. show that they know why they should ask for proof of age and refuse sales in ways that are both firm and polite, and how to do so


Outcome 3 Know how to provide service at point of sale in a retail store The learner can: 1. show that they know how to keep cash and other payments secure 2. show that they know the types of payment that they are authorised to receive 3. show that they know the procedures for authorising non cash transactions 4. show that they know how to check for and identify counterfeit payments 5. show that they know how to check for stolen cash equivalents 6. show that they know how to deal with customers offering suspect payments 7. show that they know the relevant legal rights, duties and responsibilities 8. show that they know the company’s procedures for taking payments 9. show that they know the company’s procedures for dealing with suspected fraud

Outcome 4 Sell National Lottery products to retail customers The learner can: 1. use and maintain the service terminal in line with the operator’s policies and procedures 2. keep to all relevant laws, regulations and organisational policies and procedures for selling

National Lottery products to vulnerable players 3. explain the rules of the game clearly and accurately to customers, when customers ask 4. explain clearly and accurately to customers how to play the game, when customers ask 5. explain to customers clearly and accurately the differences between National Lottery

products in terms of price, method of play and odds of winning 6. process prize payouts in line with the operator’s requirements and the company’s

procedures 7. promptly ask the appropriate person for help when the service terminal is not working

properly

Outcome 5 Follow procedures for retail sales of age restricted products The learner can: 1. follow legal requirements and company policies and procedures for asking for proof of age 2. when proof of the customer’s age is needed, make the sale only if the customer provides it and

it meets legal and company conditions 3. follow legal requirements and company policies and procedures for refusing sales 4. refuse politely and firmly to make sales that are against the law or any procedures and

policies the learner must follow 5. explain clearly and accurately to customers what proof of age can be accepted

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

customers who are waiting for help


Unit 223 Keep stock on sale at required levels in a retail environment (B.5)

Level: 2 Credit value: 3 Unit aims This unit is about two aspects of keeping the right levels of stock on sale. The first concerns using the stock control system to help anticipate how much stock will be needed, while there is still enough time to order it. The second is about ordering stock on time, and making sure it reaches the sales floor as needed. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to check the level of stock on sale in a retail environment 2. Know how to replenish stock on sale in a retail environment 3. Check the level of stock on sale in a retail environment 4. Replenish stock on sale in a retail environment Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 20 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessments should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole unit including the use of a stock control system. Evidence from observation alone may not be sufficient to support a judgement that the candidate can consistently achieve the standard. Therefore the use of witness testimony, professional discussions, candidate reports and question and answer sessions may be required to back up assessor observations. Work records used by the candidate to monitor stock levels and stock requirements should be used where possible to provide evidence of consistency. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 223 Keep stock on sale at required levels in a retail environment (B.5)


Outcome 1 Know how to check the level of stock on sale in a retail environment

The learner can: 1. show that they know why the store needs to carry the right levels of stock 2. show that they know why the quality of stock needs checking regularly 3. show that they know the maximum and minimum levels of stock that need to be on display 4. show that they know the factors that can affect demand for stock, and how to work out how

often to check stock levels 5. show that they know how to plan and organise their time so that they check stock at suitable

intervals 6. show that they know how to use the stock control system to identify current stock levels,

the stock levels needed and any shortfalls in stock 7. show that they know how to identify unsaleable stock 8. show that they know how to deal with unsaleable stock 9. the stock control system to reflect changes in stock levels the stock control system to reflect

changes in stock levels

Outcome 2 Know how to replenish stock on sale in a retail environment The learner can: 1. show that they know how to use the stock control system to identify the types and

quantities of stock to order 2. show that they know how to prepare and send orders for stock, and why they should do so

accurately and at the right times 3. show that they know how to prepare different types of stock for sale 4. show that they know company procedures for getting rid of packaging waste 5. show that they know how to decide when to move stock to the sales floor and the

arrangements to make for moving stock 6. show that they know why stock needs rotating 7. show that they know how to rotate stock correctly and without disturbing other people any

more than needed 8. show that they know why they should regularly check demand for stock 9. show that they know and understand the factors that can affect demand 10. show that they know who to approach with suggestions for changes to the levels of stock

carried 11. show that they know how to present a clearly reasoned case for changing the levels of stock

carried


Outcome 3 Check the level of stock on sale in a retail environment The learner can: 1. use the stock control system to identify current stock levels, the stock levels needed and any

shortfalls in stock 2. work out how often to check stock so that there will be enough time to replace stocks before

they run out 3. check stock levels at suitable intervals 4. tell the right person promptly when stock needs replacing 5. notice when stock is no longer saleable, promptly remove it from sale and update the stock

control system

Outcome 4 Replenish stock on sale in a retail environment The learner can: 1. order enough stock to maintain the correct levels 2. prepare stock for sale within the time allowed 3. arrange for stock to be moved to the sales floor when it is needed 4. rotate stock correctly and with the least possible disturbance to other people 5. follow company procedures for getting rid of packaging waste 6. update the stock control system promptly, accurately and completely 7. notice changes in demand for stock and decide what stock levels are suitable 8. suggest realistic changes to the right person and give reasons for their recommendations


Unit 224 Display stock to promote sales to customers in a retail environment (C.2)

Level: 2 Credit value: 6 Unit aims This unit is about three aspects of displaying stock attractively. Firstly, it involves checking that the display area is suitable and preparing to set up the display. Secondly, it is about setting up and dismantling displays. Thirdly, it is concerned with labelling stock on display. This unit is suitable for sales assistants who are not visual merchandising specialists. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to prepare display areas and materials in a retail store 2. Know how to set up and dismantle displays in a retail store 3. Know how to label displays of stock in a retail store 4. Prepare display areas and materials in a retail store 5. Set up and dismantle displays in a retail store 6. Label displays of stock in a retail store Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 34 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas: Communication Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. Copies of sketches and notes produced in the planning process may provide useful product evidence. Backed up by professional discussions whilst reviewing the dismantling and setting up of the display area. It is important that the candidate is able to consistently and accurately label stock. The use of questioning to confirm knowledge and understanding will be a valuable assessment method to ensure coverage of this unit. Monitoring the candidate’s performance over a period time whilst preparing, setting up and labelling new stock and existing stock for display will be required to ensure the candidate’s ability to work consistently.


Unit 224 Display stock to promote sales to customers in a retail environment (C.2)


Outcome 1 Know how to prepare display areas and materials in a retail store

The learner can: 1. show that they know why they need to be clear about display requirements for stock, space,

position of the display and dates, and where to get this information 2. show that they know who to ask for advice and help in solving problems with display plans 3. show that they know how to identify what they need for a display from plans and sketches 4. show that they know why they must check for possible dangers to health and safety before

setting up displays 5. show that they know how to check whether displays will cause an obstruction

Outcome 2 Know how to set up and dismantle displays in a retail store The learner can: 1. show that they know the value of displays and promoting new products 2. show that they know how placing products in specific places attracts attention and promotes

sales 3. show that they know how to use space effectively when displaying products 4. show that they know why they must check for possible dangers to health and safety when

setting up and dismantling displays 5. show that they know how to check that the equipment they need to use is in working order 6. show that they know why they should clean and store the materials and equipment they use

in displays and get rid of waste safely 7. show that they know how to identify and correct unsafe displays

Outcome 3 Know how to label displays of stock in a retail store The learner can: 1. show that they know how proper labelling promotes sales 2. show that they know the legal requirements for labelling and what can happen if the learner

does not meet these 3. show that they know the importance of checking that labels are clear and accurate 4. show that they know who to tell about information that may need changing on labels 5. show that they know how to use labelling materials and equipment efficiently and effectively

Outcome 4 Prepare display areas and materials in a retail store The learner can: 1. identify what they need for the display in relation to stock, space, position of the display and

dates 2. ask for clarification promptly when they are not sure what they need for the display 3. check that the display will not cause an obstruction, and report any problems promptly to the

right person 4. check that the display area is the right size and report any problems promptly to the right

person 5. gather the materials, equipment and stock they need for the display and check that these

are clean, safe and in good working order 6. follow company procedures for clearing, cleaning and preparing the display area before use


Outcome 5 Set up and dismantle displays in a retail store The learner can: 1. set up and dismantle the display safely, in line with plans and within the time allowed 2. check that the display is clean, tidy and safe for use once they have set it up 3. check that the display has the levels of stock needed 4. clean and store equipment and excess materials and get rid of waste safely, correctly and

promptly 5. disturb other people as little as possible while setting up and dismantling displays

Outcome 6 Label displays of stock in a retail store The learner can: 1. check the requirements for labelling stock 2. check that the information on the label is clear, accurate and legal before starting to label stock 3. report promptly and to the right person any information on labels that may need changing 4. attach the right labels to the right products 5. fasten labels securely and in positions where customers can see the labels clearly 6. complete labelling within the time allowed


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

Level: 2 Credit value: 7 Unit aims This unit is for visual merchandising specialists and is about planning and preparing visual merchandising displays within the guidelines provided by the learner’s manager. It involves interpreting design briefs and getting hold of the merchandise and props needed for the display. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to interpret design briefs for retail displays 2. Know how to get hold of merchandise and props to be featured in retail displays 3. Interpret design briefs for retail displays 4. Get hold of merchandise and props to be featured in retail displays Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 33 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. Copies of sketches and notes produced in the planning process may provide useful product evidence. Backed up by professional discussions whilst reviewing the completed display. It is important that the candidate is able to consistently and accurately display stock to organisational guidelines. The use of questioning to confirm knowledge and understanding will be a valuable assessment method to ensure coverage of this unit. Monitoring the candidate’s performance over a period of time whilst planning, preparing, setting up and displaying products will be required to ensure the candidate’s ability to work consistently.


Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit. The candidate may have undertaken formal visual merchandising training that may contribute to the evidence for this unit.


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


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

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

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

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

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

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

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

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

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

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

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

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

display, and how to do this

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

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

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


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

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

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

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

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


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

Level: 2 Credit value: 8 Unit aims This unit is for visual merchandising specialists. It is about following guidelines for dressing in-store and window displays in ways that promote sales. It involves making judgements about how best to achieve the visual effect needed, while working within the company’s policy for visual design. It is also about evaluating finished displays and sorting out any problems the learner identifies. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to dress in-store displays to guidelines 2. Know how to dress window displays to guidelines 3. Know how to evaluate and improve retail displays 4. Dress in-store displays to guidelines 5. Dress window displays to guidelines 6. Evaluate and improve retail displays Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 48 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


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


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

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

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

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

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

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

displays

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

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

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

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

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

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

displays


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

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

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

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

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

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

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

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

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

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

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

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

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

responsible for sorting out themselves


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

Level: 2 Credit value: 3 Unit aims This unit is for visual merchandising specialists and is about ordering graphic materials and positioning them in displays. Firstly, it is about ordering the right quantity and quality of graphics, signs and tickets within the available budget and checking the progress of orders to ensure that requirements are met. Secondly, it is about positioning graphics, signs and tickets so that they support the purpose of the display and meet all relevant requirements. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to order graphic materials to meet retail display needs 2. Know how to position graphic materials to support retail displays 3. Order graphic materials to meet retail display needs 4. Position graphic materials to support retail displays Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 18 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others



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


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

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

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

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

materials, and the importance of sticking to these

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

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

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

merchandise

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

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

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

requirements


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

Level: 2 Credit value: 13 Unit aims This unit is for visual merchandising specialists. It is about dismantling displays and deciding what to do with the display parts. This involves returning borrowed merchandise, disposing of unwanted materials and cleaning the display sites and parts. It also involves storing equipment, props and graphics carefully so that these remain in good condition and can easily be found again when needed. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to dismantle retail displays 2. Know how to store equipment, props and graphics for retail displays 3. Dismantle retail displays 4. Store equipment, props and graphics for retail displays Notional and guided learning hours It is recommended that 130 hours should be allocated for this unit, 70 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others



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


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

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

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

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

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

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

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

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

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


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

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

to those with a right to these


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

Level: 2 Credit value: 10 Unit aims This unit is for visual merchandising specialists and is all about making props for displays. Firstly, it is about using design information to identify the props and prototypes needed and working out how to get hold of these items. It also covers making life-size replicas and scale models as well as decorating fixtures and panels for using in displays in stores. Learning outcomes There are eight learning outcomes to this unit. The learner will be able to: 1. Know how to confirm the requirements for props and prototypes for retail displays 2. Know how to make life-size copies of items for retail displays 3. Know how to make scale models of items for retail displays 4. Know how to decorate fixtures and panels for retail displays 5. Confirm the requirements for props and prototypes for retail displays 6. Make life-size copies of items for retail displays 7. Make scale models of items for retail displays 8. Decorate fixtures and panels for retail displays Notional and guided learning hours It is recommended that 100 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


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


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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

agreed deadlines


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

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

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

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

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

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

these by the agreed deadlines

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

with the design brief and is completed within agreed deadlines


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

Level: 2 Credit value: 8 Unit aims This unit is for visual merchandising specialists and is all about assembling displays. Firstly, it involves interpreting diagrams of layouts for displays. As well as identifying the features of layouts, such as where to put layouts and what is needed to create layouts, the learner needs to be able to work out what they need to do to put layouts together. The second aspect of the unit is about putting layouts together accurately within the guidelines provided and introducing creative effects when appropriate. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to interpret retail display layout requirements from plans, elevations and drawings 2. Know how to follow guidelines for putting retail display layouts together 3. Interpret retail display layout requirements from plans, elevations and drawings 4. Follow guidelines for putting retail display layouts together Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 49 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others



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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

problems out


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

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

guidelines


Unit 231 Process payments for purchases in a retail environment (C.8)

Level: 2 Credit value: 5 Unit aims This unit is all about providing service to the customer at point of sale (POS). It involves sorting out pricing problems, spotting faulty goods, checking that payments are acceptable and storing payments securely. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to work out the price of customers’ retail purchases 2. Know how to provide service at point of sale in a retail store 3. Work out the price of customers’ retail purchases 4. Provide service at point of sale in a retail store Notional and guided learning hours It is recommended that 50 hours should be allocated for this unit, 41 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the most appropriate method of assessment for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. The nature of this outcome means that direct observation of all performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions and the use of question and answer sessions to confirm knowledge and understanding. Monitoring of the candidate’s ability to calculate and process payments at the till point using the types of tender accepted by the organisation during both busy and normal trading periods. The period of assessment will vary according to the retail outlet.


Unit 231 Process payments for purchases in a retail environment (C.8)


Outcome 1 Know how to work out the price of customers’ retail purchases

The learner can: 1. show that they know how to identify and check prices in their own store 2. show that they know how to identify any current discounts and special offers 3. show that they know where to find information and advice on pricing 4. show that they know company procedures for working out payments 5. show that they know common methods of working out payments including point-of-sale

technology, electronic calculators and longhand 6. show that they know the customer’s rights and the company’s duties and responsibilities in

relation to the pricing of goods

Outcome 2 Know how to provide service at point of sale in a retail store The learner can: 1. show that they know how to keep cash and other payments secure 2. show that they know the types of payment that they are authorised to receive 3. show that they know procedures for authorising non cash transactions 4. show that they know how to check for and identify counterfeit payments 5. show that they know how to check for stolen cash equivalents 6. show that they know how to deal with customers offering suspect payments 7. show that they know the relevant legal rights, duties and responsibilities 8. show that they know company procedures for taking payments 9. show that they know company procedures for dealing with suspected fraud

Outcome 3 Work out the price of customers’ retail purchases The learner can: 1. accurately identify the price of purchases 2. promptly sort out any pricing problems by referring to pricing information 3. get advice promptly from the right person when they cannot sort out pricing problems

themselves 4. work out accurately the amount the customer should pay




Unit 232 Process payments and credit applications for purchases in a retail environment (C.9)

Level: 2 Credit value: 7 Unit aims This unit is about two ways of helping customers pay for their purchases. The first is all about providing service to the customer at point of sale (POS). It involves sorting out pricing problems, spotting faulty goods, checking that payments are acceptable and storing payments securely. Secondly, the unit involves explaining the available credit facilities to customers and processing credit applications. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to work out the price of customers’ retail purchases 2. Know how to provide service at point of sale in a retail store 3. Know how to process applications from retail customers for credit facilities 4. Work out the price of customers’ retail purchases 5. Provide service at point of sale in a retail store 6. Process applications from retail customers for credit facilities. Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 51 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

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


professional discussions and the use of question and answer sessions to confirm knowledge and understanding. Inspection of documentation completed by the candidate when processing credit applications. Monitoring the candidate’s performance over a period of time is required to ensure the candidate’s ability to effectively process applications from customers for credit facilities in line with organisational requirements. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 232 Process payments and credit applications for purchases in a retail environment (C.9)


Outcome 1 Know how to work out the price of customers’ retail purchases

The learner can: 1. show that they know how to identify and check prices in their own store 2. show that they know how to identify any current discounts and special offers 3. show that they know where to find information and advice on pricing 4. show that they know the company’s procedures for working out payments 5. show that they know the common methods of working out payments including point-of-sale

technology, electronic calculators and longhand 6. show that they know the customer’s rights and the company’s duties and responsibilities in

relation to the pricing of goods

Outcome 2 Know how to provide service at point of sale in a retail store The learner can: 1. show that they know how to keep cash and other payments secure 2. show that they know the types of payment that they are authorised to receive 3. show that they know procedures for authorising non cash transactions 4. show that they know how to check for and identify counterfeit payments 5. show that they know how to check for stolen cash equivalents 6. show that they know how to deal with customers offering suspect payments 7. show that they know the relevant legal rights, duties and responsibilities 8. show that they know the company’s procedures for taking payments 9. show that they know the company’s procedures for dealing with suspected fraud

Outcome 3 Know how to process applications from retail customers for credit facilities

The learner can: 1. show that they know the features and conditions of the credit facilities offered by the

company 2. show that they know the legal and company requirements for giving information to customers

when offering customers credit facilities 3. show that they know legal and company procedures for carrying out credit checks and getting

authorisation for credit facilities 4. show that they know who to approach for advice and help in sorting out difficulties in

processing applications

Outcome 4 Work out the price of customers’ retail purchases The learner can: 1. accurately identify the price of purchases 2. promptly sort out any pricing problems by referring to pricing information 3. get advice promptly from the right person when the learner cannot sort out pricing problems

themselves 4. work out accurately the amount the customer should pay




Outcome 6 Process applications from retail customers for credit facilities. The learner can: 1. identify the customer’s needs for credit facilities 2. clearly explain to the customer the features and conditions of credit facilities 3. provide enough time and opportunities for the customer to ask for clarification or more

information 4. accurately fill in the documents needed to allow the customer to get credit 5. successfully carry out the necessary credit checks and authorisation procedures 6. promptly refer difficulties in processing applications to the right person


Unit 233 Process cash and credit transactions in a retail environment (C.10)

Level: 2 Credit value: 7 Unit aims This unit is about three behind-the-scenes aspects of administering customers’ credit accounts. Firstly, it is about monitoring credit accounts to ensure that customers are keeping up payments and not exceeding set credit limits. Secondly, it concerns processing customer payments. Thirdly, the unit involves reconciling customer accounts and investigating problems. Learning outcomes There are six learning outcomes to this unit. The learner will be able to: 1. Know how to process retail customer credit 2. Know how to process payments made to retail customer accounts 3. Know how to reconcile retail customer accounts 4. Process retail customer credit 5. Process payments made to retail customer accounts 6. Reconcile retail customer accounts Notional and guided learning hours It is recommended that 70 hours should be allocated for this unit, 51 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: Specialist Unit If the assessor does not have the technical competence expert witness testimony must be sought from a person with suitable current experience, to confirm the candidate’s competence. The nature of this outcome means evidence collection may need to be carefully and sensitively planned. Direct observation of all performance criteria by the assessor may not the most appropriate method of evidence collection. Performance evidence may exist in the form of customer accounts. This may be supplemented by questioning the candidate on the actions that they have taken in controlling cash and credit transactions.


However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions, the use of question and answer sessions to confirm knowledge and understanding. Monitoring of the candidate’s ability to calculate and post payments onto the company system recording the method of tender used. Reconciling the day book and month end figures for customer payments. The period of assessment will vary according to the retail outlet. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 233 Process cash and credit transactions in a retail environment (C.10)


Outcome 1 Know how to process retail customer credit The learner can: 1. show that they know the risks to the company of offering credit to customers 2. show that they know how to see if a customer is suitable for credit 3. show that they know the company’s guidelines for setting customer credit limits 4. show that they know how to check customer accounts effectively, including how to identify

overdue payments and customers who have gone over their credit limits 5. show that they know the company’s guidelines for managing customers who go over their

credit limits 6. show that they know the legal rights and obligations of customers and retailers in relation to

credit 7. show that they know the company’s policies for crediting the cost of returned goods to

customer accounts 8. show that they know the procedures carried out by the automated billing system

Outcome 2 Know how to process payments made to retail customer accounts

The learner can: 1. show that they know the acceptable ways for customers to make payments 2. show that they know how to process cash and non cash payments 3. show that they know what counts as legal tender in their country 4. show that they know how to spot counterfeit payments 5. show that they know the company’s procedures for storing cash and cash equivalents

securely

Outcome 3 Know how to reconcile retail customer accounts The learner can: 1. show that they know why accurate financial checks are needed 2. show that they know how to reconcile customer accounts accurately 3. show that they know the types of problem that they are responsible for sorting out, and how to

identify and sort these out 4. show that they know who to approach for advice and help in sorting out problems that the

learner cannot sort out or that are beyond the learner’s responsibility and control

Outcome 4 Process retail customer credit The learner can: 1. follow company guidelines for setting customer credit limits 2. check customer accounts accurately and at suitable intervals to check that payments are up to

date 3. promptly investigate reasons for missed payments and accurately record their findings 4. identify customers who go over the set credit limits and report these findings promptly to

the right person 5. act promptly and within company guidelines to deal with customers who go over the set

credit limits 6. report to the right person the results of the action the learner takes to deal with customers

who go over the set credit limits


Outcome 5 Process payments made to retail customer accounts The learner can: 1. check that payments from customers are valid and accurate 2. record payments from customers promptly and accurately 3. record clearly and accurately the reasons why payments are overdue 4. identify problems accurately and sort them out promptly 5. tell the right person promptly about any problems that the learner cannot sort out 6. store collected payments securely and in line with company procedures

Outcome 6 Reconcile retail customer accounts The learner can: 1. check that charges made to customer accounts are correct 2. check that credits made to customer accounts are correct 3. identify and sort out problems with customer accounts 4. tell the right person about problems with customer accounts that the learner cannot sort

out or that are beyond the learner’s responsibility and control


Unit 234 Follow point-of-sale procedures for age-restricted products in a retail environment (C.36)

Level: 2 Credit value: 8 Unit aims This unit is about the learner’s responsibility for selling certain products only to customers who are old enough to buy those products legally. The learner needs to keep to the law and company policies and procedures. The learner also needs to refuse sales when necessary, in ways that promote customer goodwill as far as possible in the circumstances. Under current law, age-restricted products include:

air guns and pellets

alcohol

caps, cracker snaps, novelty matches, party poppers, serpents and throwdowns

fireworks

lighter refills containing butane

liqueur chocolates

lottery tickets and Instant Win cards

offensive weapons, including knives

tobacco products

videos, DVDs and computer games classified 12, 15 and 18

volatile substances and solvents The unit also involves taking payment for age restricted goods if the customer is old enough to buy them legally. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to follow procedures for retail sales of age-restricted products 2. Know how to provide service at point of sale in a retail store 3. Follow procedures for retail sales of age restricted products 4. Provide service at point of sale in a retail store Notional and guided learning hours It is recommended that 80 hours should be allocated for this unit, 56 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail.



Communication

Working with Others

Problem Solving Unit Assessment: General Unit The nature of this outcome means evidence collection may need to be carefully and sensitively planned. Direct observation of all performance criteria by the assessor may not the most appropriate method of evidence collection. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve witness testimony, professional discussions, the use of question and answer sessions to confirm knowledge and understanding. The period of assessment will vary according to the retail outlet. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 234 Follow point-of-sale procedures for age-restricted products in a retail environment (C.36)


Outcome 1 Know how to follow procedures for retail sales of age-restricted products

The learner can: 1. show that they know which age restricted products they are authorised to sell 2. show that they know the age restrictions on the products they are authorised to sell, and what

can happen to the learner and the company if the learner does not keep within these restrictions

3. show that they know company policies and procedures for asking for proof of age, including the types of proof which may be accepted

4. show that they know the company’s policies and procedures for refusing sales of age-restricted products

5. show that they know why they should ask for proof of age and refuse sales in ways that are both firm and polite, and how to do so

Outcome 2 Know how to provide service at point of sale in a retail store The learner can: 1. show that they know how to keep cash and other payments secure 2. show that they know the types of payment that they are authorised to receive 3. show that they know the procedures for authorising non cash transactions 4. show that they know how to check for and identify counterfeit payments 5. show that they know how to check for stolen cash equivalents 6. show that they know how to deal with customers offering suspect payments 7. show that they know the relevant legal rights, duties and responsibilities 8. show that they know the company’s procedures for taking payments 9. show that they know the company’s procedures for dealing with suspected fraud

Outcome 3 Follow procedures for retail sales of age restricted products The learner can: 1. follow legal requirements and company policies and procedures for asking for proof of age 2. when proof of the customer’s age is needed, make the sale only if the customer provides it and

it meets legal and company conditions 3. follow legal requirements and company policies and procedures for refusing sales 4. refuse politely and firmly to make sales that are against the law or any procedures and

policies the learner must follow 5. explain clearly and accurately to customers what proof of age can be accepted


Unit 235 Process returned goods and materials in a retail environment (B.7)

Level: 2 Credit value: 3 Unit aims This unit is suitable for candidates who work on the shop floor and deal with customers face-to-face, as well as for candidates in behind-the-scenes roles dealing with customers by telephone or e-mail for example. The unit involves firstly the learner telling the customer what the learner can do to help the customer return unwanted goods, and secondly the learner taking suitable action such as requesting a refund or picking out replacement goods. In stores where the POS system automatically updates the stock control system, criterion 4.3 can be achieved simply by scanning the returned goods at the POS. Knowing this procedure and its effects will count as knowing how to update the stock control system under 2.3. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to help retail customers who need to return goods 2. Know how to process returns of retail goods 3. Help retail customers who need to return goods 4. Process returns of retail goods Notional and guided learning hours It is recommended that 30 hours should be allocated for this unit, 18 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the appropriate assessment method for the majority of this unit. Assessments should be undertaken through naturally occurring work activities. The assessment should be planned to cover the whole of the unit. It is unlikely that you will be able to demonstrate competence in less than four weeks. Witness testimonies may be used to support assessor observations. Professional discussions may have limited value for this unit.


Supplementary evidence for this unit could include a statement about your organisation’s policy on returns, returns documentation, stock control records and candidate statements. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessment must record both the question asked and your answer as evidence. Specific Evidence Requirement: Simulation is not allowed for any performance evidence within this unit.


Unit 235 Process returned goods and materials in a retail environment (B.7)


Outcome 1 Know how to help retail customers who need to return goods The learner can: 1. show that they know the main reasons customers might have for returning goods 2. show that they know the customer’s legal rights to replacements and refunds 3. show that they know the company’s policies and procedures for replacements and refunds,

including proof of purchase 4. show that they know how much authority they have to agree to replacements and refunds,

and who to ask for help when the learner needs authorisation 5. show that they know any charges that apply when their company is not at fault 6. show that they know where to find replacement goods 7. show that they know company procedures for preparing replacement goods for giving or

sending to the customer 8. show that they know how customers should return unwanted goods

Outcome 2 Know how to process returns of retail goods The learner can: 1. show that they know who can raise credit notes and refund payments, and the information

this person needs 2. show that they know how to update the stock control system accurately and fully and why they

should do so promptly 3. show that they know how to label goods for return to the supplier or manufacturer 4. show that they know where to place returned goods that cannot be re sold 5. show that they know where to place returned goods that can be re-sold

Outcome 3 Help retail customers who need to return goods The learner can: 1. check clearly and politely with the customer what goods the customer wants to return and

the customer’s reasons 2. apologise promptly if their company appears to be at fault 3. follow legal and company requirements for offering replacements and refunds, and explain

these to the customer clearly and politely 4. explain to the customer clearly and politely the action the learner is going to take, and any

charges that apply 5. pick out accurately the replacement goods and follow company procedures for preparing

them to be given or sent to the customer 6. explain to the customer accurately, clearly and politely the arrangements for returning the

unwanted goods


Outcome 4 Process returns of retail goods The learner can: 1. check accurately the type, quantity and condition of returned goods 2. give accurate and complete information to the person who can raise a credit note or refund the

payment 3. update the stock control system promptly, accurately and fully 4. label clearly any goods that are to be returned to the supplier or manufacturer 5. move returned goods to the correct place and position unsaleable goods separately from

sales stock


Unit 236 Give customers a positive impression of yourself and your organisation (Institute of Customer Service) (D.1)

Level: 2 Credit value: 5 Unit aims Excellent customer service is provided by people who are good with people. The learner’s behaviour affects the impression that customers form of the service they are receiving. This unit is all about how the learner communicates with customers and gives a positive impression of themselves whenever they deal with a customer. By doing this the learner will also be giving a positive impression of the store and the customer service it provides. All of us enjoy the experience of good customer service if we feel that the person serving us really wants to create the right impression, respond to us and give us good information. Every detail of the learner’s behaviour when dealing with a customer counts. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to give customers a positive impression of the learner and the learner’s organisation 2. Establish effective rapport with customers 3. Respond appropriately to customers 4. Communicate information to customers Notional and guided learning hours It is recommended that 50 hours should be allocated for this unit, 20 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Professional discussion combined with assessor observed performance is the most appropriate assessment methods for this unit. Assessment for this unit will be undertaken through naturally occurring work activities.


Direct observation of all the performance criteria by the assessor may not be cost effective or viable. However, the assessor must collect sufficient valid and reliable evidence of the candidate’s ability to work competently. This may involve using candidate statements, witness testimony, and question and answer sessions. Assessing the candidate’s ability to present a positive image over a period of time will ensure consistency of performance. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessor must record both the question asked and your answer as evidence. Specific Evidence Requirement: Evidence collected in a realistic working environment or a work placement is permissible. (a) You must provide evidence of creating a positive impression with customers: during routine delivery of customer service, during a busy period for your organisation, during a quiet period for your organisation, when people, systems or resources have let you down. (b) You need to prove that you have dealt with customers who: have different needs and expectations, appear angry or confused, and behave unconventionally. (c) Your evidence must show that you respond to customers using your organisation’s procedures and guidelines. (d) Your communication with customers may be face to face, in writing, by telephone, text message, e-mail, internet, intranet or by any other method you would be expected to use within your job role. (e) You must prove that you communicate with customers effectively by providing evidence that you: use appropriate spoken or written language, apply the conventions and rules appropriate to the method of communication you have chosen


Unit 236 Give customers a positive impression of yourself and your organisation (Institute of Customer Service) (D.1)


Outcome 1 Know how to give customers a positive impression of the learner and the learner’s organisation

The learner can: 1. show that they know the organisation’s standards for appearance and behaviour 2. show that they know the organisation’s guidelines for how to recognise what the customer

wants and respond appropriately 3. show that they know the organisation’s rules and procedures regarding the methods of

communication the learner uses 4. show that they know how to recognise when a customer is angry or confused 5. show that they know the organisation’s standards for timeliness in responding to customer

questions and requests for information

Outcome 2 Establish effective rapport with customers The learner can: 1. meet the organisation’s standards of appearance and behaviour 2. greet the customer respectfully and in a friendly manner 3. communicate with the customer in a way that makes the customer feel valued and respected 4. identify and confirm the customer’s expectations 5. treat the customer courteously and helpfully at all times 6. keep the customer informed and reassured 7. adapt their behaviour to respond effectively to different customer behaviour

Outcome 3 Respond appropriately to customers The learner can: 1. respond promptly to a customer seeking assistance 2. select the most appropriate way of communicating with the customer 3. check with the customer that the learner has fully understood the customer’s expectations 4. respond promptly and positively to the customers' questions and comments 5. allow the customer time to consider the learner’s response and give further explanation

when appropriate

Outcome 4 Communicate information to customers The learner can: 1. quickly locate information that will help the customer 2. give the customer the information the customer needs about the services or products offered

by the organisation 3. recognise information that the customer might find complicated and check whether the

customer fully understands 4. explain clearly to the customer any reasons why the customer’s needs or expectations

cannot be met


Unit 237 Support customer service improvements (Institute of Customer Service) (D.2)

Level: 2 Credit value: 5 Unit aims Stores change the way they deliver service to their customers because customer expectations rise and because other stores improve the services they offer. Often the most important ideas about how to improve customer service come from people dealing directly with customers. The learner’s job involves delivering customer service. If the learner’s store has decided to make changes, it is the learner’s job to support them and to present them positively to their customers. Also, by listening to customer comments the learner may have their own ideas about how the service they deliver could be improved. This unit is all about how the learner provides support for changes that their store has introduced. In addition, it covers how the learner presents their own ideas for improvements to someone in their organisation who can authorise trying out the change. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to support customer service improvements 2. Use feedback to identify potential customer service improvements 3. Contribute to the implementation of changes in customer service 4. Assist with the evaluation of changes in customer service Notional and guided learning hours It is recommended that 50 hours should be allocated for this unit, 14 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Professional discussion combined with assessor observed performance is the most appropriate assessment methods for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities. Direct observation of all the performance criteria by the assessor may not be cost-effective or viable. However, sufficient valid and reliable evidence of the candidate’s competence to meet all the criteria consistently must be collected. This may involve using candidate statements, witness testimony, and question and answer sessions.


You must supply all the evidence from work you have carried out with customers in your workplace. Your customers can be internal or external to the organisation or a combination of both. You must prove that you have worked to support customer service improvements within your organisation. Monitoring the candidate’s performance over a period of time will be required for this unit. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessor must record both the question asked and your answer as evidence. Specific Evidence Requirement: Evidence collected in a realistic working environment or a work placement is permissible. (a) You must prove that you have: contributed to improving customer service through your own efforts, contributed to improving customer service by working with others. (b) Your evidence must cover at least two changes with which you have been actively involved. In each case you must be able to identify the part you played in: linking customer feedback with the reasons for the change, implementing the change, gathering customer reactions to the change. (c) Your evidence for each change must show how: the change has improved customer service, your customers have reacted to the change. (d) Each change that is part of your evidence must be significant enough for a regular customer to notice that the services or products you are delivering are different or that the way you and your colleagues deliver the services or products is different


Unit 237 Support customer service improvements (Institute of Customer Service) (D.2)


Outcome 1 Know how to support customer service improvements The learner can: 1. show that they know how customer experience is influenced by the way service is delivered 2. show that they know how customer feedback is obtained 3. show that they know how to work with others to identify and support change in the way service

is delivered 4. show that they know why it is important to give a positive impression to their customer

about the changes made by the learner’s organisation even if the learner disagrees with those changes

Outcome 2 Use feedback to identify potential customer service improvements

The learner can: 1. gather informal feedback from their customers 2. use customer feedback procedures to collect information from their customers 3. use the information from their customers to develop a better understanding of customers’

customer service experience 4. identify ways the service they give could be improved based on information they have

gathered 5. share their ideas for improving customer service with colleagues

Outcome 3 Contribute to the implementation of changes in customer service

The learner can: 1. identify a possible change that could be made to improve customer service 2. present their idea for improving customer service to a colleague with the appropriate authority

to approve the change 3. carry out changes to customer service procedures based on their own idea or proposed by their

organisation 4. keep their customers informed of changes to customer service 5. give customers a positive impression of changes that have been made 6. work positively with others to support customer service changes

Outcome 4 Assist with the evaluation of changes in customer service The learner can: 1. discuss with others how changes to customer service are working 2. work with others to identify any negative effects of changes and how these can be avoided


Unit 238 Resolve customer service problems (Institute of Customer Service) (D.3)

Level: 2 Credit value: 6 Unit aims This unit is all about what to do when it is difficult to meet customer expectations. Even if the service the learner gives is excellent, some customers will experience problems. Part of the learner’s job is to help to resolve those problems. A problem is anything that means customer expectations are not being met. This may be because the customer’s expectations involve more than the learner can offer or because service procedures have not been followed. Some problems are reported by customers and sometimes the learner spots the problem first and resolves it before their customer has even noticed. As soon as the learner is aware of a problem, they need to consider the options and then choose a way to put it right. This unit is particularly important in customer service because many customers judge how good the customer service of a store is by the way problems are handled. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to resolve customer service problems 2. Spot customer service problems 3. Pick the best solution to resolve customer service problems 4. Take action to resolve customer service problems Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 27 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Professional discussion combined with assessor observed performance is the most appropriate assessment methods for the majority of this unit. Assessment for this unit will be undertaken through naturally occurring work activities; simulation is not acceptable for assessment purposes.


Direct observation of all the performance criteria by the assessor may not be cost-effective or viable. However, sufficient valid and reliable evidence of the candidate’s competence to meet all the criteria consistently must be collected. This may involve using candidate statements, witness testimony, and question and answer sessions. You must supply all the evidence from work you have carried out with customers in your workplace. Your customers can be internal or external to the organisation or a combination of both. You must prove that you have collected customer service information in a format that suits the needs of your organisation. This will involve assessing the candidate’s ability to collect, select and retrieve customer information over a period of time to ensure the candidates ability to perform consistently. Knowledge and understanding will need to demonstrate that you know what you are doing and your assessor may ask you questions to confirm this. When questions are used the assessor must record both the question asked and your answer as evidence. Specific Evidence Requirement: Evidence collected in a realistic working environment or a work placement is permissible. (a) Your evidence must include examples of resolving problems involving each of the following: a problem first identified by customers, a problem identified within the organisation before it has affected your customer, a problem caused by differences between your customer’s expectations and what your organisation can offer, a problem caused by a system or procedure failure, a problem caused by a lack of resources or human error. (b) Your evidence must prove that you: supplied relevant information when customers have requested it, supplied relevant information when customers have not requested it, have used agreed organisational procedures when solving problems, have made exceptions to usual practice with the agreement of others


Unit 238 Resolve customer service problems (Institute of Customer Service) (D.3)


Outcome 1 Know how to resolve customer service problems The learner can: 1. show that they know the organisational procedures and systems for dealing with customer

service problems 2. show that they know how to defuse potentially stressful situations 3. show that they know how to negotiate 4. show that they know the limitations of what they can offer their customer

Outcome 2 Spot customer service problems The learner can: 1. listen carefully to their customers about problems customers have raised 2. ask their customers about the problem to check their own understanding 3. recognise repeated problems and alert the appropriate authority 4. share customer feedback with others to identify potential problems before those problems

occur 5. identify problems with systems and procedures before those problems begin to affect

customers

Outcome 3 Pick the best solution to resolve customer service problems The learner can: 1. identify the options for resolving a customer service problem 2. work with others to identify and confirm the options to resolve a customer service problem 3. work out the advantages and disadvantages of each option for their customer and their

organisation 4. pick the best option for their customer and their organisation 5. identify for their customer other ways that problems may be resolved if they are unable to

help

Outcome 4 Take action to resolve customer service problems The learner can: 1. discuss and agree the options for solving the problem with their customer 2. take action to implement the option agreed with their customer 3. work with others and their customer to make sure that any promises related to solving the

problem are kept 4. keep their customer fully informed about what is happening to resolve problem 5. check with their customer to make sure the problem has been resolved to the customer’s

satisfaction 6. give clear reasons to their customer when the problem has not been resolved to the

customer’s satisfaction



Level: 2 Credit value: 4 Unit aims This unit is about two aspects of the learner’s contribution to health and safety. Firstly, the learner needs to be able to recognise and report accidents and emergencies and deal with these within the limits of the learner’s authority. Secondly, the learner needs to know and follow the health and safety requirements laid down by the company and the law. This includes dealing with risks within the limits of the learner’s authority and reporting any risks the learner does not have the authority to deal with. Learning outcomes There are four learning outcomes to this unit. The learner will be able to: 1. Know how to deal with accidents and emergencies in a retail environment 2. Know how to help to reduce risks to health and safety in a retail environment 3. Deal with accidents and emergencies in a retail environment 4. Help to reduce risks to health and safety in a retail environment Notional and guided learning hours It is recommended that 40 hours should be allocated for this unit, 22 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the appropriate assessment method for this unit. Assessments should be undertaken through naturally occurring work activities such as work place checks being made before a job is started. Sufficient valid and reliable evidence of the candidate’s competence to meet all the criteria consistently must be collected. This may involve using candidate statements, professional discussions, witness testimony, and question and answer sessions. It is unlikely that you will be able to demonstrate competence in less than three months. Any simulated activities must be agreed with your external verifier before assessment is undertaken.


Supplementary evidence for this unit may include stock records, theft reports and candidate statements. Knowledge and understanding will need to demonstrate that you know what you are doing and the impact this may have on your organisation. When questions are used the assessment record must record both the question asked and your answer as evidence. Specific Evidence Requirement: It is expected that simulation will be used to gather evidence for the demonstration of emergency procedures. This unit can be achieved in isolation of other units. However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification




Outcome 1 Know how to deal with accidents and emergencies in a retail environment

The learner can: 1. show that they know company procedures and legal requirements for dealing with accidents

and emergencies 2. show that they know how speaking and behaving in a calm way helps to promote safety during

emergency situations 3. show that they know techniques for speaking and behaving in a calm way while dealing with

accidents and emergencies 4. show that they know how reporting accidents and emergencies promotes health and safety 5. show that they know legal and company requirements for reporting accidents and

emergencies 6. show that they know company procedures for evacuation, including how the alarm is raised

and where emergency exits and assembly points are

Outcome 2 Know how to help to reduce risks to health and safety in a retail environment

The learner can: 1. show that they know the health and safety requirements laid down by their company and by

law 2. show that they know how setting a good example can contribute to health and safety in the

workplace 3. show that they know the limits of their authority and responsibility for dealing with health and

safety risks, and the importance of not taking on more responsibility than they are authorised to 4. show that they know approved procedures for dealing with health and safety risks 5. show that they know who to report health and safety risks to 6. show that they know what can happen to themselves and to others if the learner does not

use equipment and materials in line with the manufacturer’s instructions 7. show that they know where to find instructions for using equipment and materials

Outcome 3 Deal with accidents and emergencies in a retail environment The learner can: 1. follow company procedures and legal requirements for dealing with accidents and

emergencies 2. speak and behave in a calm way while dealing with accidents and emergencies 3. report accidents and emergencies promptly, accurately and to the right person 4. recognise when evacuation procedures have been started and following company

procedures for evacuation


Outcome 4 Help to reduce risks to health and safety in a retail environment

The learner can: 1. follow the health and safety requirements laid down by the company and by law, and

encourage colleagues to do the same 2. promptly take the approved action to deal with risks if they are authorised to do so 3. report risks promptly to the right person, if the learner does not have authority to deal with

these risks 4. use equipment and materials in line with the manufacturer’s instructions


Unit 240 Help to keep the retail unit secure (E.7)

Level: 2 Credit value: 6 Unit aims This unit is about the learner’s role in protecting the security of premises, stock, cash, colleagues and customers. The learner needs to deal with security risks within the limits of their authority, and report those risks they do not have authority to deal with. The learner also needs to follow company policies and procedures for maintaining security while they work, for example by noticing what customers are doing. Learning outcomes There are two learning outcomes to this unit. The learner will be able to: 1. Know how to help to keep the retail environment secure 2. Help to keep the retail environment secure Notional and guided learning hours It is recommended that 60 hours should be allocated for this unit, 36 of these are guided learning hours. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards This unit is based on the National Occupational Standards of the same title and endorsed by Skillsmart Retail, the Sector Skills Council for Retail. Key Skills This unit contributes towards the Key Skills in the following areas:

Communication

Working with Others

Problem Solving Unit Assessment: General Unit Assessor observed performance is the appropriate assessment method for this unit. Assessments should be undertaken through naturally occurring work activities such as work place checks being made before a job is started. Sufficient valid and reliable evidence of the candidate’s competence to meet all the criteria consistently must be collected. This may involve using candidate statements, professional discussions, witness testimony, and question and answer sessions. It is unlikely that you will be able to demonstrate competence in less than three months. Any simulated activities must be agreed with your external verifier before assessment is undertaken. Supplementary evidence for this unit may include stock records, theft reports and candidate statements.


Knowledge and understanding will need to demonstrate that you know what you are doing and the impact this may have on your organisation. When questions are used the assessment record must record both the question asked and your answer as evidence. Specific Evidence Requirement: It is expected that simulation will be used to gather evidence for taking action to deal with or contain security risks, threats & breaches and incidents of theft. This unit can be achieved in isolation of other units. However evidence for this unit will be generated holistically whilst the candidate is working towards competence in their selected units for the qualification. The evidence should take into account specialist training for evacuation


Unit 240 Help to keep the retail unit secure (E.7) Learning Outcomes and Assessment Criteria

Outcome 1 Know how to help to keep the retail environment secure The learner can: 1. show that they know the types of security risk that can arise in their workplace 2. show that they know how much authority and responsibility they have to deal with security risks,

including their legal rights and duties 3. show that they know the company’s policy and procedures for dealing with security risks in their

workplace 4. show that they know who to report security risks to, and how to contact this person 5. show that they know the approved procedures and techniques for protecting their personal

safety when security risks arise 6. show that they know company policies and procedures for maintaining security while they

work 7. show that they know the company’s policies and procedures for making sure that security

will be maintained when they go on their breaks and when they finish work

Outcome 2 Help to keep the retail environment secure The learner can: 1. take prompt and suitable action to reduce security risks as far as possible, where it is within

the limits of their responsibility and authority to do so 2. follow company policy and legal requirements when dealing with security risks 3. recognise when security risks are beyond their authority and responsibility to sort out, and

report these risks promptly to the right person 4. use approved procedures and techniques for protecting their personal safety when security

risks arise 5. follow company policies and procedures for maintaining security while the learner works 6. follow company policies and procedures for making sure that security will be maintained

when they go on their breaks and when they finish work


4 Centre requirements

This section outlines the approval processes for Centres to offer these qualifications and any resources that Centres will need in place to offer the qualifications including qualification specific requirements for Centre staff.

Centres already offering City & Guilds qualifications in this subject area

Centres approved to offer the qualification Level 1 NVQ in Retail Skills (1008) may apply for approval for the new Level 1 Award/Certificate/Diploma in Retail Skills (7536) using the fast track approval form, available from www.cityandguilds.com Centres may apply to offer the new qualifications using the fast track form

providing there have been no changes to the way the qualifications are delivered, and

if they meet all of the approval criteria specified in the fast track form guidance notes. Fast track approval is available for 12 months from the launch of the qualification. After this time, the qualification is subject to the standard Qualification Approval Process. It is the centre’s responsibility to check that fast track approval is still current at the time of application.


5 Roles and occupational expertise requirements

Role and Competence of Assessors, Expert Witnesses and Verifiers A wide variety of issues impact upon the participation of organisations and take-up by individuals of QCF work based qualifications. These issues relate to other matters as well as the quality of an assessment process, however, they are central to the way assessment is managed.

To this end, Skillsmart Retail requires that the following conditions be fulfilled.

The Role of Supervisors and Managers in the Assessment Process The principle is established that, wherever possible, assessment is conducted by colleagues, supervisors and/or managers in a workplace environment. Where the skill or capability of these individuals is inadequate to deliver the requirements of the organisation or the quality infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic assessors). In no circumstance, however, may a work based QCF qualification for the Retail sector be delivered without the involvement of the candidates’ line manager or the owner/manager.

Where in-store line managers carry out the assessment or internal verification roles, retail stores with the agreement of their awarding body may chose between:

a achieving the appropriate regulatory body approved unit qualifications for assessment and

internal verification or b demonstrating that the company’s training and development activity undertaken to prepare,

validate and review these assessment / verification roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding body as providing the equivalent level of rigour and robustness as the achievement of the unit qualification.

The alternative option described in (b) above, which waivers the need for the regulatory approved units in the Retail Sector, should be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with the prospective awarding body who will be offering the qualification.

The Role of Peripatetic Assessors in the Assessment Process Specific guidance is provided to centres that supply the services of peripatetic assessors to organisations unable to support the model of workplace assessment themselves. This is to ensure that the centres conform to Skillsmart Retail requirements for quality assessments and to identify any potential risk that may be inherent in the assessments that take place. These services must complement the activity of a line manager or owner/manager and competence may not be confirmed without the participation of a line manager or owner/manager in the process. It is also requested that specific reference be made to auditing this provision, within external verification processes.


The Role of Expert Witnesses in the Assessment Process There are a number of different sub sectors in retail selling a huge range of products. Consequently there are occupations within the retail store which are undertaken by specialists e.g. beauty consultants, bakers and visual merchandisers. These specialist occupations are reflected in the retail National Occupational Standards which means that in many cases assessors will not be competent in performing the occupational requirements of the standards. In these instances the assessor must use an expert witness to provide evidence in confirming to the candidate’s competence. Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace, including line managers and experienced colleagues from inside the candidate’s organisation.

Occupational Competence of Expert Witnesses Skillsmart Retail requires that:

‘Expert witnesses should have a minimum of 1 year’s practical experience in the unit for which they are providing evidence and be able to demonstrate a working knowledge of the units they are attesting to.’

Occupational Competence of Assessors Skillsmart Retail requires that: ‘Assessors are required to be competent in performing the occupational requirements of the retail generic standards, in terms of performance and knowledge, for which they are assessing. The acquisition of this competence will have been gained either from direct employment in the same occupational role as the national occupational standards or in an operational supervisory, managerial or in-company trainer position of employees carrying out this role.’

Skillsmart Retail requirements for the occupational competence of assessors in the retail industry is that they must have worked in a retail company either as a retail assistant, as a supervisor/team leader/manager or as an in-company trainer of retail assistants.

It is unlikely that, for example, retail assistants would have achieved occupational competence in less than twelve months, or less than six months if employed in a managerial position.

Additional Assessor Requirements for Specialist Units The Management Standards Unit also requires assessors to possess a good understanding of current management practice in order to assess the management units.

Occupational Competence of Verifiers Skillsmart Retail requires that: ‘Internal Verifiers are required to be familiar with the occupational requirements of the standards that they are internally verifying. The acquisition of this familiarity will have been gained while working directly within the occupational area in either an operational or a support function. The level of familiarity should be sufficient to allow them to make a judgement as to whether the assessor has fully assessed candidates against all the performance and knowledge evidence requirements for the national occupational standards.’ ‘External Verifiers are required to be aware of the occupational requirements of the standards they are verifying. The acquisition of this awareness will have been gained while working within the occupational area in either an operational or a support function.


The level of awareness should enable them to relate to and understand the requirements of the national occupational standards and be sufficient to enable them to determine whether the evidence collected for a candidate met all the evidence requirements.’

Continuing Professional Development of Peripatetic Assessors and Verifiers The sector also requires that individuals involved in these activities maintain currency of skill and understanding of the sector, in line with the role they are fulfilling. It is a Skillsmart Retail requirement that guidance on Continuing Professional Development of peripatetic assessors and verifiers must be implemented, in that: ‘All assessors and verifiers, if not currently employed within a Retail industry sector company, will need to prove they have an up-to-date working knowledge of the sector they are assessing or verifying, This can be demonstrated by maintaining records of evidence from occupational updating activities such as: Internal or external work experience Internal or external work shadowing opportunities Other relevant CPD activities’

Retailers who have chosen not to use the appropriate regulatory body approved unit qualifications for assessment and internal verification should be encouraged to offer the unit qualifications as CPD where the willingness by the employer to support this additional activity becomes known to the awarding body.


6 Key Skills Mapping

This qualification provides the opportunity to gather evidence for the accreditation of key skills as shown in the table below. However to gain key skills certification the key skills would need to be taken as additional qualifications. Retail Skills units Key Skills

Ref Learning outcome Key Skill Level Refs

Communication 1 C1.1 Work well as part of a retail team

Working with others 1 WO1.1, WO1.2

Communication 1 C.1

Improving own learning and performance

1 LP1.1, LP1.2, LP1.3

Problem solving 1 PS1.3

101 (E.3)

Follow plans and procedures for learning in a retail environment

Working with others 1 WO1.3

Application of number 1 N1.1, N1.2 102 (B.1)

Move goods and materials manually in a retail environment

Working with others 1 W01.1, W01.2

103 (B.8) Process donated goods for resale or recycling in a retail environment

None identified

104 (B.20) Contribute to food safety in a retail environment

Communication 1 C1.1

Check stock levels in a retail environment

Working with others 1 W01.1, W01.2 105 (B.2)

Fill shelves in a retail environment


Application of number 1 N1.1, N1.2 106 (C.1)

Package goods for customers in a retail environment


107 (E.1) Identify and report security risks in a retail environment

None identified

Identify and report accidents and emergencies in a retail environment

None identified

Protect health and safety as you work in a retail environment

None identified

Communication 1 C1.2

108 (E.2)

Lift and handle goods safely in a retail environment


Keep work surfaces clean in a retail environment


Get rid of waste and litter in a retail environment


Maintain personal hygiene in a retail environment

None identified

Application of number 1 N1.2

109 (E.4)



Useful contacts

UK learners General qualification information

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International awards Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports


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T: +44 (0)121 503 8993 E: [email protected]

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