LEVEL 1 CERTIFICATE IN RETAIL KNOWLEDGE QUALIFICATION GUIDANCE

Transcription

1 LEVEL 1 CERTIFICATE IN RETAIL KNOWLEDGE QUALIFICATION GUIDANCE [ ] C Issue July 18

2 About ABC Awards ABC Awards is a leading national awarding organisation which has a longestablished reputation for developing and awarding high quality vocational qualifications. We are committed to developing qualifications, which help learners and organisations, by cultivating the relevant skills for learning, skills for employment and skills for life. We work with hundreds of centres nationally and thousands of learners achieve an ABC Awards qualification each year. ABC has an on-line registration system to help customers register learners on ABC s qualifications, units and exams. In addition it provides features to view exam results, invoices, mark sheets and other information about learners already registered. The system is accessed via a web browser by connecting to our secure website using a username and password. Sources of Additional Information The ABC website provides access to a wide variety of information. Copyright All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers. This document may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use.

3 Contents Page No Qualification Overview Introduction.. 1 Aims.. 4 Target Group.. 4 Progression Opportunities Resource Requirements Tutor/Assessor Requirements Language Qualification Structure and Content Assessment.. Rules of Combination.. 2 Unit Details.. 5 Overview Synoptic Assessment External Assessment Grading Grading Criteria Recognition of Prior Learning (RPL), Exemptions, Credit Transfers and Equivalencies Certification.. 57 Appendices Glossary of terms This is a live document and as such will be updated when required. It is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Guide is in use. Any amendments will be published on our website and centres are encouraged to check this site regularly.

4 Qualification Summary ABC Level 1 Certificate in Retail Knowledge Qualifications Level 1 Certificate in Retail Knowledge Regulated The qualification stated above is regulated by Ofqual Internal assessment, internal and external moderation. Specific requirements and restrictions may apply to Assessment individual units within qualifications. Please check unit and qualification details for specific information Grading Pass This Level 1 Certificate is part of a suite of ABC Retail Knowledge qualifications at Levels 1, 2 and 3. Possible progression routes for learners who successfully gain the ABC Level 1 Certificate in Retail Knowledge are ABC Levels 2 and 3 Awards and Certificates in Retail Knowledge ABC Levels 2 and 3 Fashion Retail Diplomas Progression a Retail Apprenticeship employment within a retail store Centres should be aware that Reasonable Adjustments which may be permitted for assessment may in some instances limit a learner s progression into the sector. Centres must, therefore, inform learners of any limits their learning difficulty may impose on future progression Operational Start Date 01/09/2009 Review Date 31/12/2019 ABC Sector Retail / Warehousing / Distribution Ofqual SSA Sector 7.1 Retailing and Wholesaling Support from sector bodies People 1st Additional guidance and advice to support this qualification and units is freely available to approved ABC centres. ABC Administering Office See ABC web site for the contact details of the administering office 1

5 Level 1 Certificate in Retail Knowledge Rules of Combination: Learners must achieve a minimum of 13 credits which must include 11 credits from the Level 1 mandatory units plus a minimum of 2 credits from the optional units at Level 1 or Level 2 Unit Level Credit Value GLH Page No. Mandatory units (minimum of 11 credits) Understanding the business of retail [A/502/5756] Understanding customer service in the retail sector [T/502/5819] Understanding how a retail business maintains health, safety and security on its premises [M/502/5804] Understanding the retail selling process [T/502/5805] Understanding how individuals and teams contribute to the effectiveness of a retail business [R/502/5780] Understanding the control, handling and replenishment of stock in a retail business [J/502/5808] Level 1 Optional units Being responsible for other people s money [F/501/5827] Planning an enterprise activity [F/501/5942] Running an enterprise activity [F/501/5939] Level 2 Optional units Understanding retail consumer law [D/502/5801] Understanding the handling of customer payments in a retail business [H/502/5797] Numbers in box brackets indicate unit number. If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification Qualification Purpose B. Prepare for further learning or training and/or develop knowledge and/or skills in a subject area Entry Requirements There are no formal entry requirements Section 96/97 Pre LARA Aim Reference Recommended GLH 1 87 Recommended TQT Credit Value 13 Points Score See ABC web site / Qualifications Directory Contribution to Threshold See ABC Qualifications Directory ASL Option N/A Foundation Learning Skilled Employment including Apprenticeships Type of Funding Available See LARA (Learning Aims Reference Application) Minimum Qualification Fee See ABC web site for current fees and charges Unit Fee Unit fees are based upon a unit s individual credit value. Please see the ABC web site for the current fee charged per credit Additional Information Please see ABC web site for qualifications that are eligible for 1 See Glossary of Terms 2 See Glossary of Terms 2

6 Credit Transfer/ RPL /Exemption Learners who have completed any units in this Certificate contained within the ABC Level 1 Award in Retail Knowledge may claim credit transfer towards this qualification 3

7 Introduction The ABC Level 1 Certificate in Retail Knowledge is made up of credit rated units developed in association with People 1st, the Sector Skills Council for the Retail Sector. It provides a programme of study for those wishing to enter the retail industry, and those already in the industry who wish to follow a CPD programme. Learners will gain knowledge and understanding of the retail sector This qualification is included in the Foundation Learning (FL) catalogue. Please check the ABC web site for the current status of this qualification within this catalogue Aims The ABC Level 1 Certificate in Retail Knowledge aims to enable learners to gain the knowledge and understand support work in the retail sector progress into further education / training or employment Target Group The Level 1 Certificate in Retail Knowledge is part of a suite of ABC Retail Knowledge qualifications which enable learners to progress onto Level 2 and/or Level 3 qualifications in Retail Knowledge. Learners may also progress onto the ABC qualifications in Retail Skills or in Fashion Retail ABC expects approved centres to recruit with integrity on the basis of a learner s ability to contribute to and successfully complete all the requirements of a unit/s or the full qualification Progression Opportunities Learners who successfully gain the ABC Level 1 Certificate in Retail Knowledge can progress onto ABC Levels 2 and 3 qualifications in Retail Knowledge ABC Levels 1, 2 and 3 qualifications in Retail Skills ABC Levels 2 and 3 Fashion Retail Diplomas a Retail Apprenticeship employment within a retail store Centres should be aware that Reasonable Adjustments which may be permitted for assessment may in some instances limit a learner s progression into the sector. Centres must, therefore, inform learners of any limits their learning difficulty may impose on future progression Language These specifications and associated assessment materials are in English only. 4

8 Unit Details Unit Title A/502/5756 Understanding the business of retail Level 1 Credit Value 1 Guided Learning Hours 8 Unit Summary Learning Outcomes (1 to 5) The learner will 1. Understand how retail outlets differ in size and type The purpose of this unit is to provide learners with the knowledge and understanding of the retail sector. It introduces learners to the supply chain and the different types of retail outlets and occupations found within the sector This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 5.3) The learner can 1.1 List the different retail channels and state the main features of each one 1.2 Identify the sizes and types of retail outlets typically found in a variety of retail locations such as high streets or retail business parks 2. Understand the range of retail occupations 2.1 State how retail occupations differ between small, medium and large retail businesses 2.2 Identify the usual entry points and progression opportunities for a variety of retail occupations 2.3 Outline the skills, personal attributes and behaviours required for a range of retail occupations 3. Understand the retail supply chain 3.1 List the sources from which retailers obtain products 3.2 Outline the key stages of a product s journey through the supply chain 4. Understand the contribution which the retail sector makes to the economy of the United Kingdom 4.1 Outline the size of the retail sector using information such as the number of people employed the number of retail businesses the amount of money spent by customers every year 5

9 5. Understand how customers concerns influence the products and services offered by retailers 5.1 Outline environmental issues of concern to retail customers 5.2 Outline ethical issues of concern to retail customers 5.3 List the main advantages to retailers of being responsive to customers environmental and ethical concerns 6

10 SUPPORTING UNIT INFORMATION A/502/5756 Understanding the business of retail Level 1 INDICATIVE CONTENT Learning Outcome 1. Understand how retail outlets differ in size and type different retail channels chain stores, independents, internet, catalogue, door-to-door, home shopping channels, etc. benefits and features of each channel - location, price, level of customer service, convenience (e.g. shopping from home), etc. variety in size and type of retail outlets depending upon products and consumer needs location and its role in meeting consumer needs - convenience stores, markets, high streets, department stores, supermarkets, etc. specialist goods outlets - boutiques, shopping centres, discount, warehouse, etc. Learning Outcome 2. Understand the range of retail occupations different retail occupations and responsibilities in small, medium and large retail businesses stock, sales, turnover, profits, facilities, customer demographics, volume of staff, etc. retail entry positions and progression opportunities including floor-staff/sales assistants, team leader/supervisors, management, head office staff skills, personal attributes and behaviours required - good communication skills, interpersonal and organisation skills, punctuality, politeness, positivity, enthusiasm, motivation, team player, etc. Learning Outcome 3. Understand the retail supply chain products from manufacturers, distribution centres, wholesalers, importers, handmade, etc. key stages of a product s journey through the supply chain - raw material suppliers, production/manufacture, distribution, retailers, consumers Learning Outcome 4. Understand the contribution which the retail sector makes to the economy of the United Kingdom Explore current statistics in areas such as value of retail sales in relation to overall consumer spending number of retail outlets number of employees and proportion of workforce as a whole Learning Outcome 5. Understand how customers concerns influence the products and services offered by retailers Environmental and ethical issues of concern to retail customers include environmental - exploitations of habitats, people and resources, climate change, pollution, etc. people - human rights, employment law and workers rights, minimum wage, etc. animals - endangerment, destruction of natural habitats, testing, etc. politics - company ethos, social accountability, anti-social finance, political activity, etc. product sustainability - packaging and disposal, fair trade, renewable and sustainable, organic, technology, etc. 7

11 Main advantages to retailers of being responsive to customers environmental and ethical concerns increase sales and boost revenues improve reputation and attract investment build staff loyalty and motivation enhance trust improve consumer passion and loyalty reduce costs and save money TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of the retail sector This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects staff to be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching EVIDENCE OF ACHIEVEMENT All learners must compile a portfolio of evidence that shows achievement of all the relevant learning outcomes and assessment criteria Evidence is not prescribed but may include any or all of the following* product evidence oral / written questions and answers reports / notes worksheets / workbooks 8

12 recorded evidence (e.g. video or audio) photographic evidence case studies / assignments other suitable supplementary evidence interview / discussion *The most appropriate evidence for the qualification should be used Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Evidence does not have to be written Assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met All evidence must be clearly signposted and made available for the external moderator upon request All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site) ADDITIONAL INFORMATION A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 9

13 Unit Title T/502/5819 Understanding customer service in the retail sector Level 1 Credit Value 2 Guided Learning Hours 17 Unit Summary Learning Outcomes (1 to 5) The learner will 1. Understand the importance of customer service to a retail business The purpose of this unit is to provide learners with the knowledge and understanding of retail customer service. It focuses on the importance of communicating with customers and creating positive initial impressions. It also introduces learners to the different types of customer complaints and problems This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 5.3) The learner can 1.1 State what is meant by customer service in a retail business 1.2 Outline how customer service contributes to the success of a retail business 2. Understand what gives customers a positive initial impression of a retail business and its staff 2.1 Outline the factors which contribute to a customer s initial impression of a retail business 2.2 Outline how the staff of a retail business can help to give customers a positive initial impression 3. Understand how customer service is adapted to meet the needs of individual customers 3.1 List the types of service which customers may need, including help with gaining access to products, facilities and information 3.2 List the main ways of meeting customers needs for service, including ways of giving customers access to products, facilities and information 4. Understand the importance of communication to the delivery of customer service 4.1 Outline how written communication can contribute to the effectiveness of customer service 4.2 Outline how spoken communication and body language can contribute to the effectiveness of customer service 10

14 4.3 State how different types of questions can be used to find out what customers need 4.4 State why it is important to listen to customers 5. Understand a variety of customer complaints and problems 5.1 List the main types of customer complaints and problems 5.2 Identify solutions to typical customer complaints and problems 5.3 Outline the ways in which the law protects the rights of consumers 11

15 SUPPORTING UNIT INFORMATION T/502/5819 Understanding customer service in the retail sector Level 1 INDICATIVE CONTENT Learning Outcome 1. Understand the importance of customer service to a retail business sales through effective management, selling, visual merchandising, store operations, product, knowledge, listening to customers, identifying needs resulting in customers return, word of mouth, good reputation, increased profits, investments in brand and staff Learning Outcome 2. Understand what gives customers a positive initial impression of a retail business and its staff store environment - layout, cleanliness, stock package, accessibility, music, displays staff - helpful and friendly staff, approachable, polite, willing to help Learning Outcome 3. Understand how customer service is adapted to meet the needs of individual customers parents with children - lifts, changing area, toilets, large changing rooms additional needs - disabled access, lifts and accessible products, large changing rooms, seating, ramps, evacuation chairs, hearing loops, touch type phones, braille other - restaurant, crèche, water fountain, vending machine, car parking, customer service, delivery service, account cards Learning Outcome 4. Understand the importance of communication to the delivery of customer service written communication - refund policy, address of head office, receipts, labels, product content, price, opening and closing times positive body language, eye contact, smiling, nodding to show you are listening, ensuring the customer feels valued questioning - open/closed questioning to discovering customers needs, observation, acknowledging, etc. Learning Outcome 5. Understand a variety of customer complaints and problems common complaints - faulty and damaged products, left on security tags, waiting for service, rude staff, store opening times, incorrect prices solutions - listening to problem and taking appropriate action, repair, refund, replace, exchange, gift voucher, polite and calm staff, efficient staff scheduling to cover busy periods consumer law - Trading Standards, Sale of Goods Act, the Sale and Supply of Goods to Consumers Regulations TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of customer service in the retail sector This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research 12

16 They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects staff to be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching EVIDENCE OF ACHIEVEMENT All learners must compile a portfolio of evidence that shows achievement of all the relevant learning outcomes and assessment criteria Evidence is not prescribed but may include any or all of the following* product evidence performance evidence in simulated or real situations oral / written questions and answers reports / notes worksheets / workbooks recorded evidence (e.g. video or audio) photographic evidence case studies / assignments other suitable supplementary evidence interview / discussion *The most appropriate evidence for the qualification should be used Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Evidence does not have to be written Assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met All evidence must be clearly signposted and made available for the external moderator upon request 13

17 All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site) ADDITIONAL INFORMATION A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 14

18 Unit Title M/502/5804 Understanding how a retail business maintains health, safety and security on its premises Level 1 Credit Value 2 Guided Learning Hours 15 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Know the main provisions of health and safety legislation in relation to a retail business The purpose of this unit is to provide learners with the knowledge and understanding of maintaining security as well as health and safety on retail premises. It introduces learners to the relevant legislation and provides an overview of different procedures for maintaining health and safety, and security This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 3.5) The learner can 1.1 State the role of employees and employers in relation to relevant health and safety legislation 1.2 State when and why the control of substances hazardous to health is important 1.3 State where to find information on company health and safety policies 2. Know how health and safety are maintained on the premises of a retail business 2.1 List the risks and hazards which commonly occur on the premises of a retail business 2.2 Outline precautions to reduce the risk of accidents 2.3 Outline precautions to reduce the risk of fire 2.4 List the main types of fire extinguisher and the materials each should be used on 2.5 Outline procedures for the safe manual lifting and moving of stock 2.6 State why high standards of cleanliness and hygiene should apply to the staff and premises of a retail business 15

19 3. Know how cash and stock are kept secure on the premises of a retail business 3.1 List the main causes of stock loss 3.2 List the different types of shop theft and where and when each type typically occurs 3.3 List the methods of payment typically accepted in retail outlets 3.4 Outline the main ways of preventing loss when handling payments 3.5 Outline the main checks for maintaining the security of cash and non-cash payments 16

20 SUPPORTING UNIT INFORMATION M/502/5804 Understanding how a retail business maintains health, safety and security on its premises Level 1 INDICATIVE CONTENT Learning Outcome 1. Know the main provisions of health and safety legislation in relation to a retail business main provision of Heath and Safety regulations - promote and enforce good standards of health, safety and welfare practice in the workplace important legislation - the Health and Safety at Work Act (HASWA), the Workplace (Health, Safety and Welfare) Regulations, the Occupiers Liability Act, and the Common Law Duty of Care Control of Substances Hazardous to Health Regulation (COSHH) employers responsibility for the control of hazardous substances, training and protection of employees information on company safety policies - verbally during induction and training, written in contracts, booklets and manuals, correct labelling of all substances (e.g. chemicals and fire extinguishers), display safety datasheets (e.g. fire and evacuation procedures, health and safety), etc Learning Outcome 2. Know how health and safety are maintained on the premises of a retail business common risks and hazards in retail business - slips, trips and falls, strains and sprains, equipment and machinery, maintenance and building work, workplace transportation, hazardous substances, electricity, fire and explosion, etc. fire and accident precautions - fire and risk assessment, daily housekeeping and cleaning, disposal of rubbish, items and substances, regular maintenance of equipment, electrical and fire checks, regular drills and training, etc. main types of fire extinguisher - unsafe voltages are red (water) and cream (foam), safe voltages are blue (dry powder) and black (C02 carbon dioxide) safe manual lifting and moving of stock - procedures outlined in the current Manual Handling Operations Regulations. Plan the lift or move, perform using correct posture and stance (bent knees, keeping the natural curves of the spine, keep load close, secure grip, etc.), rest and secure the load high standards of hygiene and cleanliness to create an inviting store environment, prevent accidents and reduce illness. Legal requirement for store premises to maintain a clean and hygienic environment, whilst also being responsible for the suppliers hygiene practice Learning Outcome 3. Know how cash and stock are kept secure on the premises of a retail business main causes of stock loss - external factors include theft and shoplifters, natural disasters, weather disruption, damage, etc. Internal factors include poor handling of stock, inaccurate records, human error, staff theft, damage and accidents such as fire different types of theft - lower level and petty theft by juveniles, opportunists, drug abusers and persistent thieves who steal from local and high street stores for convenience. Streaming - large organised groups or gangs who use violence to cause chaos, damage and intimidate staff to steal in large quantities. Organised professional thieves plan large scale thefts of high value goods from large retailers or warehouses when security is low 17

21 methods of payment typically accepted in retail outlets - cash, cheques, credit cards, debit cards (Maestro, Visa, Solo, etc.), charge cards, store vouchers, store cards, loyalty cards main ways of preventing loss when handling payments - till codes / swipe cards, verbal acknowledgement of payment, checking cash for forgeries, verbally count-out change to prevent queries, refund procedures, card and cheque payment authorisation, etc. main checks for maintaining the security of cash and non-cash payments - preparing the till points for service (e.g. floats, PDQ cards, etc.), correct processing of transactions, authorised refunds, cash up and store takings safely, lock the store supported by a coworker, keep accurate records, investigate and report discrepancies, etc TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of the maintaining health, safety and security in the retail sector This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties / disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects staff to be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching EVIDENCE OF ACHIEVEMENT All learners must compile a portfolio of evidence that shows achievement of all the relevant learning outcomes and assessment criteria Evidence is not prescribed but may include any or all of the following* product evidence oral / written questions and answers reports / notes worksheets / workbooks 18

22 recorded evidence (e.g. video or audio) photographic evidence case studies / assignments other suitable supplementary evidence interview / discussion *The most appropriate evidence for the qualification should be used Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Evidence does not have to be written Assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met All evidence must be clearly signposted and made available for the external moderator upon request All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site) ADDITIONAL INFORMATION A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 19

23 Unit Title T/502/5805 Understanding the retail selling process Level 1 Credit Value 2 Guided Learning Hours 13 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Understand the selling process The purpose of this unit is to provide learners with the knowledge and understanding of selling within a retail environment. It introduces learners to the selling process and the purpose of product information This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 3.5) The learner can 1.1 Identify the key steps of the selling process 1.2 Outline the key skills and qualities required of successful sales staff 2. Understand how to find out what the customer wants 2.1 State when and how to acknowledge, greet and approach customers 2.2 State how to find out what customers want 3. Understand how product information can be used to promote sales 3.1 List common concerns a customer may have when buying a product 3.2 State how providing information about the product can increase its attractiveness to the customer 3.3 Describe the difference between the features and benefits of products 3.4 Identify basic rules for demonstrating products to customers 3.5 State where to obtain different types of product information 20

24 SUPPORTING UNIT INFORMATION T/502/5805 Understanding the retail selling process Level 1 INDICATIVE CONTENT Learning Outcome 1. Understand the selling process key steps of the selling process - approach, greet the customer, listen to customers requirements, additional questions to gain further information, offer guidance and advice, state features and benefits of product, establish if requirements have been met, link in additional sales, close sale, take to till point employee skills and qualities - approachable, patient, presentable, polite, knowledgeable, good listener, etc. Learning Outcome 2. Understand how to find out what the customer wants observation, acknowledging customer quickly, appropriate body language, appropriate questioning (open and closed), use selling process, offering advice Learning Outcome 3. Understand how product information can be used to promote sales cost, quality, usage and function of product, brand, do customers want or need product? features - facts about the products benefits advantages for the customer demonstration - illustrate features and benefits, allow customer to experience the product, increase awareness product information - packaging, labels, internet, information leaflets, etc TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of the selling process in the retail sector. This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learning could also be linked to work placement. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria 21

25 Minimum requirements when assessing this unit ABC expects staff to be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching EVIDENCE OF ACHIEVEMENT All learners must compile a portfolio of evidence that shows achievement of all the relevant learning outcomes and assessment criteria Evidence is not prescribed but may include any or all of the following* product evidence performance evidence in simulated or real situations oral / written questions and answers reports / notes worksheets / workbooks recorded evidence (e.g. video or audio) photographic evidence case studies / assignments other suitable supplementary evidence interview / discussion *The most appropriate evidence for the qualification should be used Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Evidence does not have to be written Assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met All evidence must be clearly signposted and made available for the external moderator upon request All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site) ADDITIONAL INFORMATION A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 22

26 Unit Title R/502/5780 Understanding how individuals and teams contribute to the effectiveness of a retail business Level 1 Credit Value 2 Guided Learning Hours 15 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Know the key employment rights and responsibilities of employees and the employer The purpose of this unit is to provide learners with the knowledge and understanding of how individuals and teams contribute to the effectiveness of retail businesses as well as introduce learners to the main functions of employment law. The unit covers the effective characteristics of team building and the activities which can be used for improving the skills and performance of individuals This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 3.3) The learner can 1.1 State the purpose of a contract of employment 1.2 List the main content typically included in a contract of employment 1.3 Outline the actions which can be taken by the individual and the employer if either party fails to keep to the terms of the contract of employment 1.4 Identify the legislation which protects individuals from harassment and discrimination 2. Know the characteristics of effective team working in retail business 2.1 State the benefits to individual employees and to the retail business as a whole of working in teams 2.2 Identify different roles and levels of responsibility within retail teams 2.3 List the typical characteristics of effective and ineffective teams 2.4 List different techniques for communicating effectively within a team 23

27 3. Understand a range of activities for improving own skills and performance 3.1 State the benefits to the retail business of improving employees skills and performance 3.2 State why it is important for employees to identify own strengths and development needs 3.3 List the different methods for reviewing and improving the performance and skills of individual employees 24

28 SUPPORTING UNIT INFORMATION R/502/5780 Understanding how individuals and teams contribute to the effectiveness of a retail business Level 1 INDICATIVE CONTENT Learning Outcome 1. Know the key employment rights and responsibilities of employees and the employer purpose of a contract of employment - rights and responsibilities and duties of both employer and employee. Main content - terms of the contract, nature of employment (e.g. job title and description), notice of payment, changes to employment details and termination procedures, discipline and grievance procedures, etc. actions which can be taken if either party fails to keep to the terms of the contract of employment are outlined in the Employment Act - grievance procedures, disciplinary procedures, seeking advice from independent bodies, e.g. Advisory, Conciliation and Arbitration Service (ACAS), Employment Tribunal and Court Actions legislation which protects individuals in the workplace from harassment and discrimination - European Human Rights Act, the Disability Discriminations Act (DDA) and the Equality Bill which protects employees from direct discrimination on the basis of their sex, age, married status, nationality, ethnic origin, sexual orientation, or their religion or belief Learning Outcome 2. Know the characteristics of effective team working in retail business benefits of working as part of a team - distribution of workload, increase in productivity and sales, speed of delivery, making better decisions, utilising the knowledge and skills of a workforce, increase in participation, involvement, support and satisfaction roles and levels of responsibility within retail teams differ - e.g. sales assistants have less experience and this is reflected in their responsibilities such as customer service, replenishing stock, meeting sales targets and housekeeping, compared with that of the management team who are responsible for supervising and training, stock presentation, leadership and motivation, meeting sales targets, controlling budgets, compiling reports, maintaining health and safety, communication, etc. characteristics of an effective team - positive communication, respect, good working relationships, support, clear team goals and recognition of individual strengths and skills ineffective teams - poor communication, breakdown of relationships due to conflict, distrust and blame communicating effectively - understanding of the communication process, methods of communication (transmitter-message-receiver), verbal and written communication, gestures and body language, clear messages, good listening skills Learning Outcome 3. Understand a range of activities for improving own skills and performance benefits from improving employees skills - furthering team goals and performance, improvement in staff retention, increase in customer satisfaction and loyalty, increased sales, develop leadership qualities and technical skills benefits to both parties from employees understanding their own strengths and creating development plans - individuals can plan and achieve their career goals, improve ability and skills to work more accurately, faster and more effectively with improved attitude, motivation, self confidence and esteem 25

29 methods for reviewing and improving an individual employee s performance and skills - observation, regular monitoring of the standard of performance, quality, quantity and conduct, reviews, training, personal development plan and appraisals TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of the importance of team work in the retail sector This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learning can be linked to work placement. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner s portfolio and other related evidence, against the unit outcomes and assessment criteria Minimum requirements when assessing this unit ABC expects staff to be appropriately qualified to assess learners against the outcomes and criteria within the units. Generally teaching staff should be qualified and/or vocationally experienced to at least a level above that which they are teaching EVIDENCE OF ACHIEVEMENT All learners must compile a portfolio of evidence that shows achievement of all the relevant learning outcomes and assessment criteria Evidence is not prescribed but may include any or all of the following* product evidence performance evidence in simulated or real situations oral / written questions and answers reports / notes worksheets / workbooks recorded evidence (e.g. video or audio) photographic evidence case studies / assignments 26

30 other suitable supplementary evidence interview / discussion *The most appropriate evidence for the qualification should be used Portfolios do not need to be very large and must contain the learners own work, not an abundance of tutor handouts Evidence does not have to be written Assessors may use any method that is reliable, valid and fit for purpose. Units should only be signed off once all the requirements of the unit are met All evidence must be clearly signposted and made available for the external moderator upon request All internal assessments must be accompanied by a signed Declaration of Authenticity (this document is available on the ABC web site) ADDITIONAL INFORMATION A copy of the following document is available on the People 1st web site Retail Sector s Assessment Principles for the Qualifications & Credit Framework 27

31 Unit Title J/502/5808 Understanding the control, handling and replenishment of stock in a retail business Level 1 Credit Value 2 Guided Learning Hours 11 Unit Summary Learning Outcomes (1 to 3) The learner will 1. Understand the principles of stock control The purpose of this unit is to provide learners with the knowledge and understanding of stock control systems and the procedures for replenishing, moving, handling and storing stock within retail businesses This unit provides underpinning knowledge to support skills development in the Retail sector. Delivery and assessment should provide links to the real work environment Assessment Criteria (1.1 to 3.2) The learner can 1.1 State the main purposes of stock control systems 1.2 Describe the key features of a stock control system 1.3 Identify the technology that can be used in stock control 1.4 List the benefits of effective stock control 2. Understand how to move, handle and store stock 2.1 Identify the different techniques and methods for moving stock including how it is kept secure 2.2 Identify the different techniques and methods for handling stock including how it is kept secure 2.3 Identify the different techniques and methods for storing stock including how it is kept secure 2.4 State where and in what conditions different types of stock should be stored 2.5 Identify procedures for dealing with the removal of waste 2.6 State why it is important to follow procedures for dealing with the removal of waste 3. Understand procedures for replenishing stock 3.1 Outline the procedures for replenishing stock on display 28

32 3.2 State why accurate pricing and ticketing of stock is important 29

33 SUPPORTING UNIT INFORMATION J/502/5808 Understanding the control, handling and replenishment of stock in a retail business Level 1 INDICATIVE CONTENT Learning Outcome 1. Understand the principles of stock control supply and demand, reduce waste, increase profit, consistent check lists from delivery onto the shop floor by manual checking or use of HHT (Hand Held Terminal) gun and till point effective stock control - supply and demand met, monitors patterns and trends, identify stock loss areas, identify discrepancies, maintain replenishment, increase sales Learning Outcome 2. Understand how to move, handle and store stock stock in transit van, types of storage depending on product, movement within store dependent on product, e.g. cages, totes, trolleys, fork lift trucks, rails observe health and safety requirements, COSHH, manual lifting, handling, movement of cages, etc, use of lifts, clear gangways, tidy work area, etc. special storage requirements depending on product, e.g. chilled in fridge at correct temperature, tobacco in locked cupboard, ensure stock room secure, products are accessible to staff, consider stacking, height levels, health and safety, etc. removal of waste in accordance with product and council regulations, e.g. coloured bins etc. Learning Outcome 3. Understand procedures for replenishing stock stock levels, price checking, presentation, best sellers, focal points, checking for faulty or out of date goods, different requirements for different products, e.g. chilled food, dry food, clothing, electrical, make up, etc. inaccurate pricing / ticketing impact customer service, stock check errors, profit/loss, affects replenishment system, etc. TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to provide learners with the knowledge and understanding of the control, handling and replenishment of stock in the retail sector This unit can be delivered outside of the work place, but should be related to the world of work wherever possible. It is hoped that centres will make use of visiting speakers, actual case studies, and visits out. Learning could be linked to work placement. Learners need to have access to facilities to conduct basic research. They should be provided with opportunities to develop their use of ICT Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place It is hoped that opportunities will be taken to introduce related and general / key skills studies in the learning experience 30