colleague guide to customer service welcome to retail

Colleague Guide toColleague Guide to

Customer Service

Welcome to Retail

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IntroductionIntroduction

• Welcome to Retail. This presentation is designed to help you understand the Retail qualifications and their delivery

• It is broken down into an overview of Retail, followed by an explanation of the full qualification

• There is a separate folder where all relevant documentation can be viewed in full

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ObjectivesObjectives

By the end of this presentation you will be able to;• Demonstrate an understanding of all the units in

the NVQ and components in the framework• State the importance of planning and holistic

assessment for timely achievement• Identify important documents in the delivery of

Retail

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HomeHome

What is Retail

Level 2 unit overviews

Helpful documents

Holistic assessment and cross mapping

Example Delivery

What is retailWhat is retail

• Retail is a very diverse and exciting sector

• 3 million people work in the industry

• There are 291,000 retail businesses in the United Kingdom

• Shopping is one of the best-loved hobbies

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Diversity of retailDiversity of retail

• Clothing and Footwear

• Department stores or mixed retailers

• DIY/hardware• Electrical goods• Food retailers• Furniture stores• Entertainment

• Jewellery• Newsagents• Bookshops• Mail order or e-

tailing• Charity shops• Markets• Specialist stores

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What is retailWhat is retail

• Within a retail job role you may be dealing directly with customers, displaying stock, dealing with payments or unpacking deliveries. In fact, this list is not exhaustive and working in retail provides a basis to be able to multitask. Meeting the needs and expectations of your customers’ means knowing what they want and expect and responding consistently

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Sector Skills CouncilSector Skills Council

• Assessment strategies are developed by Skillsmart (Sector Skills Council) and the Awarding Body. The assessment strategies contain in-depth information about assessing in the retail environment and detail the occupational expertise you need to have to be able to assess.

• The Assessment strategy is in the useful documents folder on Ask Elle

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ApprenticeshipsApprenticeships

Apprenticeship

• Retail Skills level 2 NVQ• Certificate in Retail

Operations level 2• Application of Number

level 1• Communication level 1

Advanced Apprenticeship

• Retail Skills level 2 NVQ– Management Pathway

– Sales Professional Pathway

– Visual Merchandising Pathway

• Certificate in Retail Operations level 3

• Application of Number level 2

• Communication level 2

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Retail level 2Retail level 2

• The mandatory unit is Unit 1 – Work Effectively in your Retail Team

• At level 2 the qualification is split into separate sections• There are 49 units in total• 5 optional units need to be chosen• Exceptions

– You can choose one unit from level 1 or level 3– Only one unit can be chosen from units 45, 46 and 47

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Retail level 2The sectionsRetail level 2The sections

Sales• Sales covers a number of areas including helping customers to

choose products and giving them information and advice, improving sales, demonstrating products and promoting loyalty schemes.

Stock Management• Stock management covers receiving goods into the store, putting

them into storage and even processing customer orders for goods

Product expertise• There are a few choices here and this is what makes the retail

qualification so diverse. This section covers food and greengrocery as well as lingerie, beauty and national lottery

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Merchandising • Has one choice and is basically replenishing stock – something

done in retail all the time!

Visual Merchandising• You need to be careful when selling this to a learner. This is

specialised and the learners that can complete these units need to hold a visual merchandisers role – and very little else. Any learner can change a bust or put some stock on a rail, but learners completing units from this section need to be making props, designing elevations and complete window and floor displays – something not all learners do to the extent required

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Finance and administration• You are looking at processing payments for purchases here and

there are a variety of combinations. Processing normal sales as well as credit applications and credit transactions – depending on the role of the learner. There is also a unit on age restricted products

Management and Leadership• Prepares the learner for progression into management

Customer Service• A choice of customer service units that look at making

improvements and customer service problems

Organisational effectiveness• Sounds grand but really covers Health and Safety and Security

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Technical certificate Level 2Technical certificate Level 2

• The technical certificate is broken down into 5 areas– Unit 1 Merchandise, Handling, Storage and Display – Unit 2 Service, Selling and Product Knowledge – Unit 3 Personal Effectiveness and Teamwork – Unit 4 Risk Awareness, Health and Safety and

Legislation – Unit 5 Employment Rights and Responsibilities

• There is one multiple choice test to cover all 5 areas• There are 5 workbooks available• Any further learning is available on Ask Elle

Level 3 information

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Level 3Level 3

There are 3 different pathways;• Management pathway• Sales professional pathway• Visual merchandising pathway

All pathways complete the mandatory unit• Unit 1 Work effectively in your retail organisation

With a combination of 5 optional units – 6 units in total

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Level 3 – Management pathwayLevel 3 – Management pathway• Unit 6 B14 Organise the receipt and storage of

goods in a retail environment• Unit 7 B15 Audit stock levels and stock inventories

in a retail environment• Unit 8 B22 Monitor and help improve food safety in

a retail environment• Unit 10 B16 Source required goods and services in

a retail environment• Unit 11 C13 Maintain the availability of goods for

sale to customers in a retail environment• Unit 28 E10 Contribute to the continuous

improvement of retail operations• Unit 13 E12 Plan, monitor and adjust staffing levels

and schedules in a retail environment• Unit 29 E13 Recruit, select and keep colleagues• Unit 30 E14 Provide learning opportunities for

colleagues• Unit 31 E15 Develop productive working

relationships with colleagues• Unit 33 C16 Evaluate the receipt of payments from

customers• Unit 32 E16 Allocate and check work in your team

• Unit 15 E17 Monitor and evaluate the quality of service provided by external suppliers to your customers

• Unit 16 D5 Organise the delivery of reliable customer service

• Unit 17 D6 Improve the customer relationship• Unit 18 D7 Work with others to improve customer

service• Unit 19 D8 Monitor and solve customer service

problems• Unit 20 D9 Promote continuous improvement in

customer service• Unit 21 E11 Help to monitor and maintain the

security of the retail unit• Unit 34 E18 Monitor and maintain health and safety

in a retail environment

Please note you can only choose one of the units from the ‘D’ units. These are 16, 17, 18, 19 and 20. At least 2 units must come from units 29, 30, 31, 32 and 28. Only unit 31 or 32 will be counted towards the award.

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Level 3 Sales Professional pathway (1)Level 3 Sales Professional pathway (1)• Unit 2 C7 Process part exchange sales transactions

in a retail environment• Unit 3 C14 Provide specialist support in helping

customers to make purchases in a retail environment

• Unit 4 C30 Develop individual retail service opportunities

• Unit 5 C31 Provide a personalised sales and after-sales service to your retail clients

• Unit 6 B14 Organise the receipt and storage of goods in a retail environment

• Unit 7 B15 Audit stock levels and stock inventories in a retail environment

• Unit 8 B22 Monitor and help improve food safety in a retail environment

• Unit 9 C38 Assist customers to obtain appropriate insurance

• Unit 10 B16 Source required goods and services in a retail environment

• Unit 11 C13 Maintain the availability of goods for sale to customers in a retail environment

• Unit 12 E9 Help to manage a retail team

• Unit 13 E12 Plan, monitor and adjust staffing levels and schedules in a retail environment

• Unit 14 C15 Enable customers to apply for credit and hire purchase facilities

• Unit 15 E17 Monitor and evaluate the quality of service provided by external suppliers to your customers

• Unit 16 D5 Organise the delivery of reliable customer service

• Unit 17 D6 Improve the customer relationship• Unit 18 D7 Work with others to improve customer

service• Unit 19 D8 Monitor and solve customer service

problems• Unit 20 D9 Promote continuous improvement in

customer service• Unit 21 E11 Help to monitor and maintain the

security of the retail unit

Please note that you can only choose one of the units from the ‘D’ units. These units are 16, 17, 18, 19 and 20

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Level 3 Sales Professional pathway (2)Level 3 Sales Professional pathway (2)A learner can also choose one of the optional units from the

Level 2 qualification from the following list:• Unit 10 B10 Process bake-off products for sale in a retail

environment• Unit 11 B11 Process fish and shellfish for sale in a retail

environment• Unit 12 B12 Process greengrocery products for sale in a

retail environment• Unit 13 B13 Finish meat products by hand in retail

environment• Unit 14 B17 Contribute to dough production control and

efficiency• Unit 15 B18 Select, weigh and measure dough

ingredients• Unit 16 B19 Hand divide, mould and shape fermented

doughs• Unit 24 C17 Provide the lingerie fitting service in a retail

environment• Unit 18 C40 Establish customer needs and provide

advice regarding tiling products• Unit 19 C41 Advise customers upon measuring and

planning for the fixing of tiles• Unit 20 C42 Advise customers upon fixing of tiles• Unit 27 B35 Promote beauty products to retail customers

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Level 3 Visual merchandising pathwayLevel 3 Visual merchandising pathway• Unit 6 B14 Organise the receipt and storage of

goods in a retail environment• Unit 22 C24 Choose merchandise to feature in

visual merchandising displays• Unit 23 C25 Plan, monitor and control how graphics

are used in visual merchandising displays• Unit 24 C26 Monitor the effect of visual

merchandising displays and layouts• Unit 25 C27 Allocate, monitor and control visual

merchandising project resources against budgets• Unit 26 C28 Contribute to developing and putting

into practice the company’s visual merchandising policy

• Unit 27 C29 Create plans, elevations and drawings to realise visual merchandising ideas

• Unit 12 E9 Help to manage a retail team• Unit 28 E10 Contribute to the continuous

improvement of retail operations

A learner can also choose one of the optional units from the Level 2 qualification from the following list:

• Unit 32 C18 Follow guidelines for planning and preparing visual merchandising displays

• Unit 33 C19 Follow guidelines for dressing visual merchandising displays

• Unit 34 C20 Order graphic materials for visual merchandising displays

• Unit 35 C21 Dismantle and store visual merchandising displays

• Unit 36 C22 Make props for visual merchandising displays

• Unit 37 C23 Put visual merchandising displays together

Please note that learning for this pathway is required from the employer. Please speak to your mentor or AM for more information about this pathway

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Technical certificate Level 3Technical certificate Level 3

• The technical certificate is broken down into 5 areas• Unit 1 Merchandise, Sales and stock management• Unit 2 Customer Service• Unit 3 Team effectiveness• Unit 4 Risk management and legislation• Unit 5 Employment rights and responsibilities• There is one multiple choice test to cover all 5 areas• There are 5 workbooks available• Any further learning is available on Ask Elle

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Holistic AssessmentHolistic Assessment

• Retail is an ideal qualification to cross reference evidence through the NVQ units and Key Skills and even the Induction Checklist

• Cross referencing or mapping evidence is when you track one piece of evidence through the whole portfolio. When you plan evidence with a learner, this should be highlighted on your Learning and Assessment Action Plan (LAAP) as possible assessment opportunities

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Holistic AssessmentHolistic Assessment

• There is a cross mapping guide in the useful documents folder

• This guide suggests if evidence is produced for one particular unit, what other units it may also reference into

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Example DeliveryExample Delivery

The most frequently chosen optional units are;

• 40 Process payments for purchase in a retail environment

• 45 Give customers a positive impression and image of yourself and your organisation

• 4 Provide information and advice to customers in a retail environment

• 49 Help to keep the retail unit secure

• 48 Help to maintain health and safety in a retail environment

The following examples and guidance are based on these units making up the NVQ

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Example DeliveryPlanningExample DeliveryPlanning

It is important to plan the qualification correctly for timely achievement. The first stage is completion the PLP, identifying the learners competency and if learning is required

There is an example PLP to look at in the useful documents folder

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• There are certain knowledge questions in some units that are tricky to cover. Quite often, even though the learner is competent, they still require learning in these units

• There is a list of questions to ask to check knowledge in the useful documents folder

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Example DeliveryPlanning LearningExample DeliveryPlanning Learning

• When you identify that the learner needs learning for certain units there is a mapping guide on Ask Elle to guide you to learning for those particular units

• Check Ask Elle resources regularly as learning is added ongoing and the guide updated

• Look under the Resources, then Retail for the most up to date guide

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• The following slides demonstrate how, by clear planning, to achieve the example NVQ in a timely manner

• Each visit is clearly planned and targets are set• This guidance is in the useful documents folder

called Example Delivery Planning

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VISIT 1 Learner and Employer Identification

• Induction and Initial Assessment

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VISIT 2 Planning of Qualification• Discuss learners competency, in this example the learner has stated

they require learning for unit 1 and update their knowledge of legislation for all units

• Plan relevant learning for these units from the Ask Elle mapping guide• Plan learning and assessments, explain that the learner needs to

complete the learning before assessment can take place• Issue learning – in this example to update knowledge

– Technical Certificate Workbook 4 – Risk Awareness, Health and Safety and Legislation (3 hrs)

– AE0180 Security (4 hrs)– AE1506 Data Protection and Copyright (2 hrs)

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VISIT 3 Learning and Assessment visit• Assess the learning and feedback• If the learner is happy and competent change the scoring on the PLP from a 3 to

a 1 for units 49, 40, 45, 4, 48, go on to planned assessment• Observation of the learner working on the shop floor over a busy period,

delivering a consistent positive impression and good customer service, processing sales consistently, providing information on request, handling complaints, working in a health & safety and secure manner

• Through the observation question the learner on their knowledge for units 49, 40, 45, 4, 48

• Through the observation identify and collect product evidence to confirm the learners competency

• Set learning for Unit 1– AE0174 Develop productive working relationships (4 hrs)

• AE0015 Personal and Career Developments (4 hrs)

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VISIT 4 Assessment and learning• Assess the learning and feedback

• If the learner is happy and competent change the scoring on the PLP from a 3 to a 1, confirm assessment

• Observation of the learner completing a floor walk of the store, identifying any potential risks to health & safety, explaining fully how to implement procedures to deal with these risks. possibly handling a complaint if one happens, any customer service interaction, maintaining security, alerting other members of staff when going off the shop floor to get stock or equipment

• Question learners knowledge of units further, collecting product evidence

• Set learner statement on an example of how they have constructively handled a complaint to their level of authority, working with others to resolve the complaint, giving a positive impression and dealing with an angry customer

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VISIT 5 Assessment • Assess the learner statement, having a guided discussion around the content,

discussing further additional complaints that the learner has handled and the outcome of these complaints, referring to product evidence to validate these

• Witness testimony of the learners competency in the learner statement and overall competency in handling complaints, overall competency in how they give a positive impression, provide information to customers and process payments

• Question learners knowledge and any missing performance, close units 4, 45, 40

• Set learner statement of examples of how they successfully deal with issues of security, health & safety to their own level of responsibility, and working in the team

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VISIT 6 Assessment• Assess learner statement

• Witness testimony to confirm the learner statement, with further examples of the learners competency in dealing with security, and health & safety

• Further observation of how the learner maintains health & safety, handling security, working with other members of staff

• Guided discussion on issues of security, emergency procedures for health & safety and the learners knowledge

• Close units 48 & 49

• Set a learner statement of reflection of the learners own personal development, for example learning plans, personal development plans

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VISIT 7 Assessment• Guided discussion on the learner statement

• Witness testimony to confirm the learner statement and the learners competency in working in a team

• Question learners knowledge and close unit 1

• Complete a claim to competence for the qualification

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The NVQsThe NVQs

• The following slides cover all units of both level 2 and 3

• They give the overview of each of the units

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Level 2 NVQLevel 2 NVQ

Mandatory (Unit 1)

Sales (Units 2 - 6)

Stock Management (Units 7, 8 & 9)

Product Expertise (Units 10 - 29)

Merchandising/ Visual Merchandising (Units 30, 31 - 37)

Management and Leadership (Units 38 & 39)

Finance and Administration (Unit s 40 - 43)

Customer Service (Units 44 - 47)

Organisational Effectiveness (Units 48 & 49)

SalesSales

Unit 2 Help customers choose products

Unit 3 Maximise product sales

Unit 4 Provide information and advice to customers

Unit 5 Demonstrate products to customers

Unit 6 Promote loyalty schemes to customers

Back to NVQ

Stock ManagementStock Management

Unit 7 Receive goods and materials into storage

Unit 8 Put goods and materials into storage

Unit 9 Process customers orders

Back to NVQ

Product ExpertiseProduct Expertise

Unit 19 Advise customers upon measuring and planning for the fixing of tiles

Unit 10 Process bake off products

Unit 11 Process fish and shellfish

Unit 12 Process greengrocery products

Unit 13 Finish meat products

Unit 14 Contribute to dough production

Unit 15 Select, weigh and measure dough ingredients

Unit 16 Hand divide, mould and shape fermented doughs

Unit 17 Maintain food safety

Unit 18 Establish customer needs and provide advice regarding tiling products

Unit 28 Help customers to buy National Lottery products in a retail environment

Unit 29 Maintain a display of cut flowers in a retail store

Unit 20 Advise customers upon fixing of tiles

Unit 21 Receive driver-controlled deliveries of fuel on petrol forecourt

Unit 22 Control deliveries of fuel on the forecourt

Unit 23 Process the self-service dispensing and purchasing of motor fuel on a forecourt

Unit 24 Provide the lingerie fitting service in a retail environment

Unit 25 Prepare products for sale to customers in a retail environment

Unit 26 Assemble retail products in a customer’s home/workplace

Unit 27 Promote beauty products to retail customers

Back to NVQ

Merchandising/ Visual MerchandisingMerchandising/ Visual Merchandising

Unit 30 Keep stock on sale at required levels

Unit 31 Display stock to promote sales to customers

Unit 32 Follow guidelines for planning and preparing visual merchandising

Unit 33 Follow guidelines for dressing visual merchandising

Unit 34 Order graphic materials for the visual merchandising

Unit 35 Dismantle and store visual merchandising

Unit 36 Make props for visual merchandising

Unit 37 Put visual merchandising displays together

Back to NVQ

Management and LeadershipManagement and Leadership

Unit 38 Develop productive working relationships with colleagues

Unit 39 Allocate and check work in your team

Back to NVQ

Finance and AdministrationFinance and Administration

Unit 40 Process payments for purchases

Unit 41 Process payments and credit applications for purchases

Unit 42 Process cash and credit transactions

Unit 43 Follow point of sale procedures for age restricted products

Back to NVQ

Customer ServiceCustomer Service

Unit 44 Process returned goods and materials

Unit 45 Give customers a positive impression of yourself and your organisation

Unit 46 Support customer service improvements

Unit 47 Resolve customer service problems

Back to NVQ

Organisational EffectivenessOrganisational Effectiveness

Unit 48 Help to maintain health and safety

Unit 49 Help to keep the retail units secure

Back to NVQ

Unit 1 Work effectively in your retail teamUnit 1 Work effectively in your retail team

• This unit relates to how the learner works with colleagues to achieve results, managing time effectively and getting along with colleagues in the workplace. The learner must also demonstrate learning new information and tasks at work with the help and guidance of the manager or trainer. Learners will follow their training programme and remember ways of learning that work best

Unit 2 Help customers choose products in a retail environmentUnit 2 Help customers choose products in a retail environment

• This unit focuses on how the learner works in a sales role. It involves describing the features and benefits of products to customers in ways that encourages them to make a purchase. It also involves handling objections and spotting opportunities to sell additional or associated products

Unit 3 Maximise product sales in a retail environmentUnit 3 Maximise product sales in a retail environment

• This unit focuses on how the learner increases the sales of a particular product using a definite campaign that is planned in advance and evaluated afterwards. It does not mean just promoting products as part of the normal sales transactions

Unit 4 Provide information and advice to customers in a retailenvironment

Unit 4 Provide information and advice to customers in a retailenvironment

• This unit focuses on how the learner listens to customers’ needs and provides information and advice to meet those needs. Learners will also demonstrate that they can deal with day to day complaints about the quality of products or service. If handling complaints is a major part of the learner job role this unit is not for them

Unit 5 Demonstrate products to customers in a retail environment

Unit 5 Demonstrate products to customers in a retail environment

• This unit focuses on how the learner demonstrates the features and benefits of products to customers and then closes the sale. When completing demonstrations the learner must actually operate the product and not just use gestures to explain how the product works

Unit 6 Promote loyalty schemes to customers in a retail environment

Unit 6 Promote loyalty schemes to customers in a retail environment

• This unit focuses on how the learner identifies customers who are not yet members of the company loyalty scheme, explaining how the scheme works and the benefits that customers would gain from joining. The learner will demonstrate being able to identify when customers are interested in joining and helping them fill in the application form

Unit 7 Receive goods and materials into storage in a retail environment

Unit 7 Receive goods and materials into storage in a retail environment

• This unit focuses on how the learner prepares the receiving and storage areas and makes sure the relevant paperwork is in order. The learner will also demonstrate checking deliveries, making sure they are satisfactory, are off loaded into the right areas and finally updating the stock control records

Unit 8 Put goods and materials into storage in a retail environment

Unit 8 Put goods and materials into storage in a retail environment

• This unit focuses on how the learner checks that there is suitable storage space and handling equipment available, how the goods are put into storage in ways that make best use of the available space and allow people to reach the goods as needed

Unit 9 Process customer orders for goods in the retail environment

Unit 9 Process customer orders for goods in the retail environment

• This unit focuses on how the learner checks that the goods the customer wants are available and telling the customer the terms of supply. The learner will order the goods and keep the customer informed of progress

Unit 10 Process bake-off products for sale in a retail environment

Unit 10 Process bake-off products for sale in a retail environment

• This unit focuses on how the learner works with and prepares bake-off products for sale. The learner will bake ready-prepared goods, checking quality and follow instructions for decorating

Unit 11 Process fish and shellfish for sale in a retail environment

Unit 11 Process fish and shellfish for sale in a retail environment

• This unit focuses on how the learner processes fish and shellfish safely and hygienically and prepares for sale by hand and using hand tools

Unit 12 Process greengrocery products for sale in a retail environment

Unit 12 Process greengrocery products for sale in a retail environment

• This unit focuses on how the learner works with and prepares greengrocery products for sale. The learner will rotate and display produce ensuring out of date stock is removed

Unit 13 Finish meat products by hand in a retail environmentUnit 13 Finish meat products by hand in a retail environment

• This unit focuses on how the learner works with meat, poultry and ingredients and ensures that the finished product meets quality standards

Unit 14 Contribute to dough production, control and efficiency

Unit 14 Contribute to dough production, control and efficiency

• This unit focuses on how the learner organises their own basic tasks and work activity within a dough production schedule that has already been planned

Unit 15 Select, weigh and measure dough ingredientsUnit 15 Select, weigh and measure dough ingredients

• This unit focuses on how the learner interprets instructions and recipes, identifying ingredients and weighing and measuring the ingredients accurately

Unit 16 Hand divide, mould and shape fermented doughsUnit 16 Hand divide, mould and shape fermented doughs

• This unit focuses on how the learner divides doughs using a knife, scales and manually operated dough portioning devices. The learner will also demonstrate moulding and shaping doughs by hand

Unit 17 Maintain food safety while working with food in a retail environment

Unit 17 Maintain food safety while working with food in a retail environment

• This unit focuses on how the learner keeps themselves clean as they work, and clean work areas as they go. Learners will demonstrate an understanding of the organisation’s procedures for handling and processing food



• This unit focuses on how the learner finds out how the customer intends to use tiles for specific tiling projects. The learner will establish the customers needs and advise them on tiling solutions which are suitable for the intended use and will achieve the visual effect required by the customer



• This unit focuses on the learner helping customers to buy the products they need for tiling projects. Learners will advise customers on measuring the area to be tiled; work out the quantity if tiles to buy; selling any additional products the customer will need and working out the total price of the products

Unit 20 Advise customers upon fixing of tilesUnit 20 Advise customers upon fixing of tiles

• This unit focuses on the learner promoting sales and increasing customer confidence and satisfaction by explaining to customers how to fix tiles and helping them to choose suitable products for this

Unit 21 Receive driver-controlled deliveries of fuel on petrol forecourtUnit 21 Receive driver-controlled deliveries of fuel on petrol forecourt

• This unit is specific to learners who work on a petrol forecourt where motor fuel deliveries are controlled by the tanker driver. The unit focuses on the learner role in ensuring that deliveries are completed safely and effectively. Learners will prepare to receive deliveries, check the completed delivery and follow Health & Safety procedures

Unit 22 Control deliveries of fuel on the forecourtUnit 22 Control deliveries of fuel on the forecourt

• This unit is specific to learners who work on a petrol forecourt and are responsible for controlling deliveries of motor fuel. The unit focuses on the learner preparing to receive deliveries, the transfer of fuel to the forecourt tanks safely, ensuring that the right type and quantity of fuel goes into each tank



• This unit is specific for learners working in petrol forecourt shops on self-service forecourts. The unit focuses on checking that it is safe for customers to dispense fuel, activating the pumps, transferring transactions to point-of-sale and taking payment. Health and safety and security are important aspects of this unit, including noticing and

• dealing with drive-offs



• This unit focuses on how the learner explains the lingerie fitting service and finds out what type of bra the customer needs when the customer is unclear about their own needs. The learner will also carry out the bra fitting service including measuring the customer and helping the customer to choose suitable products



• This unit focuses on how the learner prepares products for display by unpacking and assembling them. The learner will also demonstrate that they regularly check the condition of goods on display and remove any that are damaged

Unit 26 Assemble retail products in a customer’s home/workplaceUnit 26 Assemble retail products in a customer’s home/workplace

• This unit focuses on how the learner will take products to a customer’s home or required location. Learners will safely install the product ensuring that it is fully operational. Learners will conduct themselves appropriately while representing their organisation

Unit 27 Promote beauty products to retail customersUnit 27 Promote beauty products to retail customers

• This unit focuses on how the learner demonstrates the features and benefits of make up and skin care products to customers. The learner will make the demonstration of the products a pleasant customer service experience, maintaining safety and hygiene during the demonstration and gaining customer interest in making a purchase. The learner will maintain customer records to provide effective service and ensure promotional mail outs will reach the correct people to increase sales



• This unit focuses on how the learner sells National Lottery products in line with legal and operator’s requirements. Learners will demonstrate correct practice whilst following the law and company policy regarding underage and vulnerable players

Unit 29 Maintain a display of cut flowers in a retail storeUnit 29 Maintain a display of cut flowers in a retail store

• This unit is specific for learners who maintain displays of cut flowers in retail stores which don’t specialise in floristry; for example, supermarkets or petrol forecourt shops. Learners will ensure that the display always looks fresh and attractive and they will notice and get rid of flowers which make the display unattractive. Learners will be able to answer basic questions regarding the flowers that are posed by customers

Unit 30 Keep stock on sale at required levels in a retail environment

Unit 30 Keep stock on sale at required levels in a retail environment

• This unit focuses on how the learner uses the stock control system to anticipate how much stock is needed and ordering it in good time. Learners will also ensure the stock reaches the shop floor in time

Unit 31 Display stock to promote sales to customers in a retailenvironment

Unit 31 Display stock to promote sales to customers in a retailenvironment

• This unit focuses on how the learner checks the display area is suitable and prepares to set up the display. The learner will set up and dismantle the display and label stock accordingly. This unit is not suitable for sales assistants who are not visual merchandising specialists

Unit 32 Follow guidelines for planning and preparing visualmerchandising displays

Unit 32 Follow guidelines for planning and preparing visualmerchandising displays

• This unit is for visual merchandising specialists and focuses on how the learner plans and prepares visual merchandising displays within the guidelines provided by the manager. The learner will be required to interpret design briefs and locating merchandise and props that will be needed

Unit 33 Follow guidelines for dressing visual merchandising displays

Unit 33 Follow guidelines for dressing visual merchandising displays

• This unit is for visual merchandising specialists and focuses on how the learner follows guidelines for dressing in-store and window displays in ways that promote sales. The learner will make judgments about how to best achieve the visual effect required, while working to company policies for visual design. Learners will evaluate finished displays and sort out any problems identified within their responsibility

Unit 34 Order graphic materials for the visual merchandising displays

Unit 34 Order graphic materials for the visual merchandising displays

• This unit is for visual merchandising specialists and focuses on how the learner orders the right quantity and quality of graphics, signs and tickets within the available budget and checks the progress of orders to ensure requirements are met. Learners will position graphics, signs and tickets to support the purpose of the display

Unit 35 Dismantle and store visual merchandising displaysUnit 35 Dismantle and store visual merchandising displays

• This unit is for visual merchandising specialists and focuses on how the learner dismantles displays and decides what to do with the display parts. Learners will return borrowed merchandise, dispose of unwanted materials and clean the display site and parts. Learners will also store equipment, props and graphics carefully so that they remain in good condition and can be located again when needed

Unit 36 Make props for visual merchandising displaysUnit 36 Make props for visual merchandising displays

• This unit is for visual merchandising specialists and focuses on how the learner makes props for displays. Learners will use the design information to identify props and prototypes required and they will work out how they will get hold of the items needed. Learners will make life-size replicas and scale models as well as decorating fixtures and panels for use in displays in-store

Unit 37 Put visual merchandising displays togetherUnit 37 Put visual merchandising displays together

• This unit is for visual merchandising specialists and focuses on how the learner interprets diagrams for layout, identifies features of layouts and where to put them and what is required to create them. Learners will be able to work out what they need to put the layouts together. Learners will put layouts together accurately with the guidelines provided and introduce creative effects as appropriate



• This unit focuses on how the learner develops working relationships with colleagues either in their own or other organisations. Learners will demonstrate the ability to ensure that all relationships are productive in terms of supporting and delivering work tasks for themselves and that of the overall organisation

Unit 39 Allocate and check work in your teamUnit 39 Allocate and check work in your team

• This unit focuses on how the learner ensures the work required of their team is effectively and fairly allocated. The learner will demonstrate checking that team members are achieving the level and quality of work required and taking opportunities to improve team members’ performance

Unit 40 Process payments for purchases in a retail environment

Unit 40 Process payments for purchases in a retail environment

• This unit focuses on how the learner provides service to the customer at point-of-sale. Learners will demonstrate the ability to sort out pricing problems, spot faulty goods and check that payments are acceptable and store them securely

Unit 41 Process payments and credit applications for purchases in a retail environment

Unit 41 Process payments and credit applications for purchases in a retail environment

• This unit focuses on how the learner provides service to the customer at point-of-sale by demonstrating the ability to sort out pricing problems, spot faulty goods and check that payments are acceptable and storing them securely. The learner will also demonstrate the ability to explain the available credit facilities to customers and process credit applications

Unit 42 Process cash and credit transactions in a retail environment

Unit 42 Process cash and credit transactions in a retail environment

• This unit focuses on how the learner administers customer credit accounts. Learners will monitor credit accounts to ensure that customers are keeping up payments and not exceeding their credit limits. Learners will process customer payments and reconcile customer accounts and investigate problems

Unit 43 Follow point-of-sale procedures for age-restricted products in a retail environment

Unit 43 Follow point-of-sale procedures for age-restricted products in a retail environment

• This unit focuses on how the learner sells certain items only to customers who are old enough to buy them legally. Learners will keep within the law and company policies and procedures, refusing sales where necessary in a way that promotes customer goodwill as far as possible in the circumstances

Unit 44 Process returned goods and materials in a retail environment

Unit 44 Process returned goods and materials in a retail environment

• This unit focuses on how the learner informs the customer what they can do to help



• This unit focuses on how the learner communicates and gives a positive impression of themselves when dealing with a customer, which in turn reflects on the organisation and the customer service it provides

Unit 46 Support customer service improvementsUnit 46 Support customer service improvements

• This unit focuses on how the learner provides support for changes that their organisation has introduced and in addition it covers how a learner presents their own ideas for improvements to the appropriate person in their organisation who can authorise trying out the change

Unit 47 Resolve customer service problemsUnit 47 Resolve customer service problems

• This unit focuses on how the learner will resolve customer service problems either caused by a customer’s expectations not being met or because service procedures have not been followed. Learners will demonstrate that they can deal with problems reported by customers or spot problems prior to a customer noticing, they will then consider the options available to them and choose a way to put the situation right

Unit 48 Help to maintain health and safety in a retail environment

Unit 48 Help to maintain health and safety in a retail environment

• This unit focuses on how the learner recognises and reports accidents and emergencies and deals with them within the limits of their authority. Learners will demonstrate the ability to follow health and safety requirements as laid down by the company and the law

Unit 49 Help to keep the retail unit secureUnit 49 Help to keep the retail unit secure

• This unit focuses on how the learner protects the security of premises, stock, cash, colleagues and customers. Learners will deal with security risks within the limits of their authority and inform those who do have authority to deal will issues. Knowledge of following company policies and procedures for maintaining security will also be demonstrated

Unit 1 Work effectively in your retail organisationUnit 1 Work effectively in your retail organisation

• This unit relates to how the learner is an effective member of their team, including taking responsibility for helping colleagues to learn. Learners will demonstrate sharing workloads fairly, making realistic commitments, contributing to team morale and good working relations. The learner will demonstrate involvement of the planning process, completion and reporting of their own development plans. Learners will also support colleagues to gain information and skills to do their jobs

Unit 2 Process part exchange sales transactions in a retail environment

Unit 2 Process part exchange sales transactions in a retail environment

• This unit focuses on how the learner follows company guidelines for valuing items offered in part exchange, negotiates the part exchange sales transactions and working out the balance the customer needs to pay. The learner will also demonstrate taking payment and providing service at point-of-sale

Unit 3 Provide specialist supportin helping customers to makepurchases in a retail environment

Unit 3 Provide specialist supportin helping customers to makepurchases in a retail environment• This unit focuses on how the learner sells specialist

products to customers. The learner will be expected to demonstrate detailed knowledge on the product which is kept up to date, including knowledge of competitor products. The learner will demonstrate specialist products to customers which will involve handling and using the products. Customers will require detailed information to help them choose and the learner will persuade customers to buy by treating customers as individuals, finding out their needs and adapting speech, body language and sales style to be as persuasive as possible

Unit 4 Develop individual retail service opportunitiesUnit 4 Develop individual retail service opportunities

• This unit focuses on personal shoppers. The learner will need to find new clients and develop business relationships with them. Learners will demonstrate an understanding of what clients they should be meeting and when to ensure they are using their time effectively to ensure sales targets are reached. Learners will develop their own client database

Unit 5 Provide a personalised sales and after-sales service to your retail clients

Unit 5 Provide a personalised sales and after-sales service to your retail clients

• This unit is for personal shoppers and focuses on how the learner understands a client’s needs, preferences and budgets. Learners will demonstrate an extensive knowledge of the organisation’s products and services. Learners will build on client loyalty and follow up client consultation by providing a service that fulfills the client’s needs

Unit 6 Organise the receipt and storage of goods in a retail environment

Unit 6 Organise the receipt and storage of goods in a retail environment

• This unit focuses on how the learner organises staff to receive goods, this could include a seasonal intake of stock. The learner will demonstrate the organisation of storage facilities and training and supervising staff in the use of the storage system

Unit 7 Audit stock levels and stock inventories in a retail environment

Unit 7 Audit stock levels and stock inventories in a retail environment

• This unit focuses on how the learner organises an audit, manages the audit team and prepares an audit report. The audit team may consist of people who do not normally work together

Unit 8 Monitor and help improve food safety in a retail environment

Unit 8 Monitor and help improve food safety in a retail environment

• This unit focuses on how the learner supervises staff handling or preparing wrapped or unwrapped food. Learners will monitor food safety in line with the company’s food safety procedures and make contributions to continuously improve food safety in the work area

Unit 9 Assist customers to obtain appropriate insuranceUnit 9 Assist customers to obtain appropriate insurance

• This unit focuses on how the learner sells extended warranties on domestic electrical goods. Learners must show a full understanding and comply with the Financial Service Authority (FSA). Learners will demonstrate the ability to give accurate information, calculate costs, help customers to complete applications and help customers make claims under extended warranties they have bought through the store

Unit 10 Source required goods and services in a retail environment

Unit 10 Source required goods and services in a retail environment

• This unit focuses on how the learner purchases goods and services for the organisation. Learners will identify replenishment requirements and source goods and services from suppliers, checking the right stock has been delivered on time and evaluate the suppliers’ performance

Unit 11 Maintain the availability of goods for sale to customers in a retail environment

Unit 11 Maintain the availability of goods for sale to customers in a retail environment

• This unit focuses on how the learner briefs colleagues about display requirements and supervises the assembly of displays. Learners will assess the effectiveness of the displays and ensure stock is replenished and accurately priced. Learners will make suggestions for improving displays

Unit 12 Help to manage a retail teamUnit 12 Help to manage a retail team

• This unit focuses on how the learner may lead a team responsible for a special event, sales preparation, stock taking or emergency situations. Learners will demonstrate how they manage the smooth running of the team and only act within their responsibilities

Unit 13 Plan, monitor and adjust staffing levels and schedules in a retail environment

Unit 13 Plan, monitor and adjust staffing levels and schedules in a retail environment

• This unit focuses on how the learner works out how many staff are required to be on duty in the store to maintain good levels of customer service and profitability. Learners will produce plans and schedules and collect, analyse and evaluate information and progress towards work targets and make justifiable recommendation for changes in staffing

Unit 14 Enable customers to apply for credit and hire purchase facilities

Unit 14 Enable customers to apply for credit and hire purchase facilities

• This unit looks at how the learner focuses on the three aspects of enabling customers to apply for credit and hire purchase facilities. Learners will demonstrate negotiating with customers how much they will pay as a deposit and working out any remaining balances including interest, learners will explain to customers how the borrowing facilities work and process the applications including any credit checks needed

Unit 15 Monitor and evaluate the quality of service provided by external suppliers to your customers

Unit 15 Monitor and evaluate the quality of service provided by external suppliers to your customers

• This unit focuses on how the learner monitors the service of external suppliers the store places customer orders with. The learner will demonstrate they can check the progress of orders, keep customers informed and gather customer feedback on the service provided. Learners will use feedback to decide how the service provided could be improved and encourage suppliers to make improvements

Unit 16 Organise the delivery of reliable customer serviceUnit 16 Organise the delivery of reliable customer service

• This unit focuses on how the learner delivers and maintains excellent customer service. The learner will demonstrate that they take responsibility for the resources and systems they use which support the service given. Learners will be alert to customer reactions and use these to improve the service delivery ensuring that all information is recorded to support reliable service

Unit 17 Improve the customer relationshipUnit 17 Improve the customer relationship

• This unit focuses on how the learner is proactive in dealing with customers and responds professionally in all situations. Learners will demonstrate the ability to negotiate between customers and the organisation or department in order to meet customer expectations by giving higher levels of service than they expect

Unit 18 Work with others to improve customer serviceUnit 18 Work with others to improve customer service

• This unit focuses on how the learner develops relationships with others to ensure that communication and agreement on how working together can improve customer service. Learners will demonstrate the ability to monitor their own and teams’ performance and change the way things are done if it improves customer service

Unit 19 Monitor and solve customer service problemsUnit 19 Monitor and solve customer service problems

• This unit focuses on how the learner solves immediate customer service problems and how they spot and solve other problems before a customer becomes aware of them. The learner will demonstrate the ability to change customer service systems to avoid repeated customer service problems

Unit 20 Promote continuous improvement in customer service

Unit 20 Promote continuous improvement in customer service

• This unit focuses on how the learner is dedicated to the continuous improvement of customer service and organises repeated changes in customer service. The learner will demonstrate the ability to identify potential changes, think about the consequences and make them work. Learners will review the impact of the changes from feedback

Unit 21 Help to monitor and maintain the security of the retail unit

Unit 21 Help to monitor and maintain the security of the retail unit

• This unit focuses on how the learner monitors and maintains the security of people, property, premises and cash as part of the daily routine. Learners will check the security of work areas and sort out problems identified, they will ensure that colleagues are clear about their own responsibilities and understand security procedures. Learners will also demonstrate the ability to monitor levels of stock, equipment, cash and cash equivalents and identify and investigate any losses. Conclusions will need to be drawn on how wastage and losses can be prevented in the future, taking preventative measures and training staff to help reduce wastage and losses as far as possible

Unit 22 Choose merchandise to feature in visual merchandising displays

Unit 22 Choose merchandise to feature in visual merchandising displays

• This unit focuses on how the learner uses design information to identify what is needed for displays and choosing the merchandise to feature in the display

Unit 23 Plan, monitor and control how graphics are used in visualmerchandising displays

Unit 23 Plan, monitor and control how graphics are used in visualmerchandising displays

• This unit focuses on how the learner chooses the graphics, signs and tickets to make displays more attractive and informative to customers. Organising the distribution of graphics, signs and tickets and checking that the graphics, signs and tickets are being used consistently within the purpose of the display and any relevant company and legal requirements

Unit 24 Monitor the effect of visual merchandising displays and layouts

Unit 24 Monitor the effect of visual merchandising displays and layouts

• This unit focuses on how the learner finds out about whether displays and layouts are having the desired effect on customers and encouraging them to purchase the items being promoted. The learner will demonstrate the ability to gather information about customer responses to displays and layouts and assess the effect on customer behaviour and business performance and report findings to decision makers

Unit 25 Allocate, monitor and control visual merchandising project resources against budget

Unit 25 Allocate, monitor and control visual merchandising project resources against budget

• This unit focuses on how the learner puts together project budgets and ensures that project costs stay within the budget as the project progresses. Learners will put budgets together, estimating the likely costs of the project, work out ways of achieving best value for money and justifying recommendations to decision makers

Unit 26 Contribute to developing and putting into practice the company’s visual merchandising policy

Unit 26 Contribute to developing and putting into practice the company’s visual merchandising policy

• This unit focuses on how the learner contributes to developing the company’s visual merchandising policy and making sure that staff follow it. The learner will suggest improvements to the policy; including gathering information and analysing it to arrive at recommendations

Unit 27 Create plans, elevations and drawings to realise visualmerchandising ideas

Unit 27 Create plans, elevations and drawings to realise visualmerchandising ideas

• This unit focuses on how the learner designs layouts and produces diagrams and instructions that staff can follow. Learners will develop creative solutions for layout designs within the limits of time, budget and any guidelines that need to be followed

Unit 28 Contribute to the continuous improvement of retail operations

Unit 28 Contribute to the continuous improvement of retail operations

• This unit focuses on how the learner helps the store to improve the way it operates so that achievements and improvements can be made against sales targets and standards of service. The learner will demonstrate the ability to spot areas that could be improved, suggest practical and cost effective ways of improving them, present recommendations persuasively to management and put improvements into practice

Unit 29 Recruit, select and keep colleaguesUnit 29 Recruit, select and keep colleagues

• This unit focuses on how the learner recruits and selects people for the team and minimises staff turnover. Learners will demonstrate a fair and objective approach to recruitment and selection. The unit also involves the learner taking action to understand why colleagues are leaving and taking action to keep colleagues

Unit 30 Provide learning opportunities for colleaguesUnit 30 Provide learning opportunities for colleagues

• This unit focuses on how the learner supports colleagues by identifying learning needs and helping to provide opportunities to identify those needs. Learners will demonstrate the ability to encourage colleagues to take responsibility for their own learning and creating an environment in the team in which learning is valued



• This unit focuses on how the learner develops working relationships with colleagues either in their own or other organisations. Learners will demonstrate the ability to ensure that all relationships are productive in terms of supporting and delivering work tasks for themselves and that of the overall organisation

Unit 32 Allocate and check work in your teamUnit 32 Allocate and check work in your team

• This unit focuses on how the learner ensures the work required of their team is effectively and fairly allocated. The learner will demonstrate checking that team members are achieving the level and quality of work required and taking opportunities to improve team members’ performance

Unit 33 Evaluate the receipt of payments from customersUnit 33 Evaluate the receipt of payments from customers

• This unit focuses on how the learner evaluates the way payments are processed by staff at point-of-sale. Learners will demonstrate the ability to spot any problems with the way payments are processed, sort out the problems and monitor that staff are following the company’s takings practices and procedures

Unit 34 Monitor and maintain health and safety in a retail environment

Unit 34 Monitor and maintain health and safety in a retail environment

• This unit focuses on how the learner takes responsibility for helping to monitor and safeguard health and safety in the store. The learner will demonstrate carrying out day-to-day monitoring; conducting both specific checks and planned assessments and keeping written records of all assessments. Learners will ensure staff are trained to help protect health and safety, take charge of accidents and emergencies by contacting emergency services, setting off alarms, supervising evacuations and reducing further injury and damage as far as possible until specialist help arrives

ActivitiesActivities

• There is an Activities folder for you to practice Referencing

• Discuss with your mentor for a DVR that can be referenced in

• Once you have completed this activity discuss with your mentor for feedback

Helpful documentsHelpful documents

• This is a list of other documents in the useful documents folder. – The Skillsmart Assessment Strategy – The Framework Guide– Level 2 and 3 NVQ Support packs– NVQ Code of Practice– Technical certificate specifications

• All of these give guidance and support in the delivery of Retail. If you have any questions about these documents, please discuss with your mentor/ AM

colleague guide to customer service welcome to retail

Documents