WRR02 Retail Training Package...WRR02 Retail Training Package The material contained within this volume forms the Endorsed Component of the Training Package. Endorsed by the NTQC on

WRR02 Retail Training Package

Volume 1 of 2

Version Number: 3Review Date: 28 February 2005

WRR02Retail Training Package

The material contained within this volume forms the Endorsed Component of the TrainingPackage. Endorsed by the NTQC on 30 January 2002 and agreed by Ministers

Volume 1 of 2Retail Training Package (Volume 1)

Qualifications, Assessment Guidelines, Competency Standards

This Training Package is to be reviewed by 28 february 2005

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Title Page

Volume 1 of 2 Page 1 of 397© Commonwealth of Australia, 2002 Date Acquired from NTIS: 15 December 2006

WRR02 - Retail Training Package

© Commonwealth of Australia, 2002

This work has been produced with the assistance of funding provided by the CommonwealthGovernment through the Department of Education, Science and Training (DEST).

An individual may make a photocopy of all or part of the work for their personal use.

A Registered Training Organisation may make photocopies of all or part of the work for theteaching purposes of that organisation, including for supply to its students provided that anyconsideration does not exceed the marginal cost of preparation, reproduction, assembly anddelivery.

Except as permitted under the Copyright Act 1968, all other rights are reserved. Requests forpermission may be directed to:

Branch Manager,

Technology and Information Services Branch,

Industry Skills Development Group,

Department of Education, Science and Training,

GPO Box 9880 Canberra City, ACT, 2601.

Website: www.dest.gov.au

This work is the result of wide consultations with Australian industry participants. It is acollaborative view and does not necessarily represent the view of DEST or any specific body.For the sake of brevity it may omit factors which could be pertinent in particular cases.

While care has been taken in the preparation of this Training Package, DEST and the originaldeveloper do not warrant that any licensing or registration requirements specified here areeither complete or up-to-date for your State or Territory. DEST and the original developer donot accept any liability for any damage or loss (including indirect and consequential loss)incurred by any person as a result of relying on the information contained in this TrainingPackage.

This Training Package should not be regarded as professional advice and it should not berelied upon in any important matter without obtaining appropriate advice relevant to yourcircumstances.

Published by:

First published: 1 February 2002

ISBN: 0 642 79796 X (set)

Printed by:

AEShareNet Code: P

Print Version No: 3

Release Date:

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Imprint Page


http://www.dest.gov.au

TABLE OF CONTENTS

Preliminary Information .......................................................................................................................................5

Important Note to Users...................................................................................................................................... 5Summary of AQF qualifications in this Training Package................................................................................... 6Units of competency in this Training Package and their prerequisites................................................................7Imported units of competency in this Training Package....................................................................................12

Overview.............................................................................................................................................................. 15

What is a Training Package? ........................................................................................................................... 15Training Package Endorsed Components ........................................................................................................16Training Package, Qualification and Unit of Competency Codes .....................................................................17Training Package, Qualification and Unit of Competency Titles ...................................................................... 18Overview of the Retail Training Package.......................................................................................................... 18

Introduction ........................................................................................................................................................ 21

The Retail Industry............................................................................................................................................ 21Development of the Retail Competency Standards.......................................................................................... 21The Review of the Retail Training Package...................................................................................................... 22Ongoing Maintenance....................................................................................................................................... 23

Qualifications Framework.................................................................................................................................. 24

The Australian Qualifications Framework .........................................................................................................24Certificate I ....................................................................................................................................................... 25Certificate II ...................................................................................................................................................... 25Certificate III ..................................................................................................................................................... 25Certificate IV .....................................................................................................................................................26Diploma ............................................................................................................................................................ 26Advanced Diploma ........................................................................................................................................... 27Retail Qualifications Structure........................................................................................................................... 27Customisation....................................................................................................................................................30New Apprenticeship Pathways..........................................................................................................................30Qualification Requirements............................................................................................................................... 31

Qualifications...................................................................................................................................................... 32

WRR10102 Certificate I in Retail Operations.................................................................................................... 32WRR20102 Certificate II in Retail Operations................................................................................................... 35WRR30102 Certificate III in Retail Supervision.................................................................................................39WRR30202 Certificate III in Retail Operations.................................................................................................. 45WRR40102 Certificate IV in Retail Management.............................................................................................. 52WRR50102 Diploma of Retail Management..................................................................................................... 59WRR50204 Diploma of Visual Management.....................................................................................................63

Assessment Guidelines......................................................................................................................................67

Introduction........................................................................................................................................................67Assessment System Overview..........................................................................................................................67Australian Quality Training Framework Assessment Requirements................................................................. 67Pathways...........................................................................................................................................................68Assessor Qualifications.........................................................................................................................................

Designing Assessment Tools............................................................................................................................ 71

Use of Assessment Tools..................................................................................................................................71Using Prepared Assessment Tools................................................................................................................... 71Developing Assessment Tools.......................................................................................................................... 71Conducting Assessment....................................................................................................................................71Access and Equity.............................................................................................................................................72Futher Sources of Information...........................................................................................................................77General Resources........................................................................................................................................... 78Assessment Resources.....................................................................................................................................78Assessment Tool Design and Conducting Assessment....................................................................................79Assessor Training..............................................................................................................................................79Assessment System Design and Management.................................................................................................79

Competency Standards...................................................................................................................................... 80

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Table of Contents


What is competency? ....................................................................................................................................... 80Contextualisation of Units of Competency by RTOs ........................................................................................ 80Components of Units of Competency ...............................................................................................................80Key Competencies ........................................................................................................................................... 82Performance Levels ......................................................................................................................................... 83Coding of Units of Competency.........................................................................................................................84

Units

WRRCA1B Operate retail equipment................................................................................................................87WRRCA2B Apply retail office procedures......................................................................................................... 92WRRCA3B Apply retail office keyboard skills................................................................................................... 97WRRCA4B Coordinate retail office................................................................................................................. 102WRRCA5B Operate retail information technology systems............................................................................ 109WRRER1B Work effectively in a retail environment........................................................................................115WRRER2B Coordinate work teams................................................................................................................ 119WRRER3B Maintain employee relations.........................................................................................................125WRRF1B Balance register/terminal................................................................................................................ 131WRRF2B Perform retail finance duties........................................................................................................... 136WRRF3B Produce financial reports................................................................................................................ 142WRRF4B Prepare payroll................................................................................................................................148WRRINF1B Analyse and communicate information........................................................................................153WRRI1B Perform stock control procedures.................................................................................................... 158WRRI4B Buy merchandise..............................................................................................................................164WRRI5A Maintain and order stock.................................................................................................................. 171WRRLP1B Apply safe working practices........................................................................................................ 177WRRLP2B Minimise theft................................................................................................................................183WRRLP3B Maintain store safety.....................................................................................................................188WRRLP4B Maintain store security.................................................................................................................. 194WRRLP5B Apply store security systems and procedures.............................................................................. 200WRRLP6C Apply retail food safety practices.................................................................................................. 205WRRLP7C Monitor food safety plan/program................................................................................................. 213WRRM1B Merchandise products.................................................................................................................... 219WRRM2B Perform routine housekeeping duties.............................................................................................225WRRM3B Co-ordinate merchandise presentation.......................................................................................... 231WRRM5A Monitor in-store visual merchandising display................................................................................237WRRM6A Create a display for a small business.............................................................................................242WRRO10A Create an innovative work environment....................................................................................... 247WRRO11A Set up systems that support innovation........................................................................................253WRRO1B Manage merchandise and store presentation................................................................................ 258WRRO2B Manage sales and service delivery................................................................................................ 264WRRO3B Provide a safe working environment.............................................................................................. 271WRRO4B Control store loss/security.............................................................................................................. 279WRRO5B Control inventory............................................................................................................................ 283WRRO6B Manage store facilities....................................................................................................................288WRRO7A Profile a retail market......................................................................................................................293WRRO8A Develop innovative ideas at work................................................................................................... 299WRRO9A Lead a team to foster innovation.................................................................................................... 305WRRPM1B Administer human resources policy............................................................................................. 311WRRPM2B Recruit and select personnel....................................................................................................... 318WRRPM3B Lead and manage people............................................................................................................ 324WRRPL1B Manage financial resources.......................................................................................................... 331WRRPL2B Set strategic plans........................................................................................................................ 337WRRPL3B Initiate and implement change...................................................................................................... 342WRRS2B Advise on products and services.................................................................................................... 347WRRS3B Coordinate sales performance........................................................................................................353WRRS1B Sell products and services.............................................................................................................. 359WRRS4B Build relationships with customers..................................................................................................366WRRCS1B Communicate in the workplace.................................................................................................... 374WRRCS2B Apply point of sale handling procedures...................................................................................... 380WRRCS3B Interact with customers................................................................................................................ 386WRRCS4B Coordinate interaction with customers......................................................................................... 392

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Table of Contents


Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect thelatest industry practices and are version controlled. It is essential that the latest version isalways used.

Check the version number before commencing training or assessment

This Training Package is Version 3 - check whether this is the latest version by going to theNational Training Information Service ( www.ntis.gov.au) and locating information about theTraining Package. Alternatively, contact Service Industry Skills Council athttp://www.serviceskills.com.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a TrainingPackage, sometimes the version number is changed and sometimes it is not, depending onthe extent of the change. When a Training Package is reviewed it is considered to be a newTraining Package for the purposes of version control, and is Version 1. Do not confuse theversion number with the Training Packages national code (which remains the same during itsperiod of endorsement).

Version modification history

The version details of this endorsed Training Package are in the table below. The latestinformation is at the top of the table.

Version Release Date Comments

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Preliminary Information


http://www.ntis.gov.au

http://www.serviceskills.com.au

Summary of AQF qualifications in this Training Package

Code Title

WRR10102 Certificate I in Retail Operations

WRR20102 Certificate II in Retail Operations

WRR30102 Certificate III in Retail Supervision

WRR30202 Certificate III in Retail Operations

WRR40102 Certificate IV in Retail Management

WRR50102 Diploma of Retail Management

WRR50204 Diploma of Visual Management



Units of competency in this Training Package and their prerequisites

Note – the prerequisite column is only displayed if prerequisites exist.

Code Title

WRRCA1B Operate retail equipment

WRRCA2B Apply retail office procedures

WRRCA3B Apply retail office keyboard skills

WRRCA4B Coordinate retail office

WRRCA5B Operate retail information technology systems

WRRCS1B Communicate in the workplace

WRRCS2B Apply point of sale handling procedures

WRRCS3B Interact with customers

WRRCS4B Coordinate interaction with customers

WRRER1B Work effectively in a retail environment

WRRER2B Coordinate work teams

WRRER3B Maintain employee relations

WRRF1B Balance register/terminal

WRRF2B Perform retail finance duties

WRRF3B Produce financial reports

WRRF4B Prepare payroll

WRRFM1B Merchandise food products

WRRFM2B Pack and display meat products

WRRFM3B Prepare and display fast food items

WRRFM5B Prepare and display bakery products

WRRFM6B Prepare and display fresh, frozen and live seafoodproducts

WRRFS1B Advise on food products and services

WRRFS2B Advise on meat products

WRRFS3B Advise on fast food products

WRRFS4B Recommend liquor products



Code Title

WRRFS5B Advise on bakery products

WRRFS6B Advise on seafood products

WRRI1B Perform stock control procedures

WRRI4B Buy merchandise

WRRI5A Maintain and order stock

WRRINF1B Analyse and communicate information

WRRLP1B Apply safe working practices

WRRLP2B Minimise theft

WRRLP3B Maintain store safety

WRRLP4B Maintain store security

WRRLP5B Apply store security systems and procedures

WRRLP6C Apply retail food safety practices

WRRLP7C Monitor food safety plan/program

WRRM1B Merchandise products

WRRM2B Perform routine housekeeping duties

WRRM3B Co-ordinate merchandise presentation

WRRM5A Monitor in-store visual merchandising display

WRRM6A Create a display for a small business

WRRO10A Create an innovative work environment

WRRO11A Set up systems that support innovation

WRRO12A Select an e-business model

WRRO13A Adopt mobile commerce applications to improve sales andservice

WRRO14A Manage retail brands online

WRRO15A Acquire and retain online customers

WRRO1B Manage merchandise and store presentation

WRRO2B Manage sales and service delivery

WRRO3B Provide a safe working environment



Code Title

WRRO4B Control store loss/security

WRRO5B Control inventory

WRRO6B Manage store facilities

WRRO7A Profile a retail market

WRRO8A Develop innovative ideas at work

WRRO9A Lead a team to foster innovation

WRRPL1B Manage financial resources

WRRPL2B Set strategic plans

WRRPL3B Initiate and implement change

WRRPM1B Administer human resources policy

WRRPM2B Recruit and select personnel

WRRPM3B Lead and manage people

WRRRP1A Handle customer interviews and applications

WRRRP2A Handle mail which is received in a retail environment

WRRRP3A Deliver mail in a retail environment

WRRRP4A Process postal outlet business transactions

WRRS1B Sell products and services

WRRS2B Advise on products and services

WRRS3B Coordinate sales performance

WRRS4B Build relationships with customers

WRRSS10B Recommend sporting products and services

WRRSS11B Recommend toy products

WRRSS12B Recommend and sell books and advise on reader services

WRRSS13B Recommend newsagency products and services

WRRSS14B Hire and sell video products and services

WRRSS15B Recommend hair/beauty/cosmetic products

WRRSS16B Recommend health and nutritional products and services



Code Title

WRRSS17B Recommend toddler/baby products

WRRSS18B Recommend soft furnishings/manchester/ haberdasheryproducts and services

WRRSS19B Recommend music/audio products and services

WRRSS1B Recommend and fit clothing and accessories

WRRSS20A Recommend specialised products and services

WRRSS2B Recommend and fit footwear products and services

WRRSS3B Recommend jewellery products and services

WRRSS4B Recommend electrical products and services

WRRSS5B Recommend furniture products

WRRSS6B Recommend floor covering products and services

WRRSS7B Recommend hardware products and services

WRRSS8B Recommend cameras, photographic equipment andservices

WRRSS9B Recommend computer products and services

WRRVM10A Demonstrate merchandising and category presentationskills

WRRVM11A Maintain display lighting and brief lighting designers

WRRVM12A Design and produce store plans and floor layouts

WRRVM13A Manage visual merchandising projects

WRRVM14A Design merchandisers

WRRVM15A Style merchandise for photography

WRRVM16A Design and produce merchandising and in-storepresentations

WRRVM17A Develop and apply strategies for merchandising andcorporate presentation

WRRVM18A Present design concepts

WRRVM19A Create and implement exhibition space

WRRVM1A Work effectively as a visual merchandiser

WRRVM2A Produce retail visual illustrations



Code Title

WRRVM3A Manufacture visual merchandising support structures

WRRVM4A Apply lettering

WRRVM5A Present products

WRRVM6A Produce working drawings

WRRVM7A Produce perspective drawings plans and elevations

WRRVM8A Design, construct and maintain props and merchandisers

WRRVM9A Develop concept visuals



Imported units of competency in this Training Package

Code Title Origin

BSBADV601A Create an advertising brief BSB01

BSBCMN405A Analyse and present research information BSB01

BSBCMN406A Maintain business technology BSB01

BSBCMN407A Coordinate business resources BSB01

BSBFLM405A Implement operational plan TBA

BSBFLM406A Implement workplace information system TBA

BSBFLM409A Implement continuous improvement TBA

BSBFLM505A Manage operational plan TBA

BSBFLM506A Manage workplace information systems TBA

BSBFLM509A Promote continuous improvement TBA

BSBFLM511A Develop a workplace learning environment TBA

BSBHR502A Manage human resource management informationsystems

BSB01

BSBHR506A Manage recruitment, selection and induction processes BSB01

BSBMGT502A Manage people performance BSB01

BSBMKG402A Analyse consumer behaviour for specific markets BSB01

BSBMKG403A Analyse market data BSB01

BSBMKG404A Forecast market and business needs BSB01

BSBMKG501A Evaluate marketing opportunities BSB01

BSBMKG503A Develop a marketing communications plan BSB01

BSBMKG505A Review marketing performance BSB01

BSBSBM401A Establish business and legal requirements BSB01

BSBSBM404A Undertake business planning BSB01

BSZ401A Plan assessment BSZ98

BSZ402A Conduct assessment BSZ98

BSZ403A Review assessment BSZ98

BSZ404A Train small groups BSZ98



Code Title Origin

BSZ405A Plan and promote a training program BSZ98

BSZ406A Plan a series of training sessions BSZ98

BSZ407A Deliver training sessions BSZ98

BSZ408A Review training BSZ98

BSZ501A Analyse competency requirements BSZ98

BSZ502A Design and establish the training system BSZ98

BSZ503A Design and establish the assessment system BSZ98

BSZ504A Manage the training and assessment system BSZ98

BSZ505A Evaluate the training and assessment system BSZ98

BSZ506A Develop assessment procedures BSZ98

BSZ507A Develop assessment tools BSZ98

BSZ508A Design training courses BSZ98

CUFMEM06A Design a multimedia product CUF01

CUFMEM14A Create, manipulate and incorporate 2D graphics CUF01

CUVCRS03A Produce computer-aided drawings CUV03

CUVDES01A Apply colour theory in response to a brief CUV03

CUVDES02A Apply the design process to 2-dimensional work inresponse to a brief

CUV03

CUVDES03A Apply the design process to 3-dimensional work inresponse to a brief

CUV03

CUVDSP04A Research and apply the history and theory of design todesign practice

CUV03

CUVPHI05A Use a 35mm SLR camera or digital equivalent CUV03

CUVVSP11A Apply techniques to produce digital images CUV03

WRWMK506A Manage promotional activities WRW01

WRWPL504A Review product/ service performance WRW01

WRWPL505A Maximise product sales and market share WRW01

WRWPL507A Forecast product performance WRW01



Code Title Origin

WRWPS504A Develop purchasing strategies WRW01

Explanation of the review date

The review date (shown on the title page and in the header of each page) indicates when the TrainingPackage is expected to be reviewed in the light of changes such as changing technologies andcircumstances. The review date is not an expiry date. Endorsed Training Packages and theircomponents remain current until they are reviewed or replaced.



Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards,assessment guidelines and Australian Qualifications Framework (AQF) qualifications for aspecific industry, industry sector or enterprise.

Each Training Package:

• provides a consistent and reliable set of components for training, recognising andassessing peoples skills, and may also have optional support materials

• enables nationally recognised qualifications to be awarded through direct assessment ofworkplace competencies

• encourages the development and delivery of flexible training which suits individual andindustry requirements

• encourages learning and assessment in a work-related environment which leads toverifiable workplace outcomes.

How do Training Packages fit within the National Training Framework?

The National Training Framework is made up of the nationally agreed quality arrangementsfor the vocational education and training sector, the Australian Quality Training Framework(AQTF), and Training Packages endorsed by the National Training Quality Council (NTQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet theidentified training needs of specific industries or industry sectors. To gain nationalendorsement of Training Packages, developers must provide evidence of extensive research,consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in theworkplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in manyways by emphasising what the learner can do, not how or where they learned to do it. Forexample, some experienced workers might be able to demonstrate competency against theunits of competency, and even gain a qualification, without completing a formal trainingprogram.

With Training Packages, assessment and training may be conducted at the workplace,off-the-job, at a training organisation, during regular work, or through work experience, workplacement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a RegisteredTraining Organisation (RTO) that has the qualifications or specific units of competency on itsscope of registration, or that works in partnership with another RTO as specified in the AQTFStandards for Registered Training Organisations.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NTQC, andoptional support materials.

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Overview


Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, AssessmentGuidelines and Qualifications Framework. These form the basis of training and assessment inthe Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes theknowledge and skills that underpin competency as well as language, literacy and numeracy;and occupational health and safety requirements. The units of competency must be adheredto in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meetindustry needs and nationally agreed standards as expressed in the Training Package andthe Standards for Registered Training Organisations. The Assessment Guidelines must befollowed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achievedto award AQF qualifications. The rules around which units of competency can be combined tomake up a valid AQF qualification in the Training Package are referred to as the packagingrules. The packaging rules must be followed to ensure the integrity of nationally recognisedqualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported byoptional support materials that provide for choice in the design of training and assessment tomeet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, anindustry sector, a qualification or the whole Training Package. They tend to fall into one ormore of the categories illustrated below.



Training Package support materials are produced by a range of stakeholders such as RTOs,individual trainers and assessors, private and commercial developers and Governmentagencies.

Where such materials have been quality assured through a process of noting by the NTQC,they display the following official logo. Noted support materials are listed on the NationalTraining Information Service (NTIS), together with a detailed description and information onthe type of product and its availability ( www.ntis.gov.au).

It is not compulsory to submit support materials for noting; any resources that meet therequirements of the Training Package can be used.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and theircomponents. Always use the correct codes, exactly as they appear in the Training Package,and with the title always following the code.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the TrainingPackage is endorsed, for example WRR02. The first three characters are letters identifyingthe Training Package industry coverage and the last two characters are numbers identifyingthe year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, forexample WRR10102. The first three letters identify the Training Package; the first numberidentifies the qualification level (noting that arabic numbers are not used in qualification titlesthemselves); the next two numbers identify the position in the sequence of the qualification atthat level; and the last two numbers identify the year in which the qualification was endorsed.(Where qualifications are added after the initial Training Package endorsement, the last twonumbers may differ from other Training Package qualifications as they identify the year inwhich those particular qualifications were endorsed).

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. The unit of



http://www.ntis.gov.au

competency codes are assigned when the Training Package is endorsed, or when new unitsof competency are added to an existing endorsed Training Package.

A typical code is made up of 12 characters, normally a mixture of uppercase letters andnumbers, as in WRRI5A. The first three characters signify the Training Package (WRR02Retail Training Package in the above example) and up to eight characters, relating toan industry sector, function or skill area, follow. The last character is always a letter andidentifies the unit of competency version. The A in the example above indicates that this is theoriginal unit of competency. An incremented version identifier usually means that minorchanges have been made. Typically this would mean that wording has changed in the rangestatement or evidence guide, providing clearer intent. Where changes are made that alter theoutcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always usethe correct titles, exactly as they appear in the Training Package, and with the code alwaysplaced before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packagesbroad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use thefollowing sequence:

• firstly, the qualification is identified as either Certificate I, Certificate II, Certificate III,Certificate IV, Diploma or Advanced Diploma

• this is followed by the words in for Certificates I to IV and of for Diploma and AdvancedDiploma

• then the industry descriptor follows, for example Telecommunications, and• if applicable, the occupational or functional stream follows in brackets, for example

(Computer Systems).

For example:

• WRR10102 Certificate I in Retail Operations• WRR20102 Certificate II in Retail Operations

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competencyoutcome concisely, and are written in sentence case.

For example:

• WRRCA1B Operate retail equipment• WRRCA2B Apply retail office procedures

Overview of the Retail Training Package

The Retail Training Package has been designed to be the foundation for structured, nationallyportable training that is aligned to the Australian Qualifications Framework (AQF).

The Retail Training Package consists of three major components:

• National Qualifications Framework (consisting of seven qualifications)• Assessment Guidelines



• National Retail Competency Standards (76 revised retail units, 35 new retail units and 2units imported from other Training Packages)

These components are endorsed by the Australian National Training Authority (ANTA) -National Training Quality Council (NTQC). These three components have been designed toestablish the criteria and guidelines against which retail qualifications are awarded.

All components have been developed through a consultative process with the industry inconjunction with the WRAPS Network. Details of the National Industry Reference Group forthe Review of the Retail Training Package are included in the Background to the CompetencyStandards.


The Qualifications Framework sets out the requirements for attainment of qualifications in theretail industry. The qualifications range from Certificate I to Diploma. Each qualification isachieved by demonstration of competency against specified units of competency from theRetail Training Package.


The Assessment Guidelines provide the framework for assessment of units of competency inthe Retail Training Package. They are designed to ensure that assessment activities areconsistent with the Australian Training Quality Framework (ATQF) for Registered TrainingOrganisations and that assessment processes and outcomes are valid, reliable, flexible andfair.

Retail Competency Standards

The Retail Competency Standards represent the skills and knowledge applied at work andidentified by the industry as appropriate across the full range of retail workplaces.

The concept of competency focuses on what is expected of an employee in the workplacerather than on the learning process. It embodies the ability to transfer and apply skills andknowledge to new situations and environments and includes all aspects of workplaceperformance, not just narrow task skills.

The key features of the Retail Training Package are that it is:

Industry driven

• It has been developed by the retail industry for the retail industry

Competency based

• To be successful, retailers and employees need to have a wide range of skills. Theseskills have been defined by the retail industry and are set out in the competencystandards.

Adaptable

• The NRTS has been purpose designed to be adaptable, so that there is scope to tailorwhat employees learn to the needs of individual businesses, while achieving nationallyconsistent training outcomes.

Flexible



• Employers and employees may choose the training provider, the mode of delivery andhow the training happens, either in a training organisation or on the job

Retailers and employees benefit from use of the Retail Training Package.

• Employees• gain the skills the retail industry needs• obtain recognition for their achievements• are productive workers as they learn• get more satisfaction from a professional approach to their work• see the links between the national qualifications in the Retail Training Package and a

career in retailing• Employers

• adapt national skills standards to enhance their own "competitive edge"• increase staff efficiency through training• retain and "grow" a more talented staff• create a more positive store environment• change more shoppers into buyers

The Retail Training Package is supported by additional materials. These make up thenon-endorsed components and include:

• Model Training Programs for Certificates I, II, III and IV.• Learner Guides for the majority of retail units of competency.• Learner Record Books for Certificates II and III.• Charts and brochures for each certificate.



Introduction

The Retail Industry

The retail industry is the largest single industry of employment within Australia. It is made upof three main sub-divisions; food retailing, personal and household goods, and motor vehicleretailing and servicing. It is made up of a relatively small number of large employers and manymedium and small employers.

The retail industry has long been a sector that provides the first experience of employment formany young people, with approximately 82% of all young people citing retail as their first job.A large number of these young people go on to make a career in retailing, progressingthrough the many areas covered by the retail industry. The retail industry employs a majorityof women (52%) across a total employment of over 1.25 million workers.

There is a large variety of retail establishments including clothing, footwear, fabric, furnitureand floor covering, hardware and house ware, domestic appliance, antique and used goods,jewellery, recreational goods, music, video hire, and cafes and take-away food.

The employment profile of the retail sector includes functional roles, such as selling, customerservice, merchandising, inventory, loss prevention, security, employee relations, clericaladministration, finance, operations, planning and specialist areas related to product or serviceprovision.

The retail industry recognises the number of people working in the industry who have notcompleted a formal qualification, but who hold the necessary skills from Certificate II for entryinto higher-level qualifications.

Development of the Retail Competency Standards

The Retail Competency Standards were originally developed in 1995, and since thisdevelopment they have been regularly monitored and reviewed.

The initial development of the Retail Competency Standards occurred prior to thedevelopment of the Retail Training Package; the Competency Standards were subsequentlyincorporated into the Retail Training Package.

A number of projects have been conducted throughout the development and maintenanceprocess. Details of contributors to all projects are listed in Section 4. These projects aredescribed below.

Core Competencies

In 1995, the National Wholesale, Retail and Personal Services Industry Training Councilcommenced the development of the core competencies required within the retail industryincluding:

• those used by shop assistants• those which relate to the control of stock (in relation to retail operations, as distinct from

distribution centres)• clerical/administrative competencies required in retail businesses• specialist skills, up to and including the equivalent of management skills as required of a

regional or area manager in a specialty chain, a store manager in a large independentstore, or an assistant store manager in a large store or supermarket.

The National Retail Competency Standards were endorsed in January 1996.

Specialist Competencies

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Introduction


In 1996 National WRAPS commenced a project to develop specialist competencies in a rangeof product and service areas.

National WRAPS continued to consolidate information on specialist areas following theimplementation of the Retail Training Package. In 1999, a second round of consultation wasconducted which resulted in the development of an additional ten units of competency, andthe revision of two existing units of competency.

Revised Evidence Guides

In 1997, National WRAPS conducted a project to incorporate the Competency Standards intothe Retail Training Package. As part of this project, the Evidence Guides were also reviewedin order to meet the then current 'standards best practice format.' The units of competency,the elements and Range Statement were not under review.

The Retail Training Package (WRR97) was endorsed in 1997.

The Review of the Retail Training Package

The Retail Training Package was first endorsed in 1997 and underwent a review processduring 2000 and 2001, which was funded by the Australian National Training Authority(ANTA).

Following the Review, the Retail Training Package was recoded as WRR02, to distinguish itfrom the original version, WRR97.

Extensive national consultations were conducted, which included industry workshops,validation workshops, individual interviews and telephone interviews.

The review process led to a number of changes to the Retail Training Package.

Changes made to the Competency Standards were:

• reformatting of the units of competency. All units have been reformatted in line with therequirements in the Training Package Development Handbook 2001.

• updating the units of competency to reflect industry and technology changes. Each unithas been reviewed and where required amendments have been made to reflect currentindustry practice.

• version control identifiers in all components of the reviewed Training Package• development of a number of new units of competency:

• WRRM5A Monitor in-store visual merchandising display• WRRM6A Create a display for a small business• WRRO7A Profile a retail market

• Incorporating four guideline units into the Retail Training Package. These units weredeveloped as part of an Innovation project funded by ANTA. The units have beenincluded in the Operations Functional Area and are:• WRRO8A Develop innovative ideas at work• WRRO9A Lead a team to foster innovation• WRRO10A Create an innovative work environment• WRRO11A Set up systems to foster innovation

• inclusion of a number of units of competency from other endorsed Training Packages.Imported units have been aligned to the same level as the package from which they aredrawn. The following table lists the Training Package and the number of units imported.

Training Package Number of units

BSZ98 Assessment and Workplace Training 16

BSB01 Business Services 21



WRW Wholesale 5

Ongoing Maintenance

Following the endorsement of the reviewed Retail Training Package, a number of projectshave been conducted as part of an ongoing maintenance process. These projects areoutlined below.

E-Business Units

In 2002, National WRAPS conducted a project to develop E-Business units of competency forthe Retail industry.

This resulted in the development of an additional four units of competency, which wereendorsed by the NTQC and added to the endorsed Training Package in 2002. These unitswere incorporated as part of the "Operations" functional area.

Retail Post Units

In 2002, Australia Post worked to develop additional units of competency to meet the needsof retail postal workers, and worked with National WRAPS to incorporate these into theexisting Training Package.

This resulted in the development of an additional four units of competency, which wereendorsed by the NTQC and added to the endorsed Training Package in 2002. These unitshave been allocated the discrete functional area "Retail Post".

Visual Merchandising

In 2002-2003, National WRAPS conducted a project to develop Visual Merchandising units ofcompetency for the Retail industry.

This resulted in the development of 19 new units of competency, which were endorsed by theNTQC and added to the endorsed Training Package in 2004. These units were incorporatedas part of a new 'Visual Merchandising' functional area.

As part of this project, ten additional units of competency were also imported from otherTraining Packages, including the Business Services Training Package; the Film, TV, Radioand Multimedia Training Package; and the Visual Arts, Craft and Design Training Package.




The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a fullexplanation of the AQF see the AQF Implementation Handbook, 3rd Edition 2002. You candownload it from the Australian Qualifications Advisory Board (AQFAB) website (www.aqf.edu.au) or obtain a hard copy by contacting AQFAB on phone 03 9639 1606 or byemailing AQFAB on [email protected]

The AQF provides a comprehensive, nationally consistent framework for all qualifications inpost-compulsory education and training in Australia. In the vocational education and training(VET) sector it assists national consistency for all trainees, learners, employers and providersby enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines ofthe AQF. Endorsed Training Packages provide a unique title for each AQF qualification whichmust always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

• Certificate I in ...• Certificate II in ...• Certificate III in ...• Certificate IV in ...• Diploma of ...• Advanced Diploma of ...• Vocational Graduate Certificate of ...• Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered TrainingOrganisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQFqualifications must comply with the advice provided in the AQF Implementation Handbookand the Australian Quality Training Framework Standards for Registered TrainingOrganisations, particularly Standard 10.

Statement of Attainment

Where an AQF qualification is partially achieved through the achievement of one or moreendorsed units of competency, an RTO may issue a Statement of Attainment. Issuance ofStatements of Attainment must comply with the advice provided in the AQF ImplementationHandbook and the Australian Quality Training Framework Standards for Registered TrainingOrganisations, particularly Standard 10.

Under the Standards for Registered Training Organisations, RTOs must recognise theachievement of competencies as recorded on a qualification or Statement of Attainmentissued by other RTOs. Given this, recognised competencies can progressively build towardsa full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQFqualification. A summary of the learning outcome characteristics and their distinguishingfeatures for each VET related AQF qualification is provided below.

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Qualifications Framework


http://www.aqf.edu.au

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform adefined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory accessand participation skills, broad-based induction skills and/or specific workplace skills. Theymay also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

• demonstrate knowledge by recall in a narrow range of areas;• demonstrate basic practical skills, such as the use of relevant tools;• perform a sequence of routine tasks given clear direction• receive and pass on messages/information.

Certificate II


Breadth, depth and complexity of knowledge and skills would prepare a person to perform ina range of varied activities or knowledge application where there is a clearly defined range ofcontexts in which the choice of actions required is usually clear and there is limitedcomplexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and proceduresand some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individualresponsibility or autonomy and/or collaboration with others as part of a group or team.



• demonstrate basic operational knowledge in a moderate range of areas;• apply a defined range of skills;• apply known solutions to a limited range of predictable problems;• perform a range of tasks where choice between a limited range of options is required;• assess and record information from varied sources;• take limited responsibility for own outputs in work and learning.

Certificate III


Breadth, depth and complexity of knowledge and competencies would cover selecting,adapting and transferring skills and knowledge to new environments and providing technicaladvice and some leadership in resolution of specified problems. This would be appliedacross a range of roles in a variety of contexts with some complexity in the extent and choiceof options available.

Performance of a defined range of skilled operations, usually within a range of broaderrelated activities involving known routines, methods and procedures, where some discretionand judgement is required in the section of equipment, services or contingency measures



and within known time constraints.

Applications may involve some responsibility for others. Participation in teams includinggroup or team co-ordination may be involved.



• demonstrate some relevant theoretical knowledge• apply a range of well-developed skills• apply known solutions to a variety of predictable problems• perform processes that require a range of well-developed skills where some discretion

and judgement is required• interpret available information, using discretion and judgement• take responsibility for own outputs in work and learning• take limited responsibility for the output of others.

Certificate IV


Breadth, depth and complexity of knowledge and competencies would cover a broad rangeof varied activities or application in a wider variety of contexts most of which are complex andnon-routine. Leadership and guidance are involved when organising activities of self andothers as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluateand analyse current practices, develop new criteria and procedures for performing currentpractices and provision of some leadership and guidance to others in the application andplanning of the skills. Applications involve responsibility for, and limited organisation of,others.



• demonstrate understanding of a broad knowledge base incorporating some theoreticalconcepts

• apply solutions to a defined range of unpredictable problems• identify and apply skill and knowledge areas to a wide variety of contexts, with depth in

some areas• identify, analyse and evaluate information from a variety of sources• take responsibility for own outputs in relation to specified quality standards• take limited responsibility for the quantity and quality of the output of others.

Diploma


Breadth, depth and complexity covering planning and initiation of alternative approaches toskills or knowledge applications across a broad range of technical and/or managementrequirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areaswhere judgement is required in planning and selecting appropriate equipment, services andtechniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal



responsibility and autonomy in performing complex technical operations or organising others.It may include participation in teams including teams concerned with planning and evaluationfunctions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may varybetween qualifications granted at this level.


Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of a broad knowledge base incorporating theoreticalconcepts, with substantial depth in some areas

• analyse and plan approaches to technical problems or management requirements• transfer and apply theoretical concepts and/or technical or creative skills to a range of

situations• evaluate information, using it to forecast for planning or research purposes• take responsibility for own outputs in relation to broad quantity and quality parameters• take some responsibility for the achievement of group outcomes.

Advanced Diploma


Breadth, depth and complexity involving analysis, design, planning, execution and evaluationacross a range of technical and/or management functions including development of newcriteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniquesacross a wide and often unpredictable variety of contexts in relation to either varied or highlyspecific functions. Contribution to the development of a broad plan, budget or strategy isinvolved and accountability and responsibility for self and others in achieving the outcomes isinvolved.

Applications involve significant judgement in planning, design, technical orleadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may varybetween qualifications granted at this level.


Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of specialised knowledge with depth in some areas• analyse, diagnose, design and execute judgements across a broad range of technical

or management functions• generate ideas through the analysis of information and concepts at an abstract level• demonstrate a command of wide-ranging, highly specialised technical, creative or

conceptual skills• demonstrate accountability for personal outputs within broad parameters• demonstrate accountability for personal and group outcomes within broad parameters.

Retail Qualifications Structure

The Retail Training Package includes the following seven qualifications:

National Qualification National Qualification Title



Code



WRR30102 o Certificate III in Retail Supervision

WRR30202 * Certificate III in Retail Operations



WRR50204 ? Diploma of Visual Management

These qualifications utilise the following three different models for packaging competencies:

• a core-only model for WRR10102 Certificate I in Retail Operations• a core and specialisation model for WRR20102 Certificate II in Retail Operations• a core and elective model for all other qualifications

Competencies have been packaged using a combined fully nested and pre-requisite model ofpackaging competencies as qualification outcomes within the Retail Training Package.

The fully nested model is utilised for Certificate I in Retail Operations and Certificate II inRetail Operations, whereby all the competencies from Certificate I are included in theCertificate II qualification outcome.

o = WRR30102 - Certificate III in Retail Supervision replaces and is equivalent to WRR30197Certificate III in Retail Operations.

* = WRR30202 - Certificate III in Retail Operations is a new qualification.

? = WRR50204 - Diploma of Visual Management is a new qualification

The pre-requisite model is utilised for Certificate III in Retail Operations, Certificate III in RetailSupervision and Certificate IV in Retail Management whereby:

• completion of the core units of the Certificate II in Retail Operations plus unit WRRS1BSell products and services is a pre-requisite for the Certificate III in Retail Supervision orthe Certificate III in Retail Operations.

• completion of the core of either the Certificate III in Retail Supervision or the CertificateIII in Retail Operations is a pre-requisite for the Certificate IV in Retail Management.

This arrangement provides for the concurrent achievement of competencies packaged athigher AQF levels.





Customisation

The customisation guidelines in this Training Package set the boundaries of change acceptedwithin the Australian Qualifications Framework. While maintaining the integrity of the originalqualification outcomes and structure, options for customising include:

• Selecting appropriate elective units of competency from those listed in the qualificationsin this Training Package.

• Importing units of competency from other Training Packages where the qualificationpackaging rules allow.

• Customising units of competency to better suit an enterprise or industry context.

Selecting Elective Units

The qualifications within this Training Package may be customised by selecting elective unitsto suit the candidate's individual needs or work context. The elective units listed provide forskill development in a wide variety of retail environments. A number of elective units in thispackage have already been imported from other Training Packages.

Importing Elective Units from other Training Packages

Some of the qualifications in the Retail Training Package allow for units from other TrainingPackages to be imported. Imported units of competency should be selected that are directlyrelevant to the candidate's current or intended retail job role/function.

The following rules apply when importing units of competency:

• The imported unit/s of competency must relate to the core function or role of thecandidate's current or intended work environment.

• The original title and code of the imported unit must be retained.• Imported units must be selected from an endorsed Training Package.• Any pre-requisite units specified for the imported units cannot be counted as electives in

this Training Package.• Advice should be sought from the relevant State/Territory Training Authority to

determine if there is any requirement for an extension to the RTO's scope of registrationin relation to an imported unit.

Customising Units of Competency

Units of competency may be customised to meet the needs of industry and enterprises. Theymay be customised in the following ways:

• Contextualisation of the content to identify unique aspects that apply to an industry area,enterprise or particular client group; for example, replacing general directions, genericequipment, process, procedures and policies with enterprise specific ones.

• The customised unit must not reduce the health, safety and environmental requirementsof the unit.

The customised unit must not alter the outcome of the unit.

New Apprenticeship Pathways

New Apprenticeship pathways are applicable in the Retail Training Package for:







Qualification Requirements

A Registered Training Organisation (RTO) will award a qualification when the requirednumber of competencies, as determined by the packaging rules for the specific qualification,has been demonstrated. If a candidate does not complete all of the competencies required fora qualification they will receive a Statement of Attainment for the unit/s of competencycompleted.

All units of competency within a qualification have been categorised as either core or elective.The core units are essential to the qualification and candidates must choose a specifiednumber of elective units according to the requirements for the qualification.

Qualification Code andTitle

Number ofPre-RequisiteUnits

Number ofCore UnitsRequired

Number ofElective UnitsRequired

Total Numberof UnitsRequired

WRR10102

Certificate I in RetailOperations

N/A 5 N/A 5

WRR20102

Certificate II in RetailOperations

N/A 10 4 14

WRR30102

Certificate III in RetailSupervision

11 5 4 9

WRR30202

Certificate III in RetailOperations

11 5 4 9

WRR40102

Certificate IV in RetailManagement

5 6 6 12

WRR50102

Diploma of RetailManagement

3 10 6 16

WRR50204

Diploma of VisualManagement

N/A 26 6 32



Qualifications

WRR10102 Certificate I in Retail OperationsCertificate I in Retail Operations has been designed as a pre-employmentqualification. It applies to those who wish to develop the foundationalskills and knowledge to work in the retail industry.

Language,Literacy andNumeracy Advice

The learner's language, literacy and numeracy levels are expected to beequivalent to Level 2 of the National Reporting System.

Reading and writing - a learner will be able to read and comprehend arange of simple texts and write a range of short texts in a number ofcontexts which may be interrelated.

Oral communication - a learner will be able to use and respond tolanguage around everyday subject matter which may include someunfamiliar aspects for a range of purposes in a number of contexts whichmay be interrelated.

Numeracy and mathematics - a learner will be able to deal easily withstraightforward calculations either manually and/or using a calculator.

QualificationRequirements

To achieve a Certificate I in Retail Operations a total of five (5) units mustbe completed. This comprises:

five (5) core units

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005


Volume 1 of 2, Qualification 1 of 7 Page 32 of 397© Commonwealth of Australia, 2002 Date Acquired from NTIS: 15 December 2006

Qualification RequirementsNote - The following qualification details may be a duplicate of the information above due to thecurrent method of coding packaging rules for the latest release of NTIS (National Training InformationService).

To achieve a Certificate I in Retail Operations:

- 5 Units:- 5 Core Units

Core (refer to the unit list at the end of this section)




CORE UNITS

Core

Code Title









WRR20102 Certificate II in Retail OperationsCertificate II in Retail Operations has been designed as the standardentry level qualification for the retail industry. It applies to those wishing todevelop the skills and knowledge to begin a career in the retail industry.

Likely functions within the retail industry for those who achieve this levelof qualification include working within clearly defined contexts and undersupervision. It involves interacting with customers, performing stockcontrol, operating point of sale equipment, balancing the register andminimising theft.



Reading and writing - a learner will be able to read and comprehend arange of simple texts and write a range of short texts in a number ofcontexts which may be interrelated.

Oral communication - a learner will be able to use and respond tolanguage around everyday subject matter which may include someunfamiliar aspects for a range of purposes in a number of contexts whichmay be interrelated.

Numeracy and mathematics - a learner will be able to deal easily withstraightforward calculations either manually and/or using a calculator.


To achieve a Certificate II in Retail Operations a total of fourteen (14)units must be completed. This comprises:

Ten (10) core units, and

Four (4) elective units





To achieve a Certificate II in Retail Operations:

- 14 Units:- 10 Core Units

Core (refer to the unit list at the end of this section)- and and 4 elective units from one of the three streams

- GENERAL SELLING STREAMElective: General Selling Stream (refer to the unit list at the end of this section)- Note: PLUS ONE unit from either: The elective-only units from Certificate III in this

Training Package, OR a relevant unit from Certificate II or III in another TrainingPackage. WRR30102 Certificate III in Retail Supervision or WRR30202 Certificate III inRetail Operations or ONE unit may be selected from another Training Package. Thisunit must relate to the core function or role of the candidates current or intended workenvironment, and must be from a Certificate II or Certificate III

- or GENERAL FOOD SELLING STREAMElective: General Food Selling Stream (refer to the unit list at the end of this section)- Note: NOTE: The following TWO units are compulsory units and must be completed:

WRRS1B Sell products and services and WRRLP6C Apply retail food safety practices.TWO additional units must be selected from the remaining elective units. Whenselecting the two additional units those within the same food areas must be takentogether. For example, if selecting bakery products, both bakery units WRRFS5BAdvise on bakery products and WRRFM5B Prepare and display bakery products mustbe completed.

- or CLERICAL/ADMIN STREAMElective: Clerical/Admin Stream (refer to the unit list at the end of this section)- All THREE Clerical/Admin elective units must be completed. In addition, ONE

unit must be selected from either: WRRS1B Sell products and services OR Theelective-only *units from WRR30102 Certificate III in Retail Supervision orWRR30202 Certificate III in Retail Operations OR ONE unit may be selected fromanother Training Package. This unit must relate to the core function or role ofthe candidate?s current or intended work environment and must be from aCertificate II or III qualification.

- Note: PLUS ONE unit from either: the elective-only units from Certificate III in thisTraining Package OR a relevant unit from Certificate II or Certificate III in anotherTraining Package OR unit WRRS1B Sell products and services. NOTE: Theelective-only units are those that are available only as electives within the Certificate IIIqualifications and do not appear in the core of either qualification. Units that are NOTclassed as elective-only are: WRRCS4B Coordinate interaction with customers,WRRER2B Coordinate work teams, WRRER3B Maintain employee relations,WRRLP3B Maintain store safety, WRRLP4B Maintain store security, WRRSS4BRecommend electrical products and services, WRRO7A Profile a retail market,WRRLP5B Apply store security systems and procedures, WRRI5A Maintain and orderstock, WRRM5A Monitor in-store visual merchandising display, WRRM6A Create adisplay for small business. These units cannot be completed as part of the Certificate IIin Retail Operations.




CORE UNITS

Core

Code Title











ELECTIVE UNITS

Elective: Clerical/Admin Stream

Code Title




Elective: General Food Selling Stream

Code Title


WRRFM2B Pack and display meat products

WRRFM3B Prepare and display fast food items

WRRFM5B Prepare and display bakery products

WRRFM6B Prepare and display fresh, frozen and live seafood products

WRRFS1B Advise on food products and services

WRRFS2B Advise on meat products

WRRFS3B Advise on fast food products

WRRFS5B Advise on bakery products

WRRFS6B Advise on seafood products




Elective: General Selling Stream

Code Title







WRR30102 Certificate III in Retail SupervisionCertificate III in Retail Supervision has been designed to develop the skillsand knowledge of those employees who wish to enter into a supervisoryrole. Those entering into a supervisory role would be responsible forcoordinating/supervising other staff members.

Entry Advice Those wishing to gain entry into the Certificate III in Retail Supervisionwill:

Be recognised as competent, through a recognised training program orrecognition process, against the following units of competency:












OR

Have sufficient relevant retail employment experience to equate to theabove or indicate likely success at this level of qualification. A job role thatinvolved the demonstrated application of the above competencies over anextended period, typically in the order of two years, would be asatisfactory indicator.



Reading and writing - a learner will be able to read, comprehend and writea range of texts within a variety of contexts.

Oral communication - a learner will be able to use and respond to spokenlanguage, including some unfamiliar material within a variety of contexts.

Numeracy and mathematics - a learner will be able to recognise and usesome of the conventions and symbolism of formal mathematics, includingmeasurement, graphs and simple statistics, use of maps and directionsand an introductory understanding of the use of formulae and problemsolving strategies.


To achieve a Certificate III in Retail Supervision a total of nine (9) units ofcompetency must be completed. This comprises:

Five (5) core units, and









To achieve a Certificate III in Retail Supervision:

- 9 Units where:- 5 Core Units

Core (refer to the unit list at the end of this section)- and 4 Elective Units where:

- NOTE: A total of FOUR (4) elective units must be completed. These units may bedrawn from any of the functional areas. However, the following rules apply: Ifchoosing Employee Relations elective units, the three units BSZ01401A Planassessment, BSZ402A Conduct assessment and BSZ403A Review assessment mustbe taken together and equate to ONE retail unit.

- or SELLINGElective: Selling (refer to the unit list at the end of this section)

- or CLERICAL/ADMINElective: Clerical/Admin (refer to the unit list at the end of this section)

- or INVENTORYElective: Inventory (refer to the unit list at the end of this section)

- or FINANCEElective: Finance (refer to the unit list at the end of this section)

- or EMPLOYEE RELATIONSElective: Employee Relations (refer to the unit list at the end of this section)- NOTE: The following 3 units from Employee Relations MUST be taken together

and equate to ONE retail unit: BSZ401A Plan assessment, BSZ402A Conductassessment and BSZ403A Review assessment.

- BSZ401A Plan assessment- and BSZ402A Conduct assessment- and BSZ403A Review assessment

- or MERCHANDISINGElective: Merchandising (refer to the unit list at the end of this section)

- or OPERATIONSElective: Operations (refer to the unit list at the end of this section)

- or RETAIL POSTElective: Retail Post (refer to the unit list at the end of this section)

- or RECOMMEND PRODUCTS AND SERVICESElective: Recommend Products and Services (refer to the unit list at the end of thissection)- NOTE: A maximum of TWO units can be chosen from the Recommend Products

and Services units:- Personal Products

Elective: Personal Products (refer to the unit list at the end of this section)- or Food and Liquor

Elective: Food and Liquor (refer to the unit list at the end of this section)- or Business and Leisure

Elective: Business and Leisure (refer to the unit list at the end of this section)- or Home Products

Elective: Home Products (refer to the unit list at the end of this section)- or One unit may be chosen from another Training Package from a Certificate III or

Certificate IV qualification. This unit must relate to the core function or role of thecandidate's current or intended work environment.

- Certificate III- or Certificate IV




CORE UNITS

Core

Code Title






ELECTIVE UNITS

Elective: Business and Leisure

Code Title







WRRSS8B Recommend cameras, photographic equipment and services


Elective: Clerical/Admin

Code Title



Elective: Employee Relations

Code Title

BSZ401A Plan assessment

BSZ402A Conduct assessment

BSZ403A Review assessment

BSZ404A Train small groups

Elective: Finance

Code Title





Elective: Food and Liquor

Code Title




Elective: Home Products

Code Title


WRRSS18B Recommend soft furnishings/manchester/ haberdashery products andservices





Elective: Inventory

Code Title


Elective: Merchandising

Code Title


Elective: Operations

Code Title



Elective: Personal Products

Code Title





Elective: Recommend Products and Services

Code Title





Elective: Retail Post

Code Title





Elective: Selling

Code Title


Elective Units referenced in the Packaging Rules

Code Title







WRR30202 Certificate III in Retail OperationsThe Certificate III in Retail Operations has been designed to develop theskills and knowledge of those employees wishing to enter a morespecialised role. Those who are undertaking a more specialised rolewould be responsible for advanced selling and/or merchandising.

Entry Advice Those wishing to gain entry into the Certificate III in Retail Operations will:













OR

Have sufficient relevant retail employment experience to equate to theabove or indicate likely success at this level of qualification. A job role thatinvolved the demonstrated application of the above competencies over anextended period, typically in the order of two years, would be asatisfactory indicator.



Reading and writing - a learner will be able to read, comprehend and writea range of texts within a variety of contexts.

Oral communication - a learner will be able to use and respond to spokenlanguage, including some unfamiliar material within a variety of contexts.

Numeracy and mathematics - a learner will be able to recognise and usesome of the conventions and symbolism of formal mathematics, includingmeasurement, graphs and simple statistics, use of maps and directionsand an introductory understanding of the use of formulae and problemsolving strategies.


To achieve a Certificate III in Retail Operations a total of nine (9) units ofcompetency must be completed. This comprises:

Five (5) core units, and









To achieve a Certificate III in Retail Operations:

- 9 Units where:- 5 Core Units:

- 4 UnitsCore (refer to the unit list at the end of this section)- Note: NOTE: Complete the following 4 Units: WRRS4B Build relationships with

customers (Advanced selling), WRRO7B Profile a retail market, WRRLP5B Apply storesecurity systems and procedures, WRRI5A Maintain and order stock.

- and PLUS either ONE OF THE FOLLOWING UNITS:- WRRM5A Monitor in-store visual merchandising display- or WRRM6A Create a display for a small business

- and 4 Elective Units where: NOTE: 4 ELECTIVE UNITS may be drawn from any of thefunctional areas:

- CLERICAL/ADMINElective: Clerical/Admin (refer to the unit list at the end of this section)

- or FINANCEElective: Finance (refer to the unit list at the end of this section)

- or EMPLOYEE RELATIONSElective: Employee Relations (refer to the unit list at the end of this section)- NOTE: The following 3 units from Employee Relations MUST be taken together

and equate to ONE retail unit: BSZ401A Plan assessment, BSZ402A Conductassessment and BSZ403A Review assessment.


- or MERCHANDISINGElective: Merchandising (refer to the unit list at the end of this section)- NOTE: The Merchandising unit selected as a core unit will not be credited as an

elective unit. The alternative Merchandising unit not completed as a core unitmay be selected as an elective.

- or LOSS PREVENTIONElective: Loss Prevention (refer to the unit list at the end of this section)

- or OPERATIONSElective: Operations (refer to the unit list at the end of this section)

- or RETAIL POSTElective: Retail Post (refer to the unit list at the end of this section)

- or RECOMMEND PRODUCTS AND SERVICESElective: Recommend Products and Services (refer to the unit list at the end of thissection)- NOTE: A maximum of TWO units can be chosen from the Recommend Products

and Services units:- Food and Liquor

Elective: Food and Liquor (refer to the unit list at the end of this section)- and Personal Products

Elective: Personal Products (refer to the unit list at the end of this section)- and Business and Leisure

Elective: Business and Leisure (refer to the unit list at the end of this section)- and Home Products

Elective: Home Products (refer to the unit list at the end of this section)- or One unit may be chosen from another Training Package from a Certificate III or




Certificate IV qualification. This unit must relate to the core function or role of thecandidate's current or intended work environment.

- Certificate III- or Certificate IV




ELECTIVE UNITS

Core

Code Title





Elective: Business and Leisure

Code Title







WRRSS8B Recommend cameras, photographic equipment and services



Code Title



Elective: Employee Relations

Code Title





Elective: Finance

Code Title





Elective: Food and Liquor

Code Title




Elective: Home Products

Code Title


WRRSS18B Recommend soft furnishings/manchester/ haberdashery products andservices





Elective: Loss Prevention

Code Title




Code Title





Code Title


Elective: Personal Products

Code Title





Elective: Recommend Products and Services

Code Title





Elective: Retail Post

Code Title






Code Title









WRR40102 Certificate IV in Retail ManagementCertificate IV has been designed to develop the first line managementskills of those working in the retail industry. It applies to those who aremanaging a small retail outlet, or a section or department within a largerretail store.

Entry Advice Those wishing to gain entry into the Certificate IV in Retail Managementwill:

Be recognised as competent, through a recognised training program orrecognition process, against the core units of competency from either theCertificate III in Retail Supervision or the Certificate III in RetailOperations. These units are:

CERTIFICATE III IN RETAIL SUPERVISION






CERTIFICATE III IN RETAIL OPERATIONS:





Plus one of the following:



OR

Have sufficient relevant retail employment experience to equate to theabove or indicate likely success at this level of qualification. A job role thatinvolved the demonstrated application of the above competencies over anextended period, typically in the order of two years, would be a satisfactoryindicator.

Language,Literacy andNumeracyAdvice


Reading and writing - a learner will be able to read, interpret and write arange of texts within a variety of contexts.

Oral communication - a learner will be able to use and respond to spokenlanguage within a variety of contexts.

Numeracy and mathematics - a learner will be able to recognise and use avariety of conventions and symbolism of formal mathematics.





To achieve a Certificate IV in Retail Management a total of twelve (12)units of competency must be completed. This comprises:

Six (6) core units, and

Six (6) elective units





To achieve a Certificate IV in Retail Management:

- 12 Units where:- 6 Core Units

Core (refer to the unit list at the end of this section)- and 6 ELECTIVE UNITS may be drawn from any of the following functional areas:

- NOTE: A total of SIX (6) Elective Units must be completed. Units can be selectedfrom any of the following functional areas. However, the following rules apply:

- Units must be selected from those not already completed at Certificate III- and Up to TWO (2) units of competency may be chosen from another Training

Package:- Certificate IV- and Diploma- and Advanced Diploma- and NOTE: These units must relate to the core function or role of the

candidate's current or intended work environment.- or INVENTORY

Elective: Inventory (refer to the unit list at the end of this section)- or CLERICAL/ADMIN

Elective: Clerical/Admin (refer to the unit list at the end of this section)- or CUSTOMER SERVICE

Elective: Customer Service (refer to the unit list at the end of this section)- or FINANCE

Elective: Finance (refer to the unit list at the end of this section)- or EMPLOYEE RELATIONS

- If choosing Employee Relation units, the three units BSZ401A Plan assessment ,BSZ402A Conduct assessment and BSZ403A Review assessment MUST betaken together and equate to ONE retail unit.


- or BSZ404A Train small groups- or OPERATIONS

Elective: Operations (refer to the unit list at the end of this section)- or MERCHANDISING

Elective: Merchandising (refer to the unit list at the end of this section)- or VISUAL MERCHANDISING

Elective: Visual Merchandising (refer to the unit list at the end of this section)- or PEOPLE MANAGEMENT

Elective: People Management (refer to the unit list at the end of this section)- or COMMON BUSINESS

Elective: Common Business (refer to the unit list at the end of this section)- or SMALL BUSINESS MANAGEMENT

Elective: Small Business Management (refer to the unit list at the end of this section)- or FRONTLINE MANAGEMENT

Elective: Frontline Management (refer to the unit list at the end of this section)- or HUMAN RESOURCE MANAGEMENT

Elective: Human Resource Management (refer to the unit list at the end of this section)- or MARKETING

Elective: Marketing (refer to the unit list at the end of this section)- or VISUAL ARTS CRAFT AND DESIGN




Elective: Visual Arts Craft and Design (refer to the unit list at the end of this section)




CORE UNITS

Core

Code Title







ELECTIVE UNITS


Code Title


Elective: Common Business

Code Title

BSBCMN405A Analyse and present research information

BSBCMN406A Maintain business technology

BSBCMN407A Coordinate business resources

Elective: Customer Service

Code Title


Elective: Finance

Code Title


Elective: Frontline Management

Code Title

BSBFLM405A Implement operational plan

BSBFLM406A Implement workplace information system

BSBFLM409A Implement continuous improvement




Elective: Human Resource Management

Code Title

BSZ405A Plan and promote a training program

BSZ406A Plan a series of training sessions

BSZ407A Deliver training sessions

BSZ408A Review training

Elective: Inventory

Code Title


Elective: Marketing

Code Title

BSBMKG402A Analyse consumer behaviour for specific markets

BSBMKG403A Analyse market data

BSBMKG404A Forecast market and business needs


Code Title



Code Title




WRRO13A Adopt mobile commerce applications to improve sales and service








Elective: People Management

Code Title





Elective: Small Business Management

Code Title

BSBSBM401A Establish business and legal requirements

BSBSBM404A Undertake business planning

Elective: Visual Arts Craft and Design

Code Title

CUVDES01A Apply colour theory in response to a brief

Elective: Visual Merchandising

Code Title

WRRVM10A Demonstrate merchandising and category presentation skills



Code Title








WRR50102 Diploma of Retail ManagementThe Diploma has been designed for those who hold or wish to holdhigher management positions. These roles would involve providingsupport to senior management in a larger retail outlet or beingresponsible for the management of a retail store.

Entry Advice Those wishing to gain entry into the Diploma of Retail Management will:




PLUS ONE of the following:



OR

Have previous experience in a retail environment. The job role wouldhave involved application of skill and knowledge to a wide range ofcontexts and included responsibility for own outputs and someresponsibility for the quality and output of others.

Language, Literacyand NumeracyAdvice



Oral communication - a learner will be able to use and respond tospoken language within a variety of contexts.

Numeracy and mathematics - a learner will be able to recognise and usea variety conventions and symbolism of formal mathematics.


To achieve a Diploma of Retail Management a total of sixteen (16) unitsof competency must be completed. This comprises:

Ten (10) core units, and


Core units in the Diploma previously completed as part of the CertificateIV in Retail Management qualification will be credited toward thisDiploma qualification.





To achieve a Diploma of Retail Management:

- 16 Units- NOTE: Core units in the Diploma previously completed as part of the Certificate IV in

Retail Management qualification will be credited towards this Diploma qualification.- and 10 Core Units

Core (refer to the unit list at the end of this section)- and 6 elective units where:

- NOTE: A total of SIX (6) Elective units must be completed. These units can beselected from any of the functional areas. However, the following rules apply:Elective Units must be selected from those not already completed at Certificate IVlevel. A total of THREE (3) units may be selected from another Training Package(these must be units which first appear at a Diploma level qualification). These unitsmust relate to the core function or role of the candidate's current or intended workenvironment.

- and/or INVENTORYElective: Inventory (refer to the unit list at the end of this section)

- and/or PEOPLEMANAGEMENTElective: People Management (refer to the unit list at the end of this section)

- and/or FINANCEElective: Finance (refer to the unit list at the end of this section)

- and/or OPERATIONSElective: Operations (refer to the unit list at the end of this section)

- and/or STRATEGIC MANAGEMENTElective: Strategic Management (refer to the unit list at the end of this section)

- and/or FRONTLINE MANAGEMENTElective: Frontline Management (refer to the unit list at the end of this section)

- and/or MARKETINGElective: Marketing (refer to the unit list at the end of this section)

- and/or HUMAN RESOURCE DEVELOPMENTElective: Human Resource Development (refer to the unit list at the end of this section)




ELECTIVE UNITS

Core

Code Title











Elective: Finance

Code Title


Elective: Frontline Management

Code Title

BSBFLM505A Manage operational plan

BSBFLM506A Manage workplace information systems

BSBFLM509A Promote continuous improvement

BSBFLM511A Develop a workplace learning environment

Elective: Human Resource Development

Code Title

BSBHR502A Manage human resource management information systems

BSBHR506A Manage recruitment, selection and induction processes

BSZ501A Analyse competency requirements

BSZ502A Design and establish the training system

BSZ503A Design and establish the assessment system

BSZ504A Manage the training and assessment system

BSZ505A Evaluate the training and assessment system

BSZ506A Develop assessment procedures

BSZ507A Develop assessment tools

BSZ508A Design training courses




Elective: Inventory

Code Title


Elective: Marketing

Code Title

BSBMKG501A Evaluate marketing opportunities

BSBMKG503A Develop a marketing communications plan

BSBMKG505A Review marketing performance


Code Title




WRRO13A Adopt mobile commerce applications to improve sales and service






WRWMK506A Manage promotional activities

WRWPL504A Review product/ service performance

WRWPL505A Maximise product sales and market share

WRWPL507A Forecast product performance

WRWPS504A Develop purchasing strategies


Code Title


Elective: Strategic Management

Code Title

BSBMGT502A Manage people performance




WRR50204 Diploma of Visual ManagementThe Diploma of Visual Management has been designed for those whohold positions as specialist visual merchandisers in the retail industry.These roles may involve working as a member of a national, state orstore-based visual merchandising team; designing and installing visualmerchandising displays in the exhibition industry; and/or selfemployment as a visual merchandiser.

Entry Advice Entry to this qualification by persons without prior retail industryexperience or formal retail qualifications is permitted.

Those wishing to gain entry to the Diploma of Visual Managementqualification should have sufficient relevant skills and knowledge toindicate likely success at this level of qualification. Examples of evidenceto support this determination could include:

successful completion of art and design-related subjects at secondary orpost-secondary level

previous merchandising experience in a retail environment

presentation of a folio and/or an interview.

Persons who have completed previous retail or other relevantqualifications will be granted credit for units that appear in thisqualification.

Language, Literacyand NumeracyAdvice



Oral communication - a learner will be able to use and respond tospoken language within a variety of contexts.

Numeracy and mathematics - a learner will be able to recognise and usea variety conventions and symbolism of formal mathematics.


To achieve a Diploma of Visual Management a total of thirty two (32)units of competency must be completed. This comprises:

Twenty six (26) core units, and


Core units in the Diploma of Visual Management already completed inother qualifications will be credited toward this Diploma qualification.





To achieve a Diploma of Visual Management:

- 32 Units- NOTE: Core units in the Diploma of Visual Merchandising already completed in other

qualifications will be credited towards this Diploma qualification.- and 26 Core Units

Core (refer to the unit list at the end of this section)- and 6 Elective Units where:

- NOTE: A total of SIX (6) Elective units must be completed. These units can beselected from any of the functional areas. ONE Unit from another Training Package,and not listed in the Elective options below, may be selected. This must be a unitwhich first appears at a Diploma level qualification and is related to an arts, designor business area appropriate to the workplace context.

- and/or VISUAL MERCHANDISINGElective: Visual Merchandising (refer to the unit list at the end of this section)

- and/or LOSS PREVENTIONElective: Loss Prevention (refer to the unit list at the end of this section)

- and/or PEOPLE MANAGEMENTElective: People Management (refer to the unit list at the end of this section)

- and/or Elective: BSB01Elective: BSB01 (refer to the unit list at the end of this section)

- and/or Elective: CUV03Elective: CUV03 (refer to the unit list at the end of this section)

- and/or Elective: CUF01Elective: CUF01 (refer to the unit list at the end of this section)




ELECTIVE UNITS

Core

Code Title

CUFMEM14A Create, manipulate and incorporate 2D graphics

CUVDES01A Apply colour theory in response to a brief

CUVDES02A Apply the design process to 2-dimensional work in response to a brief

CUVDES03A Apply the design process to 3-dimensional work in response to a brief

CUVDSP04A Research and apply the history and theory of design to design practice

CUVVSP11A Apply techniques to produce digital images








WRRVM10A Demonstrate merchandising and category presentation skills

WRRVM11A Maintain display lighting and brief lighting designers

WRRVM12A Design and produce store plans and floor layouts

WRRVM14A Design merchandisers

WRRVM1A Work effectively as a visual merchandiser

WRRVM2A Produce retail visual illustrations

WRRVM3A Manufacture visual merchandising support structures

WRRVM4A Apply lettering


WRRVM6A Produce working drawings

WRRVM7A Produce perspective drawings plans and elevations

WRRVM8A Design, construct and maintain props and merchandisers

WRRVM9A Develop concept visuals

Elective: BSB01

Code Title

BSBADV601A Create an advertising brief

BSBSBM404A Undertake business planning

Elective: CUF01

Code Title

CUFMEM06A Design a multimedia product




Elective: CUV03

Code Title

CUVCRS03A Produce computer-aided drawings

CUVPHI05A Use a 35mm SLR camera or digital equivalent

Elective: Loss Prevention

Code Title



Code Title



Elective: Visual Merchandising

Code Title

WRRVM13A Manage visual merchandising projects

WRRVM15A Style merchandise for photography

WRRVM16A Design and produce merchandising and in-store presentations

WRRVM17A Develop and apply strategies for merchandising and corporatepresentation

WRRVM18A Present design concepts

WRRVM19A Create and implement exhibition space





Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units ofcompetency in this Training Package. They are designed to ensure that assessment isconsistent with the Australian Quality Training Framework (AQTF) Standards for RegisteredTraining Organisations. Assessments against the units of competency in this TrainingPackage must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using thisTraining Package, including a summary of the AQTF requirements; licensing/registrationrequirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Training Framework is the process of collecting evidence andmaking judgements about whether competency has been achieved to confirm whether anindividual can perform to the standards expected in the workplace, as expressed in therelevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency arethe benchmarks for assessment. As such, they provide the basis for nationally recognisedAustralian Qualifications Framework (AQF) qualifications and Statements of Attainmentissued by Registered Training Organisations (RTOs).

Australian Quality Training Framework Assessment Requirements

Assessment leading to nationally recognised AQF qualifications and Statements ofAttainment in the vocational education and training sector must meet the requirements of theAQTF as expressed in the Standards for Registered Training Organisations.

The Standards for Registered Training Organisations can be downloaded from the DESTwebsite at www.dest.gov.au or can be obtained in hard copy from DEST. The following pointssummarise the assessment requirements under the AQTF.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State orTerritory Registering/Course Accrediting Body in accordance with the Standards forRegistered Training Organisations. The RTO must have the specific units of competencyand/or AQF qualifications on its scope of registration. See Section 1 of the Standards forRegistered Training Organisations.

Quality Training and Assessment

Each RTO must have systems in place to plan for and provide quality training andassessment across all its operations. See Standard 1 of the Standards for RegisteredTraining Organisations.

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for thefunctions they perform. See Standard 7 of the Standards for Registered TrainingOrganisations for assessor competency requirements. Standard 7 also specifies thecompetencies that must be held by trainers.

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Assessment Guidelines


Assessment Requirements

The RTOs assessments must meet the requirements of the endorsed components of TrainingPackages within its scope of registration. See Standard 8 of the Standards for RegisteredTraining Organisations.

Assessment Strategies

Each RTO must identify, negotiate, plan and implement appropriate learning and assessmentstrategies to meet the needs of each of its clients. See Standard 9 of the Standards forRegistered Training Organisations.

Mutual Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued byany other RTO. See Standard 5 of the Standards for Registered Training Organisations.

Access and Equity and Client Services

Each RTO must apply access and equity principles, provide timely and appropriateinformation, advice and support services that assist clients to identify and achieve desiredoutcomes. This may include reasonable adjustment in assessment. See Standard 6 of theStandards for Registered Training Organisations.

Partnership Arrangements

RTOs must have, and comply with, written agreements with each organisation providingtraining and/or assessment on its behalf. See Standard 1.6 of Standards for RegisteredTraining Organisations.

Recording Assessment Outcomes

Each RTO must have effective administration and records management procedures in place,and must record AQF qualifications and Statements of Attainment issued. See Standards 4and 10.2 of the Standards for Registered Training.

Issuing AQF Qualifications and Statement of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet therequirements of the AQF Implementation Handbook and the endorsed Training Packageswithin the scope of its registration. An AQF qualification is issued once the full requirementsfor a qualification, as specified in the nationally endorsed Training Package are met. AStatement of Attainment is issued where the individual is assessed as competent againstfewer units of competency than required for an AQF qualification. See Standard 10 andSection 2 of the Standards for Registered Training Organisations.

Pathways

The competencies in this Training Package may be attained in a number of ways includingthrough:

• formal or informal education and training• experiences in the workplace• general life experience, and/or• any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement ofAttainment may follow a learning and assessment pathway, an assessment-only orrecognition pathway, or a combination of the two as illustrated in the following diagram.



Each of these assessment pathways leads to full recognition of competencies held - thecritical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in theStandards for Registered Training Organisations.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collectedand feedback provided to the candidate at anytime throughout the learning and assessmentprocess.

Learning and assessment pathways may include structured programs in a variety of contextsusing a range of strategies to meet different learner needs. Structured learning andassessment programs could be: group-based, work-based, project-based, self-paced, actionlearning-based; conducted by distance or e-learning; and/or involve practice and experiencein the workplace.

Learning and assessment pathways to suit New Apprenticeships have a mix of formalstructured training and structured workplace experience with formative assessment activitiesthrough which candidates can acquire and demonstrate skills and knowledge from therelevant units of competency.

Assessment-Only or Recognition of Prior Learning Pathway

Competencies already held by individuals can be formally assessed against the units ofcompetency in this Training Package, and should be recognised regardless of how, when orwhere they were achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidateprovides current, quality evidence of their competency against the relevant unit ofcompetency. This process may be directed by the candidate and verified by the assessor,such as in the compilation of portfolios; or directed by the assessor, such as throughobservation of workplace performance and skills application, and oral and/or writtenassessment. Where the outcomes of this process indicate that the candidate is competent,structured training is not required. The RPL requirements of Standard 8.2 of the Standards forRegistered Training Organisations must be met.

As with all assessment, the assessor must be confident that the evidence indicates that thecandidate is currently competent against the endorsed unit of competency. This evidencemay take a variety of forms and might include certification, references from past employers,testimonials from clients, and work samples. The onus is on candidates to provide sufficientevidence to satisfy assessors that they currently hold the relevant competencies. In judgingevidence, the assessor must ensure that the evidence of prior learning is:



• authentic (the candidates own work)• valid (directly related to the current version of the relevant endorsed unit of competency)• reliable (shows that the candidate consistently meets the endorsed unit of competency)• current (reflects the candidates current capacity to perform the aspect of the work

covered by the endorsed unit of competency), and• sufficient (covers the full range of elements in the relevant unit of competency and

addresses the four dimensions of competency, namely task skills, task managementskills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to be most appropriatein the following scenarios:

• candidates enrolling in qualifications who want recognition for prior learning or currentcompetencies

• existing workers• individuals with overseas qualifications• recent migrants with established work histories• people returning to the workplace, and• people with disabilities or injuries requiring a change in career.

Combination of Pathways

Where candidates for assessment have gained competencies through work and lifeexperience and gaps in their competence are identified, or where they require training in newareas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine theircurrent competency. Once current competency is identified, a structured learning andassessment program ensures that the candidate acquires the required additionalcompetencies identified as gaps.

Assessor Requirements

This section identifies the mandatory competencies for assessors, and clarifies how othersmay contribute to the assessment process where one person alone does not hold all therequired competencies.

Assessor Competencies

The Standards for Registered Training Organisations specify mandatory competencyrequirements for assessors. For information, Standard 7.3 from the Standards for RegisteredTraining Organisations follows:

7.3 a The RTO must ensure that assessments are conducted by a person who has:

• the following competencies* from the Training Package for Assessment andWorkplace Training, or demonstrated equivalent competencies:• TAAASS401A Plan and organise assessment;• TAAASS402A Assess competence;• TAAASS404A Participate in assessment validation;

• relevant vocational competencies, at least to the level being assessed.

b However, if a person does not have all of the competencies in Standards 7.3 a (i)and the vocational competencies as defined in 7.3 a (ii), one person with thecompetencies listed in Standard 7.3 a (i), and one or more persons who have thecompetencies listed in Standard 7.3 a (ii) may work together to conductassessments.



* A person who holds the competencies BSZ401A Plan assessment, BSZ402AConduct assessment, and BSZ403A Review assessment from the TrainingPackage for Assessment and Workplace Training will be accepted for the purposesof this standard. A person who has demonstrated equivalent competencies toBSZ401A and BSZ402A and BSZ403A in the period up to 12 months followingpublication of the Training and Assessment Training Package will also be acceptedfor the purposes of this standard.

Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in makingjudgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessmenttools. Assessors may use prepared assessment tools, such as those specifically developed tosupport this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, ormapped, against the current version of the relevant unit of competency. This can be done bychecking that the materials are listed on the National Training Information Service(http://www.ntis.gov.au). Materials on the list have been noted by the National Training QualityCouncil as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing assessment tools, assessors must ensure that they:

• are benchmarked against the relevant unit or units of competency• are reviewed as part of the validation of assessment strategies as required under 9.2 (i)

of the Standards for Registered Training Organisations• meet the assessment requirements expressed in the Standards for Registered Training

Organisations, particularly Standards 8 and 9.

A key reference for assessors developing assessment tools is TAA04 Training andAssessment Training Package and the unit of competency TAAASS403A Developassessment tools. There is no set format or process for the design, production ordevelopment of assessment materials.

Conducting Assessment

This section details the mandatory assessment requirements and provides information onequity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in Standard 8 from the Standards for RegisteredTraining Organisations. For information, Standard 8 from the Standards for RegisteredTraining Organisations is reproduced below.

8 RTO Assessments



The RTOs assessments meet the requirements of the endorsed components ofTraining Packages and the outcomes specified in accredited courses within thescope of its registration.

8.1 The RTO must ensure that assessments (including RPL):

i. comply with the assessment guidelines included in the applicable nationallyendorsed Training Packages or the assessment requirements specified inaccredited courses;

ii. lead to the issuing of a statement of attainment or qualification under the AQF whena person is assessed as competent against nationally endorsed unit(s) ofcompetency in the applicable Training Package or modules specified in theapplicable accredited course;

iii. are valid, reliable, fair and flexible;

iv. provide for applicants to be informed of the context and purpose of the assessmentand the assessment process;

v. where relevant, focus on the application of knowledge and skill to standard ofperformance required in the workplace and cover all aspects workplaceperformance, including task skills, task management skills, contingencymanagement skills and job role environment skills;

vi. involve the evaluation of sufficient evidence to enable judgements to be madeabout whether competency has been attained;

vii. provide for feedback to the applicant about the outcomes of the assessmentprocess and guidance on future options in relation to those outcomes;

viii. are equitable for all persons, taking account of individual needs relevant to theassessment; and

ix. provide for reassessment on appeal.

8.2 a The RTO must ensure that RPL is offered to all applicants on enrolment

b The RTO must have an RPL process that:

i. is structured to minimise the time and cost to applicants; and

ii. provides adequate information, support and opportunities for participants toengage in the RPL process.

Access and Equity

An individuals access to the assessment process should not be adversely affected byrestrictions placed on the location or context of assessment beyond the requirementsspecified in this Training Package.

Reasonable adjustments can be made to ensure equity in assessment for people withdisabilities. Adjustments include any changes to the assessment process or context that meetthe individual needs of the person with a disability, but do not change competency outcomes.Such adjustments are considered reasonable if they do not impose an unjustifiable hardshipon a training provider or employer. When assessing people with disabilities, assessors areencouraged to apply good practice assessment methods with sensitivity and flexibility.



Assessment in the Retail Industry

The retail industry places a premium on skills and knowledge that can be demonstrated in areal workplace environment. Whilst assessment of some of the units of competency in theRetail Training Package can be carried out in a simulated work environment, the industrystrongly recommends that assessment is conducted in the workplace, wherever possible.

Assessment of competency requires the collection of evidence and this should be conductedover a period of time. This assessment approach may include demonstration at the workplaceand/or a simulated work environment to ensure that the demonstration of competency is validand reliable. The individual being assessed needs to be aware that the collection of evidenceis ongoing and must be part of the planning, conduct and review of the assessment process.

Following is a summary of assessment requirements, including co-requisites for individualunits of competency contained in the Retail Training Package.

Pre-requisite andco-requisiterequirements at unitlevel

Pre-requisite and co-requisite requirements at the unit ofcompetency level have been kept to a minimum to minimiseunnecessary barriers. However, all units that relate to a job functioncan be considered as co-requisites to assist with an integratedapproach to assessment.

The following units must be assessed together as co-requisites:

Unit Code and Title Co-requisite AssessmentRequirements

WRRFS1B Advise on foodproducts and services

WRRFM1B Merchandise foodproducts

WRRFS2B Advise on meatproducts

WRRFM2B Pack and displaymeat products

WRRFS3B Advise on fast foodproducts

WRRFM3B Prepare and displayfast food items

WRRFS5B Advise on bakeryproducts

WRRFM5B Prepare and displaybakery products

WRRFS6B Advise on seafoodproducts

WRRFM6B Prepare and displayfresh, frozen and live seafoodproducts

BSZ401A Plan assessment BSZ402A Conduct assessment


Pre-requisiterequirements atqualification level


There are no pre-requisites for completion of this qualification.







The following units from the Certificate II in Retail Operations are apre-requisite for the completion of either the Certificate III in RetailOperations or the Certificate III in Retail Supervision:

• WRRCS1B Communicate in the workplace• WRRCS2B Apply point of sale handling procedures• WRRCS3B Interact with customers• WRRER1B Work effectively in a retail environment• WRRCA1B Operate retail equipment• WRRM2B Perform routine housekeeping duties• WRRLP1B Apply safe working practices• WRRLP2B Minimise theft• WRRI1B Perform stock control procedures• WRRF1B Balance register/terminal• WRRS1B Sell products and services


The core units of either the Certificate III in Retail Operations or theCertificate III in Retail Supervision are a pre-requisite for thecompletion of Certificate IV in Retail Management. These units areas follows:

• Certificate III in Retail Supervision:• WRRCS4B Coordinate interaction with customers• WRRER2B Coordinate work teams• WRRER3B Maintain employee relations• WRRLP3B Maintain store safety• WRRLP4B Maintain store security

• Certificate III in Retail Operations:• WRRS4B Build relationships with customers• WRRO7A Profile a retail market• WRRLP5B Apply store security systems and procedures• WRRI5A Maintain and order stock• plus one of the following:• WRRM5A Monitor in-store visual merchandising display• WRRM6A Create a display for a small business


The following units are a pre-requisite for the completion of theDiploma of Retail Management:

• WRRER1B Work effectively in a retail environment• WRRCS1B Communicate in the workplace plus one of the

following:• WRRCS4B Coordinate interaction with customers• WRRS4B Build relationships with customers



Context of assessment All units:



For valid and reliable assessment of this unit, competency shouldbe consistently demonstrated over a period of time and observedby the assessor and/or the technical expert working in partnershipwith the assessor. The technical expert may include the workplacesupervisor and/or an experienced industry person.

The ultimate outcome of the assessment process must be validatedby a Registered Training Organisation.

• Competency should be demonstrated in a range of situationswhich may include customer service situations andinvolvement in other related activities normally expected in theretail environment.

• Assessment should be undertaken in an environment thatmeets industry codes of practice and relevant industryregulations and legislation.

Assessment methods All units identify assessment methods appropriate to the individualunit of competence. This may include observation of workplacetasks, written or oral questioning to assess knowledge, completingworkplace documents and role plays.

Assessment resources All units identify resource requirements appropriate to the unit,including reference to 'a real or simulated work environment'. Thisis defined as an environment that simulates the real workplace in itsfunction and operation and provides access to a broad range ofcustomers and relevant products. This will include adherence toretail policies, procedures and range of stock and equipment.

Supporting Integrated Training Delivery and Assessment

As a general principle, the retail industry supports the integration of units of competency forassessment, where practical, as this reflects real work practices.

An integrated approach to assessment brings together a number of units of competencywhich reflect actual workplace requirements. For example, an employee working in a retailoffice would complete a number of interrelated clerical/admin tasks together, not simply oneindividual task at a time. An integrated assessment activity would be designed to collectevidence for a number of units together rather than designing one assessment activity foreach individual element of performance criteria.

Where both training and assessment are required the industry supports an approach whichprovides for off-the-job training combined with assessment of the application of skills andknowledge in a real work situation.

The Retail Training Package defines on-the-job assessment as that assessment which occursin the workplace as part of the normal operation of the business.

The Retail Training Package defines off-the-job assessment as that which occurs away fromthe normal operation of the business, including, for example, assessment which may occur inthe workplace but not under normal industry working conditions. The industry considers itimportant that candidates should have the opportunity to develop competency in structuredlearning programs which includes assessing in the workplace whenever possible.

Where an integrated competency assessment approach is implemented at Certificate II andabove, it would be expected that several integrated competency assessments would be



necessary to cover the breadth and complexity of the qualification.

The context of the assessment, the role of the candidate and the complexity of the task willinfluence how many units of competency will be integrated.

Following are some examples of integrated competency assessment within the trainingpackage building on the concepts outlined above.

Within each qualification there are units of competency which are interrelated and which acandidate would naturally complete as part of their job function.

For example, units:

• WRRCA1B Operate Retail Equipment• WRRCS2B Apply Point of Sale Handling Procedures, and• WRRCS3B Interact with Customers

would mostly occur together. Therefore, evidence collected for one unit may cover all or someof another unit.

The following scenario shows how an assessor undertook an observation of a candidate inthe workplace interacting with a customer, operating a computer to check stock availabilityand price, and completing a sale. The workplace observation was the basis for theassessment and was supported by third party reports and additional observations over aperiod of time. The assessor used a checklist to identify the critical aspects of evidence whichwas completed during the assessment activity.

SCENARIO

The candidate greeted the customer with a smile and in accordance with store policy. Thecandidate then inquired as to the needs of the customer, and if she could be of anyassistance. The candidate used appropriate questioning and active listening to establish theneeds of the customer. The candidate communicated relevant information to the customer ina courteous and pleasant manner.

The customer expressed interest in a particular item, but indicated that she was not happywith the colour. The candidate informed the customer that the other colours had been sopopular that they were short on stock, but she would be happy to check their system to see ifthey had any left in the stock room. Using the store computer system, the candidate identifiedthe correct code, and determined the number of items bought and any remaining stock thathad not yet been put on the shop floor. She identified that they did have one left in stock andthat it was the correct colour.

The candidate then found the relevant item and scanned it into the system using theelectronic bar coding equipment for price labelling. She then entered transaction informationinto the point of sale system using a scanner and politely informed the customer of the cost ofthe item.

The customer tendered a debit card and the candidate processed the transaction using theEFTPOS terminal. The candidate completed the transaction after asking the customer toenter their PIN number. The candidate packed the item in a suitable bag and informed thecustomer that the receipt was in the bag. The candidate then thanked the customer and saidgoodbye in a friendly manner.

This example highlights how units of competency can be grouped together and evidencecollected for all three during the one assessment activity. It is important that the assessorclearly identifies units of competency that can be grouped together to ensure an efficient andeffective assessment process. Units of competency can be grouped together in a number of



ways and how this is achieved will depend on the relevant units and the job function of thecandidate.

Suggested Integrated Assessments

The following groupings of units are suggested ways in which various units of competencymay be integrated into an assessment activity.

• A candidate who is developing the skills and knowledge for clerical/administration workin a retail office would complete the following units as part of the clerical/admin streamfor Certificate II in Retail Operations:• WRRCA2B Apply retail office procedures• WRRCA3B Apply retail office keyboard skills• WRRF2B Perform retail finance duties

As part of the candidate's workplace requirements many of these tasks would be required tobe completed together. The units therefore would be able to be integrated into oneassessment activity.

• An employee whose job role involves the coordination and supervision of other staff mayundertake the Certificate III in Retail Supervision. The core units for this qualification are:• WRRCS4B Coordinate interaction with customers• WRRER2B Coordinate work teams• WRRER3B Maintain employee relations• WRRLP3B Maintain store safety• WRRLP4B Maintain store security

These units may be divided into two separate integrated assessments: one for WRRCS4B,WRRER2B and WRRER3B, and another for units WRRLP3B and WRRLP4B.

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors inplanning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Services Industries Skills Council

Level 10, 171 Clarence St

Sydney NSW 2000

GPO Box 4194, Sydney NSW 2001

Telephone: (02) 8243 1200

Facsimile: (02) 8243 1299

Website: www.serviceskills.com.au

Email: [email protected]

Australian Training Products Ltd

Level 25, 150 Lonsdale Street

MELBOURNE VIC 3000

PO Box 12211

A'Beckett Street Post Office



http://www.serviceskills.com.au

mailto:[email protected]

MELBOURNE VIC 8006

Telephone: (03) 9655 0600

Fax: (03) 9639 4684

Web: www.atpl.net.au


Innovation and Business Industry Skills Council

Building B, Level 2

192 Burwood Road

Telephone: (03) 9815 7000

Fax: (03) 9815 7001


General Resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTApublications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework AdvisoryBoard, 2002, aqf.edu.au

Australian Quality Training Framework (AQTF) - for general information go to:www.dest.gov.au/sectors

Australian Quality Training Framework (AQTF) - for resources and information go to:www.dest.gov.au

Australian Quality Training Framework Standards for Registered Training Organisations,Australian National Training Authority, Melbourne, 2005. Available in hard copy from Stateand Territory Training Authorities or can be downloaded from www.dest.gov.au

TAA04 Training and Assessment Training Package. This is available from the Innovation andBusiness Skills Australia (IBSA) Industry Skills Council and can be viewed, and componentsdownloaded, from the National Training Information Service (NTIS). National TrainingInformation Service, an electronic database providing comprehensive information aboutRTOs, Training Packages and accredited courses - www.ntis.gov.auStyle Guide for TrainingPackage Support Materials, Australian National Training Authority, Melbourne, 2003. Can bedownloaded from the ANTA page at www.dest.gov.au

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developingTraining Package assessment materials developed by DEST with funding from theDepartment of Education, Training and Youth Affairs. It is made up of 10 separate titles, asdescribed at the ANTA publications page of www.dest.gov.au. Go towww.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and/or CD ROM versions of the Guides can be purchased from Australian TrainingProducts (ATP). The resource includes the following guides:

• Training Package Assessment Materials Kit• Assessing Competencies in Higher Qualifications• Recognition Resource• Kit to Support Assessor Training



http://antapubs.dest.gov.au/publications/search.asp

aqf.edu.au

www.dest.gov.au/sectors

www.dest.gov.au

www.dest.gov.au

www.ntis.gov.au

www.dest.gov.au

www.dest.gov.au

http://www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

• Candidates Kit: Guide to Assessment in New Apprenticeships• Assessment Approaches for Small Workplaces• Assessment Using Partnership Arrangements• Strategies for ensuring Consistency in Assessment• Networking for Assessors• Quality Assurance Guide for Assessment

An additional guide "Delivery and Assessment Strategies" has been developed tocomplement these resources.

Assessment Tool Design and Conducting Assessment

VETASSESS AND; Western Australian Department of Training and Employment 2000,Designing Tests - Guidelines for designing knowledge based tests for Training Packages.Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools,A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products,Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service,Canberra.

Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program -learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA,Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package -Toolbox, ATPL Melbourne.

Green, M, et al. 1997, Key competencies professional development Package, Department forEducation and Childrens Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA,Melbourne.

Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project -assessment systems and processes, OTFE Victoria.

Toop, L., Gibb, J. and; Worsnop, P. Assessment system designs, Australian GovernmentPublishing Service, Canberra.

Western Australia Department of Training and VETASSESS 1998, Kit for Skills RecognitionOrganisations, WADOT, Perth.



Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks andduties to the standard of performance expected in the workplace. Competency requires theapplication of specified skills, knowledge and attitudes relevant to effective participation in anindustry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individualtasks; managing a range of different tasks; responding to contingencies or breakdowns; and,dealing with the responsibilities of the workplace, including working with others. Workplacecompetency requires the ability to apply relevant skills, knowledge and attitudes consistentlyover time and in the required workplace situations and environments. In line with this conceptof competency Training Packages focus on what is expected of a competent individual in theworkplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identifiedindustry skill needs. Competency standards are made up of a number of units of competencyeach of which describes a key function or role in a particular job function or occupation. Eachunit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisation (RTOs) may contextualise units of competency to reflectlocal outcomes required. Contextualisation could involve additions or amendments to the unitof competency to suit particular delivery methods, learner profiles, specific enterpriseequipment requirements, or to otherwise meet local needs. However, the integrity of theoverall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed Training Package must bewithin the bounds of the following advice. In contextualising units of competency, RTOs:

• must not remove or add to the number and content of elements and performance criteria• may add specific industry terminology to performance criteria where this does not distort

or narrow the competency outcomes• may make amendments and additions to the range statement as long as such changes

do not diminish the breadth of application of the competency and reduce its portability,and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence orresources and infrastructure required where these expand the breadth of thecompetency but do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which theyappear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit ofcompetency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skillarea it addresses. Where units of competency have been contextualised from units of

WRR02 Retail Training Package (Version 3) To be reviewed by: 28 February 2005Competency Standards


competency from other endorsed Training Packages, summary information is provided. Theremay also be a brief second paragraph that describes its relationship with other units ofcompetency, and any licensing requirements.

Prerequisite Units (optional)

If there are any units of competency that must be completed before the unit, these will belisted.

Application of the Unit

This sub-section fleshes out the unit of competencys scope, purpose and operation indifferent contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in theTraining Package or denotes the industry sector, specialisation or function. It is an optionalcomponent of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the nextclassification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. Theydescribe in terms of outcomes the significant functions and tasks that make up thecompetency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills andin the applied knowledge that enables competent performance. They are usually written inpassive voice. Critical terms or phrases may be written in bold italics and then defined inrange statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledgeidentifies what a person needs to know to perform the work in an informed and effectivemanner. Skills describe the application of knowledge to situations where understanding isconverted into a workplace outcome.

Key Competencies

The way the Key Competencies relate to the unit will be described (unless the developer hasdescribed them at the level of the qualification). The Key Competencies are described in moredetail at the end of this section.

Range Statement

The range statement provides a context for the unit of competency, describing essentialoperating conditions that may be present with training and assessment, depending on thework situation, needs of the candidate, accessibility of the item, and local industry andregional contexts. As applicable, the meanings of key terms used in the performance criteriawill also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the RegisteredTraining Organisation (RTO) and assessor about how the described competency may bedemonstrated. The evidence guide does this by providing a range of evidence for the



assessor to make determinations, and by providing the assessment context. The evidenceguide describes:

• conditions under which competency must be assessed including variables such as theassessment environment or necessary equipment

• relationships with the assessment of any other units of competency• suitable methodologies for conducting assessment including the potential for workplace

simulation• resource implications, for example access to particular equipment, infrastructure or

situations• how consistency in performance can be assessed over time, various contexts and with a

range of evidence, and• the required underpinning knowledge and skills

Key Competencies

All Training Packages require the integration of Key Competencies either in each unit ofcompetency, or across a qualification, depending on industry needs and preferences.

The Key Competencies were first defined in 1992 in the project report, Putting GeneralEducation to Work: The Key Competencies Report (Mayer Committee 1992). The skills andknowledge they describe are essential for effective workplace participation and involve thesorts of capabilities commonly used by employers as selection criteria. They underpin theability of employees to adapt to technological, organisational, societal and functional change.

The Key Competencies are generic, in that they apply to work in general, rather than toparticular occupations or industries. They focus on the application of knowledge and skills inan integrated way in workplace situations. The seven Key Competencies are:

1 Communicating ideas and information

The capacity to communicate effectively with others using the range of spoken, written,graphic and other non-verbal means of expression.

2 Collecting, analysing and organising information

The capacity to locate, sift and sort information in order to select what is required and topresent it in a useful way, and evaluate both the information itself and the sources andmethods used to collect it.

3 Planning and organising activities

The capacity to plan and organise ones own work activities, including making good use oftime and resources, sorting out priorities and monitoring ones performance.

4 Working with others in teams

The capacity to interact effectively with other people both on a one-to-one basis and ingroups, including understanding and responding to the needs of a client and workingeffectively as a member of a team to achieve a shared goal.

5 Using mathematical ideas and techniques

The capacity to use mathematical ideas, such as number and space, and techniques such asestimation and approximation, for practical purposes.

6 Solving problems

The capacity to apply problem-solving strategies in purposeful ways, both in situations wherethe problem and the solution are clearly evident and in situations requiring creative thinkingand a creative approach to achieve a desired outcome.



7 Using technology

The capacity to apply technology, combining the physical and sensory skills needed tooperate equipment with the understanding of scientific and technological principles needed toexplore and adapt systems.

Performance Levels

There are three levels of performance defined within the Key Competencies. These arestand-alone levels and do not correspond to the AQF qualification levels.

• Performance Level 1 is concerned with the level of competence needed to undertakeactivities efficiently with sufficient self-management to meet the explicit requirements ofthe activity, and to make judgements about the quality of outcomes against establishedcriteria.

• Performance Level 2 describes the competence needed to manage activities requiringthe selection, application and integration of a number of elements, and to select fromestablished criteria to judge quality of process and outcome.

• Performance Level 3 describes the competence needed to evaluate and reshapeprocesses, to establish and use principles in order to determine appropriate ways ofapproaching activities, and to establish criteria for judging quality of process andoutcome.

However, relating performance to the specific industry or workplace context may be moreuseful than interpreting the somewhat abstracted performance levels provided above. Wherethe Key Competencies are defined in the unit of competency, you will find them in a table,together with examples of their application, to help with assessment of their performance.

Also, in evaluating the level of performance for the Key Competencies, consider theperformance expectations at the AQF qualification level involved.

Delivery and Assessment of Key Competencies

The Key Competencies are integral to workplace competency, and, as such must be explicitlyconsidered in the design, customisation, delivery and assessment of vocational education andtraining programs as represented diagrammatically below.



Coding of Units of Competency

All the units of competency within the Retail Training Package have a code that assists inidentifying the specific area of competence and the currency of the unit. An explanation of thecoding system is provided below.

• The first three letters of the code of each unit are consistent with the code of the TrainingPackage the unit was developed for. For the Retail Training Package, the letters WRRhave been selected, with the WR representing the Wholesale Retail and PersonalServices industry group and the R representing the Retail Industry specifically.

• The next group of letters represent the functional area the particular unit belongs to. Forthe retail units, the functional areas are coded as follows:

CS Service LP Loss Prevention

S Selling ER Employee Relations

M Merchandising CA Clerical Administration

I Inventory F Finance

O Operations INF Information

PM People Management PL Planning

FS Food Service FM Food Merchandising

RP Retail Post SS Recommend Products and Services

VM Visual Merchandising

• All units then include a series of numbers. For the WRR units, the numbers are numeric



identifiers for the units in functional area.• For all units, the final letter represents the version number of the unit.

For example, if we look at the unit WRRCS1B Communicate in the workplace, we can seethat the code can be broken down to mean the following:

• Wholesale, Retail and Personal Services industry group (WR)• Retail Industry (R)• Service functional area (CS)• First unit in the numerical sequence (1)• Second version of the competency (B)

Example of Coding

Co-requisite Requirements

Co-requisite requirements for units of competency have been kept to a minimum to minimiseunnecessary barriers.

An integrated approach to assessment is suggested for most units so that all units that relateto a job function are assessed together. The following units must be assessed together asco-requisites.

Unit Code and Title Co-requisite Assessment Requirements

WRRFS1B Advise on food products andservices


WRRFS2B Advise on meat products WRRFM2B Pack and display meat products

WRRFS3B Advise on fast food products WRRFM3B Prepare and display fast fooditems



WRRFS5B Advise on bakery products WRRFM5B Prepare and display bakeryproducts

WRRFS6B Advise on seafood products WRRFM6B Prepare and display fresh, frozenand live seafood products

BSZ401A Plan assessment BSZ402A Conduct assessment




WRRCA1B Operate retail equipmentUnit Descriptor This unit involves the skills, knowledge and attitudes to operate a

variety of retail equipment. It involves identifying the correct equipmentrequired for a given task, maintaining retail equipment, applyingkeyboard skills and operating data entry equipment.

Unit Sector Clerical Adminstration

ELEMENT PERFORMANCE CRITERIA

1. Maintain retail equipment 1.1 Purpose of equipment used in store/department identifiedaccurately.

1.2 Equipment operated according to design specifications.1.3 Equipment faults identified and reported to appropriate

personnel.1.4 Maintenance program for retail equipment identified and

applied according to store policy.

2. Apply keyboard skills 2.1 Keyboard operated using typing techniques withindesignated speed and accuracy requirements.

2.2 Information entered and edited accurately.

3. Operate data entryequipment

3.1 Data entered using relevant equipment according to storepolicy and procedures.

3.2 Price marking equipment operated according tomanufacturer's instructions and store policy.

3.3 Data entered accurately and within designated time limits.



Volume 1 of 2, Unit 1 of 53 Page 87 of 397© Commonwealth of Australia, 2002 Date Acquired from NTIS: 15 December 2006

KEY COMPETENCIES

There are a number of processes that are learnt throughout work and life which are required in alljobs. They are fundamental processes and generally transferable to other work functions. Some ofthese are covered by the key competencies, although others may be added. The questions belowhighlight how these processes are applied in this unit of competency. Following each question anumber indicates the level to which the key competency needs to be demonstrated where 0 = notrequired, 1 = perform the process, 2 = perform and administer the process, and 3 = perform,administer and design the process.

Key Competency Example of Application PerformanceLevel

Communicating ideas andinformation

Reporting equipment faults to appropriatepersonnel will require the communication ofideas and information.

1

Collecting analysing andorganising information

Maintaining retail equipment according to storepolicy will require information to be collected,analysed and organised.

1

Planning and organisingactivities

Entering and editing information will requireactivities to be planned and organised.

1

Working with others and inteams

Team work will be applied when reporting toother staff members.

1

Using mathematical ideasand techniques

Entering data will require the use ofmathematical ideas and techniques.

1

Solving problems Maintaining equipment and identifying faults willrequire problem solving skills.

1

Using technology The use of technology will be applied whenoperating retail equipment.

1




RANGE STATEMENT

The Range Statement provide the range of applications of this unit of competency to allow fordifferences within enterprises and workplaces. It provides details of practices, knowledge andrequirements referred to in the elements and performance criteria. The variables chosen in trainingand assessment will depend on the work contexts.

The following variablesmay include but are notlimited to

• Store policies and procedures in regard to:• store administration• clerical systems

• Retail equipment may include:• point of sales terminals• electronic bar coding equipment for price labelling and

stocktaking• portable data entry• printers• electronic ordering equipment• wrapping and packing equipment such as shrink

wrapping• equipment for carrying or moving merchandise• equipment for storage of merchandise including

refrigerators• weighing machines• thermometers• dye tag removers• trolley return equipment• computers• scanners• numerical keyboard equipment including calculators

• Appropriate personnel may include:• supervisor• team leader• manager




EVIDENCE GUIDE

The following components of the evidence guide relate directly to the performance criteria and theRange Statement for the unit of competency and provide guidance for assessment of the unit in theworkplace and/or training program.

Critical Aspects ofEvidence

Competency in this unit requires evidence that the candidate:

• Operates a range of store retail equipment according tostore policy and procedures and industry codes ofpractice.

• Operates and maintains a range of store retail equipmentaccording to manufacturers' instructions and designspecifications.

• Applies store maintenance program and reportsfaults/problems.

• Consistently applies safe work practices, in the operationand maintenance of store retail equipment, according tooccupational health and safety legislation/regulations/codes of practice.

• Reads and interprets operation manuals to solve routinefaults/errors and maintains and uses the equipmenteffectively.

• Uses keyboard skills to enter and edit data accurately.• Completes tasks in set time frame.

Underpinning Skills andKnowledge

Knowledge and skills are essential to apply this unit in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this unit ofcompetency are listed below:

Knowledge of:

• Store policies and procedures, in regard to:• the operation of store retail equipment• maintenance of store retail equipment• reporting problems and faults

• Relevant legislation and statutory requirements• Relevant occupational health and safety regulations• Relevant industry codes of practice• Purpose and impact of using electronic technology• Operation and maintenance of store retail equipment• Licensing requirements for carrying/moving merchandise

(if applicable)

Skills in:

• Completing tasks in set time frame• Dealing with different types of transactions• Following common fault finding procedures• Operation and use of store retail equipment• Literacy and numeracy skills in regard to:

• reading store procedures for• operating equipment




Assessment Process For valid and reliable assessment of this unit, evidence shouldbe gathered through a range of methods to indicate consistentperformance.

It can be gathered from assessment of the unit of competencyalone, through an integrated assessment activity or through acombination of both.

Evidence should be gathered as part of the learning process.

Integrated CompetencyAssessment

Evidence is most relevant when provided through an integratedactivity which combines the elements of competency for eachunit, or a cluster of units of competency.

The candidate will be required to:

• Apply knowledge and skills which underpin the processrequired to demonstrate competence, includingappropriate key competencies.

• Integrate knowledge and skills critical to demonstratingcompetence in this unit.

Unit WRRCA1B can be assessed with other units which makeup a particular job function.

Evidence GatheringMethods

Evidence should include products, processes and proceduresfrom the workplace context or from a simulated workenvironment. Evidence might include:

• Observation of the person in the workplace• A simulated role play• Third party reports from a supervisor• Customer feedback• Answers to questions about specific skills and knowledge

Resources Required • A real or simulated work environment• Relevant documentation, such as:

• store policy and procedure manuals• manufacturer's instructions/operation manuals

• A range of store retail equipment




WRRCA2B Apply retail office proceduresUnit Descriptor This unit encompasses the skills, knowledge and attitudes to apply

retail office procedures. It involves processing mail, operating officeequipment, filing and retrieving documents, establishing contact withcustomers and preparing simple correspondence.



1. Process incoming andoutgoing mail

1.1 Incoming mail sorted and dispatched to nominatedperson/location.

1.2 Outgoing mail collected and checked to ensure all itemscorrectly prepared for dispatch.

1.3 Mail recorded according to store policy.1.4 Mail dispatched to meet designated time limits.

2. Process bulk mail 2.1 Documents collated as required.2.2 Envelopes sorted and batched according to Australia Post

specifications.2.3 Batched items lodged for delivery.

3. Operate office equipment 3.1 Appropriate equipment identified for intended application.3.2 Equipment operated in accordance with manufacturer's

instructions.3.3 Equipment faults identified and rectified or reported to

appropriate personnel.3.4 Opening and shut down processes are followed according

to store procedures.3.5 Maintenance program for equipment maintained to ensure

down time is minimised.

4. File and retrievedocuments

4.1 Documents filed according to store policy.4.2 Documents identified and retrieved as requested.4.3 Existing records accurately updated and modified.4.4 Designated inactive files removed, processed and stored

according to store policy.4.5 New files accurately assembled.4.6 Documentation movements accurately recorded.

5. Establish contact withinternal and externalcustomers

5.1 Telephone system functions used according to storepolicy.

5.2 Telephone, facsimile or electronic mail numbers obtainedand accurately recorded.

5.3 Incoming calls answered promptly and according to storepolicy.

5.4 Contact established and purpose of contact clearlyconveyed.

5.5 Calls transferred or placed on hold as required.5.6 Customers kept informed of delays and what action is

being taken.5.7 Messages recorded accurately and calls promptly

returned if required.




6. Prepare simplecorrespondence

6.1 Correspondence prepared and presented for approvaland/or signature without undue delay.

6.2 Text written using clear, concise language.6.3 Spelling, punctuation and grammar are correct.6.4 Standard form letters used according to store policy.

KEY COMPETENCIES




Equipment faults will need to be communicatedto others.

1


Instructions and store procedures will need to becollected, analysed and organised.

1


Processing incoming and outgoing mail willrequire activities to be planned and organised.

1


Dealing with internal and external customers willrequire team work.

1


Weighing items and preparing outgoing mail mayrequire the use of mathematical ideas andtechniques.

1

Solving problems Dealing with incoming calls and transferringthem may require problem solving skills.

1

Using technology Preparing letters and correspondence willrequire use of technology.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• store administrative and clerical systems• operating and maintaining retail equipment

• Telephone and other communication numbers may be:• internal• external

• Mail dispatching and collecting procedures may include:• internal systems• Australia Post• courier services

• Recording/filing systems may be:• manual• electronic

• Equipment used may include:• facsimile machine• telephone system• photocopier• answering machine• public address system• paging system• franking machine• typewriters• computers• calculators

• Appropriate personnel may include:• supervisor• team leader• manager




EVIDENCE GUIDE




• Consistently applies procedures for the processing ofmail, including bulk mail.

• Operates and maintains office equipment in accordancewith store policies and procedures.

• Files and retrieves documents in accordance with storepolicies and procedures.

• Follows procedures for establishing contact with internaland external customers.

• Consistently applies procedures for the preparation ofsimple correspondence.



Knowledge of:

• Store policies and procedures, in regard to:• store administration and clerical systems• receiving and dispatching incoming and outgoing mail• processing information• reporting problems and faults

• Relevant regulatory and licensing requirements such as:• occupational health and safety• environmental policies• public health

Skills in:

• Operating a range of office technology• Organising work tasks• Completing tasks in a set time frame• Literacy and numeracy skills in regard to:

• processing, recording and documenting information












Unit WRRCA2B can be assessed with the following units:

• WRRCA3B Apply retail office keyboard skills• WRRF2B Perform retail finance duties





• store policy and procedures manuals• manufacturer's instructions/operation manuals

• A range of store retail equipment




WRRCA3B Apply retail office keyboard skillsUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

apply retail office keyboard skills. It involves operating a computer toaccess files, edit information, produce documents and file and storefiles in accordance with store procedures.



1. Open file 1.1 Computer turned on according to manufacturer'sspecifications.

1.2 Appropriate software loaded or selected from menu.1.3 File correctly identified and opened.

2. Edit information 2.1 Information to be edited correctly identified.2.2 Information entered, changed or deleted using appropriate

input device.2.3 Document saved regularly to avoid loss of information.2.4 Document proof read for accuracy.2.5 Document printed as required.

3. Exit file 3.1 Files closed and/or programs exited according tomanufacturer's specifications.

3.2 Hardware stored according to manufacturer'sspecifications.

3.3 Software filed and stored according to store procedures.

4. Produce document fromwritten text

4.1 Keyboard operated using touch typing techniques withindesignated speed and accuracy requirements.

4.2 Documents produced are an accurate reflection of writtennotes provided.

4.3 Documents produced in required style and format.4.4 Documents produced without undue delay.4.5 Occupational health and safety guidelines relating to

screen-based equipment and ergonomic workstationsobserved.




KEY COMPETENCIES




Ensuring documents are correctly formatted andedited may require communication of ideas andinformation.

1


Producing a document from written text requiresinformation to be collected, analysed andorganised.

1


Editing and saving documents requires planningand organisation.

1


Team work may be applied when receiving andclarifying written text to be typed.

1


Mathematical ideas and techniques may berequired when using computer software.

1

Solving problems Problem solving skills may be required to editand format information.

1

Using technology The use of technology will be applied throughoutthis unit.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• store administrative and clerical systems

• Equipment used may include:• computer• keyboard/typewriter• printer• scanner• monitor• mouse

• Appropriate software may include:• word processing• database• spreadsheets• presentation software• graphic design• accounting

• Occupational health and safety guidelines may include:• lighting• seating• posture• ventilation• glare and reflection• keyboard equipment and radiation• eye strain• setting up work stations

EVIDENCE GUIDE




• Consistently applies keyboard skills to prepare and/or editsimple documents using a computer.

• Consistently applies store requirements for style andformat of documents.

• Consistently applies store requirements for electronicstorage and retrieval of documents.






Knowledge of:

• Store policies and procedures, in regard to:• store administration and clerical procedures• systems and methods for organisation of work routine• store requirement for style and format of documents• Occupational health and safety requirements relating

to screen based equipment and ergonomic workstations

• Manufacturer's instructions for use of equipment• Uses and applications of relevant computer software,

including user manuals and on-line help facilities

Skills in:

• Completing tasks in a set time frame• Keyboard skills• Opening, editing and closing files• Creating new files• Saving and printing files• Literacy and numeracy skills in relation to:





Integrated competencyassessment





Unit WRRCA3B can be assessed with the following units:

• WRRCA2B Apply retail office procedures• WRRF2B Perform retail finance duties





Evidence should include products, processes and proceduresfrom the workplace context. Evidence might include:

• Observation of the person in the workplace• Third party reports from a supervisor• Customer feedback• Answers to questions about specific skills and knowledge

Resources Required • A retail work environment• Relevant documentation, such as:

• store/sample policies in regard to store administrationand clerical systems

• store policy and procedure manuals• store speed and accuracy requirements

• A computer work station with appropriate hardware• Relevant computer software




WRRCA4B Coordinate retail officeUnit Descriptor This unit encompasses the competencies required to coordinate a retail

office. It involves maintaining office procedures, processing data inresponse to information requests, composing reports/correspondence,maintaining recording and filing systems and maintaining computerstorage media and computer filing systems.



1. Maintain office procedures 1.1 Office supplies regularly monitored, recorded andreordered as required according to store policy.

1.2 Store policies and procedures in regard to specialrequests/requirements implemented without undue delay.

2. Process data in responseto information requests

2.1 Requests for information documented, and responsesidentified according to store policy.

2.2 Relevant external information sources identified.2.3 Access to identified sources obtained.2.4 Relevant information accessed and extracted.2.5 Where available information does not match defined

needs, options and alternatives identified and offered.2.6 Extracted information is accurately copied or summarised.2.7 Appropriate regulatory records are compiled and updated

to maintain security and confidentiality of contents.

3. Compose reports/correspondence

3.1 Relevant information collated and edited as required.3.2 Written text uses clear, concise, easily understood

language.3.3 Spelling, punctuation and grammar are correct.3.4 Correspondence/reports drafted and set out according to

store policy.3.5 Edited report produced and dispatched to appropriate

personnel.3.6 Final report copied and securely filed according to store

policy.

4. Maintain existingrecording and filingsystems

4.1 Record systems maintained according to store policy.4.2 New documents allocated to designated category.4.3 Issue and return of documents monitored to ensure the

integrity of the system is maintained.4.4 Documents archived/removed/updated to ensure

maximum space available for current records.4.5 Required files correctly identified and located and

dispatched to nominated person or section withindesignated time limits.

4.6 File and document movements monitored and recorded.4.7 Documents maintained in good condition and in correct

location.4.8 Confidential files separated from general files, with access

available to nominated persons only.4.9 Security system monitored to ensure issued files traceable

at all times




5. Maintain computerstorage media

5.1 Storage media and filing system maintained according tostore policies and procedures.

5.2 Diskettes formatted using correct procedures.5.3 Backup files created to ensure safety, security and

confidentiality of files maintained.5.4 Backup files stored in the designated manner and

location.5.5 Virus checks regularly made on the system and all backup

storage media.5.6 Hardware stored in accordance with manufacturer's

instructions.5.7 Software filed and stored in accordance with

organisational procedures.5.8 Occupational health and safety guidelines relating to

screen-based equipment and ergonomic workstationsobserved.

6. Maintain computer filingsystem

6.1 Document filing requirements determined and filingsystem created.

6.2 Filing system reflects the size, nature and complexity ofthe workplace.

6.3 Security checks inserted where necessary.6.4 File names inserted into the filing system as required.6.5 Filing system regularly updated by deleting or archiving

old files.6.6 Programs exited in accordance with screen prompts to

preserve data.




KEY COMPETENCIES




Store policies and procedures will need to becommunicated to others.

2


Requests for information need to be collected,analysed and organised.

2


Composing reports and correspondencerequires activities to be planned and organised.

2


Team work will be applied in maintaining officeprocedures.

2


Mathematical ideas and techniques will beapplied when processing data and compilingreports.

2

Solving problems Problem solving skills will be applied whenediting and formatting information.

2

Using technology The use of technology is applied throughout thisunit.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• store administration and clerical systems• format and technical vocabulary

• Ordering procedures may include:• fax• phone• email• Internet

• Filing systems may include:• paper based• electronic

• Special requests/requirements may include:• mail• ordering of stock• bill payment• taxation paperwork• courier service• transport, taxi, cab charge• special mail procedures

• Relevant external information sources may include:• distributors• suppliers• manufacturers• technical support personnel• maintenance personnel

• Access to identified sources may include:• contact person• contact details

• Relevant information may include:• orders• files• letters• correspondence• warranties

• Options and alternatives may include:• regulatory requirements• cost effectiveness• story policy

• Backup files may include:• floppy disc• zip disc• CD ROM• digital tape

• Appropriate personnel may include:• store/area manager• supervisor




• team leader

EVIDENCE GUIDE




• Consistently implements workplace office procedures.• Responds accurately and appropriately to requests for

information according to store policy.• Consistently applies procedures for maintaining records

and filing system, including computerised records.






Knowledge of:

• Store policies and procedures, in regard to:• store administration and financial systems• systems and methods for organisation of work routine• appropriate clerical/office systems• mail procedures• transport procedures including cab charge and courier

systems• systems/procedures for processing information

• Records management systems• Office technology including:

• computer/printer• software packages• installation of hardware and software packages

• Software licensing requirements• Relevant occupational health and safety requirements• Principles and techniques in:• interpersonal communication skills

Skills in:

• Interpersonal communication skills, including:• giving feedback• coaching• performance analysis• questioning/listening/observation• group presentation• team motivation• negotiation• verbal and non verbal communication• team leadership

• Report writing• Using various computer software packages• Literacy and numeracy skills in regard to:• processing, recording and documenting information
















Resources Required • A retail work environment• Sample policies and procedures in regard to:

• store administration and clerical/office systems• processing of information• format and technical vocabulary• occupational health and safety

legislation/regulation/codes of practice• A range of office equipment including:

• computer/printer• software packages

• Access to a work team




WRRCA5B Operate retail information technologysystems

Unit Descriptor This unit encompasses the competencies required to use and applystore information technology systems in a retail environment. It involvesdemonstrating knowledge of the hardware and software in use, editingand updating information and solving problems in relation toequipment/hardware/software.



1. Use store informationtechnology system

1.1 Knowledge of store information technology systemaccurately demonstrated and conveyed to other staffmembers as required.

1.2 Hardware accurately identified and operated according tomanufacturer's instructions and store procedures.

1.3 Software accurately identified and used according tomanufacturer's instructions and store procedures.

1.4 Application and uses of software available, accuratelyidentified and used according to store procedures.

1.5 Data transmitted according to Electronic Data Interchangeprocedures as required.

1.6 Keyboard skills used accurately to enter information asrequired by store policies.

1.7 Back up procedures regularly performed according tostore procedures.

2. Edit/update information 2.1 Information to be edited/updated correctly identifiedaccording to store procedures.

2.2 Information on system accurately edited/updatedaccording to store procedures.

2.3 Price changes accurately identified and entered into storesystem as required.

2.4 Matching of shelf data price and computer recordsensured.

3. Solve problems 3.1 Equipment/hardware/software faults identified andrectified where possible or expert assistance soughtwithout delay.

3.2 Maintenance program for hardware and software systemsmonitored and implemented according to manufacturer'sspecifications and store procedures.

3.3 Routine problems handled using appropriate problemsolving techniques and referred to appropriate personnelas required.

3.4 Problems arising at point of sale evaluated and resolvedaccording to store procedures.

3.5 Assistance positively and actively provided to staff asproblems arise.




KEY COMPETENCIES




Knowledge of store information technologysystems will need to be conveyed to others.

2


Information on hardware and software will needto be collected, analysed and organised.

2


Editing and updating information requiresactivities to be planned and organised.

2


Team work will be applied when demonstratinginformation to others.

2


Mathematical ideas and techniques may berequired when using specific software packages.

2

Solving problems Problem solving skills will be applied whenidentifying problems at point of sale andestablishing a suitable resolution.

2

Using technology The use of technology will be applied throughoutthis unit.

2




RANGE STATEMENT



• Store policy and procedures in regard to:• information technology systems

• Types of equipment used may include:• personal computers/terminals which may be stand

alone or networked• scanning equipment• bar coding• point of sale terminals• pricing equipment

• Software may include:• menus• word processing• databases• electronic data interchange (E.D.I.)

• Systems used may include:• centrally based• store based• networked

• Applications and use of information technology systemsmay include:• point of sale operations• EFTPOS• credit cards• smart cards• loyalty cards• fly buys• credit checks granting of credit, loans• arrangement of credit for customer via a third party• customer details, records• financial details• pricing, price changes• store specials, suppliers deals (direct to store)• inventory control/stock losses• ordering of stock• stock transfers• staff productivity, scanning rates, sales volume• staff payroll (from staff log in and log out)• staff rosters• sales reports• individual/department/item sales performances• profitability of lines/items

• Information to be entered may include:• price changes (manually or electronically)• staffing information• customer details/records including names, addresses,

consumer information/profiles




• stock records• stock transfers• orders

• Stock ordering/selling may include:• electronic cataloguing• use of multi-media• selling from computer screen• electronic data interchange (E.D.I.)• delivery management• use of internet facilities• suppliers using shopping pages to communicate

information direct to customer• System problems may relate to:

• hardware faults, breakdowns• software• staff abilities/training• point of sale, eg. EFTPOS, credit facilities, cheque

clearances• pricing variations

• Problems may be solved by:• routine procedures• manufacturers recommendations• lateral thinking• operator or manager• referral to specialist/expert

• Back up procedures may include:• zip drives• CD ROM• digital tape• floppy discs

• Relevant personnel may include:• store/area manager• supervisor• team leader• technical specialist




EVIDENCE GUIDE




• Consistently applies store policies and procedures inregard to information technology systems including:• resolution of system faults• use and application of store credit and EFTPOS• reviewing and entering information on store system.

• Follows requirements of relevant legislation and statutoryrequirements including consumer law and creditprocedures.



Knowledge of:

• Store policies and procedures, in regard to use andoperation of store information technology systemsincluding:• use and maintenance of hardware and software

systems• solutions to problems/breakdowns• operation of equipment• Relevant legislation and statutory requirements

including:• consumer law• credit procedures• occupational health and safety

• Relevant industry codes of practice• Store product and services range, including pricing

structure• Manufacturer specifications in regard to operation of

hardware and software• Software licensing specifications• Techniques for problem solving

Skills in:

• Using store technology information systems• Application and use of hardware and software• Interpersonal communication skills• Literacy and numeracy skills in regard to:














Evidence gatheringmethods



Resources Required • A real or simulated work environment• Hardware and software instruction manuals• Information technology system• Relevant documentation, such as:

• store/sample policies and procedures on managementof information technology systems

• legislation and statutory requirements• occupational health and safety requirements• industry codes of practice




WRRER1B Work effectively in a retail environmentUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

work effectively in a retail environment. It involves acting responsiblyand in a non-discriminatory manner, and identifying the relevantaward/agreement.

Unit Sector Employee Relations


1. Act responsibly 1.1 Notification of shift availability, non-attendance for shift,given without undue delay and according to store policiesand procedures.

1.2 Staff rosters interpreted accurately.

2. Act in a non-discriminatorymanner

2.1 Non-discriminatory attitudes displayed when interactingwith customers, staff or management.

2.2 Non-discriminatory language used consistently.

3. Identify theaward/agreement

3.1 Relevant award/agreement identified and interpretedaccurately.

3.2 Role of employee and employer associations in industrialrelations system identified and analysed.

KEY COMPETENCIES




Notifying of shift availability or non-attendancerequires ideas and information to becommunicated to others.

1


Information on awards/agreements will need tobe collected, analysed and organised.

1


Identifying and interpreting awards/agreementsrequires activities to be planned and organised.

1


Team work will be applied when interacting withother staff.

1


The use of mathematical ideas and techniquesmay not be required in this unit.

-

Solving problems Problem solving skills may be applied whendealing with interpersonal conflict.

1

Using technology The use of technology may not be required inthis unit.

-




RANGE STATEMENT



• Store policies and procedures in regard to:• workplace ethics• store hours of operation• completing work out of hours

• Peers and supervisors may:• come from a range of social, cultural and ethnic

backgrounds• may have varying degrees of language and literacy

levels• Discrimination may occur between:

• staff• customers• management

EVIDENCE GUIDE




• Consistently and responsibly applies store policies andprocedures, in regard to work place ethics, includinginterpretation of staff rosters, notification of the availabilityfor work, allocated duties/job description.

• Consistently applies store policies and procedures andlegislative requirements, in regard to external/internalclient contact, especially the use of non-discriminatorylanguage and attitudes.

• Knows employee's own rights and responsibilities inregards to awards/agreements.

• Identifies and describes the role of various partiesincluding employer and employee associations.






Knowledge of:

• Store policies and procedures, in regard to:• workplace ethics• shift availability or non attendance• staff rosters• interpersonal conflict• grievance procedures• personal animosity• discriminatory behaviour• harassment• staff counselling and disciplinary procedures• equal opportunity issues• non compliance with store policies and procedures• part time, casual, full time work, contract employment

• Store organisational structure• Structure of the retail industry• Retail industry career path options• Retail industry training options• Rights and responsibilities of employers and employees

in retail workplace• Responsibilities under a New Apprenticeship contract of

training (if applicable)• Major changes affecting retail workplaces• Relevant legislation and statutory requirements, such as:

• equal opportunity legislation• equal employment opportunity legislation• anti-discrimination legislation• workplace relations• industry awards/agreements

Skills in:

• Ability to follow store policies and procedures• Preparing resumes and curriculum vitaes• Maintaining personal presentation• Interpersonal communication skills, including:

• verbal and non-verbal communication• listening/questioning/observation

• Literacy skills in reading workplace documents












Unit WRRER1B can be assessed with the following units:

• WRRCS1B Communicate in the workplace• WRRLP1B Apply safe working practices• WRRM2B Perform routine housekeeping duties• WRRCA1B Operate retail equipment





• store/sample policy and procedures in regard toworkplace ethics

• store/sample job descriptions and organisational charts• store/sample policies and procedures in regard to the

rights and responsibilities of employers and employeesin the workplace

• awards/agreements• government legislation on equal opportunity, equal

employment opportunity and anti discrimination




WRRER2B Coordinate work teamsUnit Descriptor This unit encompasses the competencies required to coordinate work

teams in a retail environment. It involves monitoring and organisingstaffing levels, informing team members of expected standards of work,coaching and motivating the team and maintaining staffing records.



1. Monitor and organisestaffing levels

1.1 Staffing levels and rosters in designated areas maintainedwithin budget and according to store policy andprocedures.

1.2 Team rostered according to anticipated sales peaks andstatutory requirements.

1.3 Team members informed of individual rosters according tostore policies and procedures.

1.4 Corrective action taken as needed according to staffavailability.

2. Inform team members 2.1 Team informed of expected standards of work andbehaviour required by store policy in a manner and at alevel and pace appropriate to the individual.

2.2 Staff communication and motivation programsimplemented according to store policy.

2.3 Store targets compared to individual/team results.2.4 Staff meetings conducted to address issues within area of

authority according to store policy.2.5 New staff members inducted into teams according to store

policy.

3. Coach on the job 3.1 Opportunities to coach team members who are unfamiliarwith specific procedures are identified.

3.2 Team members are made aware of the work application ofthe competency or job being taught.

3.3 A systematic approach is enlisted including explanationand demonstration where appropriate.

3.4 Trainees encouraged by positive comments and feedbackfrom the trainer.

3.5 Feedback during instruction designed to help traineeslearn from their mistakes.

3.6 Trainees encouraged and guided to evaluate their ownperformance and diagnose it for improvement.

3.7 Trainees' performance evaluated according to storepolicies and procedures.




4. Motivate the team 4.1 Strengths and weaknesses of team identified againstcurrent and anticipated work requirements.

4.2 Individuals within the team encouraged to contribute todiscussion and planning of team objectives/goals.

4.3 Team objectives/goals updated and reviewed on a regularbasis in consultation with relevant personnel.

4.4 Positive and constructive relationships developed with andbetween team members.

4.5 All team members treated fairly, equally and with respect.4.6 Responsibility for developing own competencies accepted

and realistic objectives identified.

5. Maintain staffing records 5.1 Staff records maintained as required according to storepolicy and relevant awards and agreements.

KEY COMPETENCIES




Staff members need to be informed of requiredwork standards.

2


Identifying staffing levels and developing rostersrequires information to be collected, analysedand organised.

2


Developing coaching activities for staff membersrequires activities to be planned and organised.

2


Encouraging staff members to discuss and planteam objectives/goals requires team work.

2


Developing rosters within a budget requires theuse of mathematical ideas and techniques.

2

Solving problems Developing rosters to meet anticipated salesmay require problem solving.

2

Using technology Maintaining staffing records may require the useof technology.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• staffing requirements• on the job training• maintaining staffing records• housekeeping

• Staff records systems may be:• manual• electronic

• Communication with team may be:• face to face• individually or in groups

• Work areas may include:• counters• point of sale area• fixtures• displays• walkways

• Work team functions may include:• selling• merchandising• housekeeping• rostering• maintaining equipment• stocktaking

• Staff induction may include:• formal training program• one-to-one coaching

• Coaching may be done:• frequently or infrequently• formally or informally

• Staffing levels may vary according to:• peak trading times• special events• promotion• stocktakes• refurbishment

• Staff may include:• full-time, part-time or casual• under contract• people with varying degrees of language and literacy• people from a range of cultural, social and ethnic

backgrounds• people with a range of responsibilities and job

descriptions• Staffing records may relate to:

• attendance




• leave entitlements• training• discipline

• Relevant personnel may include:• team members• supervisors• managers

EVIDENCE GUIDE




• Consistently and responsibly applies store policies andprocedures and ethical behaviour, in regard to thecoordination of staff.

• Consistently applies store policies and procedures, inregard to monitoring, organising, maintaining staffinglevels, communicating with staff, mentoring, coaching andmotivating staff.

• Consistently and responsibly applies store policies andprocedures, in regard to the induction of new staff.

• Consistently and responsibly applies store policies andprocedures, in regard to maintaining staffing levels andcoordinating work teams within budgetary constraints.

• Consistently applies state and local statutoryrequirements/regulations including relevant industryawards/agreements.

• Consistently applies appropriate communication andinterpersonal skills when motivating the team andinforming staff of roles and responsibilities.

• Reports suggestions for improvements in procedures tomanagement.






Knowledge of:

• Store policies and procedures, in regard to:• workplace ethics• work teams• staffing rosters• personnel records• trainee assessment• supervising new apprentices• staff counselling and disciplinary procedures• work/overtime periods• meetings• housekeeping

• Store organisational structure• Rights and responsibilities of employers and employees

in retail workplace• Employment classifications full/part-time, casual• Forms of work in retail• Major changes affecting retail workplaces• Principles and techniques in interpersonal communication• Relevant legislation and statutory requirements, such as:

• equal opportunity legislation• equal employment opportunity legislation• anti-discrimination legislation• industry awards/agreements

• Relevant occupational health and safety regulations


• Literacy skills in regard to:• reading and interpreting workplace documents• reporting procedures












Unit WRRER2B can be assessed with the following unit:






• legislation and statutory requirements• award/agreement• job descriptions/responsibilities• training programs• store policy and procedures manuals

• Rostering and recording systems• Access to a work team




WRRER3B Maintain employee relationsUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

maintain employee relations. It involves identifying theaward/agreement, minimising potential industrial problems, andimplementing dispute settlements procedures.



1. Identify theawards/agreements

1.1 Relevant awards/agreements identified and interpretedaccurately.

1.2 Relevant awards/agreements applied accurately andequally to all staff.

1.3 Staff regularly and accurately informed of changes inawards/agreements.

1.4 Copy of relevant award/agreement made available toemployee if requested.

2. Identify and minimisepotential industrialproblems

2.1 Opportunities for staff to discuss problems which directlyor indirectly affect their work regularly provided.

2.2 Staff counselled if required in a positive and constructivemanner or referred to appropriate personnel whennecessary.

2.3 Potential and actual conflicts between staff identifiedpromptly and effective remedial action taken as soon aspracticable.

2.4 Remedial action applied according to store policy andlegislative requirements.

2.5 Records of conflict and outcomes maintained accuratelyand according to store policy.

3. Implement disputesettlement procedures

3.1 Disputes or grievances promptly identified.3.2 Store policies and procedures and legislative

requirements applied accurately and promptly.3.3 Staff accurately informed of current procedures and

policies.3.4 All procedures and policies applied in an impartial manner.3.5 Details of all procedures accurately and completely

recorded and made available to authorised personnel.3.6 Unsettled disputes or grievances promptly referred to

management.3.7 Recommendation for improvements to dispute/grievance

procedures promptly referred to management.




KEY COMPETENCIES




Changes in award/agreement need to becommunicated to staff.

2


Identifying awards/agreements requiresinformation to be collected, analysed andorganised.

2


Maintaining records of conflict requires activitiesto be planned and organised.

2


Team work will be applied when dealing withconflict between staff.

2


The use of mathematical ideas and techniqueswill be applied when maintaining records andidentifying costs required for training ifnecessary.

2

Solving problems Problem solving skills will be applied whendealing with interpersonal conflict.

2


-




RANGE STATEMENT



• Store policies and procedures in regard to:• employee relations

• Grievance procedures may be initiated by:• management• staff• staff representatives

• Interpersonal conflict is minimised to:• promote effective working relationships• prevent disciplinary or grievance procedures becoming

necessary• Conflict may be minimised:• formally• informally

• Discrimination may occur between:• staff• customers• management

• Interpersonal conflict may occur between:• individuals• teams

• Records may be kept:• manually• electronically

• Relevant personnel may include:• team leader• supervisor• manager

• Legislative requirements may include:• Equal Employment Opportunity• Anti-discrimination• Unfair dismissal• Workplace relations• Awards/agreements• Industry codes of practice




EVIDENCE GUIDE




• Consistently and responsibly applies store policies andprocedures, in regard to industry codes of practicerelating to employee relations.

• Knows and consistently applies state and local statutoryrequirements/regulations including relevant industryawards/agreements.

• Knows and consistently applies safe work practices inregard to the provision of services in accordance with therelevant occupational health and safetyregulations/legislation.

• Consistently and responsibly applies store policies andprocedures, in regard to identifying and minimisingpotential industrial problems and implementingdispute/grievance procedures.

• Consistently and responsibly applies store policies andprocedures and legislatory requirements, in regard toexternal/internal client contact, especially the use ofnon-discriminatory language and attitudes.

• Knows employees' and employers' rights andresponsibilities in regards to awards/agreements.






Knowledge of:

• Store policies, procedures and legislative requirements, inregard to:• workplace ethics• unfair dismissal• shift availability or non attendance• staff rosters• inter personal conflict• grievance procedures• personal animosity• discriminatory behaviour• harassment• staff counselling and disciplinary procedures• equal opportunity issues• non compliance with store policies and procedures• part-time, casual, full-time work, contract employment• traineeships

• Store organisational structure• Rights and responsibilities of employers and employees

in retail workplace• Responsibilities of employers and employees under a

New Apprenticeship contract of training• Relevant legislation and statutory requirements• Relevant industry codes of practice• Principles and techniques for interpersonal

communication

Skills in:


• Literary skills in:• comprehending and interpreting relevant workplace

documents












Unit WRRER3B can be assessed with the following unit:





Resources Required • A real or simulated work environment• Access to a range of employees or customers or case

studies dealing with a variety of industrial relations issues• Relevant documentation, such as:

• awards/agreements• store policy and procedures relating to grievances,

counselling and discipline• store rosters• legislation and statutory requirements




WRRF1B Balance register/terminalUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

balance the register/terminal in a retail environment. It involves clearingthe register, counting money, calculating non-cash transactions andreconciling takings.

Unit Sector Finance


1. Remove takings fromregister/terminal

1.1 Register/terminal balance performed at designated timesaccording to store policy and procedures.

1.2 Cash float separated from takings prior to balancingprocedure and secured according to store policy.

1.3 Change supplied to register/terminal according to storepolicy.

1.4 Register/terminal reading or print out accuratelydetermined.

1.5 Cash and non-cash documents removed and transportedaccording to store security policies and procedures.

2. Reconcile takings 2.1 Cash counted accurately.2.2 Non-cash documents calculated accurately.2.3 Balance between register/terminal reading and sum of

cash and non-cash transactions determined accurately.2.4 Records for store and individual department takings

recorded accurately and according to store policy.




KEY COMPETENCIES




Errors in readings may need to becommunicated to relevant personnel.

1


Counting cash and non-cash documents andbalancing readings requires information to becollected, analysed and organised.

1


Reconciling takings requires activities to beplanned and organised.

1


Team work may be required when establishingindividual and store department takings.

1


Mathematical ideas and techniques will berequired when balancing register/terminal.

1

Solving problems Problem solving skills will be applied whenbalancing register/terminal reading and sum ofcash and non-cash transactions.

1

Using technology The use of technology will be applied throughusing the register/terminal.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• register/terminal balance• security

• Register/terminals may be:• manual• electronic

• Non-cash transactions may include:• credit cards• cheques• hire purchase• lay-by• cash on delivery (C.O.D.)• customer refunds• customer credit ratings

• Register/terminals may be cleared by:• operator• specialist staff• at intervals during or at close of trading

EVIDENCE GUIDE




• Operates register/terminal equipment according tomanufacturers' instructions and store policy.

• Consistently applies store policies and procedures inregard to handling cash and removing takings fromregister/terminal.

• Consistently applies store policies and procedures inregard to reading registers and recording information.

• Processes documentation/records responsibly andaccording to store policies and procedures.

• Reconciles takings according to store policies andprocedures.






Knowledge of:

• Store policies and procedures, in regard to:• register/terminal balance• cash and non-cash transactions security• cash float• operation of equipment used at register/terminal

• Cash and non-cash handling procedures, including:• opening and closing point of sale terminal• clearance of terminal and transference of tender• maintenance of cash float• counting cash• calculating non-cash documents• balancing point of sale terminal• recording takings• security of cash and non-cash transactions• change required and denominations of change• EFTPOS/credit cards• gift vouchers/lay by• credit and returns

Skills in:

• Completing tasks in a set time frame• Literacy skills in regard to interpreting documentation• Numeracy skills in regard to:

• counting cash• calculating non-cash transactions• reporting on takings












Unit WRRF1B can be assessed with the following units:

• WRRCS2B Apply point of sale handling procedures• WRRLP2B Minimise theft• WRRCS3B Interact with customers• WRRI1B Perform stock control procedures





• financial transaction dockets/slips/invoices• sample debit, credit card vouchers• recording/tally sheets• store policy and procedure manuals in regard to

register/terminal balance• Register/terminal and related equipment




WRRF2B Perform retail finance dutiesUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

perform retail finance duties. It involves processing petty cash andnon-cash transactions, preparing banking documents, reconcilinginvoices for payment and preparing invoices for debtors.

Unit Sector Finance


1. Process petty cashtransactions

1.1 Petty cash claims checked for approval, accuracy andauthenticity before processing.

1.2 Transactions balanced and checked according to storepolicy and procedures.

1.3 Irregularities noted and referred to relevant personnel forresolution.

1.4 Petty cash transactions processed and recorded withindesignated time limits.

2. Prepare bankingdocuments

2.1 Cashbook entries balanced against record of takings.2.2 Deposit entries accurately compiled and balanced.2.3 Cash and non-cash transactions listed on banking deposit

forms in accordance with the banking institution'sguidelines.

2.4 In-store credit systems processed according to storepolicy.

3. Process non-cashtransactions

3.1 Credit card transactions balanced and presented torelevant personnel for checking.

3.2 Irregularities noted and referred to relevant personnel forresolution.

4. Reconcile invoices forpayment to creditors

4.1 Discrepancies between invoices and delivery and deliverynotes identified and reported to relevant personnel/sectionfor resolution.

4.2 Errors in invoice charges identified and reported torelevant personnel/section for correction/resolution.

4.3 Discrepancies and errors rectified, as directed.4.4 Corrected and authorised invoices processed for payment

within designated time limits.4.5 Creditor inquiries resolved and/or referred to relevant

personnel/section for resolution.

5. Prepare invoices fordebtors

5.1 Preparatory calculations performed to produce accuratecustomer invoices.

5.2 Relevant documentation completed to ensure accuracy ofcontents.

5.3 Documents distributed to relevant personnel/section forcertification prior to being dispatched.

5.4 Verified documents dispatched within designated timelimits.

5.5 Documents copied and filed for auditing purposes.




KEY COMPETENCIES




Irregularities in petty cask transactions need tobe referred to relevant personnel for resolution.

1


Preparing banking documents requiresinformation to be collected, analysed andorganised.

1


Processing petty cash transactions requiresactivities to be planned and organised.

1


Team work may be required when referringirregularities to others.

1


Mathematical ideas and techniques will beapplied when processing petty cashtransactions.

1

Solving problems Problem solving skills will be applied whenidentifying discrepancies between invoices anddelivery.

1

Using technology The use of technology will be applied whenprocessing in-store credit systems.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• store financial systems

• Financial recording systems may be:• manual• electronic

• Business source documents used may include:• purchase requisitions• purchase orders• invoices• receipts• delivery dockets/receipts• credit notes• statements• remittance advices• cash register rolls• deposit books

• Non-cash transactions may include:• credit cards• customer credit ratings• cheques• hire purchase• lay-by• cash on delivery (C.O.D.)• customer refunds

• Relevant personnel may include:• manager• supervisor• team leader




EVIDENCE GUIDE




• Consistently applies store policies and procedures, inregard to petty cash and non-cash transactions, invoicing,banking processes and processing delivery anddocument discrepancies.

• Consistently and responsibly applies skills pertaining tothe reconciliation and payments of invoices for creditorsand debtors, in accordance with store policies andprocedures.






Knowledge of:

• Store policies and procedures in regard to:• register/terminal balance• cash and non-cash transactions security• petty cash• cash balances• banking procedures• purchase requisitions/orders• issuing of receipts• delivery dockets• credit notes• statements• remittance advices• cash register rolls• deposit books• change required and denomination of change• operation of equipment used at register/terminal• processing delivery and delivery document

discrepancies• invoicing procedures for debtors and creditors

• Payment/invoice procedures including Goods andServices Tax (GST) requirements

• Cash and non-cash handling procedures, including:• opening and closing point of sale terminal• clearance of terminal and transference of tender• maintenance of cash balances• counting cash• calculating non-cash documents• customer credit ratings• balancing point of sale terminal• recording takings• security of cash and non-cash transactions• change required and denominations of change• EFTPOS/credit cards• processing of cheques• gift vouchers/lay by• cash on delivery (COD)• lay-by• credits and returns• customer refunds

Skills in:

• Completing tasks in set timeframes• Literacy skills in regard to interpreting documentation• Numeracy skills in regard to:

• processing petty cash transactions• balancing cashbook entries and takings












Unit WRRF2B can be assessed with the following units:

• WRRCA2B Apply retail office procedures• WRRCA3B Apply retail office keyboard skills





• store policy and procedures manuals• financial transaction dockets/slips/invoices• banking deposit forms

• EFTPOS facilities and equipment• Registers and related equipment




WRRF3B Produce financial reportsUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

produce financial reports in a retail environment. It involves enteringpayment summaries into journals, reconciling accounts to balance,preparing bank reconciliations, and receiving and documentingpayments/takings. It also involves dispatching statements to debtors,dispatching payments to creditors and preparing financial reports.

Unit Sector Finance


1. Enter payment summariesinto journals

1.1 Payment documents filled out identifying relevant details.1.2 Payment documents checked for authenticity of claim.1.3 Payment documents balanced on a routine basis.

2. Reconcile accounts tobalance

2.1 Discrepancies between transaction documentation andaccount balances identified.

2.2 Errors in documentation rectified.2.3 Data recorded on nominated system within designated

time limits.

3. Prepare bankreconciliations

3.1 Deposit entries and cash payment summaries checked foraccuracy against bank statements.

3.2 Discrepancies noted and resolved.3.3 Regular reconciliation reports produced within designated

time limits to provide data for preparation of trial balance.3.4 Pay-in documentation completed accurately.3.5 All transaction calculations balanced accurately.

4. Receive and documentpayments/takings

4.1 Cash is correctly counted and correct change given, ifapplicable.

4.2 Cheque and credit card payments are verified with therelevant personnel/department prior to acceptance.

4.3 Receipts are accurately completed and issued.

5. Dispatch statements todebtors and follow upoutstanding accounts

5.1 Debtor statements checked for accuracy of contents.5.2 Any noted discrepancies rectified accurately.5.3 Debtor statements dispatched within designated time

limits.5.4 Outstanding accounts collected within designated credit

periods.5.5 Credit terms reviewed and controlled to ensure payment

within designated time limits.5.6 Debtors ledger accurately maintained to reflect current

situation.5.7 Customer credit terms reviewed when indicated according

to store policy.




6. Dispatch payments tocreditors

6.1 Payment documentation prepared by others checked foraccuracy of information and dispatched to creditors withindesignated time limits.

6.2 Creditors' statements reconciled with accounting records.6.3 Relevant data input into creditors' ledger.6.4 General ledger reconciled against accounting records.

7. Prepare financial reports 7.1 Purpose of the report clarified with relevant personnel.7.2 Relevant data identified and obtained from nominated

internal and/or external sources.7.3 Nominated internal records updated to show current

status of financial report.7.4 Data transcribed onto nominated form and in the

authorised manner.

KEY COMPETENCIES




Financial reports will need to be communicatedto others.

2


Preparing bank reconciliations requiresinformation to be collected, analysed andorganised.

2


Preparing financial reports requires activities tobe planned and organised.

2


Team work may be required when clarifyingreports with others.

1


The use of mathematical ideas and techniqueswill be applied when balancing transactions andpreparing bank reconciliations.

2

Solving problems Problem solving skills will be applied whenrectifying any discrepancies in accounts.

1

Using technology The use of technology will be applied whenupdating records and preparing financial reports.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• financial systems• reconciling accounts• Nominated system may include:• recording• documenting• reporting systems• accounting

• Systems may be:• manual• electronic

• Transactions may include:• cash• cheque• credit card• EFTPOS• store card• Internet payments• lay by

• Relevant personnel may include:• supervisor• team leader• manager




EVIDENCE GUIDE




• Consistently applies store policies and procedures, inregard to producing financial reports.

• Consistently applies store policies and procedures inregard to handling cash.

• Consistently applies store policies and procedures inregard to the accurate and effective recording of data forreporting and processing document discrepancies andthe reconciliation of reports for preparation of trailbalances.

• Consistently applies store policies and procedures inregard to receiving, recording and dispatching to debtorsand creditors.

• Applies follow up procedures for outstanding accounts.






Knowledge of:

• Store policies and procedures, in regard to:• register/terminal balance• cash and non-cash transactions security• petty cash• cash balances• banking procedures• purchase requisitions/orders• issuing of receipts• delivery dockets• credit notes• statements• remittance advices• cash register rolls• deposit books• change required and denomination of change• operation of equipment used at register/terminal• processing delivery and delivery document

discrepancies• invoicing procedures for debtors and creditors• register/terminal balance• Payment/invoice procedures including Goods and

Services Tax (GST) requirements• Relevant legislation and statutory requirements

• Cash and non-cash handling procedures, including:• opening and closing point of sale terminal• clearance of terminal and transference of tender• maintenance of cash float• counting cash• calculating non-cash documents• balancing point of sale terminal• recording takings• security of cash and non-cash transactions• change required and denominations of change• EFTPOS/credit cards• gift vouchers/lay by• credits and returns

Skills in:

• Literacy skills in regard to:• interpreting documentation

• Report writing• Numeracy skills in regard to:

• reconciling accounts• counting cash• calculating non-cash transactions• reporting on takings












Unit WRRF3B can be assessed with other units which make upa particular job function.





• financial transaction dockets/slips/invoices• recording/tally sheets• store policy and procedures manuals

• Recording, documenting and filing systems• Registers and related equipment including EFTPOS

facilities/equipment




WRRF4B Prepare payrollUnit Descriptor This unit encompasses the competencies required to prepare payroll

for employees in a retail environment. It involves preparing payroll data,processing payment of wages and salaries and administering salaryand wages records.

Unit Sector Finance


1. Prepare payroll data 1.1 Gross pay and deductions accurately calculated frominformation contained in relevant documents according toaward and/or agreement specifications.

1.2 Payment due to individual employees calculated or datareferred to payroll processor for calculation withindesignated time limits.

1.3 Details of pay identifying gross and net amounts correctlyprepared for presentation to individual employees.

1.4 Wage and taxation amounts calculated and transcribedand payments made in accordance with AustralianTaxation Office (ATO) procedures.

1.5 Periodic deductions forwarded to nominated creditorswithin designated time limits.

2. Process payment ofwages and salaries

2.1 Wages prepared and issued within designated time limits.2.2 Records kept and maintained for taxation and auditing

purposes.2.3 Designated security procedures followed at all times to

ensure confidentiality and security of information.2.4 Wage inquiries dealt with promptly and courteously.2.5 Records kept for the period determined by government

legislation.




3. Administer salary andwages records

3.1 Employee group certificate amounts accurately preparedand balanced from salary records.

3.2 Declaration forms for new and existing employeescompleted in accordance with Australian Taxation Office(ATO) requirements.

3.3 Payments to government authorities identified andaccurately calculated in accordance with relevantgovernment legislation.

3.4 Payments to government authorities prepared anddispatched within the time limits designated by theauthority.

3.5 Superannuation payments calculated and dispatchedwithin the guidelines of the fund and governmentlegislative requirements.

3.6 Information regarding salaries provided to governmentand/or collection agencies and payments dispatched toagencies as required, within the time limits designated bythe agencies.

3.7 Information regarding workers compensation claimsaccurately compiled, assessed and payments made asrequired.

KEY COMPETENCIES




Gross pay and deductions may need to becommunicated to employees.

1


Information on Gross pay and tax deductionsneeds to be collected, analysed and organised.

2


Processing payment of wages and salariesrequires activities to be planned and organised.

2


Team work may be required when interactingwith staff and employees.

1


The use of mathematical ideas and techniqueswill be applied when determining tax deductionsand net pay.

2

Solving problems Problem solving skills will be applied whendealing with wage inquiries.

2

Using technology The use of technology will be applied whenmaintaining payment records.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• payroll preparation• security and confidentiality

• Recording and documenting systems may be:• manual• electronic

• Payroll may be prepared:• internally• recorded and dispatched to a central pay office/centre

• Payroll data may include:• taxation schedules• employee records• nominated industrial awards and agreements• individual agreements• company timesheets• periodic deductions• workers compensation claims

• Payment of wages and salaries may include:• cash• cheque• periodic payments via bank• electronic funds transfer

• Periodic deductions may include:• loan repayments• superannuation• medical funds• garnishee orders

• Award and agreement specifications may include:• overtime• deductions• bonuses• leave entitlements• meal allowances• travel allowances• car allowances




EVIDENCE GUIDE




• Consistently applies store policies and procedures, inregard to preparing the payroll.

• Consistently applies Australian Taxation Office (ATO)policies and procedures, including preparation andrecording details for group certificates.

• Consistently applies store policies and procedures, inregard to calculation of wages/salaries, including timesheets, taxation and periodic deductions.

• Consistently applies store policies and procedures, inregard to processing and presentation wage/salarydocumentation.

• Consistently applies store policies and procedures, inregard to establishing and maintaining effectivemanual/electronic recording and filing systems detailingrelevant employee information.



Knowledge of:

• Store policies and procedures, in regard to:• payment of wages and salaries

• Australian Taxation Office (ATO) policies and procedures• Security procedures for preparing payroll and payment of

wages• Banking requirements for payment of wages• Superannuation requirements and procedures• Awards and agreements• Relevant legislation and statutory requirements

Skills in:

• Record keeping• Preparing group certificates• Maintaining employee records• Literacy skills in regard to:

• reading and understanding taxation requirements andprocedures

• Numeracy skills in regard to:• calculating payments and deductions












Unit WRRF4B can be assessed with other units which make upa particular job function.





• payroll preparation and security policy• relevant government and taxation legislation• store policy and procedures manuals

• Computer equipment and appropriate software• Financial recording and documentation systems




WRRINF1B Analyse and communicate informationUnit Descriptor This unit encompasses the competencies required to analyse and

communicate information in a retail environment. It involves gatheringinformation from a wide variety of sources, analysing it and using it forplanning purposes.

Unit Sector Information


1. Review external operatingenvironment

1.1 Strategies developed to maximise the understanding ofthe store's external operating environment.

1.2 Operating environment reviewed using relevant sources ofinformation.

1.3 External operating environment analysed using current,accurate information which reflects emerging andpredicted trends.

1.4 Systems reviewed to reflect possible future storeoperating policies and procedures, technology, partners,competitors and other relevant organisations.

2. Identify and evaluatecompetitors

2.1 Strengths and weaknesses of existing and potentialcompetitors identified and evaluated using accurate andcurrent information.

2.2 Information gained from ethical, cost effective sourcesaccording to store policy.

2.3 Store plans/targets adjusted according to informationgained from external operating environment to maximisesuccess of store operation.

3. Assess internal strengths 3.1 Opportunities for new and existing products and servicesevaluated in response to internal strengths and externalfactors.

3.2 Merchandise or service delivery evaluated using accurate,current information.

4. Forecast trends anddevelopments

4.1 Future trends and developments regularly projected usingaccurate, current information.

4.2 Impact of future trends and developments on storeoperations clearly identified.

4.3 New technology regularly investigated and assessed forpossible store application.

4.4 Forecasts reported using accurate qualitative andquantitative information.

5. Recommend andimplement improvements

5.1 Improvements recommended and implemented based onforecasts.

5.2 Strategies developed and implemented to maximise futurebusiness, customer service and profit.




6. Respond to change 6.1 Changes in store operating environment identifiedaccurately and promptly.

6.2 Policies and procedures developed and implemented toeffectively respond to changes in internal and externaloperating environment without undue delay.

7. Communicate internallyand externally

7.1 Internal and external correspondence or personalcommunications implemented according to store policyand procedures.

7.2 Personal presentation professional and in line with storepolicy.

7.3 Written communications summarised to convey key pointswhich are clear, concise and in line with store policies.

KEY COMPETENCIES




Communication of information is presentthroughout this unit and is a fundamental skillinvolved.

3


Identifying and evaluating competitors requiresdetailed information to be collected, analysedand organised.

3


Responding to change in the store operationswill require policies and procedures to bedeveloped and implemented.

3


Communicating information within the storerequires team management.

3


Forecasting trends and developments in theindustry requires mathematical techniques foranalysis.

3

Solving problems Problems may arise in the implementation ofchange and problem solving skills will berequired.

3

Using technology Technology will be used to gather informationand communicate it internally and externally.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• information and review of internal and external

operating environment• External operating environment may include:

• markets, such as advertising/marketing targets,customers, local culture/environment

• competitors, for example, product and service range,pricing policies, marketing policies

• new or existing products and services, suppliers,technology

• government/legislative bodies affecting employmentconditions, staff, trade practices, consumer law,occupational health and safety

• Internal operating environment may include:• operating climate/culture• existing merchandise and service range• possible future merchandise and service range• possible future retail technology systems• problems in sales and service delivery• customers• staff• management• management information systems

• Relevant information may include:• contacts with others inside or outside the store• customers• staff• publications• business journals• newspapers• conferences/courses• Internet• statistics• market research

• Research, analysis and forecasting techniques mayinclude:• written or verbal data• surveys• formal or informal meetings• quantitative and qualitative data• management of information technology systems

• Communications may include:• internal or external contacts• personal, face to face or electronic media• written correspondence• memorandums




• routine or specialist reports

EVIDENCE GUIDE




• Identifies and analyses information about features of theoperating environment which now, or in the future willimpact on store retail operations.

• Identifies and implements changes to maximise futurebusiness, customer service and profit.

• Develops and implements strategies to implementchanges.



Knowledge of:

• Store policies and procedures, in regard to:• information on internal and external operating

environment• review of internal and external operating environment

• Social, cultural environment• Characteristics of customers• Market for store products and services• Pricing policies and procedures• Sources of supply of products and services• Competitors• Existing and new technology• Principles and techniques in change management

Skills in:

• Public speaking and group presentation• Qualitative and quantitative analysis• Evaluation of information• Using and applying technology• Literacy and numeracy skills in regard to:

• preparation, analysis, evaluation and reporting offorecasts, trends and recommendations and businesscorrespondence




Assessment process For valid and reliable assessment of this unit, evidence shouldbe gathered through a range of methods to indicate consistentperformance.








Unit WRRINF1B can be assessed with other units which makeup a particular job function.





• store policy on communication• legislation and statutory requirements

• Access to information on:• markets• competitors• products and services• suppliers• new technology




WRRI1B Perform stock control proceduresUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

handle stock in a retail environment. It involves receiving andprocessing incoming goods, rotating stock, participating in stocktakes,reordering stock and dispatching goods.

Unit Sector Inventory


1. Receive and processincoming goods

1.1 Cleanliness and orderliness in receiving bay maintainedaccording to store policy.

1.2 Goods unpacked using correct techniques and equipmentin line with store policy.

1.3 Packing materials removed and disposed of promptlyaccording to store policy.

1.4 Incoming stock accurately checked and validated againstpurchase orders and delivery documentation according tostore policy.

1.5 Items received inspected for damage, quality, use-bydates, breakage or discrepancies and recorded accordingto store policy.

1.6 Stock levels accurately recorded on store stock systems,according to store policy.

1.7 Secure storage of goods arranged according to storepolicy and legislative requirements.

1.8 Stock dispatched to appropriate area/department.1.9 Stock price and code labels applied when required

according to store policy.

2. Rotate stock 2.1 Stock rotation procedures for merchandise and wrappingand packing materials carried out routinely and accuratelyaccording to store policy.

2.2 Excess stock placed in storage or disposed of inaccordance with store policy and legislative requirements.

2.3 Safe lifting and carrying techniques maintained in line withstore occupational health and safety policy and legislativerequirements.

3. Participate in stocktake 3.1 Stocktaking and cyclical counts assisted with, according tostore policy/procedures.

3.2 Stock records documentation completed according tostore stock control system.

3.3 Discrepancies in stock recorded and reported to relevantpersonnel.

3.4 Electronic recording equipment operated and maintainedaccording to manufacturer's specifications.

4. Reorder stock 4.1 Minimum stock levels identified according to store policy.4.2 Stock requisition forms or electronic orders completed

accurately.4.3 Undelivered stock orders identified on stock system and

followed up without undue delay.




5. Dispatch goods 5.1 Goods to be returned to supplier identified and labelledwith date, supplier and reason for return or referred tomanagement if required.

5.2 Credit request documentation completed according tostore procedure.

5.3 Goods stored securely while awaiting dispatch.5.4 Delivery documentation completed according to store

procedures.5.5 Special delivery instructions noted.5.6 Items packed safely and securely to avoid damage in

transit.

KEY COMPETENCIES




Reordering stock may require ideas andinformation to be communicated.

1


Maintaining stock levels, receiving andprocessing incoming goods will requireinformation to be collected, analysed andorganised.

1


Identifying stock levels and reordering requiresactivities to be planned and organised.

1


Team work may be applied when undertakingstocktake procedures.

1


Mathematical ideas and techniques may berequired when receiving goods and checkingand validating delivery.

1

Solving problems Problem solving skills may be applied whenidentifying excess stock and determining storageor return of items.

1

Using technology The use of technology may be applied whenrecording stock and reporting faults andproblems.

1




RANGE STATEMENT



• Store policy and procedures in regard to:• stock control• dispatch

• Stock recording may be:• manual• electronic

• Stocktakes may be:• cyclical• compliance driven

• Store stock control may include:• checking incoming or existing stock• special orders

• Stock may be moved:• manually• mechanically

• Handling techniques may vary according to:• stock characteristics• industry codes of practice

• Reporting of faults may involve:• telephone• fax• email• letter• face to face

• Legislative requirements may include:• occupational health and safety• hazardous substances and dangerous goods• labelling of workplace substances• waste removal and environmental protection• transport, storage and handling of goods

• Relevant personnel may include:• team leader• supervisor• store/area manager




EVIDENCE GUIDE




• Consistently applies store policies and procedures,industry codes of practice, relevant legislation andstatutory requirements in regard to stock control.

• Consistently applies safe work practices in the manualhandling and moving of stock, according to occupationalhealth and safety legislation/regulations/codes of practice.

• Interprets and applies manufacturers' instructions withregard to handling stock and using relevant equipment.

• Receives and processes incoming goods and dispatchesoutgoing goods according to store policies andprocedures.

• Rotates stock and reorders stock/maintains stock levelsaccording to store policies and procedures.

• Assists with stocktaking and cyclical counts according tostore policies and procedures.

• Interprets and processes information accurately andresponsibly.





Knowledge and skills are essential to apply this unit in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this unit ofcompetency are listed on the following page:

Knowledge of:

• Store policies and procedures, in regard to:• stock control• store labelling policy• product quality standards• correct unpacking of goods• out of date, missing or damaged stock• equipment used• stock location• waste disposal• methods of storage• delivery documentation• stock record documentation• dispatch documentation

• Reporting faults and problems• Relevant legislation and statutory requirements• Relevant industry codes of practice• Relevant occupational health and safety regulations

Skills in:

• Following set routines and procedures• Using electronic labelling/ticketing equipment• Literacy and numeracy skills in regard to:

• stock records and delivery documentation












Unit WRRI1B can be assessed with the following units:

• WRRCS2B Apply point of sale handling techniques• WRRLP2B Minimise theft• WRRCS3B Interact with customers• WRRF1B Balance the register/terminal




Resources Required • A retail work environment• Access to relevant equipment including

• stock moving equipment• manual and electronic labelling/ticketing equipment• computers/stock recording equipment

• Relevant documentation, such as:• invoices/packing slips/dispatch documents/order forms• recording/tally sheets• store policy and procedures manuals• occupational health and safety regulations• legislation and statutory requirements• industry codes of practice




WRRI4B Buy merchandiseUnit Descriptor This unit requires the competencies to buy merchandise in a retail

environment. It involves analysing the market, planning the productrange, establishing supplier relationships, negotiating supply of goods,introducing the product range, maximising profit and rationalising stock.



1. Analyse market 1.1 Store marketing policies analysed and identified.1.2 Customer requirements monitored formally and informally

in order to evaluate market trends and customer needs.1.3 New products and services researched.1.4 Opportunities to improve sales identified, evaluated,

implemented and reviewed.1.5 Merchandise range monitored to identify the demand for

individual items and seasonal variations.1.6 Market competition monitored.

2. Plan product range 2.1 Buying plan developed and implemented in accordancewith store policies and procedures.

2.2 Future directions for merchandise ranges determinedaccording to store policies.

2.3 Relevant staff liaised with to coordinate promotional andmarketing activities.

2.4 Store/department sales figures analysed to determinecontribution rates of product lines.

2.5 Investment levels determined with reference to previousyears' sales figures, predicted demand and projectedgross profit.

2.6 Contribution improvement opportunities identified andacted upon.

2.7 Store/department space requirements and brand productmix determined according to store policy.

2.8 Stock levels determined according to peak seasons,special events and supplier's lead time.

2.9 Stock range and sources of supply analysed, evaluatedand amended according to management, staff andcustomer feedback.

3. Establish supplierrelations

3.1 Cooperative relationships with supplier representativesdeveloped according to store policy.

3.2 Existing suppliers continuously reviewed in regard toquality, profitability, service and delivery status.

3.3 New suppliers identified and existing suppliers deletedaccording to performance indicators.




4. Negotiate supply of goods 4.1 Arrangements with suppliers negotiated and implementedaccording to store policies and procedures andcommunicated to relevant personnel.

4.2 Special pricing arrangements and customer paymentagreements authorised and communicated to relevantstaff and management personnel according to storepolicy.

4.3 Records of suppliers and stock monitored for accuracyand legibility and appropriate action taken wherenecessary.

4.4 Market factors affecting supply identified andcommunicated to relevant personnel.

4.5 Complete and accurate records of negotiations andagreements conveyed to appropriate personnel withindesignated time lines.

4.6 Immediate corrective action taken where potential oractual problems with supply indicated.

4.7 New suppliers identified and developed to maintain andimprove sales and service delivery.

4.8 Stock range and source of supply analysed, evaluatedand amended according to management, staff andcustomer feedback.

5. Monitor quality control 5.1 Merchandise quality standards established with suppliersaccording to legal requirements, customer requirementsand store policy.

5.2 Quality of merchandise monitored and ensured duringsupply, manufacture and delivery processes.

5.3 Stock return figures recorded and analysed against targetfigure.

6. Introduce product range 6.1 Relevant personnel informed of new product ranges andadvised on preferred location of merchandise.

6.2 Staff training in product knowledge implemented tointroduce product range.

6.3 New ranges demonstrated/displayed to staff according tostore merchandising plan.

7. Maximise profit 7.1 Individual product range contributions arecalculated/estimated against budget/targets.

7.2 Product range assessment checks developed andimplemented against budget/targets.

7.3 Overall selling space contributions calculated/ estimatedaccording to store merchandising plan.

7.4 Profit margins maximised in negotiations with suppliers.7.5 Store pricing policies determined, according to stated net

profit margin in store merchandising plan and consumerlaw.

7.6 Specifications for terms of trade negotiated.

8. Rationalise stock 8.1 Stock range reviewed and updated at regular intervals.8.2 Stock lines to be deleted identified and action taken to

minimise adverse effect on profit.8.3 Stock consolidated as required to maximise sales

potential.




KEY COMPETENCIES




Introducing product range and informing relevantpersonnel requires communication of ideas andinformation.

3


Information on new product range will need to becollected, analysed and organised.

3


Identifying new and existing suppliers requiresactivities to be planned and organised.

3


Team work will be required when informing andtraining staff members.

3


Mathematical ideas and techniques will berequired when analysing stock figures.

3

Solving problems Problem solving skills will be required whenanalysing, evaluating and amending stock rangeand sources of supply.

3

Using technology The use of technology will be applied whenkeeping records.

3




RANGE STATEMENT



• Store merchandise and marketing policies which mayinclude:• store culture• current market position• target market

• Product range may include:• existing stock• new stock

• Monitoring customer requirements may include:• questionnaires• surveys• observation

• Researching products and services may include:• Internet• brochures/leaflets• product seminars

• Market factors affecting supply may include:• fashion trends• product availability• sales performance

• Negotiation process may include:• face to face• correspondence• meetings• telephone or electronic media

• Stock consolidation may include:• movement of stock between departments or stores• Pricing arrangements may include:

• cash on delivery (COD)• cheque/credit card• invoice• Goods and Services Tax (GST)

• Reasons for deletion of stock lines may include:• changes in store policy/culture• sales performance• customer requirements• fashion trends• product availability• problems with supply

• Specifications for terms of trade may include:• special buys• payment terms• promotional deals with supplier

• Performance indicators may include:• price• quality




• performance• supply reliability• merchandise range

• Relevant personnel may include:• staff• area/store manager• supervisor• team leader

• Legal requirements may include:• sale of second hand goods• Trade Practices and Fair Trading Acts• license, patent or copyright arrangements• pricing procedures including inclusion/exclusion of

Goods and Services Tax (GST)• Staff training may include:

• on the job• off the job• one on one coaching• any combination of the above

EVIDENCE GUIDE




• Consistently applies store policies and procedures,industry codes of practice and statutoryrequirements/regulations in regard to buying,merchandising and marketing policies.

• Applies market analysis, planning, procurement andrationalisation of stock and merchandise and serviceranges, maintenance of supplier relations and qualitycontrol, according to the Range Statement.

• Accurately interprets market trends and applies these tothe store situation to create opportunities to improve salesand services, while maximising profits.

• Analyses market and plans the introduction of a productand service range.

• Identifies suppliers, negotiates supply of goods,rationalises stock and monitors quality control.

• Trains/communicates information to and from staff/teammembers, in regard to stock and merchandise andservice range.






Knowledge of:

• Store policies and procedures, in regard to:• marketing• buying• profit margins• quality control• stock/inventory levels - current and future• stock location/allocated areas• staff product knowledge training

• Industry/store, including:• market needs• range of merchandise available• market competition• existing and possible new suppliers• channels of distribution

• Relevant legislation and statutory requirements• Relevant industry codes of practice• Pricing procedures including Goods and Services Tax

(GST) requirements

Skills in:

• Evaluating and analysing:• market trends and projections• sales figures and investment levels• space requirements

• Negotiation skills• Interpersonal communication skills including:

• coaching• giving feedback• questioning/listening/observation• verbal and non-verbal communication

• Group presentation skills• Report writing• Using and applying technology, including electronic data

interchange• Literacy and numeracy skills in relation to:

• developing pricing policies• calculating/estimating product range contributions• analysing stock figures












Unit WRRI4B can be assessed with other units which make upa specific job function.




Resources required • A retail work environment• Access to relevant information and documentation,

including:• store policy and procedures• legislation and statutory requirements• industry codes of practice• merchandise/supplier data




WRRI5A Maintain and order stockUnit Descriptor This unit encompasses the competencies required to maintain and

order stock in a retail environment. It involves monitoring receipt anddispatch of goods, maintaining stock records, coordinating stocktake,identifying stock losses, processing orders and following up on orders.



1. Monitor receipt anddispatch of goods

1.1 Responsibility for receipt and dispatch of goods delegatedto appropriate staff.

1.2 Store procedures implemented in regard to receipt,dispatch and secure storage of goods.

1.3 Staff functions observed to ensure store procedures arefollowed and documentation is completed correctly.

1.4 Store procedures implemented to ensure goods inspectedfor quantity and quality on receipt.

1.5 Variations to quantity and quality of delivered goods actedupon according to store policy.

1.6 Safe handling and storage of goods supervised in line withstore policy.

2. Maintain stock records 2.1 Stock levels monitored and maintained at required levels.2.2 Stock reorder cycles maintained, monitored and adjusted

as required.2.3 Team members informed of their individual responsibilities

in regard to recording of stock.2.4 Stock storage and movement records maintained in line

with store policy.2.5 Stock discrepancies recorded and procedures followed

according to store policy.2.6 Stock performance monitored and fast/slow selling items

identified and reported according to store policy.

3. Coordinatestocktake/cyclical count

3.1 Policies and procedures in regard to stocktaking andcyclical counts interpreted and explained to teammembers.

3.2 Staff rostered according to allocated budget and timeconstraints.

3.3 Stocktaking tasks allocated to individual team members.3.4 Team members provided with clear directions for the

performance of each task.3.5 Team members allocated to ensure effective use of staff

resources to complete task.3.6 Accurate reports on stocktake data, including

discrepancies produced for management.

4. Identify stock losses 4.1 Losses accurately identified, recorded and assessedagainst potential loss forecast on a regular basis.

4.2 Avoidable losses identified and reasons established.4.3 Possible solutions recommended and implemented.




5. Process order 5.1 Orders for stock processed/raised as requested accordingto store policies and procedures.

5.2 Ordering and recording system accurately maintained.5.3 Availability of sample range ensured according to buying

plan.5.4 Pricing materials ordered as required.5.5 Negotiated purchase and supply agreements recorded

accurately and filed for retrieval.

6. Follow up order 6.1 Delivery process monitored to meet agreed deadlines.6.2 Routine supply problems handled or referred to

management as required by store policy.6.3 Continuous liaison with buyers, store/departments,

warehouse and suppliers to ensure continuity of supply.6.4 Stock distributed according to store/department allocation.

KEY COMPETENCIES




By informing staff of relevant roles andresponsibilities for monitoring and orderingstock.

2


Monitoring stock levels and processing orderswill require information to be collected, analysedand organised.

2


By implementing procedures for receipting,dispatching and storing goods.

2


Directing and allocating team members inparticular roles and responsibilities requiresteam work.

2


Processing orders and maintaining stock levelsrequires the use of mathematical ideas andtechniques.

2

Solving problems Assessing stock losses and developing solutionsrequires problem solving skills.

2

Using technology Ordering and recording stock requires the use oftechnology.

2




RANGE STATEMENT



• Store policy and procedures in regard to:• Stock control• stock control system• recording procedures• procedures for investigating discrepancies• store merchandise and marketing• pricing, labelling and packaging requirements• quality control policies and procedures

• Ordering and recording systems may be:• Manual• electronic

• Stock transfers may involve:• inter and intra store/department• Suppliers may include:

• existing contacts• new contacts• local suppliers• overseas supplies

• Reporting of faults may be achieved by:• fax• telephone• email• letter• verbally


• Staff rostering requirements may include:• varying levels of staff training• staffing levels• routine or busy trading conditions• full time, part time or casual staff• range of staff responsibilities

• Reports for management may include:• financial reports• business documents• informal reports• stocktake reports




EVIDENCE GUIDE




• Consistently implements and monitors storepolicy/procedures regarding receipt, dispatch and securestorage of goods.

• Regularly monitors staff implementation of storeprocedures and documentation in regard to receipt,dispatch and secure storage of goods.

• Monitors stock levels, storage, movement and reordercycles on a regular basis.

• Organises and coordinates stock take, according to storepolicy and procedures.

• Consistently raises/processes stock orders and maintainsrecord system according to store policies and procedures.

• Monitors delivery processes and distributes stock toensure continuity of supply.






Knowledge of:

• Store policies and procedures, in regard to:• stock control• store merchandising system• current and future stock levels• bar codes• labels• price tags• store stock recording system• stock replenishment/reorder procedures• inter and intra store/department transfers• reporting of stock discrepancies/damage• identifying and recording stock losses• identifying and recording discrepancies• existing suppliers• quality control procedures and requirements• receipt and dispatch of goods including inspection for

quality and quantity• Relevant licensing requirements for moving stock

mechanically• Relevant legislation and statutory requirements• Relevant industry codes of practice• Relevant occupational health and safety

legislation/regulations/codes of practice• Principles and techniques for interpersonal

communication skills

Skills in:

• Store stocktaking systems• Use of electronic recording equipment• Interpersonal communication skills• Time management• Negotiation skills• Report preparation and presentation• Literacy and numeracy skills in regard to:

• stock control reports and documentation• processing orders• maintaining delivery and supply records• stock distribution records• maintaining stock ordering and recording systems












Unit WRRI5A can be assessed with other units which make upa specific job function.





• store policy and procedures for receipt and dispatch ofgoods

• store procedures for stocktake• occupational health and safety

legislation/regulations/codes of practice• industry codes of practice• legislation and statutory requirements• store merchandising and marketing policy and

procedures• inter and intra store/department transfer procedures• store quality control procedures and requirements




WRRLP1B Apply safe working practicesUnit Descriptor This unit incorporates the National Occupational Health and Safety

Commission (NOHSC) guidelines for occupational health and safety. Itencompasses the skills, knowledge and attitudes to maintain a safework environment for staff, customers and others. It involves observingbasic safety and emergency procedures.

Unit Sector Loss Prevention


1. Observe basic safetyprocedures

1.1 Procedures to achieve a safe working environmentfollowed and maintained in accordance with all relevantoccupational health and safety legislation, including codesof practice, relating to particular hazards in the workplaceor industry.

1.2 Unsafe work practices, including faulty equipment andplant are followed and reported according to store policy.

1.3 Dangerous goods and substances managed inaccordance with store policy and relevant State andTerritory legislation.

1.4 Tasks identified for potential manual risks and managedaccording to store policy.

1.5 Reporting of work related incidents and accidents todesignated personnel observed.

1.6 Consultative processes for occupational health and safetydemonstrated and procedures followed.

2. Observe basic emergencyprocedures

2.1 Fire and emergency procedures, including storeevacuation, are followed in accordance with store policyand relevant State and Territory legislation.

2.2 Designated personnel responsible for first aid andevacuation procedures identified correctly.

2.3 Safety alarms identified accurately.




KEY COMPETENCIES




Reporting unsafe situations requirescommunication of ideas and information.

1


Information on fire and safety hazards needs tobe collected, analysed and organised.

1


Identifying evacuation procedures requiresplanning and organisation.

1


Team work will be applied when maintaining asafe work environment for staff, customers andothers.

1


Mathematical ideas and techniques may beapplied when estimating weights, size, quantitiesand mixtures.

1

Solving problems Problem solving skills will be applied whenidentifying correct procedures for accidents orillness.

1


-




RANGE STATEMENT



• Store policies and procedures in regard to:• observing basic safety procedures• observing emergency procedures

• Safety procedures may include:• hazard identification eg workplace inspections• fire or store evacuation involving staff or customers• emergency, fire and accident procedures• personal safety procedures• procedures for the use of personal protective clothing

and equipment• issue resolution procedures• reporting incidents and accidents in the workplace

• Occupational health and safety procedures may dealwith:• safe manual handling and lifting• dangerous goods• customers• staff• equipment/tools• premises• stock

• Emergency procedures may include:• sickness• accidents• fire• storms/cyclones• store evacuation• armed hold up

• Unsafe situations may deal with but are not restricted to:• sharp cutting tools and instruments• electricity and water• damaged packing material or containers• toxic substances• inflammable materials and fire hazards• lifting practices• spillages• waste and debris• ladders• trolleys• broken or damaged equipment• glue guns/burns

• Designated personnel may include:• safety representative• supervisor/team leader• manager

• Checking plant and equipment may include:




• guarding of machinery• sharp cutting tools and instruments• broken or damaged equipment• damaged packing material or containers

• Safe manual handling practices may include:• lifting practices• use of equipment such as ladders, trolleys• job procedures

• Communication and consultation processes may include:• minutes from staff meetings, occupational health and

safety meetings• identification of health and safety representatives• suggestions from staff for improving existing tasks and

procedures

EVIDENCE GUIDE




• Consistently applies safe work practices, in all areas ofthe store, according to occupational health and safetylegislation/regulations/codes of practice.

• Consistently applies store policies and procedures inregard to following basic safety procedures and forreporting faults/problems to relevantperson/department/committee.

• Identifies hazardous situations and rectifies whereappropriate, or reports to the relevant personnelaccording to store policy and procedures.

• Reads, accurately interprets and consistently appliesmanufacturers' instructions for storage and use ofhazardous goods.

• Knows store policies and procedures with regard toemergency situations, evacuation or accident/illness inthe store.






Knowledge of:

• Store policies and procedures, in regard to:• occupational health and safety and emergency

procedures, which will take into account whereapplicable, State and Territory legislation andregulations

• rights and responsibilities of designated personnelresponsible for health and safety in the workplace

• Relevant industry codes of practice• Management of occupational health and safety in the

workplace including:• communication and consultation processes• reporting procedures• manual handling procedures• interpreting symbols for occupational health and safety

signage• First aid procedures• Identification what hazards exist in the workplace

including:• managing broken or of faulty equipment• storage of dangerous goods and hazardous

substances• fire/chemical/electrical hazards• spills/leakage of materials• appropriate waste disposal• slips/trips/falls

• Controlling risks through the 'hierarchy of control'including:• eliminating hazards• isolating hazards• use of engineering controls• use of administrative controls• appropriate use of personal protective clothing

Skills in:

• Locating and using safety alarms/fireextinguishers/emergency exits

• Identifying hazardous goods and substances• Interpreting symbols used for occupational health and

safety signage• Storing and using chemicals and hazardous substances• Handling broken or damaged equipment• Manual handling procedures• Using personal protective gear/equipment• Appropriate waste disposal• Literacy skills in regard to:

• reading and interpreting instructions•




Numeracy skills in regard to:• estimating weights, size, quantities and mixtures









Unit WRRLP1B can be assessed with the following units:

• WRRCS1B Communicate in the workplace• WRRER1B Work effectively in a retail environment• WRRM2B Perform routine housekeeping duties• WRRCA1B Operate retail equipment




Resources Required • A real or simulated work environment• Suitable equipment and materials for lifting• Relevant documentation, such as:

• store policy and procedures manuals• manufacturer's instructions/operation manuals• occupational health and safety regulations• legislation and statutory requirements• industry codes of practice




WRRLP2B Minimise theftUnit Descriptor This unit encompasses the competencies required to minimise theft in a

retail environment. It involves applying routine store security, takingappropriate action to minimise theft and maintaining security of cash,registers/terminals and keys.



1. Apply routine storesecurity

1.1 Store security systems and procedures applied accordingto store policy.

1.2 Cash handled and secured according to store policy.1.3 Suspect behaviour by customers observed and dealt with

according to store policy.1.4 Internal and external theft dealt with according to store

policy.1.5 Products and equipment stored in a secure manner.

2. Minimise theft 2.1 Appropriate action taken to minimise theft by applyingstore procedures.

2.2 Merchandise matched to correct price tags.2.3 Surveillance of merchandise maintained according to

store policy and legislative requirements.2.4 Customers' bags checked as required at point of sale

according to store policy and legislative requirements.2.5 Security of cash, cash register and keys maintained

according to store policy.2.6 Security of stock, cash and equipment in regard to

customers, staff and outside contractors maintainedaccording to store policy.

2.7 Suspected or potential thieves dealt with according tostore policy and procedures.




KEY COMPETENCIES




Identifying suspect behaviour and relaying torelevant personnel may require information andideas to be communicated.

1


Information of security systems needs to becollected, analysed and organised.

1


Checking customer bags may require activitiesto be planned and organised.

1


Team work may be required when identifyingsuspect customer behaviour.

1


Mathematical ideas and techniques may not berequired in this unit.

-

Solving problems Problem solving may be required when dealingwith theft.

1

Using technology Use of technology may be required whenreporting and recording theft.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• security• surveillance of merchandise

• Security procedures may deal with:• customers• staff• keys• visitors, sales representatives, contractors, vendors• stock• records• cash, credit cards• equipment• premises• armed hold-up

• Security equipment may include:• alarm systems• video surveillance• mirrors• locked and secure areas

• Legal requirements may include:• privacy/confidentiality laws• Trade Practices and Fair Trading Acts• consumer law• property offences• credit laws• reporting procedures• criminal law

EVIDENCE GUIDE




• Consistently applies store policies and procedures andindustry codes of practice, in regard to store security andtheft prevention in a range of contexts and situations.

• Consistently applies store policies and procedures inregard to following security procedures and for reportingtheft/suspicious behaviour to relevant personnel.

• Monitors stock, work area, customers and staff tominimise opportunities for theft.





Knowledge and skills are essential to apply this unit ofcompetency in the workplace, to transfer to other contexts anddeal with unplanned events. The requirements for this unit ofcompetency are listed below:

Knowledge of:

• Store policies and procedures, in regard to:• security• checking customers' bags and purchases• reporting problems and faults

• Relevant legislation and statutory requirements,particularly in regard to checking customers' bags andpurchases

• Trade Practices and Fair Trading Acts• Store merchandising system• Security procedures relating to cash and non-cash

transactions• Location and operation of store security equipment• Reporting procedures for external/internal theft or

suspicious circumstances

Skills in:

• Literacy and numeracy skills in:• recording of stolen items• reporting of theft









Unit WRRLP2B can be assessed with the following units:

• WRRCS2B Apply point of sale handling procedures• WRRCS3B Interact with customers• WRRI1B Perform stock control procedures• WRRF1B Balance the register/terminal





Evidence should include products, processes and proceduresfrom the workplace context or a simulated work environment.Evidence might include:

• Observation of the person in the workplace• A simulated work environment• Third party reports from a supervisor• Customer feedback• Answers to questions about specific skills and knowledge


• store policy and procedures manuals• legislation and statutory regulations• industry codes of practice• Trade Practices and Fair Trading Acts

• Relevant security equipment• Point of sale equipment




WRRLP3B Maintain store safetyUnit Descriptor This unit is based on the National Occupational Health and Safety

Commission (NOHSC) Guidelines and encompasses the competenciesrequired to maintain store safety in a retail environment. It involvesinforming and involving team members, monitoring and maintaining asafe working environment, implementing emergency procedures,identifying the need for occupational health and safety training andmaintaining occupational health and safety records.



1. Inform team members 1.1 Store policies and procedures in regard to occupationalhealth and safety and emergency procedures clearly andaccurately explained to team members.

1.2 Team members given access to store policy.1.3 Relevant provisions of occupational health and safety

legislation and codes clearly and accurately explained toteam members.

1.4 Information on identified hazards and risk controlprocedures regularly provided and clearly and accuratelyexplained to team members.

2. Involve team members 2.1 Provide opportunities and processes for team members toconsult and contribute on occupational health and safetyissues according to store policy.

2.2 Issues raised are resolved promptly or referred to relevantpersonnel according to store policy.

2.3 Outcomes of issues raised on occupational health andsafety matters promptly conveyed to team members.

3. Monitor and maintain asafe working environment

3.1 Store policies and procedures implemented with regard toidentification, prevention and reporting of potentialhazards.

3.2 Prompt action taken to deal with hazardous eventsaccording to store policies.

3.3 Unsafe or hazardous events investigated to identify causeand inadequacies in risk control measures or resourceallocation for risk control measures identified and reportedto relevant personnel.

3.4 Control measures to prevent re-occurrence and minimiserisks of unsafe and hazardous events implemented andmonitored according to store policy and the hierarchy ofcontrol.

3.5 Hazardous goods handled and stored in accordance withstore policy and occupational health and safetyregulations.

3.6 Equipment maintained in accordance with store policy andoccupational health and safety regulations.

3.7 Team performance monitored to ensure use of safemanual handling techniques.




4. Implement emergencyprocedures

4.1 Store emergency policies and procedures implementedpromptly in the event of an emergency.

5. Identify need foroccupational health andsafety training

5.1 Occupational health and safety training needs identifiedaccurately, specifying gaps between occupational healthand safety competencies required and those held by teammembers.

5.2 Training organised/arranged according to store policy.

6. Maintain occupationalhealth and safety records

6.1 Occupational health and safety records and legalrequirements for the maintenance of records foroccupational injury and disease completed accurately andlegibly, according to store policy.

6.2 Information from records used to identify hazards andmonitor risk control procedures according to store policy.

KEY COMPETENCIES




By informing team members of store policies andprocedures.

2


By identifying relevant occupational health andsafety policies and procedures.

2


Developing emergency policies and proceduresrequires activities to be planned and organised.

2


Encouraging team members to contribute tooccupational health and safety issues requiresteam work to be applied.

2


The use of mathematical ideas and techniquesmay not be applicable to this unit.

-

Solving problems Identifying hazardous events and implementingcontrol procedures requires problem solvingskills to be applied.

2

Using technology Maintaining records may require the use oftechnology.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• occupational health and safety• emergency procedures

• Occupational health and safety procedures may dealwith:• customers• staff• equipment• premises• stock• manual handling

• Emergencies may include:• sickness• accidents• fire• store evacuation involving staff or customers• product recall/contamination• bomb threat• cyclones• dealing with dangerous customers

• Hazardous goods/equipment may include:• use and storage of hazardous/chemical sprays• handling products treated with chemicals• poisonous/allergenic effects of products• electricity and water

• Correct use of equipment and protective gear mayinclude:• correct foot wear• protective gear (eyes, face, hands)

• Occupational health and safety information may include:• general duty of care• requirements for the maintenance and confidentiality of

records of occupational injury and disease• provision of information and training• regulations and codes of practice relating to hazards

present in work area• health and safety representatives and occupational

health and safety committees• issue resolution

• Hazardous events may include:• accidents• fires• chemical spills• bomb threats

• Procedures for dealing with hazardous events mayinclude:




• evacuation• chemical containment• first aid procedures

• Store emergency policies and procedures may include:• alarm systems and procedures• fire fighting procedures• store evacuation procedures for staff and customers• transport arrangements for sick and/or injured persons• medical attention procedures• events likely to endanger staff or customers• product recall/contamination

EVIDENCE GUIDE




• Applies and monitors store policies and procedures,industry codes of practice, relevant legislation andstatutory requirements in regard to occupational healthand safety and emergency procedures.

• Applies and monitors safe work practices in the handlingand moving of stock, according to occupational healthand safety legislation/regulations/codes of practice.

• Interprets and monitors the implementation ofmanufacturers' instructions with regard to handling stockand using relevant equipment.

• Applies and monitors safe work practices in the handling,storage and disposal of unsafe or hazardous materials.

• Identifies occupational health and safety training needsand maintains occupational health and safety records.






Knowledge of:

• Store policies and procedures, in regard to:• occupational health and safety• emergency procedures• unsafe or hazardous goods• handling and storage• disposal• bomb threat procedures• store evacuation

• Manual handling and safe lifting techniques• Possible fire and safety hazards• Sickness and accident procedures• Location of nearest first aid assistant/facility• Hierarchy of risk control:

• elimination of hazards• engineering controls to reduce risk• administrative controls• use of personal protective equipment

• Relevant occupational health and safetylegislation/regulations/codes of practice

• Principles and techniques in interpersonal communication

Skills in:

• Interpersonal communication skills including:• giving feedback• coaching• performance analysis• questioning/listening/observation• group presentation• team motivation• negotiation• verbal and non verbal communication• team leadership

• Literacy and numeracy skills in regard to:• interpreting and applying occupational health and

safety documents• reporting procedures












Unit WRRLP3B can be assessed with the following unit:





Resources Required • A real or simulated work environment• Access to relevant equipment such as:

• stock moving equipment• alarm systems• first aid equipment• fire fighting equipment• communication equipment

• Relevant documentation, such as:• occupational health and safety legislation• store evacuation procedures• store policy and procedures manuals




WRRLP4B Maintain store securityUnit Descriptor This unit encompasses the skills and knowledge required to maintain

store security in a retail environment. It involves implementing storepolicies and procedures to ensure store security, informing teammembers and providing ongoing supervision and training to facilitateawareness and detection of theft.



1. Monitor and maintainstore security

1.1 Store policies and procedures implemented to ensurestore security maintained.

1.2 Security procedures are monitored and reviewedaccording to store policy.

1.3 Procedures implemented to minimise theft of easily stolenmerchandise.

1.4 Security of cash, cash register and keys maintainedaccording to store policy.

1.5 Store procedures in regard to transactions implemented.1.6 Team members are informed of store policies and

procedures in regard to security.1.7 Team members provided with feedback in regard to

implementation/non implementation of store securityprocedures.

1.8 Staff provided with on going supervision and training tofacilitate awareness and detection of theft.

1.9 Matters likely to affect store security reported according tostore policy.




KEY COMPETENCIES




Team members will need to be informed of storepolicies and procedures in regard to safety.

2


Reviewing security procedures will requireinformation to be collected, analysed andorganised.

2


Providing training to staff members requiresplanning and organisation.

2


Providing supervision and training to teammembers will require team work.

2


Monitoring cash handling and transactions willrequire the use of mathematical ideas andtechniques.

2

Solving problems Problem solving will be applied whenimplementing procedures to minimise theft.

2

Using technology The use of technology will be applied whenreporting on store security.

2




RANGE STATEMENT



• Security procedures may deal with:• customers• staff/staff property• visitors, sales representatives, contractors, vendors• stock• records• cash and cash movement• equipment• premises• opening and closing of premises• theft• armed robbery• events likely to endanger customers or staff

• Store security procedures may include:• opening and closing of premises• checking bags• cash handling, credit card and cheque transactions• video monitoring• banking procedures

• Supervision and training may include:• mentoring/coaching• off the job training• on the job training

• Transactions may include:• credit cards• cash/cheque• EFTPOS




EVIDENCE GUIDE




• Applies store policies and procedures, industry codes ofpractice, relevant legislation and statutory requirements inregard to store security.

• Applies relevant legislation and statutory regulationsparticularly in regard to checking of customers' bags andpurchases.

• Interprets, applies and monitors security procedures inregard to:• cash handling, credit card and cheque transactions• internal or external theft or suspicious circumstances• armed robbery• opening and closing premises.

• Implements store policies and procedures in regard to:• informing staff regarding store security• staff security supervisions and training.






Knowledge of:

• Store policies and procedures, in regard to:• security• cash handling, credit card, cheque transactions• external/internal theft• suspicious circumstances• armed robbery• staff security training• procedures for opening and closing premises

• Relevant legislation and statutory regulations, particularlyin relation to checking of customers' bags and purchases

• Store alarm and security systems• Principles and techniques of interpersonal communication

Skills in:

• Interpersonal communication, including:• giving feedback• coaching• performance analysis• questioning/listening/observation• group presentation• team motivation• negotiation• verbal and non verbal communication• team leadership

• Literacy skills in regard to:• interpreting and applying occupational health and

safety documents• reporting procedures












Unit WRRLP4B can be assessed with the following unit:






• store policy and procedures in regard to security• legislation and statutory requirements• occupational health and safety legislation

• Access to relevant equipment such as:• alarm systems• point of sale equipment• communication equipment




WRRLP5B Apply store security systems and proceduresUnit Descriptor This unit builds on unit WRRLP2B Minimise Theft. It involves the

maintenance and use of store security equipment, ensuring the safetyand well being of staff and customers, the detection and apprehensionof thieves and the application of post apprehension procedures in linewith State and Territory laws.



1. Maintain store securitysystems

1.1 Security equipment operated according to manufacturer'sinstructions and store procedures.

1.2 Security equipment regularly checked to ensureoperational effectiveness and faults.

1.3 Regular servicing organised in line with storeprocedures/manufacturer's specifications.

1.4 Surveillance of specific store areas is applied in line withstore procedures.

1.5 Security data entered accurately and updated as requiredby store policy and procedures.

2. Deal with potentiallyunsecured situations

2.1 Factors which increase security risk identified, regularlymonitored, recorded and reported according to assignedinstructions.

3. Detect and apprehendthieves

3.1 Evidence associated with each theft offence is collectedas required by the law of evidence under State or Territorylegal proceedings.

3.2 Alternative actions to arrest are considered and facilitatedfor minor offences where permitted by store procedures.

3.3 Apprehension and/or arrest of thieves is facilitated in linewith store procedures and State or Territory law.

3.4 Store detection and apprehension procedures are appliedin a manner which ensures safety of self, colleagues,customers, the general public and the offender.

4. Apply post apprehensionprocedures

4.1 Reports prepared for police/security personnel accordingto legal requirements and store procedures.

4.2 Appropriate requirements/processes applied for postapprehension.




KEY COMPETENCIES




Reporting factors which increase security riskrequires communication of ideas andinformation.

3


Collecting evidence associated with theftrequires information to be collected, analysedand organised.

3


Applying store detection and apprehensionprocedures requires activities to be planned andorganised.

3


Team work will be required when communicatinginformation to team members.

3


Mathematical ideas and techniques will berequired when preparing reports.

3

Solving problems Problem solving skills will be applied whenconsidering alternative actions to arrest.

3

Using technology The use of technology will be applied whenpreparing and presenting reports.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• the apprehension of thieves• the operation of security equipment

• Security equipment used in stores may include:• alarms• surveillance equipment such as cameras, closed circuit

television• dye tags• security barcodes

• Theft and other property offences may include:• customer and bag checking procedures• criminal deception (false pretences)• criminal (willful) damage

• Appropriate requirements/processes for postapprehension include:• obtaining brief particulars• recovery of merchandise• searching offenders• rights of offenders• questioning offenders, according to State/Territory law

EVIDENCE GUIDE




• Consistently and accurately operates store securityequipment.

• Consistently applies store procedures and relevant Stateor Territory legislation, case law or common law inrelation to the detection and apprehension of offenders.

• Identifies and records evidence in accordance withrelevant State/Territory legislation, case law or commonlaw.






Knowledge of:

• Store policies and procedures, in regard to:• dealing with theft and other property offenses,

including customer bag checking procedures• dealing with other property offences, including criminal

deception (false pretences), criminal (willful) damage• apprehension of offenders• operation and maintenance of store security

equipment, taking into account manufacturersmaintenance and operating procedures

• Surveillance techniques• Relevant law and industry codes of practice and their

application in relation to store polices and procedures, inregard to the checking of customers' bags and purchases

• The elements of proof and defences to the offence as perthe relevant State/Territory legislation, case law andcommon law

• Relevant powers of arrest and post arrest procedureswithin the appropriate State or Territory and theirapplication in relation to store policies and procedures

• The applicable Rules of Evidence of the relevantState/Territory, court procedures and the giving ofevidence in court

• Occupational health and safety legislation/guidelines• Theft statistics, annual cost of theft, thief profiles and

categories• Definition of theft and larceny• Reporting methods

Skills in:

• Surveillance techniques• Literacy and numeracy skills in relation to:

• interpreting legal documents• recording and reporting procedures












Unit WRRLP5B can be assessed with other units which makeup a specific job function.





• theft statistics• thief profiles• legislation and statutory requirements relating to theft

and property offences• store policy and procedures manuals

• Access to equipment such as:• security systems• communication equipment




WRRLP6C Apply retail food safety practicesUnit Descriptor This unit involves the skills and knowledge required for personal

hygiene, food handling, cleaning practices and procedures andimplementing a Food Safety Plan, according to health and hygienerequirements and store procedures. It is based on and is equivalent tothe units FDFCORFS1A Apply Basic Food Safety Practices andFDFCORFS2A Implement the Food Safety Plan from the National FoodProcessing Industry Training Package, but has been customised withadditional outcomes.



1. Apply personal hygieneand sanitation

1.1 Personal hygiene practices identified and practised.1.2 Protective clothing and equipment identified, maintained

and used.1.3 Personal movement within and outside workplace

conforms to work area requirements.1.4 Personal presentation maintained according to store

procedures.

2. Identify food safetyplan/program

2.1 Store food safety plan/program accurately identified andinterpreted.

2.2 Food safety plan/program implemented.

3. Handle producthygienically

3.1 Correct product handling practices identified andpractised.

3.2 Procedures to ensure that products are protected fromcontamination identified and practised.

3.3 Implements for handling products identified and used.3.4 Food handling implements changed between handling

different products.

4. Clean work area andequipment

4.1 Cleaning requirements for work areas identified andpractised according to work area standards.

4.2 External and internal cleaning requirements for equipmentidentified and practised.

4.3 Cleaning tools, consumables and equipment for a varietyof applications identified and used.

4.4 Routine maintenance requirements for work areas andequipment identified and practised.

4.5 Maintenance requirements/problems reported toappropriate personnel without delay.

4.6 Handling and storage requirements for cleaning chemicalsidentified and observed.

4.7 Waste disposal and pest control procedures identified andperformed according to legislative requirements.




5. Monitor food safety 5.1 Critical control points monitored to control food safety risk.5.2 Out of control processes or situations identified and

corrective action taken.5.3 Food safety information, including equipment breakdowns,

accurately recorded according to critical control points andwork area standards.

6. Contribute to continuousimprovement

6.1 Hygiene and sanitation problems/situations, includingpotential sources of food contamination, identifiedpromptly and rectified or reported to relevant personnel.

6.2 Conditions which promote microbial growth, identifiedpromptly and rectified or reported to relevant personnel.

KEY COMPETENCIES




Hygiene and sanitation problems/situations needto be communicated to relevant personnel.

1


Store food safety plan/program needs to beidentified, analysed and organised.

2


Maintaining and cleaning work area andequipment requires activities to be planned andorganised.

2


Team work will be required to maintain workareas.

1


Handling cleaning chemicals will require the useof mathematical ideas and techniques.

2

Solving problems Problem solving skills will be required whenrectifying hygiene and sanitationproblems/situations.

2

Using technology Various equipment throughout this unit willrequire the use of technology.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• hygiene and sanitation practices

• Legislation and statutory requirements may include:• occupational health and safety• environmental protection legislation• waste disposal• hazardous substances and dangerous goods• manual handling• food safety regulations

• Personal hygiene practices may include:• hand washing procedures• personal presentation and cleanliness• hair tied back, under net or under cap• not touching hair• not sneezing near food• wearing of jewellery• reporting of personal illnesses/infections• wounds, cuts, wearing of bandages or dressings• changing gloves when handling different products

• Personal movement may include:• removing protective clothing prior to moving outside or

from one area to another• not moving into defined areas

• Safety requirements may include:• wearing gloves to protect hands from cleaning

chemicals, heat or cold (insulation)• wearing mesh gloves when using or cleaning sharp

equipment• wearing protective clothing, footwear• use of equipment, such as ovens, slicers, knives, tongs

• Protective clothing may include:• preventing contamination/cross contamination of food• wearing of gloves, hairnets, hats, shoes, uniforms,

outer garments and aprons when handling food asrequired

• clothing maintenance, laundering and storagerequirements

• Product handling procedures may include:• variety of products eg, meat, chicken, fish, seafood,

milk products• cooked/uncooked, hot/cold products• avoidance of contamination/cross contamination• proximity of chemicals to food products• use and storage of chemicals

• Food handling implements may include:• gloves




• tongs• spoons• scoops

• Work areas and equipment may include:• walls to required levels• benches• storage/display units• cool rooms, refrigerators• ovens, bain maries, rotisseries, grills, deep fryers, hot

plates• knives, slicers• drink machines, milk shake makers, coffee makers

• Cleaning requirements may include:• time of day• work area

• Relevant personnel may include:• store supervisor• manager• team leader

• Improvement in continuous improvement may include:• participation in structured improvement program• day to day problem solving




EVIDENCE GUIDE




• Consistently applies store policies and procedures whichcomply with consumer law and legislative requirements inregard to hygiene and sanitation practices.

• Consistently follows and applies relevant legislation andstatutory requirements including consumer law,occupational health and safety, hygiene and sanitation,environmental issues and store policies and proceduresespecially in regard to safe handling and storage ofproduct.

• Consistently applies industry codes of practice.• Consistently and accurately identifies, interprets, applies

and implements the store food safety plan/program,according to health and hygiene requirements and storeprocedures.

• Consistently follows and applies store policies andprocedures with regard to use of cleaning equipment andsafe handling and disposal of waste.

• Consistently follows store policies and procedures withregard to personal hygiene practices including:• personal cleanliness, reporting of personal

illness/infections• store personal presentation requirements for hair,

clothes, footwear, jewellery• hand washing procedures• use and maintain clothing/footwear and related

apparatus to meet hygiene requirements.• Consistently inspects own work area and identifies

common food safety hazards and possible causes.• Consistently follows and applies store policies and

procedures with regard to removal and isolation ofsuspect product and/or taking other corrective action.

• Consistently maintains personal conduct to minimise riskto food safety.

• Consistently monitors critical control points to identifyfood safety risks in own work area. This may includecarrying out checks, inspections and tests.

• Consistently investigatescontamination/cross-contamination events and takesaction to prevent contamination from occurring/recurring.

• Consistently records food safety information according tostore policies and procedures.

• Consistently contributes to continuous improvement inown work area.






Knowledge of:

• Store policies and procedures, in regard to:• personal hygiene practices

• Correct protective clothing• Safety requirements to protect self and others• Food handling and hygiene principles including:

• awareness of the store food safety plan/program, itspurpose and implications for own work

• own roles and responsibilities and those of food safetypersonnel for food handling requirements from rawmaterial to finished product

• methods/techniques for minimising contamination andspoilage

• common sources and types of contamination/foodsafety hazards, including conditions conducive tomicrobial growth and known allergens associated withfood handling and processing

• common types of physical, chemical andmicro-biological agents which can contaminate food

• conditions which can cause physical, chemical andmicro-biological contamination

• correct storage of food including hot/cold, raw/cookedand relevant critical control points

• causes of deterioration of food, contamination, crosscontamination

• store procedures for identifying and reporting potentialor actual sources of contamination

• food handling implements eg. gloves, tongs• need for change of implements between products• need for frequent change of storage medium for

serving implements• shelf life of products• Hazards Analysis and Critical Control Points (HACCP)

• Load limits of storage, display units to maintain correcttemperatures including:• effects of breaking temperature curtain, effects of

blocking coils/air vents• overloading

• Procedures for recording failures in the food safetyplan/program, including equipment breakdowns, andimmediate action to be taken

• Cleaning of work area:• store cleaning procedures/schedules for work areas

and equipment (internal/external)• purpose and importance of cleaning and sanitation

procedures• safe use and storage of cleaning tools, equipment and

cleaning chemicals/insecticides/pesticides




• routine maintenance for work areas and equipment• waste collection and disposal, recycling and handling

procedures• pest control procedures used in the workplace

• Relevant legislation and statutory requirements• Relevant occupational health and safety requirements• Food safety policies, plans and responsibilities including

an understanding of the relationship between the qualitysystem, the food safety plan/program and auditrequirements

• Characteristics of materials, product and processes usedto carry out work responsibilities

• Relevant industry codes of practice

Skills in:

• Handling of chemicals• Maintaining work area• Product handling• Use of personal protective equipment• Literacy and numeracy skills in regard to:

• reading and understanding store procedures









Unit WRRLP6C can be assessed with the other units thatmake up a particular job function.






• Observation of the person in the workplace• Simulated role play• Third party reports from a supervisor• Customer feedback• Answers to questions about specific skills and knowledge

Resources Required • A real or simulated work environment• A food safety plan/program, based on Hazards Analysis

and Critical Control Points (HACCP)• Protective clothing• Cleaning materials and chemicals• Pest control equipment/chemicals• Suitable merchandise• Relevant documentation such as store policy and

procedures on hygiene and sanitation practices• Food handling implements• Food storage and display equipment




WRRLP7C Monitor food safety plan/programUnit Descriptor This unit is based on and is equivalent to unit FDFCORFS3A Monitor

the Implementation of the Food Safety Plan from the Food ProcessingIndustry Training Package, but has been customised with additionaloutcomes. It involves responsibility for monitoring and implementing thestore food safety plan/program across an entire process within thestore/department, and providing support to others. A food safetyplan/program is based on Hazards Analysis and Critical Control Points(HACCP).



1. Monitor implementation ofthe food safetyplan/program

1.1 Food safety requirements and procedures communicatedto relevant staff members as required.

1.2 Implementation of the food safety plan/program monitoredaccording to food safety requirements.

1.3 Mentoring and coaching support provided to supportindividuals/groups to implement the food safetyplan/program.

1.4 Individual and team performance monitored to ensurecompliance with legislative requirements and storeprocedures.

1.5 Regular schedule/roster for store/department cleaningtasks and inspections developed and maintainedaccording to store policy.

1.6 Team members informed of individual responsibilities forcleaning tasks.

1.7 Procedures for prompt waste removal, especially spillageon floors, implemented according to store procedures.

1.8 Procedures for prompt eradication of insects/pests/verminimplemented according to legislative requirements andstore procedures.

1.9 Store procedures for safe storage of cleaning chemicals,insecticides and pesticides ensured.

2. Respond to occurrencesof non-compliance

2.1 Food safety problems identified and rectified promptly tominimise impact of contamination and spoilage.

2.2 Store procedures implemented for product recallidentification, and products promptly withdrawn frompublic sale as required.

2.3 Procedures for dealing with non-compliance promptlyimplemented.

2.4 Causes of non-compliance identified.2.5 Control measures implemented to prevent recurrence.2.6 Non-compliance reported according to store procedures.




3. Contribute to continuousimprovement

3.1 Potential food safety hazards identified and reported.3.2 Existing control measures reviewed to take account of

changes and updated technical knowledge.3.3 Opportunities to remove or minimize food safety risks

identified.3.4 Food safety information and performance recorded

according to store procedures.

KEY COMPETENCIES




Food safety requirements and procedures needto be communicated to relevant staff members.

2


Monitoring the food safety plan/program requiresinformation to be collected, analysed andorganised.

2


Developing schedules/rosters requires activitiesto be planned and organised.

2


Team work will be required throughout this unit. 2


Recording food safety information andperformance will require the use of mathematicalideas and techniques.

2

Solving problems Rectifying food safety problems requiresproblem solving skills.

2


-




RANGE STATEMENT



• Store policy and procedures in regard to:• food safety, hygiene and sanitation practices• procedures for product recall

• Store food safety plan/program may include:• specific risk factors• critical control points• parameters• action required in response to non-conformance

• Maintenance and cleaning of work areas and equipmentmay be:• progressive• at end of trade

• Involvement in continuous improvement may include:• participation in structured improvement programs• day to day problem solving

• Monitoring may include:• the use of check sheets• inspection lists• taking temperatures• collecting samples• visual inspections• control charts

• Relevant staff members may include:• team leader• supervisor• manager• employees

• Relevant legislation and statutory requirements mayinclude:• occupational health and safety• environmental protection legislation• waste disposal• manual handling• hygiene and sanitation• use and storage of hazardous substances and

dangerous goods• labelling of workplace substances• consumer law• industry codes of practice• food safety regulations

• Food safety hazards may include:• biological• physical• chemical

• Corrective actions may include:• cooking times




• reprocessing• reworking• withdrawing product

EVIDENCE GUIDE




• Consistently applies store policies and procedures whichcomply with consumer law and legislative requirements inregard to hygiene and sanitation practices.

• Consistently follows and applies relevant legislation,statutory requirements and industry codes of practiceincluding consumer law, occupational health and safety,hygiene and sanitation, environmental issues and storepolicies and procedures especially in regard to safehandling and storage of product.

• Consistently applies, implements and monitors the storefood safety plan/program including waste removal,eradication of insects/pests/vermin, and monitoring criticalcontrol points to identify, remove and minimise risksaccording to health and hygiene, occupational health andsafety and environmental requirements and store policiesand procedures.

• Consistently monitors team performance to ensurecompliance with food safety plan/program, records andreports to management and staff on compliance withhygiene and sanitation legislation, and promptly dealswith incidents of non-compliance.

• Consistently develops, maintains and communicatesregular schedule/roster for cleaning and maintenanceprocedures, and conducts regular inspections to ensurecompliance.

• Consistently and supportively mentors and coaches staffto implement the store food safety plan/program.

• Consistently responds to occurrences of non-compliance,promptly identifies and rectifies problems, implementsrelevant product recall procedures where required, andinvestigates, monitors and reports on possible potentialfood safety hazards to ensure continuous improvement.






Knowledge of:

• Relevant legislation and statutory requirements• Relevant occupational health and safety requirements• Relevant industry codes of practice• Techniques for identifying actual and potential

contamination/cross contamination hazards• Procedures for waste removal• Procedures for eradication of insects and vermin• Methods for prevention and solution of contamination

problems• Methods to eliminate contamination/cross contamination• Storage requirements for cleaning chemicals, insecticides

and pesticides

Skills in:

• Interpersonal communication skills, including:• giving feedback• coaching• performance analysis• questioning/listening/observation• group presentation• team motivation• negotiation• verbal and non-verbal communication• team leadership

• Literacy skills in regard to:• reading and interpreting store policies and procedures• reading and interpreting manufacturers' instructions• reporting












Unit WRRLP7C can be assessed with other units that make upa particular job function.


Evidence should include products, processes and proceduresfrom the workplace context or a simulated work environment.Evidence might include:


Resources Required • A real or simulated work environment• Sources of product information• Cleaning chemicals and equipment• Relevant documentation including:

• store policies and procedures on the maintenance ofhygiene and sanitation practices

• legislation and statutory requirements




WRRM1B Merchandise productsUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

merchandise products within a retail store. It involves the arrangementand presentation of merchandise, setting up and maintaining displaysand labelling or pricing stock.

Unit Sector Merchandising


1. Place and arrangemerchandise

1.1 Merchandise unpacked in accordance with storeprocedures.

1.2 Merchandise placed on floor, fixtures and shelves indetermined locations.

1.3 Merchandise displayed to achieve a balanced fullystocked appearance and promote sales.

1.4 Damaged, soiled or out of date stock identified andcorrective action taken as required according to storeprocedure.

1.5 Stock range placed to conform with fixtures, ticketing,prices or bar codes.

1.6 Stock rotated according to stock requirements and storeprocedure.

1.7 Stock presentation conforms to special handlingtechniques and other safety requirements.

2. Prepare displaylabels/tickets

2.1 Labels/tickets for window, wall or floor displays preparedaccording to store policy.

2.2 Tickets prepared using electronic equipment or neatly byhand according to store procedures.

2.3 Soiled, damaged, illegible or incorrect labels/ticketsidentified and corrective action taken.

2.4 Electronic ticketing equipment used and maintainedaccording to design specifications.

2.5 Ticketing equipment maintained and stored in a securelocation.

3. Place, arrange anddisplay price tickets andlabels

3.1 Tickets/labels are visible and correctly placed onmerchandise.

3.2 Labels/tickets replaced according to store policy.3.3 Correct pricing and information maintained on

merchandise according to store procedures, industrycodes of practice and legislative requirements.




4. Maintain displays 4.1 Special promotion areas reset and dismantled.4.2 Supervisor assisted in selection of merchandise for

display.4.3 Merchandise arranged/faced up as directed and/or

according to layout specifications and load bearingcapacity of fixtures.

4.4 Unsuitable or out of date displays identified, reset and/orremoved as directed.

4.5 Optimum stock levels identified and stock replenishedaccording to store policy.

4.6 Display areas maintained in a clean and tidy manner.4.7 Excess packaging removed from display areas.

5. Protect merchandise 5.1 Correct handling, storage and display techniquesidentified and used according to stock characteristics andlegislative requirements.

KEY COMPETENCIES




Information on arranging merchandise may needto be communicated to others.

1


Store procedures for arranging merchandise andpreparing display tickets/labels will need to becollected, analysed and organised.

1


Placing and arranging merchandise will requireplanning and organising.

1


Team work may be required to complete andmaintain display areas.

1


Maintaining stock levels and replenishing stockmay require the use of mathematical ideas andtechniques.

1

Solving problems Problem solving skills may be applied whenidentifying merchandise for display.

1

Using technology The use of technology may be required forpreparing display tickets/labels.

1




RANGE STATEMENT



• Store policy and procedures in regard to:• merchandising of stock• preparing and displaying tickets/labels• maintaining displays

• Displays may include:• setting new displays• maintaining existing ones

• Tickets and pricing requirements may include:• pricing gun• shelf tickets• shelf talkers• written labels• swing ticketing• bar coding• price boards• header boards


• Merchandise may be characterised by:• type• brand• size• customer needs• colour• price

• Legislative requirements may include:• pricing requirements including Goods and Services

Tax (GST) requirements• industry codes of practice• discounted items

• Trade Practices and Fair Trading Acts• Safety requirements may include:

• transport, storage and handling of goods• hazardous substances• labelling of workplace substances




EVIDENCE GUIDE




• Consistently applies store policies and procedures inregard to displaying, merchandising, ticketing, pricing andstorage of stock.

• Displays merchandise on floor, fixtures, shelves/displayareas, in determined locations, in accordance with specialmanual handling techniques and other safetyrequirements.

• Prepares display labels and price tickets for merchandisewith regard to store policies and procedures.

• Operates, maintains and stores a range of ticketingequipment according to:• store policy and procedures• industry codes of practice• manufacturers' instructions and design specifications.

• Arranges correct pricing and information on merchandiseaccording to store procedures, industry codes andgovernment requirements.

• Identifies damaged, soiled or out of date stock and takescorrective action as required by store procedures andlegislative requirements.

• Maintains display areas and replenishes stock asrequired in accordance with store procedures andlegislative requirements.

• Performs correct manual handling, storage and displaytechniques according to:• stock characteristics• industry codes of practice• occupational health and safety

legislation/regulations/codes of practice.






Knowledge of:

• Store policies and procedures, in regard to:• merchandising, ticketing and pricing of stock• correct storage of stock• store promotional themes, including advertising,

catalogues and special offers• location of display areas• availability and use of display materials• stock rotation• stock replenishment• merchandise range• scheduling for building or rotating displays• correct storage procedures for labelling/ticketing

equipment and materials• Correct manual handling techniques for protection of self

and merchandise• Principles of display• Elements and principles of design and trends in retail

design• Relevant occupational health and safety regulations

including:• manual handling• hygiene and sanitation• hazardous substances• labelling of workplace substances

• Relevant legislation and statutory requirements• Pricing procedures including inclusion/exclusion of Goods

and Services Tax (GST)• Relevant industry codes of practice

Skills in:

• Use and maintenance of manual and electroniclabelling/ticketing equipment

• Completing tasks in a set time frame• Literacy and numeracy skills in relation to:

• reading and interpreting store procedures andguidelines

• machine or manual preparation of labels/tickets• reading and understanding manufacturer's instructions









The candidate will be required to



Unit WRRM1B can be assessed with the following units:

• WRRS2B Advise on products and services• WRRS1B Sell products and services




Resources Required • A retail work environment• A range of ticketing and pricing equipment• Merchandise for display• Display materials and props• Cleaning materials• Relevant documentation, such as:

• store policy and procedure manuals on housekeeping,merchandising and occupational health and safety

• manufacturer's instructions/operation manuals onelectronic ticketing equipment

• relevant legislation and industry codes of practice




WRRM2B Perform routine housekeeping dutiesUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

maintain and organise work areas in a retail environment. It involvesapplying personal hygiene practices by staff members and theorganisation of the work area to keep the workplace tidy, clean andsafe.



1. Organise work area 1.1 Work areas maintained in a safe, uncluttered andorganised manner according to store policy.

1.2 All routines carried out safely, effectively and efficientlywith minimum inconvenience to customers and staff,according to store policy.

1.3 Store policies and procedures for tidying work areas andplacing items in designated areas applied.

2. Clean work area 2.1 Store policies and procedures for personal hygieneapplied.

2.2 Store policies and procedures applied for cleaning of workarea.

2.3 Waste promptly removed and disposed of according tostore policy and legislative requirements.

2.4 Spills, food, waste, or other potential hazards reported toappropriate personnel and removed from floors accordingto store policy and legislative requirements.

2.5 Signage promptly displayed in regard to unsafe areas.2.6 Equipment and consumable materials maintained and

stored correctly after use.2.7 Tools and equipment (including guards) cleaned and used

in accordance with manufacturer's instructions andlegislative requirements.




KEY COMPETENCIES




Faults or problems will need to becommunicated to relevant personnel.

1


Store policies and procedures for cleaning workareas will need to be collected, analysed andorganised.

1


Cleaning work areas and disposing of waste willrequire activities to be planned and organised.

1


Team work may be required when carrying outroutine procedures and reporting to relevantpersonnel.

1


Mathematical ideas and techniques may berequired when measuring out chemicals.

1

Solving problems Problem solving skills may be required to cleanparticular areas.

1

Using technology Technology may be required when operating arange of cleaning equipment.

1




RANGE STATEMENT



• Store policy and procedures in regard to:• housekeeping practices• personal hygiene• maintenance and storage of cleaning equipment• use and storage of cleaning chemicals

• Work areas may include:• counters• benches• sinks• point of sale terminals• point of sale areas• preparation areas• walkways and aisles• displays• fixtures and other working surfaces

• Handling and cleaning techniques may vary according to:• stock characteristics• industry codes of practice

• Unsafe areas may include:• spills• sharp edges• loose wiring

• Reporting of faults/problems may be conducted by:• face to face• email• phone• fax

• Legislative requirements may include:• waste removal• environmental protection• transport, storage and handling of goods• hazardous substances and dangerous goods• labelling of workplace substances• occupational health and safety• use of protective clothing/equipment

• Appropriate personnel may include:• manager• area supervisor• team leader• colleagues




EVIDENCE GUIDE




• Consistently applies housekeeping duties to work area,point of sales terminals, walkways and fixtures/displayareas.

• Consistently applies safe work practices in the operationand maintenance of a range of cleaning/housekeepingequipment according to:• store policy and procedures• occupational health and safety

legislation/regulations/codes of practice• industry codes of practice• manufacturers' instructions and design specifications.

• Applies store housekeeping program of work area andreports faults/problems to relevant person/department.

• Reads, accurately interprets and consistently appliesmanufacturers' instructions for cleaning products, toolsand equipment.

• Completes tasks in set time frame.






Knowledge of:

• Store policies and procedures, in regard to:• housekeeping• use and maintenance of store cleaning equipment• personal hygiene• waste disposal and environmental protection• reporting problems and faults

• Relevant occupational health and safety regulations• Relevant labels to identify chemicals and hazardous

substances/HAZCHEM labels• Manufacturer's instructions for use of cleaning materials

or hazardous substances• Manufacturer's instructions for use of cleaning equipment• Relevant legislation and statutory requirements• Relevant industry codes of practice

Skills in:

• Using and maintaining cleaning equipment• Using and storing chemicals, hazardous substances and

flammable materials• Using electrical and other equipment safely• Literacy and numeracy skills in:

• reading and understanding manufacturer's instructions• reading and understanding warning labels and

instructions for the use of chemicals and hazardoussubstances












Unit WRRM2B can be assessed with the following units:

• WRRCS1B Communicate in the workplace• WRRER1B Work effectively in a retail environment• WRRLP1B Apply safe working practices• WRRCA1B Operate retail equipment




Resources Required • A real or simulated work environment• Cleaning/store housekeeping equipment and materials• Relevant documentation, such as:

• store policy and procedures manuals onhousekeeping, cleaning and occupational health andsafety

• manufacturer's instructions/operation manuals oncleaning equipment and materials

• manual handling regulations and industry codes ofpractice

• plant and equipment regulations




WRRM3B Co-ordinate merchandise presentationUnit Descriptor This unit encompasses the competencies required to ensure that staff

arrange, present and label or price merchandise according to storerequirements. It also involves informing staff of store requirements,promotions and special events and providing feedback to managementin regard to improvement of store marketing and promotional activities.



1. Coordinate merchandisepresentation and display

1.1 Items to be advertised/promoted, identified according tostore merchandising policy.

1.2 Promotions or special events planned, coordinated andevaluated as directed by management.

1.3 Construction and maintenance of displays planned andsupervised in order to achieve balance and visual impact.

1.4 Staff informed of store display standards/ requirements.1.5 Staff informed of occurrence and timing of promotions and

special events.1.6 Product/service display information accurately depicts

product/service being promoted.1.7 Displays are completed according to required time

schedule, with minimum disruption to customer serviceand traffic flow.

1.8 Displays constructed and maintained in a safe, securemanner.

1.9 Replenishment of merchandise and rotation of stock onstore displays regularly monitored and action taken asrequired.

1.10 Staff informed of appropriate timing for dismantling anddisposal of displays.

1.11 Merchandise presentation evaluated against salesturnover and store presentation standards.

1.12 Management provided with feedback in regard toimprovement of store marketing and promotional activities.

2. Implement merchandisepricing

2.1 Store policies and procedures implemented in regard topricing/ticketing.

2.2 Current prices for products and services identified andamended according to store policy.

2.3 Team members informed of both price changes andcurrent pricing policies.




KEY COMPETENCIES




Informing staff of promotions and special eventsrequires communication of ideas andinformation.

2


Planning promotions and special events requiresinformation to be collected, analysed andorganised.

2


Planning the construction and maintenance ofdisplays requires activities to be planned andorganised.

2


Team work will be required when supervisingstaff in setting up and maintaining displays.

2


Identifying and amending prices for products andservices requires the use of mathematical ideasand techniques.

2

Solving problems Problem solving skills will be applied whenplanning and constructing displays.

2

Using technology The use of technology will be applied whenconstructing displays and evaluating salesturnover.

2




RANGE STATEMENT



• Store policy and procedures in regard to:• merchandising• pricing policies

• Display requirements may include:• setting up new displays• maintaining existing ones

• Display may be located in a variety of areas including:• windows• shelves• walls fixtures on floor

• Tickets may be provided or produced:• electronically• manually


• Promotions and special events may include:• advertising• catalogues• special offers• in store promotions• seasonal promotions

• Pricing policies may include:• discounted items• inclusion/exclusion of Goods and Services Tax (GST)• sale items

• Staff and store requirements may include:• varying levels of staff training• staffing levels• full time, part time or casual staff• routine or busy trading times




EVIDENCE GUIDE




• Consistently and accurately implements store policiesand procedures in regard to displaying, merchandising,ticketing, pricing and storage of stock.

• Coordinates and monitors display, promotion andpresentation of merchandise according to store policiesand procedures and legislative requirements.

• Identifies products to be advertised/promoted accordingto store merchandising policies.

• Coordinates construction and maintenance of displayswithin time schedule set in regard to advertising,catalogues, special offers and in-store promotions in asafe and secure manner.

• Informs staff of pricing policies, promotions/specialevents, display standards/requirements and timing fordismantling/disposal of displays.

• Evaluates and reports sales and presentationeffectiveness of store merchandising/ promotionalactivities to management and staff as required by storepolicies and procedures.






Knowledge of:

• Store policies and procedures, in regard to:• merchandising, pricing and ticketing• merchandise range• storage of stock• stock rotation and replenishment• minimum stock levels required

• Procedure for accessing information and implementingprice changes

• Principles of display/design• Location of display areas• Availability and use of materials• Store promotional themes• Occurrence and timing of store promotions including

advertising, catalogues and special offers• Load bearing capacity of fixtures and display areas• Correct storage procedures for labelling/ticketing

equipment and materials• Relevant occupational health and safety

legislation/regulations/codes of practice• Relevant legislation and statutory requirements including

Trade Practices and Fair Trading Acts• Pricing procedures including Goods and Services Tax

(GST) requirements• Relevant industry codes of practice• Principles and techniques of interpersonal communication

skills• Manufacturer's specifications for the use of electronic

labelling/ticketing equipment

Skills in:

• Use and maintenance of electronic labelling/ticketingequipment


• Literacy and numeracy skills in relation to:• machine or manual preparation of labels/tickets• reading and interpreting store policies and procedures• merchandise presentation and pricing












Unit WRRM3B can be assessed with other units which makeup a specific job function.




Resources Required • A retail work environment• Pricing and ticketing equipment• Merchandise for display• Display materials and props• Relevant documentation, such as:

• store policy and procedures manuals onmerchandising

• occupational health and safety requirements• manufacturer's instructions/operation manuals on

electronic ticketing equipment• legislation and statutory requirements• industry codes of practice

• Access to a work team




WRRM5A Monitor in-store visual merchandisingdisplay

Unit Descriptor This unit involves the interpretation of a visual merchandising plan andthe monitoring of the display to ensure it meets the requirements of theplan and the organisation's visual merchandising standards. The abilityto contribute to the visual merchandising standards of the organisationis also required.



1. Interpret a visualmerchandising plan

1.1 Design requirements of visual merchandising plan areidentified.

1.2 Resources required to implement plan are sourced.1.3 Factors that may impact on plan are identified.1.4 Organisation's visual merchandising standards are applied

to the plan.

2. Monitor displayrequirements

2.1 Display is regularly monitored to ensure it meets therequirements of the visual merchandising plan.

2.2 Damage or changes to the display are identified.2.3 Action is taken to rectify any changes to the display.

3. Maintain displays toorganisation requirementsand plan

3.1 Displays are maintained so that they are clean and tidy.3.2 Additions or changes to displays are made so the display

consistently adheres to the visual merchandising plan.3.3 Organisation's requirements for visual merchandising are

maintained in the display.

4. Contribute to the visualmerchandising standardsof the organisation

4.1 Visual merchandising standards of the organisation areinterpreted.

4.2 Opportunities for improving visual merchandisingstandards are identified.

4.3 Contributions to the visual merchandising standards aremade as appropriate.




KEY COMPETENCIES




Contributions to visual merchandising standardsneed to be communicated to other members ofthe organisation.

2


Information is collected and analysed wheninterpreting a visual merchandising plan.

2


Maintaining displays and making additions orchanges requires activities to be organised.

1


Team work may be required in interpreting thevisual merchandising plan and maintaining thedisplay.

1


Interpreting a visual merchandising plan mayrequire some mathematical techniques to workout sizes and shapes of the display.

2

Solving problems Ensuring that the displays meet therequirements of the visual merchandising planwill require problem solving.

2

Using technology Displays may require the use of technology. 1




RANGE STATEMENT



• Design requirements of the plan may include:• colours used• layout of the display• functionality• merchandise for display• size of display• location in store of display

• Resources required to implement plan may include:• fixtures and fittings• people• time• materials• supports• lights

• Factors that may impact on the plan may include:• store promotions• time requirements• budget requirements• availability of staff

• Organisational visual merchandising standards mayinclude:• store plan and design• retail image• technology available• location of display

• Damage or changes to the display may include:• damage to fixtures, fittings or display supports• damage to items on display• changes in the appearance of the display




EVIDENCE GUIDE




• Accurately interprets and correctly identifies the designrequirements of a visual merchandising plan.

• Monitors the display closely and completes regularmaintenance to ensure it meets the requirements of thevisual merchandising plan and the organisation visualmerchandising standards.

• Contributes appropriately to the ongoing development ofthe organisation's visual merchandising standards.



Knowledge of:

• Basic principles of visual merchandising• Basic design principles• Organisation visual merchandising principles

Skills in:

• Maintaining and updating displays according to the visualmerchandising plan

• Generating ideas for improving visual merchandisingstandards












Unit WRRM5A can be assessed with other units that make upa particular job function.





• store policy and procedures manuals• store visual merchandising standards




WRRM6A Create a display for a small businessUnit Descriptor This unit encompasses the competencies required to plan and

implement a display for a small retail business. It involves identifyingrequirements for a display, developing display ideas, developing andimplementing a display plan and maintaining the display.



1. Identify the requirementsof the display

1.1 Purpose and audience for the display are identified.1.2 Products that will be displayed are identified.1.3 Organisational requirements are identified and relevant

information researched where required.1.4 Resources required to create the display are identified.1.5 Constraints or factors that may impact on the creation of

the display are considered.

2. Develop display ideas 2.1 Ideas for the display are generated using creative thinkingtechniques.

2.2 Ideas are tested against display requirements andorganisational requirements.

2.3 Display options are discussed with relevant personnel.2.4 Display ideas are modified and refined according to

feedback.

3. Develop and implementdisplay plan

3.1 Ideas are developed into a detailed display plan.3.2 Resources, materials and products are sourced to meet

plan requirements.3.3 Display is created following the display plan.3.4 Assistance is sought from relevant personnel where

required.3.5 Display is reviewed and refinements made as required.

4. Maintain display 4.1 Display is kept clean and tidy and maintained according todisplay plan.

4.2 Products are replaced as necessary.4.3 Changes or alterations to the display are made as

appropriate.




KEY COMPETENCIES




Ideas for the display need to be communicatedto relevant personnel.

2


Information on the products to be displayed andthe audience for the display will be gathered andanalysed.

2


Implementing the display plan will involveplanning and organising a range of activities.

2


Team work may be required in developing ideasand implementing the plan.

1


Mathematical ideas and techniques may be usedto develop the display plan.

1

Solving problems Problem solving skills will be required indesigning a display to fit the requirements of thestore.

2

Using technology Technology may be required in creating thedisplay following the plan.

1




RANGE STATEMENT



• Purpose of the display may include:• window display• promotion• sale• new products• new range

• Resources required may include:• tickets• labels• materials• fixtures and fittings• staff• time• budget

• Constraints or factors may include:• time• budget• staff• availability of materials• space• product characteristics

• Organisational requirements may include:• organisational standards• aesthetics• budget• staff• allocated space

• Relevant personnel may include:• manager• colleagues• team leader• marketing personnel• external personnel with display creation expertise

• Creative thinking techniques may include:• visualisation• lateral thinking• product association

• Display options may include:• indoor• outdoor• stationary• moving• sound• lighting




EVIDENCE GUIDE




• Can accurately identify the requirements of a new display.• Can create a display plan that meets the requirements of

the product, the audience and the organisation.• Can successfully implement the display plan and maintain

the display.



Knowledge of:

• Basic design principles including:• colour• shape• use of space• flow of product

• The audience for the display and what the display needsto communicate

• A variety of display options• Organisational requirements in terms of product display

Skills in:

• Creative thinking skills• Representing ideas in the form of a display plan• Observing when display needs to be changed, updated or

altered• Maintaining display• Communicating display ideas to others• Seeking and accepting feedback from others












Unit WRRM6A can be assessed with other units that make upa particular job function.





• store policy and procedures manuals• Access to a range of display products and materials




WRRO10A Create an innovative work environmentUnit Descriptor This unit covers the skills and knowledge required to create a

workplace environment that enables and supports the application ofinnovative practices in the workplace.

The work environment includes all aspects of a workplace includingworking conditions and practices, management practices, physicallayout and training and education.

Unit Sector Operations


1. Implement work practicesand procedures to supportinnovation

1.1 Working conditions are established which encourage theapplication of innovation at work.

1.2 Processes are implemented to maximise the use ofinnovation at work skills.

1.3 Workplace procedures are introduced and maintained tofoster the application of innovation at work.

1.4 Collaborative work arrangements are facilitated to fosterinnovation.

2. Implement managementpractices to supportinnovation

2.1 The development of new ideas is actively supported andguided.

2.2 All ideas are positively received and constructive adviceprovided.

2.3 Relationships based on mutual respect and trust areestablished and maintained between management andstaff.

2.4 Innovative work practice is exemplified in the waymanagement approaches work and team responsibilities.

3. Promote innovation in theworkplace

3.1 Staff's suggestions, improvements and innovation areacknowledged.

3.2 Innovation is celebrated and promoted by appropriatemeans.

3.3 The value placed by management on innovation in spite ofthe potential risks is promoted and reinforced.

4. Create a physicalenvironment whichsupports innovation

4.1 The physical environment is decorated to maximisecreativity.

4.2 Work spaces are designed to encourage the crossfertilisation of ideas as well as the application of innovationat work skills.

4.3 The work space is designed to provide for thedevelopment of relationships between all members of theworkplace.




5. Provide information andlearning opportunities tofoster innovation

5.1 Relevant information, knowledge and skills are sharedwithin the organisation.

5.2 Formal learning opportunities are provided to help developskills needed for innovation at work.

5.3 Active learning opportunities are created in whichmanagers and staff can learn from the experience ofothers.

KEY COMPETENCIES




The communication process is applied in thesharing of ideas and the collaborativedevelopment of ideas.

3


This process is critical for this unit. It is evident inthe information gathered to change layouts andprocedures.

3


Planning would need to be applied in theprovision of learning and coaching opportunities.

2


Managers, team leaders and employees areencouraged to work collaboratively in applyinginnovative work practices to organisationalactivities.

2


Mathematical ideas would need to be applied inplanning of organisational activities andbudgeting of resources.

3

Solving problems Problem solving would be applied to overcominginappropriate aspects of workplace culture, andresolving conflicts within the section/organisationbeing managed.

2

Using technology Technology might be used to obtain, analyseand share information on innovative workpractices and organisations that are examples ofgood practice in their use

3




RANGE STATEMENT

The Range Statement provide the range of applications of this competency standard to allow fordifferences within enterprises and workplaces. It provides details of practices, knowledge andrequirements referred to in the elements and performance criteria. The variables chosen in trainingand assessment will depend on the work contexts.


• Workplace procedures may include:• those relating to staff meetings• training• performance management• project management• client relations• briefing processes

• Physical environment may include:• work station arrangements• work space design and decor• relaxation areas• eating areas• external areas• location of work sections

• Work activities may include:• the development of new products• processes• services• programs• tools• work practices

• Working conditions may include:• flexible working hours• family friendly leave entitlements• time provided for ideas generation• study leave• social leave

• Processes to encourage the application of innovation atwork skills may include:• collecting data• future scanning• seeking feedback• networking• making suggestions• creative thinking• collaborating

• Collaborative arrangements may include:• working in teams or partnerships• working with supplier organisations• working in different sections

• Methods for reflection and review may include:• systematic collection of data• informal processes• building review into project schedules• staff meetings

• Acknowledging ideas may include:




• congratulating team• providing newsletter stories• using idea to help generate other ideas• acknowledgement from management

• Information and learning opportunities may include:• formal training or education• informal learning• coaching and mentoring• job rotation• information seminars• on-line learning• conferences• policies and procedures• reports

EVIDENCE GUIDE




• Organises procedures to support innovation in theworkplace.

• Encourages collaborative work arrangements.• Implements management practices that support

innovation.• Provides encouragement for innovation.• Rewards suggestions, improvements and innovation in

the workplace through celebration and promotion byappropriate means.

• Creates a physical environment which supportsinnovation.

• Establishes strategies to promote innovative workpractice.

• Provides information and learning opportunities to fosterinnovation.





Knowledge and skills are essential to apply this standard in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this unit ofcompetency are listed below:

Knowledge of:

• Innovation at work skills• Basic management principles• The ways workplace climate can affect employees'

attitudes and performance• Coaching and learning opportunities for employees and

how they can be used to improve the skills in the use ofinnovative work practices

• Factors that can motivate staff to apply innovative workpractices

• Ways of rewarding performance in the workplace

Skills in:

• Interpersonal skills• Leadership skills• Encouraging and supporting employees' achievements• Accessing, interpreting and sharing information• Researching information• Discussing ideas and providing feedback









Unit WRRO10A can be assessed with other units that make upa particular job function.






• Observation of the person in the workplace• Third party reports from a supervisor• Answers to questions about specific skills and knowledge


• store policy and procedures manuals• A range of communication equipment




WRRO11A Set up systems that support innovationUnit Descriptor This unit covers the skills and knowledge required to conceptualise and

design new systems that develop and foster innovation in theworkplace.

The systems might be those that apply to human resourcemanagement, team management, organisational structures, productdevelopment, marketing, training and assessment.



1. Conduct research intoorganisation systems

1.1 Reasons for incorporating innovation into organisationsystems are identified.

1.2 Goals of a new innovative system are clarified.1.3 Innovative systems in other organisations are researched.1.4 Analysis of current organisational systems is carried out to

identify gaps or barriers to innovation.1.5 Staff who can support and foster innovation in the new

systems are identified.

2. Generate innovativesystem options

2.1 Ideas for innovative work systems that will fosterinnovation are conceptualised using individual and grouptechniques.

2.2 The range of ideas are evaluated and discussed withworkers and colleagues.

2.3 A system idea is selected that meets the workplacerequirements and which is both feasible and innovative.

3. Develop plan for theinnovative system

3.1 Analysis of the organisational structure is carried out toidentify the impact of the new system on people,resources and finances.

3.2 Staff throughout the organisation who will be involvedwith, or affected by, the new system are consulted.

3.3 Financial impact of the new system is clarified and fundsand resources are allocated.

3.4 Marketing or promotional strategy is developed to educatethe organisation on the new system.

3.5 Competencies of the staff who will use the system areevaluated and a learning and development strategy isplanned.

4. Trial the innovative worksystem

4.1 Innovative system is presented to the organisation staffand preliminary feedback is gathered.

4.2 New system is trialled with a group within the organisation.4.3 Trial is monitored and action is taken to streamline the trial

where required.

5. Review the trial of theinnovative system

5.1 The innovative system is reviewed in relation to its goalsand the ways in which it fosters innovation in theworkplace.

5.2 The innovative system is adjusted to reflect evaluationfeedback.




KEY COMPETENCIES




The process of communication is used forcollaborating with workers and managers.

3


This process is used to gather information aboutthe type of systems to be implemented and thestrategies and resources needed to implementthem.

3


A number of activities need to be planned, forexample, the system development processes,system implementation activities, and systemreview procedures.

3


The development, implementation and review ofthe work system should be carried out incollaboration with workers and other managers.

3


Mathematical ideas would need to be applied incalculating resource requirements andconstraints.

3

Solving problems Problem solving would be applied to theidentification of system requirements, thestreamlining of the system duringimplementation and the review of the systemonce implemented.

3

Using technology Technology might be used to document anddisseminate information on the work system.

3




RANGE STATEMENT



• Reasons for incorporating innovation into the organisationmay include:• high staff turnover• customer dissatisfaction• continuous improvement• increasing competitiveness

• Goals for innovation may include:• winning more projects• diversifying the business• increasing staff numbers• changing the culture of the organisation• generating more income

• Innovative systems may include:• product review systems• human resource• quality management• innovation reward systems• team management• project management• learning and development systems

• Gaps or barriers may include:• hierarchical system of management• staff not being involved in decisions• people not communicating with each other or sharing

information• managers who do not accept new ideas• teams who work in rigid and inflexible ways

• Methods to identify staff may include:• surveys or questionnaires• job profile analysis• observations

• Conceptualisation methods may include:• process analysis• cost-benefit analysis• brainstorming• value analysis• SWOT analysis• review of approaches/procedures used by competitors• visual imagining• jotting words• flow charts• mind maps• other creative thinking strategies

• Staff consultations may include:• interviews• team meetings




• email• memos• informal interactions

EVIDENCE GUIDE

The following components of the evidence guide relate directly to the performance criteria and theRange Statement for the competency standard and provide guidance for assessment of the unit in theworkplace and/or training program.



• Establishes the reasons why innovation systems arerequired.

• Establishes the goals of a new innovative system.• Analyses current organisational systems to identify gaps

and barriers to innovation.• Generates a number of options for innovative systems,

seeks feedback, evaluates ideas and selects anappropriate idea to develop further.

• Develops a plan to implement the new system includingstaff required, financial impact, marketing and theevaluation of competencies.

• Trials and monitors the innovative work system.• Reviews the trial of the innovative work system and

makes adjustments to reflect evaluation feedback.


Knowledge and skills are essential to apply this standard in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this competencystandard are listed below:

Knowledge of:

• Principles of the new system• Leadership and management theory• An understanding of ways in which the system can

contribute to innovation in the workplace• Various options for the system• Creative thinking techniques

Skills in:

• Ability to interpret and analyse organisationalrequirements for work systems

• Evaluation of staff competencies• Ability to plan the implementation of new systems• Ability to organise and implement training and learning

activities to prepare workers and managers to implementa new work system

• Research skills














Evidence should include products, processes and proceduresfrom the workplace. Evidence might include:







WRRO1B Manage merchandise and store presentationUnit Descriptor This unit encompasses a range of competencies required to manage

merchandise and store presentation. It involves managing storemerchandising, planning and managing store advertising andpromotions, managing store pricing policies and managinghousekeeping.



1. Manage storemerchandising

1.1 Layout and presentation support market position andpromote customer flow according to store policy.

1.2 Layout assessment checks developed and implemented.1.3 Standards for visual presentations and displays defined

and clearly communicated to all staff.1.4 Staff consulted to assess customer response to space

allocations.

2. Plan and manage storeadvertising andpromotions

2.1 Store policies and procedures, managed and implementedin regard to store promotional activities.

2.2 Activities organised in line with anticipated/researchedcustomer requirements.

2.3 Promotions managed in order to achieve maximumcustomer impact.

2.4 Arrangements with suppliers negotiated in regard tospecial promotional activities.

2.5 Store activities coordinated to complement shoppingcentre/retail complex promotions.

2.6 Assessment checks developed and implemented tomeasure effectiveness of promotions including layout,visual impact and customer response.

2.7 Promotional activities accurately documented andreported on.

3. Manage store pricingpolicies

3.1 Store policies and procedures maintained in regard topricing.

3.2 Accurate information on pricing trends and changesmaintained and communicated to relevant staff.

3.3 Procedures developed and implemented for pricingaccording to store policies and legislative requirements.

4. Manage housekeeping 4.1 Store policies and procedures developed andimplemented in regard to store housekeeping andmaintenance.

4.2 Roster/schedules developed and managed, ensuring storehousekeeping standards are monitored and maintained.

4.3 Contingency plan initiated in the event of merchandise orstore presentation problems.




KEY COMPETENCIES




Pricing trends and changes need to becommunicated to relevant staff.

3


Developing and implementing assessmentchecks requires information to be collected,analysed and organised.

3


Coordinating store activities to complementshopping centre/retail complex promotionsrequires activities to be planned and organised.

3


Team work will be applied when consulting withstaff to assess customer response to spaceallocations.

3


Mathematical ideas and techniques may beapplied when developing pricing procedures.

2

Solving problems Problem solving skills will be applied wheninitiating a contingency plan in the event ofmerchandise or store presentation problems.

3

Using technology The use of technology may be applied whendeveloping rosters/schedules and developingpromotional activities.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• promotion of products and services• housekeeping

• Pricing procedures may include:• marking down of slow moving stock• soiled or damaged goods• goods close to use-by date• end of season stock

• Store merchandising plan may include:• target market/market research• store image• store layout and space availability• seasonal lines• pricing policy

• Customer market research may be:• formal• informal

• Promotions may include:• advertising• catalogues• newspapers• posters• radio or TV• suppliers• Internet/website

• Promotions may involve:• external and in-store activities• corporate or locally based• dealing with advertising agencies and consultants

• Pricing policies may include:• long term and short term• internal and external considerations• pricing policies including Goods and Services Tax

(GST) requirements• Legislative requirements may include:

• Trade Practices and Fair Trading Acts• consumer law

• Housekeeping may include:• store premises• fittings• fixtures• equipment

• Contingency plans may include:• major spillages• flood/storm• breakages




• black out• break in

EVIDENCE GUIDE




• Collaboratively plans layout and presentation ofmerchandise according to store policies and procedures.

• Assesses effectiveness of layout and presentationaccording to sales targets and/or predeterminedobjectives.

• Collaboratively plans, coordinates and implementsadvertising and promotions activities according to storepolicies and procedures.

• Assesses and reports on effectiveness of advertising andpromotions to staff and management according to storepolicies and procedures.

• Collaboratively plans, coordinates and implements pricingactivities according to store policies and procedures.

• Collaboratively plans, coordinates and implementshousekeeping activities according to store policies andprocedures and occupational health and safetylegislation/regulations/codes of practice.






Knowledge of:

• Store policies and procedures, in regard to:• layout and presentation• advertising and promotions• pricing/marking down of goods, including risk

assessment• housekeeping for premises, fittings, fixtures and

equipment• store merchandise and service range• store merchandising plan• range and availability of new products and services• customer demand and market trends• product quality standards

• Occupational health and safetylegislation/regulations/codes of practice

• Relevant legislation and statutory requirements• Relevant industry codes of practice• Pricing procedures including Goods and Services Tax

(GST) requirements• Principles and techniques in:

• visual merchandising• project management

Skills in:

• Providing feedback on performance• Communicating store standards and expectations• Report presentation• Literacy skills in regard to:

• researching, analysing and interpreting a broad rangeof written material

• preparing reports• documenting results












Unit WRRO1B can be assessed with other units which makeup a particular job function.





• store policy and procedures manuals• store merchandising plan• legislation and statutory requirements• occupational health and safety

legislation/regulations/codes of practice• Access to a work team




WRRO2B Manage sales and service deliveryUnit Descriptor This unit encompasses the competencies required to monitor, maintain

and improve sales and service delivery. It involves market research,developing new markets and marketing products and services withinthe culture of the overall store policy.



1. Maintain and improveoperations

1.1 Policies and procedures for sales and service deliveryimplemented, communicated and reviewed on a regularbasis.

1.2 Resource allocation for client service provision isadequate and maintained in line with store policy.

1.3 Customer complaints which have been referred by staff,resolved according to store policy.

1.4 Sales and service targets/plans consistent with quality andfunctional specifications.

1.5 Sales and service targets/plans monitored to ensure thatcustomer requirements are met and appropriate remedialaction taken if required.

1.6 Sales and service targets/plans communicated to relevantpersonnel according to implementation schedules.

1.7 Feedback given to staff on operations and outcomes.1.8 Staff encouraged to take responsibility for meeting

customer requirements.1.9 Feedback from customers sought and used to improve

future operations.1.10 Corrective measures taken to minimise factors which may

cause operations to be disrupted.1.11 Corrective actions monitored and evaluated for

effectiveness and used for future operational planning.1.12 Current and accurate records on sales are available to

authorised personnel.1.13 Relevant reports interpreted and acted upon as required.




2. Negotiate supply of goods 2.1 Arrangements with suppliers negotiated and implementedaccording to store policies and procedures andcommunicated to relevant personnel.

2.2 Special pricing arrangements and customer paymentagreements authorised and communicated to relevantstaff and management personnel according to storepolicy.

2.3 Records of suppliers and stock monitored for accuracyand legibility and appropriate action taken wherenecessary.

2.4 Market factors affecting supply identified andcommunicated to relevant personnel.

2.5 Complete and accurate records of negotiations andagreements conveyed to appropriate personnel withindesignated time limits.

2.6 Immediate corrective action taken where potential oractual problems with supply indicated.

2.7 New suppliers identified and developed to maintain andimprove sales and service delivery.

3. Establish customerrequirements

3.1 Strategies planned and developed to enhance customerservice provision according to store policy.

3.2 Customer needs researched and analysed accurately inregard to local geographic and cultural issues.

4. Provide productive workenvironment

4.1 Sufficient supply of resources of the necessary quantityand quality established and maintained to meet customerrequirements.

4.2 Access to, and use of, resources regulated and monitoredfor maximum efficiency.

4.3 Staff working conditions meet current legislation and storepolicy.

4.4 Maintenance frequency and use of equipment conform torecommended schedules and procedures.

4.5 Resources which do not meet requirements replaced,repaired or adapted as soon as is practicable and withminimum disruption to work activity.

4.6 Recommendations for improving conditionscommunicated to relevant personnel within designatedtime frame.

4.7 Complete, accurate records maintained and madeavailable to authorised personnel.




KEY COMPETENCIES

There are a number of processes that are learnt throughout work and life which are required in alljobs. They are fundamental processes and generally transferable to other work functions. Some ofthese are covered by the key competencies, although others may be added. The questions belowhighlight how these processes are applied in this competency standard. Following each question anumber indicates the level to which the key competency needs to be demonstrated where 0 = notrequired, 1 = perform the process, 2 = perform and administer the process, and 3 = perform,administer and design the process.



By communicating policies and procedures tosuppliers, staff and management.

3


Monitoring sales and service targets/plansrequires information to be collected, analysedand organised.

3


Through identifying suppliers, monitoring stockand pricing arrangements.

3


Communicating with staff and maintaining salesand service requires team work.

3


Maintaining sales and service targets/plansrequires use of mathematical ideas andtechniques.

3

Solving problems Identifying and resolving customer complaintsrequires problem solving skills.

3

Using technology Completing accurate records and maintainingequipment requires use of technology.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• sales and service delivery

• Policies and procedures may involve:• service standards• staff presentation• customer complaints• staff induction• customer service and sales training

• Sources of supply may include:• people• external organisations• internal departments/teams

• Resources may include:• people• material• equipment/technology• financial• external consultants

• Customers may include:• external• internal

• Service and products may include:• current• potential

• Negotiations may be conducted by:• face to face contact• correspondence• meetings• telephone• email

• Specifications for services and products may involve:• quality• quantity• coverage/content• time schedules/scales• cost

• Specifications may include:• customer agreements• operational means for meeting agreements• specific functional duties within the organisation

• Specifications, recommendations and information may becommunicated to:• higher level managers• subordinates• colleagues, specialists, staff from other departments• external organisations which have a health, safety or




environmental responsibility• government bodies

• Feedback may be sought and given:• verbally• in writing

• Analysis methods may be:• quantitative• qualitative

• Factors which disrupt operations may include:• supply• operational resources• quality of materials

EVIDENCE GUIDE




• Maintains, monitors and evaluates sales and servicedelivery.

• Communicates sales and service targets/plans andprovides feedback on operations and outcomes torelevant personnel.

• Proactively improves sales and service deliveryoperations.

• Interprets and maintains data on sales and servicesdelivery.

• Negotiates and arranges supply of goods according tostore policies and procedures.

• Authorises pricing and payment agreements according tostore policies and procedures.

• Maintains, monitors and evaluates supply of stock.






Knowledge of:

• Store policies and procedures in regard to:• sales and service delivery• supply specifications• quality assurance and control• stock maintenance and control• pricing

• Store merchandise and service range• Store merchandising plan• Range and availability of new products and services• Customer demand and market trends• Product quality standards• Relevant legislation and statutory requirements• Relevant industry codes of practice• Occupational health and safety

legislation/regulations/codes of practice• Pricing procedures including Goods and Services Tax

(GST) requirements• Principles and techniques in:

• purchasing and supply specifications• stock control

Skills in:

• Interpersonal communication skills• Negotiating with suppliers and customers• Presentation skills• Using new technology• Literacy skills in regard to:



• Numeracy skills in regard to:• interpreting and maintaining data












Unit WRRO2B can be assessed with other units that make upa particular job function.




Resources required • A retail work environment• Relevant documentation, such as:

• store policy and procedures manuals• sales and service delivery targets/plans• records of sales service• legislation and statutory requirements• industry codes of practice• occupational health and safety

legislation/regulations/codes of practice• Access to suppliers• Access to a team




WRRO3B Provide a safe working environmentUnit Descriptor This unit is based on the National Occupational Health and Safety

Commission (NOHSC) guidelines for occupational health and safety. Itencompasses the competencies involved in developing andimplementing policies and procedures relating to occupational healthand safety issues. It involves consulting with staff, assessing andcontrolling risks, establishing and maintaining record systems andevaluating policies and procedures.



1. Develop policies toestablish and maintain asafe working environment

1.1 Store policies and procedures developed based upon acommitment to occupational health and safety and withregard to relevant legislation.

1.2 Occupational health and safety responsibilities and dutiesclearly defined, allocated and included in job descriptionsand duty statements for all relevant positions.

1.3 Financial and human resources for the operation of theoccupational health and safety system identified, soughtand/or provided promptly and consistently.

1.4 Information on the occupational health and safety systemreadily accessible and clearly explained to staff.

1.5 Procedures established to identify existing and potentialhazards.

1.6 Procedures established and maintained to facilitate thereporting of all safety related incidents.

1.7 Control measures developed according to the hierarchy ofcontrol.

1.8 Systems established to encourage staff members to report/identify all matters likely to affect workplace safety.

2. Consult with staff 2.1 Appropriate consultation processes established andmaintained in consultation with staff according tooccupational health and safety legislation and store policy.

2.2 Issues raised through consultation dealt with and resolvedpromptly according to store policy.

2.3 Information on outcomes of consultation provided to staffclearly and promptly.




3. Establish and maintain asafe working environment

3.1 Policies and procedures established and maintained tofacilitate identification and prevention of hazards.

3.2 Identification of potential and existing hazards, addressedat planning, design and evaluation stages of workplacechanges to prevent creation of new hazards according torelevant legislation and codes of practice.

3.3 Procedures established and maintained to ensure safehandling and storage of hazardous goods.

3.4 Procedures established and maintained to ensureequipment is maintained and stored safely in line withstore policy.

3.5 Procedures established and maintained to ensure safelifting and manual handling techniques are employed bystaff.

3.6 Store emergency procedures established and maintained.

4. Assess risks 4.1 Risks presented by identified hazards correctly assessedin accordance with occupational health and safetylegislation and codes of practice.

4.2 Procedure for ongoing risk assessment developed andintegrated with systems of work and procedures.

4.3 Staff activities monitored to ensure this procedure isadopted effectively.

4.4 Risk identification and assessment addressed at planning,design and evaluation stages of workplace changes toprevent creation of new hazards.

5. Control risks 5.1 Measures to control assessed risks developed accordingto the hierarchy of control and implemented according tostore policy, occupational health and safety legislation andcodes of practice.

5.2 Interim or contingency measures established andimplemented when control measures not immediatelypracticable, until permanent control measures areimplemented.

6. Establish and maintainpolicies for hazardousevents

6.1 Potentially hazardous events correctly identified.6.2 Procedures to control risks associated with hazardous

events and meet legislative requirements, developed inconsultation with appropriate emergency services.

6.3 Appropriate information and training provided to allemployees to enable implementation of the correctprocedures in all relevant circumstances.

7. Train staff 7.1 Occupational health and safety training programdeveloped and implemented to ensure all staff are trainedin occupational health and safety issues.

8. Establish and maintainrecord system

8.1 System for maintaining occupational health and safetyrecords established and monitored to facilitateidentification of patterns of occupational injury and diseaseaccording to store policy.




9. Evaluate policies andprocedures

9.1 Effectiveness of the occupational health and safetysystem and related policies, procedures and programsassessed according to store policy.

9.2 Improvements to the occupational health and safetysystem developed and implemented to ensure moreeffective achievement of store policy.

9.3 Compliance with occupational health and safety legislationand codes of practice assessed to ensure that legaloccupational health and safety standards are maintained.

KEY COMPETENCIES




Policies and procedures need to becommunicated to all staff members.

3


Identifying existing and potential hazardsrequires information to be collected, analysedand organised.

3


Developing a training program requires activitiesto be planned and organised.

3


Team work will be applied when consulting withstaff on workplace safety.

3


The use of mathematical ideas and techniqueswill be applied when identifying patterns ofoccupational injury and disease.

2

Solving problems Problem solving skills will be applied whenestablishing contingency measures untilpermanent control measures are implemented.

3

Using technology The use of technology will be applied whenestablishing and maintaining record systems.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• occupational health and safety• emergency procedures

• Occupational health and safety issues may include:• customers and staff, equipment, premises or stock• sickness and accident reporting procedures• storage and use of flammable materials• safe lifting and manual handling procedures• store evacuation• chemical containment• first aid procedures• range of responsibilities/job description including

general duty of care of employees and employers• workplace inspection and safety audits• checking equipment prior to and during work• reporting process for and issues resolution, injury or

accidents• Store emergency procedures may include:

• locating and using alarms• events likely to endanger staff or customers• sickness• accidents• fire• store evacuation• chemical spills• bomb scares• armed robbery

• Processes for consultation may include:• minutes from health and safety meetings• suggestions for improvements put forward by

employees• staff meetings, management meetings

• Assessing risks may include:• conducting regular reviews of injury/accident registers• consultation processes including discussions with

employees• maintenance of plant and equipment• assessment of individual tasks and job design

• Hierarchy of control may include:• elimination of hazards• substitution• isolating hazards• use of engineering controls• use of administrative controls• appropriate use of personal protective clothing and

equipment




• Staff training may include:• induction training• training for specific hazards identified in the industry• fire and emergency evacuation training• ongoing professional development training which

includes occupational health and safety implications• Training may be provided to trainees:

• on the job• off the job• combination of both

• Records may include:• workplace inspection and audit reports• training records for new employees• ongoing employee training records• manufacturer's instructions including MSDS

maintenance records• revision of policies and procedures to ensure relevance

through audits against State and Territory legislationand regulations




EVIDENCE GUIDE




• Maintains, manages and applies safe work practicesincluding necessary resources, control measures and riskassessments, in all areas of the store, according tooccupational health and safety, and health and hygienelegislation/regulations/industry codes of practice andequal opportunity principles.

• Maintains, manages and applies emergency proceduresaccording to store policies and procedures.

• Develops and/or manages store policies and proceduresin regard to the consistent application by staff members ofsafe working practices, for the provision of services andsafe use of products.

• Establishes and maintains consultative processes inregard to occupation health and safetylegislation/regulations/industry codes of practice.

• Allocates and manages staff responsibilities foroccupational health and safety guidelines and health andhygiene legislation/regulations and industry codes ofpractice.

• Develops and implements staff training programs thatrelate to occupational health and safety, and health andhygiene legislation/regulations and industry codes ofpractice.

• Establishes and maintains a recording system foraccident, illness and emergency situations details.

• Evaluates, reviews and makes recommendations forimprovements with regard to store policies andprocedures in occupational health and safety and storeemergency procedures





Knowledge and skills are essential to apply this standard in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this unit ofcompetency are listed below:

Knowledge of:

• Store policies and procedures, in regard to:• occupational health and safety and emergency

procedures, taking into account local and stategovernment legislation/regulations/codes of practice

• emergency evacuation of store• events likely to endanger staff or customers• hierarchy of control in emergency situations• place of consultative committees• recording system for accidents, incidents, illness

• Relevant occupational health and safetylegislation/regulations/codes of practice

• Relevant legislation and statutory requirements• Relevant industry codes of practice• First aid procedures• Handling and storage procedures of hazardous and non

hazardous goods and equipment• Procedures for spills/leakage of

materials/accidents/sickness• Safe lifting and manual handling procedures• Waste disposal methods, including hazardous

substances

Skills in:

• Consultation processes• Identifying and preventing fire and safety hazards,

including fire/chemical/electrical hazards• Negotiation skills• Using safety alarms/fire extinguishers/emergency exits• Developing processes and procedures• Literacy skills in regard to:



• Numeracy skills in relation to:• finance and risk assessment












Unit WRRO3B can be assessed with the following units:

• WRRPM1B Administer human resources policy• WRRPM2B Recruit and select personnel


Evidence should include products, processes and proceduresfrom the workplace context or a simulated environment.Evidence might include:

• Observation of the person in the workplace• Simulated role play• Third party reports from a supervisor• Customer feedback• Answers to questions about specific skills and knowledge


• occupational health and safetylegislation/regulations/codes of practice

• store policy and procedures manuals• industry codes of practice• enterprise agreements in regard to consultative

committees• Access to other staff members• Access to emergency equipment




WRRO4B Control store loss/securityUnit Descriptor This unit involves the skills and knowledge required to control store

security. It involves developing and implementing security proceduresfor the prevention of theft, ensuring safety of all personnel in the eventof a robbery and monitoring all security procedures.



1. Control store security 1.1 Security procedures to facilitate the detection andprevention of internal or external theft developed andimplemented according to store policy.

1.2 Procedures to ensure maximum safety and security for allpersonnel in the event of robbery developed andimplemented.

1.3 Procedures for opening and closing premises and cashregisters, cash security, credit card and chequetransactions developed and implemented.

1.4 Security procedures monitored, maintained andcommunicated to all staff.

1.5 Stocktaking procedures established and implemented tomonitor, control and minimise stock losses.




KEY COMPETENCIES




Security procedures need to be communicatedto all personnel.

3


The development of security proceduresrequires information to be collected, analysedand organised.

3


Stocktaking procedures to minimise stock lossesrequires activities to be planned and organised.

3


Team work will be applied when implementingand communicating store security procedures.

3


Mathematical ideas and techniques will beapplied during stocktaking procedures.

2

Solving problems Problem solving skills will be applied whendeveloping security procedures to facilitate thedetection and prevention of internal or externaltheft.

3

Using technology The use of technology will be applied throughthe use of security equipment, registers andcredit card facilities.

3

RANGE STATEMENT



• Store policies and procedures in regard to:• security• Type of security equipment in regard to:• type of equipment used• level of security required• Theft may involve:• internal personnel• external personnel

• Security procedures/equipment may include:• dye tags• alarms• locks• security cameras• security guards




EVIDENCE GUIDE




• Develops and implements security procedures to facilitatethe detection and prevention of theft.

• Develops and implements procedures to ensure safetyand security of internal and external clients in the event ofrobbery.

• Develops and implements procedures for:• opening and closing premises• cash security• credit card transactions, EFTPOS• cheque transactions• stocktaking to control and minimise theft.



Knowledge of:

• Store policies and procedures, in regard to:• security• detection and apprehension of thieves• credit card transactions• cheque transactions• stocktaking

• Relevant legislation and statutory requirements, including• case law or common law• state laws relating to property offences

• Relevant industry codes of practice• Occupational health and safety

legislation/regulations/codes of practice• Principles and techniques in:

• safety of personnel in the event of robbery• detection and prevention of theft

Skills in:

• Negotiation• Record maintenance• Development of procedures• Interpersonal communication skills

















• store policy and procedures on security• store policy and procedures on credit card transactions

and cheque transactions• store policy and procedures on stocktaking• legislation and statutory requirements• industry codes of practice• occupational health and safety

legislation/regulations/codes of practice• Access to a team• Access to a range of security equipment




WRRO5B Control inventoryUnit Descriptor This unit covers the skills and knowledge required to control inventory

in a retail environment. It involves managing receipt, dispatch andstorage of merchandise, and managing stock control.



1. Manage receipt, dispatchand storage ofmerchandise

1.1 Merchandise receipted, dispatched and stored accordingto store policies and procedures.

1.2 Cost effective and efficient methods for goods movementdetermined according to store policy.

1.3 Maintenance procedures for storage areas and equipmentimplemented according to store policy.

2. Manage stock control 2.1 Store policies and procedures implemented in regard tostock control and inventories.

2.2 Store procedures established and implemented to monitorand control stock levels.

2.3 Budgeted stock levels maintained.2.4 Stocktaking procedures established and implemented.2.5 Contingency plans established and implemented in regard

to stock delivery times.2.6 Reports on stock inventories accurately documented and

prepared.




KEY COMPETENCIES




Implementing stock taking procedures requirescommunication of ideas and information.

3


Establishing procedures to monitor and controlstock levels requires information to be collected,analysed and organised.

3


Developing contingency plans requires activitiesto be planned and organised.

3


Team work will be required to implement storepolicies and procedures in regard to stockcontrol.

3


Mathematical ideas and techniques will beapplied when developing reports on stockinventories.

3

Solving problems Developing contingency plans in regard to stockdelivery times will require problem solving skills.

3

Using technology The use of technology will be applied whendeveloping reports on stock inventories.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• receipt of goods from suppliers• dispatch of goods• shrinkage prevention• waste controls• safety controls• secure storage• stock control and inventories

• Stocktaking procedures may include:• stock control• stock levels• cyclical counts• minimisation of out of date stock• quality control

• Contingency plans may include:• breakdowns• delays• floods• breakages

EVIDENCE GUIDE




• Plans, coordinates and implements activities associatedwith receipt, dispatch, storage and movement ofmerchandise according to store policies and procedures,including occupational health and safety policies andguidelines.

• Implements maintenance procedures for storage areasand equipment according to store policy.

• Plans, coordinates and implements activities associatedwith stock control, including:• monitoring and controlling stock levels• establishing and maintaining stocktaking procedures• documenting and reporting on inventories according to

store policies and procedures.






Knowledge of:

• Store policies and procedures, in regard to:• receipt of goods from suppliers• dispatch of goods• shrinkage prevention• waste controls• safety controls• secure storage in an appropriate environment• equipment used to move stock

• Store systems and equipment for stock recording andcontrol

• Inventory control• Storage security• Licensing requirements for operating moving equipment

(if applicable)• Relevant legislation and statutory requirements• Relevant industry codes of practice• Occupational health and safety

legislation/regulations/codes of practice

Skills in:

• Stocktaking procedures• Record maintenance• Literacy skills in regard to:

• documenting and recording procedures• Numeracy skills in regard to:• interpreting data and cost effectiveness/efficiency

















• store policies and procedures on inventory control• legislation and statutory requirement• industry codes of practice• occupational health and safety

legislation/regulations/codes of practice• Access to:

• a stock control system• stock control equipment• a team




WRRO6B Manage store facilitiesUnit Descriptor This unit encompasses the competencies required to manage store

facilities in a retail environment. It involves the management of the storemaintenance and housekeeping program, negotiating and monitoringmaintenance contracts and identifying and locating facilitiesrequirements.



1. Manage storemaintenance program

1.1 Premises, fittings, fixtures and equipment monitored andmaintained according to store policy.

1.2 Deficiencies in store maintenance procedures identifiedand remedial action taken.

1.3 Expert or specialist advice obtained as required accordingto store policy.

1.4 Contingency plan initiated in the event of maintenanceproblems.

2. Manage retail equipmentmaintenance

2.1 Policies and procedures developed and implemented toensure retail equipment maintained according to storepolicy.

2.2 Maintenance program for retail equipment monitored andimplemented according to manufacturer's designspecifications and store policy.

2.3 Equipment faults identified and rectified where possible,without undue delay.

2.4 Equipment faults or failures reported according to serviceagreements and store policy.

3. Negotiate maintenancecontracts

3.1 Maintenance contracts with contractors and suppliersnegotiated according to store policies and procedures.

3.2 Contract terms and conditions negotiated andimplemented to maximise benefits for the store, andcommunicated to relevant staff.

3.3 Maintenance procedures monitored to ensureproducts/tasks meet contract specifications.

4. Identify facilities/spacerequirements

4.1 Facilities/space requirements identified according to storepolicy and budget requirements.

4.2 Suitable facilities/space located.4.3 Space utilisation maximised with consideration to existing

configuration.




KEY COMPETENCIES




Negotiating maintenance contracts withcontractors requires information and ideas to becommunicated.

3


Identifying facilities/space requirements requiresinformation to be collected, analysed andorganised.

3


Developing a maintenance program for retailequipment requires activities to be planned andorganised.

3


Team work will be applied when seeking expertadvice for maintenance program andcommunicating with relevant staff.

3


The use of mathematical ideas and techniqueswill be applied when identifying budgetrequirements.

2

Solving problems Problem solving skills will be applied whenrectifying equipment faults.

3

Using technology The use of technology will be applied whendeveloping contracts and maintaining retailequipment.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• store maintenance• facilities management

• Contracts may be negotiated:• externally• internally

• Contracts may involve:• quality standards• maintenance services• cleaning• security• electrical services• plumbing services• equipment maintenance

• Recording methods may include:• electronic• manual

• Reporting of faults may include:• service personnel• contractors• store/area manager• supervisor

• Retail equipment may include:• point of sale terminals• computers/scanners/printers• pricing equipment• electronic bar coding equipment• portable data entry




EVIDENCE GUIDE




• Plans, coordinates and implements activities associatedwith monitoring and maintaining premises, fittings, fixturesand equipment according to store policies andprocedures.

• Initiates contingency plans in response to maintenanceproblems.

• Negotiates, monitors and implements maintenancecontracts according to store policies and procedures.

• Identifies and utilises space and facilities to maximisespace utilisation.

• Evaluates and reports on effectiveness of maintenancecontracts.



Knowledge of:

• Store policies and procedures, in regard to:• maintenance of store facilities• maintenance of retail equipment

• Maintenance contract terms and options• Contract specifications• Relevant legislation and statutory requirements• Relevant industry codes of practice• Occupational health and safety

legislation/regulations/codes of practice• Principles and techniques in:

• monitoring performance of contracts• negotiating, in particular contract negotiation

Skills in:

• Record maintenance• Negotiation skills• Literacy skills in regard to:

• developing, documenting and recording procedures• Numeracy skills in regard to:• accounting and recording data
















• maintenance contracts• store policies and procedures on maintenance of

facilities, maintenance contracts• legislation and statutory requirements• industry codes of practice• occupational health and safety

legislation/regulations/codes of practice• Access to a team• Access to equipment/technology




WRRO7A Profile a retail marketUnit Descriptor This unit encompasses the skills and knowledge required to profile a

retail market. It involves reviewing the image of the store, researchingmarket demands, profiling store customers and implementing methodsto attract customers to the store.



1. Review the image of thestore

1.1 The components of the store image are analysed.1.2 Relevant store documentation in relation to store image is

accessed and analysed.1.3 The store image is promoted in an appropriate manner.

2. Research marketdemands for the store

2.1 An appropriate area for researching market demands isselected.

2.2 Appropriate market research techniques are applied inaccordance with store policies.

2.3 Market research is planned in accordance with storepolices and procedures

2.4 Data is collected and analysed and presented in anappropriate manner.

3. Profile the store'scustomer

3.1 The demography of the store's customers is researched.3.2 A demographic profile is developed.3.3 Information about changing trends is accessed and

related to customer demands.

4. Implement methods toattract customers to store

4.1 Information about the customer is accessed and analysed.4.2 Ideas for attracting customers are generated.4.3 A suitable idea is selected and developed in collaboration

with others in the organisation.4.4 The idea is presented and discussed with supervisor.4.5 The idea is evaluated to ensure that it meets the

requirements for the target customers.4.6 The idea is implemented in accordance with store policies

and budgetary requirements.




KEY COMPETENCIES




Ideas for attracting customers needs to bediscussed with supervisor.

1


Researching market demands requiresinformation to be collected, analysed andorganised.

1


Developing ideas and presenting them to othersrequires activities to be planned and organised.

1


Discussing ideas with others and implementingmethods to attract customers requires teamwork.

1


Collecting and analysing market data requiresthe use of mathematical ideas and techniques.

1

Solving problems Evaluating ideas to ensure they meetrequirements requires problem solving skills.

1

Using technology Accessing and researching market data willrequire the use of technology.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• marketing• market research

• Components of store image may include:• products• services• layouts• displays• tickets• visual merchandising• promotional events/themes

• Appropriate areas of research may include:• location• consumer• product• brand• price• layout• advertising

• Appropriate research techniques may include:• interviews• observations• surveys• questionnaires

• Data may include:• Internal - customer orders, random surveys,

complaints, returns• External - ABS statistics, books, newspaper reports,

supplier's information• Demographic details may include:

• age• buying power• family structures• employment patterns• education levels• tourism• mobility• occupations• marital status• ethnic background• income levels• population size

• Changing trends may include:• tourism• immigration• technology




• selling approaches• leisure time• environmental issues• discount operators• quality demands

• Methods to attract customers may include:• advertising• seasonal promotions• new product launches• public relations• publicity

EVIDENCE GUIDE




• Analyses components of the store image by accessingrelevant store documentation.

• Promotes the store image in an appropriate manner.• Researches market demands using appropriate market

research techniques.• Accurately profiles store customers.• Generates ideas for attracting customers to store.• Selects and develops a suitable idea in collaboration with

others.• Presents and discusses idea with supervisor.• Evaluates idea to ensure that it meets requirements for

target customers.• Implements the idea in accordance with store policies and

budgetary requirements.






Knowledge of:

• Store policies and procedures in regard to:• accessing documentation• promoting store image

• Market research methods• Evaluation methods

Skills in:

• Verbal and non verbal communication• Questioning and active listening• Presentation skills• Research skills• Interviewing skills• Collaboration

















• store policy and procedures manuals• store documentation in relation to store image




WRRO8A Develop innovative ideas at workUnit Descriptor This unit covers the skills required to systematically generate and

develop ideas for workplace improvement. It involves interpreting orobserving the need for improvement and developing a detailed idea.This requires the creative generation and discussion of a number ofideas or solutions and accepting positive and negative feedback. Ideasshould be tested in order to establish and present a workable outcomewhich meets the needs of the end user.



1. Interpret the need forinnovation

1.1 The need for innovation within workplace context isobserved.

1.2 Assumptions about products/processes are challenged toidentify opportunities for innovation.

1.3 Possible future contexts and environments for theinnovation are projected.

1.4 End user requirements are defined.1.5 Resources and constraints are identified.1.6 Factors and ethical considerations that may impact on the

idea are researched.1.7 Relevant organisational knowledge is accessed.

2. Generate ideas 2.1 Ideas are conceptualised using a range of creativethinking techniques.

2.2 Relevant knowledge to explore a range of approaches isapplied.

2.3 Stimulation from alternative sources is sought.2.4 Ideas are tested against brief and other factors.2.5 Preferred option is selected.

3. Collaborate with others 3.1 Ideas are developed in conjunction with relevant people.3.2 Feedback is sought and accepted from relevant people in

an appropriate fashion.3.3 Ideas are modified according to feedback.3.4 A network of peers is maintained and utilised to discuss

ideas.

4. Analyse and reflect onideas

4.1 Ideas are analysed from different perspectives.4.2 Appropriate strategies are used to capture reflections.4.3 Ideas are examined to ensure they meet context

requirements, best practice and future needs.4.4 Time is allowed for the development and analysis of ideas.

5. Represent ideas 5.1 An appropriate communication technique is selected forthe target audience.

5.2 The presentation of the idea is developed with theaudience in mind.

5.3 The idea is presented to educate/inform the client.5.4 The idea is modified according to client feedback.




6. Evaluate the idea 6.1 The idea is reviewed using appropriate evaluationmethods to ensure it meets required needs.

6.2 Idea is modified as required.

KEY COMPETENCIES

There are a number of processes that are learnt throughout work and life which are required in alljobs. They are fundamental processes and generally transferable to other work functions. Some ofthese are covered by the key competencies, although others may be added. The questions belowhighlight how these processes are applied in this competency standard. Following each question anumber indicates the level to which the key competency needs to be demonstrated where 0 = notrequired, 1 = perform the process, 2 = perform and administer the process, and 3 = perform,administer and design the process.



Sharing ideas with others, presenting ideas tothe client and obtaining feedback requirescommunication of ideas and information.

1


Seeking or researching information from theclient and other relevant sources requiresinformation to be collected, analysed andorganised.

1


Planning and organising steps to be undertakento develop idea will be required.

1


Collaborating with others and sharing knowledgeto develop the idea and present it requires teamwork.

1


Generating basic graphs, designs andmeasurements to test out ideas will require theuse of mathematical ideas and techniques.

1

Solving problems Identifying resources and materials needed willrequire problem solving skills.

1

Using technology Using computers and other relevant equipmentwill require the use of technology.

1




RANGE STATEMENT



• Innovation may include:• generating new ideas or solutions• developing new uses for old ideas and making them

useful or a means of improvement• User requirements may refer to:

• who will be using the end product• why the product/process is needed• how will it be used• advantages will it provide• where it will be used

• Assumptions can be about any convention in theworkplace and might include:• work process• product• materials• system• tools• working conditions

• Resources and constraints include:• time required• costs• equipment• human resources• work culture• management practice• technology needed

• Factors impacting on the idea might include:• aesthetic requirements• functionality• information available• occupational health and safety and environmental

considerations• Creative thinking techniques might include:

• brainstorming• visualising• making associations• building on associations• telling stories• creative writing• lateral thinking games• mind mapping, drawings• six thinking hats• using prompts

• Relevant knowledge might include:• technical knowledge• information gained from books and videos




• knowledge from different work areas• information from work colleagues

• Stimulation from alternative sources might include:• reading books and industry journals• talking with colleagues and friends• visiting art galleries and museums• going to industry workshops• networks

• Relevant people might include:• colleagues• team members• supervisors• managers• the client

• Maintaining a network of peers may include:• participating in forums• participating in industry training• attending workshops• becoming a member of a network

• Communication techniques refer to how you will presentyour ideas and may include:• writing a proposal• building a model• showing a film• presenting a talk• preparing a report• drawing a diagram

• Educating the client might include:• helping the client visualise and understand the idea• actively listening• asking questions• accepting others opinions• explaining the proposal• clarifying details

• Reviewing the idea might involve:• checking that the idea can be implemented• that it meets the client/end user needs• best practice• financial requirements

• Evaluation methods might include:• developing checklists• discussing the process with colleagues or supervisors• writing a report of the outcomes




EVIDENCE GUIDE




• Accurately interprets the need for innovation.• Identifies resources and constraints and researches

impacting factors.• Generates ideas using creative thinking techniques.• Tests ideas against brief and other relevant factors.• Presents and discusses ideas with relevant people.• Seeks feedback and modifies ideas accordingly.• Analyses and reflects on ideas to ensure they meet end

user requirements.• Presents ideas using appropriate communication

methods.• Reviews idea using appropriate evaluation methods.



Knowledge of:

• Relevant technical knowledge• Broad industry/market knowledge• Organisational culture• Social, environmental and work culture impacts• Principles of innovation

Skills in:

• Research skills• Active listening• Interpersonal skills• Networking• Lateral thinking• The ability to analyse self and external factors• Time management skills
















Resources required • A retail environment• Relevant documentation, such as:





WRRO9A Lead a team to foster innovationUnit Descriptor This unit covers the skills and knowledge required to lead a workplace

team in ways that foster innovative work practice.

It covers the skills that are needed by individuals who are leading workteams on individual projects or in work in general. The skills cover therequirements for encouraging innovation within individual teammembers as well as a team as a whole. They include how to put a teamtogether and keep it working well, how to structure work and monitorprogress, how to ensure that the team have the information and skillsthey need and how to apply innovative work skills to the leadership role.



1. Organise teams tomaximise innovation

1.1 The performance requirements for the team are analysed.1.2 Information is gathered about team members.1.3 Strengths and weaknesses of individual team members

are acknowledged.1.4 Team roles are assigned to ensure a match between work

requirements and individual team members' capacities.1.5 Team members are selected to foster cross fertilisation of

ideas.

2. Organise workassignments within teamto facilitate innovativework practices

2.1 Work is structured and organised to enable the use ofinnovation at work skills system.

2.2 Work assignments are communicated to team members inways that encourage and reinforce team-basedinnovation.

2.3 Tasks and activities are allocated to ensure the best useof team skills.

2.4 Work assignments include timelines that allow forinnovation.

3. Provide guidance andcoaching to teammembers on innovation inthe workplace

3.1 Team members are encouraged to work collaboratively onwork assignments.

3.2 Team members are encouraged to share workinformation, knowledge and experiences in their day today work.

3.3 Team members are encouraged to seek external stimuliand knowledge and to set up and maintain networks.

3.4 Appropriate guidance is provided to team members on theuse of innovation at work skills.

3.5 Team members are coached to ensure they have theenabling skills to implement innovation at work skills.




4. Provide a model ofinnovative work practice

4.1 Case studies and examples of the use and benefits ofinnovative work practices within teams are shared withteam members.

4.2 Examples of the way innovative skills can be applied inthe workplace are provided by the team leader.

4.3 The qualities of an effective team member aredemonstrated by the team leader in working with theteam.

4.4 The value placed by the organisation on innovation ispromoted and reinforced.

5. Monitor the team'songoing use of innovativework practices

5.1 Team members are actively encouraged to reflect on teamactivities and opportunities for improvement andinnovation.

5.2 Team activities are evaluated based on feedback fromteam members, management, clients and other interestedpeople.

5.3 Suggestions for work improvements made by teammembers are positively received and acted upon whereappropriate.

5.4 Reviews of the application of innovative work skills arerecorded and presented as appropriate.

5.5 The innovation process is reviewed and both positive andnegative outcomes are discussed and constructivelyanalysed.

6. Provide feedback on theuse of innovative workskills

6.1 Team members are debriefed after work, training andevaluation exercises.

6.2 Feedback from review processes are discussed within thegroup and are used to inform future planning.

6.3 Successful innovations are celebrated and rewarded inappropriate ways.

6.4 Problems in the use of innovation at work skills arediscussed in a constructive way.




KEY COMPETENCIES




Planning work activities and assigning tasksrequires communication of ideas andinformation.

2


Matching team members to work tasks requiresinformation to be collected, analysed andorganised.

2


Planning is central to a team leaders role both interms of planning and organising the team'swork as well as organising team activities in away that fosters innovation.

2


The team leader plays a pivotal role in the teamensuring the cultivation of a team culture thatencourages innovation, problem solving andteam performance evaluation.

2


Mathematical ideas would need to be applied inplanning team activities and calculations arisingin the course of day-to-day work.

2

Solving problems Problem solving would be applied to schedulingand assignment of the team and conflictresolution.

2

Using technology Technology might be used in the team'sday-to-day work activities, to communicate ideasand information, as well as to access andanalyse information.

2




RANGE STATEMENT



• Information on team members may include:• work preferences• past jobs• interests• working styles• lifestyle preferences

• External stimuli and knowledge may come from:• technical experts• other organisations• journals• the Internet• networks

• Guidance may include:• coaching• mentoring• counselling• skills training• modelling

• Relevant evidence may include:• feedback from team members or other staff• feedback from clients or work based managers• work related statistics and reports

• Encouragement and reinforcement of team basedinnovation may include:• supportive communication• allowing follow through with ideas• providing enough but not too much guidance and

structure• providing training and learning opportunities

• People to be consulted and involved may include:• supervisors• team members• peers• clients• the learners• subject experts

• Qualities of an effective team member may include:• capacity to be fair• responsible• collaborative• reflective• sympathetic• equitable• hardworking

• Rewards and promotion of innovation may include:• positive feedback presentation to peers and higher




management• prizes• certificates• articles in newsletters

EVIDENCE GUIDE




• Organises team to maximise innovation, includinggathering information on team members, assigning teamroles and selecting team members.

• Organises work assignments within team to fosterinnovation.

• Provides guidance and coaching to team members oninnovation in the workplace.

• Provides a model of innovative work practice.• Monitors the team's ongoing use of innovative work

practice.



Knowledge of:

• Innovation at work skills• Leadership principles• Techniques for evaluating team performance• An understanding of group dynamics in a team• Coaching and learning principles

Skills in:

• Ability to apply innovative work skills in own work• Interpersonal skills• Communication and leadership skills• Motivational skills• Coaching skills• Counselling and consoling skills• Conflict resolution skills• Evaluation skills• Ability to give and receive feedback• Listening skills• Matching staff competence to task requirements





















WRRPM1B Administer human resources policyUnit Descriptor This unit encompasses the competencies required to plan and manage

human resources. It involves implementing staffing levels, monitoringstaff performance, identifying and minimising potential industrialrelations problems and developing and implementing training plans.

Unit Sector People Management


1. Implement staffing levels 1.1 Store policies and procedures in regard to staffing levels,maintained and monitored.

1.2 Store staffing plans involving total store operation,maintained.

1.3 Store staffing plan is comprehensive, concise and easilyunderstood by staff and management.

1.4 All figures based on accurate and current information.1.5 Contingency plans developed to cope with extreme

situations.1.6 Staff turnover problems are identified analysed and

rectified as required by store policy.

2. Monitor staff performance 2.1 Store policies and procedures in regard to staffperformance requirements analysed, monitored andmaintained.

2.2 Performance appraisal/counselling interviews conductedas required, according to store policy.

2.3 Constructive feedback on performance given clearly andat a level and pace appropriate to the team member.

2.4 Performance and achievement recognised and individualsencouraged to contribute to their own assessment.

2.5 Individuals encouraged to contribute to improved policiesand procedures.

2.6 Staff disciplined and counselled as required according tostore policy and statutory requirements.

2.7 Staff dismissals implemented according to store policyand procedures and statutory requirements.

2.8 Terminal/exit interviews conducted according to storepolicy and procedures and statutory requirements.

2.9 Details of all procedures accurately and completelyrecorded and made available to authorised personnel.




3. Identify and minimisepotential industrialrelations problems

3.1 Strategies in regard to interpersonal conflict and disputeresolution developed and implemented according to storepolicies and procedures

3.2 Consultation and cooperation within team activelyencouraged.

3.3 Where interpersonal conflict arises, constructive supportprovided to resolve problem.

3.4 Team members accurately informed of current disputeresolution/grievance procedures.

3.5 Details of proceedings recorded concisely and accuratelyand made available to authorised personnel.

3.6 Team members treated with integrity, respect andcompassion.

4. Develop and implementtraining plans

4.1 Training objectives and activities based on consideredassessment of existing individual/team competencies,potential competence and career aspirations according tostore policies.

4.2 Training plans regularly reviewed, updated and improvedin consultation with staff and management.

4.3 Training plans contain clear, realistic objectives.4.4 Individuals encouraged and assisted to evaluate their own

development and training needs and to contribute todevelopment planning and review.

4.5 Training activities optimise the use of available resources.4.6 Training needs identified using accurate and current

information.4.7 Training requirements relating to specific competencies

necessary to perform a specified role or function clearlydefined.

4.8 Ongoing training information provided to all staff.4.9 Responsibility for training delegated to specific staff.4.10 Planned training needs and specified outcomes

documented.4.11 Budget in regard to training and assessment of staff

monitored and maintained according to store policy.




KEY COMPETENCIES




Informing team members of current disputeresolution/grievance procedures requirescommunication of ideas and information.

3


Monitoring staff performance and identifyingtraining needs requires information to becollected, analysed and organised.

3


Developing a training plan requires activities tobe planned and organised.

3


Resolving interpersonal conflict and providingconstructive feedback to team members requiresthe application of team work.

3


The use of mathematical ideas and techniqueswill be applied when monitoring and maintainingtraining budget.

2

Solving problems Problem solving skills will be applied whendeveloping and implementing strategies forinterpersonal conflict and dispute resolution.

3

Using technology The use of technology will be applied whendeveloping training plans and delivering trainingto team members.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• employee relations and staff development• systems for recording employee relations information

• Statutory requirements/legislation may include:• Equal Employment Opportunity (EEO)• New Apprenticeships• disciplinary procedures• awards/agreements• wages and conditions• anti-discrimination• sexual harassment• occupational health and safety

• Training may be delivered by:• supervisor/manager• training coordinator

• Training may relate to:• existing staff competencies• level of competencies required by staff• budget allocation for staff training

• Objectives may apply to:• individuals• teams• managers

• Communication methods may include:• verbal• in writing• email

• Team members may include:• people from a range of social, cultural or ethnic

backgrounds• people with a range of literacy and numeracy skills

• Contingency plans may include:• unpredicted staff shortages• unpredicted customer demand• accidents or emergencies




EVIDENCE GUIDE




• Maintains and monitors optimum staff levels according tostore policy and procedures by:• maintaining staffing plans• communicating with staff and management• developing contingency plans• analysing and rectifying staff turnover problems.

• Maintains and monitors staff performance according tostore policy and procedures and according to legislationand statutory requirements by:• monitoring and analysing performance• identifying performance/skill gaps• applying on the job training and coaching processes to

develop employees• developing performance improvement plans• conducting performance appraisal interviews• demonstrating discipline and counselling processes• demonstrating dismissal processes.

• Accurately records and maintains details of staffperformance procedures, taking into account privacyrequirements.

• Communicates with team members to minimise potentialindustrial relations problems.

• Develops, implements and evaluates relevant andeffective training plans aligned to business goals andcompany policies.






Knowledge of:

• Store policies and procedures, in regard to:• staffing• performance appraisal• employee relations• staff development

• Relevant statutory, legal and industrial relationsrequirements, in regard to:• monitoring staff performance• counselling• disciplinary procedures• dismissal procedures• agreements/awards/wages and conditions• anti discrimination• equal opportunity• sexual harassment• occupational health and safety

• A range of responsibilities/job descriptions• New Apprenticeship legislation• Training Packages and competency standards• Store staffing plan• Staff levels and turnover• Existing competencies• Resources available for training• Training and development

Skills in:

• Analysing training needs• Monitoring staff performance• Conducting performance appraisal• Counselling and conflict resolution• Negotiating• Literacy skills in regard to:



• Numeracy skills in regard to:• interpreting and maintaining data












Unit WRRPM1B can be assessed with other units which makeup a particular job function.




Resources required • A retail work environment• Relevant documentation such as:

• store policies and procedure on employee relationsand staff development

• legislative requirements• store staffing plan• job descriptions

• Statutes, awards and agreements relating to:• monitoring staff performance• performance appraisal• counselling• disciplinary procedures




WRRPM2B Recruit and select personnelUnit Descriptor This unit involves the skills and knowledge required to recruit and select

personnel. It involves defining future personnel requirements,determining job specifications, and recruiting staff and evaluating andselecting applicants.



1. Define future personnelrequirements

1.1 Store policies in regard to staffing levels accuratelyidentified.

1.2 Accurate and current information used.1.3 Competencies and attitudes required of individuals and

teams clearly identified.1.4 Appropriate members of staff adequately consulted.1.5 Estimates of personnel needs supported by appropriate

calculations where necessary.

2. Determine jobspecifications

2.1 Specifications accurately reflect the role which theappointee will play in relation to the team as a whole.

2.2 The views and requirements of all relevant personneltaken into account prior to completing the specification.

2.3 Specifications written are clear, concise and comply withlegal requirements.

2.4 Specifications confirmed with appropriate personnel priorto recruitment action according to store policy.

3. Recruit staff 3.1 Store procedures with regard to staff employment,maintained and monitored.

3.2 Employment vacancies advertised internally andexternally according to store policy.

3.3 Job interviews and employment appraisal tests, conductedaccording to store policy.

3.4 Staff selection policies and procedures are conducted tocomply with equal opportunity and equal employmentopportunity legislation.

3.5 Wages and conditions comply with relevantawards/agreements and store policy.




4. Assess and selectapplicants

4.1 Assessment and selection process conducted accordingto store policy and procedures and legal requirements.

4.2 Information obtained from each candidate judged againstspecified selection criteria, and any additional influencingfactors noted.

4.3 Where difficulty in interpreting the selection criteria exists,or there appears to be a conflict of criteria, advice issought promptly from appropriate personnel.

4.4 Unintended deviations from agreed procedures identifiedand corrected before selection decisions made.

4.5 Records are complete, accurate and clear.4.6 Selection recommendations communicated to authorised

personnel only.4.7 All candidates promptly and accurately informed of

selection decisions following each stage of the selectionprocess.

4.8 Recommendations for improvements to any aspect of theselection process communicated promptly to appropriatepersonnel.

4.9 Selection choice justifiable from the evidence gained andthe process used.

KEY COMPETENCIES




Informing candidates of selection decisionsrequires communication of ideas andinformation.

3


Determining future personnel requirementsrequires information to be collected, analysedand organised.

3


Conducting job interviews and employmentappraisal tests requires activities to be plannedand organised.

3


Team work will be required when consulting staffmembers and taking into account their views andrequirements.

3



-

Solving problems Problem solving skills will be applied if there is aconflict of criteria and advice needs to be sought.

3

Using technology The use of technology may not be relevant tothis unit.

-




RANGE STATEMENT



• Store policies and procedures in regard to:• personnel planning• selection and recruitment

• Store staffing requirements may include:• permanent• temporary• full time• part time• casual• contract

• Appropriate calculations may include:• financial considerations• current and projected staff numbers• current staff competencies and estimation of

competencies required• succession planning• personnel forecasts• business plan/strategic directions

• Recruitment procedures may be delegated to:• individuals• specialist personnel

• Job specifications should include:• job title and purpose of position• responsibilities• competencies required

• Relevant personnel may include:• employees• supervisors• store/area manager

• Legal requirements may include:• Equal Employment Opportunity (EEO)• anti-discrimination• awards/agreements• confidentiality laws




EVIDENCE GUIDE




• Identifies existing and required competencies andattitudes of individuals and teams.

• Develops job specifications to effectively meet the needsof the store/company.

• Recruiting suitable staff according to:• relevant store policies and procedures• equal opportunity and equal employment legislation• relevant awards/agreements.

• Assesses and selects candidates according to storepolicies and procedures and legal requirements.

• Accurately records selection processes.






Knowledge of:

• Store policies and procedures, in regard to:• personnel planning, including current and projected

staff numbers• personnel selection• recruitment

• Relevant legislation and statutory requirements, including:• equal opportunity and equal employment legislation• awards/agreements• anti-discrimination• recruitment sourcing methods• government subsidies/support functions for

traineeships• new Apprenticeships

• Training Packages and competency standards• Principles and techniques in:

• identifying, defining and assessing competence ofindividuals

• identifying competence requirement in relation to workdemands

• consultation processes

Skills in:

• Interviewing skills• Interpersonal communication skills• Presentation skills• Writing clear accurate job descriptions/specifications• Evaluating information from resumes, letters, references,

interviews and aptitude test against criteria• Checking references, security clearances and personal

documentation• Obtaining information from candidates at interview• Recording details of processes• Literacy skills in regard to:



















• store policies and procedures on personnel planning,selection and recruitment

• equal opportunity and equal employment legislation• awards/agreements

• Job descriptions/specifications




WRRPM3B Lead and manage peopleUnit Descriptor This unit covers the skills and knowledge required to lead and manage

teams. It involves developing and communicating team objectives,developing and improving teams, delegating responsibility, consultationand actively supporting team members to achieve goals and storeplans/targets.



1. Lead the team 1.1 Leadership style reflects the store image/culture.1.2 Environment created in which people are motivated to

achieve high standards of performance.1.3 Personal leadership style analysed and evaluated in terms

of effects on motivation and performance of teammembers.

2. Lead by example 2.1 High personal performance standards demonstrated.2.2 Willingness to confront difficult situations/problems

demonstrated.2.3 Honest, open consultation used to communicate with team

members.2.4 Difficult situations dealt with fairly, openly and promptly.

3. Develop andcommunicate teamobjectives

3.1 Clear, accurate and relevant team objectives developed,including expected performance standards.

3.2 Objectives achievable within designated time limits andaccording to resources available.

3.3 Objectives explained clearly and at a level and paceappropriate to team members.

3.4 Objectives regularly reviewed according to team/storepolicy changes.

3.5 Team members encouraged to provide feedback onobjectives and to clarify areas of uncertainty.




4. Establish, develop andimprove teams

4.1 Plans based on accurate assessment of currentcompetencies and career aspirations according to currentand future store requirements.

4.2 Individuals assisted and encouraged to take responsibilityfor their self development.

4.3 Team building and development plans contain clear,realistic objectives.

4.4 Unproductive friction between team members minimised.4.5 Collaborative approach taken with team members,

colleagues and management to establish constructiverelationships.

4.6 Team members encouraged to offer ideas, views orsuggestions.

4.7 Recognition of team members' suggestions offered, andexplanations given if proposals rejected.

4.8 Outstanding achievement recognised.4.9 Promises and undertakings to team are realistic and

honoured.4.10 Team members given appropriate support in areas which

may affect work performance and morale.

5. Develop self 5.1 Current self competencies and development needsidentified according to current position description andfuture career aspirations.

5.2 Realistic, achievable and challenging objectivesdeveloped and regularly reviewed.

5.3 Responsibility accepted for achieving self developmentobjectives.

5.4 Progress and performance regularly reviewed withappropriate personnel.

5.5 Feedback received used to improve future performance.

6. Delegate responsibilityand authority

6.1 Team and individual responsibilities and limits ofresponsibility, clearly defined according to store policy.

6.2 Information provided in a manner and at a paceappropriate for the individual.

6.3 Delegation is unambiguous, explicit and able to be carriedout within a designated time frame.

6.4 Resources and implementation methods effectivelynegotiated with team members.

6.5 Support and resources available are accessible and aresufficient for the needs of the operation.

6.6 Delegation reviewed regularly and revised as required.




7. Consult with team 7.1 Policies, plans, problems and solutions clearly andconcisely communicated to team according to store policy.

7.2 Communication to team on store policy and operationalissues actively and clearly demonstrated.

7.3 Meeting purposes clearly established.7.4 Information clearly presented.7.5 Positive contributions encouraged from all members of

group.7.6 Discussion time allocated to items according to

importance, urgency or complexity.7.7 Leadership style appropriate for purpose and membership

of group.7.8 Decisions recorded accurately and acted upon as

required.7.9 Written and verbal communication performed in a clear

and concise manner according to store policy.

8. Support the team 8.1 Staff, colleagues and management actively supportedwithin store policy guidelines in situations involving storepolicies or operations.

8.2 Team members actively supported in achievement ofrealistic goals.

8.3 Team members actively focused towards storeplans/targets.

KEY COMPETENCIES




Delegating responsibility to team membersrequires communication of ideas andinformation.

3


Developing team objectives requires informationto be collected, analysed and organised.

3


Developing plans to improve teams requiresactivities to be planned and organised.

3


Team work is essential throughout this unit. 3


This skill may not be required in this unit. -

Solving problems Problem solving skills will be required whendealing with friction between team members andestablishing constructive relationships.

3


-




RANGE STATEMENT



• Store policies and procedures in regard to:• staff development, people management and leadership

style• conflict resolution/grievance procedures

• Team members may:• come from a variety of social, cultural or ethnic

backgrounds• vary in literacy and numeracy skills• vary in competencies

• Self competencies may include:• communication skills• ability to delegate• conflict resolution skills• team building skills

• Communication may include:• verbal• individually or in groups• formal or informal meetings• written correspondence, memos• email, fax, telephone

• Resources may include:• training materials• equipment• access to relevant information




EVIDENCE GUIDE




• Establishes effective and collaborative teams to achievecommon objectives.

• Manages teams to perform effectively and collaborativelyby:• using a leadership style that supports store

image/culture/business strategic direction• creating an environment to achieve high standards• maintaining effective communication with staff• leading by example• consulting honestly and openly• dealing with difficult situations fairly, openly and

promptly.• Evaluates, analyses and enhances own leadership style.• Evaluates and improves the effective performance of

teams.• Leads teams in an effective, open, consultative and

supportive manner.• Delegates appropriate responsibility and authority to team

members.






Knowledge of:

• Store policies and procedures, in regard to:• people management• staff development• leadership• team/company objectives

• Principles and techniques in interpersonal relation skills,including:• conflict resolution• negotiation• consultation• team building• training/mentoring• delegation

• Training Packages and competency standards

Skills in:

• Presenting information• Conflict resolution• Leadership skills• Negotiation• Interpersonal communication skills• Literacy skills in regard to:

• communicating ideas and information
















Resources required • A retail work environment• Relevant documentation, such as:

• store policy and procedures on people managementand staff development

• team/company objectives• Access to a team




WRRPL1B Manage financial resourcesUnit Descriptor This unit involves the competencies required to develop and implement

financial control systems. It involves controlling cost and budget,maintaining store accounting systems and developing and negotiatingbudget allocations.

Unit Sector Planning


1. Control cost 1.1 Cost reduction measures effectively implementedaccording to store policies and procedures.

1.2 Information on costs and resource allocation accuratelyassessed and correctly interpreted.

1.3 Team members actively encouraged to control costs intheir areas of responsibility.

1.4 Recommendations for improving cost reduction promptlyimplemented or communicated to appropriate personnel.

2. Control budget 2.1 Expenditure monitored and maintained within budgettargets according to store policy.

2.2 Actual income and expenditure compared to budgettargets at regular intervals according to store policy.

2.3 Gross profit and loss figures by department/section andstore, monitored, analysed and compared with budgettargets.

2.4 Net profit figures, including floor space profitabilitymonitored and analysed according to budget targets.

2.5 Stock turnover figures monitored and analysed accordingto budget targets.

2.6 Where potential occurs for budget under or overspend,relevant personnel informed promptly.

2.7 Prompt corrective action taken where significantdeviations from budget occur.

2.8 Necessary changes or allocations to agreed budgetnegotiated in advance of requirement.

2.9 Modifications to existing budgets correctly authorisedaccording to store policy.

3. Propose expenditure 3.1 Estimates of costs and benefits supported by valid,relevant information.

3.2 Final recommendations supported by realistic alternativesand contain accurate, clear proposals.

3.3 Recommendations clearly indicate net benefits overdesignated time frame and related changes in operations.

3.4 Contentious issues clarified by further explanation.3.5 Estimates compared to actual costs and benefits to

improve future proposals.




4. Maintain store accountingsystems

4.1 Store policies and procedures in regard to record keepingsystems managed and maintained.

4.2 Store systems for recording sales figures, revenue andexpenditure monitored and maintained.

4.3 Systems for recording and retrieving financial, personneland payroll information as required by store policymonitored and maintained.

5. Prepare store salesbudgets

5.1 Store policies and procedures in regard to preparation ofbudget/target figures maintained.

5.2 Budget and actual sales revenue and expenditure figurescompared, analysed, documented and reported accordingto budget targets and store policy.

5.3 Accurate records on past sales budgets/targetsmaintained according to store policy.

5.4 Proposed budgets/targets presented accurately andconcisely.

5.5 Variations to proposed targets justified and reportedaccording to store policy.

6. Negotiate budgets 6.1 Budget negotiations conducted within a designated timeframe and in a manner likely to promote goodrelationships.

6.2 Budget negotiations reflect the overall store policies andobjectives relevant to the manager's area of responsibility.

6.3 Clarification promptly sought, where areas of uncertaintyor disagreement occur.

6.4 All relevant personnel promptly and accurately informed ofbudget decisions.

6.5 Presentation of proposals is clear, concise, in appropriateform and emphasises benefits to store operation.




KEY COMPETENCIES




Recommending cost reduction improvementsrequires communication of ideas andinformation.

3


Monitoring expenditure requires information tobe collected, analysed and organised.

3


Monitoring and analysing profit and loss figuresrequires activities to be planned and organised.

3


Team work will be required to encourage staff tocontrol costs in their areas of responsibility.

3


Mathematical ideas and techniques will berequired when compiling and analysingbudgetary figures.

3

Solving problems Problem solving skills will be required whencorrecting deviations from budget.

3

Using technology The use of technology will be applied whenreporting and presenting information.

3




RANGE STATEMENT



• Store policies and procedures in regard to:• financial management

• Communication may be:• formal/informal• with individuals or groups• written, faxed, emailed, spoken

• Budget/target figures may encompass:• sales• cash flow• net profit• payroll• staff expenditure• capital• maintenance• advertising and promotion

• Information may include:• resource utilisation• capital/overhead costs• interest rates• stock materials and equipment• staffing levels• operational costs

• Information may be obtained by:• direct observation• written reports• numerical data

• Proposals may include:• profitability• productivity• quality of service• environmental impact• working conditions• working relationships• team motivation• long term goals• short term goals

• Recording systems may include:• manual• computerised

• Appropriate personnel may include:• store/area manager• supervisor• team leader




EVIDENCE GUIDE




• Negotiates, develops and implements store budgetsaccording to store policies and procedures.

• Monitors, analyses and reports on income andexpenditure against budgets according to store policiesand procedures.

• Manages and maintains accounting systems according tostore policies and procedures.

• Develops and maintains store policies and procedures inregard to store sales budget/targets.



Knowledge of:

• Store policies and procedures, in regard to:• financial management• Resource utilisation• Store revenue• Capital/overhead costs• Interest rates• Pricing policies including Goods and Services Tax

(GST) requirements• Cost of stock, materials and equipment• Staffing costs• Operational costs

• Principles and techniques in:• monitoring resource utilisation and costs• analysing efficiency and effectiveness• cost benefit analysis• differential analysis• risk analysis

Skills in:

• Negotiation• Report presentation• Interpersonal communication• Literacy and numeracy skills in regard to:

• report writing• compilation and analysis of budgetary figures












Unit WRRPL1B can be assessed with other units which makeup a particular job function.




Resources Required • A retail work environment• Store/sample policies and procedures in regard to

financial management• An accounting system• Budgetary information• A team involved in budget control




WRRPL2B Set strategic plansUnit Descriptor This unit encompasses the competencies required to develop strategic

plans. It involves setting objectives and targets both long and short termand developing action plans consistent with the stores overall aims andobjectives.



1. Communicate andimplement missionstatement

1.1 Mission statement communicated according to store'sstated purpose and values.

1.2 Mission statement interpreted in active consultation withteam members and management.

2. Set objectives and targets 2.1 Objectives and targets developed after active consultationwith team members and management according to storepolicies and procedures.

2.2 Strategies and objectives accurately reflect the overallstore mission and values.

2.3 Strategies and objectives are attainable, cost efficient andrealistic within a designated time frame and allow forcontinuous improvement planning.

2.4 Strategies and objectives contain sufficient detail to allowdevelopment of specific projects.

2.5 Constraints upon objectives clearly acknowledged.

3. Develop action plans 3.1 Action plans developed, evaluated and implementedaccording to store policies and procedures.

3.2 Action plans contain, clear, comprehensive and concisedetails.

3.3 Action plans take account of appropriate operational andother relevant considerations.

3.4 Proposals identify targets, standards and implementationmethods.




KEY COMPETENCIES




By communicating and interpreting the missionstatement with team members.

3


Information should be collected from teammembers and analysed to develop objectivesand targets.

3


Active consultation with team members andmanagement requires planning and organisingof activities.

3


Strategic plans should be set in collaborationwith the team, therefore effective team work isrequired.

3


This skill may not be applicable to this unit. -

Solving problems Designing action plans will require problemsolving skills in regard to resources orimplementation.

3

Using technology This skill may not be applicable to this unit. -




RANGE STATEMENT



• Store policies and procedures in regard to:• strategic planning

• Mission statements may be:• formal• informal• communicated verbally• communicated in writing

• Store mission and values may include:• customer relationships• supplier relationships• legal requirements• occupational health and safety• equal opportunity• ethics• employment• human relations• training• environment

• Strategies, targets and action plans may include:• technology• time management• standards of work• quality• quantity• human relations, personal development• legal issues• internal/external operating environments• implementation of policies and procedures• development and communication of ideas• development of product and service provision• problem solving• financial control and accounting• profits• management systems• inventory control

loss preventio




EVIDENCE GUIDE




• Interprets, communicates and implements store's missionstatement.

• Collaboratively develops team objectives reflecting thestore's mission statement.

• Collaboratively develops strategies for achieving teamobjectives.

• Collaboratively develops effective action plans toimplement strategies, including targets, standards andimplementation methods.



Knowledge of:

• Store policies and procedures in regard to:• strategic planning

• Store purpose and values• Store mission statement• Internal and external operating environment• Principles and techniques in strategic planning

Skills in:

• Analysing, implementing and evaluating plans• Presenting reports• Consultative processes• Group presentation• Literacy skills in regard to:

• documenting strategic plans

















• strategic plans• store mission statement• stores value statement• information on the internal and external operating

environment• Access to a team




WRRPL3B Initiate and implement changeUnit Descriptor This unit involves the skills and knowledge required to identify

opportunities for increased sales and service, and to evaluate,negotiate and implement changes consistent with the store's overallaims and objectives.



1. Identify opportunities forincreased sales andservice

1.1 Relevant, reliable information regularly obtained, from avariety of sources and analysed with regard torequirements of store operations.

1.2 Information on developments accurately reported toappropriate personnel.

1.3 Information related to current practices used to identifyopportunities for growth in sales and service.

1.4 Operations continuously monitored and evaluated, andaction taken to improve where indicated.

1.5 Obstacles to change accurately identified and action takento alleviate problems.

1.6 Evaluation of previous development outcomes used toidentify improvement opportunities.

2. Evaluate changes 2.1 Information on current and proposed merchandise andservice range and operating systems complete, accurateand accessible.

2.2 Advantages and disadvantages of current and proposedoperations accurately compared.

2.3 Implications of introducing changes accurately accessedusing appropriate analysis measures.

2.4 Proposed changes take account of previous evaluations.2.5 Recommendations accurately communicated to

appropriate people within designated time frames.2.6 Responses to recommendations analysed and appropriate

alterations made.

3. Negotiate changes 3.1 Information on projected change promptly communicatedto appropriate people in sufficient detail for them toevaluate the implications for their areas of responsibility.

3.2 Good working relationships maintained duringnegotiations.

3.3 Agreements reached include detailed implementationplans in line with store policy.

3.4 Complete and accurate records of negotiations andagreements communicated to appropriate people.

3.5 Where compromise necessary, it is mutually acceptableand in line with store policy.

3.6 Reasons for non-acceptance of proposals conveyedpositively to relevant staff.

3.7 Relevant people encouraged to understand andparticipate in changes.




4. Implement and evaluatechange

4.1 Relevant details of implementation plans communicatedwithin designated time frames to appropriate people, in amanner and at a level and pace suitable for their needs.

4.2 Resources used effectively to meet the requirements ofoperational changes.

4.3 Operational changes monitored according toimplementation plans.

4.4 Outcomes of changes evaluated against expectations andprevious sales/service records.

4.5 Implementation process modified to resolve problems ifrequired.

KEY COMPETENCIES




Communicating ideas and information will beapplied when planning and proposing change.

3


Information on current practices and operationswill need to be collected, analysed andorganised.

3


Planning proposed operations requires activitiesto be planned and organised.

3


Team work will be required when communicatingrecommendations for projected changes.

3



-

Solving problems Problem solving skills will be applied whenevaluating and forecasting possible changes.

3


-




RANGE STATEMENT



• Store policies and procedures in regard to:• initiating and implementing changes

• Opportunities for improvement and change may include:• personnel requirements/team composition• employment/work practices• work methods and patterns• cost factors• nature and availability of services and products• quality of services and products• methods to reduce waste• new equipment/technology• design of systems

• Implications of change may include:• profitability• productivity• quality of service/product• environmental impact• working conditions• working relationships• reactions of individual employees

• Analysis methods may include:• qualitative• quantitative

• Communication/negotiations may include:• higher level managers• subordinates• colleagues• specialists• staff in other departments• representatives from external organisations

• Obstacles to change may include:• internal considerations• external considerations

• Information may be gathered from:• external sources• higher level managers• subordinates• colleagues• specialists• staff in other departments

• Negotiations may be conducted:• verbally in formal or informal meetings• by telephone/fax• written correspondence• email




EVIDENCE GUIDE




• Reviews relevant information and identifies opportunitiesfor increased sales and service.

• Evaluates proposals for changes to merchandise andservice range and operating systems.

• Negotiates for the successful implementation of change.• Collaboratively implements changes.• Evaluates implemented change against the initial

proposal.



Knowledge of:

• Store policies and procedures, in regard to:• initiating and implementing change• applying relevant legislation and organisational rules

• Changes to technology and resources• Market needs and marketing opportunities• Resource utilisation and costs• Analysing efficiency and effectiveness• Assessing alternatives in areas of change, including

contingency planning• Using financial analysis techniques, including

cost/benefit, differential and risk analysis• Quality assurance and control

Skills in:

• Planning and proposing changes• Consultation skills• Negotiation skills• Evaluating and forecasting• Presentation skills• Literacy skills in regard to:

• documenting plans and reports

















• store policy and procedures in regard to initiating andimplementing change

• resource utilisation• proposals for changes• market analysis data

• Access to a team




WRRS2B Advise on products and servicesUnit Descriptor This unit builds on unit WRRS1B Sell products and services. It requires

a greater depth of specialist or general product knowledge and agreater need for experience and skill in offering advice to customers.

Unit Sector Selling


1. Develop product/serviceknowledge

1.1 Product knowledge developed and maintained accordingto store policy and legislative requirements.

1.2 Product knowledge conveyed to other staff members asrequired.

1.3 Comparisons between products and services researchedand applied.

1.4 Knowledge of competitors' product and service range andpricing structure demonstrated.

2. Recommend specialisedproducts/services

2.1 Merchandise evaluated according to customerrequirements.

2.2 Features and benefits of products and servicesdemonstrated to customer to create a buying environment.

2.3 Detailed specialised knowledge of product applied toprovide accurate advice to customers.




KEY COMPETENCIES




Recommending specialised products tocustomers requires ideas and information to becommunicated.

2


Developing product knowledge requiresinformation to be collected, analysed andorganised.

2


Developing knowledge of competitor's productsand services may require activities to be plannedand organised.

1


Team work may be required when developingand relaying product knowledge to other teammembers.

1


Making comparisons with competitor's pricingstructure will require the use of mathematicalideas and techniques.

2

Solving problems Problem solving will be applied when evaluatingmerchandise according to customerrequirements.

2

Using technology The use of technology will be applied whendeveloping product knowledge throughaccessing the Internet.

2




RANGE STATEMENT



• Store policy and procedures in regard to:• selling products and services

• Legislative requirements may include:• Trade Practices Act• tobacco laws• liquor laws• Lottery Acts• industry codes of practice• occupational health and safety• sale of second hand goods• sale of X and R rated products• trading hours• transport, storage and handling of goods

• Product knowledge may include:• brand options• product features/benefits• warranties• safety features

• Product knowledge may be developed and maintainedby:• accessing the Internet• attending product launches• attending product seminars• discussions with staff members• accessing product information booklets/pamphlets

• Pricing structure may include:• sales reductions• pricing procedures including Goods and Services Tax

(GST) requirements• mark downs

• Customers may include:• people with routine or special requests• people with special needs• regular and new customers• people from a range of social, cultural or ethnic

backgrounds and physical and mental abilities• Customer requirements may include:

• specific brand• sizing• quality• quantity• price range• usage




EVIDENCE GUIDE




• Consistently applies store policies and procedures andindustry codes of practice in regard to customer serviceand selling products and services.

• Develops, maintains and conveys product knowledge tocustomers.

• Applies detailed and specialised product knowledge toprovide accurate advice according to the needs of thecustomer.






Knowledge of:

• Specialised product knowledge including:• warranties• benefits and features• shelf life/use by date• storage requirements• ingredients or materials contained in product• product/ingredient origins• care and handling of products• corresponding or complementary products and

services• stock availability

• Store/industry manuals and documentation• Stock and merchandise range• Service range• Procedures for taking orders• Pricing procedures including Goods and Services Tax

(GST) requirements• Other relevant policies and procedures• Relevant legislation and statutory requirements• Relevant industry codes of practice

Skills in:

• Interpersonal communication skills• Using a range of communication/electronic equipment• Accessing relevant product/service information• Literacy skills in regard to:

• reading and understanding product information• reading and understanding store policies and

procedures• recording information

• Numerical skills in regard to:• estimating and calculating costs relevant to pricing

products












Unit WRRS2B can be assessed with other units which relate tothe specific job function.




Resources Required • A retail work environment• Access to a range of stock and merchandise• Relevant documentation, such as:

• price lists• store policy and procedures manuals

• Access to a range of customers with differentrequirements

• A range of communication equipment




WRRS3B Coordinate sales performanceUnit Descriptor This unit encompasses the competencies required to implement sales

policies and procedures in regard to sales transactions. It also involvesmonitoring and providing feedback on the achievement of sales targets.

Unit Sector Selling


1. Implement sales policiesand procedures

1.1 Store policies and procedures and relevant legislation inregard to selling implemented and monitored.

1.2 Store policies and procedures implemented and monitoredin regard to sales transactions.

1.3 Team monitored to ensure information is entered intopoint of sale equipment accurately.

1.4 Team monitored to ensure goods are moved through pointof sale area efficiently and safely.

1.5 Team monitored to ensure that products and services arematched to customer needs.

2. Monitor achievement ofsales targets

2.1 Individual and department sales targets monitored andrecorded according to store policy.

2.2 Store sales results monitored and recorded in line withsales targets and according to store policy.

2.3 Feedback provided to management and staff on salesperformance in relation to sales targets and planning.




KEY COMPETENCIES




Providing feedback to management requires thecommunication of ideas and information.

2


Monitoring team and sales targets requiresinformation to be collected, analysed andorganised.

2


Monitoring and recording sales results requiresactivities to be planned and organised.

2


Monitoring and providing feedback to staffmembers requires team work.

2


Mathematical ideas and techniques will beapplied when recording sales targets andresults.

2

Solving problems Ensuring that products and services matchcustomer needs requires problem solving skillsto be applied.

2

Using technology Recording sales targets and results will requireuse of technology.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• selling products and services• sales transactions• reporting

• Relevant legislation may include:• Trade Practices Act• tobacco laws• liquor laws• pricing procedures including Goods and Services Tax

(GST) requirements• sale of second hand goods• sale of X and R rated products• Lottery Acts• industry codes of practice• occupational health and safety


• Sales transactions may include:• cash• EFTPOS• cheque• credit card/store card• lay-by

• Feedback to management and staff may include:• presentations• reports• informal meetings• email• financial reports• business documents• records of store sales

• Customers may include:• regular and new customers• people with special requests, special needs and

routine requirements• people from a range of social, cultural and ethnic

backgrounds and physical and mental abilities• Selling may include:

• face to face• telephone• Internet




EVIDENCE GUIDE




• Consistently applies store policies and procedures andindustry codes of practice in regard to customer serviceand selling products and services.

• Implements and monitors store policies and procedures inrelation to sales transactions, including non cash salesand variations to standard sales transactions.

• Monitors and provides feedback to management and staffon sales performance in relation to sales targets andplanning.






Knowledge of:

• Store policies and procedures, in regard to:• external and internal customer contact• selling products and services• allocated duties and responsibilities

• Store merchandise and services• Customer profile• Location of store departments• Store/department sales targets• Factors that enhance sales performance• Importance of sales to store performance• Stock control procedures• Relevant legislation and statutory requirements• Relevant industry codes of practice• Relevant occupational health and safety requirements• Pricing procedures including Goods and Services Tax

(GST) requirements• Principles and techniques of interpersonal communication

Skills in:


• Literacy skills in regard to:• business documents• financial reports

• Numeracy skills in regard to functional retail calculationsincluding:• margins• mark downs/mark ups• gross profit• basic budgeting against sales and costs












Unit WRRS3B can be assessed with other units which makeup a specific job function.





• store policy and procedures manuals• individual/department sales targets and results• reporting proformas• legislation and statutory requirements

• Access to a sales team• Point of sale equipment and materials




WRRS1B Sell products and servicesUnit Descriptor This unit involves the skills, knowledge and attitudes required to sell

products and services in a retail environment. It involves the use ofsales techniques and encompasses the key selling skills fromapproaching the customer to closing the sale. It requires a basic level ofproduct knowledge.

Unit Sector Selling


1. Apply product knowledge 1.1 Knowledge of the use and application of relevant productsand services demonstrated according to store policy andlegislative requirements.

1.2 Product knowledge developed by accessing relevantsources in information.

2. Approach customer 2.1 Timing of customer approach determined and applied.2.2 Effective sales approach identified and applied.2.3 Positive impression conveyed to arouse customer interest.2.4 Knowledge of customer buying behaviour demonstrated.

3. Gather information 3.1 Timing of customer approach determined and applied.3.2 Effective sales approach identified and applied.3.3 Positive impression conveyed to arouse customer interest.3.4 Knowledge of customer buying behaviour demonstrated.

4. Sell benefits 4.1 Customer needs matched to appropriate products andservices.

4.2 Knowledge of products' features and benefitscommunicated clearly to customers.

4.3 Product use and safety requirements described tocustomers.

4.4 Customers referred to appropriate product specialist asrequired.

4.5 Routine customer questions about merchandise areanswered accurately and honestly or referred to moreexperienced senior sales staff.

5. Overcome objections 5.1 Customer objections identified and accepted.5.2 Objections categorised into price, time and merchandise

characteristics.5.3 Solutions offered according to store policy.5.4 Problem solving applied to overcome customer objections.

6. Close sale 6.1 Customer buying signals monitored, identified andresponded to appropriately.

6.2 Customer encouraged to make purchase decisions.6.3 Appropriate method of closing sale selected and applied.

7. Maximise salesopportunities

7.1 Customer buying signals monitored, identified andresponded to appropriately.

7.2 Customer encouraged to make purchase decisions.7.3 Appropriate method of closing sale selected and applied.




KEY COMPETENCIES




Relaying product features and benefits tocustomers requires the communication of ideasand information.

1


Establishing customer requirements requiresinformation to be collected, analysed andorganised.

1


Identifying opportunities to make additional salesrequires activities to be planned and organised.

1


Team work will be applied when referring toother staff members or seeking productinformation.

1


Mathematical ideas and techniques may berequired when reviewing personal salesoutcomes.

1

Solving problems Problem solving skills may be applied whenovercoming customer objections.

1


-




RANGE STATEMENT



• Store policy and procedures in regard to:• selling products and services

• Customers may include:• people with routine or special needs• regular or new customers• people from a range of social, cultural or ethnic

backgrounds and physical and mental abilities• Product knowledge may include:

• warranties• features and benefits• use by dates• handling/storage requirements• stock availability• safety features• price

• Selling may involve:• face to face• over the telephone• over the Internet

• Routine customer questions may relate to:• price and price reductions• quality• features and benefits

• Legislative requirements may include:• Trade Practices Act• tobacco laws• liquor laws• sale of second hand goods• occupational health and safety• industry codes of practice• Lottery Acts

• Relevant sources of information may include:• Internet• relevant staff members• store or supplier product manuals• product profiles• videos• demonstrations• labels• store tours




EVIDENCE GUIDE




• Applies product knowledge and uses appropriate salesapproach to sell the benefits of products, overcomeobjections and close sales.

• Uses questioning, listening and observation skills todetermine customer requirements.

• Consistently applies store policies and procedures inregard to selling products and services.

• Maximises sales opportunities according to store policiesand procedures.

• Consistently applies industry codes of practice, relevantlegislation and statutory requirements in regard to sellingproducts and services.

• Evaluates personal sales performance to maximise futuresales.






Knowledge of:

• Store policies and procedures, in regard to:• selling products and services• allocated duties and responsibilities

• Store merchandise and service range• Specific product knowledge for area/section• Relevant legislation and statutory requirements• Relevant industry codes of practice• Customer types and needs including:

• customer buying motives• customer behaviour and cues• individual and cultural differences• demographics/lifestyle/income• types of customer needs, eg functional, psychological

Skills in:

• Selling techniques including:• opening techniques• buying signals• strategies to focus customer on specific merchandise• addons and complimentary sales• overcoming customer objections• closing techniques

• Verbal and non verbal communication skills• Handling difficult customers• Negotiation skills• Sales performance appreciation• Questioning/listening/observation• Literacy skills in regard to:



• Numeracy skills in regard to:• handling of tender• weighing and measuring goods




Assessment Process Knowledge and skills are essential to apply this unit in theworkplace, to transfer to other contexts and deal withunplanned events. The requirements for this unit ofcompetency are listed below:

Knowledge of:

• Store policies and procedures, in regard to:• selling products and services• allocated duties and responsibilities

• Store merchandise and service range• Specific product knowledge for area/section• Relevant legislation and statutory requirements• Relevant industry codes of practice• Customer types and needs including:

• customer buying motives• customer behaviour and cues• individual and cultural differences• demographics/lifestyle/income• types of customer needs, eg functional, psychological

Skills in:

• Selling techniques including:• opening techniques• buying signals• strategies to focus customer on specific merchandise• add ons and complimentary sales• overcoming customer objections• closing techniques

• Verbal and non verbal communication skills• Handling difficult customers• Negotiation skills• Sales performance appreciation• Questioning/listening/observation• Literacy skills in regard to:




















• store policy and procedures manuals• Access to a range of customers with different

requirements• A range of merchandise and products appropriate to the

retail workplace• Product labels and sources of product information




WRRS4B Build relationships with customersUnit Descriptor This unit builds on units WRRS1B Sell products and services and

WRRS2B Advise on products and services. It involves the use ofadvanced sales techniques in building relationships with customers andinteracting with customers, applying expert product knowledge as itrelates to the customer, dealing with difficult customers, establishingand maintaining a customer database, and conducting salespresentations.

Unit Sector Selling


1. Establish rapport withcustomers

1.1 Rapport/relationship with customer established and agenuine interest in customer needs/requirementsexpressed to enhance customer commitment, trust andcredibility of store and to build return customer base.

1.2 Professional ethics maintained with the customer topromote store image and credibility.

1.3 Customer needs and preferences accurately clarified tomaximise sales opportunities.

1.4 Sales opportunities maximised by use of add on andcomplementary sales techniques.

1.5 Customer given space and time to evaluate purchasedecision, while time is used to maximum advantage forcustomer and store.

1.6 Effective methods of closing sales demonstrated.

2. Apply expert knowledge 2.1 Customer provided with accurate information regardingproduct and service appraisals, correct statements andwarranties according to legal requirements.

2.2 Detailed knowledge of supplier and/or manufacturerinformation provided according to customer needs andwithin guidelines of commercial confidentiality.

2.3 Product/stock range evaluated, features and benefits ofproducts/services accurately demonstrated whereappropriate and recommendations made to the customerto maximise sales potential.

2.4 Customer interest in product/service maximised throughprice negotiation where applicable and payment/creditoptions offered according to store policy.

2.5 Prices and/or discounts accurately calculated according topricing determinants and store policy.




3. Provide post sales support 3.1 Evidence of ongoing support accurately provided as saleis concluded.

3.2 Back up service accurately explained and customerreassured according to legal requirements and storepolicy.

3.3 Customer provided with store/salesperson's contactdetails to provide line of contact and customer followed upaccording to store policy.

3.4 Customer and/or transaction details accurately entered tocustomer database.

4. Plan sales presentations 4.1 Presentation planned to complement productcharacteristics.

4.2 Client group selected according to product characteristicsand store merchandising policy.

4.3 Promotional materials accessed where required anddistributed to client group.

4.4 Range of products/services selected and prepared forpresentation to reflect store image, demographics andmerchandising plan.

5. Implement salespresentation

5.1 Presentation planned to complement productcharacteristics.

5.2 Client group selected according to product characteristicsand store merchandising policy.

5.3 Promotional materials accessed where required anddistributed to client group.

5.4 Range of products/services selected and prepared forpresentation to reflect store image, demographics andmerchandising plan.

6. Maintain and utilise acustomer data base

6.1 Customer confidentiality maintained as required by storepolicy and legal requirements.

6.2 Customer records accurately developed, regularlymaintained and securely stored according to store policiesand procedures.

6.3 Regular customers accurately identified and followed upaccording to store marketing policy.

6.4 Customer records accurately utilised to advise customerson products and services of possible interest.

6.5 Customer clubs and reward schemes implemented whererequired according to store promotional activities.

7. Deal with difficultcustomers

7.1 Customer complaints/problems acknowledged andcustomer supported reassuringly to produce positiveoutcome.

7.2 Customer encouraged to verbalise issue and activelistening used to minimise customer frustration.

7.3 Customer's confidence in the sales assistant andproduct/service developed to promote long termcommitment and trust to store.

7.4 Mutually acceptable resolution of complaint established.




KEY COMPETENCIES




Ideas and information will need to becommunicated to customers and to support staff.

2


Information on products and services will need tobe collected, analysed and organised.

2


Planning presentations will require activities tobe planned and organised.

2


Team work will be applied when briefing staffmembers on product/service information.

2


Mathematical ideas and techniques will beapplied when negotiating price and creditoptions.

2

Solving problems Problem solving skills will be applied whendealing with customer complaints andestablishing acceptable resolution.

2

Using technology The use of technology will be applied throughcalculating prices and/or discounts andmaintaining customer database.

2




RANGE STATEMENT



• Store policies and procedures in regard to:• selling products and services• maintaining and utilising client records• promotional, marketing, discounting and reward

programs• dealing with difficult customers

• Legal requirements may include:• Trade Practices Act• environmental protection legislation• occupational health and safety requirements• transport, storage and handling of goods• pricing procedures including Goods and Services Tax

(GST) requirements• privacy laws• liquor laws• tobacco laws• sale of second hand goods• health and welfare law specific to local government,

state and federal legislation• Customer personal details may include:

• customers name and contact details• transactions records• personal preferences• anniversaries/special dates• details of items bought or returned

• Customer needs and preferences or requirements mayinclude:• product type• brand• size• product characteristics• customer physical needs• price

• Customer database may be:• manual• computer based

• Customer loyalty schemes may include:• customer clubs• customer reward schemes• credit or discount facilities• special offers

• Sales techniques will include:• add on, complementary products/services• selling up or down• suggestive selling• variety of methods of closing sales




• Customers may include:• regular and new customers• people from a range of social, cultural or ethnic

backgrounds and physical and mental abilities• Sales presentations may be:

• in house• on client site• visual• verbal

• Difficult customers may include:• aggressive• assertive• passive• fussy• demanding• rude• exasperated• arrogant

• Interpersonal skills associated with verbal and non-verbalcommunication may include:• identification of customer cues• dealing with a single customer• families or groups

• Back up service may include:• delivery specifications• warranties/guarantees

• Customer needs may be clarified through:• observation• appropriate questioning• active listening• empathy• reassurance and confirmation

• Maintaining professional ethics with the customer mayinclude:• honesty• positive statements• confirmed appraisals of products and services

• Product characteristics may include:• features and benefits• price range• supplier or manufacturer information• target group

• Promotional materials may include:• brochures• pamphlets• posters




EVIDENCE GUIDE




Consistently applies store policies and procedures, in regard toselling products and services, dealing with customers, planningand implementing sales presentations and providing after sales

support.

? Consistently applies industry codes of practice, relevantlegislation and statutory requirements in regard to sellingproducts and services.

? Consistently develops customer commitment to store andbuilds return customer base by establishingrapport/relationship with customer, maintaining professionalethics, and accurately discerning customer buying motives andcustomer needs/requirements.

? Consistently maximises sales opportunities by using effectiveselling techniques, applying detailed product knowledge andusing an appropriate sales approach to sell the benefits ofproducts, overcome objections and close sales.

? Consistently and accurately applies detailed knowledge ofmanufacturers'/suppliers' supply, back up service and warrantyinformation to enhance customer support.

? Consistently uses effective questioning, listening andobservation skills to accurately determine customerrequirements.

? Consistently and effectively plans, prepares and conductssales presentations and briefs support staff where required, tocreate a buying environment and maximise sales performance.

? Consistently evaluates personal and or team salesperformance to maximise future sales.

? Consistently and accurately establishes, records andmaintains customer records/details, maintains customerconfidentiality, ensures secure storage and uses customerrecords to maximise customer interest and create a buyingatmosphere.

? Consistently resolves customer complaints by acknowledgingproblems and supporting customer to produce positiveoutcomes and obtain mutually acceptable complaint resolution.






Knowledge of:

• Store policies and procedures, in regard to:• establishing, maintaining and utilising customer

records• updating and maintaining customer mailing lists• methods of maintaining customer confidentiality and

secure storage of customer details• price negotiation and payment/credit options• resolving customer complaints

• Store/area merchandise and service range• Relevant legislation and statutory requirements• Relevant industry codes of practice• Occupational health and safety requirements such as:

• manual handling• plant and equipment• hazardous substances and dangerous goods• workers compensation

• Customer types and needs including:• customer buying motives/customer behaviour and cues• individual and cultural differences,

demographics/lifestyle/income• types of customer needs, eg functional, psychological

• Pricing procedures including Goods and Services Tax(GST) requirements

Skills in:

• Selling techniques• opening and closing techniques• buying signals• strategies to focus customer on specific merchandise• addons and complimentary sales• overcoming customer objections

• Presentation skills• Conflict resolution• Interpersonal communication• Accessing relevant product information• Literacy skills in regard to:


procedures• recording client and sales information
















Resources Required • A retail work environment• Relevant sources of product information• Relevant documentation, such as:

• store policy and procedures manuals• industry codes of practice and relevant legislation• occupational health and safety

legislation/regulations/codes of practice• Access to a range of customers with different

requirements• Access to an appropriate range of products and/or

equipment• Access to a customer data base system




WRRCS1B Communicate in the workplaceUnit Descriptor This unit encompasses the skills, knowledge and attitudes required for

effective communication with customers and other staff in theworkplace. It involves establishing contact with customers, processinginformation, working in a team, maintaining personal presentation,following routine instructions, reading and interpreting retail documentsand using numbers in the workplace.

Unit Sector Service


1. Establish contact withcustomers

1.1 Welcoming customer environment maintained.1.2 Customer greeted warmly according to store procedures.1.3 Effective service environment created through verbal and

non-verbal presentation according to store policy.1.4 Questioning and active listening used to determine

customer needs.1.5 Confidentiality and tact demonstrated.

2. Process information 2.1 Telephone answered promptly according to storeprocedures.

2.2 Questioning and active listening used to identify caller andaccurately establish and confirm requirements.

2.3 Telephone system functions used according toinstructions.

2.4 Messages or information recorded and passed onpromptly.

2.5 Customer informed of any problems and relevant actionbeing taken.

2.6 Follow up action taken as necessary.

3. Work in a team 3.1 Courteous and helpful manner demonstrated at all times.3.2 Allocated tasks completed willingly without undue delay.3.3 Assistance actively sought or provided by approaching

other team members when difficulties arise.3.4 Lines of communication with supervisors and peers

identified according to store policy.3.5 Constructive feedback provided by other team members

encouraged, acknowledged and acted upon.3.6 Questioning used to minimise misunderstandings.3.7 Signs of potential workplace conflict identified and conflict

avoided wherever possible.3.8 Participation in team problem solving demonstrated.

4. Maintain personalpresentation

4.1 Personal dress and presentation maintained in a neat andtidy manner.

4.2 Personal hygiene maintained according to store policy andgovernment legislation.




5. Follow routine instructions 5.1 Instructions received and acted upon.5.2 Effective questioning used to elicit information.5.3 Store information relevant to the particular task assessed,

comprehended and acted upon.5.4 Daily work routine planned and organised.5.5 Tasks prioritised and completed without undue delay.

6. Read and interpret retaildocuments

6.1 A range of retail documents accurately listed anddescribed.

6.2 Information from a range of retail documents read andinterpreted.

7. Use numbers in theworkplace

7.1 Range of possible numerical problems in retail workplaceaccurately listed.

7.2 Numerical information collected from various sources andcalculated accurately with or without the use of acalculator.

KEY COMPETENCIES




Identifying customer requirements and informingothers of any problems requires communicationof ideas and information.

1


Identifying tasks and relevant store informationrequires information to be collected, analysedand organised.

1


Following routine instructions requires activitiesto be planned and organised.

1


Working in a team is an essential part of thisunit.

1


Dealing with numerical problems and calculatingnumerical information requires the use ofmathematical ideas and techniques.

1

Solving problems Problem solving skills will be applied whendealing with customer inquiries.

1

Using technology The use of technology may not be applied in thisunit.

-




RANGE STATEMENT



• Store policies and procedures in regard to:• contact with customers• job descriptions/responsibilities• interaction with other team members• interaction with supervision/management• induction process

• Store policies and government legislation in regard to:• personal hygiene• self presentation

• Information may include:• telephone• written• electronic media such as email• verbal messages

• Teams may include:• small work teams• store team• corporate team

• Team members may include:• management• other staff members• full-time• part-time• casual staff

• Communication may occur with:• external customers• internal contacts including management and other

team members• Customers may include:

• new or repeat contacts• external and internal contacts• customers with routine or special requests• people from a range of social, cultural or ethnic

backgrounds and physical and mental abilities• Planning may be affected by:

• store procedures• unexpected contingencies

• Workplace documents may include:• stock sheets• plan-o-grams• timetables, staff record forms• lay-by slips• credit slips• product return slips• telephone message pads

• Numerical problems may include calculations of:




• cash amounts• change

• Numerical techniques may include:• addition/subtraction• multiplication/division• percentages

EVIDENCE GUIDE




• Provides a consistently welcoming environment bytreating customers in a courteous and helpful manner.

• Uses effective questioning and active listening techniquesto communicate with customers, while maintaining anawareness of the need for discretion, tact andconfidentiality.

• Interprets and communicates information accurately tocustomers, supervisors and peers both face to face andvia other electronic communication equipment.

• Accesses, comprehends and processes informationaccurately according to store policies and procedures.

• Consistently follows routine instructions and seeksadvice/assistance if required.

• Participates actively and positively within a workplaceteam.

• Consistently applies store policies and procedures, inregard to personal dress, presentation, hygiene and codeof conduct.

• Consistently meets store scheduling routines and usestime effectively.

• Interprets, calculates and records numerical informationaccurately.






• Knowledge of:• Store policies and procedures, in regard to:

• external and internal customer contact• hygiene and self presentation• verbal and non-verbal presentation• code of conduct• allocated duties and responsibilities

• Goods and services provided by the store• Location of store departments• Relevant legislation and statutory requirements in regard

to personal hygiene and self presentation• Functions and procedures for operating telephones and

other communication equipment• Skills in:

• Questioning/listening• Resolving conflict• Negotiating• Following set routines and procedures• Managing stress

• Demonstrating self esteem• Literacy skills in regard to:• the comprehension of workplace documents• Numeracy skills in regard to workplace functions:

• addition• subtraction• multiplication• division• percentages• use of a calculator












Unit WRRCS1B can be assessed with the following units:

• WRRER1B Work effectively in a retail environment• WRRLP1B Apply safe work practices• WRRM2B Perform routine housekeeping duties• WRRCA1B Operate retail equipment





• stock/inventory/price lists• lay by/credit/product return slips• store policy and procedures manuals


• A range of communication equipment




WRRCS2B Apply point of sale handling proceduresUnit Descriptor This unit encompasses the skills, knowledge and attitudes required at

the point of sale in any retail store. It includes operating the point ofsale equipment, applying store policies and procedures to a range oftransactions, dealing appropriately with the customer and packing orwrapping the item for transportation.

Unit Sector Service


1. Operate point of saleequipment

1.1 Point of sale equipment operated according to designspecifications.

1.2 Point of sale terminal opened and closed according tostore procedure.

1.3 Point of sale terminal cleared and tender transferredaccording to store procedure.

1.4 Cash handled according to store security procedures.1.5 Supplies of change in point of sale terminal maintained

according to store policy.1.6 Active point of sale terminals attended according to store

policy.1.7 Records completed for transaction errors according to

store policy.1.8 Adequate supplies of dockets, vouchers and point of sale

documents maintained.1.9 Customers informed of delays in the point of sales

operation.

2. Perform point of saletransactions

2.1 Point of sale transactions completed according to storepolicy.

2.2 Store procedures identified and applied in respect of cashand non-cash transactions.

2.3 Store procedures identified and applied in regard toexchanges and returns.

2.4 Goods moved through point of sale area efficiently andwith attention to fragility and packaging.

2.5 Information entered into point of sale equipmentaccurately.

2.6 Price/total/amount of cash received stated verbally tocustomer.

2.7 Correct change tendered.

3. Complete sales 3.1 Customer order forms, invoices, receipts completedaccurately.

3.2 Customer delivery requirements identified and processedaccurately, without undue delay.

3.3 Sales transactions processed without undue delay orcustomers directed to point of sale terminals according tostore policy.




4. Wrap and pack goods 4.1 Adequate supplies of wrapping material or bagsmaintained/requested.

4.2 Appropriate packaging material selected.4.3 Merchandise wrapped neatly and effectively where

required.4.4 Items packed safely to avoid damage in transit, and labels

attached where required.4.5 Transfer of merchandise for parcel pick-up or other

delivery methods arranged if required.

KEY COMPETENCIES




By communicating with the customer in relationto the amount owed and identifying deliveryrequirements.

1


By identifying customer requirements in relationto picking up parcels or having them deliveredand to where.

1


By organising the wrapping and packaging ofgoods and maintaining adequate supplies.

1


This skill may not be applicable to this unit. -


Mathematical ideas and techniques need to beused when receiving money from customer andin giving correct change.

1

Solving problems Organising delivery and packaging goods willrequire problem solving skills.

1

Using technology Using various point of sale equipment requiresthe use of technology.

1




RANGE STATEMENT



• Store policies and procedures in regard to:• operation of point of sale equipment• security• sales transactions• handling techniques of stock

• Point of sale equipment may include:• cash registers• cash drawers• scanners

• Customer interactions may include:• greetings• price confirmation• delivery inquiries• reward point inquiries• regular and new customers• routine or special requirements

• Transactions may include:• EFTPOS• cheques• Travellers cheques• credit cards/store cards• smart cards• lay-by• returns• exchanges• gift vouchers

• Packing and wrapping materials may include:• boxes• bags• paper• bubble wrap• gift wrapping

• Staff may include:• full time• casual• part time




EVIDENCE GUIDE




• Consistently operates point of sale equipment accordingto manufacturer's instructions and store policies andprocedures.

• Consistently applies store policies and procedures inregard to cash handling and point of sale transactions.

• Processes sales transaction information responsibly andaccurately according to store policies and procedures.

• Constantly applies store policies and procedures inregard to the handling, packing and wrapping ofgoods/merchandise.






Knowledge of:

• Store policies and procedures in relation to:• customer service• point of sale transactions• allocated duties and responsibilities• exchanges and returns• handling, packing and wrapping of goods/merchandise

• The range of services provided by the store• Stock availability• Relevant legislation and statutory requirements including:

• Trade Practices Act• consumer law• industry codes of practice• occupational health and safety

• Cash and non-cash handling procedures including:• opening and closing point of sale terminal• clearance of terminal and transference of tender• maintenance of cash float• tendering of change• counting cash• calculating non-cash documents• balancing point of sale equipment• recording takings• security of cash and non cash transactions• change required and denominations of change

• Functions and procedures for operating point of saleequipment including:• registers• numerical display board• calculators• electronic scales• scanners

Skills in:

• Following set routines and procedures• Verbal and non verbal communication• Questioning and active listening• Dealing with different types of transactions• Wrapping and packing techniques• Store bag checking procedures• Merchandise handling techniques• Literacy skills in regard to written sales and delivery

documentation• Numeracy skills in regard to rendering change













• WRRLP2B Minimise theft• WRRCS3B Interact with customers• WRRI1B Perform stock control procedures• WRRF1B Balance the register/terminal





• stock/inventory/price lists• financial transaction dockets/slips• lay by/credit/product return slips• store policy and procedures manuals

• A range of point of sale equipment




WRRCS3B Interact with customersUnit Descriptor This unit encompasses the skills, knowledge and attitudes required to

deliver service to customers. It entails being able to communicateeffectively with customers, respond to their complaints, receive andprocess sales orders and identify customers special requirements.

Unit Sector Service


1. Deliver service tocustomers

1.1 Communication with customers conducted in aprofessional, courteous manner, according to store policy.

1.2 Customer needs and reasonable requests met or referredto supervisor according to store policy or legislativerequirements.

1.3 Customer details and information recorded wherenecessary.

1.4 Possible problems identified, anticipated and action takento minimise the effect on customer satisfaction.

1.5 Opportunities to deliver additional levels of service beyondthe customer's immediate request recognised and actedupon.

1.6 Contact with customer maintained until sale is completedaccording to store policy.

1.7 Customer farewelled appropriately and courteouslyaccording to store policy.

1.8 Verbal and non-verbal communication used to developrapport with customers during service delivery.

1.9 Repeat customers encouraged by promotion ofappropriate services or products according to store policy.

1.10 Customer returns or refunds processed according to storepolicy and procedures.

2. Respond to customercomplaints

2.1 Positive helpful attitude conveyed to customers whenhandling complaints.

2.2 Complaints handled sensitively, courteously and withdiscretion.

2.3 Nature of complaint established by active listening andquestioning and confirmed with the customer.

2.4 Action taken to resolve complaint to customers'satisfaction wherever possible.

2.5 Unresolved customer dissatisfaction or complaintspromptly referred to supervisor.

2.6 Opportunities taken to turn incidents of customerdissatisfaction into a demonstration of high quality serviceto customers in line with store policy.

2.7 Documentation regarding customer dissatisfaction orcomplaints completed accurately and legibly.

2.8 Follow up action taken as necessary to ensure customersatisfaction.




3. Receive and processsales orders

3.1 Customers' details and information recorded accurately.3.2 Customers promptly referred to appropriate area as

required.3.3 Customers provided with information in clear, concise

manner.3.4 Sales orders processed, recorded and acted upon

according to store policy.

4. Identify customers specialrequirements

4.1 Customers with special needs or requirements identifiedpromptly by observation and questioning.

4.2 A willingness to assist conveyed verbally andnon-verbally.

4.3 Customers' needs promptly serviced, referred orredirected as required.

KEY COMPETENCIES




Delivering service to customers requires ideasand information to be communicated.

1


Dealing with customer complaints requiresinformation to be collected, analysed andorganised.

1


Receiving and processing sales orders requiresactivities to be planned and organised.

1


Referring customers to relevant personnel willrequire team work to be applied.

1


Processing sales orders will require the use ofmathematical ideas and techniques.

1

Solving problems Dealing with customer complaints will requireproblem solving skills.

1


-




RANGE STATEMENT



• Store policies and procedures in regard to:• customer service• dealing with customer complaints• processing sales orders

• Customers may include:• regular and new customers• people from a range of social, cultural, ethnic

backgrounds and physical and mental abilities• people with a routine or special requests

• Sales orders may be in:• verbal• written• electronic form

• Legislative requirements may include:• Trade Practices Act• tobacco laws• lottery acts• liquor licensing regulations• sale of X and R rated products• sale of second hand goods• trading hours

• transport, storage and handling of good Customer servicemay include:• all store activities• internal and external customers• follow up in event of delays in service provision

• Customer needs may include:• information regarding store facilities and services• location of specific items within the store• returns or refunds




EVIDENCE GUIDE




• Consistently applies store policies and procedures andindustry codes of practice in regard to customer service.

• Provides a quality service environment by treatingcustomers and team members in a courteous andprofessional manner through all stages of theservice/sales procedure.

• Accurately identifies the nature of customer complaints,resolves complaints and provides service to customersaccording to store policies.

• Uses effective questioning/active listening andobservation skills to identify customers' specialrequirements.

• Accesses, records and processes sales orders accuratelyand responsibly according to store policies andprocedures.

• Collaboratively works within a team to meet customers'needs.






Knowledge of:

• Store policies and procedures, in regard to:• customer service• dealing with difficult customers• handling and recording complaints• allocated duties and responsibilities• customer returns and refunds• lay by/gift voucher/rain check procedures

• Merchandise and service range of store departments• Location of store departments• Functions and procedures for operating the store

telephone system and other communication equipmentand the relevant numbers

• Relevant legislation and statutory requirements• Relevant industry codes of practice• Relevant occupational health and safety requirements• Questioning/active listening• Conflict resolution• Following set routines and procedures• Handling difficult or abusive customers

Skills in:

• Greeting/farewelling techniques• Add on selling concepts• Literacy skills in the following areas:

• written procedures for orders, in person, by telephoneor electric format

• message taking in person or by telephone• written record of complaints• sales, stock and delivery documentation














• WRRCS2B Apply point of sale handling procedures• WRRLP1B Minimise theft• WRRI1B Perform stock control procedures• WRRF1B Balance the register/terminal





• sales order forms• complaint/return forms• stock/inventory/price lists• store policy and procedures manuals


• Point of sale equipment and materials• A communication system or a range of communication

equipment




WRRCS4B Coordinate interaction with customersUnit Descriptor This unit requires the competencies to coordinate interaction with

customers. It involves implementing customer service standards,implementing store policy regarding customer complaints,communicating with management and leading a customer serviceteam.

Unit Sector Service


1. Implement customerservice standards

1.1 Service standards monitored according to store policy.1.2 Deficiencies in service identified and action taken as

required according to store policy.1.3 Store and legislative policies and procedures in relation to

customer service provision conveyed to team members.1.4 Feedback on quality of service provision given to team

members and management on a regular basis.

2. Implement store policyregarding customercomplaints

2.1 Service standards monitored to ensure store policy inregard to customer complaints is implemented by salesstaff.

2.2 Procedures to resolve customer complaints authorised,actioned, or referred to a higher authority according tostore policy.

2.3 Customers' special needs satisfied where appropriateaccording to store policy.

3. Communicate withmanagement

3.1 Current store policies on customer service issues that mayaffect the operation of the department/section referred tomanagement.

3.2 Operational information provided to management andother supervisors in order to facilitate customer serviceplanning.

4. Lead customer serviceteam

4.1 Store policies and procedures interpreted and applied tostore operation.

4.2 Team motivated to achieve high standard of service tocustomers.

4.3 Team access to current information on staff issues andoperations ensured.

4.4 Team tasks clarified, planned and allocated in consultationwith staff to ensure effective day-to-day store operationsand efficient use of human resources.

4.5 Team informed of changes in store service policies andprocedures which impact upon their roles/responsibilities.

4.6 Team provided with feedback in regard toachievement/non achievement of agreed servicestandards and performance/targets.

4.7 Team members encouraged to contribute feedback inregard to achievement of performance targets.

4.8 Routine problems handled using appropriate problemsolving techniques and referred to management ifrequired.




KEY COMPETENCIES




Providing operational information tomanagement will require ideas and informationto be communicated.

2


Interpreting and applying store policies requiresinformation to be collected, analysed andorganised.

2


Implementing customer service standardsrequires activities to be planned and organised.

2


Leading a customer service team requires teamwork to be applied.

2



-

Solving problems Dealing with customer complaints requiresproblem solving skills.

2


-




RANGE STATEMENT



• Store policies and procedures in regard to:• customer service• staff supervision• dealing with customer complaints

• Feedback to management may include:• verbal reports• written reports• presentations• informal/formal meetings

• Operational information may include:• varying levels of staff training• routine or busy trading times

• Legislative requirements may include:• consumer law• industry codes of practice• tabacco laws• Trade Practices Act• liquor licensing• sale of second hand goods• Lottery Acts

• Customers may include:• new and existing customers• internal or external customers• customers with a range of social, cultural and ethnic

backgrounds and physical and mental abilities• customers with routine or special needs




EVIDENCE GUIDE




• Coordinate a team in the provision of quality customerservice according to store policy by:• consulting with staff• allocating tasks• conveying relevant information• applying policy• monitoring performance• identifying deficiencies• providing feedback• motivating staff• solving routine problems.

• Provides accurate feedback to management onoperational and procedural matters related to provision ofcustomer service.

• Supervises the resolution of customer complaintsaccording to store policy.






Knowledge of:

• Store policies and procedures, in regard to:• customer service• customer complaints about products or individual staff• staff supervision• monitoring team performance• discipline• grievance handling• allocating duties/responsibilities• meetings• store appraisal

• Merchandise and service range of the store• Lines of communication to staff and management• Relevant legislation and statutory requirements• Relevant industry codes of practice• Interpersonal communication techniques

Skills in:

• Interpersonal communication skills including:• giving feedback• coaching• performance analysis• questioning/listening/observation• group presentation• team motivation• negotiation• team leadership• verbal and non verbal communication

• Literacy skills in regard to:• completing a proforma for feedback to management• reading and interpreting store policies and procedures












Unit WRRCS4B can be assessed with other units which makeup a particular job function.




Resources Required • A retail environment• Relevant documentation, such as:

• store policy and procedures manuals• reporting proformas• legislation and statutory requirements• industry codes of practice


• Access to a client service team




WRR02 Retail Training PackageRetail Training Package (Volume 1)

Volume 1 of 2

WRR02 Retail Training PackageRetail Training Package (Volume 1)

Volume 1 of 2