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YMCA Level 1 Diploma in Business
Support Services (601/6968/0)
2
YMCA Awards
112 Great Russell Street
London
WC1B 3NQ
020 7343 1800
www.ymcaawards.co.uk
YMCA Level 1 Diploma in Business
Support Services
Qualification Specification
Qualification number: 601/6968/0
Operational start date: 01/08/2015
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5
Contents
Introduction ................................................................................................................................... 11
About YMCA Awards ......................................................................................................................... 11
Qualification overview ...................................................................................................................... 11
Qualification aim ........................................................................................................................... 11
Target group and age range .......................................................................................................... 12
Qualification structure .................................................................................................................. 12
Total Qualification Time (TQT) ...................................................................................................... 19
Guided Learning Hours (GLH) ....................................................................................................... 19
Recommended Guided Learning Hours – our ongoing review ..................................................... 20
Entry requirements ....................................................................................................................... 20
Opportunities for progression ...................................................................................................... 20
Mapping to standards ................................................................................................................... 20
Centre approval ............................................................................................................................ 20
Qualification approval ................................................................................................................... 20
Tutor, assessor and IQA approval requirements .......................................................................... 20
Registration ................................................................................................................................... 21
Qualification availability ................................................................................................................ 21
Reasonable adjustments and special considerations ................................................................... 21
Enquires and appeals procedures ................................................................................................. 21
Assessment and quality assurance ................................................................................................... 21
How the qualification is assessed ................................................................................................. 21
Internal assessment ...................................................................................................................... 22
External assessment ...................................................................................................................... 22
Assessors ....................................................................................................................................... 22
Internal and external quality assurance ....................................................................................... 23
Qualification content ........................................................................................................................ 23
Unit specifications and recommended assessment methods ...................................................... 23
Mandatory units ............................................................................................................................ 24
Rights and responsibilities in the workplace (L/501/6883) Level 1 ............................................ 25
Unit aim ............................................................................................................................................. 25
Unit content ...................................................................................................................................... 25
6
Introduction to health and safety awareness in the workplace (J/600/7805) Level 1 .............. 27
Unit aim ............................................................................................................................................. 27
Unit content ...................................................................................................................................... 27
Self-development for your career (R/600/3174) Level 1 ............................................................ 29
Unit aim ............................................................................................................................................. 29
Unit content: ..................................................................................................................................... 29
Preparation for work (J/502/0477) Level 1.................................................................................. 31
Unit aim ............................................................................................................................................. 31
Unit content ...................................................................................................................................... 31
Optional units ................................................................................................................................ 32
Working in business and administration (H/600/1090) Entry level 3 ........................................ 33
Unit aim ............................................................................................................................................. 33
Unit content ...................................................................................................................................... 33
Professional behaviour in an office environment (L/600/1097) Entry level 3 ........................... 34
Unit aim ............................................................................................................................................. 34
Unit content ...................................................................................................................................... 34
Using office equipment in a business environment (R/600/1098) Entry level 3 ....................... 35
Unit aim ............................................................................................................................................. 35
Unit content ...................................................................................................................................... 35
Handling mail (A/502/4008) Level 1 ............................................................................................ 36
Unit aim ............................................................................................................................................. 36
Unit content ...................................................................................................................................... 36
Working in business & administration (F/502/4009) Level 1 ..................................................... 37
Unit aim ............................................................................................................................................. 37
Unit content ...................................................................................................................................... 37
Creating business documents (K/502/4005) Level 1 .................................................................. 39
Unit aim ............................................................................................................................................. 39
Unit content ...................................................................................................................................... 39
Welcome visitors (M/502/4006) Level 1 ..................................................................................... 40
Unit aim ............................................................................................................................................. 40
Unit content ...................................................................................................................................... 40
Making and receiving calls (T/502/4007) Level 1 ........................................................................ 41
Unit aim ............................................................................................................................................. 41
Unit content ...................................................................................................................................... 41
Individual rights and responsibilities (K/502/0472) Level 1 ........................................................ 43
Unit aim ............................................................................................................................................. 43
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Unit content ...................................................................................................................................... 43
Working towards goals (J/502/0463) Level 1 .............................................................................. 44
Unit aim ............................................................................................................................................. 44
Unit content ...................................................................................................................................... 44
Producing documents in a business environment (F/600/5017) Level 2 .................................. 46
Unit aim ............................................................................................................................................. 46
Unit content ...................................................................................................................................... 46
Using a telephone system (A/600/5002) Level 2 ........................................................................ 48
Unit aim ............................................................................................................................................. 48
Unit content ...................................................................................................................................... 48
Operating and maintaining office equipment (J/600/5004) Level 2 .......................................... 51
Unit aim ............................................................................................................................................. 51
Unit content ...................................................................................................................................... 51
Maintaining customer relations in a business environment (A/600/4982) Level 2 .................. 54
Unit aim ............................................................................................................................................. 54
Unit content ...................................................................................................................................... 54
Collecting and storing information (H/600/4989) Level 2 .......................................................... 56
Unit aim ............................................................................................................................................. 56
Unit content ...................................................................................................................................... 56
Managing diary systems (J/600/4984) Level 2 ............................................................................ 58
Unit aim ............................................................................................................................................. 58
Unit content ...................................................................................................................................... 58
Retrieving information (Y/600/4990) Level 2 .............................................................................. 60
Unit aim ............................................................................................................................................. 60
Unit content: ..................................................................................................................................... 60
Create a good impression to customers (R/601/6068) Level 1 .................................................. 62
Unit aim ............................................................................................................................................. 62
Unit content: ..................................................................................................................................... 62
Positive communication with customers (A/601/6078) Level 1 ................................................ 64
Unit aim ............................................................................................................................................. 64
Unit content ...................................................................................................................................... 64
Contribute to effective customer service (F/601/6079) Level 1 ................................................ 66
Unit aim ............................................................................................................................................. 66
Unit content ...................................................................................................................................... 66
Deal with queries and requests (H/601/6074) Level 1 ............................................................... 68
Unit aim ............................................................................................................................................. 68
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Unit content ...................................................................................................................................... 68
Record and communicate customer problems (K/601/6075) Level 1 ....................................... 70
Unit aim ............................................................................................................................................. 70
Unit content ...................................................................................................................................... 70
Working in customer service (M/601/6076) Level 1................................................................... 71
Unit aim ............................................................................................................................................. 71
Unit content ...................................................................................................................................... 71
Apply legislation, regulation and organisational procedures for customer service
(R/601/6071) Level 1 ................................................................................................................... 73
Unit aim ............................................................................................................................................. 73
Unit content ...................................................................................................................................... 73
Answer telephone calls from customers (T/601/6077) Level 1 ................................................. 75
Unit aim ............................................................................................................................................. 75
Unit content ...................................................................................................................................... 75
The customer service experience (T/601/6080) Level 1 ............................................................. 76
Unit aim ............................................................................................................................................. 76
Unit content ...................................................................................................................................... 76
Conduct at work (A/501/6331) Entry level 3 ............................................................................... 78
Unit aim ............................................................................................................................................. 78
Unit content ...................................................................................................................................... 78
Beliefs and values (L/503/0962) Level 1 ..................................................................................... 79
Unit aim ............................................................................................................................................. 79
Unit content ...................................................................................................................................... 79
Effective communication (R/506/2702) Level 1 .......................................................................... 81
Unit aim ............................................................................................................................................. 81
Unit content ...................................................................................................................................... 81
Searching for a job (D/506/3478) Level 1 .................................................................................... 83
Unit aim ............................................................................................................................................. 83
Unit content ...................................................................................................................................... 83
Applying for a job (A/506/3472) Level 1 ..................................................................................... 84
Unit aim ............................................................................................................................................. 84
Unit content ...................................................................................................................................... 84
Career progression (J/501/5814) Level 1 ..................................................................................... 85
Unit aim ............................................................................................................................................. 85
Unit content ...................................................................................................................................... 85
Preparing for and learning from a work placement (Y/505/4083) Level 1 ............................... 87
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Unit aim ............................................................................................................................................. 87
Unit content ...................................................................................................................................... 87
Group and teamwork communication skills (J/505/0451) Level 1 ............................................. 90
Unit aim ............................................................................................................................................. 90
Unit content ...................................................................................................................................... 90
Rights and responsibilities of citizenship (J/504/8845) Level 1 .................................................. 92
Unit aim ............................................................................................................................................. 92
Unit content ...................................................................................................................................... 92
Interview skills (L/506/7980) Level 1 ........................................................................................... 94
Unit aim ............................................................................................................................................. 94
Unit content ...................................................................................................................................... 94
Personal presentation at work (H/504/9761) Entry level 3 ........................................................ 96
Unit aim ............................................................................................................................................. 96
Unit content ...................................................................................................................................... 96
Undertaking an enterprise activity (D/505/0634) Level 1 .......................................................... 97
Unit aim ............................................................................................................................................. 97
Unit content ...................................................................................................................................... 97
Understanding the business of retail (A/502/5756) Level 1 ....................................................... 99
Unit aim ............................................................................................................................................. 99
Unit content ...................................................................................................................................... 99
Understanding customer service in the retail sector (T/502/5819) Level 1 ............................ 101
Unit aim ........................................................................................................................................... 101
Unit content .................................................................................................................................... 101
Understanding the control, handling and replenishment of stock in a retail business
(J/502/5808) Level 1 ................................................................................................................... 103
Unit aim ........................................................................................................................................... 103
Unit content .................................................................................................................................... 103
Understanding the retail selling process (T/502/5805) Level 1 ............................................... 105
Unit aim ........................................................................................................................................... 105
Unit content .................................................................................................................................... 105
Understanding retail consumer law (D/502/5801) Level 2 ...................................................... 107
Unit aim ........................................................................................................................................... 107
Unit content .................................................................................................................................... 107
Understanding how individuals and teams contribute to the effectiveness of a retail business
(R/502/5780) Level 1 .................................................................................................................. 109
Unit aim ........................................................................................................................................... 109
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Unit content .................................................................................................................................... 109
Understanding the handling of customer payments in a retail business (H/502/5797) Level 2
...................................................................................................................................................... 111
Unit aim ........................................................................................................................................... 111
Unit content .................................................................................................................................... 111
Understanding how a retail business maintains health, safety and security on its premises
(M/502/5804) Level 1 ................................................................................................................ 113
Unit aim ........................................................................................................................................... 113
Unit content .................................................................................................................................... 113
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Introduction
About YMCA Awards
At YMCA Awards, we are passionate about learner progress. Our qualifications support every learner, whether
taking their first steps into fitness or simply wishing to boost their skills. Our high quality resources and
assessment materials have been created by industry experts in consultation with employers and training
providers.
We are always looking to enhance what we have to offer, and we are committed to developing qualifications
in complementary sectors to meet customer needs. We appreciate the vital role of business administration in
the active leisure industry, and our range of business qualifications is created to the high standards and level of
professionalism you have come to expect from YMCA Awards.
Qualification overview
This qualification is regulated by:
Ofqual
CCEA (Council for Curriculum, Examinations and Assessment)
Qualification aim
This qualification has been created to give learners specialist knowledge and skills in areas such as business
administration, customer service or retail. It will help to prepare them for work by informing them of their
rights and responsibilities as an employee and giving them an awareness of health and safety requirements in
the workplace. It also provides employability knowledge including skills such as CV writing and interview
techniques.
Overview of knowledge, skills and understanding
Key knowledge required by the learner:
How a retail business maintains health, safety and security on its premises
The business of retail
How individuals and teams contribute to the effectiveness of a retail business
Retail consumer law
Retail selling process
Key skills required by the learner:
Welcoming visitors
Collecting and storing information
Managing a diary system
Recording and communicating customer problems
Undertaking an enterprise activity.
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Target group and age range
This qualification is aimed at learners (aged 14+) who wish to work within a business support role, specialising
in one or more key areas such as business administration, customer service or retail.
Qualification structure
To achieve the YMCA Level 1 Diploma in Business Support Services learners must complete the mandatory
group plus one of the 3 indicated pathways.
Learners must achieve a minimum of 38 credits, and 8 credits must be achieved from Group M and a minimum
of 30 credits from one of the pathways. A minimum of 25 credits must be achieved from units at Level 1 or
above.
Group M (8 credits)
Minimum of 30 credits from one of the following pathways:
Pathway 1 (Business and Administration)
Group BA1 (min 12 credits)
Group C1 (max 10 credits)
Group E1 (min 8 credits)
Group R1 (max 10 credits)
Pathway 2 (Customer Service)
Group BA2 (max 10 credits)
Group C2 (min 12 credits)
Group E2 (min 8 credits)
Group R2 (max 10 credits)
Pathway 3 (Retail)
Group AB3 (max 10 credits)
Group C3 (max 10 credits)
Group E3 (min 8 credits)
Group R3 (min 12 credits)
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Mandatory group Unit reference number
Unit title Level Credit
Optional pathway 1 (Business and Administration)
Mandatory units plus:
Group BA1 (min 12 credits required)
Group BA1 cont.
Optional pathway 1 (Business and Administration) cont.
Group C1 (max 10 credits)
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Optional pathway 1 (Business and Administration) cont.
Group E1 (min 8 credits)
Optional pathway 1 (Business and Administration) cont.
Group R1 (max 10 credits)
Optional pathway 2 (Customer Service)
Mandatory units plus:
Group BA2 (max 10 credits)
15
Optional pathway 2 (Customer Service) cont.
Group C2 (min 12 credits)
16
Optional pathway 2 (Customer Service) cont.
Group E2 (min 8 credits)
Optional pathway 2 (Customer Service) cont.
Group R2 (max 10 credits)
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Optional pathway 3 (Retail)
Mandatory units plus:
Group AB3 (max 10 credits)
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Optional pathway 3 (Retail) cont.
Group C3 (max 10 credits)
Optional pathway 3 (Retail) cont.
Group E3 (min 8 credits)
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Optional pathway 3 (Retail) cont.
Group R3 (min 12 credits)
The Total Qualification Time (TQT) for this qualification is 380. The minimum Guided Learning Hours (GLH)
assigned are 279.
Total Qualification Time (TQT)
This is an estimate of the total amount of time, measured in hours that a learner would reasonably need to be
able to show the level of achievement necessary for the award of a qualification.
Total Qualification Time is made up of the following two elements:
(a) the number of hours which an awarding organisation has assigned to a qualification for Guided Learning
(see below), and
(b) an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any
other form of participation in education or training, including assessment, which takes place as directed by –
but not under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other appropriate
provider of education or training.
Guided Learning Hours (GLH)
This is:
Face-to-face delivery (learning delivered by a lecturer, supervisor, tutor or other appropriate member
of the training team)
E-learning with a lecturer, teacher or tutor present/available in real-time (the co-presence of learner
and tutor can be either remote or in the same physical place)
Invigilated assessment (external tests sat under controlled or open-book conditions)
Internal assessment carried out by the learner with a lecturer, teacher or tutor present/available in
real-time (the co-presence of learner and tutor can be either remote or in the same physical place).
This is not:
Unsupervised learning such as:
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E-learning that the learner carries out unsupervised and with no real-time support from a lecturer,
teacher or tutor
Assessment internally carried out by the learner without a lecturer, teacher or tutor present/available
in real-time (for example, completing a Learner Assessment Record (LAR) at home)
Any additional further study, revision and training activities that the learner does unsupervised to
support their learning.
Recommended Guided Learning Hours – our ongoing review
Your External Quality Assurer (EQA) will ask you to give feedback on GLH annually as part of the quality
assurance visit. You should base your feedback on a typical learner taking this qualification and the time spent
on supervised learning (GLH). If you feel the GLH is different from the above and you wish to give feedback
before your next EQA visit, please email us: [email protected].
Entry requirements
No prior qualifications are required.
Opportunities for progression
This qualification can help learners to gain employment within any business which requires skills and
knowledge in areas such as administration, customer service or retail. It provides a solid base of knowledge
and skills at Level 1, but if more in depth understanding is required learners can progress into a Level 2
qualification or possibly a Level 3 qualification.
Mapping to standards
Information regarding National Occupational Standards (NOS) can be found at
http://www.skillscfa.org/.
Centre approval
This qualification can only be offered by centres approved by YMCA Awards to deliver it. Details of YMCA
Awards approvals processes can be found on our website: www.ymcaawards.co.uk/centres/become-a-ymca-
awards-centre.
Qualification approval
If your centre is already approved, you should only need to complete and submit a qualification approval form
to deliver this qualification. However, you may also need to complete an additional staff approval form if the
qualification is going to be delivered by staff who are not currently approved by YMCA Awards. Details of
additional approvals can be found on our website: www.ymcaawards.co.uk/approvals.
Tutor, assessor and IQA approval requirements
To make sure you meet the most up-to-date requirements please see the YMCA Awards staff approval
requirement document. This can be found on our website: www.ymcaawards.co.uk/centres/centre-guidance.
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Registration
All learners must be registered within the first 10% of the duration of their course (eg, for a course that lasts
10 days, learners should be registered on the first day of their course at the latest). For further details on
registration please go to our website: www.ymcaawards.co.uk/registration.
Qualification availability
This qualification is available in:
England and regulated by Ofqual
Northern Ireland and regulated by CCEA (Council for Curriculum, Examinations and Assessment)
Reasonable adjustments and special considerations
In making this qualification available, YMCA Awards have made every attempt to make sure that there are no
unnecessary barriers to achievement. You can find full details of our reasonable adjustment and special
considerations policy on our website: www.ymcaawards.co.uk/centres/policies-and-procedures.
Enquires and appeals procedures
YMCA Awards have an appeals procedure in accordance with the regulatory arrangements in the General
Conditions of Recognition. Full details of these procedures are available on our website:
www.ymcaawards.co.uk/centres/policies-and-procedures.
Assessment and quality assurance
How the qualification is assessed
Assessment is the process of measuring a learner’s skills, knowledge and understanding against the standards
set in the qualification.
This qualification is a unit-based qualification and each unit contains learning outcomes and assessment
criteria. Learning outcomes set out what the learner is expected to know, understand or be able to do as a
result of the learning process. Assessment criteria detail the standards a learner is expected to meet and are
broken down into what the learner ‘can’ do as a result of successfully achieving the unit.
The learner can be assessed holistically or individually as long as they show that the learning outcomes have
been achieved.
Competency-based learning outcomes (e.g., be able to) are typically assessed through direct observation and
these will take place in a real work environment. Where a real work environment is not stipulated the
observation can be simulated and be internally assessed.
Knowledge-based learning outcomes (e.g., know or understand) can be assessed in a number of different ways
such as worksheets, projects or professional discussion. The assessment method chosen should reflect the
content of the unit.
This qualification must be assessed in line with YMCA Awards assessment policies and procedures
(www.ymcaawards.co.uk/centres/centre-guidance).
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Internal assessment
The YMCA Awards Level 1 Diploma in Business Support Services is assessed internally. YMCA Awards suggest
the following approaches to internal assessment:
Using a Learner Assessment Record (LAR)
This document typically contains assessment guidance and paperwork developed by YMCA Awards to support
the assessment of a qualification.
To check if a Learner Assessment Record is available for this qualification, please make sure you are logged in
to the centre home on the website and follow this link: www.ymcaawards.co.uk/download-resources/lars.
Creating a portfolio of evidence
If a YMCA Awards Learner Assessment Record (LAR) is not used to show evidence of internal assessment then
the learner must create a portfolio of evidence. Centres must work with learners to create this portfolio and
need to make sure that the learner’s portfolio shows coverage of the learning outcomes and/or assessment
criteria where required.
A typical portfolio of evidence could include:
evidence index
assessor observation – completed observational checklists and related action plans
witness testimony
candidate’s proof of work
worksheets
assignments/projects/reports/presentations
record of professional discussion
record of oral and written questioning
candidate and peer reports
Recognition of Prior Learning (RPL)
Summary of achievement.
Centres need to make sure assessment specifications and paperwork are signed off by the EQA before
delivery.
As a guide to selecting appropriate assessment methods see the suggested example in the ‘Qualification
content’ section of this specification.
External assessment
There is no external assessment attached to this qualification.
Assessors
The role of the assessor is to make an informed judgement about the evidence a learner should provide to
show they can meet the assessment criteria. For further guidance please see the ‘Role of the assessor’
document on the website: www.ymcaawards.co.uk/centres/centre-guidance.
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Internal and external quality assurance
The role of the Internal Quality Assurer (IQA) is to make an informed judgement regarding the practice of and
decisions made by the assessment team to maintain standards. They are a vital link between the assessors and
the External Quality Assurer (EQA). For further information on the role of the IQA and the EQA go to the
website: www.ymcaawards.co.uk/centres/centre-guidance.
Qualification content
Unit specifications and recommended assessment methods
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Mandatory units
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Rights and responsibilities in the
workplace (L/501/6883) Level 1
Unit aim This unit will help learners to understand that employees have rights that are protected by the law and that
employees have responsibilities that they have to know about and follow. This unit also covers the importance
of health and safety rules.
Unit content The learner will:
1. Understand that employees have rights
The learner can:
1.1 List a range of employee rights
1.2 State how employee rights are protected by law
The learner will:
2. Understand that employees have responsibilities
The learner can:
2.1 List a range of employee responsibilities
2.2 Describe his/her responsibilities
2.3 Explain why it is important to keep some information confidential
The learner will:
3. Understand why health and safety rules are important
The learner can:
3.1 Recognise and respond to hazards in his/her place of learning or work
3.2 List requirements for personal health and safety in his/her place of learning or work
3.3 Explain how he/she can contribute to keeping colleagues and customers safe and healthy
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3.4 Contribute to a risk assessment
3.5 Work safely following guidelines
3.6 Explain and follow emergency procedures
27
Introduction to health and safety
awareness in the workplace
(J/600/7805) Level 1
Unit aim This unit covers the importance of health and safety in the workplace. The legal aspects of health and safety
are described, as well as risk assessments and some of the key requirements that employees should be aware
of, including reporting an accident.
Unit content The learner will:
1. Understand the importance of health and safety in the workplace
The learner can:
1.1 State what is meant by health and safety in the workplace and why it is important
1.2 Describe the legal responsibilities of employers, employees and the self-employed
1.3 Describe how health and safety law is enforced
1.4 Identify sources of health and safety information within his/her organisation
1.5 Identify other sources of health and safety information
The learner will:
2. Understand the need for risk assessment
The learner can:
2.1 Define the terms ‘hazard’ and ‘risk’
2.2 Describe risk assessment
2.3 Give examples of work related accidents and ill health
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The learner will:
3. Be aware of the requirements for health and safety in his/her place of work or
learning
The learner can:
3.1 List the health and safety information that should be provided for an employee or learner
3.2 Describe the process for reporting injuries, ill health, unsafe conditions and accidents
within his/her place of work or learning
3.3 Describe the provision for first aid in his/her place of work or learning
3.4 For a chosen occupational sector, describe the appropriate personal protective equipment
(PPE) and the hazards against which the PPE offers protection
29
Self-development for your career
(R/600/3174) Level 1
Unit aim For this unit, learners need to be able to carry out a self-assessment on themselves, be able to recognise areas
for self-development and set short and medium goals.
Unit content: The learner will:
1. Be able to carry out self-assessment of achievements, qualities, aptitudes and
abilities
The learner can:
1.1 Review own achievements, qualities, aptitudes and abilities
1.2 Identify areas for self-development
1.3 Describe how to build self-confidence and develop a positive self-image
The learner will:
2. Understand how stereotyped and misrepresented images of people, careers and
work affect decision making
The learner can:
2.1 Explain stereotyped and misrepresented images of people, careers and work
2.2 Explain how own views on images of people, careers and work impact on own decision
making
The learner will:
3. Understand how own attitudes and values affect goal setting
The learner can:
3.1 Explain influences on own attitudes and values in relation to goal setting
The learner will:
4. Be able to set goals for own progress and achievement
The learner can:
4.1 Set short and medium term goals for self-development
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Preparation for work (J/502/0477)
Level 1
Unit aim For this unit, the learner will identify their own skills and qualities that can relate to those required in the
workplace. Learners will also be able to understand how to match skills and qualities when completing
application forms.
Unit content The learner will:
1. Understand how own skills and qualities relate to those needed for working life
The learner can:
1.1 Describe personal and employability skills and qualities which employees need
1.2 Describe their own skills, qualities and achievements
1.3 Explain how their own skills, qualities and achievements relate to those needed in the
workplace
1.4 Suggest areas for improvement
The learner will:
2. Research personal career opportunities
The learner can:
2.1 Find out about a range of potential job roles which interest them
2.2 Match their skills, qualities and achievements to a potential job role
2.3 Identify and prepare key information needed for an application or interview
32
Optional units
33
Working in business and
administration (H/600/1090) Entry
level 3
Unit aim For this unit, learners will identify and complete a range of routine tasks. Learners will need to be able to
show that they can follow instructions and seek help from colleagues if they are unsure.
Unit content The learner will:
1. Know what activities are routinely undertaken by administrators
The learner can:
1.1 Identify routine administrative tasks
The learner will:
2. Be able to follow instructions to carry out administrative tasks
The learner can:
2.1 Check understanding of instructions and ask for clarification where necessary
2.2 Follow instructions to complete a limited range of administrative tasks accurately
34
Professional behaviour in an office
environment (L/600/1097) Entry level
3
Unit aim For this unit, learners will develop their knowledge about professional behaviour and the type of language that
is acceptable to use at work. The unit includes following any rules around security and confidentiality.
Unit content The learner will:
1. Know how to behave in an office environment
The learner can:
1.1 Communicate appropriately with colleagues
1.2 Use appropriate language for the workplace
The learner will:
2. Know about the rules that organisations have relating to confidentiality and security
The learner can:
2.1 Give examples of rules that relate to confidentiality and security
35
Using office equipment in a business
environment (R/600/1098) Entry level
3
Unit aim For this unit, learners will identify the purpose of and use various types of office equipment. Learners will need
to know how to use the equipment safely and who to report any problems to.
Unit content The learner will:
1. Know what equipment and resources are needed to carry out a range of routine
office tasks
The learner can:
1.1 Select the correct equipment and/or resources from a given range
The learner will:
2. Be able to use key equipment under supervision
The learner can:
2.1 Use key equipment under supervision and follow instructions relating to
Functional requirements
Health and safety
Environmental sustainability
36
Handling mail (A/502/4008) Level 1
Unit aim This unit covers the importance of distributing incoming and outgoing mail and the implications of what could
happen if this is not carried out correctly. The learner will be able to handle the incoming mail and also
prepare the outgoing mail for collection, and deal with any special requests, such as recorded or registered
post. The learner will also find out how to deal with any suspicious post and what to do with any confidential
mail.
Unit content The learner will:
1. Know why it is important for a business to handle mail efficiently and securely
The learner can:
1.1 State how efficient distribution of mail benefits a business
1.2 State why inaccuracies or delays can have a negative impact
1.2 Identify procedures to protect confidential information
The learner will:
2. Be able to deal with incoming mail
The learner can:
2.1 Sort incoming mail appropriately
2.2 State how to deal with suspicious or damaged items
2.3 Distribute incoming mail accurately and to a given deadline
The learner will:
3. Be able to deal with outgoing mail
The learner can:
3.1 Collect and sort outgoing mail accurately and on time
3.2 Dispatch outgoing mail on time
37
Working in business & administration
(F/502/4009) Level 1
Unit aim This unit provides the learner with an overview of working in business and administration. The
learner will need to be able to carry out routine tasks by following instructions and using the office
equipment. The leaner will have to present themselves positively, through their appearance,
behaviour and manners. The learner will have to gain knowledge of why some types of information
are confidential and who can access that information.
Unit content The learner will:
1. Understand the role of an administrator within an office
The learner can:
1.1 Describe different activities carried out by administrators
1.2 State how the work of an administrator helps a team achieve its goals
The learner will:
2. Be able to carry out routine administrative tasks
The learner can:
2.1 Follow instructions to complete routine administrative tasks
2.2 Use key equipment according to organisational procedures
The learner will:
3. Be able to present themselves positively
The learner can:
3.1 Dress appropriately
3.2 Adopt a positive manner in dealings with colleagues and/or customers
The learner will:
4. Be able to organise their work effectively
The learner can:
4.1 Use simple tools to organise their time
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4.2 Prioritise tasks in discussion with supervisor or manager
The learner will:
5. Know the importance of confidentiality of information
The learner can:
5.1 State the reasons why it is important to keep some information confidential
5.2 Give examples of information that should be kept confidential
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Creating business documents
(K/502/4005) Level 1
Unit aim This unit covers creating business documents. Learners will understand how to identify the different types of
documents used on a regular basis and why organisations may use house style and templates. The learner will
then be able to produce a range of business documents using the correct format and style.
Unit content The learner will:
1. Know that there are different types of business documents
The learner can:
1.1 Identify different types of business documents and when they might be used
1.2 State why templates are used for some business documents
The learner will:
2. Know why it is important to use the right communication style in business documents
The learner can:
2.1 Give examples of when to use a formal or informal communication style
2.2 State why some businesses adopt a house style for certain documents
The learner will:
3. Be able to produce routine business documents
The learner can:
3.1 Produce routine business documents using the appropriate communication style
3.2 Check documents for accuracy
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Welcome visitors (M/502/4006) Level
1
Unit aim This unit covers welcoming visitors to the workplace and can include a learner working on reception or as part
of a wider role. The learner will need to be able to find out who the visitor is there to see, or what information
that the visitor is hoping to obtain. It is important for the learner to make sure that the visitor is made to feel
welcome, that they are treated in a professional manner and that organisational protocols are also carried out.
Unit content The learner will:
1. Be able to welcome visitors in a positive way
The learner can:
1.1 Welcome visitors and establish the purpose for their visit
1.2 Follow organisational procedures for receiving visitors
1.3 Answer routine questions
1.4 Make visitors feel welcome during any waiting period
1.5 Use appropriate tone and language, including body language, when dealing with visitors
The learner will:
2. Know why it is important to an organisation that visitors are made welcome
The learner can:
2.1 State how treating visitors politely and in a positive way benefits the organisation
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Making and receiving calls
(T/502/4007) Level 1
Unit aim This unit covers making and receiving calls in a confident, positive and professional manner. The learner will
understand the reason for making a call and will be able to answer a call, deal with it, pass it on to a colleague
or take a message. The learner will also understand why it is important to use the correct language and remain
positive throughout the call.
Unit content The learner will:
1. Be able to make calls
The learner can:
1.1 Identify the purpose of the call
1.2 Confirm the name and number of the person to be contacted before making the call
1.3 Make a call, communicating basic information clearly and accurately
The learner will:
2. Be able to receive calls
The learner can:
2.1 Answer the call promptly and politely, observing any organisational procedures
2.2 Identify the caller, where they are calling from and the reason for their call
2.3 Follow any organisational procedures relating to confidentiality and security
2.4 Take short messages
The learner will:
3. Know why it is important to an organisation that calls are handled appropriately
The learner can:
3.1 State how appropriate tone and language create a positive impression
3.2 State how creating a positive impression during a call benefits the organisation
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Individual rights and responsibilities
(K/502/0472) Level 1
Unit aim This unit will help the learner to gain an understanding of their individual rights and where they will be able to
find out information and support if they needed to. This unit also covers individual responsibilities to self and
to others.
Unit content The learner will:
1. Understand their individual rights
The learner can:
1.1 Give examples of their rights as an individual
1.2 Give examples of barriers which may prevent the exercise of their rights
1.3 Identify sources of support and information about rights and responsibilities and describe
how these could help
The learner will:
2. Understand their individual responsibilities
The learner can:
2.1 Identify their responsibilities to themselves
2.2 State their responsibilities to others
2.3 Demonstrate how they take responsibility for themselves
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Working towards goals (J/502/0463)
Level 1
Unit aim This unit covers identifying and setting a goal and the steps that are needed to achieve this. The learner will
also be able to create an action plan and review progress on a regular basis.
Unit content The learner will:
1. Be able to identify and explain their goals
The learner can:
1.1 Describe own strengths and what they need to improve
1.2 Identify at least one goal which is important for their development
1.3 Explain why achieving this goal is important
1.4 Agree the goal with an appropriate person
The learner will:
2. Prepare an action plan to meet their goal
The learner can:
2.1 Identify the activities needed to work towards the goal
2.2 Identify timescales and deadlines for the achievement of the goal
2.3 Identify the resources needed to support themselves in achieving the goal
The learner will:
3. Be able to review progress towards achieving their goal
The learner can:
3.1 Follow the activities outlined in the action plan
3.2 Regularly review the activities and outcomes with an appropriate person
3.3 Identify what has been achieved and what still needs to be done
3.4 Amend the action plan to reflect their progress
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46
Producing documents in a business
environment (F/600/5017) Level 2
Unit aim This unit covers producing business documents and what is important in the design, purpose and layout. This
unit also requires that the learner is able to produce a document according to the brief to the agreed quality
and within the agreed deadlines.
Unit content The learner will:
1. Know about the production of business documents
The learner can:
1.1 Outline why it is important to produce high-quality and attractive documents
1.2 Describe the different types of documents they may be asked to produce and the document styles they should use
1.3 Describe the different formats in which text may be presented
1.4 Describe the different types of technology (including software) available for inputting, formatting and editing text and the main features of this technology
1.5 Identify the types of resources they may need to produce high-quality and attractive documents
The learner will:
2. Know how to produce business documents
The learner can:
2.1 Outline why it is important to confirm the purpose, content, style, quality standards and deadlines for the document
2.2 Describe how to organise the content needed for the document
2.3 Describe how to integrate and lay out text and non-text
2.4 Describe how to check for accuracy and correctness, including spelling and grammar
2.5 Outline why accuracy and correctness are important
2.6 Outline why it is important to store the document safely and securely
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2.7 Outline the importance of confidentiality and data protection
2.8 Outline why it is important to meet quality standards and deadlines
The learner will:
3. Be able to produce business documents
The learner can:
3.1 Confirm the purpose, content, style, quality standards and deadlines for the documents
3.2 Prepare the resources needed
3.3 Organise the content needed
3.4 Make efficient use of the technology available
3.5 Produce documents in the agreed style
3.6 Integrate non-text objects in the agreed layout
3.7 Check for accuracy, edit and correct as necessary
3.8 Seek clarification when necessary
3.9 Store the document safely and securely in an approved location
3.10 Present the document in the required format within agreed deadlines and quality
standards
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Using a telephone system
(A/600/5002) Level 2
Unit aim This unit covers knowledge of different telephone systems and their features. The learner will also understand
the reason for making a phone call and all the necessary information that is required, what they need to do in
order to receive a phone call and also know how to use messaging systems.
Unit content The learner will:
1. Know how to make telephone calls
The learner can:
1.1 Describe the different features of telephone systems
1.2 Outline why it is important to identify the purpose of a call before they make it
1.3 Describe the different methods they can use to obtain the names and numbers of people
they have to make contact with
1.4 Describe how to use telephone systems to make contact with people inside and outside
their organisation
1.5 Describe how to follow the organisation’s procedures when making telephone calls
1.6 Outline why it is important to project a positive image of oneself and the organisation when
making calls
1.7 Outline why it is important to summarise the outcomes of a telephone conversation before
ending the call
The learner will:
2. Know how to receive and transfer telephone calls
The learner can:
2.1 Describe the procedures to follow when answering calls 2.2 Outline why it is important to project a positive image of themselves and the organisation when receiving calls 2.3 Outline why it is important to identify the caller and their needs
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2.4 Outline why it is important to give accurate and up-to-date information to callers 2.5 Outline why confidentiality and security are important when dealing with callers 2.6 Identify the types of information that could breach confidentiality and security 2.7 Describe how to handle confidential information 2.8 Describe how to identify the appropriate person to whom they should transfer a call 2.9 Describe the information they should give when transferring calls and leaving messages The learner will:
3. Know how to use message systems
The learner can:
3.1 Describe the different types of message systems and their main features 3.2 Outline why it is important to keep message systems up to date 3.3 Identify when it is appropriate to delete or discard messages 3.4 Outline why it is important to leave clear and accurate messages for colleagues The learner will:
4. Be able to make telephone calls
The learner can:
4.1 Identify the purpose of the call 4.2 Obtain the name and numbers of the person to be contacted 4.3 Make contact with the person 4.4 Communicate information to achieve the purpose of the call 4.5 Project a positive image of themselves and their organisation 4.6 Summarise the outcomes of the conversation before ending the call The learner will:
5. Be able to receive and transfer telephone calls
The learner can:
5.1 Answer the phone according to their organisation’s procedures
5.2 Project a positive image of themselves and their organisation
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5.3 Identify the caller, where they are calling from and what they need
5.4 Provide accurate and up-to-date information whilst protecting confidentiality and security
5.5 Transfer calls when requested
5.6 Take and relay messages according to the caller’s needs
5.7 Summarise the outcomes of the conversation before ending the call
The learner will:
6. Be able to use message systems
The learner can:
6.1 Keep message systems up to date
6.2 Check for callers’ messages
6.3 Respond to callers’ messages within agreed timescales
6.4 Delete/discard messages when they are no longer needed
6.5 Leave clear and effective messages for other people
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Operating and maintaining office
equipment (J/600/5004) Level 2
Unit aim This unit is covers knowledge of different types of office equipment and what their purpose is. The learner will
also need to know how to operate and maintain that equipment and be able to show that they can use the
equipment correctly.
Unit content The learner will:
1. Know how to select office equipment for administrative tasks
The learner can:
1.1 Describe the different types of office equipment
1.2 Describe the features and uses of different types of office equipment
1.3 Describe how to choose equipment and resources that are appropriate for a range of
administrative tasks
The learner will:
2. Understand how to operate office equipment
The learner can:
2.1 Explain why it is important to follow manufacturers’ instructions when operating
equipment
2.2 Describe the health and safety guidelines for the equipment they use
2.3 Explain why it is important to follow the health and safety guidelines
2.4 Outline why it is important to keep waste to a minimum
2.5 Describe the correct procedures for minimising, disposing of, reusing and recycling waste
2.6 Explain why it is important to meet work standards and deadlines
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The learner will:
3. Know how to maintain office equipment
The learner can:
3.1 Outline why it is important to keep equipment clean and hygienic
3.2 Describe the appropriate standards for the cleanliness and hygiene of office equipment
3.3 Outline why it is important to follow manufacturers’ instructions and organisational
procedures when dealing with equipment faults
3.4 Identify the types of equipment and resource faults they are likely to experience
3.5 Describe how they should deal with equipment and resource faults
3.6 Outline why it is important to leave the equipment, resources and work area ready for the
next user
3.7 Describe the appropriate standards when leaving the equipment, resources and work area
ready for the next user
The learner will:
4. Be able to operate office equipment
The learner can:
4.1 Locate and select the equipment and resources they need for a range of administrative
tasks
4.2 Follow the manufacturers’ operating instructions
4.3 Waste as few resources as possible
4.4 Follow agreed procedures for the disposal, reuse and recycling of waste
4.5 Maintain the health and safety of themselves and others
4.6 Make sure final work product meets agreed standards
4.7 Produce work product within agreed timescales
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The learner will:
5. Be able to maintain office equipment
The learner can:
5.1 Keep the equipment clean and hygienic
5.2 Deal with equipment and resource problems according to the manufacturers’ and
organisational procedures
5.3 Make sure the equipment, resources and work area are ready for next user
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Maintaining customer relations in a
business environment (A/600/4982)
Level 2
Unit aim This unit will help the learner to gain knowledge and understanding of who customers are, what is meant by
customer service and how to develop customer relationships. This unit also covers knowledge of quality
standards and how to respond to customer problems or complaints. The learner will also need to show that
they can deliver customer service.
Unit content The learner will:
1. Know about customer service in a business environment
The learner can:
1.1 Outline what is meant by ‘customer’ in a business environment
1.2 Outline why customer service is important in a business environment
The learner will:
2. Know how to develop customer relationships in a business environment
The learner can:
2.1 Identify who their customers are
2.2 Outline why it is important to build positive working relationships with customers
2.3 Describe how to build positive working relationships with customers
The learner will:
3. Know how to deliver customer service in a business environment
The learner can:
3.1 Describe how to identify and confirm customer needs
3.2 Describe the types of quality standards that are appropriate to their responsibilities
3.3 Describe how to agree timescales and quality standards with customers
3.4 Describe how to meet timescales and quality standards for customers
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The learner will:
4. Know how to respond to customer problems
The learner can:
4.1 Describe the problems that customers may experience
4.2 Describe how to deal with customer problems
4.3 Describe the procedures they should follow to deal with customers’ complaints
4.4 Identify the response times they should meet when dealing with customer complaints,
problems and general enquiries
The learner will:
5. Be able to deliver customer service in a business environment
The learner can:
5.1 Build positive working relationships with customers
5.2 Identify and confirm customer needs and expectations
5.3 Agree timescales, quality standards or procedures to follow
5.4 Provide services to agreed timescales and quality standards
5.5 Check customer needs and expectations are met
5.6 Resolve or refer customer complaints in a professional manner and to a given timescale
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Collecting and storing information
(H/600/4989) Level 2
Unit aim This unit will help the learner gain knowledge of different types of storage systems and why it is important that
information is collected and stored. This unit also covers confidentiality and legal requirements for storing
information. The learner will also need to demonstrate that they can collect and store information.
Unit content The learner will:
1. Understand information storage systems
The learner can:
1.1 Explain why it is important to collect and store information as requested
1.2 Describe different types of information systems and their main features regarding
information storage
1.3 Describe the legal and organisational requirements covering the collection and storage of
information
The learner will:
2. Know how to collect and store information
The learner can:
2.1 Outline why it is important to confirm information to be collected and stored
2.2 Describe the methods they can use to collect required information
2.3 Describe the procedures they should follow to access different information systems
2.4 Describe the procedures they should follow to store information in different types of
systems
2.5 Outline why it is important to make sure information is accurate
2.6 Identify the problems that may occur with the collection and storage of information
2.7 Describe how to deal with problems relating to the collection and storage of information
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The learner will:
3. Be able to collect and store information
The learner can:
3.1 Identify and collect required information
3.2 Follow agreed procedures and legislation to maintain security and confidentiality
3.3 Store information accurately in approved locations
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Managing diary systems (J/600/4984)
Level 2
Unit aim This unit is about the learner gaining an understanding of different types of diary systems, how to update them
and the importance of keeping information confidential and secure. The learner will also need to show that
they can use and update diary systems.
Unit content The learner will:
1. Understand different diary systems
The learner can:
1.1 Outline why it is important to use diary systems
1.2 Describe the uses of different types of diary systems
1.3 Compare the advantages and disadvantages of different diary systems
The learner will:
2. Know how to update diary systems
The learner can:
2.1 Outline why it is important to obtain relevant information about requested diary entries
and changes
2.2 Identify the types of information they must obtain to make entries and changes
2.3 Outline why it is important to prioritise requests
2.4 Describe how to prioritise requests
2.5 Identify solutions to different types of problems that may occur when requests are made
2.6 Outline why it is important to try to balance the needs of all those involved when making
entries and changes
2.7 Outline why it is important to communicate changes to those affected by entries and
changes
2.8 Outline why it is important to keep the system up to date
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The learner will:
3. Know how to maintain security and confidentiality of diary systems
The learner can:
3.1 Outline why security and confidentiality issues are important when operating a diary
system
3.2 Identify the types of security and confidentiality issues that are relevant to diary systems
3.3 Describe how to manage security and confidentiality issues
The learner will:
4. Be able to manage diary systems
The learner can:
4.1 Obtain the information they need about requested diary entries
4.2 Make diary entries accurately and clearly
4.3 Prioritise requested changes
4.4 Identify the implications of any changes for existing entries
4.5 Solve problems by negotiating alternative arrangements
4.6 Record agreed changes in the diary
4.7 Communicate agreed changes to those affected
4.8 Keep the diary up to date
4.9 Maintain the security of diary systems
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Retrieving information (Y/600/4990)
Level 2
Unit aim This unit will help the learner gain an understanding of information retrieval systems, both electronic and
manual. This unit also covers the knowledge of how to retrieve and provide information. The learner will need
to show that they can use an information retrieval system.
Unit content: The learner will:
1. Understand information retrieval systems
The learner can:
1.1 Explain why information may need to be retrieved
1.2 Describe different types of information systems and their main features regarding
information retrieval
1.3 Describe the legal and organisational requirements covering security and confidentiality in
relation to retrieving information
The learner will:
2. Know how to retrieve and provide information
The learner can:
2.1 Outline why it is important to confirm information to be retrieved
2.2 Describe the procedures they should follow to access different information systems
2.3 Describe the methods they can use to retrieve information in different information systems
2.4 Describe the problems that may occur with information retrieval
2.5 Describe how to deal with the problems that may occur with information retrieval
2.6 Outline why it is important to provide information in the required format and within agreed
timescales
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The learner will:
3. Be able to retrieve and provide information
The learner can:
3.1 Confirm information for retrieval
3.2 Comply with procedures and legislation for accessing an information system
3.3 Locate and retrieve the required information
3.4 Identify problems with information retrieval
3.5 Report problems with information retrieval
3.6 Provide information in the agreed format and within agreed timescales
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Create a good impression to
customers (R/601/6068) Level 1
Unit aim This unit is about the learner demonstrating that they can dress appropriately for a customer service role and
can make a good and positive first impression on customers. This unit also requires that learners can relate
and communicate professionally with customers.
Unit content: The learner will:
1. Be able to dress appropriately for a customer service job
The learner can:
1.1 Describe appropriate dress requirements in different customer service jobs
1.2 Identify inappropriate dress in different customer service jobs
1.3 Dress in a way that meets customer expectations in a particular job
The learner will:
2. Be able to demonstrate an appropriate appearance for a customer service job
The learner can:
2.1 State the importance of making a good first impression on customers
2.2 Identify that personal appearance may cause a negative reaction from customers
2.3 Present self in a way that makes a positive impression on customers
The learner will:
3. Be able to relate effectively to customers
The learner can:
3.1 Describe methods of communicating with customers
3.2 Describe why offensive language should be avoided when dealing with customers
3.3 Use appropriate methods of communication when dealing with customers
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64
Positive communication with
customers (A/601/6078) Level 1
Unit aim For this unit, the learners needs to be able to show that the way they communicate with customers, through
asking questions, actively listening and using positive body language can create a positive customer service
experience.
Unit content The learner will:
1. Be able to hold conversations with customers
The learner can:
1.1 Use questions to develop a customer conversation
1.2 Describe how to listen actively to customers
1.3 Listen actively to customers
1.4 Close a conversation with a customer
The learner will:
2. Be able to respond to requests from customers
The learner can:
2.1 Exchange information with customers in a conversation
2.2 Summarise information from customers to check they have heard requests correctly
2.3 Pass information from customers to colleagues
The learner will:
3. Be able to use body language when dealing with customers
The learner can:
3.1 Identify types of body language that affect customers positively
3.2 Identify types of body language that affect customers negatively
3.3 Use positive body language when dealing with customers
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66
Contribute to effective customer
service (F/601/6079) Level 1
Unit aim This unit covers the knowledge learners will need of what contributes to good customer service and the key
factors involved. The learner will also need to be able to carry out routine customer service tasks.
Unit content The learner will:
1. Know customer service terms and language
The learner can:
1.1 Define key customer service terms and language
1.2 Describe the connections between customer service, customer expectations and customer
satisfaction
The learner will:
2. Know what contributes to good customer service in an organisation
The learner can:
2.1 Describe how company procedures contribute to good customer service
2.2 Describe how good teamwork contributes to good customer service
2.3 Describe the main points in a customer service process that influence customer satisfaction
The learner will:
3. Be able to work effectively with colleagues in a customer service team
The learner can:
3.1 Describe why friendliness and helpfulness are useful in customer service teamwork
3.2 Describe the importance of not distracting colleagues when dealing with customers
3.3 Identify what leads to effective teamwork
3.4 Work effectively within a team when carrying out routine customer service tasks
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68
Deal with queries and requests
(H/601/6074) Level 1
Unit aim For this unit learners will gain knowledge of the products and services that the organisation offers and to be
able to apply this to dealing with and answering customer queries and requests.
Unit content The learner will:
1. Know the services and products of a section or department
The learner can:
1.1 Describe the services and products of a selected section or department
1.2 List the key features and benefits to customers of the services and products of a selected
section or department
The learner will:
2. Know the customer’s interests about the services and products of a section or
department
The learner can:
2.1 Describe the features and benefits of services and products that most interest customers
2.2 Identify questions that customers frequently ask about services and products and the
preferred answers to those questions
The learner will:
3. Be able to clarify customer queries or requests
The learner can:
3.1 Listen closely to questions and responses from customers
3.2 Clarify queries and requests from customers
The learner will:
4. Be able to deal with queries or requests from customers
The learner can:
4.1 Deal with a query or request in a positive way
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4.2 Seek information or support if the query or request is outside of their own knowledge or
authority
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Record and communicate customer
problems (K/601/6075) Level 1
Unit aim For this unit the learner will be able to collect detailed information from a customer about a problem, record
the details correctly and refer the details to a colleague.
Unit content The learner will:
1. Be able to collect detailed information from a customer with a problem
The learner can:
1.1 Question a customer to collect detailed information about a problem
1.2 Check why the customer believes that their expectations are not being met
The learner will:
2. Be able to record detailed information about a customer problem
The learner can:
2.1 Keep a record of details about a customer service problem
2.2 Confirm the accuracy of the record of a customer problem with the customer
The learner will:
3. Be able to communicate a customer problem to a colleague and a customer
The learner can:
3.1 Select information about the customer and the problem that is sufficient for a colleague to
understand it
3.2 Inform a colleague about the customer problem
3.3 Give the customer information about the steps being taken to deal with the problem
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Working in customer service
(M/601/6076) Level 1
Unit aim For this unit the learner will gain an understanding of the service offer that the organisation offers and how
their role fits into achieving this.
Unit content The learner will:
1. Know the customer service principles that affect a customer-related job
The learner can:
1.1 State the service offer of the organisation
1.2 Describe the role of a selected job holder in delivering the service offer
The learner will:
2. Know what is required of a particular job holder to meet customer expectations
The learner can:
2.1 Describe the information the job holder needs to meet customer service expectations
2.2 Describe how the behaviour of somebody in a customer service job affects the customer
experience
The learner will:
3. Know the outline of entry-level customer service jobs
The learner can:
3.1 Identify jobs delivering customer service
3.2 Identify the customers for those jobs
3.3 Describe what customers expect from somebody doing those jobs
The learner will:
4. Know the outline of customer service jobs that may be accessible after experience in
first step jobs
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The learner can:
4.1 Identify jobs that may follow from experience in first step customer service
4.2 Identify the customers for those jobs
4.3 Describe what customers expect from someone doing these jobs
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Apply legislation, regulation and
organisational procedures for
customer service (R/601/6071)
Level 1
Unit aim This unit will help the learner to understand legislation and regulation, the key health and safety requirements
and risks and why it is important to treat everyone equally when delivering customer service. This unit also
requires that learners know their own limits of responsibility and how to keep information and property secure
and confidential.
Unit content The learner will:
1. Be able to follow customer service procedures for a particular job
The learner can:
1.1 Describe the limits of own responsibility and authority for a particular job in customer
service
1.2 Carry out steps in customer service procedures for a particular job
The learner will:
2. Be able to protect the security of property and information when delivering customer
service
The learner can:
2.1 Observe organisational procedures for the security of property when delivering customer
service
2.2 Observe organisational procedures for the security of information when delivering
customer service
The learner will:
3. Know the health and safety requirements of delivering customer service
The learner can:
3.1 Describe the health and safety rules that relate to delivering customer service
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3.2 Describe the main health and safety risks for customers and colleagues when delivering
customer service
The learner will:
4. Know other external rules that impact on customer service delivery
The learner can:
4.1 Describe the key legislation and external regulations relating to customer service delivery
4.2 Describe actions to avoid because of legislation and regulation when delivering customer
service
4.3 Describe the importance of treating customers equally when delivering customer service
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Answer telephone calls from
customers (T/601/6077) Level 1
Unit aim This unit covers greeting customers on the telephone, answering incoming calls and dealing with customer
requests. This will also include using a standard greeting, passing on calls to colleagues and responding to
requests as well as relaying information back to the customer.
Unit content The learner will:
1. Be able to greet customers calling on the telephone
The learner can:
1.1 Explain why an appropriate greeting is needed for customers
1.2 Use the appropriate greeting when answering customer calls
The learner will:
2. Be able to deal with incoming customer telephone calls
The learner can:
2.1 Use questions to clarify customer wishes and needs during telephone calls
2.2 Deal with the customer requests within the limits of own authority
2.3 Pass on calls from customers to appropriate colleagues when customer needs are outside
their own authority
The learner will:
3. Be able to respond to requests from customers
The learner can:
3.1 Exchange information with customers over the telephone
3.2 Summarise information from customers to check they have heard requests correctly
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The customer service experience
(T/601/6080) Level 1
Unit aim For this unit learners will use their own experience as a customer in understanding different customer service
situations and steps and the overall feeling of the process. Learners will also gain knowledge on how customer
satisfaction is obtained and as a result be able to show a positive attitude when dealing with customers.
Unit content The learner will:
1. Know about the customer service experience
The learner can:
1.1 Describe customer service situations
1.2 Describe steps in a customer service process
1.3 Describe the feelings of being a customer at different stages of the customer service
process
The learner will:
2. Know how customer satisfaction is achieved
The learner can:
2.1 Describe the link between customer expectations and customer satisfaction
2.2 Describe service delivery that provides customer satisfaction
2.3 Describe customer service that does not meet customer expectations and the reasons why
The learner will:
3. Be able to demonstrate a positive attitude when dealing with customers
The learner can:
3.1 Demonstrate willingness when dealing with customers
3.2 Speak clearly to customers and put them at their ease in different situations
3.3 Recognise customer feelings and establish a rapport with them
3.4 Show respect to customers
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3.5 Show reliability to customers
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Conduct at work (A/501/6331) Entry
level 3
Unit aim This unit will help the learner to gain knowledge of what is and is not appropriate conduct in a workplace and
then show that they can conduct themselves appropriately. The learner will also need to carry out a review of
their conduct.
Unit content The learner will:
1. Know about appropriate conduct for the workplace
The learner can:
1.1 Identify different kinds of appropriate conduct in the workplace
The learner will:
2. Be able to demonstrate good conduct
The learner can:
2.1 Interact appropriately with colleagues
2.2 Dress appropriately for work
2.3 Demonstrate appropriate timekeeping during the working day
The learner will:
3. Be able to carry out a review of own conduct
The learner can:
3.1 Identify an aspect of own conduct that went well and an aspect that did not go so well
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Beliefs and values (L/503/0962)
Level 1
Unit aim For this unit learners will identify what is meant by beliefs and values and express what their own beliefs and
values are. This unit also looks at how the beliefs and values of themselves and others has influenced
behaviours or situations.
Unit content The learner will:
1. Understand what is meant by ‘beliefs’
The learner can:
1.1 State what is meant by ‘beliefs’
1.2 Identify own beliefs
1.3 Give examples of the beliefs of other people/groups
The learner will:
2. Understand what is meant by “values”
The learner can:
2.1 State what is meant by “values”
2.2 Identify values commonly held by a specific group of people
2.3 Identify own values
2.4 Give examples of the values held by other people/groups
The learner will:
3. Understand how values and beliefs can influence attitudes, opinions and behaviours
The learner can:
3.1 State how own values and beliefs have influenced attitude/opinion and behaviour in a
given situation
3.2 State how the values and beliefs of a given group have influenced their attitudes/opinions
and behaviour
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Effective communication
(R/506/2702) Level 1
Unit aim This unit covers different types of effective communication and why they are important. This unit is also about
obtaining knowledge of different types of behaviours and the difference between negative and positive
feedback.
Unit content The learner will:
1. Understand why effective communication is important
The learner can:
1.1 State the importance of effective verbal communication
1.2 Give examples of appropriate and inappropriate verbal communication
1.3 State the importance of effective non-verbal communication
1.4 Give examples of appropriate and inappropriate non-verbal communication
The learner will:
2. Understand the importance of positive and appropriate behaviour
The learner can:
2.1 Give examples of positive and appropriate behaviour
2.2 Give examples of situations when positive and appropriate behaviour is important
The learner will:
3. Understand the importance of feedback
The learner can:
3.1 Give an example of using positive feedback
3.2 Give an example of using negative feedback
3.3 State the importance of constructive feedback
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Searching for a job (D/506/3478)
Level 1
Unit aim This unit covers how to find out about jobs and the relevant information to look for in job adverts. The learner
will also recognise their own skills and interests and how these can be matched to jobs.
Unit content The learner will:
1. Know how to find out about jobs
The learner can:
1.1 Identify different sources of information about jobs
1.2 Outline relevant information to look for in adverts for potential jobs
1.3 Outline appropriate methods to search for potential job vacancies.
The learner will:
2. Know how to recognise own interests and skills for job roles
The learner can:
2.1 Outline own interests, skills and needs for employment
2.2 Identify potential job roles which match own skills, interests and needs
2.3 Outline what makes a specific job vacancy suitable for them.
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Applying for a job (A/506/3472)
Level 1
Unit aim This unit covers the different methods of applying for a job and the most common types of information
required for applications. The learner will also need to show that they can prepare for a job application,
including all the relevant information, a CV and a cover letter.
Unit content The learner will:
1. Know about different methods of applying for jobs
The learner can:
1.1 Outline different methods of applying for a job
1.2 Outline information commonly required for a job application.
The learner will:
2. Be able to prepare a job application
The learner can:
2.1 Present relevant information collected for a job application
2.2 Complete a job application form legibly and accurately
2.3 Prepare a CV for a job application in a given format
2.4 Write an appropriate covering letter for a job application.
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Career progression (J/501/5814)
Level 1
Unit aim This unit will help the learner understand the skills, knowledge and experience that may be needed to progress
their career, what sources of information and guidance are available to identify career progression and the
importance of why you would want to advance your career. Learners will need to be able to plan and set short
term goals for career progression.
Unit content The learner will:
1. Understand skills and qualities needed to progress in a career
The learner can:
1.1 Discuss personal skills, qualities and experience relevant to career progression
1.2 Discuss areas of work or study that might be best suited to their personal skills, qualities or
experience
The learner will:
2. Understand information and guidance related to career progression
The learner can:
2.1 With support, identify sources of career progression information and guidance
2.2 From sources of information and guidance, identify different career and course options
The learner will:
3. Understand the importance of career progression
The learner can:
3.1 Explain the importance of career progression for the individual
3.2 Explain the importance of career progression for others
The learner will:
4. Be able to plan the next stage in their career progression
The learner can:
4.1 With support, identify short-term goals that will help them progress their career
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4.2 With support, identify a realistic timeline and relevant resources for achieving their career
progression goals
87
Preparing for and learning from a
work placement (Y/505/4083)
Level 1
Unit aim This unit will help the learner understand the importance of personal conduct and behaviour during a work
placement. The learner will need to show that they can prepare for the work placement by gathering all the
relevant information about the organisation together, setting goals to achieve whilst on the placement and
putting some travel plans in place. The learner will also need to complete tasks during the work placement,
reflect on their performance after the work placement and identify any future personal development.
Unit content The learner will:
1. Be able to prepare for a specific work placement
The learner can:
1.1 Outline a work placement, to include:
Sector
Name of organisation
Main purpose of organisation
Main activities of organisation
1.2 Outline personal goals to be achieved in a work placement
1.3 Outline information relating to a work placement, to include:
Organisation’s postal address (in full)
Contact name and telephone number
Supervisor details
Type of work
Start and end dates
Daily start and finish times
Dress code/clothing requirements
1.4 Describe the importance of identifying information in relation to a work placement
1.5 Plan travel arrangements to a work placement
The learner will:
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2. Understand the personal conduct expected of an individual during a work placement
The learner can:
2.1 Explain the behaviour expected of an individual on a work placement
2.2 Explain the importance of an individual’s personal attributes whilst on a work placement
2.3 Explain reasons why personal hygiene is important on a work placement
The learner will:
3. Be able to complete tasks during work placements
The learner can:
3.1 Identify the purpose of a work placement task
3.2 Carry out the correct steps in work placement tasks
3.3 Demonstrate skills when completing work placement tasks, to include:
sector-specific
transferable
3.4 Use resources needed for work placement tasks
3.5 Use safe working practices when completing work placement tasks
3.6 Gain confirmation from person/s supervising of completion of work placement tasks
The learner will:
4. Be able to reflect on own performance on a work placement
The learner can:
4.1 Assess whether or not own personal goals for a work placement have been met
4.2 Identify how planning benefited arrangements for a work placement
4.3 Identify improvements needed when preparing for a future work placement
The learner will:
5. Be able to reflect on how personal development during a work placement influences
future job choices
The learner can:
5.1 Identify skills developed during a work placement that can transfer to a different job
5.2 Identify personal attributes developed during a work placement that can transfer to a
different job
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5.3 Explain how knowledge gained during a work placement might influence job choices
5.4 Identify personal development goals to consider when applying for future work or work
placements
90
Group and teamwork communication
skills (J/505/0451) Level 1
Unit aim This unit will help the learner understand the different methods of group and team communication and when
they can be used to maintain good working relationships. The unit also covers the importance of knowing
about different team roles and recognising your own role in a team. The learner will need to show that they
can complete a task working as part of a team and review what went well and what could be improved.
Unit content The learner will:
1. Understand methods of group and team communication
The learner can:
1.1 Describe two methods of group and team communication
1.2 Give examples of how and when the two methods can be used
The learner will:
2. Understand how to use communication to maintain good working relationships with
group and team members.
The learner can:
2.1 Identify two ways of ensuring group and team communication is as effective as possible
2.2 Give two examples of why poor group and team communication can occur
The learner will:
3. Understand roles within the team
The learner can:
3.1 State why it is important to know own and others’ roles within the team
3.2 Identify how to respond to requests from team leader
3.3 State why team leaders need to use praise and constructive criticism in communication
with their teams
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The learner will:
4. Be able to complete a task as part of a team
The learner can:
4.1 Act on instructions given to team by team leader
4.2 Agree with team members how to work together to carry out a task
4.3 Work with team members to complete a task
The learner will:
5. Be able to review a task as part of a team
The learner can:
5.1 Agree with team members aspects of the task which were performed well
5.2 Agree with team members aspects of the task which could have been improved
92
Rights and responsibilities of
citizenship (J/504/8845) Level 1
Unit aim This unit covers human rights, the reasons for law in society, the democratic and electoral process and how an
election is carried out. The learner also needs to know about the rights of consumers and members of the
community and the functions of various support agencies.
Unit content The learner will:
1. Know about human rights
The learner can:
1.1 Identify basic human rights
The learner will:
2. Know the law in society
The learner can:
2.1 State why society needs rules
2.2 For a specific situation state:
a) Why we need laws
b) How laws are made
c) How laws are enforced
The learner will:
3. Know about the democratic and electoral processes
The learner can:
3.1 Outline how an election is carried out
3.2 Outline the main roles of an elected representative
The learner will:
4. Know about rights and responsibilities
The learner can:
4.1 Identify rights and responsibilities as a:
a) Consumer
b) Member of a community
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4.2 Identify the main functions of:
a) Citizens Advice Bureau
b) Neighbourhood Watch.
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Interview skills (L/506/7980) Level 1
Unit aim This unit covers how to prepare for an interview. This includes researching the company, preparing some
questions to ask at interview and answers to questions likely to be asked. The learner will also need to perform
well at an interview and be well presented, give clear answers to questions and show good body language. The
learner will also need to review what went well and what did not go so well at interview.
Unit content The learner will:
1. Know how to prepare for an interview
The learner can:
1.1 Research
the company
its values
its impact on the community
the job role
1.2 Produce answers to a given set of questions that are likely to be asked at the interview
1.3 List questions to ask in the interview based on research
1.4 Outline how to seek clarity from the interviewer about questions asked
1.5 Collate any documents that may be asked for at an interview
1.6 Describe the route and means of transport to take to attend the interview on time
The learner will:
2. Be able to present and perform well at an interview
The learner can:
2.1 Dress appropriately and display good personal hygiene for the interview
2.2 Use appropriate means of non-verbal communication such as body language and facial
expressions during the interview
2.3 Take part in group interview activity
2.4 Give clear, straightforward answers to the questions asked
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2.5 Prepare a short presentation for use at an interview
The learner will:
3. Be able to review own performance at an interview
The learner can:
3.1 Describe aspects of the interview that went well
3.2 Describe aspects of the interview that did not go well
3.3 Outline actions to improve performance at future interviews
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Personal presentation at work
(H/504/9761) Entry level 3
Unit aim This unit will help the learner understand the importance of personal presentation for themselves and the
employer, and be able to present themselves appropriately in the workplace, following dress code conventions
for clothing and personal grooming.
Unit content The learner will:
1. Know about personal presentation at work
The learner can:
1.1 Outline features of appropriate personal presentation for a specific job role and workplace
1.2 Outline benefits for employer and employee of appropriate personal presentation at work
The learner will:
2. Present self appropriately in the workplace.
The learner can:
2.1 Follow conventions for personal presentation for a specific workplace in relation to
personal grooming
clothing
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Undertaking an enterprise activity
(D/505/0634) Level 1
Unit aim For this unit the learner will select an appropriate enterprise activity by identifying a product or service for a
target market and finding out who the competitors are. The learner will also need to be able to set a price for
the product or service based on the costs involved and the profit gained at the end.
Unit content The learner will:
1. Be able to select an appropriate enterprise activity
The learner can:
1.1 State what is meant by a target market
1.2 Identify a service or product developed for a specific target market
1.3 Outline reasons for choosing own enterprise activity
1.4 Give an example of a suitable method of market research for own enterprise activity
1.5 Identify main competitors in target market
The learner will:
2. Know how to set the price for a product or service
The learner can:
2.1 Identify costs involved in producing the product or service
2.2 Calculate the total cost of producing the product or service using a given arithmetic
formula
2.3 State the price the customer will be charged for the product/service
2.4 State how much profit each sale will generate
The learner will:
3. Know how to market a product or service
The learner can:
3.1 Identify personal skills and qualities required when marketing a product or service
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3.2 Give an example of a suitable method of marketing own product/service
3.3 Create a resource for marketing own product or service
The learner will:
4. Be able to plan for and review an enterprise activity
The learner can:
4.1 Devise a SMART action plan that includes targets for each stage of the enterprise activity
4.2 Revise the action plan at each stage of the enterprise activity
4.3 At the end of the activity, state what worked well and what could be improved
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Understanding the business of retail
(A/502/5756) Level 1
Unit aim For this unit the learner will gain an understanding of the retail sector; the different types of retail outlets, the
different occupations that can be undertaken and the progression routes. This unit also covers the retail
supply chain and knowledge of the overall retail sector and the contribution it makes to the UK economy.
Unit content The learner will:
1. Understand how retail outlets differ in size and type
The learner can:
1.1 List the different retail channels and state the main features of each one
1.2 Identify the sizes and types of retail outlets typically found in a variety of retail locations
such as high streets or retail business parks
The learner will:
2. Understand the range of retail occupations
The learner can:
2.1 State how retail occupations differ between small, medium and large retail businesses
2.2 Identify the usual entry points and progression opportunities for a variety of retail
occupations
2.3 Outline the skills, personal attributes and behaviours required for a range of retail
occupations
The learner will:
3. Understand the retail supply chain
The learner can:
3.1 List the sources from which retailers obtain products
3.2 Outline the key stages of a product’s journey through the supply chain
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The learner will:
4. Understand the contribution the retail sector makes to the economy of the United
Kingdom
The learner can:
4.1 Outline the size of the retail sector using information such as:
The number of people employed
The number of retail businesses
The amount of money spent by customers every year
The learner will:
5. Understand how customers’ concerns influence the products and services offered by
retailers
The learner can:
5.1 Outline environmental issues of concern to retail customers
5.2 Outline ethical issues of concern to retail customers
5.3 List the main advantages to retailers of being responsive to customers’ environmental and
ethical concerns
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Understanding customer service in
the retail sector (T/502/5819) Level 1
Unit aim For this unit learners will gain knowledge and understanding of customer service in retail and why it
is important. This unit also covers what factors contribute to giving customers a positive initial
impression, how to adapt customer service to meet individual needs and why communication – both
verbal and non-verbal – is so important. This unit also covers customer complaints and problems,
and how to identify solutions to solve them.
Unit content The learner will:
1. Understand the importance of customer service to a retail business
The learner can:
1.1 State what is meant by customer service in a retail business
1.2 Outline how customer service contributes to the success of a retail business
The learner will:
2. Understand what gives customers a positive initial impression of a retail business and
its staff
The learner can:
2.1 Outline the factors which contribute to a customer’s initial impression of a retail business
2.2 Outline how the staff of a retail business can help to give customers a positive initial
impression
The learner will:
3. Understand how customer service is adapted to meet the needs of individual
customers
The learner can:
3.1 List the types of service which customers may need, including help with gaining access to
products, facilities and information
3.2 List the main ways of meeting customers’ needs for service, including ways of giving
customers access to products, facilities and information
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The learner will:
4. Understand the importance of communication to the delivery of customer service
The learner can:
4.1 Outline how written communication can contribute to the effectiveness of customer
service
4.2 Outline how spoken communication and body language can contribute to the effectiveness
of customer service
4.3 State how different types of questions can be used to find out what customers need
4.4 State why it is important to listen to customers
The learner will:
5. Understand a variety of customer complaints and problems
The learner can:
5.1 List the main types of customer complaints and problems
5.2 Identify solutions to typical customer complaints and problems
5.3 Outline the ways in which the law protects the rights of consumers
103
Understanding the control, handling
and replenishment of stock in a retail
business (J/502/5808) Level 1
Unit aim This unit covers the key features of a stock control system. The learner will understand how to handle, move
and store stock and keep it secure, as well as how to replenish stock and why it is important to follow
procedures.
Unit content The learner will:
1. Understand the principles of stock control
The learner can:
1.1 State the main purposes of stock control systems
1.2 Describe the key features of a stock control system
1.3 Identify the technology that can be used in stock control
1.4 List the benefits of effective stock control
The learner will:
2. Understand how to move, handle and store stock
The learner can:
2.1 Identify the different techniques and methods for moving stock including how it is kept
secure
2.2 Identify the different techniques and methods for handling stock including how it is kept
secure
2.3 Identify the different techniques and methods for storing stock including how it is kept
secure
2.4 State where and in what conditions different types of stock should be stored
2.5 Identify procedures for dealing with the removal of waste
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2.6 State why it is important to follow procedures for dealing with the removal of waste
The learner will:
3. Understand procedures for replenishing stock
The learner can:
3.1 Outline the procedures for replenishing stock on display
3.2 State why accurate pricing and ticketing of stock is important
105
Understanding the retail selling
process (T/502/5805) Level 1
Unit aim This unit covers the selling process in a retail business; identifying what the customer wants, the importance of
having product knowledge and how to answer common concerns that customers may have.
Unit content The learner will:
1. Understand the selling process
The learner can:
1.1 Identify the key steps of the selling process
1.2 Outline the key skills and qualities required of successful sales staff
The learner will:
2. Understand how to find out what the customer wants
The learner can:
2.1 State when and how to acknowledge, greet and approach customers
2.2 State how to find out what customers want
The learner will:
3. Understand how product information can be used to promote sales
The learner can:
3.1 List common concerns a customer may have when buying a product
3.2 State how providing information about the product can increase its attractiveness to the
customer
3.3 Describe the difference between the features and benefits of products
3.4 Identify basic rules for demonstrating products to customers
3.5 State where to obtain different types of product information
Portfolio of evidence, written questions, project, assignment
106
107
Understanding retail consumer law
(D/502/5801) Level 2
Unit aim For this unit the learners will gain knowledge of the different legislation relevant to consumers. The unit covers
the Trade Description Act and the Data Protection Act, as well as consumer credit legislation and the sale of
licensed and age-restricted goods. The consequences of not following this legislation is also covered.
Unit content The learner will:
1. Understand how consumer legislation protects the rights of customers
The learner can:
1.1 State the purpose of consumer legislation in relation to retail
1.2 Describe the key principles and concepts of consumer legislation such as fitness for
purpose, misinterpretation and merchantable quality
The learner will:
2. Know the main provisions for the protection of consumers from unfair trading
practices
The learner can:
2.1 Describe the provisions in place to protect consumers from unfair trading practices
2.2 Describe retail employees’ responsibilities in ensuring fair trading practices
The learner will:
3. Know the main provisions of consumer credit legislation in relation to retail
The learner can:
3.1 Describe the key legal responsibilities of a retail business and its employees when offering
credit facilities to customers
The learner will:
4. Know the main provisions of data protection legislation in relation to retail
The learner can:
4.1 Describe the key responsibilities and obligations of a retail business and its employees
under current data protection legislation
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The learner will:
5. Know the main provisions of the law relating to the sale of licensed and age-
restricted products
The learner can:
5.1 Identify the responsibilities and obligations of a retail business and its employees in relation
to the sale of licensed goods
5.2 Identify the responsibilities and obligations of a retail business and its employees in relation
to the sale of age-restricted goods
The learner will:
6. Understand the consequences for businesses and employees of contravening retail
law
The learner can:
6.1 Describe the legal consequences for businesses and employees of contravening retail law
6.2 Describe the probable commercial consequences and sanctions for employees and
businesses of contravening retail law
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Understanding how individuals and
teams contribute to the effectiveness
of a retail business (R/502/5780)
Level 1
Unit aim For this unit the learner will gain knowledge of the characteristics of effective team working, the roles and
responsibilities of a team and how to develop their own skills and performance. This unit also covers the basics
of employment law.
Unit content The learner will:
1. Know the key employment rights and responsibilities of employees and the employer
The learner can:
1.1 State the purpose of a contract of employment
1.2 List the main content typically included in a contract of employment
1.3 Outline the actions which can be taken by the individual and the employer if either party
fails to keep to the terms of the contract of employment
1.4 Identify the legislation which protects individuals from harassment and discrimination
The learner will:
2. Know the characteristics of effective team working in retail business
The learner can:
2.1 State the benefits of working in teams for individual employees and the retail business as a
whole
2.2 Identify different roles and levels of responsibility within retail teams
2.3 List the typical characteristics of effective and ineffective teams
2.4 List different techniques for communicating effectively within a team
The learner will:
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3. Understand a range of activities for improving own skills and performance
The learner can:
3.1 State the benefits to the retail business of improving employees’ skills and performance
3.2 State why it is important for employees to identify own strengths and development needs
3.3 List the different methods for reviewing and improving the performance and skills of
individual employees
111
Understanding the handling of
customer payments in a retail
business (H/502/5797) Level 2
Unit aim For this unit the learner will gain knowledge of the types of payment accepted in a retail business and the risks
involved in accepting payment. The unit also covers the cashiers' responsibilities, including promoting
additional sales and processing age-restricted goods.
Unit content The learner will:
1. Know the methods of payment accepted from retail customers
The learner can:
1.1 List the methods of payment typically accepted by retail businesses and describe how each
is processed
The learner will:
2. Understand the risks involved in handling payments
The learner can:
2.1 Describe how errors can arise when accepting cash payments at the till, and explain how
these can result in losses
2.2 Identify the security risks that may arise when handling payments
The learner will:
3. Understand the cashier’s responsibility for providing service at the payment point
The learner can:
3.1 Outline the cashier’s key responsibilities for serving customers at the payment point
3.2 Identify common problems which can arise at the payment point and describe how the
cashier can resolve or refer these
3.3 Describe additional services which are often offered to customers at the payment point,
such as cash-back or wrapping
3.4 Describe how the cashier can help to promote additional sales at the payment point
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The learner will:
4. Understand the cashier’s responsibilities when processing age-restricted goods at the
payment point
The learner can:
4.1 List the types and age restrictions of products which can be sold only to customers, or by
employees, who are over a minimum age specified by law
4.2 State the consequences for the cashier and the business if legal age restrictions are not
complied with
4.3 Describe the cashier’s responsibilities for helping to ensure that legal age restrictions are
complied with
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Understanding how a retail business
maintains health, safety and security
on its premises (M/502/5804)
Level 1
Unit aim This unit covers health and safety in the retail sector and the relevant legislation involved. The unit also covers
how to keep cash and stock secure in a retail premises.
Unit content The learner will:
1. Know the main provisions of health and safety legislation in relation to a retail
business
The learner can:
1.1 State the role of employees and employers in relation to relevant health and safety
legislation
1.2 State when and why the control of substances hazardous to health is important
1.3 State where to find information on company health and safety policies
The learner will:
2. Know how health and safety are maintained on the premises of a retail business
The learner can:
2.1 List the risks and hazards which commonly occur on the premises of a retail business
2.2 Outline precautions to reduce the risk of accidents
2.3 Outline precautions to reduce the risk of fire
2.4 List the main types of fire extinguisher and the materials each should be used on
2.5 Outline procedures for the safe manual lifting and moving of stock
2.6 State why high standards of cleanliness and hygiene should apply to the staff and premises
of a retail business
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The learner will:
3. Know how cash and stock are kept secure on the premises of a retail business
The learner can:
3.1 List the main causes of stock loss
3.2 List the different types of shop theft and where and when each type typically occurs
3.3 List the methods of payment typically accepted in retail outlets
3.4 Outline the main ways of preventing loss when handling payments
3.5 Outline the main checks for maintaining the security of cash and non-cash payments
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