training curriculum

D4. – Development of Training Curricula

Modules for Sale Assistants and their Managers

WP4: Development of training curricula referring to the professional profiles

June 2013

Produced by

East Midlands Textile Association Ltd.

Project SCORE: Quick Recognition and Validation of Retail Personnel Competencies in the Children’s Products Sector. Ref nr. 2012-1-ES1-LEO05-47818

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Index

Introduction

Section 1 – Modules

1 Work effectively in a retail team

2 Contribute to the monitoring and maintaining ease of shopping in a retail sales area

3 Help Customers to choose products in a retail environment

4 Give customers a positive impression of yourself and your organisation

5 Demonstrate products to customers in a retail environment

6 Process payments for purchases in a retail environment

7 Cash up in a retail environment

8 Deal with customer queries and complaints in a retail environment

9 Place goods and materials in storage in a retail environment

10 Check stock levels and sort out problems with stock levels in a retail environment

11 Protect own and others’ health and safety when working in a retail environment

12 Reduce security risks in a retail environment

13 Develop team and individual effectiveness in a retail business

14 Audit stock levels and inventories in a retail environment and source required goods and

services

15 Develop a strategy for a retail business

16 Manage financial information in a retail environment

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17 Develop and implement a marketing plan in a retail environment

18 Manage visual merchandising in a retail environment

19 Dress visual merchandising displays

Section 2 – Hyperlinks

1.1 Communicating effectively

1.2 Listening to the other person

1.3 Health and safety legislation

1.4 Member of the team

3.1 Materials and their properties

3.2 Care labelling

3.3 Body language

3.4 Questioning techniques

3.5 Communication

3.6 Offering a fitting room service

6.1 Legal pricing requirements

7.1 Method

8.1 Managing angry customers

8.2 Legal requirements (health and safety)

Section 3 – Activities

1.11 Activity

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4.11 Activity – standards of dress and behaviour

5.11 Features and benefits

6.11 Identify any current discounts and offers

11.11 Risk assessment and policy template

11.12 Activity – health and safety

Section 4 – Appendices

Appendix 1 – Job description Children’s Wear Sales Assistant

Appendix 2 – Job Description Children’s wear Store Manager

Appendix 3 – Personal Specification Children’s Wear Sales Assistant

Appendix 4 – Personal Specification – Children’s wear Store Manager

Appendix 5 - Skillscan

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Introduction

Work package 4 consists of the training modules developed from the findings of work package 2.

This document contains the learning modules for shop assistants in a children’s wear retail

environment identified in work package two.

The approach has been to model the modules on the learning input for the national UK standards for

retailing developed in the UK as part of the Qualification Credit Framework.

The modules are designed to stand alone so that a learner may select whichever topics are deemed

to be the most relevant for that particular individual.

The modules are structured with hyperlinks to more in depth information which may occur in more

than one module. The hyperlinks are designed to prevent repetition of the same subject in various

modules but to allow the learner the opportunity to access more information as and when needed.

Some activities have also been included to help the learner and their line manager work together to

improve learner performance and have a better understanding of the specific requirements of the

business that they are working in.

Due to the very diverse nature of the children’s, wear retail sector the activities have been included

to bring out some of the characteristics of certain products and signpost the learner to specific

requirements in the local business.

The table on the next page gives a cross referencing grid to show which hyperlinks and activities

relate to each module.

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Index and cross referencing grid for WP4 modules

Mo

du

le Links activity

Work effectively in a retail team

1 1.1 1.2 1.3

1.4

1.11

Give customers a positive impression of yourself and your organisation

4 3.5 3.3 3.4

4.11

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

2 1.3

Assemble products for display in a retail environment

Demonstrate products to customers in a retail environment

5 3.4 1.2 3.3

1.3

5.11

Help customers to choose products in a retail environment

9. Knowledge about labelling and especially care labelling

13. Provide service to customers in a dressing room in a retail environment

3 3.1 3.2 3.3

3.4

3.5

1.2 3.6

Process payments for purchases in a retail environment

6 6.1 6.11

Place goods and materials in storage in a retail environment

9 3.5

Deal with customer queries and complaints in a retail environment

8 8.1 3.5 3.4

3.2

1.2

3.3 8.2

Check stock levels and sort out problems with stock levels in a retail environment

10 1.3 3.5

Cash up in a retail environment 7 7.1

Protect own and others’ health and safety when working in a retail environment

11 1.3 1.1 3.5

1.4

11.11 11.12

Reduce security risks in a retail environment

12 3.3 3.5

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Section One – Modules

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Module 1

Work effectively in your retail team Level: sales personnel

Aim The aims of this module are to encourage the learner to work with colleagues to achieve results together by managing their own time effectively and getting along with colleagues in the store. Also to be responsible for learning new information and tasks at work, with the help and guidance of their manager.

Objectives: By the end of the module the learner will be able to:

Work effectively in their retail team Improve the way they learn in a retail environment

Basic Skills The basic skills needed for this module are:

Communication Working with Others Problem Solving

Learning points to

Work effectively in your retail team work effectively in your retail team

o keep track of how much work you have to do and how long it is likely to take o ask for help and information from colleagues when needed ensuring that you make your

needs clear while respecting the other person’s needs and priorities

promptly and politely

communicating effectively

listening to the other person o offer help to colleagues and respond positively to requests for help, whenever possible by

being helpful to colleagues with completing their own work

willingly and promptly

when the your own workload allows

without taking on more responsibility than you are authorised to do o discuss and sort out difficulties in working together in a polite and constructive way o ask a suitable person for advice about any problems in working with colleagues that you

can’t resolve without help

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o follow instructions for safeguarding health and safety as they work o work as a member of the team

Improve the way you learn in a retail environment

o explain the importance of being an effective learner at work

o identify training needs to improve own work performance - activity

o agree own training programme, including action points and deadlines

o explain the importance of asking for feedback on own work performance

o request feedback on own work performance, including what is going well and what needs

improving

o evaluate own work performance against agreed training programme

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Module 2 Contribute to monitoring and maintaining ease of shopping in a retail sales area

Aim: The aim of this module is to enable the learners to keep the sales floor fit for customers to

shop in, while the store is open.

Objectives

By the end of the module the learner will be able to

maintain the layout of the shop floor

maintain the appearance of the shop floor

ensure that the merchandising of products on the shop floor to have a positive influence on

sales

Learning points to

Contribute to monitoring and maintaining ease of shopping in a

retail sales area

Know how the layout and appearance of the sales floor influences sales

o Housekeeping factors

cleanliness

tidiness

no health and safety hazards

o displays

display props with appropriate merchandise

models dressed

correctly ticketed

attractive eye appeal

back up, easy found stock to support the displays

o promotions

prominent position on shop floor

clearly ticketed

well stocked

o layout

allows easy flow for customers

well-spaced rails and fixtures

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best selling items to the fore

clear signage

appropriate lighting

cash and wrap suitably positioned usually towards the front of the store

fitting room area towards rear of store

welcoming environment

Be able to maintain own area of the sales floor during trading hours

o keep own work area clean, tidy and free from obstructions

mirrors clean

fixtures and fittings dust free

no rubbish around

floor clean

fitting rooms clean and tidy o ensure that merchandise meets organisational standards for positioning and presentation

Use hangers where appropriate

Hangers facing in the same direction

Correct hangers for particular garments

Where bagged, the bags are clean

Products folded to fit the bag

Stored neatly o remove unsalable merchandise from the sales floor

dirty

damaged

faulty

out of date o ensure that information concerning prices, products and promotions is visible to customers

correct price on products

correct size on products

promotional labeling is visible and on correct products o ensure that own activities on the sales floor minimise disruption to customers

due regard for Health & Safety rules

no excessive noise

ensure that customers can access rails and fixtures and fittings as normal

Report problems that could have a negative effect on the customer experience

o Ensure that rails, fixtures and fitting are regularly checked to make sure that all available merchandise is on the shop floor.

All available sizes are out

Full colour ways are out

All lines that should be, are out on the shop floor o Check for damaged merchandise and deal with in line with company policy

Reduced

Removed

Repaired

Returned to manufacturer

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o Check that rails, fixtures and fittings are fit for purpose and report if there are any problems with them

Broken parts of equipment

Old and out of date

Inaccessible for customers – too high or low o Inappropriate merchandise in most prominent places

Swimwear at the front when it is raining

Slow selling products in a prime position

Promotional products not being promoted

Unseasonal products in best selling areas of the shop

Products that are in the window or on an in store display, hard to find or out of stock

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Module 3 Help customers choose products in a retail environment Level: sales personnel

Aim This module aims to teach learners techniques for selling products in a children’s wear retail environment. The unit covers finding out what the customer needs, helping the customer to choose products and closing the sale.

Objectives By the end of the module the learners will be able to:

help customers choose products in a retail store check the customer's preferences and buying decisions when making retail sales make the sale

Basic Skills The basic skills needed for this unit are:


Learning points to Help customers choose products in a retail store know the products they are responsible for selling and the features and benefits of those products including:- available size range and colour ways product size and fit material and their properties care labeling describe, explain clearly and accurately product features and benefits to customers in ways that customers understand and find interesting identify USP (unique selling point) such as:-

o style o shape o material/material performance o design features

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o durability o value for money o uniqueness o colour

fitness for purpose for the particular customer

o wearabiliy o performance o size and fit o appearance o benefits for the particular customer

check and interpret customers’ responses to the explanations by

o adapting explanations and responses to questions and comments in ways that promote sales and goodwill

o encouraging customers to ask for clarification and more information o giving customers the opportunity to evaluate products and ask questions

compare and contrast products in ways that help customers choose the product that best meets their needs by

o checking customers’ responses to their explanations, and confirm customers’ interest in the product

o helping customers to choose the products that best meet their needs o offering a fitting room service o demonstrating products

identify suitable opportunities to tell the customer about associated or additional products and do so in a way that promotes sales and goodwill by showing customers associates items such as:-

o socks with shoes o other layette items for babies o tops with trousers/skirts o accessories with pushchairs o headwear with coats o gloves with scarves

recognise buying signals from customers such as:-

o asking the price o asking the colourways available o showing interest in the product o trying the product o body language

handle objections and questions confidently and effectively by:-

o listening to the other person o body language o questioning techniques

know techniques for closing the sale by:-

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o confirming that the customer wishes to buy the product o taking the product from the customer o taking the customer to the cash and wrap area o asking method of payment

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Module 4 Give customers a positive impression of yourself and your organisation Aims The aim of this module is to help the learner to communicate with customer by giving a positive impression of themselves whenever they deal with a customer. By doing this the learner will also be giving a positive impression of the store and the customer service it provides.


present a positive impression of the themselves and their organisation to customers create an effective rapport with customers Respond appropriately to customers Give appropriate information to customers

Basic Skills


Learning Points to

Give customers a positive impression of yourself and your organisation

Present a positive impression of themselves and their organisation to customers

o describe their organisation’s standards for appearance and behaviour - activity o explain their organisation’s guidelines for how to recognise what their customer wants and

respond appropriately

meet and greet only

offer to help with choices

demonstrate products o identify their organisation’s rules and procedures regarding the methods of communication

they use o explain how to recognise when a customer is angry or confused

body language

aggressive attitude

type of questions asked – questioning technique o identify their organisation’s standards for timeliness in responding to customer questions

and requests for information

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Create an effective rapport with customers in a retail store

o greet their customer respectfully and in a friendly manner o communicate with their customer in a way that makes them feel valued and respected

open body language

eye contact

calm and non-aggressive

speak slowly and clearly o identify and confirm their customer’s expectations

questioning techniques

listening to the other person

body language o treat their customer courteously and helpfully at all times o keep their customer informed and reassured o adapt their behaviour to respond to different customer behaviour

language difficulties – use customers langue or speak slowly and clearly using simple language without any jargon

cultural differences – body language, gestures, dress etc

different age groups – using phrases appropriate to different age groups

Respond appropriately to customers

o respond promptly to a customer seeking help o find the information that will help o supply the correct information about the products

o choose the most appropriate way to communicate with their customer

verbally

visually

take to appropriate area of store

demonstrate products if selected o check with their customer that they have fully understood their expectations

present the product to fulfil their expectations

if this is not available present a suitable alternative giving a clear explanation of how this satisfies the customer’s expectations

o respond promptly and positively to their customer’s questions and comments o allow their customer time to consider their response and give further explanation when

appropriate

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Module 5 Demonstrate products to customers in a retail environment Level: sales assistant Aims The aim of this module is to help learners demonstrate the features and benefits of products to customers and then close the sale.

Objectives By the end of the module the learners will be able to

demonstrate retail products to customers help customers choose products in a retail store

Basic Skills


Learning points to Demonstrate products to customers in a retail environment

o prepare the demonstration area and check that it can be used safely o check they have the equipment and products they need to give the demonstration o explain the demonstration clearly and accurately to the customer o present the demonstration in a logical sequence of steps and stages o cover all the features and benefits they think are needed to gain the customer’s interest o clear equipment and products away promptly and without keeping customers waiting

Help customers choose products in a retail store o find out which product features and benefits interest individual customers and focus on

these when discussing products

questioning techniques

listening to the other person

body language o describe and explain clearly and accurately relevant product features and benefits to

customers

features such as style, quality, colour – activity- features and benefits

benefits such as easy care, ease of use, cool in summer – activity- features and benefits

o compare and contrast products in ways that help customers choose the product that best meets their needs

o check customers’ responses to the learner’s explanations, and confirm customers’ interest

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

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

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

health and safety

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Module 6 Process payments for purchases in a retail environment Level: sales personnel

Aim This module aims to teach learners techniques for processing payments and packing the purchases


Process payments for purchases Pack purchases

Basic Skills The basic skills needed for this unit are:


Learning points to Process Payments for purchases in a retail environment Work out the price of customer’s retail purchases identify and check prices identify any current discounts and special offers - activity know where to find information and advice on pricing calculate the correct amount that the customer should pay

know the customer’s rights and the company’s duties and responsibilities in relation to the pricing of goods.

Provide service at point of sale in a retail store Keep cash and other payments secure

o Keep cash drawer locked when unattended o Ensure that large amounts of cash are not kept in the till o Keep cheque and debit/credit payment slips in a safe place

Tell the customer the correct amount to pay Check accurately the amount and means of payment offered by the customer

o Know the types of payment that they are authorised to receive o Know the procedures for authorising non cash transactions o Check for and identify counterfeit payments

Cash – counterfeit notes or coins Credit card – stolen or over limit Cheques – wrong signature etc

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Where the payment is acceptable, process the payment in line with company procedures Tell the customer tactfully when a payment cannot be approved following company guidelines for dealing with unacceptable forms of payment. Offer additional services to the customer where these are available

o Alterations o Special orders o Gift wrapping o Home delivery o On-line shopping

Treat customers politely throughout the payment process Balance the need to give attention to individual customers with the need to acknowledge customers who are waiting for help.

Wrap customer’s purchases in line with the company policy

o Know the sizes of bag to use for the various products stocked o Fold products carefully to ensure minimum creasing in transit o Be able to gift wrap where this service is offered o Pack the product securely to ensure nothing is lost in transit o Ensure that the customer leaves the store with a polite farewell

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Module 7 Cash up in a retail environment Aim: The purpose of this module is to enable individuals to cash up in a retail environment

Objectives: By the end of the session the learners will be able to:

Cash-up in a retail environment Observe security measures for safe cash handling

Basic Skills The basic skills needed for this module are:

Communication Problem Solving Numeracy ICT skills

Learning points to Cash up in a retail environment cash up in line with:

o the organisation’s schedule for cashing up o time of day o frequency o prescribed place o method

follow organisational procedures for maintaining security when cashing up, including the security of:

o self • secure environment • awareness of threats • time of day • number of people around

o cash • storage • where and when counted

o cash equivalents • storage • where and when handled

use cashing up equipment to reconcile takings in line with organisational and/or manufacturer’s instructions

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o print off dissections o record details in line with organisation’s instructions o reconcile takings to recorded totals

recognise and deal with till overages and shortages follow organisational procedures

o check counted cash o check total of cheques, credit and debit cards o check amounts of exchanges and refunds o check sales dockets against dissections/till role o record/report any discrepancies o report till overages and shortages to the designated person when these are not

within own authority to resolve

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Module 8 Deal with customer queries and complaints in a retail environment

Aim: The aim of this module is to help learners deal with customers’ queries and complaints in a retail environment.

Objectives By the end of the module the learner will be able to:

resolve customer queries and complaints contribute to customer loyalty and confidence

The basic skills needed for this module are

Communication Working with others Problem solving

Learning Points to

Deal with customers’ queries and complaints in a retail environment Deal with customers’ queries in a retail environment

o acknowledge customers’ requests for information and advice politely o ask questions as needed to discover customers’ needs for information and advice

questioning technique o provide information and advice to customers that is relevant to their query, accurate and up

to date

delivery dates

available sizes

fibre and fabric content

product performance

care labeling

price o ask customers questions to check that they have received the information and advice that

has met their needs o provide alternative solutions to help customers when information and advice given is not

satisfactory o refer requests for information or advice to their manager when helping the customer is not

within own authority

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Understand how resolving customer queries and complaints help promote to customer loyalty and confidence

o Gives a positive impression of the store o Encourages the customer to return to the store o Helps the customer feel welcome in the store o Encourages the customer to tell other people about the good service in the store o Helps to establish a good local reputation

Deal with customers’ complaints in a retail environment

o manage angry customers when dealing with complaints in a retail environment

communication

listening to other people

body language o confirm the nature of the complaint with the customer, using information they have

provided

wrong size

faulty on purchase

faulty after use

not liked

poor service o apologise to the customer when the store is, or appears to be, responsible for the situation

that has caused the customer to complain o resolve complaints in line with both legal requirements and the company’s policy o refer complaints that you are not allowed to deal with to your manager. o provide the opportunity for customers to ask questions about the company’s policy

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Module 9 Place goods and materials in storage in a retail environment Level: sales assistant

Aims The aim of this module is to help learners check that suitable storage space and equipment are available. Also, it is about putting goods into storage in ways that make the best use of the available space and allow people to reach the goods as needed either on or off the shop floor

Objectives By the end of the module the learner will be able to

Check storage arrangements for goods and materials in a retail environment Put goods and materials into storage in a retail environment

Basic Skills


Learning Points to Place goods and materials in storage in a retail environment Check storage arrangements for goods in a retail environment

o what might cause the goods to deteriorate in storage

poor packaging

exposed to light, heat, cold etc

dirty environment

not protected properly

not placed in storage correctly – too tightly stacked

o the types of storage facilities and storage conditions that are needed for the goods

Shop floor fixtures and fittings

Shop floor rails

Away from sales area storage in racks, boxes, hanging rails

o why stock needs to be rotated in storage

To stop products becoming out of date

To ensure all lines are available to the customer

To prevent products deteriorating

To “turn the stock over”

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Place goods into storage in a retail environment

o report any lack of suitable storage facilities to the manager o fix faulty equipment when this falls within own responsibility o reporting equipment faults that cannot be fixed to your manager o check to ensure that adequate storage facilities are available o place goods and materials:

safely and securely

in the designated storage facilities

within the time allowed

in ways that make efficient use of the available storage

record stock that is stored in line with company policy

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Module 10 Check stock levels and sort out problems with stock

levels in a retail environment

Aim: The aims of this module is to help learners to contribute to managing stock levels in a retail environment

Objectives By the end of the session the learner will be able to

Check stock levels in a retail environment Identify stock level problems with stock levels in a retail environment Deal with stock level problems in a retail environment

The basic skills needed for this module are

Communication Problem solving Numeracy

Learning Points to Check stock levels and sort out problems with stock levels in a retail environment

Check stock levels in a retail environment as instructed

instructions for where and when to count stock

checking stock levels

checking sales

maintain correct stock levels across size, colour ways organisational procedures for counting stock and recording stock levels

day of the week and time not at busy times not when only person on the shop floor

manual or electronic records health and safety requirements to be observed when counting stock minimise inconvenience to customers and other team members in the retail environment

when stock is being counted Deal with or report stock-related problems that arise when checking stock levels in a retail environment

compare actual stock levels with recorded stock levels identify the reasons for any discrepancies

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inaccurate counting

not locating all of the stock on shop floor and in stock room or off shop floor

inaccurate records such as new stock not brought into figures, sales not deducted correctly, returns not included.

Has anything been stolen? Deal with problems with stock and stock levels

Shortages in sizes, colours…………………are you allowed to re-order or do you tell your manager

Out of stock of best-selling lines…………………are you allowed to re-order or do you tell your manager

Slow selling lines………………let your manager know with the details

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Module 11 Protect own and others’ health and safety in a retail environment Aim: The aim of this module is to help learners be mindful of their own and others health and safety in the retail environment

Objectives By the end of the session the learner will be able to

promote health and safety in their own workplace take positive action to prevent incidents in their workplace

Basic Skills The basic skills needed for this module are

Communication Problem solving Working with others

Protect own and others’ health and safety in a retail environment

Protect own and others’ health and safety during day-to-day work activities

o follow organisational and legal health and safety requirements when carrying out own work duties

Do: work in a tidy manner put equipment and materials away when you have finished with them check fixtures and fitting regularly to ensure that they are in good working

order make sure that displays are robust and cannot be easily reached or pulled

over by children make sure that aisles are wide enough for prams/pushchairs to go through

Don’t: leave equipment and materials lying around or on the floor put hanging products too high for customers to reach put products that are for sale in awkward places so that customers have

difficulty reaching them stack products so that they can easily topple over block fire exits

o deal with health and safety risks within the limits of own authority – activity11.11 o report immediately to the designated person any health and safety risks that are beyond the

limits of own authority to deal with – activity11.11 o use equipment and materials needed for own work in line with the organisation’s and/or

manufacturer’s instructions Deal with accidents and emergencies in a retail environment

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o respond to accidents and emergencies:

in line with organisational procedures

in line with legal requirements

in a calm manner o seek immediate help from an appropriate source in the event of accidents and emergencies

contact manager; phone emergency services o follow organisational procedures for evacuation when an alarm is raised – activity11.12

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Module 12 Reduce security risks in a retail environment Aim: The aim of this module is to help learners to contribute to reducing security risks as far as practicable during their day-to-day work.


Recognise potential security risks Act to reduce security risks

The basic skills for this module are

Communication Problem solving

Learning Points to Reduce security risks in a retail environment Potential security risks that can arise in a retail environment

o Theft of goods o Theft of takings o Criminal damage to property and stock o Vandalism o Harassment of staff o Fraud by customers o Fraud by staff

Reducing security risks in a retail environment

o Security devices such as CCTV o Shop alarms set when closed

Follow specified procedures for opening and closing of store o Products tagged with alarms o Restricted computer/till access

Cash drawer kept locked except when in use

Minimal cash kept in till

Large amounts of cash stored in a locked safe o Monitoring suspicious behaviour o Following company guidelines for cash handling o Back door alarmed o Being alert and aware at all time

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o Never leave the shop floor unattended when open o Always notify another member of staff if you are leaving the shop floor o Keep the stock tidy and in its correct place o Put stock away promptly after serving a customer o Maintain a fitting room policy by monitoring merchandise in and out, not exceeding a

maximum number of items etc. Dealing with security incidents

o own level of responsibility for dealing with security risks

report promptly

be vigilant

avoid confrontation o take action to reduce security risks within the limits of:

relevant legislation

organisational policy

own level of authority

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Modules 13 Develop team and individual effectiveness in a retail business Level: Management

Aims The aim of this module is to help learners with the recruitment of staff, employment rights and responsibilities, and development of individuals and teams as well as how to communicate effectively and deal with conflict within their team.


follow a recruitment process develop individuals and teams within a retail business

use effective communication skills in the retail business

resolve conflict within teams in the retail business improved business performance through training and development of personnel

review the personal performance of retail team members

understand the general principles of employment law

Basic Skills The basic skills needed for this module are

Application of Number Communication Information and Communication Technology

Follow a recruitment process

the key stages in the recruitment process

o prepare the job description

o prepare a personal specification

o advertise the post

o select people to interview

o interview and select

o make job offer

the sources of information typically used to support recruitment decisions and explain their relevance to the recruitment process

o curriculum vitae

o application form

o references

o psychometric testing

o assessments

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o interview

the legal requirements relating to the recruitment process o work time directive, o anti-discrimination legislation, o immigration legislation

Develop individuals and teams within a retail business

evaluate the performance of individuals and teams in retail business o targets

o key performance indicators (KPI)

o standards o aims and objectives

identify the development needs of individuals and teams o training needs analysis (TNA)

o appraisals and reviews

o feedback development activities and approaches for staff with differing learning needs, personal aspirations and business goals

o internal training o external training o e training o self-development

Use effective communication skills in the retail business

communication methods and styles for a range of situations typically faced by retail teams

o face to face – individual/team

o written – memo/e mail use communications skills to

o build relationships within a retail team o give and receive constructive criticism and feedback

o listen to and show understanding of the feelings and views of other team members

Resolve conflict within teams in the retail business the types of situation which typically give rise to conflict within retail teams

o rotas

o different personalities

o working hours

techniques for resolving conflict within retail teams and explain why these work o Delegation

o motivation o communication

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Module 14 Audit stock levels and inventories in a retail environment and source required goods and services Aim: The aim of this module is to help learners manage and replenish stock levels.


Organise and implement a stock level audit Analyse audit results to manage correct stock levels Source and purchase products and services

Organise and implement a stock level audit plan an audit of stock

o ensure accurate, complete and timely auditing o cause as little disruption as possible to normal work o include plans for dealing with contingencies

select staff who have the necessary skills to help with the audit allocate specific responsibilities to each member of the audit team explain to the team what they are expected to do diagnose and resolve problems that arise when implementing the audit

Analyse audit results to manage correct stock levels use the findings of an audit to identify and resolve problems with stock levels and stock inventories analyse the findings of a stock audit to identify problems that need resolving prioritise problems according to their importance and urgency investigate and resolve problems

o methodically o as far as possible within the scope of the audit and with the resources available

record the results of an audit respond to audit findings, including any unresolved problems, in a timely fashion in line with

o the company strategy o financial considerations o the marketing plan

Source required products and services interpret stock records to establish:

o which stock needs replenishing o the quantity of stock required o supporting the company strategy, financial considerations and the marketing plan

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evaluate the service offered by suppliers, taking account of o suitability for the particular retail business o the availability of the required products and services

top ups available for immediate delivery

seasonal deliveries o the terms and conditions offered by suppliers

discounts

payment terms Order goods and services analyse purchase requisitions to identify items that can be ordered together order goods and services

o the required type and quantity o allowing sufficient time for delivery

develop procedures that will enable staff to give sufficient notice of any special orders for goods and services resolve overdue or incomplete orders with the supplier arrange returns, replacements and refunds when applicable consider and communicate the options available when orders cannot be fulfilled on time maintain the necessary purchasing records

Evaluate the performance of the suppliers evaluate the quality, price and timeliness of deliveries against the company’s requirements evaluate staff’s feedback about suppliers’ performance to determine if the standard of performance is acceptable provide feedback to suppliers on the level of service they provide

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Module 15 Develop a strategy for a retail business Level: Management

Aim The aim of this module is to help the learner develop and implement a strategy for their retail business


carry out a strategic audit use their findings to devise a strategic plan for their retail organisation. consider the implementation and control of the plan.

Carry out a strategic audit Analyse what business are you in

o do you have the team to deliver a winning strategy? o what are the key external factors affecting the organisation? o are you doing the right things? o are you doing things right? o is your intended strategy sustainable, feasible and achievable o how do you translate strategy into action? o how will you know when you have been successful? o Conduct a SWAT analysis

Devise a strategic plan for your retail organisation. define your mission and vision devise clear objectives for the business set achievable goals and targets

o SMART – Specific, Measurable, Achievable, Realistic, Timeserving describe core competencies

o sales and marketing o human resources, o finance o general operations

include a growth strategy, instigate controls include evaluation determine direction

o stability or expansion, o profitability or market share o growth or survival o market leadership

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Consider the implementation and control of the plan. examine the possible barriers to implementation promote the strategy to the staff communicate change allocate roles and responsibilities allocate resources ensure that the right resource is allocated at the right place at the right time

o finance/budgets o staff management , o operations o time management

monitor and control o financial controls-budgets, variance analysis, ratio analysis o non-financial controls — customer feedback and satisfaction, complaints level, staff

satisfaction

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Module 16 Manage Financial Information in retail environment Level: Management

Aim: The aim of this module is to help learners with the financial information management of their business


investigate the types and sources of finance available to your retail business examine all aspects of financial planning for your retail business investigate financial systems and the importance of financial statements in your retail

business use retail financial information to make decisions and to maximise profits.

Investigate types and sources of finance available to your retail business research the major sources of finance

o start-up capital o mortgage o loans o investment by outside parties o shares o retained profits o Hire Purchase (HP) o Lease o Factoring o Creditors o banks

analyse appropriate types of finance for different uses such as o start-up cost o stock o running costs o overheads like premises, equipment fixtures and fittings o marketing o expansion o short term versus long term financial needs

consider the implications of using different types of finance for your retail business o internal versus external funding o influence of banks and creditors o impact of interest rates o influence of taxation o vulnerability o takeovers and loss of ownership

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Examine all aspects of financial planning for retail organisations review the purpose and use of retail financial information appreciate the importance of planning the flow of finance for your retail business

o timing o seasonal variations o effect of interruptions to flow of finance

explain project and investment appraisal techniques such as o cost benefit analysis o SWOT (Strengths, Weakness, Opportunities and Threats) analysis o net present value o payback o rates of return

Investigate financial systems and the importance of financial statements in your retail business compare alternative financial systems and procedures for different types of retail organisations assess the impact of technology on retail financial systems understand and interpret retail financial statements

o profit and loss o balance sheets o notes to accounts o audits o VAT returns o legal and regulatory requirements

use financial statements and information to assess performance o profitability o liquidity o working capital efficiency o investment ratios o rate of stock turn o profitability per square metre

Use retail financial information to make decisions and to maximise profits describe types of costs and different costing systems

o stock o labour o overheads o direct/indirect o absorption o allocation o marginal o payroll o overtime o stock valuation o break-even

analyse the application of systems in the retail environment, justifying decisions made analyse the importance of budgeting and targets in the retail environment

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analyse the role of stock management in the retail environment o optimum stock levels, o maximum re-order levels o slow stock o mark downs

explain your pricing and profit maximisation strategy.

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Module 17 Develop and implement a marketing plan in a retail environment Level: Management

Aims The aim of this module is to help learners develop a marketing plan for their retail business. Also to help the learner put the plan into action in the business.


explore the principles of marketing audits conduct market research, relevant to the production of their retail marketing plan develop the retail marketing plan implement the plan

Explore the principles of marketing audits

o Define the market giving due consideration to

corporate objectives

company business plans

budgets

organisation culture

ethical issues o Forecast the market o Audit the market by various categories including

the product - what items to stock

political – the economy , political climate

economic

social

technical

legal,

environmental (PESTLE),

competition

marketing mix

branding Conduct Market Research, relevant to the production of their retail marketing plan

o clarify the research objectives o develop your sampling strategy and o plan the questionnaire design

What do you need to know

How will you record this

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How are you going to analyse this o conduct the market research

How will this be done? face to face electronically telephone desk research

o analyse the results from the questionnaires Develop the retail marketing plan

o define the market that you are aiming at

look at the market segmentation

state the target markets

describe the market positioning o identify the customer that you are aiming at

age, gender, religion, culture, income, lifestyle

aspirations, lifestyle, income, time, status, family

buying behaviour o identify the objectives to be achieved by the marketing plan o evaluate the different methods of achieving the marketing objectives o specify methods, actions, resources, timescales, milestones, budget and success criteria o establish monitoring procedures that are capable of generating evaluative information

Implement the plan

o develop an implementation plan that specifies objectives, actions, responsibilities, budget,

timescale and success criteria o brief personnel on their roles and responsibilities in accordance with the marketing plan o ensure the availability of agreed marketing resources o deliver the requirements of the plan within budget and timescale o address risks, problems and variances from expectations in accordance with the marketing

plan o keep stakeholders up to date with progress, developments and issues o record and report on the outcomes of the implementation in accordance with the marketing

plan and organisational procedures

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Module 18 Manage visual merchandising in a retail environment Level: Management

Aims The aim of this module is to help learners use the techniques of visual merchandising in their Children’s wear store, ensuring that this supports the company image and supports the business strategy and marketing plan.


use visual merchandising to promote the store’s image organise events to promote merchandise in a retail environment plan and manage the installation window and store displays plan and monitor floor layouts and product positioning to maximise sales.

Use visual merchandising to promote the store’s image

o ensure that the brand image is conveyed to the customer through window displays

merchandise selected for the window

types of promotion

price range shown in the window

the atmosphere created by the window display

cleanliness

appropriate lighting, all working and reflected correctly o consider the different types of visual messages that you can showcase through window

displays

price range that will attract your target market

merchandise which will encourage the customer to visit the store

promotions that are relevant to the target market, time of year, local events

create an atmosphere to support he business strategy and market market Organise events to promote merchandise in a retail environment

o create different seasonal and calendar events through window and in-store displays in order to support the company’s identity, such as

Christmas time

Easter

summer holidays

back to school o arrange for different props to be used in window and in-store displays to support the

company’s identity, consider

models

shelving

merchandise

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back drops

plinths

ticketing Plan and manage the installation of window and store displays

o select a mix of suitable colours with an identifiable theme running through out ensuring that the colours are appropriate to

the season and local weather

current fashion trends

availability of the stock o apply basic design principles and elements used in retail displays o ensure that best use of the space allocated o ensure that fixtures ,fittings and props are installed correctly and safely

correct height

cannot be pulled over

attachments fitted correctly

clean and fit for purpose o arrange for the tools and equipment required to install a display are available o check displays on a regular basis to ensure that

correct product description is on any signage

correct price ticket is on the product

tickets and signage are not damaged

models are correctly dressed

lighting is appropriate

all displays are clean and safe Plan and monitor floor layouts and product positioning to maximise sales

o layout the shop floor to maximise sales by

o positioning stock to reflect promotions and events

o new stock in a good selling position

o promoting “best sellers”

o organise the merchandising of fixtures and fittings to reflect the business strategy and target customer

o monitor customer flow and behaviour to assist with the planning of merchandising the store

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Module 19 Dress visual merchandising displays Aims The aim of this module is to help learners follow guidelines for dressing in-store and window displays in ways that promote sales.

Objectives By the end of the module the learners will be able to

dress in-store displays to guidelines dress window displays to guidelines evaluate and improve retail displays

Basic Skills

The basic skills needed for this module are Communication Working with Others Problem Solving

Dress in-store displays to guidelines comply with company procedures for using ladders, tools and equipment safely position displays where these will attract the attention of customers follow the design brief to identify the focal points of the display select shapes, colours and groupings that are suited to the purpose and style of the display create displays that achieve the visual effect needed and are consistent with the company’s visual design policy place merchandise, graphics and signs in ways that promote sales check that lighting is installed in line with the design brief ensure that the finished display meets health and safety guidelines and legal requirements

Dress window displays to guidelines position merchandise, graphics and signs according to guidelines and in ways that attract the attention and interest of customers and provide the information which customers need

o facing in the correct direction o at the best height for maximum impact o correct ticket descriptions o correct pricing on merchandise

group merchandise appropriately for the purpose and style of display, the selling features of the

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merchandise and the visual effect needed under the design brief make sure that lighting is installed in line with lighting requirements

o shining on correct areas o all bulbs in good working order

ensure that the finished display meets health and safety guidelines and legal requirements

Evaluate and improve retail displays check that all the parts of the display are suitable for the purpose and meet requirements check that the display meets requirements for easy access, safety and security identify safety and security risks to the display and choose suitable ways of reducing risks such as

o can children pull parts of the display over o can customers and children injure themselves o any loose pins, hooks etc

consider how the display looks from all the directions encourage team to provide constructive comments about the display promptly make any adjustments that are needed to achieve the visual effect and to make the display safe and secure regularly check the display’s visual effect

o no gaps o no missing pieces of merchandise o clean and inviting o correct ticketing and signage

promptly report to the manager any problems and risks cannot be corrected themselves

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Section 2 – Hyperlinks

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Hyperlink 1.1 Communicating effectively

Creating a dialogue

Two-way communication is not just a matter of two people talking one at a time and then listening in between. Creating a dialogue is something you need to work at actively. For example, you should:

Talk with people, not at them. It may help to form a mental picture of the person at the other end. Treating them purely as a disembodied voice is sure not to create the right impact.

Maintain a two-way flow. Don’t interrupt, but do make sure, if the other person is talking at some length, that he or she is aware that you are still there and listening (‘Right …’), and flag what you are going to do, in order to make your intentions clear (‘Good, I have those details, so now perhaps I can just set out …’).

Avoid jumping to conclusions – for whatever reason. It may be that you do know what is coming, but if you make unwarranted assumptions it can cause problems.

Give the feeling that things are being well handled. The dialogue should not just flow, it should actively appear to sort out or deal with things as necessary. The whole manner and structure of what is said should be purposeful and clarify whatever needs to be done to sort something out.

Think before you communicate

Before communicating ask:

- What action do I want?

- What is the main aim/purpose?

- Who will receive it?

- What is the recipient's likely attitude to the subject?

- How much do they need to know?

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- Is my timing right?

- What is the main subject?

- Are the major points clear?

- Is the tone/language appropriate to the subject?

- Is there enough/too much detail?

- Is the action required clear?

- Does the recipient know what to expect?

- Is there any ambiguity?

- Have the facts been checked?

- Will I need to follow it up?

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Hyperlink 1.2

Listening to the other person - Active Listening

Rules for good listening

• Stop talking, stop the mental chatter & the mental answering back. Let the person finish.

Hear the person out.

• Relax. Listening is not improved by tension

• Put the speaker at ease by showing you are listening

• Try to understand the speaker, don’t compete

• Try to keep own prejudices to a minimum

• Be patient & even tempered

• Listen with feeling as well as reason

• Listen with empathy to what the speaker does not say.

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Hyperlink 1.3

Health and Safety

Health and safety legislation

• Health and Safety at Work Act

• Reporting of Injuries, Disease and Dangerous Occurrences Regulations (RIDDOR)

• The Management of Health and Safety in a business environment Regulations

• Workplace (Health, Safety and Welfare) Regulations

• Display Screen Equipment Regulations

• The Provision and Use of Work Equipment Regulations

• Control of Substances Hazardous to Health (COSHH)

Understand the purpose of health, safety and security procedures in a

business environment

1. Employer and employee responsibilities:

• complying with health and safety legislation

• risk assessment

• role and duties of a first-aider or appointed person

• environmental issues such as heating, lighting, ergonomics, ventilation, décor

• emergency and evacuation procedures

• security and confidentiality of data

• health and safety training.

2. Purpose of procedures covering:

• the use of safe working methods and equipment

• the safe use of hazardous substances

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• what to do in the event of an emergency

• accident reporting / first aid

• security regarding data, stock and personnel

• reporting of hazards/risk assessment.

3. Maintaining a safe and secure environment:

• following the requirements of the health and safety in a business environment act 1974

• following specific legislation covering job roles

• identifying hazards and risks; risks resulting from:

a the use and maintenance of machinery or equipment

b the use of materials or substances

c working practices

d unsafe behaviour

e accidental breakages and spillages

f environmental factors.

• the responsible persons to whom to report health and safety matters

• responsibilities and specific workplace policies covering job roles

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Hyperlink 1.4

Member of the Team

your responsibilities as a team member are:

agreeing to and maintaining standards of performance and behaviour

contributing to the style, culture, approach of the team - soft skill elements

supporting the maintenance of discipline, ethics, integrity and focus on objectives

accept change as necessary to help the balance and composition of the group

contribute to the development of team-working, cooperation, morale and team-spirit

support the encouragement of the team towards objectives and aims - demonstrate a

collective sense of purpose

support the identification, development and team- and project-leadership roles within team

contribute to effective internal and external group communications

support group training needs

give feedback to the team leader on overall progress; consult with, and seek feedback.

your responsibilities as an individual are:

understand the team members as individuals - personality, skills, strengths, needs, aims and

fears

assist and support individuals - plans, problems, challenges, highs and lows

agree appropriate individual responsibilities and objectives

develop and utilise own capabilities and strengths

support training and development of self and other team members

accept individual freedom and authority

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Hyperlink 3.1

Materials and Their Properties

Natural fibres from plants

Cotton -Used for making shirts, dresses, trousers, shorts, jeans, T-shirts, socks and towels and has the following qualities:

o cool to wear o very absorbent, dries slowly o soft handle o good drape o durable o creases easily o can be washed and ironed

Linen - Used for formal summer clothing and has the following qualities:

o fresh and cool to wear o very absorbent, dries quickly o stiffer handle o good drape o durable o creases badly o can be washed and ironed

Natural fibres from animals

Wool - Used for jumpers, suits and blankets and has the following qualities:

o warm to wear o absorbent, dries slowly o breathable, repels rain o soft or coarse handle o can shrink, should be washed with care or dry cleaned o good drape o not durable o creases drop out

Silk - Used for occasion wear and has the following qualities:

o comfortable to wear o absorbent o soft handle o good lustre and drape o durable o can be washed with care o dry clean

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Synthetic fibres Viscose - A regenerated fibre from natural polymer materials like cellulose. It is used for shirts, dresses and linings and has the following qualities:

o low warmth o absorbent, dries slowly o soft handle o good drape o not durable o creases easily o can be washed and ironed

Acrylic - Used for jumpers, fleece jackets and blankets and has the following qualities:

o warm to wear o non-absorbent, dries quickly o soft handle, like wool o good drape o durable o crease resistant o easy care

Nylon - Used for underwear, fleece jackets and socks and has the following qualities:

o warm to wear o absorbent, dries slowly o breathable, repels rain o soft or coarse handle o easy care o good drape o durable o creases drop out

Polyester - Used for raincoats, fleece jackets and children's nightwear and has the following qualities:

o low warmth o non-absorbent, dries quickly o soft handle o good drape o very durable o crease resistant o easy care o can be recycled

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Fibre blends - Blending different fibres together produces yarns that have the combined properties of each component fibre. Using fibre blends improves the appearance, performance, comfort and aftercare of fabric. Blending can also reduce the cost of an expensive fibre.

o Polyester/cotton blend: shirts are more easy-care and crease-resistant than shirts made from 100% cotton.

o Cotton/lycra blend: jeans are more comfortable, stretchy and fit better than cotton jeans. o Acrylic/wool blend: trousers are less expensive than 100% wool trousers.

Modern microfibres

o Elastane (Lycra) is always used in a blend with other fibres. It is used to make sportswear, and body-hugging clothes. It has good handle and drape, is durable, crease resistant, stretchy (more comfortable) and is easy care. It has low warmth and is absorbent.

o Tencel is a 'natural' microfibre made from cellulose derived from wood-pulp. It is used for shirts and jeans. It has soft handle, good drape, is breathable, durable, crease-resistant, easy-care and biodegradable. It is absorbent and has low warmth.

Fabrics can be treated to add certain Function Properties such as:-

o strength o durability o crease resistance o flame resistance o stain resistance o water resistance

Fabric Structures

Woven v knitted

Woven fabrics hold their shape and drape smoothly over the body.

Knitted fabrics stretch and mould to the shape. They allow greater freedom of movement. The

majority of yarns can be woven or knitted. For instance woven wool might be used to make coats or

jackets or blazers. Knitted wool would produce jumpers, heavy weight socks and similar products.

There are also non-woven fabrics (felt) which can be used to produce slippers among other things

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Woven fabrics

Woven fabrics are made up of a weft - the yarn going across the width of the fabric - and a warp - the yarn going down the length of the loom. The side of the fabric where the wefts are double-backed to form a non-fraying edge is called the selvedge.

Weft-knitted fabrics

Weft-knitted fabric is made by looping together long lengths of yarn. It can be made by hand or machine. The yarn runs in rows across the fabric. If a stitch is dropped it will ladder down the length of the fabric. The fabric is stretchy and comfortable and is used for socks, T-shirts and jumpers.

Warp-knitted fabric

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In warp-knitted fabric the loops interlock vertically along the length of the fabric. Warp knits are slightly stretchy and do not ladder. Warp-knitted fabric is made by machine. It is used for swimwear, underwear, lace and net.

Non-woven fabrics

Non-woven fabric is made by bonding or felting.

Bonding

Bonded-fibre fabrics are made from webs of synthetic fibres bonded together with heat or adhesives. They are cheap to produce but not as strong as woven or knitted fabrics. Bonded-fibre fabrics are mainly used for interlining. They are easy to sew, crease resistant, do not fray and are stable when washing and dry cleaning.

Felting

Wool felt is a non-woven fabric made from animal hair or wool fibres matted together using moisture, heat and pressure. Felt has no strength, drape or elasticity but it is warm and does not fray. Wool felt is expensive. It is used for hats and slippers and in handcrafts.

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Hyperlink 3.2

Care Labelling

A care label on products gives the customer useful information about product maintenance. Good labels provide details on:

Fibre content, which is the percentage of each fibre used to make a fabric, eg 50% cotton, 50% polyester. This is a legal requirement.

Flammability. This is a legal requirement for children's nightwear. Standard care symbols (see diagrams). Size, which is an agreed standard for children. For example, by age or height

All manufacturers use similar symbols to tell the consumer how to look after the product; the care of textile products depends on the fibre content and fabric finishes used.

Washing instructions

Symbol Instructions Symbol Instructions

Wash at 95 degrees, whites only

Wash at 40 degrees, dark colours only

Wash at 60 degrees, colours

Wash at 40 degrees, viscose

Wash at 60 degrees, modal

Wash at 30 degrees

Wash at 50 degrees

Wash by hand only

Wash at 40 degrees

Do not wash

Washing instructions are shown as a washing bowl. Similar symbols are found on washing machines to show different cycles. The number in the washing bowl shows the maximum temperature, and the line underneath the bowl tells you to use a special wash for synthetic fabrics. A hand in the bowl means you can only hand wash the product.

Bleaching instructions


Bleach

Do not bleach

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Bleaching instructions are shown as a triangle. A cross over the triangle means do not wash with bleach.

Ironing instructions


Iron: high temperature

Iron: low temperature

Iron: normal temperature

Iron: cold, do not use steam

Ironing instructions are shown by a picture of an iron. The dots on the iron show the maximum temperature at which it is safe to iron the product: three dots is very hot; one dot is cool. A cross over the iron means do not iron.

Instructions for dry cleaning


Dry clean: all methods

Dry clean with tetrachloroethylene

Dry cleaning instructions: a circle symbol means that it's safe to dry clean the product. The letter inside tells the dry cleaners what method should be used. A cross over the circle means do not dry clean.

Tumble drying instructions


Tumble dry: high temperature

Do not tumble dry: viscose

Tumble dry: low temperature

Do not tumble dry

Tumble dry: low temperature, modal

Tumble drying instructions are shown by a square with a circle inside. The dots show the temperature at which it is safe to dry the product. A cross over the symbol means do not tumble dry.

Make sure you can use the standard care symbols to explain the aftercare for products made from natural and synthetic fibres.

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Hyperlink 3.3

Non Verbal Communication

“It ain’t what you say its the way that you say it"

1. Introduction. In face-to-face communication, only about one third of the message is carried

in the words themselves. Two thirds is conveyed in the non-verbal communications (NVC)

accompanying the words. Consider it under four headings: body language, paralanguage,

dress/appearance, the physical setting.

2. Body Language. Body language is very complex. Some aspects of it we cannot even

control. For example, physiological changes like blushing, perspiring, or the dilation of the eyes

when we are excited. Other aspects could be under our control if we were aware of them. They

include:

a) Facial Expression. A tiny movement of muscles can convey sympathy, affection,

understanding, resentment.

b) Gestures. It isn't only the French who use their hands expressively. We all do it.

Like the stabbing finger of the politician which says "I am right, you are wrong". And countless

others, some of them much more subtle.

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c) Posture and stance. How we stand or sit conveys a great deal of information to

others. Interest or boredom, attitude to the other person, our feelings in general.

3. Paralanguage. This is a dreadful word to describe other factors surrounding the words we

are using. It includes:

a) Pitch of the voice, hesitations and ums and errs.

b) Dialect and accent.

c) Range of vocabulary, use of clichés, offensive language.

4. Dress and Appearance. Whether we like it or not, we notice other people's appearance.

This affects our impressions of them and the value we put on their opinions. It includes dress,

jewellery, hair style, tidiness and cleanliness.

5. Physical Setting. Finally, communication is affected by where it takes place and the

positions of those taking part.

a) If X sits behind a desk or is higher than V, it may say something about their

relationship. So may the setting itself. To step from the shop floor to speak to their line

manager in his/her office must affect the communication which takes place there.

b) Similarly, the distance between the two people also adds something to the situation.

There are unwritten but very firm laws governing the accepted distance between people in

conversation, standing or sitting.

ASPECTS OF NVC or "Are you sitting comfortably"

Non-verbal communication is always present, whenever we are communication with anyone. In

certain circumstances, we may be more aware of it than in others. For example, if we are involved

in an interview, either as interviewer or as interviewee, there may be a little more tension.

Below, we describe some of the symptoms of NVC which may present to bear witness to how we are

feeling inside. Do we convey the impression of being relaxed and at ease? Or are we tense and ill at

ease.

Relaxed/at ease Ill at ease/disapproving

Regular eye contact. Not too long, not too short. Looks away. Cannot maintain normal eye contact

Normal skin. Blushes, perspires, clammy skin.

Open and free posture. Not defensive Defensive. Arms crossed, hands behind head, legs crossed

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.

Smiles, lively face. Frowns, fixed expression, bites lips.

Voice bright and modulated. Dull monotone, hesitant, shaky.

Close proximity, leans forward Leans back, moves away.

No physical barriers between Desk or other barrier.

Same level, sitting or standing Different levels

A final thought. If you harbour negative feeling towards a person, it makes communication that

much more difficult ......................... Make an effort to be positive (even though with some

people it's very hard). Try to think of one good thing to think about them before you start speaking.

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Hyperlink 3.4

Questioning Techniques

1. Introduction. Questions are used for a variety of purposes:

o To obtain information. o To clarify uncertainties. o To keep control of a discussion and keep it on its planned course.

QUESTIONS YOU SHOULD USE

2. Closed Questions. Closed questions are those requiring a short and specific answer. They

include:

o Yes/No. (Are you sure about your decision?) o Selection. (Would you prefer "A" product or "B"?) o Identification. (What size are you looking for?)

Use closed questions for several purposes:

o To get factual information quickly (eg reason for purchase) o To break the ice (eg at the greeting stage) o To keep or regain control. (A string of closed questions can bring the customer back to the

point).

3. Open Questions. Open questions usually start with words like "why, what, who, how,

when, how many ...?" and they invite a fuller response. They are normally used when we

are inviting someone to express opinions, feelings, and attitudes. Use them when you want

to probe more deeply into an area which you think is important. But be aware that open

questions:

o Are more difficult to control. You are handing the reins to the customer. o Are more difficult for you to listen to. You have to concentrate much harder. o May produce additional and unexpected information. o Are much more difficult for a customer who is less articulate.

4. Probing Questions. Use follow-up questions whenever you sense there may be further

information on finding out the customer’s wants and needs.

o Clarification (could you say a little more about .....) o Justification (Why did you say that ....) o Exemplification (Can you give me an example of ...) o Relevance (Why are you telling me that ... ) o Extension (Can you tell me a little more about ...)

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QUESTIONS YOU SHOULD NOT USE

5. There are some questions you should avoid using in a sales situation. They may be

acceptable in other situations, but would detract from the success of a sale.

6. Multiple Questions. Multiple questions are confusing and should never be used:

"Have you had much experience of this brand, or would you prefer to consider a completely

different line?"

"Do you always choose white and why didn't you try green on this occasion?"

Notice how often television and radio interviewers are guilty of this kind of question.

7. Leading Questions. Avoid asking questions which seek to lead the person to the answer

you expect.

"You wouldn't want to buy something like that, would you?"

"You are not buying denim are you?"

Particularly avoid questions which appear to judge the customer: - "I presume you can afford

the dearer one?"

Ask questions of that sort in a more general way: - "do you have a particular budget in

mind?”

8. Rhetorical Questions. Those are questions you intend answering yourself, so they give no

opening to the customer.

"Right. What are you looking for today? A new outfit for your son/daughter ...?

EFFECTIVE LISTENING

9. It is estimated that we spend 45% of our communicating time in listening. We have one

mouth but two ears. Yet, the listening skill is one which receives little attention in our

education.

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10. Listening is a very difficult skill, an active skill, one which is of particular importance to sales

people. Try to develop your listening skills:

o Learn to pause after asking a question. Give time for the customer to formulate an answer.

o Mentally prepare yourself to listen.

o Focus on the speaker. Try to construct mental images of what s/he is saying.

o Do not interrupt.

SUMMARY

11. A few general rules on good question techniques:

o Keep questions brief.

o Keep them relevant.

o Make them understandable.

o Give time to answer and listen actively.

o Clarify uncertainties and probe when you sense gold.

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Hyperlink 3.5

Communication

Effective Verbal Communication

Voice and manner

All of the following, in no particular order of priority, are important.

Speak at a slightly slower rate than normal

You do not need to overdo this – slow down so much that you appear to be half-asleep. But pace is

important. A measured pace is more likely to keep things clear and avoid misunderstandings. It

allows the listener to keep up, particularly when, for example, he or she may be wanting to make a

note: slow down especially for that. Too rapid-fire a delivery can sound glib and promote a lack of

trust.

Make inflection work for you

This is what makes, for example, a question mark stand out at the end of a sentence, and also what

gives variety and interest to the way you speak. It is important that the intended inflection is

noticed.

Smile

That doesn’t mean that you should adopt a fixed grin. Even though it cannot be seen, a pleasant

smile produces a pleasant tone and this does make for the right sound. A warm tone of voice

produces a feeling that the speaker is pleasant, efficient, helpful, and (most importantly) interested

in the person at the other end of the line.

There are many situations (with customers, for instance) when enthusiasm is important. This has to

be ‘heard’; and it is about the only good thing that is contagious!

Get the emphasis right

It is necessary to get the emphasis right in terms both of individual words and the parts of the

message that really count. In the first case, stress that ‘This is really important’ or ‘This is really

important.’ As for the second case – the part of the message to which the listener must pay most

attention – for instance if you were struggling to note down a barrage of detail coming at you over

the telephone and the person concerned suddenly said, ‘The details don’t really matter. When you

come through to us next time just quote the following reference … That will get you through at

once.’ It would have been better to say that first.

Ensure clarity

It is no good sounding pleasant if what you say cannot be understood. Be clear and particularly

careful about names, number (you do not want to allow a 15 per cent discount to be confused with a

71

50 per cent one, for instance), and sounds that can be difficult to distinguish, such as ‘f’ and ‘s’. Just

good, thoughtful articulation helps here.

An important detail is worth emphasising: find a way of doing it that works. For example, if your

post code ends 7BB, over the telephone say something like, ‘B for butter.’

Exercise some care if you have an accent (say, a regional accent). You have no reason to apologise

for it, but may need to bear in mind that some elements of it will not be so clear to others as they

are to you

Be positive

This is especially important when an impression of efficiency is desired. Avoid saying ‘possibly’,

‘maybe’, and ‘I think’ when the expectation is that you should give definitive information. (Don’t

waffle, though: if you do not know, say so – you can always offer to get back to people.)

Be concise

Most of the people you speak with in a business context expect and appreciate it if you value their

time. This means especially that convoluted descriptions should be thought about in advance; they

should be made concise and precise.

Be careful with the social chat. It is often liked by regular contacts, but there can be a thin line

between its being a pleasure to hear you again and your becoming a time-waster.

Avoid jargon

Jargon is professional shorthand and can be very useful – in its place. But you should be sure about

what the other person understands and select the level of jargon to be used accordingly. Otherwise

you can find that you are blinding people with science, as it were, and some – not wanting to appear

foolish by asking – may allow meaning to be diluted.

For example, beware of company jargon (abbreviations of a department, process or person);

industry jargon (technical descriptions of products and processes); and even of general phrases that

contain an agreed internal definition that is not immediately apparent to an outsider, such as ‘good

delivery’. What is ‘24-hour service’, other than insufficiently well defined? You can probably think

of many more examples – perhaps some close to home!

Be descriptive

Good description can add powerfully to any message. There is all the difference in the world

between saying that something is ‘smooth as silk’ and describing it as ‘sort of shiny’. Things that are

inherently difficult to describe can create a powerful impact if a well-thought-out description

surprises by its eloquence. This is especially true of anything where the phraseology is not just clear

but novel.

Conversely, beware of bland descriptions that impart minimal meaning. This means taking care not

to describe a company’s product as ‘quite nice’: what does that really mean? Similarly, ‘user

friendly’ is nowadays so clichéd a phrase that it fails to differentiate one thing from another.

72

Use gestures

Yes, I know, they cannot be seen. But they may make a difference to how you sound, contributing to

a suitable emphasis, for instance. Be careful, of course: you have to hang on to the phone and avoid

knocking everything off the desk!

Adopt the right tone

In most circumstances you want to be friendly without being flippant, you want to sound courteous

(always with customers), and you want to tailor your style to the circumstances, consciously

deciding whether to evince a note of respect, a feeling of attention to detail, or whatever. Getting

this right is what produces a good telephone ‘handshake’ feeling.

Sound yourself

To put it another way, be yourself. And certainly avoid adopting a separate, contrived ‘telephone

voice’: it tends not to work and is difficult to sustain.

All these are things that can be consciously varied. Some – such as clarity – may need experiment,

rehearsal, and practice. But together they combine to produce a satisfactory manner. The effect is

cumulative, and this works both ways. It means that any shortfalls begin to add up, eventually

diluting the overall power of what is done. Equally, the better you work in all these areas, the more

the effects combine to create a satisfactory overall impression and style.

Language

Several of the points above touch on language as much as voice – descriptiveness, for one. The

point has also already been made that you should be yourself. So avoid ‘shopspeak’. Here are a few

examples

Don’t say:

‘at this moment in time’ (when you mean ‘now’)

‘due to the fact that’ (use because’)

‘I am inclined to the view that’ (use ‘I think’).

73

Hyperlink 3.6

Offering a fitting room service Points to remember when offering customers a fitting room service

escort the child and their adult to the fitting room – never just point to where the fitting rooms are.

let them know how to get further help before leaving them to try on monitor the dressing room to ensure that customers are not kept waiting unduly to try

on suggest to dressing room customers any matching items, accessories or promotional

offers that may be of interest to them to take measures to minimise stock loss while serving customers in a fitting room checks to ensure that the number of items of stock each customer takes into the

dressing room does not exceed the organisation's allowance control the number of items of stock taken into the fitting room in ways that attempt to

maintain goodwill checks to ensure that customers bring out of the dressing room all the items that

were taken in follow organisational procedures for reporting suspected or actual loss of stock from

the dressing room Plus the housekeeping side check before showing the customer into the fitting room:

clean and tidy free from obstructions In good working order

After the customer has left the fitting room

return unsold merchandise to the correct place in the store make adjustments where necessary to ensure merchandise is in the required

condition for display before it is returned to the shop floor eg buttons fastened, zips done up, folded correctly or on the correct hanger

dispose of merchandise that is no longer of saleable quality in line with organisational procedures

74

Hyperlink 6.1

Know the customer’s rights and the company’s duties and

responsibilities in relation to the pricing of goods.

Price Marking of Goods for Sale

By law, a retailer is entitled to decide the price he wants to charge for his goods. The price on display is simply what the law calls an 'invitation to treat'. In the same way that the customer don't have to buy goods from anyone, a retailer is under no obligation to sell anything

The customer cannot insist that a shop sells anything at a marked price, even if they have made a mistake.

The law does not allow prices to be fixed and, contrary to common belief, goods are not subject to price controls.

How should price indications be given?

When selling to the general public, all pricing information must be clearly legible, unambiguous, easily identifiable and inclusive of any taxes.

Pricing information must be given close to the product; or with distance contracts (e.g. online or mail order sales) and advertisements, close to a picture or written description of the product. Prices can be shown:

on goods themselves; on a ticket or notice near to the goods; or grouped together with other prices on a list or catalogue(s) in close proximity to the goods.

If counter catalogues are used, there should be sufficient copies for customers to refer to.

Pricing information must be available, i.e. clearly visible, to consumers without them having to ask for assistance in order to see it.

Goods that are kept out of sight of the customer are exempt from price marking until an indication is given that they are for sale.

What are RRP and MRRP?

The recommended retail price (RRP) and manufacturer's recommended retail price (MRRP) are suggested prices or price guidelines. Retailers can undercut these prices if they wish. It is illegal for shops to sell things at more than their advertised price

75

Hyperlink 7.1

Method

Cashing-up

Count notes with all notes of the same denomination together and facing the same way and bundle

in numbers preferred by banks which is usually in hundreds

So

Twenty - five pound/euro notes

Ten- ten pound/euro notes

Five - twenty pound/euro notes

Coins

Count in same denominations and bag in amounts in bags provided by the bank.

Record the amounts by denomination so that they can be easily checked

Example cashing-up slip

Notes & coins Cash amount €

Non cash amounts €

Total takings € Total from cash register €

Refunds & exchanges

5€ 35€

10€ 420€

20€ 660€

50€ 200€

1€ 46€

50 cents 31.50€

Debit cards 503.76

Credit cards 472.50

Cheques 24.99

Total Takings 1,393.50 € 1001.25 2,393.75 €

Total from cash register readings

2676.25

281.50 €

Less Refunds & exchanges

Reconciliation 2,393.75 2394.75

Over/under -1.00

What is your company’s policy on overs/shortages? What are you expected to do if you had this one

euro

shortage?...............................................................................................................................................

76

Hyperlink 8.1

Managing Angry Customers

Do

Listen - let the other person talk and explain - and let them emotionally unload too if that's what they need to do….and show that you are listening by listening with feeling and empathy

Remember that they are feeling upset and seeking reassurance or help. They want to unload, and often just allowing people to do this will alleviate 90% of

the problem, although do not ever expect any customers to admit to this. Think how you would feel in a similar situation

Be calm with open body language Get the facts. And take time and let it be known that you are doing so. This shows

you are taking the problem seriously, that you value their words and their time spent explaining the problem.

Try to step back and look at the situation objectively with the other person, rather than getting drawn into confrontation. Encourage the approach where you both work on the problem together to agree what should happen next. Stay in control obviously, but involve the other person in your thinking and decision-making.

Understand how the other person feels. This is not the same as agreeing. if the complaint is plainly justified then you must acknowledge and apologise for the

problem without dispute, and then focus on the solution. If customer's expectations and demands are not realistic be firm and clear about

what you can do to help the situation. Trust - is necessary before you can move forward. Know your company’s and the legal situation about complaints inside out. Keep within your own authority, ask for help from your manager if needed. Tell the customer what steps you will take to resolve the problem, which should

always include a clear commitment to provide updates if appropriate, details of how decisions will be made, and how any remedial changes will be considered and incorporated into future procedures to prevent a recurrence.

Don’t

Take the complaint personally

Lose your temper

Use hostile body language

Shout

Jump to conclusions

Interrupt when the customer is speaking

Make promises that you can’t keep or over step your authority

http://www.businessballs.com/empathy.htm

77

Hyperlink 8.2

Legal Requirements

Extracts from the Sale of Goods Act

Circumstances when customers do not have a legal right to a refund, repair or replacement Customers do not have a legal right to a refund, repair or replacement from you if they • accidentally damaged the item • misused it and caused a fault • tried to repair it themselves or had someone else try to repair it, which damaged the item • if they knew it was faulty before they bought it • if they decide they no longer want the item (for example it’s the wrong size or colour, or does not suit them). There are a few exceptions to this rule, including goods sold by mail order or over the internet Circumstances when customers do have a legal right to a refund, repair or replacement Customers do have a legal right to a refund, repair or replacement if an item they purchased • does not match the description • is not of satisfactory quality • is not fit for purpose. Complying with the law You cannot remove a customer’s legal rights, for example by displaying a notice saying ‘we do not give refunds under any circumstances’ or ‘credit notes only in the case of faulty items’. It is also against the law to mislead consumers about their legal rights – this could lead to a criminal prosecution under the Consumer Protection from Unfair Trading Regulations 2008. Your contract with the customer Under the Sale of Goods Act, when you sell something to a customer you have an agreement or contract with them. A customer has legal rights if the goods they purchased do not conform to contract (are faulty). The Act says that to conform to contract goods should • match their description by law everything that is said about the product must not be misleading – whether this is said by a sales assistant, or written on the packaging, in-store, on advertising materials or in a catalogue • be of satisfactory quality quality of goods includes – appearance and finish – freedom from minor defects (such as marks or holes) – safe to use – in good working order – durability Your responsibilities as a retailer • be fit for purpose

78

if a customer says – or when it should be obvious to the retailer – that an item is wanted for a particular purpose, even if it is a purpose the item is not usually supplied for, and the retailer agrees the item is suitable, or does not say it is not fit for that purpose, then it has to be reasonably fit. If you disagree with the customer about a particular purpose, you should make this clear, perhaps on the sales receipt, to protect yourself against future claims. Faulty goods, no acceptance If the item does not conform to contract (is faulty) for any of the reasons mentioned previously, and the customer has not accepted the goods, the law says the customer is entitled to • reject the goods and claim a full refund, or • request a repair or replacement if that is the customer’s preferred option. As the retailer, you can offer a repair, a replacement or a credit note, but you cannot insist on any one of these. It is the customer’s right to receive a full refund in these circumstances. Where a customer is entitled to a full refund because they have not accepted the goods but have agreed that you may repair or replace the goods, they can still claim a full refund if the repair or replacement is • taking an unreasonable time, or • causing an unreasonable inconvenience, or • if the repair or replacement is not satisfactory when they receive it. Proving the item was purchased from you If a customer returns an item and complains, you are entitled to check that the item was bought from you and on the date claimed. It is the customer’s responsibility to prove that the item was purchased from you. A sales receipt is a good way of checking; if the customer has lost their receipt but is able to offer other evidence, for example, a bank or credit card statement, packaging etc, then you must accept this if it demonstrates the goods were purchased from you. Although sales receipts are not legally required, you should ensure you provide them for customers as a safeguard for both sides, should there be a complaint. Methods of payment when a customer is entitled to a refund The following points provide a brief overview of the law relating to how refunds can be given. If a customer who is entitled to a refund as a result of faulty goods • paid by credit card - you can insist that the refund is to the credit card used for the payment. This is because the credit card company paid you originally, and therefore you are entitled to refund them, not the customer directly • paid by debit card – it is our view that you can offer to make the refund to the debit card used to make the purchase. Alternative methods of refund, for example cheque or cash, can be offered and may be requested by the customer • paid by cash – methods of refund can be cheque or cash.

79

Section 3 – Activities

80

Activity – 1.11

Activity – Identify Training Needs to improve own work performance

With your manager, identify the tasks that you need to be able to perform in your job role and list in

the table below. Then the appropriate column to allow you and your manager to see what training

you may need .

Task Can do competently

Can do with help

Not able to do

1 2 3 4 5 6 7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

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Activity 4.11

Activity - describe their organisation’s standards for appearance and

behaviour

What are your company’s rules about dress? Yes

No

Staff uniform provided

Have to wear a particular colour

Can wear what you like

No bare shoulders

Must wear a proper shoe

No flip flops

No sandals

Must wear hosiery – stockings, tights, socks

No jewellery

Only unobtrusive jewellery

Hair neat and tidy

Any others?

Check this with your manager and see if you have included everything that you need to.

What are your company specific rules about behaviour? Yes

No

Must keep to time

Must telephone before 10.00am if ill

Be flexible about hours worked

Must seek permission for holiday time off

Must greet all customers

Keep rails and fixtures stock-up

Keep rails and fixtures clean

Don’t leave shop floor unattended

No eating or drinking on the shop floor

Keep to company policy for exchanges, refunds, ordering of goods

Keep shop floor tidy

Any others?

82

Check this with your manager and see if you have included everything that you need to.

83

Activity 5.11

Features and benefits

Select two of the above items and describe their selling features

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Discuss these with your manager and see if they agree with you or if they can add any more

Now describe the benefits of the two products that you have selected

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

84

And, as before, discuss with your manager see if they agree with you or if they can add any more

Repeat the exercise with this pushchair identifying first the features and then the benefits

Features

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Benefits

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

85

Activity 6.11

Identify any current discounts and special offers – activity

Your manager has instructed you to offer a 15% discount on all boys wear today, you need to mark

down these prices, please indicate the correct answer:-

Price Reduced Price

7.99 a) 6.79 b) 6.75

c) 6.99 d) 6.95

15.95

a) 13.00 b) 13.65

c) 13.56 d) 13.87

49.50 a) 44.50 b) 42.50

c) 41.98 d) 42.08

Your manager is offering a new produce at buy one get one at half price, what is the total price that

the customer will need to pay:-

12.95 each a) 18.45 b) 19.43

c) 20.50 d) 19.75

24.99 each

a) 38.50 b) 36.75

c) 38.10 d) 37.49

1.99 each

a) 2.99 b) 2.95

c) 3.00 d) 2.89

There is a special promotion on in store today for any customer who buys more than 100€/£ worth

of good they receive a 10% discount, how much would each of these customers pay in total

3 items of 15.99, 49.50 and 32.75 a) 102.54 b) 98.24

c) 88.42 d) 99.42

5 items of 24.50, 32.75, 19.99 x 2, 15.25

a) 105.73 b) 99.22

c) 101.23 d) 110.32

86

Activity 11.11

Activity - Walk around the shop floor and other areas of the premises and identify any hazards and

complete the risk assessment.

Once you have competed this, discuss your finding with your manager

Risk assessment

What is

the

hazards?

Who might be

harmed and

how?

What are you already

doing?

Do you need to do

anything else to

manage this risk?

Action

by

whom?

Action

by

when?

Done

87

Activity 11.12

Activity:

Draw a plan of your shop and mark in the fire exits and the positions of the fire extinguishers

What do you do if a fire breaks out or there is an incident where you need to evacuate the building?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Discuss your results with your manager and check that you have correctly identified everything.

88

Section Four – Appendices

89

Appendix 1

Job Description – Children’s Wear Sales Assistant

Title: Children’s wear sales assistant

Reports to: Store manager

Job purpose:

Provide assistance and excellent customer service to all customers. Support the manager in maintaining a suitable environment to promote sales and maximise profit.

Key responsibilities and accountabilities:

1. Work effectively in a retail team

2. Contribute to the monitoring and maintaining ease of shopping in a retail sales area

3. Help Customers to choose products in a retail environment

4. Give customers a positive impression of yourself and your organisation

5. Demonstrate products to customers in a retail environment

6. Process payments for purchases in a retail environment

7. Cash up in a retail environment

8. Deal with customer queries and complaints in a retail environment

9. Place goods and materials in storage in a retail environment

10. Check stock levels and sort out problems with stock levels in a retail environment

11. Protect own and others’ health and safety when working in a retail environment

12. Reduce security risks in a retail environment

.

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Appendix 2

Job Description – Children’s Wear Store Manager

Title: Children’s wear Store Manager

Reports to: Owner/shareholders

Job purpose:

Manage the children’s wear retail store to maximise profits creating a welcoming and inviting environment for shoppers within the prescribed constraints and legislation.

Key responsibilities and accountabilities:

1. Develop team and individual effectiveness in a retail business

2. Audit stock levels and inventories in a retail environment and source required goods and

3. services

4. Develop a strategy for a retail business

5. Manage financial information in a retail environment

6. Develop and implement a marketing plan in a retail environment

7. Manage visual merchandising in a retail environment

8. Manage selling and customer service activities and staff competence in these areas, so as to

optimise and sustain sales performance, profitability and customer satisfaction.

9. Liaise with external agencies and authorities as necessary (advertising, PR, recruitment,

training, fire services, police, local council, health and safety inspectors, etc).

10. Liaise with and utilise support from suppliers, merchandisers and other partners as required.

11. Manage upkeep and condition of all equipment, fixtures and fabric of shop premises.

12. Manage health and safety, security, and emergency systems, capabilities and staff and

customer awareness, according to company policy and relevant law.

.

91

Appendix 3

Personal Specification for a Children’s wear sales assistant

Essential Desirable

Qualifications Basic IT skills Numerate Literate

Experience Some similar retail experience Sales experience Cash handling

At least two years’ experience in children’s wear retailing Display and merchandising experience

Knowledge Care labelling Fabrics and fibres

Consumer protection regulations

Personal aptitude and skills Excellent verbal ,interpersonal and communication skills; Good organisational and time management skills. Ability to work on own initiative. Ability to prioritise tasks and adopt a flexible approach to working methods and time. Ability to enthuse others. Good team player

Ability to work under pressure. Self-motivated

Disposition Be positive and committed Be outgoing and possess a sense of humour

Other requirements Able and willing to work extra time as required Able to lift and move stock and equipment

92

Appendix 4

Personal Specification for a Children’s wear Store Manager

Essential Desirable

Qualifications Must have a good standard of education

Educated to diploma level or equivalent

Skills Excellent customer service skills Bright and confident sales person Able to organise and supervise/lead the work of others Competent IT and e-commerce user Ability to problem solve Good written and verbal communication skills Able to deal with customer’s complaints/ problems in a constructive and respectful manner. Able to merchandise the store to maximise the visual impact on customers and boost sales.

Visual mechanising skills Able to buy products for sale.

Experience Some similar retail experience Management experience Sales experience Cash handling and security procedures

At least two years’ experience in children’s wear retailing Display and merchandising experience Buying experience

Knowledge Knowledge of health and safety at work including manual handling, first aid and fire evacuation procedures Knowledge of coordinating collections and deliveries Conversant with carrying out risk assessments.

Consumer protection regulations Marketing strategies and planning Retail accounting procedures

Personal aptitude and skills Excellent verbal ,interpersonal and communication skills; Good organisational and time management skills. Ability to work on own initiative. Ability to prioritise tasks and adopt a flexible approach to working methods and time. Ability to enthuse others. Good leader

Ability to work under pressure. Self-motivated Good negotiating skills Able to create a child friendly atmosphere

93

Disposition A leader who is willing to work flexibly in order to maximise profits and support the team Hard working with a positive ‘can-do’ attitude and outgoing personality. Committed to improving performance Patient and understanding Friendly and welcoming An understanding and commitment to high standards of customer care and service delivery.

Possess a sense of humour

Other requirements Willing to travel to showrooms, Trade Exhibitions and other buying opportunities. Enjoy working with children as customers

Able to communicate in local language and English

94

Appendix 5

Skillscan

Skillscan

This skillscan is designed to help you identify the skills of potential or current members of your team.

In the left hand column choose which of the skills are relevant to the business needs for the person

/position in question.

Note in the appropriate right hand column whether the person is experienced, has some experience

or no experience.

For the in depth content behind each skill area, please refer to the individual modules

95

Sk

ill n

eed

ed

Skill Ex

per

ien

ced

Som

e

exp

erie

nce

No

ex

per

ien

ce

1 Work effectively in a retail team 2 Contribute to the monitoring and maintaining ease of

shopping in a retail sales area

3 Help Customers to choose products in a retail environment 4 Give customers a positive impression of yourself and your

organisation

5 Demonstrate products to customers in a retail environment 6 Process payments for purchases in a retail environment 7 Cash up in a retail environment 8 Deal with customer queries and complaints in a retail

environment

9 Place goods and materials in storage in a retail environment 10 Check stock levels and sort out problems with stock levels in

a retail environment

11 Protect own and others’ health and safety when working in

a retail environment

12 Reduce security risks in a retail environment

13 Develop team and individual effectiveness in a retail

business

14 Audit stock levels and inventories in a retail environment

and source required goods and services

15 Develop a strategy for a retail business 16 Manage financial information in a retail environment 17 Develop and implement a marketing plan in a retail

environment

18 Manage visual merchandising in a retail environment 19 Dress visual merchandising displays

training curriculum

Documents

wear retail environment

retail team

retail business

retail sales area

training modules

learning modules

safety section

activity health