EDI Level 2 Certificate in
Retail Operations
Support Pack
Effective from: 1 September 2006
Accreditation Number: 100/2878/X
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EDI Level 2 Certificate in Retail Operations
Support Pack
Contents
Introduction
1
Design of the qualification
3
Delivery approaches
5
Assessment
7
Administering the tests
9
Sample test questions
13
Progression to other qualifications
27
Wider issues
27
Mapping to other qualifications
27
Mapping to Key Skills
28
Mapping to National Vocational Qualifications
34
Introduction
The Level 2 Certificate in Retail Operations is a qualification that has been developed by EDI
for the retail industry.
To offer this qualification and its assessments you must be registered as an EDI Examination
Centre.
Apprenticeship
The qualification has been specifically developed to give recognition to learners who have
demonstrated the required underpinning knowledge and understanding to meet the technical
certificate requirement of the Apprenticeship in Retail.
The requirements for the framework for the Apprenticeship are summarised below:
Apprenticeship – Retail
•
•
•
Retail Skills NVQ Level 2
Technical certificate
Key Skills:
- Communication Level 1
- Application of Number Level 1
Each of the requirements for the Apprenticeship in Retail can be met by learners using EDI
qualifications.
Target learners and learner progression
Although this qualification has been developed to meet the specific requirements for a
technical certificate it is suitable for a wide range of learners.
Learners for the Level 2 Certificate in Retail Operations should already have the knowledge
and skills equivalent to Level 1, gained either through previous learning or employment or
both, and may wish to:
•
gain a qualification before entry to employment
•
use the qualification to gain essential knowledge and understanding of the retail industry
•
progress towards an NVQ, such as the EDI Retail Skills Level 2 or Retail Level 3
•
gain an Apprenticeship.
1
This qualification is relevant to all sectors within the retail industry.
This qualification is also appropriate for those who wish to gain underpinning knowledge and
understanding through off-the-job learning.
Relationship to existing EDI qualifications
This qualification complements the following EDI qualifications:
Retail Skills NVQ Level 2
Customer Service NVQ Level 2
Key Skills
Young Apprenticeship
This qualification can be taken as part of a Young Apprenticeship in Retail programme.
2
Design of the qualification
Aims
The aims of this qualification are to allow learners to develop:
•
a broad understanding of how a retail outlet operates and functions
•
a clear understanding of the individual’s role in providing customer service in the retail
industry and ways in which they can contribute
•
an awareness of how to improve both their own performance in order to contribute to
business success.
Structure and content
The qualification covers five syllabus areas (shown below) which are assessed by a single
multiple choice test and are based on the course outline developed by Skillsmart Retail.
1.
Merchandising, Handling, Storage and Display
2.
Service, Selling and Product Knowledge
3.
Personal Effectiveness and Teamwork
4.
Risk Awareness, Health and Safety and Legislation
5.
Employment Rights and Responsibilities
The Course Outline is a synthesis of the underpinning knowledge and understanding of the
Retail Skills NVQ Level 2 competences, and facilitates progression to higher education or
higher levels of learning.
The Specification for the Level 2 Certificate in Retail Operations that accompanies this pack
provides a list of the required learning outcomes. The learning outcomes are expressed in
terms of what the learner must be able to do. This qualification has been developed to
recognise learners’ underpinning knowledge and understanding, therefore the learning
outcomes are expressed in terms of what the learner is expected to be able to do with this
knowledge: explain, describe, state or identify.
The content of this qualification does not extend beyond the Course Outline developed by
Skillsmart Retail. Therefore, although this qualification is suitable for any learner, it is
especially suitable for learners whose focus is on meeting the requirements for a technical
certificate.
3
Employment Rights and Responsibilities
If this qualification is being used as part of an Apprenticeship programme then it is necessary
for learners to follow a programme of learning covering Employment Rights and
Responsibilities.
The approach taken by Skillsmart Retail for the Apprenticeship Framework is to identify the
range of underpinning knowledge and understanding that is appropriate for the retail
industry. This knowledge and understanding can be demonstrated by successful completion
of the multiple-choice test.
4
Delivery approaches
Designing a learning programme
The Level 2 Certificate in Retail Operations has been designed to enable learning
programmes to be developed in ways that are most suitable for the needs of the learner
group.
Specifically it has been designed to meet the regulatory authority requirement for
qualifications that are recognised as Technical Certificates:
•
it can be delivered through a programme of off-the job learning.
EDI makes no specific requirements for the way in which learning programmes should be
developed and there are no specific requirements in this qualification requiring access to
particular facilities (eg point of sale displays, electronic tills and scanning facilities, goods for
storage). Those delivering the learning programme should be qualified in the areas they are
teaching, either through previous experience or by formal qualification.
A learning programme can make use of, for example:
•
•
•
•
•
•
•
•
Classroom teaching
Research activities
Practical activities
Expert visitors
On-line learning
Student packs
Seminars
Tutorials
We recommend that learning programmes for this qualification should make use of a number
of these approaches, selected according to the needs of the learner group.
Initial assessment
Initial assessment of learner needs is an essential aspect of planning. As a first stage,
training providers will need to identify the likely needs of target groups. For example, some
learners may be preparing for the Level 2 Certificate in Retail Operations with little or no
previous experience of the occupational area; others may be preparing for the qualification
towards the end of an Apprenticeship with considerable previous experience and learning.
As a second stage, we recommend that initial assessment also takes place with individual
learners to establish prior achievement and to individual learning and assessment plans.
Delivery
Learning programmes can be delivered on a single site on or multiple sites. This will allow
use to be made of specific expertise.
Learning programmes can also be designed to enable coverage of Key Skills and the wider
underpinning knowledge and understanding of the NVQ. Please refer to the sections on
mapping in this pack for more information about potential for coverage.
5
For all aspects of the learning programme, time spent planning will be repaid in the quality of
the resultant programme. In particular it is important to have answers for the key questions:
•
•
•
•
Who is responsible for each element of the learning programme and for whom?
What is going to take place?
When is it going to happen?
Where will it take place?
Duration of learning programmes
EDI provides suggested Guided Learning Hours in the Specification for this qualification.
The Guided Learning Hours are only recommendations. The actual number of hours a
learner will need to spend on a learning programme will depend on variety of factors
including previous learning and learning style.
6
Assessment
Assessment for this qualification is by multiple-choice test. This method of testing
underpinning knowledge and understanding has been selected by EDI as being the most
appropriate method of assessment for the widest range of users.
Developing the tests
EDI has policies and detailed procedures to ensure that all its multiple-choice tests are fair
and of a consistent standard.
Types of question
Multiple-choice question papers may be used at Level 2 and Level 3. At Level 2, questions
are written to test learners’ knowledge and understanding.
At Level 3 questions may be asked on new areas of knowledge that were not covered at
Level 2; they may probe knowledge more deeply or they may ask the learner to apply
knowledge to a particular situation.
7
Preparing learners for the test
The test for the Level 2 Certificate in Retail Operations consists of 50 questions. The content
of each test is strictly controlled by a ‘test specification’ to ensure that each test covers the
same topics with the same degree of emphasis.
The best preparation for learners taking the test is to ensure that all of the elements in the
specification and the related learning outcomes have been covered in your teaching and
training programme. In this way learners will be appropriately prepared for the test and will
have covered all of the underpinning knowledge and understanding that will be needed for
progression into employment or to other qualifications.
Do not prepare learners by attempting to guess the content of the test.
The test is only based on the content of the Specification and not any text book or other
external source of information. Where clarification is thought appropriate, the learning
outcomes in the Specification have been amplified by bullet points. Questions may be set on
any of the bullet points.
Before the test
It will be helpful to learners to have the opportunity to see what a test paper and answer
sheet will look like, and to spend time familiarising learners with what they need to do.
To enable this, we have provided specimen questions presented in the format of a test paper
and also an example of the Candidate Answer Sheet that will need to be correctly completed
by each learner taking the test. The test Supervisors will be able to provide further guidance
to learners before each test begins.
The multiple-choice test has a cover sheet with instructions to the learners. This is then
followed by the questions. Learners must read each question and then select which one of
the 4 options given is the correct answer.
In every question there is always one clearly correct answer. Well prepared learners will
quickly identify the correct answer. There are also 3 incorrect answers. These answers may
appear to be correct – or plausible – but careful reading of the exact wording of the question
will show that they are incorrect.
During the test
Learners are strongly recommended to take time to read each question carefully before
selecting their answers. The time allowance for the test is given to enable careful reading.
Learners who complete early should review their answers carefully. Learners who are
unsure of an answer should leave the question and then return to it later – taking care to
ensure that they complete the correct row of the Candidate Answer Sheet as they do so.
8
Administering the tests
The multiple-choice test is administered in the same way as a traditional examination and
EDI provides full guidance on the administration of its multiple-choice tests. All
multiple-choice tests must be carried out in accordance with the EDI Rules for the Conduct of
External Assessment – Multiple-Choice Tests which are sent to registered Examination
Centres. Online test must, additionally, be carried out in accordance with the Operating
Instructions and Invigilation Procedures for EDI Online Tests.
Learners must be seated in a room or hall that is set out for an examination. Learners must
be seated sufficiently far apart from each other to prevent collusion. There must also be a
clock in the room so each learner can clearly see how much time remains. Training
providers who do not have a suitable room must ensure that learners can go to a location
where appropriate facilities exist.
It is recommended that you explain the following procedures to learners making reference to
the example of a completed answer sheet.
Before the test
Learners should be seated in good time before the test to ensure that everyone can
complete the learner details on the Candidate Answer Sheet and then be ready to start at the
prescribed time. We recommend that learners should be seated 20 minutes before the start
of the test. Before the test begins every learner must complete the Centre/Candidate Details
on the Candidate Answer Sheet as follows:
LEARNER NAME
The learner’s name was given to EDI at the time of registration. It is repeated here as a
check. A space must be left between each name and/or initial. It should be written in block
capitals.
TEST NUMBER
This is an 8 digit number printed on the front cover of the question paper, following the letters
ASE, and is visible without opening the question papers before the scheduled time. It is
essential that this number is recorded correctly on the Candidate Answer Sheet. This
number should be written on a board or screen for learners to copy.
CENTRE CODE
This is the code given to the Examination Centre at the time of registration. This code should
be written on a board or screen for learners to copy and should be checked by the
Supervisor.
It is recommended that each learner be given a slip of paper with his/her unique learner
number and centre details to copy from.
EXAM TITLE
This is given on each question paper and can be checked without opening the envelope
containing question papers. This should be written on the board before the examination
begins.
9
ORDER NUMBER
Learners should enter the order number. This number should be written on a board or screen
for learners to copy.
The person supervising the test will check that all learners have correctly completed the
Centre/Candidate Details on the first page of the Candidate Answer Sheet before the test
begins.
During the test
Each learner’s answers are marked on the reverse side of the Candidate Answer Sheet.
There is space for recording up to 100 answers.
The person supervising the test should actively check that all learners have correctly
completed their details on the Candidate Answer Sheet and that they are marking their
responses in the correct way. Learners must not mark the Candidate Answer Sheet other
than in the places shown. The person supervising the test must not, however, give any
assistance or indications to learners in regard to answers to the questions.
It is recommended that you use the examples given in this pack to show learners how to
complete the Candidate Answer Sheet before the date of the test itself.
10
11
12
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
The following shows the instructions as they will appear to learners on an actual paper.
You need
•
This test paper
•
An answer sheet
•
An HB pencil
•
An eraser
You may NOT use a dictionary
_________________________________________________________________________________
Do NOT open this paper until you are told to do so by the supervisor.
Try to answer ALL the questions
_________________________________________________________________________________
INSTRUCTIONS
•
Make sure your personal details are entered correctly on the candidate answer sheet
•
Read each question carefully and choose the correct answer – A, B, C or D
•
Enter your answers on the back of the candidate answer sheet using an HB pencil
•
Make sure you only mark one answer for each question and that you completely fill the circle
•
If you make a mistake, make sure you erase it completely
•
Only complete as many answers as there are questions
•
At the end of the test hand the question paper, your answer sheet and all notes to the
supervisor
ASE 1234 0301
13
Read the following questions and choose the correct answer A, B, C or D. Choose one answer
only. Answers must be entered onto the Candidate Answer Sheet using an HB pencil.
Merchandise Handling, Storage and Display
QUESTION 1
When receiving a delivery of refrigerated food items, what is the most important thing to be checked
before accepting the delivery?
A
The date of the delivery
B
The condition of the packaging
C
The temperature they have been kept in
D
That there is no damage to the delivery vehicle
QUESTION 2
What is the most important reason for moving stock correctly?
A
To ensure the maximum use of storage space
B
To ensure it can be easily counted and audited
C
To ensure it is easily and quickly accessible for purchase
D
To ensure that neither stock nor staff are damaged or harmed
QUESTION 3
How can poor stock accuracy affect customer service and sales?
A
Products sell out too early
B
Too much stock builds up in the stock room
C
There is not enough stock to make an effective display
D
Empty shelves and fridges require additional maintenance and cleaning
QUESTION 4
An effective display will have most impact on increasing sales if it can
A
Take up “difficult to use” areas of sales floor space
B
Encourage customers to buy more or related products
C
Make the store or department look more attractive to shop in
D
Enable the staff to see, and therefore advise on, new products
14
QUESTION 5
It is important to ensure that all products have tickets or labels, which are accurate and correct, so that
A
Customers are not misled or overcharged
B
Stock can be returned from the till point if required
C
Stock can be quickly located and retrieved for a customer
D
Goods are placed in the correct storage and selling area
15
Service Selling and Product Knowledge
QUESTION 6
In a retail store which of the following would mainly offer a service to external customers?
A
Security guards
B
Sales assistants
C
IT technical assistants
D
Catering unit assistants
QUESTION 7
What is the most significant result of not giving excellent customer service?
A
Store operating costs will increase
B
There will be an increase in staff turnover
C
Long term store profitability will decrease
D
The theft and loss figures for a store will increase
QUESTION 8
In which one of the following situations would an assistant refer a customer to someone more senior?
A
The assistant has not yet started work
B
The assistant cannot satisfactorily resolve the customer’s query
C
The assistant is going for a break and will not have time to resolve the query
D
The assistant is setting up a display of new products on the sales floor
QUESTION 9
Understanding customer needs is important because
A
Sales assistants should always share all their product knowledge with the customer
B
Customers can waste time looking for things they might not want
C
Understanding and meeting these needs makes the sales assistant feel valued
D
Sales assistants can sell additional and related products to the customer
16
QUESTION 10
The benefits and features of a product are
A
The aspects of a product which eventually determine its price
B
The pricing and ingredients or materials used to make up the product
C
The most important aspects to tell customers based on their particular needs
D
The key aspects of the product which determine how it should be displayed in a store
QUESTION 11
A store may decide to move its stock on ‘pancake day’, in order to display fresh lemons next to its
pancake mix so that it can
A
Remind customers that pancake day is a special day
B
Show staff the link between the ambient and produce sections
C
Maximise possible sales by offering the customer co-ordinating products
D
Make best use of all the sales floor space by displaying fruit in more than one area
QUESTION 12
It is important for a business to offer a range of payment methods because
A
By being flexible, the business is offering excellent customer service
B
It helps to maintain a good relationship with the banks
C
Money is made by charging interest to customers who use store cards
D
Customers prefer to spread their costs over time
QUESTION 13
If handed an unacceptable method of payment, the best till point procedure would be to
A
Immediately call someone more senior to talk to the customer
B
Ask the customer to go to the customer service desk
C
Apologise, and explain that the goods cannot be purchased
D
Apologise, and explain other possible methods of payment
17
Personal Effectiveness and Team Work
QUESTION 14
The main reason for regularly reviewing personal performance is to
A
Look at what has already been achieved and identify future areas for development
B
Ensure that some quality time is spent with the manager or supervisor
C
Receive an update on all the new products and current issues
D
Discuss effectiveness of team performance
QUESTION 15
Why is it important to know about personal development needs?
A
So that an individual only undertakes those tasks which can be achieved
B
It will save the supervisor’s time in having to identify each individual’s development needs
C
So that the person responsible for training arranges the correct number of development projects
D
So that an individual knows the areas for personal improvement to make the job more enjoyable
QUESTION 16
Which one of the following methods is most effective for an individual to keep other team members
up-to-date with any new customer information?
A
During the working day, once a week go round and speak to fellow team members
B
Circulate a notice with the most up-to-date information on it
C
Inform them all in brief at the regular team meetings
D
Make use of the store notice boards
QUESTION 17
Why are good communication skills so important in a store?
A
To show that a person has the skills to progress
B
Because conversations between colleagues improves job satisfaction
C
To ensure the smooth running of all the day to day store operations
D
So the manager or supervisor is aware of every task being completed at all times of day
18
QUESTION 18
The purpose of agreeing clear individual objectives is to
A
Help individuals identify which areas they do not need to get involved in
B
Ensure all tasks and jobs are equally split between the team
C
Enable individuals to complete their full job description
D
Help individuals focus on what needs to be achieved
19
Risk Awareness, Health and Safety and Legislation
QUESTION 19
Which one of the following is an example of theft?
A
A tray of apples is dropped when filling a counter
B
A customer pays with a foreign coin instead of a pound coin
C
The number of boxes received on a delivery is incorrectly recorded
D
A member of staff eats a sweet from a burst bag that has been recorded as damaged
QUESTION 20
Which of the following is an example of loss in the store stockroom?
A
A rack full of un-ticketed ladies’ dresses
B
An area of the stockroom which is completely unused
C
A box of biscuits that has gone unnoticed and is now out of date
D
A section that is so full up with stock that it is difficult to read the product labels
QUESTION 21
Who is responsible for remaining alert to security risks at all times?
A
All store staff
B
The store security guards
C
The store management team
D
Store warehouse and backstage teams
QUESTION 22
Which one of the following store areas would be most vulnerable to theft?
A
The food section
B
A customer seating area
C
The home furnishings display area
D
A section next to a large customer entry and exit point
20
QUESTION 23
What is the main reason for not propping open fire doors when passing stock or equipment through
them?
A
It looks unsightly and is poor customer service
B
It is a legal requirement that they remain closed
C
Open doors could be easily used as an escape route by a shoplifter
D
Staff or customers may injure themselves by accidentally tripping over the prop
21
Employment Rights and Responsibilities
QUESTION 24
Retail has close links with and is supported by which other industry?
A
Finance
B
Agriculture
C
Distribution
D
Telecommunications
QUESTION 25
Which of the following is an example of the increasing need for convenience shopping?
A
Product scanning
B
24 hour opening
C
Product coding
D
Buying trends
QUESTION 26
Which of the following is a method of career planning?
A
A performance discussion with a line manager
B
Reviewing company business objectives in a team
C
A disciplinary interview with a member of management
D
Making a sales and product performance presentation to the manager
QUESTION 27
A contract of employment is legally binding to protect the
A
Employers and their products and services
B
Employees and their working conditions
C
Employer and the employee
D
Customers and staff
22
QUESTION 28
The right not to be discriminated against on any grounds is effective from
A
The first day of employment
B
Receiving the first salary payment
C
The signing of a permanent contract
D
The start of the recruitment process
23
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
MERCHANDISE HANDLING, STORAGE AND DISPLAY
ANSWER KEY
1
2
3
4
5
C
D
A
B
A
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
SERVICE, SELLING AND PRODUCT KNOWLEDGE
ANSWER KEY
6
7
8
9
10
11
12
13
B
C
B
D
C
C
A
D
24
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
PERSONAL EFFECTIVENESS AND TEAM WORK
ANSWER KEY
14
15
16
17
18
A
B
C
C
D
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
UNIT 2 – RISK AWARENESS, HEALTH AND SAFETY AND LEGISLATION
ANSWER KEY
19
20
21
22
23
D
C
A
D
B
25
CERTIFICATE IN RETAIL OPERATIONS
LEVEL 2
SAMPLE QUESTIONS
EMPLOYMENT RIGHTS AND RESPONSIBILITIES
ANSWER KEY
24
25
26
27
28
C
B
A
C
D
26
Progression to other qualifications
The Level 2 Certificate in Retail Operations has been designed to enable as many
progression opportunities as possible. Suggested progression routes include, but are not
limited to:
•
Occupational qualifications such as the EDI Retail Skills NVQ Level 2 and EDI Retail
NVQ Level 3
•
Related occupational qualifications such as the EDI Customer Service NVQ Level 2 and
Level 3
•
Key Skills at Level 2 and Level 3
•
Other vocationally-related qualifications such as the EDI Level 2 Certificate in Customer
Service
•
An Apprenticeship in Retail - for which this qualification meets the requirements for a
Technical Certificate.
Wider issues
The Level 2 Certificate in Retail Operations provides opportunities for learners to gain an
understanding of wider issues as follows:
moral and ethical issues
social and cultural issues
environmental issues
European developments
especially Service Selling and Product Knowledge, Personal
Effectiveness and Teamwork, and Employment Rights and
Responsibilities where an understanding of ethical issues
raised in dealing with customers, and working in teams can be
developed
especially Service Selling and Product Knowledge, Personal
Effectiveness and Teamwork and Employment Rights and
Responsibilities where the influence of social and cultural
issues in the workplace can be explored
Especially Risk Awareness, Health and Safety and Legislation
and Employment Rights and Responsibilities where an
understanding of the impact of environmental issues on the
retail industry can be developed
especially Employment Rights and Responsibilities where the
wider European dimension can be included in learning about
industry issues and developments
Mapping to other qualifications
To assist training providers in their development of appropriate courses of learning, and to
reduce the risk of requiring learners to repeat learning unnecessarily, EDI has undertaken a
mapping of this qualification to Key Skills and to the Retail Skills NVQ
Level 2.
27
Mapping to Key Skills
Pages 29 to 33 show the potential overlap between the content of the Specification of the
Level 2 Certificate in Retail Operations and Key Skills, including the Wider Key Skills.
It is good practice to include teaching and learning opportunities for Key Skills at the same
time as providing teaching and learning for the underpinning knowledge and understanding
of this qualification.
The actual extent to which preparation for Key Skills can be incorporated will vary according
to the design of the teaching and learning programme. For example, it is possible to include
coverage of Application of Number by including tasks involving use of number within
exercises designed to support learners’ learning. The need to provide evidence of written
work for Communication can be incorporated into learning activities by asking learners to
provide written responses. Information Technology can be included by using IT-based
approaches to teaching and learning and to work that an individual learner is asked to
produce.
Note that for an Apprenticeship, learners are required to achieve the Key Skill of
Communication at Level 1 and the Key Skill of Application of Number at Level 1. However,
achievement of these and other Key Skills is not a requirement for successful completion of
the Level 2 Certificate in Retail Operations.
Note that learners must complete all of the assessment requirements for the Key Skill in
order to be accredited with that qualification.
The mapping is intended as guidance only, and provides an opportunity to plan courses that
meet a variety of needs in a cost-effective way.
28
Level 2 Certificate in Retail Operations
Mapping to Key Skills Level 1
The following table shows the potential Key Skill coverage for the Level 2 Certificate in Retail
Operations. Each syllabus element is ‘mapped’ against the six key skills that are sub-divided
into the Part B ‘You must’ references of the QCA Key Skill Units. Thus the column
Communication C1.2 refers to ‘read and obtain information…..’
The actual Key Skill coverage of the Level 2 Certificate in Retail Operations will depend on
how the training programme leading to this qualification is delivered. The coverage shown
indicates those areas where the learning outcomes and assessment evidence generated by
following the Specification has the potential to contribute to the Key Skill.
Mapping has been done against the Level 1 Key Skills in Communication and in Application
of Number, and to the other Key Skills at Level 1 to correspond to the Apprenticeship
framework. However, Centres should encourage learners to achieve the Key Skills required
at a higher level if appropriate.
Note: The Level 2 Certificate in Retail Operations covers the underpinning knowledge and
understanding related to the Retail Skills NVQ, and will not in itself provide evidence for Key
Skills. It will, however, provide a theoretical basis for the Key Skills indicated, which could be
evidenced through learners’ work in the teaching and preparation for the Certificate in Retail
Operations.
29
30
Unit
Merchandise
Handling, Storage
and Display
QCA Key Skill
Communication
Level (see footnote) 1
Part B Reference
1
Level 1
2
3
Application of
Number
Level 1
1
Syllabus element
1.1
Receiving goods
1.2
Stock storage
1.3
Maintaining stock levels
2.1 Help Customers
Service Selling and
Product Knowledge
2.2 Resolve Problems
2.3 Process Payments
Personal
Effectiveness and
Team Work
1
3.1 Working in a team
3.2 Improving own learning
Table shows potential for level 1 coverage but actual coverage may be at a higher level.
31
2
3
Information
Technology
Level 1
1
2
3
Working with
Others
Level 1
1
2
3
Improving
Own L & P
Level 1
1
2
3
Problem
Solving
Level 1
1
2
3
Unit
QCA Key Skill
Communication
Level (see footnote) 1
Part B Reference
1
Level 1
2
3
Application of
Number
Level 1
1
Syllabus element
4.1 Health and Safety at Work Act
1974
Risk Awareness,
Health and Safety
and Legislation
4.2 Sale of Goods and Services Act
4.3 Trade Descriptions Act
4.4 Data Protection
Employment Rights
and Responsibilities
5.1
Employment Legislation
5.2
Contracts of employment
5.3
Other employment
rights
Discrimination
5.4
1
Table shows potential for level 1 coverage but actual coverage may be at a higher level.
32
2
3
Information
Technology
Level 1
1
2
3
Working with
Others
Level 1
1
2
3
Improving
Own L & P
Level 1
1
2
3
Problem
Solving
Level 1
1
2
3
34
33
Mapping to National Vocational Qualifications
The following pages show the potential overlap between the
Level 2 Certificate in Retail Operations and the EDI Retail Skills
NVQ Level 2.
The mapping is undertaken against the underpinning knowledge requirements of the
Mandatory and Optional Units of the NVQ. Each table shows the NVQ Unit number and title
as used by EDI in its EDI Retail Skills NVQ Level 2 Candidate Pack. The number in brackets
is the generic NVQ Unit number assigned to the Unit. This also appears in the EDI Retail
Skills NVQ Level 2 Units and can therefore be readily identified.
The actual coverage of the Element Knowledge and Understanding requirements will depend
on how the training programme leading to this qualification is delivered and the complexity of
the tasks that relate to the NVQ. The coverage shown indicates those areas where the
learning outcomes and assessment evidence generated by following the Specification has
the potential to contribute to the underpinning knowledge and understanding of the NVQ.
34
EDI Level 2 Certificate in
Retail Operations Unit
Merchandise Handling,
Storage and Display
Evidence towards EDI Level 2 NVQ in Retail Skills
Unit 7 (Unit B3) Receive goods and materials into
storage in a retail environment
Unit 8 (Unit B4) Put goods and materials into storage in a
retail environment
Unit 23 (Unit B5) Keep stock on sales at required levels
in a retail environment
EDI Level 2 Certificate in
Retail Operations Unit
Service, Selling and
Product Knowledge
Evidence towards EDI Level 2 NVQ in Retail Skills
Unit 2 (Unit C3) Help customers choose products in a
retail environment
Unit 3 (Unit C4) Maximise product sales in a retail
environment
Unit 5 (Unit C6) Demonstrate products to customers in a
retail environment
Unit 6 (Unit C12) Promote loyalty schemes to customers
in a retail environment
Unit 31 (Unit C8) Process payments for purchases in a
retail environment
Unit 32 (Unit C9) Process payments and credit
applications for purchases in a retail environment
Unit 33 (Unit C10) Process cash and credit transactions
in a retail environment
Unit 34 (Unit C36) Follow point-of-sale procedures for
age-restricted products in a retail environment
Unit 35 (Unit B7) Process returned goods and materials
in a retail environment
Unit 36 (Unit D1) Give customers a positive impression of
yourself and your organisation
Unit 37 (Unit D2) Support customer service
improvements
Unit 38 (Unit D3) Resolve customer service problems
EDI Level 2 Certificate in
Retail Operations Unit
Personal Effectiveness and
Teamwork
Evidence towards EDI Level 2 NVQ in Retail Skills
Unit 1 (Unit E19) Work effectively in your retail team
35
EDI Level 2 Certificate in
Retail Operations Unit
Risk Awareness, Health
and Safety and Legislation
Evidence towards EDI Level 2 NVQ in Retail Skills
Unit 34 (Unit C36) Follow point-of-sale procedures for
age-restricted products in a retail environment
Unit 31 (Unit C8) Process payments for purchases in a
retail environment
Unit 32 (Unit C9) Process payments and credit
applications for purchases in a retail environment
Unit 4 (Unit C5) Provide information and advice to
customers in a retail environment
Unit 2 (Unit C3) Help customers choose products in a
retail environment
Unit 39 (Unit E6) Help to maintain health and safety in a
retail environment
Unit 30 (Unit C23) Put visual merchandising displays
together
Unit 28 (Unit C21) Dismantle and store visual
merchandising displays
Unit 26 (Unit C19) Follow guidelines for dressing visual
merchandising displays
Unit 19 (Unit C11) Assemble retail products in customer’s
home/workplace
Unit 24 (Unit C2) Display stock to promote sales to
customers in a retail environment
Unit 35 (Unit B7) Process returned goods and materials
in a retail environment
EDI Level 2 Certificate in
Retail Operations Unit
Employment Rights and
Responsibilities
Evidence towards EDI Level 2 NVQ in Retail Skills
Unit 1 (Unit E19) Work effectively in your retail team
36
37
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