OCR Awards and Certificates in
Retail Knowledge
Level 2 Award (01766) Level 2 Certificate (01767)
Level 3 Award (01768) Level 3 Certificate (01769)
Key features
Introduction
The Retail Knowledge qualifications are vocationally-related, credit-based qualifications, designed
to expand general knowledge and understanding of the retail sector. Whether candidates are
already employed within the retail field, or are looking at retail as a future career path, the
qualifications will provide essential knowledge and understanding in all generic areas.
The accessible nature of the units means that training can be delivered in bite-sized chunks,
providing a flexible approach to learning. Tests will be available several times throughout the
year meaning that candidates can access them as they complete individual sections of learning ,
if they wish to.
The Certificate qualifications have the added advantage of addressing the Technical Certificate
aspect of the Retail Modern Apprenticeship programmes, meaning that they are also ideal for the
Apprenticeship audience.
Target audience
The Level 2 qualifications are ideal for those with limited experience of the retail sector, as they
are designed to develop a broad understanding of all key aspects of the retail environment. As
such, the qualifications will help to prepare any candidate for a job role with a definite retail focus.
The Level 3 qualifications are ideal for those already working in the retail sector and wanting to
develop their knowledge in order to enhance career prospects. Alternatively, they are aimed at
any candidate wanting to develop a broad, in-depth understanding of central retail knowledge,
with a view to preparing for high level employment in the retail field.
N277 Oxford Cambridge and RSA Examinations
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Learners can gain sector-relevant knowledge that is high in demand
Training can be delivered in ‘bite-sized chunks’ to suit individual needs
The qualifications are accredited onto the Qualifications and Credit Framework
All units have a level and a credit value assigned and can be achieved independently
There is an opportunity for both full award and unit certification
The qualifications are assessed via on-line multiple-choice tests making assessment current and accessible
The Certificate qualifications are accredited as Technical Certificates, addressing this aspect of the Modern Apprenticeships in Retail
datasheet
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Qualification content
The qualifications comprise units developed by the Retail
sector skills council (Skillsmart Retail) meaning that learners
will gain sector-relevant knowledge that is high in demand.
However, if candidates choose to achieve a full Level 2 or 3
Award or Certificate in Retail Knowledge, they can
accumulate credit as detailed below:
Each individual unit has been assigned a level and credit
value, making it worthwhile learning in its own right.
Level 2 Units
Unit title
Credit value
QCA Accreditation
Number (QAN)
Core Group A
Understanding customer service in the retail sector
3
M/502/5821
Understanding the retail selling process
2
A/502/5806
Understanding how individuals and teams contribute to the effectiveness of a retail
business
3
J/502/5789
Understanding how a retail business maintains health and safety on its premises
2
A/502/5823
Understanding retail consumer law
2
D/502/5801
Understanding security and loss prevention in a retail business
2
K/502/5817
Understanding the handling of customer payments in a retail business
2
H/502/5797
Understanding the control, receipt and storage of stock in a retail business
2
F/502/5810
Core Group B
Level 2 Award in Retail
Knowledge
QAN: 500/6718/7
Candidates must achieve 9 credits overall. At least 2 of
these must come from Core Group A, and the other 7 can be
achieved from any of the remaining units.
Level 2 Certificate in Retail
Knowledge (also Technical
Certificate at L2)
QAN: 500/6736/9
Candidates must achieve 14 credits overall. The 10 Core
Group A credits must be achieved. Candidates can then
achieve a minimum of 4 credits from Core Group B.
Level 3 Units
Unit title
Credit value
QCA Accreditation
Number (QAN)
Core Group A
Understanding customer service in the retail sector
2
K/502/5803
Understanding the retail selling process
2
F/502/5807
Understanding the development of personal and team effectiveness in a retail
business
4
A/502/5787
Understanding the management of risks to health and safety on the premises of a
retail business
2
F/502/5824
Understand how the smooth operation of a payment point is maintained
3
M/502/5799
Understanding the management of stock in a retail business
3
L/502/5826
Understanding security and loss prevention in a retail business
3
M/502/5818
Core Group B
Level 3 Award in Retail
Knowledge
QAN: 500/6704/7
Candidates must achieve 5 credits overall. These may come
from any of the above listed units.
Level 3 Certificate in Retail
Knowledge (also Technical
Certificate at Level 3)
QAN: 500/6737/0
Candidates must achieve 16 credits overall. The 10 Core
Group A credits must be achieved. Candidates can then
achieve the other 6 credits from Core Group B.
Assessment
Certification
The qualifications are assessed via on-line multiple-choice
tests through OCR’s e-testing facility. Tests will be available
three times a year, with a view to them becoming
on-demand in the future.
Candidates can gain either unit or full award certificates.
The testing system is flexible, allowing for different learning
styles. Candidates can either access the tests at the end of
their learning, or take an individual test after completing a
relevant unit.
The unit certificate will also detail the credit value of the unit
achieved.
Progression opportunities
Candidates have the opportunity to progress within the suite
of qualifications.
For example, a candidate achieving the Level 2 Award, may
want to broaden their Level 2 knowledge and progress
horizontally onto the Level 2 Certificate. Alternatively, they
may wish to progress vertically onto the Level 3 Award.
Alternatively, candidates may wish to progress onto OCR’s
competence-based qualifications in Retail Skills or consider
other related qualifications in areas such as Customer Service.
The full award certificate will detail the qualification title and
the QCDA accreditation information.
What to do next?
To seek approval to offer the qualification(s), please apply
on-line following the step-by-step guide to applying for
approval for vocational qualifications indicated on our
'Centre Approval' webpage.
You might be interested to know that OCR staff are available
to help with any aspect of setting up a vocational
assessment centre. Through an advisory telephone call or a
centre visit, we can assist, not only with the completion of
the form, but also provide advice on the following areas:
•
•
•
•
identifying potential candidates and marketing
opportunities
meeting OCR requirements
identifying resourcing levels, both in terms of staff and
equipment
the documents you might need for the benefit of the
candidates and a smooth running centre operation
For further information, please get in touch with our
Customer Contact Centre by phone: (024 7685 1509);
email: vocational.qualifications@ocr.org.uk; or in writing:
OCR Customer Contact Centre, OCR, Coventry Office,
Westwood Way, Coventry, CV4 8JQ.
A summary of how the approval process works is provided
in our Admin Guide for Vocational Qualifications
(publication ref. code: A850). Our Fees Booklet lists the
charges for centre evaluation, candidate entries and
certification. Both publications are available to download
from our website:
A850 Admin Guide
A250 Fees Booklet
www.ocr.org.uk
OCR customer contact centre
General qualifications
Telephone 01223 553998
Facsimile 01223 552627
Email general.qualifications@ocr.org.uk
For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.
© OCR 2009 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England.
Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.
OCR
1 Hills Road, Cambridge CB1 2EU
Telephone 01223 552552
Facsimile 01223 553377
N277/w
Vocational qualifications
Telephone 024 76 851509
Facsimile 024 76 851633
Email vocational.qualifications@ocr.org.uk
Unit Title:
Level:
Understanding customer service in the retail sector
3
Credit value:
2
Guided learning hours:
17
Unit expiry date:
31.10.12
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of retail
customer service. It focuses on how retail businesses meet and monitor the standards of customer
service as well as negotiating with customers in order to resolve complaints.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
Explain the importance of
customer loyalty to a retail
business
1.1
1.2
Explain the relationship
between standards of
customer service and
customer loyalty
Understand the effect of
customer service on retail
business
For example this may
include:





1.2




© OCR 2008 Oxford Cambridge and RSA Examinations
Return to store for future
purchases/increase
volume
Extend purchase
types/use other areas of
business
Recommendation/ word of
mouth
Cost efficiency (less
advertisement/marketing
required)
Maintains a minimum
customer base
For example, this may
include:
Good customer service 
repeat custom 
customer loyalty
Good customer service 
positive feedback 
promotion of business
Reliability  repeat
custom
Flexibility  repeat
custom
1
Learning Outcomes
Knowledge, understanding
and skills
Assessment Criteria


2.
Understand how retail
businesses ensure customer
service standards are met
2.1
2.2
Explain how a team’s
work needs to be
organised so as to ensure
that customer service
standards can be
consistently met
Describe common
contingencies which can
affect a team’s ability to
meet customer service
standards, and explain
how the effects of these
contingencies can be
minimised
2.1



2.2






3.
2
Understand how customer
complaints are resolved in a
retail business
3.1
Describe the procedures
used by retail businesses
for resolving a variety of
complaints, including how
the customer is kept
informed of progress
3.1

Product awareness 
extension of purchases
Communication (eg
greetings cards) 
personalising customer
experience repeat
custom
For example this may
include:
Available/trained/
knowledgeable staff
Sharing of knowledge and
expertise
Planning of resources
For example this may
include:
Unplanned absences
amend scheduling
Untrained staff  regular
appraisals/training/
inductions
High turn-over of staff 
staff incentives/morale
building
Out of date information/
misunderstandings 
update regularly/train staff
Staff
morale/disagreements 
one-to-ones/address
immediately and resolve
Faulty equipment 
resolve
quickly/alternatives/
apologise
This may include the
appropriate methods for
liaising with the customer,
and the processes
involved. For example:
Take ownership of the
problem
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
3.2
3.3
Knowledge, understanding
and skills


Describe techniques for
negotiating with
customers to reach a
solution acceptable to
both parties
Explain how resolving
complaints can turn the
customer’s dissatisfaction
into delight


3.2
For example this may
include:






3.3




4.
Understand how customer
service is monitored in a retail
business
4.1
4.2
4.3
Explain why it is important
to monitor the delivery
and effectiveness of
customer service in a
retail business
Describe the main
methods which are used
to monitor customer
service in retail
businesses
Explain the techniques
used by line managers to
monitor the customer
service delivered by
themselves and their
teams
© OCR 2008 Oxford Cambridge and RSA Examinations
Listen to the customer
Thank/apologise to the
customer
Regular updates/follow up
action
Face-to-face
interaction/telephone
calls/letters/emails
4.1





Prepare  consider
desired
outcomes/possible
solutions/offer alternatives
Communicate/agree
course of action/follow up
Offer
repairs/replacements/
refund if appropriate
Active listening/empathy/
establish relationships
Apologise/take ownership
Identify mutual benefits
For example this may
include:
Building confidence
Repeat custom/customer
loyalty
Establishes relationships
Win-win outcomes
For example this may
include:
Building
confidence/relationships
To encourage repeat
custom/customer loyalty
To make
money/profits/grow
Develop/improve
standards
To meet customer
expectations/compete in
the market/differentiate
from competitors
3
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
4.2
Candidates will be expected
to understand the different
methods available and when
each may be appropriate.
For example this may
include:




4.3




Customer questionnaires/
satisfaction surveys
Compliments and
complaints
Mystery shoppers
Focus groups
For example this may
include:
Evaluating customer
service reports/surveys
Asking customers about
the service received
Peer reviews/observation
Self reflection
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 30 minutes in length and consist of 20 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
4
© OCR 2008 Oxford Cambridge and RSA Examinations
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
D.301 (K), D.302 (K), D.304 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This
document is available for downloading from the E-assessment area of the Retail
Knowledge website (www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
© OCR 2008 Oxford Cambridge and RSA Examinations
5
Unit Title:
Level:
Understanding the retail selling process
3
Credit value:
2
Guided learning hours:
17
Unit expiry date:
31.10.12
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of the retail
selling process. It focuses on the range of communication techniques used for identifying and
meeting the needs of customers as well as the different techniques used for maximising sales.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
Explain how
communication
techniques can be used to
match product features
and benefits to complex
customer needs
1.1
1.2
Explain how
communication
techniques can be used to
narrow the choice of
products to those best
suited to the customer’s
needs
For example, this may
include:

Question types

Body language

Active listening

Leading conversation

Emotional connection
1.2
For example, this may
include:

Question types

Body language

Listening techniques

Determining costs
 Recommending/
exemplifying
For example, this may
include:

Builds expertise

Builds customer/sales
person confidence

Builds customer
trust/enthusiasm

Influences buying
decisions

Strengthens
communication/sales
skills

Assists in overcoming
objections
2.
Understand how
communication techniques
can be used to help the
customer choose products
Understand the benefits and
maintenance of product
knowledge
2.1
Explain the benefits of
maintaining
comprehensive and
accurate product
information
2.2
Explain the salesperson’s
legal responsibilities for
giving product information
and describe the legal
consequences of failing to
comply with the law
2.3
Describe how to ensure
that staff have the training
and information they need
to develop and maintain
their product knowledge
© OCR 2008 Oxford Cambridge and RSA Examinations
2.1
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
2.2
Candidates will be expected
to recognise the pieces of
legislation that apply. For
example:

Sale of Goods Act

Consumer Protection
from Unfair Trading
Practices Regulations

Supply of Goods and
Services Act
They will also be required to
understand the
salesperson’s legal
responsibilities regarding
product information and the
legal consequences for
failing to comply with the
law. For example, this may
include:
Salesperson must:

Provide accurate
information

Provide information on
request

Not mislead the
customer
Legal consequences:



Investigation and
enforcement action by
consumer regulators
Legal action from
consumers
Fines
2.3 For example this may include:

In-house training

Vendor road-shows

Trade fairs

Product
manuals/manufacturers’
leaflets

The
internet/manufacturers’
websites

Sharing expertise/job
shadowing

Visiting suppliers
3.
2
Understand legislation
relating to selling in the retail
environment
3.1
Describe the purpose of
the main legislation
relating to retail sales
3.1
For example, this may
include:

To protect the
consumer

To ensure fair trading
practices

To protect the retailer

To ensure goods are fit
for purpose
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
4.
Understand techniques for
maximising sales
Assessment Criteria
Knowledge, understanding
and skills
3.2
Explain the impact of
legislation relating to sales
on retail business
3.2
3.3
Explain the rights and
protection the key
legislation relating to sales
gives customers
For example, this may
include:

Goods must be of
satisfactory quality

The circumstances
under which customers
may
return/exchange/expect
refunds on items

Provision of staff
training

Provision of accurate
product information

Removal of unfair
competition
3.3
For example, this may
include:

Return goods of
unsatisfactory quality

Not be miss-sold credit

Receive goods that are
fit for purpose

Receive accurate
product/company
information

Not be misled,
deceived

Protection from
aggressive sales
practices
For example, this may
include:

Offering add-on/extra
merchandise

Selling credit to allow
for extra purchases

Adapting behaviour to
suit individual customer
profiles
4.1
Explain the ways in which
staff can maximise sales
opportunities
4.2
Explain how effective
leadership methods can
be used to maximise
sales
4.3
Evaluate the effectiveness
of techniques used by
specific retail businesses
to maximise sales
4.4
Explain how effective
target setting helps to
maximise sales
© OCR 2008 Oxford Cambridge and RSA Examinations
4.1
4.2
For example, this may
include:

Setting effective targets

Providing regular
feedback

Developing in-store
competitions

Rewarding sales
success

Providing targeted
training

Providing
support/expertise if
required
3
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
4.3
For example, this may
include:

Try before you buy

2-4-1/half price offers

Targeted advertising

Loyalty
schemes/discounts on
other business products
(eg petrol)

Right people, right
place, right time

Right stock on display
in sufficient quantity
4.4
For example, this may
include:

Focuses individuals
and teams

Identifies expected
performance
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 30 minutes in length and consist of 20 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
4
© OCR 2008 Oxford Cambridge and RSA Examinations
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
C.313 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
© OCR 2008 Oxford Cambridge and RSA Examinations
5
Level:
Understanding the development of personal and team
effectiveness in a retail business
3
Credit value:
4
Guided learning hours:
26
Unit expiry date:
31.10.12
Unit Title:
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of how they
can contribute to team leading. This includes 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 retail teams.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
Describe the key stages in
the recruitment process
1.1
1.2
Describe the sources of
information typically used
to support recruitment
decisions and explain
their relevance to the
recruitment process
Candidates will be expected
to recognise and identify the
key stages in the
recruitment process,
including the details that
should be included/provided
for potential employees (for
example, within a job
description)
1.3
State the legal
requirements relating to
the recruitment process
1.2
For example, this may
include:

CVs

Covering letters

Application forms

References

Interviews

Job specifications
1.3
Candidates will be expected
to understand legislation,
and its content, that applies
to the recruitment process.
For example, this may
include:

Sex Discrimination Act

Disability Discrimination
Act

Data Protection Act

Equal Pay Act

Race Relations Act

Employment Equality
Regulations
Understand the recruitment
process
© OCR 2008 Oxford Cambridge and RSA Examinations
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
2.
2.1
2.1
Understand how individuals
and teams are developed
within a retail business
Explain how to evaluate
the performance of
individuals and teams in
retail business
2.2
Explain how to identify the
development needs of
individuals and teams
2.3
Describe a range of
development activities
and approaches and
explain how they suit
differing learning needs,
personal aspirations and
business goals
For example, this may
include:
Individuals

Regular appraisals at
specified periods

Peer observation

360° feedback

Monitor performance
against targets
Teams

Customer feedback
reports

Monitor performance
against targets

Team meetings/events
2.2
For example, this may
include:
Individuals

Regular monitoring of
individuals

When new
products/initiatives are
introduced

Request completion of
skills scans

Capability analysis

Learning needs
analysis
Teams

When discussing team
targets

When new
products/initiatives are
introduced

When company-wide
targets are provided

Evaluate team
members’ skills scans
2.3
2
Candidates will be expected
to recognise and identify a
range of development
activities and approaches.
For example, these may
include:

Mentoring

Job shadowing

Training programmes

Learning by doing

Workbook approaches
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
Candidates should
understand how:

different approaches to
learning/development
suit different learning
styles (eg Visual;
Kinesthetic; Auditory)

different
business/personal
requirements may
necessitate different
‘teaching’ methods (eg
company-wide
customer service
training may require a
training session by a
designated trainer)
3.
Understand effective
communication within retail
teams in retail business
3.1
Evaluate the suitability of
a variety of
communication methods
and styles for a range of
situations typically faced
by retail teams
3.2
Describe how to use
communications skills to:



4.
Understand how conflict is
resolved within teams in retail
business
build relationships
within a retail team
give and receive
constructive criticism
and feedback
listen to and show
understanding of the
feelings and views of
other team members
4.1
Describe the types of
situation which typically
give rise to conflict within
retail teams
4.2
Describe techniques for
resolving conflict within
retail teams and explain
why these work
© OCR 2008 Oxford Cambridge and RSA Examinations
3.1
Candidates will be expected
to recognise a variety of
communication
methods/styles and
understand how they may
be suitable in given
situations. For example,
these may include:

Face-to-face
discussions

One-to-one meetings

Team meetings

Electronic information

Written information (eg
notices; newsletters)
3.2
Communications skills in
this context, may include:

the delivery methods
employed (eg face-toface communication;
providing factual
information) and/or

the physical
methods/skills utilised
(eg listening skills; body
language; visual
displays)
4.1
For example, this may
include:

Friction between team
members

Performance of
team/team members

Work environment

Lack of clear
instruction/goals

Workload/roles/
responsibilities
3
Learning Outcomes
5.
4
Understand the link between
improved personal
performance and improved
business performance
Knowledge, understanding
and skills
Assessment Criteria
5.1
Explain methods for
identifying own training
and development needs
and the resources
available for addressing
those needs
5.2
Evaluate how personal
development plans can
improve the performance
of the individual and the
retail business
4.2
Candidates will be expected
to recognise different
techniques that are used to
resolve conflict within retail
teams, and the benefits of
these. For example, this
may include:

Communication skills
such as verbal
messages; body
language; listening
skills

Intervention

Feedback/fact finding

Problem
solving/compromise

Provision of
facts/exploration of
options

Negotiation
5.1
For example, methods may
include:

Completion of skills
scans

360 degrees feedback

One-to-one discussions

Peer observation/
management feedback

Capability analysis
5.2
For example, this may
include:

Provision of goals

Develop skills in line
with business
objectives

Allow for development
of the individual

Provide performance
measures/evaluation
mechanism

Identify underperformers for
development

Motivate/incentivise
staff
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
6.
6.1
Describe how to set
objectives for individuals
and teams
6.1
6.2
Explain methods for
measuring and evaluating
the performance of
individuals and teams
against objectives
6.3
Explain how to give
feedback to individuals
and teams on their
performance against
objectives
7.
Understand how to review the
personal performance of retail
team members
Understand the general
principles of employment law
7.1
Describe who is
responsible for
determining employment
legislation
7.2
Explain how employment
legislation benefits the
retail industry as a whole,
individual retail
businesses and individual
employees
7.3
7.4
State the main provisions
of current employment
statutes in relation to both
employers and employees
Describe how businesses
may be penalised for not
complying with
employment laws
© OCR 2008 Oxford Cambridge and RSA Examinations
Candidates will be expected
to understand that
objectives should be
SMART, and the reasons for
this. They should be able to
recognise a SMART
objective when drafted
Candidates should also
understand how objectives
are set (eg based on job
requirements/company
objectives) and how they are
agreed
6.2
For example, methods may
include:

Annual appraisals

Customer satisfaction
surveys

Evaluating performance
against targets

Peer/management
feedback
6.3
For example, this may
include:

At appraisal/one-to-one
meetings

Positive/motivational

Focus on
strengths/corrective
actions for failures

Factual

Allowing questions
7.1
For example, this may
include:

European Union

Government
7.2 and 7.3
Candidates will be expected
to understand employment
legislation that exists and its
content (see examples of
legislation in KUS for 1.3)
7.4
For example, this may
include:

Fines

Closure

Imprisonment
5
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
7.5
Describe the main internal
and external sources of
information which can be
used to help decide
whether employment law
has been breached
7.5
7.6
Explain how individuals
can be protected and
prosecuted under equality
and diversity legislation
and anti-discrimination
practice
For example, this may
include:

HR department

ACAS

Citizens Advice Bureau

Trade Unions

Equality and Human
Rights Commission
7.6
Candidates will be expected
to be familiar with current
equality and diversity
legislation and antidiscrimination practice, and
be able to recognise how
employees are protected,
and under what
circumstances they may be
held liable
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 45 minutes in length and consist of 30 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
6
© OCR 2008 Oxford Cambridge and RSA Examinations
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
E.335 (K), E.336 (K), E.338 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
© OCR 2008 Oxford Cambridge and RSA Examinations
7
Level:
Understanding the management of risks to health and safety on
the premises of a retail business
3
Credit value:
2
Guided learning hours:
15
Unit expiry date:
31.10.12
Unit Title:
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of managing
health and safety risks within the premises of retail businesses. It focuses on the methods for
identifying, monitoring and preventing risks as well as the management of accidents and
emergencies.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
1.1
Understand the health and
safety responsibilities of
employees and employers
1.2
1.3
Explain the role and
responsibilities of
nominated health and
safety representatives in
risk prevention and
management under
relevant health and safety
legislation
Explain the role and
responsibilities of
nominated health and
safety representatives in
relation to substances
hazardous to health



1.2


1.3
Support the
implementation of H&S
policies
Carry out H&S
inspections
Investigate accidents;
hazards; ill health
For example this may
include:

Explain the employer’s
responsibilities for
providing clearly defined
health and safety
procedures
© OCR 2008 Oxford Cambridge and RSA Examinations
For example this may
include:
Collect information
on/report on instances
of ill health
Provide information for
risk assessments
Suggest control
measures
Candidates will be expected
to be familiar with the Health
and Safety at Work Act, and
its requirements for retail
employers
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
2.
2.1
2.1
Understand the management
of potential risks to health and
safety on the premises of a
retail business
2.2
2.3
2.4
Describe the main
methods of monitoring
and preventing the risks to
health and safety in the
workplace


Explain the purpose of
risk assessment and
describe the key stages in
the risk assessment
process



Explain the importance of
briefing and training staff
on health and safety
issues
Explain the main methods
of briefing and training
staff on health and safety
issues
For example, this may
include:

2.2
For example, candidates will
be expected to understand:



2.3
the purpose of the risk
assessment (eg identify
hazards; evaluate risks;
prioritise actions)
its key stages
the order in which the
stages should be
completed
For example, this may
include:




2.4
Regular H&S training
Regular risk
assessments
Appointing an H&S
representative
Regularly review
policies and procedures
Make policies and
procedures available to
all staff
Specific risk
assessments for
identified ‘at risk’
groups
Legal requirements
Make staff aware of
their responsibilities
Manager’s
responsibilities for H&S
Updates/changes to
legislation
Candidates will be expected
to understand how staff are
made aware of health and
safety issues effectively, as
well as recognising the
practicalities of training retail
staff that work anti-social
hours, shifts etc. For
example, this may include:


Regular
training/briefings
Accessible
policies/procedures
Candidates should
understand that retail staff
may have restrictions to
electronic data.
2
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
3.
3.1
Explain why it is essential
to have effective policies
and procedures for
managing emergencies
such as bomb threats and
fire
3.1
3.2
Describe methods for
training staff to respond to
emergency situations
Understand the management
of emergency procedures on
the premises of a retail
business
Candidates should be
familiar with H&S legislation,
and the requirements that
this places on employers.
For example, this may
include:





3.2
For example, this may
include:



4.
Understand the management
of accidents in the retail
environment
4.1
Describe the types of
accidents which typically
occur on the premises of
a retail business to people
such as visitors,
customers or staff
4.2
Describe the
arrangements which
should be in place for
dealing with accidents in
the workplace
4.3
State the legal
requirements for recording
accidents including the
essential contents of an
accident report
4.1
Slips, trips and falls
Lifting/handling injuries
Falls from heights
Racking/storage safety
Hit by moving vehicle
Candidates should be
familiar with H&S legislation,
and the requirements that
this places on employers.
For example, this may
include the necessity for:




© OCR 2008 Oxford Cambridge and RSA Examinations
Regular
training/briefings
Accessible
policies/procedures
Practice drills
Candidates will be expected
to recognise, and be familiar
with, the most commonly
occurring accidents. For
example, this may include:





4.2
The safety of staff and
customers
To prevent injury or
death
To have an effective
reporting policy (eg the
emergency services)
To prevent panic and
confusion
Duty of care
A fully equipped first aid
box
An accident book for
completion
Accident
procedures/policies
Reporting lines; follow
up investigation/action
3
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
4.3
Candidates will be expected
to understand the
requirements for
accident/injury reporting
(RIDDOR). They will need
to recognise the details that
must be recorded in the
event of an accident/injury,
and the circumstances
under which these should be
reported and when/to whom
the details should be
escalated
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 30 minutes in length and consist of 20 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
4
© OCR 2008 Oxford Cambridge and RSA Examinations
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
E.306 (K), E.307 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
© OCR 2008 Oxford Cambridge and RSA Examinations
5
Level:
Understanding how the smooth operation of a payment point is
maintained
3
Credit value:
3
Guided learning hours:
26
Unit expiry date:
31.10.12
Unit Title:
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of managing
payment point/s within retail businesses. It focuses on methods for monitoring payment points and
dealing with queries and abnormal operating conditions.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
Describe typical
procedures for opening up
a payment point
1.1
1.2
Explain the key principles
for establishing an
effective staffing rota for a
payment point
Know how a payment point is
made ready for trading
Opening a payment point
may refer to ‘at the start of
the working day’ or ‘at the
start of a shift’. Candidates
will need to recognise that
there may be different
procedures for each
This may include, for
example:

Checking/filling the
cash drawer

Checking for supplies
and cleanliness

Providing till keys to
designated operators

Ensuring all EPOS
equipment is
operational
1.2
© OCR 2008 Oxford Cambridge and RSA Examinations
For example, this may
include:

Peak periods

Sufficient
operators/payment
points

Staff shifts

Staff breaks

Management rotation
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
2.
2.1
Describe the types of
queries raised at the
payment point by staff and
customers and explain
how these queries are
resolved
2.2
Describe procedures for
dealing with claims by
customers that incorrect
change was given
2.1 Candidates will be expected
to understand the common
queries raised by both staff
and customers. Questions
may cover each aspect
individually. For example, this
may include:
Know how to deal with
queries raised at the payment
point






2.2
3.
Understand the routine
monitoring of a payment point
3.1
Explain the reasons for
monitoring payment point
activity
3.2
Describe the routine
monitoring procedures of
a payment point
3.3
Describe the problems
which routine monitoring
of a payment point can
uncover, and explain how
these problems can be
resolved
3.1
Candidates will be expected
to understand the common
procedures for dealing with
this situation, and recognise
why these procedures are in
place
For example, this may
include:

To ensure customer
service levels are
maintained

To monitor payment
point operation/staff

To prevent theft/fraud

To secure cash

Ensure sufficient cash
3.2
For example, this may
include:

Spot checks on cash
drawers

Balancing tills at close
of business

CCTV

Transaction reports

Mystery shoppers

Setting maximum cash
levels in tills

Check welfare of staff
3.3
For example, this may
include:





2
Pricing
issues/differences
Display of promotional
items on receipt
Returns/exchange
policies
Voiding items
Scanning issues
Problems ‘reading’
cards (cash
cards/loyalty cards)
Cash
overages/shortages
Collusion/theft
Low level scanning of
loyalty cards
Shortage of supplies
Cashier performance
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
4.
4.1
Explain what is meant by
abnormal operating
conditions in relation to
the payment point
4.1
4.2
Describe the actions to be
taken at the payment
point when abnormal
operating conditions apply
5.
Know what actions should be
taken at the payment point
when abnormal operating
conditions apply
Understand how the accuracy
of till operation is monitored
5.1
Describe the main types
of till discrepancy and
explain how these occur
5.2
Describe the measures for
evaluating the accuracy of
till operation
5.3
Describe the measures for
dealing with till
discrepancies
© OCR 2008 Oxford Cambridge and RSA Examinations
4.2
5.1
For example, this may
include:

Faulty equipment (eg
chip 'n' pin; scanners)

Till failure

Missing till supplies

Power failure
For example, this may
include:

Short-term actions (eg
call for help; complete
transaction manually;
report problem)

Long-term actions (eg
move tills; move
customers to another
till; consult IT specialist)
For example, this may
include:

Incorrect pricing

Incorrectly processed
voids

Incorrectly processed
payment types

Incorrect cash/change
given

Promotions not
recognised on system
5.2
For example, this may
include:

Running transaction
reports

Balancing till against
reports

Completing
random/end of
operation till audits
5.3
For example, this may
include:

Investigation

Interviews with
operators

Checking for
incorrect/incomplete
transactions

Disciplining staff

Recording/reporting
methods
3
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
6.
6.1
6.1
Know how to implement endof-shift procedures at a
payment point
Describe the methods
used at the payment point
at the end of a shift or
close of business
Candidates will need to
recognise that there may be
different procedures for
each
This may include, for
example:

Remove cash drawer

Balance till

Sign off operators

Calculate
overs/shortages

Replenish
supplies/clean/tidy the
till area

Close down EPOS
equipment according to
procedure
4
© OCR 2008 Oxford Cambridge and RSA Examinations
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 40 minutes in length and consist of 25 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
C.252 (K), C.310 (K), E.211 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
© OCR 2008 Oxford Cambridge and RSA Examinations
5
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
6
© OCR 2008 Oxford Cambridge and RSA Examinations
Unit Title:
Level:
Understanding the management of stock in a retail business
3
Credit value:
3
Guided learning hours:
16
Unit expiry date:
31.10.12
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of the
management of stock in retail businesses. This includes how to manage the procedures for
receiving and storing stock and the principles of auditing stock levels.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
General
The term ‘key sellers’ may appear
within questions set for this unit.
This may include:

Out of stocks

Special promotions

Popular items
1.
Understand how the receipt
and storage of stock is
managed
1.1
Explain the importance of
having sufficient
resources (staff,
equipment and space) to
process deliveries of stock
1.2
State what information is
needed by staff receiving
a delivery of stock and
explain why they need it
1.3
Describe the procedures
for monitoring:




© OCR 2008 Oxford Cambridge and RSA Examinations
the preparation of the
delivery area and
storage facilities
the quality and
quantity of goods
received
the movement of
goods
the disposal of stock
and waste
1.1
Candidates will need to be
familiar with the different
types of resourcing issues
detailed in the AC and the
considerations that need to
be made overall and for
each aspect. For example,
this may include:
 Timely deliveries
 Planning delivery
schedules
 Key sellers available for
shop floor
1.2
For example, this may refer
to:
 Delivery schedules/times
 Paperwork (eg manifest
documents)
 Trailer seal numbers
 Security procedures
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.4
1.3
Describe the actions to
take in the event of:


2
discrepancies in the
goods received
late deliveries
1.5
Explain the main
principles of systems used
for recording and
controlling stock
1.6
Explain how to identify
and evaluate
improvement to stock
management using a
range of information such
as that from suppliers,
customers and colleagues
Candidates may be
questioned on any of the
aspects listed in the AC
(quality and quantity may be
tested separately).
For example, it may include:
 Clean, tidy areas;
consolidating space
 Checks of items; spot
checks; paperwork
checks
 Safe handling
techniques; equipment
 Safe disposal of waste;
recycling
1.4
For example, it may include:
 Checking/altering
delivery paperwork
 Contacting the supplier
 Refusing the
delivery/arranging
alternative times
1.5
Candidates will be expected
to understand the types of
systems used, and the
principles of them in relation
to recording and controlling
stock. For example, this may
include:
 RFID technology
 Goods receiving logs
 LILO/FIFO
 Hand-held
Terminals/DIADs
 EPOS
1.6
Candidates may be
questioned on any of the
aspects listed in the AC.
For example, it may include:
 Key sales reports
 Analysis of feedback
from suppliers;
customers
 Supplier performance
 Industry trends
 Consumer regulations
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
2.
2.1
Explain the purpose of
auditing stock levels
2.1
2.2
Explain why stock should
be audited regularly
2.3
Explain how to anticipate
and prevent situations that
make it difficult to carry
out an audit
2.4
Explain the resources
needed for auditing stock
and the effects on the
business of redeploying
staff to the audit team
For example, this may
include:
 To help manage stock
levels; identify/monitor
stock shrinkage
 Verify stock inventory
 Adjust stock inventory
 Space management
 Ensure proper storage
 Inform future buying
decisions
2.2
For example, this may
include:
 To ensure suitable stock
levels are
maintained/storage
available
 Manage flow of goods
 Monitor/address stock
shrinkage levels
 Check physical stock
against inventory
 Safeguard assets
2.3
For example, this may
include:
 Planning of audit
 Availability of resources
(eg suitable
staff/paperwork/reports/
IT systems)
 Labelling/identification of
items
 Timing of audit
 Unavailable data
2.4
Candidates will be expected
to understand what
resources are required and
the effects of re-deploying
staff. These may be
covered in separate
questions.
Understand the principles of
auditing stock levels
2.5
State what preventative
actions and further
investigations can be
recommended as a
consequence of a stock
audit
For example, resources may
include:
 Staff
 IT systems
 Paperwork
For example, effects of redeploying staff may include:
 Additional personnel
required elsewhere
 Removal of
experienced/senior staff
 Additional/overtime
wages
© OCR 2008 Oxford Cambridge and RSA Examinations
3
Learning Outcomes
3.
Understand the legal
requirements relating to stock
management
Knowledge, understanding
and skills
Assessment Criteria
3.1
Describe the legal
requirements for storing
different types of products
such as food, toxic items
and bonded items
3.2
Describe the legal
requirements for keeping
records regarding the
disposal of stock and the
consequences to the
business of failing to
comply with these
requirements
2.5
For example, this may
include:
 Investigation of
discrepancies
 Adjustments to
inventories
 Adjustments to stock
management
processes/systems
 Additional security
measures
 Changes to business
activities (eg information
storage)
3.1
Candidates will be expected
to know about a range of
legal storage requirements
(including those listed in the
AC). For example, they will
need to be familiar with the
contents of the following in
relation to storage of goods:
 Food safety standards
(eg heights/temperatures
for food storage)
 COSHH (eg separating
incompatible
substances/labelling)
 Health and Safety at
Work Act (eg need for
PPE)
 Customs and excise
requirements (bonded
items)
3.2
Candidates will need to
understand that
waste/disposed items must
be included in VAT
calculations. For example
consequences for noninclusion may include:
 Investigation
 Penalties
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
The test for this unit will be 40 minutes in length and consist of 25 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
4
© OCR 2008 Oxford Cambridge and RSA Examinations
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
B.301 (K), B.302 (K), B.304 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
© OCR 2008 Oxford Cambridge and RSA Examinations
5
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
6
© OCR 2008 Oxford Cambridge and RSA Examinations
Unit Title:
Level:
Understanding security and loss prevention in a retail business
3
Credit value:
3
Guided learning hours:
15
Unit expiry date:
31.10.12
Unit purpose and aim
The purpose of this unit is to provide learners with the knowledge and understanding of the impact
of crime upon retail businesses and how security risks are assessed. It also covers the
precautions and actions undertaken for preventing loss and maintaining security.
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
1.
1.1
Define the security risks
faced by a retail business
and distinguish between
external and internal
threats to security
1.1
Candidates will be expected
to understand and recognise
what represents an internal
and an external threat to
security
1.2
Explain how and why
losses can occur in a
retail business as a result
of crime
1.2
For example, this may
include:
Know the range of security
risks faced by a retail
business


2.
Understand the effect which
crime has on a retail business
and its staff
2.1
Explain the implications of
criminal loss to retail
businesses
2.2
Explain the role of
management and other
staff in maintaining the
security of a retail
business
2.1
For example, this may
include the impact on:



2.2
Staff
Profits
Overheads
For example, this may
include:





© OCR 2008 Oxford Cambridge and RSA Examinations
External crimes such as
shoplifting
Internal crimes such as
staff theft
Employing security staff
Ensuring security of
goods through various
means
Using deterrents
Vigilance of staff
Training/updating staff
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
3.
3.1
3.1
Understand the loss
prevention procedures used
in a retail business
3.2
3.3
Explain the main ways in
which retail businesses
use technology to prevent
loss

Explain how stock control
procedures are used to
prevent loss
Explain how routine
stocktaking helps to
prevent loss
For example, this may
include:

3.2
For example, this may
include:




3.3



Know how security incidents
should be dealt with
4.1
Explain how to apprehend
individuals suspected of
fraud in accordance with
relevant legislation
4.2
Explain how to apprehend
individuals suspected of
theft in accordance with
relevant legislation
4.3
Explain common
procedures for carrying
out searches when theft is
suspected
4.4
Describe common types
of situations where
threatening and violent
behaviour from customers
may occur in a retail
business
4.5
2
Explain the techniques for
controlling threatening
and violent behaviour and
explain why these
techniques are effective
4.1
Regular/routine checks
to identify issues
Rotation of stock to
prevent out of date
stock
Comparison of manual
and electronically
generated figures
Identification of problem
areas/items
Candidates will be expected
to understand legislation
and procedures that relate
to apprehending individuals
suspected of fraud. For
example this may include:




4.2
Tracking of items
Rotation of stock
Validation against
purchase orders
Handling and moving
techniques
For example, this may
include:

4.
Payment methods,
such as chip ‘n’ pin
technology
Security measures
such as electronic
tagging, CCTV,
electronic light pens
Checks to be made (eg
calls to card
authorisation centres;
expiry dates;
signatures; security
features)
Retention of suspect
cards
What to ask of/advise
the customer
Reporting lines (eg
supervisors; police)
Candidates will be expected
to understand legislation
and procedures that relate
to apprehending individuals
suspected of theft. For
example this may include:
© OCR 2008 Oxford Cambridge and RSA Examinations
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills




4.3
For example this may
include:







4.4


© OCR 2008 Oxford Cambridge and RSA Examinations
External:
Avoid: using force;
being alone with
suspect
Asking the customer to
empty pockets; bags
etc
No physical
contact/search
Reporting lines (eg call
manager; police)
Internal:
Regular locker checks
Discrete CCTV
Personal effects
searches
For example this may
include:

4.5
Circumstances under
which a suspect can be
approached (eg must
be witnessed stealing)
How to
intercept/prevent the
customer from leaving
(eg avoiding physical
contact; only
reasonable force if
necessary; positioning)
Reporting lines (eg
supervisors; security)
How to treat the
customer (eg polite;
calm; firm; professional)
Refusing to serve
customers (eg
underage customers;
customer under the
influence of alcohol)
Questioning suspect
customers (eg with
suspect credit cards;
cash; on suspicion of
shoplifting)
Insufficient staff or
badly trained staff
(leading to
impatient/frustrated
customers)
For example this may
include:
3
Learning Outcomes
Knowledge, understanding
and skills
Assessment Criteria

Security measures (eg
CCTV, security guards)
Staff behaviour (calm;
non-confrontational; firm;
body language/listening
techniques)
Premises design (eg
layout; lighting)
Customer service (eg
acknowledging
customers; positive
communication; nonaggressive control
measures)



5.
Know how to carry out an
assessment of security risk
5.1
Explain why it is
necessary to assess
security risks in a retail
business
5.2
Describe the key stages in
the risk assessment
process
5.3
Explain why it is important
to identify breaches in
security and deal with
them promptly
5.1
Candidates will be expected
to know why security risks
should be assessed and the
types of security measures
that can be put in place as a
result of the assessments.
For example this may
include:






Identify potential risk
areas and their impact
Put in place
preventative measures
Ensure that controls are
proportionate to risk
Evaluate whether
cost/outlay is
commensurate to risk
Know how to deal with
aftermath of security
breaches
Security measures (eg
for cash; stock; staff
etc)
5.2
Candidates will be expected
to recognise the key stages
and the order in which these
would happen
5.3
For example this may
include:



To resolve breaches
To prevent further
breaches
To put necessary
security measures in
place
Assessment
Assessment will consist of an on-line multiple-choice test. Each test is available several times
throughout the year (please refer to the Retail Knowledge e-test timetables for relevant dates –
these can be found on OCR’s website www.ocr.org.uk).
4
© OCR 2008 Oxford Cambridge and RSA Examinations
The test for this unit will be 40 minutes in length and consist of 25 questions. The test has a
notional pass mark of 60%. Results will be graded pass or fail.
Guidance on assessment and evidence requirements
This unit is assessed via an on-screen multiple-choice test, set and marked by OCR. Please refer
to the Retail Knowledge e-test timetables for test availability. (These can be downloaded from the
OCR website www.ocr.org.uk).
Each test will consist of multiple-choice questions which will test candidates’ knowledge and
understanding across the Learning Outcomes and associated Assessment Criteria. Candidates
will be required to have knowledge and understanding of all Assessment Criteria within the unit, as
all Assessment Criteria will be covered within any one test.
A number of multiple-choice question types may be used. These could include: closed questions;
statements for completion; multiple response questions; assertion/reason questions; ordering
questions (including a maximum of 5 steps) or graph/diagram questions.
(Please refer to the Retail Knowledge Centre Handbook for further guidance regarding each type
of question).
The ‘descriptor’ provided in the Assessment Criteria may influence the type of question used. For
example, if the Assessment Criteria asks for an evaluation of information, a more detailed question
type is likely.
(Centres should refer to the ‘OCR Administrative Guide to Vocational Qualifications (A850)’ for
Notes on Preventing Computer-Assisted Malpractice.)
Details of relationship between the unit and national occupational standards
This unit has been developed by Skillsmart Retail in Partnership with Awarding Bodies. It provides
a key progression route between education and employment (or further study/training leading to
employment). It is directly relevant to the needs of employers and relates to national occupational
standards in Retail developed by Skillsmart Retail.
As such, the unit may provide evidence for the following national occupational standards in Retail
developed by Skillsmart Retail:
E.304 (K), E.305 (K), E.307 (K)
Resources

Equipment: In order to deliver the on-line test for this unit, centres will require the minimum
hardware stipulated in the OCR document Minimum Hardware Requirements. This document
is available for downloading from the E-assessment area of the Retail Knowledge website
(www.ocr.org.uk).
© OCR 2008 Oxford Cambridge and RSA Examinations
5

OCR does not stipulate the mode of delivery for the teaching of the content of this unit.
Centres are free to deliver this unit using any mode of delivery that meets the needs of their
candidates. Centres should consider the candidates’ complete learning experience when
designing learning programmes.
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Administrative Guide for Vocational Qualifications’ (A850).
The OCR Retail Knowledge Centre Handbook contains important information for anyone
delivering, working towards or involved with the OCR Retail Knowledge qualifications, of which this
unit forms a part. This can be downloaded from OCR’s website www.ocr.org.uk.
This unit is a shared unit, submitted by Skillsmart Retail and located within the subject/sector
classification system 7.1. It is available from 1 June 2009.
6
© OCR 2008 Oxford Cambridge and RSA Examinations