Level 3 Diploma in Retail Skills

IAO LEVEL 3 DIPLOMA IN RETAIL
SKILLS (MANAGEMENT) (QCF)
Credits : 43
Duration : 6 months / 9 months
Londan School of International Business

www.LSIB.co.uk
admissions@lsib.co.uk
2
About London School of International Busness
London School of International Business (LSIB) assasaasas
LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

3
Qualification summary
QCF level 3
Qualification credit value 43 credits
Minimum credits at/above 43 credits

level
Assessment requirements Portfolio of Evidence
This qualification is internally assessed and internally quality

assured by Centre staff and externally quality assured by Innovate
Awarding External Quality Advisors (EQAs).
Aims and objectives of the The IAO Level 3 Diploma in Retail Skills (Management) (QCF) is
qualification a flexible qualification designed to provide Learners with an in-
depth level of retail competence required by employers in the
sector.
Entry guidance There are no formal entry requirements for this qualification.
This qualification is suitable for those who work within the Retail
sector. It is typically suitable for those with retail managerial
responsibilities and autonomy.
Progression opportunities Learners who achieve this qualification can progress within
employment, or can progress to the
IAO Level 3 Certificate in Retail Knowledge (QCF)
IAO Level 3 Diploma in Retail Skills (Visual

Merchandising) (QCF)
IAO Level 3 Diploma in Retail Skills (Sales Professional)

(QCF)
IAO Level 3 NVQ Certificate in Management (QCF)

4
Qualification structure
To complete this qualification, candidates must achieve a minimum of 43 credits.
All 43 credits must be achieved at level 3, of which 10 credits must come from the
mandatory unit in Group A. 33 credits must come from Groups B.
A minimum of 18 credits must come from Group B1. A maximum of 15 credits can come
from Group B2. A maximum of 8 credits can come from Group B3.
Unit Structures
All units are listed below
Mandatory units
Qualification Structure
Mandatory Group A
Unit Title Level Credit GLH

Reference value
H/503/5729 Work effectively and support others in a retail

3 10 50
organisation
Optional Group B1

Reference value
A/503/5669 Audit stock levels and stock inventories in a
3 6 28
retail environment
T/503/5671 Source required goods and services in a retail
3 10 52
environment
L/503/5675 Monitor and help improve food safety in a retail
3 11 50
environment
D/503/5681 Manage staff to receive goods in a retail
3 5 24
environment
H/503/5682 Organise and monitor the storage of stock in a
3 6 27
retail environment
L/503/5692 Maintain the availability of goods on display in
3 6 30
a retail environment to promote sales
R/503/5693 Manage the payment transaction process in a
3 9 43
retail environment

5

Reference value
D/503/5731 Contribute to the continuous improvement of
retail operations within own area of 3 10 47
responsibility
H/503/5732 Manage the prevention of wastage and loss in
3 11 50
a retail environment
K/503/5733 Produce staffing schedules to help a retail
3 5 22
team to achieve its targets
M/503/5734 Monitor and maintain health and safety in a
3 13 60
retail environment
F/503/5737 Monitor and support secure payment point use
3 3 13
during trading
Optional Group B2

Reference
M/600/9600 Set objectives and provide support for team

3 5 35
members
Y/600/9669 Plan, allocate and monitor work of a team 3 5 25
F/600/9715 Make effective decisions 3 3 10
R/600/9685 Manage conflict in a team 3 3 20
M/600/9628 Manage or support equality of opportunity,

diversity and inclusion in own area of 3 4 20
responsibility
Optional Group B3

Reference
Y/601/1230 Organise the delivery of reliable customer

3 6 40
service
H/601/1232 Improve the customer relationship 3 7 47
D/601/1553 Work with others to improve customer service 3 8 53

6

Reference
J/601/1515 Monitor and solve customer service problems 3 6 40
H/601/1554 Promote continuous improvement 3 7 47

7
Title: H/503/5729 Work effectively and support

others in a retail organisation
Level: 3
Credit value: 10
GLH: 50
Learning outcomes Assessment criteria

The learner will: The learner can:
1. Understand how own team contributes to 1.1 Explain own team’s purpose, aims and
the success of the wider organisation targets in the context of the wider
organisation
1.2 Explain the roles and responsibilities of
colleagues in own team
1.3 Explain the importance of good working
relations within own team
2. Understand own role within a team in a 2.1 Explain own responsibility for contributing
retail environment to own team’s success, including helping
colleagues to learn
2.2 Explain the importance of being a reliable
team member
2.3 Explain the factors to take account of
when making commitments, including:
existing workload
the degree to which interruptions and
changes of plan are within own control
2.4 Explain the importance of implementing
the organisation’s policies and
procedures for health and safety,
including the importance of setting a
good example to colleagues
3. Understand what motivates self and 3.1 Explain the factors that can affect own
colleagues in a retail environment and colleagues’ motivation to carry out
work in a retail environment, including
skills and existing workload
3.2 Explain potential circumstances that
could affect morale in a retail
environment

8
4. Be able to support effective working within 4.1 Allocate work in ways that take account
a retail team of own and colleagues’ preferences,
skills and available time
4.2 Make and keep commitments to
colleagues within:
own team
the wider organisation
4.3 Agree alternative actions when it is not
possible to keep commitments made to
colleagues
4.4 Interact with colleagues within own team
and wider organisation in ways that
attempt to maintain morale
4.5 Explain to team members why it is
important to treat each other fairly,
politely and with respect
4.6 Implement own organisation’s health and
safety procedures while working
5. Be able to improve own work performance 5.1 Identify knowledge and skills needed to
in own retail team improve own work performance
5.2 Reach agreement with own line manager
concerning:
learning and development goals
action points and deadlines for own
learning and development
5.3 Take measures to improve own
performance
5.4 Review own progress against an agreed
learning and development plan, including
seeking feedback from those in a
position to give it
6. Be able to help others to learn in a retail 6.1 Communicate to colleagues own
environment willingness and availability to provide
work-related information and advice
6.2 Provide information and advice on
request to colleagues where this is within
own responsibility
6.3 Provide advice and support to colleagues
to help them meet the organisation’s
standards
6.4 Communicate procedures to colleagues
in a logical sequence to help them meet
the organisation’s standards
6.5 Provide colleagues with opportunities to
practise new skills

9
6.6 Provide constructive feedback to

colleagues on their progress in
developing new skills
6.7 Ensure that health, safety and security
are not compromised when helping
others to learn
6.8 Refer colleagues to specialist advice as
needed to support their learning
Additional information about this unit
N/A
Unit aim (s) This unit assesses the occupational

competence of a team leader or senior team
leader within a retail team, to work effectively
and support others to contribute to the
success of the wider organisation.
Assessment requirements specified by a
This unit requires workplace assessment of
sector or regulatory body (if appropriate)
occupational competence.
Simulation is not allowed for any performance
evidence within this unit.
This unit can be assessed independently of
other units. However, it may be possible to
generate some of the evidence for this unit
holistically when gathering evidence for other
units in the same qualification.
AC 4.5: ‘Politely’ means demonstrating respect
and consideration for other people through the
use of appropriate body language, verbal
language, tone of voice (or the sign language
equivalent) and facial expressions.
AC 6.6: ‘Constructive’ means objective (i.e. not
personal), designed to help, and conveyed in a
respectful manner.
Skillsmart Retail's Assessment Principles for
Retail Qualifications can be found on their
website (www.skillsmartretail.com)
Details of the relationship of the unit and N/A
relevant national occupational standards

10
Title: A/503/5669 Audit stock levels and stock

inventories in a retail environment
Level: 3
Credit value: 6
GLH: 28

1. Be able to implement a stock audit in a 1.1 Explain the importance of auditing levels
retail environment of stock and stock inventories
1.2 Plan an audit of stock that:
will ensure accurate, complete and
timely auditing
will cause as little disruption as
possible to normal work
includes plans for dealing with
contingencies
1.3 Negotiate with colleagues to obtain staff
who have the necessary skills to help
with the audit
1.4 Allocate specific responsibilities to each
member of the audit team
1.5 Explain to the audit team what they are
expected to do
1.6 Diagnose and resolve problems that
arise when implementing the audit
2. Be able to use the findings of an audit to 2.1 Analyse the findings of a stock audit to
identify and resolve problems with stock identify problems that need resolving
levels and stock inventories 2.2 Prioritise problems according to their
importance and urgency
2.3 Investigate and resolve problems:
methodically
as far as possible within the scope of
the audit and with the resources
available
3. Be able to communicate the results of an 3.1 Clarify audit findings, including any
audit unresolved problems, in a timely fashion
for those who need the information

11

N/A

competence of individuals who are
responsible for organising and implementing
stock audits. The audit team may consist of
people who do not normally work together,
and the learner need not necessarily be a
team leader in their day-to-day work.

Skillsmart Retail's Assessment Principles
for Retail Qualifications can be found on
their website (www.skillsmartretail.com)

12
Title: T/503/5671 Source required goods and

services in a retail environment
Level: 3
Credit value: 10
GLH: 52

1. Understand the role of suppliers when 1.1 Explain how suppliers’ terms and
sourcing goods and services conditions can affect the profitability of a
retail business
1.2 Explain the organisation’s legal rights as
a purchaser of goods and services,
including rights relating to returns,
replacements and refunds
1.3 Explain what constitutes a legally binding
contract between retailer and supplier
2. Be able to source required goods and 2.1 Interpret stock records to establish:
services which stock needs replenishing
the quantity of stock required
2.2 Evaluate the service offered by
suppliers, taking account of:
the availability of the required goods
and services
the terms and conditions offered by
suppliers
3. Be able to order goods and services 3.1 Analyse purchase requisitions to identify
items that can be ordered together
3.2 Order goods and services:
of the required type and quantity
allowing sufficient time for delivery
3.3 Develop procedures that will enable
colleagues to give sufficient notice of any
special orders for goods and services
3.4 Resolve overdue or incomplete orders
with the supplier
3.5 Arrange returns, replacements and
refunds when applicable
3.6 Explain the options available when
orders cannot be fulfilled on time

13
3.7 Maintain purchasing records that are in

line with organisational procedures
4. Be able to evaluate the performance of 4.1 Evaluate the quality, price and timeliness
suppliers of stock for retail sale of deliveries against the organisation’s
requirements
4.2 Evaluate colleagues’ feedback about
suppliers’ performance to determine if
the standard of performance is
acceptable
4.3 Provide feedback to suppliers on the
level of service they provide
N/A

competence of someone who orders stock for
a retail store and is responsible for choosing
the store’s suppliers as well as ordering stock
directly from suppliers.



14
Title: L/503/5675 Monitor and help improve food

safety in a retail environment
Level: 3
Credit value: 11
GLH: 50

1. Understand the principles of food safety 1.1 Explain the following terms in relation to
management that apply to a retail own organisation:
environment ‘critical control points’
‘control points’
‘critical limits’
‘variance’
1.2 Explain the importance of monitoring
critical control points and control
points
1.3 Explain the impact of variance at critical
control points and control points on
food safety, public health and the
organisation
1.4 Explain why traceability is important to
food safety
1.5 Explain how traceability works
1.6 Explain the importance of having
organisational food safety procedures in
place
2. Be able to monitor critical control points in a 2.1 Select relevant food safety control
retail environment measures when monitoring critical
control points
2.2 Implement all specified organisational
operational controls and checks of
critical control points at the set time
frequency
2.3 Maintain records of monitoring activities
in line with organisational procedures
2.4 Obtain verification for completed
checks, following organisational
procedures

15
3. Be able to deal with problems identified 3.1 Take corrective action when control
when monitoring critical control points in a measures fail, ensuring that such action
retail environment is:
suited to the situation
carried out with a degree of urgency
that matches the seriousness of the
situation
3.2 Report to the designated person any
procedures that are out of line with
critical limits
3.3 Seek expert advice and support for
problems identified when monitoring
critical control points that are outside
own level of authority or expertise to
resolve
4. Be able to ensure that staff perform to the 4.1 Allocate food safety responsibilities to
standard required for food safety in a retail staff
environment 4.2 Supervise staff to ensure that allocated
food safety responsibilities are met
4.3 Ensure that staff receive the training in
food safety that they need
5. Be able to evaluate the nature and impact 5.1 Evaluate the nature and impact of factors
of factors or issues that may affect the or issues that may affect the safety of
safety of food in a retail environment food, arising in:
own work activities
the working environment
supplies
products to be sold to customers
6. Be able to contribute to improving food 6.1 Explain the term ‘continuous
safety in a retail environment improvement’ in relation to food safety
6.2 Explain the importance of contributing to
the process of improving food safety
6.3 Present to decision-makers ideas for
improving procedures or processes that
affect food safety
6.4 Implement new or revised procedures
to improve food safety, where authorised
to do so
Glossary
Control measures
Actions required to prevent or eliminate a food safety hazard or reduce it to an acceptable level.
Control point

16
A step in the food preparation process which can be controlled, but would not result in an
unacceptable health risk if control was not exercised.
Corrective action
The action to be taken when a critical limit is breached.
Critical control point
A step in the food control or preparation process where a food safety hazard must be dealt
with by preventing it, removing it or reducing it to an acceptable level.
Critical limit
The minimum and maximum limits allowed in order to control a particular task or process.
Food safety hazards
Something which may cause harm to the consumer and can be:
microbiological (for example, bacteria, moulds, viruses)

chemical (for example, pesticides used on fruit and vegetables, chemicals used in
cleaning or for pest control)
physical (for example, insects, parasites, glass,
nails) allergenic (for example, nuts, milk, eggs)
Food safety management
Putting into practice the policies, procedures, practices, controls and documentation that ensure
that food is safe for consumers.
Procedures
A series of clear steps or instructions on how to do things; rules. Some companies document
their procedures formally in writing, and others simply have procedures that all staff
understand and follow but which are not written down.
Training
Bringing an individual up to a desired level or standard of proficiency. This can be done by

means of instruction or by formal training courses.
Variance
The difference between the planned or standard limits allowed and the actual values monitored.
Verification

17
Using a selection of methods, procedures and tests to show and confirm that the system is
operating in line with the plan
Unit aim (s) This unit assesses certain aspects of the

occupational competence needed to ensure
the safe handling or preparation of food in a
retail environment. The food concerned may
be wrapped or unwrapped, and may include
food subject to temperature control. The unit
covers monitoring critical control points and
using the findings of those monitoring activities
to improve the processes that affect food
safety.
Assessment requirements specified by a This unit requires workplace assessment of

sector or regulatory body (if appropriate) occupational competence.
If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.
The candidate may have undertaken formal
food safety training that may contribute to the
evidence for this unit.
The terms highlighted in bold in the
assessment criteria are explained in a
glossary appended to this unit.


18
Title: D/503/5681 Manage staff to receive goods

in a retail environment
Level: 3
Credit value: 5
GLH: 24

1. Be able to manage staff to receive and 1.1 Select sufficient staff to prepare for,
check incoming deliveries of goods in a receive and check expected incoming
retail environment deliveries of goods
1.2 Explain to staff, in advance of deliveries
of goods arriving:
what needs to be done to prepare the
receiving area
what needs to happen when the
expected deliveries arrive
1.3 Assess whether the area for receiving
goods has been adequately prepared to
ensure safe and secure unloading of
goods
1.4 Assess whether there is enough storage
space of the right type for the expected
goods
1.5 Ensure that goods are unloaded safely
and securely
1.6 Explain why incoming goods should be
checked against requirements
immediately after unloading
1.7 Ensure that incoming goods are checked
against requirements immediately after
unloading
1.8 Ensure that delivery records are
completed in line with organisational
procedures
1.9 Evaluate records of deliveries of goods
to determine whether each supplier has
met the organisation’s service needs
1.10 Resolve problems with deliveries of
goods in line with organisational
procedures

19

N/A

competence of a team leader or senior team
member to manage staff to receive goods.



20
Title: H/503/5682 Organise and monitor the

storage of stock in a retail environment
Level: 3
Credit value: 6
GLH: 27

1. Understand the causes and prevention of 1.1 Explain the causes of stock deterioration,
stock loss within storage systems loss and damage
1.2 Explain how to reduce stock loss within
storage systems
2. Understand the legal and organisational 2.1 Explain the legal and organisational
requirements for storing stock requirements for storing stock, including
health and safety requirements and the
removal of out-of-date stock
3. Be able to organise the use of storage 3.1 Organise storage facilities to take account
facilities in a retail environment of:
day-to-day work
safety requirements
the need to keep stock secure
the need to keep stock in a saleable
condition
3.2 Train staff to use the storage system:
securely
safely
in line with relevant legal requirements
3.3 Assign staff clear roles and responsibilities
for storing and moving stock
3.4 Develop plans to cope with unforeseen
storage problems that take account of
available resources
3.5 Review plans for coping with unforeseen
storage problems
3.6 Revise plans to cope with unforeseen
storage problems, taking account of any
relevant factors

21
3.7 Monitor storage operations to ensure that

staff are storing and moving stock:
securely
safely
in line with relevant legal requirements
3.8 Maintain stock records that are in line with
organisational procedures
4. Be able to monitor the storage and care of 4.1 Maintain a routine that meets the
stock in a retail environment organisation’s requirements for checking
the quality of storage facilities and stock
4.2 Perform spot checks of storage facilities
and stock
4.3 Train staff to:
identify stock that is out of date or at
risk of deteriorating
deal with stock that is out of date or at
risk of deteriorating in line with legal
requirements and organisational
procedures
4.4 Monitor the storage and movement of
stock to make sure that stock is reaching
the shop floor as it is needed
4.5 Recommend to decision makers ways of
running storage and stock movement
systems more profitably
N/A

competence of a team leader or senior
member of a retail team who is responsible for
monitoring the quality of stock and use of
storage facilities.



22
Title: L/503/5692 Maintain the availability of

goods on display in a retail environment to
promote sales
Level: 3
Credit value: 6
GLH: 30

1. Understand how the display of goods can 1.1 Explain how different types of display
promote sales help the store to reach its sales targets
1.2 Explain how the way that information is
positioned within displays can help to
promote sales
1.3 Explain how the layout of the selling area
affects sales
2. Understand legal and organisational 2.1 Explain the organisational and legal
requirements for displaying goods requirements for displaying descriptions
and prices of goods
2.2 Explain the organisation’s standards for
putting displays together, including
standards for cleaning and preparation
2.3 Explain the security, health and safety
requirements and procedures relating to
displaying goods
2.4 Explain customers’ legal rights in relation
to the display of goods
3. Be able to organise staff to display goods 3.1 Explain to staff the purpose of the
for retail sale display and the requirements and
standards it must meet, including
standards for health and safety and
security
3.2 Ask staff questions to check their
understanding of the requirements and
standards for the display
3.3 Ensure that staff prepare the display
area:
safely
with the minimum of inconvenience to
customers

23
3.4 Ensure that staff put the display together:

safely
with the minimum of inconvenience to
customers
3.5 Explain the importance of consulting an
authorised decision-maker before
modifying or changing the display
3.6 Ensure that the records kept of displays
are in line with organisational procedures
4. Be able to evaluate the effectiveness of 4.1 Evaluate the effectiveness of displays in
displays relation to:
their intended purpose
legal and organisational requirements
and standards
4.2 Evaluate information within displays to
ensure that its content and position are:
legally compliant
likely to promote sales
4.3 Ask staff for suggestions for making the
display more appealing to customers
4.4 Explain the importance of dealing
promptly with any risks to security or
health and safety that arise when
evaluating displays
5. Be able to maintain the required quantity 5.1 Provide accurate, up-to-date pricing
and quality of goods on display information to the staff who need it
5.2 Monitor price marking to ensure that it is
correct
5.3 Resolve any pricing problems that arise
5.4 Develop stock replenishment plans to
maintain the required quantity and
quality of goods on display
5.5 Organise the removal of stock of
unsaleable quality from display
N/A

competence of individuals who are responsible
for organising staff to set up and maintain
displays. The learner does not need specialist
visual merchandising skills to achieve this unit.


24



25
Title: R/503/5693 Manage the payment

transaction process in a retail environment
Level: 3
Credit value: 9
GLH: 43

1. Be able to monitor payment transaction 1.1 Explain the aims that takings practices
processing in a retail environment and procedures are designed to achieve
1.2 Monitor the way staff process payment
transactions, ensuring they are
processed:
in line with organisational processing
requirements
in ways that attempt to maintain
goodwill
1.3 Perform checks to ensure that
equipment is providing information
concerning payment transactions that is:
up to date
accurate
1.4 Follow organisational procedures to take
action to resolve any instances of:
payment transaction processing not
meeting organisational processing
requirements
payment transactions not being
processed in ways that attempt to
maintain goodwill
out of date or inaccurate information
2. Be able to manage the operation of 2.1 Perform checks to ensure that staff set
payment points in a retail environment up and operate payment points in line
with organisational procedures
2.2 Resolve any operational problems with
payment points when within own
authority to do so
2.3 Monitor the way that payments are
handled, ensuring that staff are following
2.4 Develop contingency plans to deal with
unexpected problems at payment points

26
N/A
competence of individuals who are responsible
for managing the way payments are processed
by staff at point of sale in a retail environment.

27
Title: D/503/5731 Contribute to the continuous

improvement of retail operations within
own area of responsibility
Level: 3
Credit value: 10
GLH: 47

1. Understand how own area of responsibility 1.1 Explain characteristics of the

can contribute to the overall success of the organisation’s brand image, customer
retail organisation base and desired market position
1.2 Explain the relationship between the
agreed performance measures for own
area of responsibility and the
organisation’s brand image and desired
market position
1.3 Explain how systems and procedures in
own area of responsibility are intended to
support the achievement of
organisational performance measures
1.4 Explain the potential causes of failure to
achieve organisational performance
measures in the type of retail operations
carried out in own area of responsibility
2. Understand how to motivate staff in own 2.1 Explain why it is important for staff to
area of responsibility to support and understand the purpose and intended
contribute to the continuous improvement of benefits of improvements to retail
retail operations operations
2.2 Explain how own manner when
explaining improvements can affect
staff’s response to these
2.3 Explain the importance of encouraging
staff to suggest ideas for improvements
to retail operations
2.4 Explain the importance of ensuring that
colleagues receive the credit if their ideas
are implemented
2.5 Explain the importance of showing
enthusiasm and leading by example
when putting improvements into practice

28
3. Be able to evaluate achievements of 3.1 Evaluate organisational performance

organisational performance measures for within won area of responsibility using
retail operations within own area of information that is:
responsibility relevant
reliable
up to date
4. Be able to develop recommendations for 4.1 Develop ideas to improve the
improving the effectiveness of retail effectiveness of operations in own area
operations of responsibility
4.2 Evaluate which ideas for improvements
to the effectiveness of operations in own
area of responsibility should be put
forward to decision makers, based on the
extent to which the ideas are:
consistent with the organisation’s
brand image
consistent with organisational policy
achievable, given the available
resources
beneficial to the organisation and its
customers
5. Be able to recommend ideas for improving 5.1 Present ideas to decision makers for
the effectiveness of retail operations to possible improvements, doing so:
decision makers with supporting facts
acknowledge any contributions made
by other people
5.2 Explain to decision makers the benefits
the recommended improvements could
bring
5.3 Justify to decision makers the resources
needed to put improvements into practice
5.4 Clarify any aspects of the recommended
improvements decision makers wish to
discuss further
6. Be able to contribute to the implementation 6.1 Explain planned improvements to staff in
of planned improvements to retail ways that attempt to:
operations within own area of responsibility 6.2 Ensure that staff have everything they
need to implement proposed changes
including additional training
6.3 Seek advice and support to resolve any
problems with implementing proposed
changes that are not within own authority
to resolve
6.4 Demonstrate to staff own commitment to
achieving the benefits of proposed
changes through own behaviour

29

N/A

competence of a first line manager or senior
team member in relation to the contribution
they make to improving operations within their
own area of responsibility. The learner could
contribute to improving performance against
any operational measure set by the
organisation, such as sales targets, service
standards or quality standards.
It is highly unlikely that the assessor will be
able to gather evidence for this unit by
observing workplace activity. Evidence can,
however, come from professional discussion
supported by oral reports of real achievements
and testimony from an expert witness.
AC 4.2: If the organisation does not have a
written policy, learners need to ask their
manager for broad guidelines and follow these
where the unit refers to a policy.

30
Title: H/503/5732 Manage the prevention of

wastage and loss in a retail environment
Level: 3
Credit value: 11
GLH: 50

1. Understand the purpose of loss-control and 1.1 Explain the purpose of loss-control and
stock-taking systems stock-taking systems
2. Be able to monitor own work area security 2.1 Monitor the work area to detect any
in a retail environment problems with security
2.2 Implement security measures in line with:
legislation
organisational requirements
3. Be able to promote security consciousness 3.1 Provide information to colleagues on:
to colleagues responsibilities for maintaining security
maintenance of security in own work
area when opening, operating and
closing the retail unit
those with authority to stop and search
staff and customers
the items most likely to be stolen from
own work area
4. Be able to investigate loss of stock, 4.1 Monitor levels of stock, equipment, cash
equipment, cash and cash equivalents and cash equivalents in line with
organisational procedures to enable loss
to be detected
4.2 Record losses in line with organisational
procedures
4.3 Follow organisational procedures to
investigate the cause of losses

31
5. Be able to take measures to prevent 5.1 Provide information to colleagues on:

wastage and loss the nature and extent of wastage and
loss
how wastage and loss can occur
the problems caused by wastage and
loss
how they can help to prevent wastage
and loss
5.2 Evaluate potential methods for
preventing wastage and loss
5.3 Implement methods to prevent wastage
and loss
5.4 Evaluate the effectiveness of wastage
and loss prevention measures
N/A

responsible for preventing wastage and loss in
their work area, both by their own actions and
by promoting security consciousness to
colleagues.
For the purposes of this unit, ‘loss’ means the
loss of stock, equipment, cash and cash
equivalents through theft or fraud. ‘Wastage’
means the loss of stock through deterioration
or damage.
It is expected that simulation will be used to
gather evidence of security measures being
implemented to deal with or contain:
security risks
threats to security
breaches of security
actual or suspected incidents of theft

32


33
Title: K/503/5733 Produce staffing schedules to

help a retail team to achieve its targets
Level: 3
Credit value: 5
GLH: 22

1. Understand the uses of and constraints 1.1 Explain the relationship between staffing
upon the staffing schedules for a retail team schedules and the achievement of work
targets within a retail team
1.2 Explain the factors other than staffing that
may affect progress towards work targets,
and the effect these are likely to have
1.3 Explain what can happen if requirements
are not complied with when drawing up
staffing schedules including:
legal requirements
organisational requirements
contracts of employment
2. Be able to produce staffing schedules for a 2.1 Produce staffing schedules that:
retail team cover all the operational needs that
the team is responsible for meeting
take account of the operational
constraints that apply
take account of the existing skills of
staff
show how work will be allocated
between available staff
show the locations where individuals
will work
show the times when individuals will
start and finish work
comply with relevant laws,
organisational policy relating to
working hours and individual
contracts of employment
attempt to make it easy for team
members to understand and use
include contingency plans to cope
with unusual situations

34
3. Be able to adjust staffing schedules to take 3.1 Monitor the progress of the team towards
account of changing operational needs and meeting operational needs
constraints 3.2 Adjust staffing schedules where
necessary and possible to ensure that
operational needs can be met
N/A

competence of team leaders and other senior
team members who are responsible for
ensuring that there is adequate cover within
their team to ensure that targets will be met.
This includes producing staffing schedules,
adjusting schedules as needed.

If the assessor is unable to make judgements
about the specialist skills and knowledge
covered by this unit, expert witness testimony
must be sought from a person with suitable
current experience, to confirm the candidate’s
competence.

35
Title: M/503/5734 Monitor and maintain health

and safety in a retail environment
Level: 3
Credit value: 13
GLH: 60

1. Understand own role in controlling risks to 1.1 Explain own rights and responsibilities
health and safety in a retail environment under current legislation relating to:
health and safety at work
managing health and safety at work
reporting injuries, diseases and
dangerous occurrences
substances that can endanger health
first aid
fire precautions
1.2 Describe sources of information and
advice about health and safety
legislation, policy and procedures
1.3 Explain how to control health and safety
hazards in relation to own role
1.4 Describe methods of containing
threatening and/or violent behaviour
1.5 Explain how to control threatening and/or
violent behaviour
2. Understand own responsibility for 2.1 Explain how people can react in the
implementing accident and emergency event of accidents and emergencies
procedures in a retail environment 2.2 Explain the importance of staying calm in
the event of an accident or emergency
2.3 Describe organisational procedures for
raising alarms
2.4 Explain own responsibilities in relation to
evacuating the workplace in the event of
an accident or emergency
2.5 Describe escape routes from own work
place including how to reach and use
them safely

36
3. Be able to control risks to health and safety 3.1 Monitor own working area to ensure that:
in a retail environment it is free from risks to health and
safety
colleagues are using any personal
protective equipment in line with
3.2 Seek advice immediately from the
designated person when having difficulty
controlling a risk to health and safety
3.3 Provide training to colleagues on safe
working practices
3.4 Implement health and safety checks in
4. Be able to conduct risk assessments in a 4.1 Explain why risk assessments are
retail environment necessary in a retail environment
4.2 Conduct risk assessments in such a way
as to detect any significant risks to health
and safety
4.3 Prioritise risks in the order they should be
dealt with
4.4 Record risk assessments in line with
4.5 Make risk assessment records available
to those who need them
4.6 Review risk assessment procedures to
take account of changes in factors
affecting health and safety
4.7 Update risk assessment procedures as
needed
5. Be able to implement accident and 5.1 Take action in line with organisational
emergency procedures in a retail procedures to prevent injury when
environment emergencies occur in the workplace
5.2 Take action in line with organisational
procedures to prevent damage to
property when emergencies occur in the
workplace
5.3 Take action in line with organisational
procedures to contain potentially unsafe
situations in the work area
5.4 Seek immediate help from an appropriate
source in the event of accidents and
emergencies
5.5 Use safety equipment in the event of
an accident or emergency in line with
the organisation’s and/or
manufacturer’s guidelines

37
5.6 Ensure when the building is being

evacuated that:
colleagues and customers leave the
building immediately
colleagues and customers use
designated escape routes to leave
the building
officials responding to requests for
help are given access
5.7 Act immediately to isolate anyone acting
violently or making threats
5.8 Take action to protect colleagues and
customers from anyone acting violently
or making threats
N/A
Unit aim (s) This unit assesses occupational competence in

relation to monitoring the workplace for health
and safety risks and taking action to reduce
those risks, including carrying out formal risk
assessments.
It is expected that simulation will be used to
gather evidence for the implementation of
accident and emergency procedures.
Evidence of competence in implementing
evacuation procedures will take account of
specific training in these procedures.

38


39
Title: F/503/5737 Monitor and support secure

payment point use during trading hours
Level: 3
Credit value: 3
GLH: 13

1. Understand the data security risks 1.1 Explain who is authorised to remove
associated with payment point use cash or cash equivalents from payment
points during trading hours
1.2 Explain the data security risks that can
arise at a payment point
2. Be able to monitor and support secure 2.1 Monitor the payment point during trading
payment point use during trading hours hours to ensure that staff are following
organisational procedures for keeping
customers’ personal data confidential
2.2 Authorise payment point transactions
and adjustments in line with
organisational procedures for:
customer service
security
stock control
2.3 Replenish change in payment points in
N/A

responsible for maintaining the secure use of
single or multiple payment points during
trading hours.

40


41
Title: M/600/9600 Set objectives and provide

support for team members
Level: 3
Credit value: 5
GLH: 35

1. Be able to communicate a team’s purpose 1.1 Describe the purpose of a team

and objectives to the team members 1.2 Set team objectives with its members
which are SMART (Specific, Measurable,
Achievable, Realistic and Time-bound)
1.3 Communicate the team’s purpose and
objectives to its members
2. Be able to develop a plan with team 2.1 Discuss with team members how team
members showing how team objectives will objectives will be met
be met 2.2 Ensure team members participate in the
planning process and think creatively
2.3 Develop plans to meet team objectives
2.4 Set SMART personal work objectives
with team members
3. Be able to support team members 3.1 Identify opportunities and difficulties
identifying opportunities and providing faced by team members
support 3.2 Discuss identified opportunities and
difficulties with team members
3.3 Provide advice and support to team
members to overcome identified
difficulties and challenges
3.4 Provide advice and support to team
members to make the most of identified
opportunities
4. Be able to monitor and evaluate progress 4.1 Monitor and evaluate individual and team
and recognise individual and team activities and progress
achievement 4.2 Provide recognition when individual and
team objectives have been achieved
N/A

42
Unit aim (s) This unit is a cross-sector management and

leadership unit that is suitable for first line
managers in the retail sector.
Assessment requirements specified by a Assessment guidance for this unit is provided

sector or regulatory body (if appropriate) in the Assessment Strategy for management
and leadership qualifications. The Strategy is
available from CfA Business Skills @ Work.


43
Title: Y/600/9669 Plan, allocate and monitor work

of a team
Level: 3
Credit value: 5
GLH: 25

1. Be able to plan work for a team 1.1 Agree team objectives with own
manager
1.2 Develop a plan for a team to meet
agreed objectives, taking into account
capacity and capabilities of the team
2. Be able to allocate work across a team 2.1 Discuss team plans with a team
2.2 Agree work allocation and SMART
(Specific, Measurable, Achievable,
Realistic and Time-bound) objectives
with team members
2.3 Agree standard of work required by team
3. Be able to manage team members to 3.1 Support all team members in order to
achieve team objectives achieve team objectives
4. Be able to monitor and evaluate the 4.1 Assess team members’ work against
performance of team members agreed standards and objectives
4.2 Identify and monitor conflict within a
team
4.3 Identify causes for team members not
meeting team objectives
5. Be able to improve the performance of a 5.1 Identify ways of improving team
team performance
5.2 Provide constructive feedback to team
members to improve their performance
5.3 Implement identified ways of improving
team performance
N/A


44



45
Title: F/600/9715 Make effective decisions
Level: 3
Credit value: 3
GLH: 10

1. Be able to identify circumstances that 1.1 Explain the circumstances requiring a

require a decision to be made decision to be made
1.2 State the desired objective(s) for making
a decision
1.3 Establish criteria on which to base the
decision, in line with own organisation
2. Be able to collect information to inform 2.1 Identify information needed to inform the
decision-making decision-making process
2.2 Communicate with stakeholders affected
by the decision
2.3 Explain how to inform stakeholders
about the decision-making process
3. Be able to analyse information to inform 3.1 Identify information for validity and
decision-making relevance to the decision-making
process
3.2 Analyse information and against
established criteria
4. Be able to make a decision 4.1 Apply decision-making technique(s) to
determine a decision
4.2 Explain the decision made in line with
desired objectives
4.3 Communicate the decision taken to
relevant stakeholders
N/A


46

Assessment guidance for this unit is provided
in the Assessment Strategy for management

47
Title: R/600/9685 Manage conflict in a team
Level: 3
Credit value: 3
GLH: 20

1. Be able to support team members’ 1.1 Communicate to team members the

understanding of their role and position standards of work and behaviour
within a team expected of them
1.2 Explain how team members can work
together and support each other
2. Be able to take measures to minimise 2.1 Identify issues with organisational
conflict within a team structures, systems or procedures that
are likely to give rise to conflict
2.2 Identify potential conflict between team
members
2.3 Explain action required to avoid potential
conflict and agree strategies for conflict
resolution
3. Be able to understand how to encourage 3.1 Explain how team members can be
team members to resolve their own conflicts encouraged to identify and resolve their
own problems and conflicts
3.2 Explain how respect can be developed
and maintained between team members
4. Be able to understand legal and 4.1 Explain legal and organisational
organisational requirements concerning requirements concerning conflict in own
conflict team
4.2 Explain how to maintain complete,
accurate and confidential records of
conflicts and their outcomes
N/A
Unit aim (s)

This unit is a cross-sector management and

48

in the Assessment Strategy for management

49
Title: M/600/9628 Manage or support equality of

opportunity, diversity and inclusion in own
area of responsibility
Level: 3
Credit value: 4
GLH: 20

1. Understand own responsibilities under 1.1 Explain how equality of opportunity,

equality legislation, relevant codes of diversity and inclusion relate to legal,
practice and own organisational policies industry requirements and organisational
policies
1.2 Describe how equality of opportunity
diversity and inclusion are considered in
planning in own area of responsibility
2. Be able to communicate an organisation’s 2.1 Outline an organisation’s equality,
written equality, diversity and inclusion diversity and inclusion policy and
policy and procedures in own area of procedures
responsibility
3. Be able to monitor equality, diversity and 3.1 Monitor how equality, diversity and
inclusion within own area of responsibility inclusion activities in own area of
responsibility are in line with own
organisation
N/A

Details of the relationship of the unit and NA


50
Title: Y/601/1230 Organise the delivery of reliable

customer service
Level: 3
Credit value: 6
GLH: 40

1. Plan and organise the delivery of reliable 1.1 Plan, prepare and organise everything
customer service they need to deliver services or products
to different types of customers
1.2 Organise what they do to ensure that
they are consistently able to give prompt
attention to your customers
1.3 Reorganise their work to respond to
unexpected additional workloads
2. Review and maintain customer service 2.1 Maintain service delivery during very
delivery busy periods and unusually quiet periods
2.2 Maintain service delivery when systems,
people or resources have let them down
2.3 Consistently meet their customers’
expectations
2.4 Balance the time they take with their
customers with the demands of other
customers seeking their attention
2.5 Respond appropriately to their customers
when customers make comments about
the products or services they are offering
2.6 Alert others to repeated comments made
by their customers
2.7 Take action to improve the reliability of
their service based on customer
comments
2.8 Monitor the action they have taken to
identify improvements in the service they
give to their customers

51
3. Use recording systems to maintain reliable 3.1 Record and store customer service
customer service information accurately following
organisational guidelines
3.2 Select and retrieve customer service
information that is relevant, sufficient and
in an appropriate format
3.3 Quickly locate information that will help
solve a customer’s query
3.4 Supply accurate customer service
information to others using the most
appropriate method of communication
4. Understand how to organise the delivery of 4.1 Describe organisational procedures for
reliable customer service unexpected situations and their role
within them
4.2 Describe resource implications in times
of staff sickness and holiday periods and
their responsibility at these times
4.3 Explain the importance of having reliable
and fast information for their customers
and their organisation
4.4 Evaluate the organisational procedures
and systems for delivering customer
service
4.5 Identify useful customer feedback and
explain how to decide which feedback
should be acted on
4.6 Describe how to communicate feedback
from customers to others
4.7 Evaluate the organisational procedures
and systems for recording, storing,
retrieving and supplying customer
service information
4.8 Explain the legal and regulatory
requirements regarding the storage of
data
N/A

52
Unit aim (s) This unit is about how the learner delivers and
maintains excellent and reliable customer
service. The role of the learner may or may
not involve supervisory or management
responsibilities but they are expected to take
some responsibility for the resources and
systems they use which support the service
that they give. In the learner’s job they must
be alert to customer reactions and know how
they can be used to improve the service that
they give. In addition, customer service
information must be recorded to support
reliable service.
Specified in the Customer Service Assessment
Strategy 2010
Details of the relationship of the unit and
This Unit directly relates to Unit B10 of the
Customer Service NOS 2010

53
Title: H/601/1232 Improve the customer

relationship
Level: 3
Credit value: 7
GLH: 47

1. Improve communication with their 1.1 Select and use the best method of
customers communication to meet their customers’
expectations
1.2 Take the initiative to contact their
customers to update them when things
are not going to plan or when they
require further information
1.3 Adapt their communication to respond to
individual customers’ feelings
2. Balance the needs of their customer and 2.1 Meet their customers’ expectations
their organisation within their organisation’s service offer
2.2 Explain the reasons to their customers
sensitively and positively when customer
expectations cannot be met
2.3 Identify alternative solutions for their
customers either within or outside the
organisation
2.4 Identify the costs and benefits of these
solutions to their organisation and to
their customers
2.5 Negotiate and agree solutions with their
customers which satisfy them and are
acceptable to their organisation
2.6 Take action to satisfy their customers
with the agreed solution when balancing
customer needs with those of their
organisation
3. Exceed customer expectations to develop 3.1 Make extra efforts to improve their
the relationship relationship with their customers
3.2 Recognise opportunities to exceed their
customers’ expectations

54
3.3 Take action to exceed their customers’

expectations within the limits of their own
authority
3.4 Gain the help and support of others to
exceed their customers’ expectations
4. Understand how to improve the customer 4.1 Describe how to make best use of the
relationship method of communication chosen for
dealing with their customers
4.2 Explain how to negotiate effectively with
their customers
4.3 Explain how to assess the costs and
benefits to their customers and their
organisation of any unusual agreement
they make
4.4 Explain the importance of customer
loyalty and/or improved internal
customer relationships to their
organisation
N/A
Unit aim (s) This unit is a cross-sector customer

service unit owned by CfA Business
Skills @ Work.

in the CfA Assessment Strategy for Customer
Service qualifications.


55
Title: D/601/1553 Work with others to improve

customer service
Level: 3
Credit value: 8
GLH: 53

1. Improve customer service by working with 1.1 Contribute constructive ideas for
others improving customer service
1.2 Identify what they have to do to improve
customer service and confirm this with
others
1.3 Agree with others what they have to do
to improve customer service
1.4 Co-operate with others to improve
customer service
1.5 Keep their commitments made to others
1.6 Make others aware of anything that may
affect plans to improve customer service
2. Monitor their own performance when 2.1 Discuss with others how what they do
improving customer service affects customer service performance
2.2 Identify how the way they work with
others contributes towards improving
customer service
3. Monitor team performance when improving 3.1 Discuss with others how teamwork
customer service affects customer service performance
3.2 Work with others to collect information on
team customer service performance
3.3 Identify with others how customer service
teamwork could be improved
3.4 Take action with others to improve
customer service performance
4. Understand how to work with others to 4.1 Describe who else is involved either
improve customer service directly or indirectly in the delivery of
customer service
4.2 Describe the roles and responsibilities of
others in their organisation

56
4.3 Describe the roles of others outside their

organisation who have an impact on their
services or products
4.4 Evaluate what the goals or targets of their
organisation are in relation to customer
service and how these are set
4.5 Evaluate how their organisation identifies
improvements in customer service
N/A
Unit aim (s) Teamwork is a key component of delivering
and improving excellent customer service.
The people the learner works with to improve
customer service may include one or more of
the following: team members; colleagues;
suppliers; service partners; supervisors;
managers; team leaders. The delivery of
excellent customer service depends on their
skills and those of others. It involves
communicating with each other and agreeing
how they can work together to give a more
effective service. They all need to work
together positively. The learner must also
monitor their own and the team’s performance
and change the way they do things if that
improves customer service. This unit is about
how the learner develops a relationship with
others to improve their customer service
performance.
Assessment requirements specified by a Specified in the Customer Service Assessment
sector or regulatory body (if appropriate) Strategy 2010
Details of the relationship of the unit and This Unit directly relates to Unit D8 of the
relevant national occupational standards Customer Service NOS 2010

57
Title: J/601/1515 Monitor and solve customer

service problems
Level: 3
Credit value: 6
GLH: 40

1. Solve immediate customer service problems 1.1 Respond positively to customer service
problems following organisational
guidelines
1.2 Solve customer service problems when
they have sufficient authority
1.3 Work with others to solve customer
service problems
1.4 Keep customers informed of the actions
being taken
1.5 Check with customers that they are
comfortable with the actions being taken
1.6 Solve problems with service systems and
procedures that might affect customers
before customers become aware of them
1.7 Inform managers and colleagues of the
steps taken to solve specific problems
2. Identify repeated customer service problems 2.1 Identify repeated customer service
and options for solving them problems
2.2 Identify the options for dealing with a
repeated customer service problem and
consider the advantages and
disadvantages of each option
2.3 Work with others to select the best option
for solving a repeated customer service
problem, balancing customer
expectations with the needs of the
organisation

58
3. Take action to avoid the repetition of 3.1 Obtain the approval of somebody with
customer service problems sufficient authority to change
organisational guidelines in order to
reduce the chance of a problem being
repeated
3.2 Action their agreed solution
3.3 Keep their customers informed in a
positive and clear manner of steps being
taken to solve any service problems
3.4 Monitor the changes they have made and
adjust them if appropriate
4. Understand how to monitor and solve 4.1 Describe organisational procedures and
customer service problems systems for dealing with customer
service problems
4.2 Describe the organisational procedures
and systems for identifying repeated
customer service problems
4.3 Explain how the successful resolution of
customer service problems contributes to
customer loyalty with the external
customer and improved working
relationships with service partners or
internal customers
4.4 Explain how to negotiate with and
reassure customers while their problems
are being solved
N/A
Unit aim (s) The learner’s job involves delivering and

organising excellent customer service.
However good the service provided, some of
their customers will experience problems and
the learner will spot and solve other problems
before their customers even know about them.
This Unit is about the part of their job that
involves solving immediate customer service
problems. It is also about changing systems
to avoid repeated customer service problems.
Remember that some customers judge the
quality of their customer service by the way
that the learner solves customer service
problems. The learner can impress customers
and build customer loyalty by sorting out those
problems efficiently and effectively.

59
Sometimes a customer service problem

presents an opportunity to impress a customer
in a way that would not have been possible if
everything had gone smoothly.
Strategy 2010
This Unit directly relates to Unit C5 of the

60
Title: H/601/1554 Promote continuous

improvement
Level: 3
Credit value: 7
GLH: 47

1. Plan improvements in customer service 1.1 Gather feedback from customers that will
based on customer feedback help to identify opportunities for customer
service improvement
1.2 Analyse and interpret feedback to identify
opportunities for customer service
improvements and propose changes
1.3 Discuss with others the potential effects
of any proposed changes for their
customers and their organisation
1.4 Negotiate changes in customer service
systems and improvements with
somebody with sufficient authority to
approve trial or full implementation of the
change
2. Implement changes in customer service 2.1 Organise the implementation of

authorised changes
2.2 Implement the changes following
organisational guidelines
2.3 Inform people inside and outside their
organisation who need to know of the
changes being made and the reasons for
them
2.4 Monitor early reactions to changes and
make appropriate fine-tuning
adjustments
3. Review changes to promote continuous 3.1 Collect and record feedback on the
improvement effects of changes
3.2 Analyse and interpret feedback and
share their findings on the effects of
changes with others
3.3 Summarise the advantages and
disadvantages of the changes

61
3.4 Use their analysis and interpretation of

changes to identify opportunities for
further improvement
3.5 Present these opportunities to somebody
with sufficient authority to make them
happen
4. Understand how to promote continuous 4.1 Review how service improvements in
improvement their area affect the balance between
overall customer satisfaction, the costs of
providing service and regulatory
requirements
4.2 Explain how customer experience is
influenced by the way service is
delivered
4.3 Explain how to collect, analyse and
present customer feedback
4.4 Explain how to make a business case to
others to bring about change in the
products or services they offer
N/A
Unit aim (s) This unit covers the key competence of the
customer service professional. The learner
must be dedicated to the continuous
improvement of customer service and this
involves organising changes in the way
customer service is delivered over and over
again. The learner will need to identify
potential changes, think through their
consequences and make them work. Above
all, this unit covers the competence of
organising and seeing through change that is
sustainable and is in the spirit of continuous
improvement in customer service.
Strategy 2010
This Unit directly relates to Unit D9 of the

Level 3 Diploma in Retail Skills

Uploaded by

Copyright:

Level 3 Diploma in Retail Skills

Uploaded by

Document Information

Copyright

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Level 3 Diploma in Retail Skills

Uploaded by

Copyright:

IAO LEVEL 3 DIPLOMA IN RETAIL

SKILLS (MANAGEMENT) (QCF)

Londan School of International Business

About London School of International Busness

London School of International Business (LSIB) assasaasas

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Qualification credit value 43 credits

Minimum credits at/above 43 credits

Assessment requirements Portfolio of Evidence

This qualification is internally assessed and internally quality

IAO Level 3 Diploma in Retail Skills (Visual

IAO Level 3 Diploma in Retail Skills (Sales Professional)

IAO Level 3 NVQ Certificate in Management (QCF)

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Unit Title Level Credit GLH

H/503/5729 Work effectively and support others in a retail

Unit Title Level Credit GLH

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Unit Title Level Credit GLH

Unit Title Level Credit GLH

M/600/9600 Set objectives and provide support for team

Y/600/9669 Plan, allocate and monitor work of a team 3 5 25

F/600/9715 Make effective decisions 3 3 10

R/600/9685 Manage conflict in a team 3 3 20

M/600/9628 Manage or support equality of opportunity,

Unit Title Level Credit GLH

Y/601/1230 Organise the delivery of reliable customer

H/601/1232 Improve the customer relationship 3 7 47

D/601/1553 Work with others to improve customer service 3 8 53

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Unit Title Level Credit GLH

J/601/1515 Monitor and solve customer service problems 3 6 40

H/601/1554 Promote continuous improvement 3 7 47

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Title: H/503/5729 Work effectively and support

Learning outcomes Assessment criteria

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

6.6 Provide constructive feedback to

Unit aim (s) This unit assesses the occupational

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Title: A/503/5669 Audit stock levels and stock

Learning outcomes Assessment criteria

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Additional information about this unit

Unit aim (s) This unit assesses the occupational

Assessment requirements specified by a

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Title: T/503/5671 Source required goods and

Learning outcomes Assessment criteria

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

3.7 Maintain purchasing records that are in

Unit aim (s) This unit assesses the occupational

Assessment requirements specified by a

Details of the relationship of the unit and N/A

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

Title: L/503/5675 Monitor and help improve food

Learning outcomes Assessment criteria

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

LONDON SCHOOL OF INTERNATIONAL BUSINESS www.LSIB.CO.UK

The action to be taken when a critical limit is breached.

Critical control point

Food safety hazards

microbiological (for example, bacteria, moulds, viruses)