HLA Apprenticeship in Retail Knowledge Qualification Draft ...€¦ · HLA Apprenticeship in Retail Knowledge Qualification Draft Level 4 Diploma in XXXXX Learners must achieve a

Draft 6 Feb 2013

HLA Apprenticeship in Retail Knowledge Qualification Draft Level 4 Diploma in XXXXX Learners must achieve a minimum of 60 credits to achieve this qualification 20 credits must come from the Mandatory units in Group A. 40 credits must come from the Optional Units in Groups B, C, D Unit Level Credit

Value GLH

Group A Mandatory Units Understanding Customer Service in Retail New Unit (links to Competence unit Managing Customer Service)

4 10 30 Understanding the retail environment New ABC unit 4 10 30 Optional Units Group B – Level 4 Optional Units M/504/5373 Understand how to manage work activities to improve business performance (Existing unit owned by Edexcel. Review date 30/11/17)

4 11 43

Understanding retail concepts and outlet design (New Unit Amended from A/502/1481 Understanding retail concepts and store design Keeping level, credit and GLH as are in existing unit)

4 6 30

Intellectual property management (New Unit with title change From L/501/8391 Intellectual property management in the design and creative industries. One AC also deleted)

4 7 40

K/502/1458 Understanding the sourcing environment in retail (Existing ABC unit - K/502/1458 Understanding the sourcing environment in fashion retail. Title amended with Level credit and GLH as existing. Review date 30/04/15)

4 12 60

Understand Project Management Skills New Unit 4 6 20 Understanding In-store visual merchandising for successful retail (New unit taken from existing ABC unit F/502/1479 (In-store visual merchandising for successful retail), splitting knowledge from competence)

4 5 20

Understanding Buying in retail (New unit taken from existing ABC unit H/502/1457 (Buying in fashion retail). Same unit but amended title and added franchise/concession to bullet points)

4 4 30

Understanding the management of the installation of window displays for successful retail (New unit taken from existing ABC unit A/502/1478 (Managing the installation of window displays for successful retail), splitting knowledge from competence)

4 4 20

Y/501/8393 Doing business globally (Existing ABC unit. Must keep level, credit and GLH as is. Review date 31/12/14)

4 7 50

K/601/0955 Marketing Intelligence (Existing unit owned by Edexcel. Review date 31/08/15) 4 15 60 J/601/1109 The Internet and E-Business (Existing unit owned by Edexcel Review date 31/08/15)

4 15 60

D/501/8394 Finance for non-finance managers (Existing ABC unit. Same unit but amended title. Level credit and GLH need to stay as they are. Review date 31/12/14)

4 12 90

Draft 6 Feb 2013

K/502/1346 Merchandising for retail success (Existing ABC unit must keep level, credit and GLH as is. Review date 30/04/15)

4 9 90

Group C – Level 3 Optional Units L/502/5826 Understanding the management of stock in a retail business (Existing unit owned by Skillsmart Retail (Retail Knowledge). Review date 31/12/16)

3 3 16

M/502/5818 Understanding security and loss prevention in a retail business (Existing unit owned by Skillsmart Retail (Retail Knowledge). Review date 31/12/16)

3 3 15

H/502/5802 Understanding how the effectiveness of store operations can be improved (Existing unit owned by Skillsmart Retail (Retail Knowledge). Review date 31/12/16)

3 3 23

M/502/5432 Internet Marketing in Business (Existing unit owned by Edexcel Review date 31/08/15)

3 10 60

R/503/9324 Principles of Social Media within a Business (Existing unit owned by City and Guilds. Review date 31/05/15)

3 6 42

Group D – Level 5 Optional Units R/602/1366 Principles of Management and Leadership (Existing unit owned by Edexcel. Review date 31/07/15)

5 10 60

D/602/1466 Developing Successful Business Teams (Existing unit owned by Edexcel. Review date 31/07/15)

5 5 30

M/602/1469 Managing Staff Performance (Existing unit owned by Edexcel. Review date 31/07/15)

5 5 30

K/602/2054 Management Decision Making (Existing unit owned by Edexcel. Review date 31/07/15)

5 10 60

M/602/1438 Leadership in your organization (Existing unit owned by Edexcel. Review date 31/07/15)

5 5 30

Draft 6 Feb 2013

Unit Details Mandatory Units Unit Title

(NEW) Understanding Customer Service in Retail (Knowledge)

Level

TBC – 4

Credit Value

TBC – 10

Guided Learning Hours

TBC – 30

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide underpinning knowledge to the competence based units in HLA apprenticeship framework Teaching and learning activities along with assessment tasks need to relate to realistic work situations as much as possible to make it relevant to the learner In this unit, learners will be required to , analyse the contribution customer service makes to organisational goals, and evaluate the influence of customer perception and expectations on service levels Explain how to determine the resources needed to meet customers expectations, how to ensure resources are available to deliver Assess the staff management issues that affect the delivery of customer service Compare the methods available for monitoring and evaluating customer service performance explaining the benefits and drawbacks of each method Analyse information about customer service problems, identify the causes of customer service problems, evaluate possible solutions to customer service problems and how to monitor the effectiveness of solutions to customer service problems Explore ways in which retail organisations can implement and drive continuous improvement in customer service Evaluate methods for making use of technology to improve customer service delivery

Draft 6 Feb 2013

Learning Outcomes (1 to 5) The learner will

Assessment Criteria (1.1 to 5.2) The learner can

1. Understand the importance of customer service on retail performance

1.1 Explain what is meant by customer service in the retail sector 1.2 Analyse the contribution customer service makes to organisational goals 1.3 Evaluate the influence of customer perception and expectations on service levels

2. Understand how customer service operations are managed within organisations

2.1 Explain how to determine the resources needed to meet customers expectations 2.2 Describe how to ensure that planned resources are available when required 2.3 Assess the staff management issues that affect the delivery of customer service 2.4 Assess the impact of the supply chain on customer service

3. Understand how retail organisations monitor and evaluate customer service performance

3.1. Compare the methods available for monitoring and evaluating customer service performance 3.2 Explain the benefits and drawbacks of each method

4. Understand how to manage problems within the delivery of effective customer service

4.1 Analyse information about customer service problems 4.2 Identify the causes of customer service problems 4.3 Evaluate possible solutions to customer service problems 4.4 Explain how to monitor the effectiveness of solutions to customer service problems

5. Understand how to improve the quality of customer service in retail

5.1 Describe ways in which retail organisations can implement and drive continuous improvement in customer service 5.2 Evaluate methods for making use of technology to improve customer service delivery

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS

Draft 6 Feb 2013

Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE3 Explore issues from different perspectives IE4 Analyse and evaluate information Creative Thinkers e.g. CT1 Generate ideas and explore possibilities CT2 Ask questions and extend their thinking CT3 Connect ideas and experiences in inventive ways CT5 Try out alternatives or new solutions and follow ideas through CT6 Adapt ideas as circumstances change Reflective Learners e.g. RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Draft 6 Feb 2013

Rationale for level Category Level

indicated Emphasis in unit (strong/medium/low)

Comments

Knowledge and understanding

4 Strong

Application and action

4 Medium This is a knowledge unit, but needs to be related to practice where possible

Autonomy and accountability

4 Medium

Overall level 4 High level 4 Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 30 Private study/research/reflection 40 Practical Work 5 Assessment/generation of evidence 20

Total hours 95 (Hours divided by 10, rounded up/down) Credit

value 10

GLH 30 – All Formal learning

Draft 6 Feb 2013

Unit Title

(NEW) Understanding the retail environment

Level

TBC – 4

Credit Value

TBC – 7


TBC – 20

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide underpinning knowledge to the competence based units in HLA apprenticeship framework Teaching and learning activities along with assessment tasks need to relate to realistic work situations as much as possible to make it relevant to the learner In this unit, learners will be required to , Analyse the key social and economic external factors which are impacting on retailing Explain the impact of technology, current legislation, and the current environmental agenda are on retailing practice Analyse the response of their own retail outlet to the current external environment Describe the internal factors that can influence the continued success of a retail outlet Analyse the impact of internal factors upon the success of their own retail outlet Explain how the manager of a retail outlet affects the continued success of the store by their management of its internal environment



1. Understand the importance of the external environment within which retailing operates in the UK

1.1 Analyse the key social and economic external factors which are impacting on retailing 1.2 Explain the impact of technology on retailing practice

Draft 6 Feb 2013

1.3 Explain how current legislation is impacting on retailing practice 1.4 Explain how the current environmental agenda is impacting on retailing practice 1.5 Analyse the response of their own retail outlet to the current external environment

2. Understand the importance of the internal environment within which retailing operates in the UK

2.1 Describe the internal factors that can influence the continued success of a retail outlet 2.2 Analyse the impact of internal factors upon the success of their own retail outlet 2.3 Explain how the manager of a retail outlet affects the continued success of the store by their management of its internal environment

Mapping to National Occupational Standards Rationale for level Category Level


Comments


4 Strong


4 Medium This is a knowledge unit, but needs to be related to practice where possible


4 Medium

Overall level 4 High level 4 Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 30 Private study/research/reflection 40 Practical Work 5 Assessment/generation of evidence 20


value 10

GLH 30 – All Formal learning

Draft 6 Feb 2013

Optional Units Unit Title

M/504/5373 Understand how to manage work activities to improve business performance

Level

4

Credit Value

11


43

Unit Summary Shared unit, owned by Edexcel. Review date 30/11/17



1 Understand the importance of business processes in delivering outcomes based upon business goals and objectives

1.1 Evaluate the inter-relationship between the different processes and functions of the organisation 1.2 Analyse the effect of the mission, aims and objectives of an organisation on its structure and culture 1.3 Explain the methodology used to map processes to the organisation's goals and objectives

2 Understand how work plans are developed for own area of responsibility

2.1 Explain the importance of identifying and prioritising outcomes for work plans 2.2 Explain the purpose of agreeing objectives which are specific, measurable, achievable, realistic and time-based to align people and other resources in an effective and efficient way 2.3 Assess the usefulness of techniques used to manage activities 2.4 Explain factors to be taken into account when allocating and agreeing work with team members 2.5 Explain how to produce a work plan for own area of responsibility which promotes goals and objectives

3 Understand how to monitor appropriate work plans and systems to improve organisational performance

3.1 Assess the importance of implementing quality audit systems/practice to manage and monitor quality to standards specified by the organisation and process operated 3.2 Explain the importance of embedding a quality culture to improve organisational performance

Draft 6 Feb 2013

3.3 Explain the importance of providing leadership and direction for own area of responsibility 3.4 Evaluate methods used to monitor progress and provide feedback to team members

4 Understand health and safety requirements when managing business activities

4.1 Explain the impact of health and safety legislation on work activities 4.2 Explain the purpose and benefits of carrying out a risk assessment when managing work activities 4.3 Assess the importance of reviewing organisational health and safety policies and procedures

Draft 6 Feb 2013

Propose unit title change from existing ABC unit A/502/1481 to create new unit Keep level, credit and GLH as is. Can exempt unit if A/502/1481 achieved elsewhere Unit Title

(NEW) Understanding retail concepts and outlet design (Knowledge) (Amended from A/502/1481 Understanding retail concepts and store design)

Level

TBC - 4

Credit Value

TBC - 6


TBC - 30

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide underpinning knowledge to the competence based units in HLA apprenticeship framework Teaching and learning activities along with assessment tasks need to relate to realistic work situations as much as possible to make it relevant to the learner



1. Understand the qualities of effective retail architecture

1.1 Evaluate the characteristics of effective retail architecture to include

• aesthetics of outlet design • shopping environment • outlet concept and ambience • space and location

2. Understand significance of retail architecture

2.1 Compare and contrast at least 2 retail outlets in terms of

• design aesthetics • shopping environment • outlet concept and ambience • space and location

2.2 Evaluate the effectiveness of each outlet in supporting the brand and customers’ requirements

3. Understand the premise of concept stores/outlets

3.1 Evaluate the characteristics and significance of ‘concept’ stores/outlets to include

• architecture

Draft 6 Feb 2013

• design aesthetics • product placement • brand image • location

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Creative Thinkers e.g. CT1 Generate ideas and explore possibilities CT2 Ask questions and extend their thinking CT3 Connect ideas and experiences in inventive ways CT5 Try out alternatives or new solutions and follow ideas through CT6 Adapt ideas as circumstances change Reflective Learners e.g. RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Rationale for level Category Level


Comments


4 Strong


4 Strong


4 Strong

Draft 6 Feb 2013

Overall level 4 Strong Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 10 Private study/research/reflection 20 Practical Work 20 Assessment/generation of evidence 10


value 6

GLH 30 All formal plus practical in terms of survey work etc

Draft 6 Feb 2013

Propose unit title change from existing ABC unit L/501/8391 to create new unit Keep level, credit and GLH as is. Can exempt unit L/501/8391 if achieved elsewhere Unit Title

(NEW) Intellectual property management (Knowledge) From L/501/8391 Intellectual property management in the design and creative industries

Level

TBC - 4

Credit Value

TBC – 7 (as L/501/8391)


TBC 40 (L/501/8391 was 50. Taken out an AC here)

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide underpinning knowledge to the competence based units in HLA apprenticeship framework Teaching and learning activities along with assessment tasks need to relate to realistic work situations as much as possible to make it relevant to the learner In this unit, learners will be required to , • analyse the key aspects of UK and international intellectual

property law • determine where to go for information about protecting

intellectual property rights in specific jurisdictions inside and outside the UK

• identify the different types of intellectual property rights and how they can be protected

• determine when and how to assert or enforce their (or their organisation’s) intellectual property rights

• determine what can be protected and how it is protected • explain the revenue opportunities and risks associated with

Intellectual Property Rights Learning Outcomes (1 to 3) The learner will


1. Understand the legal issues in relation to intellectual property rights and their business

1.1 Analyse the key aspects of UK and international intellectual property law 1.2 Determine where to go for information about protecting intellectual property rights in specific jurisdictions inside and outside the UK

Draft 6 Feb 2013

2. Know how to manage the intellectual property rights Delete in their designs

2.1 Identify the different types of intellectual property rights and how they can be protected

• copyright • design right • registered designs

2.2 Determine when and how to assert or enforce their (or their organisation’s) intellectual property rights 2.3 Determine what can be protected and how it is protected

• web sites • images • text • designs

Deleted existing 2.3 Draw up contract(s) concerning Intellectual Property Rights with their clients

3. Understand the revenue opportunities and risks associated with intellectual property rights

3.1 Explain the revenue opportunities and risks associated with Intellectual Property Rights

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Reflective Learners e.g. RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g.

Draft 6 Feb 2013

IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Rationale for level Category Level


Comments


4 Strong


4 Strong Relate to real work environment as much as possible


4 Strong

Overall level 4 Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 30 Private study/research/reflection 20 Practical Work Assessment/generation of evidence 15


value 7

GLH 40 - all formal plus 10 assessment

Draft 6 Feb 2013

Existing ABC unit K/502/1458 Shared unit. Review date 30/4/15 Must keep level, credit and GLH as is. Can exempt unit K/502/1458 if achieved elsewhere Unit Title

K/502/1458 Understanding the sourcing environment in retail (Knowledge)

Level

4

Credit Value

12


60

Unit Summary




1. Understand where and how to source products

1.1 Determine sources of specific manufacture to include country and/or suppliers 1.2 Assess options available to include, for example

• working direct with factory • using buying agents • using buying offices/hubs

2. Understand the PESTLE environment

2.1 Analyse the influence and potential impact of contemporary PESTLE (Political, Economic, Social, Technological, Legal & Environmental) concerns upon sourcing decisions, for example

• fair trade • working conditions • environmental protection • sustainability • social and cultural issues • animal testing • trading standards • copyright • legal considerations

Draft 6 Feb 2013

3. Understand how to build supply relationships

3.1 Determine the terms and conditions that would be negotiated when sourcing product(s) to include, for example

• cost price • shipping • import duties • volume and discounts • timescales and/or logistics

3.2 Determine the skills needed to develop a good working relationship with a supplier 3.3 Assess the components of a good supply relationship

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Reflective Learners e.g. RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence

Draft 6 Feb 2013

Rationale for level Category Level


Comments


4 High


4 Medium


4 Medium

Overall level 4 Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 40 Private study/research/reflection 50 Practical Work 10 Assessment/generation of evidence 20


value 12

GLH 60 – all formal, all practical and half assessment

Draft 6 Feb 2013

Unit Title

(NEW) Understand Project Management Skills (Knowledge)

Level

4 – TBC

Credit Value

6 – TBC


20 – TBC

Unit Summary




1. Understand the role of a project manager

1.1 Explain the responsibilities of a project manager 1.2 Identify the skills required by a project manager for success project management

2. Understand how to plan projects

2.1 Explain how to identify the project scope to determine the need for a full project plan 2.2 Describe the tools and techniques available for project planning 2.3 Identify the factors which need to be considered when planning a project 2.4 Explain the risk factors which may need to be considered 2.5 Explain how risk can be minimised 2.6 Explain the importance of agreeing the following

• limits of own authority within the scope of the project • the relevant personnel to refer issues to

3.Understand how to monitor a project to ensure

3.1 Analyse the processes that need to be controlled and monitored during the life of a project

Draft 6 Feb 2013

success

3.2 Explain the tools and techniques which are available for monitoring projects 3.3 Explain why effective communication with all stakeholders is vital to the maintenance of quality standards when managing a project

4. Understand the process of project closure

4.1 Explain the process of project closure

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Rationale for level Category Level


Comments

Knowledge 4/5 Strong

Draft 6 Feb 2013

and understanding Application and action

4 Strong


4 Strong



value 5

GLH – 20 all formal

Draft 6 Feb 2013

New unit taken from existing ABC unit F/502/1479 (In-store visual merchandising for successful retail) splitting knowledge from competence Can exempt unit F/502/1479 if achieved elsewhere Unit Title

(NEW) Understanding in-store visual merchandising for successful retail (Knowledge)

Level

4 TBC

Credit Value

5 TBC


20 TBC

Unit Summary




1. Understand the qualities of effective in-store merchandising

1.1 Explain the importance of effective in-store merchandising for a retail business 1.2 Evaluate the characteristics of effective creative display solutions and techniques to include the use of

• fixtures • floor layouts • selling space • product adjacencies

1.3 Analyse the use of the above to support in-store merchandising and brand identity 1.4 Assess the significance of product and brand adjacencies upon

• customer store navigation • potential and add-on sales • brand relationships

2. Understand the importance of ambience and theatre within a retail

2.1 Evaluate the ambience and theatre created within at least 3 retail outlets

Draft 6 Feb 2013

environment

2.2 Evaluate the effectiveness of the following in creating an attractive retail experience

• displays • point of sale • hotshops • general outlet ambience

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Skillsmart Retail - Retail Buying and Merchandising September 2005 C232(P) Dress in-store displays to guidelines C232(K) Know how to dress in-store displays to guidelines C244 (K) Know how to follow guidelines for putting retail display layouts together C336(K) Know how to assess and report the effect of retail displays and layouts Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Creative Thinkers e.g. CT1 Generate ideas and explore possibilities CT2 Ask questions and extend their thinking CT3 Connect ideas and experiences in inventive ways CT5 Try out alternatives or new solutions and follow ideas through CT6 Adapt ideas as circumstances change Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Rationale for level Category Level


Comments

Knowledge 4 Strong High level 4

Draft 6 Feb 2013

and understanding Application and action

4 Medium


4 Medium



value 5

GLH 20 – all GLH

Draft 6 Feb 2013

New unit taken from existing ABC unit H/502/1457 (Buying in fashion retail) Unit same but amended title and added franchise/concession to bullet point. All the rest remains the same. Level credit and GHL to stay same Can exempt unit if H/502/1457 achieved elsewhere Unit Title

(NEW) Understanding Buying in retail (Knowledge)

Level

4

Credit Value

4


30

Unit Summary




1. Recognise different buying environments

1.1 Compare and contrast 3 of the following buying environments

• own label retailer • high street chain • department store • branded buying • independent store • franchise/concession

2. Understand how the working environment affects the buyer

2.1 Analyse how the buying environment affects

• the role and responsibilities of the buyer • the relationship with other departments, for example

merchandising, retail operations, visual merchandising

3. Understand critical path

3.1 Analyse the significance of the following upon buying

• trade shows • buying season • timescales • historical sales patterns

Draft 6 Feb 2013

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Skillsmart Retail - Retail Buying and Merchandising May 2007 A404 (K) Understand how to develop a buying strategy A404 (P) Develop a buying strategy Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Rationale for level Category Level


Comments


4 Strong


4 Medium Relate to real work environment as much as possible


4

Overall level 4 Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 20

Draft 6 Feb 2013

Private study/research/reflection 10 Practical Work Assessment/generation of evidence 10


value 4

GLH 30 - All formal learning plus assessment

Draft 6 Feb 2013

New unit taken from existing ABC unit A/502/1478 (Managing the installation of window displays for successful retail) splitting knowledge from competence Can exempt unit A/502/1478 if achieved elsewhere Unit Title

(NEW) Understanding the management of the installation of window displays for successful retail (Knowledge)

Level

4

Credit Value

4 TBC


20 TBC

Unit Summary




1. Understand the qualities of effective window display

1.1 Explain the importance of effective window displays for a retail business 1.2 Evaluate the characteristics of effective window displays to include the use of

• colour • aesthetics • lighting • props • balance • drama • impact • commerciality • themes and schemes

1.2 Analyse the use of the above to support creative developments

2. Review the effectiveness of window displays

2.1 Evaluate the effectiveness of 3 window displays in supporting

• the intended merchandise • the intended brand

Draft 6 Feb 2013

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS The ABC Level 4 Diploma in Visual Merchandising for Retail is mapped to the following national standards Skillsmart Retail - Retail Buying and Merchandising September 2005 C233(K) Know how to dress window displays to guidelines C233 (P) Dress window displays to guidelines C337 (K) Know how to negotiate and agree costs for visual merchandising projects C337 (P) Negotiate and agree costs for visual merchandising projects Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Rationale for level Category Level


Comments


4 Strong

Draft 6 Feb 2013


4 Medium Relate to real work environment as much as possible


4 Medium



value 4

GLH 20 – All formal and assessment

Draft 6 Feb 2013

Existing ABC unit Y/501/8393 Doing business globally Shared unit. Review date 31/12/14 Must keep level, credit and GLH as is Can exempt unit Y/501/8393 if achieved elsewhere Unit Title

Y/501/8393 Doing business globally

Level

4

Credit Value

7


50

Unit Summary




1. Understand factors within a company which affect the building of overseas markets

1.1 Analyse the impact of the following on entering a Global market

• company branding • web site design and functionality in a new market • product design for a specific market

2. Understand logistics for taking designs, brands and products to Global markets

2.1 Evaluate methods of breaking into Global Markets through

• consultation with relevant trade, and government support agencies

• the understanding of import/export procedures/ law/ financial costs

• the use of agents

3. Understand how cultural differences can influence design ideas for different countries

3.1 Analyse the cultural differences in potential markets and consider how this could effect product development

4. Recognise techniques

4.1 Evaluate the important differences in communicating with a

Draft 6 Feb 2013

for communication in different cultures and develop cultural awareness

range of cultures including • language - non verbal and verbal • translation • dress • social etiquette • managing time

Links to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS This unit is mapped to MSSSB Suite: Marketing & Sales Standards for non-specialists Unit 11 Determine opportunities for International Sales Other units offering greater depth regarding this area are Suite: Marketing Unit 6.2.1 Assess marketing opportunities within international and/or diverse markets Unit 6.2.2. Establish the business case and marketing plan for distributing products/services to international and /or diverse markets Suite: Sales Unit 7.4 Sell products or services in International markets Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable

Draft 6 Feb 2013

solutions EP6 Act as an advocate for views and beliefs that may differ from their own Rationale for level Category Level


Comments


4 Strong High Level


4 Medium


4 Medium



value 7

GLH 50 – all formal and assessment

Draft 6 Feb 2013

Shared unit, owned by Edexcel. Review date 31 Aug 2015 Unit Title

K/601/0955 Marketing Intelligence

Level

4

Credit Value

15


60

Unit Summary



1. Understand buyer behaviour and the purchase decision-making process

1.1 Describe the main stages of the purchase decision-making process 1.2 Explain theories of buyer behaviour in terms of individuals and markets 1.3 Explain the factors that affect buyer behaviour 1.4 Evaluate the relationship between brand loyalty, corporate image and repeat purchasing

2. Be able to use marketing research techniques

2.1 Evaluate different types of market research techniques 2.2 Use sources of secondary data to achieve marketing research objectives 2.3 Assess the validity and reliability of market research findings 2.4 Prepare a marketing research plan to obtain information in a given situation

3. Be able to assess market size and future demand

3.1 Assess market size trends within a given market 3.2 Plan and carry out a competitor analysis for a given organisation 3.3 Evaluate an organisation’s opportunities and threats for a given product or service

Draft 6 Feb 2013

4. Be able to measure customer satisfaction

4.1 Evaluate techniques of assessing customer response 4.2 Design and complete a customer satisfaction survey 4.3 Review the success of a completed survey

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Draft 6 Feb 2013


J/601/1109 The Internet and E-Business

Level

4

Credit Value

15


60

Unit Summary



1. Understand the scope of e-business

1.1 Describe the environment in which e-business is conducted and business transaction types 1.2 Explain the benefits and barriers to businesses considering an online presence 1.3 Assess the security and legislative issues facing an online business organisation 1.4 State the modes of communication available to an e-business and their applications

2. Understand how the internet works

2.1 Explain the internet technologies and their importance in making an e-business successful 2.2 Explain the main features of HTML 2.3 Analyse the functions of client servers and browsers, and the role of the search engine 2.4 Evaluate the use of intranets and extranets within business communication

3. Be able to use different e-business models

3.1 Illustrate the different e-business models that can be used to generate revenue for a business 3.2 Analyse each model in terms of its capacity to generate revenue 3.3 Report on future developments in e-business models

Draft 6 Feb 2013

4. Be able to use good website design

4.1 Use the key elements of good web design structure 4.2 Evaluate the impact of a well designed website to an e-business 4.3 Report on the issues concerning website usability

Draft 6 Feb 2013

Existing ABC unit Shared unit. Review date 30/4/15 Level credit and GLH need to stay as they are Can be exempt if unit D/501/8394 has been completed elsewhere Unit Title

D/501/8394 Finance for non-finance managers (Competence)

Level

4

Credit Value

12


90

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide evidence of competence Teaching and learning activities along with assessment tasks take place in the real work environment



1. Understand financial statements

1.1 Analyse and interpret prepared financial statements which include

• profit and loss statements • balance sheet • cash flow spreadsheets

2. Understand the profitability of products and services within the business

2.1 Assess which business elements are profitable and worthy of development by considering the following

• allocation of budgets • establishing pricing • segmental analysis • break even analysis • return on investment (ROI) • risk analysis

3. Understand how to improve management systems through implementation of financial data

3.1 Identify, evaluate and construct systems to implement the following

• setting price • ensure profitability • track cash flow • allocate budgets

Draft 6 Feb 2013

4. Understand the techniques for managing financial systems effectively

4.1 Determine and identify techniques in order to

• calculate pricing • allocate time • collect debt • negotiate discounts

5. Review the effectiveness of financial management systems in order to make successful business decisions

5.1 Integrate techniques into overall business to

• assess financial risks • increase profitability • apply theories and implement within your business

Mapping to National Occupational Standards This unit is mapped to FSSC Suite: Leadership and Management Unit PSA43 Manage finance in your area of responsibility Suite: Lending and Credit Unit LC10 Investigate arrears and recover debt CCSkills Suite: Community Arts Unit CCS2 Assist with daily financial issues within your organisation Mapping to Functional Skills Mapping to Personal Learning and Thinking Skills Rationale for level Category Level


Comments


4 Medium Need to apply


4 Strong Assessment of competence must be in the workplace


4 Strong

Overall level 4

Draft 6 Feb 2013

Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 50 Private study/research/reflection 10 Practical Work 40 Assessment/generation of evidence 20


value 12

GLH 90 – All Formal learning, 30 from practical for supervision plus half assessment

Draft 6 Feb 2013

Existing ABC unit K/502/1346 Merchandising for retail success Must keep level, credit and GLH as is Can exempt unit K/502/1346 if achieved elsewhere but would need to check competence as could have been assessed in other qualifications not in the real work environment Unit Title

K/502/1346 Merchandising for retail success

Level

4

Credit Value

9


90

Unit Summary

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria The unit forms part of a qualification which is designed to provide evidence of competence Teaching and learning activities along with assessment tasks take place in the real work environment



1. Use financial information in retail

1.1 Interpret unit and financial information in the planning and trading processes 1.2 Analyse and report trends and implications for the business 1.3 Use real or simulated data to plan and manage the retail business, including, for example

• sales • financial targets • key events calendar • department sales phasing • options • ratios • open to buy

1.4 Use available data, including, for example

• seasonal reviews • forward trend information • company strategic plan/s

to propose and justify range plan parameters

Draft 6 Feb 2013

2. Understand how to manage stock flow

2.1 Implement and review strategies to manage stock flow, to include, for example

• intake • allocation • distribution • replenishment • mark-down

to achieve agreed KPIs

3. Understand the principles of branch planning

3.1 Assess the significance of the following in branch planning

• grading, profiling and tiering • allocation and replenishment parameters • strategic and tactical promotional activity

4. Review implications of decisions

4.1 Analyse potential short and longer term consequences of proposals to manage stock flow

Mapping to National Occupational Standards Skillsmart Retail - Retail Buying and Merchandising May 2007 A402 (K) Understand how to forecast product sales, stock and profit levels A402 (P) Forecast product sales, stock and profit levels B412 (K) Understand how to manage the supply of stock for sale B412 (P) Manage the supply of stock for sale Mapping to Functional Skills Mapping to Personal Learning and Thinking Skills Rationale for level Category Level


Comments


4 Medium Need to apply knowledge in practical situations


4 Strong Assessment of competence must be in the workplace


4 Strong

Overall level 4

Draft 6 Feb 2013

Rationale for credit Hours for ‘average’ learner Formal learning/guided learning 40 Private study/research/reflection Practical Work 45 Assessment/generation of evidence 10


value 9 rounded down to 9

GLH 90 – All Formal learning, plus all from practical for supervision and half assessment

Draft 6 Feb 2013

Shared unit. Owned by Skillsmart. Review date 31/12/16 Unit Title

L/502/5826 Understanding the management of stock in a retail business

Level

3

Credit Value

3


16

Unit Summary

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



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

• 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

1.4 Describe the actions to take in the event of

• 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

2. Understand the principles of auditing stock levels

2.1 Explain the purpose of auditing stock levels 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

Draft 6 Feb 2013

2.4 Explain the resources needed for auditing stock and the effects on the business of redeploying staff to the audit team 2.5 State what preventative actions and further investigations can be recommended as a consequence of a stock audit

3. Understand the legal requirements relating to stock management

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


Draft 6 Feb 2013

Shared unit. Owned by Skillsmart. Review date 31/12/16 Unit Title

M/502/5818 Understanding security and loss prevention in a retail business

Level

3

Credit Value

3


15

Unit Summary

The purpose of this unit is to provide learners with the knowledge and understanding of the impact of crime upon retail business and how security risks are assessed. It also covers the precautions and actions undertaken for preventing loss and maintaining security



1. Know the range of security risks faced by a retail business

1.1 Define the security risks faced by a retail business and distinguish between external and internal threats to security 1.2 Explain how and why losses can occur in a retail business as a result of crime

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

3. Understand the loss prevention procedures used in a retail business

3.1 Explain the main ways in which retail businesses use technology to prevent loss 3.2 Explain how stock control procedures are used to prevent loss 3.3 Explain how routine stocktaking helps to prevent loss

4. 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

Draft 6 Feb 2013

4.4 Describe common types of situations where threatening and violent behaviour from customers may occur in a retail business 4.5 Explain the techniques for controlling threatening and violent behaviour and explain why these techniques are effective

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


Draft 6 Feb 2013

Unit Title

H/502/5802 Understanding how the effectiveness of store operations can be improved

Level

3

Credit Value

3


23

Unit Summary

The purpose of this unit is to provide the learner with knowledge and understanding of developing and improving retail businesses in terms of their store operations. In order to keep pace with the changing demands and constraints of business, it covers how learners can suggest opportunities to contribute to the continuous improvement of store operations as well as understanding how to organise and assess staffing. Store Operations covers the management of

• product range and availability • customers and retail customer service • staff performance and training • stock management • company systems and procedures • current performance (e.g. sales / profits / wastage / loss)



1. Understand the process of improving store operations

1.1 Explain the methods for monitoring operational performance of retail businesses 1.2 Explain the opportunities for improvement to business areas that are likely to be identified from the monitoring of store operations 1.3 Explain how to identify and select business areas for improvement 1.4 Explain how to generate and evaluate ideas for improving store operations 1.5 Explain the planning tools and models used for developing and reviewing implementation plans in store operations

2. Understand how to communicate with and motivate those involved in bringing about change and improvement in store operations

2.1 Identify who needs to be involved in bringing about change and improvement in store operations 2.2 Explain how individuals can be encouraged and motivated to bring about improvement in store operations

Draft 6 Feb 2013

2.3 Explain why it is important for staff to be committed and motivated to bringing about change in store operations

3. Understand how the organisation and scheduling of staffing contributes to the effectiveness of store operations

3.1 Describe the relationship between staffing plans, work objectives and goals in retail business 3.2 Describe the constraints that apply when planning to meet work objectives and goals in a retail business 3.3 Explain how constraints can affect teams, individual staff members and customers in a retail business 3.4 Explain how different types of staffing plans and schedules can help retail businesses to respond to a range of operational demands and constraints 3.5 Explain how to assess the effectiveness of staffing plans

Draft 6 Feb 2013


M/502/5432 Internet Marketing in Business

Level

3

Credit Value

10


60

Unit Summary Learning Outcomes (1 to 4) The learner will


1. Know what role internet marketing has within a modern marketing context

1.1 Describe the role internet marketing has in a marketing context 1.2 Describe how selected organisations use internet marketing

2. Understand the benefits of internet marketing to customers

2.1 Explain the benefits to customers of a business using internet marketing

3. Understand the opportunities offered to businesses by internet marketing

3.1 Describe the benefits and opportunities to the business of using internet marketing within the marketing mix of a selected business 3.2 Explain how internet marketing has made a selected business more efficient, effective and successful

4. Understand the challenges faced by businesses using internet marketing

4.1 Explain the challenges of globalisation facing a selected business when using the internet as a marketing tool

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS

Draft 6 Feb 2013

Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE3 Explore issues from different perspectives IE4 Analyse and evaluate information Creative Thinkers e.g. CT1 Generate ideas and explore possibilities CT2 Ask questions and extend their thinking CT3 Connect ideas and experiences in inventive ways CT5 Try out alternatives or new solutions and follow ideas through CT6 Adapt ideas as circumstances change Reflective Learners e.g. RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Draft 6 Feb 2013

Shared unit, owned by City and Guilds. Review date 31 May 2015 Unit Title

R/503/9324 Principles of Social Media within a business

Level

3

Credit Value

6


42

Unit Summary Learning Outcomes (1 to 5) The learner will


1. Understand how Social Media fits into the objectives and marketing of a business

1.1 Describe a business and its type, vision, aims, objectives and goals 1.2 Identify the brand and values of a business and how these are portrayed to the audience of a business 1.3 Describe the marketing tools available to a business 1.4 Explain the consequences of using Social Media on the budget of different sizes and types of business 1.5 Explain the benefits and consequences of encouraging amplification 1.6 Explain the benefits and consequences of encouraging engagement 1.7 Explain the factors to consider when identifying a Social Media plan for a business 1.8 Explain how Social Media could fit into the marketing plan of a business

2. Understand how to select Social Media tools and channels for a business

2.1 Describe the different tools and channels that can be used for Social Media 2.2 Describe the features and benefits of the different tools and channels that can be used for Social Media 2.3 Identify the potential type of audience for each different tool and channel that can be used for Social Media 2.4 Explain the factors to consider when selecting different tools and channels for Social Media

Draft 6 Feb 2013

2.5 Evaluate different tools and channels for Social Media for business use

3. Understand how to measure the success of using social media tools and channels

3.1 Understand how to measure the success of using social media tools and channels 3.2 Explain why SMARTER targets should be set for different Social Media tools and channels 3.3 Describe the methods a business can use to measure and identify success of different Social Media tools and channels 3.4 Describe what success could look like when using different Social Media tools and channels for different types and sizes of business

4. Understand how social media policy and guidelines can impact a business

4.1 Describe the components of a business’s social media policy and guidelines 4.2 Explain the importance of having a social media policy and guidelines 4.3 Explain the importance of having a reputation management policy 4.4 Describe the benefits of managing perception changes in a business’s reputation 4.5 Describe how to manage perception changes in a business’s reputation

5. Be able to monitor how a business is using Social Media

5.1 Explain the importance of knowing how similar businesses or industries are using Social Media 5.2 Explain how to monitor the ways similar businesses or industries are using Social Media 5.3 Monitor how a business is using Social Media 5.4 Identify improvements to a business’s use of Social Media

Draft 6 Feb 2013

Possible additional Level 5 Units from Management Apprenticeship Knowledge Qualification. All owned by Edexcel Review date 31/07/15 Unit Title

R/602/1366 Principles of Management and Leadership

Level

5

Credit Value

10


60

Unit Summary




1. Understand the link between management and leadership

1.1 Explain the relationship between management and leadership 1.2 Analyse how management and leadership style impacts on the achievement of organisational objectives

2. Understand the skills and styles of management and leadership

2.1 Explain the personal and professional skills required for effective management 2.2 Compare the skills and styles of successful leaders 2.3 Assess the expected impact of own leadership styles on work groups

3. Be able to apply theory in an organisational context

3.1 Select appropriate theories of management and leadership to identify management and leadership requirements in given situations 3.2 Report on the usefulness of using theories for gaining insights into leadership requirements in given situations

Draft 6 Feb 2013

4. Be able to plan for the development of leadership and management skills

4.1 Use appropriate methods to assess the skills needed by a leader in a given situation 4.2 Plan the development of management and leadership skills for a given job role 4.3 Make justified evaluations of the management and leadership development methods selected

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills • English Level 2 • Mathematics Level 2 • ICT Level 2 Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Team Workers e.g. TW1 Collaborate with others towards common goals TW2 Reach agreements and manage discussions TW3 Adapt behaviour for different situations TW4 Show fairness and consideration to others TW5 Take responsibility, showing confidence in themselves and their contribution TW6 Provide constructive support and feedback for others Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information

Draft 6 Feb 2013

IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence

Draft 6 Feb 2013

Owned Edexcel Review date 31/07/15 Unit Title

D/602/1466 Developing Successful Business Teams

Level

5

Credit Value

5


30

Unit Summary




1. Understand the features of successful business teams

1.1 Describe the characteristics of successful business teams 1.2 Assess the importance of team roles in successful business teams 1.3 Analyse the value of using theoretical models when building successful business teams

2. Be able to support team development

2.1 Explain the stages of team development 2.2 Plan how to motivate team members to achieve given objectives 2.3 Encourage open communication between team members to support team development 2.4 Evaluate ways of resolving conflict between team members

3. Be able to monitor the performance of teams

3.1 Monitor the performance of a team against given objectives recommend how to improve performance against given objectives

Draft 6 Feb 2013

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills • English Level 2 • Mathematics Level 2 • ICT Level 2 Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Team Workers e.g. TW1 Collaborate with others towards common goals TW2 Reach agreements and manage discussions TW3 Adapt behaviour for different situations TW4 Show fairness and consideration to others TW5 Take responsibility, showing confidence in themselves and their contribution TW6 Provide constructive support and feedback for others Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence

Draft 6 Feb 2013


M/602/1469 Managing Staff Performance

Level

5

Credit Value

5


30

Unit Summary




1. Be able to set detailed work objectives for staff

1.1 Explain the impact of the organisational context on the setting of objectives 1.2 Set work objectives for staff communicate work objectives to staff

2. Be able to evaluate work activities against organisational requirements

2.1 Monitor work activities against organisational requirements 2.2 Explain the methods that can be used to improve achievement of objectives 2.3 Evaluate quality systems in an organisation

3. Be able to review work performance of staff

3.1 Assess the performance of staff against work objectives 3.2 Provide constructive feedback to staff 3.3 Agree performance improvements with staff 3.4 Evaluate options for dealing with underperformance of staff

Mapping to National Occupational Standards

Draft 6 Feb 2013

This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills • English Level 2 • Mathematics Level 2 • ICT Level 2 Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Draft 6 Feb 2013


K/602/2054 Management Decision Making

Level

5

Credit Value

10


60

Unit Summary




1. Understand how information and knowledge informs management decision making

1.1 Explain how current information and knowledge needs for management decision making can be analysed 1.2 Describe sources of information and knowledge that can support management decision making 1.3 Evaluate the importance of information and knowledge in the management decision making process

2. Understand how Information and Communication Technology (ICT) supports management decision making

2.1 Identify the ICT systems that can provide information to support management decision making 2.2 Assess the benefits of using information from ICT systems when making management decisions 2.3 Explain how data protection legislation affects the use of information from ICT systems in the management decision process

3. Be able to take management decisions

3.1 Analyse stakeholder needs and expectations 3.2 Use current information and knowledge to identify an issue where a proactive decision is required

Draft 6 Feb 2013

3.3 Establish the outcomes that need to be achieved when making a management decision 3.4 Justify the basis for making a management decision 3.5 Take a management decision 3.6 Communicate a management decision to stakeholders

4. Be able to plan improvements to a management decision making system

4.1 Review a management decision making system 4.2 Analyse the strengths and weaknesses of a management decision making system 4.3 Plan justified improvements to a management decision making system

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills • English Level 2 • Mathematics Level 2 • ICT Level 2 Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions

Draft 6 Feb 2013

IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Draft 6 Feb 2013

Unit Title

M/602/1438 Leadership in your organisation

Level

5

Credit Value

5


30

Unit Summary




1. Be able to provide leadership for a part of an organisation

1.1 Communicate direction to a work group 1.2 Explain how objective setting can be used to motivate others 1.3 Set objectives that align with those of an organisation

2. Understand how organisational context affects leadership style

2.1 Explain how the type of organisation impacts upon leadership style 2.2 Explain how the type of work impacts upon leadership style 2.3 Explain how the characteristics of employees impacts upon leadership style 2.4 Evaluate how well the existing leadership meet the requirements of a selected work group in a given situation

3. Be able to develop leadership skills to meet organisational needs

3.1 Define the leadership skills required for given organisational situations 3.2 Propose methods to develop leadership skills for given organisational situations 3.3 Critically evaluate the use of methods of leadership development within a given organisational situation

Draft 6 Feb 2013

Mapping to National Occupational Standards This unit maps to knowledge elements in the following XXXXX NOS Mapping to Functional Skills This unit could provide opportunities to develop the following skills • English Level 2 • Mathematics Level 2 • ICT Level 2 Mapping to Personal Learning and Thinking Skills This unit could provide opportunities to evidence the following PLTS Effective Participants e.g. EP1 Discuss issues of concern, seeking resolution where needed EP2 Present a persuasive case for action EP3 Propose practical ways forward, breaking these down into manageable steps EP4 Identify improvements that would benefit others as well as themselves EP5 Try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 Act as an advocate for views and beliefs that may differ from their own Self Managing e.g. SM2 Work towards goals, showing initiative, commitment and perseverance SM3 Organise time and resources SM4 Anticipate, take and manage risks SM5 Deal with pressure SM6 Respond positively to change SM7 Manage their emotions and build and maintain relationships Independent Enquirers e.g. IE1 Identify questions to answer and problems to resolve IE2 Plan and carry out research, appreciating the consequences of decisions IE4 Analyse and evaluate information IE5 Consider how circumstances, beliefs and feelings influence decisions IE6 Support conclusions with reasoned arguments and evidence Reflective Learners e.g. RL1 Assess themselves and others identifying opportunities and achievements RL2 Set goals with success criteria RL3 Review progress and act on outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Evaluate experiences and learning RL6 Communicate their learning

Documents

HLA Apprenticeship in Retail Knowledge Qualification Draft ...€¦ · HLA Apprenticeship in Retail Knowledge Qualification Draft Level 4 Diploma in XXXXX Learners must achieve a