SIR07 User Guide
Contents
1. Pick and process orders Despatch stock Shift materials safely using manual handling methods Operate a forklift Move materials mechanically using automated equipment Seafood Industry Training Package Retail fresh frozen and live seafood Hospitality Training Package Organise and prepare food Receive and store kitchen supplies Provide responsible service of alcohol Prepare and serve non alcoholic beverages Prepare and serve espresso coffee Follow workplace hygiene procedures Minimum learning and assessment hours 20 20 20 20 40 40 20 Providing language literacy and numeracy support Refer to the Qualifications Framework of the SIRO7 Retail Training Package for advice on the level of language literacy and numeracy required to successfully complete each qualification level Tools Select from the following useful links for further information and strategies regarding providing literacy and numeracy support to learners Taking the Lead www takingthelead com au The one stop shop for information and advice on developing language literacy and numeracy skills in the service industries The Australian Core Skills Framework ACSF www acsf deewr gov au The Australian Core Skills Framework ACSF is based on the National Reporting System NRS a mechanism for reporting outcomes of adult English language literacy and numeracy provision It is primarily a tool for specialist practitioners however a summary ha2. which includes assessing in the workplace whenever possible Where an integrated competency assessment approach is implemented at Certificate Il and above it would be expected that several integrated competency assessments would be necessary to cover the breadth and complexity of the qualification The context of the assessment the role of the candidate and the complexity of the task will influence how many units of competency will be integrated Following is an example of integrated competency assessment within the training package building on the concepts outlined above Within each qualification there are units of competency which are interrelated and which a candidate would naturally complete as part of their job function For example units SIRXICTOO1A Operate retail equipment SIRXCCSOO1A Apply point of sale handling procedures and SIRXCCSOO2A Interact with customers would mostly occur together Therefore evidence collected for one unit may cover all or some of another unit The following scenario shows how an assessor undertook an observation of a candidate in the workplace interacting with a customer operating a computer to check stock availability and price and completing a sale The workplace observation was the basis for the assessment and was supported by third party reports and additional observations over a period of time The assessor used a checklist to identify the critical aspects of evidence which was completed du
3. SIRO7 Retail Services Training Package users Minimum learning and assessment hours Minimum learning and assessment hours as defined by the retail industry are not related to course funding They are an industry minimum based on a composite of structured or formal learning and assessment plus workplace integration of skills and knowledge This composite figure includes nominal hours allocated to units of competency in state or territory implementation purchasing or mapping guides plus the additional recognition of the time taken to integrate retail skills and knowledge in a workplace context Retail units The following table sets out the retail units in the SIRO7 Retail Services Training Package and their retail industry recommended minimum learning and assessment hours Code Unit title Minimum learning and assessment hours Retail units SIRRFSAOO1A Apply retail food safety practices 40 SIRRFSA002A Monitor food safety program 35 SIRRINDOO1A Work effectively as a visual merchandiser 30 SIRRMEROO1A Merchandise food products 25 SIRRMEROO2A Pack and display meat products 25 SIRRMER003A Prepare and display fast food items 25 SIRRMEROO4A Prepare and display bakery products 25 SIRRMER005A Produce retail visual illustrations 30 SIRRMEROO6A Manufacture visual merchandising support structures 30 SIRRMEROO7A Apply lettering 70 SIRRMEROO8A Produce working drawings 45 SIRRMEROO9A Produce perspective drawings plans and elevations 45 SIRRMERO
4. not always the same across states and territories Some states use nominal hours to fund training Industry has some particular views about nominal hours and their interpretation While acknowledging the implications of nominal hours for RTOs the focus for employers is wholly on the training outcomes Industry takes the view that competency cannot be achieved without a holistic work integrated approach to learning and assessment along with sufficient practice and workplace application well outside the restrictions of nominal hours Attempting to achieve outcomes for institutional learners without effective work integration strategies and the proper allocation of time is clearly not achievable The retail industry will actively support RTOs who develop innovative ways of addressing resource challenges in order to achieve quality industry relevant outcomes Industry also strongly believes that an RTO should only offer programs where it can successfully meet those challenges both for the sake of individual students and for the industry more broadly Minimum learning and assessment hours Minimum learning and assessment hours as defined by the retail industry are not related to course funding They are an industry minimum based on a composite of structured or formal learning and assessment plus workplace integration of skills and knowledge This composite figure includes nominal hours allocated to units of competency in state or
5. performance Improve supply and distribution chains Access product and service performance data Develop innovative ideas at work Lead a team to foster innovation Create an innovative work environment Set up systems that support innovation Maintain operational quality and productivity Benchmark and continuously improve operational quality Recommend health and nutritional products Recommend hair beauty and cosmetic products and services Minimise theft Maintain store security Apply store security systems and procedures Control store security Sell products and services Advise on products and services Coordinate sales performance Build relationships with customers Manage sales and service delivery Lead a sales team Train sales team members Develop a sales strategy Manage sales teams Minimum learning and assessment hours 55 55 45 30 50 50 50 30 80 30 35 b5 35 55 40 60 25 25 20 20 35 35 20 30 55 35 35 30 25 60 35 Imported units The following tables set out the units imported from other training packages into the SIRO7 Retail Services Training Package and their retail industry recommended minimum learning and assessment hours Code Unit title Minimum learning and assessment hours Imported Units CUFO1 Film TV Radio and Multimedia Training Package CUFMEMO6A Design a multimedia product 50 CUFMEM14A Create manipulate and incorporate 2D graphics 25 CUV03 Visual Arts Craf
6. 10A Design construct and maintain props and merchandisers 45 SIRRMERO11A Develop concept visuals 45 SIRRMERO12A Maintain display lighting and brief lighting designers 60 SIRRMERO13A Design and produce store plans and floor layouts 90 SIRRMERO14A Manage visual merchandising projects 32 SIRRMERO15A Design merchandisers 60 SIRRMERO16A Style merchandise for photography 45 SIRRMERO17A Design and produce merchandising and in store presentations 90 Code SIRRMERO18A SIRRMERO19A SIRRMERO20A SIRRRPKOO1A SIRRRPKOO2A SIRRRPKOO3A SIRRRPKOO4A SIRRRPKOOSA SIRRRPKOO6A SIRRRPKOO7A SIRRRPKOO8A SIRRRPKOO9A SIRRRPKO10A SIRRRPKO11A SIRRRPKO12A SIRRRPKO13A SIRRRPKO14A SIRRPOSOO1A SIRRPOSOO2A SIRRPOSO03A SIRRPOSO04A Unit title Develop and apply strategies for merchandising and corporate presentation Present design concepts Create and implement exhibition space Advise on food products and services Advise on meat products Advise on fast food products Advise on bakery products Advise on seafood products Recommend liquor products Recommend and fit clothing or footwear products and services Recommend jewellery products and services Recommend toddler and baby products Recommend home and home improvement products and services Recommend books or newsagency services Recommend business and leisure products and services Hire and sell video and DVD products and services Recommend specialised products and services Process postal
7. SIRO7 User Guide Doing it Right Industry requirements for implementing retail qualifications in the Retail Services Training Package SIRO7 Ratri Way avi lalate Tel nina Dackarna KOZ netall services Iraining Package gt 4 I S RETAIL SERVICES Training people well in the retail industry Foreword The retail industry needs highly skilled workers This User Guide Doing it Right has been developed by Service Skills Australia and sets out industry views and expectations about the training and assessment requirements in the retail industry It should be used in conjunction with the endorsed SIRO7 Retail Services Training Package This document is applicable to the retail qualifications in the Retail Services Training Package A separate document exists for the Community Pharmacy qualifications in the Retail Services Training Package It offers trainers and assessors easy access to a useful resource with information and practical strategies that will assist them in ensuring good practice in skills and knowledge development It also sets out industry expectations that will inform policy makers and auditors Industry also has its part to play in ensuring quality outcomes and effective skills development It is the responsibility of industry to facilitate quality work placement and be pro active in advising the trainers that deliver the training programs and develop staff The key message from industry is This is what we
8. cklists and specified quantities of evidence for individual elements or performance criteria Knowledge and skills Old style chalk and talk training with a focus on written tests to assess knowledge does not meet industry requirements for competent work ready graduates e Assessment that focuses only on just what you can see a person do is also not appropriate for example assessment checklists that only include elements and performance criteria do not support effective assessment A key component of competency is knowledge understanding why it is important to wash your hands when handling food or the reason why there is a need to rotate stock makes for more valuable employees Units of competency provide clear guidance on the scope and depth of skills and knowledge required to achieve competency how much detail about legislation does a frontline employee need what sorts of problems should they be able to solve without help and these must be integrated to reflect the reality of the workplace Simulations as part of assessment The retail industry places a premium on skills and knowledge that can be demonstrated in a real workplace environment While assessment of some of the units of competency in SIRO7 Retail Services Training Package can be carried out in a simulated work environment the industry strongly recommends that assessment is conducted in the workplace wherever possible Assessment of competency requires the
9. collection of evidence and this should be conducted over a period of time This assessment approach may include demonstration at the workplace and or a simulated work environment to ensure that the demonstration of competency is valid and reliable The individual being assessed needs to be aware that the collection of evidence is ongoing and must be part of the planning conduct and review of the assessment process Context of delivery and assessment All units identify resource requirements appropriate to the unit including reference to a real or simulated work environment This is defined as an environment that simulates the real workplace in its function and operation and provides access to a broad range of customers and relevant products This includes adherence to retail policies procedures and a range of stock and equipment A simulated work environment may be required for the following reasons the learner may not have access to a workplace the workplace may not use the relevant skill equipment or process conducting assessments may be disruptive or interfere with work requirements e g there may be ethical privacy or confidentiality issues to consider or it may not be appropriate to apply the skills in the workplace due to potential risks to such things as health and safety or to equipment being damaged In order to be valid and reliable the simulation must closely resemble what occurs in a real work environment The simulate
10. d work environment should involve a range of activities that reflect real work experience It is critical that when a simulated work environment is being set up the assessor is thoroughly familiar with the competency standard as well as experienced in the current circumstances and environment of the workplace In deciding whether a simulation or an assessment environment has been adequately set up the following criteria must be applied where relevant to the requirements of the unit being assessed Provide access to the full range of up to date equipment and software that would generally be available in amodern retail or wholesale workplace Stock a comprehensive product range that will support the development and demonstration of the full range of skills and knowledge described in SIRO7 Retail Services Training Package Provide sufficient customer traffic that accurately reflects the complexity of the role and allows candidates to deal with multiple retail services tasks simultaneously Require that candidates perform sales services or tasks within timeframes that reflect accepted industry service times nvolve candidates in prioritising competing tasks Allow candidates to deal with customers including difficult ones Require candidates to work with others in a simulated team which would typically include sales assistants or other retail services operational staff supervisors and managers Supporting integrated training de
11. e numbers game It is about the right people with the right skills for the right jobs at the right time It is as much about existing workers as it is about new entrants It is about balancing present needs with future directions There are large numbers of skilled and experienced existing workers who lack formal qualifications at all levels in the retail industry As an area of small medium and large business the retail industry also needs supervisors managers and employers with strong team leadership and business skills RTOs are encouraged to offer supervision business and retail management skills training via units in the Certificate SIR30207 Ill in Retail SIR40207 Certificate IV in Retail Management and the SIR50207 Diploma Retail Management New entrants The retail industry has long been a sector that provides the first experience of employment with many people citing retail as their first job For a large number of young people retail is a part time transient occupation while studying for a career in other areas A significant number however go on to make a career in retail progressing through the many areas that are covered by the industry Retail industry employers are keen to engage with new industry entrants who have the life skills and attitudes that are suited to a customer service industry and then train them via a traineeship pathway Ideal applicants to train for frontline retail positions are described as having don
12. e some research on the industry having some experience in a customer service environment able to demonstrate team skills through other employment volunteering or sport outgoing having a good command of English and strong communication skills e having basic numeracy skills and fit enough to cope with a job that is performed over long hours on their feet Industry wants Work ready graduates All employers want people with great technical and customer service or sales skills people who can think for themselves and solve problems while still following the key rules and procedures people who can work quickly and efficiently and of course people who can keep learning and developing with the business Developing an employable person It is industry s view that employable people can only come from training and assessment that actually reflects the workplace This requires e Training and assessing in the appropriate physical environment as per each unit of competency and the assessment guidelines Adequate up to date equipment and technology to reflect current industry practices Speed and timing for tasks typical for a commercial operation Productivity to reflect industry expectations ntegration of multiple tasks and application of multiple competencies simultaneously Dealing with multiple and varied customers and team members nterruptions to work which are typical of the workplace Dealing with multi
13. er to enter their PIN number The candidate packed the item in a suitable bag and informed the customer that the receipt was in the bag The candidate then thanked the customer and said goodbye in a friendly manner This example highlights how units of competency can be grouped together and evidence collected for all three during the one assessment activity It is important that the assessor clearly identifies units of competency that can be grouped together to ensure an efficient and effective assessment process Units of competency can be grouped together in a number of ways and how this is achieved will depend on the relevant units and the job function of the candidate Industry wants Qualified trainers and assessors AQTF 2007 Essential Standards for Registration The Australian Quality Training Framework 2007 Essential Standards for Registration specify the requirements to be met by RTOs throughout their period of registration The National Quality Council is responsible for determining the training and assessment competencies to be held by trainers and assessors in accordance with Element 1 4 of the standards All trainers and assessors of the SIRO7 Retail Training Package must meet the requirements of Standard 1 4 as determined by the National Quality Council on 29 March 2007 Tools In order to access the current determination of the National Quality Council relating to the qualifications of trainers and assessors go to www t
14. es Produce financial reports Manage financial resources Manage operations to budget Manage prices Monitor compliance with legal and legislative requirements affecting business operations Establish compliance with legal and legislative requirements Comply with legislative requirements affecting business activities Administer human resources policy Recruit and select personne Operate retail technology Minimum learning and assessment hours 20 35 20 30 35 40 40 35 20 25 40 50 50 40 50 20 25 35 35 60 50 50 50 30 25 35 20 Code SIRXICTOO2A SIRXICTOO3A SIRXICTOO4A SIRXINDOO1A SIRXINVOO1A SIRXINVOO2A SIRXINVOO3A SIRXINVOO4A SIRXINVOO5A SIRXINVOO6A SIRXMEROO1A SIRXMEROO2A SIRXMEROO3A SIRXMEROO4A SIRXMEROO5A SIRXMEROO6A SIRXMEROO7A SIRXMGTOO1A SIRXMGTOO2A SIRXMGTO03A SIRXMGTO04A SIRXMGTOO5A SIRXMGTOO6A SIRXMPROO1A SIRXMPROO2A SIRXMPROO3A SIRXMPROO4A SIRXMPROO5SA SIRXMPROO6A SIRXMPROO7A SIRXMPROO8A SIRXOHSO001A Unit title Use computers as part of business and e commerce processes Operate retail information technology systems Adopt mobile commerce applications to improve sales and service Work effectively in a retail environment Perform stock control procedures Maintain and order stock Plan inventory levels Buy merchandise Control inventory Develop purchasing strategies Merchandise products Coordinate merchandise presentation Monitor in store visual
15. his represents a real challenge for RTOs and needs constant monitoring Some of the things that industry considers vital in achieving quality outcomes are Effective integration of off the job learning with on the job learning and experience An ability and willingness to adjust programs quickly and have the systems in place to support this For example frequent systemic checks for currency and ongoing professional development for trainers and assessors that is retail specific nnovative ways of providing student access to the latest retail technologies Regular and frequent updating of resources used to support training Regular contact with and involvement in the activities of the key industry associations that are able to provide on the ground intelligence about changing trends and needs Perhaps most importantly industry wants to feel confident that the training system has clear and current data about what is needed and that it can respond to those needs quickly and creatively Tools Go to www serviceskills com au to download RTO Self Assessment Checklist how responsive are we to industry demand Industry Association Contact List Industry wants Integrated and contextualised training and assessment practices When developing delivery and assessment strategies for retail units of competency leading to qualifications RTOs must refer to the Assessment Guidelines of the SIRO7 Retail Services Training Package for gu
16. idance on an appropriate delivery and assessment environment Integrated delivery The retail industry supports the integrated delivery and assessment of units of competency as this reflects real work practices An integrated delivery approach brings together a number of units of competency that reflect actual workplace requirements For example an employee working in a retail workplace would complete a number of interrelated customer service administration and technical tasks together not simply one individual task at a time or in a set sequence Integrating the development of skills and knowledge with their application in the workplace requires a structured approach that encourages students to participate in and actively contribute to their own learning An integrated assessment activity would be designed to collect evidence for a number of units together rather than designing one assessment activity for each individual unit or for individual elements and performance criteria Tools Go to www serviceskills com au to download sample integrated delivery tools On the job learning Where an RTO conducts all or part of its delivery in an industry setting the RTO must also ensure that all stated criteria are met in order to satisfy the assessment requirements of the training package RTOs should be aware of state territory legislative requirements and their own responsibilities under the AQTF when trainees undertake structured learn
17. ing in the workplace Placing Institutional Learners with Host Employers RTOs should also be aware of state territory legislative requirements and their own responsibilities when placing institutional learners with host retail industry employers for the purpose of training For example a full time Diploma of Visual Merchandising student may be placed with a host employer as part of a training program RTOs should always provide retail business owners managers with support material to assist in structured demonstrable training for the learner Host employers should be aware of the performance already achieved by the learner and their level of proficiency Employers and host employers should also be aware of the RTO expectations regarding the type of in store tasks a learner would be undertaking as part of their training It is recognised that learners placed in retail stores as part of their training benefit most when e the skills to be learned are clearly specified and agreed to in writing and a workplace supervisor is assigned to guide and oversee learners progress For each placement RTOs Should provide employers and host employers with an indication of the level of expertise of the learner and the specific performance outcomes that are expected from the store training Must also provide learners with a clear understanding of the on the job training they will receive and the expectations of the host employer and the RTO Sho
18. livery and assessment As a general principle the retail services industry supports the integration of units of competency for assessment where practical as this reflects real work practices An integrated approach to assessment brings together a number of units of competency which reflect actual workplace requirements For example an employee working in a retail office would complete a number of interrelated clerical and administrative tasks together not simply one individual task at a time An integrated assessment activity would be designed to collect evidence for a number of units together rather than designing one assessment activity for each individual element of performance criteria Where both training and assessment are required the industry supports an approach which provides for off the job training combined with assessment of the application of skills and knowledge in a real work situation The Retail Services Training Package defines on the job assessment as that assessment which occurs in the workplace as part of the normal operation of the business The Retail Services Training Package defines off the job assessment as that which occurs away from the normal operation of the business including for example assessment which may occur in the workplace but not under normal industry working conditions The industry considers it important that candidates should have the opportunity to develop competency in structured learning programs
19. merchandising display Manage merchandise and store presentation Create a display Present products Demonstrate merchandising and category presentation skills Coordinate work teams Maintain employee relations Lead and manage people Analyse and communicate information Set strategic plans Initiate and implement change Profile a retail market Provide marketing and promotion program support Conduct telemarketing Market products Seize a business opportunity Manage promotional activities Devise a strategic marketing plan Implement advertising and promotional activities Apply safe working practices Minimum learning and assessment hours 35 35 50 45 35 35 45 50 40 40 30 35 35 35 35 45 90 35 35 35 80 80 150 35 30 35 40 35 50 80 45 20 Code SIRXOHS002A SIRXOHS003A SIRXPROOO1A SIRXPROOO2A SIRXPROOO3A SIRXPROO04A SIRXPROOO5A SIRXPROOO6A SIRXPROOO7A SIRXPROOO8A SIRXQUAO01A SIRXQUA002A SIRXQUA003A SIRXQUA004A SIRXQUAO05A SIRXQUAO06A SIRXRPKOO1A SIRXRPKOO2A SIRXRSKOO1A SIRXRSKOO2A SIRXRSKOO3A SIRXRSKOO4A SIRXSLSOO1A SIRXSLSOO2A SIRXSLSOO3A SIRXSLSO04A SIRXSLSOO5A SIRXSLSOO6A SIRXSLSOO7A SIRXSLSOO8A SIRXSLSOO9A Unit title Maintain store safety Provide a safe working environment Maximise sales of branded products Implement product recalls Review product or service performance Maximise product sales and market share Manage distribution processes Forecast product
20. n the key skills and knowledge development objectives for the retail industry They also suggest tools and ideas to assist employers registered training organisations RTOs assessors and trainers to work with the training package and develop industry ready graduates The following topics are covered Training driven by industry demand Work ready graduates RTOs with realistic programs and business models Selection and training of people suited to the job Integrated and contextualised training and assessment practice Robust assessment of skills and knowledge Qualified trainers and assessors Additional advice for SIRO7 Retail Services Training Package users Over time the suite of tools and resources available on the Service Skills Australia website will include more free sample tools and ideas that will enable RTOs to work with industry to develop quality training outcomes Tools and resources For all tools and resources go to www serviceskills com au Industry wants Training driven by industry demand The retail industry values the retail qualifications in the SIRO7 Retail Services Training Package and needs RTOs to focus on quality delivery of those qualifications so that the training plans match the jobs on offer Priority areas and skills shortages At a fundamental level the retail industry needs the people coming out of training to have skills that match the jobs on offer Demand is more complex than a simpl
21. ns een e nee eens 7 Integrated and contextualised training and assessment practices 8 Integrated GElIVEY erisir n eee he dou 4 DEE EE ERER E EE RT 8 ONTHE JOD ESNIAG is apa ae ea nalia aiin ae dig eat ioe Ha ates Aedan 9 Robust assessment of skills and knowledge ccceeeeee eee eeceeeeees 10 Specific training package requireMeNtS 0 cece cence nen eee eee 10 Job roles over ticks flicks and atoms x sco ananunua nunnana raaraa rninnnip aire aiaiee ed 10 KNOWIEdGe and Skill Serinin pisin ni i ean e E a EER ESE 10 Simulations as part of aSSeSSMENE ssuusus unua e teen eee e eens 10 Context of delivery and assessment 0 cece eee ene ene e eee net nn ees 11 Supporting integrated training delivery and asseSSMENt 6 00 c cece eee eee 12 Qualified trainers and assessors cece cece cece e eee e ence e teen ee eeeeeeees 14 AQTF 2007 Essential Standards for Registration 0 0 0 0 00 c cece eee eect e eee nee 14 Additional retail industry requirements for trainers and assesSOrs 00 e eee 15 Additional advice for SIRO7 Retail Services Training Package users 16 Minimum learning and assessment NOUS 066 e eee nets 16 Providing language literacy and numeracy SUpport na sa eee cece e eee 23 this page is intentionally blank Industry requirements This User Guide is a series of good practice fact sheets These information sheets identify and explai
22. orts the formative development of skills via work integrated learning Certificates Il and Ill in Retail are preferred via a traditional traineeship model which combines off and on the job delivery For visual merchandisers most training is in a pre employment context however quality providers integrate significant on the job retail visual merchandising experience via work placements at different intervals throughout the diploma Management qualifications are best gained by project based approaches to real workplace management experiences The retail industry has a clear expectation that learners in institutional programs are provided with access to workplace experience directly related to the skills contained in the qualification for which they are studying VET in schools Supporting school students to achieve vocational skills In some industries Certificate and Certificate II qualifications are regarded as pathway qualifications or as preparatory study and all stakeholders accept that those qualifications do not reflect particular job outcomes The SIR10107 Certificate in Retail is a pre employment qualification The SIR20207 Certificate Il in Retail has been recognised as suitable for an Australian Apprenticeship pathway with real work outcomes and is appropriate for VET in Schools delivery This qualification provides the skills and knowledge for an individual to be competent in a range of activities and functions req
23. outlet transactions Handle mail received in a retail environment Deliver mail in a retail environment Handle customer interviews and applications Minimum learning and assessment hours 80 25 80 24 20 20 20 20 315 55 35 25 25 40 40 35 35 55 20 20 55 Cross sector units The following table sets out the cross sector units in the SIRO7 Retail Services Training Package and their retail industry recommended minimum learning and assessment hours Code Unit title Cross Sector units SIRXADMO01A SIRXADMO002A SIRXCCSOO1A SIRXCCSO02A SIRXCCSO03A SIRXCCSO04A SIRXCCSOO5A SIRXCCSOO06A SIRXCLM001 A SIRXCLM002A SIRXCOM001A SIRXEBS001A SIRXEBS002A SIRXEBS003A SIRXEBS004A SIRXFINOO1A SIRXFINOO2A SIRXFINOO3A SIRXFINOO4A SIRXFINOO5A SIRXFINOO6A SIRXGLCOO1A SIRXGLCO02A SIRXGLCO03A SIRXHRMO01A SIRXHRMO02A SIRXICTOO1A Apply retail office procedures Coordinate retail office Apply point of sale handling procedures Interact with customers Coordinate interaction with customers Develop business to business relationships Manage business customers Maintain business to business relationships Organise and maintain work areas Manage store facilities Communicate in the workplace Acquire and retain online customers Manage retail brands online Manage and promote business to business e commerce solutions Select an e business model Balance point of sale terminal Perform retail finance duti
24. ple and varied problems in given timeframes ntegration of health and safety issues employability skills and compliance demands Sufficient customer traffic that accurately reflects the complexity of the role and allows candidates to deal with multiple tasks simultaneously Developing retail people from entry level through to management job roles The suite of retail qualifications in the SIRO7 Retail Services Training Package have been carefully constructed to train work ready graduates for a range of key industry job roles Whilst the core and elective structure of qualifications vary there are a broad range of complex skills that employers expect to see demonstrated by employable job applicants from Certificate Il to Diploma RTOs should work with industry to offer work integrated and project based learning that develops graduates who are ready for work In order to meet retail industry requirements RTOs should ensure that graduates of each qualification are able to apply skills and knowledge gained to the level of complexity described in the employability skills summary for each qualification These summaries may be found in the qualifications section of the SIRO7 Retail Services Training Package Funding models are not delivery models Nominal training hours are allocated to individual units of competency in the purchasing mapping or implementation guides which are developed by some state training authorities Nominal hours are
25. raining gov au and follow the links to download the User s Guide to the Essential Standards for Registration Additional retail industry requirements for trainers and assessors The following extract from the SIRO7 Retail Services Training Package outlines industry requirements for assessors To satisfy the requirements of the AQTF in addition to the mandatory units of competency in assessment assessors must have the relevant vocational competencies they are assessing For the retail services industry vocational competence means that assessors have recent relevant industry experience to fully understand a range of workplace requirements and apply them to assessment Assessors or at least one person in the assessment team must satisfy the following requirements to meet industry expectations of vocational competence a Demonstrate current knowledge and experience of the industry industry practices and the job or role against which performance is being assessed This may be demonstrated through at least one of the following e actual workplace experience within the last two years e attendance at professional development or training and education activities focusing on good practice in the relevant industry competencies e participation in professional or industry networks b Demonstrate current knowledge and skill in assessing against this training package in a range of contexts This may be demonstrated through at least one of
26. really need and here are some tools how can we all work together to achieve it lan Blandthorn Chair WRAPS Industry Advisory Committee Service Skills Australia Contents INdUStry requirements sox 695050 5cce dee seerndeededeae eer neessabeseerns tees aves 1 Training driven by industry demand cece cece eee eect eee eee eeeees 2 Priority areas and skills shortages 0 6 cece cece rererere rreren 2 NEW CNLANtS oh cecaeiumeherarenterdehiner EEE REEE EE EEEE EEE aera eh anand 2 Work ready graduates ccc ccc ccc ccc eee e eee eee eee teen eee eeeees 3 Developing an employable person 0 2 0 cece teen ett net rnern 3 Developing retail people from entry level through to management job roles 3 Funding models are not delivery models nnna nunan cece cece cent net nee nee 4 Minimum learning and assessment NOUS 0 cece cece ete rnrn rrenen 4 Registered training organisations with realistic programs and business models 5 Being realistic about what can be achieved 0 2 00 0 0 cece ccc cece etn ene 5 Selecting and training people who are suited to the job 0 cece eee 5 Preferred delivery pathways 2 0 0 0 ccc cece cece cence een etre btn e etn n ees 6 MEM Me a aa tice al tetas dicen tte E dis ny dina Mian dip E ad EE nga ten shel S corel 6 EXISTING WOPKGIS s 054tadadanbevdntaal ex Sidned oe E AE E ines deed OE ERE a 7 Innovation ANd reSPONSIVENESS 0 cece eee n bee
27. ring the assessment activity SCENARIO The candidate greeted the customer with a smile and in accordance with store policy The candidate then inquired as to the needs of the customer and if she could be of any assistance The candidate used appropriate questioning and active listening to establish the needs of the customer The candidate communicated relevant information to the customer in a courteous and pleasant manner The customer expressed interest in a particular item but indicated that she was not happy with the colour The candidate informed the customer that the other colours had been so popular that they were short on stock but she would be happy to check their system to see if they had any left in the stock room Using the store computer system the candidate identified the correct code and determined the number of items bought and any remaining stock that had not yet been put on the shop floor She identified that they did have one left in stock and that it was the correct colour The candidate then found the relevant item and scanned it into the system using the electronic bar coding equipment for price labelling She then entered transaction information into the point of sale system using a scanner and politely informed the customer of the cost of the item The customer tendered a debit card and the candidate processed the transaction using the EFTPOS terminal The candidate completed the transaction after asking the custom
28. s There is no point in enrolling a student with a part time job as a sales assistant in a retail management qualification e With the required level of language and literacy skills not just to do the job but also to undertake the required learning Tools Go to www serviceskills com au to download a range of good practice selection tools Preferred delivery pathways The competencies in this training package may be attained in a number of ways including through formal or informal education and training experiences in the workplace general life experience or any combination of the above Assessment under this training package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway an assessment only or recognition pathway or a combination of the two as illustrated in the following diagram from the SIRO7 Retail Services Training Package Statement of Attainment and or qualification under the Australian Qualifications and or Framework Statement Learning and assessment pathways Units of of Attainment and or qualification under the Australian Qualifications Framework competency Assessment only or recognition of prior learning pathways Each of these assessment pathways leads to full recognition of competencies held the critical issue is that the candidate is competent not how the competency was acquired The retail industry strongly supp
29. s been developed to assist non specialists to understand the essentials of performance in the core skills of learning reading writing oral communication and numeracy in different contexts Literacy net www literacynet deewr gov au Literacy net provides a diverse range of links to other sites for supporting literacy and learning needs Links are included to sites relating to Indigenous training adult literacy young people s needs supporting people with a disability Adult Education Resource and Information Service ARIS Service Skills Australia invites all its RTOs and other stakeholders to submit examples of good practice for inclusion in its bank of shared website resources lt SERVICESKILLS AUSTRALIA published by Service Skills Australia 2009
30. t and Design Training Package CUVCRSO3A Produce computer aided drawings 50 CUVDESO1A Apply colour theory in response to a brief 30 CUVDESO2A Apply the design process to 2 dimensional work in response to a 50 brief CUVDES03A Apply the design process to 3 dimensional work in response to a 50 brief CUVDSPO4A Research and apply the history of design to design practice 65 CUVPH105A Use a 35mm SLR camera or digital equivalent 50 CUVVSP11A Apply techniques to produce digital images 50 HLTO7 Health Training Package HLTCSD306B Respond effectively to difficult or challenging behaviour 20 ICT02 Telecommunications Training Package ICTCC121A Use enterprise information systems 40 ICTCC241A Process sales 30 ICTCC320A Use multiple information systems 40 ICTCC341A Provide sales solutions to customers 40 TAA04 Training and Assessment Training Package TAAASS301A Contribute to assessment 10 TAAASS401A Plan and organise assessment 10 TAADEL301A Provide training through instruction and demonstration of work 40 skills TAADEL402A Facilitate group based learning 20 TAADEL404A Facilitate work based learning 1s TAADELS02A Facilitate action learning projects 30 TAATAS504A Facilitate group processes 30 Code TDT02 TDTA1197B TDTA1297B TDTA2197B TDID197B TDTD1097B TDTD1397B SFI04 SFIDIST202B THHO2 THHBKAO1B THHBKAO3B THHBFBO9B THHBFB10B THHBFB12B THHGHSO1B Unit title Transport and Distribution Training Package Package goods
31. territory implementation purchasing or mapping guides plus the additional recognition of the time taken to integrate retail skills and knowledge in a workplace context Retail industry expectations regarding minimum learning and assessment hours for all units in the retail qualifications SIRO7 Retail Services Training Package are set out in the section headed Additional advice for SIRO7 Retail Services Training Package Users at the rear of this guide Industry wants Registered training organisations with realistic programs and business models Being realistic about what can be achieved Achieving quality outcomes from any training depends on everyone making an honest and realistic assessment of what can be achieved in a given set of circumstances Some employers may not be able to provide the required range of experience for an individual undertaking a particular retail qualification arrangements need to be put in place to address this An RTO may not have the required resources or external access to required resources to support delivery of particular qualifications Resources might include high cost retail technology an adequate supply of teachers with current and relevant experience or access to retail workplaces Selecting and training people who are suited to the job RTOs and others in the training system have an obligation to enrol individuals in programs where they expect successful outcomes and have a real chance of emplo
32. the following e familiarity with the units of competency in this training package to be used by the learner as a basis of assessment e recent planning conduct and review of assessment and or workplace training activities in a retail context e participation in moderation or validation processes and e attendance at professional development activities focused on assessment and or workplace training c Demonstrate the necessary interpersonal and communication skills required in the assessment process This may be demonstrated through evidence of one or more of the following e attendance in professional development and or training activities focused on effective communication in assessment and or workplace training contexts e knowledge of language literacy and numeracy issues in the context of assessment and workplace training and e recent assessment and or workplace training activities d All assessors who are engaged in assessing against this training package must be either e employed by an RTO or e acting in partnership with an RTO where the assessor is working in an enterprise with a partnership arrangement with a private or public RTO This training package provides a range of options for meeting these assessor requirements Assessments can be undertaken in a variety of workplace and institutional contexts by individual assessors partnerships involving assessors and technical experts and teams of assessors Additional advice for
33. uiring basic retail operational knowledge and limited practical skills in a defined context Work would be undertaken in various retail store settings such as specialty stores supermarkets department stores and retail fast food outlets Individuals may work with some autonomy or in a team but usually under close supervision The retail industry strongly encourages any school considering the delivery of the Certificate Il in Retail to carefully assess its planning and resource capacity to provide quality work integrated learning experiences that will achieve the outcomes industry needs Existing workers For many years and across multiple sectors the retail industry has needed a greater focus on skills development and recognition for existing workers There are two key imperatives Much more effective Recognition of Prior Learning RPL so that experienced workers are able to Achieve qualifications when they already have the skills Identify gaps and opportunities to gain new skills Effective existing worker training for a whole range of skills that are a priority for the industry s prosperity Both of these call for creative innovative approaches by RTOs that move beyond the way that training for retail has traditionally been provided Innovation and responsiveness Technologies change new markets emerge different business models are created Anecdotes abound about the inability of training to keep up with current industry practice T
34. uld be able to provide evidence of a sample work placement tool which maps the formative development of skills overa number of placements integrating on and offjob delivery and the formative and summative assessment of all units required to achieve the particular qualification as expressed in the SIRO7 Retail Services Training Package Review the plan regularly in conjunction with the placement business and the learner to determine the learner s progress and to identify any issues which may impact on successful delivery of the qualification Tools Go to www serviceskills com au to download online tools for planning and recording structured on the job learning and work placements Industry wants Robust assessment of skills and knowledge Specific training package requirements The retail industry requirements for quality assessment are now much more clearly articulated in the SIRO7 Retail Services Training Package both in individual units of competency and in the assessment guidelines RTOs must adhere to these requirements Below is a summary of key points that reflect industry s priorities Job roles over ticks flicks and atoms The retail industry believes that quality assessment relies on qualified assessors making professional judgments about the ability of an individual to undertake a job role From an industry perspective this approach is much more effective than assessment processes which place too much focus on che
35. yment While pre training evaluation of what a person will achieve after training is unfair quality RTOs have always had tools to select appropriate students There is an industry expectation that the training system will provide appropriate counselling to prospective students to guide them towards programs that maximise their chances of success have in place a range of customised selection tools and processes that reflect the needs of particular industry sectors and provide an accurate picture of the industry and its working conditions to assist potential students make informed choices The retail industry believes effective selection processes will mean that RTOs are more likely to enrol students In a way that recognises the diversity of industry roles For example the pre existing art and design aptitudes and skills needed by a visual merchandiser are quite different to those required by a customer service Operator e Withthe general attributes and attitudes needed to workin customer service For example interpersonal communication skills for frontline service roles In the appropriate level of qualification in particular acknowledging when students might not be ready to undertake higher level qualifications e With the requisite life or work experience and or maturity not always related to age to take on the particular role reflected in the qualification For example a retail manager responsible for leading team
Download Pdf Manuals
Related Search