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ASSESSORS RPL KIT

SIR40207

Certificate IV in RetailManagement

Code of Practice

NRI’s commitment is to provide the Retail Industry with comprehensive training to enhance skills and knowledge, to better service customers and improve profitability. Our courses and professional development services have been tailored to better suit retailers’ needs and the changing needs of the workplace.

NRI staff are qualified trainers/assessors and experienced retailers who are dedicated to developing a positive learning environment. Discipline under the Vocational Education, Training and Employment Act 2000 will occur by fair procedures. NRI applies access and equity principles in all its operations and provides timely advice and

appropriate information and support services that assist students to identify and achieve their desired outcomes

This learning resource was developed by and is the Intellectual Property of Training and Workforce Solutions, of the National Retail Institute.

This material is subject to copyright. The ownership of this material is for the purpose of teaching the registered curriculum within the workplace or school for any other unregistered provider. Reference is

given to published works from which ideas or quotes have been used. Any

unreferenced use of published work is accidental and will be willingly corrected if brought to the attention of the publisher.

RAMP - ASSESSORS RPL KIT For Certificate IV in Retail Management NRI Ver 2 April 2010 .doc

How to Use this Assessors RPL Kit

This RPL Assessor Kit is divided into sections to allow you to easily access only those sections you require at any given time. These sections are:

Assessor Information

You need to read this information before conducting an assessment. It outlines the intent and processes surrounding this RPL assessment and how it differs from assessment undertaken following formal training.

Candidate Information and Application Forms

Candidates have been given this information. It tells them about the assessment process as well as containing simple forms for the applicant to fill out. From the information provided by the candidate on these forms, you will be able to gain a general understanding of the skills and experience the candidate may have, as well as potential referee contacts.

Competency Conversation

You use this section to determine and record candidate competence via a competency conversation. In other words, these questions guide your conversation with the applicant and assist in your assessment of their competence. The notes you take about this conversation are important evidence for assessment.

Assessment Tables

You use this table as a reference tool to see at a glance how units/elements of competency are assessed w i t h i n t h e t o o l . All the elements and performance criteria within the competency units are cross-matched in this table with a corresponding assessment question/task/scenario. This allows you to validate the assessment process against the qualification.


Advice for Assessors

This RPL Assessor Kit streamlines the RPL assessment process for Diploma of Retail Management by taking a practical approach to RPL and increasing the use of questioning. This will assist in developing a “picture of the candidate’s skills and knowledge”. This picture can then be compared with industry standards enabling a determination of whether the candidate has achieved the required outcomes.

IMPORTANT ASPECTS TO REMEMBER:

A sound knowledge of assessment and the qualification is essential

It is important to have a good understanding of the competencies and qualification/s appropriate to the candidate’s goals.

Assessing a single unit of competency is rarely cost or time effective. Where possible, effort should be made to assess several units at the same time taking advantage of any commonality in content. This means looking at the whole picture of a particular job role as it happens in industry and assessing holistically. This saves valuable time in the assessment process.

Assessment involves judgement

This tool encourages the use of a “co m p e t ency conve r s a t i on ” to maximise the candidate’s opportunities to demonstrate competence. This is NOT an oral exam. It is about using the two or three holistic questions provided to start a conversation with the candidate which draws out their actual individual experiences and relevant skills. In other words, it is about the assessor probing the candidate through a conversation to draw out further information on the candidate’s experience which may not be forthcoming due to nerves or confusion over technical terminology.

Authentication/verification is integral to RPL assessment

It is critical information gleaned from the interview to be confirmed with those who can vouch for t h e candidate’s s k i l l o v e r t i m e . Supervisors w o u l d g e n e r a l l y p e r f o r m t h i s r o l e . Authentication may also be done through conversation but it cannot be stressed enough that it is essential assessors take careful notes to back up and record their judgement.


Recording assessment is critical

Keep careful records of all aspects of conversations, skills demonstration or documentation viewed that support the claim of prior learning. R e m e m b e r – the record is the document that makes sense of the assessment and why a particular judgment was made. Keeping detailed notes about the candidate’s response is vital, as is the rationale for judgement.

The assessment record is a legal document and must be signed, dated and stored according to requirements of the State Training Authority and the AQTF Standards for Registered Training Organisations.

Assessor summaries and other quality assurance documentation from your own Registered Training Organisation w i l l a l s o b e r e q u i r e d . For e x a m p l e s o f a s s e s s m e n t s u m m a r y documentation, please see Assessment Guide Number 1: Training Package Assessment Materials Kit:h tt p : / /r eso u r c e g en e r a t o r . g o v . au / l oadp a g e . asp ?p a g e = T P A G G u i de01 . h t m

To access further information on the principles assessment and dimensions of competency, you can visit Assessment Guide Number 1: Training Package Assessment Materials Kit.h tt p : / /r eso u r c e g en e r a t o r . g o v . au / l oadp a g e . asp ?p a g e = T P A G G u i de01 . h t m

To access further information on the Australian Qualifications Framework, you can visit:h tt p : / / ww w . aq f. edu . a u /

Employability Skills

Assessment of a candidate’s employability skills should be integrated into the assessment of their technical sk i l l s and knowledge . Where poss ib le , employab i l i t y sk i l l s have been embedded within the bank of questions and practical assessment tasks in this RPL Assessor Kit. Therefore, assessors should make and document holistic judgements about a learner’s attainment of employability skills as part of the RPL assessment. For more information about the employab i l i t y sk i l l s requirements fo r pa r t i cu la r qua l i f i ca t i on s , re fe r to t he t ra in ing package.

To access further general information on employability skills, refer to Employability Skills: From framework to practice, at: h tt p : / / ww w .tr a i n i n g . co m. au / docu m e n t s / E m p l o y ab ili t y % 20 S k ill s_F r o m% 2 0 F r a m e w o r k % 2 0 t o % 20 P r a c t i ces . p d f


http://resourcegenerator.gov.au/loadpage.asp

http://www.training.com.au/documents/Employability%20Skills_From%20Framework%20to

http://www.training.com.au/documents/Employability%20Skills_From%20Framework%20to

http://www.aqf.edu.au/

http://resourcegenerator.gov.au/loadpage.asp

Overview of Recognition Process

This kit has been developed to streamline the application for recognition of prior learning.

APPLICATION

INTERVIEW andDOCUMENT REVIEW

COMPETENCYCONVERSATION

REVIEW RPLCONDUCTED BY NRI

GAP TRAINING (ONLY IF REQUIRED) CONDUCTED BY NRI

ISSUE QUALIFICATION- RTO MSIT OR NRI


RPL Assessment Process Flowchart For Assessors

Assessment Activity Record keeping Activity

S t ep 1: S t ep 2:

Analyse the application.

Identify links between any documents applicant provides

Record results of analysis in table review

S t ep 3: S t ep 4:

Conduct competency conversation

Complete the Record ofConversation sheets during the

competency conversation

S t ep 5: Identify units candidate has successfully received RPL

Identify units that will requireGap training

S t ep 6:

Successful RPL units to be credited by MSIT copy MUST be

obtained for NRI records

S t ep 7: S t ep 8:

GAP training commences byNRI

Assess and credit for units where Gap training has beenundertaken

Complete assessment sign off & file documentation.

NRI to Issue qualification * Remember RPL assessment is an accumulative process of collecting evidence.

Steps in the RPL Process

Interview about candidate’s documentary information

Review the information provided by the candidate and arrange a time for both you and the candidate t o d i scu ss . Begin a l i g n m e n t o f d o c u m e n t a t i o n a n d s k i l l s t o t h e fo l l o w in g qualification:

SIR40207 Certificate IV in Retail Management

The candidate will have the opportunity to discuss and identify previous experience with you. The available documents are step one in collecting information and you will need to determine which units of competency, if any, are fully covered at this stage.

There may be instances where the candidate has little, or no, documentary information of industry experience. This is not a barrier to gaining recognition. This will just require you to rely on the questioning, and referee validation phases of the RPL process.

Questions for the Competency Conversation

The bank of questions in is the next phase in collecting evidence for the RPL process. The questions are designed to enable you to have a “competency conversation” with the candidate to further gain evidence of their past experience. REMEMBER, the primary focus is on the candidate’s experience.

Each question has “key points” to look for in responses. You may use the list of key points to formulate questions of your own if you wish, or contextualise the question to the candidate’s particular work situation. The Record of Conversation sheets indicate relevant content that should be sought. Place a tick next to each key point as you hear this topic being discussed during the conversation. You should read the “industry requirements” of each competency before the candidate answers the questions posed. You may also target the assessment to those aspects that present the greatest risk in the industry. Questions are aligned with the relevant unit/s of competency.

It is not intended every question for all competencies is asked, only those competencies the initial interview about the candidate’s documentary evidence has failed to fully address. The question bank covers most but not all units in the kit.

Gap training

RPL is an assessment process designed to show areas of competence and to identify IF a candidate has gaps in skills and knowledge against a whole qualification.

Not all candidates will have skill/knowledge gaps.

If a candidate has skills gaps, a pathway to complete training in the outstanding units can be negotiated to assist the client to gain the full qualification.

In this instance NRI has a partnership with Metropolitan South Institute of TAFE. It is imperative that all successful units the candidate can achieve through RPL is given to MSIT no later than JUNE 15th 2009. MSIT wi l l than issue the Certi f icate or Statement of Attainment.

If training is needed to complete the full Certificate NRI will start the training and assessment post June 30th 2009 and will credit transfer units achieved from MSIT. NRI will then issue the FULL Qualification.

Evidence Review

Recognition of prior learning outcomes (both Granted and Not Granted) are now funded nationally and as such will be included in National AVETMISS audits. NCVER have stipulated evidence recording requirements for RPL assessments as a minimum requirement for passing an AVETMISS audit. The following “Evidence Review” proforma has been approved by NCVER as covering AVETMISS audit requirements for RPL recorded outcomes. It also gives you an opportunity to track a student’s assessment progress at a glance.

It is expected that this “Evidence Review” summary sheet (or similar) would be attached to each participant’s evidence compiled during the RPL assessment process.

(Place a tick in the appropriate evidence collection method column for each unit of competency. Place a line through those units not examined as part of this RPL assessment.)

Unit Code and Title

Enr

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Doc

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tR

evie

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Com

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conv

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Ach

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PL

Trai

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SIRXMER004A Manage Merchandise and Store Presentation

SIRXMGT003A Lead and Manage People

SIRXOHS003A Provide a Safe Working Environment

SIRFIN004A Manage Financial Resources

SIRRFSA002A Monitor Food Safety Program

SIRXGLC001A Manage Compliance with Legal and Legislative Requirements

SIRXHRM001A Administer Human Resources Policy

SIRXHRM002A Recruit and Select Personnel

SIRXINV005A Control Inventory

SIRXMER003A Monitor In-Store Visual Merchandise Display

BSBFLM505B Manage Operational Plan

SIRXMPR001A Profile a Retail Market

SIRXCLM002A Manage Store Facilities

SIRXQUA002A Lead a Team to Foster Innovation

SIRXQUA003A Create and Innovative Work Environment

SIRXSLS005A Manage Sales and Service Delivery

SIRXRSK004A Control Store Security

BSBCMN410A Coordinate the Implementation of Customer Service

BSBCMN405A Analyse and Present Research Information

Assessor’s Name:

Assessor’s Signature: Date:


APPLICATION – Self Assessment Questionaire

Candidate Name: Date Completed:

With the student please identify the level of experience in each competency.

Unit Code

Unit Title

I have performed these tasks

Frequently Sometimes Never

CORE UNITS




ELECTIVE UNITS

SIRFIN004A Manage Financial Resources


SIRXGLC001A Manage Compliance with Legal and Legislative Requirements

SIRXHRM001A Administer Human Resources Policy








SIRXQUA003A Create and Innovative Work Environment

SIRXSLS005A Manage Sales and Service Delivery

SIRXRSK004A Control Store Security


BSBCMN405A Analyse and Present Research Information

Assessors Signature: Date:


CompetencyConversation

This section assists the assessor in documenting the competency conversation.

Once you have assessed the candidate’s documentary information and determined which competencies you still require more information/evidence on, you use the question bank and Record of Conversation sheets in this section to document evidence of past experience. It is not intended that every question for all competencies be discussed during the conversation, only those competencies the initial documentary review has failed to fully address.

Each question has “key points” to look for in responses. You may use the list of key points to formulate questions of your own if you wish, or contextualise or rephrase the suggested question to the candidate’s particular work situation. The questions are not intended to be a formal ‘script’ for the assessor to follow, but to provide guidance in exploring the range of the candidate’s skills, knowledge and experience in performing a particular task or function.

The Record of Conversation sheets indicate relevant content that should be sought. Place a tick next to each key point as you hear this topic being discussed during the conversation. In doing so, you are making a statement of fact about what you hear the candidate say during the competency conversation. Use the Comments section to provide further detail about the context of the discussion or briefly outline any examples discussed by the candidate. You may also use the Comments section to make a brief analysis of the responses or summary judgements about the quality of the candidate’s responses in relation to the requirements of the competency standard.

Remember, the notes you take about this conversation are important e v i dence and should be retained in the candidate’s assessment record.


Employability Skills for SIR40207 Certificate IV in RetailManagement

The following table contains a summary of the employability skills for this qualification.This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.

Employability Skill Industry/enterprise requirements for this qualification include:Communication Negotiate effectively with team members and other managers onBusiness values, directions and day-to-day operational matters.Read, analyse and communicate workplace information to team members and other managers. Write reports and complete business documentation in the context of the job role.

Teamwork Lead a retail or wholesale business team; mentoring andSupporting team members in the context of a retail supervision or management role. Effectively participate in wider retail business supervisory/management teams; working independently to complete own tasks and also supporting other team members where appropriate.

Problem solving Implement customer service strategies anticipating problemsand acting to mitigate where possible. Solve a range of operational retail or wholesale operational business problems; individually or in the context of a wider team management structure. Clarify issues and apply existing policies and infrastructure to source information and resources and develop practical and sustainable solutions.

Initiative andenterprise

Create an operational business team customer service andcontinuous improvement environment across all performance areas. Provide positive feedback, encourage team to do things better and be personally receptive to team members ideas.Translate ideas into action by positively accepting and initiating changes in procedures or arrangements at the business level.

Planning andorganising

Establish and communicate clear goals and deliverables forself and team members within the context of organisation objectives and the current business situation; and coordinate resources to ensure that work is carried out according to timelines and priorities. Coordinate and or implement changes arising from continuous improvement processes.

Self management Understand how own personal job role fits into the context ofthe wider business values and directions. Work within the retail or wholesale business culture by practising inclusive behaviour,


effective management of personal presentation, hygiene,and time; and efficiently prioritise and complete delegated tasks.Maintain own knowledge of the job role, review own performance and actively seek and act upon advice and guidance.

Learning Identify personal strengths and weaknesses in the context ofthe job role and recognise how to personally learn best at work. Seek opportunities for formal education in the context of a current role or future retail job opportunities. Accept opportunities to learn new ways of doing things and share knowledge and skills with other business managers and team members.

Technology Adapt to new business related technology skill requirementsand select and use retail or other information and communications technology where relevant, to support business operations and planning in the context of key business performance objectives and personal job role.

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UNIT and OUTCOMES RESPONSE


Manage store merchandising.

Plan and manage store advertising and promotions.

Manage store pricing policies.

Manage housekeeping.




Lead the team. Lead by example.

Develop and communicate team objectives.

Establish, develop and improve teams.

Develop self.

Delegate responsibility and authority.

Consult with team.

Support the team.




Develop policies to establish and maintain a safe working environment.

Consult with staff.

Establish and maintain a safe working environment.

Assess risks.

Control risks.

Establish and maintain policies for hazardous events.

Train staff.

Establish and maintain record system.

Evaluate policies and procedures.



SIRXFIN004A Manage Financial Resources

Control costs.

Control budget.

Propose expenditure.

Maintain store accounting systems.

Prepare store sales budgets.

Negotiate budgets.




Monitor implementation of the food safety program.

Respond to occurrences of non-compliance

Contribute to continuous improvement



SIRXGLC001A Manage Compliance with legal and Legislative

Requirements impacting on business operations

Determine legal structure of the business.

Monitor compliance with statutory and regulatory requirements.

Establish rights to wholesale products and services.

Secure rights to products and services.



SIRXHRM001A Administer Human Resource Policy

Implement staffing levels.

Monitor staff performance.

Identify and minimise potential industrial relations problems.

Develop and implement training plans.




Define future personnel requirements.

Determine job specifications.

Recruit staff.

Assess and select applicants.




Manage receipt, dispatch and storage of merchandise.

Manage stock control.




Interpret a visual merchandising plan.

Monitor display requirements.

Maintain displays to organisation requirements and plan.

Contribute to the visual merchandising standards of the organisation.




Develop operational plan

Plan and manage resource acquisition

Monitor and review operational performance




Review the image of the store.

Research market demands for the store.

Profile the store's customers.

Implement methods to attract customers to store.




Manage store maintenance program.

Manage retail equipment maintenance.

Negotiate maintenance contracts.

Identify facilities and space requirements.




Organise team to maximise innovation.

Organise work assignments within team to facilitate innovative work practices.

Provide guidance and coaching to team members on innovation in the workplace.

Provide a model of innovative work practice.

Monitor the team's ongoing use of innovative work practices.

Provide feedback on the use of innovative work skills.



SIRXQUA003A Create an innovative work environment

Implement work practices and procedures to support innovation.

Implement management practices to support innovation.

Promote innovation in the workplace.

Create a physical environment that supports innovation.

Provide information and learning opportunities to foster innovation.



SIRXSLS005A Manage sales and service delivery

Monitor, maintain and improve sales and service delivery.

Negotiate supply of goods.

Establish customer requirements.

Provide productive work environment.



SIRXRSK004A Control store security

Control store security.

Minimise stock loss and dissipation.




Advise on customer service needs

Support implementation of customer service strategies

Evaluate and report on customer service



BSBCMN405A Analyse and present research information

Gather and organise information

Research and analyse information

Present information

Assessor’s Name: Assessor’s Signature: D a t e :


Assessor Notes

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