vtct level 2 certificate in personal development · the vtct level 2 certificate in personal...

AM20450F_v7

VTCT Level 2 Certificate in Personal Development

Operational start date: 1 September 2012Credit value: 23Total Qualification Time (TQT): 230Guided learning hours (GLH): 192Qualification number: 600/6500/X

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements (if/where applicable) have been achieved under specified conditions, and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IQA signature (if sampled)

Mandatory units

UV21456

UV21457

UV21458

UV21460

UV11461

UV21462

UV21459

UV21463

UV21464

222

The qualification

Introduction National Occupational Standards (NOS)

The VTCT Level 2 Certificate in Personal Development will improve your personal and work-based skills to prepare you for employment.

This qualification is suitable if you have completed a Level 1 qualification in Hairdressing, Barbering, Nail Technician and Beauty Therapy, before further studying in a specialism at Level 2. Alternately if you have completed a Level 2 qualification in Hairdressing and Beauty Therapy, before further studying in a specialism at Level 3.

Within this qualification you will develop the skills to research vocational areas that are of interest and learn about methods for improving your own performance within a job role. You will develop the skills to apply for jobs and to confidently promote yourself within a job interview. You will progress to undertaking experience within a workplace, dealing with customers and learning about equality, diversity, and the retail selling process.

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This qualification has been mapped to the relevant NOS, and is regulated on the Regulated Qualifications Framework (RQF).

This qualification has been supported by VTCT centres delivering advanced hairdressing, barbering and beauty therapy qualifications.

Prerequisites

There are no formal prerequisite qualifications that you must have prior to undertaking this qualification.

Your centre will have ensured that you have the required knowledge, understanding and skills to enrol and successfully achieve this qualification.

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Progression

Progression routes for further learning from the VTCT Level 2 Certificate in Personal Development has many opportunities at both Level 2 and Level 3. This could be a small award in one specialism or a full diploma covering a range of skills.

To view the full list of suitable Hairdressing, Barbering or Beauty Therapy qualifications at Level 2 and Level 3 visit www.vtct.org.uk/qualifcations. This qualification has been designed to assist you in attaining the skills to become more employable. After completing this qualifcation alongside a full Level 2 diploma in either Hairdressing, Barbering, Nail Technology or Beauty Therapy you will be able to seek employment as a junior hairdresser, barber or beauty therapist.

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Qualification structure

Mandatory units - 23 creditsVTCT unit code

Ofqual unit reference Unit title Credit

value GLH Level

UV21456 J/600/3723 Improving own performance 2 16 2

UV21457 D/602/5937 Career development and employability 1 8 2

UV21458 T/600/3250 Investigating a vocational area 2 16 2

UV21460 M/503/1568 Promoting yourself and preparing for a job interview 3 20 2

UV11461 F/600/7804 Valuing equality and diversity 2 16 1

UV21462 A/600/7798 Valuing customers 2 16 2

UV21459 Y/504/1608 Work based experience 6 60 2

UV21463 A/502/5806 Understanding the retail selling process 2 15 2

UV21464 R/504/1610 Provide information and advice to customers in a salon environment 3 25 2

Total credits required - 23

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All mandatory units must be completed. All 23 credits must be achieved, a minimum of 21 credits must be at Level 2.

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Guidance on assessment

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

Assessment explained

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VTCT qualifications are assessed and verified by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross-referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

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Unit assessment methods

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of Evidence

UV21456 Improving own performance 0 û

UV21457 Career development and employability 0 û

UV21458 Investigating a vocational area 0 û

UV21460 Promoting yourself and preparing for a job interview 0

UV11461 Valuing equality and diversity 0 û UV21462 Valuing customers 0 û UV21459 Work based experience 0

UV21463 Understanding the retail selling process 0 û

UV21464 Provide information and advice to customers in a salon environment 0

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Unit glossary

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Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience; the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of competent observations, per outcome, required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the tasks that must be practically demonstrated to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper, a portfolio of evidence or other forms of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel with the unit’s observation outcomes.

UV21456Improving own performance

The aim of this unit is to develop the knowledge and understanding required to improve your own performance. You will learn how to assess your performance and create and implement an action plan to improve it.

UV21456_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

16

2

2

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Improving own performance

1. Be able to assess own performance

2. Be able to create and implement an action plan to improve own performance

3. Be able to review the effectiveness of an action plan to improve own performance

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1. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used.

2. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

3. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*:

• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion

When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic.

*This is not an exhaustive list.

UV2145612

Knowledge

Outcome 1

Be able to assess own performance

You can: Portfolio reference

a. Describe areas of work you enjoy and/or feel you are good at

b. Describe areas of work you feel less confident about

c. Describe areas of own work you would like to improve, giving reasons

UV21456 13

Outcome 2

Be able to create and implement an action plan to improve own performance


a. Produce a plan to improve performance in a number of areas, using a suitable format

b. Set realistic short term targets for improvement on the basis of existing strengths, aptitudes and skills

c. Consider differing demands on time when setting targets

d. Describe actions you will take to meet the targets

e. Identify possible obstacles and ways of overcoming them

f. Manage time and other resources in order to achieve targets

g. Use feedback from others to aid progress towards targets

UV2145614

Outcome 3

Be able to review the effectiveness of an action plan to improve own performance


a. Describe progress made in meeting targets and improving own performance

b. Review and revise the plan accordingly, suggesting alternative ways to achieve targets where necessary

UV21456 15

Outcome 1: Be able to assess own performance

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

UV2145616

Aspects of own work that are enjoyable and/or you are good at: How this makes you feel – happy, satisfied, fulfilled, motivated, enthusiastic, able to enjoy your work.

Features of job role that you can enjoy – producing a piece of work, providing a service, innovation for business, interacting with customers, organising others, networking, working in a team, working on your own, project planning, completing a project.

Aspects of own work that you are not confident about: How this makes you feel – uncertain, frightened, embarrassed, discouraged, in need of support, unable to ask for help.

Features of job role that you lack confidence with – mathematical skills, English skills, ICT skills, IT software/programmes, operating machinery, providing a service, following a technique, understanding policies and procedures, interacting with others, leading a project.

Improving own work: Identify areas for improvement – Strength, weaknesses, opportunities, threats (SWOT), skills audit, behavioural audit, peer review, performance review, English, Mathematics, ICT.

Why improve? – turn a negative into a positive, improve work performance, enjoy work more, develop skills and knowledge.

Outcome 2: Be able to create and implement an action plan to improve own performance

UV21456 17

Action plan to improve performance: Performance/action plan – Specific, measurable, achievable, realistic and time-bound (SMART) targets, short/medium/long term goals, link targets to weakness, identify training needs (vocational, technical), link training to qualifications, identify short courses, practice skills, regular reviews, monitoring by line manager, review action plan, maintain communication with support network.

Set realistic short term targets for improvement: Targets – short term (3 months), medium term (3-12 months), long term (12 months plus).

Short term targets – skills test, identify current strengths, set SMART targets (small achievable goals), build on both strengths and weaknesses, success builds success.

Differing demands on time: Workload, personal commitments, experience, knowledge, energy levels, age, health.

Actions taken to meet targets: Regular work towards targets, use support, mentors, shadow others, education, qualifications, courses, review progress, small achievements along the way.

Possible obstacles: Financial support, time constraints, lack of motivation, energy, commitment, knowledge, experience, ability for self-reflection, loss of support networks.

Overcoming obstacles – maintain communication, plan-do-review, contingency plan.

Manage resource to achieve targets: Time – set aside time to work on targets, regular small amounts, suitable setting.

Resource – plan resources, ensure resource is available, monitor resource.

Using feedback from others to aid progress: New targets, use feedback, plan-do-review cycle, will influence future plans, adapt plan, set.

Outcome 3: Be able to review the effectiveness of an action plan to improve own performance

Progress made in meeting targets: Evidence of progress, target has been achieved, testimonial, email, commendation, appraisal, piece of work, customer report, achieved qualification, attended course, line manager agreed target achieved.

Review and revise: Review timescales for targets (short term, medium term, long term), what is working and what is not, discuss with mentor/line manager, adapt action plan, is current support appropriate, identify new support, identify new resource.

UV2145618

Notes Use this area for making notes and drawing diagrams

UV21457Career development and employability

The aim of this unit is to develop your knowledge and understanding of the importance of a career and employability. You will learn how personal qualities relate to career choices and what is meant by employability. You will also learn what skills are required to manage your own career development.

UV21457_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

8

1

2

0

0



Career development and employability

1. Understand that a career is important for personal and financial reasons

2. Know how personal qualities relate to career choices

3. Understand what is meant by employability and what skills are required to manage own career development

UV21457 21











UV2145722

Knowledge

Outcome 1

Understand that a career is important for personal and financial reasons


a. Explain what is meant by ‘career’ and what could entail a successful career

b. Describe the career of someone you consider successful, and explain the advantages resulting from that success

UV21457 23

Outcome 2

Know how personal qualities relate to career choices


a. Describe how personal qualities can affect career choice

b. Assess own personal qualities, including strengths and areas requiring development, and relate them to possible career choices

UV2145724

Outcome 3

Understand what is meant by employability and what skills are required to manage own career development


a. Compare definitions of employability and explain what it means to you personally

b. Explain what is meant by career development and relate it to a chosen career or vocational area

c. Describe ways in which you can improve your employability both now and in the future

UV21457 25

Outcome 2: Know how personal qualities relate to career choices

Personal qualities that effect career choices: Competent in skill for chosen career, conscientious, decisive, trustworthy, discreet, efficient, enthusiastic, imaginative, industrious, level headed, loyal, observant, open minded, orderly, patient, persistent, persuasive, punctual, resourceful, sincere, sympathetic.

Career choices:Self-employed – ability to work alone, focused, flexible, decisive.

Employed – can work with others, team player, diplomatic, follow orders, meet the changing needs of employers.

Manage others – leadership abilities, ambitious, analytical, imaginative, brave, meet the needs of the changing economy and society.

Methods of assessing personal qualities: SWOT, skills audit, behavioural audit, peer review, testing, screening, feedback/reports from others.

Methods of addressing identified skill shortage: Continuous professional development (CPD), training courses, qualifications, work experience, voluntary work.

Outcome 1: Understand that a career is important for personal and financial reasons

Unit content


UV2145726

Definition of a career: Chosen pursuit; a profession or occupation.

Advantages of a successful career: Achieving personal goals, improving skills and qualifications, gaining experience, promotion, wide networking, money, respect, self-worth, lifestyle, self-satisfaction, interest, good role model for others, meet new acquaintances.

UV21457 27

Outcome 3: Understand what is meant by employability and what skills are required to manage own career development

Definitions of employability are: • a person who is qualified and ready to work

• a set of achievements – skills, understandings and personal attributes

• the capability to move into labour markets realising potential.

Types of employment: Employed, self-employed, part time, full time, partnership, franchise.

Personal benefits of being employable: Financial security, career growth, personal satisfaction.

Definition of career development: Ongoing process of gaining knowledge and improving skills, relevant to vocation/career, establish a career plan, CPD, subject specialist.

Ways to improve employability: Education (vocational, literacy, numeracy, IT), work experience, networking, voluntary work, secondment, good communication skills, enhance image, improve online presence (professional networking sites), build network of contacts (mentor, coach, training - technical and vocational, seminars, CV).

How to develop a plan to improve own knowledge and skills: Training plan, development plan, set SMART (specific, measurable, achievable, realistic, timely) targets (small achievable goals), performance reviews.

UV2145728


UV21458Investigating a vocational area

The aim of this unit is to develop your knowledge and understanding of vocational areas. You will learn how to research a chosen vocational area and know what skills are required for your chosen job role.

UV21458_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

16

2

2

0

0



Investigating a vocational area

1. Know how to research a vocational area

2. Know how to develop the skills and knowledge for a chosen job role

UV21458 31











UV2145832

Knowledge

Outcome 1

Know how to research a vocational area


a. Explain your reasons for interest in a specific vocational area

b. Use relevant sources of information to research a vocational area, and explain what has been learned from each

c. Describe three job roles associated with the vocational area

d. Describe the skills, knowledge and personal qualities required to perform the job roles identified

e. Explain how you might show that you meet the job specification for one of the job roles identified

UV21458 33

Outcome 2

Know how to develop the skills and knowledge for a chosen job role


a. Assess your current skills, knowledge and personal qualities relevant to the chosen job role

b. Assess and prioritise your areas for development

c. Prepare an action plan for developing skills and knowledge for the chosen job role

UV2145834

Outcome 1: Know how to research a vocational area

Unit content


UV21458 35

Reasons for interest in a specific vocational area: Discover you are good at something, career opportunity, self-satisfaction, financial gain, enjoyment, lifestyle.

Sources of information for research in a vocational area: Careers events, skills shows, trade magazines, communication with professionals, interviews with colleges/private centres, prospectuses, internet videos/journals, libraries, job centres, trade publications, social networking.

Knowledge gained from research – will identify skills, qualifications, progression routes, qualities, opportunities, career pathways.

Job roles: Employment status – voluntary, work experience, part time, full time, independent worker, employed, self-employed.

Level of responsibility – assistant, trainee, apprentice, junior worker, support role, senior worker, supervisor, leader, manager, technician, educator, trainer.

Ability to do an identified job well:Skills – confidence, well organised, proactive, strong technical skills, good communicator, dexterous.

Knowledge – good education, technical/vocational qualifications, experience of industry, product knowledge.

Personal qualities – motivated, enthusiastic, responsible, focused, adaptable.

How a candidate might show that they meet job specifications: Interview, trade test, CV, personal statement, application form, online questionnaire, certificates gained, references, psychometric testing.

Outcome 2: Know how to develop the skills and knowledge for a chosen job role

UV2145836

Assess current skills, knowledge and personal qualities relevant to the chosen job role: Trade test result, strengths, weaknesses, opportunities, threats (SWOT) analysis, skills audit, behavioural audit, peer review, English, Maths, ICT (testing, screening), feedback/reports from others.

Assess and prioritise areas of development: Identify key elements of job description, prioritise development to tackle identified weaknesses (need to have), prioritise skills development (technical, vocational, educational), support development (nice to have).

Action plan for developing skills and knowledge: Performance/action plan – SMART targets, short/medium/long term goals, link targets to development needs, identify training needs (vocational, technical), link training to qualifications, identify short courses, practice skills, regular reviews, monitoring by line manager, review action plan, maintain communication with support network.

UV21460Promoting yourself and preparing for a job interview

The aim of this unit is to develop the knowledge, understanding and practical skills required to prepare for an interview. You will learn how to write an effective CV and cover letter tailored to specific jobs. You will gain an understanding of job markets and the importance of networking. You will be able to conduct yourself appropriately in an interview situation, and review your performance to identify improvements.

UV21460_v7

GLH

Credit value

Level

Observation(s)

External paper(s)

20

3

2

2

0



Promoting yourself and preparing for a job interview

1. Be able to conduct self in an interview situation

2. Know the different types of CV and cover letter used to apply for jobs

3. Understand where and how to search for jobs

4. Be able to identify suitable job opportunities and apply for them

5. Understand how to prepare for an interview

6. Be able to reflect on own performance following an interview situation

UV21460 39

1. Environment Evidence for this unit may be gathered within the workplace or a realistic working environment (RWE).

2. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

3. Simulation Simulation is permitted for this unit.

4. Observation outcomes Competent performance of Observation outcomes must be demonstrated to your assessor on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur.

5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.



Achieving observation outcomes Achieving range

Achieving observations and range

UV21460

Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning.

Your assessor will sign off an outcome when all criteria have been competently achieved.

There is no range section that applies to this unit.

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Learning outcome 1

Observations

You can:

*May be assessed by supplementary evidence.

Be able to conduct self in an interview situation

a. Demonstrate in an interview situation appropriate: • punctuality • use of language • response to questions • use of questions

UV21460 41

Observation 1 2 OptionalDate achievedCriteria questioned orallyPortfolio referenceAssessor initialsLearner signature





Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning.




UV2146042

Knowledge

Learning outcome 2

Know the different types of CV and cover letter used to apply for jobs


a. Describe the purpose of a CV and cover letter

b. Describe different types of CV

c. Describe the difference between a speculative and a non-speculative cover letter

d. Describe why it is important to tailor a CV and cover letter to a job or sector

UV21460 43

Learning outcome 3

Understand where and how to search for jobs


a. Define the terms ‘open job market’ and ‘hidden job market’

b. Identify where to look for job leads within open and hidden job markets

c. Define the terms ‘networking’ and ‘cold calling’

d. Describe how networking and cold calling can be used to identify job leads

UV2146044

Learning outcome 4

Be able to identify suitable job opportunities and apply for them


a. Compare job vacancies and leads to identify which to apply for

b. Identify own skills, qualities and experience relevant to the job

c. Create a CV using the type that best matches own skills, qualities and experience

d. Produce a cover letter in response to a job advert

e. Produce a speculative cover letter

f. Complete a job application form relevant to own job goals

g. Check format and accuracy of completed documents and amend if needed

UV21460 45

Learning outcome 5

Understand how to prepare for an interview


a. Describe the preparation needed in the run-up to an interview

b. Describe why it is important to prepare for an interview

UV2146046

Learning outcome 6

Be able to reflect on own performance following an interview situation


a. Review own performance following an interview situation

b. Identify what went well and not so well

c. Describe ways to improve own performance in the future

UV21460 47

Learning outcome 1: Be able to conduct self in an interview situation

Unit content


UV2146048

Interview situation: Punctuality (arrive on time, report arrival), use of language (appropriate, clear, tone of voice), response to questions (attentive to interviewer, succinct, relevant), use of questions (show interest, relevant).

Learning outcome 2: Know the different types of CV and cover letter used to apply for jobs

Purpose of CV and cover letter: CV – to present a snapshot of skills, qualifications and work experience, to establish suitability for the job.

Cover letter – to express interest for the job, to create a first impression, to add a personal touch, to highlight most relevant skills for the job.

Types of CV: Chronological, skills, targeted, format and content of different types of CV.

Types of cover letter: Speculative, (e.g. letter of interest, networking letter), non-speculative (e.g. application letter), differences between types of cover letter (e.g. purpose, format, content).

Importance of tailoring a CV and cover letter: To demonstrate interest in the employer, to demonstrate relevant skills and experience for the job.

Learning outcome 3: Understand where and how to search for jobs

UV21460 49

Open and hidden job markets: Definition of open job market (e.g. advertised jobs), definition of hidden job market (e.g. jobs that are not advertised), characteristics of open and hidden job markets (e.g. scope, opportunities).

Where to look for job leads: Open market (e.g. industry publications, local newspapers, websites, recruitment agencies), hidden market (e.g. networking, social media, contact potential employers, attend trade fairs and conferences).

Networking and cold calling: Definition of networking (e.g. sharing job information amongst individuals and groups), definition of cold calling (e.g. contacting potential employers).

How networking and cold calling can be used: Methods of networking (e.g. social media, face-to-face, conferences), types of cold calling (e.g. phone call, face-to-face visit).

Learning outcome 4: Be able to identify suitable job opportunities and apply for them

Job vacancies or leads: Open or hidden market jobs, making comparisons between job vacancies (e.g. location, compatibility with work interests, suitability to individual needs, knowledge and skills required).

Identifying own skills, qualities and experience: Skills and experience (e.g. general, specialist, job and task-related, transferable), qualities (e.g. honesty, trustworthy, commitment, adaptability), undertaking a personal audit for a selected job.

Creating a CV: Appropriate type of CV (e.g. chronological, skills, targeted), include relevant and appropriate information, follow accepted guidelines for the format and content of a CV.

Producing a cover letter in response to a job advert: Appropriate type of cover letter (e.g. speculative, non-speculative), include relevant and appropriate information, follow accepted guidelines for

the format and content of a cover letter.

Completing a job application form: Types of information needed (e.g. personal details, skills, previous work experience, education and training, references), using templates and examples as a guideline, follow employer’s instructions for completing the application form.

Checking format and accuracy of completed documents: Presentation format, structure, spelling and grammar, accuracy of information given.

Learning outcome 5: Understand how to prepare for an interview

UV2146050

Preparation needed for an interview: Personal appearance, transport options, journey times, confirm interview location and time, research the employer, review information given on application, typical interview questions and answers, questions to ask employer.

Importance of preparing for an interview: Build confidence, reduce nervousness, consistency, improve interview performance.

Learning outcome 6: Be able to reflect on own performance following an interview situation

Review own performance: Preparation for the interview (e.g. personal appearance, knowledge of employer) punctuality, conducting the interview (use of language, response to questions, use of questions), ways to review performance (e.g. use comments from the interviewer, use own impressions of the interview experience).

Strengths and weaknesses: What went well (e.g. punctual to interview, professional personal appearance), what did not go so well (e.g. relevance of answers to questions, did not ask questions).

Ways to improve own performance: Activities (e.g. identify own areas for improvement, practice interview skills, attend interview skills training), what activities involve and possible outcomes.

UV11461Valuing equality and diversity

The aim of this unit is to develop your knowledge and understanding of equality, diversity and the aspects of discrimination. You will learn the difference between discrimination and prejudice and be able to list the key legislation for equality and diversity in the work place.

UV11461_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

16

2

1

0

0



Valuing equality and diversity

1. Understand aspects of equality

2. Understand aspects of diversity

3. Understand aspects of discrimination

UV11461 53











UV1146154

Knowledge

Outcome 1

Understand aspects of equality


a. Define the term equality

b. List the key legislation

c. Give examples of inequality in a range of situations

d. Identify bodies who work on equality issues

UV11461 55

Outcome 2

Understand aspects of diversity


a. Define the term diversity

b. List the key legislation

c. Give examples of positive and negative stereotyping

d. Give examples of how diversity can benefit society

UV1146156

Outcome 3

Understand aspects of discrimination


a. State the difference between discrimination and prejudice

b. List the areas of discrimination covered by legislation

c. Give an example of direct discrimination

d. Give an example of indirect discrimination

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Outcome 1: Understand aspects of equality

Unit content


UV1146158

Definition of equality: The position of being equal, in status, rights, or opportunities.

Key legislation: Equality acts and regulations; age, disability, gender, race, religion and belief, sexual orientation, transgender, human rights.

Inequality in a range of situations: Inequality can draw from age, disability, gender reassignment, marriage and civil partnership, pregnancy/maternity, race, religion/belief, gender, sexual orientation.

Examples of inequality: Limiting female employment progression, poor access to buildings for disabled, non-acceptance of job applications (age, race, religion, gender), refuse services to disabled, flexible working for parents, recognition of gay marriage, promote one gender above another.

Bodies who work on equality issues: Equality and Human Rights Commission facilitates a network of professional bodies called ‘Equally Professional’, committed to promoting equality and diversity. Members of Equally Professional:

• Association of Chartered Certified Accountants

• BCS, the Chartered Institute for IT

• The British Dental Association

• Chartered Institute of Housing

• Chartered Institute of Library and Information Professionals

• Chartered Institute of Personnel and Development

• Chartered Institute of Public Relations

• The Chartered Institute of Purchasing and Supply

• The Chartered Insurance Institute

• Chartered Management Institute

• The General Council of the Bar

• General Teaching Council for England

• Institute of Career Guidance

• The Institute of Chartered Accountants in England and Wales

• Institute of Physics

• Institution of Civil Engineers

• The Institution of Occupational Safety and Health

• The Law Society

• Royal College of Nursing

• Royal Institution of Chartered Surveyors

Outcome 2: Understand aspects of diversity

UV11461 59

Definition of diversity: Recognising that things, people and places are different, promoting these differences act as a positive force.

Key legislation: Equality and diversity law. A positive outlook on diversity (enabled by true equality, go hand in hand together).

Stereotyping others: Can affect judgment of others, can lead to unfair treatment (employment, life opportunities), have preset ideas, changes perception/opinions of social groups.

Negative stereotypical groups: Men, women, hoodies (young women/men wearing jumper with hoods), ethnic minorities, people with disabilities, effeminate men, football fans, obese people, politicians, car sales men.

Positive stereotypical groups: Are the following always good? Little old ladies,

puppy dogs, people in authority, men better at maths, Italians great cooks, Native Americans spiritual, popular kids/rich kids have fewer problems to deal with, social workers smart, women more faithful than men.

Benefits of diversity in society: A positive approach to diversity and/or awareness training can have a positive affect on society. It can remove barriers, expand knowledge, grow as individuals, promotes tolerance, acceptance other cultures, adapt cultural ways into society, embrace differences, develop diverse employment opportunities, religious acceptance, caring attitudes towards others, increased participation for disabled, acceptance of sexual orientation, regenerates area through business investment.

Outcome 3: Understand aspects of discrimination

Discrimination: Unfair treatment of one person/group, unfair actions/words, how an individual makes you feel and treats you.

Prejudice: To form an idea based on inadequate facts, usually unfavourable.

Discrimination law: Equality.

Definition of direct discrimination: Means treating different types of people unfairly. These types of people (called protected characteristics) are categorized by age, disability, gender reassignment, marriage and civil partnership, pregnancy/maternity, race, religion/belief, gender, sexual orientation.

Example of direct discrimination: An employee is denied training on a new piece of equipment on the basis that they are too old to learn.

Definition of indirect discrimination: A rule or policy that applies to everyone but disadvantages a person with a protected characteristic.

Example of indirect discrimination: Job advert; applicants for a job must be clean shaven. This puts members of some religious groups at a disadvantage (for religious reasons, some Muslim men do not shave).

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UV21462Valuing customers

The aim of this unit is to develop your knowledge and understanding of the importance of valuing customers. You will learn how to interact effectively with customers and develop productive relationships with them.

UV21462_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

16

2

2

0

0



Valuing customers

1. Understand the importance of customers to organisations

2. Understand the importance of customer confidence and retention

3. Know how to interact effectively with customers

4. Understand how to develop productive relationships with customers

UV21462 63











UV2146264

Knowledge

Outcome 1

Understand the importance of customers to organisations


a. Explain why customers are important to organisations

b. Differentiate between internal and external customers

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Outcome 2

Understand the importance of customer confidence and retention


a. Describe how to create customer confidence

b. Outline the benefits to an organisation of having a positive reputation

c. List ways in which an organisation can build a good reputation

d. Give examples of how an organisation’s reputation can be damaged

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Outcome 3

Know how to interact effectively with customers


a. List some positive and some negative aspects of personal presentation that can affect customers’ perceptions of an organisation

b. Explain the importance of effective communication skills in dealing with customers

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Outcome 4

Understand how to develop productive relationships with customers


a. Describe the benefits to an organisation of having a customer service policy

b. Describe ways of responding positively to customers’ needs, expectations and complaints

c. Give examples of when behaviour may need to be adapted to meet the specific needs of customers

d. Give examples of situations where support may be needed when dealing with customers

UV2146268

Outcome 1: Understand the importance of customers to organisations

Unit content


UV21462 69

Why customers are important to organisations: Bring in revenue/profits, allows for growth (more job opportunities), provide advertising (word of mouth, recommendation), success of the business.

Differentiation between internal and external customers:Internal customers – someone in your workplace to whom you provide a service.

External customers – people outside the workplace that purchase products and services.

Outcome 2: Understand the importance of customer confidence and retention

How to create customer confidence: Professional service, organised/efficient, demonstrate commitment to the client (focus on client), build professional relationship, understand customer requirements, good communication (listen to client, answer questions, two way conversation, open questions, return calls), show consistency (quality of services/products).

The benefits to an organisation of having a positive reputation: Increase business, customer loyalty, profits and takings, success of business, job satisfaction, promotes recommendation.

Ways in which an organisation can build a good reputation: Word of mouth, good customer service, motivated employees,

high standards of work, value for money, excellent salon atmosphere (teamwork, good communication, professionalism), ongoing training/continual professional development (CPD) for staff.

Examples of how an organisation’s reputation can be damaged: Bad customer service, word of mouth, non-motivated employees, poor standards of work, angry clients, increase in complaints, poor quality products, poor organisation, lack of up-to-date skills, premises not maintained, poor health and safety, poor professional image.

Outcome 3: Know how to interact effectively with customers

Positive and negative aspects of personal presentation that can affect customers’ perceptions of an organisation:Positive – professionalism, good first impressions, good personal hygiene, follow dress code, clean uniform, well maintained hair and make-up, positive impression, good communication skills, reflect image (fashionable, imaginative, based on client base), pride in your work.

Negative – unprofessional, poor first impressions, poor personal hygiene, does not follow dress code, dirty uniform, poorly maintained hair and make-up, poor impression, poor communication, unsure of skills, do not promote image, do not take pride in your work.

The importance of effective communication skills in dealing with customers: Maintain effective relationships, portray professional image, avoids time wasting, prevents stress/tension, missed business opportunities, avoid confusion, high-quality outcome of services, verbal contract of understanding (service to be carried out, cost of service, time of service), high quality service outcome, good reputation (word of mouth).

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Outcome 4: Understand how to develop productive relationships with customers

The benefits to an organisation of having a customer service policy: Clear policy promotes customer needs, criteria for customer service training, clear expectations for staff, ensures staff buy into policy, builds customer loyalty, good reputation, increased business, improved salary, good morale.

Ways of responding positively to customers’ need’s expectations and complaints:Needs – listen, clarify, advise, plan.

Expectations – are client expectations realistic, achievable, suitable, be honest, subtle, suggest, advise, allow time for decision.

Complaints – take complaint seriously, acknowledge complaint, respectful, keep calm, maintain good body language, listen, do not interrupt, maintain eye contact, summarise, keep notes, avoid (clenching teeth, crossing of arms, lack of eye contact, poor body language), refer to senior staff, provide facts, implement solution.

Examples of when behaviour may need to be adapted to meet the specific needs of customers:Hearing impaired – written communication, images, sign reader face-to-face communication (lip reading).

Visually impaired – Braille, large images, verbal explanation.

Disabled – mental/physical/social development - plain simple language, address customer not carer, patience, visual aids, wheelchair user (sit at same level as the client).

Confused – be patient, explanation, plain language, use variety of communication

methods (visual aid, written, verbal).

Angry – do not raise voice, stay calm, explore/resolve misunderstanding, seek assistance.

Examples of situations where support may be needed when dealing with customers: Unable to provide service/advice, outside of your own limitations, unsatisfied customers (angry, confused), hearing impaired customers (signers), disabled customers (move furniture), unfamiliar language (interrupter), young children (supervision).

UV2146272


UV21459Work-based experience

The aim of this unit is to develop your knowledge and understanding of what is required to complete a work-based experience placement. You will learn how to prepare for work experience, to plan your journey to work, understand your roles and responsibilities whilst at work, learn the importance of working safely and how to apply for work-based experience placement. Part of this unit will also cover how to evaluate your work based experience.

UV21459_v7

GLH

Credit value

Level

Observation(s)

External paper(s)

60

6

2

2

0


Learning outcomes

Evidence requirements

Work-based experience

1. Be able to complete work-based experience

2. Be able to work safely

3. Be able to apply for work-based experience

4. Be able to prepare for work-based experience

5. Be able to plan journey to work

6. Be able to evaluate work-based experience

UV21459 75

You need to meet the same standard on a regular and consistent basis. Separating the assessments by a period of at least two weeks is recommended as competence must be demonstrated on a consistent and regular basis.




1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation may be used in this unit, where no naturally occurring evidence is available.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur. Assessed observations should not be carried out on the same day for the same learning outcome. There should be sufficient time between assessments for reflection and personal development.



UV21459

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.


76

Outcome 1

Observations

You can:


Be able to complete work-based experience

a. Follow instructions to complete tasks in the workplace for which you are responsible

b. Arrive at work on time

c. Take breaks at agreed times

d. Communicate with others in the workplace

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Outcome 2

You can:

a. Follow safety rules, regulations, codes of practice and procedure to work safely in the workplace

Be able to work safely



UV2145978








UV21459 79

Knowledge

Outcome 1

Be able to complete work-based experience


e. Outline limits of your responsibilities in the workplace

f. Describe the roles of different people and/or departments in the workplace

g. Explain the need for good workplace communication

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Outcome 2

Be able to work safely


b. Identify where health and safety information can be obtained in your workplace

c. Explain why health and safety in the workplace is important

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Outcome 3

Be able to apply for work-based experience


a. Describe the benefits of work-based experience

b. Identify possible work-based experience options

c. Produce an application for a work-based experience placement

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Outcome 4

Be able to prepare for work-based experience


a. Describe activities undertaken by your work-based experience provider

b. Identify skills that you hope to gain on work-based experience

c. Select what clothing would be appropriate to wear for your work-based experience placement

d. Give reasons for choice of clothing

UV21459 83

Outcome 5

Be able to plan journey to work


a. Find out the different ways to get to your work-based experience

b. Explain the most suitable mode of transport to use

c. Estimate how long the journey will take

d. Estimate when to leave home to arrive at a suitable time

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Outcome 6

Be able to evaluate work-based experience


a. Describe what you enjoyed about work-based experience

b. Describe what you least enjoyed about your work-based experience

c. Identify what you have learnt from work-based experience

d. Describe how the work-based experience could have been improved

e. Explain how you are going to build on this experience

UV21459 85

Outcome 1: Be able to complete work-based experience

Unit content


UV2145986

Following instructions to complete tasks in the workplace: Follow work/task sheet, watch demonstration, ask for support when necessary, accept supervision, be prepared for quality checks.

Arrive at work on time: Punctuality, shows commitment, organised, motivated, keen, reliable.

Take breaks at agreed times: Follow business policy, legal requirement, health and safety requirement, combats fatigue/stress, follow rota for breaks, ensures business remains open, work covered, location of staff in case of emergency.

Communicate with others in the workplace: Follow business rules for communication, be mindful of others’ workload, maintain good atmosphere, happy environment, be considerate, helpful, be clear, avoid technical language, always respond, consider confidentiality.

Verbal – speaking (tone of voice, the language you use, how quickly and clearly), questioning (open, closed, probing).

Non-verbal – body language, positive attitude (your posture, facial expressions, hand gestures, the distance you stand), listening (be patient, try to understand).

Written – emails, memo, visual aids.

Knowing the limits of own responsibilities in the workplace: Follow set duties/job description, work safely, do not endanger others through actions,

do not undertake tasks outside own limitations, if in doubt consult with team leader/supervisor/manager/owner.

Describe the roles of different people and/or departments in the workplace: Job descriptions, co-worker, team, team leader, supervisor, manager, area manager, administration, PR, sales, marketing, HR, training team, business owner, area manager.

Explain the need for good workplace communication: Information, communication, understanding, instructions, conducive/friendly atmosphere, awareness, progress, motivation.

Outcome 2: Be able to work safely

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Follow safety rules, regulations, codes of practice and procedures to work safely in the workplace: Legal requirement, induction procedure, read information carefully, ensure full understanding, follow business policies and procedures, whole business actively working towards safe environment for all.

Where health and safety information can be obtained in the workplace: Health and safety booklet, good practise folder (policies/procedures), wall posters, warning stickers in appropriate areas, induction training/booklet, caution/hazard signs, other members of staff.

Why health and safety in the workplace is important: Legal requirement for business, minimise risks, reduce injuries, spot potential hazards/dangers, work safely, do not endanger others through actions, provide a safe working environment, know level of responsibilities for health and safety, avoid litigation.

Outcome 3: Be able to apply for work-based experience

Benefits of work-based experience: Understanding of job role, try out different career, develop a range of skills, fact finding exercise, explore career options, personal development, enhance your CV, improve employment opportunities, prospective future employer, gain useful contacts/knowledge.

Work-based experience options: Work placement – a period of work experience, paid, unpaid, part of a study programme.

Internship – a short-term placement in an organisation.

Work-based project – a specific set of assessed activities carried out on the employer’s premises.

Work shadowing – observing another member of staff in an organisation to

understand the nature of their role and responsibilities.

Voluntary work – unpaid work, usually carried out in your own time.

Application for a work-based experience placement: Name, address, contact information, personal statement, personal abilities/skills, availability, employment history, previous experience.

Outcome 4: Be able to prepare for work-based experience

Activities undertaken by work-based experience provider: Provide evidence of policies, procedures, health and safety compliance, responsibilities between parties, approving/allocating/monitoring placement, health and safety, briefing, specific requirements of the profession, ethical guidelines. Provide induction/development opportunities, targets/goals to be achieved, proficient staff.

Student support and information – appropriate guidance/support/preparation, extent of placement, relationship to other programmes/studies, induction, occupational health considerations, criminal record checks, confidentiality, recording achievements, insurance, complaints/grievance procedures.

Skills that can be gained on work-based experience: Understanding of work/industry environment, personal development, professional development, experience, technical skill development, interaction with others.

Clothing that would be appropriate to wear for work-based experience placement: Follow provider requirements, check with provider, business dress code, provided, industry requirements, health and safety, personal protective equipment.

Reasons for choice of clothing: Requirements of business, industry dictated (uniform, non-uniform), compliance with law, business expectations, appropriate for job, match business colours, limitations, availability, cost.

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Outcome 5: Be able to plan journey to work

Different ways to get to work-based experience: Public transport (bus, train, coach, tram, ferry), car, car share, bike, moped, walk.

Most suitable mode of transport to use: Most appropriate method for individual, distance to travel, transportation available, available funds for travel (paid for/paid by self), running cost, fuel, parking availability/cost, environmental considerations.

Considerations – times available to reach destination/return, cost, environment.

How to estimate the journey time: Work placement start time, arrival time, travel time per method, allow for incident, time needed to walk from bus stop/car park, practice run.

Estimate when to leave home to arrive at a suitable time: Work backwards from arrival time, walking time, time travelling, time required to travel to transport.

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Outcome 6: Be able to evaluate work-based experience

What was enjoyed about work-based experience: Environment, training, learning, performing, responsibility, new role, team, meeting new people, communicating, personal development.

What was least enjoyed about work-based experience: Uncertainty, meeting new people, new environment, not understanding training/learning, carrying out tasks, responsibility, new role, others in team.

Identify what you have learnt from work-based experience: Personal skills – communication, working as a team, commitment, punctuality, reliability, understanding, respect, personal goals/achievements, pursue/not pursue this career.

Work skills – techniques, tasks, understanding, personal ability, experience gained, aspects of job role, better understanding of industry, further opportunities.

How the work-based experience could have been improved: Environment, training, trainer, organisation, level of responsibility, job role, hours worked, information provided, opportunities.

How to build on this experience: Add to CV, possible reference, whether to pursue/not pursue the industry, apply for job, enrol on beneficial training course, undertake further education.

UV2145990


UV21463Understanding the retail selling process

The aim of this unit is to develop your knowledge and understanding of the retail selling process. You will learn the five steps of the selling model and the importance of effective questioning to the sales process.

You will also learn the benefits and uses of product knowledge and how this can be used to promote sales.

UV21463_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

15

2

2

0

0



Understanding the retail selling process

1. Understand the five steps of the selling model

2. Understand how questions are used to identify customers’ needs

3. Understand the benefits and uses of product knowledge

4. Understand how sales are closed

UV21463 93











UV2146394

Knowledge

Outcome 1

Understand the five steps of the selling model


a. Outline the five steps of the selling model

b. Explain why an effective rapport needs to be created with customers

c. Explain the importance of effective questioning to the sales process

d. Explain how linking benefits to product features helps to promote sales

e. Explain why products must be matched to customers’ needs

f. Explain the importance of closing the sale

UV21463 95

Outcome 2

Understand how questions are used to identify customers’ needs


a. Define open and closed questions and state the purpose of each in the selling process

b. Define what is meant by probing questions and state the purpose of these in the selling process

c. Identify questions which can be used to establish sales opportunities

UV2146396

Outcome 3

Understand the benefits and uses of product knowledge


a. Explain how comprehensive and up-to-date product knowledge can be used to promote sales

b. Describe how the features and benefits of products can be identified and matched to customers’ needs

c. Describe a range of methods for keeping product knowledge up-to-date

UV21463 97

Outcome 4

Understand how sales are closed


a. State what is meant by a ‘buying signal’ and describe the main buying signals the salesperson needs to look for

b. Describe the main ways of closing sales

UV2146398

Outcome 1: Understand the five steps of the selling model

Unit content


UV21463 99

The five steps of the selling model: 1. Target market, know your customer.

2. Set objective, identify a need.

3. Deliver, proof (features, benefits, demonstrations).

4. Close sale.

5. Follow-up, after sales care.

Advantages of an effective rapport: Builds trust/confidence, puts customer/sales person at ease, helps overcome negative behaviour, increase customer satisfaction, develop repeat custom, create recommendations.

The importance of effective questioning throughout the sales process: Establish customer needs, target market, gather information, establish budget/finance, qualify sales opportunities, establish rapport, trust and credibility, close the sale, increase customer satisfaction, develop repeat custom.

Definition of a sales benefit: Identifies particular features of a product or service that a client will benefit from, identifies why they should buy the product.

Definition of a sales feature: Makes product stand out from the crowd.

How linking features and benefits helps to promote a sale: Linking both phrases creates a powerful tool directed at the real needs of customer, more inclined to buy. What it is, why it is valuable, essential for consumer, meets their needs, offers a solution, sets expectations, prevents

customer dissatisfaction, builds confidence and trust.

Why products should be matched to customer needs: Personalises product to client, makes client want to buy, good value, essential product, builds confidence and trust, increases repeat custom, promotes customer satisfaction and loyalty.

Importance of closing the sell: Sale could be lost, clients unsure, complete transaction, profitability of business, meet sales targets, increase customer base.

Outcome 3: Understand the benefits and uses of product knowledge

Importance of comprehensive and up-to-date product knowledge: Demonstrates competence/accuracy, strengthens communication skills, boosts enthusiasm, builds confidence, assists in overcoming objections, professionalism, competitive edge.

How features and benefits can be matched to customer needs: Throughout consultation/service/treatment, variety of questioning techniques (open, closed, direct, indirect, probing), highlight promotional offers, linked to treatments/purchases, directed target marketing, recommendation.

Methods for keeping up-to-date with product knowledge: Training course,

manuals, internet, in-house training, manufacturer’s training course. Continuous professional development (CPD), reading, journals, use product, trial the product.

Outcome 2: Understand how questions are used to identify customers’ needs

UV21463100

Definition of an open question: A question that cannot be answered with a yes or no but requires a developed answer.

Purpose of open questions in selling: Help gather information, qualify sales opportunities, establish rapport, trust and credibility.

Definition of a closed question: A question that prompts a yes/no answer.

Purpose of closed questions in selling: Allows for definite answers, move toward closing the sale.

Definition of probing questions: A question that attempts to discover additional information following primary/secondary questions, cannot stand alone out of context.

Purpose of probing questions in selling: When answers are vague/ambiguous, want to obtain more specific/in-depth information about client requirements.

Questions to establish a sales opportunity: Sales lead, shows understanding of customer needs, demonstrates interest in customer, understands budget, body langauge and approach.

UV21463 101

Outcome 4: Understand how sales are closed

Definition of ‘buying signal’: Signs/indications, verbal/non-verbal, tells salesperson buyer is ready to buy.

Main buying signals: Interest, looking at one product, looking for help, asking detailed questions, price enquiry, possession language, asking another’s opinion, body language.

Ways of closing a sale: Commitment, a signature, money, focus on customer, empathy, knowing/feeling, how to proceed, dependant on information gathered, direct, indirect, narrative, closing testimonial, customer should sense an understanding, you care about helping them, satisfy the customer needs, see benefits/features/limitations of product from customer’s view, what is important to customer, focusing on customer, answer crucial question in selling situation.

Selling techniques for closing the sale: Reinforce benefits of product/service, link sale (services to products), discount (promotions, multi sales) ask for sale, book in service or pay for products.

Direct close – sales persons asks the customer to buy.

Indirect close – where further questions are asked to lead to the close.

Alternate close – offer two choices, which product did you want?

Assumptive close – sales person assumes the customer will buy and proceeds.

Minor/major close – focus on need.

Challenge close – dare customer to take action.

Emotional close – play on customer’s

emotions.

Comparison close – compare the advantages and disadvantages of products and/or services for customers.

Worst case/best case scenario – what is the worst thing that could happen when you make this purchase?

UV21463102


UV21464Provide information and advice to customers in a salon environment

The aim of this unit is to develop the knowledge, understanding and practical skills required to provide information and advice to customers. You will learn how to deal with customer complaints, following the relevant regulations, policies and procedures.

UV21464_v4

GLH

Credit value

Level

Observation(s)

External paper(s)

25

3

2

2

0


Learning outcomes

Evidence requirements

Provide information and advice to customers in a salon environment

1. Be able to provide information and advice to customers

2. Be able to assist customers when dealing with complaints

3. Know how to provide information and advice to customers

4. Understand the importance of assisting customers with complaints

UV21464 105

You need to meet the same standard on a regular and consistent basis. Separating the assessments by a period of at least two weeks is recommended as competence must be demonstrated on a consistent and regular basis.




1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation may be used in this unit, where no naturally occurring evidence is available.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur. Assessed observations should not be carried out on the same day for the same learning outcome. There should be sufficient time between assessments for reflection and personal development.



UV21464

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.


106

Learning outcome 1

Observations

You can:


Be able to provide information and advice to customers

a. Communicate in a manner that creates confidence and trust, and maintains goodwill

b. Follow salon policy for providing information and advice to customers*

c. Provide clear, accurate and up-to-date information and advice on salon products and services to customers

d. Check for customer understanding of the information and advice provided

e. Use alternative methods to help customers when the information and advice given is not satisfactory

f. Demonstrate when to seek assistance with providing information and advice to customers

UV21464 107


Learning outcome 2

You can:

a. Follow legal requirements and salon policies and procedures for dealing with customer complaints*

b. Identify the nature of the complaint from information obtained from customers*

c. Acknowledge the customer complaint clearly and accurately and apologise to the customer

d. Demonstrate how to assess customer complaints and decide what action to take

e. Refer customer complaints promptly when necessary and explain the referral procedure clearly to the customer

Be able to assist customers when dealing with complaints

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Knowledge

Learning outcome 3

Know how to provide information and advice to customers


a. Identify the salon policy for giving information and advice to customers

b. Describe effective methods of providing information and advice used in a salon environment

c. State how to maintain customer loyalty and confidence while dealing with requests for information and advice

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Learning outcome 4

Understand the importance of assisting customers with complaints


a. Describe salon procedures for dealing with customer complaints

b. Identify the roles and responsibilities of salon staff when dealing with customer complaints

c. Outline personal responsibilities for dealing with customer complaints

UV21464 111

Learning outcome 1: Be able to provide information and advice to customers

Unit content


UV21464112

Communicate in a manner that creates confidence and trust, and maintains goodwill: Speak clearly/calmly, be polite, do not interrupt, positive body language and facial expressions (smile, posture, stand upright, hand gestures, eye contact, keep head up, keep respectable distance from the client), listening carefully (nod when a client is speaking, repeat important information), be honest and transparent.

Follow salon policy for providing information and advice to customers:Information and advice – listen to clients’ needs, provide advice, be honest, clear, remain within limits of authority, refer to senior member of staff when required.

Provide clear, accurate and up-to-date information and advice on salon products and services to customers:Clear and accurate – appropriate for clientele, avoid technical jargon.

Up-to-date – avoid out-of-date information, latest manufacturer’s instructions, recent training.

Information – verbal, written, visual, information (price list, opening times, services offered (including other sectors), promotions, restrictions on products).

Products and services – visual display, salon menu/price list, demonstrate use of products, realistic, honest, product limitations, influencing factors on services.

Check for customer understanding of the information and advice provided: Clients facial expression, (smiling, looking puzzled, confused), interact with client (open questioning), read body language (cultural, gender, personal differences, can communicate different meaning), ask client to clarify understanding.

Use alternative methods to help customers when the information and advice given is not satisfactory: Change method used, use all three methods.

Visual – magazine images, colour charts, demonstration.

Written – manufacturer’s instructions, price list, posters, vouchers.

Verbal – simple terms (non-jargon), seek support.

Demonstrate when to seek assistance with providing information and advice to customers: Know your limits of responsibility and level of ability and when to seek advice. When unclear of the advice or information.

Learning outcome 2: Be able to assist customers when dealing with complaints

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Follow legal requirements and salon policies and procedures for dealing with customer complaints:Legal requirements – current legislation and regulations (data protection, trades description, sale of goods and services, supply of goods and services, consumer protection, retail prices, disability discrimination, equal opportunities), business trading requirement, customer right to complain, investigate complaints.

Salon procedure – first stage complaint, request information, apologise, assess level of responsibility, take client to quiet area, record details (date, time, nature of complaint, recorded by, action taken), supportive/sympathetic, refer to senior staff (second stage), follow instructions for corrective work.

Identify the nature of the complaint from information obtained from customers: Use open questions, obtain facts (date, time, stylist, service), clarify information, repeat back, do not interrupt, stick to facts, take photograph if possible.

Acknowledge the customer complaint clearly and accurately and apologise to the customer: Demonstrate that you are taking action to address the complaint, document relevant facts, involve correct staff, acknowledge complaint.

Investigate complaint – discuss with staff involved, make notes of all conversations.

Apologies – sincere, timely, appropriate tone of voice, body language, facial gestures.

How to assess customer complaints and decide what action to take: Investigate complaint thoroughly before

making decisions.

Assessing customer complaints – establish facts, analyse complaint, justified/not justified, do not admit liability, consult with senior staff, establish what will resolve complaint.

Action to take – refund money, vouchers for future service, complimentary treatment, free products.

Refer customer complaints promptly when necessary and explain the referral procedure clearly to the customer: Identify correct staff for referral, pass on established facts (verbally, written), timely fashion, without delay, ensure clients contact details correct for follow-up.

Explanation of the referral procedure for customer – explain what is happening, who is involved, timescales of complaint (immediate, if delayed).

Learning outcome 4: Understand the importance of assisting customers with complaints

Salon procedures for dealing with customer complaints: Acknowledge complaint, gather facts, record details, provide speedy response, present a solution (corrective service, complimentary products, discount vouchers, future services), take action, follow up complaint, ensure customer satisfaction, unresolved complaints lose business.

The roles and responsibilities of salon staff when dealing with customer complaints:Junior stylist – first stage complaint, gather facts, refer to senior stylist, limited ability to make decisions.

Senior stylist – first stage complaint, second stage complaint, gather facts, receive referral, some authority to make decisions, refer to manager/owner.

Salon owner/manager – first stage complaint, second stage complaint, gather/receive facts, receive referral, present solution, follow up complaint, implement training.

Outline personal responsibilities for dealing with customer complaints: Remain professional, question the client (open/closed questions), take complaint seriously, act immediately, respect client, be courteous, stay calm, do not argue, do not make promises, listen carefully, have empathy, refer to senior member of staff.

Learning outcome 3: Know how to provide information and advice to customers

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Identify the salon policy for giving information and advice to customers: Provide accurate up-to-date information, use business literature (price list, vouchers, information leaflet), use variety of methods (verbal, visual, written), avoid technical jargon, only advise if qualified, seek advice if unsure, pass to senior staff, check customer happy with information.

Effective methods of providing information and advice used in a salon environment: Promotions, displays, communication (visual, verbal, written), websites, window stickers, show cards, posters, staff.

How to maintain customer loyalty and confidence while dealing with requests for information and advice: Honesty, transparent, relevant, clear information, avoid jargon, suitable per customer, personalise information/advice, link customer need to information/advice, do not generalise.

vtct level 2 certificate in personal development · the vtct level 2 certificate in personal...

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