Rita Charitable Trust

Retail Team Leader (1 years course)

Retail Team Leader click here

Brief Job Description
Individuals in this position play a key role in planning and organizing merchandise with a sharp focus on
product offtake and sales whilst leading a team.

Retail Team Leader (1 years course)
Retail Team Leader (1 years course)


Personal Attributes
The individual needs to be physically fit to withstand working in a retail environment whilst being customer responsive to internal and external customers. They need to have excellent product knowledge,
interpersonal and listening skills.

To help maintain health and safety
Description
This OS describes the skills and knowledge required to help maintain health and safety


Scope
The scope covers the following :
Deal with accidents and emergencies
Help to reduce health and safety risks
Elements and Performance Criteria
Deal with accidents and emergencies


To be competent, the user/individual on the job must be able to:
PC1. follow company procedures and legal requirements for dealing with accidents and
emergencies
PC2. speak and behave in a calm way while dealing with accidents and emergencies.
PC3. report accidents and emergencies promptly, accurately and to the right person
PC4. recognize when evacuation procedures have been started and follow company procedures for
evacuation


Help to reduce health and safety risks
To be competent, the user/individual on the job must be able to:
PC5. follow the health and safety requirements laid down by the company and by law, and
encourage colleagues to do the same
PC6. promptly take the approved action to deal with risks if he/she is authorised to do so
PC7. report risks promptly to the right person, if he/she does not have the authority
PC8. use equipment and materials in line with the manufacturers instructions


Knowledge and Understanding (KU)
The individual on the job needs to know and understand:
KU1. company procedures and legal requirements for dealing with accidents and emergencies
KU2. how to report accidents and emergencies to promote health and safety
KU3. legal and company requirements for reporting accidents and emergencies
KU4. company procedures for evacuation, including how the alarm is raised and where emergency
exits and assembly points are


KU5. health and safety requirements laid down by the company and by law
KU6. setting a good example contributing to health and safety in the workplace
KU7. authority and responsibility for dealing with health and safety risks, and the importance of
not taking on more responsibility than he/she is authorised to

KU8. approved procedures for dealing with health and safety risks
KU9. how to find instructions for using equipment and materials
KU10. techniques for speaking and behaving in a calm way while dealing with accidents and
emergencies
KU11. emergency response techniques
KU12. using machinery and escape methods to have minimal loss to material and life


Generic Skills (GS)
User/individual on the job needs to know how to:
GS1. complete documentation accurately
GS2. write simple reports when required
GS3. read information accurately


GS4. read and interpret data sheets
GS5. follow instructions accurately
GS6. use gestures or simple words to communicate where language barriers exist
GS7. use questioning to minimise misunderstandings
GS8. display courteous and helpful behaviour at all times
GS9. make appropriate decisions regarding the responsibilities of the job role
GS10. plan and schedule routines


GS11. build relationships with internal and external customers
GS12. respond to breakdowns and malfunction of equipment
GS13. respond to unsafe and hazardous working conditions
GS14. respond to security breaches

To allocate and check work in your team
Description
This OS describes how to ensure that the work required of your team is effectively andfairly allocated
amongst team members.


Scope
The scope covers the following :
Allocate and check work in your team
Elements and Performance Criteria
Allocate and check work in your team
To be competent, the user/individual on the job must be able to:
PC1. use information collected on the performance of team members in any formal appraisal of
performance.


PC2. recognise successful completion of significant pieces of work or work activities by team
members and the overall team and update the manager.
PC3. identify unacceptable or poor performance, discuss the cause(s) and agree ways of
improving performance with team members.
PC4. monitor the team for conflict, identifying the cause(s) when it occurs and dealing with it
promptly and effectively.


PC5. motivate team members to complete the work they have been allocated and provide, where
requested and where possible, any additional support and/or resources to help completion.
PC6. support team members in identifying and dealing with problems and unforeseen events.
PC7. check the progress and quality of the work of team members on a regular and fair basis
against the standard or level of expected performance and provide prompt and constructive
feedback.


PC8. encourage team members to ask questions, make suggestions and seek clarification in
relation to the work they have been allocated.
PC9. recognise and find out differences in expectations and working methods of any team
members from a different country or culture and promote ways of working that take account
of their expectations and maximize productivity.
PC10. brief team members on the work they have been allocated and the standard or level of
expected performance.


PC11. allocate work to team members on a fair basis taking account of their skills, knowledge and
understanding, experience and workloads and the opportunity for development.
PC12. plan how the team will undertake its work, identifying any priorities or critical activities and
making best use of the available resources.
PC13. confirm the work required of the team with your manager and seek clarification, where
necessary, on any outstanding points and issues.

Knowledge and Understanding (KU)
The individual on the job needs to know and understand:
KU1. different ways of communicating effectively with members of a team.
KU2. the importance of confirming/clarifying the work required of the team with your manager
and how to do this effectively.
KU3. how to plan the work of a team, including how to identify any priorities or critical activities
and the available resources


KU4. why it is important to brief team members on the work they have been allocated and the
standard or level of expected performance and how to do so.
KU5. the values, ethics, beliefs, faith, cultural conventions, perceptions and expectations of any
team members from a different country or culture and how your own values, ethics, beliefs,
faith, cultural conventions, perceptions, expectations, use of language, tone of voice and
body language may appear to them.


KU6. ways of encouraging team members to ask questions and/or seek clarification and make
suggestions in relation to the work which they have been allocated.
KU7. effective ways of regularly and fairly checking the progress and quality of the work of team
members.


KU8. how to provide prompt and constructive feedback to team members.
KU9. the additional support and/or resources which team members might require to help them
complete their work and how to assist in providing this.


KU10. why it is important to monitor the team for conflict and how to identify the cause(s) of
conflict when it occurs and deal with it promptly and effectively.
KU11. how to take account of diversity and inclusion issues when supporting and encouraging team
members to complete the work they have been allocated.


KU12. why it is important to identify unacceptable or poor performance by members of the team
and how to discuss the cause(s) and agree ways of improving performance with team
members.


KU13. the type of problems and unforeseen events that may occur and how to support team
members in dealing with them.
KU14. how to plan the work of a team, including how to identify any priorities or critical activities
and the available resources.


KU15. how to identify sustainable resources and ensure their effective use when planning the work
of a team.
KU16. how to identify and take due account of health and safety issues in the planning, allocation
and checking of work.


KU17. how to select and apply a limited range of different methods for motivating,supporting and
encouraging team members to complete the work they have been allocated and improve
their performance, and for recognising their achievements.


KU18. how to log information on the ongoing performance of team members and use this
information for performance appraisal purposes.

Generic Skills (GS)
User/individual on the job needs to know how to:

GS1. complete documentation accurately.
GS2. write simple reports when required.
GS3. read information accurately.
GS4. read and interpret data sheets.


GS5. use questioning and active listening to determine and respond to customer needs to ensure
customers enjoy a positive retail experience that reflects store values.
GS6. carry out verbal instructions from other team members and supervisors.
GS7. read and interpret simple workplace documents.
GS8. complete simple written workplace forms and share work-related information with other
team members.


GS9. make appropriate decisions regarding the responsibilities of the job role.
GS10. select and use a range of retail technology, such as point-of-sale systems,according to
available equipment and store procedures.


GS11. follow store policies regarding work availability, rosters andwork duties.
GS12. work within the store culture by practicing inclusive behaviour.
GS13. manage personal presentation, hygiene and time.
GS14. prioritise and complete delegated tasks under instruction


GS15. work collaboratively with team members, supporting the team, respecting and
understanding others views, and giving and receiving feedback in the contextof a retail
customer service environment where employees are expected toperform their individual
tasks but also look for opportunities to assist others.


GS16. adapt to new situations, including changing workplace procedures.
GS17. demonstrate sensitivity to customer needs and concerns.
GS18. anticipate problems and act to avoid them where possible.
GS19. respond to breakdowns and malfunction of equipment.
GS20. respond tounsafe and hazardous working conditions.
GS21. respond tosecurity breaches


GS22. recognize and report faulty equipment and follow store workplace health and safety
procedures
GS23. solve problems in the context of a team structure where, after clarification, customer service
issues or recognition of risk may be referred to another team member or a supervisor for
resolution depending on store policy and procedures.
GS24. identify personal strengths and weaknesses in the context of the job role and recognize how
to personally learn best.


GS25. accept opportunities to learn new ways of doing things and implement changes under
instruction in the context of store procedures.

To work effectively in a retail team
Description

This OS describes the skills and knowledge required to work effectively within and with teams across a
Retail environment
Scope
The scope covers the following :
Support the work team


Maintain personal presentation
Develop effective work habits
Review changes that promote continuous improvement in customer service
Elements and Performance Criteria
Support the work team


To be competent, the user/individual on the job must be able to:
PC1. display courteous and helpful behaviour at all times
PC2. take opportunities to enhance the level of assistance offered to colleagues
PC3. meet all reasonable requests for assistance within acceptable workplace timeframes
PC4. complete allocated tasks as required


PC5. seek assistance when difficulties arise
PC6. use questioning techniques to clarify instructions or responsibilities
PC7. identify and display a non discriminatory attitude in all contacts with customers and other
staff members


Maintain personal presentation
To be competent, the user/individual on the job must be able to:
PC8. observe appropriate dress code and presentation as required by the workplace, job role and
level of customer contact
PC9. follow personal hygiene procedures according to organisational policy and relevant
legislation


Develop effective work habits
To be competent, the user/individual on the job must be able to:
PC10. interpret, confirm and act on workplace information, instructions and procedures relevant to
the particular task


Review changes that promote continuous improvement in customer service
To be competent, the user/individual on the job must be able to:
PC11. interpret, confirm and act on legal requirements in regard to anti- discrimination, sexual
harassment and bullying


PC12. ask questions to seek and clarify workplace information
PC13. plan and organise daily work routine within the scope of the job role

PC14. prioritise and complete tasks according to required timeframes
PC15. identify work and personal priorities and achieve a balance between competing priorities


Knowledge and Understanding (KU)
The individual on the job needs to know and understand:
KU1. the policies and procedures relating to the job role
KU2. the value system of the organisation
KU3. employee rights and obligations


KU4. the reporting hierarchy and escalation matrix
KU5. ask questions to identify and confirm requirements
KU6. follow routine instructions through clear and direct communication
KU7. use language and concepts appropriate to cultural differences
KU8. use and interpret non-verbal communication


KU9. the scope of information or materials required within the parameters of the job role
KU10. the consequences of poor team participation on job outcomes
KU11. work health and safety requirements


Generic Skills (GS)
User/individual on the job needs to know how to:
GS1. complete workplace documentation accurately
GS2. read and interpret workplace documentation
GS3. read and interpret organisational policies and procedures
GS4. follow instructions accurately


GS5. use gestures or simple words to communicate where language barriers exist
GS6. use questioning to minimise misunderstandings
GS7. display courteous and helpful behaviour at all times
GS8. plan and schedule time personal management
GS9. build relationships with internal and external team members

Retail Team Leader (1 years course)
Retail Team Leader (1 years course)


GS10. respond to ambiguity in directions and instructions
GS11. respond to breakdown in relationships within the team
GS12. respond to breakdowns in communications with other teams

To work effectively in an organization
Description
This OS describes the skills and knowledge required to work effectively in an organisation


Scope
The scope covers the following :
Support effective team working
Help plan and organize own learning
Help others learn
Elements and Performance Criteria
Support effective team working


To be competent, the user/individual on the job must be able to:
PC1. share work fairly with colleagues, taking account of own and others preferences, skills and
time available


PC2. make realistic commitments to colleagues and do what has been promised
PC3. let colleagues know promptly if he/she will not be able to do what has been promised and
suggest suitable alternatives


PC4. encourage and support colleagues when working conditions are difficult
PC5. encourage colleagues who are finding it difficult to work together to treat each other fairly,
politely and with respect
PC6. follow the companys health and safety procedures while working


Help plan and organize own learning
To be competent, the user/individual on the job must be able to:
PC7. discuss and agree with the right people goals that are relevant, realistic and clear
PC8. identify the knowledge and skills needed to achieve his/her goals
PC9. agree action points and deadlines that are realistic, taking account of past learning
experiences and the time and resources available for learning


PC10. regularly check his/her progress and, when necessary, change the way of working
PC11. ask for feedback on his/her progress from those in a position to give it, and use their
feedback to improve his/her performance


Help others learn
To be competent, the user/individual on the job must be able to:
PC12. encourage colleagues to ask him/her for work-related information or advice that he/she is
likely to be able to provide


PC13. notice when colleagues are having difficulty performing tasks at which you are competent,
and tactfully offer advice
PC14. give clear, accurate and relevant information and advice relating to tasks and procedures
PC15. explain and demonstrate procedures clearly, accurately and in a logical sequence

PC16. encourage colleagues to ask questions if they dont understand the information and advice
given to them
PC17. give colleagues opportunities to practice new skills, and give constructive feedback
PC18. check that health, safety and security are not compromised when helping others to learn


Knowledge and Understanding (KU)
The individual on the job needs to know and understand:
KU1. teams purpose, aims and targets
KU2. responsibility for contributing to the teams success
KU3. colleagues roles and main responsibilities
KU4. the importance of sharing work fairly with colleagues
KU5. the factors that can affect own and colleagues willingness to carry out work, including skills
and existing workload


KU6. the importance of being a reliable team member
KU7. factors to take account of when making commitments, including your existing workload and
the degree to which interruptions and changes of plan are within your control
KU8. the importance of maintaining team morale, the circumstances when morale is likely to flag,
and the kinds of encouragement and support that are likely to be valued by colleagues
KU9. the importance of good working relations, and techniques for removing tension between
colleagues


KU10. the importance of following the companys policies and procedures for health and safety,
including setting a good example to colleagues
KU11. who can help set goals, help plan your learning, and give you feedback about your progress
KU12. how to identify the knowledge and skills he/she will need to achieve his/her goals
KU13. how to check his/her progress


KU14. how to adjust plans as needed to meet goals
KU15. how to ask for feedback on progress
KU16. how to respond positively
KU17. how to help others to learn in the workplace
KU18. how to work out what skills and knowledge he/she can usefully share with others
KU19. health, safety and security risks that are likely to arise when people are learning on the job,
and how to reduce these risks


Generic Skills (GS)
User/individual on the job needs to know how to:
GS1. complete documentation accurately
GS2. write simple reports when required
GS3. read information accurately
GS4. read and interpret data sheets

GS5. follow instructions accurately
GS6. use gestures or simple words to communicate where language barriers exist
GS7. use questioning to minimise misunderstandings
GS8. display courteous and helpful behaviour at all times
GS9. make appropriate decisions regarding the responsibilities of the job role
GS10. plan and schedule routines


GS11. build relationships with internal and external customers
GS12. respond to breakdowns and malfunction of equipment
GS13. respond to unsafe and hazardous working conditions
GS14. respond to security breaches

To plan visual merchandising
Description
This National Occupational Standards unit is about planning and preparing visual merchandising displays
within the store / business guidelines.

Retail Team Leader (1 years course)
Retail Team Leader (1 years course)


Scope
The scope covers the following :
Interpret design briefs for retail displays
Get hold of merchandise and props to be featured in retail displays
Elements and Performance Criteria
Interpret design briefs for retail displays


To be competent, the user/individual on the job must be able to:
PC1. identify the purpose, content and style of the display.
PC2. identify the equipment, materials, merchandise and props needed to create and install the
display and the dates for completing it.


PC3. evaluate whether the place to put the display is likely to fulfil the design brief.
PC4. create new and effective ways of improving the visual effect, within his/her limits of design
brief, company’s visual design policies and authority.
Get hold of merchandise and props to be featured in retail displays
To be competent, the user/individual on the job must be able to:
PC5. confirm that the features of merchandise and props shown in the design brief are those most
likely to attract customers attention.


PC6. identify other merchandise and props when those originally specified are not available or not
suitable, and agree the selections with the right person.
PC7. verify arrangements for delivery of merchandise & props with the right people, allowing
enough time for deliveries to arrive before display must be installed.
PC8. check the progress of deliveries and take suitable action if delays seem likely.
PC9. update stock records to account for merchandise on display.


Knowledge and Understanding (KU)
The individual on the job needs to know and understand:
KU1. role of displays in marketing, promotional and sales campaigns and activities.
KU2. importance and content of the design brief.
KU3. the company policies for visual design.


KU4. the role of displays in marketing, promotional and sales campaigns and activities.
KU5. how to use the design brief to identify what you need for the display.

KU6. the merchandiser or buyer who needs to be consulted about merchandise and props.
KU7. how stock records must be updated to account for merchandise on display.
KU8. how to use the design brief to identify what you need for the display
KU9. different approaches to designing displays for different types of merchandise, and why these
are effective


KU10. how to evaluate the potential places to put the display so you meet the design brief
KU11. how to use the design brief to identify what you need for the display
KU12. different approaches to designing displays for different types of merchandise, and why these
are effective


KU13. how light, colour, texture, shape and dimension combine to achieve the effects you need
KU14. how to assess the potential of places to put displays to meet the design brief
KU15. how to arrange delivery of merchandise and monitor the progress of deliveries


Generic Skills (GS)
User/individual on the job needs to know how to:
GS1. complete documentation accurately.
GS2. write simple reports when required.
GS3. read information accurately
GS4. read and interpret data sheets


GS5. use questioning and active listening to determine and respond to customer needs to ensure
customers enjoy a positive retail experience that reflects store values
GS6. carry out verbal instructions from other team members and supervisors
GS7. read and interpret simple workplace documents
GS8. complete simple written workplace forms and share work-related information with other team
members


GS9. make appropriate decisions regarding the responsibilities of the job role
GS10. select and use a range of retail technology, such as point-of-sale systems, according to
available equipment and store procedures
GS11. follow store policies regarding work availability, rosters and work duties
GS12. work within the store culture by practicing inclusive behavior
GS13. manage personal presentation, hygiene and time


GS14. priorities and complete delegated tasks under instruction
GS15. work collaboratively with team members, supporting the team, respecting and
understanding others views, and giving and receiving feedback in the contextof a retail
customer service environment where employees are expected toperform their individual
tasks but also look for opportunities to assist others


GS16. adapt to new situations, including changing workplace procedures
GS17. demonstrate sensitivity to customer needs and concerns
GS18. anticipate problems and act to avoid them where possible
GS19. respond to breakdowns and malfunction of equipment

GS20. respond to unsafe and hazardous working conditions
GS21. respond to security breaches
GS22. recognize and report faulty equipment and follow store workplace health and safety
procedures


GS23. solve problems in the context of a team structure where, after clarification, customer service
issues or recognition of risk may be referred to another team member or a supervisor for
resolution depending on store policy and procedures
GS24. identify personal strengths and weaknesses in the context of the job role and recognize how
to personally learn best


GS25. accept opportunities to learn new ways of doing things and implement changes under
instruction in the context of store procedures

To establish and satisfy customer needs
Description
This OS describes standards for the establishing and satisfying of customer needs in are tail scenario.


Scope
The scope covers the following :
Establish customer needs
Satisfy customer needs
Elements and Performance Criteria
Establish customer needs


To be competent, the user/individual on the job must be able to:
PC1. stay alert to, and make unobtrusive observations about customer choices and movements
within the store.


PC2. heed to customer queries about the products and supplies they wish to purchase and
unobtrusively and politely enquire about their purchase requirements, when necessary.
PC3. help customers identify the product or supplies they wish to purchase and direct/accompany
them to the exact store location where the specific product or supplies are
stocked/displayed.


PC4. confirm with customers that the products and supplies being packed, wrapped and billed
exactly match their selections.
Satisfy customer needs


To be competent, the user/individual on the job must be able to:
PC5. extend appropriate courtesy to customers during the sales process and provide appropriate
and accurate information and advice.


PC6. provide information on variants of product and supplies available in the store and enable
customers to make informed purchase decisions.
PC7. enable customers to make choices appropriate with their product, supplies and brand
preferences and complete their basket of purchases.
PC8. advise the customer, where allowed by store or business policy, to sample the product or
supplies in the course of the purchase decision.


PC9. maintain prescribed levels of store, environmental and personal hygiene and ensure health
and safety within the store environs and peripheral areas.
PC10. ensure that customers fulfil their purchase process smoothly from start to billing by
minimizing waiting times at different stages of the process.


Knowledge and Understanding (KU)
The individual on the job needs to know and understand:

KU1. appropriate behavior with customers in a retail environment and the assisted self serve
nature of the store environment
KU2. measurement and calibration of the quantity and quality of product and supplies the
customer wants


KU3. make near appropriate judgments about different types of customers, their requirements,
choices and preferences
KU4. help select the most appropriate products and supplies based on the knowledge of such
judgments


KU5. provide logical, intelligent or creative suggestions as warranted or solicited about products
and supplies with an appropriate and reasonably accurate understanding of customer needs
and requirements with an aim of enabling an informed choice / decision for the customer
KU6. suggest alternative products and supplies when products the customer wants are out of
stock


KU7. suggest suitable products and supplies when the customer is undecided
KU8. relevance of store offerings to different individual customers, their purchase habits and
frequencies of purchase
KU9. individual preferences, choices and opinions of customers through proper attention, listening
and conversing


KU10. preferences of different types of customers by observing their behaviour, actions, choices
and repeat visits to the store
KU11. provide information and advice to customers about safely transporting, storing, /safekeeping
or refrigeration of products, especially when such information or advice is solicited
KU12. utilize a variety of sales techniques, as appropriate to the situation and to the selfserve
nature of the retail environment, to effect customer purchases


KU13. provide appropriate assistance, information or advise, at appropriate stages, in an opportune
but unobtrusive and bearing manner to effect customer purchases
KU14. provide accurate information on store promotions on offer at the time of purchase to effect
customer purchases


KU15. make use of the understanding of generic and specific, individual, customer habits and
preferences to effectively suggest and sell products and supplies
KU16. suit your mannerisms to extend a personalized purchase experience to the customer
KU17. how to maintain brief, to the point, accurate and polite responses to customer queries
KU18. how to avoid being perceived to be intrusive, or step back from a situation perceived to be
intrusive, by the customer


KU19. how to guide the customer with the right information and advice, when solicited
KU20. how to ensure customer comfort, and avoid customer discomfort, within store premises
KU21. how to maintain and ensure a conducive and congenial atmosphere for customers to
navigate, browse through and purchase products and supplies


KU22. how to ensure compliance with health, safety and hygiene requirements for stock, store
environment and paraphernalia
KU23. how to remove products and supplies from the shelves / display or to not suggest customers
products and supplies that are beyond sell by date or have perished or rendered inedible or
non consumable

KU24. what suitable alternatives are to be offered when products or supplies customers wish to
purchase are unavailable or when customers are unable to make a choice or a decision
KU25. what suitable additions or enhancements to purchase are to be suggested by avoiding being
overbearing, obtrusive or irrelevant


Generic Skills (GS)
User/individual on the job needs to know how to:
GS1. complete documentation accurately.
GS2. write simple reports when required.
GS3. read information accurately.
GS4. read and interpret data sheets.


GS5. use questioning and active listening to determine and respond to customer needs to ensure
customers enjoy a positive retail experience that reflects store values.
GS6. carry out verbal instructions from other team members and supervisors.
GS7. read and interpret simple workplace documents.
GS8. complete simple written workplace forms and share work-related information with other
team members


GS9. make appropriate decisions regarding the responsibilities of the job role.
GS10. select and use a range of retail technology, such as point-of-sale systems, according to
available equipment and store procedures.
GS11. follow store policies regarding work availability, rosters and work duties.
GS12. work within the store culture by practicing inclusive behavior.


GS13. manage personal presentation, hygiene and time.
GS14. prioritise and complete delegated tasks under instruction
GS15. work collaboratively with team members, supporting the team, respecting and
understanding others views, and giving and receiving feedback in the context of a retail
customer service environment where employees are expected toper form their individual
tasks but also look for opportunities to assist others.


GS16. adapt to new situations, including changing workplace procedures.
GS17. demonstrate sensitivity to customer needs and concerns.
GS18. anticipate problems and act to avoid them where possible.
GS19. respond to break downs and malfunction of equipment.
GS20. respond to unsafe and hazardous working conditions.
GS21. respond to security breaches


GS22. recognize and report faulty equipment and follow store workplace health and safety
procedures
GS23. solve problems in the context of a team structure where, after clarification, customer service
issues or recognition of risk may be referred to another team member or a supervisor for
resolution depending on store policy and procedures.


GS24. identify personal strengths and weaknesses in the context of the job role and recognize how
to personally learn best.

GS25. accept opportunities to learn new ways of doing things and implementchanges under
instruction in the context of store procedures.