TOOL BOX TEACHER GUIDE

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					  CERTIFICATE IV
         IN
RETAIL MANAGEMENT

   TEACHER GUIDE




  TOOLBOX PROJECT




          August 2001


     A Joint project between
        WIDE BAY TAFE
               and
   QANTM Australia CMC Pty Ltd
            TOOL BOX TEACHER GUIDE
                        Table of Contents                           Page
Welcome                                                             …4.
What is a Toolbox?
Design Philosophy


Introduction                                                        …5.
What’s in the Toolbox
The National Retail Training System
The National Retail Competency Standards                            …6.
Structure of the NRCS
Certificate IV In Retail Management                                 …7.
Certificate Structure
Required Workplace Performance                                      …8.


Toolbox Program Structure                                           …9.


About The Toolbox                                                   …12.
Resource Contents
Using the Resources
The Target Market                                                   …13.


Key Feature Of The Toolbox                                          …14.
Icon Learning Prompts
Trainer Features                                                    …16.
Learner Features                                                    …17.
System Requirements                                                 …18.
Hardware
Software, Plug ins and Players


Navigating In The Toolbox                                           …19.
Toolbox Menus


        Certificate IV in Retail Management Toolbox Teacher Guide          2
Evaluating Learning Activities                                      …20.
Building your Own Program


Using The Toolbox                                                   …21.
Content Information
Existing Resources
Learning Activities                                                 …22.
Deciding Which Learning Activities to Use
Encouraging Interactivity                                           …23.
Using the Learning Activities
Multiple Uses For Each Learning Activity
Using a Learning Activity in Other Units                            …24.
Overarching Scenarios
Using the Overarching Scenarios                                     …25.


Assessment                                                          …27.
Types of Assessment
Unit Assessment
Integrated Competency Assessment                                    …28.
Toolbox Assessments
Assessment Options                                                  …29.
Negotiating the Assessment Task                                     …31.
Designing Your Own Assessment                                       …32.
Assessment Evidence
Designing and Contextualising Assessment Activities                 …33.


Preparing The Learner                                               …35.
Industry Experience
Training Experience
Providing Guidance                                                  …36.
Establishing Performance Requirements


In Closing                                                          …37.


        Certificate IV in Retail Management Toolbox Teacher Guide          3
Welcome
Welcome to the toolbox for Certificate IV in Retail Management. This
toolbox is aligned to the National Retail Competency standards and
has been constructed to reflect the National Retail Training System.


In this toolbox you will find a number of training resources that can be
used independently to create a customised training program. You
also have the ability to add your own materials or to contextualise the
existing content to suit your needs. How you mix and match the
materials in this toolbox is your choice.


What is a Toolbox?
A toolbox is a collection of resources, suggested learning strategies
and supporting materials designed to support the online delivery of a
recognised Training Package qualification. It should be viewed as a
discrete set of resources that can be deployed as they are presented
or used as a base to create a customised training program by
contexualising, editing or adding more to the existing contents.


Design Philosophy
The overall philosophy behind this toolbox is to use a problem
solving, scenario based approach to learning. In addition to the
scenarios, the learner is provided with a variety of resources and
suggested options to develop the skills and knowledge required by
an effective retail manager. Instead of presenting theoretical
concepts and expecting the learner to ‘stay tuned for the next
installment’ we have opted for an ‘infotainment approach’ to learning.
As retailing is a vibrant and exciting industry, the materials contained
in this toolbox have been designed to reflect this.


     Read this guide after you are familiar with the contents
            of the "How To Begin" in the Learner Guide

        Certificate IV in Retail Management Toolbox Teacher Guide      4
Introduction
While, this toolbox could be used as a self-contained training
resource, it is strongly recommended that the Registered Training
Organisation also incorporate the National Retail Training Package
when designing their training program. Both the endorsed and non-
endorsed components provide valuable support materials and
information for the Trainer.      Consult your state WRAPS for more
information on these materials.


What’s in The Toolbox?
This toolbox contains a variety of features designed to supplement
and extend the learners existing industry knowledge. To complement
this experiential learning, the toolbox provides a number of
overarching scenarios designed to challenge the learner to search
out and apply the relevant information and activities to the scenarios
and/or their own workplace. This structure provides both the Learner
and the Trainer with flexibility to use and adapt the toolbox contents
to suit their situation. This flexibility is a reflection of the intent of the
National Retail Training System.


The National Retail Training System
The National Retail Training System (NRTS) is designed by the retail
industry and based on the National Retail Competency Standards. Its
key features are that it is:
   Industry driven: It has been developed by the retail industry to
    suit the specific needs of the retail industry.
   Competency based: A wide range of skills that have been
    identified by the industry are detailed in the National Retail
    Competency Standards (NRCS).
   Adaptable: The NRTS provides considerable scope to tailor what
    individual employees need to learn to meet the requirements of a



         Certificate IV in Retail Management Toolbox Teacher Guide           5
    specific business, while still achieving nationally consistent
    training outcomes.
   Flexible: The NRTS provides the industry with choices on the
    training provider, the mode of delivery and where the training
    happens, either in or out of the workplace.


The National Retail Competency Standards
The National Retail Competency Standards (NRCS) are the
foundation for structured, nationally portable training that is aligned to
the Australian Qualifications Framework (AQF).


The NRCS represent the skills and knowledge that apply across the
full range of retail workplaces. These standards were developed after
extensive consultation with a wide cross section of the Australian
retail industry.


The NRCS also take the future directions of training in the retail
industry into account. They provide the basis for skill formation now
and into the future. The standards promote the ability to apply skills
in new situations and changing work situations, rather than only
reflecting the tasks currently being performed.


Structure of the NRCS
In the interests of consistency, national competency standards are
expressed in a common format which comprises a:
   Unit Of Competency And Its Components:
     Elements Of the Competency
     Performance Criteria for achieving the competency
     Range Of Variables that may apply
     Evidence Guide for the competency




         Certificate IV in Retail Management Toolbox Teacher Guide       6
The NRCS are grouped into levels 1 to 5. Achieving all competencies
at a given level leads to the appropriate NRTS qualification.


Through the alignment of a NRTP qualification to the AQF, the
competency requirements of employment are applied directly to the
retail industry. The NRCS provide consistency to the performance
required in the retail industry.


Certificate IV In Retail Management.
Certificate IV is designed to prepare employees for a leadership role.
Certificate IV assumes competency at the Certificate III level.


To achieve a Certificate IV in Retail Management, the following units
must be completed:
   ALL essential units from Phases A, B, C and D, plus
   Any TWO units from the electives (see the list below)

To be awarded the Certificate IV, FOUR Integrated Competency
Assessments must be successfully completed.


Certificate Structure
Phase A
     ER.5A            Assess Workplace Competencies
     ER.4A            Implement Staff Training

Phase B
     PM.3A            Lead and Manage People

Phase C
     O.3A             Provide a Safe Working Environment
     PM.1A            Administer Human Resources Policy
     PM.2A            Recruit and Select Personnel

Phase D
     PL.1A            Manage Financial Resources

Electives
       O.1A           Manage Merchandise and Store Presentation
       O.2A           Manage Sales and Service Delivery

        Certificate IV in Retail Management Toolbox Teacher Guide    7
       O.4A            Control Store Security/Loss
       O.5A            Control Inventory
       I.4A            Buy Merchandise
       CA.4A           Co-ordinate Retail Office
       F.4A            Prepare Payroll
       O.6A            Manage Store Facilities

The units WRRPM.3A in Phase B and WRRPL.1A in Phase D are
each assessed with an elective unit.


Required Workplace Performance
The following AQF Descriptors outline the features embedded in the
NRCS and reflect the workplace performance required in units of
competency at Certificate IV.
   Breadth, depth and complexity of knowledge and competencies
    cover a broad range of activities or applications in a variety of
    contexts, most of which are complex and non-routine.
   Leadership and guidance involves organising activities for
    themselves and others, as well as contributing to the solutions of
    non-routine events.
   Performing a broad range of skilled applications including
    evaluating and analysing current practices, developing new
    criteria and/or procedures for performing current practices,
    providing leadership and guidance to others in the application and
    planning of their skills.
   Applications    involving    the   responsibility    for,   and   limited
    organisation of, other workers within their scope of supervision.




         Certificate IV in Retail Management Toolbox Teacher Guide          8
Toolbox Program Structure
This toolbox contains a variety of overarching scenarios, training
resources, learning activities and assessment tasks plus suggested
learning strategies for the following Units of the Certificate IV in Retail
Management structure. This list shows how the units of competency
and their related elements are grouped within the four-theme
structure of the program.


Theme 1 Developing and Recognising Retail Skills
WRRER.4a Implement Staff Training
ER 4.1 Confirm the Need for Training
ER 4.2 Plan and Document Training
ER 4.3 Arrange Location and Resources
ER 4.4 Notify Trainees
ER 4.5 Prepare Trainees
ER 4.6 Instruct Trainees
ER 4.7 Provide Opportunities
ER 4.8 Confirm Trainee has Reached Required Standard of
        Performance
ER 4.9 Evaluate Training
ER 4.10 Record Training
ER 4.11 Provide Information on Training


WRRER.5a Assess Workplace Competencies
ER 5.1 Identify and Explain Assessment Context
ER 5.2 Plan Evidence Gathering Opportunities
ER 5.3 Organise Assessment
ER 5.4 Gather Evidence
ER 5.5 Make the Assessment Decision
ER 5.6 Record Assessment Results
ER 5.7 Provide Feedback to Person(s) Being Assessed
ER 5.8 Report on the Conduct of the Assessment



        Certificate IV in Retail Management Toolbox Teacher Guide         9
Theme 2 Leading and Managing People
WRRPM.3a Lead and Manage People – (Plus One
Elective)
PM 3.1 Lead the Team
PM 3.2 Lead by Example
PM 3.3 Develop and Communicate Team Objectives
PM 3.4 Establish, Develop and Improve Teams
PM 3.5 Develop Self
PM 3.6 Delegate Responsibility and Authority
PM 3.7 Consult with Team
PM 3.8 Support the Team


Theme 3 Managing the Human Resource Function
WRRPM.1a Administer Human Resources Policy
PM 1.1 Implement Staffing Levels
PM 1.2 Monitor Staff Performance
PM 1.3 Identify and Minimise Potential Industrial Relations Problems
PM 1.4 Develop and Implement Training Plans


WRRPM.2a Recruit and Select Personnel
PM 2.1 Define Future Personnel Requirements
PM 2.2 Determine Job Specifications
PM 2.3 Recruit Staff
PM 2.4 Assess and Select Applicants


WRRO.3a Provide a Safe Working Environment
O 3.1 Develop Policies to Establish and Maintain a Safe Working
      Environment
O 3.2 Consult with Staff
O 3.3 Establish and Maintain a Safe Working Environment
O 3.4 Assess Risks
O 3.5 Control Risks
O 3.6 Establish and Maintain Policies to Deal with Hazardous Events
O 3.7 Train Staff

        Certificate IV in Retail Management Toolbox Teacher Guide   10
O 3.8 Establish and Maintain Record System
O 3.9 Evaluate Policies and Procedures


Theme 4 Managing Financial Resources

WRRPL.1a Manage Financial Resources – (Plus One
Elective)
PL 1.1 Control Costs
PL 1.2 Control Budget
PL 1.3 Propose Expenditure
PL 1.4 Maintain Store Accounting Systems
PL 1.5 Prepare Store Sales Budgets
PL 1.6 Negotiate Budgets


Electives
WRRO.1a Manage Merchandise and Store Presentation
O 1.1 Manage Store Merchandising
O 1.2 Plan and Manage Store Advertising and Promotions
O 1.3 Manage Store Pricing Policies
O 1.4 Manage Housekeeping


WRRO.2a Manage Sales and Service Delivery
O 2.1 Maintain and Improve Operations
O 2.2 Negotiate Supply of Goods
O 2.3 Establish Customer Requirements
O 2.4 Provide Productive Work Environment


WRRO.5a Control Inventory
O 5.1 Manage, Receipt, Dispatch and Storage of Merchandise
O 5.2 Manage Stock Control


WRRO.4a Control Store Security/Loss
O 4.1 Control Store Security




        Certificate IV in Retail Management Toolbox Teacher Guide   11
About The Toolbox
This toolbox has been specifically developed for RTO’s to use as a
base resource to create a customised online Certificate IV training
program. It contains a variety of resources that can be clustered
together or used independently. Although their interrelationship is
designed to be seamless, the resources can be used at the unit,
element or concept level if required.          Each resource has been
created as a stand-alone component and/or as a part of a larger
resource.


Resource Contents
The resources in this toolbox include;
   Printable text based information
   World wide web hyperlinks to useful sites
   Recommended text book references
   Diagrams and photographs
   Learning icon prompts
   Interactive learning exercises
   Work based projects and activities
   Suggested discussion questions
   A notice board option for posting information


Each resource has been designed to support, expand and/or explain
the retailing concepts in Certificate IV.


Using the Resources
Ideally, you should select a number of resources that suit the needs
of your Learners and either use them in their current format or modify
them to suit.


Where necessary you should also include additional information or
redesign the…

        Certificate IV in Retail Management Toolbox Teacher Guide   12
   overarching scenarios and/or their associated tasks
   information resources
   learning activities
   assessment tasks…
to suit the Learner’s specific situation.


The Target Market
As a Certificate IV program, this toolbox is suited to people currently
employed in a retail supervisory position. The needs of this target
group were taken into consideration when designing the toolbox.


Investigations indicate that this target group…
   Is between 20 and 30 years of age
   Is likely to be working long hours (possibly out of normal trading
    shifts)
   Does not have a lot of free time to study
   Wants training that is relevant to their work situation
   Prefers training that is interesting and where possible entertaining
    or fun
   Is likely to be computer literate




         Certificate IV in Retail Management Toolbox Teacher Guide    13
Key Features of the Toolbox
In addition to the flexibility and customisation aspects of this toolbox,
there are a number of features designed to streamline its use for both
trainers and learners.


Icon Learning Prompts
Throughout this toolbox you will see a number of icon learning
prompts on the pages of the Resource Library concept material.


These icons have been positioned at strategic points in the concept
materials to encourage the learner to think about the information in a
certain way, by relating it to a specific managerial issue.


The icons and their intended meaning are as follows:




              There are operational issues to consider here.




              There are financial issues to consider here.



              You may need to coach your team to achieve this.




              More information available on the world wide web.



              How does your store approach this issue?


        Certificate IV in Retail Management Toolbox Teacher Guide      14
      Effective communication is essential here.




      There are health and safety issues to consider here.




      You need team commitment to achieve this.




      Think about this concept before you move on.




      There are security issues to consider here.



      Use or develop a checklist to achieve this.




      You should develop a clear plan to achieve this.



      Check how this relates to your store procedures.


      Click here to go to the activity instructions.



      Click here to start the activity.




      Click here to go back to the top of this page.



Certificate IV in Retail Management Toolbox Teacher Guide   15
Trainer Features
   Text pages are HTML based for easy modification and editing
   Many of the activities can be used across a number of
    competencies, i.e. the floor plan model in O.1 Manage
    Merchandise and Store Presentation can also be used in O.3A
    Provide a Safe Working Environment and O.4A Control Store
    Security/Loss
   Each Scenario focuses the learner’s attention on acquiring the
    relevant information they need to address the related tasks
   Each unit has a number of work based projects that the learner
    can use to apply their learning to the workplace
   There are a number of suggested assessment tasks and activities
    that can be used as the basis for developing an evidence portfolio.
    They could be modified or new ones created to form part of the
    assessment requirements for the unit or a phase
   Resources are grouped under the central business concepts of
    Marketing,      Financial/Administrative,      People      Management,
    Strategic Planning and Store Operations to assist in the
    acquisition of knowledge. This also helps to develop an
    understanding of their context in modern business practices
   Throughout the program there are a number of Hyperlinks that can
    be used to obtain more information on the related topic
   Each unit has a list of relevant reference publications
   There is a notice board option for Trainers to post samples of work
    (either their own or from learners) to encourage feedback, promote
    discussion questions to stimulate the learner’s involvement,
    generate group discussion or respond to commonly asked
    questions
   The program provides multiple pathways. Depending on the
    Learner’s specific needs and learning style, you can direct them
    through the most suitable option.           For example through the
    Resource Library then the Activities and Scenario.


         Certificate IV in Retail Management Toolbox Teacher Guide      16
Learner Features
   Each Scenario focuses the learner’s attention on acquiring the
    information they need to address it and presents a suggested
    learning strategy while still offering a learner directed approach to
    gathering knowledge if preferred by the learner
   Resources are grouped under the central business concepts of
    Marketing,     Financial/Administrative,       People      Management,
    Strategic Planning and Store Operations to assist in their
    acquisition of knowledge. This also helps learners to develop an
    understanding of their context in modern business practices
   Each section of the content in the library may be printed out (for
    future reference) in one action rather than each individual page
   There are a variety of ‘hands on’ activities throughout the program
    that are designed to engage the learner while making the learning
    enjoyable. Many of the activities provide instant feedback to the
    learner or encourage them to interact with peers or their trainer
   The navigation system has been designed so the learner is always
    aware of where they are in the program and are able to return to
    their previous position if they move to another area of the toolbox
   The menu system on the side of each content page provides the
    learner with a list of headings related to the selected unit. This also
    allows them to select only the content that they need to view in
    order to gain their required understanding of the topic or plan how
    they will progress through the available material
   The toolbox design gives the learner a number of learning options.
    They can use the overarching scenarios to collect the relevant
    information and skills they need (recommended for most learners),
    work systematically through each unit by following the content
    structure on the Resource Library pages (recommended for new
    learners) or they can fast track by selecting the activity menu
    within a unit and then complete only the activities they require
    (recommended for very experienced learners)


         Certificate IV in Retail Management Toolbox Teacher Guide       17
System Requirements
For optimal use of this toolbox you will require the following…


Hardware
   IBM compatible computer
   300MHz processor
   64MB of SDRM
   800x600 display
   4 Gb hard disk
   1.44Mb floppy disk,
   CD ROM drive
   Sound card
   28.8 k modem or higher
   (or the Macintosh equivalent)


Soft ware, plug ins and players
   Internet Explorer 5 or Netscape 4.5 or above
   Macromedia Flash 4 player
    (http://www.macromedia.com/software/flashplayer/downloads/)
   Microsoft word (Viewer may be downloaded from
    http:///www.microsoft.com)




         Certificate IV in Retail Management Toolbox Teacher Guide   18
Navigating in the Toolbox
(Read in conjunction with the Learners Guide)
This toolbox is designed to provide free movement within a unit or
around the program as a whole by using the main tool bar. While a
number of the buttons on the tool bar have standard functions, you
also have the option to;
   Return to any of the Overarching Scenarios from anywhere in the
    program by activating the Scenario button
   View all of the available activities in any unit by using the Activity
    Menu button
   Access the entire information contents by using the Resource
    Library button
   View the Units of competency, themed phases and their
    relationship to the toolbox structure through the site map


Toolbox Menus
There are also menus distributed through the program to assist you
with navigation. This free access gives you the ability to view and
evaluate all scenarios, activities, content and assessment tasks
before you incorporate them into your program. It also assists the
learner to move around the program with ease.


The learning materials (concepts) are clustered around the individual
units of competency. The expanding menu on the side of each
Library page shows the headings and the associated concept
information for each unit. This not only provides a linear structure for
new learners to follow if they choose, it also enables experienced
learners to quickly identify and move to the information they need. It
also enables you to select material that is appropriate to your
learners or identify areas to modify or add more to.




         Certificate IV in Retail Management Toolbox Teacher Guide      19
The key business concepts of Marketing, People Management, Store
Operations, Financial/Administration and Strategic Planning form the
secondary organisational grouping within the toolbox. This grouping
enables the learner to define the specific context of the information
they require during their search activities across several units.


Evaluating Learning Activities
By using the Activity Menu drop down box you can select the activity
you would like to evaluate by double clicking on its title. At this point,
the selected activity will appear on your screen, over the current
information that you have open. This action will not lose your current
place in the program, it merely brings the new selection forward.


Work through the instructions for the activity and evaluate its
suitability for your needs.     When you have finished, click on the
return button and you will be back at your previous position.


Building your Own Program
When you have identified the toolbox resources that you will be using
in your program, you will need to copy and save them to your
selected storage medium.         Repeat this process until you have
compiled your program content.


Remember that in addition to the content you have selected from the
toolbox, you also have the option of adding to it or customising the
existing content to suit your needs.


You should aim to create a program that is specifically suited to the
needs of your learners. The resources in this toolbox combined with
your own knowledge, resources and experience should enable you to
build an effective online retail training program.




        Certificate IV in Retail Management Toolbox Teacher Guide       20
Using the Toolbox
Before you incorporate any of the toolbox resources into your online
training program, we recommend that you evaluate them against
your specific needs. You may find that many of the resources are
suitable as they are and will need no modification. However, there
may be others that either don’t apply to your situation or need to be
modified or contextualised to suit your learner’s circumstances. The
design of this toolbox enables you to achieve this with relative ease
through the HTML page design.


Content Information
The content information for this toolbox is stored in the Resource
Library under Unit headings in a business discipline context. This
arrangement also applies to the activity menu.


The information in this program is drawn from a variety of current and
reliable sources. It is designed to provide the platform for you to build
your program on. It has been developed from the perspective of
providing background information on the topic as a base to build the
skills, knowledge and attitudes necessary to manage the function.
While, some of the information could seem basic, it may be
necessary for some less experienced learners to have if they are to
develop an understanding of the management skills necessary to
function effectively.


Existing Resources
The content of this toolbox is designed to complement the training
resources that are currently available through the Wholesale, Retail
And Personal Services Industry Advisory Body (WRAPS) and various
publications. This toolbox is not designed to be a comprehensive
collection of retail resources, rather it should be seen as an additional
training resource that gives you the basis for an effective online


        Certificate IV in Retail Management Toolbox Teacher Guide      21
training option. Your own experiences and training resources should
be incorporated where possible and/or appropriate.


Learning Activities
This toolbox contains a range of learning activities related to each
topic in the Certificate. The activities are in a variety of formats
designed to reinforce the user’s learning while making it enjoyable.


The activities in this toolbox comprise
   workplace projects
   discussion questions
   traditional question and answers
   instant response multiple choice quizzes
   instant response True and False quizzes
   interactive multimedia games and simulations.


To identify the available activities in each unit use the drop down
menu at the top of the activity menu window. After selecting the unit,
a list of available activities and a brief description of each will appear
in the menu box. You can then select a specific activity by clicking on
its title.


Deciding Which Learning Activities to Use
While the number and specific activities you select is optional, we
recommend that you use as many activities as possible from each
section to ensure that your learners understand the concepts behind
each topic.


Trial each activity yourself and evaluate it on its educational value
and its ability to:
   Extend the relevant idea or concept
   Generate discussion between the learners


             Certificate IV in Retail Management Toolbox Teacher Guide   22
   Be incorporated into other units or scenarios
   Provide infotainment value to the learner


Encouraging Interactivity
In addition to the traditional print based and multimedia activities
included in this toolbox, it is recommended that you incorporate as
many opportunities for your learners to interact with each other as
possible. This could be through notice board discussions, e-mail or
team projects. The toolbox contains a number of suggested activities
and strategies to support this.


Using the Learning Activities
There are numerous activities in this toolbox that have been
designed to function on several levels. They can be used as
   practice exercises
   workplace projects
   assessment tasks
   the basis of group discussion
   peer or trainer feedback on performance.


Multiple Uses For Each Learning Activity
For example, consider the activity Communicating Standards in O.1
Manage Merchandising and Store Presentation, it could be used…
   To apply concepts directly to the learner’s workplace as a practice
    exercise (design an appropriate planogram)
   As a workplace assessment task that when developed and
    organised by the learner and then implemented by the junior team
    member it constitutes part of their evidence portfolio for
    competency
   As the basis for encouraging peer discussion through the notice
    board. You could use the activity to create a number of sample
    planograms and then post them on the notice board for


         Certificate IV in Retail Management Toolbox Teacher Guide   23
    evaluation. Posing relevant questions or comments to accompany
    them
   To encourage learners to either post their own planograms for
    peer evaluation and discussion or have them email their
    planogram to another learner to, either create by using the
    instructions or, evaluate it and provide feedback to its creator.
    Anonymity could be ensured if each learner sent them to you and
    then you redistributed them to the learners with no name
    attached. The feedback could then be posted on the notice board


Using a Learning Activity in Other Units
Many activities have possible extensions and applications in units
other than the specific unit they are located in. For example, the
activity ‘Communicating Standards’ in Manage Merchandising and
Store Presentation could also be applied to aspects of the unit
Provide A Safe Working Environment.


Overarching Scenarios
The toolbox includes a number of Overarching Scenarios that initially
focus on a single competency. However, they can also be used to
combine several related competencies into one exercise. The
scenarios are designed to reflect situations that retail managers may
find themselves in from time to time (some are worst case situations
that no manager would like to be in). These Overarching Scenarios
require the learner to apply their knowledge and skills to address the
issues that are raised.


These scenarios can be modified to suit the focus of your training
program. For example, you may like to add additional tasks or
questions to a scenario, change the focus of the scenario or even
replace it with your own. This gives you the ability to use the




        Certificate IV in Retail Management Toolbox Teacher Guide   24
scenarios as part of the learning process or include them as part of
the assessment requirements.


Each Overarching Scenario includes a list of suggested activities and
Concept Library resources that are relevant. These suggestions are
not designed to be an exhaustive nor prescriptive list of the
resources the learner must use. They are merely provided as a guide
to assist the learner to access the information they require. This area
is customisable so you can add your own suggestions or remove it
altogether depending on your training strategy.


Using the Overarching Scenarios
The Overarching Scenarios may be used in a number of ways;
   As an assessment task for the learner’s portfolio and/or to
    supplement their on job assessment
   As the prime focus of their learning.        Instead of following the
    traditional method of ‘read the text then complete the activity’ you
    may require the learner’s to solve the Overarching Scenario as
    the basis of their learning. To do this, encourage them to gather
    information from the program’s resources to address the
    situation(s). You may also choose to present a number of
    Overarching Scenarios as the basis of the program’s structure
   To promote discussions on the notice board by encouraging
    learners to post suggestions and ideas on how the situation(s)
    identified in each scenario could be addressed. This would
    encourage the learners to search out information and develop
    viable alternative strategies
   As a team project approach requiring them to devise appropriate
    strategies to address the situation(s). Once completed, these
    could then be posted on the notice board or circulated to each
    team for discussion and evaluation




        Certificate IV in Retail Management Toolbox Teacher Guide      25
An example of an Overarching Scenario is The Hardware
Hypermarket     in   WRRO.1A       Manage      Merchandise          and   Store
Presentation. It provides background information and then asks the
learner to develop a number of strategic aspects of the company’s
marketing plan.


This scenario provides you with a number of options while helping
the learner to focus their efforts on a specific outcome.




        Certificate IV in Retail Management Toolbox Teacher Guide            26
Assessment
This toolbox contains an assessment guide for each competency.
Individually the assessment tasks could be used to assess single
units of competency or combined to create Integrated Competency
Assessments (ICA) for each phase of the Certificate.


There are a number of assessment tasks to select from. These tasks
provide a base to create your own assessment tasks or work based
activities to encourage the Learner to apply their knowledge to their
own workplace.


As it is not the intention of this toolbox to create a prescriptive
training program, how you blend or apply these tasks is based on
your training objectives.


The following outline may help you to decide how to use the
suggested tasks…


Types of Assessment
There are two levels of assessment in the NRTP. These are:
   Unit assessment (based on a specific Unit of competency)
   Integrated Competency Assessment (based on a group of related
    units of competency)


Unit Assessment
The unit assessment is based on the elements of competency in the
unit. It generally requires the learner to focus on the issues relevant
to the unit of competency. While this may be useful in limited
situations, the unit approach fails to consider the impact of other
aspects of the process and/or the task on the end result.




        Certificate IV in Retail Management Toolbox Teacher Guide    27
There are a number of tasks for each unit included in this toolbox.
Each is loosely based on element(s) of the unit. While it is possible
to complete each of these as individual activities and use them as the
unit assessment(s), it is recommended that you integrate them where
possible to create a more holistic approach to your assessment. The
specific assessment requirements should be negotiated with your
Learner before they begin the unit.


Integrated Competency Assessment
The NRTP recommends that assessments be based on an
integrated approach.       In an Integrated Competency Assessment
(ICA), a specified range of related competencies are clustered
together to enable the assessment to better reflect a workplace
situation. Generally, the ICA is built around phases of the Certificate
and fine tuned to incorporate other related skills as appropriate.


This form of assessment requires evidence that candidates can apply
their skills over a number of related activities and competencies. The
advantages of ICA are twofold:
   the underpinning knowledge, skills and attitudes are applied in a
    holistic activity
   the candidate gathers a concrete portfolio of evidence for future
    employment or study


The ICA strategy is based on integrating the competencies into a
series of holistic activities for the Certificate phases. ICA is the key
measure of successful achievement in any NRTP qualification.


The Toolbox Assessments
While this toolbox provides a number of suggested assessment
tasks, it is not envisaged that the learner should complete every task.
Individually they enable the Learner to collect specific evidence


         Certificate IV in Retail Management Toolbox Teacher Guide    28
related to each Unit’s Performance criteria. However, completing all
of these activities would place an unrealistic burden on your learners.
Therefore, it is suggested that you select some of the tasks and
blend them together to develop a component of the learner’s work
based assessment project. These components could also be
incorporated into the practical assessment for the unit(s) by way of a
holistic assessment activity.


The assessment options provided here are designed to give you a
number of alternatives to select from. The idea is to select the
activities that are appropriate to the Learner’s situation and either
present them as individual activities or combine them to create a
comprehensive work based assessment task.


For example, in the Unit WRRO.1A MANAGE MERCHANDISE AND
STORE PRESENTATION, there are four suggested assessment
tasks. Tasks one and four could be combined to create one task. For
example…


Task One
1. Using the activities and readings you have completed for this unit,
prepare a briefing on these issues for your team.
   The importance of merchandising the store.
   Assessing, monitoring and maintaining the store layout.
The briefing should include information relating to the key areas of
merchandising.


2. Include an analysis of;
   The store/department and its products.
   The display philosophy incorporated.
   Any strengths and weaknesses in these areas.




        Certificate IV in Retail Management Toolbox Teacher Guide    29
3. Develop and present recommendations on maximising the
strengths and minimising the weaknesses that you have identified.


Task Four
1. Prepare a policy and procedure document to cover your store’s
housekeeping and maintenance requirements.


2. Prepare and implement a staffing schedule to address the
housekeeping duties on a daily, weekly and monthly basis as
required. Identify the tasks, their frequency of completion and the
responsible team member.


3. Identify potential problems or issues that you may encounter in the
housekeeping area. Prepare a contingency plan to anticipate and
address the merchandise or store presentation problems you have
identified.


While each task is presented as a separate activity, they could be
integrated to create a larger, more complex task. For example the
learner could be asked to…


Example Assessment Task
Prepare a team briefing on following issues.
   The housekeeping and maintenance policy and procedure
   The importance of maintaining layout and merchandising
    standards
   Your analysis and recommendations of any strengths and
    weaknesses in these areas
   A new staff roster for the daily, weekly and monthly housekeeping
    duties including their frequency and the responsible team
    member




         Certificate IV in Retail Management Toolbox Teacher Guide   30
   A call for suggestions on addressing potential problems or issues
    in the housekeeping area
Based on the Team briefing, prepare a contingency plan to anticipate
and address the merchandise or store presentation problems you
have identified


Negotiating the Assessment Task
Once you have developed the assessment task you should inform
the learner. To this end, it is recommended that the assessment
task(s) be clarified before your learner begins the unit. The Learner
Guide contained in this toolbox suggests to the learner that they
negotiate with you to identify the specific assessment task(s) for their
situation.   It is recommended that you provide each learner with
access to the Learner Guide (either in print or electronically) when
they begin the course.


Regardless of how you decide to implement your assessment it
should be made against the NRCS and:
   recognise workplace competencies, no matter how they have
    been acquired
   assess within structured training programs
   provide certification against an (AQF) qualification
   foster career path planning and development
   provide credit transfer to other training programs.


Both the required environment and the relationship between
competencies are detailed in the Evidence Guides of each
competency to ensure that the assessment is, as far as practical, a
part of the Learner’s normal work procedures and any off-the-job
assessment closely reflects their workplace conditions.




        Certificate IV in Retail Management Toolbox Teacher Guide     31
Designing Your Own Assessment
Your assessment must conform to the principles of the Australian
Recognition Framework and be in accordance with the NRTP-
WRR97 Assessment Guidelines. The most appropriate method of
assessing workplace competency is through demonstration and
observation in the workplace, under normal working conditions with
the assistance of any tools, equipment, job aids and work colleagues
that would normally be available on the job.


Each unit of competency has a series of assessment criteria that are
specified in the Performance Criteria and Evidence Guides in the
competency standards. These criteria are designed to check the
candidates’ progress and measure their performance.


When assessing performance for a Certificate, the assessment
activities for each unit will generally be carried out by the workplace
coach/trainer, workplace assessor, or the off job trainer, depending
on the learning situation.


ICA’s are the key activity to assess the competencies covered by the
Certificate and focus the candidate and the assessor on using and
developing    transferable    skills   through    the   demonstration   of
competence across all units within a phase.


Assessment Evidence
Evidence must be gathered from the following sources:


   Direct
    Observation of workplace performance
    Demonstration of practical skills
    Role plays, simulations




        Certificate IV in Retail Management Toolbox Teacher Guide       32
   Indirect
    Evaluation of the finished product or outcome of performance
    Video taped performance
    Presentations
    Projects, written assignments
    Historical evidence, third party reports


   Supplementary
    Questioning, interviews
    Portfolio / log book


Detailed assessment guidelines are available for each unit and each
ICA activity in the Guides to Assessment Activities for each
Certificate. These guides have been designed to assist both training
organisations and workplace assessors. They are included as a
resource in the NRTS (available from WRAPS).


Designing and Contextualising Assessment Activities
The Guides to Assessment Activities provide ideas on how to collect
evidence of competency for each unit. They also provide sample
performance checklists for assessors. The steps in designing
assessment activities are:

Step One
Assessors should:
   refer to the sample performance checklists in the Guides
 refer to the Evidence Guides in the NRCS
   examine the application of the competency in the workplace
   collect relevant workplace documentation, i.e. procedures,
    policies, legislation




         Certificate IV in Retail Management Toolbox Teacher Guide   33
Step Two
Modify the performance checklist to reflect the specifics of the
workplace. There may be substantial changes or only word changes.
No performance criteria may be deleted because candidates must
meet the criteria for every point on the performance checklists, any
requirements added to the list must be critical to workplace
performance. If non-essential performance criteria are included, then
assessment may be more involved.


Step Three
Examine the suggested assessment approaches to decide what
evidence will need to be collected from the workplace. In some
cases, the suggested approaches may not be feasible. If that is the
case you will need to work out other techniques for collecting the
evidence required to complete the performance checklist (included in
the Guides to Assessment Activities).


Step Four
Design an approach where all required evidence is collected. The
approach must reflect the principles of assessment.
   Is the evidence valid?
   Are language, literacy and numeracy expectations appropriate?
   Is the evidence reliable?
   Is the evidence authentic?
   Is there sufficient evidence?
   Is the evidence fair?




        Certificate IV in Retail Management Toolbox Teacher Guide   34
Preparing the Learner
There are several issues that you should be aware of when preparing
an online learner. These issues are related to key areas that may
impact on their successful completion of the training. These are:
   Their level of industry experience,
   Their previous training experience.


Industry Experience
The guidelines in the NRTP recommend that any person participating
in the Certificate IV should be competent to level III. In addition to
this, the learner should ideally be currently employed in a supervisory
capacity. The principle reason for this is that during the program the
learner will be required to prepare, develop and implement a variety
of tasks related to the level IV competencies.


While this toolbox provides content designed to assist the Learner to
develop an in depth understanding of Certificate IV competencies, it
is no substitute for the experiential learning that a person obtains on
the job. In addition, this employment provides the Learner with
access to the facilities they require to actively apply their learning.


Training Experience
The learner’s previous experiences with training could have a major
impact on their current training. This situation is compounded if they
have not used online training before. While the basic concepts of
training remain the same if the problem is related to understanding a
theoretical concept, you may need to modify your approach if the
problem is related to mastering the online learning medium. This
could be achieved by building collaborative learning projects into
your course structure or additional tutorial support and assistance.




        Certificate IV in Retail Management Toolbox Teacher Guide         35
Providing Guidance
It is critical that you provide the Learner with clear and precise
instructions before and during their training. Although online training
has the potential to be an isolating experience, it can be a very
interactive medium with forward planning and effort on your part.


Establishing Performance Requirements
Negotiate   the    assessment       requirements      and    any    program
contributions that you require before they begin the course. This sets
a clear performance standard from the start. In addition, it enables
you to plan your activities well in advance, adding to the quality of
your online program and the user’s learning experience.


There may be occasions when the concepts and/or related
competencies are not applicable to the learner’s current employment
or they are difficult to grasp. If so, you may need to modify the
associated tasks within the scope of the competency. This is where
the customisation aspects of this toolbox become invaluable.




        Certificate IV in Retail Management Toolbox Teacher Guide        36
In Closing
Congratulations on implementing the Certificate IV in Retail
Management toolbox to develop your online training program. The
contents of this toolbox provide you with a variety of resources and
training strategies. These materials are designed to form the basis of
your program. They allow you to mix, match and modify the content
plus add your own materials to create a customised end product.


Ultimately the choice of resources used and the learning strategies
you employ are based on the needs of your learners. Here are the
basic tools.




                                                             Good Training!




        Certificate IV in Retail Management Toolbox Teacher Guide        37

				
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