Welding Level 2 Subject Guidelines (January 2013) National Certificates (Vocational)

NATIONAL CERTIFICATES (VOCATIONAL)

SUBJECT GUIDELINES

WHOLESALE & RETAIL

NQF LEVEL 2

IMPLEMENTATION: JANUARY 2015 Welding Level 2 Subject Guidelines (January 2013) National Certificates (Vocational)

INTRODUCTION

A. What is Wholesale & Retail about? The wholesale and retail industry is all about sourcing product and making it available for the end user – the shopper. Wholesalers play a major role in buying in bulk at good prices and splitting large quantities so the small retailer can buy product in quantities they require and can afford. While most small retailers buy from wholesalers, large retailers that sell large volumes can buy direct from manufacturers and sell directly to the consumer.

Without retail stores the customer would not be able to choose from a large range of local and imported products and varying prices. It is the retail store that provides this service to the consumer

B. Why is Wholesale & Retail important in the learning programme? The Wholesale and Retail Sector employs 16.5% of the country’s total active work force.

Employment in the sector grew by 169% between 1996 and 2008, making the Wholesale and Retail sector a major creator of employment.

In the past industry had to train their own people but acknowledge that their skill and main priority is the buying and selling of goods.

On top of this, small, independent retailers do not have either the time or experience to train their staff correctly.

If there was a ready pool of people who could be employed with much of the knowledge already in place, industry could concentrate on proving the learning for their organisation specific policies and procedures and provide the workplace experience the learners require to be fully competent.

Wholesale and retail is also not a career of choice as many young people simply see it as long hours of hard work because they do not understand the prospects that the industry offers. FETCs can play an enormous role in changing this perception and making wholesale and retail a career of choice.

New trends are pushing the demand for new skills sets include online retailing, new product markets, ethical sourcing and retailing, the increasing complexity of business and supply-chain efficiencies require a worker with a new mindset and new knowledge

FETC’s have an important role to play in accommodating scarce and critical skills as well as PIVOTAL programmes within the sector. Research studies have indicated that a minimum of 2 FET institutions per province need to offer retail related programmes in order to adequately meet the need of the sector and create a pool of adequately qualified learners to fill the job opportunities available in the sector.

C. How do the Learning Outcomes link with the Critical and Developmental Outcomes? The Learning Outcomes provide a platform for students to achieve the following Critical Cross Field and Developmental Outcomes

2 Department of Higher Education and Training Welding Level 2 Subject Guidelines (January 2013) National Certificates (Vocational)

• Identify and solve problems and make decisions using critical and creative thinking As the industry is people intensive both from a staffing perspective as well as from a customer perspective there are, daily, problems to solve that require critical and creative thinking. Daily staff come into contact with customers who have queries and problems that need solving. • Work effectively with others as members of a team, group, organisation or community Being people intensive no wholesale or retail business can function effectively with the staff working as a team. Each job within the business is dependant on and impacts on other jobs within the business. • Organise and manage themselves and their activities responsibly and effectively While certain tasks in the industry can be technologically driven, much of the business is and always will be, physical activities by staff. Activities such as packing out stock, collecting stock form storerooms, packing parcels, changing prices are activities that people need to do and unless they are trained to organise themselves to get this work done they cannot complete their work within the timeframes expected. • Work with information, that is, collect, analyse organise and critically evaluate information Wholesale and Retail requires all staff to continually work with information. From counting stock, actioning price changes, placing orders and so on, staff have to collect, analyse, organise and critically evaluate information on a daily basis. • Communicate effectively using visual, symbolic and language skills in different modes Communication in the Wholesale and retail industry is paramount. Wholesale and retail is a “people” business run by people for people and without communication skills staff cannot interact successfully with customers. • Use science and technology effectively and critically showing responsibility towards the environment and the health of others All the major chains and most medium and even smaller wholesalers and retailers are technologically driven. Without technology it is very difficult to manage stock, customer data or the finances of the business. As such, all staff are exposed to and have to interact with computer systems. From printing shelf edge labels, to recording sales to receiving goods – all are driven by technology. The disposal of damaged goods whether items such as disinfectants or food, if not done correctly can have a major impact on the environment and people’s health. People within the industry have to ensure these items are handled correctly. • Demonstrate and explain the world as a set of related systems, by recognising that problem solving contexts do not exist in isolation Every job within the business impacts on others. Examples are; . The shelf packer who does not ensure prices are correct causes queries and problems for the cashier. . The Cashier who is not accurate with the cash causes loses to the organisation and extra work for the Cash Office Clerk and Manager. . The receiving Clerk who does not receive or dispatch goods correctly causes losses to the business and impacts on the suppliers, and accounts office

D. Which factors contribute to achieving the Learning Outcomes? Students choosing to enter a career in wholesale and retail, require: . The ability to work in teams. . Communication skills . Numeracy skills . Associated hand skills – dexterity and mental alertness

WHOLESALE & RETAIL – LEVEL 2 CONTENTS 1. DURATION AND TUITION TIME

2. SUBJECT LEVEL OUTCOMES AND FOCUS

3. ASSESSMENT

3.1. Internal assessment

3.2. External assessment

4. WEIGHTED VALUES OF TOPICS

5. CALCULATION OF FINAL MARK

6. PASS REQUIREMENTS

7. SUBJECT AND LEARNING OUTCOMES

Topic 1: Introduction to Wholesale & Retail

Topic 2: Safety in Wholesale & Retail

Topic 3: Basic Customer Service

Topic 4: Stock flow through a wholesale and retail business

Topic 5: Recording Sales

Topic 6: Factors that impact the bottom line of a wholesale or retail business

Topic 7: Basic Principles and procedures of merchandising in a retail or wholesale business

8. RESOURCE NEEDS FOR THE TEACHING OF WHOLESALE & RETAIL LEVEL 2

8.1.1. Physical resources

8.1.2. Human resources

8.1.3. Other resources

1 DURATION AND TUITION TIME This is a one-year instructional programme comprising 200 teaching and learning hours. The subject may be offered on a part-time basis provided the student meets all the assessment requirements. Students with special education needs (LSEN) must be catered for in a way that eliminates barriers to learning.

2 SUBJECT LEVEL OUTCOMES AND FOCUS On completion of this subject the student will be able to: . Explain the role of wholesale and retail. . Identify career pathing in the industry. . Explain the role of the various business functions within the industry . Calculate profit and loss and identify business expenses of a business unit . Explain stock and cash flow through a wholesale and retail business . Understand how to record sales in the industry . Understand factors that impact on the bottom line in the industry . Explain the basic principles and procedures of merchandising

3 ASSESSMENT Information provided in this document on internal and external assessment aims to inform, assist and guide a lecturer to effectively plan the teaching of the subject. The Assessment Guidelines accompanying this document provides detailed information to plan and conduct internal and external assessments.

3.1 Internal assessment (50 percent) Detailed information regarding internal assessment and moderation is outlined in the current Internal Continuous Assessment (ICASS) Guideline document provided by the Department of Higher Education and Training (DHET).

3.2 External assessment (50 percent) A National examination is conducted annually in October or November by means of a paper(s) set and moderated externally. A practical component Integrated Summative Assessment Task (ISAT) will also be assessed as a component of external assessment. Detailed information regarding external assessment and moderation is outlined in the ‘National Policy on the Conduct, Administration and Management of the Assessment of the Assessment of the National Certificate Vocational’, Gazette Number 30287, dated 12 September 2007.

4 WEIGHTED VALUES OF TOPICS TOPICS WEIGHTED TEACHING VALUE HOURS 1. Introduction to wholesale and retail 30% 60 2. Safety in wholesale and retail 5% 10 3. Basic customer service 5% 10 4. Stock flow through a wholesale and retail 15% 30 business 5. Recording sales 20% 40

6. Factors that impact the bottom line of a wholesale 10% 20 or retail business 7. Basic principles and procedures of merchandising 15% 30 in a wholesale or retail business TOTAL 100 % 200

*Teaching Hours refer to the minimum hours required for face to face instruction and teaching. This number excludes time spent on revision, test series and internal and external examination/assessment. The number of the allocated teaching hours is influenced by the topic weighting, complexity of the subject content and the duration of the academic year.

5 CALCULATION OF FINAL MARK

Internal assessment mark: Student’s mark/100 x 50 = a mark out of 50 (a) Examination mark: Student’s mark/100 x 50 = a mark out of 50 (b) Final mark: (a) + (b) = a mark out of 100

All marks are systematically processed and accurately recorded to be available as hard copy evidence for, amongst others, moderation, verification as well as reporting purposes.

6 PASS REQUIREMENTS A student must obtain at least fifty percent (50%) in the ICASS and fifty percent (50%) in the examination.

7 SUBJECT AND LEARNING OUTCOMES On completion of the subject, Wholesale & Retail (Level 2) the student should have covered the following topics: Topic 1: Introduction to Wholesale & Retail Topic 2: Safety in Wholesale & Retail Topic 3: Basic Customer Service Topic 4: Stock flow through a wholesale and retail business Topic 5: Recording Sales Topic 6: Factors that impact the bottom line of a wholesale or retail business Topic 7: Basic Principles and procedures of merchandising in a retail or wholesale business

Topic 1: INTRODUCTION TO WHOLESALE & RETAIL

Subject Outcome 1.1: Explain the role of wholesale and retail Learning Outcomes The student should be able to: . Define the concept - supply chain . Define the concept - Retail . Explain the role of retailing . Explain the role of wholesaling in the wholesale and retail industry . Define the concept - wholesaling . Explain how a wholesaler operates

. Draw a supply chain as it applies to the Wholesale and Retail industry . Explain the function of each of the role players in the supply chain

Subject Outcome 1.2: Identify sub-sectors and categories applicable to the wholesale and retail sector The student should be able to: . Identify 3 Sub-sectors as they apply to the Wholesale & Retail Sector . list categories of retailers along with the role they play in the industry . Match given wholesale / retail store examples to their applicable categories and sub- sectors

Specific Outcome 1.3: Identify and explain consumer profiles and shopping patterns Learning Outcomes The student should be able to: . Identify and explain consumer profiles used in wholesale and retail . Explain different types of shopping patterns of the different consumers. . Match shopping patterns to consumer profiles

Specific Outcome 1.4: Define and list stakeholders in the wholesale and retail sector. Learning Outcomes The student should be able to: . Identify at least 6 examples of wholesale and retail stakeholders . Explain how these 6 stakeholders would be affected were the business to close its doors . Define the term "Green Retailing" . Explain why a wholesale or retail business should apply “Green Retailing” . List at least 3 ways in which Retailers can apply the concept of "Green Retailing"

Specific Outcome 1.5: List the occupations and departments of a retail store and their role Learning Outcomes The student should be able to: . List the occupations in a retail store . List the departments in a retail store . Explain the flow of stock and cash through a retail store . Explain the roles of at least 4 different departments in a retail store . Match at least one occupation for each department you have identified

Subject Outcome 1.6: Identify entry-level positions and career-pathing in the Wholesale and Retail sector Learning Outcomes The student should be able to: . Give examples of entry-level jobs in the retail industry . Define the term Career path . Demonstrate your understanding of career paths in the Wholesale and Retail industry by drawing a possible career path you would like to follow.

Subject Outcome 1.7: Identify internal and external support functions applicable to the wholesale and retail sector Learning Outcomes The student should be able to: . List the support functions required by a wholesale or retail store . Identify which are usually internal . Identify which are usually external

Subject Outcome 1.8: Explain the role of merchandising organisation in the FMCG industry Learning Outcomes The student should be able to: . Define the term FMCG . Explain the role of external merchandising organisations . Find and name 1 example of a merchandising organisation in South Africa

Subject Outcome 1.9: List different legislation applicable to the industry Learning Outcomes The student should be able to: . List legislation generally applicable to the wholesale and Retail industry . Briefly explain the purpose of each of the listed legislation . Explain the role played by the Sectoral determination in the industry

Topic 2: SAFETY IN WHOLESALE & RETAIL

Subject Outcome 2.1: Identify and explain emergency signs and their meanings Learning Outcomes The student should be able to: . Explain the importance of safety in wholesale and retail businesses in terms of its impact on the image, turnover and employees of the organisation. . Identify and explain emergency signs found in wholesale and retail stores

Subject Outcome 2.2: List procedures for emergency situations Learning Outcomes The student should be able to: . List the various emergency situations that could occur in a Wholesale or Retail environment Range: Power failure, Robbery, Bomb Threat, Flood, Civil Disturbance . List the steps to follow in the event of various emergency situations Range: Power failure, Robbery, Bomb Threat, Flood, Civil Disturbance . Explain how the Occupational Health and Safety Act applies in wholesale and retail . Define the term “Evacuation” . Explain when it could be necessary to evacuate a retail store

. Explain the disadvantages to evacuating a store . List the steps to follow in the event of an evacuation

Topic 3: BASIC CUSTOMER SERVICE

Subject Outcome 3.1: Explain the effect of customer service on the success of a wholesale or retail business Learning Outcomes The student should be able to: . Explain the importance of customer service in a wholesale or retail environment . Explain the difference between internal and external customers using examples . Explain the concept "Moments of Truth" in the W&R environment . Give 5 examples of "Moments of Truth" to show your understanding of the concept by listing the impact each will have on the business . Explain what an add-on service is by giving 3 examples . Explain why add-on services are offered by retailers

Topic 4: STOCK CONTROL IN A WHOLESALE AND RETAIL BUSINESS

Subject Outcome 4.1: List different methods for counting stock Learning Outcomes The student should be able to: . Explain the difference between stock counting and a financial stocktake . List 4 tips for preparing stock for an accurate stock count . List 3 different methods for counting stock

Subject Outcome 4.2: Identify techniques for lifting and moving stock Learning Outcomes The student should be able to: . Explain the importance of lifting heavy stock correctly . Explain the correct way to lift heavy stock . Identify equipment used to move stock within a retail store . Explain the possible results of not using stock moving equipment correctly

Subject Outcome 4.3: Explain the use of stock rooms in the wholesale and retail environment Learning Outcomes The student should be able to:  Explain when stockrooms are used in the retail environment  Define the following terms  Stock levels  Stockroom layout  Stock Rotation  FIFO

 Aged / expired' stock  Housekeeping  Explain why it is important to keep stock levels as low as possible in a stock room  Explain factors that determine a stockroom layout  Given a list of stock, draw a layout of a stock room showing where the products should be stored  Explain how stock should be packed in stockrooms  Explain the importance of stock rotation in the wholesale and retail industry  Explain what should be done with 'aged/expired' stock  Design a checklist for checking the housekeeping standards of a stockroom  Explain the results of poor housekeeping in the stockroom by giving its impact the business

Topic 5: RECORDING SALES

Subject Outcome 5.1: Demonstrate till procedures Learning Outcomes . List various methods for recording sales in the industry (including but not limited to: Manual Tills, Handwritten Dockets/Journals, Computerised tills, Cash Boxes) . List other terms used in the industry for a till . List the steps to preparing the till at start of day . List the steps for recording a sale on a computerised till . Demonstrate recording sales on a computerised till

Subject Outcome 5.2: Demonstrate processing payment Learning Outcomes . Explain the importance of accuracy when dealing with money and other forms of payment . Define Till 'Overs and Shorts' . List the various forms of payment generally accepted in the industry . List the steps to accepting the different forms of payment . Define the term fraud . Explain what to look for when trying to minimise fraud when accepting the different forms of payment . Describe how industry handles excessive overs and shorts . Demonstrate recording sales and accepting the various forms of payment received at a till in a retail store. . Demonstrate recording sales and accepting the various forms of payment received at a till in a retail store

Subject Outcome 5.3: Demonstrate cashing up Learning Outcomes  Define the term Cashing Up  List the steps to closing a computerised till  List the steps to cashing up  Explain the importance of accuracy when cashing up in a wholesale or retail business  Identify the stationery required when cashing up in a wholesale or retail store

 Demonstrate cashing up a till

Subject Outcome 5.4: Explain how to control change Learning outcomes . Define the term Requisitioning Change . Explain the importance of ordering change according to expected sales . List the steps to requisition change . List the stationery needed when requisitioning change . Identify how losses can occur when controlling change

Topic 6: FACTORS THAT IMPACT THE BOTTOM LINE OF A RETAIL OR WHOLESALE BUSINESS

Subject Outcome 6.1: Explain how shrinkage and breakages affecting the Net Profit of a retail or wholesale business Learning Outcomes

. Define the term Shrinkage . List how shrinkage affects the profits of a wholesale or retail business . List how shrinkage affects employees of a wholesale or retail business . Explain how breakages affect the profits of a wholesale or retail business . List security measures used in the industry to minimise losses

Subject Outcome 6.2: Identify and categories wholesale and retail expenses Learning Outcomes

. Identify fixed expenses of a Wholesale or Retail store . Identify variable expenses of a Wholesale or Retail Store . Identify controllable expenses of a Wholesale or Retail store . Identify non-controllable expenses of a Wholesale or Retail store . Identify what staff can do to reduce controllable expenses in a Wholesale or Retail store

Topic 7: BASIC PRINCIPLES AND PROCEDURES OF MERCHANDISING IN A RETAIL OR WHOLESALE BUSINESS

Subject Outcome 7.1: List different methods of price marking. Learning Outcomes . Explain the term price marking . List the different methods for displaying prices to customers in a retail store . Explain why some retail stores have lots of prices displayed and others don’t . List different forms of ticketing used to promote merchandise in the wholesale and retail industry

Subject Outcome 7.2: Identify different methods of communicating display instructions Learning Outcomes . Explain the term merchandising

. Explain the importance of uniform merchandising in a retail chain store environment . List the different methods for communicating display instructions . Define the terms planogram and floor plans . Define the term “Facings”

Subject Outcome 7.3: Identify techniques for handling different categories of stock. Learning Outcomes  Give examples of and explain how to handle the following types of merchandise  breakable items such as glassware  cold chain products  hazardous merchandise  high value merchandise  'softs'

Subject Outcome 7.4: Identify display fixtures used in the retail industry. Learning Outcomes  Define the term Display Fixtures  Identify the display fixtures used in a Supermarket  Identify the display fixtures used in a clothing and shoe store  Identify the display fixtures used in a furniture store  Identify the display fixtures used in a speciality store

Subject Outcome 7.5: Explain how to merchandising to Improve Sales. Learning Outcomes  Define the following terms o "Eye level is Buy Level" o KVI o SKU o 'Exclusive Brands' o 'Impulse Buy' o 'Hot Spot' or 'High Impact Zone'  Explain how these techniques improve sales in a retail store  List housekeeping standards needed on the shop floor  Explain how housekeeping on the shop floor will affect sales

Subject Outcome 7.6: Explain how to fill displays Learning Outcomes . Explain how to fill displays safely . Explain how empty displays will affect sales in a retail store . Explain how untidy displays will affect sales in a retail store . Explain how losses can occur when filling displays

8. RESOURCE NEEDS FOR THE TEACHING OF WHOLESALE & RETAIL – LEVEL 2

8.1 Physical resources  A suitable working environment with specific equipment and consumables required for the development of skills to enable students to perform the following: o Recording Sales o Stock flow through the wholesale and retail business o Basic customer service o Merchandising

 Computerised tills for students and lecturers  Simulated Retail environment

8.2 Human resources  Lecturing staff must either have at least three years’ experience in the Wholesale and Retail environment, or appropriate Wholesale and Retail qualifications, or complete the Wholesale and Retail SETA FET College Lecturer Capacitation training and possess the necessary knowledge, skills and reflexive approach to ensure that students’ learning is kept up to date with the latest technologies and changing trends in their specialist field  Knowledge and skills provided by a qualified person to provide assistance with the setting up and managing of the simulated retail environments, the ordering of equipment and consumables where applicable, the setting up of the environment for demonstrations and the maintenance of equipment.  Continuous staff development with exposure to a retail or wholesale environment is necessary to acquire new skills and update their existing skills where new technologies have been introduced. Lecturers are required to spend a structured and routine period annually in a retail environment for these purposes.  Staff development in terms of updating teaching, learning and assessment skills is required on an ongoing basis, particularly for staff that moves from industry into the educational environment of an FET college.

8.3 Other resources  Opportunities for students to work in a simulated work environment that attempt to replicate industry working conditions.  Increased access and exposure to industry is required for both students and lecturing staff in a variety of ways to obtain longer and more intense work experience  Increased interaction with industry in terms of visits from industry representatives and active artisans working in the industry.  Organisational documentation in the form of policies and procedures, OHS policies and procedures, authentic Work Instructions, to which students have to adhere to and comply with.  Academic support in the colleges to ensure that the attrition rate at the first year level of learning is not compromised by a lack of prerequisite skills. This support should be both of an educational nature and a skills development nature.

 Supportive and interactive learning materials of a high quality are required to support the student during the learning process.

15 Department of Higher Education and Training