Retail Services 2018 HSC exam pack

Students should:

• be prepared to answer questions from any point in the syllabus
• understand and interpret key words
• carefully read the questions and ensure they choose the option for which they have been prepared
• use the number of lines as a guide to the length of the response
• use relevant retail examples and terminology within their answers.

Question 16

In better responses, students were able to:

• identify a career and specific relevant skills for this career
• provide details about the impact of a relevant personal value on the retail workplace.

Areas for students to improve include:

• reading the question carefully to note whether it asks for one, or multiple, examples
• naming a relevant personal value.

Question 17

In better responses, students were able to:

• to show the difference between direct and indirect harassment
• provide a relevant example of each type of harassment.

Areas for students to improve include:

• providing relevant retail examples.

Question 18

In better responses, students were able to:

• give an example of a security breach relevant to the community pharmacy or retail workplace and indicate in general terms how this might impact an employee of the organisation (a)
• interpret the question and what is being asked (a)
• demonstrate understanding of the concept security and loss prevention, with reference to the online retailing environment (b).

Areas for students to improve include:

• identifying a relevant security breach and noting the impact (a)
• noting workplace examples to highlight knowledge and understanding (a)
• giving specific examples relevant to online retailing (b).

Question 19

In better responses, students were able to:

• clearly demonstrate an understanding of “service” (customer service) rather than an understanding of service culture (a)
• provide relevant examples of customer service, with particular reference to meeting requirements for customers with special needs (a)
• clearly demonstrate how a sales assistant can contribute to the service culture of a workplace (b)
• use relevant workplace examples to highlight explanation (b).

Areas for students to improve include:

• providing relevant reasons for the strategies suggested in response to the question (a)
• showing an understanding of what the question is asking, taking note of the negative stem (a)
• being able to apply key workplace concepts to given scenarios (b).

Question 20

In better responses, students were able to:

• demonstrate their knowledge of the steps involved in dealing with both the customer and complaint.

Areas for students to improve include:

• carefully reading the stimulus to assist in the development of answer.

Question 21

In better responses, students were able to:

• demonstrate an understanding of the role of the PCBU (a)
• outline one right and responsibility of the employer with reference to WHS with a relevant example (b)
• clearly demonstrate the difference between employee participation and employee consultation (c)
• provide and integrate workplace examples (c).

Areas for students to improve include:

• checking the mark value of questions to ensure enough detail is included
• giving relevant examples when it is asked in the question. Understand the concepts of employee participation and consultation.

In better responses, students were able to:

• link concepts and examples within the question
• use relevant retail terminology throughout their response
• state the importance of training in the operation of equipment, transaction procedures and work health and safety practices
• understand the requirement of the key word ‘explain’.

Areas for students to improve include:

• using current retail industry examples
• answering the question in a concise and logical manner
• ensuring all elements of the question are addressed.

Question 23

In better responses, students were able to:

• provide reasons why retail workers deliver additional levels of service (a)
• match customer needs and expectations to products and services (b)
• explain importance of reviewing competitors’ products and/or services (c)
• discuss pricing by linking to competition rather than pricing structures (c).

Areas for students to improve include:

• using distinct retail examples of products and/or services and pricing structures
• drawing links to all aspects of the question.

Question 24

In better responses, students were able to:

give reasons for why it is important to go beyond additional services

• understand the matching of needs and expectations of customers
• understand the price and information concepts in relation to food selling
• provide food selling examples.

Areas for students to improve include:

• reading the question carefully and addressing all its parts
• using examples which are specific to food selling
• understanding how to respond to the ‘how’ and ‘why’ questions
• knowing key concepts in the syllabus such as, ‘placement’.

Question 25

In better responses, students were able to:

• demonstrate understanding of two key areas of services provided (a)
• apply workplace examples to a given scenario (b)
• show knowledge and understanding of information systems in the community pharmacy industry (c).

Areas for students to improve include:

• taking care when reading the question and ensuring their answer is planned to ensure the question is fully addressed
• linking specific community pharmacy examples to all aspects of the question
• demonstrating knowledge of key syllabus terminology.