Retail Services 2022 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a prepared response
• relate to the question throughout the response rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• reference a legislative requirement that relates to the provision of security in a community pharmacy/retail workplace (a)
• identify a non-verbal signal and show how it could present a risk to security (b).

Areas for students to improve include:

• distinguishing between the legislative requirements specific to security as opposed to other aspects of the community pharmacy/retail workplace (a)
• acknowledging the role of staff in observing for non-verbal signals, such as lack of eye contact
• understanding how non-verbal signals could escalate into security threats or risks to customers and/or staff (b).

Question 17

In better responses, students were able to:

• clearly identify internal customers, for example, employees (a)
• provide an example of an expectation of an internal customer and demonstrate why managing this expectation is important, for example, improve staff morale and to feel valued (a)
• clearly demonstrate the cause and effect of receiving and acting on feedback, by providing an example relevant to the community pharmacy/retail workplace (b).

Areas for students to improve include:

• ensuring clear reference to internal customers or employees, as customers (a)
• understanding examples of expectations typical of staff in a community pharmacy/retail workplace (a)
• identifying why management of staff expectations is important to the operations of a community pharmacy/retail business (a)
• using relevant retail terms (a)
• understanding how feedback from customers can be obtained (b)
• acknowledging that customer feedback may be positive or negative, but both can benefit the operations of a community pharmacy/retail workplace (b)
• referencing the practices which can be improved in a community pharmacy/retail workplace as a result of customer feedback, for example, customer service, workplace tidiness, staff and/or customer loyalty (b).

Question 18

In better responses, students were able to:

• provide clear sequential and logical steps to show how non-expert staff should deal with customer inquiries regarding electronic products they are not familiar with
• include procedures such as asking questions, identifying features, researching online, asking for colleagues' assistance.

Areas for students to improve include:

• recognising that a procedure is a representation of sequential steps
• identifying the risks to the business if the non-expert staff provides misinformation or cannot support the needs of the customer
• providing other strategies to support the knowledge and skill development of the non-expert staff, such as a workplace induction program that includes product information or working in pairs with another experienced staff member.

Question 19

In better responses, students were able to:

• clearly show calculations and relevant steps to calculate the total cost to the customer (a)
• show detail in the working out to identify the discount on the third bottle, and obtain the correct answer (a)
• provide a clear description of how to wrap and pack the bottles to prevent/avoid breakage, for example, using bubble wrap or tissue paper, placing the items into a box (b)
• provide clear and logical store procedures when the customer changes their mind and returns the baby rattle (c).

Areas for students to improve include:

• showing clear working out to complete the calculation, correctly identifying which item to apply the discount to (a)
• identifying how the method of packaging will prevent breakage (b)
• acknowledging that different stores may have differing procedures for returns, and some items may have particular requirements for return, such as the state of the packaging (for re-sale) or health and hygiene requirements (c).

Question 20

In better responses, students were able to:

• identify an injury common to staff or customers in the community pharmacy/retail workplace, and provide the steps undertaken to give appropriate first aid (a)
• show the difference between a code and a practice (b)
• give at least two strategies an employer could use to reduce accidents and eliminate common workplace injuries, and describe their features and characteristics (c)
• explain how these strategies, such as personal protective equipment, training, monitoring, reporting and recording could impact the occurrence of accidents and injuries (c).

Areas for students to improve include:

• identifying what the actual injury was and correctly link to the first aid measure (a)
• defining an act correctly (b)
• understanding that some accidents or injuries are more likely with customers while others are more common to staff and strategies will vary depending on the intent and purpose (c)
• acknowledging that some strategies will eliminate risk of serious injury, and other strategies will minimise risk of accident (c).

In better responses, students were able to:

• define what constitutes discrimination in the workplace
• provide strategies on how to discourage discriminatory behaviour and explain the implications of unresolved workplace discrimination or alternatively benefits of effective strategies
• provide strategies on how to successfully promote cultural diversity and its implications in the workplace
• provide specific workplace examples on discriminatory behaviours and what constitutes the promotion of cultural diversity in the workplace, for example, establishment of policies and procedures, training/induction modules, opportunities for reporting discriminatory behaviours, recourse strategies and in-house cultural activities to support a harmonious workplace
• provide a clear and cohesive link between discrimination and cultural diversity by using industry relevant terms.

Areas for students to improve include:

• providing the benefits of a culturally inclusive workplace
• knowing the definition of discrimination and examples of discriminatory behaviour
• incorporating both discrimination and cultural diversity within the response
• using retail industry specific terms and examples.

Question 22

In better responses, students were able to:

• give an example, such as the removal of germs to prevent the spread of disease, to demonstrate the importance of cleaning and sanitising work areas (a)
• using a specific ‘high-risk item’ as an example and describe the features of it that require careful consideration of how it should be stored (b)
• define product knowledge and service knowledge (c)
• clearly explain how a staff member with both these attributes will benefit the retail workplace (c).

Areas for students to improve include:

• understanding both the legal and reputational risks of irregular cleaning and sanitising work areas (a)
• suggesting, where applicable, alternative strategies for storage and describing the possible impacts of not storing the item appropriately (b)
• understanding service knowledge and how it is different to customer service (c)
• identifying how an employee can improve their product knowledge and service knowledge (c).

Question 23

In better responses, students were able to:

• outline the importance of cleaning and sanitising work areas, for example, the removal of germs to prevent the spread of disease and cross contamination
• describe multiple characteristics of a cold food item that could affect how it is stored
• clearly explain the benefits of having both product and service knowledge for a retail food workplace
• use relevant workplace examples in their response.

Areas for students to improve include:

• naming a cold food item and describing more than one characteristic of this item that could affect how the item identified is stored
• explaining both product and service knowledge separately.

Question 24

In better responses, students were able to:

• outline the importance of cleaning and sanitising work areas, for example, the removal of germs to prevent the spread of disease
• describe multiple factors to consider when scheduling pharmacy medicines (S2), for example, side effects and for how long the medicine will be used
• clearly explain the benefits of both product and service knowledge
• use relevant examples that were appropriate to a community pharmacy workplace.

Areas for students to improve include:

• applying relevant knowledge and understanding of S2 pharmacy medicines
• showing in detail the benefits of employees knowing both product and service knowledge in a community pharmacy
• using workplace examples that are relevant and appropriate to a pharmacy.