Retail Services 2023 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 HSC content from the syllabus
• communicate ideas and information using relevant workplace examples and industry terminology
• 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:

• demonstrate an understanding of a backorder (a)
• provide disadvantages of a backorder from a retailer perspective (a)
• provide ONE advantage and ONE disadvantage of a purchase made by EFTPOS to a retailer. For example, an advantage would be reducing the risk of cash handling. A disadvantage could be that the financial institution may charge a service fee (b).   

Areas for students to improve include:

• ensuring there is a clear link of the backorder to a retailer (a)
• outlining more than one disadvantage of a backorder to a retailer (a)
• clearly stating ONE advantage and ONE disadvantage of EFTPOS purchases to a retailer (b).  

Question 17  

In better responses, students were able to:

• provide characteristics and features of a strategy used to address a safety breach, for example, chemical spill, alarm system and slips, trips, and falls (a)
• provide a link to relevant legislation such as Work Health and Safety (WHS) Act 2011 (a)
• describe the correct steps for an evacuation. For example, when the evacuation alarm commences, stop all activities immediately and follow instructions provided by venue staff (b).  

Areas for students to improve include:

• linking the strategy to address a potential safety breach to legislation (a)
• describing rather than listing information about a strategy to address a safety breach (a)
• describing rather than listing steps that are to be followed when an evacuation alarm sounds (b).  

Question 18 

In better responses, students were able to:

• demonstrate understanding of a ‘customer’s objection’ (a)
• use questioning techniques as a strategy when dealing with a customer objection, for example, ask open ended questions (a)
• provide a retailer perspective rather than a customer perspective (b).

Areas for students to improve include:

• using retail terminology relevant to dealing with customer objections (a)
• understanding of the security procedures that are clearly linked to non-cash transactions. For example, entering a pin number to use a credit card when making substantial purchases (b)
• understanding of the retail concept of ‘security’(b). 

Question 19 

In better responses, students were able to:

• describe an organisational cost of a workplace injury, for example, workers compensation costs, replacing staff, re-training staff (a)
• demonstrate understanding of how to avoid an injury while lifting the item. For example, the person should keep their back straight and knees bent so they don’t cause a strain, sprain or back injury (b). 

Areas for students to improve include:

• addressing the requirements of the question and using the stimulus information when linking to an organisational cost of the workplace injury (a)
• understanding the retail concept of ‘organisational costs’ (a)
• showing a relationship between the procedures of lifting the item to avoiding an injury (b). 

Question 20 

In better responses, students were able to:

• identify the purpose of Equal Employment Opportunity (EEO) legislation. For example, it protects people from discrimination and provides redress for people who have been discriminated against (a)
• provide clear examples of how people can be discriminated against, for example, cultural background and gender (a)
• demonstrate understanding of the features of EEO practices, for example, employment of individuals with disabilities and inclusive practices (b)
• understand the difference between an award and an agreement. For example, an award informs employees of the terms and conditions of their employment whereas an agreement states employment terms and conditions that are specific to a business and could be different from the award (c).  

Areas for students to improve include:

• improving knowledge and understanding of EEO and related legislation (a)
• providing a range of practices associated with EEO legislation (b)
• developing knowledge and understanding of an award and an agreement (c).

In better responses, students were able to:

• provide a clear understanding of customer inquiries and complaints, and e-commerce
• provide clear examples of customer inquiries in an e-commerce environment such as product availability, product information, price of product
• provide clear examples of complaints in an e-commerce environment such as incomplete delivery and damaged stock
• demonstrate an understanding of why it is important for retailers to respond to e-commerce customer inquiries and complaints, for example, customer satisfaction and secure future sales
• provide a clear and cohesive link between concepts and retail examples. 

Areas for students to improve include:

• knowing the difference between a complaint and an inquiry. For example, a complaint is an objection to something that is unfair, unacceptable or otherwise not up to standard, whereas an inquiry is an act of asking for information
• addressing all components (inquiries, complaints and e-commerce) of the question into the response
• using retail industry specific terms and examples such as customer satisfaction, repeat business and customer loyalty.

Question 22 

In better responses, students were able to:

• clearly explain factors such as seasons, stock availability, special occasions when considering how long a merchandise display should remain in place (a)
• provide relevant industry examples, such as, winter, summer, Christmas, Mother's Day to support the response (a)
• use relevant retail terminology, for example, seasonality, stock levels, trends, and events (a)
• provide reasons for FIFO (first in, first out) as a strategy to monitor stock and reduce wastage (b)
• provide detailed examples to support the justification. For example, clothing ranges are often seasonal and therefore it would be ideal for a business to sell all clothing from the existing summer range before the new summer range is available (b). 

Areas for students to improve include:

• clearly explaining the factors to be considered when deciding how long a merchandise display should be in place (a)
• providing relevant examples of FIFO to justify why it is a good strategy to monitor stock (b)
• providing retail specific terminology, for example, perishability, stock levels, shrinkage to demonstrate justification of FIFO as a strategy in monitoring stock (b). 

Question 23 

In better responses, students were able to:

• clearly explain factors such as seasons, stock availability, special occasions when considering how long a food merchandise display should remain in place (a)
• provide relevant industry examples, such as, food spoilage, promotions, temperature, presentation of food, food compatibility, and stock availability to support the answer (a)
• use relevant retail terminology, such as, spoilage, wastage, profit, temperature controls and store policy (b)
• provide reasons for FIFO in food stock rotation, presentation, and avoidance of food contamination (b)
• provide justification of the reasons for following FIFO to monitor/prevent shrinkage, track inventory and reduce wastage to increase profits (b). 

Areas for students to improve include:

• clearly explaining the factors to be considered when deciding how long a merchandise display should be in place (a)
• providing relevant examples of FIFO to justify why it is a good strategy to monitor stock (b)
• providing retail specific terminology, for example, perishability, stock levels, shrinkage to demonstrate justification of FIFO as a strategy in monitoring stock (b). 

Question 24 

In better responses, students were able to:

• demonstrate understanding of more factors to be considered in the promotion and supply of Pharmacist Only Medicines. For example, the medicine is suitable for the health concern/issue of the customer (a)
• use relevant examples that are appropriate to a community pharmacy workplace
• provide reasons for policies and procedures a community pharmacy should use to prevent and control infection. For example, having a COVID-19 safety plan in place that is strictly adhered to would assist to prevent the spread of viruses and control infection (b).  

Areas for students to improve include:

• applying relevant knowledge of Pharmacy Only Medicines (a)
• provided detailed reasons for the policies and procedures a community pharmacy should use to prevent and control infection (b)
• use workplace examples relevant and appropriate to a community pharmacy (b).