| 1 | Know how to work well as part of a retail team | 1.1 | show that they know how to keep track of how much work they have to do and how long it is likely to take |
| 1.2 | show that they know why they should ask for help and information from colleagues when needed |
| 1.3 | show that they know why they should offer help to colleagues and respond positively to requests for help, whenever possible |
| 1.4 | show that they know how the law and their organisation define discrimination, bullying and harassment |
| 1.5 | show that they know the company’s procedures for dealing with discrimination, bullying and harassment |
| 1.6 | show that they know why they must always follow instructions for safeguarding health and safety as they work |
| 2 | Know how to follow plans and procedures for learning in a retail environment | 2.1 | show that they know why they need to be an effective learner at work |
| 2.2 | show that they know which people are responsible for setting the learner’s targets and helping the learner learn |
| 2.3 | show that they know why they need to plan their learning and why they need action points and deadlines in their training programme |
| 2.4 | show that they know company procedures for following training programmes |
| 2.5 | show that they know why they should ask for help with any problems they have with their training, and who to ask |
| 3 | Work well as part of a retail team | 3.1 | ask colleagues promptly and politely for the help and information the learner needs to do their own work |
| 3.2 | respond willingly and promptly to colleagues’ requests for help and information when the learner’s workload allows and without taking on more responsibility than the learner is authorised to do |
| 3.3 | ask a suitable person for advice about any problems that the learner cannot solve themselves in working with colleagues |
| 3.4 | follow instructions for safeguarding health and safety as they work |
| 4 | Follow plans and procedures for learning in a retail environment | 4.1 | check that they are clear about what they need to learn and when they need to learn it by |
| 4.2 | check that they are clear about how they will learn, including the specific action points in their training programme |
| 4.3 | promptly ask the right people for help when the learner is having problems following the training programme |
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