On Job Training

B.Voc in Retail management

Submitted To: Submitted by:

Mrs. Meenakshi Sharma Monika
Signature:-____________
 ACKNOWLEDGEMENT

I would like to express our heartfelt thanks to

store Manager Amit Kumar of the MAX FASHION and
the entire staff of the MAX FASHION STORE for the
valuable guidance and support provides us during
training. I also express my sincere thanks to H.P.K.V.N
and D.O.H.E for encouraging this type of activities. We
would also like to thank our principal Dr. Chandan
Bhardwaj NSCBM Collage Hamirpur, Dr. Neelam
Guleria nodal officer, Retail trainer Mdm. Meenakshi
Sharma for their valuable guidance and
support.

Introduction
On job training is an integral part of
every professional course. Any program
cannot be completed until the students
are provided on job exposure. They should
know how the working taking place in the
world of any profession. All students of
B.Voc require this type of training and
should complete 420 hours. I took
training of 420hours in MAX FASHION
STORE. They get familiar us with the
store. They provided us the detailed
information of whole store. It helps us
to learn lot of things under the
guidance.

Departmental Manager

This programme is aimed at training

candidates for the job of Departmental
Manager, in the Retail Sector/Industry
and by the end of the program aims at
building the following key competencies
amongst the learner:

1. Plan visual merchandise

2. Establish and satisfy customer needs
3. Monitor and manage store performance
4. Provide leadership for your team
5. Build and manage store team
6. Allocate and manage store team
7. Develop individual retail service
opportunities
8. Communicate effectively with
stakeholders
9. Help maintain health and safety
10. To work effectively in your team
11. To work effectively in your
organization
12. Manage a budget
 MAX FASHION STORE
Total stores MAX in India=390
City=183

✓ Max buddy 10% discount may be

Western women
1. Young 18 to 25 years
2.Denims
3.Active
4.Timeless
5.Everyday casual
6.Lingrie
7.Nightwear
Indian wear
1. Mix match
2. Fusion
3. Tavisha

✓ Kids wear
1. Newborn baby infant
2. 6 to 24 months girls and boys
3. 2 to 8 years girls and boys
4. 8 to 16 years girls and boys

✓ Men
1. Casual
2. Formal
3. Vintage casual
 4. Street casual
5. Active chinos
✓ Men’s brands
1. Kappa
2. Bossini
3. Peter England casual

✓ Footwear
1. Men’s
2. Women's
3. Kids and newborns

✓ Accessory
1. Belt
2. 2.Bags
3. 3.Caps
4. 4.Bottle
5. 5.Hanger clips
6. 6.Wallet

❖ Store per square feet all store Max=9923

Indian wear =1364
Western wears=2289
Kids wear=1360
Men’s wear=2477
Footwear

Five seasons
1. 1.Summer 3 to 4 months
2. 2.Winter 3 to 4 months
3. 3.Festive 35 days
4. 4.Spring 35 days
5.Pre Autumn 35 days

KRA=key result area

KPI=key performance indicator
Formula:-number of sold bill/customer
entry×100

Five parts-:
1.ACM=average cash memo
ATS=average ticket size
Formula: -total sale ÷ number of Bill.

2. Conversion
Formula: -number of Bill ÷footfalL×100.

3. Basket
ABS=average basket size
ABV=average basket value
Formula: -total sold quantity ÷ number of
Bill

4.ASP=average selling price

Formula: -total sale ÷total sold quantity

5.SPSF=Store per square feet

Formula: -total sale ÷ total square feet

RMS=return merchandise Stock

GRDC=goods return distribution center
NPS=net performing system
CO articles =same matching upper and
lower
Stocking=wear on short dress
Packable jacket=like handbags
Reversable jacket=wear two sided

Margin=this is the amount of gross profit

a business erns when an item is sold
Formula: -retail price - cost ÷ retail
price

Akshay Sharma
NSCBM college Hamirpur (H.P)
...

DAY 1,2,3,4,5

Nos. 1 (Plan visual

merchandise )

Performance Criteria
The learners will be able to:
• Identify the purpose, content and style
of the display.
• Identify the equipment, materials,
merchandise and props you need to create
and install the display and the dates
for completing it.
 • Evaluate whether the place you plan to
put the display is likely to fulfil the
design brief.
• Create new and effective ways of
improving the visual effect of displays,
within the limits of the design brief,
the company’s visual design policies and
the authority you have.
• Confirm that the features of merchandise
and props shown in the design brief are
• ? those most likely to attract
customer’s attention.
• Identify other merchandise and props
when those originally specified are not
• available or not suitable, and agree
your selections with the right person.
• Agree arrangements for delivery of
merchandise and props with the right
people,
DAY-6,7,8,9,10

NOS 2 Establish and satisfy

customer need

The learners will be able to:

• Stay alert to, and make unobtrusive
observations about, customer choices and
movements within the store.
• Heed to customer queries about the
products and supplies they wish to
purchase and unobtrusively and politely
 enquire about their purchase
requirements, when necessary
• Help customers identify the product or
supplies they wish to purchase and
direct / accompany them to the exact
store location where the specific
product or supplies are stocked /
displayed
• Confirm with customers that the
products and supplies being packed,
wrapped and billed exactly match their
selections.
• Extend appropriate courtesy to
customers during the sales process and
provide appropriate and accurate
information and advice
• Provide information on variants of
product and supplies available in the
store and enable customers to make
informed purchase decisions
• Enable customers to make choices
appropriate with their product, supplies
and brand preferences and complete their
basket of purchases
• Where allowed, by store or business
policy, advise the customer to sample
the product or supplies in the course of
the purchase decision
• Maintain prescribed levels of store,
environmental and personal hygiene and
ensure health and safety within the
store environs and peripheral areas
• Ensuring that customers fulfil their
purchase process smoothly from start to
billing by minimizing waiting times at
different stages of the process
• Knowledge and Understanding
• The learners will be able to apply
knowledge of:
• Appropriate behavior with customers in
a retail environment and the assisted
self ? serve nature of the store
environment
• How to maintain brief, to? the ?point,
accurate and polite responses to
customer queries ? How to avoid being
perceived to be intrusive, or step back
from a situation perceived to be
intrusive, by the customer.

DAY-11,12,13,14,15

Nos. 3 (Monitor and manage store

performance)

• Performance Criteria
• The learners will be able to:
• Monitor retail operations against
targets Check that the quality of the
products and customer service are
maintained
• Adapt allocation of work activities to
meet changing priorities and targets
 • Report factors influencing effectiveness
which are outside your own area of
• responsibility to the relevant people
Make recommendations to improve retail
operations to relevant people.

• Knowledge and Understanding

• The learners will be able to apply
knowledge of: Different ways of
communicating effectively with members
of a store team.
• How to set store business objectives
which are SMART Specific, Measurable,
• How to plan the achievement of store
team objectives and the importance of
involving team members in this process
• The importance of and being able to show
store team members how personal work
objectives contribute to achievement of
team objectives
• The importance of encouraging others to
take the lead and ways in which this can
be achieved
• The benefits of and how to encourage and
recognize creativity and innovation
within a team
DAY-15,16,17,18,19,20

Nos 4 (Provide leadership for

your team)
• Performance Criteria
➢ The learners will be able to:
➢ Set out and positively communicate the
purpose and objectives of the store
business to all store team members
➢ Involve key store team members in
planning how the team will achieve store
business objectives
➢ Encourage team members to take the lead
when they have the knowledge and
expertise and show willingness to follow
this lead
➢ Ensure that each member of the team has
personal work objectives and understands
how achieving these will contribute to
achievement of the store business
• objectives
➢ Encourage and support team members to
achieve their personal work objectives
and those of the team and provide
recognition when objectives have been
achieved
➢ Win, through your performance, the
trust and support of the team for your
leadership
➢ Steer the team successfully through
difficulties and challenges, including
conflict, diversity and inclusion issues
within the team
➢ Encourage and recognize creativity and
innovation within the team
➢ Give team members support and advice
when they need it especially if and
 during periods when the store business
is below set goals
➢ Motivate team members to present their
own ideas and listen to what they say
➢ Monitor activities and progress across
the store team without interfering

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ Different ways of communicating
effectively with members of a store
team.
➢ How to set store business objectives
which are SMART (Specific, Measurable,
Achievable, Realistic and Time? Bound).
➢ How to plan the achievement of store
team objectives and the importance of
involving team members in this process
➢ The importance of and being able to show
store team members how personal work
objectives contribute to achievement of
team objectives
➢ That different styles of leadership
exist
➢ How to select and successfully apply a
limited range of different methods for
motivating, supporting and encouraging
team members and recognizing their
achievements
➢ Types of difficulties and challenges
that may arise, including conflict,
 diversity and inclusion issues within
the team, and ways of identifying and
overcoming them
➢ The importance of encouraging others to
take the lead and ways in which this can
be achieved
➢ The benefits of and how to encourage
and recognize creativity and innovation
within a team.
DAY-21,22,23,24,25

Nos 5 ( Build and manage store

team )
Performance Criteria
➢ The learners will be able to:
➢ Clearly articulate the purpose of the
store business and the team ? what it
has to achieve, and why a team rather
than an individual approach is required
➢ Identify the diversity of expertise,
knowledge, skills and attitudes required
to achieve the team purpose
➢ Identify store team members? expertise,
knowledge, skills and attitudes and
agree their particular roles within the
team
➢ Use team selection and development
processes to develop any expertise,
knowledge, skills and attitudes lacking
in the team
➢ Agree with team members the behaviors
that are likely to help the achievement
of the team purpose and those that
should be avoided because they are
likely to hinder progress.

➢ Help team members understand their

unique contribution to the team and to
the store business, the contributions
expected of fellow team members and how
these complement and support each other
➢ Provide opportunities for team members
to get to know each other’s strengths
and weaknesses and build mutual respect
and trust
➢ Allow time for the team to develop
through its stages of growth
➢ Help the team seize opportunities
presented by changes in the team
composition and support the introduction
of new team members
➢ Encourage team members to share
problems with each other and solve these
creatively together
➢ Encourage open communication between
team members, including providing
feedback designed to enhance the
performance of fellow team members and
the team as a whole
➢ Review the performance of the team at
appropriate points and evaluate how well
its purpose is being achieved
 ➢ Celebrate team and individual successes
together, and acknowledge when things go
wrong, before refocusing the team’s
energy on achieving its purpose
➢ Disband the team if and when its purpose
has been achieved and it is no longer
required for other purposes

• Knowledge and Understanding

➢ The learners will be able to apply
knowledge of:
➢ The principles of effective
communication and how to apply them
➢ How to identify the diversity of
expertise, knowledge, skills and
attitudes required to achieve the team
purpose
➢ The importance of selecting store team
members with the required expertise,
knowledge and skills and different
personalities so they can play
complementary roles within the team, and
how to do so
➢ The importance of agreeing with team
members the behaviors that are likely to
help achievement of the team purpose and
those that are likely to hinder progress
and should be avoided
➢ How to help team members to understand
their unique contribution to the team
purpose, the contributions expected of
fellow team members and how these
complement and support each other
 ➢ The importance of providing
opportunities for team members to get to
know each other’s strengths and
weaknesses and build mutual respect and
trust
➢ How to encourage team members to get to
know each other’s strengths and
weaknesses and build mutual respect and
trust
➢ The importance of encouraging open
communication between team members, and
how to do so
➢ How to provide feedback to team members
to enhance the performance of fellow
team members and the team as a whole
➢ The importance of allowing time for the
team to develop through its stages of
growth (forming, storming, norming,
performing), and how to do so
➢ The importance of celebrating team and
individual successes together and
commiserating together when things go
wrong
➢ Ways of refocusing the team’s energy on
achieving its purpose.

DAY-26,27,28,29,30

NOS 6 ( Allocate and check work

in your team)

• Performance Criteria
➢ The learners will be able to:
➢ Use information collected on the
performance of team members in any
formal appraisal of performance.
➢ Recognize successful completion of
significant pieces of work or work
activities by team members and the
overall team and advise your manager.
➢ Identify unacceptable or poor
performance, discuss the cause(s) and
agree ways of improving performance with
team members.
➢ Monitor the team for conflict,
identifying the cause(s) when it occurs
and dealing with it promptly and
effectively.
➢ Motivate team members to complete the
work they have been allocated and
provide, where requested and where
possible, any additional support and/or
resources to help completion.
➢ Support team members in identifying and
dealing with problems and unforeseen
events.
➢ Check the progress and quality of the
work of team members on a regular and
fair basis against the standard or level
of expected performance and provide
prompt and constructive feedback.
➢ Encourage team members to ask
questions, make suggestions and seek
clarification in relation to the work
they have been allocated.
 ➢ Recognize and seek to find out about
differences in expectations and working
methods of any team members from a
different country or culture and promote
ways of working that take account of
their expectations and maximize
productivity.
➢ Brief team members on the work they
have been allocated and the standard or
level of expected performance.
➢ Allocate work to team members on a fair
basis taking account of their skills,
knowledge and understanding, experience
and workloads and the opportunity for
development.
➢ Plan how the team will undertake its
work, identifying any priorities or
critical activities and making best use
of the available resources.
➢ Confirm the work required of the team
with your manager and seek
clarification, where necessary, on any
outstanding points and issues.

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ Different ways of communicating
effectively with members of a team.
➢ The importance of confirming/clarifying
the work required of the team with your
manager and how to do this effectively.
➢ How to plan the work of a team,
including how to identify any priorities
or critical activities and the available
resources.
➢ How to identify and take due account of
health and safety issues in the
planning, allocation and checking of
work.
➢ Why it is important to allocate work
across the team on a fair basis and how
to do so.
➢ Why it is important to brief team
members on the work they have been
allocated and the standard or level of
expected performance and how to do so.
➢ The values, ethics, beliefs, faith,
cultural conventions, perceptions and
expectations of any team members from a
different country or culture and how
your own values, ethics, beliefs, faith,
cultural conventions, perceptions,
expectations, use of language, tone of
voice and body language may appear to
them.
➢ Ways of encouraging team members to ask
questions and/or seek clarification and
make suggestions in relation to the work
which they have been allocated.
➢ Effective ways of regularly and fairly
checking the progress and quality of the
work of team members.
➢ How to provide prompt and constructive
feedback to team members.
 ➢ How to select and apply a limited range
of different methods for motivating,
supporting and encouraging team members
to complete the work they have been
allocated and improve their performance,
and for recognizing their achievements.
➢ The additional support and/or resources
which team members might require to help
them complete their work and how to
assist in providing this.
➢ Why it is important to monitor the team
for conflict and how to identify the
cause(s) of conflict when it occurs and
deal with it promptly and effectively.
➢ How to take account of diversity and
inclusion issues when supporting and
encouraging team members to complete the
work they have been allocated.

DAY-31,32,33,34,35

Nos-7
(Develop individual retail service
opportunities)

Performance Criteria
➢ The learners will be able to:
➢ Identify the types of client who would
benefit from your service and whose
 custom would help you achieve your
sales targets
➢ suggest ideas for building the client
base that are suitable for the client
profiles and achievable bearing in
mind the budget and time available and
company image and policy
➢ Follow company policies and
procedures for building the client
base
➢ Review your progress against your
plans at suitable intervals
➢ Recognize whether you are achieving
the results you need and adjusting
your plans when necessary
➢ Give your manager clear and accurate
reports of your progress at the agreed
times
➢ Spot suitable opportunities to
approach potential clients
➢ Approach potential clients in a way
that projects your company’s image
effectively and is likely to help
create a business relationship
➢ Quickly create a rapport with
potential clients
➢ Talk to potential clients in a
persuasive way about your services
➢ Compare your service with
competitors? services in ways that
 make clear the advantages of your
service while being honest and fair
➢ Exchange relevant information with
potential clients when appropriate
➢ Record client information promptly,
accurately and in a way that allows
you to use the information effectively
➢ Store and use client information in
line with data protection laws and
company policy
➢ When it is not possible to keep
promises to potential clients, tell
them promptly and offer any other
suitable information or help

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ Your sales targets and when you should
achieve them by
➢ Client profiles relevant to the
brands and services you are personally
responsible for selling
➢ The number and types of clients you
are likely to need in order to meet
your sales Targets
➢ Company policies and procedures for
developing business relationships with
clients
➢ How best to balance your time between
finding new clients and selling to
existing clients
➢ How often to review your progress in
finding new clients
➢ How to measure your progress in ways
that help you decide if you need to
change your approach
➢ When and how you should report your
progress to your manage
➢ The type of business relationships
you need to create with potential
clients
➢ The image your company wants to
promote to customers
➢ The difference between features and
benefits
➢ The features and benefits of the
service you provide
➢ How to talk to potential clients in a
persuasive way about your service
➢ How to find out about competitors?
services
➢ How to compare competitors? services
with yours, so that potential clients
can understand how using your service
would benefit them
➢ How to identify suitable
opportunities for approaching
potential clients
 ➢ How to approach potential clients in a
way that creates a positive impression
of you and your company and is likely
to help create a business relationship
➢ How to create a rapport quickly with
prospective clients

DAY-36,37,38,39,40

Nos 8 Communicate effectively with

stake holders
Performance Criteria
➢ The learners will be able to:
➢ Pass on written information only to
those people authorized to receive it
and within agreed timescales
➢ Keep the information in written
documents as required by your
organization;
➢ Maintain the communication mediums in
line your instructions and
organization’s procedures
➢ Make sure the communication equipment
you use is working properly, take
corrective action as required
➢ Acknowledge incoming communication
promptly and clearly, using appropriate
terminology
➢ Pass on information to persons who
require it within agreed timescales
➢ Check to ensure that the information
you give is understood by the receivers
➢ Take prompt and effective action when
there is difficulty in transmission or
reception of information
➢ Accurately interpret and act upon
instructions that you receive
➢ Make sure you get clarifications when
you need to
➢ Consult with and help your team members
to maximize efficiency in carrying out
tasks
➢ Give instructions to others clearly, at
a pace and in a manner that helps them
to understand
➢ Listen actively and identify the most
important things that customers are
saying
➢ Identify the most important things that
customers are telling you
➢ Summarize information for customers
➢ Use appropriate body language when
communicating with customers
➢ Read your customers? body language to
help you understand their feelings and
wishes
➢ Deal with customers in a respectful,
helpful and professional way at all
times
➢ Help to give good customer service by
passing messages to colleagues
➢ Understand the roles and
responsibilities of the different people
you will be working with
➢ Agree and record arrangements for joint
working that are appropriate and
effective
➢ Agree to the information sharing
timing, reasons and confidentiality
➢ Discuss on how and when the joint work
will be monitored and reviewed
➢ Undertake your role in the joint
working in a way that is consistent with
agreements made, your own job role and
relevant policies and standards
➢ Represent your agency's views and
policies in a clear and constructive way
➢ Identify any tensions and issues in the
joint working and seek to address them
with the people involved
➢ Seek appropriate support when you are
having difficulty working effectively
with staff in other agencies

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ How to make sure information is correct
and current
➢ The different documents / report
formats that you are required to keep
➢ Your organization’s procedures and
policies for preparing and passing on
written information
➢ How to make sure your communication
equipment is working properly and what
to do if it isn't
➢ The limits of your authority and
responsibility for passing on
information
➢ The regulations or policies that you
should follow for using communications
systems, including for private use
➢ What to do if there are problems in
using communications equipment, and the
location of alternatives that you could
use
➢ The terminology that you should use in
communication mediums (phonetic
alphabet, the 24 hour clock, call signs,
etc.)
➢ Who to ask if you need to clarify
something, or ask questions about your
work
➢ How to talk and work with others to
work efficiently, without adversely
affecting your own work; the difference
between hearing and listening
➢ How to use and read body language
effectively
➢ How to use questions to check that you
understand what customers are telling
you
➢ How to summarize and speak clearly
➢ The relevant legislation,
organizational policies and procedures
that apply to joint working
➢ The roles and functions of your
stakeholders and their broad structures,
methods of communication and decision
making processes
➢ The principles and benefits of joint
working between different stakeholders
➢ The factors likely to hinder joint
working

DAY-41,42,43,44,45
Nos 9 (Help maintain health and
safety)
Performance Criteria
➢ The learners will be able to:
➢ Follow company procedures and legal
requirements for dealing with
accidents and emergencies.
➢ Speak and behave in a calm way while
dealing with accidents and
emergencies.
➢ Report accidents and emergencies
promptly, accurately and to the right
person.
➢ Recognize when evacuation procedures
have been started and following
company procedures for evacuation
➢ Follow the health and safety
requirements laid down by your company
and by law, and encourage colleagues
to do the same.
➢ Promptly take the approved action to
deal with risks if you are authorised
to do so.
➢ If you do not have authority to deal
with risks, report them promptly to
the right person.
➢ Use equipment and materials in line
with the manufacturer’s instructions.

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ Company procedures and legal
requirements for dealing with
accidents and emergencies.
➢ Reporting accidents and emergencies
promotes health and safety.
➢ Legal and company requirements for
reporting accidents and emergencies.
➢ Company procedures for evacuation,
including how the alarm is raised and
where emergency exits and assembly
points are.
➢ Health and safety requirements laid
down by your company and by law.
➢ Setting a good example contributing
to health and safety in the workplace.
➢ Authority and responsibility for
dealing with health and safety risks,
and the importance of not taking on
more responsibility than you are
authorized to.
➢ Approved procedures for dealing with
health and safety risks.
➢ Finding instructions for using
equipment and materials.

• Technical Knowledge

➢ The learners will be able to apply

technical knowledge of:
➢ Techniques for speaking and behaving
in a calm way while dealing with
accidents and emergencies.
➢ Emergency response techniques.
➢ Using machinery and escape methods to
have minimal loss to material and
life.
➢ Follow routine instructions through
clear and direct communication.
➢ Use language and concepts appropriate
to cultural differences.
➢ Use and interpret non-verbal
communication.
 ➢ The scope of information or materials
required within the parameters of the
job role.
➢ Consequences of poor team
participation on job outcomes.
➢ Work health and safety requirements.

DAY-46,47,48,49,50

Nos 10 (To work effectively in

your team)

• Performance Criteria
➢ The learners will be able to:
➢ Display courteous and helpful behavior
at all times.
➢ Take opportunities to enhance the
level of assistance offered to
colleagues.
➢ Meet all reasonable requests for
assistance within acceptable workplace
timeframes.
➢ Complete allocated tasks as required.
➢ Seek assistance when difficulties
arise.
➢ Use questioning techniques to clarify
instructions or responsibilities.
➢ Identify and display a non-
discriminatory attitude in all
 contacts with customers and other
staff members.
➢ Observe appropriate dress code and
presentation as required by the
workplace, job role and level of
customer contact.
➢ Follow personal hygiene procedures
according to organizational policy and
relevant legislation.
➢ Interpret, confirm and act on
workplace information, instructions
and procedures relevant to the
particular task.
➢ Interpret, confirm and act on legal
requirements in regard to anti-
discrimination, sexual harassment and
bullying.
➢ Ask questions to seek and clarify
workplace information.
➢ Plan and organize daily work routine
within the scope of the job role.
➢ Priorities and complete tasks
according to required timeframes.
➢ Identify work and personal priorities
and achieve a balance between
competing priorities.

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
 ➢ The policies and procedures relating
to the job role.
➢ The value system of the organization.
➢ Employee rights and obligations.
➢ The reporting hierarchy and escalation
matrix.

• Technical Knowledge

➢ The learners will be able to apply

technical knowledge of:
➢ Ask questions to identify and confirm
requirements.
➢ Follow routine instructions through
clear and direct communication.
➢ Use language and concepts appropriate
to cultural differences.
➢ Use and interpret non-verbal
communication.
➢ The scope of information or materials
required within the parameters of the
job role.
➢ Consequences of poor team
participation on job outcomes.
➢ Work health and safety requirements.

DAY-51,52,53,54,55

Nos 11 (To work effectively in

your organization)
• Performance Criteria
➢ The learners will be able to:
➢ Share work fairly with colleagues,
taking account of your own and others?
preferences, skills and time
available.
➢ Make realistic commitments to
colleagues and do what you have
promised you will do.
➢ Let colleagues know promptly if you
will not be able to do what you have
promised and suggest suitable
alternatives.
➢ Encourage and support colleagues when
working conditions are difficult.
➢ Encourage colleagues who are finding
it difficult to work together to treat
each other fairly, politely and with
respect.
➢ Follow the company’s health and
safety procedures as you work.
➢ Discuss and agree with the right
people goals that are relevant,
realistic and clear.
➢ Identify the knowledge and skills you
will need to achieve your goals.
➢ Agree action points and deadlines
that are realistic, taking account of
your past learning experiences and the
 time and resources available for
learning.
➢ Regularly check your progress and,
when necessary, change the way you
work.
➢ Ask for feedback on your progress
from those in a position to give it,
and use their feedback to improve your
performance.
➢ Encourage colleagues to ask you for
work- related information or advice
that you are likely to be able to
provide.
➢ Notice when colleagues are having
difficulty performing tasks at which
you are competent, and tactfully offer
advice.
➢ Give clear, accurate and relevant
information and advice relating to
tasks and procedures.
➢ Explain and demonstrate procedures
clearly, accurately and in a logical
sequence.
➢ Encourage colleagues to ask questions
if they don’t understand the
information and advice you give them.
➢ Give colleagues opportunities to
practice new skills, and give
constructive feedback.
➢ Check that health, safety and security
are not compromised when you are
helping others to learn.
➢ Check that health, safety and security
are not compromised when you are
helping others to learn.

• Knowledge and Understanding

➢ The learners will be able to apply

knowledge of:
➢ Team’s purpose, aims and targets.
➢ Responsibility for contributing to the
team’s success.
➢ Colleagues’ roles and main
responsibilities.
➢ The importance of sharing work fairly
with colleagues.
➢ Factors that can affect your own and
colleagues? willingness to carry out
work, including skills and existing
workload.
➢ The importance of being a reliable
team member.
➢ Factors to take account of when making
commitments, including your existing
workload and the degree to which
interruptions and changes of plan are
within your control.
➢ The importance of maintaining team
morale, the circumstances when morale
 is likely to flag, and the kinds of
encouragement and support that are
likely to be valued by colleagues.
➢ The importance of good working
relations, and techniques for removing
tension between colleagues.
➢ The importance of following the
company’s policies and procedures for
health and safety, including setting a
good example to colleagues.
➢ Who can help you set goals, help you
plan your learning, and give you
feedback about your progress.
➢ Identifying the knowledge and skills
you will need to achieve your goals.
➢ Checking your progress.
➢ Adjusting plans as needed to meet
goals.
➢ Asking for feedback on progress.
➢ Responding positively.
➢ Helping others to learn in the
workplace.
➢ Working out what skills and knowledge
you can usefully share with others.
➢ Health, safety and security risks
that are likely to arise when people
are learning on the job, and how to
reduce these risks.

DAY-56,57,58,59,60
NOS 12 (Manage a budget )

Performance Criteria
➢ The learners will be able to:
➢ Evaluate available information and
consult with others to prepare a
realistic budget for the respective
area or activity of work.
➢ Submit the proposed budget to the
relevant people in the organization
for approval and to assist the overall
financial planning process.
➢ Discuss and, if appropriate, negotiate
the proposed budget with the relevant
people in the organization and agree
the final budget.
➢ Use the agreed budget to actively
monitor and control performance for
the respective area or activity of
work.
➢ Identify the causes of any significant
variances between what was budgeted
and what actually happened and take
prompt corrective action, obtaining
agreement from the relevant people if
required.
➢ Propose revisions to the budget, if
necessary, in response to variances
and/or significant or unforeseen
developments and discuss and agree the
 revisions with the relevant people in
the organization.
➢ Provide ongoing information on
performance against the budget to
relevant people in your organization.
➢ Advise the relevant people as soon as
possible if you have identified
evidence of potentially fraudulent
activities.
➢ Gather information from implementation
of the budget to assist in the
preparation of future budgets.

• Knowledge and Understanding

• The learners will be able to apply

knowledge of:
• The purposes of budgetary systems.
• The importance of spending time on and
consulting with others in preparing a
budget.
• The importance of agreeing revisions
to the budget and communicating the
changes.
• The importance of providing regular
information on performance against the
budget to other people.
• Types of fraudulent activities.
• The importance of using the
implementation of the budget to
 identify information and lessons for
the preparation of future budgets.
• Factors, processes and trends those
are likely to affect the setting of
budgets in your industry/sector.
• The area or activity that the budget
is for.
• The vision, objectives and operational
plans for your area of responsibility.
• The budgeting period(s) used in your
organization.
• Organizational guidelines and
procedures for the preparation and
approval of budgets and for monitoring
and reporting of performance against
budgets and revising budgets.
• The limits of your authority.
• Who needs information in your
organization about performance against
your budget, what information they
need, when they need it and in what
format.
• What to do and who to contact if you
suspect fraud has been committed.

• Technical Knowledge

❖ The learners will be able to apply

technical knowledge of:
 ❖ Where to get and how to evaluate the
available information in order to be
able to prepare a realistic budget.
❖ How to discuss, negotiate and confirm
a budget with people who control the
finance and the key factors that
should be covered
❖ How to use a budget to actively
monitor and control performance for a
defined area or activity of work.
❖ The main causes of variances and how
to identify them.
❖ What different types of corrective
action which could be taken to address
identified variances.
❖ How unforeseen developments can affect
a budget and how to deal with them.
❖ How to identify types of fraudulent
activities.
❖ The agreed budget, how it can be used
and how much it can be changed without
approval.

➢ Core Skills / Generic Skills

On the job the individual needs to be

able to:
• Complete documentation accurately.
• Write simple reports when required.
 ➢ Writing Skills

On the job the individual needs to be

able to:
• Complete documentation accurately.
• Write simple reports when required.

➢ Reading Skills

On the job the individual needs to be

able to:
• Read information accurately.
• Read and interpret data sheets.

➢ Communication Skills

On the job the individual needs to be

able to:
• Use questioning and active listening
to determine and respond to customer
needs to ensure customers enjoy a
positive retail experience that
reflects store values
• Carry out verbal instructions from
other team members and supervisors
• Read and interpret simple workplace
documents
• Complete simple written workplace
forms and share work-related
information with other team members
 ➢ Professional Skills

On the job the individual needs to be

able to:
• Make appropriate decisions regarding
the responsibilities of the job role.

➢ Decision Making

On the job the individual needs to be

able to:
• Make appropriate decisions regarding
the responsibilities of the job role.

➢ Problem-solving

On the job the individual needs to be

able to:
• Demonstrate sensitivity to customer
needs and concerns
• Anticipate problems and act to avoid
them where possible
• Solve problems in the context of a
team structure where, after
clarification, customer service issues
or recognition of risk may be referred
to another team member or a supervisor
for resolution depending on store
policy and procedures.
 ➢ Teamwork

On the job the individual needs to be

able to:

• Work collaboratively with team

members, supporting the team,
respecting and understanding others?
views, and giving and receiving
feedback in the context of a retail
customer service environment where
employees are expected to perform
their
• Individual tasks but also look for
opportunities to assist others.

➢ Problem Solving

On the job the individual needs to be

able to identify and respond to:
• Breakdowns and malfunction of
equipment.
• Unsafe and hazardous working
conditions.
• Security breaches.

➢ Initiative and enterprise

On the job the individual needs to be

able to:
• Adapt to new situations, including
changing workplace procedures

➢ Planning and organizing

• Understand and follow store policies

regarding work availability, rosters
and work duties
• Work within the store culture by
practicing inclusive behavior
• Manage personal presentation, hygiene
and time
• Prioritize and complete delegated
tasks under instruction

➢ Learning

• Identify personal strengths and

weaknesses in the context of the job
role and recognize how to personally
learn best
• Accept opportunities to learn new ways
of doing things and implement changes
under instruction in the context of
store procedures

➢ Technology
On the job the individual needs to be
able to:
• Select and use a range of retail
technology, such as point-of-sale
systems, according to available
equipment and store procedures
• Recognize and report faulty equipment
and follow store workplace health and
safety procedures.

Conclusion
MAX Fashion is a major store for today’s customer. It is a
place where customer finds variety of products at
reasonable price. Max fashion has a good reputation of
itself in the surrounding area.
During the valuable On Job Training, this firm develops my
self-confidence and skills like my talking skills,
communication skills, my way of talking and also it
develop my personality. During the training I learn a lot
not theatrically, but also practically my experience was
very good about my On Job Training and I think in this
field I have such a bright future. I observed to learn my
positive aspects and I learn how to handle critical
atmosphere in retail industry.

Summary
From 12 Dec to 9Feb I was on Job
Training. The main aim of such training
is to train the students practically. We
learn my new things on OJT. Practically
we learn different things and acquire
wide knowledge. We appreciate this
opportunity which is given to us. Through
this project we attain wide knowledge and
experience.

References

We thank to Store Manager Amit Kumar and

entire staff of Max fashion store. They guide us
and give us wide knowledge. They give best
wishes to us. We would like express our heartfelt
thanks to the whole staff of the MAX
FASHION STORE (LUDHIANA).