Diploma in Retail Business Management

Purpose

The purpose of the Diploma in Retail Business Management is to develop the applied and practical competencies of the student in the acquisition and application of retailing principles. It provides focused and applied specialisations within the field of retail to ensure that graduates have an understanding of the practices, theory in the field of Retail. The programme will develop competent Retail Managers for the retail industry and skills for the sector in general.

Rationale

The University of Johannesburg (UJ) is a comprehensive university offering retail as a field of study. Currently students who complete their Diploma Retail Business Management can continue with their studies in the Advanced Diploma in Retailing. Graduates either bridge into a related field such as marketing or continue their studies at other institutions who offer postgraduate programmes in Retail Business Management. The retail sector is the 2nd largest industry in South Africa after the mining sector. There is an estimated shortage of 40 000 retail managers. Retail management is a registered scarce skill. The Department of Marketing Management has been liaising with industry and the Wholesale and Retail SETA who have indicated a strong need for further articulation. The increasing corporatization of products and consumables has necessitated the development of a niche field of management of retail as opposed to purely wholesale. The purpose of this qualification is to develop the required managerial skills specifically required in this sector which is critical to any business. The range of skills includes quantitative skills, computer literacy and an understanding of marketing as well as broad fields of management (HR, Management etc).

Recognition of Prior Learning (RPL)

The Department accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It acknowledges that all learning has value and accepts the challenge posed by the assessment of prior learning and awards credits that are aligned with Faculty programmes in order to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide access into programmes, grant advanced placement in programmes and grant credits for modules on the principles and processes that serve as a basis for departmental RPL practices. The Department follows the UJ RPL Policy which requires the formation of a departmental RPL Committee to review RPL applications. The Committee compromises of at least three appropriate members in a Department, including an Advisor, Assessor and Moderator. An adviser acts as a facilitator between the RPL role players or as an evidence facilitator who may or may not be the Head of Department. The functions of the committee are to:

• Monitor and review the RPL policy and procedures within the Department.
• Oversee the RPL process and establish quality management in the Department.
• Manage the administration of the RPL process according to the RPL sub-committee guidelines as approved by the Faculty.

Advise the Faculty RPL sub-committee of the Department's recommendations. Please see RPL policy in section 2.

Entry Requirements

• APS score: 24 with Mathematics OR 26 with Mathematics Literacy.
• Language of teaching and learning 4:
• Other recognised language: 2 Mathematics 3:
• Mathematics Literacy 5:
• Two other subjects: 3 each Remaining subject 3:

For learners that completed Grade 12 before 2008, the M-score need to be at least 10 points a Further Education and Training Certificate (FETC) - Senior Certificate with English HG (D Symbol) or English SG (C Symbol) as a compulsory subject; or an equivalent qualification at NQF Level 4 as determined by a Status Committee, with English HG (D Symbol) or English SG (C Symbol) as a compulsory subject.

A potential student should be in possession of a Senior Certificate with the relevant University Endorsement.

First Year

First Semester

• Business Management 2A, 16 Credits.
• Consumer Behaviour A, 16 Credits.
• Personal Selling 1A, 16 Credits.
• Retailing 2B, 16 Credits.

Second Semester

• Applied Accountancy Skills 1B, 15 Credits.
• English B, 16 Credits.
• Business Management 1B, 16 Credits.
• End-User Computing B, 12 Credits.
• Retailing 1B, 16 Credits.

Second Year

First Semester

• Business Management 2A, 16 Credits.
• Consumer Behaviour A, 16 Credits.
• Personal Selling 1A, 16 Credits.
• Retailing 2B, 16 Credits.

Second Semester

• Business Management 2B, 16 Credits.
• Consumer Behaviour B, 16 Credits.
• Retailing 2B, 16 Credits.

Year Modules

• Personal Selling 1B, 16 Credits.

Third Year

First Semester

Business Law 1A, 16 Credits.

Business Management 3A, 16 Credits.

Labour Relations And Law 3A, 16 Credits.

Logistics 2A, 16 Credits.

Retailing 3A, 16 Credits.

Second Semester

Business Management 3B, 16 Credits.

Retailing 3B, 16 Credits.

Logistics 2B, 16 Credits.

1. Execute and monitor the general management of a retail business following due process for ethical considerations.
2. Manage the marketing of a retail business using appropriate communication and research skills and strategies.
3. Manage the stock and logistics of a retail business following current industry practices for ethics and corporate governance.
4. Manage the human resources of a retail business attributing due consideration to the corporate values espoused by the industry.
5. Manage finance and administration of a retail business.
6. Manage the production in a retail business.

Associated Assessment Criteria for Exit Level Outcome 1

• A workable business plan is compiled for all the business functions of a retail business to ensure the successful starting of a retail business.
• Draft specifications for the layout of a shopping centre are compiled for architects to ensure the optimum utilisation of the space and consumer satisfaction.
• Effective and relevant financial and administration procedures for the shopping centre are determined.
• An effective organisational structure for a retail business and all the functions to ensure achievement of the annual objectives is designed.
• Operational control systems to ensure achievement of the operational objectives and the effective performance of the activities in the action plans are compiled.
• An effective tactical housekeeping management system for a retail business to ensure clear housekeeping objectives, policies, procedures, budgets, structures and control systems is developed.
• A strategic analysis report on the image of a retail business is compiled to indicate the strategic direction of the business.

Associated Assessment Criteria for Exit Level Outcome 2

• A basic strategic marketing programme is developed for a retail business to demonstrate knowledge of the strategic marketing direction of the business.
• A tactical control system is compiled to ensure the achievement of the marketing objectives for the year and correct performance of the planned marketing actions.
• The customer profiles of the target groups are correctly defined in terms of demographic, geographic and psycho-graphic factors, as well as their buying and other behaviour, to provide information which can successfully be used for the marketing strategy of a retail business.
• A marketing research project is planned to ensure provision of the right market information and the use of the correct research methods.
• The nature, quantity, quality and time of products to be sold in a retail business are specified.
• An appropriate operational, advertising and sales promotion programme for a retail business is planned.
• The basic price of a product or service is correctly calculated.
• Products are successfully sold to customers who visit the retail store while all the steps of the sales process applicable to in-house retail selling are applied.
• An effective customer service process is developed.

Associated Assessment Criteria for Exit Level Outcome 3

• An appropriate strategic stock and logistics plan which will demonstrate knowledge of the logistics function is developed for a business.
• Stock and logistics of a retail business including effective stock and logistic objectives, policies, strategies, action plans and a logistics budget for a year are effectively planned.
• An effective stock control system is designed.
• A supplier specification policy is compiled to ensure the right supply of prescribed products at the required conditions.
• The best possible way of transporting products from the supplier to the business is determined.

Associated Assessment Criteria for Exit Level Outcome 4

• An appropriate strategic human resources programme demonstrating knowledge of the strategic human resources function is developed.
• An organisational structure and job descriptions for the personnel responsible for the human resources function is developed to ensure achievement of the annual personnel objectives.
• Job descriptions ensuring optimum productivity within the positions in a retail business are designed.
• A personnel advertisement is drawn up to ensure recruiting appropriately qualified persons for a vacancy.
• The training needs of personnel towards full utilisation of potential are identified.

Associated Assessment Criteria for Exit Level Outcome 5

• Transactions in the different accounting books of the business are correctly recorded.
• Budgets for a retail business are accurately compiled.
• A cash receipts and cash payments journal is accurately reconciled with the bank statement.
• The financial implications of discounts and shrinkage on the gross profit margins are correctly calculated.
• A suitable equity and long term capital structure for a retail business are compiled.
• An effective debtor's policy and procedure is developed.
• Record of the nature, volume and value of fixed assets of a retail business are correctly compiled.
• An effective internal mail and communication system for the business is established.
• The ability to use a spreadsheet programme to supply management information and to solve problems is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 6

• An appropriate strategic analysis for the production process in a retail business is conducted.
• An annual schedule for the production process in a retail store is compiled.
• Operational production problems are identified and effectively solved.
• A scientific decision on the allocation of resources is made based on basic linear programming.

Integrated Assessment

It is important that learners understand the inter-relationship of all the business functions in a retail business and that the success of a retail business depends on how effectively these functions work together in the process of achieving the objectives of the retail business. The integrated assessment summative takes the form of a project in which the student must select an existing retail business and evaluate how effectively each business function contributes to the success of the retail business. Formative assessments comprise written class tests, presentations, projects and assignments.

Assessment takes place in accordance with the UJ Assessment Policy and the Faculty specific assessment policy. The Diploma (Retail Business Management) implements three summative assessments during the course of a module, one final summative assessment at the end of a module as the means of learning evaluation. The lecturer for each of the above mentioned modules determines the assessment method to be used in each instance.

Specific assessment regulations are determined by the Faculty Board and approved by Senate. Programmed specific assessment criteria, rules and regulations, are communicated to students in all learning guides. The development and implementation of assessment methods is based on the UJ and Faculty principles of assessment. A variety of 'fit for purpose' methods of assessment are used by the assessor/s within a module to assess the students as defined by the learning outcomes.

Assessments include the following outcomes based activities

• Observation of real or simulated tasks, e.g. practical exercises/demonstrations, role-plays, presentations.
• Evaluation of a product after a task has been completed, e.g. projects, assignments, case studies, portfolios, artifacts, log books, reflective journals.
• Questions, oral or written, used either separately or in combination, e.g. tests examinations, including short or long questions, essays, multiple choice questions, etc.

All assessment activities are accompanied by a memorandum/assessment marking guide.

The number and range of assessment methods used are included in the Learning Guides. Every assessment opportunity carries a predetermined weight that takes the integration of the outcomes into account.