Fake message at the till
A customer shows a “payment confirmation” on a phone, while an SMS says the terminal must be updated via a link.
Critical thinkingDigital skillsOral communicationReading
Open caseRetail Store Assistant
Retail store assistants work with customer service, handling goods, working at the till and other tasks in shops.
Retail and commerceDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
Based on HK-dir’s occupational basic skills profile. Adapted and extended by Prios Kompetanse to include critical thinking, digital competence and emerging technologies.
The occupation and work tasks
The work involves understanding product information, reading product labelling, using numbers and prices, communicating with customers and colleagues and using digital shop and payment systems. Many shops use scanners, self-service checkouts, electronic stock lists and digital ordering systems. Basic skills are particularly important for understanding information, handling records, calculating simple prices and communicating clearly with customers.
Typical work tasks
- Read and understand product labelling.
- Receive and check goods.
- Help customers with information.
- Use prices, quantities and discounts.
- Record orders and deviations.
- Use digital till and payment systems.
- Find product information.
- Communicate with colleagues and customers.
Developments affecting the occupation
- Self-service checkouts and digital payment systems
- Digital stock and ordering systems
- AI-supported product information
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand product information, prices, labelling and work instructions.
About the skillDaily tasks
- Read shelf labels and product descriptions.
- Understand prices and promotional information.
- Read work messages and product information.
Regular tasks
- Read packing slips and order information.
- Find relevant information about returns and complaints.
- Understand updated offers and routines.
Occasional tasks
- Read information about new products.
- Get to know changed systems.
- Find relevant information in public consumer sources.
AI and new technology
The portal provides no sales or till procedure training beyond basic skills. Critical thinking and AI are supplementary Prios topics – not official basic skills.
Digital shop systems, self-service solutions and automated product information are affecting everyday work in retail. AI can be used for writing texts, forecasting and product information, among other things. Retail store assistants can benefit from understanding the technology and checking information before it is used.
Understanding the systems
Digital tools provide information that must be read and understood correctly.
Checking the information
Automated and AI-generated information can contain errors and must be checked.
Asking when in doubt
Unclear or missing information is clarified with the person responsible.
1. Self-service checkouts and digital payment systems
Explain a fictional self-service checkout message to a customer.
2. Digital stock and ordering systems
Compare quantities in a fictional order and stock list.
3. AI-supported product information
Check a fictional AI-generated product description against the label.
4. Source criticism and digital judgement
Assess whether a fictional product claim is credible.
Suggested learning outcomes
- Use relevant digital shop and product information.
- Identify incorrect or incomplete information.
- Check AI-generated product descriptions.
- Understand the risks of incorrect or misleading information.
Teaching cases
Related resources
External link
External resources
HK-dir – Retail store assistant: basic skills at work
The original HK-dir profile. The Prios version in the portal has been adapted and extended.
Reading
HK-dirNO
Open resourceExternal link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExercise
Teaching activities
A message for the next shift
Practise short, precise messages in a warehouse or shop.
WritingReading
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Is the message genuine?
Recognise scams and manipulative messages in service and retail.
Critical thinkingDigital skillsOral communication
#Misinformation and disinformation#Digital judgement
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Numbers in everyday work
Participants read prices, calculate discounts, check a receipt and explain how they found the answers.
NumeracyReadingDigital skillsCritical thinking
- Occupation
- Retail Store Assistant
- Duration
- 50–60 minutes
- Level
- Approximately level 2
- Language
- Worksheet: Norwegian
Pilot draftNO / EN
Open resourceHow to use this profile when planning teaching
The occupational profile shows how basic skills are used in everyday work. It helps teachers select relevant content and learning objectives, rather than teaching the occupation itself.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?