- BSBRES401A - Analyse and present research information
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBRES401A Mapping and Delivery Guide
Analyse and present research information
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBRES401A - Analyse and present research information |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Knowledge Management - Research | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Gather and organise information |
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| Element: Research and analyse information |
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| Element: Present information |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: presenting information and data maintaining and handling data and documents systematically analysing and interpreting data to support organisational activities knowledge of research processes and strategies to identify new sources of information. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of research tasks and resources. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations review of documentation outlining recommendations and issues review of reports outlining research findings. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units IT use units Governance units |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to select and use technology appropriate to a task research skills to identify and access information. |
Required knowledge |
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational record keeping/filing systems, security procedures and safe recording practices organisational policies and procedures relating to distribution of workplace information, and legal and ethical obligations research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Information may include: | demographic data service delivery records computer databases (library catalogue, customer records, subscription database, internet) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) financial figures forms (insurance forms, membership forms) information on training needs invoices (from suppliers, to debtors) marketing reports/plans/budgets personnel records (personal details, salary rates) production targets sales records (monthly forecasts, targets achieved) |
Organisational requirements may include: | anti-discrimination and related policy business and performance plans Code of Conduct/Code of Ethics defined resource parameters ethical standards goals, objectives, plans, systems and processes information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements |
Methods of collecting information may include: | checking research provided by others checking written material including referrals and client files individual research information from other organisations interviews with community members, colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms |
Business technology may include: | answering machine computer fax machine photocopier telephone |
Objectives of research may include: | comparative analysis hypothesis testing identification of trends industry pricing policies process mapping situational diagnosis |
Research strategies may include: | data analysis documentation reviews focus groups interviewing colleagues and clients online searching product sampling subscription databases |
Key words and phrases may include: | American spellings when searching online cultural or geographic terms using different thesauri in different databases |
Boolean operators may include: | exclude - / NOT include +/ AND or phrase searching " "/( ) variations, depending on the resource being used |
Methods of data analysis may include: | data sampling feedback on results peer review review of previous research statistical analysis |
Business objectives may include: | community capacity building community development service provision business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and quality assurance manuals |
Feedback may include: | audit documentation and reports comments from community, board members, clients and colleagues customer satisfaction questionnaires quality assurance data returned goods |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements | |||
| Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements | |||
| Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements | |||
| Identify research requirements for combining online research with non-electronic sources of information | |||
| Use business technology to access, organise and monitor information in accordance with organisational requirements | |||
| Update, modify, maintain and store information, in accordance with organisational requirements | |||
| Clearly define objectives of research ensuring consistency with organisational requirements | |||
| Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources | |||
| Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools | |||
| Use reliable methods of data analysis that are suitable to research purposes | |||
| Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives | |||
| Present recommendations and issues in an appropriate format, style and structure using suitable business technology | |||
| Structure and format reports in a clear manner that conforms to organisational requirements | |||
| Report and distribute research findings in accordance with organisational requirements | |||
| Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements |
Forms
Assessment Cover Sheet
BSBRES401A - Analyse and present research information
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBRES401A - Analyse and present research information
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: