- CUFRES401A - Conduct research
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFRES401A Mapping and Delivery Guide
Conduct research
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFRES401A - Conduct research |
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| Description | This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief.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 | People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis.Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client.Skills associated with writing reports are covered in:BSBWRT401A Write complex documents. | ||
| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Clarify research brief |
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| Element: Conduct research |
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| Element: Analyse research findings |
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| Element: Present research findings |
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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: ability to clarify research briefs ability to gather reliable and valid information from a range of sources in response to research briefs research findings on a range of topics presented in an appropriate format by agreed deadlines collaborative approach to work. |
Context of and specific resources for assessment | Assessment must ensure: access to a computer and the internet access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
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 evaluation of research findings prepared by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to conducting research. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT401A Write complex documents CUFPPM401A Produce programs and program segments. |
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 |
communication and teamwork skills sufficient to: present information and research findings in a way that is easily understood by others use industry and community networks as sources of information negotiate changes to research briefs participate in and act on feedback sessions with colleagues initiative and flexibility sufficient to: follow new leads in the course of research activities respond to difficulties encountered during the course of research activities planning and writing skills sufficient to: organise information logically in line with its intended purpose document research findings clearly and concisely analytical and literacy skills sufficient to interpret and summarise information and research findings self-management skills sufficient to work under pressure and meet deadlines |
Required knowledge |
effective communication techniques, including effective listening, questioning and non-verbal cues legal issues that affect research activities, e.g. copyright, intellectual property and privacy legislation reliable sources of advice on legal issues features of commonly used quantitative and qualitative research methodologies protocols to be observed when collecting information of a culturally sensitive nature OHS standards as they relate to working for periods of time on computers |
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. | |
Relevant personnel may include: | clients designers directors industry organisations managers producers specialist subcontractors supervisors. |
Research and data gathering techniques may include: | qualitative, e.g. focus groups or interviews with key people quantitative, e.g. mail or telephone surveys based on a statistically reliable random sample. |
Formats for presenting research findings may include: | audio and visual presentations interactive media presentations verbal briefings or presentations written reports. |
Issues of a legal nature may include: | contempt of court copyright defamation intellectual property obscenity privacy legislation racial vilification. |
Sources of information may include: | archives community organisations government departments industry and trade journals internet libraries, including text, film, video, sound and graphic market research companies media, including television, radio and print museums and galleries organisational policies, procedures and journals personal observations and experience print and online standard references, such as: atlases dictionaries of biography encyclopaedias year books and almanacs directories of people and associations telephone directories professional and industry organisations technical publications and manuals. |
Research tools may include: | questions for personal interviews or focus groups surveys, e.g. print, online or telephone. |
Systems may include: | electronic, e.g. databases, spreadsheets and statistical software applications manual, e.g. card index file. |
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 |
|---|---|---|---|
| Confirm topic or content to be researched with relevant personnel, including deadlines for completion | |||
| Identify research and data gathering techniques that best meet the requirements of the brief | |||
| Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs | |||
| Reach agreement with relevant personnel on the format for presenting research findings | |||
| Identify issues of a culturally sensitive or legal nature that affect research briefs | |||
| Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes | |||
| Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel | |||
| Identify sources of information and potential contributors relevant to research briefs | |||
| Design research tools as required | |||
| Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology | |||
| Approach relevant sources promptly and in a way most likely to elicit the required information | |||
| Adjust research strategies as required, without compromising required outcomes | |||
| Maintain accurate and comprehensive details of information sources | |||
| Adjust contact information when requirements of research briefs change and keep records up to date | |||
| Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase | |||
| Analyse and interpret data or information gathered | |||
| Check all facts before including them in research findings | |||
| Make judgements about how much information to include in research findings and be clear on the rationale for doing so | |||
| Develop conclusions and recommendations as required in consultation with relevant personnel | |||
| Organise information logically and clearly in the agreed format | |||
| Present information to relevant personnel by agreed deadlines | |||
| Identify key issues for further research or discussion with relevant personnel | |||
| Seek feedback on the quality of research outcomes and note areas for improvement |
Forms
Assessment Cover Sheet
CUFRES401A - Conduct research
Assessment task 1: [title]
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Result: Competent Not yet competent
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Assessment Record Sheet
CUFRES401A - Conduct research
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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