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Evidence Guide: CUFRES401A - Conduct research

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUFRES401A - Conduct research

What evidence can you provide to prove your understanding of each of the following citeria?

Clarify research brief

  1. Confirm topic or content to be researched with relevant personnel, including deadlines for completion
  2. Identify research and data gathering techniques that best meet the requirements of the brief
  3. Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs
  4. Reach agreement with relevant personnel on the format for presenting research findings
  5. Identify issues of a culturally sensitive or legal nature that affect research briefs
  6. Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes
  7. Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel
Confirm topic or content to be researched with relevant personnel, including deadlines for completion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify research and data gathering techniques that best meet the requirements of the brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reach agreement with relevant personnel on the format for presenting research findings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues of a culturally sensitive or legal nature that affect research briefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct research

  1. Identify sources of information and potential contributors relevant to research briefs
  2. Design research tools as required
  3. Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology
  4. Approach relevant sources promptly and in a way most likely to elicit the required information
  5. Adjust research strategies as required, without compromising required outcomes
  6. Maintain accurate and comprehensive details of information sources
  7. Adjust contact information when requirements of research briefs change and keep records up to date
  8. Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase
Identify sources of information and potential contributors relevant to research briefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design research tools as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Approach relevant sources promptly and in a way most likely to elicit the required information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust research strategies as required, without compromising required outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain accurate and comprehensive details of information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust contact information when requirements of research briefs change and keep records up to date

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse research findings

  1. Analyse and interpret data or information gathered
  2. Check all facts before including them in research findings
  3. Make judgements about how much information to include in research findings and be clear on the rationale for doing so
  4. Develop conclusions and recommendations as required in consultation with relevant personnel
Analyse and interpret data or information gathered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check all facts before including them in research findings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make judgements about how much information to include in research findings and be clear on the rationale for doing so

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop conclusions and recommendations as required in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present research findings

  1. Organise information logically and clearly in the agreed format
  2. Present information to relevant personnel by agreed deadlines
  3. Identify key issues for further research or discussion with relevant personnel
  4. Seek feedback on the quality of research outcomes and note areas for improvement
Organise information logically and clearly in the agreed format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present information to relevant personnel by agreed deadlines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key issues for further research or discussion with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on the quality of research outcomes and note areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

Range Statement

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.