Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Written work

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.

Confidentiality

The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.

Recognised prior learning

Learners will be able to have their previous experience or expertise recognised on request.

Special needs

Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can be:

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

Candidate Details

Assessment – BSBINS603 – Initiate and lead applied research

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBINS603 – Initiate and lead applied research

Name: _____________________________________________________________

Learner ID: ______________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

Assessment Task 1 – Knowledge Activity

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
K.E. 1.0	organisational communication processes and methods
K.E. 2.0	data collection and analysis methods, including the use of technology and technology services
K.E. 4.0	common presentation techniques and reporting methods

Question 1:

A. Terms of effective communication process in an organisation:- Communication transpire between two parties.The supplementary party gets the message.Effective communication is when the receiver gets the message in a way that the sender sends it. In easy language it is called the effective communication.

Creates labor satisfaction: organizations that promote the distribution of information between elderly and subordinated persons and between employees of the same departments; Good comments onlybring advantages, motivate employees to work better and feel valuable for the company; Open communication prevents the appearance of conflicts and helps solve it faster. When a conflict is solved by the discussion, employees develop a mutual respect, which leads to a development, both professionally and personally

Increases productivity: effective communication in the workplace is a major factor in the success or failure of the organization; Managers must definethe goals to be achieved, explain them in detail and communicate to the employees the responsibilities and duties that they must fulfill; When the line is clear, employees know exactly what to do and how to focus on it, resulting in greater productivity.

Use the most effective resources: If problems, crises and conflicts are produced in an organization, due to lack of communication between employees, unnecessary delays in the daily routine occur; It is carried out in a leakage of resources and ends at the end of total productivity.

B. Communication processes and methods:-

The communication process is made up with four key components.These components include coding, average gearboThe communication process consists of four key components.These components include coding, communication(medium of transmission), decoding and feedback.There are also two more factors in the process, and these two factors are present in the form of the sender and the recipient.The communication process begins with the sender and ends with the recipient1.sender 2. Encoding 3. Message 4. Receiver 5. Decoding 6. Feedback

1. Sender:- The first step, that the sender faces the coding process.To transmit the meaning, the sender must begin with coding, that is the translation of information to a message in the form of symbols that represent ideas or concepts.This process translates ideas or concepts to the coded message that is communicated. These symbols are used to code ideas in the messages that others can understand.

2. Encoding:- When encoding a message, the sender must begin to decide what he wants to send. This decision of the transmitter is based on what they believe in the knowledge and assumptions of the recipient, along with what additional information they want the recipient to have the receiver. It is important that the sender used symbols known to the intended receptor.An excellent way for the sender to improve the coding of your message is to visualize the view communication of the recipients mentally.

3. Message :- To start transferring the message, the sender uses a certain type channel (also called medium).The channel is type of medium that can used to transmit the message.If a sender relates a message through an inappropriate channel, your message may not reach the correct recipients.Therefore, the senders must note that the selection of the corresponding channel will significantly support the effectiveness of the understanding of the recipient.As soon as the sender has answered all these questions, they can select an effective channel.

4.Decoding:- After selecting the corresponding channel or channel, the message enters the decoding stage of the communication process.The decoding takes place from the receiver.Once the message is received and examined, the incentive to interpret the brain is sent to assign a kind of sense.This is this processing stage, which represents the decoding.The recipient begins with the interpretation of the symbols sent by the sender, which translates the message into its own set of experiences to make significant symbols.Successful communication is carried out if the recipient correctly interprets the sender’s message.

5.Receiver:- The recipient is the individual or the persons at which the message is directed. To what extent does this person understand that the message depends on a series of factors that include: how much individuals or individuals are on the subject, their receptivity for the message, as well as the relationship and trust between the sender and the recipient. It is similar to the relationship of the sender with the coding.

6.Feedback:- Feedback is the final connection in the chain of the communication process.When receiving a message, the receiver reacts in some way and points out this response to the sender.The signal can take the form of a spoken comment, a long sigh, a written message, a smile or other action..No comments, the sender can not confirm that the recipient has interpreted the message correctly.

Question 2:

A. Data collection and the analysis methods:-

The Data collection is the process of collecting and measuring the data on certain variables via a carefully established system to evaluate the results by reacting to the relevant questions.

Data Analytics is a process that implies that data in a form that will be examined for interpretation to know the relevant information, suggest conclusions and help Bthe issue of decision-making of research problems.

There are different methods to collect the data that are mentioned below:-

Survey:- Surveys are used to collect data from the target audience and gather information about their preferences, opinions, choices and comments regarding your products and services. Most survey programs usually have a wide variety of question types to choose from.

Delphi technology:- In this method, market experts receive estimates and assumptions of the forecasts conducted by other experts in the industry.Experts can provide and review their estimates and assumptions based on the information provided by other experts.The consensus of all expert forecasts represents the prognosis of final demand.

B. Four approach to collect the data:-

Observation:- By collecting direct observations, an excellent way may be easy to collect simple information about mechanical tasks, as it verifies the number of manual interventions required by a day to maintain a connection line without problems.

Questionnaires:- The survey can be conducted through directly administered questionnaires when the sample subjects are reasonably familiar with the ideas being discussed and can provide the correct answers without assistance. For example, a survey on newspaper reading behavior would be perfect for this mode.

Interview:-Interviews is the best way for the surveys that touch upon complex issues like healthcare and family welfare.The presence of an interviewer to help respondents interpret and understand the questions can be critical to the success of the survey.

Focus group:- The discussions of focus groups with professors of a university can be a great way to gather information about the paths in which our education system can be promoted by research.

Question 3:

Describe presentation techniques that can be used in presenting research information. You must ensure to provide at least three (3) verbal and three (3) non-verbal techniques.

Verbal techniques:-

Technical Slang:- Use the technical and industry-standard slang only for the people he knows, he will understand. Always consider the background of the audience and what will probably know. If such a language is crucial for the presentation, then define the technique. Words and expressions and confirm the understanding of the participants.

Colochiale words and phrases: – Avoid using Australian handling or jargon who can confuse people whoes people their mother tongue is not English.Terms such as “she will be correct” and “We will cover the blanket that many people can lead to misunderstandings.

Non-Discriminating Language: – Always use non-discriminatory and inclusive language.The word repeats ‘he’ if you think that both men and females can be deactivated.Do not use sexist language or cultural stereotypes that can insult the participants.

Non- verbal techniques:-

Nonverbal tracks are usually very subtle and may not always be a reliable way to determine if there is a problem.However, a combination of notes may be more useful.They also consider the influence of culture in communication. The way in which people communicate may reflect their cultural background; For example, in some Asian cultures, a person nodded, his head does not necessarily mean they agree with them. Whenever possible, the cultural composition of your audience is aware so that you can claim the consideration of cultural differences.Here are examples of positive and negative non-verbal information.

Positive nonverbal -Be on non-verbal signals that specify that the presentation runs well and the planned results are likely to be achieved.Examples that show participants who respond positively to the presentation: • Smile • Alarting forward • nodding • Suppose the moderator.

Non-verbal notes: – Non-verbal information in a negative response, since disagreements or boredom include: • Shrugging shoulders.• Shake the head or palm trees • Facial expressions show surprise or frulla with confusion or disbelief • Sigh, tongue clicks or grunts.

Question 4:

Outline the standard reporting method.

Guideline: Identify what contents are required when reporting

Standard reporting:-

The standardized report is a complicated type of reports process that aims to create consistent, reliable and convertible information of different systems or sources.A reporting process is standardized if it can be used in various business units or subunits in an organization.The processes that create and collect the data to be reported must remain the same above all business units. Standardized reporting is required for an organization to make decisions quickly and understand the status of conditions in real time.There is a universal understanding of information.Communication is depnds on the trust.Studies show that effective communication leads to increased productivity and deeper customer relationships.Data consistency creates a competitive advantage over other organizations that do not have standardized reporting processes.

Question 5:

Outline the basic ethical standard that relate to applied research.

There are a number of ethical principles that should be considered when carrying out undergraduate research and teacher dissertation.In the nucleus, these ethical principles emphasize the need for (a) well (known as charity) and (b) do not harm (known as not maldeso). In practice, these ethical principles mean that, as a researcher, they must: (a) receive an informed consent of the potential participants of the investigation; (b) minimize the risk of participants (c) protect their anonymity and confidentiality; (d) Avoid the use of deceptive practices; and (e) the participants give the right to withdraw from their investigation. This article analyzes these five ethical principles and its practical effects on the realization of thesis investigations.If you observe these five basic ethical principles, it may obviously seem that your dissertation should contain them.However, there are many cases in which it is not possible or desirable to obtain the informed consent of research participants.Similarly, there may be cases in which you request the permission of the participants not to protect their anonymity.These options should often reflect the research strategy that was adopted to guide their dissertation.In general, the investigation of his dissertation should not only aim to do good (ie the advantage), but also avoid damage (ie the non-malvers).While the ethical requirements in research can vary all countries, these are the basic principles of research ethics. This is not only important for ethical reasons, but also practices, since breach of such basic principles can lead to research (a) is criticized, which can be a lower brand and or (b) of your supervisor It is rejected or ethics committee, it costs important time. In the following sections, we discuss the five most important practical ethical principles that come from these basic principles.Each of these basic principles of research ethics is discussed again.e a number of ethical principles that should be considered when carrying out undergraduate research and teacher dissertation.In the nucleus, these ethical principles emphasize the need for (a) well (known as charity) and (b) do not harm (known as not maldeso). In practice, these ethical principles mean that, as a researcher, they must: (a) receive an informed consent of the potential participants of the investigation; (b) minimize the risk of participants (c) protect their anonymity and confidentiality; (d) Avoid the use of deceptive practices; and (e) the participants give the right to withdraw from their investigation. This article analyzes these five ethical principles and its practical effects on the realization of thesis investigations.If you observe these five basic ethical principles, it may obviously seem that your dissertation should contain them.However, there are many cases in which it is not possible or desirable to obtain the informed consent of research participants.Similarly, there may be cases in which you request the permission of the participants not to protect their anonymity.These options should often reflect the research strategy that was adopted to guide their dissertation.In general, the investigation of his dissertation should not only aim to do good (ie the advantage), but also avoid damage (ie the non-malvers).While the ethical requirements in research can vary all countries, these are the basic principles of research ethics. This is not only important for ethical reasons, but also practices, since breach of such basic principles can lead to research (a) is criticized, which can be a lower brand and or (b) of your supervisor It is rejected or ethics committee, it costs important time. In the following sections, we discuss the five most important practical ethical principles that come from these basic principles.Each of these basic principles of research ethics is discussed again.

Knowledge Evidence checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist	Performance criteria
Did the learner briefly identify the term of effective communication process in an organisation?	Yes No (Please circle)	K.E. 1.0, 2.0& 4.0
Did the learner outline and clearly explain six (6) communication processes and methods for organisational communication?	Yes No (Please circle)
Did the learner explain data collection and analysis methods including the use of technology and technology services?	Yes No (Please circle)
Did the learner correctlyidentify and clearly explain four (4) different approaches using to gather and collect data and required information?	Yes No (Please circle)
Did the learner describe presentation techniques that can be used in presenting research information?	Yes No (Please circle)
Did the learner provide at least three (3) verbal and three (3) non-verbal techniques?	Yes No (Please circle)
Did the learner outline the standard reporting method?	Yes No (Please circle)
Did the learner outline the basic ethical standard that relate to applied research?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory

Assessment Task 2: Performance Activities

Activity 1A

Performance Criteria

P.C. 1.1	Clarify and confirm applied research purpose and requirements of relevant stakeholders
P.C. 1.2	Identify policies and procedures in relation to conducting applied research
P.C. 1.3	Establish methods for collecting and maintaining data in a systematic manner
P.C. 1.4	Analyse factors affecting the reliability and validity of data
P.C. 1.5	Review relevant research ethics and codes of conduct
P.C. 1.6	Prepare applied research strategy and hypothesis
P.C. 1.7	Frame a research strategy according to available tools and resources
P.C. 1.8	Review and evaluate a range of applied research methods, theories and data collection techniques
P.C. 1.9	Select methods to gather and analyse data according to research strategy

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
K.E. 3.0	legal requirements, policies, procedures and guidelines relating to research

Question1:

Use your words to briefly identify three (3) differences between basic research and applied research.

Applied Research:-

It is a research methodology that creates practicalĺ solutions for specific problems, while basic research is an approach to research that wants to expand knowledge in a study area. This means that the applied research is driven by the solution while the basic research is specific to knowledge.

Applied research helps organizations and individuals to solve specific problems, unlike basic research, which simply focuses on the knowledge expansion without providing solid for existing issues. However, this does not negotiate the fact that the findings of basic research are useful to do problems for problems.

It is practical and descriptive in nature.

It has direct commercial objectives.

Basic research:-

The basic research attempts to promote the limits of knowledge by creating new theories or creating existing modification. On the other hand, the research applied is mainly concerned with the preparation of solutions for problems to collect and analyze empirical data to achieve the valid research results.

Basic research leads to the acquisition of new knowledge and also expands existing knowledge, while applied research does not lead to the acquisition of new knowledge.Applied research focuses only on the application of knowledge to solve existing problems, so it is specific to the solution.

It is theortical and exploratory in nature

It does not have direct commercial objectives.

Question 2:

Identify three (3) purposes on how an organisation/business owner may utilise applied research to effectively contribute an enhancement.

Question 3:

If you were working as one of key members who is involving in planning and developing applied research, what would you do to clarify and confirm applied research purpose and requirements of relevant stakeholders?

Guideline: The learner is recommended to explain relevant and beneficial strategies/techniques which are effectively applied to clarify and confirm research purpose and needs of relevant parties.

Question 4:

Explain legal requirements, policies, procedures and guidelines relating to research including handling and storing data, privacy and freedom of information.

Question 5:

How would you collect and maintain data in a systematic manner?

Question 6:

What factors affecting the reliability and validity of data might you need to analyse?

Question 7:

Identify three (3) elements that an applied research strategy may cover.

Question 8:

Prior to conducting applied research, provide and clearly explain two (2) examples of basic ethical principles and code of conducts related to research.

Question 9:

When creating questions or hypotheses in your research, what are three (3) criteria that hypotheses must achieve?

Question 10:

Briefly explain what your technique would be when framing a research strategy.

Question 11:

What factors should you consider in relation to methods, tools and data collection techniques used in research?

Question 12:

Briefly outline what the two(2) main types of sampling are.

Question 13:

Whatare two (2) key areas that integrity must be applied when optimizing the relevance of the research?

Question 14:

What should you consider when optimizing the relevance of the research?

Question 15:

When evaluating research findings, what could be factors/elements

Activity 1A checklist – for assessor

Question	Checklist	Performance criteria
1	Did the learner briefly identify three (3) differences between basic research and applied research?	Yes No (Please circle)	1.1
2	Did the learner clearly identify three (3) purposes on how an organisation/business owner may utilise applied research to effectively contribute an enhancement?	Yes No (Please circle)
3	Did the learner clearly explain what to do to clarify and confirm applied research purpose and requirements of relevant stakeholders?	Yes No (Please circle)
4	Did the learner correctlyexplain legal requirements, policies, procedures and guidelines relating to research including handling and storing data, privacy and freedom of information?	Yes No (Please circle)	1.2
5	Did the learnerexplain how to collect and maintain data in a systematic manner?	Yes No (Please circle)	1.3
6	Did the learner identify factors affecting the reliability and validity of data that they might need to analyse?	Yes No (Please circle)	1.4
7	Did the learner identify three (3) elements that an applied research strategy may cover?	Yes No (Please circle)
8	Did the learner provide and clearly explain two (2) examples of basic ethical principles and code of conducts related to research.	Yes No (Please circle)	1.5
9	Did the learner identify three (3) criteria that hypotheses must achieve when creating questions or hypotheses in your research?	Yes No (Please circle)	1.6
10	Did the learner briefly explain what their technique would be when framing a research strategy?	Yes No (Please circle)	1.7
11	Did the learner identify factors which should be considered in relation to methods, tools and data collection techniques used in research?	Yes No (Please circle)	1.8, 1.9
12	Did the learner briefly outline what the two (2) main types of sampling are?	Yes No (Please circle)
13	Did the learner two (2) key areas that integrity must be applied when optimizing the relevance of the research?	Yes No (Please circle)
14	Did the learner identify what factors should be considered when optimizing the relevance of the research?	Yes No (Please circle)
15	Did the learner identify relevant factors/elements when evaluating research findings?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory

Activity 2A

Performance Criteria

P.C. 2.1	Use suitable technology and technology services to support data collection and analysis
P.C. 2.2	Access sources of information and contributors relevant to the research
P.C. 2.3	Confirm integrity of the data collected, and analysis tools used
P.C. 3.1	Evaluate how research findings such as trends and changes will impact on requirements of relevant stakeholders
P.C. 3.2	Review data and research findings for accuracy of details and adherence to any legal requirements
P.C. 3.3	Collate and analyse data for relevance against the original applied research strategy
P.C. 3.4	Document and present research findings in a clear and logical manner consistent with stakeholder requirements
P.C. 3.5	Identify the need for, and approach to, further research as required

Case study 2A – A new bubble tea shop

“The global bubble tea market size was USD 2.02 billion in 2019 and is projected to reach USD 3.39 billion by the end of 2027” (Fortune Business Insight, 2020). You see the growing trend of bubble tea business and would like to open a shop name ‘A Cup of Tea’

You notice that there are a lot of competitors, and all the shops offer a variety of tea flavours. Therefore, you would like to be distinguished from your competitors and make the most of profits in the area. You decide to do market research before you invest in the shop.

For further information, please refer to https://www.fortunebusinessinsights.com/industry-reports/bubble-tea-market-101564

Instruction: learners are required to do research and create survey questionnaires to collect data. You are required to present a research outcome at the end of the course. The research and outcome of the survey must answer the following points:

1.1 Who are your main competitors? Please list at least three (3) names.

1.2 Who are main customers of each competitor? (Learners can research further information on customer segmentation or market segmentation topic)

1.3 What products each competitor is offering? (Leaners can group their answers, they do not need to list everything.)

1.4 What make people buy products from each competitor? (e.g., price, location, promotion, flavour, brand image, service, shop decoration etc)

1.5 Is there any linkage between age group/ gender/ income and product preference?

1.6 How can Á Cup of Tea’ be different?

1.7 Further research recommendation

Guideline: You must collect at least twenty (20) survey answers from twenty (20) different people. This means the survey must have name of people who answer questions.

Task 1: Draft your plan

Which source of information that you will use to answer each question?

Topics	Source of information
Main competitors
Target customers
Products and services
Decision factors
How can A Cup of Tea be different from others?

Task 2: Develop a questionnaires survey

There is no limit in terms of number of questions; however, survey outcome must answer all questions.

Note: The survey must have names of people who answer questions.

Example of survey template

Name of the survey
Objective of the survey
Survey participant’s name

Part I: Personal detail

Please tick ☒ in front of an answer you selected.

1. Age group

☐ Below 18 ☐ 34-38

☐ 18-23 ☐ 39-43

☐ 24-28 ☐44-48

☐ 29-33 ☐ 49 and above

2. Gender

☐ Male

☐ Female

☐ Prefer not to answer

3. Income range

☐

Part II: Questions

Questions

Please list the questions below. You can have a combination of open-ended questions and close-ended questions (e.g., rating scale, ranking, multiple choices, etc.).

Task 3: Select your survey tool

Instruction – Learners are required to select a survey tool and add their questionnaires in the tool. Once the survey questions are completed, learners must think about how they will distribute their survey. Learners must collect at least twenty (20) surveys to do an analysis.

Examples of survey tools are paper-based survey, Survey Monkey, Google Form, Qualtrics, etc.

Task 4:

Learners are required to record collected data into MS Excel and perform data cleaning to ensure that your analysis outcome is correct. Examples of data that you should delete are:

missing answers. Some candidates may answer only halfway through the survey and stop.
random answers. Some participants may feel too lazy to read questions and answer randomly. For example, answer ‘Yes’ in all questions or rate 3 in all factors. Name of the same participants occur two times, etc.

Guideline: Data record in Excel must be in numerical format (quantitative). There are two format that you can use.

1^st format

2^nd format

2nd Format

Task 5:

Calculate, analyse data you collected and select appropriate tools to present the data you got.

Guideline: create a PPT presentation to present your findings. You are required to interpret data or research outcome, not just present a figure or number. You presentation must answers questions as follows:

Note: Your PPT must have an agenda, research objective, executive summary, findings, how research findings can help the business to achieve its goals, conclusion and recommendation.

Task 6: Give at least one example of a legal requirement related to your research. Explain how your research complies with the requirements.

Guideline: Learners are required to review their presentation and ensure that the research presentation/publication comply with legal requirements.Learners can look into each process of research from research design, data collection to research outcome presentation.

Examples of topics related to legal requirements areInformation Privacy Act 2009, Plagiarism, Copyright, Moral right, Child Protection Act, Anti-Discrimination Act,The Australian Code for the Responsible Conduct of Research (2018), ARC Research Integrity Policy (2019), etc.

Task 7: Research outcome presentation.

Today, you are going to present your research outcome to your business partner. As a requirement from the stakeholders, your presentation must havean agenda, executive summary, findings, conclusion, recommendation and further research recommendation.

Guideline: At the end of your presentation, you are required to seek feedback from stakeholders (the trainer/classmates) on whether your interpretation of research data is correct, and analysis tools you selected is appropriate.

Activity 2A checklist – for assessor

Question	Checklist	Performance criteria
2A Task 1	Did the learner identify at least one source of information for each topic correctly?	Yes No (Please circle)	2.2
2A Task 2	Did the learner develop the questionnaires survey correctly?	Yes No (Please circle)	2.1
Did the learner include the required components in the questionnaires?	Yes No (Please circle)
2A Task 3	Was the learner able to set up their questionnaires into a survey tool he/she selected?	Yes No (Please circle)
Did the learner collect at least 20 surveys from 20 different people?	Yes No (Please circle)
2A Task 4	Did the learner record data he/she collected into Microsoft Excel correctly?	Yes No (Please circle)	2.3, 3.2
Did the learner perform data cleaning correctly?	Yes No (Please circle)
2A Task 5	Did the learner select the appropriate tool(s) to present the data?	Yes No (Please circle)	2.1,2.2,3.1, 3.2, 3.3
Did the learner develop PPT slides to present his/her research findings?	Yes No (Please circle)
Did the learner cover all questions in the PPT presentation?	Yes No (Please circle)
Did the learner follow stakeholders’ instructions? For example, the learner mention how research findings help the business to achieve its goals, further research recommendation.	Yes No (Please circle)
Did the learner transform statistical data into an appropriate presentation form?	Yes No (Please circle)
2A Task 6	Did the learner give at least one example of a legal requirement related to the research?	Yes No (Please circle)	3.2
Did the learner explain how his/her research complies with the requirements?	Yes No (Please circle)
2A Task 7	Did the learner present research findings clearly and logically?	Yes No (Please circle)	2.3, 3.4
Did the learner ask the audience for feedback?	Yes No (Please circle)	2.3, 3.2
Did the learner mention further research recommendations?	Yes No (Please circle)	3.5
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory

Assessment task 3 – Practical Activity

Performance Criteria

P.C. 1.6	Prepare applied research strategy and hypothesis
P.C. 1.7	Frame a research strategy according to available tools and resources
P.C. 1.8	Review and evaluate a range of applied research methods, theories and data collection techniques
P.C. 1.9	Select methods to gather and analyse data according to research strategy

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
K.E. 5.0	applied research tools and methods and how they are applied
K.E. 6.0	organisational policies and procedures relevant to performance evidence.

Performance Criteria

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
P.E. 1.0	plan, conduct and report on applied research relevant to organisational strategic practices and outcomes on at least one occasion
P.E. 2.0	formulate a research proposal or plan which includes:
P.E. 3.0	document and present research findings including analysis of data, valid and reliable findings and recommendations for further research.

Scenario:

YMCA company was established since 2010. It represents the biggest provider of various drinks in Australia.The products include soft drink, herbal drink, orange juice, apple juice, grape juice, watermelon juice etc.

You are working as a marketing product specialist. Your key responsibility is to conduct relevant research to enhance product quality in accordance with customer satisfactory.

Last month your company launched new product which is brown sugar milk tea. The key target is for every gender and age of consumers. However, the marketing manager has been reported that the sales is not met the target set by the company. Therefore, you, as a marketing product specialist, has a direct responsibility to conduct research in order to assist the sales figure in the next quarter.

Activity 1

As a marketing product quality, plan, conduct and report on applied research relevant to organisational strategic requirements. When conducting research plan, you must identify the following elements:

(provide at least two (2) questions or hypotheses and explain how the identified questions/hypotheses are important to begin with your research)
(You must provide an evidence/documentation to support your research findings)

Practical activity checklist – for assessor

Checklist	Performance criteria
Did the learner correctly identifyspecific research questions or hypotheses? (provide at least two (2) questions or hypotheses and explain how the identified questions/hypotheses are important to begin with your research)	Yes No (Please circle)	K.E. 5 – 6 P.E. 1 – 3
Did the learner correctly identify valid population or sample size in accordance with a provided case study and their identified hypotheses?	Yes No (Please circle)
Did the learner correctly provide description of the geographical, cultural, social or institutional context within which the research will be carried out?	Yes No (Please circle)
Did the learner correctly provide full description of the data collection methods?	Yes No (Please circle)
Did the learner correctlyidentify analysis of the limitations to research design including the reliability and validity of data?	Yes No (Please circle)
Did the learner correctly identify research findings including analysis of data, valid and reliable findings and recommendations for further research?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date
Has the learner completed all required assessments to a satisfactory standard?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?	Yes No (Please circle)
Learner is deemed:	Not yet competent	Competent
Comments from trainer/assessor:

BSBINS603 Initiate and lead applied research Learner Workbook

Table of Contents

Assessment instructions

Candidate Details

Assessment – BSBINS603 – Initiate and lead applied research

Question 1:

Question 5:

Question 6:

Question 7:

Question 8:

Question 9:

Question 10:

Question 11:

Question 12:

Question 13:

Question 14:

Question 15:

Activity 2A

Case study 2A – A new bubble tea shop

Task 1: Draft your plan

Task 2: Develop a questionnaires survey

Task 3: Select your survey tool

Task 4:

Activity 2A checklist – for assessor

Scenario:

Activity 1

Practical activity checklist – for assessor

Competency record to be completed by assessor

Contact info

Our Services

Quick Links

Subscribe Us

Social Media