AISL Pty Ltd T/A Rosehill College

RTO No: 41257 | CRICOS Code: 03622A

Student Guide

BSBRES411 Analyse and present research

information
BSBRES411 Analyse and present research information Student Guide

Table of Contents

Table of Contents 2
Overview 3
Learning outcomes 6
Topic 1: Identify reliable sources of research information 7
Topic 2: Analyse research information 11
Topic 3: Present research information 15
Review and Assessment 17

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BSBRES411 Analyse and present research information Student Guide

Overview
Introduction
 The Student Guide should be used in conjunction with the recommended reading and any further
course notes or activities given by the trainer/assessor.

Duration
5 weeks Content delivery: 3 weeks
Assessment: 2 weeks

Week Topics Content

Week 1 Topic 1: Identify reliable sources  Introduction
of research information  Software review

Week 2 Topic 2: Analyse research  Data

information  Research strategies
 Methods of data analysis

Week 3 Topic 3: Present research  Presenting techniques

information
Week 4&5 Unit review and Assessment Tasks

Recommended text
The following text is recommended for this unit:
Dwyer, J. The Business Communication Handbook. 10ed. Pearson Australia (2015)
Chapter 14 Analyse and present research information.

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BSBRES411 Analyse and present research information Student Guide

Content
The Student Guide includes:
 Topics for the unit
 Activities
 Links to websites containing relevant information
 (if the links are broken, copy and paste into a web browser).

Activities:
The trainer/assessor will provide a simulated work environment therefore, the activities provided in the
Student Guide:
 Reflect real life work tasks.
 Are performed to industry safety requirements as relevant.
 Use authentic workplace documentation.
 Require you to work with others as part of a team.
 Require you to plan and prioritise competing work tasks.
 Involve the use of standard, workplace equipment such as computers and software.
 Take into consideration workplace constraints such as time and budgets.
 Activities will either be self-directed or carried out as part of group or team work.
 Read through the activity carefully and ask the trainer/assessor for guidance if required.
 Time will be allocated for completing the activity, along with class discussion and feedback.
 Some activities may require you to submit work to the trainer/assessor for feedback. Where this is
the case, it will be indicated at the bottom of the activity.

Video clips:
 If presented in class, take part in any class discussions, providing feedback and contributing to
debate and arguments.
 If directed to watch the video in self-study, or independently in class, then take notes so that
contributions to any future class discussions can be made.

Roleplays:
The trainer/assessor will direct class roleplays.
When undertaking these activities ensure that you understand the purpose of the roleplay and take part as
if you are in a professional situation to provide your fellow classmates with a true-to-life experience.
Roleplays rely on your ability to act in a manner which imitates real life situations and can provide you with
depth of understanding and practical skills.

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BSBRES411 Analyse and present research information Student Guide

Homework/Self-study
At the end of each session the trainer/assessor will direct you to complete any activities, questions or
reading from the day’s session as homework.
Further to this, time should be spent in self-study reading topic notes, independent research, completing
project work or watching webinars/video clips that relate to an area being covered.
Any work that you submit should be:
 Professionally typed and presented, using headings, consistent style and layout.
 Your own work and not copy and pasted information from the internet.
 If you are using information researched, reference and source the material or link.
 Submit your work to the trainer/assessor within the timeframe allocated.

Folder management and naming documents

As a guide, keep all work for this unit in a folder that has the unit code as its name, along with the name of
the student. Any activities and assessment tasks should then be saved to this folder.
Save documents logically within the folder structure, include:
 Unit code
 Task number
 Task name
 Your last name (optional)
 The date or version number (optional)

Back up
Always have a backup of work on a different device. If the college has a student network drive this would
be the safest option, however, a backup to a USB or removable hard drive should also be undertaken. If
using a USB to save files, then ensure a backup is kept on a laptop or home computer.

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BSBRES411 Analyse and present research information Student Guide

Learning outcomes

By the end of this unit, students will have the skills and knowledge required to gather, organise, analyse
and present workplace information using available systems and sources. This includes identifying research
requirements and sources of information, applying information to a set of facts, evaluating the quality and
reliability of the information, and preparing and producing reports.

Outcomes include:
 Identifying reliable sources of research information
 Analysing and synthesising research information
 Presenting research information

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BSBRES411 Analyse and present research information Student Guide

Topic 1: Identify reliable sources of research

information

Introduction

Activity: Video - Socialnomics 2017

The following clip shows how data and information can be presented.
https://www.youtube.com/watch?v=PWa8-43kE-Q (02:28)

The trainer/assessor to facilitate a class discussion about the outcomes from the video.

Activity: Brainstorm – Research

Brainstorm the word research. Your trainer/assessor will write your answers up on the board.

What experiences do you have in research and presenting information?

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Referencing

Using the Internet or reference books from the library/learning centre, find out the correct method for
referencing texts for the following:
 Within a report
 As a footer
 In a bibliography

What reference technique did you use? (Source the link or text book)

Activity: Research

Imagine you are required to research the history of DNA.

Address the following questions:

 Where would you start your research? How would you research?
 What sources of information would you use?
 How would you structure your research?
 What type of data would you gather to support your research?
 How would you analyse and present your findings?
 How would you present your research?

Provide a rough plan of what you would include in your research, including topics, questions, analysis,
and a rough plan of contents.

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BSBRES411 Analyse and present research information Student Guide

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Project – Part 1: Define

Consider the following research project:

Choose a current issue that you have been curious about - something that has been on the news or a
more controversial issue that affects your work or community. This issue must be one that can be seen
as one that is debatable, for example:

o “Should dangerous dog breeds be banned?”

o “Is global warming fact or fiction?”

o “Should the government be tracking the website visits of Australian citizens?”

Your findings should not be your opinion but based on others opinions and facts. The research findings
will be presented in a report.

Firstly, state your issue and define the objectives of the research.

Software Review
The following links to the office support website for Microsoft Word, which provides a list of videos and
tutorials for the Beginner, Intermediate and Advanced user: https://support.office.com/en-us/article/Word-
2013-videos-and-tutorials-14807f76-d2b5-44d6-af11-9c880c44e551

The following website tutorials could be used for Excel:

https://support.office.com/en-US/article/data-analysis-7e71735c-c471-47e1-84ef-a8c23dc3098b
http://www.excel-easy.com/data-analysis.html

During the course, work through the tutorials to support your learning and understanding of the software
being used.

The trainer/assessor will demonstrate the features of the software package being used for tasks.

Time has been allocated within the student guide and you can also undertake the tutorials as part of your
self-study.

Activity: Tutorials

Create a template for your research report. Include:

- a title page,
- contents page,
- header, footer and
- styles for your headings.
Use the tutorials to help with your task.

Activity: How to effectively conduct research using the Internet

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BSBRES411 Analyse and present research information Student Guide

List the advantages and disadvantages of conducting research using the Internet.
How can you avoid plagiarism?
How can you ensure integrity of information gathered (ie accuracy, objectivity, currency, objectivity)

Type up your answers in a word document and submit to your trainer/assessor.

Activity: The Business Communication Handbook Practice Exercises 14.1

You will be allocated time within the lesson to answer the questions.
The group work should be carried out in class time. Each group should deliver a short presentation on at
least one of the questions addressed.

Your trainer/assessor will allocate enough time for presentations and discussion/feedback.

Record responses to each question in a typed document, which can be submitted to the trainer/assessor
at the end of the session or completed as part of self-study

Activity: Data –v- Information

Define the difference between data and information using clear examples.

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Privacy principles

Class discussion:
- Which Act protects against Privacy?
- What are the main objectives of the Act?

Tasks:
1. List down the Privacy Principles.

2. In what way would the Privacy Act affect the way in which research is collected, analysed and
reported?

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Diigo

Diigo is an online web bookmarking application, which can be used to organise websites, especially
when conducting research.

Download the app and undertake to use it for organising information that you gather from websites.
(Hint: you may like to also download the widget – Diigolet for your web browser).

Activity: Australian Bureau of Statistics (ABS)

Visit the ABS website and find out the following:

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Demographics for:
Population, Age and Gender
In Balmain, NSW; Noosa, QLD, Glenn Innes, NSW; Dalby, QLD, Freemantle, WA.

Present your findings in a suitable format.

Activity: Project – Part 2: Organise

Consider your research project. You will have to use the following sources of information to collect
information:
Primary
- survey
- interviews
- one other source
Secondary
- comprehensive Internet search
Non-digital
- source of information that could be used

In a word document, type up how you will carry out the research for each method.
State how you will organise your information.

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BSBRES411 Analyse and present research information Student Guide

Topic 2: Analyse research information

Activity: SMART Objectives

Visit the following website to learn about SMART objectives:

https://rapidbi.com/writesmartobjectives/

Activity: Research

There are different types of research that can be undertaken. Look up the definitions for the following
and provide a brief overview of each:
o Exploratory
o Descriptive
o Casual

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Video - Research methods

https://www.youtube.com/watch?v=dPuv1slG88A

The trainer/assessor to facilitate a class discussion about the outcomes from the video.

Data
Discuss Quantitative v Qualitative research data.

Activity: Quantitative –v- Qualitative research

Create a table to clearly define the difference between the two research methods – you could use this to
refer back to during your own research.

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Video - Quantitative and Qualitative research

https://www.youtube.com/watch?v=2X-QSU6-hPU

The trainer/assessor to facilitate a class discussion about the outcomes from the video.

Types of errors that can occur during research:

- analytical errors
- sampling errors
- planning errors
- collection errors

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BSBRES411 Analyse and present research information Student Guide

Activity: Sampling

Investigate the two types of sampling methods.

Provide a brief description of both. In what way would the sampling size make a difference to the
research?

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Types of data

Find out the difference between categorical, ordinal and interval variables. Use the following video link to
help your understanding: https://www.youtube.com/watch?v=hZxnzfnt5v8

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Research Strategies
The research strategy will depend on a number of factors, however the information being sought often
determines the style of design. Other factors could be cost, environmental factors and time. Surveys are
the most widely used research design method as they allow the researcher to gather a significant amount
of detail on the topic, from a large group of people.

Surveys:
Use the following link to discuss the advantages and disadvantages of the different survey methods:
https://www.cdc.gov/hepatitis/Partners/Perinatal/PDFs/Guide%20to%20Life%20Appendix%20C.pdf

Observation:
Find out the advantages and disadvantages of each of the following strategies:
Observational research with and without intervention;
Direct observation;
Structured observation;
Non-verbal responses

Focus groups:
Have you ever participated in a focus group? Discuss.

Activity: Video – Focus groups

Watch the following clips on focus groups (funny):

The Simpsons: Itchy and Scratchy focus group: https://www.youtube.com/watch?v=yGsHq-mZI8U

New smartphone product testing: funny focus: https://www.youtube.com/watch?v=p8A4yqN4_9A

The trainer/assessor to facilitate a class discussion about the outcomes from the video.

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BSBRES411 Analyse and present research information Student Guide

Experimental research:

Activity: Video – Focus groups

Watch the following clips:

https://www.youtube.com/watch?v=Hj3WkGLs7d0
https://www.youtube.com/watch?v=Np2Ffo31b34

The trainer/assessor to facilitate a class discussion about the outcomes from the video.

Online searching:
- Boolean operator searching,
- Advanced search techniques and
- Words/symbols used in Google searching

Watch the following clips on advanced searching:

How to do an advanced search in Google:

https://www.youtube.com/watch?v=R_TvrVgYMiU
https://www.youtube.com/watch?v=Yj2YAg1ZRmg

Boolean operators:
https://www.youtube.com/watch?v=l8T4RFSRc4c
https://www.youtube.com/watch?v=wk1UBtVJwLc

Read – How to search on Google 31 Advanced Google Search Tips:

https://blog.hubspot.com/blog/tabid/6307/bid/1264/12-quick-tips-to-search-google-like-an-
expert.aspx#sm.0000rcfszeabdez5xcm10e22u67yl

Methods of data analysis

After the collection and collation of data, it should be organised so that it can be interpreted and
understood. Data is edited and coded before it is interpreted to minimise errors.

Discuss: Data editing

Data coding

Watch the following YouTube clip, explaining about coding data:

https://www.youtube.com/watch?v=GZKZKUycqFU

Statistical analysis is used to summarise data that is collected – turning the data into information. Statistical
analysis can include: Frequency of distribution, Measures of central tendency, The median, Mean, Mode.

Activity: Spreadsheet Trainer/assessorial – data analysis

Work through the tutorials to support your learning and understanding of the software that you will use
for your research project.

The following activity provides a task to undertake to help learn the different techniques that could be
used for data analysis:
Task: Using your class colleagues to collect data, find out the following:
 The colour of student’s eyes
 The average age of students

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 The demographic spread of towns where students were born

 Number of students with siblings
 Number of students who speaks English as a second language
 Split of females and males in the class

Making assumptions and drawing conclusions

Discuss the assumptions that can be drawn upon for qualitative research and why they are used.
Conclusions should be:
- relevant
- timely
- objective
- neutral
- credible
- understood
- meet organisational requirements

Presenting the findings of research should support the decision making process so should be easy to
understand, presented in a format that is readable and comprehendible and have clear conclusions.

Activity: Spreadsheet – data analysis and conclusions

Using spreadsheet software, analyse your data into information and write a conclusion of your findings. If
you did not physically survey your cohort and conducted this survey online, what assumptions would be
required, if any?

Discuss your responses in a class discussion facilitated by your trainer/assessor.

Activity: Project – Part 2: Collect and Analyse

For this part of the project, you will need to collect and organise the data and information.

Before starting, clearly define the objectives of the research and the research strategies being used.

Your research should include:

- The research methods being used
- Qualitative and quantitative data
- Primary and secondary resources
- Deductive and inductive reasoning
- Data analysis
- Any assumptions
- A conclusion

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BSBRES411 Analyse and present research information Student Guide

Topic 3: Present research information

Activity: Report template

Refer back to your report template.

Look over the report, ensure it has all the necessary elements of a research report.

Further to the initial elements, ensure that the following is also included:
 research strategies used
 presentation of findings:
o Data and information and any conclusions reached;
o Primary and secondary resources used
o Deductive and inductive reasoning
o Data analysis
o Any assumptions
o A conclusion
 appendices for additional material
 references/bibliography

Activity: Referencing

Havard Referencing is often used for the standard in referencing:

http://www.lc.unsw.edu.au/onlib/ref.html

Activity: Project – Part 3: Report

Undertake to complete your research by presenting your findings in a report.

It should be presented in an appropriate format and style, be structured and use the guidelines provided
in previous activities.

Presenting techniques
Discuss presentation techniques with the class:
- Body language
- How to present from a slide-show
- Things to avoid
- Things to remember
- Nerves
- Audience

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BSBRES411 Analyse and present research information Student Guide

Activity: Project – Part 4: Presentation

Select an application that can be used to present your findings to the class.

The presentation should be brief and only outline your conclusion.

It should contain:
- title slide
- overview of research conducted
- conclusions reached

It should feature your data analysis, graphs, and appropriate images and have a consistent structure,
format, theme and presentation.

Each presentation should only last 5 minutes, be brief and to the point.

You will be allocated some time at the end of the lesson for the presentations.

Activity: The Business Communication Handbook

Chapter 14 Analyse and Present Research information

Practice Exercises 14.2 page 453
Review Questions page 455
Case Study Questions page 459 and page 460

Answer each of the questions and submit to the trainer/assessor upon completion.

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BSBRES411 Analyse and present research information Student Guide

Review and Assessment

The content of this unit has now been covered. The next two weeks have been allocated for completing the
assessment for this unit. The assessment has been provided in a separate document.

Review and completion

Ensure any outstanding activities, reading, role-plays, meetings, presentations or further tasks that require
observation or submission to the trainer/assessor has been completed.

Assessment Tasks
The trainer/assessor will discuss each task in detail – please ensure the assessment procedures,
submission instructions and deadlines are clear, and you understand any expectations.

Support
The trainer/assessor will provide support when required. If any reasonable adjustment is required please
speak with the trainer/assessor or college support services.

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