BSBRES411 Analyse Research Information

BSBRES411
Analyse and present research information

Learner Guide
Table of Contents
UNIT OF COMPETENCY .................................................................................................................................... 3

Application ...................................................................................................................................................... 3
Performance Criteria ....................................................................................................................................... 4
Foundation Skills ............................................................................................................................................. 5
Assessment Requirements .............................................................................................................................. 6
1. IDENTIFY RELIABLE SOURCES OF RESEARCH INFORMATION......................................................................... 8
1.1 – IDENTIFY POTENTIAL SOURCES FOR RESEARCH INFORMATION RELEVANT TO THE ORGANISATION REQUIREMENTS ................. 9
Business research ............................................................................................................................................ 9
Planning .......................................................................................................................................................... 9
Gathering information .................................................................................................................................. 10
Determining reliable information sources .................................................................................................... 10
Organisational requirements ........................................................................................................................ 10
Activity 1A ..................................................................................................................................................... 12
1.2 – ASSESS RELIABILITY OF POTENTIAL SOURCES, CONSIDERING ACCURACY, AUTHORITY, AUDIENCE, RELEVANCE AND LIKELIHOOD
OF BIAS ................................................................................................................................................................ 13
Assessing potential sources .......................................................................................................................... 13
Accuracy ........................................................................................................................................................ 13
Authority ....................................................................................................................................................... 14
Audience ....................................................................................................................................................... 14
Relevance ...................................................................................................................................................... 14
Bias................................................................................................................................................................ 16
A further explanation on reliability and validity ........................................................................................... 16
Activity 1B ..................................................................................................................................................... 18
1.3 – ACCESS RESEARCH INFORMATION AND EXTRACT IN A FORMAT SUITABLE FOR ANALYSIS, INTERPRETATION AND DISSEMINATION
IN ACCORDANCE WITH ORGANISATIONAL REQUIREMENTS ............................................................................................... 19
Accessing information ................................................................................................................................... 19
Suitable formats for information .................................................................................................................. 22
Organisational records .................................................................................................................................. 22
Performing communications to access information ..................................................................................... 24
Activity 1C ..................................................................................................................................................... 25
1.4 – STORE RESEARCH INFORMATION, IN ACCORDANCE WITH ORGANISATIONAL REQUIREMENTS .......................................... 26
Storing gathered information ....................................................................................................................... 26
Organising information ................................................................................................................................. 26
Electronic and manual record-keeping ......................................................................................................... 28
Filing systems ................................................................................................................................................ 29
Security ......................................................................................................................................................... 29
Maintaining information............................................................................................................................... 29
Business technology ...................................................................................................................................... 31
Activity 1D ..................................................................................................................................................... 34
2. ANALYSE AND SYNTHESISE RESEARCH INFORMATION ............................................................................... 35
2.1 – CLEARLY DEFINE OBJECTIVES OF RESEARCH ENSURING CONSISTENCY WITH ORGANISATIONAL REQUIREMENTS ................... 36
Research objectives ....................................................................................................................................... 36
Consistency and organisational requirements .............................................................................................. 38
Activity 2A ..................................................................................................................................................... 40
2.2 – ENSURE THAT INFORMATION RESEARCH STRATEGIES ARE RELEVANT TO THE REQUIREMENTS OF THE RESEARCH AND ALIGNED
TO ORGANISATIONAL OBJECTIVES ............................................................................................................................... 41
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BSBRES411 Analyse and present research information
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Research strategies ....................................................................................................................................... 41
Reasons for combining research types.......................................................................................................... 42
Activity 2B ..................................................................................................................................................... 45
2.3 – APPLY INFORMATION RESEARCH STRATEGY TO OBTAIN RELEVANT INFORMATION, IDENTIFYING THEMES AND DRAWING
CONCLUSIONS IN LINE WITH ESTABLISHED OBJECTIVES OF RESEARCH.................................................................................. 46
Applying strategies ....................................................................................................................................... 46
Themes in your research ............................................................................................................................... 46
Performing analysis ...................................................................................................................................... 47
Drawing conclusions ..................................................................................................................................... 51
Conclusion errors .......................................................................................................................................... 52
Activity 2C ..................................................................................................................................................... 54
2.4 – DEMONSTRATE THAT ASSUMPTIONS AND CONCLUSIONS USED IN ANALYSES ARE CLEAR, JUSTIFIED, SUPPORTED BY EVIDENCE
AND CONSISTENT WITH RESEARCH AND BUSINESS OBJECTIVES .......................................................................................... 55
Evaluating evidence of conclusions ............................................................................................................... 55
Interpreting your conclusions........................................................................................................................ 56
Validity .......................................................................................................................................................... 56
Activity 2D ..................................................................................................................................................... 58
3. PRESENT RESEARCH INFORMATION ........................................................................................................... 59
3.1 – IDENTIFY APPROPRIATE METHODS OF REPORTING, CONSIDERING THE INTENDED AUDIENCE AND RELEVANT ORGANISATIONAL
REQUIREMENTS ...................................................................................................................................................... 60
Reporting conclusions ................................................................................................................................... 60
The intended audience .................................................................................................................................. 60
Activity 3A ..................................................................................................................................................... 64
3.2 – REPORT ON FINDINGS IN AN APPROPRIATE FORMAT, STYLE AND STRUCTURE WITHIN A PRE-DETERMINED TIMEFRAME ........ 65
Presenting your report .................................................................................................................................. 65
Content ......................................................................................................................................................... 65
Structure ....................................................................................................................................................... 66
Format........................................................................................................................................................... 68
Transferring reports ...................................................................................................................................... 68
Activity 3B ..................................................................................................................................................... 69
3.3 – REPORT AND DISTRIBUTE RESEARCH FINDINGS IN ACCORDANCE WITH ORGANISATIONAL REQUIREMENTS ......................... 70
Reporting your analysis ................................................................................................................................. 70
Strategies for distribution ............................................................................................................................. 70
Technology for presentations ....................................................................................................................... 71
Communication practice ............................................................................................................................... 73
Activity 3C ..................................................................................................................................................... 74
3.4 – OBTAIN FEEDBACK AND COMMENTS ON SUITABILITY AND SUFFICIENCY OF FINDINGS IN ACCORDANCE WITH ORGANISATIONAL
REQUIREMENTS ...................................................................................................................................................... 75
The value of feedback ................................................................................................................................... 75
Suitability and sufficiency ............................................................................................................................. 75
Methods for obtaining feedback ................................................................................................................... 75
Personnel ...................................................................................................................................................... 77
Activity 3D ..................................................................................................................................................... 78
SUMMATIVE ASSESSMENTS ...................................................................................................................................... 79
APPENDICES................................................................................................................................................... 80
LEGAL OBLIGATIONS ................................................................................................................................................ 80
ETHICAL OBLIGATIONS ............................................................................................................................................. 81
INTERNET SEARCHES................................................................................................................................................ 81
REFERENCES .......................................................................................................................................................... 84
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UNIT OF COMPETENCY
APPLICATION
This unit describes 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.
It applies to individuals in roles in which they are required to apply their broad knowledge of
the work environment to analysis and research tasks, evaluate information from a variety of
sources and apply solutions to a range of predictable and unpredictable problems.
No licensing, legislation or certification requirements apply to this unit at the time of

publication.
Unit Mapping Information
BSBRES401 Analyse and present research information – Equivalent unit
Pre-requisite Unit
None stated
Unit Sector
Knowledge Management – Research
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PERFORMANCE CRITERIA
Performance Criteria
Element
PERFORMANCE CRITERIA DESCRIBE THE PERFORMANCE
ELEMENTS DESCRIBE THE
NEEDED TO DEMONSTRATE ACHIEVEMENT OF THE ELEMENT.
ESSENTIAL OUTCOMES.
1. Identify reliable 1.1 Identify potential sources for research information relevant
sources of research to the organisation requirements
information 1.2 Assess reliability of potential sources, considering accuracy,
authority, audience, relevance and likelihood of bias
1.3 Access research information and extract in a format suitable
for analysis, interpretation and dissemination in accordance
with organisational requirements
1.4 Store research information, in accordance with
organisational requirements
2. Analyse and 2.1 Clearly define objectives of research ensuring consistency

synthesise research with organisational requirements
information 2.2 Ensure that information research strategies are relevant to
the requirements of the research and aligned to
organisational objectives
2.3 Apply information research strategy to obtain relevant
information, identifying themes and drawing conclusions in
line with established objectives of research
2.4 Demonstrate that assumptions and conclusions used in
analyses are clear, justified, supported by evidence and
consistent with research and business objectives
3. Present research 3.1 Identify appropriate methods of reporting, considering the

information intended audience and relevant organisational requirements
3.2 Report on findings in an appropriate format, style and
structure within a pre-determined timeframe
3.3 Report and distribute research findings in accordance with
organisational requirements
3.4 Obtain feedback and comments on suitability and
sufficiency of findings in accordance with organisational
requirements.
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FOUNDATION SKILLS
This section describes those language, literacy, numeracy and employment skills that are essential to
performance but not explicit in the performance criteria.
Reading:
 Analyses and evaluates textual information to develop information research

strategies, integrate facts and ideas and meet organisational requirements.
Writing:
 Gathers, evaluates and integrates information from a range of sources
 Presents findings, recommendations and issues in required format using language,

structure and style appropriate to audience.
Oral communication:
 Presents recommendations and issues using language appropriate to audience and

according to organisational requirements.
Navigate the world of work:
 Recognises and follows organisational policies and procedures and meets

expectations associated with own role.
Interact with others:
 Selects and uses appropriate communication practices when seeking or sharing

information.
Get the work done:
 Plans, organises and implements tasks to meet organisational requirements
 Takes responsibility for the outcomes of routine decisions related directly to own role
 Uses the main features and functions of digital technologies and tools to complete
work tasks
 Recognises and takes responsibility for addressing foreseeable problems in familiar

work contexts.
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ASSESSMENT REQUIREMENTS
Performance Evidence
Evidence of the ability to:
 Identify research requirements and objectives
 Gather, organise and present research information
 Communicate effectively with research stakeholders to clarify requirements
 Maintain and handle information and documents systematically and securely
 Preparing reports on research findings including:
o recommendations based on the analysis of research information
o clear and justified assumptions and conclusions
o use of efficient and reliable research methods
 Analyse, evaluate and interpret research information to support organisational

activities.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge Evidence
The candidate must be able to demonstrate the following knowledge to effectively complete
the tasks outlined in the elements and performance criteria of this unit, and to manage tasks
and reasonably foreseeable contingencies in the context of the work role:
 Key features of organisational policies and procedures relating to:
o the access of digital information
o the storage/transmission of information
o legal and ethical obligations relating to workplace information
 Key concepts related to research and analysis including reliability and validity
 Key features of research processes and strategies to identify new sources (online and
print) of information and efficient and effective use.
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Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered

demonstrates consistent performance of typical activities experienced in the knowledge
management – research field of work and include access to:
 Workplace information systems, equipment and resources
 Workplace policies and procedures
 Case studies and, where possible, real situations in the workplace.
Assessors of this unit must satisfy the assessor requirements in applicable vocational
education and training legislation, frameworks and/or standards.
Links
Companion Volume implementation guides are found in VETNet -

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-
4da407e23c10
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1. IDENTIFY RELIABLE SOURCES OF RESEARCH INFORMATION
1.1. Identify potential sources for research information relevant to the organisation
requirements
1.2. Assess reliability of potential sources, considering accuracy, authority, audience,

relevance and likelihood of bias
1.3. Access research information and extract in a format suitable for analysis,
interpretation and dissemination in accordance with organisational requirements
1.4. Store research information, in accordance with organisational requirements
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1.1 – IDENTIFY POTENTIAL SOURCES FOR RESEARCH INFORMATION RELEVANT TO
THE ORGANISATION REQUIREMENTS
By the end of this chapter, the learner should be able to:

 Compile a list of sources for a research project
 Identify sources that are suitable for the type of research being carried out
 Choose sources that are reliable and authoritative.
BUSINESS RESEARCH
Regardless of the nature of the organisation, business research is a valuable tool at your
disposable. It entails obtaining, studying and analysing data, in order to better manage the
company, problem solve and increase trade. Organisations which utilise business research
generally have a better understanding of their company and its workings, where it stands
within the market and how to improve upon that standing.
Business research can include:

 Financial data
 Consumer feedback
 Product research
 Industry data
 Competitive analysis.
PLANNING
Before being able to successfully gather and organise information, it needs to be established
what the ultimate aim of the research is. The more comprehensive the plan, the more likely it
is that the findings will be of quality to the business.
Things to establish at the planning stage include:

 An aim/hypothesis for the research
 A research route, i.e., where you are going to gather information from
 Method(s) to collect information
 A timeframe for conducting research
 Access to data and working space.
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GATHERING INFORMATION
The way in which information is gathered during research will depend entirely on what is
trying to be established and the type of data required. There is no one universal method of
gathering information; it must be tailored to suit the needs of the business and the research
being undertaken. Information may be gathered through primary research (where data is
gathered by the researcher themselves), or it may be gathered through secondary sources,
(those that have already researched and compiled information for analysis).
Information may be gathered through:

 Questionnaires
 Interviews
 Observations
 Web searches
 Industry research papers and reports
 Organisation files and reports
 Business statistics.
DETERMINING RELIABLE INFORMATION SOURCES
Your information sources must be reliable and authoritative, so you can be sure that what
you gather is accurate and valid for your business needs. Sources may come from within your
organisation or from external groups, associations, experts and business contacts.
To find suitable sources, you should:

 Narrow your topic and conduct searches within these boundaries
 Determine the nature of information you require – academic, statistical, feedback,

etc., and let this direct you towards appropriate sources, e.g., journals for academic
information, national bureaus for statistics, customer surveys and social media for
customer feedback, etc.
 Determine how current information needs to be and search within a specific time
range, e.g., this month, last three months, last year, etc.
 Evaluate the credibility and reliability of the source – who is the author(s)? From
where did your source gather information?
ORGANISATIONAL REQUIREMENTS
The research and analysis that you do must be conducted within the parameters of your
organisation and job role. This means following organisational policies, procedures and
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protocols, and working to the expectations of your organisation and defined job description.
Your methods and sources must be legal and ethical; you will need to work to organisational
timelines and tailor your research to the objectives and end-needs of your organisation.
To establish organisational requirements, you should check the relevant policies, procedures
and protocols for conducting communications, performing analysis, data privacy and
information security, and data handling and storage. You will also need to follow instructions
and the directions that may be given to you by managers or those who have requested the
research and analysis from you. If anything is unclear, you should seek verification before you
start.
For example, organisational policies, procedures and protocols will include aspects such as:
 Communications:
o how to make contact with sources
o how to make informal and formal information requests
o how to speak with your external contacts
 Performing analysis:
o software that needs to be used to analyse data
o methods for analysis
o how analysis is presented
 Data privacy and information security:
o not disclosing personal information relating to research

data
o how information is circulated and to whom
o actions to ensure data is held securely
 Data handling and storage:
o how data is used
o how data is stored
o permissions to view or access data.
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ACTIVITY
1A
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1.2 – ASSESS RELIABILITY OF POTENTIAL SOURCES, CONSIDERING ACCURACY,
AUTHORITY, AUDIENCE, RELEVANCE AND LIKELIHOOD OF BIAS

 Ensure sources have accuracy and authority of information
 Determine how relevance and bias can influence sources of information
 Identify audience requirements relating to information research.
ASSESSING POTENTIAL SOURCES
As briefly mentioned in section 1.1, your information sources must be reliable and
authoritative. To elaborate further, information must be truthful, not open to
misinterpretation and be within the context of your own research needs. You will need to
assess whether sources can be trusted to provide you with the right information and data.
This will include careful consideration of:

 Accuracy
 Authority
 Audience
 Relevance
 Bias.
ACCURACY
Accuracy refers to how precise a measurement is. Inaccurate information can affect the
quality of data, and therefore the results from analysis of data and information can be
skewed. The majority of organisations and businesses have a strategy in place to ensure that
data is accurate and, therefore, of high quality.
Common accuracy issues include:

 Incomplete data
 Missing data
 Information that is
out-dated
 Duplicated
information
 Typing errors.
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Inaccurate information can have a drastically negative impact on a business if actions are
implemented as a result of analysis of said information.
The impacts of inaccurate information include:

 Loss of potential customers
 Less satisfied customers
 Unnecessary or wasted expenditure
 Errors in organisational statements and reports
 Staff not being used effectively.
It is important that when accessing information, you scrutinise it for the

level of accuracy before using it for analysis. Any information which is
inaccurate should be discounted for use in your business research.
AUTHORITY
With regards to information sources, a source of authority is a known expert or organisation

that provides information, data and facts of a verified and accepted nature. They may be
experts in their field of knowledge or experience. Sources will have used thorough practices
and procedures to gather information; they would have checked information for its accuracy
and interpretation.
These sources use traceable means to gather and present their information, and
organisations and institutions see these as being a valid and reliable source. One example of a
source of authority is the Government; for instance, they may provide statistics on overseas
trading.
AUDIENCE
Who your research is for can greatly influence how you need to approach your work. They
will have defined requirements relating to the outcomes that you find. For example, the
audience receiving your research and analysis may be looking for answers to specific
questions of interest, they may have prior knowledge of the research topic already, or they
may have only need to acquire a certain amount of information. It is important to know and
understand your end-audience so you can ensure your work meets these, and your
organisations, objectives.
RELEVANCE
The relevance of a piece of information refers to how closely it is related to the matter at
hand. If information is not relevant, it does not mean it is not accurate and, therefore, of high
quality, it just means that the information will not help in reaching a conclusion for a
particular line of research. For example, if the aim of research is to establish the best-selling
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product that your business currently offers, sales reports and revenues will be relevant;
electricity bills will not. Similarly, if the aim of analysis is to find the rate of revenue growth for
the last 12 months, you will not need to include data from earlier than that time period.
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BIAS
Bias is about the perspective or personal opinions that information sources may have in
regards to topics and information. This must be understood when choosing your information
sources; it should not stop you from using an authoritative source, but it should make you
mindful of how you interpret any supplied information. You will need to account for any bias
and evaluate the information objectively to counteract this.
Bias can relate to:

 Political perspectives
 Personal experiences
 Social influences
 Historical influences
 Organisational backgrounds and origins
 Financial influences.
A FURTHER EXPLANATION ON RELIABILITY AND VALIDITY
A reliable source is one that provides consistent and quality information. They can be trusted
to supply information that is verified and accurate. Reliability also relates to the testing of
data and information, i.e., the results and conclusions of information and data are found to
be the same on numerous occasions. This aspect is especially relevant to data testing and
analysis, such as safety tests performed on a new product, or laboratory analysis of chemical
components.
How reliable a method of data collection is will depend on a range of factors such as:
 The collector
 Equipment used
 The method employed
 The context for the

method
 The sample used.
In order to make sure that the collection method used is reliable:

 Ensure that the aim of the research is clear
 Create a comprehensive plan of the methodology going to be used for collecting

information
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 Use methods that have been used previously and are known to be reliable
 Define terms explicitly so that they cannot be misinterpreted.
Validity is about the credibility of data and information, and whether this has weight in your
analysis. For information to be valid, it must be supported by facts and rationale. All
information must come from a well-founded source that is able to provide supporting
evidence (as required). (See section 2.4 of this unit for a further note on validity.)
Other concepts relating to research and analysis

Concepts relating to research and analysis can be used to help guide the process. Along with
making sure that your research and analysis uses reliable and valid methods, other aspects
can be used to check the worth of your information.
For example:
 Generalisability asserts whether research findings would be applicable in other
settings. For example, if a new product was very popular in Victoria, would it be just
as popular in Tasmania, or in the UK?
 Transferability refers to whether the reader of research findings agrees that the
findings represent their own experience. For example, if business research results
showed that staff were taking more time off sick, transferability would be a
department head agreeing because many of their staff members have taken time
off
 Seasonal cycles is where your information is affected by the natural cycles that may
be present in the activities being researched; for example, consumer habits will be
different during summer and winter months, or staff absences may be more
prevalent in school holiday periods
 Methodologies; these must be relevant to the nature of the research and what you
need to find out. For example, determining financial amounts in your organisation’s
spending will involve quantitative analysis.
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ACTIVITY
1B
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1.3 – ACCESS RESEARCH INFORMATION AND EXTRACT IN A FORMAT SUITABLE FOR
ANALYSIS, INTERPRETATION AND DISSEMINATION IN ACCORDANCE WITH

 Determine how to access research information
 Choose a method to extract information for analysis and interpretation
 Determine how extraction of information will influence dissemination of analysis

and interpretation.
ACCESSING INFORMATION
Once your sources have been verified and chosen, it will be necessary to extract information
in a usable form for analysis. Information will need to be in a format that you can work with.
As mentioned in section 1.1 of this unit, information may be accessed through primary or
secondary sources. Primary sources will be accessing information directly yourself, for
example, collating information from organisational files or obtaining information on
organisational spending from your organisation’s finance team; secondary sources will be
external contacts that will pass information on to you; for
example, a statistical report from an industry body.
Information may be supplied via:

 Paper-based information
 Written notes
 Books and documents
 Electronic files
 Word-of-mouth (if by this method, it is useful to

evidence what is spoken for future reference and for
providing evidence at a later date)
 Login to accounts or websites.
Data and information may be supplied in the correct format for your analysis, or you may
need to re-format this for use. This can include transferring paper-based information into
electronic form, or converting an existing electronic file type into another type. You may need
to extract certain fields of information from spreadsheets, files or a computer database;
therefore, careful discernment of information will be required to ensure the correct
information is selected.
Primary methods of collection include:

 Observations
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 Interviews
 Questionnaires
 Recorded conversations
 Written exchanges:
o social media
o email
o letter.
Secondary methods of collecting include using:

 Reports
 Journal/magazine/newspaper articles
 Accessible internet information.
Secondary methods of collection usually require more time to extract information, as you will
need to sift through the supplied details to determine which parts are needed. You will need
to read and interpret the information to decide what is applicable to your research.
Planning work
When undertaking research and analysis, it is beneficial to plan out how you are going to do
this. Although the tasks itself may be fairly straightforward, it will be necessary to account for
other factors that may impact your work. It helps to be forward-thinking, so you are not left
rushing at the last minute to complete your tasks. Planning enables you to organise the steps
and tasks within your research and analysis project.
Planning includes:
 Determining work schedules; i.e., how you are going to do things and when
 Identifying resource requirements; i.e., equipment, time, and additional assistance

to perform tasks, basically anything that you will need to enable you to conduct
your work
 Documenting timeframes; i.e., how long you have to complete your work and how
long tasks will take
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 Identifying when meetings, discussions and information exchanges will need to take
place and arranging these ahead of time
 Deciding how information should be

disseminated to others.
Planning and organising helps you to recognise what

your responsibilities and accountabilities are, and what
needs to be completed by other persons. It allows you
to make decisions during the course of your work.
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SUITABLE FORMATS FOR INFORMATION
There is little use in taking the time to gather data from a range of sources, if it is then saved
in a format that does not lend itself to analysis or comparison. Ideally, information should be
formatted in such a way that it is easily visually interpreted. This is not only for the benefit of
the researcher(s), but also for those individuals who the findings may be passed on to. The
findings from the research do not want to be overshadowed by a lengthy explanation of how
to interpret the data that has been collected.
Suitable formats may include:

 Spreadsheets
 Tables
 Bar graphs
 Pie charts
 Tallies
 Line graphs
 Histograms
 Pictograms.
ORGANISATIONAL RECORDS
Businesses can keep records either electronically or by keeping paper copies. Recording
information is a necessity, not only so that a business can keep track of its progress, but also
so that legal reporting obligations are met.
By law, businesses are required to keep records:

 Which explain all transactions
 In English
 For a minimum of five years (though some information must be kept for longer).
Accessing organisational information

Depending on the nature of your business and the way records are stored, access to them will
vary. It may be that some information is freely available through the business computer
network or it may be that they are securely held in a purpose-made records room. Regardless
of the policy that is held by your organisation for the recording of and access to information,
you must conform to it.
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To access information, you may be required to:
 Submit a written request
 Sign out records from storage
 Request copies with confidential information blocked out/omitted
 Access records with another member of staff for accountability purposes.
Every organisation will have its own set of policies and procedures for information sharing.
These will be related to safe handling and use of information, data security and privacy, and
how information can and cannot be used.
Key features of organisational policies and procedures may include:

 The access of digital information, for example:
o passwords to access organisational systems and information

sites
o sending electronic requests for information
o restricted access to folders and systems
 The storage/transmission of information, for example:
o file naming and storage conventions
o keeping and deleting information
o sending/receiving information by a specific method
 Legal and ethical obligations relating to workplace information:
o data privacy and confidentiality of information
o disclosure and seeking permission to disclose information
o retaining records for a minimum period and secure disposal of information.
Information from external sources will have their own particular access requirements that
you will need to abide by. If contacting external sources directly, you should make sure you
know and follow their protocols and procedures.
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PERFORMING COMMUNICATIONS TO ACCESS INFORMATION
When requesting information from your sources, you will need to use the correct methods of
communication and follow the acceptable protocols for conducting communications.
Methods for performing communications will include:

 Speaking to other persons
 Writing to request information
 Sending an electronic notification
 Using an access code or password.
Protocols will be concerned with how you approach, address and conduct interactions. It is
about following the established rules. Spoken communications should be professional and
courteous, and written communications will need to follow an appropriate format; for
example, stating the purpose of the communication, the information that is needed, when it
is needed by and what it will be used for. You should formulate a clear message and wait for a
return response (as stated in organisational protocols and procedures).
Communications conducted by computer or online will follow specific task steps that must be
carried out; for example, emailing an information request to a specific contact address, and
waiting for the stated timeframe for receipt of information to elapse before chasing up an
information request.
To ensure you receive the right information, you will need to be able to request what you
need using straightforward language and terminology. It is your responsibility to explain what
you need in a clear manner that is understood by the other person. It may be necessary to
take time to discuss the topic with your source, so you can clarify your requirements exactly.
It should not be presumed that the other person will automatically know what you need and
in what format this is preferred.
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ACTIVITY
1C
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1.4 – STORE RESEARCH INFORMATION, IN ACCORDANCE WITH ORGANISATIONAL
REQUIREMENTS

 Determine standard information storage requirements
 Use a system to name and keep information.
STORING GATHERED INFORMATION
Information that you receive and work with must be stored safely, securely and in accordance
with your organisation’s information handling requirements. Files and documents must be
correctly identified to your research project and, therefore, be stored where you and any
relevant others can find them. You should ensure that information is not lost or unaccounted
for as you progress through your work.
Organisations may vary, but some standard information storage

requirements include:
 Keeping and saving original documents and files as
supplied (so you have a point of reference)
 Creating new documents and files in which to

collate data and perform analysis
 Using a designated location for saving and storing information (both paper and
electronic files)
 Saving file versions to provide a chronological order
 Using a specific naming and coding convention to store and locate information
 Restricting access to information to maintain data security and confidentiality

(following the requirements of the Privacy Act 1988).
Handling data and information for research will require a logical and methodical approach to
ensure files and copies are not lost or forgotten. Every piece of information should be saved,
stored and labelled/named for future access and to evidence your work.
ORGANISING INFORMATION
As research gets underway, there may be a plethora of files, links, articles, spreadsheets, etc.,
all being used in the compilation of information. If you do not operate a good naming and
filing management system, the data can easily be lost, and the practical research itself can
become much less efficient.
The way in which you organise the gathered information should always be in line with
organisational policy and very importantly, be consistent. For instance, your organisation may
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require all folders to be made accessible to everybody on the network and named with the
year, month and date of saving.
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Common elements to include in file names to keep information organised include:
 Date of creation
 Name of creator
 Version number
 Content description
 Project number
 Date of publication
 Indication of team/department associated with the information.
Organisational requirements for storage

It is most likely that organisational requirements are in place for the storing of information,
especially if it contains details about participants or sensitive information.
Organisational requirements for storing information may include:

 Signed consent from all participants in relation to personal information
 Secure disposal of questionnaires after data is extracted
 Filming one-on-one interviews
 Recordings of telephone conversations and meetings
 Creation of reference lists for all secondary sources.
ELECTRONIC AND MANUAL RECORD-KEEPING
Records may be kept manually or electronically.
Record-keeping conventions and requirements

In general, a filing system is the usual method of maintaining
information manually. Filing systems will be organised by select
categories, such as by subject, client name, department or month. They
may also be organised alphabetically, by date, by reference number, or
by another identifier. When keeping records manually, you must ensure
that you are familiar with how files are labelled, organised, accessed and
stored.
Many organisations will also make use of an electronic document and records management
system (EDRMS), which are systems designed to store information digitally. Electronic record-
keeping systems may have specific requirements relating to how files are named in order to
be effectively organised and retrieved, and other requirements relating to security of access.
For example, files which include client or personnel names may be required to place the
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surname first. These conventions are essential to ensure that information can be organised
and retrieved effectively.
FILING SYSTEMS
A filing system refers to the way in which information is organised and stored. The way in
which this is done will depend on the organisation and the nature of their business.
Whichever filing system is adopted it should be practical and be adopted for ease of use. The
filing system should be used by everyone that comes in to contact with the documents and
should be regularly checked to ensure it has not become disordered.
Types of filing system include:

 Alphabetic
 Numeric
 Chronological
 By subject
 By region.
SECURITY
Privacy and security principles relating to data protection will apply to all record keeping, and
it is important to comply with these regulations to avoid legal consequences.
Privacy and security policies and procedures may relate to:

 Record access – access to records may be restricted to ensure that only relevant
personnel can access information. Formal requests may need to be submitted to
retrieve files from a manual system, while passcodes or ID keys may be needed to
access information on an electronic system
 Retention and disposal of records – this relates to how long records are kept for and
how they are safely disposed of or destroyed when no longer required
 Classifying information – classifying information can indicate who is authorised to

view content
 Back-ups – digital systems may have back-up procedures in place to prevent loss of
data
 Physical security and handling – policies and procedures may be in place to advise
staff how to handle information to avoid damage, loss or accidental sharing.
MAINTAINING INFORMATION
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The maintaining of information is often referred to as records management (RM). Within
business, this refers to the way information is preserved from its creation to its eventual
disposal. Effective management of records means that there is almost a timeline created for
each business which is invaluable for assessing the success of a business and for meeting legal
requirements.
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Records management encompasses:
 Creation
 Identification
 Classification
 Appropriate storage
 Security of information
 Ease of retrieval
 Tracking information
 The destruction or permanent preservation of information.
BUSINESS TECHNOLOGY
Hardware is perhaps the most obvious facet of business technology as it encompasses the
physical electronic objects that are used routinely within a business setting. In the age of
modern technology, hardware is an essential aspect of research and is routinely used to
access, organise and monitor information. Using a laptop or computer, data can be shared
through the use of a network system which in turn means the information can be accessed.
Other hardware such as phones can be used to reach out to other individuals for data and
cameras can be used to capture an image that can provide valuable information. Laptops and
computers lend themselves to storing digital files in an organised manner as folders can be
created and named for documents to be stored in, in line with organisational requirements.
Hardware examples include:

 Computers
 Laptops
 Tablets
 Printers
 Phones
 USB’s
 Network router
 Cameras.
Software refers to applications and instructions that are installed onto hardware devices in
order to allow the user to interact with the hardware. Most laptops, computers, tablets and
smartphones will have numerous software packages already installed such as the Microsoft
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Office package. General software can help with the day to day running of a business and
enable information to be stored and organised in a variety of ways such as a word processed
document, a graph or table and a presentation.
More specific software can be installed with the specific tasks of accessing, organising and
monitoring information. This software will need to be catered to the nature of the business as
not all software will be applicable or valuable to a business.
Software can be useful in accessing information in a variety of ways. Some of the more
obvious are in the creation of files which can then be reopened and viewed. Messenger
software, such as Skype, can allow you to reach individuals across the globe which is
particularly valuable if you require a diverse range of participants for research or if you want
information about a similar business elsewhere in the world.
Types of software include:

 Operating system
 Editing programs
 Accounting software
 Productivity software
 Presentation software
 Web design
 Messengers
 User interfaces
 Word processing.
Internet
The internet is an ever-expanding facet of business technology, and it can be utilised in many
ways by businesses in order to access, organise and monitor information. As previously
mentioned, the internet can be an excellent place for scoping out customer feedback and
reviews and well as a place for locating data on the marketplace and other companies. As
well as this the internet can provide a place for information to be organised via online storage
facilities.
The internet can be used by businesses for:

 Advertising
 Selling
 Researching
 Linking with consumers.

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ACTIVITY
1D
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2. ANALYSE AND SYNTHESISE RESEARCH INFORMATION
2.1. Clearly define objectives of research ensuring consistency with organisational

requirements
2.2. Ensure that information research strategies are relevant to the requirements of the
research and aligned to organisational objectives
2.3. Apply information research strategy to obtain relevant information, identifying

themes and drawing conclusions in line with established objectives of research
2.4. Demonstrate that assumptions and conclusions used in analyses are clear, justified,
supported by evidence and consistent with research and business objectives
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2.1 – CLEARLY DEFINE OBJECTIVES OF RESEARCH ENSURING CONSISTENCY WITH

 Read and determine research objectives
 Clarify the objectives of the research including measurement, categorisation, target

and any applicable comparisons.
RESEARCH OBJECTIVES
Before undertaking any research, it is important to

clearly define the objectives. Failing to do this can mean
that the research either encounters many issues or
actually yields no valuable information at all. Research
objectives provide a description of the research including
what information the researcher hopes to obtain, where
they plan to get it from and explanations about any
comparisons they wish to make.
Research objectives should include:

 Measurement
 Categorisation
 Target
 Comparisons.
Measurement
Your research objectives should clearly outline what it is you plan to measure from
conducting your research. Without an aspect of measurement, information could end up
being collected completely unnecessarily and actually have no bearing on what you were
trying to achieve. A research measure may look at how one factor changes over a period of
time or may look at how one factor affects another.
Examples of research measures include:

 Sales growth/decline
 Customer satisfaction
 Net profit growth/decline
 Overtime during Christmas period
 Cost of advertising influence on sales.
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Categorisation
This objective summarises what category of
information you want to access and gather. There
may be more than one category but clearly defining
them will mean that you can effectively plan
methods of collection.
Categories of information include:

 Sales
 Brand awareness
 Consumer attitudes
 Buyer behaviours.
Target
The research objective target is the people or place you are going to pinpoint in order to
gather the information that you need. A research project may have multiple people or places
that it generates information from, but knowing exactly where you intend to search and/or
pose questions will mean that you don’t waste time contacting the wrong people or looking
in the wrong places. When you define the target for research, you need to make sure that the
method of collection is suitable. For example, there is no use asking technical questions about
a product if the individuals targeted are not knowledgeable in that area.
Comparison
If you intend to compare information, say from a previous year or from a different company,
then this needs to be clearly outlined in your research objectives. An explanation as to why
this is of value to the research will also be beneficial.
CONSISTENCY AND ORGANISATIONAL REQUIREMENTS
Businesses are likely to base decisions and actions on the result of research so not only do
objectives need to be created at all, but they must also be consistent and meet organisational
requirements. Organisational requirements may, for example, be bound by law or may be in
the form of values that drive the company based on moral beliefs.
Organisational requirements may include such things as:

 Equal workload for all researchers
 When using customer input, use a diverse range of people
 Providing a timeframe for the completion of a research project
 Professionalism when interviewing or questioning anyone
 Submitting all research objectives for approval before commencement.

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ACTIVITY 2A
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2.2 – ENSURE THAT INFORMATION RESEARCH STRATEGIES ARE RELEVANT TO THE
REQUIREMENTS OF THE RESEARCH AND ALIGNED TO ORGANISATIONAL
OBJECTIVES

 Assess information research strategies
 Identify if information research strategies are relevant to the research
 Choose strategies that are aligned to organisational objectives.
RESEARCH STRATEGIES
Strategies are the actions that you identify as being the most effective
to perform certain tasks, such as research and analysis. Information
research strategies will need to support you in reaching your end-
objectives.
Strategies should be:

 Feasible; i.e., possible and practical to carry out
 Realistic; i.e., within working boundaries
 Achievable; i.e., attainable.
Strategies must be appropriate to your research and be in keeping with organisational

requirements; this includes choosing strategies that target information needs and which are
within legal boundaries.
For example, if you need to obtain research on your competitors, your strategies may include:
 Gaining opinions on services and products offered by your competitors – for
example, you may want to conduct consumer focus groups and surveys
 Finding out business performance statistics – for example, you may want to gather
industry statistics relevant to your area of business
 Determining competitor positioning – for example, assessing industry rankings.
When you decide strategies for gathering information, you must make sure that you have the
resources and time to carry these out. It will be pointless to choose a particular strategy if you
know that this will take longer to execute than the timeframe you have to work to, or you
don’t have the staff to carry out a strategy.
Resources will include:

 Employees
 Research participants
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 Hours
 Funds
 Workspace and equipment.
REASONS FOR COMBINING RESEARCH TYPES
Research may be carried out through non-electronic means, such as reading organisational
documents, newspapers, and journals. This also includes speaking face-to-face with sources,
making observations or attending focus groups. Research can also be carried out online, and
are particularly good ways to connect with people, for example, blogs, social media and
websites.
All research methods have their pros and cons, with some being more suitable for particular
types of data. Interviews and questionnaires for instance, whilst providing quality
information, take a long time to interpret and collate in a way that is able to be analysed.
Triangulation
Triangulation involves using more than one research method to collect information on one
thing. Sometimes, these research methods can complement one another whilst in other
instances completely counteract. This is actually very beneficial as the methods balance each
other out and in most instances, yield a much truer picture of the matter being researched
than if a single method had been used (as there is less room for
bias to skew results).
Example reasons for combining research:

 Comparing similar products
 Establishing how anonymity affects consumer

feedback
 Comparing rival businesses
 Gaining insight into consumer wants
 Indicating your organisation’s place in the market
 Establishing how social media impacts consumer purchases
 Establishing a target audience for products and services.
For example:
Imagine a business is launching a new sensory toy aimed to be played with by children less
than 36 months of age. The company wants to conduct research in order to establish the best
way to market the toy alongside an appropriate retail price. The toy is aimed at children, but
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the individual with the purchasing power is most likely going to be their parents or other
family members.
In order to accurately gauge opinion and saleability the company might:

 Conduct a focus group with parents and children to provide an opportunity for the
toy to be played with and record observations
 Ask parents of the children to fill in a questionnaire based on the product
 Launch a product advert online and conduct social media searches for comments
and feedback
 Send out product prototypes then use search engines for reviews.
Combining the information from the above sources would enable the business to gain
valuable insight about their product before it is released in the main market, meaning that
they could tailor advertising, packaging and prices in line with the feedback given with the
ultimate aim of the item being as profitable as possible. Without using the range of methods
listed above, the company would be far less likely to gain a thorough picture of their product.
Non-electronic sources of information

Non-electronic sources of information are largely likely to be either secondary sources or
primary research that is conducted face to face with other people.
Sources of non-electronic information include:

 Organisational documents
 Newspapers
 Reports
 Journal articles
 Conversations
 Focus groups
 Observations
 Pictures.
Online research methods (ORM’s)

Online research methods refer to the ways in which researchers can gather information and
data via the internet. Most ORM’s are based on existing research methods which have been
revamped in order to work in the online domain. ORM’s are constantly evolving and growing
in line with changes in social media. ORM’s are particularly good for gaining emotional
feedback from consumers.
Online research methods include:

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 Blogs
 Social media
 Search engines
 Websites
 Focus groups.
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ACTIVITY 2B
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2.3 – APPLY INFORMATION RESEARCH STRATEGY TO OBTAIN RELEVANT
INFORMATION, IDENTIFYING THEMES AND DRAWING CONCLUSIONS IN LINE WITH
ESTABLISHED OBJECTIVES OF RESEARCH

 Plan how to conduct the information research strategy
 Assess and analyse information to identify themes and reach conclusions
 Draw conclusions that answer the research brief objective.
APPLYING STRATEGIES
Research strategies need to be planned and thought through for their successful application.
If strategies are not quite right, or cannot be conducted as intended, the results may provide
incorrect answers or inconclusive evidence.
As mentioned in section 1.1 of this unit, things to establish at the planning stage include:
 An aim/hypothesis for the research
 A research route, i.e., where you are going to

gather information from
 Method(s) to collect information
 A timeframe for conducting research
 Access to data and working space.
Roles must be clearly defined and communicated, and

resources allocated and put in place. Strategies must be
specific and must enable you to obtain the information that
is needed.
THEMES IN YOUR RESEARCH
Once information has been gathered, you will be able to read, analyse and identify areas of
knowledge and information that is relevant to your research. This can include identifying
themes within your information; themes are the common elements or factors that reoccur.
These can provide more insight and help you to reach conclusions.
For example, themes may include:

 Seasonal influences in customer activities
 Industry trends and developments
 Economic impacts
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 Changes in financial spending.
PERFORMING ANALYSIS
The way in which the information is analysed will depend on the way in which it was collected
and what it is trying to prove. There are two main types of data; qualitative and quantitative
and they are analysed in different ways.
Qualitative data
Qualitative information is usually opinion-based and collected in the form of words. It is
derived from research methods such as interviews, focus groups and questionnaires. The
information gathered will be more personal and less straightforward than numerical data so it
will require reducing before being able to be accurately analysed. This process entails picking
out the relevant information from superfluous words within given answers. Qualitative
information can be then be analysed.
There are six types of qualitative data analysis:

 Content analysis:
o this involves scrutinising the information in order to

specifically look for answers to a given questions. There
may be themes or patterns you believe will be present that
you will actively search for. This type of analysis often
involves using colours or numbers to code information in
order to highlight certain results
 Grounded analysis:
o this utilises coding in order to extract certain information, but

unlike content analysis, there is no springboard for analysis.
Grounded analysis requires the researcher to put aside any
assumptions or hypotheses and let the information talk for
itself; that is, scrutinise the data so that patterns and
similarities will emerge without being prompted
 Social network analysis:
o this type of analysis does not refer to online social networks necessarily but
more the networks individuals belong to and how this may influence
behaviour and viewpoints. This type of analysis is most valuable when used
alongside another type of analysis where common themes can also be
extracted
 Discourse analysis:
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o this approach analyses more than just the words that have been written or
spoken by a participant. Discourse analysis also takes into consideration the
social context of the answers given in order to generate a depth of
understanding about the reason for the answers given; this may include:
 any prior conversations
 power relationships
 impact of individual identity
 body language
 Narrative analysis:
o this type of analysis focuses on how stories are told amongst an organisation
or society with the aim of trying to understand how people reason their
thoughts; there are four main categories of narrative:
 bureaucratic – highly structured and logical, often about imposing

control
 quest – where the ambition is to have the most compelling story

and lead others to success
 chaos – where the story is lived, rather than told
 postmodern – similar to chaos, in that it is lived, but where the

‘narrator’ is aware of the story and what they are trying to achieve
 Conversation analysis:
o this looks at information whilst assuming that conversations are governed by

rules and patterns that are consistent regardless of the individuals involved.
This approach is also based on the belief that what an individual says can only
be understood in the context of what was also said before and after. It
scrutinises the choice or words, the order in which they were said, where the
speaker used emphasis and whether speech was overlapped.
Information on qualitative data has been sourced from ‘Analysing Qualitative Data’ at Skills
You Need: http://www.skillsyouneed.com/learn/analysing-qualitative-data.html.
Quantitative data
Quantitative data is numerical information that can come in many forms from a range of
research methods. Just as qualitative data needs to be organised, numerical data must be
‘cleaned’ before it can be accurately looked at and analysed for the results. Cleaning includes
removing corrupt information and detecting any recording errors such as wrong entries,
duplicates and missing data.
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The main methods of quantitative data collection are:
 Surveys and questionnaires
 Service provider/organisational data
 Assessments
 Records
 Biophysical measurements (show size, height, weight, etc.)
Types of quantitative data include:

 Prices (average cost spent per month on socialising, for
example)
 Percentages (of individuals who have fibre broadband, for

example)
 Ratios (number of electronic devices compared to family members, for example)
 Units of measure (lengths, weights, time, etc.)
 Scorings (out of 5 or 10, for example).
Exploratory data analysis (EDA) is often done at the same time as the cleaning of the data. It
involves looking at the information collected in order to establish any patterns, similarities
and/or differences in the data. It can even be carried out before the research is completed as
a way of deciding whether more research needs to be conducted in order to reach a
conclusion or whether research can be stopped as a conclusion is already obvious.
Statistical analysis is undertaken to establish whether there is any significance in the results
and therefore whether a hypothesis can be proven. The significance of numerical data refers
to how confident the researcher is that the data gathered was not done so by chance. This
level of significance is known as the p level and is usually set at 5%.
In order to gauge significance and therefore generate a conclusion to the research, there are
a range of statistical tests that can be conducted on the data gathered.
Statistical tests that can be used include:
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 Mann-Whitney U-test
 Spearman rank correlation test
 Kruskal-Wallis test
 t-test
 Pearson correlation
 ANOVA
 Chi-square test
 Wilcoxon signed-rank test.
Deciding on the most applicable statistical test to use will depend on your data. There are
four main factors that will affect the tests that can be used for analysis.
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These include:
 The level of data
 How many groups/samples were used during collection of data
 Whether the data was collected from independent or related sources
 The nature of the data.
DRAWING CONCLUSIONS
The conclusion and recommendations formed from research are vitally important in
determining the success or failure of the project. Regardless of whether the hypothesis,
methods of data collection and analysis are excellent, weak conclusions and
recommendations that are not well-supported, will mean that the findings are not likely to be
taken seriously by others.
Creating thorough, well-supported conclusions

A conclusion should always include a summary of the research, especially if the research took
time and the resulting report is lengthy. An overview of the project, however, is not a good
conclusion as it does not draw upon any of the findings and how these relate to the
organisation or wider world.
Any conclusions made must be done on the basis of the information gathered and rigorous
analysis. If the method of analysis was incorrect or carried out inaccurately, this will affect the
conclusion and mean it is based on error.
A well-supported and thorough conclusion should include:

 Standards – comparison of the findings of research to the standards and values held
by experts in the field and by the organisation’s stakeholders
 Analysis and synthesis – explanation of how the data was organised and ‘cleaned’
following collection and what method of analysis was used on the data to garner the
findings
 Interpretation – statements on what the findings mean to the research project and
how they are related to prior research on similar topics
 Implications – clear outline of how the findings of the research may be central to
organisational policies, working practice and the theory behind business decisions
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 Recommendations – based upon the findings, outlines on what actions you believe
should be taken within your organisation and the wider sector. This may include
opportunities for further research.
CONCLUSION ERRORS
Errors can arise from a range of sources during the planning,

collection or analysis stages of research, so it is important to
be aware of potential pitfalls. The last thing you want is for
valuable, insightful research to be disregarded because the
conclusion has been formed on mistakes made earlier in the
project. At each stage of your research, take time to evaluate
the processes undertaken, and the results gathered as this
could mean you spot something before you reach the
concluding stage.
Common errors when generating conclusion from research

include:
 Providing conclusions that are based on little to
no evidence
 Wrongly applying the findings of the research to a wider population
 Failing to clearly outline the limitations of the research both in terms of design and
results
 Miscalculating statistical significance, if any
 Only focusing on certain results whilst ignoring

others, skewing the conclusions made
 Alternating between generating logical

assumptions based on fact and speculation based
on inconclusive evidence without explicitly saying
so.
In order to avoid conclusion errors:

 Do not assume you know what the data says, ensure you have fully analysed it and
encompassed every avenue and anomaly
 Refrain from assuming your findings automatically apply to wider population or

society, make sure this is definite before concluding so
 Don’t see limitations as a sign that your research is not valuable, knowing and being
able to explain limitations will show that you have a great understanding of your
findings
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 Check, check and check again. When using statistical analysis, check that all values
have been correctly inputted and if results don’t appear to match what you thought
would be found, make sure the process was carried out correctly
 Have a clear understanding of the difference between inference, which is based on

fact, and speculation which isn’t. If using both, ensure the audience of your findings
know this.
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ACTIVITY 2C
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2.4 – DEMONSTRATE THAT ASSUMPTIONS AND CONCLUSIONS USED IN ANALYSES
ARE CLEAR, JUSTIFIED, SUPPORTED BY EVIDENCE AND CONSISTENT WITH
RESEARCH AND BUSINESS OBJECTIVES

 Evaluate analysis outcomes to determine conclusions
 Provide clear and justified evidence for assumptions and conclusions
 Determine assumptions and conclusions that are consistent with research and
business objectives.
EVALUATING EVIDENCE OF CONCLUSIONS
Your methods for analysis must provide you with the evidence for your assumptions and
conclusions. Therefore, using the right method for the type of data that you need to assess is
integral to your work.
As mentioned in section 2.3 of this unit, qualitative and quantitative data will be handled
differently in your analysis. As you perform analysis, you will create and collect information
that is relevant to your research; this must be recorded and documented in a logical and
methodical manner for evaluating.
Information that you determine and generate must be clearly documented; this may include
recording a sequence of events, compiling data sets, writing explanations and providing
summaries and reports of your analysis. It can also mean utilising a thorough system and
process to capture, save and store information results through the analysis process.
Evaluations will need to show what you have found.
Evaluating includes:
 Looking at information and results objectively
 Assessing results carefully and with awareness of any restrictions or influences
 Checking results to make sure they are accurate and evidenced.
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INTERPRETING YOUR CONCLUSIONS
Interpretation of your analysis must provide clear conclusions. Results

must be justified and evidenced. Evidence relates to confirmation of the
facts, influences, opinions and any other factor that relates to your
research. Any aspect that cannot be confirmed should be recognised and
documented to include the possible reasons as to why this may be the case.
You may want to:

 Categorise results
 Prioritise conclusions according to the objectives
 Visually display the results in a chart or graph format
 Provide reasons for results.
VALIDITY
Whether research is valid or not, is not only affected by the results gained but also by the
design of the research and the methods that have been used to collect information. There
are two types of validity in research; internal and external. Internal factors are those that are
created by the research itself and the way the researcher analyses information.
Internal factors include:

 Timeframe of research – was too much or too
little time given to carry out the research?
 History – did an unexpected event occur

whilst research was being carried out?
 Selection – was selection of subjects random

or did researcher choice of subjects create
bias towards one subject?
 Maturation – were changes found in what

were measured purely due to normal
development over time?
 Equipment/method sensitivity
 Experimental mortality – did any participants

drop out of the study? Did any online
information become unavailable?
External validity refers to whether the findings of the research are applicable to other groups.
For example, the spending habits of mothers aged 25-35 is not likely to be the same as single
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men, and so the findings of the initial research cannot claim to show how the latter group of
people spend their money. In order to ensure results are externally valid, it is important to
factor in that no two people are the same. Therefore, you should either factor this into
research to make sure, if using participants, there is diversity, or don’t claim that the results
are applicable outside the range of people used in your research.
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ACTIVITY 2D
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3. PRESENT RESEARCH INFORMATION
3.1. Identify appropriate methods of reporting, considering the intended audience and
relevant organisational requirements
3.2. Report on findings in an appropriate format, style and structure within a pre-
determined timeframe
3.3. Report and distribute research findings in accordance with organisational

requirements
3.4. Obtain feedback and comments on suitability and sufficiency of findings in accordance
with organisational requirements
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3.1 – IDENTIFY APPROPRIATE METHODS OF REPORTING, CONSIDERING THE
INTENDED AUDIENCE AND RELEVANT ORGANISATIONAL REQUIREMENTS

 Identify methods to report that are appropriate to the organisation
 Determine relevant information about the intended audience
 Use information about the audience to provide tailored reports.
REPORTING CONCLUSIONS
Your organisation will most likely follow set methods for reporting and presenting
information to others. These will be the methods that most suit the work environment, take
into consideration access to technology and resources, and that fit with the day-to-day
operations of the organisation. This will follow policies and procedures relating to performing
workplace communications and disclosure of information. You must identify the appropriate
method to report your findings considering the nature of
the information and the intended audience.
Methods for reporting include:

 Formal meetings
 Presentations
 Workplace consultations
 Email and written communications
 Informal discussions.
Planning for distribution

Planning for the distribution of research findings should be factored into the planning for the
entirety of your research and should not only be carried out once the research has been
concluded. Just as you should create a timeline for the collection and analysis of research
information, it is good practice to create a timeline for important distribution events. The
timeline may be amended throughout the project in order to make sure that the strategies
used are still going to target the right audience as the research progresses. As well as this,
timelines may be changed to allow for any developments surrounding the subject in the
wider world to ensure you’re reporting and distribution considers these.
THE INTENDED AUDIENCE
Whether you are presenting to a few or many and whether you are presenting to same-level
colleagues or senior management will affect the type of presentation you give and the way it
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is delivered. There are things you can do prior to presenting your recommendations and
conclusions to ensure it is going to be delivered in a suitable way.
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These include:
 Researching the audience in advance:
o size of audience
o background knowledge of subject
o status
o any bias/viewpoints they hold
 Familiarising yourself with the

layout of the room you are
presenting in:
o size of room
o power outlets
o furniture layout.
Researching the audience in advance

Knowing as much as possible about your audience before presenting to them, and catering
your presentation accordingly, will make it much more likely that they will listen to you and
engage in any discussions that follow.
Finding out the size of your audience will help you to determine the best ways to connect
with them; this includes how energetic you may need to be, the style of the presentation and
how much you will need to project your voice. It will also affect the practicalities such as the
room set-up and technology requirements. It will also help decide the formality of the
presentation and whether any handouts will be needed to explain or elaborate on the
information being shared.
Knowing the status of the audience will also impact on the type of presentation given. Whilst
the presentation should be professional, regardless of this, how you conduct yourself, how
you relay information and provide the content may differ. It will be expected that a
presentation to service staff, for example, will be very different to one given to stakeholders.
What the audience already knows about the subject being discussed is an important
influencer in how to pitch a presentation. If you are presenting to experts, you won’t want to
use simple terms, potentially appearing condescending. Similarly, those that aren’t
knowledgeable will not benefit from specific terms that they cannot understand. It may make
them feel inferior and that you don’t value their input. Supplementary to this, knowing if the
audience already holds any strong viewpoints about the subject can help you to hone your
presentation to combat or agree with these.
Room familiarisation
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Where you are delivering your presentation may not seem like a big issue, but it can play a
big part in how you need to present for the best chance of success. It is advisable that you
give yourself the opportunity to scope out the room prior to the presentation. This may be in
the days or the hours beforehand.
From familiarising yourself with the room, you can establish:

 Feasibly, how many people may be in the room
 How you will need to project your voice and whether you will need any
amplification equipment
 Where visual aids will be situated
 Where is best to stand
 Whether you need request changes to the layout of the room.
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ACTIVITY 3A
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3.2 – REPORT ON FINDINGS IN AN APPROPRIATE FORMAT, STYLE AND STRUCTURE
WITHIN A PRE-DETERMINED TIMEFRAME

 Determine content for presentations
 Identify how to construct a report in an appropriate format, style and structure
 Produce reports in a timely manner.
PRESENTING YOUR REPORT
Your report will communicate the results of your work. It needs to

accurately portray what you have done and what you have found. As such,
the language that you use must be both engaging and informative. It must
be easy to follow and understand. This applies to your verbal and written
reporting.
Reporting recommendations, assumptions and conclusions in research may

be the step to making further decisions in business activities. Therefore,
producing and presenting reports must be according to the timeframes
given, and while the topic is still of relevance. When conducting research
and analysis, it is important to confirm the deadline of the project to meet
these expectations. Arranging to deliver the report must be included in your
schedules and timeframes.
You must also be mindful of the audience to ensure you put together a
report that will be of interest (as covered in section 3.1 of this unit). This
covers the content of your report and the overall presentation.
CONTENT
The actual content of a presentation is just as important as how you present the information.
The information needs to be tailored so that it is clear and concise and easily relayed to the
audience.
If there is too little information, you run the risk of not providing enough support for your
recommendations; too much information and the audience may become overwhelmed and
switch off.
The presentation should include:

 An introduction that explains how the research relates to them and the organisation
 Opportunities to address concerns
 No unnecessary information
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 A human connection with the audience to help get them on side.
STRUCTURE
A well-structured report is systematic and clear. There are numerous organisations, academic
and otherwise, that require reports to be written following research and generally, these
reports all follow the same structure.
A report usually consists of:

 Title page – a brief but detailed explanation of the purpose of the report. May also
include name, date of submission and who the report was undertaken for
 Terms of reference – includes who will read the report, the reason for it being
written and how the report was written
 Summary (abstract) – an overview of the report, the objectives of the research,

what was found and further action
 Contents – the chronology of the report; chapters/headings alongside their

corresponding page number
 Introduction – objectives of research explained in detail, limitations outlined and

parameters of the research established
 Methodology – a list of any equipment used, how research was conducted, any
preparation undertaken
 Results – summary of results which includes any visual representations including

diagrams, tables and graphs
 Discussion – the main body of the report which discusses the data gathered,
analyses it and refers back to the research objectives
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 Conclusion – establish the significance of the research, recommendations and
opportunities for further study
 Appendices – any supporting evidence that is not

published such as completed questionnaires or
transcriptions.
A report may also, but not always include:

 Bibliography – an alphabetical list of all published
sources referenced in your report
 Acknowledgements – thanks for anyone that has

helped throughout the project
 Glossary of terms – definitions of any specific terms

as well as explanations of acronyms or abbreviations
that have been included.
A report will not always include all of the headings listed, and they also may not be in the
same order; this will be established by your organisation.
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FORMAT
The format will, without a doubt, affect how clear the report is and how easy it is to follow. A
report should be created so that it looks professional, is consistent and follows a
straightforward path which mimics that undertaken for the project. Your organisation may
have a specific formatting style for reports which will need to be adhered to.
Formatting includes:
 Font style
 Font size
 Line spacing
 Colours
 Indentations
 Use of numbering and bullet points
 Positioning of images, graphs and visual aids.
TRANSFERRING REPORTS
Your organisation may require you to transfer the information from a written report into
other formats such as an online article, slideshow presentation or video. If this is a
requirement of the documenting process, the formatting style should try to be as close to the
original report as possible. This will ensure consistency between formats and reduce the risk
of report content going awry when transferred.
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ACTIVITY 3B
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3.3 – REPORT AND DISTRIBUTE RESEARCH FINDINGS IN ACCORDANCE WITH

 Decide strategies for reporting and distributing research findings
 Use business technology in reporting and distributing activities
 Communicate research findings to organisational requirements.
REPORTING YOUR ANALYSIS
The reporting and distribution of research findings is the process of relaying the findings from
research undertaken to stakeholders, so that what was discovered can be the basis for
change. Your organisation may have different reasons for performing this, which you will
need to be aware of. For example, if the purpose is to make stakeholders aware of current
market progress, then you will want to back up your findings with clear explanations and
possibly examples of what is happening in the market right now. However, if the aim of the
report is to provide a set of financial figures, then you will want to reproduce information and
data clearly; for example in tables, graphs and charts.
STRATEGIES FOR DISTRIBUTION
Just as there are a range of methods for collecting information, there are a range of methods
for distributing it. It is often advisable to distribute advances in research throughout the
project, especially to stakeholders as it can help maintain their interest in the subject and
ensure the findings are going to influence them.
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Just as with research methods, any distribution strategies should be appropriate to the
information you want to share and the audience whom you wish to share it with. When using
a range of strategies, the information reported in each will not necessarily be the same, it
needs to be tailored so that it engages the audience it reaches.
Ways to distribute research findings include:

 Conferences
 Seminars
 Meetings
 Journals
 Online publishing
 Media coverage
 Press release
 Targeted mailing
 Training events
 Newsletter
 Presentations.
Strategies must take into consideration resource and budget requirements. Your organisation
will need to have equipment, expertise and funds in place to deliver a more complex method
of reporting and distribution. For example, a business seminar will require time away from
the workplace, transportation, funds to hire and arrange the venue requirements, and
technical expertise to manage equipment. Strategies must also be agreed and communicated
with the team or people involved in the research project. All persons that may be required to
deliver this must be included in the planning and production requirements for team
consistency.
TECHNOLOGY FOR PRESENTATIONS
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In the modern age, there is a plethora of technology and software that when used correctly,
can greatly improve the delivery of a presentation.
Such technology includes:

 PowerPoint
 Projector
 Screen cast
 Microphone
 Interactive media
 Laser pointer.
In order to use business technology and software

successfully:
 Ensure you know how to use all of the functions prior to the presentation
 Consider how everyone is going to be able to view an electronic presentation
 Choose font and colour carefully
 Don’t overload presentation slides with information
 Refrain from looking at a screen and reciting what is on; ensure you are directing
speech to the audience
 Don’t use it for the sake of it, otherwise, it can detract from the content of the
presentation
 Always prepare a backup means of presenting in case of electronic faults.
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COMMUNICATION PRACTICE
In order to most effectively communicate your findings, issues and recommendations, it is

important to communicate in a way that is clear, concise, confident, and that builds rapport.
Communication techniques for this purpose include:

 Know the message you are trying to deliver, and make sure this is conveyed. Keep
your presentations and/or written reports concise and to-the-point; do not include
unnecessary or distracting information
 Deliver information in multiple formats, e.g., presentation and hard copy
 Do not rush spoken communications – allow time for pauses and for information to
be digested as necessary
 Give opportunity for others to pose questions and be available to respond to

questions and queries
 Consider your attitude when presenting information – seeming bored or

disinterested can make others also lose interest too
 Use body language effectively – appear approachable and engaged;

e.g., turn to the person who is speaking
 Consider how textual and graphic information is displayed – present

information clearly and in a logical order, avoiding overcrowding
pages or presentation slides; consider the use of headings,
bullets and sections to organise information clearly
 Draw attention to the links between information; if there is cause

and effect, or a trend, or pattern, don’t leave it to the audience to
interpret – tell your audience what this means
 Be confident in voicing your opinions on issues and

recommendations, and always back-up your ideas with
supporting evidence from your research.
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ACTIVITY 3C
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3.4 – OBTAIN FEEDBACK AND COMMENTS ON SUITABILITY AND SUFFICIENCY OF
FINDINGS IN ACCORDANCE WITH ORGANISATIONAL REQUIREMENTS

 Use different methods to gain feedback, which are in line with organisational
requirements
 Gather a range of feedback from different types of stakeholders/personnel, to

ensure suitability and sufficiency of findings.
THE VALUE OF FEEDBACK
Feedback is a powerful tool that can influence research and help pave the way for further
projects. It can also highlight any unrealised limitations or downfalls of research already
undertaken. Feedback should always be sought in line with organisational procedure and
should be gathered in such a way that it is constructive and valuable.
SUITABILITY AND SUFFICIENCY
The suitability of findings refers to whether the findings have answered the aim of the
research and whether they relate to organisational practices and the market the business is
situated in. Sufficiency concerns whether enough evidence has been generated from the
findings to base changes upon.
These are important factors to gain feedback on as they can aid in making changes to
research in the future so that it is sufficient and suitable. Feedback about these factors can
help determine whether the level of detail at the planning stage was appropriate, if different
methods of collection need to be adopted and if analysis was rigorous enough.
METHODS FOR OBTAINING FEEDBACK
There is no one right way to obtain feedback about research findings, but the method you
use should be appropriate to the organisation and the nature of the research itself. It may be
valuable to obtain feedback in a variety of ways in order to gain thorough information.
Methods for obtaining feedback include:

 Asking for direct feedback on the matter
 Providing forms/surveys to gain an understanding of the level of consensus
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 Sending questionnaires out to gather opinions
 Conducting exploratory interviews
 Holding further meetings to confirm

thoughts and opinions
 Social listening to gauge impact.
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PERSONNEL
As well as using a range of methods to gather feedback, obtaining feedback from a variety of
people can help really gain a depth of understanding about the research topic and findings.
Different people will have different viewpoints about the findings, and so this can help see
the results from a range of perspectives.
Personnel to obtain feedback on may include:

 Consumers
 Experts
 Team members
 Stakeholders
 Organisation.
Each type of person will have a different association with the

topic, and you can gain a better understanding of how this may
affect personnel.
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ACTIVITY 3D
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SUMMATIVE ASSESSMENTS
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
 Skills Activity
 Knowledge Activity
 Performance Activity.
This holistically assesses your understanding and application of the skills, knowledge and
performance requirements for this unit. Once this is completed, you will have finished this
unit and be ready to move onto the next one – well done!
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APPENDICES
LEGAL OBLIGATIONS
There are a number of legal obligations that you will have to comply with when working in a
research capacity within a business.
These include, but are not limited to:

 Privacy Act 1988
 Telecommunications (Telemarketing and Research Calls) Industry Standard 2017/Do

Not Call Register Act
 Record-keeping requirements.
The Privacy Act 1988

The Privacy Act 1988 outlines how personal information is handled. All business must abide
by the Privacy Principles contained within this act and take responsibility for protecting the
personal information of staff, customers and consumers, including details such as name,
signature, address, date of birth, bank details and phone number.
Telecommunications Industry Standard 2017/Do Not Call Register Act

These regulations stipulate how businesses must conduct telephone marketing and research,
including information that must be given when making a call, including name of caller, the
purpose of the call and which business the caller represents. They also stipulate the times of
day when calls may be made.
According to this legislation, research calls may only be made on:

 Weekdays between 9.00 am and 8.30 pm
 Saturdays between 9.00 am and 5.00 pm
 Sundays between 9.00 am and 5.00 pm.
Record keeping requirements

Financial records must be kept for a minimum of five years. Other requirements will apply for
different types of records.
Organisational policy and procedure

Your legal requirements will be reflected in your organisation’s policy and procedure. It is
essential that you comply with these to ensure legal compliance in your work.
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ETHICAL OBLIGATIONS
Your organisation may have a Code of Ethics in place that outlines the ethical obligations in
your role.
Ethical conduct may also require:

 Integrity: You should always conduct yourself with integrity in your role. This means
being honest and transparent with what you are doing, why and the results of your
actions
 Conflict of interest: Any conflict of interest should always be declared to avoid bias
 Using company resources: Company resources should only be used for the
purposes they are assigned. You should not use company resources for personal use
or gain.
INTERNET SEARCHES
Search engines and subject directories

A search engine is an online tool which will search the web for websites which contain words
or phrases as stipulated by the searcher. Search engines work by deploying a program,
commonly referred to as a spider or robot, which trawl through all websites in order to find
the terms that have been searched for. When results are displayed, the most relevant is
displayed at the top, and so on. Relevancy of the search results is based on the amount of
other websites that links to that one, basically assuring the search engine that it is a reliable
and valued source. Search engines are self-maintaining in that when they come across a new
website in a search, they store information about it in their database for future searches.
Well-known search engines include:

 Google
 Bing
 Yahoo.
Subject directories are different as they order internet sites by subject and the searcher must
then work through a series of menus in order to find sites relevant to their needs. Subject
directories are generally much smaller than search engines, and their content is maintained
and updated by humans rather than a computer.
Boolean operators
Boolean operators are small conjunctive words that combine or exclude words in a search in
order to make search result more specific. Effective use of Boolean operator can greatly
reduce or increase the amount of search hits generated. This can save valuable time and
effort as there is less of a need to sift through search results to get rid of information that is
unrelated.
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The three basic Boolean operators are:
 And – requires both words/phrases to be within the source. If only one is present,
the source will be eliminated from the completed search results
 Not – The first phrase keyword is searched for and then any sources which contain
the second phrase/word are removed from the search results given
 Or – either phrase/word can be contained within the source for it to be included

within the search results. This yields much broader search results.
Keywords and phrases

Knowing the right terms to enter when searching online will greatly improve the likelihood of
the results being relevant and valuable to your research.
Homonyms when searching – that is words that are spelt the same, sound the same but have
different meanings. These will affect search results, so it helps to extend the term to be more
specific. For instance, including the word ‘gross’ in your search when seeking information
about profits, could bring up results related to things which are nasty and unsightly instead.
With words such as these, think about additional words that can be used to reduce the
likelihood of irrelevant results.
Using auto suggestions on search engines can also be of use. This is a search engine tool
which when a search is started, will automatically bring up popular searches related to what
has already been typed in. This can yield results that have been formed from many similar
previous searches, meaning the results are likely to be reliable.
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REFERENCES
These suggested references are for further reading and do not necessarily represent the
contents of this unit.
Websites
‘Analysing Qualitative Data’ at Skills You Need: http://www.skillsyouneed.com/learn/analysing-
qualitative-data.html
‘What is Business Research?’ by Kimberlee Leonard at Chron:

http://smallbusiness.chron.com/business-research-43341.html
‘What is Business Technology’ by Linda Emma at Chron:

http://smallbusiness.chron.com/business-technology-2183.html
‘Develop Clear Research Objectives for Your Survey Research Project’, Susan E. DeFranzo at
Snap Surveys: http://www.snapsurveys.com/blog/develop-clear-research-objectives-for-your-
survey-research-project/
Validity: http://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_2_18.html
‘Assessing the Conclusions of the Study’ at GWU: https://www.gwu.edu/~litrev/a08.html
Publications
‘The Data Advantage: How accuracy creates opportunity’ Experian QAS 2013 Research Report:
http://www.experian.co.uk/assets/marketing-services/white-papers/wp-qas-the-data-
advantage.pdf
The Big Lottery Fund (Unknown). Good Practice Guide: Dissemination. Unknown: The Big
Lottery Fund. p1-4
All references accessed on and correct as of 12/10/2018, unless otherwise stated.
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BSBRES411

Analyse and present research information

UNIT OF COMPETENCY .................................................................................................................................... 3

No licensing, legislation or certification requirements apply to this unit at the time of

Unit Mapping Information

BSBRES401 Analyse and present research information – Equivalent unit

Knowledge Management – Research

2. Analyse and 2.1 Clearly define objectives of research ensuring consistency

3. Present research 3.1 Identify appropriate methods of reporting, considering the

 Analyses and evaluates textual information to develop information research

 Gathers, evaluates and integrates information from a range of sources

 Presents findings, recommendations and issues in required format using language,

 Presents recommendations and issues using language appropriate to audience and

Navigate the world of work:

 Recognises and follows organisational policies and procedures and meets

Interact with others:

 Selects and uses appropriate communication practices when seeking or sharing

Get the work done:

 Plans, organises and implements tasks to meet organisational requirements

 Recognises and takes responsibility for addressing foreseeable problems in familiar

Evidence of the ability to:

 Identify research requirements and objectives

 Gather, organise and present research information

 Communicate effectively with research stakeholders to clarify requirements

 Maintain and handle information and documents systematically and securely

 Preparing reports on research findings including:

o recommendations based on the analysis of research information

o clear and justified assumptions and conclusions

o use of efficient and reliable research methods

 Analyse, evaluate and interpret research information to support organisational

 Key features of organisational policies and procedures relating to:

o the access of digital information

o the storage/transmission of information

o legal and ethical obligations relating to workplace information

Assessment must be conducted in a safe environment where evidence gathered

 Workplace information systems, equipment and resources

 Workplace policies and procedures

 Case studies and, where possible, real situations in the workplace.

Companion Volume implementation guides are found in VETNet -

1.2. Assess reliability of potential sources, considering accuracy, authority, audience,

1.4. Store research information, in accordance with organisational requirements

By the end of this chapter, the learner should be able to:

 Choose sources that are reliable and authoritative.

Business research can include:

Things to establish at the planning stage include:

 Method(s) to collect information

 A timeframe for conducting research

 Access to data and working space.

Information may be gathered through:

 Industry research papers and reports

 Organisation files and reports

DETERMINING RELIABLE INFORMATION SOURCES

To find suitable sources, you should:

 Determine the nature of information you require – academic, statistical, feedback,

o how to make contact with sources

o how to make informal and formal information requests

o how to speak with your external contacts

o software that needs to be used to analyse data

o methods for analysis

o how analysis is presented

 Data privacy and information security:

o not disclosing personal information relating to research