BSBRES411

ANALYSE AND PRESENT RESEARCH

INFORMATION

LEARNER WORKBOOK
 TABLE OF CONTENTS

TABLE OF CONTENTS..................................................................................................................................... 1
INSTRUCTIONS TO LEARNER.......................................................................................................................... 2
Assessment instructions..................................................................................................................................2
Assessment requirements................................................................................................................................5
OBSERVATION/DEMONSTRATION................................................................................................................. 6
THIRD PARTY GUIDE...................................................................................................................................... 7
Third party details (required information from the learner)...........................................................................7
ACTIVITIES..................................................................................................................................................... 7
Activity 1A........................................................................................................................................................8
Activity 1B........................................................................................................................................................9
Activity 1C........................................................................................................................................................9
Activity 1D......................................................................................................................................................11
Activity 2A......................................................................................................................................................12
Activity 2B......................................................................................................................................................13
Activity 2C......................................................................................................................................................14
Activity 2D......................................................................................................................................................15
Activity 3A......................................................................................................................................................16
Activity 3B......................................................................................................................................................17
Activity 3C......................................................................................................................................................18
Activity 3D......................................................................................................................................................19
SUMMATIVE ASSESSMENTS......................................................................................................................... 20
Section A: Skills Activity.................................................................................................................................21
Section B: Knowledge Activity (Q & A)...........................................................................................................23
Section C: Performance Activity.....................................................................................................................25
CASE STUDIES.............................................................................................................................................. 27
Case Study A – Denzel’s Research..................................................................................................................27
Case Study B – Casey’s Research Objectives..................................................................................................27
Case Study C – James’s Market Research......................................................................................................28
Case Study D – Tamsin’s Reporting Requirements........................................................................................29
Case Study E – Eddie’s Reporting...................................................................................................................29

Spencer College 1
BSBRES411 Analyse and present research
information Version
1
 INSTRUCTIONS TO LEARNER

ASSESSMENT INSTRUCTIONS

Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.

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

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

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

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

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or
copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will not be accepted (unless, prior written confirmation is provided
by the trainer/assessor to confirm).

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

Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your
assessor and will be given another chance to resubmit your assessment task(s). If you are still
deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any
time, including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring that
you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you to
provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy
with your assessment and/or the outcome as a result of that treatment, you have the right to
lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like
to proceed further with the request after discussions with your trainer/assessor, you need to
lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

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

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

Assessment can either be:

 Direct observation

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Questioning

 Third party evidence.

If submitting third party evidence, the Third-Party Observation/Demonstration document

must be completed by the agreed third party.
Third parties can be:
 Supervisors

 Trainers

 Team members

 Clients

 Consumers.

The third-party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining
competency.

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

To demonstrate competence in this unit you must undertake all activities in this workbook
and have them deemed satisfactory by the assessor. If you do not answer some questions or
perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once
you have demonstrated the required level of performance, you will be deemed competent in
this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit
your assessments or appeal the result.

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

If you feel you are not yet ready to be assessed or that this assessment is unfair, please
contact your assessor to discuss your options. You have the right to formally appeal
any outcome and, if you wish to do so, discuss this with your trainer/assessor.
 Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you
must complete or tasks to be observed. The observations and demonstrations will be
completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required
for competency in this unit, as seen in the Learner Guide.
 THIRD PARTY GUIDE

You should supply details of the third party to the assessor before you commence the
activities (see below), unless the assessor has already selected a third party themselves. The
assessor can then contact the third party in instances where they require more evidence to
determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will
need to inform the assessor. They will be able to provide you with a simulated environment in
which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not
possible, you and your third party should simulate the activity tasks and demonstrations that
you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included
in your work role that relate to the unit of competency but are not a part of the formal
assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision
on competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party
section in the Observations/Demonstrations document.

THIRD PARTY DETAILS (REQUIRED INFORMATION FROM

THE LEARNER)

A third party may be required for observations or demonstrations; please provide details
below of your nominated third party and obtain their signature to confirm their agreement to
participate. This information will be required by your trainer/assessor in advance of arranging
any future observations or demonstrations.

Third party name:

Position of third party:

Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here)

Third party signature: Date:

ACTIVITIES
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.

ACTIVITY 1A

Objective To provide you with an opportunity to know how to identify potential

sources for research information relevant to the organisation
requirements.
Your assessor will assign you a research topic SUITED TO THE CONTEXT OF
YOUR ORGANISATION/AREA OF BUSINESS AND CURRENT OR PROSPECTIVE JOB
ROLE.

FROM THE TOPIC PROVIDED, IDENTIFY FOUR SUITABLE SOURCES TO GATHER

INFORMATION FROM. THESE SOURCES MUST BE RELIABLE, AUTHORITATIVE AND BE
ABLE TO PROVIDE INFORMATION/DATA THAT IS RELEVANT TO THE RESEARCH
TOPIC.

WRITE DOWN YOUR SOURCES, SAYING WHY THEY HAVE BEEN CHOSEN.
 ACTIVITY 1B

Objective To provide you with an opportunity to identify how to assess reliability

of potential sources, considering accuracy, authority, audience,
relevance and likelihood of bias.
Write a summary report of the requirements to assess your potential
information sources for accuracy, authority, relevance and bias. This must
also include how the end-audience can impact on the sources that you
choose.

Your summary should be approximately 200-250 words.

ACTIVITY 1C

Objective To provide you with an opportunity to identify how to access research

information and extract in a format suitable for analysis, interpretation
and dissemination in accordance with organisational requirements.
Refer to Case Study A – Denzel’s Research

1. How should Denzel seek access to the information for his research?
2. How can Denzel make sure that the information is in a format that he can
extract data from?

3. How can Denzel ensure that the right information is extracted for
interpretation and dissemination?
 ACTIVITY 1D

Objective To provide you with an opportunity to identify how to store research

information, in accordance with organisational requirements.
Identify and explain a system that can be used to store research information.
This may be one that exists in your organisation, area of business or be from
your own thinking. (Your answer should be approximately 200-300 words.)

You should include:

 How the system works

 Standard information requirements
 How information is named and stored.
 ACTIVITY 2A

Objective To provide you with an opportunity to identify how to clearly define

objectives of research ensuring consistency with organisational
requirements.
Refer to Case Study B – Casey’s Research Objectives

1. Identify the objectives of Casey’s research.

2. Looking at these objectives, write down the measurement, categorisation

and target for this research.

3. Does Casey need to make any comparisons in her research?

 ACTIVITY 2B

Objective To provide you with an opportunity to identify how to ensure that

information research strategies are relevant to the requirements of the
research and aligned to organisational objectives.
Refer to Case Study C – James’s Market Research

1. Write a 250-300-word commentary on James’s market research strategy.

Your commentary should answer the following questions:

 Would James’s market research strategy provide valid results? If not,

why not?
 Would the results of James’s market research be relevant? If not, why
not?
 Did James use resources efficiently? If not, why not?

2. Write a brief (150-word) proposal for how James could conduct market
research that is more valid and relevant to the research requirements,
and which makes more efficient use of resources.
 ACTIVITY 2C

Objective To provide you with an opportunity to identify how to apply

information research strategy to obtain relevant information,
identifying themes and drawing conclusions in line with established
objectives of research.
1. What do you need to do to ensure you plan your research strategy
appropriately?

2. Identify four different methods of analysis (two for qualitative data and
two for quantitative data). Explain what these are and how they can help
to reach conclusions.

3. When drawing conclusions, how can you make sure that you reach well-
supported and thorough conclusions that answer the research objectives?
 ACTIVITY 2D

Objective To provide you with an opportunity to identify how to demonstrate that

assumptions and conclusions used in analyses are clear, justified,
supported by evidence and consistent with research and business
objectives.
Prove or disprove the following statement, using your own research to support
your conclusion.

“Rainfall in Victoria has steadily decreased since 1980.”

You must conduct research within a two-hour period and may take a further
hour to draw together your conclusions in a two-page report that shows
evidence of clear and justified analyses that are supported by evidence and
consistent with the research objective. This must be attached to your workbook.

You may use both online and non-electronic sources to conduct your research
and must keep track of, and state, all your references. These will be attached to
your workbook as a separate page to your main report.
 ACTIVITY 3A

Objective To provide you with an opportunity to know how to identify

appropriate methods of reporting, considering the intended audience
and relevant organisational requirements.
Refer to Case Study D – Tamsin’s Reporting Requirements

1. Suggest a suitable method that Tamsin can use for each of the below
audiences, to report the results of her research into new business:

 The council’s managers

 The local community business group.

2. What information will Tamsin need to find out about her audiences in
order to provide appropriate reports? (Identify three or more points).

3. Suggest three ways that information about the audience may alter how
the research is delivered.
 ACTIVITY 3B

Objective To provide you with an opportunity to identify how to report on

findings in an appropriate format, style and structure within a pre-
determined timeframe.
1. Identify the four factors that should be remembered when determining
the content for presentations.

2. From your own thinking, provide a brief explanation on how format, style
and structure help in reporting and presentations. (Answers in
approximately 100 words).

3. How can you ensure that you produce reports in a timely manner?
 ACTIVITY 3C

Objective To provide you with an opportunity to identify how to report and

distribute research findings in accordance with organisational
requirements.
Refer to Case Study E – Eddie’s Reporting

1. Identify two strategies that Eddie can use for reporting and distributing
his research findings.

2. What business technology can he use to help with the reporting and
distributing methods?
 ACTIVITY 3D

Objective To provide you with an opportunity to identify how to obtain feedback

and comments on suitability and sufficiency of findings in accordance
with organisational requirements.
Identify three ways of obtaining feedback and provide an example of when
you have used each method (or when you would use each method) to gain
feedback and comments on the suitability and sufficiency of findings.
 SUMMATIVE ASSESSMENTS

The summative assessments are the major activities designed to assess your skills, knowledge
and performance, as required to show competency in this unit. These activities should be
completed after finishing the Learner Guide. You should complete these as stated below and
as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed
by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor
will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you
a series of questions to confirm your competency for all of the required knowledge in the unit
of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the
workplace or a simulated environment. You should demonstrate the required practical tasks
for the unit of competency and be observed by the assessor and/or third party, as applicable
to the situation. If the third party is required to observe you, you will need to make the
required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.
 SECTION A: SKILLS ACTIVITY

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. The assessor is to provide you with a research objective, with some additional facts and ideas
that relate to a business need. This is to be relevant to your area of business (or organisation).

Read the objective, assess your requirements, and develop a research strategy that meets
organisational requirements and fulfils the research objective. Present your answer as a
written plan of 1-2 pages that:

 Fully outlines your research strategy

 Explains why you have chosen this strategy and how you believe it will fulfil the research
objective
 A summary of resources you will need
 An outline of how you will analyse and present results.

2. Carry out the research plan you created in the previous question. Resources will be provided
for you to complete this task.

You must:

 Gather, evaluate and integrate information from a range of sources

 Recognise and follow organisational policies and procedures and meet expectations
associated with own role
 Plan, organise and implement tasks to meet organisational requirements
 Take responsibility for the outcomes of routine decisions related directly to own role
 Use the main features and functions of digital technologies and tools to complete work
tasks
 Recognise and take responsibility for addressing predictable and some less predictable
problems in familiar work contexts.

Keep copies of all notes, references and information that you gather and attach these as a
portfolio of evidence to your workbook. Date each separate item.

3. Analyse the results of your research, extracting and evaluating meaning from data and
interpreting any numerical information that may be present; identify trends, patterns and
outcomes. Determine which information addresses the research objective and formulate a
response to the task. Write a brief (100-word) summary of your findings.
4. Write a report of your findings (1-2 pages) that is structured and formatted according to
organisational requirements. In this report, you must identify any recommendations or issues
that you have determined as a result of your research. Create an accompanying digital
presentation of your results and the recommendations and/or issues that you have
identified.

Present your findings to your class or to an audience determined by your assessor, imagining
that you are presenting your findings to a board of colleagues. Ensure that you select and use
appropriate communication practices to deliver your presentation. Your presentation should
last no more than five minutes.

Note to the assessor:

You must provide the learner with a suitable research objective that is applicable to their
area of business (or organisation). The learner must also be provided with additional
information, such as facts or an end-objective and reason for the research. You must provide
the learner with access to workplace information systems, policies and procedures,
equipment and resources (as necessary) to enable their participation.
 SECTION B: KNOWLEDGE ACTIVITY (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Key features of organisational policies and procedures relating to the access of digital
information, the storage/transmission of information and the 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.

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. Summarise two organisational policies and procedures relating to the access of digital
information. Your answer should be no more than 150 words.

2. Identify three features relating to organisational policies and procedures for the
storage/transmission of information. A brief explanation of this must be given. Your answer
should be no more than 150 words.

3. Summarise one legal and one ethical obligation relating to workplace information. Your
answer should be no more than 150 words.
4. Explain the concepts of reliability and validity. Your answer should be no more than 150
words.

5. In no more than 100 words, explain one other concept relating to research and analysis.

6. Identify two examples of data/information analysis techniques, and explain how these are
used. Your answer should be no more than 200 words.

7. In no more than 250 words, outline the research process, considering the possible
organisational requirements that may exist.
8. Give three examples of strategies to identify new sources (online and print). How can you use
these most efficiently and effectively? Your total answer should be no more than 150-200
words.

SECTION C: PERFORMANCE ACTIVITY

Objective: To provide you with an opportunity to demonstrate the required performance elements
for this unit.

A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

 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.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. This task is a simulated work activity to be conducted in a simulated work environment. In this
simulated environment, you will be provided with the information and resources you need to
conduct a research task that will require you to access and organise workplace information.
This activity must be completed over the course of two days, or approximately 10 hours.

You must submit a portfolio of evidence upon completion of this task, which includes all notes,
references, written reports and presentation print-outs you have created. In addition, this
activity will be observed, and a signed observation by either an approved third party or the
assessor will need to be included in these activities as proof of completion.
 You must complete the following:

 You will be provided with the outline of a research objective by your supervisor. Identify
and confirm the research requirements and objectives, seeking verbal clarification from
your supervisor if required

 Plan an appropriate research strategy that adheres to organisational requirements and

that identifies the resources you will require. Discuss this plan with your supervisor and
confirm the resources you will need with them

 Undertake the research, gathering and organising the workplace information you acquire.
Ensure that your methods are efficient, valid and reliable; this can include online and non-
electronic forms of research

 When you have finished gathering information, analyse, evaluate and interpret your data,
relating it back to your original objective. Determine your conclusions, including any
recommendations you have that are based on your analysis of information. All
assumptions and conclusions must be clear and justified in a 200-word summary,
supported by evidence

 Organise your results into a written 1-2 page report that adheres to organisational
requirements

 Verbally present your report to an audience of 3-5 stakeholders.

2. The following task is a simulated workplace activity to be conducted in a simulated work

environment. You must complete the following tasks in no more than three hours. This activity
will be observed, and a signed observation by either an approved third party or the assessor
will need to be included in these activities as proof of completion.

 Create a new entry for an organisational recordkeeping system, ensuring it is stored

correctly. Information used to complete the entry may be fictional for the purpose of this
task, but all business technologies and/or filing systems (as applicable) should be used
correctly and organisational requirements should be fulfilled. You should also follow all
privacy and security procedures for maintaining and handling data

 Update or modify an entry on an organisational recordkeeping system according to

assessor instructions and ensuring that you adhere to organisational requirements. You
should also follow all privacy and security procedures for maintaining and handling data.

Note to the assessor:

You must provide the learner with a suitable research objective that is applicable to their
area of business (or organisation). You must provide the learner with access to workplace
information systems, policies and procedures, equipment and resources (as necessary) to
enable their participation.
 CASE STUDIES

CASE STUDY A – DENZEL’S RESEARCH

Denzel works for a construction company. He has been asked to research the number of new
builds that have been completed over the last two years. Information needs to be compiled on
the number of new builds for each year, and the financial outcomes of these (profits,
expenses and losses).

Denzel needs to find out:

 How many new builds were commissioned and completed

 What category of build they were (i.e., low, mid, high-rise, and whether housing or
commercial)

 How much each build costs to complete

 How much each build was sold for

 The profits and losses of each build

 Denzel will then need to compile data and statistics for the new builds completed in
year one and in year two, for a comparison of results.

Denzel is able to access information from organisational records; this information can be
found in the administration and accounts departments. Files will need to accessed and
supplied in an electronic format for compiling specific fields of information. He will need
to request these as Excel spreadsheet files, or as raw text files, from which he is able to
extract data.

Some information may also be found in the company’s database system; however, if he
needs to use this, he must obtain login details from the relevant department in order to gain
access to this, as passwords are changed each month for security reasons.

Denzel will need to request permission from the relevant persons in each department; he
must submit a written request by email with the reason for his request.

CASE STUDY B – CASEY’S RESEARCH OBJECTIVES

Casey works for a catering organisation. She has been asked to assess the organisation’s
bakery products to assess the cakes and pastries that they provide at events.
She must identify:
 The top five cakes and pastries

 The cakes and pastries (if any) that are never, or rarely, selected for events.
This research is to identify which cakes and pastries are most liked by customers, so that
further types can be selected and included in menu lists. Casey must look at information on
cakes and pastries most requested, to determine customer satisfaction levels. She must also
determine the number of cakes and pastries that are left over at events and which become
food waste; the organisation is looking to improve its sustainability.

This research will be conducted with bakery products provided at events to customers over
the last three-month period. Casey will need to locate the relevant information from the
event managers relating to these.

The following event managers are used by the organisation:

 Katie – she has worked on events over the last six months

 Rob – he has worked on some events in the last two months

 Joelle – she is currently on maternity leave, and last worked on events five months
ago.

CASE STUDY C – JAMES’S MARKET RESEARCH

James is undertaking market research to determine whether teenagers are likely to buy a
new type of smartphone. His organisation’s objective is to determine whether participants
would want to buy the smartphone they are currently looking to develop.

His strategy for conducting the research is to survey a group of people that live in his town
aged 16-45 with a checklist-style questionnaire. The participants will be given a list of
smartphone features and will put a tick next to features they’d like in a smartphone. There is
no information in the survey about the cost of the phone.

James printed out 600 copies of the survey, as he wasn’t sure how many people he was going
to survey. In the end, he surveyed 312 people.
 CASE STUDY D – TAMSIN’S REPORTING REQUIREMENTS

Sustainability research project

Tamsin works for the environmental department at her local council. She has been asked to
research sustainable business practices and opportunities. This research is to be used by the
council for providing advice and guidance to local businesses on using more
environmentally- friendly practices.

This includes providing the conclusions of her analysis to evidence how these practices can
be used to improve the environment.

She must report her findings to five managers to inform them about the research that was
conducted, who she met with, how she gained her information and the results of her analysis
into sustainable business practices. She must explain the research process, along with her
conclusions and recommendations.
The local community business group
After reporting to the council managers, Tamsin must also meet with the local community
business group in her area to report the conclusions and recommendations. This group is
made up of twenty different local business owners and providers; they have a vested interest
in finding out about the results of the research, so they can work with Tamsin to support and
guide other businesses to work more sustainably.

CASE STUDY E – EDDIE’S REPORTING

Eddie must report the conclusions of his research into work health and safety for his
organisation. Firstly, this must be reported to the business owner and WHS duty-holders,
followed by all staff at the organisation.

The business owner and WHS duty-holders work on-site and at other locations. Eddie
must meet face-to-face to discuss his findings and to agree on a set of recommendations
for implementing in the workplace. These can then be communicated to all staff.

The organisation is large and has over 100 staff. Some staff work on computer and have their
own email accounts; other staff work in the manufacturing department and do not have a
workstation that is connected to email. Some staff also work shift hours and are not always
present during the hours of 9.00am – 5.00pm.