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Activity 21 Identify the need for and an appropriate approach to, further research The most important parts of a research report are the descriptions, analyses, and interpretations of the data. What you do with the findings, i.e. the implications, are just as important27 . The research needs to identify for the reader why and how the analyses and interpretations were made and the way key concepts in the analyses evolved. In addition, the researcher needs to "inform the reader of any unexpected findings or patterns that emerged from the data and report a range of evidence to 27 Source: George Mason University, as at https://gse.gmu.edu/research/tr/tr-process/tr-conclusions, as on 13th March, 2018. 302 | P a g e
support assertions or interpretations presented." (Stainback and Stainback, 1988, p. 80-81). Showing, not telling about your findings, is the best way to let your reader know what you discovered. Quotes, vignettes, field notes, work samples and other data can be used to support interpretations and assertions. "The best way to show findings is to look for those critical incidents in your data, the "aha" or "oh no" moments, when you had a breakthrough in answering your research question. If it was a moment of vivid insight for you, it may well be a breakthrough for your audience." (Hubbard and Power, 1993. P. 113). A conclusion section refocuses the purpose of the research, revealing a synopsis of what was found and leads into the implications of the findings. A conclusion may also include limitations of the study and future research needs. Once you have completed your research, you may find that other avenues for research, collaboration opportunities or questions have become evident. This is the opportunity to look at your findings and explore new research questions. Compiling and analyzing previous research will always reveal something to you. If you are interested in a particular topic, a literature review may reveal simply that little or no research exists on that topic. Let’s say you wanted to study the effects of learning strategies on state competency test scores. You are likely to find very little on that subject, but if you look at research generally on the outcomes of learning strategies, you will find quite a bit. You might further discover that while there is a lot on learning strategies, there is little specifically on test taking. So you see, by searching and analyzing the literature, you may pinpoint a particular area where research is needed. 303 | P a g e
Attachment 1 – Australian Market and Social Research Society Code of Professional Behaviour28 28 Source: Australian Market and Social Research Society, as at https://www.amsrs.com.au/documents/item/194/, as on 12th March, 2018. 304 | P a g e
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ASSESSMENT BSBINS603 Manage applied research activities Student Name Student ID Unit commenced (Date) Unit Completed (Date) I hereby certify that I have undertaken these assessment tasks utilising my own work without assistance from any other parties. I have not knowingly plagiarised any work in completing these assessment activities. Student Signature 324 | P a g e
Knowledge Assessment (Written Tasks) 1. What is the general purpose of Applied Research? 2. To ensure that the best possible research is done: (a) Managers should indicate their problems to researchers as decision choices rather than information requirements. (b) Managers should specify all information requirements, to define the researcher's task. (c) Research should exclude all possible areas of manager-researcher conflict. (d) A workable balance between manager and researchers cannot be based on sensitivity to the demands and restrictions imposed on the other. (e) The researcher should base the method on the dominant method of the enterprise. 3. What is External Validity concerned with? 325 | P a g e
4. What is the purpose of the National Statement on Ethical Conduct in Human Research [refer to http://www.nhmrc.gov.au/guidelinespublications/e72 ]? 5. What is a hypothesis? 326 | P a g e
6. In general, when selecting factors for a study, you want to be sure of which of these? (a) They have been investigated before (b) They are available to investigate (c) They are not of interest to you (d) They do not lead to another question 7. Which of the following best describes a hypothesis? (a) Statement that you set out to prove (b) Tested by collecting only the data that support it (c) Proposed before a good research question can be developed (d) Posits a clear relationship between different factors 8. What is the major difference between applied and basic research? (a) Basic research takes longer to complete (b) Applied research is less important (c) Basic research is more traditional (d) Basic research has no immediate application 9. Data analysis in qualitative research, as contrasted with quantitative research, is generally (a) theatrical rather than applied. (b) applied rather than theatrical. (c) deductive rather than inductive. (d) inductive rather than deductive 10. The null hypothesis represents which of the following statements? (a) No relationship between the variables under study (b) A positive relationship between the independent and dependent variables (c) A negative relationship between the independent and dependent variables (d) A difference between the variables under study 11. Qualitative researchers view changes in procedures during a study as (a) a weakness. (b) frustrating. (c) a good thing. 327 | P a g e
(d) to be avoided. 12. Briefly describe the difference between a trend study and a cohort study. 13. List four basic ways to collect data in a survey. 14. Evaluate the threats to internal validity in the following scenario. Researchers studied the relationship of counsellors’ moral reasoning to their level of empathy. Twenty-two counsellors agreed to participate in the study. Each was administered Kohlberg's test for moral reasoning. Permission was obtained from some of the counsellors’ clients to have videotapes made of their counselling sessions. After watching the videotapes, experts gave each counsellor an empathy rating. The correlation was then calculated between the score on the test of moral reasoning and the empathy rating. 328 | P a g e
15. Briefly describe the difference between internal and external validity. 16. What are three ethical principles that researchers should follow? 17. List the steps a researcher must adhere to in order to follow ethical guidelines and limit the possibility of liability. 329 | P a g e
18. List four characteristics of a good research question. 19. Which of the general research types would you least expect to be used to investigate a relationship? Why? 330 | P a g e
20. What are advantages and disadvantages of ethnographic research? 21. Describe the essential components of a research report and a research proposal. 331 | P a g e
22. Listed below are all sections contained in a typical research report. Place them in the correct section and order that they would appear in a report. Introductory section Main Body References (Bibliography) Appendixes Purpose of the study Justification of the study Discussion of external validity Research question and hypotheses Definition of terms Background and review of related literature Summary and conclusions Description of the research design Theory Title Page Studies directly related Studies tangentially related Procedures Table of Contents List of Figures List of Tables Limitations -- unresolved problems and limitations Discussion of internal validity Description and justification of the statistical techniques or other methods of analysis used Findings Description of findings pertinent to each of the research hypotheses or questions Description of the sample Brief summary of the research question being investigated, the procedures employed, and the results obtained Discussion of the implication of the findings--their meaning and significance Suggestions for further research Problem to be investigated Description of the instruments used Explanation of the procedures followed 332 | P a g e
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Assessment Outcome Question Correct () 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Assessed by _________________________ Assessor Signature_______________ Date _________ 335 | P a g e
Skills Assessment (Practical Tasks) ASSESSOR NOTE These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements. This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: • an induction procedure and requirement • realistic tasks or simulated tasks covering the mandatory task requirements • relevant specifications and work instructions • tools and equipment appropriate to applying safe work practices • support materials appropriate to activity • workplace instructions relating to safe work practices and addressing hazards and emergencies • material safety data sheets • research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks? The assessment process is designed to answer the question “has the participant satisfactorily demonstrated competence yet?” If the answer is “Not yet”, then we work with you to see how we can get there. In the case that one or more of your assessments has been marked ‘NYC’, your Trainer will provide you with the necessary feedback and guidance, in order for you to resubmit/redo your assessment task(s). What if you disagree on the assessment outcome? You can appeal against a decision made in regards to an assessment of your competency. An appeal should only be made if you have been assessed as ‘Not 336 | P a g e
Yet Competent’ against specific competency standards and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of the unit you are appealing against the assessment of. You can request a form to make an appeal and submit it to your Trainer, the Course Coordinator, or an Administration Officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the form. What if I believe I am already competent before training? If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your Trainer, as you may be able to apply for Recognition of Prior Learning (RPL). Credit Transfer Credit transfer is recognition for study you have already completed. To receive Credit Transfer, you must be enrolled in the relevant program. Credit Transfer can be granted if you provide the RTO with certified copies of your qualifications, a Statement of Attainment or a Statement of Results along with Credit Transfer Application Form. (For further information please visit Credit Transfer Policy) 337 | P a g e
Task 1 – Applied Research Project This assessment task requires you to plan, conduct and report on applied research to influence strategic practices and outcomes within an organisational context. The research activity must relate to an actual workplace or simulated context and topic. The research topic may be selected from topics listed below or you may select your own relevant similar topic: Risk Management Research related to the broad range of exposures a firm faces in today’s business environment, including privacy and security, corporate governance and ethics, data quality management, information systems implementation and operation, compliance and assurance, financial risk management, human resource management, crisis management, etc. Key themes are the influence of corporate governance on organizational success and failure, modelling business risk perception and behaviour of corporate players, challenges facing health care providers with respect to compliance, and the impact of corporate responsibility on business value. Ethics and Social Responsibility Research in business ethics, civic engagement and social responsibility in general, as well as interdisciplinary research that focuses on the study of: corporate governance and ethical conduct; corporate social responsibility and profitability; corporate reputation and performance; ethics and marketing; and strategies related to stakeholder management and the social role of business. Women in Leadership Research that contributes to an understanding of women as leaders, broadly defined, and is intended to help educators, executives and policy makers better understand how women can lead in implementing business practice that fosters diversity, social justice and ethical behaviour. Understanding women’s roles in business and society requires a deep and thorough knowledge of the historical, social, international, and cultural context in which women’s roles evolved. For example, scholars in history, English, and philosophy study different aspects of women’s roles in family, in the professions, in society, and in culture. An understanding of this larger context is essential for women to surmount the challenges that confront them in business today. Business Analytics Possible projects could include for example statistical investigations of international living standards data, data mining applied to database marketing, to problems in finance or to the adoption of new technologies, or the analysis of textual data applied to business problems. Each project leverages expertise in cutting-edge quantitative methods to make a contribution both to the area of 338 | P a g e
business analytics and the specific business area represented by the data used in the project. You must determine a suitable applied research strategy that relates to the question being researched. These can include: analysis of industry specific trends, statistics and issues collection of data to assist informed decision making, planning or risk management data and information relating to strategy, policy, practices, or work processes developed and implemented by an organisation formation of solutions to complex problems information and analysis needed to develop a campaign, strategic plan, industry or sector plan and strategy, or to bargain effectively with employers information and analysis to conduct a strategic or community campaign or activity relationship or relevance of a theory, principle or practice to an immediate practical problem, issue or to test a proposed solution Applicable research methods will include: action research case study classification experience and intuition experiments interviews map making mathematical models and simulations participant observation physical traces analysis semiotics surveys statistical data analysis statistical surveys ethnographic research as are relevant to the research performed, and may include: application of statistical methods causal factors and dependant or independent variables critical analysis experimental, quasi-experimental, non-experimental mathematical calculations problem solving qualitative or quantitative research sampling and sample size 339 | P a g e
Throughout the research process, including data collection, analysis and reporting, you must address and comply with all legal and ethical requirements, including: agreements with third parties that supply research or data competency standards contracts copyright and privacy laws relating to physical materials and electronic technology licensing plagiarism privacy relevant commonwealth and state/territory legislation, policy, codes of practice and national standards security of information The assessment task requires: A research proposal which must be approved by the Assessor prior to undertaking the research. A substantive report, of no less than 8,000 words to be produced. A presentation must be developed to complement the report, which can take the format of one of: circulating publications for comment and critique on the internet contributing to strategic policy drafting publications or reports presentations at seminars and conferences providing data, plans, specifications and reports resulting in changed work practice/s or design/s providing internal reports verbally, in writing or via presentations publishing papers and articles for expert review and audiences publishing reports and articles for lay audiences 340 | P a g e
Observation Checklist Observation Criteria S NS Clarified and confirmed applied research purpose and needs of the target group Formulated a research proposal or plan which includes: specific research questions or hypotheses valid population or sample size description of the geographical, cultural, social or institutional context within which the research will be carried out full description of the data collection methods analysis of the limitations to research design including the reliability and validity of data Designed an applied research project using applied research tools and techniques Determined policies and procedures in relation to conducting applied research Established mechanisms for collecting and maintaining data in a systematic manner Analysed factors affecting the reliability and validity of data Reviewed relevant research ethics and codes of conduct Prepared applied research strategy and hypothesis Framed a research strategy in consideration of available tools and resources Reviewed and evaluate a range of applied research methods, theories and data collection techniques Selected appropriate methods to gather and analyse data Used suitable technology and technology services to support data collection and analysis Access appropriate sources of information and contributors relevant to the research Optimised relevance of the research through integrity of the data collected and analysis tools used Evaluated how research findings such as trends and changes will impact on learning strategy Reviewed data and research findings for accuracy of details and adherence to any legal requirements Collated and analysed data for relevance against the original applied research strategy Addressed and applied legal requirements, policies, procedures and guidelines relating to research including handling and storing data, privacy and freedom of information Documented and presented research findings in a clear and logical manner consistent with audience needs 341 | P a g e
Observation Criteria S NS Identified the need for and an appropriate approach to, further research Documented and presented research findings including analysis of data, valid and reliable findings and recommendations for further research Outcome Satisfactory Unsatisfactory Comments: Date ______________________ Signed _____________________________ (Assessor) Signed ______________________________(Student) 342 | P a g e
BSBINS603 Manage applied research activities Assessment Outcome Record In order to be deemed competent in this unit, the candidate must answer all written questions correctly and satisfactorily complete all practical tasks. In order to complete all practical tasks, all Observation Criteria need to be satisfied, i.e. demonstrated and marked as an 'S'. The task summary outcome must be noted as satisfactory to note the demonstration of a satisfactory outcome for each practical task requirement. Student Name Not Yet Competent Competent Comments Assessor (Name) Assessor Signature Date 343 | P a g e
Student Feedback Form Unit BSBINS603 Manage applied research activities Student Name: Date Assessor Name: Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent. There is no need to sign your name as your feedback is confidential. Stron gly Disag ree Agr ee Stron gly Agree I received information about the assessment requirements prior to undertaking the tasks 1 2 3 4 5 The assessment instructions were clear and easy to understand 1 2 3 4 5 I understood the purpose of the assessment 1 2 3 4 5 The assessment meet your expectation 1 2 3 4 5 My Assessor was organised and well prepared 1 2 3 4 5 The assessment was Fair, Valid, Flexible and Reliable 1 2 3 4 5 My Assessor's conduct was professional 1 2 3 4 5 The assessment was an accurate reflection of the unit requirements 1 2 3 4 5 I was comfortable with the outcome of the assessment 1 2 3 4 5 I received feedback about assessments I completed 1 2 3 4 5 The pace of this unit was: Too Slow Grea t Pace Too Fast Comments: 344 | P a g e
Please return this completed form to Reception once you have completed this unit of competency. 345 | P a g e