Carrying out Market Research — AIM Qualifications Other Vocational Qualification Employability & Work Skills Revision
This element introduces learners to the basic concept of market research—finding out information about what people like, need, or want. Learners will explo
Topic Synopsis
This element introduces learners to the basic concept of market research—finding out information about what people like, need, or want. Learners will explore simple methods of gathering information through asking questions and recording answers, which supports decision-making in a small business or personal enterprise context.
Key Concepts & Core Principles
- Personal Presentation: Understanding how to dress appropriately, maintain hygiene, and behave professionally in a work setting.
- Teamwork: Working effectively with others, sharing tasks, and respecting different roles within a group.
- Health and Safety: Identifying common workplace hazards, following safety instructions, and knowing emergency procedures.
- Communication: Using verbal and non-verbal skills to listen, ask questions, and convey information clearly.
- Problem-Solving: Recognising simple problems, thinking of possible solutions, and choosing the best option.
Exam Tips & Revision Strategies
- When carrying out research, listen carefully to the whole response before recording it to ensure accuracy.
- Always record answers immediately during the interaction to avoid forgetting or mixing up responses later.
- Always keep a record of your research process, including draft questionnaires, notes from interviews, and screenshots of online searches.
- When writing up your findings, relate them directly to the learning objectives: explain how you carried out the research, what you found, and what you learned from it.
- Practice conducting a mock survey with classmates to refine your questioning technique before formal assessment.
- Ensure your portfolio includes evidence of both planning and reflection to meet all assessment criteria.
Common Misconceptions & Mistakes to Avoid
- Confusing market research with selling or advertising a product, rather than gathering information.
- Asking leading questions that suggest an answer, e.g., 'You like chocolate, don’t you?' instead of open questions like 'What snack do you prefer?'
- Learners often confuse market research with general internet browsing and fail to structure a focused question.
- A common error is using leading or biased questions in surveys, which invalidates results.
- Many learners struggle to distinguish between qualitative and quantitative data, or to summarise findings beyond simply listing responses.
Examiner Marking Points
- Award credit for demonstrating a clear understanding that market research involves finding out information from people (e.g., asking questions, observing).
- Award credit for accurately following a given set of simple questions to ask others, maintaining a polite and clear approach.
- Award credit for correctly recording responses using a provided method such as tick boxes, tally charts, or simple written notes.
- Award credit for actively participating in a simple market research activity, such as asking two people what their favourite snack is and recording the answers.
- Award credit for demonstrating the ability to identify a simple research question related to a specific job or market.
- Look for evidence that the learner chose an appropriate method, e.g., a short survey with clear questions.
- Credit should be given for correctly recording responses and presenting basic findings, such as tallying answers or creating a simple chart.
- Assessors should expect the learner to explain at least one way the research findings could be used, such as tailoring a CV or identifying training needs.