Bsbcmm401 make a presentation assessment answers

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BSBCMM401/BSBCMM401 Lesson Plan.docx

Lesson Plan: BSBCMM401 Make a presentation

Lesson Plan

BSBCMM401 Make a presentation

Table of Contents
Table of Contents 2

Overview 3

Resources 4

Preparation 5

Conducting Lessons 6

Induction 7

Session 1: Introduction 9

Session 1: Topic 1 - Prepare a presentation 10

Session 2: Topic 1 – Prepare a presentation 12

Session 3: Topic 2 – Deliver a presentation 15

Session 3: Topic 3 – Challenges 16

Session 4: Topic 4 – Review the presentation 17

Session 5, 6, 7 and 8: Review and Assessment 19

Overview
BSBCMM401 Make a presentation

Duration
4 weeks Content delivery: 2 weeks

Assessment: 2 weeks

Suggested Delivery
Week 1

Session 1: Introduction

Topic 1 - Prepare a presentation

Session 2: Topic 1 - Prepare a presentation

Week 2

Session 3: Topic 2 – Deliver a presentation

Topic 3 - Challenges

Session 4: Topic 4 – Review the presentation

Week 3

Session 5: Assessment

Session 6: Assessment

Week 4

Session 7: Assessment

Session 8: Assessment

Resources
Recommended texts
The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking

Links to sources of information on the Internet will also be given throughout the document. If the links are broken, copy and paste them into your web browser.

Web links:
Internet links to sources of information, videos or documents are also provided throughout the lesson plan.

If the links are broken, copy and paste them into your web browser.

Industry expertise
To enhance the industry relevance of this classroom-based training approach, we recommend that you identify an industry expert or experts, and invite them in to give short presentations to students.

These industry experts are not trainers, but are people who can provide expert industry information to students to assist them with their learning. Their presentation could last up to one hour, and be provided from week 2 onwards.

Preparation
Before you commence delivery of these lessons, take the time to undertake the following:

Read through this document from start to finish. If you have any queries about how an activity can best be carried out at your RTO, contact your supervisor for advice.

Read through the recommended texts.

Conduct further research on the Internet if any concepts are not clear for you.

Perform each of the activities and homework or self-study that you will give the students.

Before giving each session, read through each day’s plan, as some preparation may be required.

Sourcing videos

Checking web links

Preparing any technical resources required

Planning role-plays

Setting up activities such as presentations

General planning

Equipment
To carry out the Lesson Plan for this unit, the following equipment will be needed:

Computers with appropriate software and Internet access

Headsets

Whiteboard

Projector

Conducting Lessons
Lesson Context
A simulated work environment is to be used when carrying out these lessons.

Therefore, session activities:

Reflect real life work tasks.

Are required to be performed within industry standard timeframes as specified by assessors in relation to each task.

Are assessed using assessment criteria that relate to the quality of work expected by the industry.

Are performed to industry safety requirements as relevant.

Use authentic workplace documentation.

Require students to work with others as part of a team.

Require students to plan and prioritise competing work tasks.

Involve the use of standard, workplace equipment such as computers and software.

Ensure that students are required to consider workplace constraints such as time and budgets.

Written activities
Activities provided throughout the lesson plan can be undertaken as homework and submitted to the trainer/assessor and/or conducted within the lesson as an observed task.

Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.”

Practical observations
Practical observations provide opportunities for students to demonstrate both knowledge and skills.

Observe performance from an appropriate position.

Record appropriate comments and use for feedback purposes.

Homework/Self-study
At the end of each session homework/self-study can be set at the discretion of the Assessor. Suggested activities are also provided.

Induction
The following slideshow outlines the induction information provided below for this unit:

Induction.pptx. The trainer/assessor can adapt the information as relevant.

Induction and administrative procedures
Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:

Cover any general housekeeping such as:

· trainer/assessor administration

· emergency procedures

· location of toilets and fire exits

· WHS, security

· break times

· plagiarism and any other policies and procedures that the college requires the student to acknowledge or read and agree to, such as mobile phone policies or Internet usage policies.

Folder management and naming documents
Discuss and demonstrate where and how you would like students to save their work.

As a guide, students should keep all their work for this unit in a folder that has the unit code as its name, along with the student’s name.

Macintosh HD:Users:nicolehaggerty:Desktop:6.tiffFor example:

Any activities and assessment tasks should then be saved to this folder.

Students should name documents logically within the folder structure, it should include:

· Unit code

· Task number

· Task name

· Student last name (optional)

· The date or version number (optional)

For example:

Macintosh HD:Users:nicolehaggerty:Desktop:4.tiff

Back up
Students should always have a back up of their work on a different device. If the college has a network drive encourage students to use the drive and then back up to a USB or removable hard drive. If they are using a USB to save files then they should keep a back up on their laptop or home computer.

Lesson overview
Provide the students with an overview of the unit and how it will be structured and delivered.

An outline of the suggested delivery is provided on the slide.

Assessment
The assessment is provided in a separate document and should be made available to the students along with the deadlines and procedures for submission.

Session 1: Introduction
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking p118

Different types of presentation p119

Activity: Video

Show the video http://www.youtube.com/watch?v=i68a6M5FFBc

Also show students this video by J. D. Jefferys (from publicspeakingskills.com) on YouTube. Mr Jefferys demonstrates many of the points covered in this section through this presentation on skills: http://www.youtube.com/watch?v=whTwjG4ZIJg

Ask students to consider the following questions after watching the video. Discuss as a class their responses.

1. What was the most noticeable aspect of the presentation?

2. List three things that you think were effective.

3. How did the speaker engage the audience?

4. What would you like to be able to do as well as this speaker, if anything?

5. Are there any ways that you would like to change what you did in the first activity after watching this video?

Activity: Online presentational software
Students are to research one of the following online presentation software applications:

http://www.prezi.com

http://www.slideshare.net

http://www.visme.co
They will be using one of these later in the course so should look at the features of each and sign up/register for one of them.

They do not need to learn the software at this point.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 1: Topic 1 - Prepare a presentation
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition (2016)

Chapter 5: Presentations and Public Speaking p118

Plan the presentation or speech p122

Activity: Planning a speech

Provide the students with the following scenario:

You have been given the task of developing an elevator talk – the talk is to be selling either a service or product (of your choice).

1. Undertake the following activities:

i) write down a structure for your talk – it will only be for 1 minute

ii) list the intended outcomes of giving the speech

iii) make some prompt notes

iv) practice your talk

2. Split the students into pairs.

Each should present their speech to the other as if they are in an elevator.

3. Each group is to present their meet and greet in front of the rest of the class. Each group can ‘perform’ their initial greeting then swap roles so that there will be two presentations per group. The meet and greet should last for at least 1 minute.

Feedback

Discuss feedback with the whole class, how can a presentation be evaluated?

provide feedback to each group and ask their peers to do the same.

Evaluation

Students should then write an evaluation on their role play:

· were they nervous

· did the meeting go as they planned

· did they prepare enough

· was the meet and greet a success

· what would they do differently

Activity - Video Clip

Show the following videos, which provide tips and inspiration for giving good presentations:

http://www.youtube.com/watch?v=2-ntLGOyHw4 Steve Jobs techniques

http://www.youtube.com/watch?v=bt8YFCveNpY Body Language

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

TEXT: The Business Communication Handbook, Judith Dwyer, 10th Edition (2016)

PRACTICE EXERCISES 5.1 p125

Students can work in groups to undertake the activities list

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 2: Topic 1 – Prepare a presentation
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking p118

Prepare the presentation or speech p126

GROUP ACTIVITY: Buy this!

This activity is to provide students with practice in planning and presentation.

Divide the class into small groups of 3 or 4

Each group member has to try to sell a product to the other members of the group in 3-5 minutes.

They assume the role of a member of an Advertising Agency.

· allow 10-15 minutes of class time for preparation and strategy and structure of their argument.

They can sell any item or object, whether present in the room or not.

This activity is designed to give students practice in planning a short presentation. The content is not especially important but the sequence of the argument is.

The following link from the University of Leicester provides some further tips for planning a presentation: http://www2.le.ac.uk/offices/ld/resources/presentations/planning-presentation

Mini-Project: Presentation – plan

Students are to plan and prepare for a presentation, which will later be delivered and presented to the rest of the class.

The presentation should be chosen by the students but agreed by the trainer.

If the students would like a theme the trainer could provide a few ideas such as introducing a new product, presenting ideas for a marketing advertisement, discussing social media for use in an advertising campaign.

The trainer will need to allocate the appropriate timings for the delivery of the presentations.

Instructions:

The plan should be a written document and cover the following points:

· select the type of presentation that will be given and explain why you have chosen this method

· list the intended outcomes of the presentation

· outline:

· the purpose

· audience

· context and setting

· identify the main ideas

· research the supporting material that will be used (this could be weblinks, information, graphics, documentation, storyboards,etc)

· state how you will deliver your presentation (ie using software, visual aids or paper-based materials)

· provide a summary of roles for your audience (for example “The audience will be the client and have been awaiting to hear what options the agency have developed”. They are excited and like to ask questions.

· select a technique that can be used to evaluate your own presentation

· state what software you will use to support the delivery of your presentation

Discuss each of the above points with the class so that they are clear on each task.

Allow enough time for students to prepare and ensure that each topic has been approved.

Mini-Project: Software for presentations

After students have completed the plan for their presentation they will need to start preparing the content. Before doing so they must decide how the presentational software that they are using will be incorporated into the delivery.

The trainer/assessor should demonstrate the features and functions of at least one presentation software. This could be PowerPoint, Prezi, Keynote or a similar software. Whilst doing so the trainer/assessor should also discuss how the software aids the presentation and how it is used in the delivery.

This session should be used for students to investigate all the functions and features of the presentation software that they have chosen to use, such as animation of slides, inserting graphs, pie charts and clip art/images.

Some students may already be comfortable using their chosen software. It is suggested however that they brush up their skills by creating a simple slideshow – keeping in mind it will be used as a presentational aid; even if they know how to use the software they may not know how to use it for an actual presentation, therefore the structure and content would be specific to giving a presentation.

Mini-Project: Prepare presentation

After students have completed the plan for their presentation they will need to start preparing the structure and content.

They should create a rough storyboard or draft for the presentation and start to construct the presentation using their chosen software.

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 3: Topic 2 – Deliver a presentation
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Deliver the presentation or speech p129

Non –verbal communication p130

The university of Leicester have a few tips for delivering presentations:

http://www2.le.ac.uk/offices/ld/resources/presentations/delivering-presentation

Video clips on delivering presentations

https://www.youtube.com/watch?v=tShavGuo0_E

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

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

https://www.youtube.com/watch?v=wQN2doxPeoc

Mini-Project: Deliver a presentation

Students should now be completing their presentations and practicing their delivery.

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Continue to work on projects.

Session 3: Topic 3 – Challenges
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Manage challenging audience members p131

Learning activity: Two minute presentation – Role Play

· In small groups of three or four, learners role-play possible reactions to an unforeseen incident that might occur during a presentation.

· Each person in the group can take turns to be the speaker while the others act as the audience. The problems can be on cards and one of the audience members can decide when to announce the interruption or problem.

· The speaker must deal with the problem on the spot and continue for another minute. The group can then discuss how that solution worked and other possible ways of dealing with the incident.

· Possible incidents list (add others from your experience):

· the power fails and all lights and powered accessories go off

· the microphone starts buzzing loudly

· an audience member suddenly falls ill (for example, faints)

· the fire alarm starts

· the presenter knocks over a book which slams on the ground

· half of the audience leave ater 5 mins

· a phone keeps beeping/buzzing/ringing

· there is a commotion outside and everyone runs to the window halfway through the presentation

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 4: Topic 4 – Review the presentation
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Review the presentation or speech p132

GROUP ACTIVITY: Peer evaluation

Part of the Assessment task requires students to seek feedback on their presentation through the use of questioning. They will all require similar feedback so this could be designed as a group activity whereby the students can discuss the prompts that could be used and what should be included in the sheet.

· Discuss evaluation and feedback

· Brainstorm prompts/layout for sheet

· Each student to create their own feedback sheet that can be used to evaluate their own presentations

Encourage students to:

· Create their own headings;

· Decide on what aspects of the presentation they are interested in receiving feedback on and construct objective statements about them;

· Design an appropriate layout to use

Discuss constructive criticism and how feedback is used to evaluate performance.

Activity: Presentations

Students should continue to work on their presentations and evaluation sheets.

The trainer/assessor should set up and prepare an appropriate location for students to deliver their presentations and consult with students on their requirements for their presentation.

Activity: Deliver a presentation

Before each student presents, they should provide an evaluation/feedback sheet for the “audience” to complete.

The trainer/assessor should provide feedback after each presentation.

Coach the students and support with any issues they may have.

Any students not attending the day’s session should be given the opportunity in the following day to deliver their presentation.

After students have delivered their presentation they should collect the feedback/evaluation from the audience and analyse the responses.

They are then to write a brief evaluation of the presentation:

- how they think their presentation went

- the general feedback received

- any suggested changes that they would incorporate into their presentation

- feedback received that has helped

- things they would personally change or work on to design and deliver a better presentation

Activity: Review Questions – Chapter 5

Activities from the text

Review questions p136

Exploring the web p139

Case Study1: Fasdel Transport Company

Case Study2: Nadia’s professional approach to public speaking

Students should type their answers in a word processed document and submit to the trainer.

Session 5, 6, 7 and 8: Review and Assessment
The content of this unit has now been covered. The next two weeks have been allocated for trainer/assessor review and student completion of assessment tasks.

Review and completion
Allocate time for students to complete any outstanding activities, reading, role-plays, meetings, presentations or further tasks that require observation or submission to the trainer/assessor.

The trainer/assessor should allow time to review any topics or activities undertaken by students to consolidate their learning.

Discuss the Assessment Tasks
Take time to discuss each task in detail if required, and ensure that the students understand the assessment procedures, submission instructions and deadlines.

Students should use these sessions to work on their assessment tasks, with support from the trainer/assessor.

Short Answer Test
Allocate one hour for the completion of Assessment Task 1 – Short answer test. This is an open book test but is required to take place under supervision test conditions.

Support
The trainer/assessor should provide as much support as is appropriate for students whilst they undertake their assessment tasks. The trainer/assessor may have to timetable meetings or role-play’s that require observation for assessment so it is important to ensure that this has been considered into the lesson planning over the last two weeks of assessment.

Housekeeping
Provide some time at the end of the last session for housekeeping such as administrational duties, student feedback and farewells.

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BSBCMM401/BSBCMM401 Mapping/BSBCMM401 Assessment Mapping 19-03-17.docx
BSBCMM401 Make a presentation Assessment Mapping Guide

Unit Mapping
BSBCMM401 Make a presentation
Application
This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements and Performance Criteria
Element

Performance criteria

Assessed in

1. Prepare a presentation

1.1 Plan and document presentation approach and intended outcomes

AT 2

1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed

AT 2

1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas

AT 2

1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation

AT 2

1.5 Select techniques to evaluate presentation effectiveness

AT2

2. Deliver a presentation

2.1 Explain and discuss desired outcomes of the presentation with the target audience

AT 3

2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas

AT 3

2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes

AT 3

2.4 Use persuasive communication techniques to secure audience interest

AT 3

2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences

AT 3

2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding

AT 3

3. Review the presentation

3.1 Implement techniques to review the effectiveness of the presentation

AT 3

3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation

AT 3

3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

AT 3

Foundation Skills
Skills

Description

Assessed in

Reading

· Reviews and analyses documents to identify information relevant to a specific presentation

AT2

Writing

· Develops material to convey ideas and information to target audience in an engaging way

AT2

Oral Communication

· Presents information using words and non-verbal features appropriate to the audience and context

AT3

· Uses listening and questioning techniques to gather information required to develop or modify presentations

AT3

· Interprets audience reactions and changes words or non-verbal features accordingly

AT3

Interact with others

· Selects and uses appropriate conventions and protocols to encourage interaction or to present information

AT3

· Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

AT3

· Recognises the need to alter personal communication style in response to the needs or expectations of others

AT3

Get the work done

· Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

AT3

· Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas

AT3

· Uses the main features and functions of digital tools to complete work tasks

AT3

Performance Evidence
Evidence of the ability to:

Assessed in

· prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

· effective presentation strategies and communication principles

· aids and materials to support the presentation

AT2, AT3

· select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

AT 3

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:

Assessed in

· identify information collection methods that will support review and feedback of presentations

AT1.1

· identify regulatory and organisational obligations and requirements relevant to presentations

AT1.2, 1.3

· describe the principles of effective communication

AT1.4

· describe the range of presentation aids and materials available to support presentations.

AT 1.5,1.6, 1.7

Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

Assessed in

equipment, materials and business software packages for making a presentation

AT2

business technology

AT2

interaction with others

AT3

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) NVR/AQTF mandatory competency requirements for assessors.

1

__MACOSX/BSBCMM401/BSBCMM401 Mapping/._BSBCMM401 Assessment Mapping 19-03-17.docx
BSBCMM401/BSBCMM401 Mapping/BSBCMM401 Assessment Requirements.pdf
Assessment Requirements for

BSBCMM401 Make a presentation

Release: 1

Assessment Requirements for BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 2 of 3

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

Assessment Requirements for BSBCMM401 Make a presentation

Modification History

Release Comments

Release 1 This version first released with BSB Business Services Training

Package Version 1.0.

Performance Evidence

Evidence of the ability to:

 prepare and deliver presentations related to occupation or area of interest which

demonstrate the use of:

 effective presentation strategies and communication principles

 aids and materials to support the presentation

 select and implement methods to review the effectiveness of own presentation and

document any changes which would improve future presentations.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least

once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

 identify information collection methods that will support review and feedback of

presentations

 identify regulatory and organisational obligations and requirements relevant to

presentations

 describe the principles of effective communication

 describe the range of presentation aids and materials available to support presentations.

Assessment Requirements for BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 3 of 3

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates

consistent performance of typical activities experienced by individuals using interpersonal

communication skills in the workplace and include access to:

 equipment, materials and business software packages for making a presentation

 business technology

 interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes available from the IBSA website:

http://www.ibsa.org.au/companion_volumes -

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da40

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Assessment Requirements for BSBCMM401 Make a presentation
Modification History
Performance Evidence
Knowledge Evidence
Assessment Conditions
Links
__MACOSX/BSBCMM401/BSBCMM401 Mapping/._BSBCMM401 Assessment Requirements.pdf
BSBCMM401/BSBCMM401 Mapping/BSBCMM401 Unit of Competency.pdf
BSBCMM401 Make a presentation

Release: 1

BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 2 of 5

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

BSBCMM401 Make a presentation

Modification History

Release Comments

Release 1 This version first released with BSB Business Services

Training Package Version 1.0

Application

This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of

purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 3 of 5

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

Elements and Performance Criteria

ELEMENT PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1 Prepare a presentation 1.1 Plan and document presentation approach and intended outcomes

1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources

and personnel needed

1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience

understanding of key concepts and central ideas

1.4 Brief others involved in the presentation on their

roles/responsibilities within the presentation

1.5 Select techniques to evaluate presentation effectiveness

2 Deliver a presentation 2.1 Explain and discuss desired outcomes of the presentation with

the target audience

2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas

2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes

2.4 Use persuasive communication techniques to secure audience interest

2.5 Provide opportunities for participants to seek clarification on

central ideas and concepts, and adjust the presentation to meet participant needs and preferences

2.6 Summarise key concepts and ideas at strategic points to facilitate

participant understanding

3 Review the presentation 3.1 Implement techniques to review the effectiveness of the presentation

3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation

3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 4 of 5

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill Performance

Criteria

Description

Reading 1.1, 1.2, 1.3, 2.2  Reviews and analyses documents to identify information relevant to a specific presentation

Writing 1.1, 3.3  Develops material to convey ideas and information to target audience in an engaging way

Oral

Communication

1.4, 2.1, 2.2, 2.3,

2.4, 2.5, 2.6, 3.2

 Presents information using words and non-verbal features appropriate to the audience and context

 Uses listening and questioning techniques to gather information required to develop or modify presentations

 Interprets audience reactions and changes words or

non-verbal features accordingly

Interact with others

1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2

 Selects and uses appropriate conventions and protocols to encourage interaction or to present information

 Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

 Recognises the need to alter personal communication style in response to the needs or expectations of others

Get the work done

1.1-1.5, 2.2, 2.5, 3.1-3.3

 Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

 Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas

 Uses the main features and functions of digital tools to

complete work tasks

BSBCMM401 Make a presentation Date this document was generated: 14 September 2016

Approved Page 5 of 5

© Commonwealth of Australia, 2016 Innovation and Business Skills Australia

Unit Mapping Information

Code and title

current version

Code and title

previous version

Comments Equivalence status

BSBCMM401 Make a presentation

BSBCMM401A Make a presentation

Updated to meet Standards for

Training Packages

Equivalent unit

Links

Companion volumes available from the IBSA website:

http://www.ibsa.org.au/companion_volumes - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da40

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BSBCMM401 Make a presentation
Modification History
Application
Unit Sector
Elements and Performance Criteria
Foundation Skills
Unit Mapping Information
Links
__MACOSX/BSBCMM401/BSBCMM401 Mapping/._BSBCMM401 Unit of Competency.pdf
__MACOSX/BSBCMM401/._BSBCMM401 Mapping
BSBCMM401/BSBCMM401 Student Assessment Tasks.docx

Student Assessment Tasks

BSBCMM401 Make a presentation

Table of Contents
Table of Contents 2

Assessment Information 3

Assessment Instructions 4

Student Assessment Agreement 5

Assessment Task 1 Cover Sheet 6

Assessment Task 1: Written Questions 7

Assessment Task 1 Instructions 8

Assessment Task 1 Checklist 9

Assessment Task 2 Cover Sheet 10

Assessment Task 2: Presentation planning project 11

Assessment Task 2 Instructions 12

Assessment Task 2 Checklist 15

Assessment Task 3 Cover Sheet 17

Assessment Task 3: Presentation delivery and evaluation project 18

Assessment Task 3 Instructions 19

Assessment Task 3 Checklist 21

Assessment Information
The assessment tasks for BSBCMM401 Make a presentation are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, the student must complete all of the assessment tasks satisfactorily.

Assessment Plan
Assessment Task

Assessment Task Summary

1. Written questions

Students must answer all questions correctly.

2. Presentation planning project

Students must plan for a presentation on a topic of their choice.

3. Presentation delivery and evaluation project

Students must deliver and evaluate a presentation on a topic of their choice.

Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.

When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per Trinity Institute (Australia’s) assessment appeals process.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

Additional Resources
The following resources will be given to you before you begin each Assessment Task.

Assessment Task 2

Presentation Plan Template

Assessment Instructions
Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet
This must be filled out, signed and submitted together with your assessment responses.

If you are submitting hardcopy, the Cover Sheet should be the first page of each Assessment submission.

If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit the file.

The Assessment Cover Sheet will be returned to you with the outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per

Trinity Institute (Australia) re-assessment policy.

Depending on the task, this may include

resubmitting incorrect answers to questions (such as short answer questions and case studies)

resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task

redoing a role play after being provided with appropriate feedback about your performance

being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment Task Information
This gives you:

a summary of the assessment task

information on the resources to be used

submission requirements

re-submission opportunities if required

Assessment Task Instructions
These give questions to answer or tasks which are to be completed.

Your answers need to be typed up using software as indicated in the Assessment Task Instructions.

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment task submission. Include this document’s header and footer.

If you are submitting electronically, give the document a file name that includes the unit identification number, the task number, your name and the date.

Checklist
This will be used by your assessor to mark your assessment. Read through this as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses.

Assessment Task 1: Written Questions
Task summary
· Students need to answer all of the written questions correctly.

· Answers must be word processed.

Required
Access to learning materials

Computer and Microsoft Office

Access to the internet

Timing
The assessor will advise you of the due date of this submission.

Submit
· Answers to all questions

Re-submission opportunities
Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.

Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.

Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.

Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important issues or features, and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.

Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1 Instructions
Provide answers to all of the questions below:
1. Identify and describe three ways that you could use to collect information to assist you to get feedback on a presentation and to review your presentation based on the feedback. Explain how you can use the information to review your presentation.

2. Identify two examples of legislation/regulations that should be considered in planning and delivering a presentation. For each one you identify, explain how the legislation or regulation impacts on a presentation.

3. Identify two examples of organisational obligations and requirements that should be considered in planning and delivering a presentation. For each one you identify, explain how the organisational obligation or requirement impacts on a presentation.

4. Describe three principles of effective communication. Provide an example to illustrate your answer.

5. Outline two reasons why a presenter may choose to use presentation aids and materials to support presentations.

6. Describe two types of presentation aids that can be used to support presentation. For each one, explain how you would use the presentation aid or material to support the presentation.

7. Describe two types of presentation materials that can be used to support presentation. For each one, explain how you would use the presentation aid or material to support the presentation.

Assessment Task 1 Checklist
Student’s name:

Did the student provide a sufficient and clear answer that addresses the suggested answer for:

Completed successfully

Comments

Yes

No

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Task Outcome:

Satisfactory

Not Satisfactory

Assessor signature

Assessor name

Date

Assessment Task 2: Presentation planning project
Task summary
This assessment task requires you to plan a presentation on a topic of your choice. In Assessment Task 3, you will be required to present and evaluate your presentation.

This task will be completed in the simulated work environment at your Trinity Institute (Australia’s).

Required
Computer and Microsoft Office

Access to the internet for research

Presentation Plan Template

Timing
The assessor will advise you of the due date of this submission.

Submit
Presentation plan (completed)

Presentation aids/materials developed for presentation

Assessment criteria
For students’ performance to be deemed satisfactory in this assessment task, they must satisfactory complete each part of the task. If part of this task is not satisfactorily completed they will be asked to complete further assessment to demonstrate their knowledge and skills.

Re-submission opportunities
Assessors will provide students with feedback on their performance. The feedback will indicate if the student has satisfactorily addressed each part of the task requirements.

If any part of this task is not satisfactorily addressed, the assessor will explain why and provide written feedback along with guidance on what is required to demonstrate satisfactory performance. Reassessment attempt/ s will be arranged at a later time and date.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

Assessment Task 2 Instructions