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Formative assessments Activity 1.

1.

You have been asked to give a presentation on the best places for a visitor to go in your town or city. (Answer the questions in
approx. 50-100 words)

BSBCMM401: Make a presentation

(Trainer/ assessor manual)

a.

What would be the outcome of the presentation?

The outcome would be a visitor who knew the best places to visit. This can include location, cost, opening hours,
special dress requirements etc.
b.

What presentation approach would you use to achieve the intended outcomes?

Depending on the outcomes you hope to achieve, options include:

* face-to-face presentation
' group or one-on-one presentation
* workshops or training seminars
* social functions
m
telephone presentation
* email or website presentation

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2.

Why do you think it is necessary to plan and document your presentation?

The key to an effective presentation, like most other business activities, is careful planning and
preparationit would be embarrassing to be caught under-prepared.
You need to plan presentations to ensure that they are:

relevant
* clear
' concise "
credible 1 fun
or funny
* interesting

understood

You work for an organisation that sells kitchen appliances. A husband and wife have come into
your store and have asked you to provide some information on different types of ovens. You notice
when first speaking to them that they have quite strong accents. From further conversation with
them you find out they come from Nigeria and have only been in Australia for two months.
1.

What presentation strategies might you use? Give at least two examples.

Strategies should include demonstrations and questioning.

2.

What delivery method would you use?

The delivery method should be a verbal presentation.

3.

How would you match the characteristics of the audience to the presentation? Give at least
three strategies.

Strategies can include:

* do not assume that they can understand you
m
regularly pause and check that they understand what you are saying ' encourage
them to interrupt you if they do not understand what you are saying
* speak clearly and articulate carefully
* minimise your use of contractions
* try not to use cultural jargon
* talk about foods that they are familiar with that can be cooked in the oven
* avoid slang
B
if you use acronyms, spell them out
* speak a little more slowly than you usually would

BSBCMM401: Make a presentation

(Trainer/ assessor manual)

Activity 4.
You are going to give a presentation on workplace safety. Create a three slide PowerPoint
presentation that could be used as a presentation aid, material and technique that will enhance
audience understanding of key concepts and central ideas. If you cannot access PowerPoint, draw
three slides. Explain how you have designed slides to enhance audience understanding of key
concepts and central ideas.
Answer requires a practical response and trainer/ assessor verification of the participant's skills.
Response should include a discussion of how slides were designed to enhance audience
understanding.
Answers could include the participant's reason for choosing:
use of colour
reason for template choice
formatting techniques m layout of slide

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Activity 5.
You have been assigned as leader of a team that is required to give a presentation to your
organisation's employees about a new product or service that your organisation has developed.
The team is made up of five people. How would you assign others who are going to be involved in
the presentation with their roles/ responsibilities within the presentation? (Approx. 100 words)
Responses should make mention of the fact that team members should guide and facilitate rather
than dictate.
The team leader will identify and decide on the specific outcomes to be achieved. They should not
do this on their own; they should also seek input from other team members. The team leader
should guide the team rather than dictate. Their role is to facilitate the process of deciding
objectives and key messages. Working as a team, team members should pinpoint the response
they want from the audience.
The team leader will be responsible for allocating roles to other team members. Particular team
members might be responsible for creating a PowerPoint or some other multimedia presentation.
Another team member might be responsible for operating technological equipment throughout the
presentation. Others might be responsible preparing other aids and materials.

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Activity 4.
1. Think back on some of the best and worst presentations you have experienced. When
considering your answer, think in the broadest possible context and include sales
presentations, general business presentations or even small group training sessions. How
would you evaluate the effectiveness of those presentations? (50-100 words)
a.

What are the common features of the worst/ most ineffective presentations?
b.

What are the common features of the best/ most effective presentations you can
remember?
Common responses to this question usually include:
Worst experiences

Best experiences

Presenter was not on time.

Presentation was well organised.

We were not sure why we were there.

Purpose of the presentation was clear.

Presenter spoke down to us.

We were treated as partners.

Not given the chance to ask questions.

There was open two-way communication.

We could not follow where the presenter was

going.

Introduction outlined what was to be covered.

Information was disorganised.

The presentation was logically structured.

The presenter was not expert.

The presenter was well prepared.

Discriminatory jokes were not appropriate.

We were treated with respect.

Presenter did not stick to time agreed to.

Presentation started and finished on time.

Overheads were impossible to read.

Audio visual material was effective.

Presenter was a big head.

Presenter was there to help us.

Used examples to illustrate a point.

The presenter told stories that were not

relevant.

1 came in with other things on my mind.

Presenter held my attention.

Environment was too hot, cold, or noisy.

Environment was effective.

1 was lost in all the technical information.

Information was pitched at our level.

1 did not get the point.

Key points were emphasised.

The presenter just went on and on.

Key points were summarised at the end.

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Activity 5.
2.

Develop a feedback document/ template that will be effective in capturing reliable

information.

Participant's answers will vary depending on the format of the document chosen. Participants
should include relevant questions and reflect knowledge acquired from learning materials.

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Write an introduction for a presentation that explains and discusses desired outcomes of the
presentation with the target audience. The presentation is about collecting outstanding payments
from customers/ clients. (100-150 words)
Responses should include a statement of desired outcomes as a part of the introduction.
A good introduction does four things:
1. Attracts and focuses the attention of the audience.
2. Puts the speaker and audience at ease.
3. Explains the purpose of the talk and what the speaker would like to achieve.
4. Gives an overview of the key points of the talk.

Design a visual aid for a presentation on the importance of eating healthy food.
Choose or design a presentation aid you might use to support target audience understanding of
key concepts and central ideas. You might choose a poster or PowerPoint presentation. Explain
how your visual aid would help an audience to understand the key concepts and central ideas of
your presentation. (50-100 words)
Responses should include sound design principles and should help the audience to understand
the key concepts and central ideas of the topicthe importance of eating healthy food.

Make a list of 10 rules for non-verbal and verbal communication during a presentation. Explain
why you consider each rule to be important.
Rules can include:
* consider the way in which you speak:
make sure that you vary the tone you are using during a presentation
think about the volume at which you speak
pay attention to the pace at which you speak
know when to pause
* some non-verbal signals have several meanings:
crossed arms can indicate defensiveness, or simply a comfortable position
touching the nose can suggest doubt in what the person is hearing or it could be a
response to an itch or soreness from a recent cold
an unbuttoned jacket can signify openness and cooperation or you are hot or
uncomfortable
* posture:
a slouch can suggest lack of interest or enthusiasm
standing straight with your weight balanced on each foot makes you look confident and
relaxed
do not lean on the podium for long periods
* subtle actions can convey the message 7 can be trusted'
showing an open hand with palm up suggests honesty and sincerity " outward and upward
movements of your hands are positive actions ' putting the fingertips of one hand against the
fingertips of the other is a form ofsteepling that conveys confidence
* placing your hands on each side of your waist is called standing at the ready, this pose
demonstrates confidence and attracts others
* make eye contact with your audience, eye contact signals interest in others and increases the
speaker's credibility
* smile where appropriate, smiling conveys friendliness, warmth, and liking
m
if you are going to use a pointer to direct attention to different visual aids or materials, do not
wave it around throughout the presentation

Write a one page speech about the importance of behaving in an environmentally responsible way.
Use persuasive communication techniques that would secure audience interest when writing your
speech.
Response should include persuasive communication techniques such as the WIIFM principle.
How would you provide opportunities for participants to seek clarification on central ideas and
concepts, and adjust the presentation to meet participant needs and preferences? Do not limit your
ideas to those provided in the text. Give three examples.
There are a number of strategies you can employ to encourage audience members to ask
questions, including:
bringing up questions you have been asked by other audiences
* letting the audience know up front there are question and answer sessions, when they are and
how long they will be
* passing out cards for the audience to write down and submit their questionsthis gives
people who are too shy to ask questions verbally an opportunity to clarify your presentation's
central ideas and concepts
m
refrain from asking for questions and then starting to pack up your laptop or your notes this
sends a clear message that you consider the presentation to be over and that you do not
really welcome questions
arrange for someone in the audience to ask the first question to start the ball rolling
m
give credit to people who do ask questions by saying something like, 'That was a great
question' or, 'I'm glad you asked that question'
(Wallace 2002)
When someone asks a question, you should repeat it so the whole audience can hear it. Other
audience members might have similar questions and by repeating the question you can ensure
that you are not placed in a situation when you have to answer the same questions repeatedly.
Also, if audience members do not hear the question the answer might not make sense to them;
this leads them to switching off and can cause them to miss some valuable information. Repeating
the question also gives you some additional time to evaluate the question and formulate a
response.

Check that you have answered a question to the asker's satisfaction. You might say something
like 'Does that answer your question?' or 'Is that the kind of information you were looking for?'
This also gives them an opportunity to say 'No' and allows them to clarify their question by asking
it again or in a different way.

Research an article that relates to writing or giving an effective presentation. Print and provide a
copy of that article. Summarise the key concepts and ideas of that article. (Approx. 100 words)
Responses should demonstrate skills in identifying key concepts and ideas and in summarising
information.

What techniques would you implement to review the effectiveness of the presentation, seek and
discuss reactions to the presentation and utilise feedback to make changes to central ideas
presented? Give at least three techniques.
Responses should include a range of review strategies, such as checklists, audience surveys and
debriefing sessions with team members.

Summative assessment 1

Question 1.
Outline the methods you can use to collect information, evaluate and review presentations for
example, the three key factors of a presentation: results, response and standards. (Approx. 100
words)
Results
You will need to ascertain whether the desired outcomes were achieved. Consider whether the
correct information was communicated and whether the audience understood the presentation
content. Evaluation methods might include measuring the presentation against the results and
intended outcomes in the presentation plan. You might also follow up with audience members and
discuss their reactions to the presentation. If they provide feedback which suggests that content
was not understood, you might need to make changes to the central ideas presented.
Response
You need to determine how the audience responded to the presentation. Evaluation methods might
include:
m
getting general, informal feedback from the presentation team m following up with and discussing
reactions with audience members
issuing a simple questionnaire either same day or next day for audience members to complete
monitoring responses throughout the presentation
" giving out email address and ask for suggestions on how to improve
Standards
You need to evaluate how the presentation mapped against the predetermined standards.
Evaluation methods might include:
reviewing the checklist after the presentation discussing individual performances as a team
having an observer to check and report
asking participants to complete the checklist or an evaluation sheet
To evaluate a presentation consider whether the standards set were realistic, achievable and
useful. Consider also, whether the presenter was able to capture and hold the audience's attention
and how this was done. When seeking feedback from the audience/ participants, ensure that you
are able to capture the data/ information by recording it on a feedback document. You may ask the

audience/participants to complete the document instead. Design the feedback document to ensure
that participants are able to give you accurate and reliable information. By allowing a range for each
question, will enable you to collate data and statistical information later.

What regulatory and organisational obligations would be relevant when preparing and giving
presentations? (50-75 words)
For legislation to be complied with, it is necessary that all employees understand the legislation,
regulations and codes that are relevant to their jobs. Employees need to be given the requisite
training and information to ensure understanding and compliance. Training will ensure that all
employees understand the legislation in the same way and will, therefore, in most cases apply it
consistently.
When preparing the presentation, the presenter must ensure full knowledge of and awareness of
the Acts relating to anti-discrimination and privacy. This prevents the presenter from discussing
other audience/participant's information or personal details as well as advertising personal
information of participants and organisations.
Environmental issues are important as the presenter can take steps to enhance sustainability by
reducing the amount of paper handouts, presenting via computer aided devices instead.
The presenter must take into consideration the health and safety needs of the participants by
advising them of any hazards, fire exits, toilet locations and ensuring that any cords for electrical
devices are not in an area where participants can trip or fail.

Explain the principles of effective communication used in making presentations. Give at least four
examples.
Communication should be clear and concise when giving presentationsfor example eliminate
wordy expressions, only include relevant material and avoid unnecessary repetition.
Make sure the information is accuratefor example be specific, definite, and vivid rather than
vague and general, put action in your verbs, choose vivid, image-building words.
Use body language and observe body language from the audiencefor example eye contact is
important when speaking, use hand gestures and facial expressions. Observe the audience and
their body languageit will give you an idea of the level of interest.
Active listening skills should also be usedlisten to the audience and gather information and
feedback from them.
Persuasive communication techniques are used in securing the interest of an audiencegather
information about them, find out what will appeal to them and find out things like if they are
religious, conservative, political, serious, young or elderly.

Describe at least six presentation aids you might use to support a sales presentation.
Examples of aids for a sales presentation might include:
* the product itself or product samples
* models
* photographs
B
printed materials
* photographs and drawings
* graphs
* transparencies
* whiteboards
s
electronic media
* handouts
* pens/ markers
* refreshments
* mints

BSBCMM401: Make a presentation

(Trainer/ assessor manual)

Summative assessment 2

Project
1.

Write the transcript of a presentation on a topic of your choice. You cannot use a topic outlined in
the activities of this unit. Your transcript should be suitable for a presentation that is 10 minutes
in length. Utilise knowledge you have gained in this unit when writing your presentation. Provide
and/or document your presentation choice to your trainer/ assessor.

The presentation should have clear introduction, body and conclusion and include who the target
audience is to support the ability to write in a range of styles for different target audiences.
2.

Explain what approach you would take to your presentation and why.

The approach might be:

informative

persuasive
' based on goodwill

multi-purpose " entertaining

' image building

motivational

instructional
3.

Identify the intended outcomes of your presentation and explain how you have developed your
presentation to meet these outcomes.

An objective includes an action that can be observed and measured.

Objectives can generally be grouped under three headings:
1. To inform or instruct.
2. To persuade or motivate to action.
3. To inspire, entertain or otherwise elicit feelings and emotions.
4.

Identify the strategies you have used in your presentation and explain why you have used them.

Strategies might include but are not limited to:

case studies

demonstrations

questioning during a presentation B holding discussions

role plays

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5.

Create one presentation aid and explain how you would use it to communicate the key concepts
and central ideas in your presentation.

Presentation aids might include but are not limited to:

* PowerPoint presentations ' flip charts
' overhead transparencies
* posters B charts
* graphs
* illustrations
* diagrams
6.

Explain how you would use effective communication skills, including any culturally appropriate
communication, when giving your presentation.

Response should reflect knowledge acquired from learning materials and should include a
discussion of both verbal and non-verbal communication skills. Participants should include
information on how to relate to people from diverse backgrounds and people with diverse
abilities.
7.

Identify those parts of your presentation where you have provided summaries of key concepts
and ideas. Explain why you have placed summaries in the position you have.

To identify what needs to be summarised participants should read their presentation notes once they
have been written. They should underline important ideas and circle key terms. Participants should
identify the main point of the presentation. These are the things that will need to be summarised,
stressed and repeated.
To identify the strategic points for summaries, participants should divide the presentation into
sections or stages of thought. Summaries should be provided at each of these points.
8.

Ask someone else to read your presentation or perform it for them. Gather feedback from them
about how effective they think your presentation is. How would you use their feedback to improve
your presentation?

Responses should reflect knowledge acquired from learning materials and should include a
discussion of how feedback can be used to improve a presentation.

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