BSBCMM401 Making Presentation Assessment:
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Make a presentation
Prior to commencing the BSBCMM401 making presentation Assessment , your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the BSBCMM401 making presentation Assessment process.
BSBCMM401 making presentation Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written BSBCMM401 making presentation Assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the BSBCMM401 making presentation Assessment tasks on time.
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your BSBCMM401 making presentation Assessment , please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Handing in BSBCMM401 making presentation Assessment markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your BSBCMM401 making presentation Assessment then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion is the presentation by a learner of an BSBCMM401 making presentation Assessment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your BSBCMM401 making presentation Assessment and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios – annotated and validated
- Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
- Team members
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency – it is not compulsory for assessment, however, and is to be used at the assessor’s discretion where required.
The BSBCMM401 making presentation Assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
Please note that observations are not compulsory for assessment. They are for use at the assessor’s discretion. They should be used only where observation is required for judging the learner’s competency (i.e. a practical or performance task), or where the learner requires a reasonable adjustment (e.g. they are unable to complete a written task due to impairment or a disability).
Observation checklists have been included for all performance criteria in the Observations and Demonstrations Checklists document, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work-based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
|Objective||To provide you with an opportunity to plan and document presentation approach and intended outcomes.|
|Refer to Case Study A You are one of the employees working for the conflict management company. Create a one-page plan which outlines the approach you would take to deliver the presentation and the intended outcomes. Attach this to your workbook as evidence of completion.|
|Objective||To provide you with an opportunity to choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed.|
|When determining which delivery strategies are best for a client group, what questions should you ask yourself? Provide three examples. |
|Objective||To provide you with an opportunity to 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.|
|What are the three main learning styles? Provide one example for each as to how these can enhance audience understanding. |
Refer to Case Study A In no more than 100 words, outline the presentation aids and materials which you may require to enhance audience understanding of key concepts and central ideas. This can refer to both the presentation and practical exercises.
|Objective||To provide you with an opportunity to brief others involved in the presentation on their roles/responsibilities within the presentation.|
|Refer to Case Study A Working with another learner, or with the assessor; take on the roles of Gerry and Matthew. (This activity will be directed by the assessor.) If working with another learner: Compare the plans that you created regarding how to deliver the presentation to the employees. Combine your two plans to come up with a singular strategy and approach. Or If working with the assessor: You must go through your plan and explain your strategy and approach for delivery and seek agreement on how this should be presented. Come to an agreement on the roles and responsibilities which you will both take during the presentation. A signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. |
|Objective||To provide you with an opportunity to identify how to select techniques to evaluate presentation effectiveness.|
|Provide three examples of techniques for evaluating a presentation and say how you would use these.|
What questions can you ask yourself to self-reflect following a presentation? Provide three examples.
|Objective||To provide you with an opportunity to identify how to explain and discuss desired outcomes of the presentation with the target audience.|
|Provide three examples of pieces of information that ought to be shared with the audience at the start of a presentation. |
Why is it important to let participants know about your expectations? Summarise your answer in 100 words.
|Objective||To provide you with an opportunity to use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas.|
|Refer to Case Study A This is a practical activity which you should perform in a simulated work environment, under the direction of the assessor. You should also refer to Activity 2C, as this is associated with the next activity. Following on from the activities relating to Case Study A, you must put together a short presentation on one aspect of your plans to deliver training on conflict management and self-defence training. Time to research and put together a training presentation with presentation aids, materials and examples (as needed) is included in this activity time, but may be adjusted at the discretion of the assessor. Your one aspect must be applicable to the persons in the case study and may include: Techniques to improve self-defenceHow to diffuse situations of conflictWorking in a community environmentHealth and safety. The learners might also decide to demonstrate some practical examples, if safe and appropriate to do so in the environment. The presentation should last for between 10-15 minutes, making use of presentation aids and materials as necessary. This must be presented to a small group of persons (no more than nine people) as representative of those in the case study. A signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.|
|Objective||To provide you with an opportunity to monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes.|
|Refer to Case Study A While delivering the presentation in Activity 2B, monitor the non-verbal and verbal communication of participants to assess whether the presentation outcomes are being attained. In particular, you could consider: Do the participants seem happy to be there?Do they seem or look interested?Are they genuinely looking positive?Are they demonstrating positive body language?Are they responding to questions?Are they talking productively amongst themselves, when asked to do so? Summarise your findings in no more than 250 words, and where relevant, outline what changes could be made to your delivery approach as a pair in order to better engage the participants.|
|Objective||To provide you with an opportunity to identify how to use persuasive communication techniques to secure audience interest.|
|Identify the main characteristics of three of the following examples of body language and explain their significance when delivering a presentation: BoredomEvaluationChin strokingReady for actionArm barriersClenched fistClasped handsFingers in the mouthBoth hands behind the headOpenness.|
Describe two persuasive communication techniques to secure audience interest.
|Objective||To provide you with an opportunity to recognise how to provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences.|
|In no more than 150 words, compare the advantages and disadvantages of allowing questions to be asked during the presentation versus waiting for them to be asked after the presentation.|
What needs and preferences do you need to be aware of when adjusting a presentation to suit the audience? Provide three examples.
|Objective||To provide you with an opportunity to identify how to summarise key concepts and ideas at strategic points to facilitate participant understanding.|
|At what stages in a presentation should you check to ensure participants have understood content? Provide two examples. |
What actions can you take to ensure participants understand the concepts in a presentation? Suggest four examples.
|Objective||To provide you with an opportunity to establish how to implement techniques to review the effectiveness of the presentation.|
|Refer to Case Study B In between 100-200 words, outline techniques Suzanne could implement to improve the depth and amount of feedback she receives. |
Identify four examples of assessment criteria which could be used to measure the standard of a presentation.
|Objective||To provide you with an opportunity to seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation.|
|Refer to Case Study A Engage in a communication with someone who attended your presentation in Activity 2B (this should be facilitated with, or under the direction of, the assessor). This may be a verbal or non-verbal communication. |
Gain their feedback in relation to three different aspects. Write down your findings, including the different points of feedback asked and the comments that you received in response. Note: If communicating in writing, attach your communications as evidence of completion. If performing a face-to-face communication, a signed observation by either an approved third party or the assessor will need to be included for this activity as proof of completion.
|Objective||To provide you with an opportunity to identify how to utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented.|
|Provide two reasons for altering the style or content of a presentation following the collection of feedback? The presentation may need to be adjusted if: The information provided does not fully cover the objectives of the presentation.Participants are not understanding the material being presented.These reasons can be identified through feedback and evaluations from the participants. If these issues are identified, it may be necessary to alter the style or content of the presentation to better meet the needs and understanding of the audience. Refer to Case Study A Based on the feedback provided in Activity 3B, outline how you could make changes to the central ideas presented. Summarise this in 100 words. |
The summative BSBCMM401 making presentation Assessment are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
- Reviews and analyses documents to identify information relevant to a specific presentation.
- Develops material to convey ideas and information to target audience in an engaging way.
- 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:
- 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:
- 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.
Answer the activity in as much detail as possible, considering your organisational requirements.
You will be producing a presentation to be delivered in a workplace or simulated work environment. This topic must be relevant and address a specific issue as provided by the assessor, with enough depth to warrant a presentation. For example, this could be explaining a new initiative at work, ways to increase efficiency, fire safety protocols, educational content for work, etc.
- In relation to a presentation that you will be delivering, read and interpret any relevant information that will inform you about the topic and the target audience. This information should be provided by the assessor. Create a one page summary of all the key information to include.
- Using the information that you have developed, deliver a presentation within a workplace or simulated environment to colleagues or fellow learners and the assessor. You must demonstrate:
- The use of verbal and non-verbal communication
- Listening and questioning techniques in order to improve your delivery
- The ability to interpret audience reactions and change presentation delivery as required.
The presentation should last for approximately 10-15 minutes, with additional time allocated at the end to welcome questions.
A signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
- During the delivery of the presentation, ensure to encourage and facilitate interaction with participants and between participants through the following:
- The use of appropriate conventions and protocols
- The use of oral, visual and written formats
- Recognising the need to alter personal communication style in response to the needs or expectations of others.
Upon completion, outline the actions you took in order to achieve this in 200 words.
- How have you planned, sequenced and prioritised tasks into your own workload during the development of the presentation? Answers should be approximately 100 words.
- In between 100-150 words, explain how you have used digital tools in the development and delivery of your presentation.
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Identifying information collection methods that will support review and feedback of presentations
- Identifying regulatory and organisational obligations and requirements relevant to presentations
- Describing the principles of effective communication
- Describing the range of presentation aids and materials available to support presentations.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Explain the use of two information collection methods that will support review and feedback of presentations.
- Refer to Case Study C
Identify three organisational obligations and requirements that Darren must follow when delivering a presentation. Briefly outline why each one might be necessary.
- What are the 6 Ps of presenting? Explain what this means.
- Describe three presentation aids and materials available to support presentations.
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
- 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.
Answer the activity in as much detail as possible, considering your organisational requirements.
- The participants should put together a 15-20 minute presentation for delivery in small groups of 3-4. This should be related to their occupation or a common area of interest. The assessor can also allocate presentation topics and objectives, if necessary. This may be conducted in a real or simulated work environment, under the direction of the assessor.
The learners should:
- Communicate the desired outcomes to the participants (attendees)
- Design a presentation aid to be used in the session
- Include a dynamic opener, a solid body and content, and a closing statement that compels the participants to act.
- Select at least one method to review the effectiveness of your presentation and implement the method. Based on the feedback, indicate how you could improve future presentations. Summarise this in no more than 150 words.
Staff members at a community centre have issued concerns to their manager about their experience of violence in the workplace from members of the public. There are nine individuals employed by the centre, and there have been five incidents of violence against employees over the past three months, two of which have resulted in injuries.
The community centre has been open for over twenty years, and is used for multiple purposes, such as holding community meetings and debates, running youth clubs, holding events, and running help and support groups, such as for alcohol, drugs and domestic violence.
The manager of the centre, Katrina, amongst taking other actions, has decided to arrange for the employees to take part in conflict management and self-defence training. This will involve two individuals from a specialist company called PROtectYourself coming to the workplace and delivering a presentation followed by coordinating practical exercises. Their names are Gerry and Matthew.
In advance of the session, Katrina has provided the following information to Gerry and Matthew:
- The employee ages range from eighteen to fifty-nine
- Eight of the individuals speak fluent English, while one individual is of Aboriginal descent and speaks English to a moderate level
- All employees have a good level of education
- One employee has a bad back, while another has a painful ankle following a workplace incident
- All employees will sign forms agreeing to take part
- They will have access to a computer and monitor with a pointer to deliver the presentation
- There is plenty of space to run practical exercises, although equipment will be required.
A large retail store had received numerous complaints regarding members of staff. Staff members were regularly perceived as rude and unhelpful by customers, such as during telephone calls and when asked to help them to find products. The store manager decided to arrange a presentation to be delivered by a customer service specialist, Suzanne.
Suzanne talked through various important aspects during the presentation in an attempt to improve the attitude and performance of workers. However, of the twenty-five members of staff who attended the presentation, only four sent back the feedback forms which were handed out at the end. Suzanne had asked the attendees to return them to a given address by post, or scan them onto a computer and email them back.
Case Study C – Presentation regulations
Darren is a product developer at a company which produces and sells a range of electronic gadgets to stores and wholesalers. He has recently been working on a new a high-tech speaker system, and has had prototypes developed. Darren has been asked to deliver a presentation to senior management figures to showcase the product and its features.
He has been informed about the following organisational obligations and requirements relevant to presentations:
- Sufficient time should be taken to prepare the presentation
- The presentation should be professional in nature and use language suitable to the audience
- Make sure that information is shared in a concise manner
- Make sure that the presentation is visual – avoiding reading chunks of text from the screen
- Avoid reading from bits of paper – try to memorise the key pieces of information
- Ensure that attendees can see what you are doing when giving a demonstration.
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