Course Title: Make a presentation
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: COMM5928C
Course Title: Make a presentation
School: 650T TAFE Business
Campus: City Campus
Program: C4340 - Certificate IV in Frontline Management
Course Contact : Sylvia Baroutis
Course Contact Phone: +61 3 9925 5469
Course Contact Email:email@example.com
Name and Contact Details of All Other Relevant Staff
Tel: 9925 1563
Nominal Hours: 30
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBCMM401A Make a presentation
2. Deliver a presentation
2.1. Explain and discuss desired outcomes of the presentation with the target audience
1. Prepare a presentation
1.1. Plan and document presentation approach and intended outcomes
3. Review the presentation
3.1. Implement techniques to review the effectiveness of the presentation
Details of Learning Activities
This course will be a combination of lectures, class exercises, case studies, on-line study, and peer interaction. Students are expected to take part in the training activities and contribute through discussion and debate across the topics covered by the course
number/Week beginning date
|Elements and Performance Criteria||Content and Assessments|
|1. 10 February||Introduction to course||Course overview, Assessment overview, Academic administration procedures|
|2. 17 February||1. Prepare a presentation
1.1 Plan and document presentation approach and intended outcomes
|Steps in planning, presentation outlines|
|3. 24 February||1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed||Strategies, handling an audience, learning styles|
4. 03 March
|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||
Assessment 1 - individual presentation plan due this week
|5. 10 March||
ONLINE CLASS - NO FACE TO FACE CLASS
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
Team presentations, decision factors,
|6. 17 March||2. Deliver a presentation
2.1 Explain and discuss desired outcomes of the presentation with the target audience
|Target audience, presentation structure, frequency, primacy, regency, emotion|
|7. 24 March||2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas||Audiovisual aids, flip charts, PowerPoint, Overhead transparencies, handouts|
|8. 31 March||
ONLINE CLASS - NO FACE TO FACE CLASS
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
9. 07 April
|2. Deliver a presentation
Assessment 2 -
|10. 14 April||2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participants needs and preferences||Prepare for question time, involve others, identify question types, clarification
|18-27 APRIL||MID-SEMESTER BREAK||MID-SEMESTER BREAK|
|11. 28 April||2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding||Order, separation, emphasis, overlapping, opening and closing|
|12. 05 May||
ONLINE CLASS - NO FACE TO FACE CLASS
3. Review the presentation
|13. 12 May||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
|Effective listening, rehearsing with a third party
Presentation as a conversation, question and answer session, open approach
|14. 19 May||2. Deliver a presentation||Assessment 3a - 10 minute individual presentation - ATTENDANCE MANDATORY
|15. 26 May||
2. Deliver a presentation
Assessment 3a - 10 minute individual presentation - ATTENDANCE MANDATORY
Assessment 3b - Reflection report due this week
|16. 02 June||Course review||Review and feedback|
NOTE : This schedule may be varied according to unforeseen circumstances but students will not be disadvantaged as a result3
Cole, K 2013 Management: theory & practice, Pearson, Australia
1. Handouts and exercises will be given in classs as appropriate
2. myRMIT Blackboard
3.The Learning Lab is a learning and study skills site developed by the Learning Skills Unit offering online interactive tutorials, printable handouts and an email Learning Query service. The site is helps students develop capabilities for tertiary study. http://www.dlsweb.rmit.edu.au/lsu/
Overview of Assessment
Assessment may incorporate a variety of methods including technical requirements documentation, homework, assignments, group and/or individual projects, in class exercises, written and practical assessments, problem solving exercises, presentations, direct observation of actual and simulated work practice, presentation of portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files, review of products produced through work based or course activities.
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
In the team assessment each team member will be marked individually. You will be assessed from observation and peer feedback against several criteria including:
• Did you attend scheduled meetings, and on time?
• Did you meet deadlines for your allocated contributions?
• Did you accept constructive criticism and act on it?
• Did you contribute and share ideas and research?
• Did you participate in team activities and successfully complete all the tasks allocated to you?
• Did you treat other team members with respect?
• Did you contribute proactively to the team, or were you only reactive to others’ suggestions and directions?
Various methods for individual evaluation will be used including contribution to wikis, discussion boards, team meetings, emails, communication systems as well as face to face questioning. All team members are expected to be competent in all aspects of the subject matter so that, even if you accept responsibility for one particular aspect of the assessment, you must know and understand all areas of the assessment
Assessment 1: Prepare a written presentation plan (individual)
Plan a written presentation plan (500 - 700 words) on your team topic selected from the individual list below for the 15 minute team presentation talk in week 9. Address the following areas in your written assessment submission:
1. What is your team topic?
2. Outline your personal objectives for the presentation.
3. Make an outline of your presentation concepts or ideas using a model or template.
4. Sequence your presentation using a model or template.
5. What visuals are you going to use and why?
6 What specific, single presentation skill will you try to improve when you present?
Due Week 4
Assessment 2: Deliver a team presentation - 15 minutes
Prepare a 15 minute team presentation (4 students) on a contemporary issue, using visual aids.
You must nominate your topic from the list below and advise your teacher as no two teams are to present on the same topic, (first come, first served basis). Should you wish to present on another topic, you must seek your teacher’s approval first.
You will be randomly selected to present at the presentation session, so you need to be in attendance for the whole class.
You will be supplied with a marking sheet to guide you for your assessment.
You must prepare an audience feedback sheet
- Should the Government make marijuana legal and make a profit from the tax?
- Alternative fuels – what is really stopping us from adopting them?
- Should young people be subjected to curfews as a way to reduce crime?
- Civil disobedience – is it acceptable and when is it acceptable?
- Do video games promote violence?
- Should governments negotiate with terrorists?
- Australia and New Zealand should merge and become one country
- Should assisted suicide be legalised for the terminally ill?
- Is democracy the best form of government?
- Is sponsorship in sport a waste of money?
- Alcohol has a greater negative impact on society than marijuana does
- Should parents be held morally and legally responsible for the actions of their children?
- Australia should become a republic as soon as possible
Due Week 9
Assessment 3a - Deliver an individual presentation - 10 minutes
You are to prepare an individual presentation on a topic from the list below and advise your teacher as no students are to present on the same topic, (first come, first served basis). Should you wish to present on another topic, you must seek your teacher’s approval first.
You can elect to argue for or against the topic that you select
1. Acid Rain - not an Australian concern
2. Air Pollution - just an inconvenience for some industrial cities
3. Animal Cloning - the best way to preserve biodiversity
4. Animal Experimentation – if we do not try it on animals, humans will die
5. Animals - not members of the ‘moral community’, should not have Animal Rights
6. Animals –we kill them, we eat them, we use them for clothing, we make them do hard labour, we breed them for entertainment, why care?
7. Antarctica Research for Mining - necessary for the future of the Planet
8. Changing Weather Patterns - are natural and we should not be alarmed
9. Endangered Oceans - if other cultures want to hunt whales we have no right to tell them what to do
10. Endangered Species – a tiger is no more precious than a poodle
11. Energy Conservation – if I want to be warm I will turn the heating up
12. Fashion clothing – why be different, we only need clothing for modesty and warmth
13. Genetically modified crops – we love them
14. Global Resources - they are there to be used by anyone who can, at any time
15. Global Warming – Tony Abbott is right
16. Junk food – I eat it, so what?
17. Language – there no need for any other language than English
18. Littering – if I want to be untidy, leave me alone, this is a free society
19. Marine Pollution – so what, they are only animals
20. Noise Pollution - party, party, party, what harm can it do?
21. Nuclear weapons – they keep the world safe
22. Overpopulation of the planet – we should deal with it like this
23. Pesticides – are necessary for efficient food production
24. Rain Forests – are for the enjoyment of people, not for preserving as wildernesses
25. Recycling – it is a con job
26. Resource usage – consumerism = jobs
27. Safety – the driving age should be raised to 21
28. Tobacco products – ban them worldwide
29. Vivisection – animals were put on Earth to serve humans
30. Water Pollution – why worry, we can always clean it up
31. Water Resources – there is plenty to go around
Due Week 14 and 15
Assessment 3b - Reflection report due Week 15
Seek feedback on your individual presentation and write a report (1000 words), demonstrating your planning, preparing and reviewing skills for your presentation.
• What were your goals for the presentation?
• How did you gather evidence to present (describe this, do not include material). How did you chose what to exclude?
• What did you do to ensure you kept to the time allocated?
• Attach speaking or draft notes showing introduction, body, and conclusion, and how you planned to summarise key concepts and ideas at strategic points.
- What were the audience non-verbal and verbal communication cues and how did you respond?
- How did you check audience comprehension other than by asking, "Any questions?".
- How did you use and set up the venue to enhance your presentation
- What non-verbal communication did you deliberately use?
- Why did you select particular visual aids?
- Evaluate your presentations for its effectiveness. What did you learn from feedback feedback?
Write a SMART goal for improvement to the next three presentations you do.
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
• culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities
• facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement
• literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
• data collection methods that will support review of presentations
• industry, product/service
• key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as:
• anti-discrimination legislation
• ethical principles
• codes of practice
• privacy laws
• environmental issues
• occupational health and safety
• principles of effective communication
• range of presentation aids and materials available to support presentations.
Academic Administration Procedures
Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentation. Plagiarism occurs when the origin of the material used is not appropriately cited. Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
For further information including “Plagiarism (and how to avoid it): Resources for Students” refer to the Plagiarism section of the RMIT Policies, at http://www.rmit.edu.au/governance/policies in the Teaching and Learning Policy section. Penalties include official reprimand, recording of a failure result or expulsion from the University.
Essays which do not use the Harvard system of referencing will not be assessed as Not Yet Competent, (NYC), but will be penalised in grading graded if the referencing is correct. Wrong referencing includes using the footnote system instead of the Harvard (author-date) system, no page numbers in references where there is a quote, being unable to use the formula for in-text referencing, using a bibliography instead of a reference list, having no reference list, failing to show where a quote begins and ends, writing out the book title because you don’t know how to use references and not using all elements of the reference citation i.e. surname, initial, date published, title (correctly signified), publisher and place published. Minor errors such as wrong punctuation, a wrong page number or a simple typographical error in a date are not defined as an error.
Assessment tasks need to be via electronic submission from the students via MyRMIT and then hard copies (if required by your teacher) handed in during class.
Late Submission Procedures
You are required to submit assessment items and/or ensure performance based assessment is completed by the due dates.
If you are prevented from submitting an assessment item on time, by circumstances outside your control, you may apply in advance to your teacher for an extension to the due date of up to seven calendar days.
More information: http://www.rmit.edu.au/students/assessment/extension
Form to use: http://mams.rmit.edu.au/seca86tti4g4z.pdf
Where an extension of greater than seven days is needed, you must apply for special consideration. Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.
More information: http://www.rmit.edu.au/browse;ID=g43abm17hc9w
Form to use: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf
If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is "CAG".
If you are still not meeting the assessment requirements you must apply to your Program manager in writing outlining the steps you will take to demonstrate competence in your course. Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.
Adjustments to Assessment
In certain circumstances students may be eligible for an assessment adjustment. For more information about the cirumstances under which the assessment arrangements might be granted please access the following website:
More Information: http://rmit.edu.au/browse;ID=7usdbki1fjf31
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at myRMIT and check links in your Student Diary.
• Always retain a copy of your assessment tasks (hrd copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete and submit an Assessment Record/Cover Sheet with work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. You will find the relevant Assessment Record/Cover Sheet on Blackboard.
• Each page of your assessment should include a footer with your name, student number, the title of the assessment, unit code and title and page numbers.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying. You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you pass that unit of competency.
Marking Guide (Grading)
Each assessment task is marked as Competent or Not Yet Competent but not graded until achieving competency across the assessment tasks. We then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to Make a presentation
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
We are looking for depth of understanding of the key concepts and knowledge required in Make a presentation. You should be able to demonstrate a thorough understanding of all applicable planning, delivery and review principles in all the assessment tasks.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in a presentation situation in a workplace with people and teams and how these might be addressed.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
We expect to see class time used well, ie regular attendance, on time, planning what work to do and complete every week, use of a range of methods to monitor own output and quality of work, and timely submission of all assessment tasks.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
We expect to see contributions to class discussion and student team work. Your work should demonstrate a knowledge of interpersonal skills and group discussion techniques, good research and people networking skills
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognised against industry standards and employability skills.
Final Grades Table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did not Submit for assessment
Course Overview: Access Course Overview