Course Title: Make a presentation
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: COMM5928C
Course Title: Make a presentation
School: 650T Vocational Business Education
Campus: City Campus
Program: C4340 - Certificate IV in Frontline Management
Course Contact : Sylvia Baroutis
Course Contact Phone: +61 3 9925 5469
Course Contact Email:sylvia.baroutis@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Seymour Jacobson
Tel: 9925 1563
Student contact times : Tuesdays and Thursdays 8.30-10.30
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
None
Course Description
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 |
Element: |
1. Prepare a presentation |
Performance Criteria: |
1.1. Plan and document presentation approach and |
Element: |
2. Deliver a presentation |
Performance Criteria: |
2.1. Explain and discuss desired outcomes of the |
Element: |
3. Review the presentation |
Performance Criteria: |
3.1. Implement techniques to review the effectiveness of |
Learning Outcomes
Details of Learning Activities
Students are required to attend classes to complete activities and in-class assessments. Student may be required to work in a team. The learning activities may include:
• Case studies
• Collaborative classroom activities and team activities
• Peer interaction, reflection and discussion
• Games and simulations
• Reading the text book and accessing materials on Learning Hub
This course is clustered with BUSM6236C Show leadership in the workplace
Prior to training commencement a program level induction session will be conducted that comprises the following:
• Program overview and requirements
• MyRMIT/Blackboard
• Overview of assessment requirements
• Pre-Training Review including:
o Recognition of Prior Learning and Credit Transfers
o Assessment of current skills and knowledge
• Competency/Grading Criteria
• Plagiarism
• Appeals
• Extensions
• Feedback
• Privacy
• Submission requirements
• Resubmission policy
• Where to get support
• Student responsibilities
Teaching Schedule
| Week number/Week beginning date |
Elements and Performance Criteria | Content and Assessments |
| 1. 09 February |
Introduction to the Course including:
|
Topics: Body language and What is a leader/manager? |
| 2. 16 February |
1. Model high standards of management performance and behaviour 1. Prepare a presentation |
Management performance and behaviour, leadership theories
Steps in planning, presentation outlines |
| 3. 23 February |
1.2 Ensure management performance and behaviour serves as a positive role model for others 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed |
Group and team theories, acting as a positive role model, ethics, diversity, innovation, loyalty, confidentiality, Strategies, handling an audience, learning styles |
4. 02 March |
1.3 Develop and implement performance plans in accordance with organisation’s goals and objectives
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 |
Performance plans, objectives, develop the plan, appraisals Assessment 1 parts 1 & 2 due The audience, location, seating, audio-visual facilities |
| 5. 09 March |
1.4 Establish and use key performance indicators to meet organisation’s goals and objectives 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation |
KPI’s, SMART goals, review KPI’s Team presentations, decision factors, |
| 6. 16 March |
2. Enhance organisation’s image 2. Deliver a presentation |
Values and standards, code of ethics, promoting ethical standards, consequences of unethical behaviour
Target audience, presentation structure, frequency, primacy, regency, emotion |
| 7. 23 March |
2.2. Question, through established communication channels, standards and values considered to be damaging to the organisation 2.3. Ensure personal performance contributes to developing an organisation which has integrity and credibility2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas |
Formal and informal communication; Behaving with integrity, credibility Audiovisual aids, flip charts, PowerPoint, Overhead transparencies, handouts Students to work on presentations in class |
|
Online week 8a. 30 March |
ONLINE CLASS - NO FACE TO FACE CLASS 3. Make informed decisions 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes |
Research, consultation
Body language |
| 02-08 April | Mid-semester break 02-08 April | |
|
Online week 8b. 06 April |
ONLINE CLASS - NO FACE TO FACE CLASS 3.2. Facilitate individuals and teams active participation in decision making processes 2.4 Use persuasive communication techniques to secure audience attention |
Decision making, group decisions and problem-solving Credibility, words and sentences Students to work on presentations |
9. 13 April |
3.3. Examine options and assess associated risks to determine preferred course/s of action 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participants needs and preferences |
Tools ( cause and effect diagrams, field force analysis) Prepare for question time, involve others, identify question types, clarification Students to work on presentations in class |
| 10. 20 April |
3.3. Examine options and assess associated risks to determine preferred course/s of action 2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding |
Risk assessment, decision analysis, making a proposal, approvals Order, separation, emphasis, overlapping, opening and closing Students to work on presentations in class |
| 11. 27 April |
3.4. Ensure decisions are timely and communicate them clearly to individuals and teams 3. Review the presentation |
Communication channels, time management Self-evaluation, verbal feedback, feedback sheets Students to work on presentations in class |
|
Online week 12. 04 May |
ONLINE CLASS - NO FACE TO FACE CLASS 3.5. Prepare plans to implement decisions and ensure they are agreed by relevant individuals and teams 3.6. Use feedback processes effectively to monitor the implementation and impact of decisions 3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation |
Planning, instructing staff Feedback processes Effective listening, rehearsing with a third party
Presentation as a conversation, question and answer session, open approach |
| 13. 11 May | Assessment 2 individual student presentations | Assessment 2 - ATTENDANCE MANDATORY |
| 14. 18 May | Assessment 2 individual student presentations | Assessment 2 - ATTENDANCE MANDATORY |
| 15. 25 May | Assessment 3 team presentations |
Assessment 3 - ATTENDANCE MANDATORY
|
| 16. 01 June | Interviews/Re-submissions if required | |
| 17. 08 June | Interviews/Re-submissions if required |
NOTE : This schedule may be varied according to unforeseen circumstances but students will not be disadvantaged as a result
Learning Resources
Prescribed Texts
Cole, K 2013 Management: theory & practice, Pearson, Australia |
9781442550681 |
References
Other Resources
- Library
- .Handouts and exercises will be given in classs as appropriate
- myRMIT Blackboard
- 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.
Assessment Tasks
This unit is clustered with unit BUSM6236C Show leadership in the workplace
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
-  preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate’s occupation or area of interest
-  knowledge of the principles of effective communication
Overview
To be successful in ‘Show Leadership in the Workplace’ and ‘Make a Presentation’, students must successfully complete all 3 assessment tasks to be deemed competent in this course. Once the 3 assessments have been completed and the student deemed competent, a grade will be applied. An indicative grade may be given for each assessment to enable students to gauge their progress. Refer to the grading criteria at the end of this document for further information.
The purpose of these assessments is to provide students with the skills and knowledge to be leaders in the workplace and to conduct engaging, informative and relevant presentations to a specific target audience.
The assessments will take place in the classroom and simulated office, and will require research to be undertaken in the workplace, simulated workplace and via the use of case studies.
Assessment Task/Title: Assessment 1 – Short Assignment (Written/Typed)
Aim/Purpose
The purpose of this assessment is to provide students with the following:
- Knowledge and understanding of a variety of leadership styles often displayed in the workplace.
- Understanding of group dynamics and the various stages in group formation which is essential as many workplace tasks and projects are carried out in teams.
The Task
Part 1 - submit at the end of week 4.
Using the internet and various paper-based resources, you are to research 4 different leadership styles (e.g. Democratic, Laissez-Faire) and provide a short summary of each. The summary must explain the leadership style and not be a simple definition. You must also provide an example of a well-known person (i.e. political figure, sports person etc.) for each leadership style. Please type your work in a Microsoft Word (or similar) document
Part 2 -submit by the end of week 4.
In your simulated office group, you are to analyse the different behaviours of each member according to the principles of group behaviour discussed in class. A Peer Review template will be provided for this purpose. You also need to describe the process followed when forming your group. Was it similar in any way to the 4 stages of group formation? Document your findings Assessment 1 covers the requirements 1 and 2 in the marking guide. There is no word limit and students may use dot points when writing their responses, however, each part must be addressed sufficiently to be deemed competent.
Submission Instructions
You should fill in this sheet with your name, number and the title of the assessment, attach your assessment and submit to Blackboard on or before the due date.
Assessment Task/Title: Assessment 2 – Power Point Presentation (Verbal - Individual)
Aim/Purpose
The purpose of this assessment is to provide students with the knowledge and skills to investigate and evaluate the leadership styles and qualities of a person(s) in a position of management/leadership, and to present the findings verbally with the use of visual aids. This knowledge can then be put into practice by students who may find themselves in a position of leadership at some stage in the future. Students will also learn essential public speaking skills and the ability to tailor a presentation to a specific audience.
The Task
Those students who have a part-time job or perhaps work in a family business are required to investigate the ways in which the owner or manager demonstrates leadership and present the findings using a power point presentation. The intended audience comprises of business people attending a leadership conference and the presentation must be written and delivered with this type of audience in mind. Students who do not have an adequate workplace to base their research on will use the case studies provided by the teacher. Please ensure the following points are covered:
- Provide a brief summary of the company/business (type, products sold, who are the customers etc).
- What are some of the goals and objectives of the chosen company (e.g. to improve the speed of service by increasing the number of staff employed). These may be available on the company website or you might have to ask the manager/leader.
- Obtain a copy of the company’s strategic plan or any plan related to performance and explain the various sections with any associated key performance indicators (KPIs).
- Provide a brief summary of the following company standards/policies:
o Customer Service
o Anti-discrimination
o Ethical Principles
o Codes of Practice
o Privacy
o Environmental
o OHS
- Explain (with examples) any standards which may damage a company’s reputation (e.g. a popular fast-food company does not supply recycle bins for customers, and therefore does not have a good environmental policy/standard which could be seen as having a negative effect on the company’s image).
- Describe how the manager(s) provided a positive role model and behaved appropriately in the workplace (e.g. being respectful towards staff, always open to communication, not showing preferential treatment, acknowledging good work etc). If the manager was a negative role model, explain why.
- Choose a problem that occurred in the workplace and explain the steps taken to solve it (e.g. dispute between staff members, client not paying invoices on time etc). Take into consideration the following:
o How the team was involved in solving the problem
o Any risks associated with the decisions being made
o The way in which the decisions made were communicated to staff
o What form of feedback was used to assess the staff’s reaction to the problem (e.g. informal questioning, focus group etc).
Requirements for the power point presentation:
- Explain the purpose of the presentation
- Use Microsoft power point (or similar) and a variety of visual aids (e.g. diagrams, paper-based materials, video and audio recordings, photos).
- Communicate your ideas using examples
- Engage the audience using appropriate communication techniques (e.g. eye contact, varying tone of voice).
- Ensure your communication techniques are culturally appropriate (e.g. no slang, clear English, not too fast).
- Summarise any key points at the end of the presentation to reinforce understanding
- Keep an eye on the audience’s verbal and non-verbal communication to ensure interest is maintained.
- Ask the audience if they have any questions and respond accordingly
- Prepare a short questionnaire as an evaluation of the presentation (1 page)
- Hand the questionnaire out to the audience to collect feedback
- Review and discuss feedback received with your teacher
- Length of presentation, 10-15 mins
Assessment 2 covers requirements 3 to 16 in the marking guide (below). There is no word limit; however each requirement must be addressed sufficiently to be deemed competent.
Submission Instructions
You should fill in this sheet with your name, number and the title of the assessment, attach a copy of your power point presentation and submit to Blackboard on or before the due date.
Assessment Task/Title: Assessment 3 – Presentation (Team)
Aim/Purpose
The purpose of this assessment is to provide students with the knowledge and skills to investigate and evaluate their own leadership styles and qualities demonstrated in the simulated office in comparison to the findings presented in assessment 2. Students will also learn a variety of presentation techniques using appropriate visual aids. These skills and knowledge can then be put into practice by students who may find themselves in a position of leadership in the workplace at some stage in the future. Students will also learn to tailor their presentation to a specific audience.
The Task
Students are to form teams in the simulated office and rotate the leadership roles as required (to be coordinated by the simulated office teacher). They must then analyse their own leadership qualities and present a comparison with the ones investigated in assessment 2. The presentation can be conducted using a variety of methods which have been listed below (see ‘requirements for the presentation’). The intended audience comprises of VCE students and the presentation must be written and delivered with this type of audience in mind. Please ensure the following points are covered in relation to the simulated office:
- Provide a brief summary of the simulated office (type, products sold, who are the customers etc).
- What are some of the goals and objectives (e.g. to improve the speed of service by increasing the number of staff employed). These may have to be written.
- Create a brief strategic plan or any plan related to performance and explain the various sections with any associated key performance indicators (KPIs).
- Provide a brief summary of the following company standards/policies:
o Customer Service
o Anti-discrimination
o Ethical Principles
o Codes of Practice
o Privacy
o Environmental
o OHS
- Explain (with examples) any standards which may damage the simulated office’s reputation (e.g. McDonalds do not supply recycle bins for customers, and therefore do not have a good environmental policy/standard which could be seen as having a negative effect on the company’s image).
- Describe how you provided a positive role model and behaved appropriately in the simulated office (e.g. being respectful towards your team, always open to communication, not showing preferential treatment, acknowledging good work etc). If you were a negative role model, explain why.
- Choose a problem that occurred in the simulated office and explain the steps taken to solve it (e.g. dispute between staff members, client not paying invoices on time etc). A problem scenario may need to be created. Take into consideration the following:
o How the team was involved in solving the problem
o Any risks associated with the decisions being made
o The way in which the decisions made were communicated to staff
o What form of feedback was used to assess the staff’s reaction to the problem (e.g. informal questioning, focus group etc).
Requirements for the presentation:
- Explain the purpose of the presentation
- Use an appropriate delivery method and a variety of visual aids:
o E.g. recorded video clip, storyboard, narrated presentation using slideshare (or another format to be discussed with your teacher).
- Communicate your ideas using examples
- Engage the audience using appropriate communication techniques (e.g. eye contact, varying tone of voice, attractive visuals, interactive displays).
- Ensure your communication techniques are culturally appropriate (e.g. no slang, clear English, not too fast, correct spelling).
- Summarise any key points at the end of the presentation to reinforce understanding
- Keep an eye on the audience’s verbal and non-verbal communication to ensure interest is maintained.
- Ask the audience if they have any questions and respond accordingly
- Prepare a short questionnaire as an evaluation of the presentation (1 page)
- Hand the questionnaire out to the audience to collect feedback
- Review and discuss feedback received with your team
- Length of presentation (depends on the format), discuss with your teacher
Assessment 3 covers requirements 3 to 16 in the marking guide (below). There is no word limit, however, each requirement must be addressed sufficiently to be deemed competent.
Submission Instructions
You should fill in this sheet with your name, number and the title of the assessment, attach a copy of your presentation and submit to Blackboard on or before the due date.
Submission Requirements
You should:
• Ensure that you submit assessments on or before the due date.
• Always retain a copy of your assessment tasks. (hard 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, sign and submit a cover sheet with all 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. An assignment cover sheet for submission of each assessment task is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.
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
Resubmissions (VET Programs):
If you are found to be unsuccessful 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 circumstances under which the assessment arrangements might be granted please access the following website: More Information: http://rmit.edu.au/browse;ID=7usdbki1fjf31
Marking Guide (Competency):
You must demonstrate that you have all the required skills/knowledge/elements in the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you about your progress and how well you are performing.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit and you will achieve one of the following grades:
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
Assessment Matrix
Course Overview: Access Course Overview