Note

Please upload Assessment on RTO

Manager BEFORE:
11:30pm Sunday 1/11/2020
IF THE QUESTION MENTIONED (DESCRIBE, EXPLAIN, DETAILS, DISCUSS) THEN YOU
MUST WRITE MORE TO (DESCRIBE, EXPLAIN,DETAILS,DISCUSS) TO FULL THE
QUESTION REQUIREMENT. IF YOU JUST WRITE POINT OR MAKE LIST OF POINTS
ANSWER WILL NOT BE ACCEPTED.
IF TE QUESTION HAS MINIMUM WORD LIMITATION IN THAT CASE YOU MUST WRITE AT
LEAST THE MINIMUM NUMBER OF WORDS. EXAMPLE-IF THE QUESTION MENTIONED (50-
150)WORDS THEN YOU MUST WRITE ATLEAST 50 WORDS. OTHERWISE YOUR ANSWER
WILL NOT BE ACCEPTED AS COMPETENT ANSWER. Comentado [NT1]: PLEASE READ THIS COMMENT
PROPERLY

DO NOT MISS OUT THE LECTURE TIME. I ALWAYS DISCUSS EACH AND
EVERYQUESTION. SO IF YOU ATTEND CLASS YOU WILL FIND ALL THE POINTS OR HINTS
FOR THE ANSWER. OR ATLEAST LISTEN WATCH VIDEO OF CLASS TO KNOW THE
DETAILS OF THE ANSWER GUIDELINE.

BSBCMM401 Make a presentation

BSBCMM401 Make a presentation

UNIT OVERVIEW
BSBCMM401 Make a presentation

INFORMATION FOR ASSESSORS

General Assessment Information

Prior to Assessment
Assessors must provide students with all relevant information relating to the assessments prior to
commencement.
Students must be advised of their rights before and after the assessments including the right to
appeal the result under George Brown College (GBC)’s Complaints and Appeals Policy.

Submitting Assessment Tasks

Students should submit assessments on or before their due date.
Students must type their written assessments and upload them onto the student portal on
RTOManager.
Assessments should be submitted on or before their due date. Extensions for individual
assessment tasks, may be negotiated in specific circumstances. Consultation on this must occur
prior to the due date and extensions due to illness will require a medical certificate.
Where assessment tasks are submitted late without confirmed extensions students will incur a fine.
Where assessment tasks are submitted following the conclusion of the unit of competency without
a medical certificate or extension, a re-assessment fee for each assessment task then submitted,
will be charged.

Recording Results
Trainer/assessors must record the results of the assessment process for individual students in line
with the documented guidelines implemented by George Brown College.
Following completion of each assessment, the assessor must fill out the appropriate record sheet
or checklist, provide a copy to students with feedback, and if practicable, ask the student to sign it.
Final Assessment Results Summary results sheets must be signed by the assessor and student.
This must be uploaded on RTOManager for each individual student.
Trainer/assessors must complete all marking within one week from the date the assessment was
submitted. Feedback should be delivered to the student in written and oral form where possible.

Assessment Outcomes
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).
Students will be awarded C = Competent on completion of the unit when satisfied that the student
has completed all assessments and has provided the appropriate evidence required to meet all
criteria. If the student fails to meet this requirement, he or she will receive the result NYC = Not Yet
Competent and will be eligible to be re-assessed according to GBC policy.
If all assessment tasks are not completed for a qualification, a certificate will not be awarded. A
Statement of Attainment for completed units of competency will be provided.

Re-assessment
Students will be allowed up to two further attempts at an assessment item or test question for
which the outcome is Not Satisfactory within the timeframe of a course (unit of competency). Fees
may be charged according to GBC policy.
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Should students require further time for medical reasons, they must request it in writing to the
Student Services Team.

Student Results
Students are entitled to view their results at any time by viewing them once their results are
uploaded on RTOManager.

Reasonable Adjustment
Remember to allow reasonable adjustment for any students who have special needs in line with
the George Brown College policies. This must incorporate allowable adjustments to the
assessment procedure without compromising the integrity of the assessment.
George Brown College supports individual differences in the learning environment and provides
‘reasonable adjustment’ in training and assessment activities to support learner. Reasonable
adjustment, when considered in the context of the legislative responsibilities of trainers and
assessors, is generally within the context of provision of adjustment to assessment processes to
suit the learner. The ‘reasonable adjustment’ approach should not impose an ‘unjustifiable
hardship’ upon the training provider.
Adjustments may be made to assessment tools on an as needs basis and after consideration of
the impacts on the assessment process by the assessor. Adjustments are to be clearly recorded
on the assessment tool and initialled by both the assessor and student.
Adjustments may include:
• Written assessments – undertaken verbally
• Set tasks – adjustment of the task to suit the workplace policies, procedures and context or
alteration of plant/equipment
• Other – utilisation of interpreters, language experts
Completed assessments are to be forwarded to George Brown College State Office for attachment
to student files. Incomplete assessment will be returned to the assessor for correction.

Appeals
Students are entitled to appeal if for any reason they believe that their result does not reflect their
performance. They should approach the Student Support Team immediately to discuss.
This may result in you remarking the work or referring it for marking to another assessor. If
students remain dissatisfied, they must follow the steps outlined in the George Brown College
Policies and Procedures.

Support
While George Brown College may not be in a position to assist students with language training or
specific LLN training, assessors must work with students to ensure that they are supported
throughout their qualification. Individual tutoring may be offered but this may attract an additional
fee.

Plagiarism and Referencing

Students should be reminded that plagiarism will not be tolerated.
Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with
quotation marks around the relevant words/ sentences or ideas and cited at the end of the
document. Sources of information, ideas etc. must be provided in alphabetical order by author’s
surname (including author’s full name, name of document/ book / internet etc. and year and place
of publishing) or may be included in brackets in the text.
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Should it appear that a student’s work has been copied or does not appear to be authentic, you
must run the work through plagiarism software (Grammarly) and if not authentic, then discuss it
with the student and ask to have it re-submitted. If it occurs on more than one occasion, you must
inform the General Manager.
BSBCMM401 Make a presentation

ASSESSMENT
There are two (2) assessments for this unit:

1. Written Questions
Students are to read the questions and respond in writing with the most suitable answer. There are
five (5) questions, all of which must be completed. Most questions require short answers although
some questions require a more detailed response. Students may use various sources of
information including workbooks, internet and other documents, but must list and reference their
sources. You need to advise students when this is due. Model answers and a record sheet are
provided.

2. Practical Demonstration
For this assessment students will prepare, deliver and review two (2) presentations in a simulated
workplace. Each presentation must be:
• 10 - 15 minutes in duration
• delivered to at least three (3) people
• delivered to a different target audience
One presentation will be delivered to co-students and the other to co-workers.
Both presentations will be observed by you as the assessor and you will complete a separate
Observation Checklist for each presentation.
Students are also required to ask three (3) other people to complete a checklist for each
presentation, for submission to you.
You will then complete the Record Sheet using the completed Observation Checklists which will
contribute to the evidence of competence for this assessment.
You need to advise students when this is due. Two (2) observation checklists and a record sheet
are provided.
Resources and Equipment
You must check that participants have access to:
• appropriate equipment, materials and business software packages for making a
presentation
• suitable business technology

Assessment Schedule
Assessment Due Date

1. Written Questions

2. Practical Demonstrations:
 Presentation 1
 Presentation 1
BSBCMM401 Make a presentation

ASSESSMENT COVER SHEET

Student Name:

Student ID:

Contact Number:

Email:

Trainer / Assessor Name:

Qualification:

Unit of Competency: BSBCMM401 Make a presentation

☐ Written Questions
☐ Practical Demonstrations:
Assessment:
 Presentation 1
 Presentation 2

Due Date: Date Submitted:

If your assessment is being submitted after the due date, please attach a copy of the written
confirmation of extension received from your assessor.

Declaration: I have read and understood the following information at the

beginning of this assessment guide (please tick):

☐ Assessment information
☐ Submitting assessments
☐ Plagiarism and referencing

I declare this assessment is my own work and where the work is

of others, I have fully referenced that material.’{

Name (please print) Signature Date

BSBCMM401 Make a presentation

ASSESSMENT 1: WRITTEN QUESTIONS & MODEL

ANSWERS
Read the questions below and respond in writing with the most suitable answer. There are five (5)
questions. You must complete them all. Most questions require short answers. You may use
various sources of information including your workbook, internet and other documents. You must
list and correctly cite the sources and sites that you have used.Your assessor will advise
when this is due.

Question 1
Describe two (2) different evaluation techniques you could use to evaluate your presentation.
State the benefits of each technique detailed.
Written feedback provided by participants – (feedback forms)
Follow up with participants after the presentation- of presentation outcome. Comentado [NT2]: Explain this two points

Answer

Written Method
One of the evaluation methods would be writing because it reflects the technical knowledge of the
processes.

Observation Method
Because it can be seen how the knowledge applies and if they are suitable to develop specific
tasks.

https://repository.uaeh.edu.mx/bitstream/bitstream/handle/123456789/16675/PE_PDL1_T%C3%A
9cnicas%20e%20instrumentos.pdf?sequence=1&isAllowed=y

Question 2
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. Comentado [NT3]: explain

When preparing the presentation, the presenter must ensure full knowledge of and awareness of
the Acts relating to anti-discrimination and privacy. Comentado [NT4]: Explain the points

Environmental issues ore important as the presenter can take steps to enhance sustainability by
reducing the amount of paper handouts, presenting via computer aided devices instead.
WHS policy- Comentado [NT5]: explain the points
BSBCMM401 Make a presentation

Answer

In order to make a good presentation, the normative and organizational obligations must be taken
into account, therefore, it is important to have an organizational scheme in which they are raised: an
objective, build the content of the same, not be monotonous in the presentation but use different
mechanisms to connect the audience, use elements that improve communication such as images
and videos, finally summarize with more relevant conclusions on the subject.

https://trabajandomasporunpocomenos.wordpress.com/2013/12/10/5-reglas-para-hacer-una-
buena-presentacion/

Question3 – principles of communication

Explain the principles of effective communication used in making presentations. Give at least four
(4) examples.
Communication should be clear and concise when giving presentations-.
Make sure the information is accurate-
Use body language and observe body language from the audience- Comentado [NT6]: explain all the points

Active listening skills should also be used-

Persuasive communication techniques are used in securing the interest of an audience-

Answer

To explain the principles of effective communication, it must be taken into account that
communication is the key at a professional level, so we must bear in mind that words allow creating
a link and for that everything must be coherent.

Example:

1. Body language aligned with the word

When the non-verbal language of a person does not show coherence with what is expressed through
the argument of reasoning, a noise is produced in the message that conditions the fact that the initial
idea can reach the interlocutor clearly.

2. The understanding of a message does not only depend on the recipient

It is an error for a subject to blame the listener for a confusion in the interpretation of what he
or she wanted to say. Your responsibility as a sender is to express a message clearly. And,
for this, you must seek feedback to expand your perception with this feedback. For example,
you can use the resource of the question.

3. Attention during conversation

To increase understanding in this interaction, it is very important that each one is attentive not only
to what they want to indicate, but also to what the other contributes in the course of this interaction.
BSBCMM401 Make a presentation

Otherwise, possible external distractions, such as a phone call, can condition listening in someone
who is not fully attentive to what is happening at the communication level.

4. Choosing the right medium

There are different ways to get an idea across. One of the decisions you must make when
transmitting important information is the channel chosen for this purpose, taking into account
the strengths of each medium.

For example, writing an email allows you to plan your message and correct some parts of
the text by proofreading. This form of communication is especially indicated in those
situations in which you see this data as a strength considering the nature of the message.

https://www.eaeprogramas.es/blog/negocio/empresa/principios-de-la-comunicacion-efectiva

Question 4 – presentation aids

Detail five (5) different presentation aids and how they may benefit your presentation.
• Video recordings –
• Whiteboard –
• Computer simulations –
• Data projector –
• Paper aids (handouts, PPT Notes, etc) –
• Photographs or drawings – Comentado [NT7]: Explain all the points

Answers

Videos:

Because the idea encompasses an object of the presentation, in addition to keeping the
audience focused for being a bit didactic.

Whiteboard:

Because although this reflects the central theme, you can interact to capture the idea, opinions
of the audience, do exercises together if it is the case, in addition to giving space for those who
want to take notes.

Data projector

Because I can transmit the central idea in a presentation that is interactive and dynamic not only
because of the text, but because I can insert images, audio, videos at the same time to be able
to maintain concentration and interaction with the public.
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Photographs or drawings

Because I can convey the main idea of any topic, with this I can seek a level of recognition or
association with it and thus leave a remembrance in the audience.

Merchandising

When using merchandising, I achieve that there is a remembrance of the main idea in people's
minds because the object that I deliver has a characteristic and a brand that the audience will
carry or use as much as possible.

• Question 5
Describe the benefits and limitations of the following presentation methods:
(a) Case studies
• Benefit –
• Limitations –

(b) Demonstrations
• Benefit – Comentado [NT8]: explain
• Limitations –
(c) Discussions
• Benefit –
• Limitations –
(d) Group work or pair work
• Benefit – Lean off each other / teamwork
• Limitations –
(e) Questioning
• Benefit –
• Limitations – refle
(f) Simulations or Role Plays
• Benefit –
• Limitations –

Answers

(a) Case studies

• Benefit:

Establishes a bridge between the theory and the practice.

Enhances active teaching as it allows working on technical and methodological aspects.
Encourages the development of critical judgment: historical causes.
BSBCMM401 Make a presentation

• Limitations:

It is difficult for a microcosm to provide a general scenario or cultural explanation.

Can be confusing if you remember the anecdotal or the excessively regular.
Address partial aspects of social reality that must be completed with other units.

(b) Demonstrations
• Benefit : Comentado [NT9]: explain

Details regarding the facilities and layout of the classroom or training space must be carefully
planned so that all members of the group have a direct view of the demonstration.

It can take the step that the participants observe the demonstration, but are not able to reproduce it.

Provides a practice-based learning experience; it is especially useful, on whether it illustrates

processes, ideas and relationships in a direct and clear way.

Gives the trainer more time to facilitate learning if conducted by experts or participants.

• Limitations:
It allows us to take advantage of the knowledge of participants who know the processes,
promoting participation and their responsibility in training. Since participants are passive during
the demonstration, you may lose interest, especially in the evening hours and at the end of the
session.

(c) Discussions
• Benefit:

Facilitates student engagement and participation. It helps students synthesize ideas, express
themselves clearly, justify their opinions, and tolerate different points of view. It offers the
opportunity to reconsider positions and assume the responsibility for taking leadership positions
in the group.

• Limitations:

They are unpredictable and difficult to handle in large groups. They can easily turn into
pointless arguments. Some group members find it more difficult to participate and even
nervous if forced to speak, and in many cases only a few dominate the discussion. A lot of
preparation is also required to ensure that participants have the knowledge to support the
discussion.

(d) Group work or pair work

• Benefit – Lean off each other / teamwork:

Increase productivity and communication in the company

Working towards a common goal entails fluid and constant communication in which ideas and
opinions are shared, as well as problems and conflicts are resolved. Likewise, it is inevitable that
BSBCMM401 Make a presentation

positive energy spreads and that motivation grows, since collaboration with other people brings
well-being and the satisfaction of working towards the same destination. All of this inevitably
implies an improvement in performance and, therefore, an increase in productivity

Tasks and workload are shared

An excessive workload can cause us to fall into stress that will not allow us to do the job well.
Having the feeling of not achieving everything or taking on tasks that we are not so good at does
not allow us to focus on the objective. However, sharing the concerns, dividing the work and
achieving the objectives one after the other gives the opportunity to work more easily, to break
down the tasks and to focus on the activity that needs to be carried out.

Improves the individual capabilities of members

Good coordination with the rest of the team in which the strengths of each of the members are
taken into account allows each person to contribute their best. In this way, a good team works
together for one objective, while drawing on the best of each member. In addition, it enables
mutual learning and shared motivation.

• Limitations:

Not all people are capable of teamwork

A team works well when all its members do it in common, valuing each opinion and without the
intention of always being right. However, there are people whose (bad) leadership or self-
centeredness does not allow them to listen to others or stop imposing their criteria. In these cases,
when someone is not able to work as a team, the conflict is served and then the performance of the
whole group becomes difficult.

Lack of organization and discussions

The division of tasks according to the abilities of the members of the group can promote a good flow
of work, but what if some work more than others? What if the division is not equitable? What if one
always stays with the less heavy duty? This can lead to arguments or worse, a lack of
communication. Then, working as a team will not be light or based on an equitable distribution of the
load.

Individuality is lost

The other side of the coin when it comes to developing personal skills is that that unique
individuality and essence can be lost. Especially if you work with leaders who do not allow
creative and personal freedom, you can fall into a loss of personality compared to what the group
establishes.

(e) Questioning
• Benefit:
BSBCMM401 Make a presentation

Greater variety of points of view. By listening to and appreciating the contributions that all team
members want to make, the chances of finding effective and efficient solutions increase. In other
styles of leadership, when a single person is the leader, there will be those who do not dare to
propose anything, thereby wasting possible great ideas. The variety of points of view offered by
participatory leadership is also reflected in the feedback of the leader's proposals: when the leader
proposes something and other team members question it (always with constructive arguments, of
course), possible potentials can be detected. errors or gaps before resources have been invested in
said unilateral proposal.

Greater motivation, involvement and commitment of the team. When team members see that they
are free to contribute their ideas and solutions, their motivation increases. Following orders is not
motivating, and precisely participatory leadership is the style that is the furthest from the classic boss
who gave orders and did not allow questioning. In addition, when a group of people acts according
to what they have proposed, they also increase their involvement and commitment.

Greater unity among team members. By establishing a continuous debate, empathy and
understanding of the point of view of colleagues also increases and, with it, bonding and emotional
ties. And when a good emotional atmosphere reigns in the team, the work is done much more
quickly, effectively and efficiently, thanks to the fact that everyone helps everyone.

• Limitations – refle:

Inability to carry out all proposals. The other side of the coin regarding the variety of points of view
in participatory leadership is that not all the proposals made by the team members can be carried
out. In these cases, there is a risk of less involvement and commitment on the part of the people
who have proposed or defended an idea that was ultimately not chosen. To avoid situations like this,
there should be a figure that is in charge, as far as possible, to really convince all team members
that the chosen solution is the best, which implies a great management of emotional intelligence
and, particularly, of social influence, even reaching the point of getting decisions to be taken
unanimously.

Possibility of aggressiveness silencing creativity. When you ask for ideas, you run the risk that people
with a more aggressive personality and who say things in a more direct way will prevent more shy
and withdrawn people from expressing themselves openly. And if a team agrees that the shyest
person is the most creative person, many possible good ideas would be lost. That is why the figure
of an empathetic moderator is necessary, someone who will take turns speaking and who
encourages everyone to participate without allowing anyone to cut or inhibit anyone.

Possibility of personal problems. Derived from the previous disadvantage, participatory leadership
is the one that assumes a greater risk that the clashes between different opinions or points of view
become something personal, which would make it untenable to continue with this style of leadership.
Again, a restraining and appeasing figure is necessary to avoid this.

(f) Simulations or Role Plays

• Benefit:

- Examine delicate problems of human relationships.

- Explore possible solutions to highly emotionally charged situations and train for conflict or
stress situations.
- Increases understanding of other people through the adoption of roles that involve assuming
different attitudes than those performed in real life.
- Achieves identification with certain patterns of behavior.
BSBCMM401 Make a presentation

- Develop communication skills. - You can provide possible solutions to a problem, without taking
risks and making mistakes in real life.
- Can be used to complement theory learning and to illustrate the emotional dimension of a case
study. - You learn by doing.
- It is an effective way to change attitudes.

• Limitations:

- The lack of planning in the conduct of the method can imply harmful results.
- The artificiality of the situation can prevent the achievement of the objectives.
- Participants may not take the method seriously.
- It can hurt the sensitivity of the people involved.
- For some it is very difficult to unfold the personality.
- Many participants may face a certain fear of making a fool of themselves in front of the group.

https://es.slideshare.net/serenatyler/ventajas-y-desventajas-del-estudio-de-casos
https://es.slideshare.net/marcelanoble/demostracion-5494706
https://educadamentesite.wordpress.com/2016/01/07/la-discusion-de-grupo-pros-y-contras/
https://blog.infoempleo.com/a/trabajar-en-equipo-ventajas-desventajas/
https://www.kyoceradocumentsolutions.es/es/smarter-workspaces/business-
challenges/paperless/ventajas-y-desventajas-del-liderazgo-participativo-en-la-empresa.html
http://rolysimulacionenlaeducacion.blogspot.com/2010/10/ventajas-y-desventajas-del-
juego-de-rol.html
BSBCMM401 Make a presentation

ASSESSMENT 1: WRITTEN QUESTIONS – RESULTS SHEET

Student’s name:

Student ID:

Assessor’s name:

Date of assessment:

Unit of competency: BSBCMM41 Make a presentation

Response
Question Comment
Satisfactory Not Satisfactory

Feedback to student:

Student’s overall performance is: ☐ Satisfactory ☐ Not Satisfactory

Is re-assessment required? ☐ Yes ☐ No

Assessor’s signature: Date:

Student’s signature: Date:

BSBCMM401 Make a presentation

ASSESSMENT 2: PRACTICAL DEMONSTRATION

Overview
For this assessment you are to demonstrate that you have the skills and knowledge to:
• Prepare a presentation
• Deliver a presentation
• Review the presentation
Each presentation must be:
• 10 - 15 minutes in duration; and
• delivered to at least three (3) or more people
• delivered to two (2) different target audiences

You are to develop a detailed session plan, and will be required to hand it in at the time of your
presentation.
You need to prepare for this session, so take the time required and make this a great presentation.
You are to use visual aids where appropriate. One presentation must include using a computer-
based program to develop an audio-visual presentation (PowerPoint or similar).

Presentation 1
The target audience for this presentation will be your co-students at George Brown College.
You are to select any topic that is relevant and would be of interest to other students. You may
want to consider the following:
• a topic in which you have a personal interest such your hometown, your country, a hobby,
travel, cooking Comentado [NT10]: Make PPT on this topic
• a topic of interest to the community such as the environment, health and wellbeing
• any aspect of your work that you do or are aspiring to
• how to make something e.g. a dish, flower arrangement
BSBCMM401 Make a presentation

Answer

Presentatión 1 - co-students at George Brown College

COLOMBIA

Section Plan

• Description of Colombia
• Video of Colombia Fauna and Flora
• Colombian Women
• Colombian Gastronomy - Video
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Description of Colombia

A brief description of Colombia is made, where it is located, its departments, limits, etc.

Video of Colombia Fauna and Flora

Relevance is made to video diversity and climates that highlight our country.

Colombian Women

The beauty of our Colombian women is exalted because they are known for being
beautiful and enterprising.

Colombian Gastronomy - Video

Through a video the most representative dishes and the gastronomic influences by the
different Raizal cultures that we have are shown.
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Presentation 2
For this presentation, you are to act in the role of supervisor at work. This can be where you
currently work or have worked. If you are not working, you may select a job that you would like to
work in.
You have been asked to deliver a presentation at the next staff meeting to your co-workers. You
can select any topic that is relevant to the achievement of workplace outcomes in your area. Ideas
include:
• working safely
• communicating effectively
• effective customer service
• a topic that helps develop new attitudes, skills or behaviours Comentado [NT11]: Make PPT on this points

Both presentations will be observed by your assessor who will complete a separate Observation
Checklist for each presentation.
You are also required to ask three (3) other people to complete a checklist for each presentation,
for submission to your assessor.
The completed Observation Checklists will form part of the evidence of your competence for this
assessment

Answer

Presenatations 2 - Bridal Styles

Importance of teamwork

The importance of it will be discussed because if a good gear is achieved, the company
has a good operation and less risk of generating a delay in activities.
BSBCMM401 Make a presentation

Motivation

This topic will be addressed Because if the staff is comfortable with their work, professional
and paid environment, they give their best by performing their tasks efficiently and
effectively.

Discipline

This topic will be discussed because it is the main window of the Store's operation and the
reason for being for our clients and their employees.

Success

Because we can achieve common improvements for the Store and its employees.

Tasks
There are three (3) parts to this assessment. You will need to complete the following for each
presentation:

Part A: Prepare your presentation

1. Identify the context, aim and purpose of your presentation; your target audience; and the
outcomes you would like to achieve.

Answer

Context: Workplace Bridal Store Bridal Styles

Objective: Teamwork
Purpose: To achieve teamwork not only to achieve results, but also to be
financially motivated and to maximize time.
Target Audience: Co-workers.
Results: Total motivation in each one to have improvements in the labor sense,
proactivity for the remodeling of the Store.

2. Select a topic that is relevant to your audience and aligned to your presentation outcomes.
Answer
Achieve Results
3. Conduct research to gather the information you will present.

Answer
Basically the information that is collected is for the analysis that is made with respect to the
personnel. The work environment and daily experiences in the Bridal Shop.
BSBCMM401 Make a presentation

4. Choose presentation strategies, format and delivery methods to match the characteristics
of the target audience and enhance audience understanding of key concepts.
Answer

Presentation Strategy: Dynamic, Amena, short.

Presentation format: Power Point
Presentation methods: Images and video

5. Identify any materials or aids you will require for the delivery of the presentation.
Answer

Overhead projector
Overhead projector curtain
Place: Boardroom
Internet
Agendas and pen
Coffee Station
Refreshment

6. Develop a plan and/or checklist to detail all of your preparation for the presentation.
Answer
Reserve the meeting room
Date and Time
Schedule cleaning and verification of equipment and devices for presentation 1 day
before
Schedule coffee and snack station 3 days in advance
Leave agendas ready and pens 1 day before.

7. Create or source any resources and/or equipment needed for delivery.

Answer
It is scheduled 1 month in advance.

8. Evaluate the presentation’s effectiveness prior to delivering the presentation to your target
Answer
The presentation must be reviewed a week before and verified in several devices
for its projection in case one fails and the immediate boss must give the
endorsement.

9. audience. You may choose to rehearse the presentation or use another technique such as
a focus group or written feedback from colleagues. Amend the presentation based on the
evaluation feedback (if required).

Answer: We will wait for the evaluation by the tutor to make the same to make
the corrections.
BSBCMM401 Make a presentation

10. Brief others involved with the presentation on their roles/responsibilities within the
presentation.

Answer:

At the time the presentation is made, an exercise will be carried out where the role
will be assigned to each member to develop an exercise and thus show what happens
on occasions and where the failures are, that is, a practical exercise.

11. Organise logistics and administration including location, venue and catering (if required).

Answer
Logistics and Administration:

Leave the meeting room organized the day before and have carried out the
corresponding and alternative tests in case something fails.

Arrive 1 hour before

Have the coffee station be one hour early and refreshments are delivered after the
meeting.
BSBCMM401 Make a presentation

12. Design or source any evaluation forms you may use to collect feedback on your presentation. Comentado [NT12]: Prepare feedback form

EVALUATION FOR ORAL PRESENTATION

Name:_________________________________ Date:_________________________________

PUNCTUATION

Evaluation criteria Excellent Okay Regular Deficient

Voice tone The moderator

manages the tone of voice correctly. Oral
Communication flows naturally and clearly. Use the
correct vocabulary.
Presentation quality The moderator captures and
maintains the attention of the viewers. Avoid just
reading what is in the presentation.
Content mastery The moderator
demonstrates knowledge of the topic, assessment
content, and their areas of expertise.
Organization and Sequence The moderator
presents his presentation and topic in an organized
way. A logical and organized sequence of the topic is
evident.
Clarity and precision in exposure
The moderator
clearly presents the topic and there are no
ambiguities in it.
Use of time The moderator
appropriately uses the time for his presentation.
Use of visual and / or technological resources
The moderator makes adequate use of visual and
technological resources for his presentation
Citation of experts on the subject
The moderator quotes someone to support their
presentation.
Planning Safety
The moderator projects security and knowledge in his
presentation.
Usefulness of the presentation
The presentation of the moderator is useful for the
topic to be covered.

Partial Totals:

Final score_________
Initials_______________
Evaluator's Signature: ________________________ Date: ______________
BSBCMM401 Make a presentation

13. Write a brief (half A4 page) summary of your preparation process and the outcomes you Comentado [NT13]: Write summary of the presentation
achieved during this phase. Comentado [NT14]: You must need to cover up all this
requirement

The achievements obtained from me to carry out this activity are that it can be
objective, it helps you think quickly and plan things that you did not have in mind.
On the other hand, it helps to structure and organize the presentations in a dynamic
and practical way to cover an estimated time, to find a way to make interaction not
only theoretical, but also visual and practical.

In addition, you can learn to "let go" as a presenter to lose fear if it is the case, prepare
with arguments and rationale, which not only provide support to the recipients but
for their own knowledge.
BSBCMM401 Make a presentation

Part B: Deliver your presentation

Deliver your presentation to your target audience ensuring that you:
• Focus on your verbal and non-verbal language during the presentation.
• Use persuasive communication techniques to secure your audience’s interest.
• Provide opportunities for your audience to participate in your presentation.
• Summarise key concepts at strategic points to facilitate understanding.

Part C: Review and evaluate your presentation

Now that you have completed your presentation, you are to review your performance. Research
what others thought of your presentation, and spend time reflecting on your performance.
Consider what you would change / improve and why. Don’t forget to talk about what went well.
BSBCMM401 Make a presentation

Collect evaluation feedback on the presentation from at least three (3) members of
your target audience and at least one (1) other person involved with the presentation
and submit Leave the meeting room organized the day before and have carried out
the corresponding and alternative tests in case something fails.

Arrive 1 hour before

Have the coffee station be one hour early and refreshments are delivered after the
meeting.
any completed forms or write a summary of their feedback and how you collected it.
2. Present your findings / review in the form of a written report, based on both presentations, and
submit it to your assessor. This report should be approximately one (1) page. Consider the points
below and use them as a Self-Assessment Checklist:
• Did you achieve your intended outcomes for each presentation? Why or why not?
• What went well during each presentation?
• What could you improve for future delivery?
• What did you learn from the experiences?
• What are your presentation strengths and weaknesses?
• How can you further develop your presentation skills? Comentado [NT15]: Follow this to prepare your
presentation

Assessment Criteria
Your assessor will be looking for evidence of your ability to competently perform all of the skills
outlined in the attached Observation Checklists.

Submission Requirements
Submit the following evidence with your assessment:
• Your half A4 page summary of the preparation process for both presentations and the
outcomes you achieved during this phase.
• Your two (2) presentation plans.
• PowerPoint, materials, resources or aids you created and/or used during the presentation
delivery.
• Completed evaluation forms from at least three (3) audience members for each
presentation and one (1) other person involved in the presentation (or a summary of
feedback collected)
• Your one (1) A4 page self-reflective report. Comentado [NT16]: This is the 5 documents that you
need to prepare to complete this part. If you missed out
any of this requirement then you must need to resubmit
your work.
BSBCMM401 Make a presentation

ASSESSMENT 2: PRESENTATION 1 - OBSERVATION

CHECKLIST
To be completed by the Audience

Student’s name:

Student’s ID:

Assessor’s name:

Presentation audience: Co-students at GBC

Presentation topic:

Location:

Date of observation:

Unit of competency: BSBCMM401 Make a presentation

Did the student

Yes No Comments
satisfactorily:

Prepare for the presentation

by:
 Organising the location in
terms of resources, seating
 Briefing any other
participant of their roles /
responsibilities eg.
technical assistance,
people handing out
documents
 Presenting self in
professional attire?

Introduce purpose of session

including:
 Explaining objectives or
desired outcomes
 Following obvious session
plan?
Use presentation aids,
materials and examples to
support target audience
understanding?
Use persuasive
communication techniques to
BSBCMM401 Make a presentation

Did the student

satisfactorily: Yes No Comments

secure audience interest

including?
 Communicated clearly and
articulately
 Applied open and
encouraging body
language
 Monitored non-verbal and
verbal communication of
participants to promote
attainment of presentation
outcomes?
Deliver the presentation
effectively including:
 Engaged audience
throughout presentation
 Sought feedback and
offered encouragement
 Adjusted the presentation
to suit participants needs
 Concluded presentation
effectively
 Provided copies of
handouts or notes to
participants?
Provide opportunities for
participants to seek
clarification on central ideas
and concepts, and adjust the
presentation to meet
participant needs and
preferences?
Complete presentation within
time limit?

What the student did well:

BSBCMM401 Make a presentation

What the student needs to improve:

Feedback to student:

Student’s overall performance is: Satisfactory Not Satisfactory

Is re-assessment required? Yes No

Assessor’s signature: Date:

Student’s signature: Date:

BSBCMM401 Make a presentation

ASSESSMENT 2: PRESENTATION 2 - OBSERVATION

CHECKLIST
To be completed by the Audience

Student’s name:

Student’s ID:

Assessor’s name:

Presentation audience: Co-workers

Presentation topic:

Location:

Date of observation:

Unit of competency: BSBCMM401 Make a presentation

Did the student satisfactorily: Yes No Comments

Prepare for the presentation by:

 Organising the location in
terms of resources, seating
 Briefing any other participant
of their roles / responsibilities
e.g. technical assistance,
people handing out
documents
 Presenting self in professional
attire?

Introduce purpose of session

including:
 Explaining objectives or
desired outcomes
 Following obvious session
plan?
Use presentation aids, materials
and examples to support target
audience understanding?

Use persuasive communication

techniques to secure audience
interest including?
BSBCMM401 Make a presentation

Did the student satisfactorily: Yes No Comments

 Communicated clearly and
articulately
 Applied open and encouraging
body language
 Monitored non-verbal and
verbal communication of
participants to promote
attainment of presentation
outcomes?
Deliver the presentation
effectively including:
 Engaged audience throughout
presentation
 Sought feedback and offered
encouragement
 Adjusted the presentation to
suit participants needs
 Concluded presentation
effectively
 Provided copies of handouts
or notes to participants?
Provide opportunities for
participants to seek clarification
on central ideas and concepts,
and adjust the presentation to
meet participant needs and
preferences?
Complete presentation within time
limit?

What the student did well:

What the student needs to improve:

BSBCMM401 Make a presentation

Feedback to student:

Student’s overall performance is: Satisfactory Not Satisfactory

Is re-assessment required? Yes No

Assessor’s signature: Date:

Student’s signature: Date:

BSBCMM401 Make a presentation

ASSESSMENT 2: PRACTICAL DEMONSTRATION - RECORD

SHEET
To be completed by the Assessor

Participant’s name:

Participant’s ID:

Assessor’s name:

Date of assessment:

Unit of competency: BSBCMM401 Make a presentation

Did the participant satisfactorily: Yes No Comments

PRESENTATION 1 – co-student presentation

Develop a detailed presentation plan which

includes:
 intended outcomes
 strategies, format and delivery method to suit
audience and purpose?

Develop and use suitable aids, materials and

examples resources for the delivery to support
audience understanding of key concepts?

Deliver a 10 – 15 minute presentation to at least

three (3) other students which included:
 Introduction to explain desired outcome
 Persuasive communication techniques to
secure audience interest
 Opportunities for audience to seek clarification
 Monitoring of audience and adjustment of
presentation to achieve outcomes?

Employ effective presentation strategies and

communication principles, including:
 listening and questioning techniques to gather
information required to develop or modify
presentations
 alter personal communication style in
response to the needs or expectations of
others?

Thoroughly research the topic?

BSBCMM401 Make a presentation

Collect evaluation feedback from at least four (4)

people involved with the presentation?

PRESENTATION 2 – client presentation

Develop a detailed presentation plan which

includes:
 intended outcomes
 strategies, format and delivery method to suit
audience and purpose?

Develop and use suitable aids, materials and

examples resources for the delivery to support
audience understanding of key concepts?

Deliver a 20 minute presentation to at least three

(3) other students which included:
 Introduction to explain desired outcome
 Persuasive communication techniques to
secure audience interest
 Opportunities for audience to seek clarification
 Monitoring of audience and adjustment of
presentation to achieve outcomes?

Employ effective presentation strategies and

communication principles including:
 listening and questioning techniques to gather
information required to develop or modify
presentations
 alter personal communication style in
response to the needs or expectations of
others??

Thoroughly research the topic?

Collect evaluation feedback from at least four (4)

people involved with the presentation?

GENERAL

Write a half A4 page summary of the preparation

process for both presentations and the outcomes
achieved during this phase?

Write a one (1) A4 page self-reflective report to

evaluate presentation using audience feedback?

Feedback to student:
BSBCMM401 Make a presentation

Student’s overall performance is: Satisfactory Not Satisfactory

Is re-assessment required? Yes No

Assessor’s signature: Date:

Student’s signature: Date:

BSBCMM401 Make a presentation

FINAL ASSESSMENT RESULTS SUMMARY

Student’s name:

Student ID:

Assessor’s name:

Unit of competency: BSBCMM401 Make a presentation

Assessments/Evidence Student Result

1. Written Questions ☐ Satisfactory ☐ Not Satisfactory ☐ Not Completed

2. Practical demonstration:
☐ Satisfactory ☐ Not Satisfactory ☐ Not Completed
 Presentation 1
 Presentation 2 ☐ Satisfactory ☐ Not Satisfactory ☐ Not Completed

Feedback to student:

Result: ☐ Competent ☐ Not Competent

Is re-assessment required? ☐ Yes ☐ No

Assessor’s signature: Date:

Student’s signature: Date: