Professional Documents
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BSBCMM511 Student Guide 29-01-21 (Ver. 1) WDW
BSBCMM511 Student Guide 29-01-21 (Ver. 1) WDW
BSBCMM511 Student Guide 29-01-21 (Ver. 1) WDW
GUIDE
BSBCMM511
COMMUNICATE WITH
INFLUENCE
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with influence | 1
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First published 2021
RTO Works
www.rtoworks.com.au
hello@rtoworks.com.au
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This resource is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review
as permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission as
expressed in the RTO Works License Agreement.
The information contained in this resource is, to the best of the project team’s and publisher’s knowledge true and
correct. Every effort has been made to ensure its accuracy, but the project team and publisher do not accept
responsibility for any loss, injury or damage arising from such information.
While every effort has been made to achieve strict accuracy in this resource, the publisher would welcome
notification of any errors and any suggestions for improvement. Readers are invited to write to us at
hello@rtoworks.com.au.
Business Works is a series of training and assessment resources developed for qualifications within the Business
Services Training Package.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Contents
Overview 4
Topic 1: Requirements for effective communication 5
Topic 2: Negotiating with the stakeholders 13
Topic 3: Participating in meetings 18
Topic 4: Preparing a presentation 25
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 3
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Overview
The Student Guide should be used in conjunction with the recommended reading and any further
course notes or activities given by the trainer/assessor.
Learning goals
Learning goals include:
• You are able to identify communication needs according to organisational needs, policies and
procedures.
• You are able to participate in and lead meetings and document the outcomes.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Topic 1: Requirements for effective
communication
Determine who is
Identify the purpose of
Identify the audience responsible for the
the communication
communication
Include enough
Specify when the Indicate the most relevant
information to satisfy the
communication format (for example, phone,
objectives of the
should take place meeting, email, text, letter)
communication
• IT Policies
In addition, the organisation may have policies relevant to how meetings are conducted, how to
participate in negotiations and guidelines for doing presentations.
• Copyright Act: this Act is of vital importance in planning and delivering a presentation as
presenters must ensure that information used and that is not their own is attributed to the
person. For example, this may include a bibliography of references or individual reference to
the author in a PowerPoint.
• Work Health and Safety Act and Regulations: work health and safety regulations are important
to consider when delivering a presentation as the space in which the presentation is
conducted needs to be safe for all participants. It should be checked for hazards and risks,
and hazards should be removed and risk control measures be determined and implemented
as required.
• Privacy Act 1988: this act is important to consider in planning and delivering a presentation.
For example, if persons are invited to register for a presentation event, they need to be
advised as to how the information will be used i.e. that it will only be for purpose of registering
them for the event.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Organisational requirements could be:
• timings for communicating when a presentation will take place and who to communicate this to
• approval of costs
Activity: Read
It is important to have policies and procedures in the workplace. Read why at the
following link:
https://www.evansfaull.com.au/hr-advice-online/the-importance-of-policies-and-
procedures-in-the-workplace
Take any notes to summarise what you have read and keep for future reference.
Confidential information
Confidential information could be any information that an organisation or person wishes not to
make public. It is important to keep information secure and confidential to protect against possible
online threats, misuse of information, theft, espionage and damage to the organisation’s reputation.
Failure to secure and protect confidential business information can lead to the loss of business or
clients. Disclosure of sensitive employee and management information can also lead to a loss of
employee trust, confidence and loyalty, as well as a loss of loss of productivity.
Management information about internal activities that are highly confidential, information about
planned redundancies, budgets and forecasts or new products and services should always be kept
confidential.
This type of information is usually made available to, or is acquired through a relationship between
the parties. Information may relate to operational activities or products and services of an
organisation. It can also refer to intellectual property, copyright and trade secrets. Documents
about a business’s organisational structure, policies and procedures, finances, strategies and
transactions are in most cases also considered to be confidential.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Ways by which a business can ensure that confidentiality is maintained at work include:
Activity: Read
Workplace policies are needed to establish boundaries and guidelines for employees
and it provides a guideline for internal and external communication. Read the article
at the link:
https://www.keka.com/it-and-communication-policy
• Have you come across any of these policies in a previous or current job?
Take any notes to summarise what you have read and keep for future reference.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Considering cultural and linguistic differences
The characteristics of the audience will influence the way information is communicated.
Understanding an audience’s characteristics as well as their values, beliefs, opinions, knowledge,
and interests, can support in using the right language, whether written or verbal.
An audience characteristic can
include:
Activity: Discuss
We are constantly communicating with others, in our homes, in our workplaces, in the groups we
belong to, and in the community. No matter how well we think we understand each other, we all
tend to have our judgments about people who are from a different group to us.
All workers or stakeholders may not be fluent in the primary language used in the workplace. This
can cause challenges, such as difficulty expressing their needs or difficulty negotiating.
You may need to adapt your communication to suit the need of your audience. This might include
access to a translator, helping other employees and clients by repeating information/requests or
translating written information.
Furthermore, "culture" is often at the root of communication challenges. Our culture influences our
approach to problems, and how we engage with others. When we participate in teamwork, we are
often surprised at how differently people approach tasks.
Culture refers to a group or community with which we share common experiences that influences
the way we understand the world. It includes groups that we are born into, such as gender, race,
or nationality. It also includes groups we join or become part of.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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We might become part of a different culture when moving to a new area, by a change in our
financial status, or by becoming disabled. Our histories are also a critical piece of our cultures and
contribute to and shape who we are. Knowledge of our history can help us understand ourselves
and each other more fully.
It’s important that we don’t make assumptions about a person based on stereotypes. For example,
if you see a person from a different culture and you feel fear or instant distrust, it's not their culture
that's making you feel that way. It's yours.
In different cultures, some words and phrases are used in different ways. For example, even in
countries that share the English language, the meaning of "yes" varies from "maybe, I'll consider it"
to "definitely so," with many shades in between.
For example, if there is the need for cross-cultural communication, strategies such as the following
could be implemented:
• avoiding jargon
• avoiding stereotyping
Activity: Read
It is important to use language effectively. Read the article at the following link:
https://faculty.washington.edu/ezent/el.htm
Take any notes to summarise what you have read and keep for future reference.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Activity: Watch
How you feel about the content of what you are presenting should come across to
the audience during a presentation.
Video: http://www.youtube.com/watch?v=bt8YFCveNpY (03:12)
• listening • self-improvement/feedback
• patience
Listening is one of the most important skills we can have – it is a powerful tool and can have a
major impact on how well you are able to communicate within the workplace. Some active listening
skills are demonstrated through:
• using verbal cues such as “Yes, I understand”, “Oh yes I see that’s correct”, or “I really
understand that”.
Verbal and non-verbal communication strategies:
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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These skills are important when you are seeking input, consulting on views, asking for points of
view, exchanging information or liaising with different people in different departments or functional
units.
Some meetings require input from different levels of management or specific expert advice from a
department.
Using these listening skills as well as effective communication skills can support in achieving a
balanced exchange of views where:
• all parties are given the opportunity for their say or view or input
Activity: Reflect
• Are there certain aspects of body language that can be misinterpreted by people
outside of that culture?
• Are there any other barriers to communication you can think of?
Take any notes to summarise what you have read and keep for future reference.
Activity: Read
It is important to hear what people are really saying. Read the article at the link:
https://www.mindtools.com/CommSkll/ActiveListening.htm
Take any notes to summarise what you have read and keep for future reference.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Topic 2: Negotiating with the stakeholders
• Internal stakeholders are directors, managers, supervisors, employees, and others who are
working within the organisation.
• resolve issues
• uncover issues
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Negotiation skills are important in both informal day-to-day interactions and formal transactions
such as negotiating conditions of sale, lease, service delivery, and other legal contracts.
Successful negotiations skills require give and take and leads to better business relationships. A
good negotiation leaves each party content and willing to do business with each other in future.
An effective negotiation is where you can make concessions that mean little to you, while giving
something to the other party that means a lot to them.
When it comes to negotiation, you can communicate with a passive, aggressive or assertive style
Using effective communication techniques and an assertive style can lead to a successful outcome
for the organisation.
You will also need the following strategies and skills:
• Using listening skills to show other • Selling the benefits of your argument.
people’s views are valued.
• Keeping emotions in check and be
• Asking the right questions. relaxed.
Activity: Read
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 14
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Seeking mutual solutions
Acknowledging differences of opinion that encourage different options can also lead to seeking a
mutual solution. This may include establishing areas of common ground or potential compromises.
At the end of the day, negotiation is about reaching a mutually beneficial solution for both parties.
The strategy you choose will depend on who you are negotiating with and what you are negotiating
on. Other factors may include the timeframe for negotiations, the setting and how the other party is
likely to behave.
The key principles of negotiation that should be used in the workplace to ensure that agreements
are reached and any resolutions are made can include:
• Defining the goals: it is important that the goals of the negotiation are clear.
• Separating people from the problem: it’s important to focus on the issue rather than the
person.
• Mutual understanding: It is important that both parties in the dispute understand the other
person’s perspective and can empathize with each other’s position.
• Solutions: It is important to identify more than one solution to the issues being negotiated and
prioritising the most important issues to resolve.
• Objective criteria: all negotiations should be made on objective criteria, for example, when
negotiating wages, the industry standard should be taken into account.
• Win-win agreement: finding a solution that is acceptable to both parties is the best outcome.
Activity: Brainstorm
What is the difference between compromise and giving in? Why would it be
beneficial to seek a mutual solution?
When should you close a negotiation? What are some closing statements you might
use?
Strategy Description
Problem solving This is useful when entering into longer term agreements. Both
parties need to perform a thorough analysis of issues.
Compromising Both parties set their ideal outcome aside to find a middle
ground.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Strategy Description
Inaction Buying time to gather facts, adjust the proposal or change your
strategy.
Consider compromises,
Remember the outcome Discuss concepts and
concede where you're
you're aiming for ideas
able
Make alternative
Give and take Make closing statements
proposals
Work in pairs for this activity. You are going to practice your negotiation skills with
your partner.
Every sales team encounters the same objections on a regular basis. Being able to
overcome those objections can move deals along. One student should pretend to be
the salesperson and the other is the prospective buyer.
The salesperson should try to sell any product of their choice and the prospect will
raise objections. The salesperson should negotiate with the prospect to overcome
the objection.
Once one objection has been overcome, swap places and practice with another
objection.
Your trainer/assessor will provide your group with feedback.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Activity: Report
Write a report that outlines the key features of mediation, conflict resolution and
incident de-escalation.
You may use videos, screenshots, sourced information, documents and references
as long as these are all referenced and sourced.
Your report should be between 1–2 pages long and be written in clear and concise
English.
Submit your report to your assessor trainer/assessor for feedback.
Divide into small groups. Ensure you divide the work equally.
The object is to present information and negotiate your argument persuasively. Two
groups will present their debate at a time. The trainer/assessor will provide each
group with the debate title. Each group will be in opposition to each other.
In the debate preparation:
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Topic 3: Participating in meetings
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Scheduling a meeting may require ensuring that a certain amount of people is in attendance or that
specific attendees are able to attend. It can also include finding dates, times and venues that suit
the majority of the attendees. It is extremely hard to suit everyone so it may be that whoever can
attend will be present face to face or via digital engagement or video/phone conferencing.
The style of meetings these days are becoming more interactive with its aim to keep the
audience engaged. When planning a meeting, think creatively, there is no need for a meeting to
be boring!
Depending on the style of the meeting, some things that may need to be considered in your
planning include:
• finding sponsors
• ensuring all paperwork is in order such as insurance, public liability, WHS documentation
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 19
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• reorganisation of resources including venue issues, catering issues or fulfilling contingency
plans
• answering queries
Activity: Reflect
• Have you attended or chaired a meeting? How were you notified of the
meeting?
• What was your role? What was the purpose and outcomes?
Activity: Read
Clubs are just one type of organisation that may need to hold an AGM. Read the
article at the following link:
https://www.clubhelp.org.au/club-management/meetings/running-agm
What are some of the tasks that need to be carried out during an AGM? Who is
responsible to organise an AGM? Who should attend?
Take any notes to summarise what you have read and keep for future reference.
Most established businesses will usually have a specific template to follow when drafting
documents for meetings. If this is the case, you should use this template. Of course, if there are
areas where it may be improved, you could suggest those improvements to your manager.
If there is no specific template to be used, it is important to format documents in a way that is
professional and easy for meeting participants to understand. This includes allowing them to
understand when they have a part to play (for example: in the Agenda, if they are responsible for
speaking to a specific item, this should be clear so to them).
It should be clear from the Agenda what the purpose of meeting is, what the expectations of
participants at the meeting are, and what the timings, location, venue, length of meeting and break
times or catering arrangements are (if applicable). It may also contain the procedures for the
meeting, who is chairing and who is taking minutes. It can be used to guide a meeting and stick to
timings and subject matters.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 20
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When communicating to meeting participants, there is certain information, including documents,
that will need to be provided to them.
The Agenda should be formatted in a
way that is:
• easy to follow
• easy to read
Conducting a meeting
For a meeting to be effective it must:
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 21
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Summarising the outcome of a meeting
The Minutes of a meeting contain the information that was discussed at the meeting, usually
typed up and distributed in note form.
The Minutes are an important part of meetings. They are the record of what has been said, and
what actions are to take place. Without them, there would be no official record of what occurred at
the meeting.
Some of the problems that may arise could include:
• relevant details recorded of discussion, noting that any confidential information may need to
be omitted dependent on publishing requirements
• relevant actions recorded with accountable officer noted and due dates
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Resolutions
A meeting resolution is the outcome of any decisions made at a meeting. It is important that this
information, together with the minutes of the meeting (resolutions should be recorded within
minutes), are accepted and endorsed by meeting participants, and then stored appropriately for
any future reference.
Depending on the industry you work in, and the classification of the information you are dealing
with, there are specific timeframes that state how long records must be kept for. It is important to
be aware of these timeframes. However, if information is able to be stored easily and conveniently,
it may be beneficial to the business for the Minutes to be stored for longer than this time period.
In order to ensure that the Minutes can be retrieved easily at a later date, it is a good idea to have a
consistent naming convention and one that makes sense for the content. For example, “Minutes -
Finance AGM - January 2020” is more informative than “Finance Minutes”. The first naming
convention also allows for a standardised format, for example, “Agenda – HR Performance
Agreement Policy Review – February 2020”. When deciding on the naming convention, the trick is
to consider what people will search for when trying to find a particular piece of information.
Activity: Brainstorm
Activity: Develop
Create two templates for both a formal and informal agenda, which could be used for
a general meeting and a formal meeting. Pay attention to the layout, professional
structure and presentation.
Activity: Practical
You now need to participate in two practice meetings. One of the meetings can be
held in person and the other one you may like to conduct online.
Prepare for the meetings by developing arrangements for:
• Resources
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Participate in the meetings with your trainer acting as Chair and someone acting as
the minute taker.
During the meetings, all participants should practice active listening, ask questions
when relevant and practice conveying information in a way that suits the setting.
Complete all follow up, review the minutes sent to you by the minute taker.
Reflect on the meetings arranged and attended and discuss in groups what went
according to plan, what didn’t and what improvements you would make next time.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Topic 4: Preparing a presentation
Creating a presentation that is engaging, informative and innovative is possible, but it takes
careful planning.
Planning can include brainstorming and outlining your ideas and planning the structure, style and
aids that you will use to achieve a specific outcome. Presentation planning documents can be used
to ensure that everything has been covered.
Planning can consist of:
• writing down the most important topics and points for discussion
Activity: Reflect
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Activity: Research
• Create a template that you could use for planning your approach to a
presentation.
• a practical demonstration
• Q&A session
• role plays
Ensure that those involved in the presentation are briefed about their roles and responsibilities
within the presentation.
The presentation aids, the materials used and presentation techniques must suit the format and
purpose of the presentation to enhance the audience’s understanding of the topic.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Presentation aids can include:
• printouts/handouts
Most people approach presentations with a goal to just ‘get through it’.
When presenting, you should not aim to devoid your presentation of every risky element. On the
contrary, presenters should look for opportunities to take some risks with their presentations
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
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Some techniques to make presentations interesting include:
• ending with a bang, such as a compelling call to action, a rhetorical question, or a meaningful
quotation.
The delivery of a presentation has a direct impact on audience engagement and response. You
can help your audience to understand what the presentation is aiming to achieve by clearly stating
the purpose of your presentation.
Any presentation aids, materials and software that you use during the delivery of your presentation
must be relevant and appropriate and add to the key concept you are presenting.
A lengthy introduction or sharing too much information at once might cause your audience to lose
interest. It is best to avoid jargon, and stick to the presentation’s planned outcomes.
It is crucial to grab your audience’s attention from the outset. Explain your expectations of the
presentation if relevant. For example, you may have a time where you want the audience to
participate in Q&A, which is an allocated session, rather than during the presentation.
Positive body language, being welcoming and using humour can all have an effect on audience
engagement.
Visual aids in particular add interest and variety to the presentation and therefore to assist in
engaging participants. Using visuals can successfully address the different learning styles of
participants, for example, including photographs or images to cater for visual learners.
Furthermore, visual aids can assist in building the confidence of the speaker and even enable the
speaker to take a break for a short time, for example, by showing a video.
Signs that you are losing the interest of your audience include looking out the window, not making
eye contact, distracted with their phone or doodling, falling asleep, rolling their eyes, folding their
arms and looking bored. If your audience is using active listening such as nodding their head or
verbal agreement, engaging in questioning or directed discussions you have been successful at
keeping them engaged.
Work in groups of 3-4 students. Decide on the software that will be used for creating
a presentation in a future activity. The following online software could be used or one
that has been recommended by your trainer/assessor:
• http://www.prezi.com
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• http://www.slideshare.net
• http://www.visme.co
If you are using software at your RTO, use the online tutorials to help you with
developing your presentation, for example PowerPoint for Windows training:
https://support.office.com/en-us/article/powerpoint-for-windows-training-40e8c930-
cb0b-40d8-82c4-bd53d3398787
You need to review the software being used so that you understand and can use the
functions and features of the presentation software. This can include animation of
slides, inserting graphs, pie charts and images or video. You can work in your groups
or spend independent time reviewing the software.
Activity: Practical
Divide into small groups. Ensure you divide the work equally.
For this activity, your group is to create and deliver a presentation. The presentation
can be anything of your choice but must be approved by the trainer/assessor. If you
cannot decide on a theme, you can ask your trainer/assessor to provide a few ideas
such as presenting ideas for a marketing advertisement or discussing social media
for use in an advertising campaign.
The trainer/assessor will provide you with the appropriate timings for the delivery of
the presentations.
Your audience will be the students studying this unit with you.
You will have to plan the approach of the presentation and select the type of
presentation that will be given. Create the presentation by considering the following
steps:
• research the supporting material that will be used (this could be weblinks,
information, graphics, documentation, storyboards, etc)
• decide how you will deliver your presentation (i.e. using software, visual aids or
paper-based materials)
• provide a summary of roles for your audience (for example “The audience will
be the client and have been awaiting to hear what options the agency has
developed”. They are excited and like to ask questions).
• state which software you will use to support the delivery of your presentation
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Your trainer/assessor will allocate time for each group to deliver their presentation.
During the presentation ensure that you:
• You don’t have to answer a question immediately, think about the answer before responding.
• If you don’t understand the question, ask for clarification or paraphrase the question back to
the audience (this can also give you more time to think of an answer).
• Make sure you keep the interest of the other audience members while responding to a
question.
• Respond concisely, ask whether you’ve answered their question with enough detail.
• Allow questions after presenting your ideas by providing your email address or opportunities to
talk afterwards.
Activity: Practical
Divide into your groups. Your trainer/assessor will allocate time for each group to
deliver their presentation. During the presentation ensure that you:
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• Divide the delivery equally
• a Q&A session at the end of the presentation seeking reactions and feedback.
Other effective means of gathering feedback can be through:
• a critical friend is a trusted person who asks provocative questions, provides data to be
examined through another lens, and offers critiques of a person’s work as a friend. A critical
friend takes the time to fully understand the context of the work presented and the outcomes
that the person or group is working toward. The friend is an advocate for the success of the
presentation and therefore their feedback can be used to improve the presentation.
• A focus group interview is a formal process with a group of people and using specifically
developed questions. Focus groups can be held with persons who attended the presentation
to get their feedback in reviewing the presentation.
• One-to-one interviews can be conducted with participants who attended the presentation to
get their feedback. These can be formal or informal interviews. Information collected can be
used to make changes the presentation.
• Surveys are another way of getting feedback on presentation. An electronic survey can be set
up to ask the audience specific questions, which can then be used to make changes to a
presentation.
You must be clear about what feedback you want to seek: Is it about the content, the way you
presented or to find out an audience’s understanding of the content?
Preparing evaluation techniques prior to the presentation can provide a clear understanding of
what it is you want feedback for and provides structure and clarity to the feedback being sought.
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Activity: Research and discuss
Visit: www.surveymonkey.com.
Prepare a list of relevant and appropriate questions that you could ask your own
group with regard to how the presentation went.
The trainer/assessor will facilitate a discussion about the outcomes from the
research.
If you want to know if your presentation was successful, ask the people who listened to you,
what they remember about your presentation.
When feedback is received, it must be analysed so that any changes to the presentation delivery or
content can be effectively evaluated and modified.
It is useful to receive feedback from participants and any key personnel, such as managers, team
members, stakeholders.
Reviewing a presentation can include finding out:
• visual observation
• video recording
• feedback forms
• debriefing sessions.
When you are asked to give feedback, keep the SMART goals in mind:
Specific: Don’t say, “Your presentation was great.” Rather say, “Starting your presentation off with
an interesting question grabbed my attention.”
Measurable: Make suggestions that can be reviewed. For example, “Next time, try a summary slide
with a few take-home points for your audience.”
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Achievable: The goal of the presentation should be attainable. For example, “Adding a graph to
your slide about the budget forecast will clarify the issue.”
Realistic: For example, “Relating the research results back to the first point you made will make
your presentation more understandable.”
Timely: Feedback given directly after completion of the presentation is more effective than
feedback provided at a later date.
Activity: Practical
Work in groups. You will now practice delivering a persuasive presentation. This type
of presentation requires that you have a strong opinion about your subject and aims
at convincing your audience to come around to your point of view.
Each group will research a new product invention.
Include the following in your presentation:
• Implement review and feedback techniques during and after the presentation
The trainer/assessor will provide you with the appropriate timings for the delivery of
the presentations, along with constructive feedback at the end of the presentation.
Hilton Academy: Level 6, 250 Collins Street, Melbourne, VIC. 3000, Australia.
Email: info@hilton.edu.au | Website: www.hilton.edu.au BSBCMM511 Communicate with Influence | 33
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