BSBCMM411 Learner Resource v1.0

Strategy
DEPARTMENT OF BUSINESS, ADVANCED MANUFACTURING AND LOGISTICS
BSB40820 Certificate IV in Marketing and Communication
Learner Resource
BSBCMM411 Make presentations

Department: Business, Advanced Manufacturing and Logistics
Course: BSB40820 Certificate IV in Marketing and Communication
Unit of Competency: BSBCMM411 Make presentations
Prepared by: Curriculum Unit, Melbourne Polytechnic

Document creation date: January 2022
Version: 1.0
© Melbourne Polytechnic 2022

National Provider no. 3075
Authors:
Hinna Khan, Instructional Designer, FlexUp
Disclaimer Statement:
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You should respect the intellectual property on that site. You may be leaving the Melbourne Polytechnic website.
Melbourne Polytechnic does not endorse a linked site or guarantee the accuracy or currency of any information
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Acknowledgments
National training packages attributed as ‘© Commonwealth of Australia 2013’
Training packages are copied and communicated under Creative Commons
Attribution-Non Derivative 3.0 Australia (CC BY-ND 3.0 AUS) license.
Images/illustrations
All images are individually attributed.
Third party material

© 2020 Precision Group (Australia).
Materials adapted, copied and communicated under licence.
For information regarding material in this document, contact:

Rama Ramanathan
Program Lead
Business, Advanced Manufacturing and Logistics
ramaramanathan@melbournepolytechnic.edu.au
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Learner Resource
Contents
Unit Descriptor......................................................................................................................................4
Application........................................................................................................................................4
Elements and performance criteria...................................................................................................5
Required Skills and Knowledge..............................................................................................................6
Introduction...........................................................................................................................................7
About this Learner Resource.............................................................................................................7
Glossary.................................................................................................................................................8
Topic 1: Prepare presentations..............................................................................................................9
1.1 Presentations - approach and delivery................................................................................10
1.2 Outcomes............................................................................................................................11
1.3 Target audience, location, content and resources...............................................................13
1.4 Presentation aids and materials..........................................................................................17
1.5 Strategies, formats, methods and techniques.....................................................................21
1.6 Presentation structure.........................................................................................................28
1.7 Utilising body language........................................................................................................31
1.8 Oral communication techniques..........................................................................................33
1.9 Persuasive communication techniques................................................................................34
1.10 Organisational and legislative requirements.......................................................................38
1.11 Techniques and collection methods for evaluation.............................................................40
Key Points: Topic 1...............................................................................................................................43
Topic 2: Deliver the presentation........................................................................................................44
2.1 Preparation..........................................................................................................................44
2.2 Deliver the presentation......................................................................................................46
2.3 Confirm understanding........................................................................................................48
Key Points: Topic 2...............................................................................................................................52
Topic 3: Review presentation..............................................................................................................53
3.1 Seek and discuss feedback........................................................................................................53
3.2 Evaluate effectiveness of the presentation...............................................................................59
3.3 Make changes to presentation based on feedback...................................................................59
Key Points: Topic 3...............................................................................................................................65
Summary.............................................................................................................................................66
References...........................................................................................................................................67
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Unit Descriptor
Application
This unit covers the skills and knowledge required to prepare, deliver and review presentations for
target audiences.
This unit applies to individuals who may be expected to make presentations for a range of purposes,
such as marketing, training and promotions. They contribute well developed communication skills in
presenting a range of concepts and ideas.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
© Commonwealth of Australia 2013, BSBCMM411 Make presentations,

https://training.gov.au/Training/Details/BSBCMM411 Creative Commons Attribution-Non Derivative 3.0 Australia
(CC BY-ND 3.0 AUS) licence.
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Elements and performance criteria
1 Prepare presentation
1.1 Plan presentation approach and intended outcomes
1.2 Identify target audience, location and resources requirements
1.3 Select presentation strategies, format and delivery methods according to presentation
requirements
1.4 Select techniques to evaluate presentation effectiveness
2 Deliver presentation
2.1 Summarise key concepts and ideas and present to target audience
2.2 Provide opportunity for audience to seek clarification on presentation information
2.3 Confirm target audience understand key concepts and ideas, and that identified
presentation objectives have been achieved
3 Review presentation
3.1 Evaluate effectiveness of the presentation
3.2 Seek and discuss feedback and any reactions to the presentation from participants and
relevant stakeholders
3.3 Make changes to presentation based on feedback received

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Required Skills and Knowledge
Performance Evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:
• prepare and deliver at least two different presentations.
In the course of the above, the candidate must:
• use aids and materials to support the presentation

• select and implement methods to review the effectiveness of presentation and
document suggested improvements.
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the
elements, performance criteria and foundation skills of this unit, including knowledge of:
 information collection methods that support review and feedback of presentations

 organisational and legislative obligations and requirements relevant to presentations
 structure of presentations according to intended outcomes
 principles of effective communication including:
- persuasive communication techniques
- verbal and non-verbal communication
 presentation methods
 different aids, materials and techniques that can be used for presentations.

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Introduction
Welcome to the unit of competency BSBCMM411 Make presentations
.
This unit describes the skills and knowledge required to effectively plan, deliver and evaluate
presentations.
About this Learner Resource

This Learner Resource includes information and activities to assist you to successfully complete this
unit of competency. Use the Table of Contents to look for the topics relevant to your classes and
assessments.
Simulated workplace
This Learner Resource includes all necessary information required to complete relevant tasks and
activities, based on the simulated business, Bounce Fitness.
For an important fact, an example or extra knowledge to understand a concept.
For further information, links are provided to relevant websites and videos. These are highlighted as
follows:
Weblink:
There are also some Learning Activities provided as an opportunity to apply the concepts and
practise skills.
Learning Activity:
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Weblink: Business and Management Glossary
https://www.businessballs.com/glossaries-and-terminology/business-and-management-glossary/
You may add key words and terms below for your personal reference if you want to.
Glossary
Word Description
A list of principles for written and spoken communications to ensure
7C's of communication
they are effective
animation The use of pictures put together to create the illusion of movement,
direct approach If you are sure that your listeners will be open to your message, begin
(deductive) with the main idea, and then support it with your major points.
If you feel your listeners may be resistant to your message, begin with
indirect approach
your major supporting points (evidence) first and build your argument
(inductive)
before presenting your main idea
presentation aids Technology used to assist in presentations.
Proving something is false, explaining why a particular option or

refute
solution is better than the one being proposed.
Provide information on the way a brand should be represented – it
style guide includes information a range of information including fonts, logos and
colours.
target audience The stakeholders you will address in your presentation.
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Topic 1: Prepare presentations
Image by StartupStockPhotos/122 Images Pixabay License accessed 30/12/2021
In order to deliver an effective presentation you need to prepare for it.

Your preparation involves planning:
 your approach to preparation

 your intended outcomes
 your delivery approach
1.1 Presentations - approach and delivery

Messages that are misinterpreted can waste time, cause of poor decision-making and can damage
relationships. Strong, clear, and careful planning can help the listeners’ understanding.
Good planning will:
 make your main points clear and more easily understood

 assist the listeners in accepting your message
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 save time during the presentation because you do not need to repeat yourself or back-
track on information already presented.
Remember that your entire message is there to support your objective or goal – what you intend the
listeners to do after hearing your presentation.
It is important to define your idea for the listeners and try to explain it in such a way that it
contributes to the establishment of a good relationship between you and the audience.
The time allocated for your presentation will determine the amount of information that you can
include. Keep the number of major support points to around six. If you can make your goals clear
with fewer points, do so. If your time is very limited, say four minutes, you may need to have only
one paragraph (or one minute) each for the introduction, conclusion, and major points. Your main
idea will have to be uncomplicated and easy for the listeners to accept.
If you have more time, like an hour, you can use more detail in your supporting points.
Now that you have defined your ideas, you need to determine the sequence for delivery. This is
referred to as your presentation approach.
There are two basic approaches:
APPROACH DESCRIPTION
Direct Approach (Deductive) If you are sure that your listeners will be open to your message,
begin with the main idea, and then support it with your major
points.
Indirect Approach (Inductive) If you feel your listeners may be resistant to your message, begin
with your major supporting points (evidence) first and build your
argument before presenting your main idea
When deciding on which approach to use, you need to find the structure (the order you will deliver
the information) and the outline (basic description of what will be discussed) for your material.
Keeping it simple is the key to success. Making a plan and sticking to it will help you cover the
important details. There is more information on presentation structure later on in this Topic.
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1.2 Outcomes
The starting point for your planning is to establish the intended result of your presentation. Are you
informing, persuading, or entertaining? Or a mixture of these things? What do you want the
audience to do after the presentation? What is the outcome you want?
Purpose statement
When developing your presentation, it is important to develop a set of objectives related to the
intended outcomes. This enables you to specify a purpose for the presentation that will guide you.
Before you start to develop your presentation, write a purpose statement. The purpose statement
should define your subject and develop the criteria by which you will evaluate material that may be
included in the presentation, and the presentation itself, after delivery.
For example, you are conducting a presentation on managing business resources. At the end of the
presentation, your intended outcomes for your audience are that they must be able to:
analyse resource requirements
 develop resource plans
 allocate resources
 review and report on resource usage.
When planning your intended outcomes, ask yourself, who is my audience?
 age
 cultural and language background
 educational background or general knowledge
 gender
 language, literacy and numeracy needs
 physical ability
 previous experience with the topic
 what do they want to know from me?
 what do I want my listeners to do after the presentation?
The purpose of the presentation may include briefing the audience on any of the following:
 advertising copy
 audio
 direct marketing copy
 individual presentation
 public relations copy
 scripts
 storyboards
 team presentation
 verbal presentation
 video
 visuals
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Check your intended outcomes/goals to make sure that they deserve the time and effort that you
will make to communicate your messages successfully:
 What do you want to be changed by your presentation? Is it really within your power to
change or at least influence?
 Are you realistic? If the information that you provide recommends a major shift in
thought or action, then perhaps you should stage the presentation and use this one as a
first step.
 Is this the right time to tackle this topic? If individuals are distracted, or the organisation
is undergoing a change, your audience may find it difficult to take in the information and
respond positively.
 Does this comply or enhance your organisational standards? It is essential that you are
aware of your organisational goals and policies, as well as the laws that relate to your
industry. These may impact on your content and goals.
 Is the delivery method appropriate to the message?
After completing the initial draft of your presentation, read it to make sure that it is:
Interesting If you read something and feel that it will not be of interest to your listeners, edit it
out.
On track Does your presentation stay true the point you want to get across, or do you
sometimes stray and go off on a tangent? If that is the case, remove the
unnecessary information.
Concise If you find yourself using clichés, remove them. Your presentation should be concise
and to the point, and there should be no babbling or unnecessary repetition of the
same point.
Effective Make sure all examples you include to support your presentation are strong and
easy to understand. If not, replace them with supporting examples that are on
target.
Personal Remember, connect with your listeners. Try to limit the ‘I’ factor and include more
‘you’ in your presentation. It will then be easier for your audience to identify with
what you are saying.
Politically Use inclusive language that is safe and polite, and you can ask the organiser if there
correct are any items or words you should avoid or try to include.
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1.3 Target audience, location, content and resources
There are three main reasons for giving a speech:
 to inform
An informative speech intends to educate an audience on a specific topic. Because

knowledge is being provided in this speech, descriptions, demonstrations, details, and
definitions are used to discuss a subject, person, or place that you want your audience to
understand.
 to persuade
A persuasive speech involves engaging your audience by convincing them to accept your
perspective and opinion. The success of a persuasive speech is affected by a number of
factors such as body language, the willingness of the audience, and the environment where
the speech was given. Examples of persuasive speeches include sales pitches, debates, and
legal proceedings.
 to entertain
An entertaining speech is designed to amuse your audience while delivering information.

These are often given during special occasions but can also be given on mundane occasions.
While these speeches use humour, you can also use drama during these speeches. The main
goal of an entertaining speech is to stir the emotions of your audience.
In addition, these are the main reasons for your daily conversations. When conversing, without
thinking about it, you are using a wide range of skills. Some of these include:
 communicating your ideas in an organised, logical order

 focusing on what the listener wants to know or hear
 using emphasis to highlight your main points and provide interest in the telling
 responding to feedback from the listeners
Public speaking is different from a conversation in that it is more structured, usually has time
limitations, requires more preparation and the language used is often more formal. The actual
delivery is different because it requires techniques such as volume and pace to be able to be heard
and understood.
It is normal to feel nervous when giving a presentation. Even experienced speakers will usually admit
to a little nervousness when embarking on a presentation. However, if you prepare thoroughly,
hold a positive attitude, and manage your delivery, the listeners will be less likely to notice
your nervousness.
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1.3.1 Location
You must take note of the location in which you will speak publicly. You are likely to give your
presentation either in person, or virtually.
 in-person
This refers to a location where you are delivering your speech to your audience physically.
Presentations given in-person require both you and your audience to be present in the same
location. This allows you to deliver your presentation with both verbal and non-verbal cues so that
your audience can understand your points further.
Examples of in-person locations in the workplace can include meeting rooms, boardrooms,
conference halls, auditoriums, etc.
 virtual
This refers to a location where you are delivering your presentation to your audience from a
different location using an online conferencing application. You and your audience do not need to be
present in the same location; you only need to use the same application for them to attend your
presentation.
Examples of applications you can use for virtual p include Skype, Zoom, Microsoft Teams, and
WebEx.
1.3.2 Target Audience
Your target audience will most likely consist of stakeholders that are relevant to your organisation.
These include:
 external stakeholders (e.g. clients, business partners, suppliers)

 internal stakeholders (e.g. employees, supervisor)
The more you understand your audience, their needs and expectations, the better able you will be to
prepare your information in a format suitable to achieving your intended outcomes.
You need to know:
 who the main members are:
If you intend to interest buyers in a new product, you need to know who the decision-
makers are.
If you are trying to inform your audience about a new procedure, you need to know who will
be in charge of monitoring or training others. You can determine the members of your
audience by taking the following questions into consideration:
 Who are the people interested in hearing and learning about what you have to
discuss?
 Who are the people who have the influence to make decisions that can impact the
organisation?
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 Who are the people who will actually follow through with their decisions?
 The size of your audience and the location/s

If you are presenting to twelve people in a room, your delivery techniques will be different from
presenting via videoconference to offices around the globe. Ask attendees for their contact details to
determine the size and location of your audience.
 Understanding of the audience

A special interest group may all have a similar level of background knowledge of your subject. But if
they do not, you will have to ensure that the content of the presentation is adapted to suit the level
of understanding of your audience. You need to know what your audience already know. Consider
the gender, age, education, language, and culture of your audience. Their motivation, experience,
and status may also impact on the presentation
 What do the audience expect?

The audience may want a summary of your topic, or they may require complete details.
 What audience reaction do you expect?

If you expect your presentation to be favourably received, you can open with conclusions and
recommendations. If you expect a less favourable response, you will probably want to provide
information first and then gradually add recommendations as you progress.
1.3.3 Content/ Information needed

Once you have the information about your audience, you can commence planning the presentation.
If your presentation is a simple one, you may already have all of the information you need. More
complex messages may will require finding out more information and may need more preparation.
Here are ideas to help you work out what information you need:
 Stand in someone else’s shoes - Consider what others might ask, be thinking, be
planning, or just want to know.
 See what your organisation has to offer - Sales reports, promotional material, annual
reports, news releases, and marketing reports may all be rich with information and ideas
about what others want to know.
 Speak with customers, salespeople, colleagues, and supervisors - They all talk to people
just like your audience and may provide insights that work for you.
 Ask a few members of your audience - Letting them know that you are working on
trying to answer all of their questions and ensure their understanding is a valuable way
to connect with your audience.
 Interviews - You may need to talk with experts in a particular area. If so, you will need to
conduct a formal (or informal) interview. When conducting an interview with an expert
in a particular area, bear in mind the key objectives of the presentation you are planning
to give. These objectives will assist you in writing useful questions to elicit the necessary
information. As you conduct the interview, you may like to record what is being said or
take notes, if so you must obtain written permission.
 Surveys - You may conduct a small-scale survey to gather the necessary information.
Plan your questions well, ensuring they are unambiguous and that the survey as a whole
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is easy to follow. Depending upon the questions asked and the details of the survey, you
may need to seek written consent to gather the information.
 Direct observation - In some cases, you can directly observe a situation and gather
information about it. For example, if you were asked to deliver a presentation regarding
the health and safety at your factory, you may conduct an observation session (with
written permission) where you directly observe the factory at work and make notes
regarding how well policies are enforced and any problem areas you can see. It is
important to remember that often, the observer can alter the behaviour of those being
observed. Therefore, it is vitally important to make your observations as unobtrusive as
possible.
When you have established what your audience will want to know, you would then need to provide
that information. Remember to answer the questions:
Who?
Why? What?
?
How? When?
Where?
This will assist in meeting the needs of the audience. You should also consider the quantity and
quality of the information you provide. Before beginning, look at the information you compiled and
ask the following questions:
 Is this accurate?
 Is this ethical?
 Is this pertinent?
1.3.4 Resources
During the planning stage you need to ensure you consider what resources you will require.
Resources include anything that you will need to develop and deliver your presentation, such as:
 computers/laptops
 presentation software such as PowerPoint
 projector
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 microphone
 information/document sources to inform your presentation
 handouts to provide to audience
1.4 Presentation aids and materials

Presentation aids are sometimes called sensory aids. They help to support the delivery of
information during the presentation. Visual aids are the most common and can include:
 physical props
 photographs and drawings
 video or audio recordings
 objects such as physical models
 graphs/charts
 diagrams/maps
 performers
Presentation materials are items that accompany your presentation, such as:
 handouts
 posters
 summaries of your presentation.
Technology can be a helpful presentation aid, but it should not be used in such a manner that your
message gets lost; you want to create a lasting image in the minds of your audience, not just on
screen. If you can get your audience to use their imagination, you would have connected with them
on an emotional level, making your presentation more impactful.
Here are some helpful tips on the use of digital tools in your presentation:
 Will your presentation be physical (face to face) or digital (delivered via an online
platform such as zoom)?
 The delivery of the presentation can affect the presentation aids and materials you
need. For example:
- if you are doing a physical presentation you can supply printed handouts
- if you are doing a digital presentation you should email/share handouts before
the presentation
 For your audience to care about the subject or topic, you need to make it compelling.
This is easily achieved by using pictures that capture their attention.
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 Most people look for visual reinforcement for verbal messages. Although visuals have a
strong impact, combining them with stories that reinforce the images can be a powerful
tool to make your audience remember what you said.
 Do not take eye contact for granted. Speakers tend to rely on displays and flashy effects
that require a darkened room too much, and this can break your connection with your
audience.
 Finally, make sure that the digital tools support what you are trying to do and do not
overwhelm the presentation. They should support the message, not vice-versa.
What equipment and resources will you require? You could consider any of these:
- computer
- diagrams, charts, and posters
- models (physical 3D models or digital modelling if appropriate)
- wireless presentation system
- data show projector
- paper-based materials (e.g. hand-outs, post-it notes)
- video and audio recordings
- whiteboard
- interactive and collaborative tools (e.g. quizzes, polls, forms)
Other aids to delivery can include any of the following:
questioning
oral
case studies
presentations
aids
discussion demonstration
group and/or simulations

pair work and role-play
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Outline notes
Try not to read your presentation. Take the key points of your presentation and note them on a
small card (index or recipe cards are good and about as big as you should go) in the delivery order.
Be sure to use a font that is large enough for you to see it easily from your standing position while it
is lying on the table. Glancing down at the notes can be incorporated into an emphatic pause, but it
is more effective if you glance at the notes as you speak. You will not lose eye contact with the
audience doing it this way.
Tone
Use pauses and intonation appropriately to emphasise important points during your presentation.
For example, if you reveal significant news, pause to let the audience absorb the information and
react to it. If you want them to remember a certain phrase, speak more slowly and enunciate more
clearly when you say it. Treat the presentation as a conversation with the audience to avoid speaking
in a monotone manner.
Body language
Depending on the venue, you may be given the opportunity to walk anywhere on the stage as you
speak. Try to avoid standing still during the entire presentation. You should also remember to use
hand gestures to emphasise your key points. Using certain hand gestures, when appropriate, can
help the audience remember the information better and perceive you as more confident.
Other Considerations
Other considerations include:
 Who will you need for assistance?

 Will you require an introduction? If so, who will perform this?
 Do you need assistance with equipment? If you do, practise with these people well in
advance and ensure that the timing and use of equipment is clear, and effective.
Logistically, you need to:
 confirm the location and give clear directions to the venue

 make sure the venue is suitable for your presentation and the size of the audience you
expect
 check the layout, lighting, power, and seating of the venue
 check that all equipment works and always have a ‘backup’ plan if some equipment ends
up not working. If you are not sure how to work some of the equipment, learn how to
use it or get someone else to help you
 prior to the event, confirm attendance with support staff and audience members
 send out announcements
 make arrangements for audience members who might have special needs like
wheelchair access, etc.
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 clarify if there are policies or procedures to follow such as signing in before the
presentation and out afterwards
 take notes and follow up on agreements
 check content displays correctly, ensure videos and hyperlinks work
Presentation materials are items that you provide to audiences to support our presentation. For
example you may provide a copy of the presentation to them or if you are presenting a new product
you might provide them a sample of the product.
1.5 Strategies, formats, methods and techniques

Before delivering your presentation, think about the presentation strategies you can use.
Presentation strategies refer to techniques you can use to conduct an effective presentation. These
strategies can help you deliver your information to your audience in a clear manner and increase
audience engagement.
The format refers to how you will deliver the information you plan to present e.g. PowerPoint.
Methods refer to the channel through which you will be presenting. Will you be presenting
information in front of a large audience, one-on-one, or remotely? The format of your presentation
will depend on how you deliver it.
Presentation techniques refer to specific elements or content styles, variations on the usual written
or verbal words.
copy of
presentation
Materials
corresponding
report with sample
detailed products
information
1.5.1 Presentation Strategies
Some strategies you should consider before making your presentation include:
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 adapt according to the audience
How you present the information will depend on the audience’s level of expertise. For example,
presenting to a group of children requires using simpler language and more examples compared to
presenting to a group of professionals in a certain field. Therefore, be flexible and be able to adapt
your method of presenting.
Regardless of who your audience will be, remember that your presentation must be as concise and
clear as possible. This helps people retain information better and understand your points.
 avoid using fillers
Fillers refers to words and phrases people use to fill silence or to buy time to think. These include
‘um’ and ‘uh.’ Fillers do not add value to what you are saying, so be mindful of how often you use
them. If you forget what you are going to say next, pause to collect your thoughts instead of relying
on fillers.
 practise
Practice before the presentation. Rehearse speaking and using visual aids. This helps you figure out
how much time you need to present, manage your anxiety, and avoid making mistakes during the
actual presentation.
When you are practising your delivery, read it out loud. This will allow you to hear any awkward
sentences and to recognise where you may stumble over words. Try to get an audio recorder and
listen to yourself. Get over the sound of your voice – nobody likes to hear themselves – and listen for
places where you can use emphasis to make a point, pause for greater effect, and where you should
slow down. Check your presentation for timing, change, or repetitions. Record, replay and refine two
or three times again until you can deliver it smoothly and confidently, without relying on your notes
too much.
When you are feeling confident, ask one or two people who you trust to listen to your presentation
and provide an honest opinion. Was it interesting, logical, persuasive? Were you easily understood,
and did you deliver at the right speed? Polish your presentation for a final time, and you are
ready to go!
 encourage audience engagement
An interactive presentation is likely to hold your audience’s attention and keep them engaged. Ask
your audience open-ended questions and give them time to answer and ask in turn. You can also
plan for a question and answer (Q&A) session in your presentation.
In addition, you can use collaborative activities and games. This can help you build rapport with your
audience and help them feel involved in your presentation.
 formal and informal delivery
Your presentation can be delivered formally or informally. A formal delivery involves creating a
structure for your presentation so that you can share ideas with your audience in a clear and logical
manner. An informal delivery may involve impromptu presentations and are less structured.
Regardless of the way you chose to present, make sure you have prepared enough material for your
presentation.
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Digital tools
There are a wide variety of digital tools that you can use to help you with presentations. Look for
free digital tools that will help you to:
 develop your presentation (gather information)

 create your presentation (design, create graphs, edit images)
 deliver your presentation (PowerPoint, Keynote, Zoom etc)
When deciding which digital tools to use, think about:

 what do you want the tools to do? That is, what is their function?
 hat features do the tools have? What can they do?
For example, you might want to use the animation features in PowerPoint, or the easy
graphics in Canva.
1.5.2 Presentation Formats
PowerPoint presentations are a commonly used format, but your presentation can take on other
forms, such as videos, interactive presentations, blackboard, whiteboard, formal and informal
presentations.
 videos
These refer to a multimedia presentation format that shows details of a specific topic (e.g. a product,
a person, a place, etc.) in a duration of several seconds, minutes, or hours. These can contain
images, text, and narration.
 interactive presentations
Interactive presentations refer to presentations that allow a two-way conversation between you and
your audience. These often include activities that allow your audience to voice out their opinions.
These activities can also include games which help your presentation be more engaging to your
audience.
 blackboard presentations
These presentations involve the use of a blackboard as a visual aid. Information is typically displayed
through chalk on a blackboard, or through the use of other visual aids posted on the blackboard,
such as posters. These are often used in classrooms and conference rooms and are typically used to
illustrate an outline.
When using blackboards for your presentation, make sure that your handwriting is large and legible.
You will also need to ensure that as you discuss, you must refrain from turning your back to the
audience if you can.
 whiteboard presentations
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Similar to the blackboard presentations, whiteboard presentations involve the use of a whiteboard
as a visual aid during your discussion. Processes, outlines, key points and diagrams can be illustrated
on the whiteboard and must be large and legible enough to your audience.
1.5.3 Delivery Methods
A large audience will require a large group presentation; these presentations typically occur at
conferences, and are more formal with the audience consisting of fifty to more than a hundred
people.
One-on-one presentations, on the other hand, involve a singular individual as your audience. This
means that your presentation will be more conversational in nature. One-on-one presentations will
often be held in a more intimate setting, such as sitting across a conference table instead of an
auditorium and may be less formal.
Remote presentations can include either a large audience or an individual. When setting up remote
presentations, you do not need to consider the location of your presentation. However, you must
consider the equipment and applications you need for your remote presentation to be effective.
1.5.4 Presentation techniques
Presentation techniques refer to specific elements or content styles, variations on the usual written
or verbal words.
The techniques you select should be eye-catching but never draw all the attention away from the
speaker. Animation, product or service comparison, live activity, or music are all ways to add
interest. If your presentation is a business-related activity, then you may be able to incorporate
logos, slogans, or signature packaging. Think of how you could use sound effects or guest speakers.
If visuals are misused, inaccurate, inappropriate, or untidy, your listeners will notice that first and the
message will be lost. Do not clutter visuals or it will confuse, rather than assist. Always talk to the
audience, not your visual aids.
There are many presentation techniques that you can use to hold the interest of your audience:
 animation
Animation is one of the main ingredients of presentations. This simulation of movement

can be created by various applications and then incorporated into your presentation to
capture your audience’s attention and drive your message home in an exciting manner.
It is, however, significant to note that there is a difference between animation and
video; animation is the use of pictures put together to create the illusion of movement,
video is continuous motion
 live action
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Technology today makes it easy to record a short film that can later be edited using
post-production software programmes. You can use your phone or a digital camera to
record and will be able to find simple editing apps available for phones and tablets.
 music
The music you select should be a seamless part of the presentation and not sound like a
disjointed add-on. As with visual elements, music should not dictate the presentation,
but it should be integrated into the presentation. Be careful not to choose personal
favourites but select music that you know your audience will relate to. Otherwise, it will
just distract from your presentation.
Only use music when there is a reason to do so and ensure that it matches the tone of
the presentation.
 signature elements – slogans and logos
Your company slogan can say more than a text-heavy paragraph can. The effectiveness
of slogans in a presentation can also be measured by using different techniques and
audience response monitoring systems.
To create a slogan for your business, think about your audience first: your customers,
the stakeholders, and the general public. How do you want your business to be
perceived? A slogan can help you communicate your message.
When delivering presentations, some people use the organisation’s logo on each slide
because the logo is a visual symbol of the organisation and is used to build the brand.
Others feel that having a logo on each slide could be counterproductive. When working
on presentations, they prefer logos to be used in three places only:
- cover slide
- divider slides
- closing slide
The logo will not help make a sale or get across your point, but the visual clutter it
brings does add unnecessary visual content and can make the presentation look like a
commercial.
 packaging
Organisational packaging can be used as displays around the room, especially if you
have ‘testers.’ Testers are sample products that you may supply the audience to test the
products. Ensure that they do not distract from your delivery.
 sound effects
Too many sounds could be distracting and should be limited. There are numerous sound
clips available online and can be found through a Google search. When using sound
effects make sure that they support the tone of your presentation.
 use of a guest speaker
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Some topics lend themselves to an expert guest speaker to complement their
presentations. Thought should be given to how optimum use of this can be achieved.
Key points to consider when using guest speakers:
- If using external resources, identify the benefit of a guest speaker conducting a

session in preference to other personnel.
- It is necessary to determine what learning outcomes will result from the guest
speaker’s presentation.
- Guest presenters have sometimes been asked to present a session in response to
a particular issue related to the topic of the presentation. Research indicates that
an isolated ‘once-off’ presentation has little positive impact on behaviour.
- Be cautious about using a guest speaker who intends to present their own
testimonials that are not linked to outcomes intended by the presentation.
 use of black and white
White text on a black background works especially well when projected. It hides the
edge of the projection, creating the illusion that only the text is projected. Without a
visible edge, the composition of the content becomes less of a bother; simply align all
content to the left, and you will have a classic, clean look.
 use of colour
Some organisations have a set template with corporate colours that must be used for
presentations as part of a branding initiative. But if that is not the case, and you have to
choose colours, be sure to make the decision before developing your slides. When it
comes to text colour, always keep in mind that your audience will be reading your
presentation on a screen, and legibility is of utmost importance.
Weblink: Psychology of Colour in PowerPoint Presentations
The below link provides more information on effective use of colour in a presentation.
https://presentationteam.com/psychology-of-color-in-powerpoint-presentations/
 use of humour
You can use humour to help the audience relax and participate, but make sure to use it
appropriately. Be aware of the political, social, and cultural context of your audience
when using humour.
Learning Activity:
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Using the given clues and the discussion in this topic, unscramble the words below.
Clue Scrambled Word Answer

This presentation is often used in
classrooms and conference ACOBLRKDBA
rooms.
Similar to another presentation
format, processes, outlines, key
THIDARWEOB
points, and diagrams are
illustrated on a board.
These refer to a multimedia
presentation format that shows
details of a specific topic in a DSVIEO
duration of several seconds,
minutes, or hours.
These are presentations that
IECTNEITRAV
allow a two-way conversation
ISENASRPNEOTT
between you and your audience.
This is a simulation of movement
that can be created by various
ONATIMAIN
applications and incorporated
into your presentation.
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1.6 Presentation structure
Your presentation will typically follow a structure to present information to your audience in a
logical and organised manner.
Consider the following when developing your structure:
The Main Idea
Using your main idea, the point you want to get across, or your theme, establish the goals and
general strategy of the message. What is it that you want your listeners to do or think and why?
Everything else will either support or explain the main idea.
The Major Points
What information do you have to clarify and explain your idea or point? Starting with the most
influential point, begin to place them where they make the most sense and provide the best use.
Appropriate support of the information would be financial or physical facts or points; if you are
discussing a process, then the steps would be enlightening. If you are describing an object, on the
other hand, discussion of the components in a useful order would be clearest. If you were trying to
persuade, then reasoning and logical arguments would make sense.
Proving Your Point
Once the major points have been presented to support your theme, you must prove or provide
evidence for each. This will help the audience understand your message and aid them to remember
with less confusion. You do this by using facts and figures. You would have collected this kind of
information in your initial research. And if you do it well enough, you may even gain the support of
the sceptical few. Just remember, you must provide enough to make your theme clear and
memorable to your audience – but not so much that they are bored or confused.
The typical presentation structure will often follow the sequence below:
1. Greet your audience and introduce yourself
Before the presentation, introduce yourself to your audience. Briefly tell your audience who you are
and your relevant expertise. This will help you build a relationship between you and your audience
and will give you the opportunity to briefly clarify your expertise and why your audience should
listen to you.
2. Introduce your topic
During this step:
 explain your topic and the purpose of your presentation

 provide an explanation of your subject area
 a brief statement of the details of your topic that you will be discussing
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 state the duration
 let the audience know if any audience interaction is required
3. Present the main body of your topic
When presenting the main body of your topic, segment your information points and work your way
through each point one at a time. Your information points can be organised chronologically, by
priority, theme, etc.
Ensure to support your main points with supporting evidence or examples. Provide a mini summary
before moving onto the next point and allow your audience some time to take notes and understand
your topic.
Ensure the main points fit together but do not overlap – they key is provide the audience the correct
amount and type of information to deliver the required information.
4. Conclude your presentation
Your conclusion is where you can reinforce the main points of your topic. Summarise your main
points and their implications to your audience. This will clarify your presentation’s purpose and can
be done through the following procedures:
 let your audience know that it is nearly the end of your presentation
 restate your presentation’s topic and purpose
 summarise your main points
 provide either of the following:
 an indication of what is next in your presentation
 a call to action
 a thought-provoking takeaway for your presentation
 move on to the last section of your presentation
5. Thank your audience and ask/respond to questions.
Finally, you can conclude your presentation by thanking your audience for their time and
participation. Here, you can invite them to ask any questions they may have about your
presentation. This allows you to clarify any uncertainties they may have.
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Greet your audience
Introduce your
and introduce
topic.
yourself.
Discuss the main Conclude your

body of your topic. presentation.
Thank your
audience and
entertain questions.
Other common presentation structures include:
 Demonstration - This structure is often used when you have something you wish to
show, such as how a product works. Demonstration often goes in the following
sequence:
- Explain why your product is valuable
- Describe why your product is necessary
- Explain what problems your product can solve for your audience
- Demonstrate the functions of your product to support your claims
- Provide suggestions of what other things your product can do to keep your
audience interested
 Problem-solution - This structure is typically used in persuading your audience. This
follows this sequence:
- Briefly frame the issue at hand
- Explain the issue in detail and explain the impact of the issue
- Provide a solution to the issue and discuss why your solution can help your
audience
- Provide a call to action – an action that you want your audience to do which is
straightforward and relevant to your solution
 Storytelling - Your presentation can be organised as a story. A common story structure

that you can use for your presentation is the monomyth, also known as the hero’s
journey. The hero goes on a journey or takes on a challenge, moving from the familiar to
the unknown. After successfully completing their challenge, the hero returns home a
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transformed and wise individual.
 In medias res (i.e. ‘in the midst of things’) - Here, you start right in the middle of the
action by providing an idea of what is happening, followed by an explanation of the
events that led to that situation. This helps in engaging your audience because your
story starts at the most exciting part, making them curious as to how you got to that
situation.
 Remaining method - This structure is ideal for instances where you are presenting your
perspective and opinions on a controversial topic. The remaining method structure
follows this sequence:
- Briefly frame the issue at hand
- Explain the issue in detail and explain the impact of the issue
- Refute your opponent’s solutions; explain why their solutions can be useful and
then explain why you think their solutions are invalid. This allows your audience
to see this as a fair discussion and build trust with you.
- After presenting all alternatives, put forth your solution, which is the remaining
solution. This makes your solution look like the winning idea, making it very
persuasive to your audience.
1.7 Utilising body language

There are key skills of body language that deserve attention when presenting. Some principles of
effective non-verbal communication are:
 Understand think about your audience – their age and their cultural, social and
geographical context.
 Pay attention to your audience to see if they are engaging – look and observe any signals
Focus on the following areas:
 Eye contact
The importance of eye contact cannot be downplayed. It is the most effective way of showing your
audience that you are confident about what you are presenting.
 Tone and projection of voice
You should project your voice clearly and use it to take an ordinary conversation and turn it into
something that excites the audience. Be sure to vary your tone of voice during your presentation to
keep people’s attention.
 Posture
Your posture will tell your audience a lot about you. It is important to stand up straight and present
in a relaxed manner. Try not to lean, sway or distract people from what you are saying.
 Movement
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It is essential that you maintain your energy levels during the entire presentation. Start with a ‘bang’
and then carry on, or risk the audience napping.
 Expression
Try to smile and look approachable and credible. The listeners are watching your face to enhance
their understanding.
 Appearance
Dress appropriately. You want to look credible and professional, but do not want your clothes to be
the focus.
 Hands
Try to keep your hands still, except when emphasising a point. Find a comfortable resting place for
your hands and return them there when any gesture is completed.
 ‘Read’ your listeners
If they appear distracted, then it is time to finish or add something a little more exciting. Try asking
the audience a question, raising your voice a little, or even just take a long pause. You can try
humour, however, you should also consider that if the audience do react favourably to a funny story,
do not continue to try to keep them laughing. Know when you have had a ‘win’ and made the
connection and move on.
Weblink for more information on non- verbal communication
Weblink: How to Make a Good PowerPoint Presentation
This video provides hints and tips to create a great PowerPoint

Presentation.
How to Make A Good PowerPoint Presentation
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Eyes
V o ic e
P o stu re
M ovem ent
E x p r e s s io n
A p p e a ra n ce
Hands
1.8 Oral communication techniques

There are a number of oral communication techniques that you can use to increase the effectiveness
of your presentation. These techniques include the following:
 project voice clearly so that all participants can hear

 use pauses to allow the audience time to absorb key points
 prompt relevant conservation that may allow audience members to open a shared
experience
 use sentences that are simple and easy for the audience to understand
 avoid or explain complex language or jargon that the audience may not be familiar with
 providing relevant responses to the audience’s questions
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1.9 Persuasive communication techniques
Even if your purpose for giving a presentation is not to persuade, using a variety of persuasive
communication techniques can help your audience stay engaged.
Here is a list of some persuasive communication techniques that help engage your audience
 Do not point out your own mistakes - Unless you draw attention to an error, few would
be in a position to know that you made a mistake and fewer would care!
 Focus on your audience – think of their needs and adjust your communication style
accordingly
 Be yourself - Relax and take a deep breath, smile and make eye contact with the
audience. Then begin your presentation. Audiences will always forgive nervousness, but
they will be turned off by false modesty or over-confidence.
 If you stumble, do not repeat sentences or phrases - Only repeat them if they are
pivotal to your speech.
 Speak a little louder than normal - The audience will get your message based on the
inflection (alteration in pitch or tone) and emphasis you place on keywords and phrases.
Amusing asides are useful in maintaining the attention of the audience and for relieving
the tension of the speech. If this comes naturally to you, then it is a useful tool for
pacing your delivery to allow periods of relaxation in between your major points.
 Try to use persuasive language – pointing out benefits to audience
 Move about if you can - Avoid standing behind the lectern throughout your entire talk;
it puts a barrier between you and the audience, and they feel it. However, if it does
make you feel more secure, stay there, but never lean on it.
 Finish your speech before your audience do - Do not overstay your welcome on the
podium. Audiences appreciate a short, organised speech.
 Be confident - Confidence is key. You cannot expect your audience to believe what you
are saying if you are not coming across confident. Your poise and attitude communicate
as effectively as the words that are spoken.
You can also utilise the following strategies to persuade your audience:
STRATEGY DESCRIPTION
Motivator With this strategy, try to appeal to the audience’s emotions to inspire them. Try to
understand what the audience values the most in order to use these to your
advantage.
Collaborator Similar to the motivator strategy, using the collaborator strategy involves appealing
to the audience’s emotions. However, you must also get them involved to build
trust, such as including them in a decision-making process.
Investigator Using this strategy requires you to organise your information carefully and rely on
data to convince the audience using logic. This establishes your credibility, as you
can support your arguments with data.
Calculator This strategy also works by appealing to the audience’s logic, but it also aims to
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negate counterarguments. You highlight the advantages of the information you
present while pointing out the disadvantages of points against yours.
Case Study – Part 1
You are currently holding a presentation regarding confidence and interactions in the
workplace. Your audience consists of timid low-level employees, and your intended outcome
is for your audience to be more confident after your presentation.
To help motivate your audience, you discuss situations that allow your audience to relate
with you, such as stage fright. By helping your audience relate with you, you build trust with
them and follow the discussion with tips that can help your audience be more confident.
During your presentation, you reassure your audience that despite their timidness, they can
overcome their stage fright and deliver a good performance. This helps motivate your
audience and in turn, achieve your intended outcome.
Principles of persuasive communication

There are six principles of persuasive communication that are often referred to:
 Reciprocity: This principle focuses on the idea of an exchange. For example, a technique
would be. For example, giving a product sample to and audience may make them see
your product in a favourable light.
 Scarcity: This principle focuses on how rare a product or opportunity is. For example, a
technique would be to highlight what a unique opportunity this is.
 Authority: This principle focuses on the audience believing in the credibility and
knowledge of the presenter and/or company.
 Commitment and consistency: This principle focuses on a demonstrated track record
that the audience could rely on.
 Consensus: This principle is about pointing out how many others agree with you or how
many others buy or use the product.
 Liking: This principle is about the likeability of your brand and your spokesperson.
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Weblinks: For more information on the principles and techniques of persuasive
communication look at the information in these sites:
The 6 Principles of Persuasive Communication (juditjames.com)
Principles of Persuasion – Communication for Business Professionals (pressbooks.pub)
Cialdini's 6 Principles of Persuasion: A Simple Summary - The World of Work Project
Principles of effective communication – the 7C’s of Communication
The seven C’s of communication is a list of principles for written and spoken communications to
ensure that they are effective. Following these principles will ensure your message is received and
understood:
Clear
Correct
Com plete
Concrete
Concise
Considered
Courteo us
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Weblink: The 7 C’s of Communication
The following link provides more information on the 7C’s of communication:
https://worldofwork.io/2019/07/the-7-cs-of-communication/
Learning Activity:
The objective of this activity is to help you assess your current delivery skills.
Your Trainer will pass around a basket containing folded notes. Take one of the notes from the
basket and for 5 minutes, prepare yourself to give a 2 minute talk on the topic you have selected
from the basket.
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1.10 Organisational and legislative requirements
Make sure to follow all relevant conventions, protocols, organisational policies, guidelines and
legislative requirements whilst delivering a presentation.
Conventions and Protocols
A convention is behaviour that is considered to be polite and appropriate.
A protocol is the formal requirement to implement the convention behaviour.
For example, the convention is to be polite and use appropriate language, this could be specified
within a communications protocol or policy and procedure.
Following conventions and protocols will ensure your audiences engages and interacts with you and
your presentation.
Policies and Guidelines
Ensure that you are in line with any organisational policies and guidelines. This could include
information that you use, any copyrighted logos, following a style guide etc.
Weblink: Example Policies and Guidelines
Digital Communication Policies and Procedures
This policy and procedure provides guidance on appropriate communication that can be applied to
presentations. For example ensuring you are use polite language at all times
Style Guide
Style guides provide information on the way a brand should be represented – it includes information
a range of information including fonts, logos and colours for brand identity in presentations.
Legislation
Legislation is the act of making or enacting laws. When people talk about ‘the legislation’, they mean
a law or a body of laws. State or Territory legislation are the laws to be enacted to control and
administer that State or Territory.
 Discrimination Acts
The main discrimination acts are:
- Disability Discrimination Act 1992
- Age Discrimination Act 2004
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
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It is important to consider these and ensure any presentation you are preparing does not contain
any discriminatory material.
 Privacy Act 1988
The Privacy Act 1988 (Privacy Act) is an Australian law which regulates the handling of personal
information about individuals. This includes the collection, use, storage, and disclosure of personal
information, and access to and correction of that information.
You must ensure you do not disclose any personal information (without consent) during your
presentation. For example, if presenting staff feedback do not identify particular staff members
unless they have consented to being identified.
 Work Health and Safety Act 2011 (WHS Act)
Work Health and Safety (WHS) legislation is designed to ensure a safe and healthy workplace and to
reduce the number of injuries in the workplace by giving all staff responsibilities. In preparing your
presentation you should ensure that the environment is safe for yourself and the audience.
 Intellectual Property Laws Amendment Act 2015
The Intellectual Property Laws Amendment Act 2015 is an Australian law relating to intellectual
property, such as copyright, trademarks, patents and trade secrets.
When preparing your presentation you must ensure to not use any ‘owned’ material without prior
consent.
 Trade Marks Act 1995
The Trade Marks Act 1995 protects the use of names, designs, sounds, slogans and symbols that are
specific to a brand’s identity and have been legally trademarked. It is important that you do not use
any trademarked content in your presentation and that your organisation has appropriate
trademarks in place for their own content in order to protect their ownership of the content.
 Copyright Act 1968
The Copyright Act 1986 allows the creators (or other copyright owners) of works (images, literature,
songs, branding) ownership rights. This means these items cannot be reproduced or used without
the owner’s permission.
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1.11 Techniques and collection methods for evaluation
It is essential to evaluate how effective your presentation was – that is - did you convey and achieve
the intended outcomes? Knowing what was effective and what could be improved/changed will help
you with your future presentations.
You can evaluate a presentation using a variety of techniques and methods to get feedback and then
look at the feedback against a set of objectives/goals.
Some common methods of evaluation include:
 goal-based – this method focuses on whether you have achieved your goals or not. So it
is a good idea to set your goals first.
 process-based – this method focuses on looking at the strengths and weakness of the
processes involved. For example, you might look at whether tasks were completed on
time and how they were completed.
 outcomes-based – this method focuses on the results
There many techniques and collection methods that you can use to evaluate a presentation such as:
Critical friends
In this technique you would ask individuals who are objective and knowledgeable about the topic of
your presentation to give you feedback on the presentation. These individuals must be honest but
considerate with their feedback to help you improve the effectiveness of your presentation. Often
this will be your workplace supervisor.
Focus group
With this technique, you would organise a focus group, that is, a small but demographically diverse
group of individuals. You would ask for their reactions to your presentation.
One-on-one interviews
This technique involves conducting interviews with individual participants that were involved in your
presentation. Through these interviews, you can directly ask which areas of your presentation were
effective and which areas need improvement.
Peer and supervisor reviews
This method is similar to the ‘critical friends’ technique in which you ask other individuals to review
your presentation. These individuals are typically found within your organisation and often include
your co-workers. When asking these individuals for their input, make sure to allow them anonymity
to encourage them in providing honest, critical appraisals.
Self-evaluation
This technique involves the examination of your own performance. You can set aside some time to
conduct self-reflection on your performance and think back on any areas of your presentation that
you could have delivered better.
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In addition, you can use video recordings of your presentation. When watching these video
recordings, observe how you delivered your discussion. Take note of your strengths and any areas
that can be improved.
Written feedback
You can seek written feedback to use in an evaluation using any of the following documents:
 Feedback checklists
 Surveys
 Questionnaires
 Variational checklists
These are particularly helpful as it provides you with a tangible document that you can use as a
reference for future presentations. These surveys/checklists would typically be handed out during or
at the end of a presentation to seek the audience’s opinion and would include questions based on
evaluation criteria you have set such as:
 Did the audience understand key concepts?
 What did the audience want more information on?
 Did the audience feel comfortable asking questions?
 What did the audience find most enjoyable or interesting from the presentation?
 Did the audience feel that the presentation aids and materials used were appropriate?
 Did the audience feel comfortable to ask questions and provide
 during the presentation?
 Were the audience’s expectations and needs met?
 What improvements can the audience suggest?
Participant feedback can be used to determine how well the audience’s needs were met and what
the improvement opportunities are. Feedback from multiple audience participants will provide a
range of opinions, reducing individual bias. Repetition in opinions will highlight unmet expectations,
and key areas for improvement. This review informs what and how changes should be made to the
presentation.
It is necessary to get feedback for several reasons:
 It is the best way to sell your product, service, or idea.
 If people understand what you are talking about and they believe it or can check it and find
out that it is beneficial, then you will have ‘sold’ them again.
 If you talk to your audience and people just do not feel anything about your ideas, you have
wasted your and the listeners’ time.
The people you wish to evaluate your presentation should be objective and have experience in the
topic of the presentation. You should also respect them and value their opinion, even if they are
critical of your presentation.
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Learning Activity: Topic 1 – True or false
Tick ‘True’ if the statement is correct, and ‘False’ if not.
Statement True False
Connecting with your audience on a more personal

☐ ☐
level allows them to identify with you.
Using lots of technology, PowerPoint, makes it easier

☐ ☐
for the audience to understand you.
When writing your draft, consider only what you want

☐ ☐
to tell the audience.
Practicing your presentation is important to ensure that

you have covered every point in an orderly and concise ☐ ☐
manner
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Key Points: Topic 1
 All presentations must meet the requirements of the audience.
 All presentations should be presented in a logical and orderly format.
 Assemble your notes on the topic and then write a draft.
 Use visual aids only when necessary and use them effectively.
 Observe the listeners to get feedback to improve or alter your delivery.
 Dress appropriate to the gathering, but with a little more formality.
 A strong opening and closing are essential.
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Topic 2: Deliver the presentation
Image by fill/585 images from Pixabay License accessed 3/12/2021
Now that you have prepared for your presentation, you are ready to deliver it to your audience. In
this topic we will discuss effective ways to:
 prepare your presentation

 deliver your presentation
 ensure the audience has understood your presentation.
1.12 Preparation
The following hints will help you to ensure you are ready to deliver your presentation:
 arrive early
Try to arrive early enough to check the room in which you will be speaking so that if there is
something unexpected, you can manage it. Is the platform where you expected and wanted it to be?
When you are introduced, where will you stand or walk from? How will you get to the lectern or
delivery point? Are the listeners close enough to build intimacy? Is the light on you? Have you
checked that any links in your presentation work and that videos play – each location maybe
different so you need check this upon arrival.
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 relaxation
The audience will not notice your nerves nearly as much as you do. If you suddenly lose track in the
middle of your presentation, use it as an emphatic pause. Take a breath, smile, look at your notes
and continue when you are ready. It will seem a long time to you, but far less so to the audience.
 familiarise yourself with the microphone
Learn how to turn the microphone off and on, how to adjust the height, and how to remove it from
the stand. Practise talking into it and moving with it.
 understand your technical equipment
If you are going to use equipment or software, make sure that it is in working order. If you do not
know how they work, ask for assistance from the organiser or other presenters.
 be ready to write
If your presentation format is writing on a whiteboard or flip chart, be sure to bring extras of
everything, e.g. markers, eraser etc. Also, to save time, it might be a good idea to write down some
of the information beforehand.
 connect with the organiser
Be very clear about who will introduce you, what is to be said, and where you’ll be. Check that you
will have a clear path to the microphone to avoid tripping over wires, chairs or audience members.
Hand the organiser a copy of your prewritten introduction and be sure that they can pronounce your
name correctly.
 find a private place to warm up
You are about to expend a lot of energy, so prepare like an athlete. Warm up first. Have a look at this
video on some tips for warming up:
Weblink: 7-minute Public Speaking Warm-up
This video provides some tips on warming up prior to delivering a

presentation.
7-minute Public Speaking Warm-up
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1.13 Deliver the presentation
When delivering the presentation ensure to:
 summarise key concepts and ideas to present to the target audience. See topic 1 for detailed
guidance on delivering the presentation
 provide an opportunity for the audience to clarify information and ask questions
 confirm the audience has understood the presentation and the objectives have been
achieved.
Summarise concepts
Make sure to provide a summary at the end of your presentation with the key information you want
your audience to remember. This will assist in ensuring the effectiveness for your presentation and
help the audience to remember the key points
Clarification/questions
At the start of your presentation, you should have established when audience members can ask
questions. Usually, question-and-answer sessions are held at the end of the presentation. If you
decide to hold it at the end of your presentation, ensure that you have enough time to do so. Try to
allocate 10 minutes for answering questions.
When the presentation is over, encourage the audience to share their thoughts, request
clarification, and gain further information. This can also help you gauge your success at
communicating your ideas to the audience.
You can encourage your audience to share their thoughts and questions by conducting a question
and answer (Q&A) session. A Q&A session will also allow you to determine the following:
 Did your discussion stick to your audience?

 Is your audience concerned or opposed to your ideas?
 Is your audience confused?
 Does your audience need to know more?
Taking Questions
You should inform your audience of when you will address their inquiries. Ensure to let them know
of your approach early on in your presentation. There are a few ways you can use to seek and
address these questions, which include:
In a trickle - allows questions to arise at any time. Before beginning, let your audience know that the
floor is open for questions. This method is ideal for informal presentations, training seminars, or
business presentations.
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If your audience’s questions start to crowd out your discussion points, let them know that you will
reserve some questions for the end of the presentation. Ensure that you remember to revisit these
questions.
In chunks - After each section of your presentation, ask for questions from your audience. This can
help you clarify any uncertainties if you discover that your discussion points are not sticking to your
audience.
At the end of the presentation - This method is ideal for presentations with large audiences or for
presentations that are sequential with a conclusion or recommendations. You can let your audience
know the amount of time you are allotting for questions and give them an idea of when you are
wrapping up the session. For example, you can say, ‘We have time for one last question.’
Answering questions
The following is a general outline of how you can answer questions:
1. Listen to the question
Pay close attention to the audience member asking the question so that you do not miss any details.
2. Paraphrase the question
Summarise the audience member’s question to confirm if you understand it correctly.
3. Answer the question
Answer the audience member’s question as best as you can in a concise manner. Due to the limited
time, you may not be able to give them all of the details, so you can suggest resources such as
reading materials for them to check out on their own time.
4. Offer to follow up
If the question is too difficult, it is acceptable to say that you do not know the answer. Do not try to
make something up on the spot, and instead, offer to follow up with the audience member. Note
their contact details so you can give them a suitable answer after the presentation.
Learning Activity:
Using the given clues and the discussion in this topic, complete the word match-up puzzle below
by matching only the letter of each choice to their respective clue.
Choices
A. Introduction
B. Q&A session
C. Visual aids
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Answer Clue
This part of your presentation is your opportunity to capture your

audience’s interest.
These can be used to clarify information. Examples include graphics,

pictures, diagrams, etc.
When identifying and summarising your presentation’s key points, this step
involves listing points relevant to your topic.
Weblink: Presenting and Public Speaking Tips – How to Improve Skills and
Confidence
The below video provides 10 tips for providing effective

presentations.
Presenting and Public Speaking Tips – How to Improve Skills and
Confidence
1.14 Confirm understanding

Your audience’s understanding of your presentation’s key concepts and ideas are aligned with the
achievement of your presentation objectives, so you must confirm their understanding through
verbal and non-verbal communication.
Use active listening and questioning techniques to engage the audience and confirm understanding.
Some examples of these techniques include:
 summarising discussion points or questions to confirm understanding

 encouraging audience to ask questions
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 asking challenging questions relevant to the topic to stimulate thinking and promote
discussion
Verbal confirmation
You can gauge if your audience has understood your message is by seeking verbal feedback. During
the presentation, you can seek quick feedback by asking the audience questions. For example, you
can ask if they understand or have any questions and wait for them to respond.
Verbal feedback can also come from audience questions. Audience members may ask questions to
clarify things they are confused about or ask you to slow down your speaking if you are going too
fast. Seeking this type of feedback is important but ensure that doing it does not interrupt your
presentation too much.
Weblink: 3 steps to getting presentation feedback that’s actually helpful
The below link provides additional guidance on getting useful verbal feedback:
https://www.americanexpress.com/en-us/business/trends-and-insights/articles/3-steps-to-getting-
presentation-feedback-thats-actually-helpful/
Non-verbal confirmation
You can also assess the audience’s reactions by observing non-verbal cues. Pay attention to their
body language and facial expressions during your presentation. Some signs that they are engaged
and listening actively to you are the following:
 consistent eye contact

 nodding occasionally
 body facing you
 facial expressions changing according to what you say
Be prepared to have audience members who are disinterested or distracted. You can look out for
the following signs:
 lack of eye contact

 arms crossed
 checking their phone
 unchanging facial expressions
Although you cannot control your audience’s reactions, you can make sure that the majority of them
are paying attention. Observe their verbal and non-verbal cues and adjust your presentation
accordingly to keep them engaged.
Your audience’s understanding aside, you must also confirm that your presentation objectives have
been achieved. To better illustrate how you can confirm your audience’s understanding and the
achievement of your presentation objectives, a case study is provided below:
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Case Study – Part 2
Your presentation is about to come to a close; you have noticed during your presentation
that some of your audience have blank, unchanging facial expressions. You assume that
this is due to some confusion during your discussion, so you are now conducting a Q&A
session to entertain any questions your audience may have.
Your assumption proved correct; there were some items that were unclear and confusing to
your audience. Thanks to your decision to hold a Q&A, these were brought up, and you were
able to provide clarifications for better audience understanding.
Learning Activity:
Think back to the presentation you previously delivered. Provide 3 questions you could ask to
confirm your audiences understanding.
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Learning Activity: Topic 2 – True or false
If you make a mistake, keep going unless it is a crucial

☐ ☐
point.
Being confident in your presentation is good. ☐ ☐
Check your equipment before you are actually

☐ ☐
delivering.
Being yourself is the key to success. ☐ ☐
Speaking slowly, clearly, and a little louder than usual

☐ ☐
will assist the listeners in understanding you.
Finding a private place to warm up and collect your

thoughts before presenting will improve your ☐ ☐
performance.
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Key Points: Topic 2
 Ensure to summarise key points for the audience.
 Provide an opportunity for the audience to clarify the information in your presentation.
 Allow time for questions.
 Confirm the audience has understood the information you have provided and that your
presentation objectives have been achieved.
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Topic 3: Review presentation
Image by Aaron Burden from Unsplash License accessed 30/12/2021
Once you have delivered your presentation you should evaluate how effective it was and identify if
any changes are required.
3.1 Seek and discuss feedback

To be effective, evaluation requires careful preparation. Identify who you need to ask feedback
from; these can be participants and relevant stakeholders. Relevant stakeholders can include
internal stakeholders (employees, supervisors) or external stakeholders (clients, suppliers, business
partners).
You need to:
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know who to ask
understand the kind of feedback you need
seek feedback in real time
ask specific questions
ask for examples
 know who to ask
When seeking feedback, first identify who you need to gather feedback from. This will depend on
the presentation but could include team members, supervisors or managers.
 understand the kind of feedback you need
When seeking feedback, identify what kind of feedback you need. You may simply need appreciation
for your work, or you may need coaching on how you can improve and learn. Knowing the kind of
feedback you need can help you form your approach and allow you an opportunity to build a
stronger relationship with your colleagues.
 seek feedback in real time
When seeking feedback, it is best to ask as soon as possible rather than at a later date. However, try
not to ask questions all in one conversation; you can chunk and space out your interactions. You can
obtain your feedback through a quick and informal exchange, and you do not necessarily need to
schedule in advance or make a formal approach.
 ask specific questions
You can help both you and the person you are seeking feedback from by asking specific questions
about your presentation. Avoid asking yes/no questions and opt for open-ended questions that
begin with ‘how’ or ‘what’ so you can get fuller responses. Examples include:
- How did my presentation go from your perspective?

- What do you think I could have done better in my presentation?
 ask for examples
In alignment with specific questions, you may need specific examples to get the most out of your
feedback. Specific examples can give you an idea on how you can improve your performance. To
obtain these examples, you can ask probing questions, such as the following:
- Can you explain what you mean?

- How can I deliver my presentation better?
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- What can I do to improve my presentation?
The following are questions you could use to obtain feedback:

The delivery:
 projection
- Was there sufficient force in the person’s voice?
- Did the speaker‘s voice reach the farthest person in the audience?
- Did the projection vary, increasing projection at major points?
 pitch
- Was the pitch varied to avoid sounding monotonous?
- Was the pitch modulated to match the importance of ideas?
 articulation
- Was each syllable of each word spoken clearly articulated?
- Was the dropping of ends of words, especially ‘ing’, avoided?
- Were notes subtly reviewed?
 pronunciation
- Was the pronunciation of words accurate?
- Was the rate of speech varied to emphasise various parts of the speech?
 timing
- Were pauses used naturally and to reinforce important points?
 posture
- Did the posture create a positive visual impression?
- Was leaning avoided?
 movement
- Was excessive movement avoided?
- Was the movement purposeful?
 gesture
- Did gestures complement the verbal message and improve comprehension?
- Was the body language open and relaxed?
 visual Contact
- Was eye contact used effectively to establish rapport with the audience?
- Were all in the group included?
 facial Expression
- Was facial expression comfortable and relaxed?
Content:
 purpose
- Was the purpose conveyed in the introduction?
 clarity
- Was the vocabulary comprehensible?
- Was jargon used sparingly and explained if all did not understand?
- Were difficult concepts illustrated with examples?
- Were too many long sentences avoided?
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- Were digressions avoided?
 development
- Was the speech logical and well organised?
- Was the pattern determined in the purpose and followed through to the end?
- Were points presented in a sustained pattern without long pauses?
- Were visual aids used to help complicated patterns of speech?
 transitions
- Were transitional words and phrases (furthermore, consequently, therefore, in
conclusion) used to aid the listener?
- segmentation
- Was the speech in three clearly defined segments?
- Did the introduction inform the listeners of the objectives and create
expectations?
- Did the body contain the main points, ideas, and arguments presented logically?
- Was the conclusion brief, reviewing the main points and adding no new
information?
 visual aids
- Did visuals serve one specific purpose?
- Did the visuals enhance the presentation?
- Were the visuals left up long enough for the note taker, but removed when
moving to a different subject?
- Were the people in the back able to see the visuals?
 ability to Answer Questions
- Were questions prompted?
- Were questions addressed at the end rather than by allowing interruptions?
- Was the main visual contact with the speaker?
- Were longer responses addressed to the entire audience?
 general Effectiveness
- Were the speaker’s goals achieved?
- Was the material presented in a relaxed, professional manner?
- Could the speech be easily heard and understood?
- Was time used effectively?
- Was the general impression created positive?
There are a number of tips that you can use when seeking the feedback you need. These tips
include:
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Understand the kind of feedback you need
Seek feedback in real time
Ask specific questions
Ask for examples
Ask your colleagues
After receiving feedback
After receiving feedback, you may find that you need further clarification on how you can improve
your presentation. There are a number of guidelines you should consider when clarifying feedback in
an appropriate manner.
These guidelines include:
 admit if you are unsure as to what the feedback means
If you are uncertain about the feedback you received, do not hesitate to bring it up with the person
who provided the feedback. This allows any misconceptions to be corrected immediately and gives
you a better idea on how you can improve your presentation.
 ask for repetition if needed
In alignment with admitting your uncertainty, if you feel that you have missed a keyword during an
explanation of the feedback, do not hesitate to ask for repetition as needed. You can use
introductory phrases to make your request for repetition polite, such as the following:
- ‘sorry to interrupt...’
- ‘sorry, I did not catch that...’
- ‘would you mind...’
Asking for repetition helps you remember what you heard and shows that you are listening to the
speaker.
 repeat what the person providing the feedback has said but in your own words
Restating the feedback you received allows you to confirm if you have understood what the speaker
said. Similar to asking for repetition, this shows that you were listening to the speaker and that you
are ensuring you understood what they said.
 ask for specific examples
As discussed in the tips for seeking feedback, specific examples provide you with an idea on how you
can improve your performance. Ask for examples using probing questions, such as ‘how’ or ‘what.’
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 ensure to thank the speaker and show your understanding
After the speaker has clarified their feedback, be sure to thank them and state that you have
understood their feedback better. This assures the speaker that you have the same understanding of
the feedback given.
Discussion of feedback aside, you can also seek feedback by gauging the reactions of your
presentation’s participants and relevant stakeholders. As discussed in the previous topics, you can
observe your audience’s non-verbal cues, such as body language and facial expressions.
For example, consistent eye contact with your audience can indicate that your audience is engaged
and listening actively to you. On the other hand, if your audience has unchanging facial expressions
or avoid eye contact with you, they may be disinterested in what you have to say or distracted from
your presentation.
Learning Activity: If you do not understand the feedback you have received, how would you
clarify it?
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3.2 Evaluate effectiveness of the presentation
The following are the steps to evaluate a presentation:
Develop a plan to
Identify an area Implement the
address the area
of improvement plan
of improvement
Evaluate the Identify a new

results of the area of Repeat process
implementation improvement
Techniques for reviewing your presentation include the following:

 critical friends
 focus group interviews
 video
 one-on-one interviews with participants and other personnel involved in the presentation
 self evaluation
 written feedback provided by participants
See topic 1.11 for detailed information on these evaluation methods
3.3 Make changes to presentation based on feedback

Based on the feedback you have received, you may need to make changes to your presentation.
Before making these changes, you must properly process the feedback given to you. Taking the time
to process the feedback you received ensures that you do not misinterpret the feedback and that
you understand what you need to change in your presentation in order for it to be more effective.
3.3.1 Processing Feedback

Once you have the feedback, you have to process and apply it to make it useful and see
improvements. Knowing how to process it well is a skill in itself.
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1. Listen carefully - Paraphrase what was said to ensure that you understand clearly
what needs to be improved. Try not to interrupt, and probe to clarify detail.
2. Ask for examples - The better you understand what needs to be changed, the easier it
will be to do. Examples can help you pinpoint the deficits.
3. Do not debate the feedback - If you invest too much time justifying yourself, the
whole point of the evaluation and feedback is lost. Focus on what you can change, not
defending why you did it.
4. Accept the feedback - You may not agree with all that is said, but it is far better to
simply ‘take it on board’ and process later. Do not allow feelings to interfere with your
receipt of the information. Even if the deliverer seems to have a hidden agenda, it is
better to accept and process later.
5. Process the feedback - Now is the time to review what you have been told. Consider
the messages and decide if there is some way to improve the area. If you really feel
that you, at some point, have been unfairly evaluated, ask someone else. When you
know what you are doing to improve, establish an action plan and begin working on it.
The purpose of feedback is to help presenters develop their skills in various situations, including
platform presentations, discussions, and meetings. A presentation must be interesting and keep
the audience’s attention. The delivery should enhance the content but not overwhelm it. The
audience need to be engaged by content and delivery.
By actively listening and responding to useful advice, you will improve. You will notice that
feedback is a great experience from which you will learn a great deal.
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Weblink: Receiving Feedback
The below video provides more information on receiving feedback.

Receiving Feedback
3.3.2 Principles of effective communication

Communication can be described as the transfer of information, thoughts, and ideas. The
information shared between sender and receiver may be of a formal or informal nature – written
or spoken.
Issues to be aware of when communicating:
 The words and symbols known as language form the content of the message. These
words are combined into sentences that make logical sense, but since words have
different meanings, there is room for confusion.
 A well-known UCLA study found that only around 7 per cent of the meaning of spoken
communication came from words alone, 55 per cent came from facial expression, and 38
per cent came from the way the words were said.
 Context refers to the situation or environment in which your message is delivered.
Important contextual factors that can subtly influence the effectiveness of a message
include the physical environment (e.g. a patient’s bedside, senior manager’s office,
library, etc.), cultural factors (e.g. international cultures, organisational cultures and so
on), and developmental factors (e.g. new employee, experience in similar social settings,
school interview, etc.)
The ultimate goal of communication is to come to an understanding of the message being sent
between sender and receiver. Anything that interferes with that process is referred to as
communication ‘noise’ and can influence each person’s interpretation of the message
significantly.
Becoming competent in communication, especially in a professional context, takes time,
reflection, and practise. Ensure to keep this in mind as you seek and receive feedback so that it is
clear which areas of your presentation delivery need improvement.
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3.3.3 Implementing Feedback
As discussed in Section 3.1, you can seek feedback through a number of methods. The feedback
you receive from these methods can be implemented through the following steps:
1. Look to a support group
A support group can be any group of individuals that can provide you with support in
implementing feedback. This can consist of your colleagues or your supervisors; they can provide
you with tips or resources that can assist you in implementing feedback.
2. Determine a template for goal setting

A template for setting your goals can provide order and structure to the goals you want to meet.
An example would be the Plan-Do-Study-Act (PDSA) cycle of improvement.
Plan
Act Do
Study
 Plan -
This step in the cycle involves identifying what you intend to do; this is where you set
your goals. Here, you can also plan how you intend to gather feedback to see your areas
for improvement.
 Do -
In this step, you carry out your plan. You implement the steps you have planned and
document how you implemented these steps. Other items you can document include
problems you have encountered in the process.
 Study -
After carrying out your plan, you must study the data you have gathered from
implementation. Compare the data you have gathered to your goals and expected
outcomes. In this step, you can identify other areas of improvement and summarise
what you have learned in the process.
 Act -Here, you can review if your strategies and goals for improvement were effective
and have been met. Are there any additional changes to be made? Are there any
remaining goals that were not met? If so, you may need to work on a new cycle.
3. Set your goals
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Outline your goals and create a timeline for your progress. You can also decide on tools such as
criteria to help you measure and track your improvement. Other tools you can use to track your
progress include reflective logs, journals, and feedback forms.
4. Gather data
Once you have selected how you want to track your progress, you can then use them as you
implement your changes for your presentation. As mentioned in the PDSA cycle, you can identify
other areas of improvement and compare your progress against your goals and expected
outcomes.
Learning Activity:
The objective of this activity is to help you assess your current evaluation skills. Your Trainer will
pass around a basket containing folded notes. Take 1 of the notes from the basket and for five
minutes, prepare yourself to give a 2-minute talk on the topic you have selected from the basket.
A classmate will then provide you feedback on your presentation.
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Learning Activity: Topic – True or false
To be successful, a speech must be interesting to listen

☐ ☐
to.
Action research is one of the key strategies which is

being used across all stages of professional ☐ ☐
development.
To be effective, evaluation requires an off-the-cuff

☐ ☐
response.
To be successful, a speech must contain a series of

☐ ☐
facts.
If you invest time justifying yourself, it may be a

☐ ☐
worthwhile experience.
Feedback can be taken from surveys completed after

☐ ☐
the event.
By actively listening and responding to every bit of

☐ ☐
advice, you will improve.
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Key Points: Topic 3
 Always review and evaluate your presentation on completion.
 Evaluation is best if others contribute objective feedback.
 Discuss the presentation with all stakeholders, including participants and key personnel
involved in the presentation.
 Use the feedback gained to improve your skills and future presentations.
 You can evaluate the effectiveness of your presentation through action research, critical
friends, focus group interviews, videos, one-on-one interviews, and written feedback.
 Process the feedback given to you to ensure that you understand what your areas of
improvement are.
 When communicating feedback, make sure to be aware of common communication
issues. An awareness of these issues can help you be clear on which areas of your
presentation delivery need improvement.
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Summary
Public speaking is often said to be people’s greatest fear. To ensure a good presentation:
1. Practise, practise, practise - Deliver your presentation in a mirror, to an empty room. Then
to your pet. Then do all this again. Feel free to actually write down cue cards for your
practice, but do not have the whole script/speech in front of you when you finally deliver it.
Use your practice time to determine your delivery and timing – which words you will stress,
which sentences you will end with a period of silence. Cut sentences that sound stilted. Add
new ones that are brief and to the point. Keep practising.
2. Do not memorise the presentation: Despite the number of times you practise, do not
memorise your presentation. Know it well enough to feel confident, but do not be afraid to
add things at the last second or to skip whole sections to help your audience understand
your points.
3. Relax: After you reach the podium, wait a moment. Take a deep breath. Make eye contact
with a few people. Smile. Sip the water. The audience become quiet during this moment.
They will not notice the five to ten seconds as an uncomfortable pause.
4. Tell stories: Use personal anecdotes. Speak of your own experiences. Something recent is
always welcome. Look to your experiences of the last week to determine how one of them
can highlight one of your points.
5. If you feel anxious: Drink some water and pause for a moment. Your audience will welcome
a brief silence. You will welcome the chance to relax for a second.
6. Leave the jokes out: While audiences always welcome humour, unless you are absolutely
certain that you can deliver it well, and that your audience will find the jokes funny, do not
use it. While nothing makes a presentation quite as welcome as funny jokes, nothing kills
one more than poorly delivered, inappropriate, or simply bad jokes.
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References
These are some references that we feel may be of assistance to you in completing the Assessment
for this unit of competency:
 Av, A. (2019, January 10). Top 14 audio visual trends for events for 2019. Event Manager
Blog. https://www.eventmanagerblog.com/audio-visual-trends
 Baker’s 4 strategies of influence. (2019, October 27). Vireton. https://vireton.com/bakers-4-
strategies-of-influence/
 Barnard, D. (2018, August 3). How to structure your presentation, with examples.
VirtualSpeech. https://virtualspeech.com/blog/how-to-structure-your-presentation
 Beqiri, G. (2018, June 21). Using visual aids during a presentation or training session.
VirtualSpeech. https://virtualspeech.com/blog/visual-aids-presentation
 Blackboard, white board, or chalk board. (2020, November 16). Lumen Learning.
https://courses.lumenlearning.com/atd-fscj-publicspeaking/chapter/blackboard-white-
board-or-chalk-board/
 Checovich, L. (2020, May 20). Setting goals to stay on track: Using a continuous
improvement process to strengthen credit recovery and high school graduation rates.
Institute of Education Sciences.
https://ies.ed.gov/ncee/edlabs/regions/midwest/blogs/setting-goals-graduation-rates.aspx
 Deciding the presentation method - presentation skills. (2011). SkillsYouNeed.
https://www.skillsyouneed.com/present/presentation-method.html
 Determining your main ideas. (n.d.). Saylor Academy. Retrieved November 16, 2020, from
https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-
speaking/s13-01-determining-your-main-ideas.html
 Fyfe, T. (n.d.). Best practices in receiving and implementing feedback. Sophia Learning.
Retrieved November 16, 2020, from https://www.sophia.org/tutorials/best-practices-in-
receiving-and-implementing-feedb-566a8638-d6db-4e27-b1d7-4a84be340e11
 Genard, G. (2013, June 5). PowerPoint skills: Presenting to one person or using a single slide.
The Genard Method. https://www.genardmethod.com/blog/bid/180823/PowerPoint-Skills-
Presenting-to-One-Person-or-Using-a-Single-Slide#:~:text=A%20single%20slide%2C%20or
%20just
 Great Schools Partnership. (2015, May 14). Action research definition. The Glossary of
Education Reform. https://www.edglossary.org/action-research/
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Strategy

DEPARTMENT OF BUSINESS, ADVANCED MANUFACTURING AND LOGISTICS

BSB40820 Certificate IV in Marketing and Communication

BSBCMM411 Make presentations

Course: BSB40820 Certificate IV in Marketing and Communication

Unit of Competency: BSBCMM411 Make presentations

Prepared by: Curriculum Unit, Melbourne Polytechnic

© Melbourne Polytechnic 2022

Third party material

For information regarding material in this document, contact:

© Commonwealth of Australia 2013, BSBCMM411 Make presentations,

© Commonwealth of Australia 2013, BSBCMM411 Make presentations,

• prepare and deliver at least two different presentations.

In the course of the above, the candidate must:

• use aids and materials to support the presentation

 information collection methods that support review and feedback of presentations

© Commonwealth of Australia 2013, BSBCMM411 Make presentations,

About this Learner Resource

For an important fact, an example or extra knowledge to understand a concept.

presentation aids Technology used to assist in presentations.

Proving something is false, explaining why a particular option or

Image by StartupStockPhotos/122 Images Pixabay License accessed 30/12/2021

In order to deliver an effective presentation you need to prepare for it.

 your approach to preparation

1.1 Presentations - approach and delivery

Good planning will:

 make your main points clear and more easily understood

There are two basic approaches:

When planning your intended outcomes, ask yourself, who is my audience?

An informative speech intends to educate an audience on a specific topic. Because

An entertaining speech is designed to amuse your audience while delivering information.

 communicating your ideas in an organised, logical order

1.3.2 Target Audience

 external stakeholders (e.g. clients, business partners, suppliers)

You need to know:

 who the main members are:

 The size of your audience and the location/s

 Understanding of the audience

 What do the audience expect?

 What audience reaction do you expect?

1.3.3 Content/ Information needed

1.4 Presentation aids and materials

Other aids to delivery can include any of the following:

group and/or simulations

Other considerations include:

 Who will you need for assistance?

Logistically, you need to:

 confirm the location and give clear directions to the venue

1.5 Strategies, formats, methods and techniques

1.5.1 Presentation Strategies

 avoid using fillers

 encourage audience engagement

 formal and informal delivery

 develop your presentation (gather information)

When deciding which digital tools to use, think about:

1.5.2 Presentation Formats

1.5.3 Delivery Methods

1.5.4 Presentation techniques

Animation is one of the main ingredients of presentations. This simulation of movement

 signature elements – slogans and logos

 use of a guest speaker

- If using external resources, identify the benefit of a guest speaker conducting a

 use of black and white