BSBCMM401 Make a presentation – Learner Guide
Why has this Learner Guide been developed?
This Guide supports the unit of competency BSBCMM401
Make a presentation, a popular Group B elective unit in the
TAE40114 Certificate IV in Training and Assessment. It is also
packaged in the Enterprise Trainer – Presenting Skill Set.
BSBCMM401 Make a presentation
has been formatted and endorsed
according to the new Standards for
Training Packages.
This Learner Guide aligns with and
supports the new unit format.
Who is this Learner Guide for?
This Guide is for individuals who are required to prepare,
deliver and review presentations to target audiences in the
vocational education and training (VET) sector.
What will I learn by working through this Guide?
By the end of this Guide, you will know how to:
• prepare and deliver presentations that are related to
your occupation or an area that is of interest to you
• review the effectiveness of your presentations
• make changes to improve your future presentations.
You will learn how to use effective presentation strategies
and communication principles, and you will also learn how
to use aids and materials to support your presentations.
Teacher’s Companion Workbook
This Learner Guide is supported by a Teacher’s Companion
Workbook which has been developed for teachers, trainers,
facilitators and assessors. It describes how to use this Guide
and includes assessment guidance and instruments tailored
to the unit BSBCMM401 Make a presentation.
It also maps the learning topics included within this Guide
to the unit BSBCMM401 Make a presentation.
Acknowledgment
This Learner Guide was developed
for Shea Business Consulting by
Andrew Jones and Renika Muthaya
of purple infinity.
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BSBCMM401 Make a presentation – Learner Guide
Copyright
© 2014 Shea Business Consulting
This work is copyright. Apart from any use as permitted
under the Copyright Act 1968 (the Act), no part may be
reproduced by any process without prior written permission
from Shea Business Consulting. Requests and enquiries
concerning reproduction and rights should be addressed to
Shea Business Consulting, 193 Oak Street, Parkville, Victoria
3052. The Act allows a maximum of 10% of this work to be
reproduced and/or communicated by any educational
institution for its educational purposes provided that that
educational institution (or the body that administers it) has
given remuneration notices to Copyright Agency Limited
(CAL) under the Act. For details of the CAL licence for
educational institutions contact Copyright Agency Limited,
Level 19, 157 Liverpool Street, Sydney, NSW 2000.
Disclaimer
No patent liability is assumed with respect to the use of the
information contained herein. While every precaution has
been taken in the preparation of this work, the publisher
and the authors assume no responsibility for errors or
omissions. Neither is any liability assumed for damages
resulting from the use of the information contained herein.
This work has been prepared for use as part of a structured
vocational education and training course and should only
be used within that context. The information contained
herein was correct at the time of preparation.
© 2014 | Shea Business Consulting
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Published by:
Shea Business Consulting
193 Oak Street
Parkville Victoria 3052
Telephone: +61 3 9387 5320
E: [email protected]
W: www.sheaconsulting.com.au
First Published: June 2014
Stockcode: SHEA105
ISBN: 978-1-921810-44-2
Version 1.1, November 2014
BSBCMM401 Make a presentation – Learner Guide
The legislative obligations of a VET sector presenter
Whenever you present information to VET sector audiences,
there are legislative and organisational obligations that you
must observe during your presentation.
Legislative Obligations Checklist
Are you aware of the following obligations that may affect
your presentation?
Yes
No
Use the Legislative Obligations
Checklist (opposite) to ensure you
have checked your obligations
before you make a presentation.
Anti-discrimination law, including:
• Age Discrimination
• Disability Discrimination
• Racial Discrimination
• Sex Discrimination
• Equal Opportunity in the Workplace
Ethical principles (trust, integrity, honesty and fairness)
Codes of practice
Privacy laws (electronic technology, record keeping,
security of information and confidentiality requirements)
Environmental issues
Work health and safety
Anti-discrimination law
In order to be sensitive to diversity, disability, culture,
gender and ethnicity in your presentations, you need to be
aware of the following anti-discrimination legislation.
Legislation
Description
Age
Discrimination
Act 2004
This legislation helps to ensure that people are not
treated less favourably on the grounds of their age.
Disability
Discrimination
Act 1992
This legislation aims to promote equal opportunity
and access for people with disabilities.
Racial
Discrimination
Act 1975
This legislation aims to ensure that Australians of all
backgrounds are treated equally and have the same
opportunities.
Sex
Discrimination
Act 1984
This legislation aims to eliminate discrimination and
sexual harassment and promote greater equality in all
aspects of the Australian community.
Australian
Human Rights
Commission
Act 1986
Human rights are about recognising and respecting
the inherent value and dignity of all people. The
principles of human rights are contained in
internationally agreed human rights standards.
Source: https://www.humanrights.gov.au/our-work/legal/legislation
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You must ensure the content and
focus of a presentation does not
discriminate against members of
the audience on the basis of age,
disability, race or sex.
BSBCMM401 Make a presentation – Learner Guide
Ethical principles
To ensure your presentations follow the principles of trust,
integrity, honesty and fairness, you should always have a
common set of ground rules for participation and
behaviour that you can draw upon in situations where
ethical behaviour is being comprised by some participants.
Ground Rules for Participation and Behaviour
Be respectful
Give your undivided attention to people when
they are interacting with you
Be confidential
Ensure discussions during the presentation
remain confidential
Be open and honest
Feel free to talk openly without disclosing
personal or privacy issues
Be non-judgmental
Avoid judging others by their age, gender,
sexuality, religious practice, culture or socioeconomic background
Be sensitive
Avoid insensitive or careless remarks about
age, gender, sexuality, religious practice,
culture and socio-economic background
Be accepting
Listen attentively to the ideas and opinions of
others (and avoid put-downs)
Be safe and supportive
Create a safe environment and be mutually
supportive of others
You may consider using this set of
ground rules (see opposite) in your
presentations.
Privacy laws
The term privacy means different things to different people.
While the type of privacy covered by the Privacy Act 1998
involves the protection of people's personal information,
you need to be aware of other types of privacy, including:
• territorial privacy
• physical privacy
• communication privacy.
Environmental issues
Many organisations have an Environmental Management
System (EMS) in place to reduce their negative impact on
the environment and to improve their environmental
performance. These systems usually identify environmental
issues arising from the use of ICT equipment, so if you are
using a computer, laptop or data projector as part of your
presentation, you need to be aware of any environmental
standards that relate to ICT usage within your organisation.
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You must ensure the content and
focus of a presentation does not
breach the privacy of an audience
member (or any other person).
You can explore privacy law further
at www.oaic.gov.au
BSBCMM401 Make a presentation – Learner Guide
Work Health and Safety (WHS)
The model Work Health and Safety (WHS) Act places health
and safety duties on employers to provide a safe working
environment and protect the health and safety of their
employees (while employees are obliged to take care while
undertaking their work). These health and safety duties
apply to any environment in which workplace presentations
are delivered, so presenters actually have a legal duty of
care to protect the health and safety of their participants
(and to provide them with the information and supervision
they need to participate safely).
In May 2013, Safe Work Australia published a document
titled How to Determine what is Reasonably Practicable to
Meet a Health and Safety Duty. This provides guidance on
the standard of health and safety that a person conducting
a business or undertaking – such as a presentation – must
meet under the WHS Act and Regulations.
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OHS is a shared responsibility.
Participants are obliged to take
care and to keep themselves safe
while participating in workplace
presentations.
You can download this document
at www.safeworkaustralia.gov.au;
(go to About Safe Work Australia >
Publications and Resources >
Guidance Material).
BSBCMM401 Make a presentation – Learner Guide
Learning Topic 2: Preparing presentations
If you are expected to make a workplace presentation on a
topic related to your job role, the first thing you need to do
is to prepare the presentation, and this involves five steps.
Step 1: Plan and document your presentation approach
In the previous learning topic you discovered that the first
principle of effective communication is clarity. When you
apply this principle to a presentation, it simply means your
message must be crystal clear. If you are confused about
what you’re trying to convey, your audience will end up
confused. There is only one way to ensure your message is
clear, and that is to plan your approach well in advance of
the actual presentation. As part of this process, you must
clarify what you want your audience to achieve (which is
termed the intended outcomes of a presentation).
What is your message and why are you presenting it?
If you don’t why you are presenting to an audience, the
audience will have no idea what you’re on about. This is
why the principle of clarity is so important in presentations
(and in communication generally). The first step in planning
a presentation approach is to identify and confirm what the
presentation is about and why it is needed.
Quiz 1 – Types of VET Sector Presentations
Use the table opposite to list the
types of presentations used in the
VET sector. A sample has been
provided to get you started.
Professional development workshops
A list of possible answers has been
provided at Appendix A.
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BSBCMM401 Make a presentation – Learner Guide
What are the intended outcomes?
Once you have confirmed what the presentation is about
and why it is needed, you will have a good idea what the
target audience will need to achieve from the presentation.
Quiz 2 – Intended Outcomes of VET Sector Presentations
Presentation
What are the intended outcomes?
Promotional workshop
for a new set of Learner
Guides developed for
occupational divers
Make sure the audience understands
why the seafood industry needs a new
set of Learner Guides
You are… a member of
the team that developed
the Guides
Your audience is… people
from the local seafood
industry
Generate interest amongst the
audience for the new Learner Guides
Make sure the audience is aware of
the high quality and competitive
pricing of the Learner Guides
Make sure the audience knows where
to purchase the Learner Guides
Industry consultation to
gather feedback on the
viability of a proposed
online training course for
forklift truck drivers
You are… considering a
move to online courses
at your RTO
Your audience is… a
group of workplace
safety representatives
Information session on
the safe operation of a
new photocopier
You are… the OHS
supervisor at a major
distributing company
Your audience is… all of
the company’s
administration staff
Annual presentation to
an RTO’s Board on the
performance of training
and assessment staff
You are… a training
supervisor at the RTO
Your audience is… the
RTO’s executive team
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Use the table opposite to list the
intended outcomes of the three
presentations. A sample has been
provided to get you started
A list of possible answers has been
provided at Appendix A.
BSBCMM401 Make a presentation – Learner Guide
Organising your presentation into clear and logical steps
Once you have confirmed what the presentation is about,
why it is needed and what the intended outcomes are, it is
time to document your approach. While each presentation
will be different, the way in which you plan a presentation
should always remain the same.
Key Message (Segment 3)
Welcome
Summary of Key Message
Overview
Key Message (Segment 2)
Issues Arising
Background
Key Message (Segment 1)
Conclusion
Step
Description
Welcome
People have a good recollection of what occurs at the
beginning and end of a presentation, so this makes
your welcome and conclusion particularly important.
A positive impression at the start will generate interest
amongst your participants and focus their attention.
Plan your welcome carefully.
Jot down a few ideas on how to introduce the
presentation. For example, if the audience is small and
the participants do not know each other, you may ask
them to introduce themselves. We are curious beings,
and people like to know why everyone else is there.
Overview
Jot down what the presentation is about and what you
want the audience to achieve. Your overview must be
concise and crystal clear. You will need to return to
your overview to ensure it aligns with your conclusion.
Background
Jot down a history leading up to the presentation. For
example:
If you are preparing a promotional workshop for a
new set of Learner Guides, jot down the reasons why
the products have been developed
If you are preparing a consultation workshop on the
viability of online training courses, jot down the
reasons why the courses may be needed
If you are preparing a session on the operation of a
new photocopier, jot down why the previous
photocopier was replaced
If you are preparing a presentation to an RTO’s
Board on the performance of staff, jot down staff
performance results from the following years
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There are a few key steps involved
in planning for a presentation, and
these have been depicted in the
flowchart opposite. They have also
been explained in the table below.
BSBCMM401 Make a presentation – Learner Guide
Step
Description
Key Message
(Segment 1)
When planning a presentation, you must organise the
content (i.e. your key message) in a logical order and
sequence. To do this effectively, you must break the
content down into meaningful segments. For example:
If you are preparing a promotional workshop for a
new set of Learner Guides, you could break the
content into the following segments:
Topics (what they cover)
Quality (how they compare to other products)
Availability (where they can be purchased)
If you are preparing an industry consultation on the
viability of online courses, you could break the
content into the following segments:
Industry Viability (are they relevant)
Legislative Viability (do they meet the standards)
Suitability (are they usable, and will they be used)
If you are preparing a session on the operation of a
new photocopier, you could break the content into
the following segments:
Safe Use (how to use it safely)
Efficient Use (how to use it efficiently)
Troubleshooting (what to do if things go wrong)
If you are preparing a presentation to an RTO’s
Board on the performance of staff, you could break
the content into the following segments:
KPIs (used to measure staff performance)
Staff Performance (measured against KPIs)
Constraints and Risks (and their impact on staff)
Key Message
(Segment 2)
Key Message
(Segment 3)
etc…
[Complex key
messages will
require more
segments
than simple
key messages]
Summary of
Key Message
Read back over the segments of your key message to
ensure they are in a logical order and sequence. If
they are, you should be able to jot down a summary
of what you are trying to convey in your presentation.
This allows an audience to reflect on why they are
actually participating in your presentation, and it
reinforces your message by repeating it at the end.
Issues Arising
Jot down any issues that you think may arise when
you are delivering the presentation. This is a critical
planning step. Try and predict the questions that your
audience may ask (to avoid being surprised). If any of
your colleagues are involved, ask if they can think of
any issues that may arise. Make sure you are prepared
for every issue and question that you identify.
Conclusion
This is the point where you invite
participants to summarise and
paraphrase your key points.
This is the point where you clarify
and synthesise any issues raised
and address any unresolved issues.
This is the point where you invite
participants to summarise and
paraphrase your key points.
Conclusions must be short, sharp and to the point.
You need to find out if the audience has understood
your message, and the best way is to ask them.
You also need to prepare a response to the question
Where to from here? An audience will invariably want
to know what happens next, so look to the future and
jot down whether or not you intend to:
delivery any future presentations
distribute any minutes or summary documents
seek further feedback from the audience.
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Use the Presentation Planning
Template (overleaf) to prepare an
outline of your presentation. If you
This is the point where you clarify
prefer working electronically, you
and synthesise any issues raised
can
in an
and prepare
address you
any presentation
unresolved issues.
application such as PowerPoint.
BSBCMM401 Make a presentation – Learner Guide
Step 4: Confirm everyone’s roles and responsibilities
A number of people will be involved in your presentation,
so you need to brief them on their roles and responsibilities
within the presentation. These people may include:
• support staff at the location of the presentation
• conference organisers and catering staff
• other presenters who are part of your team
• guest speakers you have invited
• topic specialists you have invited
If your presentation involves other
presenters, you need to ensure the
transition between each speaker is
smooth and seamless. An audience
will quickly tire of an unorganised
and rambling presentation.
• case study participants you have invited
• actors you have asked to participate in role plays.
Step 5: Select evaluation techniques
You’ve almost finished your preparation. All that’s left to do
is to decide how you will evaluate your presentation. There
are a number of techniques you can use to do this, and the
more popular approaches are summarised below.
Techniques to Evaluate the Effectiveness of a Presentation
Technique
Description
Action
research
A great way to evaluate a presentation is to regularly
reflect on your approach with everyone involved (often
termed your community of practice) and make changes
based on your mutual reflections. Action research is an
informal and problem solving approach to evaluation.
Critical
friends
A great way to evaluate your presentation before you
present it is to run it past a few of your colleagues.
These critical friends will help you determine whether
the sequence of your presentation is effective, because
they will put themselves in the shoes of your audience.
Focus group
interviews
There will be times when you need a far more formal
method to evaluate your presentation, especially if you
are presenting at a national conference. This is where a
focus group interview can be useful, because it allows
you to gather a snapshot of how an audience will react.
Gather a small group of people who resemble the type
of people who will be in your “real” audience and ask
them to share their perceptions of your presentation.
One-on-one
interviews
A great way to get immediate (and informal) feedback is
to mingle with your audience when your presentation is
finished. Ask them what they thought, and try to gauge
whether they have understood your key message. Some
may find it difficult to be totally honest in a one-on-one
interview, but you will get a good idea of how you went.
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You will discover how to review a
presentation in Learning Topic 4.
BSBCMM401 Make a presentation – Learner Guide
Techniques to Evaluate the Effectiveness of a Presentation
Technique
Description
Written
feedback
provided by
participants
Distributing an evaluation form at the completion of a
presentation is a popular way of getting feedback from
an audience. Not all participants will complete the form,
and you will not be able to use their feedback to modify
the presentation you have just delivered, but you will be
able to use the feedback to modify future presentations.
Presentation Preparation Checklist
Is your presentation ready for delivery?
Yes
Does the presentation reflect the principles of effective
communication?
• Do you know your topic (clarity)?
• Do you know your audience (understanding)?
• Will you measure your success (feedback)?
Have you identified the legislative obligations that may
affect the presentation?
Have you confirmed the key message of the
presentation?
Have you confirmed the intended outcomes of the
presentation?
Have you organised the content of the presentation into
clear and logical steps?
Have you selected an appropriate method to deliver the
presentation?
Have you selected appropriate aids and materials to
support the presentation?
Have you selected appropriate strategies to encourage
audience participation?
Have you matched your presentation approach to the
characteristics of the audience?
Have you confirmed the roles / responsibilities of
everyone involved in the presentation?
Have you selected an appropriate technique to evaluate
the presentation?
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No
Use the Presentation Preparation
Checklist (opposite) to ensure your
presentation is ready for delivery
to an audience.
BSBCMM401 Make a presentation – Learner Guide
ASSESSMENT POINT 1
You should now contact your facilitator, trainer, teacher or
assessor to show them at least one (1) draft presentation
you have prepared. The presentation must be related to
your occupation or to an area that is of interest to you.
You may have prepared your presentation using a software
package such as PowerPoint or Prezi, or you may have used
a template provided by your facilitator.
Alternatively, you may have prepared your presentation
using one of the following templates provided in this Guide:
• Presentation Planning Template (see page 18)
• Storyboard Template (see Appendix B)
• Demonstration Plan Template (see Appendix C).
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It’s time to contact your facilitator,
trainer, teacher or assessor!
BSBCMM401 Make a presentation – Learner Guide
Learning Topic 3: Delivering presentations
Having prepared your presentation, it’s now time to deliver
it to your target audience.
Discuss the intended outcomes of the presentation
In the previous learning topic you organised and structured
a presentation into the following clear and logical steps.
Welcome
Key Message (Segment 3)
Summary of Key Message
Overview
Key Message (Segment 2)
Issues Arising
Background
Key Message (Segment 1)
Conclusion
It’s now time to guide your audience through the first three
steps of your presentation. If you are using software such as
PowerPoint, these steps (or slides) should be projected on a
screen in clear view of the audience, while you should stand
between the screen and the audience.
Welcome
Introduce yourself and anyone else who may be involved in
the presentation. If an audience is small, allow participants
to introduce themselves. A positive impression during your
Welcome will generate interest amongst the audience and
focus their attention.
Overview
Explain the outcomes that you intend to achieve by the end
of the presentation. An Overview must be concise and clear,
and you should allow participants to ask any questions they
may have about the intended outcomes. While an Overview
is short, sharp and to the point, you must be confident that
the audience understands the purpose of the presentation
before you continue any further.
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Always discuss the outcomes you
intend to achieve before you start!
BSBCMM401 Make a presentation – Learner Guide
Background
Having confirmed the audience understands the purpose of
your presentation, you should provide a basic chronological
Background of the events that led to your decision to make
the presentation. This clarifies and reinforces the perennial
question: Why are we here?
Welcome
Overview
Background
The first three steps of an effective
presentation.
Who I am
What I hope to acheive
Why we are all here
Use your presentation aids and materials
When you were preparing your presentation, you selected
aids and materials (such as laptops and data projectors) to
suit the format and purpose of your presentation. When
you deliver the presentation, you need to use these aids
and materials to support each participant’s understanding
of your key concepts and central ideas.
When used effectively, presentation aids and materials
significantly optimise the key message of a presentation.
When used ineffectively, the experience can be frustrating
for participants and embarrassing for you. Make sure you
practise using your presentation aids and materials before
the presentation commences.
Key Message Segments
You should concentrate your use of aids and materials in
the Key Message Segments of a presentation. It is in these
segments where you introduce the key concepts and
central ideas of your presentation, and you will need to
reinforce these verbally, textually and graphically. However,
you will also need to continually ask yourself the question:
Does this enhance or detract from my key message?
The table overleaf contains a list of
presentation aids in the left
column. You need to match them
to the key concepts and central
ideas that you feel they would best
support in the right column.
A sample has been provided to get
you started. A list of suggested
matches has been provided at
Appendix A.
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BSBCMM401 Make a presentation – Learner Guide
Quiz 4 – Presentation Aids and Key Messages
Presentation Aid
Key Concepts and Central Ideas
Overhead projectors
A
Diagrams, charts and posters
B
You are presenting at your organisation’s annual
conference. It is imperative that the management team
recognise the work undertaken by regional contract
staff, but your star performers are unable to attend. You
could try to convey their stories yourself, but it would be
far more powerful if they could address the conference
themselves.
Whiteboards
C
You are presenting a series of fire management
information sessions to land owners and farmers. All of
the presentations will be held outdoors, so you will have
no access to power. You are aware that this audience has
previously been reluctant to attend information sessions,
so your message will need to be hard hitting and to the
point.
Paper-based handouts
D
You are presenting a workshop at the community library
on the availability of subsidised computer training
courses. Your target audience will mainly be senior
citizens, retirees and new immigrants. You have heard
the audience is sceptical of new presentation
technology, and you do not want to get them offside.
Digital video / audio recordings
E
You are presenting at a health sector forum and you
need to gather feedback from your audience on six
recommendations that were recently made to improve
workplace safety practices. You must record the
comments people make, because you have to prepare a
report on the outcomes of your presentation.
© 2014 | Shea Business Consulting
D
You are demonstrating a new approach to report writing
to a group of managers and team leaders from a large
organisation. The new approach has been carefully
documented, and you expect each team leader to
implement it within their team over a four week period.
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BSBCMM401 Make a presentation – Learner Guide
Utilise feedback to make changes to the presentation
Having gathered feedback from your participants and
everyone else involved in the presentation, you now need
to consolidate and use this feedback to make any changes
necessary to your key concepts and central ideas.
Feedback Consolidation
Common Problems
Possible Causes
Presentation
seemed to drag
Too much content
Spoke for too long without involving audience
Did not provide sufficient variety or generate
sufficient interest
Inadequate planning and preparation
Presentation
finished too
quickly
Insufficient content
Did not invite audience participation
Limited audience interest or enthusiasm
Inadequate planning and preparation
Audience would
not participate
Did not ask or invite sufficient questions
Did not invite audience participation
Lack of motivation and enthusiasm from
presenter
Inadequate planning and preparation
Audience would
not stop talking
High level of interest in topic
Poorly controlled discussion
Lack of focus from presenter
Inadequate planning and preparation
Feedback Changes Form
Key Concepts and Ideas
Changes Necessary
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The Feedback Consolidation table
opposite summarises the more
common problems and possible
causes that you may unearth.
Use the Feedback Changes Form
opposite to list the changes
necessary to your key concepts
and central ideas.
BSBCMM401 Make a presentation – Learner Guide
Self-evaluation and reflection
A good way to improve your presentations is to develop
what is called reflective practice, which involves taking time
out on a regular basis to reflect on your performance and
identify areas for improvement.
Self Evaluation and Reflection Form
Areas for Improvement
Strategies to Improve Performance
Presentations running over
time and audience discussion
difficult to control
Better up-front planning and
better management of
audience participation
Use the Self Evaluation and
Reflection Form opposite to
identify areas for improvement and
strategies to address these areas
so that you can enhance the
effectiveness of your future
presentations.
ASSESSMENT POINT 3
You should now contact your facilitator, trainer, teacher or
assessor to discuss the techniques you have used to review
the effectiveness of at least one (1) of your presentations.
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It’s time to contact your facilitator,
trainer, teacher or assessor!
BSBCMM401 Make a presentation – Learner Guide
Learning Topic Checklist
Can you provide evidence of the following?
Yes
I can describe:
• the methods used to collect information and feedback
to support the review of presentations
• the regulatory and organisational obligations that need
to be observed during presentations
• the principles of effective communication
• the range of presentation aids and materials that can
be used to support presentations.
I have prepared at least one (1) presentation related to
my occupation or to an area of interest to me.
I have delivered at least one (1) presentation related to
my occupation or to an area of interest to me.
During the delivery of my presentation:
• I used effective presentation strategies
• I used effective communication principles
• I used presentation aids and materials to support the
presentation.
I have reviewed at least one (1) of my own presentations
related to my occupation or to an area of interest to me.
As part of the review process:
• I selected and implemented techniques to evaluate the
effectiveness of my presentation
• I made changes to improve my future presentation.
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No
Having reached the end of this
Learner Guide, you should be able
to complete the Learning Topics
Checklist opposite.