5304155-16002000Assessment task workbook
5304155-16002000Assessment task workbook
TAEDEL401 Plan, organise and deliver group-based learning
INSTRUCTIONS TO PARTICIPANTS
This Assessment Task Workbook has been designed to guide you through providing evidence to demonstrate your competency in the unit:
TAEDEL401 Plan, organise and deliver group-based learning
The learning and assessment process
Your Trainer/Assessor will support you throughout the learning and assessment process.
Your Trainer/Assessor will give you:
This Assessment Task Workbook, which contains:
information to help you research information and develop your knowledge
assessment tasks for you to complete
A Learning Guide which you can refer to during and after the course.
You will be assessed on this competency through completion of four assessments:
Knowledge questions (assessment tasks 1 to 4).
Preparation of a session plan and learning resources and delivery of a 20 minutes teaching session in class (assessment tasks 5 to 7)
Preparation of sessions plan and learning resources and delivery of a two 40 minutes teaching session in your workplace (assessment tasks 7 to 9)
Review of your teaching sessions based on feedback received from your assessor and participants and your own reflection (assessment task 10). This can only be completed after completing the first three assessments.
St John Ambulance Australia Inc
Participant Assessment Plan
Complete the following boxes.
Qualification TAE40116 Certificate IV in Training and Assessment
Unit code and name TAEDEL401 Plan, organise and deliver group-based learning
Participant name Course code/number If you have any concerns or special needs (including language, literacy or numeracy) at any time during this assessment, please speak to your trainer.
This course consists of the following unit of competency:
TAEDEL401 Plan, organise and deliver group-based learning
You will be assessed on this competency through completion of a workbook.
To be deemed competent, you must be marked satisfactory against all the assessment items. If you are deemed not yet competent, you will have the opportunity for re-assessment.
You may appeal an outcome you are not happy with by using the St John Ambulance appeals process. Please speak to your trainer if you wish to appeal.
All work submitted must be your own, in accordance with the St John Ambulance Australias plagiarism policy (listed in the Participant Induction Handbook).
Participants Declaration:
I was advised about the content, purpose and process of assessment.
I have received information about the unit of competency and understand the evidence requirements.
I agree to the assessment process.
The appeals process has been explained to me.
I have informed my assessor of any special needs, if applicable.
I confirm all evidence submitted by me for assessment is the product of my own work, (unless otherwise stated), and contains no material previously published or written by another person, except where due reference is given in the text.
Signature: Date Assessment task 1
This task requires you to demonstrate your knowledge of learning theories and principles.
1.1
Answer the following questions
What are the four (4) main types of learning theory?
Which theory is considered to bridge the gap between purely behaviourist theory and cognitive theory?
According to the above theory, how is most human behaviour learned?
At what level of consciousness does the above theory operate?
Explain why the above theory requires a trainer to be a role model for behaviour in a group training environment?
Which of Blooms three (3) domains of learning relates to motivation?
What kind of learning theory is Mayers Multimedia Learning Principle?
According to Mayer, how do individuals process and make sense of information?
What are the three (3) levels of information processing, according to Mayer?
Mayer considers learning as an active process. What does it involve?
Is Piagets theory of cognitive development more relevant for pedagogy or andragogy?
Piagets formal operations stage is where an individual can speculate and envisage solutions to problems. What type of reasoning is this?
Vygotsky took a different approach to cognitive development. What are the four (4) key points of his theory?
What defines the scaffolding approach to learning?
How should a VET trainer apply scaffolding?
What is the most famous humanist theory?
How did Maslow define goal-attainment for an individual?
From our point of view as VET trainers, the required learning outcome equates to self-actualisation. In a group training environment, what two (2) lower levels of Maslows hierarchy must be provided through actions as a trainer?
What is the idea behind Kolbs experiential learning theory?
How did Kolb define learning?
What are the four (4) stages in Kolbs learning cycle?
What does group training need in order to provide concrete experience?
How can we encourage reflective observation in a group training session?
How can we encourage abstract conceptualisation in a group training session?
What is the assumption behind learning styles theories?
What are Kolbs four (4) learning styles?
Give a short explanation of accommodating learning style?
Which of Kolbs learning styles views concrete situations from several different viewpoints and tends to be creative?
Which two (2) of Kolbs learning styles prefer thinking over doing?
What learning style theory has been disproved by current research?
How did Howard Gardner define intelligence?
How did Vygotsky define intelligence?
Do a Google search for definitions of intelligence. In your own words, provide a good definition of intelligence.
What are Gardners seven (7) types of intelligence?
Reading the characteristics of Gardners seven (7) types of intelligence, identify two (2) types you will need in order to be effective as a group trainer.
If learning theories explore and try to define what learning is, what do learning principles explore and try to define?
Who wrote The modern practice of adult education: From pedagogy to andragogy?
Why is andragogy defined as helping adults learn?
Knowles identified six (6) characteristics of adult learners. What are they?
Adults need to know the reason for learning something. List three (3) things adults expect from a learning experience.
Why should adults be offered choice and encouraged to set their own learning goals? Provide five (5) characteristics which make this necessary.
Adult learners are a valuable resource because they bring the richness and diversity of their lives with them. What does this mean for us in a group training environment?
Adult learners want timely learning. What does this mean?
Where an adult has learning experiences which do not embrace adult learning principles, what will be diminished?
What can you do at the beginning of group training as an ice breaker, which will also help you understand the motivations and needs of the participants?
Why, in a group training environment, must you give participants opportunities to express their thoughts?
Adult learners tend to judge. How can you promote positive, as opposed to negative, judgement?
What is the main role of a VET trainer?
1.2
Read the following
You need to demonstrate knowledge of resources available to identify different learner styles. As there is no objective evidence learners can be categorised in such a way, you would need to be careful not to make assumptions. In group training you would use a range of delivery methods as appropriate to the subject being delivered.
There are many sites on the internet offering free tests of learner styles, such as VAK and multiple intelligences. You need to access two of the sites providing a quiz to identify intelligences and learning styles.
Note: VAK is not supported by current research, you will select one test on Gardners Multiple Intelligences and a second test on Kolbs learning styles.
The following site was accessed in May 2020. If this site is no longer available, you will need to conduct a Google search for multiple intelligence test/quiz.
http://www.literacynet.org/mi/assessment/findyourstrengths.htmlYou also need to complete a quiz or test for Kolbs learning styles. The following link was accessed in May 2020: http://www.emtrain.eu/learning-styles/
Locate a site where you can complete a test to determine your own intelligence type based on Gardners Multiple Intelligences
Complete the test
Complete the table below
Web address (URL) of the site you located:
The result of the test what is your intelligence type?
Your opinion of the accuracy of the test (explain your response):
Your opinion as to whether using this type of test for learners would be beneficial (explain your response):
1.3
Locate a site where you can complete a test to determine your own learning style based upon Kolbs learning styles
Complete the test
Complete the table below
Web address (URL) of the site you located:
The result of the test what is your intelligence type?
Your opinion of the accuracy of the test (explain your response):
Your opinion as to whether using this type of test for learners would be beneficial (explain your response):
Assessor comments/feedback
Knowledge evidence
Learning theories and principles
Resources available to identify different learner styles
Different delivery methods and techniques appropriate to face-to-face group delivery
Satisfactory Not Yet Satisfactory
Assessment task 2This task requires you to interpret the learning and environment and delivery requirements.
2.1
Read the following
The target group identified in the learning program are undertaking a work-based traineeship to attain BSB40515 Certificate IV in Business Administration. This is a 2-year funded learning pathway. The qualification description is:
This qualification is suited to a range of individuals who use well developed administrative skills and a broad knowledge base in a wide variety of administrative contexts. They apply solutions to a defined range of unpredictable problems and analyse information from a variety of sources.
The units of competency in the learning program are:
BSBADM405 Organise meetings
BSBFIA401 Prepare financial reports
BSBITU401 Design and develop complex text documents
BSBITU402 Develop and use complex spreadsheets
BSBITU404 Produce complex desktop published documents
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBCUS401 Coordinate implementation of customer service strategies
BSBMKG413 Promote products and services
BSBMKG414 Undertake marketing activities
BSBCMM401 Make a presentation
This is a group of 10 learners, currently working in an administrative role at the front line of a business with direct client contact. The electives have been selected as appropriate for a front-line customer service role with a focus on marketing.
The learning program includes one (1) day every six (6) weeks attending the RTO for workshops. There will only be one (1) workshop day per unit. The purpose of the workshop is to introduce each unit and provide basic skills and knowledge. The trainees will then return to the workplace where they will undertake workplace projects under the supervision of their manager. They have six (6) weeks to complete the projects for each unit. The projects will be designed by the RTO assessor in consultation with the workplace supervisor. Your main point of contact will be the RTO assessor who is overseeing the program and will conduct the assessments.
A specialist trainer will deliver the IT and financial unit workshops. Your role is to deliver group training for the other units. Each session needs to concentrate on the knowledge requirements for the units. You will need to research these by visiting www.training.gov.au and checking the Assessment Requirements document for each of the units you will deliver.
Trainees will build the skills in the workplace. Your RTO has purchased learning guides for each unit from an external source. You will need to familiarise yourself with the contents, confirm they cover all necessary knowledge requirements and plan your delivery.
Two members of the group of 10 are migrants, one from China and one from Saudi Arabia. Both have good English language skills. One member of the group is in a wheelchair.
Complete the following table, interpreting the delivery requirements
Workshop delivery requirements
Qualification code and name
List of all units in the learning program
List of units which are my personal responsibility to deliver
Person to liaise with and clarify my responsibilities and their boundaries
Other personnel involved in supporting the learning pathway
BSBADM405 Organise meetings
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session.
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session
BSBCUS401 Coordinate implementation of customer service strategies
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session
BSBMKG413 Promote products and services
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session
BSBMKG414 Undertake marketing activities
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session
BSBCMM401 Make a presentation
List of knowledge which must be addressed in the Learning Guide and delivered in the one-day workshop session
Are the group currently working and what is their role?
Are any of the group from a different cultural background and will you be able to use the diversity of the group to support learning?
Do any of the group members have a special need? What is the need and what specific facilities will they need?
How will you need to arrange the training room to ensure safety, access and egress are not compromised?
This group will complete the usual LLN test prior to registration for the course. Do you think there will be any LLN issues? YES/NO
What is the overall time frame allowed for completing the entire qualification?
Assessor comments/feedback
Performance criteria
1.1 Access, read, and interpret learning program documentation to determine delivery requirements
1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics
1.3 Identify and assess constraints, and risks to delivery
1.4 Confirm personal role and responsibilities in planning, and delivering training, with relevant personnel
Knowledge evidence
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Specific resources, equipment and support services available for learners with special needs
Satisfactory Not Yet Satisfactory
Assessment task 3This task requires you to interpret the learning and environment and delivery requirements for a unit of competency in your own area of expertise.
3.1
Read the following
This task requires you to select a unit of competency in your own area of expertise to be delivered in a group training situation. Later, you will be required to deliver training sessions using the plans you develop in this and the next few assessment tasks.
You may have already created a Learning Program as part of TAEDES401. If you have done so, you can use the learning program as the basis for this task. If not, you will either need to source an existing learning program or use your vocational knowledge and experience to determine what the learning program would contain. It is also recommended you consult with colleagues and your trainer - this task MUST relate to a unit of competency from a training package or accredited course
Your vocational expertise should enable you to identify the types of learners who would be undertaking this type of learning program whether they are in employment, the types of work they do and the purpose of the learning program. You should also be able to determine the LLN levels of the learners, whether you will need to provide support to develop LLN skills as part of the learning program.
Consider also the characteristics of your learners. Australia is a multi-cultural country and you may have learners from different backgrounds and cultures. Consider how you can use the diversity of the group to support learning.
Think about the competency standard and job role. If a person has a disability, will they still be able to perform the job role after training, provided reasonable adjustments are applied? What kind of disabilities and reasonable adjustments may be required in the delivery?
Determine the overall time frame for the learning. It is unlikely one session will be sufficient for a unit of competency unless this is supported by work-based learning. How long will the session/s be? Where will they be held? What kind of resources will you need? What risks need to be taken into account both from the point of view of safety and risks to achieving the learning outcome? How will you eliminate or control risks to safety? How can you mitigate risks to achieving the learning outcome?
Once you have a picture of the learning program, download and analyse the unit of competency.
3.2
Use the information you have researched and the contents of the unit of competency to complete the following table.
What is the unit of competency?
What is the application of the unit?
What are the elements?
What will be the time frame for the overall learning program and how many workshop sessions will you need? Ensure there are at least two (2) workshop sessions as you will need to provide evidence of delivering both sessions they must be at least 40 minutes duration.
Analyse the unit of competency and decide upon an appropriate flow of learning. List the subjects to cover.
What will be the location of the group training sessions?
What kinds of facilities and resources will you need?
Describe the characteristics of the learner group. Include:
number of participants
age range
cultural mix
possible special needs
LLN levels and requirements for LLN support
current work role or otherwise
learners motivation in undertaking the training
Hazards in the learning environment related to:
location
equipment and facilities
the learners
Risk controls to put in place for the hazards.
Risks to achievement of the learning outcome and strategies for their reduction.
Who will you need to consult and liaise with in order to clarify and perform your training role?
What RTO or employer organisational policies and procedures must you comply with in delivering the training?
Assessor comments/feedback
Performance criteria
1.1 Access, read, and interpret learning program documentation to determine delivery requirements
1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics
1.3 Identify and assess constraints, and risks to delivery
1.4 Confirm personal role and responsibilities in planning, and delivering training, with relevant personnel
2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners
Knowledge evidence
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Different delivery methods and techniques appropriate to face-to-face group delivery
Different techniques for the recognition and resolution of inappropriate behaviours
Assessment and risk control measures relating to the facilitation of group-based learning
Policies and procedures relevant to the learning environment.
Satisfactory Not Yet Satisfactory
Assessment task 4
This task requires you to demonstrate the balance of the knowledge requirements for the unit.
4.1
Answer the following questions
Questions
Learning difficulties and special needs
If you notice a learner having difficulty reading, what condition might they have?
If a learner in a group environment shows difficulty concentrating, is fidgeting and behaving impulsively, what condition might they have?
If you notice this type of learning difficulty and are not sure how to deal with it, who would you ask advice from and what would you need to ensure?
If a learner has a medical condition, you should make reasonable adjustments where appropriate. When would you NOT make reasonable adjustments and what would action would need to be taken?
If learners are new migrants their ability to communicate and understand English may be limited or non-existent. In this case what will be required and what support service may you need?
Even with long-term migrants who can understand English, you may need to make adjustments to your delivery. What should you do?
If a member of the group is profoundly deaf, what kind of expert support might you need?
If a member of your group is wearing a hearing aid, what two (2) things can you do to help them understand you when you are speaking?
If a member of the group is disabled and requires the use of a wheelchair you will need to ensure they have appropriate access. What else will you need to consider?
You are not expected to be an expert in disability support and should seek advice from a specialist where possible. What else should you do and why?
New migrants who have suffered abuse and violence may behave in a way indicating a learning difficulty, because they wont speak up. Is this a learning difficulty and what would you do to make the learner feel more secure and prepared to speak up?
Who might you call upon to help with learning difficulties experienced by indigenous Australians?
4.2
Answer the following questions
Questions
Organisational record management systems and reporting requirements
What are the 3 quality indicators RTOs must report to ASQA?
In group training, you need to keep a record of attendance. Which of the quality indicators does this data contribute to?
There is a special learner questionnaire RTOs must use at the end of a course. Which of the quality indicators does this data contribute to?
You need to keep detailed records of formative assessment. What does formative assessment contribute to?
What quality indicator relates to summative assessment data?
For how many years must an RTO retain evidence of competency for each trainee?
The quality management system must have a process whereby feedback is regularly analysed and the results reviewed. What is the purpose?
Why would you personally want to review trainee feedback?
Assessor comments/feedback
Performance criteria (underpinning knowledge)
5.4 Maintain and store learner records according to organisational requirements
Knowledge evidence
Behaviours that may indicate learner difficulties, and the methods used to address these difficulties
The purpose of organisational record-management systems and reporting requirements
Specific resources, equipment and support services available for learners with special needs
Policies and procedures relevant to the learning environment.
Satisfactory Not Yet Satisfactory
Assessment task 5
This task requires you to prepare for the delivery of a group based learning session during class time.
Identify the subject of your delivery session - this may be training in a skill (such as painting) or another subject where you have expertise
Some ideas
Safe work practices
Communication techniques
Access and equity and anti-discrimination
Customer service
Information technology computer use/applications/the internet
Social networking
Public speaking
Conduct research and/or discuss with support personnel the way you will make reasonable adjustments for the special need
Prepare and submit the following:
Describe the target group, their characteristics and needs and how you will make reasonable adjustment for individual special needs (complete table below)
A session plan (next page)
Learning materials which may be sourced or created by you (either copy into this workbook or attach)
Target group Group Characteristics and needs How you would make reasonable adjustments
Session Plan 1
Description of session and location Unit of competency Learning Outcome Statement Preparation Checklist Segment Introduction
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Copy this table as many times as you need for the session.
Segment Timing Trainer Actions / Key Points Trainee Actions Resources to use
Segment Conclusion
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Assessor comments/feedback
Performance criteria
1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics
1.3 Identify and assess constraints, and risks to delivery
2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2 Develop session plans and document these plans for each segment of the learning program
3.1 Contextualise learning materials to meet the needs of the specific learner group
3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3 Confirm overall delivery arrangements with relevant personnel
Knowledge evidence
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Specific resources, equipment and support services available for learners with special needs
Assessment and risk control measures relating to the facilitation of group-based learning
Performance evidence
Providing evidence of how the characteristics and needs of this group were addressed
Identifying and responding to individual needs
Accessing and using documented resources, and any support personnel required to guide inclusive practices.
Satisfactory Not Yet Satisfactory
Assessment task 6
This task requires you to organise and deliver the training session you have planned in Task 5.
Read the following
Your assessor must observe you delivering the session. This will happen face to face in class.
Make sure you make all arrangements for venue, safety, equipment etc.
As well as your session plan and learning materials, you will need copies of feedback forms for the participants to complete at the end of the session.
Deliver the session, observed by your assessor
Note: Your assessor will complete the observation form on the next page. You should read the form so you know what you need to demonstrate.
Observation form task 6 assessor use only
Candidate Name Assessor Name Method of Observation Date of Delivery Duration of session Number of participants Purpose of session Performance observed (tick if satisfactory)
Introduces the session with the learning outcome
Addresses ground rules, safety and emergency procedures if relevant
Follows the session plan structure and timing, modifying as required in response to participant performance / questions
Makes appropriate adjustments for participant with special need
Demonstrates inclusive practices
Demonstrates in-depth knowledge, confidence and enthusiasm for the subject matter
Actively encourages participation, discussion and questioning
Facilitates exploration of participant experience, using the diversity of the group as a resource to support learning
Responds to individual participant needs as they occur, using observation skills, patience and empathy
Identifies areas of learner difficulty and uses a range of delivery methods to achieve the learning outcomes
Uses learning resources and any technology, props, tools etc. effectively to promote learning
Provides opportunities for practice
Gives positive and supportive feedback and guidance
Assessor comments feedback to the candidate (required)
Signature of Assessor
Assessor comments/feedback
Performance criteria
3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3 Confirm overall delivery arrangements with relevant personnel
4.1 Conduct each session according to the session plan, modified where appropriate to meet learner needs
4.2 Use the diversity of the group as another resource to support learning
4.3 Employ a range of delivery methods to optimise learner experiences
4.4 Demonstrate effective facilitation skills to ensure effective participation and group management
5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances
Knowledge evidence
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
Different delivery methods and techniques appropriate to face-to-face group delivery
Behaviours that may indicate learner difficulties, and the methods used to address these difficulties
Specific resources, equipment and support services available for learners with special needs
Assessment and risk control measures relating to the facilitation of group-based learning
Performance evidence
At least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed
Identifying and responding to individual needs
Accessing and using documented resources, and any support personnel required to guide inclusive practices.
Satisfactory Not Yet Satisfactory
Assessment task 7
This task requires you to prepare session plans.
7.1
Read the following
Performance evidence for this unit requires you to deliver three (3) group training sessions, observed by your assessor.
Two (2) of the training sessions must be delivered to a group with a minimum of eight (8) participants and should relate to the same unit of competency following on from one another. These sessions must be a minimum of 40 minutes duration each. They dont need to cover all aspects of the unit of competency, but it needs to be clear what they do cover.
In task 3, you interpreted the learning environment and delivery requirements for a unit of competency and a target group in your own area of vocational expertise. It is recommended that you design the delivery sessions based upon the same unit.
You may wish to focus the first delivery on knowledge requirements and then design the second delivery as a practical session, but this is not essential as long as the learning for both sessions has a logical flow appropriate for the target group.
On the next page there is a template for a session plan.
Complete the two session plans on the following pages.
Session Plan 1
Description of session and location Unit of competency Learning Outcome Statement Preparation Checklist Segment Introduction
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Copy this table as many times as you need for the session.
Segment Timing Trainer Actions / Key Points Trainee Actions Resources to use
Segment Conclusion
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Session Plan 2
Description of session and location Unit of competency Learning Outcome Statement Preparation Checklist Segment Introduction
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Copy this table as many times as you need for the session.
Segment Timing Trainer Actions / Key Points Trainee Actions Resources to use
Segment Conclusion
Timing Trainer Actions / Key Points Trainee Actions Resources to use
Assessor comments/feedback
Performance criteria
2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2 Develop session plans and document these plans for each segment of the learning program
2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery
Knowledge evidence
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Different delivery methods and techniques appropriate to face-to-face group delivery
Assessment and risk control measures relating to the facilitation of group-based learning
Policies and procedures relevant to the learning environment.
Satisfactory Not Yet Satisfactory
Assessment task 8
This task requires you to prepare resources for delivery of two consecutive training sessions.
8.1
Read the following
In task 7, you designed two session plans based upon a unit of competency in your own area of vocational expertise.
Before you undertake this task, you should also have discussed the practicalities of how the two 40-60 minutes sessions are to be observed by your assessor, the location of delivery and the characteristics, needs and size of the group remembered it must be a minimum of 8 participants.
You will now need to prepare the learning resources for both sessions. The learning resources may be sourced by you or you may design them from scratch. You can incorporate such things as organisational policies and procedures, models, props, videos, Power Point presentations, pictures, graphs and other handouts. These should already have been listed in your session plans but you may find, after further thought, that the session plans need to be modified.
Remember that you need to use a range of delivery methods using your knowledge of learning principles and theories. (A lecture or presentation is not acceptable.)
This task involves gathering together or creating all of the resources you will use and submitting them to your assessor for feedback.
You must include:
At least one learning resource to be handed to each participant for each session
A Power Point in at least one of the sessions
At least one formative assessment task to be completed by each participant for each session
A feedback form for each of the participants to complete at the end of the second session.
Submit your learning resources, correctly collated. If any materials (such as equipment) cannot be submitted, a photograph or list may be submitted instead.
Assessor comments/feedback
Performance criteria
2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2 Develop session plans and document these plans for each segment of the learning program
2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery
3.1 Contextualise learning materials to meet the needs of the specific learner group
3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3 Confirm overall delivery arrangements with relevant personnel
Knowledge evidence
Learning theories and principles
The relevant industry area and subject matter of the delivery
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Different delivery methods and techniques appropriate to face-to-face group delivery
Evaluation and revision techniques used to improve session plans
Assessment and risk control measures relating to the facilitation of group-based learning
Policies and procedures relevant to the learning environment.
Satisfactory Not Yet Satisfactory
Assessment task 9
This task requires you to deliver 2 consecutive training sessions.
9.1
Read the following
This task addresses two-thirds of the performance evidence for this unit of competency.
You will use the session plans and resources that you have developed in tasks 7 and 8 to deliver the two consecutive training sessions. They must be a minimum of 40 minutes in duration and to a group of no less than 8 participants.
The deliveries must be observed by your assessor, who will complete the observation form below during the observation and give you feedback. The observation may be face to face or you may be required to submit a video of your deliveries or perhaps use Skype or other electronic means to enable your assessor to observe you.
You will need to provide evidence of the number of participants a minimum of 8. If observation is electronic this must show the participants - the participants must consent to recording.
The observation form on the next page indicates what your assessor needs to see. The second session must flow on from the first, using the same unit of competency.
Deliver both sessions, observed by your assessor
Give a copy of the feedback form to each participant at the end of the second session and ask them to complete it
The observation forms and feedback forms must be submitted in your evidence portfolio
Observation form for assessor to complete Session 1
Candidate Name Assessor Name Method of Observation Date of Delivery Duration of session Number of participants Unit of Competency Performance observed (tick if satisfactory)
Introduces the session with the learning outcome
Addresses ground rules, safety and emergency procedures if relevant
Follows the session plan structure and timing, modifying as required in response to participant performance / questions
Demonstrates professional and respectful behaviour and manages the group effectively
Demonstrates in-depth knowledge, confidence and enthusiasm for the subject matter
Actively encourages participation, discussion and questioning
Facilitates exploration of participant experience, using the diversity of the group as a resource to support learning
Avoids lecture or presentation methods, focusing on participant activities to promote learning through discovery
Responds to individual participant needs, using observation skills, patience and empathy
Identifies areas of learner difficulty and uses a range of delivery methods to achieve the learning outcomes
Uses learning resources and any technology, props, tools etc. effectively to promote learning
Provides opportunities for practice
Gives positive and supportive feedback and guidance
Uses appropriate formative assessment methods to confirm learning outcome
Records learner progress according to organisational policies, procedures and systems
Assessor comments feedback to the candidate (required)
Signature of Assessor
Observation form for assessor to complete Session 2
Candidate Name Assessor Name Method of Observation Date of Delivery Duration of session Number of participants Unit of Competency Performance observed (tick if satisfactory)
Introduces the session with the learning outcome
Relates the second session to the learning outcome for the first session
Addresses ground rules, safety and emergency procedures if relevant
Follows the session plan structure and timing, modifying as required in response to participant performance / questions
Demonstrates professional and respectful behaviour and manages the group effectively
Demonstrates in-depth knowledge, confidence and enthusiasm for the subject matter
Actively encourages participation, discussion and questioning
Facilitates exploration of participant experience, using the diversity of the group as a resource to support learning
Avoids lecture or presentation methods, focusing on participant activities to promote learning through discovery
Responds to individual participant needs, using observation skills, patience and empathy
Identifies areas of learner difficulty and uses a range of delivery methods to achieve the learning outcomes
Uses learning resources and any technology, props, tools etc. effectively to promote learning
Provides opportunities for practice
Gives positive and supportive feedback and guidance
Uses appropriate formative assessment methods to confirm learning outcome
Records learner progress according to organisational policies, procedures and systems
Assessor comments feedback to the candidate (required)
Signature of Assessor Assessor comments/feedback
Performance criteria
4.1 Conduct each session according to the session plan, modified where appropriate to meet learner needs
4.2 Use the diversity of the group as another resource to support learning
4.3 Employ a range of delivery methods to optimise learner experiences
4.4 Demonstrate effective facilitation skills to ensure effective participation and group management
5.1 Monitor, and document, learner progress to ensure outcomes are being achieved, and individual learner needs are being met
5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances
5.3 Manage inappropriate behaviour to ensure that learning can take place
5.4 Maintain and store learner records according to organisational requirements
Knowledge evidence
The relevant industry area and subject matter of the delivery
Different delivery methods and techniques appropriate to face-to-face group delivery
Different techniques for the recognition and resolution of inappropriate behaviours
Assessment and risk control measures relating to the facilitation of group-based learning
Policies and procedures relevant to the learning environment.
Performance evidence
At least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals
Identifying and responding to individual needs
Satisfactory Not Yet Satisfactory
Assessment task 10
This task requires you to review and report on the three (3) delivery sessions you have completed. Answer all the questions in this document.
Delivery Methods
What learning theories/principles were applied?
What learning aids and physical resources were used and how effective they were?
What trainee activities were used and how effective and engaging they were?
Report on learner progress
What methods were used to assess learner progress?
How well did your learners progress?
How did your record progress?
Learners with special needs (LLN, disabilities)
Did you have any learners with special needs? If yes, describe the special needs.
If yes, describe what you did to ensure the learners participated effectively in the learning?
If no, what would you have done if you had such learners in your class?
Evaluation of feedback
What feedback did you receive from your assessor? (provide a summary)
What feedback did you receive from your learners? (provide a summary)
Taking into account the feedback you received and your own reflections, what were three things you did well?
What is one area where you can improve your group training practice?
Assessor comments/feedback
Performance criteria
2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery
5.1 Monitor, and document, learner progress to ensure outcomes are being achieved, and individual learner needs are being met
5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances
5.4 Maintain and store learner records according to organisational requirements
Knowledge evidence
Learning theories and principles
The learner group profile, including characteristics and needs of individual learners in the group
The requirements of the learning program and/or delivery plan, and the content purpose
Different delivery methods and techniques appropriate to face-to-face group delivery
Evaluation and revision techniques used to improve session plans
Specific resources, equipment and support services available for learners with special needs
Assessment and risk control measures relating to the facilitation of group-based learning
Satisfactory Not Yet Satisfactory
Competency Achievement Record
ASSESSOR USE ONLY
Summary of any reasonable adjustment applied
Assessment Re-assessment Comment/feedback
S NYS S NYS 1 2 3 4 5 6 7 8 9 10 OVERALL OUTCOME OF ASSESSMENT COMPETENT NOT YET COMPETENT
Assessors Declaration: I confirm that the above-named student has satisfied all requirements of this unit of competency. I have informed the participant of the assessment decision.
Assessors name: Signature: Date
5304155-16002000Assessment task workbook
BSBCMM401 Make a presentation
INSTRUCTIONS TO PARTICIPANTS
This Assessment Task Workbook has been designed to guide you through providing evidence to demonstrate your competency in the unit:
BSBCMM401 Make a presentation
Application of the unit
This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.
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.
Unit requirements
The unit requirements are shown at the end of each task.
The learning and assessment process
Your Trainer/Assessor will support you throughout the learning and assessment process.
Your Trainer/Assessor will give you:
This Assessment Task Workbook, which contains:
information to help you research information and develop your knowledge
assessment tasks for you to complete
A Learning Guide which you can refer to during and after the course.
You are required to prepare, deliver and review two presentations, the first of 5 minutes and the second of 10 minutes.
Both presentations are to be made during class time.
You must complete all sections of this workbook.
St John Ambulance Australia Inc
Participant Assessment Plan
Complete the following boxes.
Qualification TAE40116 Certificate IV in Training and Assessment
Unit code and name BSBCMM401 Make a presentation
Participant name Course code/number If you have any concerns or special needs (including language, literacy or numeracy) at any time during this assessment, please speak to your trainer.
This course consists of the following unit of competency:
BSBCMM401 Make a presentation
You will be assessed on this competency through completion of a workbook.
To be deemed competent, you must be marked satisfactory against all the assessment items. If you are deemed not yet competent, you will have the opportunity for re-assessment.
You may appeal an outcome you are not happy with by using the St John Ambulance appeals process. Please speak to your trainer if you wish to appeal.
All work submitted must be your own, in accordance with the St John Ambulance Australias plagiarism policy (listed in the Participant Induction Handbook).
Participants Declaration:
I was advised about the content, purpose and process of assessment.
I have received information about the unit of competency and understand the evidence requirements.
I agree to the assessment process.
The appeals process has been explained to me.
I have informed my assessor of any special needs, if applicable.
I confirm all evidence submitted by me for assessment is the product of my own work, (unless otherwise stated), and contains no material previously published or written by another person, except where due reference is given in the text.
Signature: Date
Introduction
This unit requires you to prepare, deliver and review 2 different presentations related to your occupation or an area of interest.
These do not need to be specific work-based tasks that you would need to perform in your work role. They can be presentations that you might make to a different audience and for any appropriate purpose.
Discuss the subject of your presentations with your assessor, prior to planning them. Some suggestions:
My dream holiday persuading the audience this is a holiday they should take
My favourite sport persuading the audience that this sport is worth following
My voluntary organisation persuading the audience that the organisation is worth joining
My hobby persuading the audience to become involved
My charity persuading the audience to support a particular charityThe benefits of further education persuading the audience to undertake further education
Physical exercise persuading the audience to undertake physical exercise
Healthy diet persuading the audience to improve their diet
You will need to select 2 different subjects.
Each presentation will need to be delivered in class to your fellow students.
The first presentation will be for 5 minutes.
The second presentation will be for 10 minutes.
Both presentations must involve using presentation software (e.g. PowerPoint).
Assessment task 11.1 Planning
Use the table below to plan your first presentation
What is the title of your presentation?
What is the desired outcome what do you need to persuade the audience to think and do?
What are the key points you need to impart?
Now place the central points in a logical flow of ideas to build upon to reach the outcome.
Describe the audience how many, what demographic, what characteristics?
What is the location of the presentation?
How will the location influence your presentation strategy?
How long will your presentation go for? How much of this time will be responding to questions from the audience? Be precise your assessor will time the delivery.
What presentation aids will you use or consider using?
You must use Presentation software but you may choose to use other presentation aids (e.g. handout, specific equipment or resource).
Who, other than yourself, will need to be involved in organising, delivering or reviewing the presentation and what will they need to do?
1.2 Speech preparation
Prepare your speech using the headings below. You can either type in what you are going to say or you can prepare dot points under each heading.
Introduction
Ice breaker
Key points
Summing up
Questions
Under questions, think of questions the audience might ask and then write these with your responses (at least 3 questions).
Presentation Aids
Prepare a presentation using presentation software (e.g. PowerPoint). On completion of the unit, you need to submit your presentation to your assessor along with the completed workbook.
Prepare any other presentation aids that you may use during the presentation (e.g. handout) this is optional.
Ensure all equipment or resources (e.g. computer) that you require for your presentation are available
Design a questionnaire form you can give to each member of your audience, seeking feedback on the presentation
Questionnaire
Assessor comments/feedback
Performance criteria
Plan and document presentation approach and intended outcomes
Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
Brief others involved in the presentation on their roles/responsibilities within the presentation
Select techniques to evaluate presentation effectiveness
Performance evidence
Prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:
Effective presentation strategies and communication principles
Aids and materials to support the presentation
Satisfactory Not Yet Satisfactory
Assessment task 2
This task follows on from the previous task
2.1
Read the following
You now need to rehearse the presentation and provide evidence to your assessor. You should arrange to present to at least one other person, who must provide feedback (using the feedback form you designed in assessment task 1) as evidence that you have rehearsed.
Dress in the outfit you will wear for delivering the presentation
Arrange for an appropriate time for others to hear your presentation.
Deliver your speech. As you do so, notice how frequently you are able to look at your audience.
Note the finish time
Attach a copy of the completed feedback form.
Complete the following table
What percentage of the time did you spend reading and what percentage looking at your audience?
Was the speech within the allocated time frame (be exact in minutes)?
Did this allow time for questions?
Make any necessary changes to your presentation, as a result of your experience in the rehearsal
2.2 Read the following
You now need to make the final presentation to a group. Arrange this with the participants and discuss the process you will use with your assessor. Your assessor must observe you delivering the presentation and complete the observation form below. This may be face to face, via Skype, a video conference or recording a video which you submit. It is essential you have an audience and you provide evidence of this. If you are submitting a video, you should arrange for another person to make the video and, at stages throughout the presentation, pan through the audience.
Deliver the actual presentation
Ensure you include time for questions
Seek feedback from your audience, using the questionnaire you designed previously
Submit evidence to your assessor so they can observe you delivering the presentation and see the audience
Observation form - assessor use only
Name of Candidate Name of Assessor Date Observed Method of Observation Complete the following checkboxes
Assessment Criteria Excellent Good Satisfactory Needs Improvement
Reading skills to seamlessly read the prompts while maintaining focus on the audience
Writing skills to develop material, convey ideas and information in an engaging way for the target audience
Oral communication skills to present information using words and non-verbal features appropriate to the audience and context
PC 2.5 Oral communication skills using listening and questioning techniques as appropriate and provides opportunities for participants to ask questions and/or seek clarification
PC 2.3 Oral communication skills to interpret audience reactions and change words or non-verbal features accordingly
Interacts with others uses appropriate conventions and protocols to encourage interaction or present information
Interacts with others uses a range of communication practices to enhance the presentation and demonstrates sophisticated control over oral and visual formats
PC 2.3, 2.5 Interacts with others observes and responds to the audience and alters personal communication style as appropriate
Gets the work done presentation is well-planned to achieve the required purpose
Gets the work done uses presentation aids including digital tools as required to plan and deliver the presentation
PC 1.2, 2.5 Presentation strategy, format and delivery methods match the characteristics of the audience and location
PC 1.3 Presentation aids, materials and techniques suit the format and purpose of the presentation
PC 1.3, 2.2 Presentation aids, materials and techniques enhance audience understanding of key concepts and central ideas.
PC 1.5, 3.1, 3.2 Uses appropriate techniques to gather feedback from the audience for the purpose of evaluating presentation effectiveness
PC 2.1 Begins with an introduction that explains and/or discusses desired outcomes of the presentation
PC 2.4 Secures audience interest and demonstrates persuasive communication techniques
PC 2.6 Summarises key concepts and ideas at strategic points
Assessor comments and feedback to the candidate (required)
Assessor comments/feedback
Performance criteria
1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
2.1 Explain and discuss desired outcomes of the presentation with the target audience
2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience interest
2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
Knowledge evidence
Identify information collection methods that will support review and feedback of presentations
Performance evidence
Prepare and deliver presentations related to occupation or area of interest which demonstrate the use of
Effective presentation strategies and communication principles
Aids and materials to support the presentation
Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations
Satisfactory Not Yet Satisfactory
Assessment task 3
This task requires you to review your presentation.
3.1
Read the following
You should not complete this task until you have received feedback from your assessor as a result of observing your delivery. You will add this feedback to the feedback you have previously received from members of your audience.
This should enable you to evaluate the way you planned and delivered the presentation, identifying your personal strengths and areas for improvement. Consider what you will do differently for your second presentation, as a result of the experience with the first.
Use the feedback you have received, and your own thoughts, to document a review of your presentation in the table below.
Thinking back on how you planned the presentation, what would you change if you were to do it again?
What did you discover in the process of rehearsing the presentation and what did you change as a result of this?
How well did you use your voice? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well did you use your body language? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well were you able to interpret audience reactions, think on your feet and respond effectively? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well did you stay on track and on time? Why do you think so? Is this an area for improvement and if so, how will you improve?
How effective were the presentation aids? Why do you think so? Is this an area for improvement and if so, how will you improve?
How effectively did you persuade the audience, leading them to the conclusion you required? Why do you think so? Is this an area for improvement and if so, how will you improve?
Assessor comments/feedback
Performance criteria
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or form key personnel involved in the presentation to make changes to central ideas presented
Knowledge evidence
Describe the principles of effective communication
Performance evidence
Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations
Satisfactory Not Yet Satisfactory
Assessment task 4This task requires you to prepare a presentation.
4.1
Read the following
This assessment requires you to prepare, deliver and review a second presentation on a different subject, following the same process used for the first.
Use the table below to plan your second presentation.
What is the title of your presentation?
What is the desired outcome what do you need to persuade the audience to think and do?
What are the key points you need to impart?
Place the central points in a logical flow of ideas to build upon to reach the outcome.
Describe the audience how many, what demographic, what characteristics?
What is the location of the presentation?
How will the location influence your presentation strategy?
How long will your presentation go for? How much of this time will be responding to questions from the audience? Be precise your assessor will time the delivery.
What presentation aids will you use or consider using?
You must use Presentation software but you may choose to use other presentation aids (e.g. handout, specific equipment or resource).
Who, other than yourself, will need to be involved in organising, delivering or reviewing the presentation and what will they need to do?
Assessor comments/feedback
Performance criteria
1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
Performance evidence
Prepare and deliver presentations related to occupation or area of interest which demonstrate use of:
Effective presentation strategies and communication principles
Aids and materials to support the presentation
Satisfactory Not Yet Satisfactory
Assessment task 5
This task follows on from the previous task.
5.1
Read the following
You now need to rehearse the presentation and provide evidence to your assessor. You should arrange to present to at least one other person, who must provide feedback (using the feedback form you designed in assessment task 1) as evidence that you have rehearsed.
Dress in the outfit you will wear for delivering the presentation
Arrange for an appropriate time for others to hear your presentation.
Deliver your speech. As you do so, notice how frequently you are able to look at your audience.
Note the finish time
Attach a copy of the completed feedback form.
Complete the following table
What percentage of the time did you spend reading and what percentage looking at your audience?
Was the speech within the allocated time frame (be exact in minutes)?
Did this allow time for questions?
Make any necessary changes to your presentation, as a result of your experience in the rehearsal
5.2
Read the following
You now need to make the final presentation to a group. Arrange this with the participants and discuss the process you will use with your assessor. Your assessor must observe you delivering the presentation and complete the observation form below. This may be face to face, via Skype, a video conference or recording a video which you submit. It is essential you have an audience and you provide evidence of this. If you are submitting a video, you should arrange for another person to make the video and, at stages throughout the presentation, pan through the audience.
Deliver the actual presentation
Ensure you include time for questions
Seek feedback from your audience, using the questionnaire you designed previously
Submit evidence to your assessor so they can observe you delivering the presentation and see the audience
Observation form assessor use only
Name of Candidate Name of Assessor Date Observed Method of Observation Complete the following checkboxes
Assessment Criteria Excellent Good Satisfactory Needs Improvement
Reading skills to seamlessly read the prompts while maintaining focus on the audience
Writing skills to develop material, convey ideas and information in an engaging way for the target audience
Oral communication skills to present information using words and non-verbal features appropriate to the audience and context
PC 2.5 Oral communication skills using listening and questioning techniques as appropriate and provides opportunities for participants to ask questions and/or seek clarification
PC 2.3 Oral communication skills to interpret audience reactions and change words or non-verbal features accordingly
Interacts with others uses appropriate conventions and protocols to encourage interaction or present information
Interacts with others uses a range of communication practices to enhance the presentation and demonstrates sophisticated control over oral and visual formats
PC 2.3, 2.5 Interacts with others observes and responds to the audience and alters personal communication style as appropriate
Gets the work done presentation is well-planned to achieve the required purpose
Gets the work done uses presentation aids including digital tools as required to plan and deliver the presentation
PC 1.2, 2.5 Presentation strategy, format and delivery methods match the characteristics of the audience and location
PC 1.3 Presentation aids, materials and techniques suit the format and purpose of the presentation
PC 1.3, 2.2 Presentation aids, materials and techniques enhance audience understanding of key concepts and central ideas.
PC 1.5, 3.1, 3.2 Uses appropriate techniques to gather feedback from the audience for the purpose of evaluating presentation effectiveness
PC 2.1 Begins with an introduction that explains and/or discusses desired outcomes of the presentation
PC 2.4 Secures audience interest and demonstrates persuasive communication techniques
PC 2.6 Summarises key concepts and ideas at strategic points
Assessor comments and feedback to the candidate (required)
Assessor comments/feedback
Performance criteria
1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
2.1 Explain and discuss desired outcomes of the presentation with the target audience
2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience interest
2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
Knowledge evidence
Identify information collection methods that will support review and feedback of presentations
Performance evidence
Prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:
Effective presentation strategies and communication principles
Aids and materials to support the presentation
Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations
Satisfactory Not Yet Satisfactory
Assessment task 6
This task requires you to review your presentation.
Read the following
You should not complete this task until you have received feedback from your assessor as a result of observing your delivery. You will add this feedback to the feedback you have previously received from members of your audience.
This should enable you to evaluate the way you planned and delivered the presentation, identifying your personal strengths and areas for improvement. Consider what you will do differently for further presentations
Use the feedback you have received, and your own thoughts, to document a review of your presentation in the table below.
Thinking back on how you planned the presentation, what would you change if you were to do it again?
What did you discover in the process of rehearsing the presentation and what did you change as a result of this?
How well did you use your voice? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well did you use your body language? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well were you able to interpret audience reactions, think on your feet and respond effectively? Why do you think so? Is this an area for improvement and if so, how will you improve?
How well did you stay on track and on time? Why do you think so? Is this an area for improvement and if so, how will you improve?
How effective were the presentation aids? Why do you think so? Is this an area for improvement and if so, how will you improve?
How effectively did you persuade the audience, leading them to the conclusion you required? Why do you think so? Is this an area for improvement and if so, how will you improve?
Assessor comments/feedback
Performance criteria
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Knowledge evidence
Describe the principles of effective communication
Performance evidence
Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations
Satisfactory Not Yet Satisfactory
Assessment task 7
This is the final assessment task. It is designed for you to demonstrate you have consolidated the knowledge requirements for this unit.
7.1
Answer the following questions
Questions
Review is a process of reflection and evaluation where you ask two (2) key questions. What are they?
What will these questions help you confirm?
What will these questions be unlikely to help you confirm?
What do you need to test, in order to identify whether the presentation was successful?
For a small audience, you may have two (2) options for seeking feedback. What are they?
When planning the review of a presentation, what should you focus on and what should you consider?
Other than the audience, who else may be able to give you feedback on the planning and delivery of the presentation
When planning a presentation, you will document the key points to present. What type of legislative and organisational requirements will you need to consider?
When identifying the audience characteristics, you need to consider two (2) legislative requirements. What are they?
What kind of software will you need if your presentation is via webinar?
What resources would you need for a presentation to a large audience? What would you potentially need?
For a small audience in a meeting room, why might you decide not to use an overhead projector?
Identify four (4) presentation aids which may be appropriate when making a presentation to a small audience without an overhead projector.
If your presentation is in a meeting room where all participants have computers, what might you incorporate?
Where it is not possible to get people together, you may video the presentation. What are the disadvantages of this approach?
What are the drawbacks to using PowerPoint as a presentation aid?
What are the benefits of using PowerPoint as a presentation aid?
What is the maximum number of bullet points you should put on a PowerPoint slide?
What percentage of the information you present is likely to be actually remembered by the audience?
You will need to prepare a step by step logical process of thought with stops along the way where you summarise and confirm the key point you have just made. Why is this?
According to the principles of communication, there are eight (8) common mistakes a presenter may make. What are they and what is the effect for the audience?
Other than volume, what are the two (2) voice characteristics which affect the ability of the audience to hear you clearly?
When a presenter drones in a monotone, what opinion will the audience have of the speaker?
What are the benefits of making eye contact with members of your audience?
Describe three (3) types of body language which indicate the audience is paying attention to the speaker?
What kinds of body language indicate the audience is not paying attention?
In order to persuade an audience, your body language should demonstrate you like them. How can you demonstrate this?
How can you show the audience you respect their intelligence?
Why is it best for the audience not to feel they are being persuaded to agree with the speaker?
Assessor comments/feedback
Knowledge evidence
Identify information collection methods that will support review and feedback of presentations
Identify regulatory and organisational obligations and requirements relevant to presentations
Describe the principles of effective communication
Describe the range of presentation aids and materials available to support presentations
Satisfactory Not Yet Satisfactory
Competency Achievement Record
ASSESSOR USE ONLY
Summary of any reasonable adjustment applied
Assessment Re-assessment Comment/feedback
S NYS S NYS 1 2 3 4 5 6 7 OVERALL OUTCOME OF ASSESSMENT COMPETENT NOT YET COMPETENT
Assessors Declaration: I confirm that the above-named student has satisfied all requirements of this unit of competency. I have informed the participant of the assessment decision.
Assessors name: Signature: Date
