BSB41419

Certificate IV in Work

Learner Guide
Health and Safety

BSBCMM401
Make a Presentation

Version 2.1 | Produced 23 January 2020

Copyright © Compliant Learning Resources. This document was developed by Compliant Learning
Resources and has been edited and contextualised by Inspire Education RTO 32067 for its student cohorts
under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
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without the prior written permission of Compliant Learning Resources.
 Version control & document history

Date Summary of modifications made Version

• Produced Version 1.0 following

16 September 2017 1.0
assessment validation
• Produced Version 1.1 following
21 September 2017 1.1

• Enhanced overall look and

contextualised for Inspire
19 February 2019 2.0
• Added chapter reviews and
activities

• Re-branded to new Inspire

Education Learner Guide format
23 January 2020 • Included additional content in 2.1
Chapters 1-3
• Updated hyperlinks and references

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TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in

Acrobat, you will be directed to the page after clicking on a heading. If you have
this document open in Word, you will need to hold down Ctrl (for Windows) or
Command ⌘ (for Mac) as you click on the heading for the link to work.

INTRODUCTION TO THE LEARNER GUIDE .........................................5

What is this unit about?.................................................................................................. 5
BSBCMM401 MAKE A PRESENTATION .............................................5
Why do I need this unit/subject?.................................................................................. 5
What am I learning from this program? ...................................................................... 6
Where do I access additional learning support? ....................................................... 7
Who can help me? .......................................................................................................... 8
How do I make the best out of my study time? ........................................................ 9
How do I use this learner guide? .................................................................................11
MAKING A PRESENTATION .................................................................. 12
1. Planning and Preparing for a Presentation .......................................................... 12
1.1 Identifying the Purpose and Format of the Presentation ................................13
1.2 Presentation Aids and Materials .............................................................................. 16
1.3 Presentation Software ................................................................................................ 18
1.4 Regulations and Obligations Relevant to Your Presentation ........................ 20
1.5 Presentation Strategies .............................................................................................. 22
1.6 Presentation Techniques .......................................................................................... 23
Knowledge Check .............................................................................................................. 24
2. Delivering the Presentation .................................................................................... 25
2.1 Presentation Techniques........................................................................................... 25
2.2 Persuasive Communication Techniques ............................................................. 26
2.3 Communication Techniques ................................................................................... 28
Knowledge Check ...............................................................................................................31
3. Reviewing and Evaluating Presentations .............................................................. 32
3.1 Methods of Information and Feedback Collection .......................................... 33
Knowledge Check .............................................................................................................. 35

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 Chapter Review ............................................................................................................. 36
ANSWER KEY ..........................................................................................37
REFERENCES ......................................................................................... 39
WE WOULD LOVE YOUR FEEDBACK! .................................................41

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INTRODUCTION TO THE LEARNER GUIDE

What is this unit about?

BSBCMM401 Make a Presentation

This unit describes skills and knowledge required to prepare,
deliver, and review a presentation to a target audience.

This is useful to you if you:

• Need to make presentations for a range of purposes
• Are working in the department that requires the use of presentations to
show information to a group of people

Why do I need this unit/subject?

A presentation is a common and effective tool to provide a group of people

information about certain processes, data and events that must be shown
immediately. It is required and used in a variety of situations such as training,
marketing, reports and promotions. If you are in a department or position that asks
you to discuss a topic or portray data and information, then you must know how
to make a presentation.

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What am I learning from this program?

As you progress through this unit of study, you will acquire the knowledge and
skills to work effectively both in the level of individual and group. Having such
would enable you to become a valuable team member who can contribute to the
goals of your organisation.
You will gain an understanding of the key concepts underpinning these skills and
become familiar with the industry standards to which organisations must conform.
Knowledge of your skills and capabilities will help you make informed choices
about further study and career options.

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Where do I access additional learning support?

In addition to reading this learner guides, here are a few other things you can do
to support your learning:

Search for other resources. You can find books, journals, videos
and other materials.

Go to your local library. Most libraries keep information about

government departments and other organisations, services and
programs. You may ask your local librarian for help.

Contact public relations and information services provided by

various government departments and private organisations.

Contact your trainer from Inspire Education. You may book a call
using the Book a Trainer Call link in your Hub account or send a
message through our 24/7 messaging system.

You may watch the pre-recorded webinars for this subject in your
Hub account. There are also schedule live Q&As that you can
attend. The live Q&A sessions are run by our qualified trainers, and
during the session, you have the opportunity to ask subject-
related questions.

You may check your course for availability of forums. Forums are
moderated by your subject trainers and provide you the ability to
interact with other students by asking questions or sharing
experiences.

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Who can help me?

Inspire Education has a range of qualified trainers who can support you in your
learning. You may contact the trainers during working hours to assist you with
learning about this unit.

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How do I make the best out of my study time?

Studying may be difficult and demanding. Together with your social and work
activities and responsibilities, it may look like being a student is an impossible life
to lead.
To study effectively, we recommend that you be in the best environment for
learning as possible. Here are some ideas to help you in looking for your ideal
learning area:
Space
• Set up a place at home or at work that is quiet and
conducive for studying.
• Find a comfortable space that has adequate lighting,
and good seating.
• Find a flat surface for easy writing

Study Resources
• The most basic resources are a chair, a desk or table, a
computer with reliable internet access, materials to
record information, and good light.

Time
• Work out a time that suits you and plan around it.
•
study tasks.

Learning Style
• Make notes about important details in the topic. Use
images or diagrams if it helps you.
• Underline key words as you are reading the materials in
this learner guide.
• Talk to other people (colleagues, fellow students or
your trainer) about what you are learning.

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 Additional Research
• Read additional resources provided for in this guide
•
of the book/article, etc.

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How do I use this learner guide?

This learner guide is designed to give a better understanding of the unit of

competency and the skills you need to accomplish it. To do this, the learner guide
is designed into the following parts:

Knowledge Check
• Contains questions that cover the understanding of a
given topic for a section of the chapter.
• Checks your recollection of terms and definitions

Chapter Review
• Summarises important information such as
terminologies, concepts, theories for the entire chapter

Activity
• Activities that you can do to help reinforce the
knowledge you have just learnt
• Checks your overall understanding of the concepts and
theories discussed in the chapter

Further Reading
• Links to external documents such as copies of
legislation, blog posts, industry websites, etc. that you
could read to further inform you about the chapter

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MAKING A PRESENTATION

1. Planning and Preparing for a Presentation

Good presentations require planning and preparation. Listed below are guide
questions which can help you prepare and plan for your presentations.
• Preparing for your presentation
o What is covered in your assessment criteria/grading rubric?
o Will the presentation be done individually or in a group?
o What topics should be discussed?
o Are there any time limits?
• Planning for your presentation
o What information is already available?
o What still needs to be researched?
o What are the goals of the presentation?
o

Source: Preparing Presentations

When preparing for your presentation it is important to develop an understanding of

your topic and your audience. Do research beforehand, access the learning program
documentation relevant to your presentation to determine your topic and the
audience you will be presenting.

Developing an outline of your presentation can also help direct the flow of your
delivery and keep you on track.

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1.1 Identifying the Purpose and Format of the Presentation
Identifying the purpose of the presentation helps direct its flow, format, and content.
Having the purpose in mind will help you decide what should or should not be
included in the presentation.
Introducing the purpose of the presentation before delivering the content of the
training can also help your audience stay focused on the topic.
Here are a few questions you can consider when identifying the purpose of the
presentation:
• How much time is allocated for this presentation?
• Where will the presentation be delivered?
• What equipment will be available at the menu (e.g. multimedia projector,
audio/visual equipment, whiteboards)?
• How much does the audience already know about the topic?
• What is the session about?

Presentation Format and Delivery Methods

There is a range of presentation formats and methods of delivery that you can use.
Examples of these are:

Advertising copy Scripts

Audio Storyboards
Direct marketing copy Team presentation
Individual presentation Verbal presentation
Public relations copy Video

When preparing for your presentation, you may be required to fill out
documentation. Relevant documents help with tracking progress and ensuring that
individuals are on the same page. An example of documentation relevant to
presentations would be a session plan, which you can find on the next page.

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 Session Plan No. 1
Knowledge
Program Name GP Chippy Training Session Type
Skills
Session
Session title POS Training 6 hours
length

Trainer Samson Levi Date 25 August 2017

Slips training will take place in the workplace. The counter

is in the same space as the service area, and there is a risk
WHS Risks
of slips and falls. Participants and trainer must be equipped
with slip-resistant shoes.
Staffing constraints, GP Chippy requests that one of their
Constraints to supervisors be present during the training. Reconfirm if staff
delivery members are available on the 25th of August, rescheduling
is necessary if they are unavailable.
Meep e-POS Model: PT108 (POS Machine)
Learning
Training Manual
materials
Computer with video-playing software and speakers
Reason for Learners have no prior knowledge of POS use. Training
learning required to update their knowledge and skills.

Activities Time

INTRODUCTION

Introduction
What POS is for and how to use
Grab Attention 9:oo 9:30
them.
Activity: Get-to-know-you activity.
The learner should, by the end of
this session be able to open and
Learning Outcomes close the POS, clear POS terminal 9:30 9:35
and transfer cash, handle cash and
electronic transactions.
Have learner demonstrate how
Check Prior
they would normally handle cash 9:35 9:45
Knowledge
or electronic transactions.

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 Observation.

Inform the learner that they will

complete a practical assessment
after the guided practical activity.
Explain the process and what
Assessment Details 9:45 9:50
criteria will be used to determine if
they are competent or not yet
competent.
Face-to-face.

BODY

Using the POS system

Demonstrating how to open and
close the POS and how to process
electronic transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS
terminal and transferring cash.
Explain Demonstration. 9:50 10: 50

Presentation:
A video presentation on the basic
use of the POS system, followed
by a live demonstration on how to
complete cash and electronic
transactions, clearing the POS
terminal at the end of shift and
transferring cash.
Practical Activity
Have the candidates use what
they learned in the workplace
Apply 10: 50 11: 50
setting, with real POS transactions
from customers.
Guided facilitation.

Assessment Practical Assessments 12: 30 1:30

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 Assess candidates use of POS
system using simulated
transactions.
Practical assessment.

CONCLUSION

Summarise all content learnt

Summarise 1:30 1: 45
during the session.
Have learners complete feedback
Feedback forms, to be returned to the 1: 45 1: 55
trainer.
Explain what they can expect in
Future the succeeding sessions, what 1: 55 2:00
next session will cover.

1.2 Presentation Aids and Materials

There is a range of different presentation aids and materials that are available for use.
However, you
the format and purpose of the presentation.
Presentation aides assist the speaker in delivering their
presentation. If used correctly, they can help learners
better understand the topic being discussed and keep
their attention.
Other functions of presentation aids are as follows:
• Aiding retention and recall
• Adding variety and interest
•
Source: Functions of Presentation Aids

A presenter has the responsibility to utilise presentation aids which are appropriate
to the presentation requirements. You must consider factors such as your goals and
your presentation environment. For example, if you were to report on statistical
information, it would be more appropriate to utilise graphs and charts rather than
three-dimensional models. And if you were to present in a formal office setting, it

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Presented in the table below are common presentation aids/materials and definitions
for each.
Presentation
Definition
aids/materials

A diagram showing the relation between variable

quantities, typically of two (2) variables, each
measured along one of a pair of axes at right angles.
Examples would be line graphs, bar graphs, and pie
Graphs graphs.

Learning materials that are printed out. These are

usually lectured hand-outs, learner manuals, and so
on.

Paper-based materials

A three dimensional representation of a person or

thing of a proposed structure, typically on a smaller
scale than the original.

Models

Recorded moving visual images or sound clips.

Audio/video recordings

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1.3 Presentation Software

Slideshow presentations are a form of presentation aid. There is a variety of software

available for electronic presentations, some of these even allow users to create
presentations from applications for mobile devices.
These kinds of software can incorporate different kinds of media and presentation
aides in one presentation. Below are a few examples of software that you can use
across different platforms.

PowerPoint
Microsoft PowerPoint is one of the most popular presentation software packages
available on the market. Users can create and design slides with text, photos, videos,
animations, and transitions.
Presenters also have the option of using

them to write their notes and a preview of the

next slide. PowerPoint can also be downloaded
onto mobile platforms and can be accessed
through Internet browsers via PowerPoint
online.

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Google Slides
Google Slides is a free presentation software that can be accessed through an
Internet browser or the dedicated application for mobile platforms.
Slides are great for collaborative
presentations because you can, as a group,
work together on a document in real time.
Users can also access their presentations on
any device with Internet access.
Presentations created on Google Slides are
compatible with Microsoft PowerPoint.

Prezi
Prezi is an online tool that helps people create interactive presentations. They have
a library filled with different themed and fully-customisable templates for a wide
variety of presentations.
Users can access their presentations
through the website or apps on most mobile
devices. Prezi offers a variety of pricing
solutions for different needs; they also offer
a free basic account with limited sharing
options and the ability to make unlimited
presentations.

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1.4 Regulations and Obligations Relevant to Your Presentation
The following are examples of regulations and obligations that you should be aware
of when creating and delivering presentations.

Anti-Discrimination Laws
There are different anti-discrimination laws enforced in each
State and Territory, but they generally prohibit the same types
and forms of discrimination.

Commonwealth legislation is also applied in all States and

Territories. These include:
• Age Discrimination Act 2004
• Australian Human Rights Commission Act 1986
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984

Under anti-discrimination legislation, you are obligated to:

1. Not discriminate or disadvantage people because of their race, colour,
gender, sexual preference, age, physical or mental disability, marital

opinion, national extraction, and social origin.

2. Make reasonable adjustments for persons with any form of disability.

Source: Local Government and Equal Opportunity Obligations

Codes of Practice
Industry Codes of Practice are rules enforced to regulate industry conduct and
ensure industry compliance with agreed objectives that benefit relevant stakeholders.
Codes of Practice can be either mandatory or voluntary and can also apply to
businesses. They are developed in consultation with industry stakeholders and the
public.
Source: What is an Industry Code of Practice? (February 2019)

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Privacy Act
The Privacy Act details how private information should be handled. This includes, but

birth, medical records, bank account details and commentary or opinion about them.

Source: The Privacy Act

Work Health and Safety (WHS)

Trainers and assessors have a duty of care to provide their learners with the following:
• A safe environment
• Safe work systems
• Safe resources and equipment
• Communication of safety requirements
• Information about hazards
• Supervision, instruction, and training

Source: Organising health and safety training for your workplace (1996)

Regulations, Codes of Practice, and obligations prescribed by your organisation

The organisation you work for may have regulations, Codes of Practice, and trainer
obligations in place. Check with your workplace supervisor or other relevant
individuals if there are any additional regulations, requirements, and obligations you
need to be aware of. Applicable regulations may include, but are not limited to
electrical test and tags, plagiarism, and work health and safety.
Meanwhile, organisational obligations would be covered by a
These make wide ranging regulations more specific to a workplace.
privacy and confidentiality policy may require that any official presentations omit
sensitive information such as personal details and financial information. The

relevant materials.
Lastly, your workplace may also have organisational requirements that you must
follow. Examples of organisational requirements would include the following:
• Adhering to a dress code
• Documenting attendees/participants
• Requesting for logistical needs (i.e. venue, equipment) within a certain time
period

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 1.5 Presentation Strategies

There are different strategies that you can use to deliver your presentation. These
include, but are not limited to the following:

Case studies Oral presentations

Demonstrations Questioning
Discussions Simulations
Group and pair work Roleplay

There is no limit to the number or choice of strategies you use for your presentation.
However, your chosen presentation strategies should meet the needs and
characteristics of your audience, the location of your presentation, the resources
available or required, and the relevant personnel involved in the process.

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 1.6 Presentation Techniques

Likewise, your choice of presentation techniques is entirely up to you. However,

these should suit the format, tone, and purpose of your presentations and enhance
your you will be discussing.
The following are techniques that you can use to help your presentation:

Animation Sound effects

Comparative advertising Use of a guest speaker
Live action Use of black and white
Music Use of colour
Slogans, logotypes, and packaging Use of humour

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 Knowledge Check

Knowledge Check
Answer the following questions.

• What are two (2) questions which can help you determine the
purpose of your presentation?
• Provide three (3) examples of presentation aids/materials.
• How does discrimination hinder learning and productivity during a
presentation?

Further Reading
Do you want to read more about the topic?

•
presentations, read this in-depth guide on presentations from La
Trobe University.
• You can check out this article from Prezi to learn more about the benefits
of presentation aids.
• Purdue
.

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2. Delivering the Presentation

Delivering a presentation can be a very daunting task for individuals, especially if

they have a fear of public speaking. Preparing well can help you get over those
nervous jitters.
Practising your speech with the presentation aids and materials, if you choose to use
them, can give you an idea of how long your speech will run for and can help you
remember what topics you will be taking your audience through.
Remember, be too rigid with your plan. You should be ready to adjust your
presentation to accommodate changes in circumstance, learner needs, and
preferences that may only present themselves during the actual presentation.

2.1 Presentation Techniques

Writing an outline can help structure your presentation. Having this structure in mind
can be your guide as you give your presentation. Below is a quick outline of what
you can include in the introduction, body, and conclusion of your presentation.

Introduction
• Clearly outline and discuss the outcomes of the presentation.
• Clearly outline the topics and ideas covered in the presentation.

Body
• Summarise the key concepts and ideas at strategic points during the
presentation (e.g. before transitioning to a new topic, flash a summary of your
current topic). Doing this can help ensure understanding and recalling of
information.

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 • Provide participants with opportunities to seek clarification on ideas and
concepts discussed during the presentation. It would probably be best to leave
this to the end of the session so that the flow of the presentation is not
disrupted.
Conclusion
• Recap or repeat the key concepts and ideas shared during the whole
presentation.

2.2 Persuasive Communication Techniques

Persuasion is not something limited to sales discussions. For any presenter, you will
need to convince your audience that is relevant to them. And

to employ these techniques in order to secure their attention and participation.

There are many ways to be persuasive, but the four (4) persuasive communication
techniques presented below are taken from an article published by the Royal
Melbourne Institute of Technology (RMIT):

Focus on your participants' needs when speaking or writing.

Use persuasive words or phrases when speaking or writing.

Watch out for, and eliminate, barriers to effective communication.

Develop a plan that demonstrates exactly how you are going to help

Principles of Persuasion
Anyone can become a more persuasive person. Although the effectiveness of certain
techniques may vary depending on your audience, you can adjust and employ

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different methods in order to become more convincing. Listed below are some
principles of persuasion which can help improve your speaking and writing:
• Reciprocity when you do something for others, their instinct is to return the
favour. By helping another person, he/she is likely to be more open and
receptive to you.
• Persistence
in those who pursue things with determination.
• Sincerity People will be more open to your messages if they have positive
uld shower your
audience with compliments. Remember that context and timing is important,
so be meaningful with your words.
Source: The 21 Principles of Persuasion (March 2013)

Barriers to Communication

are certain factors which hinder the flow of messages,

and these vary depending on the situation. In order to
ensure that your presentation goes smoothly, you must

and prepare accordingly. Some of the most common

barriers to communication are:
• Use of jargon
• Disabilities (e.g. hearing impairment)
• Age
• Cultural differences
• Status (prejudices due to the position, level of education)
• Stereotyping environmental factors (noise, distractions)
• Complicated messages
• Emotional state
• Poor listening skills
• Language, and poor communication skills
Source: Barriers to Effective Communication

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 2.3 Communication Techniques

How people receive our communication depends on different internal, interactional

and external factors that affect the success of the communication process.
Applying the principles of communication when presenting can decrease the
opportunities for misunderstandings. The four (4) principles of communication
presented to you below are adapted from an article published in Psychology Today.

1. The message sent is not necessarily the message received.

When communicating with others, we often assume that the message we send is
received the same way. The Shannon-Weaver Model of Communication found
below demonstrates how a message is transmitted and received.

Source: Shannon and Weaver Model of Communication

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The interpersonal communication process is always at least a two-way process. We
The
implications of this upon any presenter are broken down below:
• Pay attention to the communication taking place between you and
your learners:
o The messages that you are sending.
o The messages that they are sending back to you (their true
thoughts and feelings are most often conveyed through their
non-verbal communication).
▪ Look for nods of understanding, smiles, and thoughtful
(not confused) looks.
▪ Modify the session if you see furrowed brows, yawning,
people looking at their watches.
• Pay attention to the communication taking place among your learners.
This is essential to ensure safe learning, teamwork, and lack of conflict.
• Remember the context of your situation. Context is the setting in which
communication takes place. Contextual factors that could affect your
presentation are the physical environment (e.g. boardroom,
performance hall), and culture. Consider the following:
o If your presentation is taking place at a venue which is new for
the participants, they may be less comfortable with participating.
This requires for you to take extra steps to get them to warm up.
o If your audience is composed of people with different
nationalities, you must be mindful of using language that is
understandable and appropriate for everyone.

2. It is impossible not to communicate

Verbal cues make up a small part of the communication process; all intentional and
unintentional actions also send a message. For example, when you choose to ignore
someone you are communicating that you do not want to speak to them.
What are the implications of this for trainers?
We must be mindful of the fact that we are always sending messages to our learners,
clients, and colleagues and take steps to ensure that we are sending the messages
we want to send.
Remember that this first contact may occur long before the training event begins.
People will form lasting impressions of the training and you, both as a person and as
a trainer, based

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3. Every message has both content and feeling.
The content of the message is what you want to say, the feelings related to the
content are expressed through non-verbal cues. Messages with conflicting content
and feelings or lack of non-verbal cues (electronic communication) can confuse.

confused by their behaviour.

4. Non-verbal cues are more believable than verbal cues.

The combination of verbal and non-verbal cues affects how others receive the
messages we communicate.
Non-verbal elements make up the process
aspect of effective communication. Process
covers the way we deliver our messages. For
example, when a presenter would like to appear
friendly, she would make sure to hold eye
contact and smile at her audience.
When there is a conflict between verbal and
non-verbal cues, the person you are
communicating with will pay more attention to the non-verbal cues you are
displaying. Thus, it is essential that your non-verbal behaviour is consistent with the
messages that you are trying to send. Examples of non-verbal clues include, but are
not limited to, the following:
• Body language
o Posture
o Gestures
• Eye contact
• Facial expressions
Sources: Non-verbal Communication, The 4 Primary
Principles of Communication, and Basic Principles of
Effective Communication

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 Knowledge Check

Knowledge Check
Answer the following questions.

• What are two (2) examples of non-verbal cues?

• What is context within communication? Briefly explain how it
affects a presentation.

Further Reading
Do you want to read more about the topic?

• this video from

sound and communication expert, Julian Treasure.
• If you want to learn more about what makes great public
speaking, watch this video from TED Curator Chris Anderson.

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3. Reviewing and Evaluating Presentations

The evaluation and review of your presentation should happen before and after it is
delivered. This ensures that the presentation has been refined before delivery and
checked to ensure it meets the requirements of the organisaton and participants.
Evaluation after delivery allows presenters the opportunity to receive feedback from
the participants. This will help you gauge the effectiveness of your presentation from
another perspective.
Ideally, the methods or techniques you choose to evaluate the effectiveness of your
presentation should be chosen during the planning phase. However, regardless of
the tools used in evaluation, the information can only be useful if analysed carefully.

steps outlined below:

The feedback The feedback The feedback

must be must be must be acted
summarised analysed upon

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Collecting Feedback
To ensure that you get the most out of the feedback you collect, you should consider
the following:

1. Ask for feedback in a timely manner

opinions and reactions are more accurate

2. Ask for specific feedback this will help you determine main points of
improvement and guide future presentations. You can gather more detailed
information by asking probing questions and requesting for examples. For

factors made the participants dislike that portion and not others.

3. Ask colleagues for feedback this will provide you with additional guidance
and new ideas. By turning to observers, you can get input from different
perspectives and improve in areas which may be overlooked by people who
were directly involved in the presentation.
Source: How to Get the Feedback You Need (May 2015)

3.1 Methods of Information and Feedback Collection

There are many different techniques that you can employ to review the effectivity
of your presentation. These include, but are not limited to:

1. Critical Friends
Critical friends are defined as a trusted individual that asks tough questions, offers
criticism, and examines information from a different perspective. The act of receiving

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criticism carries a lot of negative baggage, so speaking with someone you trust, and
respect allows for you to be more open-minded to the feedback given.
This feedback method is usually conducted via a twenty (20) minute meeting where
the individual describes the matter at hand and then requests for feedback. The role
of the critical friend is then to understand, raise questions, and provide suggestions.
Source: Through the Lens of a Critical Friend (October 1993)

2. Focus Group Interviews

Focus group interviews are conducted in an informal group setting where the
interviewees are free to discuss their opinions with each other. Participants are
usually asked about their perceptions, opinions, beliefs, and attitudes toward a
product, service, concept, advertisement or idea.

3. One-on-one Interviews
One-on-one interviews with the participants and other personnel involved in the
presentation are another way of evaluating your performance. When asking for
feedback about certain aspects of your performance, ask specific questions.

4. Written Feedback Provided by Participants

There are many ways trainers can collect written feedback from their participants.
These can include:
• In class feedback forms These are distributed at the end of a training
session for the learners to complete. In-class feedback forms are a good way
of collecting timely feedback. The trainer can leave the last few minutes of the
session for the learners to complete feedback forms.
• Online surveys - Online surveys are good for collecting anonymous feedback
from your learners. To ensure that their responses are timely, send out links
to the survey as close to the end of the presentation as possible. There are
different online survey tools that are available for use, some of these are:
o Google Forms: This tool lets you customise your survey and
automatically collates responses for you. It is a free tool that you can
access with a Google account.
o SurveyMonkey: Like Google Forms, it is also customisable and collates
responses for you. They offer a basic account for free but limits the user
to ten (10) questions and one hundred (100) responses per survey.

Source: Gathering Feedback from Students

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 Knowledge Check

Knowledge Check
Answer the following questions.

• What are two (2) ways to improve the quality of feedback from your
audience?
• What are two (2) methods for collecting feedback?

Further Reading
Do you want to read more about the topic?

• this article
from Harvard Business Review.
•
this article from SurveyMonkey.

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Chapter Review

Summary
Remember these key points:

• Good presentations require planning and preparation.

• A presenter has the responsibility to utilise presentation aids ,
strategies, and techniques which are appropriate to the
presentation requirements.
• It is essential to be knowledgeable in regulations, obligati ons, and
requirements that are relevant to presentations.
• The evaluation and review of your presentation should happen
before and after it is delivered.

Activity
Do you want to further improve your skills? Try this!

Con audience member at a presentation about

financial literacy. The audience is composed of individuals with
barely any financial knowledge, yet the speaker used technical
terminology throughout the session. After the presentation, you are
unsurprised to hear that fellow participants were dissatisfied.

What communication barrier caused their dissatisfaction? And what

presentations?

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ANSWER KEY

Chapter 1 Planning and Preparing for a Presentation

Question Answer
Answers may vary. They include, but are
not limited to:
• How much time is allocated for
this presentation?
• Where will the presentation be
1. What are two (2) questions which delivered?
can help you determine the purpose • What equipment will be available
of your presentation? at the menu (e.g. multimedia
projector, audio/visual
equipment, whiteboards)?
• How much does the audience
already know about the topic?
• What is the session about?
Answers may vary. They include, but are
not limited to:
• Graphs
2. Provide three (3) examples of
• Paper-based Materials
presentation aids/materials.
• Models
• Audio/video recordings
• Slideshows/Presentations
Discrimination causes tension within a
group and alienates those being
discriminated against. It results in people
3. How does discrimination hinder feeling upset and uncomfortable, which
learning and productivity during a makes them uninclined to participate
presentation? actively. They will also not be in a proper
state to be open-minded and receptive

Chapter 2 Delivering the Presentation

Question Answer
Answers may vary. They include, but are
not limited to:
• Body language
1. What are two (2) examples of non-
o Posture
verbal cues? o Gestures
• Eye contact
• Facial expressions

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 Context is the setting in which
communication takes place. It affects
how receptive participants are to the
messages that you are trying to send.
2. What is context within For example, if your presentation is
communication? Briefly explain how taking place in a boardroom with top
it affects a presentation. executives, the participants may be less
open to hearing from someone who is
dressed casually and speaking
informally.

Chapter 3 Reviewing and Evaluating Presentations

Question Answer
Answers may include, but are not
limited to the following:
1. What are two (2) ways to improve the • Ask for feedback in a timely
quality of feedback from your manner
audience? • Ask for specific feedback
• Ask colleagues for feedback
Answers may include, but are not
limited to the following:
2. What are two (2) methods for • Critical Friends
collecting feedback? • Focus Group Interviews
• One-on-one Interviews
• Feedback Forms/Surveys

Chapter Review

member at a presentation about The communication barrier which

financial literacy. The audience is caused their dissatisfaction is the use of
composed of individuals with barely any jargon. By using technical terms, the
financial knowledge, yet the speaker
used unexplained technical terminology understand the flow of the discussion.
throughout the session. After the
presentation, you are unsurprised to In order to avoid this, I should make sure
hear that fellow participants were to explain technical terms before I start
dissatisfied. using them in the presentation. I should
also vary my language and work in
What communication barrier caused simpler versions of the term whenever
their dissatisfaction? And what is one (1) possible.

issue for your presentations?

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WE WOULD LOVE YOUR FEEDBACK!

Inspire Education is committed to ensuring you get the most out of your student
experience with us. Part of your Learning Journey is the use of our contextualised
learning materials and assessment workbooks. We would love to get your
feedback on how this material worked for you.

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