CRICOS Provider Code: 02992E
RTO No.: 21870
STUDENT LEARNER GUIDE
BSBCMM411
Make presentations
Learner Guide
P a g e | 1
Table of Contents
Unit of Competency ………………………………………………………………………………………………………….. 3
Application …………………………………………………………………………………………………………………………. 3
Performance Criteria……………………………………………………………………………………………………………. 4
Foundation Skills …………………………………………………………………………………………………………………. 5
Assessment Requirements……………………………………………………………………………………………………. 6
1. Prepare presentation …………………………………………………………………………………………………….. 7
1.1 – Plan presentation approach and intended outcomes ………………………………………………………….. 8
Why present?……………………………………………………………………………………………………………………… 8
Key aspects of presenting …………………………………………………………………………………………………….. 8
The six Ps of presenting ……………………………………………………………………………………………………… 10
Organisational and legislative considerations ……………………………………………………………………….. 11
Activity 1A ………………………………………………………………………………………………………………………… 12
1.2 – Identify target audience, location and resources requirements ………………………………………….. 13
Identifying your audience …………………………………………………………………………………………………… 13
Where will you be carrying out your presentation?……………………………………………………………….. 14
Activity 1B ………………………………………………………………………………………………………………………… 15
1.3 – Select presentation strategies, format and delivery methods according to presentation
requirements ……………………………………………………………………………………………………………………….. 16
Choosing presentation strategies, format and delivery methods …………………………………………….. 16
Presentation strategies………………………………………………………………………………………………………. 17
Communication strategies ………………………………………………………………………………………………….. 17
Considering the audience …………………………………………………………………………………………………… 20
Using resources and demonstrations …………………………………………………………………………………… 21
Activity 1C ………………………………………………………………………………………………………………………… 22
1.4 – Select techniques to evaluate presentation effectiveness ………………………………………………….. 23
Evaluating the success of your presentation …………………………………………………………………………. 23
Activity 1D ………………………………………………………………………………………………………………………… 25
2. Deliver presentation…………………………………………………………………………………………………….. 26
2.1 – Summarise key concepts and ideas and present to target audience ……………………………………. 27
Delivering your presentation ………………………………………………………………………………………………. 27
Explaining your desired outcomes……………………………………………………………………………………….. 27
Using presentation aids ……………………………………………………………………………………………………… 28
P a g e | 2
Monitoring your audience ………………………………………………………………………………………………….. 29
Using persuasive communication techniques ……………………………………………………………………….. 30
Summarising your key concepts and ideas……………………………………………………………………………. 31
Activity 2A ………………………………………………………………………………………………………………………… 32
2.2 – Provide opportunity for audience to seek clarification on presentation information …………….. 33
Providing opportunities for participants to seek clarification ………………………………………………….. 33
Responding to questions…………………………………………………………………………………………………….. 34
Types of questions …………………………………………………………………………………………………………….. 35
Activity 2B ………………………………………………………………………………………………………………………… 36
2.3 – Confirm target audience understand key concepts and ideas, and that identified presentation
objectives have been achieved……………………………………………………………………………………………….. 37
Confirming audience understanding ……………………………………………………………………………………. 37
Activity 2C ………………………………………………………………………………………………………………………… 38
3. Review presentation ……………………………………………………………………………………………………. 39
3.1 – Evaluate effectiveness of the presentation ………………………………………………………………………. 40
Reviewing presentation effectiveness………………………………………………………………………………….. 40
Self-reflection……………………………………………………………………………………………………………………. 41
Activity 3A ………………………………………………………………………………………………………………………… 43
3.2 – Seek and discuss feedback and any reactions to the presentation from participants and relevant
stakeholders…………………………………………………………………………………………………………………………. 44
Seeking feedback ………………………………………………………………………………………………………………. 44
Discussing feedback …………………………………………………………………………………………………………… 44
Participant feedback template…………………………………………………………………………………………….. 46
Presenter reflection template……………………………………………………………………………………………… 47
Activity 3B ………………………………………………………………………………………………………………………… 48
3.3 – Make changes to presentation based on feedback received ………………………………………………. 49
Making relevant changes ……………………………………………………………………………………………………. 49
Activity 3C ………………………………………………………………………………………………………………………… 50
Summative Assessments………………………………………………………………………………………………………… 51
P a g e | 3
Unit of Competency
Application
This unit covers the skills and knowledge required to prepare, deliver and review presentations for
target audiences.
This unit applies to individuals who may be expected to make presentations for a range of purposes,
such as marketing, training and promotions. They contribute well developed communication skills in
presenting a range of concepts and ideas.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Mapping Information
Supersedes and is equivalent to BSBCMM401 Make a presentation.
Unit Sector
Social Competence – Verbal Communication
P a g e | 4
Performance Criteria
| Element Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
| 1. Prepare presentation | 1.1 Plan presentation approach and intended outcomes 1.2 Identify target audience, location and resources requirements 1.3 Select presentation strategies, format and delivery methods according to presentation requirements 1.4 Select techniques to evaluate presentation effectiveness |
| 2. Deliver presentation 2.1 Summarise key concepts and ideas and present to target audience 2.2 Provide opportunity for audience to seek clarification on presentation information 2.3 Confirm target audience understand key concepts and ideas, and that identified presentation objectives have been achieved | |
| 3. Review presentation 3.1 Evaluate effectiveness of the presentation 3.2 Seek and discuss feedback and any reactions to the presentation from participants and relevant stakeholders 3.3 Make changes to presentation based on feedback received |
P a g e | 5
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Reading
➢ Reviews and analyses documents to identify information relevant to a specific presentation.
Writing
➢ Develops material to convey ideas and information to target audience in an engaging way.
Oral communication
➢ Presents information using words and non-verbal features appropriate to the audience and
context
➢ Uses listening and questioning techniques to gather information required to develop and
modify presentations.
Problem solving
➢ Interprets audience reactions and changes words and non-verbal features accordingly.
Planning and organising
➢ Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of
communication practices to achieve goals.
Initiative and enterprise
➢ Selects and uses appropriate conventions and protocols to encourage interaction and to
present information
➢ Recognises the need to alter personal communication style in response to the needs and
expectations of others.
Self-management
➢ Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve
outcomes.
Technology
➢ Uses the main features and functions of digital tools to complete work tasks.
P a g e | 6
Assessment Requirements
Performance Evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:
➢ Prepare and deliver at least two different presentations.
In the course of the above, the candidate must:
➢ Use aids and materials to support the presentation
➢ Select and implement methods to review the effectiveness of presentation and document
suggested improvements.
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including knowledge of:
➢ Information collection methods that support review and feedback of presentations
➢ Organisational and legislative obligations and requirements relevant to presentations
➢ Structure of presentations according to intended outcomes
➢ Principles of effective communication including:
o persuasive communication techniques
o verbal and non-verbal communication
➢ Presentation methods
➢ Different aids, materials and techniques that can be used for presentations.
Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions
are typical of those in a working environment in this industry.
This includes access to:
➢ Equipment, materials and business software packages for making a presentation.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and
training legislation, frameworks and/or standards.
Links
Companion Volume Implementation Guide is found on VETNet –
https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10
P a g e | 7
1. Prepare presentation
1.1. Plan presentation approach and intended outcomes
1.2. Identify target audience, location and resources requirements
| 1.3. | Select presentation strategies, format and delivery methods according to presentation requirements |
1.4. Select techniques to evaluate presentation effectiveness
P a g e | 8
1.1 – Plan presentation approach and intended outcomes
By the end of this chapter, the learner should be able to:
➢ Plan how to approach a presentation on a subject of their choice.
Why present?
Delivering a presentation provides an opportunity for the presenter to share knowledge or impart
information to the people who are being presented to. It can be a daunting experience to some, but
with careful preparation and a few tricks up your sleeve, you will be well on your way to being a
successful presenter.
Stephen Covey states that you should “Begin with the end in mind”. This is true for any presentation. By
knowing what you want the participants to get out of the presentation, you can then develop the
presentation around these objectives.
There are a number of different types of client or customer presentations, which can include:
➢ Presentations to a small group of people
➢ A presentation to one person (usually the decision-maker)
➢ A presentation to a large group of people
➢ Team presentations – where more than one person is delivering the content.
Key aspects of presenting
Many people believe that if you can deliver something confidently, you will get the audience on your
side. Whilst confidence and enthusiasm are effective aspects of presenting, in the world of work, this
isn’t enough to convince the audience that you are delivering them a well thought through presentation
which is worth time out of their day.
As a presenter, you should also:
➢ Research the topic and the audience
➢ Plan an approach for delivery
➢ Prepare well in advance
➢ Be an excellent negotiator
➢ Have a good working knowledge of
what you are communication
➢ Inspire the audience to take further
action.
Let’s look at the steps outlined above in further detail.
P a g e | 9
Research the topic and the participants
A good presenter should always be well versed in the topic they are delivering – that is the basic
prerequisite for a good presentation. Having sound background knowledge on your subject will mean
that there is less to go wrong, and will help to calm your nerves by giving you control of your
presentation.
Knowing the topic is usually achieved by determining who the target group is going to be, then deciding
on the intended outcomes based on the group and their needs.
Prior to preparing a presentation, you should ask yourself the following questions to determine who
the participants are:
➢ Why have I been asked to do the presentation?
➢ What do the participants hope to get out of the presentation?
➢ What is their current knowledge on the subject I am presenting?
➢ Why are they attending the presentation?
➢ How many people are attending?
➢ Where is it being held?
➢ What equipment and resources will I have
access to?
➢ What are the backgrounds of the
participants?
➢ What are their job roles?
➢ Would they have already attended something like this in the past? If so, how can I
make my presentation different?
Plan an approach for delivery
When preparing for delivery, some questions that you could ask yourself include:
➢ How do I plan on delivering the session?
➢ Do I need DVD’s or audio? If so, have I got a back-up in case the equipment doesn’t
work?
➢ Will I be using PowerPoint slides?
➢ What equipment do I need?
➢ Will I be talking most of the time?
➢ Do I need to prepare handouts?
P a g e | 10
Prepare well in advance
You should always be well prepared and well versed on what you will be saying during the presentation.
By doing this, you can appear more confident and professional, and far more organised (even if
sometimes you may not feel so confident). Preparation involves doing your research and understanding
the content of your presentation, as was discussed above, and understanding the target group and what
they hope to get out of the presentation you are delivering.
Be an excellent negotiator
An effective presenter can negotiate so well that everyone wins from the situation. Develop these skills
and practice them every day so you can be the best negotiator you can be. You may like to consider
doing a negotiation course to improve your skills.
Have a good working knowledge of what they are communicating to the participants
Not only should you know the content that you plan on communicating to your audience, but your
actual communication skills should be well developed too, otherwise your message could be lost.
Communicating with others is based on the following:
➢ Sharing and communicating our opinions and ideas with others
➢ Communicating so that our needs can be met
➢ Communicating so that the needs of others can be met
➢ Influencing people to take further action.
Inspire the participants to take further action
The audience should walk away from a presentation inspired to take further action. As a presenter, you
should be relaying back a story to them about your services, yourself or your company, depending on
what you the objectives of the presentation are. A successful presentation usually means that when you
are finished, the audience has agreed to do something or to take further action.
Dealing with nerves
Being nervous before a presentation can be a normal situation for most people. You can utilise the
nerves and make them work to your advantage by using the adrenalin to make the presentation more
inspiring and energetic. However, when your nerves get in the way of the presentation, you need to find
some strategies to relax and calm down.
The six Ps of presenting
➢ Prior
➢ Preparation and
➢ Planning
➢ Prevents
➢ Poor
➢ Performance.
P a g e | 11
If you are prepared and have planned properly, you will deliver a terrific presentation!
Prepare well in advance, know the subject matter, know the audience, test the equipment, check the
venue, have a contingency plan in place, and you will minimise the chance of anything going wrong, or
at least you will be able to handle it better if it does.
Even if something does go wrong, what is the worst that can happen?
Organisational and legislative considerations
If you have been asked to deliver a specific presentation within your workplace, there might be
additional requirements that you need to meet.
Organisational requirements
Organisational requirements refer to any specific procedures you need to follow as outlined by your
workplace. These will be individual to your organisation, and so you should always make sure that you
are aware of the presenting ‘code of conduct’ within your specific workplace.
Some examples of organisational requirements related to presenting include:
➢ Presentation subjects
➢ Frequency of presentations
➢ Personnel required to attend
➢ Use of resources
➢ Dress code
➢ Use of language.
Legislative requirements
Legislative requirements refer to the specific procedures you need to follow according to the law.
Organisational requirements will usually take into account any relevant legislative requirements, but it’s
always worth being aware of the type of factors you might need to consider to make sure you’re not in
breach of any legalities.
For example, if a manager is presenting to their team on recent performance, they likely won’t select
one employee’s poor performance and outline this within the presentation. This may encroach on that
employee’s confidentiality rights as well as cross the lines into bullying, which is covered by
discrimination laws in all states.
Other considerations could include:
➢ Working hours
➢ Data confidentiality
➢ Slander
➢ Copyright.
P a g e | 12
Activity 1A
P a g e | 13
1.2 – Identify target audience, location and resources requirements
By the end of this chapter, the learner should be able to:
➢ Determine the audience, location and resources required for their presentation.
Identifying your audience
For successful delivery of any presentation, it is important to identify and understand the specific
characteristics of the audience. Your audience should always be your first priority, and finding out about
them and their needs will help you to develop a presentation that involves everyone, meets their needs,
and meets the objectives of the presentation.
As a presenter, you should try to find answers to the following questions prior to delivering a
presentation wherever possible:
➢ What is the current skill level of the audience?
➢ What industry are they working in?
➢ Can I use relevant terminology that they will
understand?
➢ What is their likely level of formal education?
➢ What is their motivation for being at my
presentation?
➢ Do any of them have special needs (e.g.
disabilities, are they from non-English speaking backgrounds, do they have physical
limitations?)
➢ What are their language, literacy and numeracy levels likely to be at?
➢ Are they highly specialised (i.e. will they get bored if I don’t use the correct
terminology?).
The participants of your presentation can be a mixture of any of the below:
➢ Existing employees from an organisation
➢ People from the same industry but that work in different companies
➢ People from a mixed cultural group
➢ Participants looking to learn more about a product
➢ Participants who want to upgrade their skills
➢ People who are unemployed
➢ People who want to change jobs
➢ People who are very busy and have a lot on their mind.
P a g e | 14
When identifying your audience, you will also be identifying the reasons for presenting. As discussed
previously, this will include questions such as; What does the audience need from you? Is the
presentation a discussion, or are there to teach them something new? Identifying your reasons for
being there will allow you to determine the stance you need to take and the type of language you need
to adopt.
Where will you be carrying out your presentation?
To make your presentation as effective as it can be, you must also consider where it will be taking place.
There are many factors which can have an impact on how you need to present and how the audience
will receive your presentation.
You should consider:
➢ The size of the room
➢ The seating arrangements – including the number of seats
available, the position of the seats, whether there is a table, etc.
➢ The availability and positioning of plug sockets
➢ The light in the room – whether there are blinds or curtains
available if you are going to be using a PowerPoint
➢ Any potential distractions such as noise.
First impressions count
When considering the location for a presentation, you should be aware that this will give an immediate
impression to the audience. For example, imagine the presentation is for current employees in the
workplace, and this is going to take place in the staff room. This immediately gives the impression that
the presentation will be casual and non-formal. This is fine if that is the vibe you are going for. But if you
intend to deliver a more professional presentation, you will want to choose a location that sets this
impression off from the beginning.
Consider your capabilities
Presenting isn’t always easy. If you are able to choose your location, consider how this will impact on
your performance. Would you feel better being in a smaller room, where you can compact your
audience and have it feel more like a chat, than a show? Or would you feel confident presenting on a
stage, with the audience facing you in rows? Taking into account how the location will make you feel, as
well as the practicalities of delivering a presentation, will make sure that you are not taken by surprise
with any confidence wobbles.
P a g e | 15
Activity 1B
P a g e | 16
1.3 – Select presentation strategies, format and delivery methods according to
presentation requirements
By the end of this chapter, the learner should be able to:
➢ Determine the key features of their presentation and document these in a written
summary.
Choosing presentation strategies, format and delivery methods
We discussed earlier that there are a number of different types of client or customer presentations,
which include:
➢ Presentations to a small group of people
➢ A presentation to one person (usually the decision-maker)
➢ A presentation to a large group of people
➢ Team presentations – where more than one person is delivering the content.
Within those different presentations, you may be looking at presentations that aim to:
Inform others of a new product, service, or something else that could be relevant to their needs
This type of presentation has a specific aim or intent. The information you want to convey needs to be
accurate, reliable, and delivered in a manner that the participants will understand.
Win a sale or gain new business
This type of presentation also has a specific aim or intent. You need to get the trust of the client so that
they know they are willing to do business with you, whether it is to win a new sale or get repeat
business from an existing client or customer.
Provide general account management to a client or customer
Once you have a regular or ongoing client, you may need to deliver regular presentations to them in an
account management capacity. Therefore, there may be less pressure as they are already an existing
client, but the presentation should be just as professional as if you were delivering it to a potential client
or customer.
Deliver a one-to-one presentation for a specific client or prospect
Delivering a one-to-one presentation for a client or prospect will require similar skills to delivering in a
group with a few modifications such as questioning techniques, pace change and delivery methods.
P a g e | 17
Presentation strategies
There are a number of different strategies or methods that can be used in the delivery of a
presentation.
Some of the strategies and methods include, but are not limited to:
Verbal presentations
These usually refer to direct speaking engagements where a presenter may talk, but there may be little
or no interaction from the participants. A verbal presentation may be useful when wanting to showcase
a product as an introductory talk or session.
Case studies
Case studies within a presentation offer the participants an opportunity to work on real-life scenarios
where the participants can relate to the context of a situation.
Role-plays
Similar to case studies, role-plays or simulations have the ability to get the participants actively involved
in a situation and offers an opportunity for them to see a real-life example of what is expected from
them or is being presented to them. It is also a great way to get the audience members to get to know
each other, if that is the aim of your presentation.
Demonstrations
An actual demonstration can constitute the active component of a
presentation. This gives the presenter the opportunity to actively
demonstrate something in action and gives the participants a chance
to be drawn into an actual situation.
Group work or discussions
Group work and discussions can provide an effective strategy to get
participants talking, interacting, and sharing ideas and concepts.
Participants can get involved and provide their own points of view
while listening to and understanding others.
Communication strategies
Part of your presentation strategy will be deciding on how you will pitch your topic(s); the way in which
you will communicate with your audience.
Verbal and non-verbal communication
When delivering a presentation, it’s natural to spend a lot of time thinking about mastering your verbal
communication.
Verbal communication includes factors such as:
➢ Choice of words
➢ Volume of speech
P a g e | 18
➢ Enunciation
➢ Questioning techniques.
What we often neglect to think about is our non-verbal communication and how this can have an
impact on how the audience engages with us as a presenter and the message we are hoping to convey.
Non-verbal communication includes factors such as:
➢ Body language
➢ Facial expressions
➢ Gestures
➢ Eye contact.
Adopting positive non-verbal communication will support and in some cases, enforce your message. For
example, imagine you are pitching an idea to your management team. You want them to see why this is
a great idea and how it will be positive for your workplace. But when you present your idea, you stand
in front of the group with your arms folded and a grumpy expression on your face throughout. Whilst
the content of your presentation hasn’t changed, your non-verbal communication isn’t going to make
the audience feel positive about your idea, or give the impression that you are passionate about what
you are talking about.
A dynamic opener
First impressions are important. You only have a few seconds to make that first impression that will
‘make or break’ you. Make it a good one. The way you start the presentation will determine whether or
not the audience will be receptive to you, or choose to tune out from your presentation. Use a good
opening hook to get the attention of the audience and attempt to identify with them as soon as
possible. Make sure you tell them what you are planning on telling them during the opener, so they
know why they are there.
Some of the best dynamic openers can incorporate any of, or a combination of, the following:
➢ Skits
➢ Stories
➢ Case studies
➢ Humour
➢ Games
➢ A bold statement
➢ Shocking statistics
➢ A movie/audio clip
P a g e | 19
➢ Brainteasers
➢ Play an inspiring speech
➢ Silence (as a demonstration)
➢ Using a guest speaker
➢ Tell a relevant news story
➢ Take bets
➢ Have a human treasure hunt (find someone in the group who…)
➢ Have a list of fun questions for the group to answer.
A solid body and content
The body of your presentation should then reinforce what you told the audience during the opener. You
have their attention – now keep it. Tell them that you understand their problem. Explain how your
product can help them to find the solution they have been looking for. Tell them you feel their pain. Tell
them what you came to tell them. Identify with them and their situation and show them not only that
you can help them but how you can help them.
A closing statement that compels them to act
You wowed the audience during the opener. You kept them enthralled during the body. Now to finish
with a closing statement that achieves what you came here to do – you want them to act.
You can provide a closing statement at the end of your presentation or at the end of each chunk or
segment of learning.
The closing statement requires a call to action.
What do you want the audience to do as a result of your presentation? Challenge them by telling them
what you want them to do. Do you want an attitude change? Do you want them to place an order? Do
you want them to choose you as their new vendor? Do you simply want them to remember the last
piece of information you gave them?
Whatever the reason, compel them to act, or make it memorable, so they remember you and your
presentation.
Some suggestions for great closing statements include:
➢ Provide topics for review
➢ A quick quiz
➢ A short film
➢ Talk about personal experiences
➢ Draw up a visual chart or mind map
P a g e | 20
➢ Case study
➢ Feedback form
➢ Stretch or another physical activity
➢ Action items
➢ Open-ended questions
➢ Lucky prize draw
➢ Tell them a story
➢ Homework
➢ What next?
➢ Statistics.
Considering the audience
We have already discussed the process of identifying your audience. When determining which delivery
strategy is best for a client group, it is important to take the extra steps and undertake research into
why they are attending the presentation, what they hope to get out of it and what their current level of
knowledge already is.
As a presenter, you should also be asking yourself:
➢ How much time do I have available for my
presentation?
➢ How can I ensure I make the best use of the
time available to me?
➢ What do I want the clients or participants to
get out of this presentation?
➢ What do I need them to know?
➢ What do I want to inspire them to do once
they leave the presentation?
➢ How can I best achieve this?
➢ Will everyone be able to understand the point I am trying to make?
➢ Have I got a contingency plan in place in case something goes wrong?
➢ If I am demonstrating something, will everyone be able to see it?
➢ Have I allowed for questions to be answered?
➢ What resources do I need?
P a g e | 21
➢ Is the location suitable for the presentation and the delivery methods and strategies I
plan on using?
➢ Who else will be involved? Do I need to allocate another presenter?
➢ What other stakeholders are involved in the presentation or have a vested interest in
the presentation?
Using resources and demonstrations
Your audience is more likely to retain information when visual aids or added resources are included in a
presentation. Audiences usually expect some reinforcement to the presentation; therefore, including
resources is almost a given. This could include visual aids, handouts, workbooks, equipment, and other
methods used to convey a message.
Note: Training ‘aids’ are just that. You are the presentation, not the aids or resources you use.
You should keep in mind what you are trying to achieve by having these resources on hand. Some
resources can actually reinforce the verbal message and help the audience to retain information, and
others are there more for entertainment and to add pace to the session.
Demonstrations can be useful and will resonate best with audiences that are kinaesthetic. They will also
provide an opportunity to put into practice what the audience already knows and can be useful when
the outcome can be complicated or confusing.
| Advantages | Disadvantages |
| Visual aids can be used to demonstrate and illustrate material or skills | Material can be out of date |
| They can provide accurate information | Over-copying can result in poor quality |
| They often prompt discussion | If using a data projector, it can be difficult for all the participants to see |
| They can be referred to later and used during the participants own time | Can result in passive learning – the participants may not be taking in any information |
| They can assist with the kinaesthetic and visual participants | A trainer may rely too heavily on the resources and create less interaction with the group |
| Use of equipment for demonstrations can break up the learning environment | The printer may not have the material ready on time; the equipment may not work correctly. |
Try to be mindful of not attempting to clutter too much information into resources such as handouts or
PowerPoint presentations. Something that is supposed to be useful can sometimes become a
distraction if not used in the right way.
P a g e | 22
Activity 1C
P a g e | 23
1.4 – Select techniques to evaluate presentation effectiveness
By the end of this chapter, the learner should be able to:
➢ Select and document three techniques which could be used to evaluate the
effectiveness of a presentation.
Evaluating the success of your presentation
Seeking feedback on your presentation is essential to personal development. This will help to ensure
that you can identify any areas for improvement, as well as any areas that were particularly successful.
Remember that there is always room for growth, so no matter how successful the presentation was,
you should always be looking to learn how you can improve next time around.
One obvious way to evaluate the effectiveness of a
presentation is to get direct participant feedback.
If you got the sale, then you clearly will know if the
presentation was a success. However, if you were not
actually trying to sell a product, it may not be so easy to tell
how well the presentation was.
It is not always possible to get that kind of immediate
feedback as often you will be delivering different types of
presentations for different reasons.
Some ways in which you can evaluate a presentation include:
➢ Feedback sheets from the participants – this includes pre-written comment sheets and
general ad hoc comments from the participants
➢ Written comments – includes unsolicited comments from participants
➢ Surveys and questionnaires – this can be done straight after or a short time after the
presentation
➢ Focus group interviews – these can be conducted in groups of participants with target
questions
➢ Friends and family feedback – ask a family member or friend to sit in on the
presentation and give you constructive and honest feedback.
As mentioned, getting feedback on your presentation is really important as you can use the information
constructively, making sure you are always developing on your skills.
P a g e | 24
Self-reflection
As well as seeking external feedback, it’s always a good idea to reflect on
your performance yourself. We are often our own worst critics, and so you
will likely be able to better identify areas you would like to improve on,
which may not have been so obvious for the audience.
When reflecting on your own performance, consider the following
questions:
➢ What worked well?
➢ What didn’t work well?
➢ Was the timing adequate?
➢ What areas will I need to improve on for next time?
➢ What other comments can I think about relating to the
presentation?
Remember that nobody is perfect. If you find that your presentation didn’t go to plan, don’t focus on
beating yourself up for what could have been different. We can’t go back and change what has been
done, but we can focus on making sure we are constantly developing and growing. Think about what
you want to be different next time, and decide on the steps you need to take to make sure that can
happen.
P a g e | 25
Activity 1D
P a g e | 26
2. Deliver presentation
2.1. Summarise key concepts and ideas and present to target audience
2.2. Provide opportunity for audience to seek clarification on presentation information
| 2.3. | Confirm target audience understand key concepts and ideas, and that identified presentation objectives have been achieved |
P a g e | 27
2.1 – Summarise key concepts and ideas and present to target audience
By the end of this chapter, the learner should be able to:
➢ Deliver a presentation to their learning group.
Delivering your presentation
In the previous chapter, we discussed the different steps you will need to take to prepare for a
presentation. Now it will be time to deliver the presentation.
When delivering your presentation, you should aim to carry out the following:
➢ Explain the desired outcomes of the presentation with your audience
➢ Use aids, materials, and examples to support the audience’s understanding
➢ Monitor the non-verbal and verbal communication of your audience
➢ Use persuasive communication techniques to secure the interest of your audience
➢ Summarise your key concepts and ideas.
Let’s explore each of these stages in more detail.
Explaining your desired outcomes
The desired outcomes of any presentation should be discussed with the audience before you dive into
the presentation itself. It is important that they know and understand why they are expected to attend
the presentation so that they can determine what is in it for them.
You can do this by providing a set of outcomes that they are expected
to achieve from attending the session, or an outline of what they will
walk away with after they attend.
Some ways in which you can do this include:
➢ Via telephone
➢ Via email
➢ Via postal mail.
You will also need to let the audience know the intended outcomes of the session at the beginning of
the presentation.
During this time, you should talk to them about the following:
➢ Your expectations – as a presenter, should let your audience know what you expect
from them during the session. This minimises the chances for anything going wrong as
the audience is advised in advance of your expectations. Expectations can include
people returning from breaks on time, phones switched off or on silent, questions at
the end or during the presentation, etc.
P a g e | 28
➢ The ground rules – ground rules should be written or discussed together. As a
presenter, you should indicate some of your own ground rules and then determine if
there are others that need to be included based on the group’s ideas. Ground rules and
expectations can cross over
➢ Their expectations – the audience should also have an opportunity to let you know
what their expectations are, if time permits. This gives them an opportunity to provide
ownership and support for the presentation also
➢ Timing – let the audience know the timing and then stick to it. Break times, start times,
finish times. These are important to stick to. It is possible that your audience will lose
interest if you don’t adhere to these timeframes
➢ Rules for questions – some presenters are happy to take questions during the
presentation, and others prefer to keep them all to the end. You need to set the
boundaries from the beginning regarding questions. This will help your presentation to
run the way you want it to, and let your audience know that there is a time when they
can ask any questions they have.
Using presentation aids
As previously discussed, presentation aids and materials should be used to support the understanding
of your audience. The learning styles of audience members can directly relate to the type of material
used, and ideally, you should use a combination of materials that can enhance and adapt to different
learning styles.
Some of the material that you can use includes:
➢ Visual aids, such as posters, graphs,
etc.
➢ PowerPoint slides
➢ Flip charts
➢ Handouts
➢ Workbooks
➢ Notes
➢ DVDs
➢ Audio material
➢ Actual samples of the material you are presenting.
You will need to consider how available these resources and materials are, how effective they will be
and how relevant they are to your presentation. For example, sales resources will be a big help if you
are trying to sell the participants something, i.e. the actual product if possible.
P a g e | 29
Other aids and resources include:
➢ Photographs of the product
➢ Printed material
➢ Brochures
➢ Models
➢ Drawings
➢ Data projector
➢ A laptop
➢ Demonstration models.
Setting up presentation aids
You should ask yourself the following questions:
➢ Are the resources, aids, and materials easy to transport?
➢ Can they be set up in advance?
➢ Will I need assistance in setting them up? If so, how available is the assistance?
➢ Will they create the impact I am trying to create or deter from the presentation?
Note – as mentioned earlier, a resource or material is simply something to help you with the delivery of
the presentation. It should not be solely relied on.
Ensure you have back up at all times too. Don’t rely on just a PowerPoint presentation; for example,
consider what you will do if your laptop decides to not work on the day of the presentation. Preparation
is always going to be the key to success!
Monitoring your audience
While delivering your presentation, it is a good idea to monitor your audience and their reactions to
what you are saying, demonstrating, or delivering at any given time.
Just remember that you can only do so much in the delivery phase. A participant that does not want to
attend your presentation, or that has been forced to attend, will not be a willing participant and you
should not take their reaction personally.
There are a number of ways in which you can monitor your audience’s reaction and whether or not you
are on your way to achieving your outcomes.
P a g e | 30
For example, you could check the following to give you a gauge on what the audience may be feeling
or experiencing:
➢ Does the audience seem happy to be there?
➢ Do they seem or look interested?
➢ Are they genuinely looking positive?
➢ Are they demonstrating positive body language?
➢ Are they responding to questions?
➢ Are they talking productively amongst themselves, when asked to do so?
Someone who is new to presenting will find it difficult to see all of the cues initially. As you become a
better and more experienced presenter, you will become more accustomed to reading the audience,
and you will spot the signs straight away.
If you have little experience as a presenter, you may want to ask a trusted friend or colleague to sit in on
the presentation to look for the cues mentioned above. They will be able to spend time monitoring the
other audience members, as well as give you feedback as an audience member themselves.
Using persuasive communication techniques
More often than not, a key aim of your presentation will be to persuade your audience. Whether we are
informing others of a new product, trying to win a sale, or providing general account management, you
want the audience to listen and trust what you are saying, and this is all part of persuasion.
Some persuasive communication techniques include:
➢ Capture the audience’ attention – the importance of a good
opener has already been discussed, but this sentiment should
be continued throughout the whole presentation. Without
holding the attention of the audience, how could you possibly
persuade them to follow your train of thinking?
➢ Be honest – an engaged audience will pick up on more than
you think, and the first thing most will spot is any sign of
dishonesty. A successful presenter will establish an open and
honest rapport with their audience, so that a level of trust can
be built, thus increasing the likelihood of them feeding into
your topic of discussion
➢ Use the right language – being able to get people to think a certain way depends
heavily on the type of wording you use. How different would it be if somebody told you
that you need this new product, compared to somebody telling you it might be suitable
for you
P a g e | 31
➢ Build your argument – don’t go straight in for the kill when trying to persuade. Begin
by capturing the audience’s attention, and then build on your point in smaller steps,
making sure to highlight the benefits.
Summarising your key concepts and ideas
When delivering a presentation, it’s crucial that the audience takes away the key ideas that you were
aiming to convey. If you don’t achieve this, then your presentation isn’t likely to be memorable or leave
any lasting impression.
Some ways in which you can do this include:
➢ Summarise as you finish each chunk or segment of
the presentation
➢ Recap or revise halfway through the presentation
➢ Recap when the presentation is finished
➢ Provide a review and/or question/answer session.
As mentioned in the list above, you should always look for and
identify areas within your presentation where you can re-cap or do some revision with the participants
or prospects. You want them to walk away feeling as though they got something out of your
presentation, and confirming whether this is the case during the presentation will allow you to change
your approach if necessary. If you rush through it, or if your audience doesn’t understand what you
have presented, then you have wasted both your time and theirs. A good way to check for the
audience’s understanding is to stop every now and then and test their knowledge with short questions
to ensure they are keeping up with your pace.
If you don’t get the response you’re hoping for when you implement these techniques, don’t be
disheartened. It’s never too late to make changes to ensure that your presentation is a success.
P a g e | 32
Activity 2A
P a g e | 33
2.2 – Provide opportunity for audience to seek clarification on presentation
information
By the end of this chapter, the learner should be able to:
➢ Follow up a presentation by asking the audience if they have any questions.
Providing opportunities for participants to seek clarification
A good presentation will always provide an opportunity for the audience to ask questions, provide
feedback, and make suggestions for improvement. This was briefly touched on in the previous chapter;
your key aim should always be to give the audience something to walk away with, and if they haven’t
understood what you’ve been talking about, then it will be practically impossible to leave them with
anything other than confusion.
Giving the audience the chance to ask questions is the best way to do this. You can decide if you want to
answer questions as the presentation progresses or at the end of the presentation. But generally
speaking, the more formal a presentation is, the more likely the questions will be at the end of the
session. A less formal or less structured presentation will allow for questioning during the content
delivery.
We will discuss the advantages and disadvantages of both options below.
Questions during the delivery of the presentation:
➢ Advantages – the clarification can be
immediate, therefore easier for the
audience to understand concepts.
Material can be contextualised
immediately
➢ Disadvantages – can steer the
presentation off course a little if not
managed correctly. The logical progression
of the presentation can be interrupted.
Questions at the end of the presentation:
➢ Advantages – the presentation can flow in a logical order and be timed accordingly
➢ Disadvantages – the presenter may not be able to put the answer into a context as well
as if the question had been asked at the time.
It is not always easy to pre-empt which questions you will be asked. A good idea may be to anticipate
some of the most obvious questions, and have some answers prepared for those. Try to think of as
many questions that you could be asked as possible. Run through the presentation with a friend or
colleague and see what questions they come up with.
You should ensure that the audience is able to ask for clarification on areas where they are not
necessarily clear in relation to the presentation. If time does not allow for specific question and answer
sessions, then it will be necessary to provide an opportunity after the session.
P a g e | 34
The presenter can email the presentation to the audience or collate a list of questions from the
audience at the end and advise them that they will email them a list of answers to these questions.
There will be differing needs and preferences for the audience, and sometimes the presenter may be
able to make the changes required in advance, or sometimes they will need to make the changes as the
presentation progresses.
The audience will have different characteristics and needs based on the
following:
➢ Backgrounds
➢ Education
➢ Reason for being at the presentation
➢ Disabilities or other special needs which include hearing or
visual impairments
➢ Cultural beliefs
➢ Age.
Responding to questions
When an audience member asks you a question, follow the steps below to ensure you look and act
professional and address the question with the regard it needs.
Listen to the question
Listen carefully to what is being asked. Rephrase, mirror, or reflect back to the participant asking the
question.
This ensures:
➢ You have completely understood the question they are asking
➢ The audience has heard and understood the question
➢ You have a bit of time to think of an answer.
Think before you answer
It may feel like you are taking a long time to answer it, but what feels like a long time to you may not
feel that long to the audience. Give yourself a few moments to think of an answer before you reply.
P a g e | 35
Types of questions
As a presenter, you will be asked many types of questions. Some of the ways you can best deal with
these are listed below.
Difficult questions
If you are asked a difficult question that you cannot answer, be honest and upfront and advise the
participant that you are not sure of the answer, but you will find out and get back to them as soon as
you can. Ensure you follow through on that – an entire room of people just witnessed you telling
someone you will get back to them. Keep your word.
Hostile or impolite questions
You may often be caught in a position where you are asked a hostile or impolite question, and it can
appear as though the intention was to throw you off guard. Don’t always assume that to be the case.
Maybe someone really did need clarification on an issue and did not know the best way to ask for it. The
participant asking the question may genuinely not have very good communication skills. If the situation
becomes delicate, acknowledge that you understand the sensitivity of the situation while
acknowledging you understand their point of view. Keep it objective at all times. If the question is
clearly impolite or inappropriate, advise the participant in a polite manner that the question is not
relevant and move on.
Participants that ask too many questions or try to steal the limelight
These participants are often difficult to manage but can best be handled by the presenter by any of
the following methods:
➢ Acknowledging the question and condensing it
➢ Validating the participant asking the question and summing up the
points they are trying to make
➢ Advising the participant politely that the time is limited to answer
that many questions, but you would be more than happy to answer
any other questions later
➢ Offering to ‘park the question’ and if there is time to go back to it.
Remember the following points:
➢ Questions provide an avenue for participants to ensure they
understand what they have been told
➢ Be prepared to answer as many questions as you can think of
➢ You should be worried if no one asks a question – this doesn’t mean they all
understand everything.
P a g e | 36
Activity 2B
P a g e | 37
2.3 – Confirm target audience understand key concepts and ideas, and that
identified presentation objectives have been achieved
By the end of this chapter, the learner should be able to:
➢ Complete their presentation by asking relevant questions to audience members to
confirm their understanding.
Confirming audience understanding
In a previous chapter, we discussed the importance of summarising your
key concepts and ideas at varying points throughout your presentation,
such as following key segments or in a summary at the end. As a
presenter, you are encouraged to do this to ensure that the audience is
following what you are saying and have understood the key points you
want them to take away.
But as well as summarising your key aims and hoping that the audience
has understood, you want to take active steps to confirm this
understanding.
There are a number of possible ways to do this:
➢ Ask questions at the end of your presentation – this was discussed in the previous
chapter, and is a relatively straight forward way to have the audience confirm their
understanding. There is always a possibility though that your audience will say that
understand at the time because they want to get on with their day
➢ Provide feedback forms – this will give audience members the opportunity to
anonymously to say whether or not they understood your key points, potentially ask
questions, and provide you with feedback going forward. You could ask your audience
to complete these immediately following the presentation or in their own time
➢ Send out an email following your presentation – depending on the size of your
audience and your relationship with them, sending out an email thanking the audience
for their attendance might be a good way to reach out make sure that the audience
understood the premise of your presentation. This is often particularly beneficial as it
gives people time to reflect on what they have learnt, and think of questions that they
might not have thought of at the time.
Controlling your expectations
Remember that when presenting, your audience members are likely to not give you their undivided
attention all the time. People will always have their own things going on; they might be thinking about a
work deadline, or be tired from a lack of sleep the previous night, for example. There are many different
reasons why audience members might miss parts of what you are saying, or struggle to understand your
key points. Your job is to try and make your presentation as accessible as possible for everybody
attending, but you should never expect that each audience member will leave completely satisfied and
on board with your ideas. You should place your focus on presenting to the best of your ability, and not
trying to control the audience’s behaviour in any way.
P a g e | 38
Activity 2C
P a g e | 39
3. Review presentation
3.1. Evaluate effectiveness of the presentation
| 3.2. | Seek and discuss feedback and any reactions to the presentation from participants and relevant stakeholders |
3.3. Make changes to presentation based on feedback received
P a g e | 40
3.1 – Evaluate effectiveness of the presentation
By the end of this chapter, the learner should be able to:
➢ Use a given assessment criteria to evaluate a previous presentation.
Reviewing presentation effectiveness
Once your presentation has been delivered, then it is time to review how effective it was. Reviewing
your own performance is crucial to developing your skills. How are you supposed to improve if you
don’t know where it is you’re going wrong?
The key indicator as to whether or not your presentation was effective is if you
achieved your desired outcomes.
Some of the ways in which you will know whether you achieved your outcomes
include:
➢ Some or all of the participants or prospects will make a purchase –
if not immediately then sometime in the future
➢ Feedback from the audience will be positive
➢ The audience will take the action you wanted them to take
➢ You will be asked to conduct more presentations to the same
group
➢ You will get referrals from the presentation
➢ The objectives you set out to achieve will be achieved.
Of course, not all of these examples will be relevant to you, and will depend on the reasons for you
delivering your presentation. This is why you need to be 100% clear of the outcomes you want to
achieve from the beginning. If you are unsure of the main reason for carrying out the presentation,
you’re not going to be aiming towards anything, and will have no idea if you have been successful or
not.
Using an assessment criteria
A good way to evaluate the effectiveness of your presentation is to develop an assessment criteria. This
can be used by others (or yourself in some cases) to determine how you did in different elements of
your presentation.
Your assessment criteria could include points such as:
➢ Audibility – can you hear clearly throughout?
➢ Pace – is the pace of the presentation, or flow of ideas, too fast or too slow?
➢ Fluency – is the speech pattern fluent, indicating fluency with the material?
➢ Tone and energy – is there sufficient variation in tone? Does the presenter show
enthusiasm?
P a g e | 41
➢ Body language – do their movement and gestures enhance what they are saying? Is the
presenter avoiding being note-bound?
➢ Structure and cohesion – was the structure clearly outlined? In the order logical and
easy to follow? Is timing accurate?
➢ Use of visual aid – is there a suitable amount? Are they easy to read? Do they support
the oral delivery effectively?
➢ Response to questions – did they listen to, and answer questions successfully?
Another way to do this is to put together a matrix to keep track of each presentation you deliver. An
example of a matrix you could use is shown on the next page.
Self-reflection
Evaluating the effectiveness of your presentation will not always be the easiest of tasks. In most cases,
we are often our own worst critics, and whilst the audience might think that everything went smoothly,
you will likely be aware of certain goals or aspects which you didn’t reach or perform to your own
standard. For example, imagine that one of your goals was to focus on reading the body language of the
audience throughout the presentation, but you forgot to do this once you got into the swing of things.
Your audience wouldn’t know that this was something you were aiming to do, and so their feedback
would not represent this.
Self-reflection doesn’t need to be a complex process, but you should try to document this in some way.
Doing this will give you the opportunity to refer back to the process in the future. You might start by
writing similar questions as you would put in a feedback form and writing down your answers to each,
thinking about whether you have achieved the things you set out to achieve.
The most important thing you need to remember when reflecting on your own performance, is that it
won’t be a useful practice unless you are honest with yourself. Whilst it can be difficult to admit when
we haven’t been as successful as we would have liked, it’s essential that you recognise your downfalls
so that you can focus on doing a better job next time around.
P a g e | 42
Example matrix
| Item | Positive/Negative | Future suggestions |
| Presenter Was the presenter on time? Did the presenter know the material? Did the presenter build rapport? Did the presenter convey the message appropriately? Were questions asked efficiently? Did the presenter demonstrate appropriate body language? | ||
| Venue/Facilities Was the venue suitable? Was the setup of the room suitable? Was the equipment effective? Were the resources suitable? | ||
| Participants Were the participants able to understand the presentation? Did they have a chance to ask questions? Was the information given to them in a logical format? Were issues dealt with appropriately? Was there a focus on their needs? Were they thanked for attending? Did they have a chance to provide honest feedback? Were there any sales made as a direct result of the presentation? | ||
| Follow Up Have the participants been followed up after the presentation? Was there a focus on the participants and their needs? What are the next steps planned for the participants that attended? |
P a g e | 43
Activity 3A
P a g e | 44
3.2 – Seek and discuss feedback and any reactions to the presentation from
participants and relevant stakeholders
By the end of this chapter, the learner should be able to:
➢ Seek and discuss feedback from peers following the delivery of a presentation.
Seeking feedback
As well as reviewing how effective the presentation was yourself, you should get an idea from the
audience involved in your presentation on how successful they thought the presentation was.
There are various methods that can be used to seek the reactions to the presentation, some of which
were discussed previously.
Some examples include:
➢ Feedback sheets from the participants – this
includes pre-written comment sheets and
general comments from the audience
➢ Written comments – this will involve audience members making
their own comments without responding to any specific questions
➢ Surveys and questionnaires – this can be done straight after or a
short time after the presentation. They may be
more or less detailed than feedback sheets, but
will give the audience additional time to reflect on the
presentation and what they learnt from it
➢ Focus group interviews – these can be conducted in groups of participants with target
questions. Asking questions face-to-face will give you the benefit of being able to ask
additional questions if a comment sparks your interest.
As outlined in the list above, there are benefits and shortfalls to each method of seeking feedback. You
should consider the type of feedback that will be beneficial to you and your situation, as well as
anything which might prevent you from receiving valuable feedback, such as limited time, for example.
Discussing feedback
The process of discussing feedback is as important as seeking the feedback itself. There will likely be
comments made that you would like the person to expand on and explain why they feel this way, and
without taking that extra step to discuss the feedback, this won’t be an option.
It’s important that you approach this process in the right way. You should never go into a discussion
with the aim of disputing feedback that you have received or explaining why the opinion of your
audience is incorrect or inaccurate. Not only is this unprofessional, but it’s also not going to make the
audience members want to engage in the process positively, and you’ll miss out on the chance of
learning from their insights.
P a g e | 45
When discussing feedback, you should:
➢ Remember that it’s not personal
➢ Aim to learn, not argue
➢ Listen without interrupting
➢ Ask questions where appropriate
➢ Think before responding.
On the following pages, you will find an example feedback sheet and an example reflection sheet.
P a g e | 46
Participant feedback template
An example of a participant feedback form is below:
| Participant name: | Date of presentation: |
| Presenter name: | Venue: |
| Was the presenter well prepared for the session? | Yes/No |
| Was the venue suitable for the presentation? | Yes/No |
| Was the presentation clear and easy to understand? | Yes/No |
| Was the information relevant to you? | Yes/No |
| Did the presenter encourage feedback and participation? | Yes/No |
| Were the resources appropriate and adequate to the presentation? | Yes/No |
| Do you have any further comments? | |
| Would you like someone to contact you in relation to your feedback? | Yes/No |
P a g e | 47
Presenter reflection template
An example of a presenter reflection form is below:
| Presenter name: | Date of presentation: |
| Venue: | |
| What do I think went well in the presentation? | |
| What areas do I think need improvement? | |
| What was the most difficult part of the presentation? |
P a g e | 48
Activity 3B
P a g e | 49
3.3 – Make changes to presentation based on feedback received
By the end of this chapter, the learner should be able to:
➢ Redraft the original plan for their presentation, taking into account feedback gathered.
Making relevant changes
So you have now gained your feedback and discussed this with your audience, but what comes next?
It’s important that you don’t go through the feedback process, to just continue in the same way as
before. You will need to take this feedback on board and apply it to your future practice.
The benefits of making relevant changes to your presentation style or content based on feedback
include:
➢ It allows the presentation delivery to be continually improved
➢ The presentation will become suited to the needs of clients rather than what you think
they need
➢ It will make participants and other key personnel feel that their opinions are valued
➢ If you deliver presentations on a regular basis, improving style and content may lead to
more people seeking to take part.
This should be done by collating the feedback you have received and making the necessary changes to
your presentation approach. In most cases, you won’t have the opportunity to deliver the same
presentation again, but you are able to address how you deliver presentations in the future. This might
include tweaking or amending small things that didn’t work, as well as making bigger changes too.
For example, you might make changes to the following factors:
➢ The planning stage
➢ Chosen delivery methods
➢ Communication techniques
➢ Your use of resources, props and aids
➢ How you interact with the audience.
The above list contains just a few examples of areas which you might address through feedback, but it
will be entirely up to you how you choose to use feedback going forward. Remember that your main
aim is to be constantly improving your presenting skills, so no matter how minor your changes might be,
they will make all the difference so long as you see yourself improving as a result.
P a g e | 50
Activity 3C
P a g e | 51
Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
➢ Skills Activity
➢ Knowledge Activity
➢ Performance Activity.
This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!