BSBCMM401 Make A Presentation: Learner Workbook

BSBCMM401
Make a presentation
Learner Workbook
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4.2 – Develop and implement training on the use of standard templates and
macros and adjust the content and level of detail to suit user needs
By the end of this chapter, the learner should be able to:
 Carry out a training needs analysis to examine what skills employees already have
and how much training they require
 Plan and produce training materials to teach someone how to use templates and
macros from scratch
 Consult technical experts to ask them for help and advice on training and
implement any changes needed to improve it.
Develop and implement training

There are numerous ways of training employees in the use of standard templates and macros.
However, the first step will be to carry out a training needs analysis. You should consider the skills
that your employees already possess and how much training they realistically require. It is also
worth considering the amount of time and money that you have to invest in the development and
presentation of training materials. The need for training should be reviewed on a regular basis, and
you should ensure that relevant personnel are up-to-date with regards to their technical skills.
Essential research
You should learn as much as possible about the templates and macros before drafting your training
materials. Have a go at training somebody who is completely new to the use of templates and
macros. Identify the problems that they experience and plan the most appropriate training steps.
You should also consult fellow technical experts and ask them for advice on training development.
You may choose from the following training options:

 Focused group discussions
 E-learning
 Video training
 On-the-job training
 Mentoring
 Development of training manuals and courses
 Sessions led by external professionals.

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Training based on the user’s needs

You should remain focussed on the expected users of any training materials. They may have a
limited amount of time to learn about the use of templates and macros. It will be necessary to
highlight the amount of time expected for completion of the training and level of knowledge
required. You are also advised to break the training up into sections and highlight the most
important points. You should use short paragraphs and bullet points. The content should be highly
relevant and concise. The active voice and verbs may be used to prompt the user. It might be worth
including screenshots to clarify the meaning of any instructions that you give.
Time should be spent reviewing and optimising your content for the learner. You should identify and
discard any sections that don’t anything to the overall meaning of your text. Make sure that the
training fulfils its purpose and that technical information is communicated in an easily
understandable manner. Don’t rely exclusively on digital spelling and grammar checkers. Ask
knowledgeable staff members to review the training and identify any areas of improvement. Carry
out a trial and ensure that the learners can comprehend and act upon the training.
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Activity 4B
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4.3 – Produce, circulate, name and store master files and print copies of
templates and macros in accordance with organisational requirements
 Create and name master files to store templates and macros, making sure they
include all the required information
 Store print copies of templates and macros as a back-up if computer equipment

fails or files are lost
 Circulate and grant master file access to trusted technical staff, providing them with
the passwords.
Produce master files

Master files are created for the purpose of storing original versions of templates and macros. They
may be securely saved on a central computer, and access may be restricted to key technical
personnel. It is possible to collate all of the information regarding the use of macros and templates
within one main master file. Your organisation may also opt to store print copies of templates and
macros in case the computer equipment fails and the saved files are lost.
You should follow these steps for the creation of a master file in Microsoft Word:
1. Open and save a blank document
2. Click on the view tab and select the outline view
3. Click on the show document button on the main ribbon
4. Select the insert option and choose the

file that you want to assign to a master
document
5. Double click on the file that you want to

include in the master document
6. Insert any additional files into the master

document and save when the process is
complete.
The circulation of master files

You are encouraged to circulate and grant master file access to trusted technical staff. They will
ensure that copies are securely stored and distributed to relevant staff members. Master files should
be created, in accordance with the development of new macros and templates. They should include
details of how to access and update the files. You may share master copies via email, or a secure
computer network. Alternatively, you may print copies and circulate by hand and fax. They may be
stored in well organised and highly secure filing cabinets.
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Naming conventions
You are advised to name master files appropriately for easy identification. You should specify the
date of creation, version number, and department which the master file relates to. If you’re
circulating paper copies, then you should include the names of any staff members responsible for
safe storage. Digital files may be saved securely in Google Drive or Dropbox. You may specify
passwords, for restricted access to your master files.
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Activity 4C
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5. Develop and implement strategies for maintenance and

continuous improvement of standard documentation
5.1 Monitor use of standard documentation templates and macros, and evaluate the quality of
documents produced against documentation standards
5.2 Review documentation standards against the changing needs of the organisation, and plan
and implement improvements in accordance with organisational procedures
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5.1 – Monitor use of standard documentation templates and macros, and

evaluate the quality of documents produced against documentation
standards
5.2 – Review documentation standards against the changing needs of the

organisation, and plan and implement improvements in accordance with
organisational procedures
 Trial document templates and macros to evaluate effectiveness of them
 Review macros and templates on a regular basis, and carry out surveys to gather
feedback on the documentation
 Implement any changes required to documents or produce new ones depending on

feedback gathered
 Inform the relevant staff how to make updates and communicate any details of
amendments with them.
You are encouraged to evaluate the effectiveness of your documentation templates and macros. The
first stage of evaluation should be a trial to ensure that the information can be understood and that
the processes are completed efficiently. If the templates and macros are deemed suitable, then you
should establish performance categories for continuous monitoring. You may be concerned with the
effects upon worker efficiency and minimisation of cost. It would be worth carrying out regular
surveys and finding out what your employees think about the documentation.
You may consider the following success criteria:

 Speed and accuracy of template completion
 Effectiveness of macro processes
 Amount of time taken to adapt to the introduction of new templates and macros
 Feedback from employees, customers and other document users.
Evaluation of documents
It is likely that your organisation will have defined standards regarding the creation and maintenance
of business documentation. Some standards will apply exclusively to specific macros and templates.
You should ensure that such standards are realistic and measurable. Some information may have to
be written in accordance with organisational style guides. There may be specifications regarding the
type of language and style that is used.
You should review your macros and templates on a regular basis. It may be necessary to make
amendments, for improved rates of completion and accuracy.
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You could outline your evaluation in a table like this
Documentation standards Means of achievement
Documents suited to user requirements Researching the audience and performing

usability testing
Inclusion of relevant and understandable Ensuring high levels of organisation and

information consistency in the presentation of information.
Using appropriate indexing methods and
highlighting key details
Decreased cost and improved efficiency Ensuring clarity and accessibility of information
Technical accuracy Asking for technical feedback and carrying out

usability testing
Standards of grammar and style Using checklists, style guides and templates for
the inclusion of information
Means of saving and storing Using appropriate file names and formats.
Ensuring that documents are securely stored the
access of key personnel when required
Changing standards
It is likely that you will create new documents and make changes as your business develops. The
documents should be trialled, and you should take user feedback into account. It would be worth
carrying out trials and monitoring the completion of macros and templates. This will allow you to
identify any problems and means of improving your business documents. Clear instructions and
guidelines should be given, detailing the analysis and maintenance of essential business files.
You should include details of how to carry out the following procedures:
 Make amendments and track changes
 Distribute files across your organisation and obtain feedback
 Collect and identify particularly important documentation reviews
 Approve the distribution of finalised documents.
These standards should be considered:

 Production and management of files
 Elements of style and grammar
 Document design and formatting
 Accessibility of information
 Document reviews and updates.

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It may be necessary to update style guides and instructions relevant to particular documents. You
should also consider investment in documentation software for the purpose of updating and
maintaining records regarding business use.
Plans for the improvement of your documentation

If you want to ensure the comprehensive improvement of your business documentation, then you
should create clear plans of action. You may identify particularly impressive examples of
documentation, which can be used as a basis for any changes. Relevant staff members should be
informed of how to make updates and communicate details of amendments. The details of
document changes should be recorded for later reference.
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Activity 5A
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
 Skills assessment
 Knowledge assessment
 Performance assessment.
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!
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
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that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
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Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
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Candidate Details
Assessment – BSBCMM401: Make a presentation
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBCMM401: Make a presentation.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you
to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Your trainer/assessor will ensure you are provided
with the correct equipment and/or materials to complete the task. They will also
inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to plan and document presentation
approach and intended outcomes.
Discuss the following in pairs or in small groups:
1. How will you plan your next presentation?
2. What approach will you take?
3. How will you document the approach?
4. How will you know the intended outcomes will have been met?
5. How do you plan on inspiring the participants to take further action?

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Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Activity 1B
Objective To provide you with an opportunity to choose presentation strategies, format
and delivery methods that match the characteristics of the target audience,
location, resources and personnel needed.
1. When determining which delivery strategies are best for a client group,
what questions should you ask yourself?
2. Develop a checklist for your next presentation that includes:
 Who the target group is

 What their characteristics or needs are
 Location / venue checklist
 Resources needed
 Who will need to be contacted for extra assistance?
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Activity 1B checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1C
Objective To provide you with an opportunity to select presentation aids, materials and
techniques that suit the format and purpose of the presentation, and will
enhance audience understanding of key concepts and central ideas.
1. In small groups, discuss your preferred method of learning style and the sort
of information you like to have in presentations.
2. Think about a presentation that you will be delivering in the future. What
dynamic openers could you use to make a positive first impression?
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Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1D
Objective To provide you with an opportunity to recognise how to brief others involved in
the presentation on their roles/responsibilities within the presentation.
Research who will be involved in the arrangement of their next presentation.
What do you need to tell the relevant staff and how do you plan on gaining their
support?
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Activity 1D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1E
Objective To provide you with an opportunity to select techniques to evaluate
presentation effectiveness.
1. What are you going to do to get honest feedback after your next
presentation?
2. What questions can you ask yourself to self-reflect following a

presentation?
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Activity 1E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2A
Objective To provide you with an opportunity to identify how to explain and discuss
desired outcomes of the presentation with the target audience.
1. Provide three examples of pieces of information that ought to be shared
with the audience at the start of a presentation.
2. Why is it important to let participants know about your expectations?

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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2B
Objective To provide you with an opportunity to establish how to use presentation aids,
materials and examples to support target audience understanding of key
concepts and central ideas.
1. Provide at least five examples of materials that can be used as presentation
aids.
2. What questions should you ask yourself in relation to setting up

presentation aids?
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2C
Objective To provide you with an opportunity to recognise how to monitor non-verbal and
verbal communication of participants to promote attainment of presentation
outcomes.
What questions could you ask yourself in relation to the verbal and non-verbal
communication of participants during the delivery of a presentation in order to
monitor whether you are meeting the intended outcomes?
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2D
Objective To provide you with an opportunity to understand how to use persuasive
communication techniques to secure audience interest.
1. Identify the main characteristics of at least three of the following examples
of body language and explain their significance when delivering a
presentation:
 Boredom
 Evaluation
 Chin stroking
 Ready for action
 Arm barriers
 Clenched fist
 Clasped hands
 Fingers in the mouth
 Both hands behind the head
 Openness.
2. Describe a range of persuasive communication techniques to secure

audience interest.
3. What specific communication strategies are you going to use in your next
presentation and why?
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Activity 2D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2E
Objective To provide you with an opportunity to recognise how to provide opportunities
for participants to seek clarification on central ideas and concepts, and adjust
the presentation to meet participant needs and preferences.
1. Compare the advantages and disadvantages of allowing questions to be
asked during the presentation versus waiting for them to be asked after the
presentation.
2. What needs and preferences do you need to be aware of when adjusting a

presentation to suit the audience?
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Activity 2E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2F
Objective To provide you with an opportunity to identify how to summarise key concepts
and ideas at strategic points to facilitate participant understanding.
1. At what stages in a presentation should you check to ensure participants
have understood content?
2. What actions can you take to ensure the participants understand the
concepts in your presentation?
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Activity 2F checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3A
Objective To provide you with an opportunity to establish how to implement techniques
to review the effectiveness of the presentation.
1. Provide three examples of how you will know whether you have achieved
the objectives of the presentation.
2. In pairs, discuss a range of assessment criteria that could be used to review

the effectives of a presentation.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3B
Objective To provide you with an opportunity to seek and discuss reactions to the
presentation from participants or from key personnel involved in the
presentation.
Develop a feedback form that you can distribute to participants and other key
personnel following a future presentation to gauge their reactions.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3C
Objective To provide you with an opportunity to identify how to utilise feedback from the
audience or from key personnel involved in the presentation to make changes
to central ideas presented.
Why is it important to alter the style or content of your presentation following
the collection of feedback?
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
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Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
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 or
modify presentations
 Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others

 Selects and uses appropriate conventions and protocols to encourage interaction or to
present information
 Demonstrates sophisticated control over oral, visual and written formats, drawing on a
range of communication practices to achieve goals
 Recognises the need to alter personal communication style in response to the needs or
expectations of others
Get the work done

 Takes responsibility for planning, sequencing and prioritising tasks and own workload to
achieve outcomes
 Uses feedback from others, analytical and lateral thinking to review current practices and
develop new ideas
 Uses the main features and functions of digital tools to complete work tasks
Answer the activity in as much detail as possible, considering your organisational requirements.
In relation to a presentation that you will be delivering, read and interpret any relevant
information that will inform you provide you with information regarding the target audience.
Based on the information you have found regarding the target audience, develop a range of
information that can be presented and will engage participants.
1. In relation to a presentation that you will be delivering, read and interpret any relevant
information that will inform you provide you with information regarding the target audience.
2. Based on the information you have found regarding the target audience, develop a range of
information that can be presented and will engage participants.
3. Using the information that you have developed, deliver a presentation within a workplace
environment or to fellow learners. You must demonstrate:
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 The use of verbal and non-verbal communication

 Listening and questioning techniques in order to improve your delivery
 The ability to interpret audience reactions and change presentation delivery as required.
4. During the delivery of the presentation, demonstrate how you have encouraged and
facilitated interaction with participants and between participants through the following:
 The use of appropriate conventions and protocols

 The use of oral, visual and written formats
 Recognising the need to alter personal communication style in response to the needs or
expectations of others.
5. How have you planned, sequenced and prioritised tasks into your own workload during the
development the presentation?
6. Describe how you have used feedback from others, and used analytical and lateral thinking to
review current practices and develop new ideas.
7. Demonstrate how you have used digital tools in the development and delivery of your
presentation.
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Summative Assessments: Section A checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Identifying information collection methods that will support review and feedback of
presentations
 Identifying regulatory and organisational obligations and requirements relevant to presentations
 Describing the principles of effective communication
 Describing the range of presentation aids and materials available to support presentations.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Explain the use at least two information collection methods that will support review and
feedback of presentations.
2. Identify and explain a variety of regulatory and organisational obligations and requirements
that impact on the delivery of a presentation.
3. What are the 6 Ps of presenting? Explain each.
4. Describe a range of materials that can be used as presentation aids.

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Summative Assessments: Section B checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
 Prepare and deliver presentations related to occupation or area of interest which demonstrate
the use of:
o effective presentation strategies and communication principles
o aids and materials to support the presentation
 Select and implement methods to review the effectiveness of own presentation and document
any changes which would improve future presentations.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. The participants should put together a 5-10 minute presentation for delivery in small groups of
3-4.
The presentation should address the following:
 Communicate the desired outcomes to the participants

 Design a presentation aid to be used in the session
 Include a dynamic opener, a solid body and content and a closing statement that compels
the participants to act.
2. Select at least one method to review the effectiveness of your presentation and implement
the method. Based on the feedback, indicate how you could improve future presentations.
P a g e | 54
Summative Assessments: Section C checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
P a g e | 56
Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
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P a g e | 58
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
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Competency record to be completed by assessor

performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:

BSBCMM401 Make A Presentation: Learner Workbook

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BSBCMM401

Develop and implement training

You may choose from the following training options:

 Development of training manuals and courses

 Sessions led by external professionals.

Training based on the user’s needs

 Store print copies of templates and macros as a back-up if computer equipment

Produce master files

2. Click on the view tab and select the outline view

3. Click on the show document button on the main ribbon

4. Select the insert option and choose the

5. Double click on the file that you want to

6. Insert any additional files into the master

The circulation of master files

5. Develop and implement strategies for maintenance and

5.1 – Monitor use of standard documentation templates and macros, and

5.2 – Review documentation standards against the changing needs of the

 Implement any changes required to documents or produce new ones depending on

You may consider the following success criteria:

 Effectiveness of macro processes

 Feedback from employees, customers and other document users.

You could outline your evaluation in a table like this

Documentation standards Means of achievement

Documents suited to user requirements Researching the audience and performing

Inclusion of relevant and understandable Ensuring high levels of organisation and

Technical accuracy Asking for technical feedback and carrying out

 Distribute files across your organisation and obtain feedback

 Collect and identify particularly important documentation reviews

 Approve the distribution of finalised documents.

These standards should be considered:

 Elements of style and grammar

 Document design and formatting

 Document reviews and updates.

Plans for the improvement of your documentation

Assessment appeals process

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

The observation/demonstration will take place either in the workplace or the

Third Party Guide

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

1. How will you plan your next presentation?

2. What approach will you take?

3. How will you document the approach?

5. How do you plan on inspiring the participants to take further action?

Activity 1A checklist – for assessor

Third party signature: ___________________ Date: _