When educating, lecturing, or convincing an audience, the ability to deliver information clearly and successfully is crucial, regardless of one`s position within a corporation or the corporate world. There are several formats for business presentations. Some are formal and provide a wealth of specific details. How can you prevent the audience from being distracted by the specifics and losing sight of the main point? Some are casual, and managing the cross-talk may be challenging. What about the technological details? Have you thought through a backup plan in case the projector fails? You want the audience to walk out of the venue with a strong memory of the content and a positive impression of the whole presentation.
This unit provides some suggestions for achieving that goal. This class will teach you how to analyze the benefits and drawbacks of choosing the best media and presentation techniques. You`ll think about your audience and how they could influence the way you give your presentation. You will show that you are capable of planning a presentation`s location, tools, and materials.
During the presentation, you will think about how important it is to have backup plans in case anything goes wrong. During presentations, you`ll show that you can hold the attention of the audience and successfully respond to their questions, concerns, and actions. To determine if the goals of the presentations you have given have been reached and where future presentations could be
improved, you will investigate a variety of assessment approaches and put these strategies to use.
Learning objectives and evaluation standards
The learner must show that they are capable of meeting all of the unit`s learning objectives to pass it. The criteria for assessment specify what the student must do to pass the unit.
AC1.1: Examine the benefits and drawbacks of various media and presentation-making techniques
Interaction Media includes spoken word; written word, such as handouts or presentations; visual word, such as charts, graphs, and diagrams; audio, such as recordings or audio clips; and video, such as animations and embedded films. Benefits and drawbacks include: audience, including learning preferences and skill levels; topic, including media suitability, validity, and dependability; financial constraints; audiovisual equipment, including accessibility, availability, and telecommunications capabilities; written materials, comprising the duration, cost, and substance of the output; verbal exchanges, including clarity, efficacy, and miscommunication
Recommended Readings
Reynolds, G. (2014) New Riders:
Presentation Zen Design: Easy Design Principles and Techniques to Improve your Presentation 9780321934154 in the ISBN Reynolds G. (2011) New Riders, ISBN 9780321811981. Presentation Zen:
Basic Concepts on Presentation Design and Delivery, 2nd ed.
www.office.microsoft.com/en-gb/help-with-powerpoint
Microsoft Office: instructions for creating and delivering presentations with Microsoft PowerPoint effectively skillscfa.org
Skills CFA:
The Business and Administration Sector Skills Council Assessment An internal assessment is conducted for this unit.
To complete this unit;
The student has to show proof of their work that meets the norms set out in the learning goals, evaluation criteria, and evaluation Strategy guidelines. If a centre wants to make certain that the evaluation tasks and exercises allow students to make proof that fulfils the specifications for the assessment, they must employ the following Unit evaluation tips and Assessing Strategy guidelines. When it`s possible, centres should use a complete approach to examine the qualification`s parts.
As a result, the evaluation process is more rigorous and requires less time, repetition, and effort from all parties participating in the process. requirements for unit assessments Workplace assessments for this subject must follow Check out Incorporate A for the Capabilities CFA Assessment Method for client service, Governance, Leading, and the field of business. This unit does not enable simulation.
Every piece of evidence supporting occupational competence—including proof of meeting knowledge-based learning objectives and related evaluation criteria—should originate from performance in the workplace.
The January 2015 specification for the Pearson BTEC Level 2 Diploma in Business Administration (QCF) is Issue 2. Copyright 2015 238 Pearson Education Limited Guidelines for unit assessments Assessors may use this guideline to help them decide how best to evaluate each unit and the evidence required to satisfy the standards. Centres are free to modify the guidelines to suit the needs of their students and the specific assessment situation. Students completing this course need to be able to provide organic proof of their ability to give presentations within the framework of their roles, duties, and organization. Presentations made during staff meetings, training session delivery, management information presentations, or concept or idea pitches may all provide evidence. Apart from evaluating the presentations that are being given, students must also document the efforts they make in advance to guarantee that the presentations are presented well. It is recommended that assessors schedule the AC2.1 assessment early in the unit to include the first phases of presentation preparation.
Work items that assist in meeting this criteria such as presentation materials, such as AC1.3 and AC2.2 (contingency planning), may be available to learners. To verify the work products` applicability and how they have been utilized to capture the learner`s knowledge and/or competence, assessors should make sure they are adequately annotated, discussed, or documented in a reflective account. Assessors should make sure students follow Learning Outcome 1`s use of command verbs such as "explain" and "analyze." Planning assessment activities before the needs for command verbs are clear may require guidance.
The most effective way to assess learning outcome 1 would be via a reflective account that gives the students the chance to connect and apply what they have learned to the tasks they are required to do for learning outcomes 2 and 3. For instance, learners might consider how they might be able to enhance their future usage of the various approaches by considering the benefits and drawbacks of the presenting method or ways used. Likewise, the student might describe how they planned and executed their presentations using the audience size and kind, as well as the voice projection and timing strategies they used.
One way to confirm this would be to look into the possibility of getting witness testimony from those who attended the presentation. Planning the evaluation of AC1.2 should take into account AC1.5 since there will probably be a direct correlation between the anticipated audience queries and the audience type. The utilization of work products is well suited to Learning Outcome 2, but assessors must determine if the evidence contains private or sensitive business information. If so, signposting the evidence is appropriate. By assessing students who are giving presentations, it is possible to meet AC3.1, AC3.2, AC3.3, AC3.4, and AC3.5. When feasible, it is advised to record the presentation using audiovisual tools and direct observation. Assessors may decide to conduct interviews with participants if direct observation is not feasible, or they may ask students to provide materials for assessment, such as speaker notes, slideshows, handouts, attendance assessments after the presentation, and presentation preparation notes.
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