- MEM16001B - Give formal presentations and take part in meetings
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16001B Mapping and Delivery Guide
Give formal presentations and take part in meetings
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MEM16001B - Give formal presentations and take part in meetings |
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Description | This unit covers participating in formal meetings and giving formal presentations. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit is intended to cover the communication skills needed when individuals are required to make formal presentations and participate in meetings governed by formal rules or well-established conventions, for example, meetings which have a formal chairperson, where minutes are recorded, and where roles are relatively well defined.Band: BUnit Weight: 2 | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Communication |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Participate in formal meetings |
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Element: Give formal presentations |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to give formal presentations and take part in meetings. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with giving formal presentations and taking part in meetings or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning should not require language, literacy and numeracy skills beyond those required in this unit. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
Look for evidence that confirms skills in: following an agenda following meeting rules/conventions focusing discussions on the objectives of the meeting giving a prepared technical/job related presentation clearly and concisely preparing and using visual aids and/or handout materials logically structuring presentations addressing relevant material using effective communication strategies for meetings and presentations |
Required knowledge |
Look for evidence that confirms knowledge of: the topics for discussion during the meeting meeting conventions and terminology the objective of the meeting the topic/subject on which a presentation is to be made effective presentation techniques the information to be conveyed the sources of information used in the presentation |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Meeting conventions | Order of proceedings Punctuality Language expectations Relevancy Procedures for addressing others |
Sources | Colleagues Data Technical information sources Internet or web sources Supervisors Experience |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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A set agenda is understood and followed. | |||
Meeting conventions are followed. | |||
Discussion is focused on the objectives of the meeting. | |||
Presentation of a technical, job related or trade nature is given. | |||
Presentations are accurate and structured and all necessary content is included. | |||
Sources are acknowledged. |
Forms
Assessment Cover Sheet
MEM16001B - Give formal presentations and take part in meetings
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MEM16001B - Give formal presentations and take part in meetings
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: