BSBCMM511 Student Guide V2.0

STUDENT
GUIDE
BSBCMM511 Communicate
with influence
Learner Guide
Contents
Overview 3
Topic 1: Requirements for effective communication 4
Topic 2: Negotiating with the stakeholders 14
Topic 3: Participating in meetings 20
Topic 4: Preparing a presentation 28
BSBCMM511 Communicate with influence

Learner Guide
Version 2.0 July 2021, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 2 of 37
Copyright © 2021 Tr4in Right
Overview
The Student Guide should be used in conjunction with the recommended reading and any further
course notes or activities given by the trainer/assessor.
Application of the unit

This unit describes the skills and knowledge required to present and negotiate persuasively, lead
and participate in meetings and make presentations to customers, clients and other key
stakeholders.
The unit applies to individuals who are managers and leaders required to identify, analyse,
synthesise and act on information from a range of sources, and who deal with unpredictable
problems as part of their job role. They use initiative and judgement to organise the work of self
and others and plan, evaluate and co-ordinate the work of teams.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Learning goals
Learning goals include:
 You are able to identify communication needs according to organisational needs, policies and
procedures.
 You are able to negotiate and present information to achieve an outcome.
 You are able to participate in and lead meetings and document the outcomes.
 You are able to make presentations and respond to questions.

Learner Guide
Topic 1: Requirements for effective
communication
Communicating within an organisational framework

The policies and procedures in your organisation help it operate effectively and ensures that the
organisation operates within a legal framework.
A communication protocol is a formal business document that outlines a set of standards for
communicating on behalf of an organisation, whether in an informal or formal way, whether face to
face or online. It is an outline for the types of information to be communicated internally and
externally of an organisation. It also identifies who is responsible for communicating what, thereby
assigning relevant authority to managers and members of a team. The protocol also outlines the
audience, frequency, and communication methods to be used.
An organisation may have formal communication protocols that must be followed and specify what
needs to be included, for example:
Determine who is
Identify the purpose of
Identify the audience responsible for the
the communication
communication
Include enough
Specify when the Indicate the most relevant
information to satisfy the
communication format (for example, phone,
objectives of the
should take place meeting, email, text, letter)
communication
Identify whether there are

Determine how
mandatory reporting Reference all sources of
communication should
requirements for this information
be followed up
communication
Figure 1 Example of a communications protocol
All organisations should encourage personnel to communicate alternative viewpoints, foster

participation, and build positive relationships. Internal communications should be guided by clear
policies and practices, regular meetings, and regular information updates.
Customers or clients should be provided with ongoing opportunities to interact with the board or
management team regarding the organisation’s activities. There should be a system in place for
promptly and respectfully responding to both internal and external grievances or complaints.

Learner Guide
Organisations should develop a media relations strategy that includes frequently updating all major
press, television, radio and internet news sources, builds relationships with individuals in the local
media, and coordinates messaging across social media platforms.
There also needs to be a written procedure describing who has authority to make public statements
on behalf of the organisation and the procedures for developing the content. Board members and
delegated staff need to be aware of the organisation’s official positions, policies and procedures. If
relevant to the organisation, a communication plan should ensure that the organisation is making
appropriate information available to the public and communicating requested information in a timely
manner.
Policies and procedures that underpin communication protocols include:
 Code of Conduct Policy  Delegations Policy
 Human Rights Policy  Privacy Policy
 Social Media Policy  Communications Policy.
 IT Policies
In addition, the organisation may have policies relevant to how meetings are conducted, how to
participate in negotiations and guidelines for doing presentations.
Policies for participating in meetings

These may include:
 policies and procedures for conducting formal meetings
 document styles, reporting, storage of meeting documents.

Where a business has established procedures for the way in which it conducts meetings, it is
important that you comply with them. These procedures have likely been developed in consultation
with stakeholders, and may even have been developed in line with relevant legislative
requirements. For example, there are specific rules relating to meeting quorums, notices periods
and storage of information.
Policies for making presentations

Legislation and regulations can include:
 Copyright Act: this Act is of vital importance in planning and delivering a presentation as
presenters must ensure that information used and that is not their own is attributed to the
person. For example, this may include a bibliography of references or individual reference to
the author in a PowerPoint.
 Work Health and Safety Act and Regulations: work health and safety regulations are important
to consider when delivering a presentation as the space in which the presentation is
conducted needs to be safe for all participants. It should be checked for hazards and risks,
and hazards should be removed and risk control measures be determined and implemented
as required.

Learner Guide
 Privacy Act 1988: this act is important to consider in planning and delivering a presentation.
For example, if persons are invited to register for a presentation event, they need to be
advised as to how the information will be used i.e. that it will only be for purpose of registering
them for the event.
Organisational requirements could be:
 timings for communicating when a presentation will take place and who to communicate this to
 approval of costs
 corporate standards such as inclusion of logos on material
 what information can be released
 styles and format that must be used for presentations.
Activity: Research and discuss
Research organisational policies and procedures relevant to negotiation in the

workplace.
The trainer/assessor will facilitate a discussion about the outcomes from the
research.
Activity: Read
It is important to have policies and procedures in the workplace. Read why at the
following link:
https://www.evansfaull.com.au/hr-advice-online/the-importance-of-policies-and-
procedures-in-the-workplace
Take any notes to summarise what you have read and keep for future reference.
Confidential information
Confidential information could be any information that an organisation or person wishes not to
make public. It is important to keep information secure and confidential to protect against possible
online threats, misuse of information, theft, espionage and damage to the organisation’s reputation.
Failure to secure and protect confidential business information can lead to the loss of business or
clients. Disclosure of sensitive employee and management information can also lead to a loss of
employee trust, confidence and loyalty, as well as a loss of loss of productivity.

Learner Guide
Management information about internal activities that are highly confidential, information about
planned redundancies, budgets and forecasts or new products and services should always be kept
confidential.
This type of information is usually made available to, or is acquired through a relationship between
the parties. Information may relate to operational activities or products and services of an
organisation. It can also refer to intellectual property, copyright and trade secrets. Documents
about a business’s organisational structure, policies and procedures, finances, strategies and
transactions are in most cases also considered to be confidential.
Ways by which a business can ensure that confidentiality is maintained at work include:
 following control procedures and policies, such as a confidentiality policy
 providing training to staff
 authority to access or release information
 having a controlled technological environment (i.e., levels of access/read-write access; virus

protection/data protection)
 having a controlled physical environment (physical locks and security systems)
 having employees sign a non-disclosure agreement to protect confidential business

information.
Activity: Read
Workplace policies are needed to establish boundaries and guidelines for employees
and it provides a guideline for internal and external communication. Read the article
at the link:
https://www.keka.com/it-and-communication-policy
 Have you come across any of these policies in a previous or current job?
Identifying information needs of audience

Communicating information should be appropriate to the needs of the audience. Therefore, the
content should be relevant, the purpose of the communication clear and the delivery method and
platform appropriate to the audience.
The information needs of the audience vary and you will need to prepare accordingly, for example:
 hold a meeting to provide information to employees about new contracts
 lead a conference to deliver new information.

Learner Guide
 conduct a forum to discuss workplace agreements
 deliver a sales or marketing pitch.

Once the information needs of an audience have been identified, the presentation should be
prepared so that it is in line with the purpose of the communication.
This may mean that an organisation must prepare to respond to a consultation, feedback or be
prepared with answers to questions that may be posed in response to the presentation or
information being delivered.

Learner Guide
Considering cultural and linguistic differences
The characteristics of the audience will influence the way information is communicated.
Understanding an audience’s characteristics as well as their values, beliefs, opinions, knowledge,
and interests, can support in using the right language, whether written or verbal.
An audience characteristic can
include:
 Demographics such as gender,

age, marital status, ethnicity
 Psychographics such as values,

attitudes, beliefs and lifestyle
 The number of people you are

presenting to
 Audience knowledge of the

subject matter
 Learning, literacy and numeracy

and physical needs. Image by campaign creators on Unsplash
Activity: Discuss
Work in pairs for this activity.

Consider each of the above audience characteristics and reflect on how these can
affect how a presentation is communicated.
The trainer/assessor will facilitate a discussion.
We are constantly communicating with others, in our homes, in our workplaces, in the groups we
belong to, and in the community. No matter how well we think we understand each other, we all
tend to have our judgments about people who are from a different group to us.
All workers or stakeholders may not be fluent in the primary language used in the workplace. This
can cause challenges, such as difficulty expressing their needs or difficulty negotiating.
You may need to adapt your communication to suit the need of your audience. This might include
access to a translator, helping other employees and clients by repeating information/requests or
translating written information.
Furthermore, "culture" is often at the root of communication challenges. Our culture influences our
approach to problems, and how we engage with others. When we participate in teamwork, we are
often surprised at how differently people approach tasks.

Learner Guide
Culture refers to a group or community with which we share common experiences that influences
the way we understand the world. It includes groups that we are born into, such as gender, race,
or nationality. It also includes groups we join or become part of.
We might become part of a different culture when moving to a new area, by a change in our
financial status, or by becoming disabled. Our histories are also a critical piece of our cultures and
contribute to and shape who we are. Knowledge of our history can help us understand ourselves
and each other more fully.
It’s important that we don’t make assumptions about a person based on stereotypes. For example,
if you see a person from a different culture and you feel fear or instant distrust, it's not their culture
that's making you feel that way. It's yours.
In different cultures, some words and phrases are used in different ways. For example, even in
countries that share the English language, the meaning of "yes" varies from "maybe, I'll consider it"
to "definitely so," with many shades in between.
For example, if there is the need for cross-cultural communication, strategies such as the following
could be implemented:
 Developing an awareness of individual cultures and differences in communication.
 Keeping communication clear, simple and unambiguous.
 Avoiding humour as humour can vary across cultures.
 Being courteous and respectful.
 Using appropriate language
 Using aids or support to communicate, such as an interpreter.

Other factors that can support language that is appropriate for the audience includes:
 avoiding jargon
 using communicative body language
 positive body language such as eye contact
 using appropriate language
 allowing for diversity and different abilities
 avoiding slang, biased or euphemisms, sexist or racist language
 avoiding stereotyping
 language appropriate to the content and level of ability.

The language being used whether written or verbal may also be a requirement of the organisation
such as the level of formality to be used or structure, style and format.

Learner Guide
Activity: Read
It is important to use language effectively. Read the article at the following link:
https://faculty.washington.edu/ezent/el.htm
Activity: Watch
How you feel about the content of what you are presenting should come across to
the audience during a presentation.
Video: http://www.youtube.com/watch?v=bt8YFCveNpY (03:12)
Using active listening skills

Good communication skills are vital in helping you to work effectively, build solid relationships and
prevent unnecessary misunderstandings. Using active listening skills helps to achieve a balanced
exchange of views and create effective communication.
Communication skills include:
 empathy  positive attitude
 listening  self-improvement/feedback
 clarity  positive body language.
 patience
Listening is one of the most important skills we can have – it is a powerful tool and can have a
major impact on how well you are able to communicate within the workplace. Some active listening
skills are demonstrated through:
 paraphrasing to show understanding
 nodding the head to show you are engaged
 demonstrating concern or empathy
 building rapport during conversations
 using verbal cues such as “Yes, I understand”, “Oh yes I see that’s correct”, or “I really
understand that”.
Verbal and non-verbal communication strategies:

Learner Guide
 Always engage your audience and
monitor their attention levels and
participation. Are they watching and
paying attention? Do they look bored?
Are they engaged?
 Non-verbal communication: looking out

the window, not making eye contact,
distracted with their phone or doodling,
falling asleep, rolling their eyes, folding
their arms and looking bored.
 Verbal communication: using active Image by brooke cagle on Unsplash

listening such as nodding their head or
verbal agreement, engaging in questioning or directed discussions.
These skills are important when you are seeking input, consulting on views, asking for points of
view, exchanging information or liaising with different people in different departments or functional
units.
Some meetings require input from different levels of management or specific expert advice from a
department.
Using these listening skills as well as effective communication skills can support in achieving a
balanced exchange of views where:
 people are conversing professionally
 all parties are given the opportunity for their say or view or input
 time has been fairly given to exchange views
 decisions can be made.

This can ensure that the meeting, forum, presentation or form of communication has been
worthwhile.
Activity: Reflect
Think of a culture you’re familiar with.
 Are there certain aspects of body language that can be misinterpreted by people
outside of that culture?
 Are there any other barriers to communication you can think of?
 How might these cultural differences influence negotiations?
 How can you overcome these?

Learner Guide
Activity: Read
It is important to hear what people are really saying. Read the article at the link:
https://www.mindtools.com/CommSkll/ActiveListening.htm

Learner Guide
Topic 2: Negotiating with the stakeholders
Mapping the stakeholder landscape

Stakeholders are people and groups affected by, or who perceive themselves to be affected by, the
operations of an organisation. They have some type of say or power, input, interest or concern in a
project or activity relating to a business or organisation.
 Internal stakeholders are directors, managers, supervisors, employees, and others who are
working within the organisation.
 External stakeholders are considered to be customers, clients, suppliers, donors, the

community and the wider society.
Communicating and consulting with internal and external stakeholders is an on-going process and
you may need to present information to them periodically or once-off.
Internal stakeholders need information to help them manage projects, plan activities, and make
required adjustments to ongoing activities. This means that they need frequent and easily
digestible quantitative and qualitative information.
External stakeholders need information to perform periodic monitoring of project results in order to
hold projects accountable for promised results. They tend to require less frequent, but more formal
and more rigorous (often largely quantitative) information.
Mapping the stakeholder landscape can identify who is affected, who can be affected or what their
effect may be and the level of degrees of influence and interest. This can be used to then identify
the key individuals and target groups. It can support decisions about who should be included, when
and in what capacity. Read more about how to map your stakeholders at: https://www.interaction-
design.org/literature/article/map-the-stakeholders
It is important to always acknowledge differences of opinion as this may provide insights or
information otherwise not considered and can provide an in depth look at all available options.
Differences of opinion do not always relate to conflict, however if this does occur then the conflict
can sometimes help to come to a final solution and be beneficial for the options being addressed.
Remaining open to other people’s opinions can:
 allow for challenges to be made
 demonstrate differences of opinions that may be helpful
 create a common ground
 resolve issues
 uncover issues
 encourage open communication.

You may need to discuss an issue with stakeholders of the business to find a mutually acceptable
solution where goals and expectations are not being met. This process is called negotiation.

Learner Guide
Negotiation skills are important in both informal day-to-day interactions and formal transactions
such as negotiating conditions of sale, lease, service delivery, and other legal contracts.
Image by gabrielle henderson on Unsplash
Successful negotiations skills require give and take and leads to better business relationships. A
good negotiation leaves each party content and willing to do business with each other in future.
An effective negotiation is where you can make concessions that mean little to you, while giving
something to the other party that means a lot to them.
When it comes to negotiation, you can communicate with a passive, aggressive or assertive style
Using effective communication techniques and an assertive style can lead to a successful outcome
for the organisation.
You will also need the following strategies and skills:
 Using listening skills to show other  Selling the benefits of your argument.
people’s views are valued.
 Keeping emotions in check and be
 Asking the right questions. relaxed.
 Using positive body language.  Taking time to listen to feedback.
 Seeing your position from other people’s

perspective.
Activity: Read
There are four basic communication styles:

https://www.uky.edu/hr/sites/www.uky.edu.hr/files/wellness/images/Conf14_FourCom
mStyles.pdf

Learner Guide
What is your communication style? What are the advantages of an assertive style for
negotiations?
Seeking mutual solutions

Acknowledging differences of opinion that encourage different options can also lead to seeking a
mutual solution. This may include establishing areas of common ground or potential compromises.
At the end of the day, negotiation is about reaching a mutually beneficial solution for both parties.
The strategy you choose will depend on who you are negotiating with and what you are negotiating
on. Other factors may include the timeframe for negotiations, the setting and how the other party is
likely to behave.
The key principles of negotiation that should be used in the workplace to ensure that agreements
are reached and any resolutions are made can include:
 Defining the goals: it is important that the goals of the negotiation are clear.
 Separating people from the problem: it’s important to focus on the issue rather than the
person.
 Mutual understanding: It is important that both parties in the dispute understand the other
person’s perspective and can empathize with each other’s position.
 Solutions: It is important to identify more than one solution to the issues being negotiated and
prioritising the most important issues to resolve.
 Objective criteria: all negotiations should be made on objective criteria, for example, when
negotiating wages, the industry standard should be taken into account.
 Win-win agreement: finding a solution that is acceptable to both parties is the best outcome.
Activity: Brainstorm
What is the difference between compromise and giving in? Why would it be
beneficial to seek a mutual solution?
When should you close a negotiation? What are some closing statements you might
use?
Some of the different strategies for negotiation include:

Learner Guide
Strategy Description
Problem solving This is useful when entering into longer term agreements. Both
parties need to perform a thorough analysis of issues.
Contending Persuading your opposition to concede to your outcome.
Yielding Giving in on a point that is important to your opposition, but not

as important to you.
Compromising Both parties set their ideal outcome aside to find a middle
ground.
Inaction Buying time to gather facts, adjust the proposal or change your
strategy.
Figure 2 Negotiation strategies
Principled negotiation focuses on achieving a mutually beneficial outcome. It is considered to be

more successful than a hard approach, in which contending is used. In principled negotiation, the
negotiator separates the people from the problem and focusses on mutual interests. This approach
aims to offer a variety of options before settling on an agreement. It is more effective than a soft
approach that involves yielding, where one party has to forgo their own interests.
Don't accept the other

Propose - make your first
Introduce yourself party's counter offer
offer
immediately
Consider compromises,
Remember the outcome Discuss concepts and
concede where you're
you're aiming for ideas
able
Make alternative
Give and take Make closing statements
proposals
Figure 3 The negotiation process

Learner Guide
Activity: Role play
Work in pairs for this activity. You are going to practice your negotiation skills with
your partner.
Every sales team encounters the same objections on a regular basis. Being able to
overcome those objections can move deals along. One student should pretend to be
the salesperson and the other is the prospective buyer.
The salesperson should try to sell any product of their choice and the prospect will
raise objections. The salesperson should negotiate with the prospect to overcome
the objection.
Once one objection has been overcome, swap places and practice with another
objection.
Your trainer/assessor will provide your group with feedback.
Activity: Report
Write a report that outlines the key features of mediation, conflict resolution and
incident de-escalation.
You may use videos, screenshots, sourced information, documents and references
as long as these are all referenced and sourced.
Your report should be between 1–2 pages long and be written in clear and concise
English.
Submit your report to your assessor trainer/assessor for feedback.
Activity: Group work
Divide into small groups. Ensure you divide the work equally.
The object is to present information and negotiate your argument persuasively. Two
groups will present their debate at a time. The trainer/assessor will provide each
group with the debate title. Each group will be in opposition to each other.
In the debate preparation:
 Prepare a realistic position and supporting argument
 Be prepared for expectations and tactics of others
 Acknowledge any differences of opinion

Learner Guide
 Encourage the examination of all options communicated
 Use a variety of communication styles to present business positions to best

effect
The goal of the debate is to seek a mutually beneficial solution using areas of
common ground and compromise.
Ensure negotiations are kept focused on key issues and aim toward a final
resolution.

Learner Guide
Topic 3: Participating in meetings
Identifying the need for meetings and scheduling

The skills for organising business meetings apply to almost everyone in the workforce, and
especially to those in positions of leadership. A reasonable amount of planning and preparation is
required to ensure that a meeting runs smoothly. The better the planning and the more prepared
people are, the more likely the meeting is to achieve the desired outcome.
When planning a meeting, you should be able to clearly define its purpose. The purpose of the
meeting will determine the size and style of the meeting to be held.
You will need to ensure that you reach the right people and that you’re able to explain the reason
for the meeting and the outcome you wish to achieve. Everyone involved should understand what
the purpose is. By ensuring that you have the right people together at the meeting, and that they
are aware of the desired outcomes, people can come to the meeting prepared, which will set the
meeting up for success.
Some meetings are small and contain only a select group of co-workers or may even just be an
interaction between a manager and a member of staff. When organising this type of meeting it may
be appropriate to have the meeting in a small meeting room inside the offices of the organisation.
Depending on the number of people involved, the meeting organiser may choose to notify
participants verbally or via written invitation. The most common type of invitation for internal
meetings between colleagues is a digital invitation. This may be sent to the intended recipients with
all relevant information attached. The invitation links directly to the calendar of the recipient and a
notification of their intention to attend may be sent to the sender.
In some cases, meetings may be large and involve an extended group of participants coming
together from different businesses, geographic locations and may involve members of the public.
These meeting have a conference type style and will need to be held in a large venue with
appropriate facilities. A digital or email invitation might be appropriate, or in the case of a large
event posters and other promotional materials might be required to notify participants.
An inclusive meeting means everyone in your team feels like they have the opportunity and
confidence to take part. By running an inclusive meeting, you'll get different viewpoints, which may
result in better outcomes.
Meetings should be called in advance to give people time to respond and allow time for the
organisers to set the meeting up.
There are organisations that are required by law to hold particular meetings such as an AGM.
Some examples of the types of meetings that are held in a workplace environment are:
Inaugural Annual General Extraordinary Standing Project

meetings Meetings general meetings committees meetings
Performance Innovation Training

Staff meetings Team meetings
review meetings meetings meetings

Learner Guide
Figure 4 Example of a communications protocol
Scheduling a meeting may require ensuring that a certain amount of people is in attendance or that
specific attendees are able to attend. It can also include finding dates, times and venues that suit
the majority of the attendees. It is extremely hard to suit everyone so it may be that whoever can
attend will be present face to face or via digital engagement or video/phone conferencing.
The style of meetings these days are becoming more interactive with its aim to keep the
audience engaged. When planning a meeting, think creatively, there is no need for a meeting to
be boring!
Depending on the style of the meeting, some things that may need to be considered in your
planning include:
 primary responsibility for planning for the meeting
 ensuring initial approval for the meeting
 liaising with venues, caterers, hotels, etc
 preparing a meeting plan
 finding sponsors
 identifying location, venue, catering, dates and timings
 the development of a program/agenda for each day
 identification of attendees, speakers, guest speakers
 determining resources required
 assembling a team with roles and responsibilities, tasks and actions
 creating a contingency plan
 planning the budget
 preparing and sticking to a budget and managing expenditure
 follow-up reporting at the conclusion of the meeting.

Most businesses will also have procedures for how to plan a meeting in its entirety. These
procedures should be comprehensive and consider all details depending on the type of meeting
being organised. If materials have key information or issues then this must be communicated
clearly and concisely, providing the relevant information in a timely fashion. If material is required to
be sent out in advance then it should be done so in enough time for the participants to receive and
read before the meeting takes place.
Some examples of information which may be included in these procedures include:
 distributing information kits, labels, documentation for participants and speakers
 communicating with venue, catering and technical staff
 ensuring all paperwork is in order such as insurance, public liability, WHS documentation

Learner Guide
 privacy and confidentiality codes of conduct and practice
 associated paperwork required for participants and speakers
 distribution and collection of feedback surveys or questionnaires
 reorganisation of resources including venue issues, catering issues or fulfilling contingency

plans
 answering queries
 directing participants and speakers
 pack up and follow up after the meeting is complete.
Activity: Reflect
Reflect on your experiences with meetings.
 Have you attended or chaired a meeting? How were you notified of the
meeting?
 What was your role? What was the purpose and outcomes?
Activity: Read
Clubs are just one type of organisation that may need to hold an AGM. Read the
article at the following link:
https://www.clubhelp.org.au/club-management/meetings/running-agm
What are some of the tasks that need to be carried out during an AGM? Who is
responsible to organise an AGM? Who should attend?
Preparing and distributing materials

An Agenda is the document circulated (usually ahead of the meeting) setting out the items to be
discussed and other relevant information including timings, accountabilities and venue details.
Most established businesses will usually have a specific template to follow when drafting
documents for meetings. If this is the case, you should use this template. Of course, if there are
areas where it may be improved, you could suggest those improvements to your manager.
If there is no specific template to be used, it is important to format documents in a way that is
professional and easy for meeting participants to understand. This includes allowing them to

Learner Guide
understand when they have a part to play (for example: in the Agenda, if they are responsible for
speaking to a specific item, this should be clear so to them).
It should be clear from the Agenda what the purpose of meeting is, what the expectations of
participants at the meeting are, and what the timings, location, venue, length of meeting and break
times or catering arrangements are (if applicable). It may also contain the procedures for the
meeting, who is chairing and who is taking minutes. It can be used to guide a meeting and stick to
timings and subject matters.
When communicating to meeting participants, there is certain information, including documents,
that will need to be provided to them.
The Agenda should be formatted in a
way that is:
 easy to follow
 easy to read
 clearly structured with logical

sequencing
 typed in a simple font and text
 items numbered with accountable

speakers noted with estimated times
for discussion
Image by Paico Oficial on Unsplash
 clear indication of start, finish break and lunch times.
There are many other types of documentation that may also be relevant to the meeting. Again, this
will depend on the content of the meeting, and its style and size. Some of the types of documents
may include:
 previous meeting documentation or  insurance policies

minutes
 marketing, advertising, promotional
 budget plans material
 programming  social media planning
 briefs, reports, progress reports  action plans, checklists, to do lists and

templates
 attendee registration documents
 documentation produced from software
 contracts
 organisational policies and procedures
 emails, letters, memos or written
communication  quotes.
Conducting a meeting
For a meeting to be effective it must:
 be held at the time and date specified

Learner Guide
 keep to the timeframes specified
 achieve the desired purpose, goal or outcomes.

During a meeting there may be differences of opinion or matters that arise not on the agenda. The
meeting may become out of control if not chaired properly or create conflict and disagreements.
Therefore, it needs to be structured and conducted effectively, keeping to the agenda and
timelines.
The purpose may be to achieve agreed outcomes by the end of the meeting through consultation,
feedback, compromise and consensus.
Summarising the outcome of a meeting

The Minutes of a meeting contain the information that was discussed at the meeting, usually
typed up and distributed in note form.
The Minutes are an important part of meetings. They are the record of what has been said, and
what actions are to take place. Without them, there would be no official record of what occurred at
the meeting.
Some of the problems that may arise could include:
 details based on memory of all participants
 recollection may be different between participants
 actions may be interpreted differently between participants including accountabilities and

timeframes
 important information may need to be rehashed over multiple meetings to be clear
 details may be forgotten
 there would be no official record that the meeting actually occurred.

Minutes should be formatted according to any already conceived templates pertaining to the
relevant business. In a case where no template exists, or it requires improvement, a template
should be structured accordingly:
 details of date, time and location noted
 details of those who were in attendance
 details of any apologies
 agenda item noted with a brief summary of discussion that ensued
 relevant details recorded of discussion, noting that any confidential information may need to
be omitted dependent on publishing requirements
 relevant actions recorded with accountable officer noted and due dates
 details of next meeting to be held including time, date and location.

Learner Guide
Once the Minutes have been drafted, it is important to check them for accuracy i.e., they reflect the
conversation at the meeting and are written clearly and free from errors with spelling or grammar.
Prior to sending out the minutes, you should always proofread them, marking up and then
implementing any changes. Ideally leave a day between writing the minutes and then proofreading
them as you will look at them with fresh eyes.
It is best practice to distribute the Minutes to the attendees of the meeting for their review and
endorsement. This should be done in a timely manner so that the content and details of the
meeting is fresh in people’s minds. If a matter within the Minutes requires amendment, it will be
easier to do so if the meeting was recent.
Acknowledgement of the Minutes, and endorsement or otherwise, should an Agenda item at the
following meeting.

Learner Guide
Resolutions
A meeting resolution is the outcome of any decisions made at a meeting. It is important that this
information, together with the minutes of the meeting (resolutions should be recorded within
minutes), are accepted and endorsed by meeting participants, and then stored appropriately for
any future reference.
Depending on the industry you work in, and the classification of the information you are dealing
with, there are specific timeframes that state how long records must be kept for. It is important to
be aware of these timeframes. However, if information is able to be stored easily and conveniently,
it may be beneficial to the business for the Minutes to be stored for longer than this time period.
In order to ensure that the Minutes can be retrieved easily at a later date, it is a good idea to have a
consistent naming convention and one that makes sense for the content. For example, “Minutes -
Finance AGM - January 2020” is more informative than “Finance Minutes”. The first naming
convention also allows for a standardised format, for example, “Agenda – HR Performance
Agreement Policy Review – February 2020”. When deciding on the naming convention, the trick is
to consider what people will search for when trying to find a particular piece of information.
Activity: Brainstorm
What needs to be recorded at a meeting?

What should not be recorded at a meeting?
Activity: Develop
Create two templates for both a formal and informal agenda, which could be used for
a general meeting and a formal meeting. Pay attention to the layout, professional
structure and presentation.
Activity: Practical
You now need to participate in two practice meetings. One of the meetings can be
held in person and the other one you may like to conduct online.
Prepare for the meetings by developing arrangements for:
 Location / attendees / style of meeting
 Legal / ethical / organisational requirements

Learner Guide
 Notice / agenda / any relevant papers
 Resources
Participate in the meetings with your trainer acting as Chair and someone acting as
the minute taker.
During the meetings, all participants should practice active listening, ask questions
when relevant and practice conveying information in a way that suits the setting.
Complete all follow up, review the minutes sent to you by the minute taker.
Reflect on the meetings arranged and attended and discuss in groups what went
according to plan, what didn’t and what improvements you would make next time.

Learner Guide
Topic 4: Preparing a presentation
Plan your approach

An effective presentation needs planning. Planning ahead allows you to create a presentation that
is informative, creative and entertaining.
Preparing a presentation is a step-by-step process, taking into consideration the purpose for doing
the presentation, the target audience and the style and structure of the information.
Creating a presentation that is engaging, informative and innovative is possible, but it takes
careful planning.
Planning can include brainstorming and outlining your ideas and planning the structure, style and
aids that you will use to achieve a specific outcome. Presentation planning documents can be used
to ensure that everything has been covered.
Planning can consist of:
 writing down the most important topics and points for discussion
 identifying who the target audience is
 identifying a forum to present to
 deciding on the structure and style of delivery
 considering how you would like your audience to respond
 timings and length needed for each point presented
 research needed to back up your statements
 supporting documents and information
 visual aids, graphics, sound, video, graphs
 deciding on software and technology for your presentation.
Activity: Reflect
Reflect on presentations that you have seen.

Were you engaged from the beginning or completely lost and disinterested? What
makes a presentation’s introduction grab an audience’s attention?

Learner Guide
Activity: Research
Research planning templates for the preparation of presentations.
 Create a template that you could use for planning your approach to a
presentation.
 Include the points discussed and add some of your own.

Submit your work to your trainer/assessor for feedback.
What is your presentation strategy?

A presentation strategy is how you aim to deliver your presentation. A good strategy is to focus on
your target audience and their needs and to plan the structure and style of the presentation
accordingly. Your strategies will also depend upon the audience, location, resources and
presentation facilities available to you. A presentation to a school in a hall about social media will
be very different from a presentation to present end of year financial reports to a board of directors.
Presentations can involve:
 presenting and discussing case studies
 a practical demonstration
 participation and discussion
 Q&A session
 role plays
 information sharing or delivering a lesson
 selling a service or promoting a product.

Presentations can be formal or informal and delivered online or in-person. The format and delivery
methods will vary accordingly. Your information should be organised into an introduction, main
concepts and a conclusion.
It may be that your presentation requires the involvement of others. This could be:
guest technical audience

support staff
speakers support participation
Figure 5 The people involved in a presentation
Ensure that those involved in the presentation are briefed about their roles and responsibilities
within the presentation.

Learner Guide
The presentation aids, the materials used and presentation techniques must suit the format and
purpose of the presentation to enhance the audience’s understanding of the topic.
Presentation aids can include:
 printouts/handouts
 data projector equipment and peripherals
 audio and visual recordings
 charts, diagrams, images
 whiteboard/smart board and markers
 lighting and sound and the facility.
Image by Austin Distel on Unsplash
Most people approach presentations with a goal to just ‘get through it’.
When presenting, you should not aim to devoid your presentation of every risky element. On the
contrary, presenters should look for opportunities to take some risks with their presentations
The presentation techniques you employ will depend upon:
 the audience characteristics

Learner Guide
 the location, facilities and resources available to you
 how skilled you are at delivering presentations
 your choice of software such as PowerPoint or Keynote
 the level of interaction you desire from your audience.
 Some techniques to make presentations interesting include:
 using a statistic, a story or a piece of pop culture to make a powerful impression
 being bold and unexpected with your slides
 adding humour appropriately
 making noteworthy statements and asking your audience questions
 using images, not text
 standing up, moving around and using the space
 ending with a bang, such as a compelling call to action, a rhetorical question, or a meaningful
quotation.
The delivery of a presentation has a direct impact on audience engagement and response. You
can help your audience to understand what the presentation is aiming to achieve by clearly stating
the purpose of your presentation.
Any presentation aids, materials and software that you use during the delivery of your presentation
must be relevant and appropriate and add to the key concept you are presenting.
A lengthy introduction or sharing too much information at once might cause your audience to lose
interest. It is best to avoid jargon, and stick to the presentation’s planned outcomes.
It is crucial to grab your audience’s attention from the outset. Explain your expectations of the
presentation if relevant. For example, you may have a time where you want the audience to
participate in Q&A, which is an allocated session, rather than during the presentation.
Positive body language, being welcoming and using humour can all have an effect on audience
engagement.
Visual aids in particular add interest and variety to the presentation and therefore to assist in
engaging participants. Using visuals can successfully address the different learning styles of
participants, for example, including photographs or images to cater for visual learners.
Furthermore, visual aids can assist in building the confidence of the speaker and even enable the
speaker to take a break for a short time, for example, by showing a video.
Signs that you are losing the interest of your audience include looking out the window, not making
eye contact, distracted with their phone or doodling, falling asleep, rolling their eyes, folding their
arms and looking bored. If your audience is using active listening such as nodding their head or
verbal agreement, engaging in questioning or directed discussions you have been successful at
keeping them engaged.

Learner Guide
Activity: Group work
Work in groups of 3-4 students. Decide on the software that will be used for creating
a presentation in a future activity. The following online software could be used or one
that has been recommended by your trainer/assessor:
 http://www.prezi.com
 http://www.slideshare.net
 http://www.visme.co
If you are using software at your RTO, use the online tutorials to help you with
developing your presentation, for example PowerPoint for Windows training:
https://support.office.com/en-us/article/powerpoint-for-windows-training-40e8c930-
cb0b-40d8-82c4-bd53d3398787
You need to review the software being used so that you understand and can use the
functions and features of the presentation software. This can include animation of
slides, inserting graphs, pie charts and images or video. You can work in your groups
or spend independent time reviewing the software.
Activity: Practical
Divide into small groups. Ensure you divide the work equally.
For this activity, your group is to create and deliver a presentation. The presentation
can be anything of your choice but must be approved by the trainer/assessor. If you
cannot decide on a theme, you can ask your trainer/assessor to provide a few ideas
such as presenting ideas for a marketing advertisement or discussing social media
for use in an advertising campaign.
The trainer/assessor will provide you with the appropriate timings for the delivery of
the presentations.
Your audience will be the students studying this unit with you.
You will have to plan the approach of the presentation and select the type of
presentation that will be given. Create the presentation by considering the following
steps:
 list the intended outcomes of the presentation
 create an outline (paying attention to the purpose, audience, context and

setting)
 identify the main ideas

Learner Guide
 research the supporting material that will be used (this could be weblinks,
information, graphics, documentation, storyboards, etc)
 decide how you will deliver your presentation (i.e. using software, visual aids or
paper-based materials)
 provide a summary of roles for your audience (for example “The audience will
be the client and have been awaiting to hear what options the agency has
developed”. They are excited and like to ask questions).
 select a technique that can be used to evaluate your own presentation
 state which software you will use to support the delivery of your presentation
Your trainer/assessor will allocate time for each group to deliver their presentation.
During the presentation ensure that you:
 divide the delivery equally
 explain the outcomes of the presentation to the audience
 use appropriate and relevant presentation aids and materials to support

understanding
 monitor verbal and non-verbal participant communication
 provide opportunities for Q&A or to seek clarification on ideas.
Providing an opportunity for questions

Responding to questions is a vital part of presenting ideas. Sometimes it is necessary to clarify
your ideas and concepts. Feedback can be gathered during or at the end of a presentation to
ensure that the audience understand the information being delivered. As a presenter, you may
have to explain a concept or point another way.
When presenting ideas and information you might be hesitant to ask your audience for their
questions.
You might be thinking the following:
 What if I don't know the answer?
 What will happen if they don’t like or agree with my answer?
 What if I give the wrong answer and lose credibility?
 Will their questions derail my presentation?

Keep the following tips in mind:
 You don’t have to answer a question immediately, think about the answer before responding.
 If you don’t understand the question, ask for clarification or paraphrase the question back to
the audience (this can also give you more time to think of an answer).

Learner Guide
 Make sure you keep the interest of the other audience members while responding to a
question.
 Respond concisely, ask whether you’ve answered their question with enough detail.
 Allow questions after presenting your ideas by providing your email address or opportunities to
talk afterwards.
Activity: Practical
Divide into your groups. Your trainer/assessor will allocate time for each group to
deliver their presentation. During the presentation ensure that you:
 Divide the delivery equally
 Explain the outcomes of the presentation to the audience
 Use appropriate and relevant presentation aids and materials to support

understanding
 Monitor verbal and non-verbal participant communication
 Provide opportunities for Q&A or to seek clarification on ideas

the presentations, along with constructive feedback at the end of the presentation.
Following up with the stakeholders

Sometimes it is possible to seek and discuss an audience’s reaction to a presentation immediately
after it has been delivered. On other occasions this could be through:
 a debriefing session with key personnel
 written feedback provided by the audience
 a Q&A session at the end of the presentation seeking reactions and feedback.
Other effective means of gathering feedback can be through:
 observing the audience, their reaction and responsiveness
 using a feedback form at the end of a presentation
 using social media apps or tools for instant feedback
 a critical friend is a trusted person who asks provocative questions, provides data to be
examined through another lens, and offers critiques of a person’s work as a friend. A critical
friend takes the time to fully understand the context of the work presented and the outcomes
that the person or group is working toward. The friend is an advocate for the success of the
presentation and therefore their feedback can be used to improve the presentation.

Learner Guide
 A focus group interview is a formal process with a group of people and using specifically
developed questions. Focus groups can be held with persons who attended the presentation
to get their feedback in reviewing the presentation.
 One-to-one interviews can be conducted with participants who attended the presentation to
get their feedback. These can be formal or informal interviews. Information collected can be
used to make changes the presentation.
 Surveys are another way of getting feedback on presentation. An electronic survey can be set
up to ask the audience specific questions, which can then be used to make changes to a
presentation.
You must be clear about what feedback you want to seek: Is it about the content, the way you
presented or to find out an audience’s understanding of the content?
Preparing evaluation techniques prior to the presentation can provide a clear understanding of
what it is you want feedback for and provides structure and clarity to the feedback being sought.
Activity: Research and discuss
Visit: www.surveymonkey.com.
Prepare a list of relevant and appropriate questions that you could ask your own
group with regard to how the presentation went.
The trainer/assessor will facilitate a discussion about the outcomes from the
research.
Evaluating the effectiveness of your presentation

Evaluating the effectiveness of a presentation can ensure that:
 the outcomes of the presentation have been met
 feedback can be used to improve future presentations.
If you want to know if your presentation was successful, ask the people who listened to you,
what they remember about your presentation.
When feedback is received, it must be analysed so that any changes to the presentation delivery or
content can be effectively evaluated and modified.
It is useful to receive feedback from participants and any key personnel, such as managers, team
members, stakeholders.
Reviewing a presentation can include finding out:
 general response as to how the presentation went

 any suggested changes that need incorporating or modifying
 if communication of ideas and concepts was successful

Learner Guide
 if the presentation was communicated effectively
 suggestions for any improvements.
Analysing feedback can be from:
 questioning and active listening
 visual observation
 video recording
 feedback forms
 debriefing sessions.
When you are asked to give feedback, keep the SMART goals in mind:
Specific: Don’t say, “Your presentation was great.” Rather say, “Starting your presentation off with
an interesting question grabbed my attention.”
Measurable: Make suggestions that can be reviewed. For example, “Next time, try a summary slide
with a few take-home points for your audience.”
Achievable: The goal of the presentation should be attainable. For example, “Adding a graph to
your slide about the budget forecast will clarify the issue.”
Realistic: For example, “Relating the research results back to the first point you made will make
your presentation more understandable.”
Timely: Feedback given directly after completion of the presentation is more effective than
feedback provided at a later date.
Activity: Practical
Work in groups. You will now practice delivering a persuasive presentation. This type
of presentation requires that you have a strong opinion about your subject and aims
at convincing your audience to come around to your point of view.
Each group will research a new product invention.
Include the following in your presentation:
 How the product works
 Who invented it and when?
 The advantages of using the product
 Who the target audience is?
 Think of techniques to persuade your target audience to purchase the product.

Your trainer/assessor will allocate time for each group to deliver their presentation to
any other group.

Learner Guide
During the presentation ensure that you:
 Divide the delivery equally
 Use effective verbal and non-verbal communication skills
 Explain the outcomes of the presentation to the audience
 Use appropriate and relevant presentation aids and materials to support

understanding
 Provide opportunities for Q&A or to seek clarification on ideas
 Summarise key concepts and relevant points
 Implement review and feedback techniques during and after the presentation
the presentations, along with constructive feedback at the end of the presentation.

Learner Guide

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STUDENT

BSBCMM511 Communicate with influence

Application of the unit

 You are able to negotiate and present information to achieve an outcome.

 You are able to make presentations and respond to questions.

BSBCMM511 Communicate with influence

Communicating within an organisational framework

Identify whether there are

Figure 1 Example of a communications protocol

All organisations should encourage personnel to communicate alternative viewpoints, foster

BSBCMM511 Communicate with influence

 Code of Conduct Policy  Delegations Policy

 Human Rights Policy  Privacy Policy

 Social Media Policy  Communications Policy.

Policies for participating in meetings

 policies and procedures for conducting formal meetings

 document styles, reporting, storage of meeting documents.

Policies for making presentations

BSBCMM511 Communicate with influence

 corporate standards such as inclusion of logos on material

 what information can be released

 styles and format that must be used for presentations.

Activity: Research and discuss

Research organisational policies and procedures relevant to negotiation in the

BSBCMM511 Communicate with influence

 following control procedures and policies, such as a confidentiality policy

 providing training to staff

 authority to access or release information

 having a controlled technological environment (i.e., levels of access/read-write access; virus

 having a controlled physical environment (physical locks and security systems)

 having employees sign a non-disclosure agreement to protect confidential business

Identifying information needs of audience

 hold a meeting to provide information to employees about new contracts

 lead a conference to deliver new information.

BSBCMM511 Communicate with influence

 deliver a sales or marketing pitch.

BSBCMM511 Communicate with influence

 Demographics such as gender,

 Psychographics such as values,

 The number of people you are

 Audience knowledge of the

 Learning, literacy and numeracy

Work in pairs for this activity.

BSBCMM511 Communicate with influence

 Developing an awareness of individual cultures and differences in communication.

 Keeping communication clear, simple and unambiguous.

 Avoiding humour as humour can vary across cultures.

 Being courteous and respectful.

 Using appropriate language

 Using aids or support to communicate, such as an interpreter.

 using communicative body language

 positive body language such as eye contact

 using appropriate language

 allowing for diversity and different abilities

 avoiding slang, biased or euphemisms, sexist or racist language

 language appropriate to the content and level of ability.

BSBCMM511 Communicate with influence

Using active listening skills

 empathy  positive attitude

 clarity  positive body language.