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FACILITATOR GUIDE

Name

Contact Address

Telephone (H)

Telephone (W)

Facsimile

Cellular
E-mail

Table of Contents
GUIDELINES FOR FACILITATORS.............................................................................2
FEEDBACK SKILLS FOR FACILITATORS..................................................................5
PREPARING FOR THE SESSION...............................................................................9
Facilitator’s Checklist..................................................................................................12
Facilitator Report........................................................................................................ 13
Attendance Register...................................................................................................17
Lesson plan................................................................................................................ 18
A. FORMATIVE ASSESSMENT.................................................................................22
B. PRACTICAL ASSESSMENT..................................................................................26
Unit standard.............................................................................................................. 31

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GUIDELINES FOR FACILITATORS

This Facilitators Guide is a resource, which will help you to:

 Understand the programme, as well as its objectives, characteristics and the

requirements it places on you the trainer.
 Work through this Leaders Guide thoroughly in the early stages of delivering this
programme.
 Develop your confidence and ability to deliver, in a way that is best for you.

You will probably find yourself moving through three stages of your development as a
trainer of the -----------------------------Programme:

 Learning: While learning to train this programme you may need to use the
Leaders Guide as it will provide you with a simple and low-risk method for
delivering the training.
 Prompting: As you become more comfortable with the programme, you may be
able to move onto using the Lesson Plan. This document has been written as a
prompt sheet to remind you of the contents to be covered, the structure and the
sequence.
 Creating: You will inevitably reach a stage when you experience the facilitators
guide as being "restrictive" and find that you can contribute many additional ideas
in the delivery of this programme, go ahead, keeping to the Lesson Plan.

The notes are generally governed by a key verb. These are usually Explain or Elicit.

 Explain: will be followed by information that you need to tell the group.
 Elicit: will be followed by information that you need to make clear to the group
either by asking them questions or that they generate information for themselves
or by telling them and seeking their agreement/testing their understanding. How
you elicit is up to you, you will need to plan your own questions, which you may
state slightly differently each time that you train.
 A number of other key words have been used, i.e. discuss, model, demonstrate,
etc, which will be self -explanatory.

The way you deliver the programme and the selection of the additional role-plays and
exercises will be affected by the experience of the delegates. Get to know more
about them prior to the training session:
 How many people do they do reviews with, i.e. how much time do they spend on
performance management?
 When they do reviews (currently), i.e. how much more time do they need to
invest in performance management?
 How long have they been doing reviews, i.e. their experience and knowledge of
dealing with employees in this context?
 Their style of conducting reviews, i.e. how much participation do they encourage

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 from their employees?

If you have not attended the programme as a delegate, you should spend time
reflecting on your own experiences of performance reviews, as a Manager or as an
Employee.

This will help you to:

 Apply the contents of the programme to your own experiences and develop a
level of authority on the subject. Think about the various people who have
reviewed your performance and how they did it. Think about the various people
whose performance you have reviewed and how you went about doing it.
 Generate examples and case studies of your own to illustrate points as you make
them.

The Facilitators Guide has been compiled using symbols to assist you identifying
different requirements as you work through the manual. The following symbols indicate
these different requirements:

Learning Activities Exercises

Role-plays Case Studies

Outcomes Assessment Criteria

Steps to Follow Glossary

Summary Discussion

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COMPETENCIES FOR FACILITATORS

You will be required to be proficient in the following competencies.

1. Presentation of Content:
 Understanding and explaining key concepts.
 Effective presentation skills, i.e. use of training aids, verbal and non-verbal
communication.
 Summarising key points in an effective and succinct manner.

2. Management of the Group:

 Using facilitation skills to promote a positive, comfortable learning
environment for each delegate while maintaining appropriate control of the
group process in order to achieve the learning objectives.
 Using questioning techniques that draw relevant information maximise
group participation and check for understanding.
 Dealing with unplanned behaviour/events so that the objectives are still
achieved.
 Managing time.

3. Management of exercises/skills practices:

 Providing sufficient rationale/instructions for exercises/skills practices to
enable delegates to carry out the exercises.
 Following the procedure in the Leaders Guide in a proper sequence.

4. Feedback Skills:
 Analysing behaviors during role-plays accurately.
 Representing feedback accurately, meaningfully with appropriate evidences, i.e.
using the same guidelines as in the Workbook.
 Presenting feedback that highlights learning, involves delegates in the process,
specific actions are applied.

5. Facilitation of Skills Transfer:

 Using relevant examples/analogies to link concepts/skills practices to on the job
experience.
 Stressing the value of the use of the skills in the workplace and making it easy for
delegates to "transfer" this training.
 Drawing out connections from delegates by using knowledge of the organisation,
their job environment and responsibilities.
 Modeling the skills with energy and enthusiasm.

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FEEDBACK SKILLS FOR FACILITATORS

As feedback skills are critical throughout this programme, we have provided some
guidelines, which will assist you.

Provide Structure:

Providing structure means telling people what is going to happen next, and what is
going to be expected of them when it happens. This information will help them to relax
and to prepare themselves.

Specifically:

 Give an overview of the feedback process at the beginning of the session.

 Give clear explanations of the next stage at major shift points; for example: at the
end of the introduction; the end of group feedback; the end of individual
feedback.
 Summarise the main conclusions reached by the group or individuals periodically
for example; the end of a graph slide, or group feedback; the end of an
individual's feedback.

Shift the Focus of Power:

In the face of objective data, the group can feel pretty powerless. The power rests with
the data and with the person presenting it. It is important to shift the focus of power
away from the facilitator/trainer and towards the group.

Specifically:

 Providing structure will help the group to feel in some control of the session.
 Clarifying the purpose of the feedback will help the group to take some
responsibility for the session (for example the session is to help them make
decisions, etc.)
 Getting the data up in front of the group as quickly as possible, so that there are
no unnecessary delays (for example over-explanation of behaviour definitions or
pieces of research; or perception gap exercises).
 Encouraging the individual and group to take ownership of assessing their own
progress and development.

Be Quick:

One of the advantages of Behaviour Analysis is that it can help someone decide on a
practical action for skill development relatively quickly.

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This is because:

 It doesn't go for the whole picture.

 It doesn't explore in great depth why people behave in the way that they do.
 Ensures that you move through feedback at the right speed and do not become
"bogged down"
 Focuses on the impact of someone's behaviour rather than its causes;
understanding of impact provides the motivation to change.
 Moves from problem to solution; having established an area of concern or
difficulty, explore what can be done, behaviourally, that will help.

Use Questions:

The role of the facilitator/trainer should be as a guide. This will involve some
explanation; behaviours; explaining the slides; covering on research models. But the
behavioural style should be primarily a questioning one.

Specifically:

 Seek information to encourage the group to discuss the data. In particular use
Seeking Information to help the group evaluate the data, their own and the
impact of other people's behaviour.
 Test Understanding to clarify the group's understanding of the data and meaning
to them. Use it also to challenge people whom are avoiding or resisting
messages from the data or from the rest of the group.
 Seek Proposals from the group and individuals about how they could improve
their effectiveness.

BE SPECIFIC:

As much as possible, be specific when you are giving feedback.

Specifically:

 Give specific examples of people's behaviour when appropriate. This is

especially useful of Defend/Attack behaviour, when it is important to let people
know exactly what was said. It is relevant for other behaviours and helps people
to relate the data to what actually happened.
 Avoid vague comments such as "That's interesting" or "You might want to think
about that". Comments like these, if left in the air unexplained, create the
impression that you're withholding (negative) information from the group. The
locus of power will shift back towards you and away from the group.
 When members of the group are talking, ask them to be specific and give
examples. If they are talking about their job, ask them to give details.

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BE NON-EVALUATIVE:

Because the source of the feedback is objective data, the facilitator/trainer cannot afford
to be evaluative or judgmental in any way. Subjective opinion will undermine the data
and confuse the group. When you've just spent an hour observing a group make a
complete hash of an activity, or being irritated beyond measure by the level of
someone's Shutting Out behaviour, being non-evaluative and non-judgmental can be
hard.

Specifically:
 Avoid using words which betray your value judgments, for example: "That's a
good level of summarising there"; “If you Shut Out too much you're going to start
irritating people". Not only do these words express your opinion, they suggest to
the group that there are "right answers" that you are judging them against.
 Get the group to do their own evaluation. They may feel very differently to you
(found the Summarising tedious or the Shutting Out acceptable). They may feel
exactly the same as you. Either way, how they feel is more important than how
you feel.

BE SOLUTION-CENTRED:

Behaviour Analysis feedback is essentially solution-centred. Put it another way;

Behaviour Analysis is about asking: "How could you be more effective?" rather than:
"Why are you ineffective?” A common reason why people initially take a long time
giving Behaviour Analysis based feedback is because they focus too heavily on
problems, and often don't switch to solutions at all, which means that it's difficult to know
where to stop! It also means that the person receiving the feedback has no way
forward; they have been left with the problem.
As the facilitator/trainer, your role is to help people to:

 Identify areas where they have behaved inappropriately or not as effectively as

they could have.
 Ways in which they could change their behavioural strategy so that they are
more effective.
 Specific skills that they can develop in order to carry out their new strategy and
ways in which they can develop these skills.
BE NON-PRESCRIPTIVE:

The emphasis must always be on the receiver of the feedback identifying his/her own
solution. There may be times when it is blindingly obvious to you what someone should
do. If you tell them, the chances of them actually doing it are reduced. They will be far
more committed to the solution if they identify it themselves.
Specifically use:

 Seeking Proposal behaviour to encourage them to find solutions to issues that

have arisen.
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  Testing Understanding to clarify their proposal, and as an alternative to
disagreement if you think it is a poor solution.
 Building behaviour to modify the proposal in order to overcome any flaws that
you have identified.

INTEGRATE TO OTHER POINTS:

The same issue will often arise at different points in the session: points raised during
group feedback will re-emerge in someone's individual feedback, or the same point is
reflected in two different graph slide displays. When this happens, try to refer back
accurately to what people have said earlier.
This is important because:

 It shows you have heard and respected what they said.

 It avoids needless repetition and thus saves time.
 It can allow you to go into the issue more deeply, using their earlier responses as
a starting point.

MAKE IT RELEVANT:

With Behaviour Analysis based feedback, it is easy to become absorbed by the data
and thus focus too heavily on the "snapshot" that the data represents. It is important
that you use the data, rather than, as can sometimes happen, the data using you.

Specifically:

 Help the group to explore whether the data is typical of their behaviour in other
situations.
 Explore problems they experience in their job situations, to see if they are
reflected by the data on display.
 Explore the ways in which they would like to be more effective in their present
(and possible future) job situations.
 Identify action plans that are practical and which will be a step towards achieving
greater effectiveness.

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PREPARING FOR THE SESSION

 Use the Session Preparation Checklist (see Addendums) as a guideline to

ensure that all required resources and materials are available prior to the
training session.
 The lesson plan will also assist in preparing for the session.

NOTE:
 The Attendance Register should be completed by all candidates attending the
training session.
 The pre and post assessment results must be filled in by the facilitator at the
end of the training session.

Introduction

Welcome everyone to the session. Give a general overview of the training modules
you will cover during the entire training process.

Confirm the training session by showing the OHT.

Exercise - Ice Breaker

To help set the atmosphere and put delegates at ease use one of the following ice
breakers.

Explain how you would like delegates to introduce themselves.

Write the following on the flip chart:

 Who are you?
 What is your current job?
 Share some personal information about yourself.
 How many employees' performance will you be reviewing?
 Suggest a ground rule for the day.
 What are your expectations and/or reservations for this session?

Explain what you mean by ground rules. They should think about likes/dislikes about
training, i.e. confidentiality, cell phones off, no interruptions, keep to agreed breaks, etc.

Explain that unless people have thought about what they want to get out of a training
session, they rarely achieve anything of value from the session. Expectations include
getting answers to questions, learning new skills, hearing different opinions etc.
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Model how long you want delegates to take by introducing yourself using the questions
on the flip chart. Explain that introductions should not take much longer than one to
two minutes. These introductions can be carried out in a variety of ways.

Trainer Tip: It is possible that delegates have attended training courses together and
know each other well. Here are a few variations that you can use for the ice breakers.

Option One: Divide the group into pairs. Request the individuals to introduce
themselves to their partners. Ask their partners to introduce them to the group.

Option Two: Ask each individual to introduce themselves to the group.

Option Three: Non-verbal introduction. This icebreaker can be used very effectively if
the delegates know each other very well and do not want to do the usual introductions.
Divide them into pairs. Demonstrate the introduction to them by doing a non-verbal
introduction of yourself and asking them to tell you what you have “told” them about
yourself. Give them two minutes each to introduce themselves. When you have
returned to the larger group get the partner to introduce the individual while the
individual evaluates how accurately the partner introduces himself/herself. You can use
this as a short discussion on the importance of non-verbal communication.

Option Four: Unprepared introduction. This introduction may be used to demonstrate

that even if we work with people day after day, we don’t often get to ‘really’ know them.
Change the list on the flip chart to read: Name of person, what is their current job, some
personal information about their family, their hobbies, and their favourite possession.
Ask a delegate to introduce another delegate by using the above topics. The only rule is
that they may not ask the delegate the information, they simply have to guess. Once the
delegate has completed the introduction, ask the person he/she was introducing to
supply the correct information where applicable. Also ask them to share a ground rule
and their expectations and capture this on the flip chart. Debrief by explaining how
important it is to get to know your employees in order to manage their performance
effectively.

Review the ground rules you’ve captured on the flip chart to ensure that everyone
agrees with them. They can be added onto as needed. Place flip chart on wall.

Summarise the expectations and reservations. If there are any expectations that will
not be covered in the session, highlight them and discuss with the group how best to
deal with it, i.e. build it in, discuss in with the particular delegate, send them follow up
information, etc.

Administrative Arrangements
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Explain the administrative arrangements with the group in terms of:

 Smoking arrangements;
 Breaks;
 Meals and refreshments;
 Starting and finishing times; and
 The importance of attending the full session.

Elicit whether any special arrangements need to be made regarding times, special
meals, etc.

Training Methodology

Explain the training methodology of the session, i.e. that the session is practical and
experiential:

 Minimal theory just enough to cover principles, models and processes;

 Experiential by learning as much as possible through participation as individuals
(sharing their experiences in group discussions).

Explain that this session belongs to the delegates and that they should feel free to
question, argue constructively and ensure that they understand the process by the end
of the session.

Workbooks

Hand out the workbooks and explain how it is designed and how it should be used.

Tell the delegates that the manuals are theirs and that in order to make their learning
effective, they should feel free to make additional notes, jot down questions they have
or simply sketch diagrams which will help them link information.

Discuss how the workbook is designed and meant to be used by talking them through
the information in the workbook.

Course Contents and Outcomes

Explain the course outcomes and contents in context with the Unit Standard and the
Index below

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Facilitator’s Checklist

Preparation Yes no
Content Knowledge
I have sufficient knowledge of the content to enable me to facilitate
with ease.
Application Knowledge
I understand the program matrix and have prepared for program
delivery accordingly.
Ability to Respond to Learners Background and Experience
I have studied the learner demographics, age group, experience and
circumstances, and prepared for program delivery accordingly.
Enthusiasm and Commitment
I am passionate about my subject and have prepared my program
delivery to create a motivating environment with real commitment to
success.
Enterprise Knowledge
I know and understand the values, ethics, vision and mission of the
service provider under whose auspices the program will be
conducted, and have prepared my program delivery, reporting and
administrative tasks accordingly.
Equipment Checklist:
Learner Guides: 1 per learner
Learner Assessment Guides: 1 per learner
Writing material and stationery for facilitator and learner
White board and pens
Flip chart paper
Proxima projector and screen
Notebook computer and program disk
Documentation Checklist:
Attendance register
Course evaluation
Learner course evaluation
Portfolios of evidence

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Facilitator Report

Tip:
The Facilitator is required to complete a Facilitator Report for the facilitated
contact session per Learning Unit.

The provider will have a Facilitator Report as part of the standard facilitation
administration – alternatively, the Facilitator Report below may be used:

Learning (enter programme ID Facilitator

Programme and title) Name
Name
Learning Unit Learning Unit
Name
Dates of Date of Report
Facilitation

Self Assessment:
Please complete the Facilitator Report as accurately and honestly as
possible. Please take time to add your comment on every subsection, in
order for us to continuously improve our training quality!

The purpose of the Facilitation Report is to evaluate the following:

 logistics and support
 facilitation
 training material
 assessment

Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!

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 No Criteria / Question

Standar

Standar
Sufficie

Excelle
Above
Below
Poor

nt

nt
1 2 3 4 5
1 Was communication regarding attendance of the
programme efficient and effective?
2 Was the Programme Coordinator helpful and
efficient?
3 Was the training equipment and material used
effective and prepared?
4 Was the training venue conducive to learning (set-up
for convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support

No Criteria / Question

Above Standard
Below Standard

Sufficient

Excellent
Poor

1 2 3 4 5
B Facilitator Evaluation
1 Learners were prepared and motivated to attend the
programme
2 Learners participated well and provided constructive
input
3 The programme allows for the use of a variety of
methods, exercises, activities and discussions
4 Learners were punctual and kept to the schedule

Additional Comments on Facilitation

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 No Criteria / Question

Excellen
Standar

Standar
Sufficie
Above
Below
Poor

t
1 2 3 4 5
C Learning Programme Evaluation
1 The learning outcomes of the programme are
relevant and suitable.
2 The content of the programme was relevant and
suitable for the target group.
3 The length of the facilitation was suitable for the
programme.
4 The learning material assisted in learning new
knowledge and skills to apply in a practical manner.
5 The Learning Material was free from spelling and
grammar errors
6 Handouts and Exercises are clear, concise and
relevant to the outcomes and content.
7 Learning material is generally of a high standard,
and user friendly

Spelling/ Grammatical Errors

Trainer/Learner File, etc. Section/Page What?

Additional Comments on Learning Material

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 No Criteria / Question

Above Standard
Below Standard

Sufficient

Excellent
Poor
1 2 3 4 5
E Assessment Evaluation
1 A clear overview provided of the assessment
requirements of the programme was provided
2 The assessment process and time lines were clearly
explained
3 All assessment activities and activities were
discussed
Additional Comments on Assessment

Further Comments:
(Please note any relevant information, difficulties incurred, etc. that you regard as important.)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________

Facilitator Date:
Sign:

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Attendance Register

Programme Name Facilitator Name

Dates of Venue
Attendance

Name & Surname ID Number Contact Details 1 2 3 4 5

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Lesson plan

Welcome and opening 8:30- 9:30

Activity Resources Time minutes
Welcome - 5
Ice breaker Ice breaker 10
Introductions Name tags 10
Expectations Flip chart 5
Programme over view Flip chart 5
SA learning environment Flip chart/ Projector 5
Programme Flip chart projector 15
outcomes/assessment process
(refer to the assessment guide)
Rules Flip chart 5
Time management Flip chart 3
Resources and facilities - 2
Programme lay out Flip chart/ projector 5

Session one
Session one : Section 1 9:45 - 10.30
Section 1: Preparing a presentation
Section Outcomes
 Prepare and produce a presentation according to a specified brief
Introduce the session.
Discuss the key steps in preparing a presentation Section 1
Explain the importance of ensuring that the presentation meets
requirements Facilitator led
Explain the importance of the topic, purpose and target audience discussions
Allow learners to brainstorm the importance of sticking to Role plays
timelines in presentations Group exercise

Debrief Pages 11-32

TEA BREAK 10:30-10.45

Session two

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Session two: 10:45 – 12:30
Section 2: Adjusting settings to customise the view
Section outcome
 Adjust settings to customise the view and preferences of the presentation
application
Recap the earlier session
Demonstrate how to increase and decrease view in given Section 2
specifications
Show learners how to change the view mode Facilitator led
Demonstrate how to switch on or off toolbar menu discussions
Debrief Role plays
Group exercise

Pages 33-41
Lunch break 12:30 - 13:15
Session three: 13:15-16:00
Section 3: Working with multiple presentations
Section Outcomes
 Work with multiple presentations
Introduce the session.
Explain the importance of working with multiple presentations in Section 1
business
Demonstrate how to open and view more than one presentation Facilitator led
at the same time discussions
Show how to switch controls Group exercise,
Demonstrate the process of manipulating text between two demonstrations
presentations Pages 42-54

Show how to create presentation design templates

Debrief

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 Day two
Section one: 8:30- 10:30
Section 1: Formatting presentations
Section outcomes
 Format a presentation according to given specifications
 Use special effects
 Apply special formatting to presentation, according to given specifications, to
enhance the presentation
Recap Day one with learner input. Section 4
Introduce the session.
Explore and demonstrate add bullets and numbering to text in a Facilitator led
slide. discussions
Demonstrate how to set, reset and remove tabs Group exercise,

Show learners how to add pictures to a presentation slide demonstrations

Demonstrate how to add footer, notes and numbers to slides

Allow learners to complete activity Pages 55-49

Debrief
Tea break 10:30-10.45

Session two: 10:45- 13:00

Section 2: Customising a presentation
Section outcomes
 Customise a presentation for a specified purpose
Introduce the session. Section 5
Demonstrated how to sort slides in appropriate order
Demonstrate how to hide slides
Explain the tips when presenting Facilitator led

Demonstrate how to navigate a presentation within slide discussions

presentation Group exercise,

Debrief demonstrations

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 Pages 80-85

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 Finishing the programme
Programme evaluation Allow learner to evaluate the workshop using the
provide forms
Next steps Tell learners the next steps, training, assessment
procedures
Assessments Explain the assessment process to the learners

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Answer section A and Section B

A. FORMATIVE ASSESSMENT

Question 1 (SO 1, AC 1, AC 2, AC 3)
Identify and explain the key steps that one must follow when preparing a presentation.
(15)

In order to help you create the best content possible, we are going to step through the creation
of a group of presentations being created by a non-profit organization to arrange support for a
new project to have teens provide yard services to the homebound.

1. Know Your Audience

One key to good content, is knowing your audience. In our example, you would not present the
same information to the group of teen aged volunteers who will be doing the yard services as
you would to the companies around town that you wish to have help fund the project. So, before
you create your presentation, you would do an audience analysis.

One way to do your audience analysis is to make a list of all the groups involved in the project
that you will need to present information to. In our case, that list would include the two groups
you have listed above:

o The companies you are planning to approach for funds

o The teens that will be doing the yard services

In addition, you would probably be presenting information to these other audiences:

o The companies you will to approach for direct donations

o The adults who will be supervising the teens
o The homebound people who will be signing up for the services

This is not probably a complete list, but is enough to get us started. From here, we move
to deciding what each of these groups would need to know. In other words, you need to
define your messages.

2. Defining messages

The messages for your presentation are a high level gloss of the content you
wish to convey. Different audiences may have similar messages, but some
groups may need to have differing detail levels on the messages. In this stage,
you should make yourself a two column chart. The left column is the audiences
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according to a given brief
 you have defined. The right column is the messages this audience needs to hear.
Our sample chart would look like this:

Audience Messages

o Main goal and overview

Companies providing funds o Advantages of program
o Amount of funding needed
o Why they should fund

o Main goal and overview

Companies providing direct o Advantages of program
donations o Equipment you need donated

o Main goal
Teens to do work o Why program is needed
o Expected program goals
o Amount of commitment expected
o How they will be assigned
o Supervision

o Main goal
Homebound to use services o How they were chosen for program
o What will be done
o Timeline for completion
o Who will be doing work

o Main goal
Adult supervisors o Why program is needed
o Why they are needed
o What will be expected of the teens
o Amount of commitment expected
o Details on supervisory tasks

o Additional training that will be provided

As this list is developed, you will find (as we did above) that some of the information
goes to all audiences. You also can see that some information is developed for one
audience, but you may want to refer to it for another. An example of this is the
expectations of the teens. This information needs to be stated explicitly for the teens, but
also will be needed for reference by the adults.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 Your next step is to refine these messages and convert them to an outline.

3. Slide Outline

The first stage of your outline contains the slide titles you expect to have for each
presentation. Here is where you are going to define the information for each of the
messages listed above. You are not going to go into a large amount of detail, as that is
the actual slide content, but instead you are going to define what will be said for each
slide.

In this stage, you also will be defining the common sections of the presentations and the
inserted files or custom shows. For example, you know that you need to present the
main goal of the program to each audience. Because this is a section that is going to be
used in multiple presentations, you may want to envision it as its own presentation. This
way, you only create these slides once, but can use them multiple times. This stage will
also show you where you need data to back up your assertations, as well as what
information you expect to present graphically and what information you expect to present
textually.

The second stage of your outline is to expand the content for each slide. Write the text in
bullets and short phrases. Define what points you wish to get across in the graphics. You
will also want to decide if there are specific sounds or videos that you will be using on
some of the slides to make your point.

Creating the Presentations

You have now done the vast majority of the work that will be needed to create you
presentations. You still have a few steps left in the process:

o Create the masters (the look and feel of the presentations)

o Input the information you have created into the PowerPoint files

o Finish the presentations

o Practice the presentations

Activity: Decide what content you will include in your presentation - 30 minutes
These tasks will help you to decide what content to include in your presentation, and how to
maximise the impact of this content on your audience.
1. Write brief notes in answer to the following:
 what is the title of your presentation?

 why are you giving your presentation?

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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  who will be in your audience?

 why will your audience be interested in your presentation?

 what are the three important messages you want to highlight in your presentation?

tip: when thinking about the three main messages, imagine you were given only 30 seconds
to give your presentation.
2. Write brief notes on the following
 what three things would you want your audience to know above anything else?

 how will you explain these messages clearly?

 how will you emphasise the importance of these messages?

 how will you conclude your presentation?

3. Using the notes you made above, write an outline of the content of your presentation.
4. Include where you will use visual aids, (visual aids are tools which your audience can look
at. They can help to explain or emphasise certain points.)
How did you do?
1. Review the content you have written to make sure you have met the needs of your
audience, met any restrictions and requirements placed on your presentation and clearly
described the three main messages of your presentation. You could do this by:
 asking a course colleague to check your presentation content

 asking a tutor to check your presentation content

 using the presentation instructions and brief to ensure that your content is suitable

You should now have started to develop ideas for the content of you presentation, in the
next section, 'Introducing visual aids' we will look at how different types of visual aids can
help you to deliver this content.

Question 2 (SO 3, AC 1)

Identify the reasons why Ms PowerPoint 2007 allows users to open and work with more than
one presentation at a time. (3)

So that users can;

 Compare two or more PowerPoint presentations by viewing them side by side on screen
at the same time.
 To make a final check or perhaps you may want to compare last year's information with
this year's information.
 Make it easy for the user to copy and paste text from different presentations

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 B. PRACTICAL ASSESSMENT

Attempt the following practical assessments in the presence of the assessor.

Project 1 (SO 1, AC 1, AC 2, AC 3, AC 4)
You have been requested to make a 20 minutes presentation on the importance of education to
a group of Matric students in your community. The purpose of this presentation is to encourage
them to value education and desist from drinking and drug abuse. Follow the guidelines below;

NO. ITEMS TO BE EVALUATED

1 Prepare the presentation using Ms PowerPoint 2007.
2
Ensure the presentation shows the topic, and purpose.
3
Ensure that the presentation incorporates information consistent with the topic,
purpose and target audience.
4 Ensure that the presentation is prepared in line with the time limits specified
5 Prepare at least 8 slides
6 Save the presentation as The role of education

Assessor discretion is required.

Project 2 (SO 2, AC 1, AC 2, AC 3, AC 4; SO 4, AC 1, AC 2, SO 5, AC 1, AC 2, AC 3, AC 4,
AC 5; SO6, AC 1, AC 2, AC 3, AC 4; SO7, AC 1, AC 2)

Using the PowerPoint presentation from project 1 demonstrate the following;

No. Items to be evaluated

1
Open the presentation saved as The role of education
2
Increase and decrease the view of the slides.
3
Change the view mode.
4
Switch on and off the toolbar menus.
5
Change the slide orientation.
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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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6
Use slide layout to format your presentation.
7
Set left tab, right tab and centre tab.
8
Add an image to your presentation from Clip Art.
9
Add bullets to text.
10
Change the formats of bullets.
11
Remove the bullets
12
Add numbering from text.
13
Remove numbering from the text
14
Add footer to the presentation: the future is in education.
15
Remove the footer
16
Add current date, time, and page numbers to the entire presentation.
17
Add the following note as an aid to the presentation. “Education is achieve therefore
step out and make a difference for your life”
18
Move slide number 1 to slide number 3.
19 Hide slide number 2
Assessor discretion is required.

Project 3 (SO 7, AC 3, AC 4)
Using the PowerPoint presentation from project 2; conduct the 20 minutes presentation in front
of the assessor. Ensure that:
 You properly navigate your presentation.
 Introduce yourself.
 Introduce the topic under discussion. (4)
Assessor discretion is required.
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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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Project 4 (SO 3, AC 1, AC 2, AC 3)
You are required to have a minimum of two PowerPoint presentations for this demonstration.
Ask the assessor or your facilitator for assistance. Demonstrate the following;

No. Items to be evaluated

1 Open two PowerPoint presentations.
2 Switch controls between the two presentations.
3 Copy text from one or the presentation and copy on the other one

Assessor discretion is required.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 EVALUATION CHECKLIST
NAME: …………………………………….….
SURNAME: ……………………………….…
DATE:
COMPANY……………………………….…..
ID……………………………………………...
TIME:

EVALUATION MET DID NOT MEET COMMENTS OR

CRITERIONS REQUIREMENTS REQUIREMENTS ACTION
REQUIRED

PROJECT 1
Ms PowerPoint 2007
application is opened
A presentation is prepared
minimum 8 slides
The presentation is in line
with the topic, purpose, and
audience
The presentation is in line
with the time limits
The presentation is saved as
The role of education.

PROJECT 2
Ms Powerpoint 2007
application is opened
The view of the slides is
increased and decreased
The view mode is changed
Toolbar menus are switched
on and off
The orientation of slides is
changed
Tabs are set to the left, right
and centre
An image is added to the
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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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presentation from clip art
Bullets are added
Format for bullets is
changed
Bullets are removed
Numbering is added to text
Numbering is removed from
text
Footer is added
Footer is removed
Current date, time and page
numbers are added
A note is added to the
presentation
Slides are moved
Slide is hidden

PROJECT 3
The slides are navigated
properly
The presentation is suitable
for the audience
The presenter introduced the
topic under discussion

PROJECT 4
Two powerpoint
presentations are opened
The two presentations are
switch controlled
Information is copied from
one presentation and pasted
on the other

GENERAL COMMENTS:

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
according to a given brief
Date…………………….. Time started……………….. Time completed……………….

FACILITATOR NAME FACILITATOR SIGNATURE ASSESSOR ENDORSEMENT

(SIGNATURE)
……………………………… ……………………………………. ………………………………….

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 Unit standard
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

Use a Graphical User Interface (GUI)-based presentation application to prepare and produce
a presentation according to a given brief
SAQA US UNIT STANDARD TITLE
ID
117923 Use a Graphical User Interface (GUI)-based presentation application to prepare and
produce a presentation according to a given brief
ORIGINATOR ORIGINATING PROVIDER
SGB Computer Sciences and
Information Systems
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Information Technology and Computer
Sciences Sciences
ABET BAND UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
TYPE
Undefined Regular- Level 2 NQF Level 02 5
Fundamental
REGISTRATION STATUS REGISTRATION REGISTRATION END SAQA DECISION
START DATE DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose
statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated
otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit
standard.

PURPOSE OF THE UNIT STANDARD

This unit standard is intended for people who need to plan, produce, use and evaluate presentations
using a Graphical User Interface (GUI)-based presentation application either as a user of computers or as
basic knowledge for a career needing this competency, like the ICT industry.

People credited with this unit standard are able to:

 Prepare and produce a presentation according to a specified brief.

 Adjust settings to customise the view and preferences of the presentation application.
 Work with multiple presentations.
 Format a presentation.
 Use special presentation effects.
 Apply special formatting to a presentation.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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  Customise a presentation for a specified purpose.
 Evaluate a presentation produced for a specified purpose.

The performance of all elements is to a standard that allows for further learning in this area.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit value of this unit standard is calculated assuming a person is competent in:

 Mathematical literacy and communication skills at least at NQF level 1.

 Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1).
 Use a Graphical User Interface (GUI)-based presentation application to create and edit slide
presentations. (ID 116933 - NQF level 1).

UNIT STANDARD RANGE

 This standard is applicable to any presentation application that runs on any Graphical User
Interface(GUI) operating system.
 Where wording are not exact for the chosen operating system, the learner can choose the equivalent
item or option to demonstrate competence in the specific outcome or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Prepare and produce a presentation according to a specified brief.
OUTCOME RANGE
The brief should identify the topics, purpose, time limits and target audience of the presentation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A presentation is prepared to meet the requirements of a supplied brief.

ASSESSMENT CRITERION 2
The prepared presentation shows the topic, purpose, for target audience of the given brief.

ASSESSMENT CRITERION 3
The presentation incorporates information consistent with the topic, purpose and target audience of the
given brief.

ASSESSMENT CRITERION 4
The presentation is prepared in line with the time limits set in the brief.

SPECIFIC OUTCOME 2
Adjust settings to customise the view and preferences of the presentation application.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
View is increased and decreased, according to given specifications.
ASSESSMENT CRITERION RANGE
Zoom feature or equivalent is used for the view.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 ASSESSMENT CRITERION 2
The view mode is changed.

ASSESSMENT CRITERION 3
Toolbar menus are switched off and on, to improve the working view of the application.

ASSESSMENT CRITERION 4
The slide format of a presentation is changed, according to given specifications.
ASSESSMENT CRITERION RANGE
Size of slide, slide orientation.

SPECIFIC OUTCOME 3
Work with multiple presentations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A number of existing presentations are opened.
ASSESSMENT CRITERION RANGE
Minimum 2 presentations.

ASSESSMENT CRITERION 2
Control is switched between the open presentations.

ASSESSMENT CRITERION 3
Text is manipulated between active presentations.
ASSESSMENT CRITERION RANGE
Minimum of 2 active presentations; type of manipulation: move, copy.

SPECIFIC OUTCOME 4
Format a presentation according to given specifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Methods of automatically formatting a presentation are explained.
ASSESSMENT CRITERION RANGE
Methods of formatting include:

 Presentation design templates, slide layout.

ASSESSMENT CRITERION 2
A presentation is created using a presentation design template.

SPECIFIC OUTCOME 5
Use special presentation effects.
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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 OUTCOME RANGE
Tabs, Image, Bullets, Numbering, Borders, Fill.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Tabs are set, reset and removed.
ASSESSMENT CRITERION RANGE
Tabs: left tab, right tab, centre tab, decimal align tab; at least 2 methods of setting tabs are
demonstrated.

ASSESSMENT CRITERION 2
An image is added to a presentation slide.

ASSESSMENT CRITERION 3
Bullets are applied to text and removed from text.
ASSESSMENT CRITERION RANGE
Automatic while entering, to existing text.

ASSESSMENT CRITERION 4
Bullet formats are changed, according to given specifications, to enhance the presentation.
ASSESSMENT CRITERION RANGE
Bullet formatting include: Bullet character, bullet position, text position.

ASSESSMENT CRITERION 5
Numbering is applied to text and removed from text.
ASSESSMENT CRITERION RANGE
Automatic while entering and/or to existing text; at least one of: single level numbering, multi-level
numbering to at least three levels.

SPECIFIC OUTCOME 6
Apply special formatting to a presentation, according to given specifications, to enhance the
presentation.
OUTCOME RANGE
Headers, footers, date, time, slide numbers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A footer is added to and removed from a presentation.

ASSESSMENT CRITERION 2
The current date and time is added to a presentation.
ASSESSMENT CRITERION RANGE
Specific slides, entire presentation.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 ASSESSMENT CRITERION 3
Page numbers are added to a presentation.

ASSESSMENT CRITERION 4
Notes are added as an aid to the presentation.

SPECIFIC OUTCOME 7
Customise a presentation for a specified purpose.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Slides are sorted into an order appropriate for the specified purpose.

ASSESSMENT CRITERION 2
Slides are hidden so that they will not be part of a presentation.

ASSESSMENT CRITERION 3
The presentation is presented for the specified purpose.

ASSESSMENT CRITERION 4
The presentation is navigated from within the slide presentation.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can
offer programmes of education and training assessed against unit standards.

Moderation Process:

 Moderation of assessment will be overseen by the relevant ETQA according to the moderation
guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 Performance of all elements is to be carried out in accordance with organisation standards and
procedures, unless otherwise stated. Organisation standards and procedures may cover: quality
assurance, documentation, security, communication, health and safety, and personal behaviour.
 Performance of all elements complies with the laws of the country operating in, especially with regard
to copyright, privacy, health and safety, and consumer rights.
 All activities must comply with any policies, procedures and requirements of the organisations
involved, the ethical codes of relevant professional bodies and any relevant legislative and/ or regulatory
requirements.
 Performance of all elements is to be completed within the normal range of time and cost that would
be expected in a professional environment (e.g. In a commercial or government organisation).

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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 Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses display that decisions using critical and creative thinking
have been made by understanding the uses and benefits of using a presentation application.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively by understanding the
saved destination and file name conventions.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise, and critically evaluate information by effectively using the Help function and
by using the check for synonyms and antonyms, and searching for information in the presentation
application.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or
written persuasion when engaging with the subject by using a presentation to improve communication.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and
health of others by using a presentation application to create and edit presentation.

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Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation
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