- BSBCRT401A - Articulate, present and debate ideas
Assessor Resource
BSBCRT401A
Articulate, present and debate ideas
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who need to present and debate ideas in a work or broader life context.
While the unit shares some similarities with units such as BSBCMM401A Make a presentation or BSBRES401A Analyse and present research information, the focus is quite different.
This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.
This unit describes the performance outcomes, skills and knowledge required to articulate, present and debate ideas.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: creative and articulate presentations that provoke interest and response active and confident participation in critical debate and discussion of ideas. |
Context of and specific resources for assessment | Assessment must ensure: presentations to others about ideas discussion and debate with others about ideas. |
Method of assessment | A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of candidate participation in presentations and debates evaluation of candidate's skills in responding to new and different communication situations evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift). |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to present ideas in ways that engage and provoke response, and to debate and discuss potentially complex concepts creative thinking skills to develop responses and new ideas in response to feedback learning and self-management skills to actively seek feedback and to learn from others literacy skills to develop and interpret information dealing with complex ideas. |
Required knowledge |
creative and different ways of expressing and communicating ideas, and of making an opportunity pitch different ways in which individuals receive and respond to ideas and information, and what influences their response nature and role of risk taking in the presentation and debate of ideas role of storytelling in communicating ideas and key storytelling techniques techniques to tailor comments to particular audiences. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Key themes, messages and positions may relate to: | essence of the idea influences on the idea relationship of idea to established tradition or practice relationship of idea to new and emerging technology problems and challenges with the idea reasons why the idea should be supported selling a creative team selling creative ideas selling self as a creative person way the idea was developed who had developed the idea and why |
Different ways of communicating ideas may be: | aural group presentation/pitch in a forum in elevators one-on-one discussion on planes oral remote (e.g. video conferencing) visual |
Individuals may be: | colleagues community members friends gallery owners interviewers (media) investors mentors panels peers students supervisors or managers |
Different techniques to engage, fascinate and involve others may include: | blogging media releases multimedia presentations music photography storytelling viral marketing visual depictions |
Innovative approaches to communication challenges may involve ability to: | get across all key messages in a short time present on unfamiliar topic respond to impromptu situations structure information quickly and effectively |
Specific ways to provoke and encourage response may include: | use of engaging objects to explain idea |
Risks may involve: | acknowledging own limits and difficulties asking for help breaking out of accepted norms divulging personal information or vulnerabilities failing and learning from it incorporating humour taking a fun approach with a potentially serious audience |
Substantiated positions may be positions which are: | grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Distil key themes, messages and positions to aid in clarity of thought and presentation | |||
| Reflect on different ways of communicating ideas for different purposes and to different people | |||
| Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas | |||
| Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange | |||
| Explore the ways that storytelling can be used to communicate ideas | |||
| Create innovative approaches to different communication challenges | |||
| Be prepared to take risks in the way ideas are presented | |||
| Identify specific ways to provoke and encourage response in particular individuals or groups | |||
| Present and argue substantiated positions on ideas | |||
| Be open to critical analysis of own ideas and to the ideas of others | |||
| Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas | |||
| Respond to questions about ideas with confidence and relevant information | |||
| Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas |
Forms
Assessment Cover Sheet
BSBCRT401A - Articulate, present and debate ideas
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
BSBCRT401A - Articulate, present and debate ideas
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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