BPD3100 APPLIED BUSINESS CHALLENGE – ASSESSMENT 1B
Individual Reflection
On 18 March 2015 my group, Youth Lab, presented the project outline for our Bendigo Bank Charity Challenge Project. We were reviewed by the Smooth Operators team and were given an overall feedback score of 3.9 out of five. However, there were a number of constructive criticisms in regards to our presentation skills and the presentation itself, which will be in turn reflected on below.
Lack of visual impact
One critique concerned that the slides lacked visual impact and that more visual impact in the slides was recommended. I strongly agree that more visual impact in the slides and the overall presentation would engage the audience in a positive manner. Wilder (cited in Cyphert 2007, p174) puts forward that image, color, graphics, and motion can have influential effects on the audience. This can be achieved by taking this into consideration ‘cognitive effects of graphic consistency, perceptual cues, graphic design and the emotional impact of image and colour’ (Endicott; Hanke; Heimes; Schatz, cited in Cyphert 2007, p174). Applying this theory, I will ensure that presentation will be improved with more visual impact by adding more images and make use of the slide transition options. This will also add to improving my presentational skills, as it would aid in engaging the audience.
Plain, black font
In addition to the lack of visual impact a critique was given specifically concerning the plain, black coloured font on a simple white background used in the presentation. According to Daffner (2003, p.47), ‘black letters on any background produce eyestrain’ . With this concept, Powell (cited in Hill & Scharff 1997, p.742) opines that black font on a white background is only acceptable when the use is limited. Daffner (2003, p.470) stresses that it is essential to select a background and font colour that ‘pleases the eye’ and that avoids eyestrain, and suggested a darker background colour with light-coloured font ‘work better’ . I will take into consideration the constructive criticism in conjunction with Daffner’s theory to rectify this in preparing the final presentation by altering the colour scheme of our presentation to a light cyan background matching it with a white font.
Poor non-verbal and verbal communication
The Smooth Operators observed poor non-verbal communication, in specific eye contact with the audience. I follow with this criticism, as it is evident when I am nervous, my eyes are usually directed at my notes rather than the audience. Prodanovic suggests in the ‘Ten Commandments for Presentations: Golden Rules to Enhance your Talks’ (2009, p.20) that eye contact is simple but essential and ‘makes a world of difference.’ She continues by stating that for a, successful presentation it is crucial that the speaker establishes regular eye contact with the listeners as it makes the speaker’s appearance more ‘friendly, believable and trustworthy ’ (Prodanovic 2009, p.20). For the final presentation I will put in best efforts to engage more with the audience by making regular eye contact whilst presenting.
Experience of being a peer-reviewer
As a team, we were required to review the Creeds team. The opportunity of being able to individually review another group’s presentation of their project outline allowed me to completely focus on their presentation and benefited me as I could identify common errors also present in our own presentation.
Falchikov (cited in Grez, Valcke & Roozen 2012, p.131) puts forward that engaging students in reviewing presentations is ‘extremely beneficial’ in order to enhance self- regulating skills. Søndergaard (2009, p.31) contributes to this notion, stating that peer-reviewing increases engagement and social discourse, develops autonomy, and develops analytical, evaluation and professional communicational skills.
As a reviewer, I commented that the Creeds team presented objectives that did not completely fulfil the SMART criteria. In particular the fourth objective stated ‘6 team members can clearly understand and pay more attention to social issues by practice while finishing the project.’ I opined that the objective is not specific and is not measureable. From this I was able to anaylse the objective, evaluate whether it was SMART and professional communicate that to the other team in written form.
Aside from the reward of being able to develop my skills, peer-reviewing gave me an opportunity to ‘build a sense of learning community, of mutual student support’ (Søndergaard 2009, p.34). Being able to share feedback with other students allowed me to develop a strong sense of peer support and learning, giving them constructive feedback in order to improve their final presentation and also learn and develop their presentational skills.
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References
Cyphert, D 2007, ‘Presentation Technology in the Age of Electronic Eloquence: From Visual Aid to Visual Rhetoric’ Communication Education, vol. 56, no. 2, pp. 168-192.
Daffner, RH 2003, ‘On Improvement of Scientific Presentations: Using PowerPoint ’ AJR Am J Roentgenol, vol.181, pp.47-49.
Prodanovic, T 2009, ‘Ten Commandments for Presentations Golden Rules to Enhance Your Talks’ Communicating Astronomy with the Public Journal, no. 7, pp.19-20.
Grez, LD, Valcke, M & Roozen, I 2012, ‘How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments?’ Active Learning in Higher Education, vol. 13, no. 2, pp.129–142.
Hill, A & Scharff, LV 1997, ‘ Readability of Websites With Various Foreground/Background Color Combinations’ , Font Types And Word Styles’ Proceedings of the Eleventh National Conference on Undergraduate Research, vol. 2, pp.742-746.
Søndergaard, H 2009, ‘ Learning from and with Peers: The Different Roles of Student Peer Reviewing’ Innovation and Technology in Computer Science, vol. 81, no. 3, pp. 31- 35.
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