This document provides guidance on preparing and delivering effective presentations. It discusses understanding assignment briefs, planning presentations, developing presentation skills, and applying cultural theory. Key points covered include understanding what assessors are looking for in briefs, highlighting important words and phrases, planning content and structure, practicing delivery methods, using signposting language, and considering how to manage cultural implications when presenting to international audiences. Effective presentation involves thorough preparation as well as skilled delivery.

1. Overview
• Understand the wording of
Assessment Briefs
• Reflect on BUS3019
Presentations
• Consider and evaluate
Presentation guidelines
• Develop key presentation
skills

2. Planning -
Understanding
Assignment
Briefs
Planning can make or break an
assignment, especially those
types of assignment(s) with long
and complex briefs.
Discuss the following questions:
• Do you plan your writing and/or
your presentations?
• How do you plan?
• Do you always follow your plan?
Why?/Why not?
• Does your plan change? Why?

3. Planning -
Understanding
Assignment
Briefs
Look at the assessment brief and highlight
any key words or phrases
• Each student will deliver a 10-minute
presentation with a 5-minute question and
answer session from the panel of tutors
and moderator. Presentations must
include the following:
• An explanation and justification of the
international company you have chosen.
• Two areas (suggestions highlighted in the
next section) you have chosen to discuss.
• Initial research conducted that considers
relevant theoretical frameworks to be
utilised, with justification to their
applicability in your research project.

4. Planning -
Understanding
Assignment
Briefs
Look at the assessment brief and highlight any key
words or phrases
• Each student will deliver a 10-minute presentation
with a 5-minute question and answer session from the
panel of tutors and moderator. Presentations must
include the following:
• An explanation and justification of the international
company you have chosen.
• Two areas (suggestions highlighted in the next
section) you have chosen to discuss.
• Initial research conducted that considers relevant
theoretical frameworks to be utilised, with justification
to their applicability in your research project.
Using The Question - You can use your assignment brief
to plan your presentation & report. This has a number of
advantages, most notably the fact you can make sure
you are answering the question, and you can plan your
thread.

5. Task
requirements
 Part A – choose two areas
to discuss, suggestions
are:
1.What are the main issues an
organisation faces when
trading internationally?
2.How does an organisation
manage cultural implications
in its global ventures?
3.What should an organisation
consider when trying to
create a positive social
impact?

6. Instructions Understanding Assignment Briefs -
Match the verbs on the left with the meanings on the right:
1. DESCRIBE
2. DISCUSS
3. EVALUATE
4. EXAMINE
5. EXPLAIN
6. STATE
7. SUMMARISE
8. JUSTIFY
9. OUTLINE
10. RELATE
A. Give reasons for something
B. Look at carefully
C. Describe without details
D. Give the facts
E. Decide on the value of a theory
F. Give the main features of a theory omitting
minor details
G. Present in brief clear form
H. Show how things are connected to each other
I. Consider all sides of an issue
J. Provide satisfactory reasons

7. Instructions Understanding Assignment Briefs -
Match the verbs on the left with the meanings on the right:
1. DESCRIBE
2. DISCUSS
3. EVALUATE
4. EXAMINE
5. EXPLAIN
6. STATE
7. SUMMARISE
8. JUSTIFY
9. OUTLINE
10. RELATE
1. Give the facts
2. Consider all sides of an issue
3. Decide on the value of a theory
4. Look at carefully
5. Give reasons for something
6. Present in brief clear form
7. Describe without details
8. Provide satisfactory reasons
9. Give the main features of a theory
omitting minor details
10. Show how things are connected to each
other

8. Description
and
Analysis
At university, you are expected
to be analytical (critical) in your
writing – but you still need to
include some description!
• What is the difference
between ‘description’ and
‘analysis’?
DESCRIPTION =
ANALYSIS =

9. Description
and
Analysis
At university, you are expected to be
analytical (critical) in your writing – but you
still need to include some description!
• What is the difference between
‘description’ and ‘analysis’?
DESCRIPTION =
— An explanation of the issues that are
relevant to the essay
— The ‘what’ ‘where’ ‘when’ ‘who’ aspects
ANALYSIS =
— An actual line of argument that
formulates an evaluation of the issues
— The ‘why’ (and maybe the ‘how’)
— Analysis of the roots of theories, ideas
etc.

10. Effective
Presentations

11. Discussion –
What kind of
presenter are
you?
Which statements are true for you – if so, why?
1. I work best with a prepared speech which I read
out.
2. I present best speaking from notes on cards.
3. I present best when I have Powerpoint slides.
4. I present best when I speak naturally, without
using slides.
5. I prefer to speak from a lectern, so I can see my
script.
6. I prefer to have no barrier between me and the
audience.
7. I prefer to have no interaction with the audience.
8. I enjoy interacting with an audience.
9. I always ask the audience to ask any questions at
the end of the presentation.
10. I encourage my audience to ask questions at any
time.
Tomalin, B. (2012)

12. Reflection on
BUS3019
Presentations
Presenters – Consider the
following questions in the light
of your recent presentations for
BUS3019:
• How did you feel your
presentation went last week?
• What did you feel went well?
• What do you feel went less
well (and why)?
• How do you think you might
improve your performance?
Feedback on CHAT

13. Effective
Presentations -
the 10-step
process
1. Audience – ‘What can they gain from my
talk?’
2. Purpose – e.g. ‘to brief the Regional Office
about Summer Courses’
3. Structure – INTRO & Summary (see
following slide)
4. Key Points – KISS
5. Support/Engage – PowerPoint + …?
6. Time – Duration of each section
7. Questions – during or at the end? Eye
contact to all
8. Prepare Prompts – brief points on index
cards
9. Prepare Support Materials – PPT, props,
flipcharts, demonstrations …
10. My Improvement – voice/eye
contact/pacing/the power pause
INTRO slide

14. INTRO
Impact
- raise expectations; what follows is
interesting & dynamic (e.g. a prop, a
picture, what else …?)
Need
- remind audience why they need to
listen to you.
Time
- how long you will be speaking.
Response
- When would you like questions?
Outline
- the structure of your presentation.
Prepare prompts

15. BUS4005 –
Session 2
Aims
• Continue work on
Presentation techniques
- Remembering content
- Evaluating presentation
guidelines
- Signposting Language
• Applying cultural theory

16. Remembering
your content
• How do you remember the
content of your presentation?
- Do you memorise it word-for
word?
- Do you use abbreviated
notes?
- Do you use the slides?
- Do you read from a script?
• What are the
advantages/disadvantages of
each method?

17. Prompts
environment

18. Prompts
• Brief - single, KEY words or
phrases
• 10 - 15 words per card?
• Colours, highlights
• Action points re delivery(e.g.
pace, pause, fillers, erm …)
environment

19. Evaluating
presentation
guidelines
• Look at the following
guidelines for giving a good
presentation. Which refer to
Preparation (P) and which to
Delivery – i.e. giving the
presentation (D)?
• Mark each one with P or D.
• Can you add anything to the
list?

20. Evaluating presentation guidelines
- Delivery (D) or Planning (P)?
1. Know your audience – who are they and why are they there?
2. Know your subject & what you wish to achieve.
3. Make sure your talk has a clear structure.
4. Make sure there is a logical connection between the sections and that you
have supporting evidence/examples.
5. Emphasise key points by repeating them/referring to them again.
6. Speak from note cards - not from a script.
7. Speak clearly & naturally; vary the pace and PAUSE between sections.
8. Use signposting language to help the audience follow the content.
9. Time your presentation so you know how long it takes.
10. At the end, summarise your main points and state your conclusions.
11. Maintain eye contact with the audience/camera – talk to them, not to your
slides.
12. Put key points/bullet points on slides – don’t overload them with text.
de Chazal & McCarter, 2012

21. Effective Presentations
the 10-step process
1. My Audience 10. My Improvement…
2. The Purpose
3. Structure
INTRO
4. Key Points
IMPACT RESPONSE
NEED OUTLINE
TIME
5. Support / Engage 6. Time
I. 



II. 



III. 



IV. 



SUMMARY




ANY QUESTIONS?
7. Likely Questions




8. Prepare Prompts
9. Prepare Support Materials
The Presentation Planning Sheet

22. Environment
• Your background – Try to set up in a neutral
room or space in your home, without distractions
behind you.
• A dedicated presenting space – Setting up a
desk or room reserved for writing, practicing, and
delivering your virtual presentation will help you
focus. Having boundaries – like a locked door –
will keep distractions at bay. Also, make sure your
presenting space has good lighting and acoustics.
• Sitting or standing? If you choose to sit, make
sure you have a comfortable chair. Standing up
will give you more energy
• Dress appropriately!
• Strong Internet connection – The last thing you
want is your connection dropping out in the middle
of your presentation. Make sure your WiFi signal is
strong enough by doing a test-run of the platform
while practicing your presentation.
• Test your audio – Test the sound quality with your
laptop speakers by recording yourself. If they’re
poor, consider getting a USB microphone.

23. Language -
signposting
Introducing, marking transitions
& sequencing
Introducing a new point/section:
- What I’d like to focus on first of
all is …
- Let’s start by looking at …
Marking transitions
- OK, let’s move on to …
- I’d now like to turn to/look at …
Sequencing
- First of all, I’m going to talk
about … We’ll then turn to …
And lastly/finally, we’ll …
- Next, we we’ll look at … then …
Finally, this brings us to …

24. Language -
signposting
Referring to slides
- As we can see in this first slide …
- As I mentioned in the previous slide
…
Moving between slides
- Moving on to the next slide …
- I’d now like to move to the next slide
…
Referring to specific points on slides
- As we can see in the
chart/graph/table …
- Let’s focus now on the second
category/factor …

25. Further
Practice
Think about:
• Your position
• Stress
• Pausing
• Fillers
• Voice
• Pronunciation
• Eye contact
• Gesture

26. QUESTIONS?

27. Cultural Theory

28. Part A –
Question
2
How does an organisation
manage cultural implications
in its global ventures?
• Hofstede’s cultural
dimensions
https://geerthofstede.com/
• Hall’s high/low context culture

29. Hall -
High
Context
Culture
High context culture:
• A focus on nonverbal communication;
• communication as a means to promote
harmonious relationships
• - Establish social trust first
• - Personal relations and goodwill are
valued
• - Agreements emphasize trust
• - Negotiations are slow and ritualistic
• High context countries include China,
Japan, Vietnam France, Spain
http://changingminds.org/explanations/culture/hall_cu
lture.htm

30. Hall - Low
Context
Culture
Low context culture:
• Very little is taken for granted; a higher
level of verbal/written explanations
- Get down to business first
- Expertise and performance are valued
- Agreements emphasize specific,
legalistic contract
- Negotiations are as efficient as
possible
Low context countries include Germany,
UK, USA

31. Task –
Cross-
cultural
case
study
Group discussion
Read and discuss the questions relating
to the critical incident (see in Module
Activities)
Post your responses on the Padlet