Examine the extent to which businesses report engagement with the UN SDGs as a means by which tocommunicate their commitment to corporate social responsibility .
Examine the extent to which businesses report engagement with the UN SDGs as a means by which tocommunicate their commitment to corporate social responsibility .
The first document is written by me in chatgpt, please help me to modify some places. Or rewrite some of the questions along your lines with a reference. the specific requirements are on page 10 of the second document ASSESSMENT ITEM 1: LITERATURE REVIEW
Requirements: 800
Literature Review
Introduction
The United Nations Sustainable Development Goals (UN SDGs) have emerged as a vital framework for global development, aligning the efforts of governments, organizations, and businesses towards a sustainable future. The purpose of this review is to explore how businesses engage with the UN SDGs, with specific focus on their priority areas within different industries and the authenticity of such engagement.
1. What are the UN SDGs in a broad context and when and why were they established?
The UN SDGs were established in September 2015 as a universal call to action to end poverty, protect the planet, and ensure prosperity for all by 2030. They consist of 17 interconnected goals that address various social, economic, and environmental challenges. The SDGs were designed to build on the Millennium Development Goals (MDGs) and extend their focus to include broader sustainability issues. (Please refer to the appendix for a detailed list of the 17 UN SDGs.)
2. What benefits are to be gained by businesses in their engaging with the UN SDGs?
Engaging with the UN SDGs offers businesses several benefits:
Reputation Enhancement: Aligning with global goals can improve a company’s public image and brand value (Porter & Kramer, 2011).
Risk Management: Addressing sustainability issues helps in identifying and mitigating long-term risks (KPMG, 2017).
Innovation and Growth Opportunities: Working towards the SDGs can lead to the development of new products and markets (Schaltegger & Wagner, 2011).
Investor Attraction: Increasingly, investors are looking for companies that align with sustainability principles (Eccles & Serafeim, 2013).
3. To what extent have businesses embraced the UN SDGs as a means by which to communicate their CSR activity? (core question)
Businesses have increasingly embraced the UN SDGs as a framework for communicating their CSR activities. Many large corporations have integrated SDGs into their sustainability reports, strategic plans, and marketing materials. However, the extent of engagement varies widely, with some companies making substantial efforts, while others merely pay lip service (Dyllick & Muff, 2016).
4. Does the literature identify any differences as to the extent to which the different UN SDGs are being identified by businesses as priority areas for engagement and action?
Yes, the literature shows that businesses tend to prioritize SDGs that align closely with their industry and core competencies. For example, energy companies may focus on Goal 7 (Affordable and Clean Energy), while food companies may prioritize Goal 2 (Zero Hunger). Some goals, such as Goal 8 (Decent Work and Economic Growth), are universally appealing to businesses (Pinkse & Kolk, 2017).
5. Does the literature identify any variance between industry sectors in this regard?
There is indeed variance between industry sectors in terms of engagement with the SDGs. Sectors like renewable energy, healthcare, and technology often show higher levels of engagement, while others, such as traditional manufacturing, may lag behind. The alignment often depends on the direct impact and relevance of specific SDGs to the industry (Wu et al., 2016).
6. Does the literature identify any issues with respect to the legitimacy and integrity with which businesses are reporting their UN SDG engagement?
The literature identifies concerns over “SDG washing” and “rainbow washing,” where companies superficially align with the SDGs without making substantial changes to their operations. This can lead to skepticism and mistrust, undermining the credibility of genuine efforts. Transparency, third-party verification, and adherence to reporting standards are essential to ensure the integrity of SDG engagement (Laufer, 2003; Lyon & Montgomery, 2015).
Conclusion
Businesses’ engagement with the UN SDGs has become a significant aspect of CSR communication. While there are clear benefits to this alignment, the extent of genuine engagement varies across different goals and industry sectors. Concerns over authenticity, including practices like SDG washing, highlight the need for transparent and accountable reporting. The UN SDGs offer a valuable framework for businesses, but realizing their full potential requires a sincere and committed approach.
Reference
Porter, M. E., & Kramer, M. R. (2011). Creating shared value. Harvard Business Review, 89(1/2), 62-77.
KPMG. (2017). The road ahead: The KPMG survey of corporate responsibility reporting 2017. KPMG International.
Schaltegger, S., & Wagner, M. (2011). Sustainable entrepreneurship and sustainability innovation: Categories and interactions. Business Strategy and the Environment, 20(4), 222-237.
Eccles, R. G., & Serafeim, G. (2013). The performance frontier. Harvard Business Review, 91(5), 50-60.
Dyllick, T., & Muff, K. (2016). Clarifying the meaning of sustainable business. Organization & Environment, 29(2), 147-160.
Pinkse, J., & Kolk, A. (2017). Multinational enterprises and the Sustainable Development Goals: An institutional approach to corporate engagement. Journal of International Business Policy, 1, 208-233.
Wu, M. W., Shen, J. P., & Kuo, T. C. (2016). An investigation of the factors affecting corporate social responsibility (CSR) disclosure in the banking industry. Sustainability, 8(10), 1006.
Laufer, W. S. (2003). Social accountability and corporate greenwashing. Journal of Business Ethics, 43(3), 253-261.
Lyon, T. P., & Montgomery, A. W. (2015). The means and end of greenwash. Organization & Environment, 28(2), 223-249.
Subject Outline Subject Title Professional and Academic Skills for Business Subject Code BU1105 Credit Points 3 Study Period SP52 Attendance Mode Internal Campus Singapore Prerequisite/s Nil Subject Coordinator/Division/College Christian Ware – College of Business Law and Governance (CBLG) At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait Islander peoples of this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study centres are located and where we conduct our business. We pay our respects to ancestors and Elders, past, present and future. JCU is committed to honouring Australian Aboriginal and Torres Strait Islander peoples’ unique cultural and spiritual relationships to the land, waters and seas and their rich contribution to JCU and society. © Copyright 2023 This publication is covered by copyright regulations. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission (including file sharing websites).
Page 2 of 36 Contents 1 Subject details ……………………………………………………………………………………………………………………………. 3 1.1 Student participation requirements ………………………………………………………………………………………….. 3 1.2 Teaching Staff contact details …………………………………………………………………………………………………… 4 1.3 Subject description………………………………………………………………………………………………………………….. 4 1.4 Subject learning outcomes and course learning outcomes …………………………………………………………… 4 1.5 Student feedback on subject and teaching …………………………………………………………………………………. 5 1.6 Subject resources and special requirements ………………………………………………………………………………. 5 2 Assessment details ……………………………………………………………………………………………………………………. 7 2.1 Key dates ……………………………………………………………………………………………………………………………….. 7 2.2 Requirements for successful completion of this subject ………………………………………………………………. 7 2.3 AccessAbility Services and Support ……………………………………………………………………………………………. 8 2.4 Assessment items ……………………………………………………………………………………………………………………. 9 3 Submission and return of assessment ………………………………………………………………………………… 16 3.1 Submission of assessment ……………………………………………………………………………………………………… 16 3.2 Late submissions …………………………………………………………………………………………………………………… 16 3.3 Special Consideration (including deferrals and extensions) ………………………………………………………… 16 3.4 Academic Integrity ………………………………………………………………………………………………………………… 16 3.5 Return of assessment …………………………………………………………………………………………………………….. 17 3.6 Review of assessment ……………………………………………………………………………………………………………. 18 4 Learning and teaching in this subject………………………………………………………………………………….. 19 4.1 Subject calendar ……………………………………………………………………………………………………………………. 19 4.2 Learning and teaching activities/expectations ………………………………………………………………………….. 25 This Subject Outline has been prepared by Dr Tan Kim Lim for the College of Business, Law and Governance, James Cook University. Updated 9 June 2023. The information provided in this subject outline is correct as at the time of completion and may change in response to changing University resources. Any changes will be approved by the College Dean or representative and will be communicated to students by the LearnJCU subject site.
Page 3 of 36 1 Subject details 1.1 Student participation requirements The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for a three (3) credit point subject requires a 130 hour work load of study related activities, including attendance, assessment and self-directed study over the duration of the subject with equivalency across all attendance modes. Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be required per week for those students in need of English language, numeracy or other learning support. Key subject activities Online synthesizing lecture ( 30 mins to an hour per week) Mandatory attendance requirements apply in this subject. Students must attend the weekly online synthesizing lecture cum tutorial where the lecturer will sum up the essence of the self-directed learning lecture and engage students actively through applications via padlet; kahoot quizzes and other forms of interactions. A student who fails to attend at least 9 out of 10 sessions must meet with the Associate Dean, Learning & Teaching and provide evidence as to why they should be permitted to sit the final exam or submit the final assessment task. Refer to class timing via the Timetable service from StudentFirst – https://secure.jcu.edu.sg/StudentFirst/ Mandatory component: Self-Directed Learning (SDL) Lecture Content before Online synthesizing lecture: You are expected to run through the materials by attempting all the exercises which include the following: short readings, video clip questions and a compulsory quiz at the end of the lesson. These self-directed learning (SDL)materials will be made available on the subject LearnJCU site one week before the actual lecture Tutorial (2 hours per week) Will involve a blend of activities associated with both the subject’s assessment and lecture content. The extent to which these sessions will focus on assessment vs lecture content will vary as we move through the trimester. Refer to class timing via the Timetable service from StudentFirst – https://secure.jcu.edu.sg/StudentFirst/ For information regarding class registration, visit the Class Registration Schedule. Learning and teaching activities may be recorded for this subject. Personal Information in the form of images and audio may be collected by JCU during the recording. This Personal Information may appear as part of the recording which is accessible to students and staff in this subject on LearnJCU.
Page 4 of 36 1.2 Teaching Staff contact details Teaching team Staff member Room Phone Email Consultation times* Subject Cordinator Christian Ware A1-229a Cairns campus 07 4232 1435 [email protected] By email appointment Lecturer/Tutor Dr Kim Lim Tan E3-01 (65)67093720 [email protected] by email appointment Tutor Mr Seshadri Krishnan – – [email protected] by email appointment Tutor Dr Haejin Jang – – [email protected] by email appointment Tutor Mr William Lee [email protected] by email appointment Learning Advisors JCU Singpore Learning Centre C1-12B n/a [email protected] By email Librarian JCUS Library C1-08 n/a [email protected] By email *Other consultation times by appointment only. 1.3 Subject description This subject provides the foundation for professional business skills in the new economy with a particular focus on communicating and presenting information in business and academic contexts. Contemporary business report writing and communicating proficiently across a range of business genres will be undertaken to assure students build a range of transferable skills suitable for a current business environment. 1.4 Subject learning outcomes and course learning outcomes On successful completion of this subject, you will be able to: • SLO1: apply academic skills in academic writing, research and referencing. • SLO2: demonstrate report writing in business contexts. • SLO3: present and communicate business information. • SLO4: develop and demonstrate teamwork skills. These outcomes will contribute to your overall achievement of course learning outcomes. • CLO 2: Synthesise underlying principles and concepts for making sustainable business decisions to meet current and future needs. • CLO 4: Critically evaluate, interpret and communicate information, data and resources in academic literature and digital contexts. • CLO 5: Work collaboratively and creatively to promote innovation. • CLO 7: Convey information and ideas through effective communication skills appropriate to diverse audiences. • CLO 8: Apply technical and digital skills, including literacy and numeracy necessary for professional practice in business.
Page 5 of 36 1.5 Student feedback on subject and teaching Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects and teaching, we regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation when the survey opens. In response to previous student feedback and other data, the following enhancements to this subject have been made: Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects and teaching, we regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation when the survey opens. In response to previous student feedback and other data, the following enhancements to this subject have been made: At the commencement of 2022 the subject BU1105 was refreshed with an increased emphasis being placed on the development of academic skills as reflected in the subject codes title ‘Professional and Academic Skills for Business’. These changes being most evident in the subject’s new assessment regime. Previously this subject was named ‘Business Communication’ and whilst having had a focus on academic skills it had a stronger emphasis on workplace skills through its associated assessment. The 2022 iteration of the subject was refreshed on the basis of a combination of student feedback, teaching staff observations and input and suggestions from Learning and Teaching staff specialists. Feedback from students who did the subject in 2022 was predominantly positive resulting in no changes being made for 2023 We look forward to your feedback with respect to this subject in 2023 as part of our ongoming monitoring of its suitability and success from a student perspective. 1.6 Subject resources and special requirements Where practical to do so subject readings and resources, including eTextbooks, book chapters, journal articles, and links to websites and videos, are available from your Readings list via your LearnJCU subject site. This domain making it possible to view many of the materials relevant to this subject Online. This subject is guided by two textbooks – details with respect to each being presented below. Given that there are NO exams or tests in this subject it is not essential that you own a copy of either of these books. Accessing these two books however on a periodic basis will enhance your understanding of both the subject’s content as conveyed to you via the vodcast series and in the case of the second book assist you in developing and honing your academic skills. The first of the subject’s associated textbooks by Judith Dwyer (2020) shadows much of the content that is delivered to you via the subject’s weekly podcast series. There is also content within this text that will be useful in providing you with guidance in regard to this subject’s written assignments and oral presentation. This textbook also has the potential to be a useful resource in other subjects that business degree students might undertake in the future. The referencing details for and an image of this books cover are presented below.
Page 6 of 36 Dwyer, J. (2020) Communication for Business and the Professions: Strategies and Skills (7th edition). Melbourne: Pearsons Australia If If you are interested in purchasing a copy of this book you can do so online using the links to the publisher’s website presented below. Purchases can be made in e-book or harcopy format. E-Book https://www.pearson.com/store/p/communication-for-business-and-the-professions-strategies-and-skills-ebook/GPROG_A103000220984_learnerau-availability/9781488620805 Hardcopy https://www.pearson.com/store/p/communication-for-business-and-the-professions-strategies-and-skills/GPROG_A103000222573_learnerau-availability/9781488620782 Note this book can be accessed via the subject’s Readings list – with the Library Licence for this text enabling up to 3 students to access the book at the same time. The second of the subject’s associated textbooks by Grellier, Goerke & Fielding is a potentially useful resource for students who are new to university studies to acquire. This book does an excellent job in providing essential tips with regard to a variety of academic skills and assessment related genres. The referencing details for and an image of this book’s cover are presented below. Grellier, J., Goerke, V. & Fielding, K. (2022) Communications Toolkit (5th edition). South Melbourne: Cengage Learning Australia If you are interested in purchasing a copy of this book you can do so online using the link to the publisher’s website presented below. Purchases can be made in e-book or harcopy format both of which are accessible via this link. https://au.cengage.com/c/communications-toolkit-5e-grellier-goerke-fielding/9780170452052/ Note this book is not available as an E-book via the library as such a licence has not been made available by the publisher. Instead there are a limited number of hardcopies of this book available that can be borrowed from the library. Additional resources that have the capacity to assist you with respect to the subject’s assessment will also be made accessible to you via the subject’s Lib Guide.
Page 7 of 36 2 Assessment details 2.1 Key dates Key dates Date Census date and Last date to withdraw without financial penalty See 2023 JCUS Study Period and Census Dates Last date to withdraw without academic penalty See 2023 JCUS Study Period and Census Dates {Formative Assessment Task) Annotated Bibliography [0%] Due 11:59pm on week 3, 30 July 2023 (Sunday) Assessment item 1: Literature Review [35%] Due 11:59pm on week 5, 13 August 2023 (Sunday) Assessment item 2: Group Report [35%] Due 11:59pm on week 8, 10 Sep 2023 (Sunday) Assessment item 3: Group Presentation [30%] To be delivered in your Week 10 Tutorial which will take place on. PPT (group and individual) to be submitted by 11:59pm on Week 9, 17 September 2023 (Sunday) 2.2 Requirements for successful completion of this subject In order to pass this subject, you must: • Achieve an overall percentage of 50% or more • Mandatory attendance requirements apply in this subject. A student who fails to attend at least 8 out of 10 tutorials must meet with the Associate Dean of Learning and Teaching and provide evidence as to why they should be permitted to submit the final assessment task. • Demonstrate a reasonable attempt on all assessment items. Students who have completed less than 100% of the assessment will be subject to review by the College Assessment Committee which may result in an ‘X’ grade (Fail). • Students who have completed less than 80% of assessment requirements will receive an ‘X’ grade (Fail). • Demonstrate regular attendance and engagement with the content of this subject in accordance with student participation requirements as outlined above, including but not limited to any mandatory face to face attendance or online session participatory attendance. Final results for this subject will be graded as described in the Student Results Policy. Grades awarded = HD, D, C, P, F, X etc; Supplementary assessments may be made available in extenuating circumstances for this subject, in accordance with the Learning, Teaching and Assessment Procedure (3.2.10) and the Student Results Policy (2.1)
Page 8 of 36 How do I track my progress in this subject? In the context of your studies there are two broad categories of feedback that you will be able to access. These being Formative and Summative Feedback. Formative feedback focuses on your broader understanding of a subject’s content, guidance with respect to your study skills and how to best approach its assessment tasks. In this subject formative feedback can be obtained via topic related in-class discussions, assignment orientation sessions held during class time, questions that you ask both in class and via email correspomndence with your Lecturer / Tutor. Formative feedback can also be obtained via discussions that you engage in with your classmates in which you share your understanding, knowledge and work together to problem solve. Independently formed study groups can act as a useful mechanism via which to participate in and enhance such peer to peer learning. In this subject the first assessment task that you will complete, the annotated bibliography, acts as an important learning process and potential source of formative feedback as you prepare to complete Assessment Task 1 – the Literature Review. Summative feedback [also referred to as Direct feedback] is feedback provided in direct response to assessment tasks that you have completed. Summative feedback, as its name implies, is associated with assessment tasks that you complete for which you receive a mark that contributes toward your final grade. Details with respect to how and when Summative feedback associated with your assessment in this subject is to be provided can be found in Section 3.5 of this document. 2.3 AccessAbility Services and Support Reasonable adjustments may be made to assist you to manage additional circumstances impacting on your studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course. If you believe you will experience challenges completing your degree or course because of a disability, health condition or other reason, you should fill up the Accessibility Intake form (click Forms for Prospective Students to locate this) and submit to the relevant Student Ambassador at JCUS who will be in touch with you.
Page 9 of 36 2.4 Assessment items FORMATIVE ASSESSMENT TASK: ANNOTATED BIBLIOGRAPHY Aligned subject learning outcomes Apply academic skills in academic writing, research and referencing Group or individual Individual task Weighting 0% – this is a formative assessment task Due Date Due 11:59pm on week 3, 30 July 2023 (Sunday) Requirements for successful completion of this assessment item Whilst this assessment task does not contribute directly to your mark for this subject it is highly recommended that you attempt and submit it. Your doing so will be of benefit as a preliminary task with respect to researching and writing your Literature Review. Formative Assessment Task: DESCRIPTION This formative assessment task requires you to conduct an information search as demonstrated in the week 2 tutorial. Through this search you need to find one journal article that has the potential to be of assistance to you in Assessment Task #1 – the Literature Review. The utility of the article that you find through your search needs to be guided by the research question as stipulated below in the description of the Literature Review assessment task and the associated sub – level questions identified in conjunction with it. As a follow on to finding and evaluating the sources that you find you are then required to present a summary of them in the format of an Annotated Bibliography. An explanation of ‘How to prepare and write an Annotated Bibliography’ was (will be) provided to you in the week 2 tutorial and via associated resources as provided by the LTSE Learning Advisor Team. Specific requirements associated with the formatting and presentation of this assessment task are that it needs to be presented using size 12 font and be in Calibri font style. You should use 1 ½ line spacing. The word limit for the summary that you present is 200 words (maximum) with a recommended minimum of 150 words in each instance. Your summary should be presented on two separate pages within the one single document. The header area for each of your summary should be presented using APA (7th ed) conventions. Referencing and APA referencing conventions will be introduced to you in the week 2 and week 3 tutorials. This formative assessment task must be submitted by the due date and time as stipulated above in order for feedback to be provided. You will need to submit your Annotated Bibliography via the relevant assignment drop box, access to which is gained via the final item posted within the ‘Formative Assessment Task – Annotated Bibliography’ folder within the Assessment area of this subject’s Learn JCU site . Formative Assessment Task: CRITERIA SHEET (RUBRIC) A copy of the assessment criteria sheet (rubric) relevant to to this task can be found in the Assessment area of this subject’s Learn JCU site. It is situated as the first item within the folder titled ‘Formative Assessment Task – Annotated Bibliography’.
Page 10 of 36 ASSESSMENT ITEM 1: LITERATURE REVIEW Aligned subject learning outcomes Apply academic skills in academic writing, research and referencing. Group or individual Individual assessment item Weighting 35% Due Date & Time Due 11:59pm on week 5, 13 August 2023 (Sunday) ASSESSMENT ITEM 1: DESCRIPTION You are required to explore relevant sources of information and write a Literature Review with regard to the research question as presented below: Examine the extent to which businesses report engagement with the UN SDGs as a means by which to communicate their commitment to corporate social responsibility. In investigating this question you should explore both the degree to which the different SDGs are seen as priority areas within different industry sectors and the variance in the level of authenticity evident in such reporting. With respect to the genuineness of such reporting two key terms that feature throughout the literature are SDG washing and rainbow washing. UN = United Nations and SDGs = Sustainable Development Goals Guiding questions and aspects of the topic area that are suggested in building your answer include; 1. What are the UN SDGs in a broad context and when and why were they established? • Brief coverage only of this aspect should be included within the Literature Review – It is suggested that an appendix style item listing the 17 UN SDGs with a one to three sentence description of each of them be provided as a follow on to the literature review. – This appended item will not form part of the assessment task’s word count. 2. What benefits are to be gained by businesses in their engaging with the UN SDGs? 3. To what extent have businesses embraced the UN SDGs as a means by which to communicate their corporate social responsibility (CSR) activity? (core question) 4. Does the literature identify any differences as to the extent to which the different UN SDGs are being identified by businesses as priority areas for engagement and action? 5. Does the literature identify any variance between industry sectors in this regard? 6. Does the literature identify any issues with respect to the legitimacy and integrity with which businesses are reporting their UN SDG engagement. Your Literature Review should be of between 800 – 1,000 words in length and as with the annotated bibliography should be presented using Calibri font style / size 12 font. Additionally the use of 1 ½ line spacing is requested. Appropriate line spacing is also expected between parapgraphs. You can, should you wish to do so, use sub-headings within your literature review. The inclusion of a cover page and the application of page numbering is also expected. It is anticipated that you will utilise and cite a minimum of SIX sources in your Literature Review. Some of these sources can be those that have been introduced to you by staff via the tutorials, others can & would be expected to be as per those that you summarised in presenting your Annotated Bibliography
Page 11 of 36 whilst others could be either independently found or be included on the basis of your having shared annotated bibliographies within your group as formed in week 3 re Assessment Tasks 2 & 3. Students who present their literature review in a logical sequence that flows nicely and is well written within the word limit parameters identified above and who are able to effectively synthesize the different sources used together will be well rewarded. Another key factor that will be taken into account in assessing your Literature Review will be the quality, variety and relevance of the sources used and how well referencing, as identified below, is applied. In presenting your literature review you are expected to apply APA 7 referencing conventions. This meaning that appropriate in-text citations should be applied within the narrative that you present and a Reference List should be presented via a separate page following on from the conclusion of your literature review. Note the Reference List should precede the appendices item as identified above. The Literature Review that you write whilst an individual task will be drawn upon in a collaborative sense by your group, as will those written by the other group members, in shaping the Discussion section within Assessment Task 2 – the Group Report. In this regard the guiding questions suggested above will play an import role in setting the context for the report [questions 1 & 2] and provide an important source of comparison to the primary data anslysis conducted and reported upon by your group [through your discovery of what the literature has reported with respect to questions 3, 4 and 5]. IMPORTANT information will be conveyed to you with respect to successfully preparing and writing Literature Reviews through the week 2 & 3 tutorials with a heightened focus being placed on such skills in week 3. Your completed Literature Review should be submitted by the due date and time as stipulated above so as to ensure that late submission penalties are not applied. You will need to submit your Literature Review via the relevant assignment drop box, access to which is gained via the final item posted within the ‘Assessment Task 1 – Literature Review’ folder within the Assessment area of this subject’s Learn JCU site . ASSESSMENT ITEM 1: MARKING CRITERIA SHEET (RUBRIC) A copy of the marking criteria sheets (rubrics) relevant to to this task can be found in the Assessment area of this subject’s Learn JCU site. It is situated within the folder titled Assessment Task 1 – Literature Review. This marking criteria sheet will be presented as the first item displayed within this folder.
Page 12 of 36 ASSESSMENT ITEM 2: GROUP REPORT Aligned subject learning outcomes Apply academic skills in academic writing, research and referencing. Demonstrate report writing skills in a business context. Group or individual Group assessment item Weighting 35% Due Date & Time Due 11:59pm on week 8, 10 Sep 2023 (Sunday) ASSESSMENT ITEM 2: DESCRIPTION This assessment task involves students working in groups of six students and compiling a report with regard to business’ reporting of the UN SDGs. This report will act as an extension of Assessment Task 1 the Literature Review – which involved collecting and conveying secondary information/data regarding previous research findings and writings relating to this same topic area. Your group’s report will be based upon primary data that your group collects with respect to a variety of industry/business sectors. Each group member will be responsible for one industry/business sector and will be tasked with tracking down information regarding the reporting of the UN SDGs by five companies operating in that sector. Information regarding the industry sectors and firms operating within them upon which the required analysis can focus is provided via a sperate document titled ‘Industry Sectors and Companies’ that is situated within the Assessment area within the subject’s Learn JCU site in the ‘Assessment Task 2 – Group Report’ folder. Once the groups are formed an initial task that needs to occur will be deciding on which industry/business sector each individual will be responsible for. You will be provided with guidance as to how to track down the required information regarding company reporting of the UN SDGs in the Week 5 Tutorial. Topic areas relevant to this task include Writing Professionally [ in Week 3] Teamwowrk and Running Effective Meetings [Week 4] and Report Writing [Week 5]. The groups for both this task and Assessment Task 3 – the Group Oral Presentation will be formed / designated in week 3 of the trimester. The tutorials held in Weeks 4 and 5 will play an important role in orientating you with respect to Assessment Task 2. The output that each group will need to produce and submit by the due date as noted above will be a Written Report in a style similar to that identified through the Topic 5 vodcast series. The resultant report will need to include a Cover/Title page, Table of Contents and an Executive Summary which will constitute what is referred to as the report’s ‘Front Matter’. The ‘Body of the Report’ will need to consist of an Introduction, Results & Findings section incorporating a Methodology subsection within it, a Discussion section and a Conclusion. The final broad area of the report, referred to as the End Matter section will need to include a References (list) plus an Appendices section. Further information with respect to the above noted report sections will be discussed in the Week 5 classes and is elaborated upon within a support document titled ‘Group Report – Expanded Instructions’ which is situated within the ‘Assessment Task 2 – Group Report’ folder in the Assessment area of the subject’s Learn JCU site. As was the case with the literature review you are expected to apply APA 7 referencing conventions at appropriate points within your Group Report. This meaning that appropriate in-text citations should be applied within the narrative that you present and a Reference List should be presented via a separate page following on from the conclusion section within the report.
Page 13 of 36 The reference list that you present should include both those sources that you have cited within the written narrative of your report and details with regard to the company reports or websites that you used in collecting the primary data reported in the results and findings section of your report. Fomatting of the report is left to the group’s discretion with the expectation being that information presentation and design principles as conveyed through topics 4 and 5 will be successfully employed. The group’s completed Report should be submitted by the due date and time as stipulated above so as to ensure that late submission penalties are not applied. One member (only) from the group will need to submit Group Report via the relevant assignment drop box, access to which is gained via the final item posted within the ‘Assessment Task 2 – Group Report’ folder within the Assessment area of this subject’s Learn JCU site . ASSESSMENT ITEM 2: MARKING CRITERIA SHEET (RUBRIC) A copy of the marking criteria sheet (rubric) relevant to to this task can be found in the Assessment area of this subject’s Learn JCU site. It is situated within the folder titled Assessment Task 2 – Group Report. This marking criteria sheet will be presented as the first item displayed within this folder.
Page 14 of 36 ASSESSMENT ITEM 3: ORAL PRESENTATION Aligned subject learning outcomes Present and communicate business information Group or Individual Both Group & Individual scores awarded Half of the mark awarded is based on the overall quality / integrity of the presentation whilst the other half of the mark is based on individual presentation skills as displayed. Weighting 30% (15% Group based / 15% Individual) Delivery Date Presentation would be delivered in your Week 10 Tutorial. PPT (group and individual) to be submitted by 11:59pm on Week 9, 17 September 2023 (Sunday) Duration of presentation 15 minutes allocated to each group ASSESSMENT ITEM 3: DESCRIPTION Each group, groups being as per the Group Report assignment undertaken as Assessment Task 2 will be required to deliver an oral presentation highlighting the key aspects of their written report in their Week 9/10 tutorial class. It is recommended that your group’s presentation includes coverage with respect to the various key sections of the report. Your goal in the limited amount of time available should be to focus as a group on what you collectively believe are the key highlights of the report Due to the number of presentations that will need to be run within the constrains of the time that we have available in each tutorial session your adherence to the 15 minute time limit will be of high importance. This presents you with a very relevant challenge from a professional communication perspective – that being the ability to communicate as effective a message as you can within set parameters. It is expected that ALL members of the group will be involved in the delivery of the presentation with each group member expected to present for a minimum of 2 minutes. This assessment task will provide you with an opportunity to apply the Oral Presentation Skills that you will be learning about in Week 7 of the subject’s delivery. You are required to submit a copy of your PowerPoint slide set with presentor’s notes by 5:00pm on the day prior to your presentation. One member (only) from the group will need to submit these materials via the relevant assignment drop box, access to which is gained via the final item posted within the ‘Assessment Task 3 – Group Oral Presentation’ folder within the Assessment area of this subject’s Learn JCU site . You will be required to bring a copy of your presentation saved on a USB stick with you to class on the day of the presentation. It is recommended that two members of the group do this as a contingency measure. You will also need to bring with you a printed off copy of the slide set with two slides displayed per page and hand these to the Lecturer/Tutor ahead of the group delivering its presentation.
Page 15 of 36 As the student presentations are being delivered in the final week of the trimester there will NOT be an opportunity to postpone your presentation if a group member is unable to attend the relevant tutorial. In such instances another member of the group will need to fill in for the absent group member and deliver their part of the presentation. If a student does not present their section of the presentation they will forgo the opportunity to receive the individual mark component of this assessment item. ASSESSMENT ITEM 3: MARKING CRITERIA SHEETS (RUBRICS) The mark that you are awarded with respect to the Group Oral Presentation is split across two component areas and as such there are TWO separate marking criteria sheets (rubrics) used for this assessment piece each of which carries a weighting of 15% toward your final grade. The first of these marking criteria sheets relates to a group mark that is awarded with respect to aspects of this assessment task such as quality and relevance of the visual aids used, quality and integrity on a collective basis of the content presented and evidence of synergy and teamwork. The second of these marking criteria sheets relates to individual presentation skills with a focus on both nonverbal and verbal delivery skills displayed. For each of these two marking criteria sheets you will be awarded a percentage based score out of 100 which is then converted to a weighted score with a carry forward value out of 15%. Both of the marking criteria sheets (rubrics) relevant to the Group Oral Presentation can be accessed via the subject’s Learn JCU site. You will find them situated in the Assessment area of the site in the folder titled Assessment Task 3 – Group Oral Presentation. These marking criteria sheets will be presented as the first two items displayed within this folder.
Page 16 of 36 3 Submission and return of assessment 3.1 Submission of assessment Assessment submission in all instances will need to be made via the relevant assessment items Assignment Drop Box as detailed above in the final paragraph of each of the Assessment Item Details descriptions within section 2.4. Additional information with respect to Assessment Task 3 – the Group Oral Pesentation will provided in class during the weeks leading up to the presentation’s delivery date. 3.2 Late submissions The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties imposed for submission of an assessment item after the due date. This formula is 5% of the total possible marks for the assessment item per day including part-days, weekends, and public holidays. If submitted after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible marks in penalties). For assessment items weighted 0%, and submitted after 10 days a DNS (Did Not Submit) grade is awarded. 3.3 Special Consideration (including deferrals and extensions) You are encouraged to access equity measures if you are affected by extenuating circumstances while undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must must make yourself available for assessments and examinations at the scheduled times and extensions or deferrals for an assessment item due to previously scheduled commitments such as weddings or holidays, will not be granted. All Special Consideration requests can be applied for through the Special Consideration application form. The form is linked to the Special Consideration Procedure and also available on the Student Forms webpage. 3.4 Academic Integrity As outlined in the Coursework Academic Integrity Policy and Procedure, you are are required to complete the Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion may be applied. All non-examination items of assessment are required to be submitted with the Assessment Declaration available through LearnJCU. The Assessment Declaration contains statements relating to academic integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic misconduct are treated very seriously by the University and students may be severely penalised for committing any form of academic misconduct. For more information regarding academic integrity, see https://www.jcu.edu.sg/current-students/student-support-services/learning-support/academic-integrity-at-james-cook-university-singapore
Page 17 of 36 3.5 Return of assessment The requirements for an assessment’s return date, time and manner will be determined by the Subject Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given, as per clause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade for every component of assessment as per clause 3.5.1 and 3.5.2 of the Learning, Teaching and Assessment Procedures. You can also request written or verbal feedback from the marker (see Learning, Teaching and Assessment Procedures 3.5). The requirements for an assessment’s return date, time and manner will be determined by the Subject Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given, as per clause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade for every component of assessment as per clause 3.5.1 and 3.5.2 of the Learning, Teaching and Assessment Procedures. You can also request written or verbal feedback from the marker (see Learning, Teaching and Assessment Procedures 3.5). The timeframes associated with the posting of assessment grades (scores) and provision of feedback with respect to the assessment tasks in this subject will vary dependant on the assessment task, the complexity associated with its marking and when it is due, along with the availabity of marking assistance and the workloads of academic staff. In terms of the different assessment items in this subject every attempt wil be made to ensure the following marking turnaround timeframes are achieved; Annotated Bibliography – provision of feedback within one week of the due date. Literature Review – provision of score achieved plus feedback within three weeks of the date submitted. Group Report – details of the score achived plus the provion of feedback will be withheld until the date on which the results for the subject are published by the university. This is due to the requirement that the score associated with a substantive piece of assessment be withheld if there is no final exam in the subject up until the final grades for the subject are released. Details regarding these dates relevant to each trimester can be found via this link https://www.jcu.edu.au/students/academic-calendars/academic-calendars-2023/2023-calendars-and-important-dates Group Oral Presentation – provision of score achieved plus feedback within 10 days of the date on which the presentation was delivered. Assessment scores will be made available to you via the grade centre facility within Learn JCU. An announcement wil be posted to the subject’s Learn JCU site on the date that scores are released advising students as to their availability. Feedback will either be accessible through Learn JCU via the relevant Grade Centre posting OR the completed marking criteria sheet (rubric) will be sent to you as an email attachment. The Announcement posted advising you of the score’s availability will inform you as to which of these two process will be/has been employed.
Page 18 of 36 3.6 Review of assessment Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always undergo final ratification for each study period. No single grade or mark represents a final result in a subject” (Learning, Teaching and Assessment Procedures, 3.7.4.). Audio and/or video recording of assessment (e.g. oral assessment) may be used in this subject as per the Learning Teaching and Assessment Procedure (3.1.5f) and will be securely stored in line with Learning Teaching and Assessment Procedure (3.8.1). Oral Defence Students are to maintain academic integrity. If you are suspected of submitting work that is not your own, you will be required to provide an oral defence of your written assessment task or exam paper as per JCU Learning, Teaching & Assessment Procedure 3.2e. It is the student’s responsibility to be available for a video zoom call. Failure to do so will result in their grade being withheld. Academic misconduct proceedings will commence for students who fail the oral defence of their written assessment task or exam paper. Students can seek a review of individual assessment pieces through the process identified in clause 3.8 of the Learning, Teaching and Assessment Procedures. Students can seek a review of the final subject result through the process contained in the Review and Appeal of a Final Subject Result Procedure. Alterative to invigilated examinations [commentary related to exams does not apply in BU1105] Face to face invigilated examinations will only be offered in accredited programs. A student may be unable to sit their invigilated examination in the following circumstances: o where the student is in self-isolation; or o location/ area where invigilation is not feasible; or o no venue/ invigilation in the vicinity could be found.; or o international student living off shore Students who meet those circumstances are approved to sit an online examination. This online examination will be treated as a Special Assessment under the Special Consideration Procedure. Due to accreditation requirements student authorship of assessment responses must be assured. Therefore, students will be randomly selected to provide an oral defence via Zoom. All students who undertake an alternative exam in lieu of the face-to-face invigilated exam will provide an oral defence for at least one exam in a study period. Please note this process is only required for subjects with invigilated face to face examinations on campus.
Page 19 of 36 4 Learning and teaching in this subject 4.1 Subject calendar Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor announcements made via LearnJCU. Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorial – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment 1 10 July 2023 Subject Outline & Learn JCU site Topic 1 – Communication Foundations [Delivery via SDL 1.1 & 1.2] Dwyer 7e text Chapter 1 (pages 1 – 7 only). Additional support available via the Readings for Week 1 relevant to topic areas of focus in the tutorial; – Managing Yourself & Your Learning Make it your business: Engaging with the Sustainable Development Goals (SDGs) by PWC (2015). Pages 3 – 13 Subject Orientation Devloping Time Management Skills or PELA tests Personality Testing & Getting to know each other Explanation of UN SDGs A key session in terms of ALL aspects of the subject’s Assessment plus an important session so far as getting to know your classmates ahead of Group work that features in Assessment Tasks 2 & 3. 2 17 July 2023 Topic 2a – supporting (optional) sources include Grellier et al (5e) Chapter 3 Part A ‘Identifying appropriate resources’ [pages 39-46 only] plus/or Dwyer 7e text Chapter 13 ‘Researching and Processing Information’ pages [326 – 336only]. Topic 2b – additional (optional) source includes the subsection titled ‘The Annotated Bibliography’ (pages 213 –17) in chapter 10 of the Grellier (5e) text. With respect to Critical Reading Part B of Ch 3 ‘Evaluating the sources that you find’ from the Grellier et al (5e) text also presents usefultips and information. Pgs 47-55. Topic 2c – Critical Thinking – Argument, logic & persuasion. [Delivery via SDL 2.1, 2.2 & 2.3]. A variety of additional sources are available in support of our coverage of Critiacal Thinking including Chapter Topic 2a – Research Skills – Identifying & finding appropriate resources for assignments. Delivery by the Liaison Librarian in tutorial. Topic 2b – How to prepare / write an annotated bibliography incorporating Critical reading, Reading with purpose and effective Notetaking. Delivery by LTSE Learning Advisor and the Liaison Librarian. During the tutorial, time permitting, time will also be allocated to finding appropriate resources for the Annotated Bibliography & Literature Review. In doing so putting into practice the information search skills as identified in the first part of the tutorial. Annotated Bibliography (Formative Assessment Task due 5pm on Friday of Week 3) Preparatory Tasks and Skills associated with Assessment Task 1 – Literature Review
Page 20 of 36 Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorial – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment 15 of the Dwyer 7e text / and the item posted to the subject’s Readings List for Week 2 by Diana Caroll titled Critical thinking, argument, logic & persuasion. 3 24 July 2023 Topic 3a – recommended that students engage with support resources identified and made available by the Liaison Librarian. Additional support also provided via both the Dwyer 7e text Ch13 ‘Researching and Processing Information’ pgs [340 – 347] plus via Grellier et al (5e) Chapter 5 ‘Referencing and Academic Integrity’. Topic 3b – recommended that students engage with support resources identified and made available by the LTSE Learning Advisor. Additional / optional support resources with respect to Writing a Literature Review are also available in subsection of Dwyer 7e text (within Chapter 13) titled ‘Conducting a Literature Review’ (pages 337-339) and via some of the content within Chapter 9 of the Grellier et al (5e) text titled ‘Academic Essay Writing’ (pages 188 – 208) Topic 3c – Writing Professionally in both an academic and business context. Delivery via SDL 3.1, 3.2, 3.3 & 3.4 with main support provided via the Dwyer 7e text Chapter 18 ‘Writing for the Professions’. Similar coverage to the Dwyer text can also be found in the Grellier et al (5e text) via Chapter 6 ‘Approaches to Writing’, Chapter 11 ‘Two Principles of Good Academic Writing’ and Chapter 12 ‘Grammar, Punctuation & Spelling’. NOTE – the coverage in the Dwyer text is more specifically focused on Business. Topic 3a – Referencing & Plagiarism. Delivery by the Liaison Librarian. Topic 3b – How to write a Literature Review. Delivery by LTSE Learning Advisor. IMPORTANT – The groups to be used for Assessment Tasks 2 & 3 will be formed during the final hour of the Week 3 Tutorial. There will also be time allocated to your getting to know one another and making some initial plans so far as the group is concerned. Students who do not attend this part of the Week 3 tutorial run the risk of being placed into a group with other non-attendees. Assessment Task 1 – Literature Review. DUE end of Week 5. Referencing & Plagiarism is relevant to ALL Assessment. Writing Professionally relevant to Assessment Task 2 – Group Report Forming of groups relevant to Assessment Tasks 2 & 3 – the Group Report and Group Oral Presentation. Annotated Bibliography DUE Friday (Date) by 5pm.
Page 21 of 36 Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorials – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment 4 31 July 2023 Topic 4a – Teamwork. Delivery via SDL 4.1, 4.2, 4.3 & 4.4. Topic 4b – Running Effective Meetings. Delivery via SDL 4.5 & 4.6 Relevant chapters from Dwyer 7e are Chapter 8 titled ‘Team and work group communication’ and Chapter 9 titled ‘Effective meetings: Face to face and virtual’. Additionally Chapter 15 from the Grellier et al (5e) text titled ‘Teamwork’ will add value to student learning. The Grellier text also provides brief but good coverage re Meetings on pages 301-304 within Ch 13. The first part of the tutorial will be used for students to share and discuss their Annotated Bibliographies with their fellow group members. This task has the potential to assist students with respect to the Literature Review[Assessment Task 1] In the second part of this session the LTSE Learning Advisor in conjunction with your lecturer will run a group work based session in which you will perform planning and reflective tasks within your newly formed groups from Week 3. During this session some key traits of successful group work and associated tips will also be conveyed to you. As an extension of the above noted LTSE designed and run tutorial session we will also explore group roles and the allocation of such roles in group meetings. This in turn will provide a framework for use in next week’s tutorial when the group related task will be further explained to you. The Week 4 coverage of Teamwork & Running Effective Meetings will play an important supporting role so far as your likely success in Assessment Tasks 2 & 3 –Group Report and Group Oral Presentation. Participation in the group based activities during the tutorial will play an important role in laying a framework for group synergy and success. 5 7 August 2023 Topic 5a – Report Writing from a business perspective Delivery via SDL 5.1, 5.2, 5.3 & 5.4 Topic 5b – Communicating through Visuals. Relates primarily to report writing but is also relevant to oral presentations. Delivery via vodcast 5.5 Relevant chapters from Dwyer 7e are Chapter 20 titled ‘Writing Long Reports’ and Chapter 16 titled ‘Communicating through Visuals’. Additionally Chapter 8 from the Grellier et al (5e) text titled ‘Report Writing’ provides relevant coverage. There is no coverage in the Grellier (5e) text with regard to Communicating through Visuals. During the first part of this tutorial the LTSE Learning Advisor will provide you with tips regarding Report Writing. Next will be the Group Report Orientation session in which the specifics of Assessment Task #2 wil be explained to you by your lecturer with the opportunity to ask questions. This will in turn be followed by each group conducting a meeting in class with a view to allocating tasks and setting agreed deadlines and goals. This sub component area of the tutorial will link to planning / scheduling materials that you were made aware of in the latter part of the Week 4 tutorial. Topic 5a Report Writing plays a key role with respect to Assessment Task #2 – the Group Report. Topic 5b Coomunicating through Visuals plays a support role with respect to both Assessment Tasks #2 & #3 the Group Report and the Group Oral Presentation Assessment Task 1 – Literature Review – DUE on Sunday [add date here] by 11:59pm.
Page 22 of 36 Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorials – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment In the final part of the tutorial you willbe shown how to go about tracking down and recording details with respect to business reporting of the UN SDGs [the primary research that you will be underetaking both individually and as a group. LR 14 August 2023 No classes – a week in which to catch up on your learning and be productive in working on your assignments. 6 21 August 2023 Topic 6 – Interpersonal Skills – incorporating Nonverbal Communication (NVC), Listening, Feedback and Assertive Communication. NVC delivery via SDL 6.1, 6.2 & 6.3 Listening skills delivery via SDL 6.4, 6.5 & 6.6 Feedback delivery via SDL 6.7a & 6.7b Assertive Communication delivery via vodcast 6.8 Optional support readings are provided via the Dwyer 7e text and include content from Ch 2 pages 30-37 re Nonverbal Communication, pages 38 – 45 re Listening, pages 45 – 50 re Feedback and pages 26 – 29 re Assertive Communication. Interpreting Facial Expressions Your Body Language shapes who you are video analysis/discussion plus Power Posing activity. Manager’s Hot Seat video ‘Listening Skills: yeah, whatever! Analysis and discussion of poor vs good listening traits. Assertive vs Aggressive Comm video and discussion Short meeting between Lecturer / Tutor and each Group to check on current progress and group situation. This week’s content and tutorial session is focused on the Professional Skills aspect so far as the subject’s title is concerned. Despite this, a number of its sub-elements, have the potential to indirectly impact on the success of the groups, with respect to the teamwork aspect of the Group Report and Group Oral Presentation assessment tasks. 7 28 August 2023 Topic 7 – Conflict Management incorporating coverage with respect to Causes of Conflict, Levels of Conflict, Types of Conflict and Conflict Resolution Styles via delivery of SDL 7.1 & 7.2 Optional support readings associated with the subject’s coverage of Conflict Management are provided via pages 87 – 90 and pages 80 – 84 from Chapter 4 of the Dwyer 7e text.. Conflict Resolution Styles video and discussion + application to a presented scenario Advice – Dealing with challenging group situations Following on from the above the bulk of this tutorial is set aside for groups to have a progress meeting with their lecturer regarding their Group Report and then to spend time together to discuss and work on the report. This week’s topic coverage re Conflict Management relates to the Professional Skills aspect of the subject. It is not directly linked to the subject’s assessment tasks. However it might prove useful if you are experiencing conflict within your group.
Page 23 of 36 Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorials – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment 8 4 Sep 2023 Topic 8 – Oral Presentation Skills incorporating coverage with regard to types of presentations plus planning, preparing and delivering oral presentations. SDL 8.1, 8.2 & 8.3 relate to the first three of the above noted subtopic areas. The fourth subtopic area ‘Delivery’ will be covered in the tutorial. Commences with an orientation session explaining the requirements associated with Assessment Task 3 – the Group Presentation. Also includes explanation of optional Bonus point opportunity re individual practice presentations in the Week 9 tutorial. Following the explanation of the assignment a lectorial style presentation regarding the successful delivery of presentations will be provided. In this session tips will be provided and a discussion held with respect to delivering successful oral presentations. As a follow on to the above a review of YouTube clips re delivering successful presentations will take place. Important week in terms of Assessment Task #3 – the Group Oral Presentation. Time allocated to groups during final hour to commence planning of their Oral Presentation. Assessment Task 2 – Group Report – DUE on Sunday Input date here by 11:59pm. 9 11 Sep 2023 Topic 9 – Intercultural Communication incorporating coverage with respect to Definitions and Levels of Culture, Key associated Terms, Dimensions of Culture, Cultural Components Impacting Communication and Barriers to Intercultural. Associated SDL as below; Definitions, Levels & Key Terms via vodcast 9.1 Dimensions of Culture via SDL 9.2a, 9.2b & 9.2c Cultural Components Influencing Communication via vodcast 9.3 Barriers to Intercultural Communication vodcast 9.4 Optional support readings are available via the Dwyer 7e text Chapter 5 on pages 105 – 120. Intercultural Communication is a topic area that students completing a Business Degree are likely to explore further in second and third year subjects. Consultation on Week 10 presentation. -. PPT (group and individual) to be submitted by 11:59pm on Week 9, 17 September 2023 (Sunday)
Page 24 of 36 Week Commencing Weekly Preparation – SDL / Suggested Readings Tutorials – If you can bring a lap top (or alternative device with internet access) to all of your tutorials Relationship to assessment 10 18 Sep 2023 Topic 10 – Writing Business Correspondence focusing on Business Letters & Emails. Business Letters via SDL 10.1, 10.2, 10.3 & 10.4 Writing Effective Emails via vodcast 10.5 Optional support readings are available via the Dwyer 7e text Chapter 19 as follows; Pages 485 – 491 Fundamentals of Business Letters Pages 492 – 496 Writing Good News Letters Pages 497 – 499 Writing Bad News Letters Pages 499 – 503 Writing Persuasive Letters Pages 511 – 515 Writing Effective Emails Delivery of your Group Presentation Schedule regarding the sequence in which groups will present will be advised to you by your lecturer in Week 9. This week’s topic coverage re Writing Business Correspondence relates to the Professional Skills aspect of the subject. It is not linked to the subject’s assessment tasks. Assessment Task 3 – Group Presentations to be delivered in the Week 10 Tutorial SV STUDY VACATION
Page 25 of 36 4.2 Learning and teaching activities/expectations Table 4.1 [the Subject Calendar] presented above in association with the table presented below provide a summary as to how this subject’s content will be delivered to you. In essence there are two broad component elements to this subject as indicated by the subject’s title ‘Professional and Academic Skills in Business’. Whilst both of these important skill areas are intertwined the Professional Skills aspect will be predominantly conveyed to you via the subject’s Weekly Vodcast series. In terms of assessment the subject’s main focus will be on your developing and displaying Academic Skills. The Academic Skills component of the subject and its tie in with the subject’s assessment will form the main focus of the subject’s Workshops for Internal students. Given the pivotal role of the Workshops with regard to the subject’s assessment students are strongly encouraged to attend all sessions and to play an active role in discussions and group based activities that take place within them. With respect to the Group work aspect of Assessment Tasks #2 & #3 all students are expected to contribute an equitable amount toward their completion. In instances where a student does not contribute fairly to a group assessment task and email correspondemce plus verifiable evidence of this is provided by other students within the group the lecturer may consider rescaling the marks as awarded within the group so as they are more reflective of comparative effort applied. Learning Activity Internal students Lecture content recordings A series of vodcasts relevant to weeks 1 to 9 will be uploaded to the LearnJCU site’s Learning Activity area. The number of vodcasts and their length will vary in accordance with the topic and sub-topic areas being covered. The vodcasts act as a replacement for the more traditional lecture style delivery of subject content. ● Interactive face to face Workshop (Internal students) Weekly workshops will be facilitated by your lecturer and guest presentors from the Learning Centre & Library. In most weeks of the semester the key focus of the workshops will be on the subject’s assessment tasks. In some instances they wil also involve activities, video presentations and discussion based around the lecture content as provided through the vodcasts. ● Student learning materials A variety of support materials that have the potential to assist you in your learning are provided via the subject’s Learn JCU site, its Readings List and the Subject Lib Guide. Details regarding support readings including the identification of sections from the subject’s associated textbooks can be found in the Subject Calendar as presented above in section 4.1 ● Student Consultation Open student consultation times [without appointments] are available as per the times identified in section 1.2 above. Student consultation at other times will need to be arranged via an email request. ●
Page 26 of 36 Formative Assessment Task – Annotated Bibliography (AB) Excellent / Very Good Good / Satisfactory Needs Improvement Referencing SLO1, CLO4, CLO7 Referencing details via summary headings conform strongly with APA 7 conventions. A few minor or no errors detected across the two items Referencing details via summary headings conform adequately with APA 7 conventions. Some errors present across the two items, or one is very well presented whilst the other contains more notable errors. Major errors present in the presentation of both summary headings or minimal / no attempt to present referencing details using APA 7 style as required. Appropriateness of Sources SLO1, CLO4, CLO7 Both sources indicate purposeful selection and meet the criteria as expressed in the task instructions so far as source type / integrity. At least one of the sources has been well selected in the context of the assignment instructions re source type / integrity or both sources are of sufficient appropriateness. Both sources selected are of dubious value in the context of the task instructions. Insufficient attention paid to task instructions. Utility of Information provided via summaries SLO1, CLO4, CLO7 Summaries are strongly focused on the research question and its sub elements. Summaries are well or sufficiently focused on the research question and its sub elements. Summaries presented lack focus on the research question and its sub elements. Assessment of Source Value and Validity SLO1, CLO4, CLO7 High quality reflection provided in terms of the sources examined and their merit with respect to your research task. Mixed quality reflection of the two sources or adequate quality with respect to them both in the context of your research task. Minimal or no reflection provided in terms of the sources examined regarding their merit versus your research task. Writing Skills – incorporating clarity of expression, word choice, spelling, grammar, sentence structure, effective use of paragraphs, logical flow of information, punctuation, adherence to word limit and appropriate tone. SLO1, CLO4, CLO7 Writing skills of a high standard across most, or all, of the sub elements identified. Writing skills of a good / satisfactory standard across most, or all, of the sub elements identified. Potential for improvement possibly exists in some areas. Improvement needed with regard to a number of the writing skill sub elements. You might benefit from seeking assistance from the Learning Centre in this regard. Assessment Task 1 – Literature Review (LR) Criteria Very Good / Excellent Satisfactory / Good Needs Improvement Score
Page 27 of 36 (75 – 100) [D – HD] (50 – 74) [P – C] (0 – 49) [N] Utility of Information (20%) (C1) relevance of content presented. SLO1, CLO4, CLO7 LR is strongly/very well focused on the research question and its sub elements meaning it will provide high utility in both providing context for and acting as a source of comparison for your group’s primary research in Assessment Task 2 LR is well/sufficiently focused on the research question and its sub elements meaning it will provide moderate / good utility in both providing context for and acting as a source of comparison for your group’s primary research in Assessment Task 2 LR lacks focus on the research question and its sub elements. Meaning its ability to contribute to Assessment Task 2 is minimal or patchy. xx 20 Synthesis of sources utilized (10%) (C2) SLO1, CLO4, CLO7 High quality work in integrating relevant information from a variety of sources together in those aspects of your LR that lend themselves to doing so. Some / reasonable evidence of integrating relevant information from a variety of sources together in those aspects of your LR that lend themselves to doing so. Minimal / No evidence of integrating relevant information from a variety of sources together in those aspects of your LR that lend themselves to doing so. xx 10 Writing Skills (30%) (C3) – incorporating clarity of expression, word choice, spelling, grammar, sentence structure, effective use of paragraphs, punctuation, adherence to word limit and appropriate tone in the context of audience and genre. Structure and flow of writing are also important in this regard. SLO1, CLO4, CLO7 Writing skills of a high standard across most, or all, of the sub elements identified. Structure and flow of writing very good / excellent making your LR easy and enjoyable to read. Writing skills of a good / satisfactory standard across most, or all, of the sub elements identified. Potential for improvement possibly exists in some areas. Some of the writing skills areas may have been very well addressed whilst others might have represented weaknesses resulting in a score in this range. Improvement is needed with respect to a number of the writing skill sub elements. Possibly your LR was not proof-read or edited ahead of its submission? Structure and flow of your writing may have made your LR difficult to read. You might benefit from seeking assistance from the Learning Centre with respect to your writing. xx 30
Page 28 of 36 Criteria Very Good / Excellent (75 – 100) [D – HD] Satisfactory / Good (50 – 74) [P – C] Needs Improvement (0 – 49) [N] Score Formatting & Layout (10%) (C4) – relates to overall presentation of LR including Cover page and suggested Appendices item. SLO1, CLO4, CLO7 LR is professionally presented with high level of visual appeal LR is adequately presented in terms of visual appeal with some scope for improvement. LR is somewhat untidy or messy in appearance needing improvement with respect to its visual presentation. Possibly there are key elements missing in regard to relevant aspects of assignment’s instructions. xx 10 Referencing – In-text citations (10%) (C5) SLO1, CLO4, CLO7 In-text citations applied when expected with strong conformance with APA 7 conventions. A few minor or no errors / omissions detected Application of in-text citations performed at an adequate / reasonable standard regarding adherence to APA 7 standards. Citations present in most instances in which they would be expected. Some scope for improvement. Major errors present in the presentation of in-text citations re APA 7 style as required and / or no/minimal attempt made to present referencing details. Absence of citations creating doubts as to credibility of information being presented xx 10 Referencing – Reference List (10%) (C6) SLO1, CLO4, CLO7 Reference List professionally presented with strong / high level of conformance with APA 7 conventions. Minimal or no errors. Reference List well presented with reasonable level of conformance with APA 7 conventions. Some errors and scope for improvements Reference List presented lacked conformance with APA 7 standards containing significant errors OR it was not presented at all xx 10 Appropriateness and Effective Use of Sources (10%) SLO1, CLO4, CLO7 Purposeful selection and effective application of academically credible sources that contribute successfully in terms of the research question being explored. Reasonable selection and satisfactory application of academically credible sources that contribute well in terms of the research question being explored. Source integrity in some / many instances questionable with respect to academic credibility. You need to use scholarly sources to a greater extent in future assignments. xx 10 Total Score xx 100 Carry Forward Score xx 35 Note how allocation of marks is split across a number of areas among which are included; Content 30% (C1 & C2), Writing Skills 40% (C3 & C4) and Referencing/Research 30% (C5, C6 & C7).
Page 29 of 36 Assessment Item 2 – Group Report Criteria Label / Weighting / Associated Learning Outcomes Marking Criteria Descriptor HD 85-100% D 75-84% C 65-74% P 50-64% N 0-49% Front Matter 15% SLO 2, CLO 7 The Front Matter section of the report includes a report Cover Page, Table of Contents and Executive Summary all of which provide a positive first impression of the report. The Table of Contents is effective in enabling the reader to easily navigate their way through the report. The Executive Summary is well written and well constructed with appropriate balance / representation of the report’s key sections and is written in a style that would spark an interest in the reader to engage with the report further. [12.8 -15.0] [11.3 – 12.7] [9.8 -11.2] [7.5 – 9.7] [0 – 7.4] Content Body of Report + Appendices 40% SLO 1, SLO 2, SLO 3 CLO 2, CLO 4, CLO 5, CLO 7, CLO 8 ➢ The Introduction is professionally presented and is effective in setting the context of the report for the reader. (score/40) ➢ Findings & Results section identifies the methodology and presents findings of primary analysis both visually and via associated commentary in a clear and concise fashion. Information is presented in a factual style without opinion or viewpoints. Each industry sector is well presented, and the combined results have been well integrated together in providing an overall level of analysis regarding UNSDG reporting [apply 2 ½ x weighting (score/100)] ➢ Discussion of results and readings compares and contrasts primary and secondary research findings and identifies and comments on notable outcomes in the context of the primary research conducted. The discussion effectively presents both a micro [industry level] and macro [overall] perspective in terms of the findings and is well focused on the research task and associated sub-issues. [apply 2 ½ x weighting (score/100)] ➢ The Conclusion is effective in reiterating, reinforcing, and drawing together key information as presented throughout the report in the context of the document’s overriding purpose. (score/40) ➢ The report’s Appendices section is presented professionally and in a style that maximizes reader utility and likely engagement. (score/40) ➢ ➢ Score out of 320 to AVG xxx/8 = C/Fwd score xx.x/40 [34 -40] [30 – 33.5] [26 – 29.5] [20 – 25.5] [0 – 19.5]
Page 30 of 36 Criteria Label / Weighting Marking Criteria Descriptor HD 85-100% D 75-84% C 65-74% P 50-64% N 0-49% Presentation of Report 10% SLO 3 CLO 2, CLO 7 Presentation of the report is professional, engaging and aesthetically appealing. Clear, consistent and attractive formatting has been used throughout the report. The use of images and graphics add value to the report in terms of both their relevance to content and aesthetic appeal. The BODY section of the report adheres to the stipulated word limit with astute proportioning of the amount of wordage used in the different sections. Headings and sub-headings are well utilized and presented. [8.5 -10.0] [7.5 – 8.4] [6.5 – 7.4] [5.0 – 6.4] [0 – 4.9] Reader Utility 10% SLO 2, CLO 7 The report has been presented and structured in a way that sees it maximizing reader utility. It is easy for the report’s audience to comprehend the intended meaning of the report. The report is also easy to navigate and facilitates easy extraction of key information [8.5 -10.0] [7.5 – 8.4] [6.5 – 7.4] [5.0 – 6.4] [0 – 4.9] Writing Skills 15% SLO 1, SLO 2, SLO 3 CLO 4, CLO 7 The report is written in an appropriate tone for the genre, audience and purpose. The report’s written content is expressed with clarity and presented in a concise style both of which add value for the reader. Sentences and paragraphs are well constructed providing the report with a natural flow and rhythm. Word choice, spelling, punctuation, consistency in use of tense and grammatical expression are all of a high quality indicating both writing proficiency and effective editing. [12.8 -15.0] [11.3 – 12.7] [9.8 -11.2] [7.5 – 9.7] [0 – 7.4] Sources & Referencing 10% SLO 1, SLO 2, SLO 3 CLO 4, CLO 7 Secondary Sources of information have been carefully selected and well applied in those sections of the report that draw upon such material. Expectation is that In-text citations have been employed using APA 7 referencing style in an appropriate and error free manner whenever the works of other authors have been drawn upon. Expectation is that there is an accurate and professionally presented Reference List that follows APA 7 standards. [8.5 -10.0] [7.5 – 8.4] [6.5 – 7.4] [5.0 – 6.4] [0 – 4.9] REPORT SCORE = Group’s Collective Score for the Report as a percentage value [/100] Weighted Total /35 = Group’s carry forward score out of 35 for the Report [30 – 35] [26.5 – 29.5] [23 – 26] [17.5–22.5] [0 – 17]
Page 31 of 36 Assessment Item 2 – Group Report Grading Level Descriptors GRADE Descriptor HD – High Distinction [85 – 100%] Your performance against the relevant criteria item is of an advanced level [in the context of a 1st year subject] displaying a very high level of competence. Descriptors that could be used in describing your level of performance against this criteria item [dependant on its context] include; excellent, exceptional, skilful, accomplished, first-rate, forward thinking, innovative, extraordinary, outstanding and superior. With respect to errors and omissions a ranking in this category indicates an almost flawless piece of work. D – Distinction [75 – 84%] Your performance against the relevant criteria item is of a higher than expected level [in the context of a 1st year subject] displaying a high level of competence. Descriptors that could be used in describing your level of performance against this criteria item [dependant on its context] include; strong, convincing, very effective, very good, credible, comprehensive, complete, successful and efficient. With respect to errors and omissions a ranking in this category indicates the possible presence of minor errors &/or omissions. C – Credit [65 – 74%] Your performance against the relevant criteria item indicates a sound/good level of ability [in the context of a 1st year subject] displaying a satisfactory level of competence. Descriptors that could be used in describing your level of performance against this criteria item [dependant on its context] include; satisfactory, good, acceptable, appropriate, moderate, sufficient, suitable, fair, effective, middle of the road and mid-range. With respect to errors and omissions a ranking in this category indicates that there may be some errors and omissions but none that seriously disrupt / spoil the piece of work in the context of the relevant criteria item. P – Pass [50 – 64%] Your performance against the relevant criteria item indicates a basic level of ability [in the context of a 1st year subject] displaying an adequate level of competence. Descriptors that could be used in describing your level of performance against this criteria item [dependant on its context] include; adequate, modest, passable, mediocre, so-so, lack-lustre, ordinary, & undeveloped. A ranking in the lower range of this grading level indicates definite scope/need for improvement. With respect to errors and omissions a ranking in this category indicates that there are likely to be some errors and/or omissions that will have had somewhat of an erosive impact on the mark awarded against the relevant criteria item. N – Fail [0 – 49%] Your performance against the relevant criteria item indicates a shortfall so far as expected level of performance is concerned [in the context of a 1st year subject] displaying a less than acceptable level of competence. Descriptors that could be used in describing your level of performance against this criteria item [dependant on its context] include; unsatisfactory, poor, below-par, insufficient, rushed, unacceptable, lacking sufficient effort, underperforming, task overlooked/misinterpreted or ignored, poorly focused and substandard. A ranking in this grading level indicates a definite need for improvement. With respect to errors and omissions a ranking in this category indicates that there are likely to be significant errors and/or omissions that have had an erosive impact on the mark awarded against the relevant criteria item – the extent of this being indicated by the score as awarded.
Page 32 of 36 Assessment Task 3a rubric – Oral Presentation – GROUP based component Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65 -74%) Pass (50-64%) N / Fail (0-49%) Quality of Visual Aids [30%] Includes; • Consistency • Visibility • Clutter FREE • Focus • Relevance • Synergy with spoken delivery • Visual Appeal / Aesthetics SLO 3, CLO 7 Excellent / Exceptional performance with regard to the suite of sub criteria indicated with respect to the overall quality and suitability of the Visual Aids used Very Good performance with regard to the suite of sub criteria indicated with respect to the overall quality and suitability of the Visual Aids used Satisfactory / Good performance with regard to the suite of sub criteria indicated with respect to the overall quality and suitability of the Visual Aids used Basic level / Acceptable performance with regard to the suite of sub criteria indicated with respect to the overall quality and suitability of the Visual Aids used Unsatisfactory performance with regard to the suite of sub criteria indicated with respect to the overall quality and suitability of the Visual Aids used Score awarded /30 Quality of Content [40%] Includes; • Structure • Introduction • Body • Conclusion • Balance • Level Pitched • Credibility • Objectivity • Timeliness SLO 3, CLO 7 Excellent / Exceptional performance with regard to the suite of sub criteria indicated with respect to the overall quality of Content delivered in the presentation. Very Good performance with regard to the suite of sub criteria indicated with respect to the overall quality of Content delivered in the presentation. Satisfactory / Good performance with regard to the suite of sub criteria indicated with respect to the overall quality of Content delivered in the presentation. Basic level / Acceptable performance with regard to the suite of sub criteria indicated with respect to the overall quality of Content delivered in the presentation. Unsatisfactory performance with regard to the suite of sub criteria indicated with respect to the overall quality of Content delivered in the presentation. Score awarded /40 Continues overleaf / …..
Page 33 of 36 Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65 -74%) Pass (50-64%) N / Fail (0-49%) Teamwork [30%] Includes; • Flow & Transitions between speakers • Team Cohesion evident • Consistency throughout • Ability to maintain audience attention • Effective use of Technology • Dealing with Questions SLO 3, SLO 4, CLO 7 Excellent / Exceptional performance with regard to the suite of sub criteria indicated with respect to the effective display of Teamwork. Very Good performance with regard to the suite of sub criteria indicated with respect to the effective display of Teamwork. Satisfactory / Good performance with regard to the suite of sub criteria indicated with respect to the effective display of Teamwork Basic level / Acceptable performance with regard to the suite of sub criteria indicated with respect to the effective display of Teamwork. Unsatisfactory performance with regard to the suite of sub criteria indicated with respect to the effective display of Teamwork. Score awarded /30 TOTAL SCORE /100 Weighted Score 15% Expanded Description of sub criteria – Group based Quality of Visual Aids [30%] Consistency in style throughout the slide set. Visibility – text and images on slides easily visible to audience Clutter free – slides were NOT overloaded with too much information. Focus – content of individual slides limited to single sub topic / sub element. Relevance – slides contained relevant information and images (where images / figures used). Synergy with Spoken delivery – timing of slide display vs speaker delivery well synchronised. Speaker engaged appropriately with visual aids. Visual Appeal – aesthetic elements of slides enhanced professionalism of presentation. Quality of Content [40%] Structure – Logical flow of materials throughout the presentation. Effectiveness of Introduction in gaining audience attention and providing outline of presentation to follow Effectiveness of Body in presenting key information / supporting evidence and maintaining audience attention. Effectiveness of Conclusion in reiterating key points and providing an impactful take home message relevant to audience.
Page 34 of 36 Balance – appropriate selection of sub elements covered given time limit of presentation. Pitched at appropriate level for audience in terms of their needs and likely topic knowledge. Credibility – evidence presented in a style that would make the audience confident with respect to the presentation’s validity and integrity. Objectivity – delivery was impartial in reporting results and justifying conclusions drawn Timeliness – the presentation adhered to its set time limit. Available time used wisely. Time allocated to different parts of presentation was appropriate. Teamwork [30%] Flow and Transitions during presentation between speakers well initiated. Cohesiveness of Group was apparent. Group seemed well organised. Consistency in Style between speakers added to professionalism. Ability to maintain Audience Attention and Engagement throughout and across all sections of the presentation. Effective use of Technology resulted in presentation being seamless in this regard. Dealing with Questions – ability of group to effectively handle and respond to questions during question time (if time was available for questions to be asked).
Page 35 of 36 Assessment Task 3b rubric – Oral Presentation – Individual component Student Name: Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65 -74%) Pass (50-64%) N / Fail (0-49%) Nonverbal Comm Body Language and Appearance [50%] Includes; • Posture • Body Orientation • Eye Contact • Facial Expressions • Gestures • Distraction Free NVC • Artefactual Comm • Confident Demeanour • Use of Prompts Excellent / Exceptional performance with regard to the suite of sub criteria indicated with respect to Body Language and Personal Presentation appropriate to situation. Very Good performance with regard to the suite of sub criteria indicated with respect to Body Language and Personal Presentation appropriate to situation. Satisfactory / Good performance with regard to the suite of sub criteria indicated with respect to Body Language and Personal Presentation appropriate to situation. Basic level / Acceptable performance with regard to the suite of sub criteria indicated with respect to Body Language and Personal Presentation appropriate to situation. Unsatisfactory performance with regard to the suite of sub criteria indicated with respect to Body Language and Personal Presentation appropriate to situation. Score awarded /50 Nonverbal Comm Paralanguage [50%] Includes; • Voice Projection • Pace of Delivery • Clarity / Fluency • Modulation / Pitch • Tone of Voice • Use of Pauses • Scripting Excellent / Exceptional performance with regard to the suite of sub criteria indicated with respect to Paralanguage [use of voice] Very Good performance with regard to the suite of sub criteria indicated with respect to Paralanguage [use of voice] Satisfactory / Good performance with regard to the suite of sub criteria indicated with respect to Paralanguage [use of voice] Basic level / Acceptable performance with regard to the suite of sub criteria indicated with respect to Paralanguage [use of voice] Unsatisfactory performance with regard to the suite of sub criteria indicated with respect to Paralanguage [use of voice] Score awarded /50 Raw Score /100 Bonus Points = Overall % Score = Weighted Score @ 15%
Page 36 of 36 Expanded Description of sub criteria – Individual marking criteria Nonverbal – Body Language & Appearance [50] Posture – confident and professional Body Orientation – toward audience Eye Contact with audience created sense of engagement Use of Facial Expressions appropriate to situation Use of Gestures – extent to which synchronised with presentation Distraction Free NVC – elimination of traits such as fidgeting, pacing about, over exaggerated use of hand gestures, etc: Artefactual communication – neat / appropriate personal presentation suited to occasion Confident demeanor – looking self-assured through combination of NVC traits identified above Appropriateness re use of prompts [notes / cue-cards] on continuum between under reliance / over reliance [with aim = just right re smooth delivery] Nonverbal – Paralanguage [50] Voice Projection – sufficiently loud so as could be heard by all (no mumbling). Variation in volume as appropriate Pace of Delivery – not too fast and not too slow / right pace so audience able to maintain focus. Clarity / Fluency – ease with which audience could comprehend the message. Modulation / Pitch – assisted in emphasising key points and maintaining audience attention. Tone of Voice – Confident / Engaging / Professional Use of Pauses – assisted as points of emphasis and allowed for audience reflection as appropriate. Minimal non-fluencies. Scripting – quality of preparation made apparent in verbal delivery of section. Material delivered using vocabulary appropriate to an oral presentation.
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