Download Oral communication - Assuring Graduate Capabilities

ORAL COMMUNICATION STANDARDS
Adapted from the AAC&U VALUE Rubrics and acknowledged with thanks. See Assuring Graduate Capabilities
Definition: Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners'
attitudes, values, beliefs, or behaviors.
Competent
Graduates of this course can
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Organization
demonstrate an effective level of interpersonal, written, and verbal communication skills (UOW Faculty of Commerce Graduate Quality)
show an understanding of intercultural communication practices (UOW Faculty of Commerce Graduate Quality)
demonstrate well-developed cognitive, technical and communication skills to select and apply methods and technologies to transmit
knowledge, skills and ideas to others (AQF Learning Outcome for Level 7 Qualification)
use communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences (AQF Learning Outcome
for Level 7 Qualification)
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Time and timing preparation, knowing the technology and knowing what you are going to do and structuring the presentation that aligns with
the requirements.
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The structure of the presentation is balanced to accommodate audience needs, unexpected events (including technology problems) and to
ensure that the intended outcomes of the presentation are reached in a timely, efficient and effective way.
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Where the presentation is as part of a team the team members each have roles and each member functions effectively to fulfill their agreed
roles. These roles should build on the known strengths of each team member and provide opportunities for individual and team development
while ensuring that that the presentation is effective.
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Team members are alert to the cues provided by colleague team members and respond appropriately.
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The presentation offers the audience link or resource that can be used to find further information related to the topic of the presentation.
Language
Delivery
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The presentation makes appropriate use of business and disciplinary language.
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The use of language is strategic/persuasive and includes the appropriate use of tools such as rhetoric and questions to engage the audience
and to ‘sell’ the idea or argument.
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The pace of delivery is balanced to provide clarity of communication and maintain audience interest and engagement.
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The tone, register and vocabulary of the language used is appropriate for the message, audience and context.
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Where the presentation occurs in the context of an learning activity or assessment task the presenters ‘enter into’ the role/s they have taken on
and aim to ‘make it real’ for the audience and co-presenters.
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Timing organisation having passion enthusiasm and balance of inputs from all the team and strategic placement of the whole team using body
language and meta language and appropriate use of eye contact to acknowledge all members of the audience. Sharing that resposibility using each person for their strengths.
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The amount and type of eye contact is appropriate for the message, the audience and the context.
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The presentation does not preclude audience participation and, if appropriate, provides a mechanism for constructive audience participation.
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Some consideration is given to the choreography or ‘blocking’ of the scene so that visual images can be seen by the audience and the ‘face’ of
the presenter remains visible (particularly the eyes, and for some hearing impaired audience members, the mouth)*.
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The presenter displays appropriate forms of hand gesture and the use of body language to augment and animate their oral delivery of ideas
and information.
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The presenter demonstrates a degree of confidence.
Supporting Material
Central Message
Exemplars
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The quantity of supporting materials contributes to the effectiveness of the presentation.
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Using prompts for yourself or as handout for others, or resources that are to be discussed. The use of analytical data that supports the
'business case' it can be visual, quantitative of qualitative whatever if most appropriate.
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Where onscreen slides or hand held cards are used they are merely prompts or guides to the structure of the presentation – therefore the
presenter does not, or only rarely, reads directs from the slide or card.
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Any supporting material ‘adds value’ to the presentation and is not the sum total of the presentation itself.
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The presenter’s voice and/or any other auditory input is audible and clear to the whole audience.
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The use of evidence (statistics, research, anecdote, logic) contributes to the efficacy of the presentation.
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The use of visual images (graphs, charts, pictures) adds to the efficacy of the delivery
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Any visual images used should ‘speak for themselves’ and not require explanation in order to be meaningful to the audience or to align with the
intended message.
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The presentation uses the most effective delivery method and this may include a ‘digital story’ or a website to replace or to augment verbal
delivery by a presenter.
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Stay focused and knowing what to say and what not to say. Not using unnecessary repetition.
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No redundancies, a well justified and understandable explanation of their business case.
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The presentation demonstrates that the presenter/team is able to apply their knowledge of ‘how to sell’ to engage the audience in their
message.
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A Digital Story that demonstrates the above
Support for this resource has been
provided by the Australian Learning
and Teaching Council Ltd, an initiative
of the Australian Government
Department of Education, Employment
and Workplace Relations. The views
expressed in this resource do not
necessarily reflect the views of the
Australian Learning and Teaching
Council. Last updated May 2011
* This criterion should not be interpreted as a requirement that those students who, for their own reasons, chose to have some form of face covering in public.