Presenting information — SFEDI Enterprises Ltd. T/A SFEDI Awards Vocationally-Related Qualification Employability & Work Skills Revision

    This subtopic focuses on the effective origination and presentation of work-related information, covering common formats and methods used in the workplace.

    Topic Synopsis

    This subtopic focuses on the effective origination and presentation of work-related information, covering common formats and methods used in the workplace. Learners explore how to tailor information to meet the needs of specific audiences, considering purpose, language, structure, and delivery. Practical application includes producing clear, professional communications that are appropriate for various workplace contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Presenting information

    SFEDI ENTERPRISES LTD. T/A SFEDI AWARDS
    vocational

    This subtopic explores the effective communication of workplace information through common formats such as reports, presentations, emails, and visual data, ensuring clarity, relevance, and appropriateness for the target audience. Learners will develop skills to select suitable presentation methods, structure content logically, and tailor their delivery to meet the needs of colleagues, managers, or external stakeholders.

    23
    Learning Outcomes
    38
    Assessment Guidance
    43
    Key Skills
    23
    Key Terms
    46
    Assessment Criteria

    Assessment criteria

    SFEDI Awards Level 2 Award In Enterprising Skills and Employability (QCF)
    SFEDI Awards Level 1 Award In Enterprising Skills and Employability
    SFEDI Awards Level 1 Certificate In Enterprising Skills and Employability
    SFEDI Awards Level 1 Diploma in Passport to Enterprise and Employment
    SFEDI Awards Level 1 Extended Award in Passport to Enterprise and Employment
    SFEDI Awards Level 1 Extended Certificate in Passport to Enterprise and Employment
    SFEDI Awards Level 1 Award in Passport to Enterprise and Employment
    SFEDI Awards Level 1 Certificate in Passport to Enterprise and Employment
    SFEDI Awards Level 2 Diploma in Passport to Enterprise and Employment
    SFEDI Awards Level 2 Award in Passport to Enterprise and Employment
    SFEDI Awards Level 2 Certificate in Passport to Enterprise and Employment

    Topic Overview

    The SFEDI Awards Level 2 Award in Passport to Enterprise and Employment is a practical qualification designed to equip students with essential skills and knowledge for navigating the world of work and exploring self-employment opportunities. It focuses on developing personal effectiveness, understanding career pathways, and building the confidence needed to succeed in various professional settings. This award is particularly valuable for individuals looking to enter employment, progress in their current roles, or even consider starting their own business ventures, providing a solid foundation in key employability and enterprise competencies.

    This qualification matters significantly in today's competitive job market as it addresses the core skills employers consistently seek, such as communication, teamwork, problem-solving, and self-management. By undertaking this award, students will learn how to effectively identify their own strengths and weaknesses, research job opportunities, craft compelling applications, and perform confidently in interviews. Furthermore, it introduces the fundamental concepts of enterprise, encouraging an entrepreneurial mindset and providing insights into how business ideas are generated and developed, making it a truly holistic preparation for future success.

    Within the broader subject of Employability & Work Skills, this Level 2 Award serves as a crucial stepping stone. It builds upon foundational life skills and provides a structured framework for personal and professional development. It's not just about gaining a piece of paper; it's about fostering a proactive approach to career management and personal growth. Students completing this award will be better prepared for further education, vocational training, apprenticeships, or direct entry into the workforce, armed with a 'passport' of transferable skills that are highly valued across all sectors and industries in the UK.

    Key Concepts

    Core ideas you must understand for this topic

    • →**Self-Assessment and Personal Development Planning:** Understanding your own skills, qualities, strengths, and areas for development, then creating a structured plan to enhance your employability and achieve career goals.
    • →**Job Search Strategies and Application Processes:** Mastering techniques for researching job opportunities, understanding job specifications, creating effective CVs and cover letters, and completing application forms tailored to specific roles.
    • →**Interview Skills and Techniques:** Preparing for and performing well in various interview formats (e.g., face-to-face, virtual, group), including understanding common questions, body language, and effective communication strategies.
    • →**Understanding the World of Work:** Gaining knowledge about employee rights and responsibilities, workplace culture, health and safety, professional behaviour, and the importance of continuous professional development.
    • →**Introduction to Enterprise and Self-Employment:** Exploring the characteristics of an entrepreneur, identifying business opportunities, generating and evaluating business ideas, and understanding the basic steps involved in starting a small business.

    Learning Objectives

    What you need to know and understand

    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.
    • Recognise the intended audience and the purpose of information presented at work.
    • Know how to collect and present work-related data.
    • Describe different methods for collecting workplace data.
    • Outline appropriate formats for presenting different types of information.
    • Select a suitable visual format (e.g., chart, table) to present a set of given data.
    • Explain why it is important to consider the audience when presenting information.
    • Recognise the intended audience and the purpose of information presented at work., Know how to collect and present work-related data.
    • Identify the intended audience for a given piece of workplace information.
    • Explain the purpose of presenting information in a work context.
    • Collect simple work-related data using appropriate methods.
    • Present collected data in a format suitable for the audience and purpose.
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.
    • Identify common formats used to present work-related information (e.g., emails, reports, presentations).
    • Describe the factors that influence the choice of presentation method for different audiences.
    • Explain how to adapt language, tone, and content to suit a specific workplace audience.
    • Apply techniques to structure information logically for maximum clarity and impact.
    • Demonstrate the ability to originate and present information tailored to a given workplace scenario.
    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to select an appropriate format (e.g., written report, oral presentation, infographic) based on the nature of the information and the intended audience.
    • Award credit for clearly structuring information with an introduction, main points, and a conclusion, using headings or signposting where appropriate.
    • Award credit for using plain English, professional tone, and relevant technical terminology correctly, avoiding jargon when addressing non-specialist audiences.
    • Award credit for accurately citing sources or providing references where information is sourced from others, demonstrating academic integrity.
    • Award credit for adapting communication style (formal vs. informal, degree of detail) to suit different stakeholders, such as peers, supervisors, or clients.
    • Award credit for incorporating effective visual aids (graphs, charts, images) that enhance understanding without distracting from the core message.
    • Award credit for correctly identifying the audience and purpose for a given workplace scenario.
    • Evidence of being able to gather data using at least one method (e.g., survey, observation, record analysis).
    • Demonstration of presenting data clearly using an appropriate format (e.g., simple chart or bulleted list).
    • Explanation of how the chosen format meets the needs of the audience and purpose.
    • Award credit for clearly identifying the audience for a piece of information and explaining how the presentation style (e.g., vocabulary, format) is adapted to their needs.
    • Assessors should look for evidence of accurate data collection from a given source, with the learner demonstrating an ability to record data without errors or omissions.
    • Credit should be given when the learner selects an appropriate visual format (e.g., bar chart, list, poster) for presenting data and can justify their choice based on the audience and purpose.
    • Look for demonstration of checking information for relevance and correctness before presenting it.
    • Award credit for accurately identifying the audience of a sample workplace communication (e.g., memo, email, notice).
    • Look for a clear statement explaining the purpose of the information in relation to work tasks.
    • Evidence of gathering data from a given source, such as a tally chart or simple survey.
    • Presentation of data is neat, with titles, labels, and appropriate format (e.g., bar chart, list).
    • Award credit for correctly identifying the intended audience of a given piece of workplace information, such as a memo, report, or notice.
    • Look for clear and accurate explanation of the purpose of the information, e.g., to inform, persuade, or instruct.
    • Credit should be given for outlining appropriate methods to collect work-related data, such as surveys, observations, or reviewing records.
    • Assess the ability to present data in a simple, logical format, e.g., table, chart, or bulleted list, with accurate labelling.
    • Evidence of checking presented information for accuracy and relevance to the audience and purpose.
    • Award credit for demonstrating the ability to accurately identify the audience and purpose of a given piece of workplace information, such as an email, report, or instruction, with clear justification.
    • Require evidence of selecting an appropriate data collection method (e.g., survey, observation, existing records) and explaining its suitability for the intended purpose and context.
    • Assess the presentation of collected data using simple charts, tables, or graphs, ensuring the format enhances understanding for the specified audience and aligns with the stated purpose.
    • Award credit for correctly identifying at least two distinct audience types (e.g., colleagues, managers, customers) and explaining how the information would differ for each.
    • Award credit for demonstrating understanding of different purposes of information (e.g., to inform, instruct, persuade) through matching exercises or written examples.
    • Award credit for accurately collecting simple data using a given method (e.g., tally chart, short questionnaire) and presenting it clearly in a basic format such as a table, bar chart, or bulleted list.
    • Award credit for selecting an appropriate presentation style based on a given scenario, with a simple justification of the choice (e.g., use a chart to show numbers, a list for steps).
    • Award credit for correctly identifying the intended audience and purpose of a sample workplace communication, such as an email, notice, or brief report.
    • Assessors should look for evidence that the learner can match presentation style (language, format, visual aids) to the identified audience and purpose.
    • Credit demonstration of collecting simple work-related data using a basic method (e.g., tally sheet, short questionnaire, observation checklist).
    • Reward the ability to present collected data clearly in at least one appropriate format, such as a bar chart, pie chart, table, or bulleted list, with correct labels and titles.
    • Mark for a brief explanation of why the chosen presentation format suits the data and audience, showing understanding of clarity and relevance.
    • Award credit for demonstrating an understanding of at least three common presentation formats and their typical workplace applications, with clear justifications.
    • Award credit for producing original information (e.g., a meeting agenda, project update, or customer notice) that is clearly tailored to a specified audience, with evidence of audience analysis.
    • Award credit for using appropriate language, tone, structure, and visual aids that enhance the effectiveness of the presented information for the intended purpose.
    • Award credit for correctly identifying at least three common workplace information formats and their typical uses.
    • Award credit for providing a clear rationale for adapting information based on audience needs (e.g., job role, prior knowledge).
    • Award credit for producing information that is well-structured, with a clear introduction, main points, and conclusion.
    • Award credit for using an appropriate professional tone and language throughout the presented information.
    • Award credit for accurately identifying and explaining at least two common methods of presenting work-related information (e.g., written reports, oral presentations, visual displays).
    • Award credit for producing a piece of information (e.g., a memo, presentation slide, or email) that demonstrates clear consideration of audience, purpose, and appropriate format.
    • Award credit for using language, tone, and layout suitable for a specific workplace audience (e.g., formal for management, less formal for peers, clear and concise for instructions).
    • Award credit for showing awareness of confidentiality and data protection requirements when handling work-related information.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When completing assignments, always read the audience description carefully; tailor every aspect of your presentation—from word choice to visuals—to their needs and expectations.
    • 💡Provide evidence of planning, such as drafts, outlines, or feedback notes, to demonstrate the process behind your final product.
    • 💡Use a variety of presentation methods across your portfolio (e.g., a written report, a slide deck, and a verbal explanation) to show versatility.
    • 💡In practical assessments, practice your delivery beforehand, focusing on clear speech, eye contact, and confident body language if presenting orally.
    • 💡Always reference the learning outcomes explicitly in your work to evidence that you have met each criterion.
    • 💡Review real-world examples of workplace presentations to understand what makes them effective, and apply similar principles.
    • 💡Always start by clearly stating who the audience is and what the presentation aims to achieve.
    • 💡When presenting data, choose the simplest visual method that conveys the key point—avoid unnecessary decoration.
    • 💡Practise collecting a small set of data (e.g., from classmates) and present it using a table and a chart to compare effectiveness.
    • 💡Provide a brief annotation explaining why a particular format was chosen to show understanding of audience needs.
    • 💡In assignment tasks, explicitly state the audience and purpose before you begin planning your presentation, then ensure every element of your work reflects those decisions.
    • 💡Always include a simple rationale for how you collected your data and why you chose a particular method of presentation—this demonstrates understanding of the process, not just the output.
    • 💡For practical assessments, use everyday work scenarios (e.g., updating a rota, reporting stock levels) to show you can apply the skills in a realistic setting.
    • 💡Always read the task brief carefully to identify exactly who the audience is and what they need from the information.
    • 💡When collecting data, double-check your sources for accuracy and completeness.
    • 💡For presentations, use simple visual aids (e.g., bullet points, basic charts) to help the audience understand quickly.
    • 💡Always start by asking two questions: 'Who is this for?' and 'What do they need to know or do?' before planning your presentation.
    • 💡Use simple, visual formats like tables or charts for numerical data, and ensure all axes or columns are clearly labelled.
    • 💡Practise turning raw data into one or two key messages – assessors look for your ability to interpret, not just display.
    • 💡Check your work for accuracy: spell names correctly, verify numbers, and ensure dates and details are current.
    • 💡Always begin by clearly stating the audience and purpose before compiling or analysing any information; this will guide your choices and demonstrate a structured approach.
    • 💡When presenting data, choose the simplest visual format that conveys the key message effectively, and provide a brief rationale for your choice.
    • 💡In your evidence, explicitly link each step—audience identification, collection method, and presentation style—back to the relevant learning outcome to ensure clear assessor understanding.
    • 💡Always read the scenario carefully to identify who the audience is and what they need from the information—look for keywords like ‘explain to a new starter’ or ‘summarise for a manager’.
    • 💡When presenting data, use simple, clear formats: tables for numbers, bar charts for comparisons, and step-by-step lists for instructions. Always add a title and labels.
    • 💡Support your choice of presentation method with a brief reason linked to the audience and purpose—e.g., ‘I used a bar chart because it makes it easy to compare sales figures at a glance.’
    • 💡Before you start, write down who the information is for and what the main message should be – this keeps your presentation focused.
    • 💡When presenting data, choose the simplest chart or table that makes your point; always check all labels and numbers for accuracy.
    • 💡Practice explaining your data in 30 seconds as if to a colleague – this helps ensure your visual supports rather than replaces clear communication.
    • 💡Use a checklist to review your final presentation against the brief: audience, purpose, clarity, and accuracy.
    • 💡For portfolio evidence, include a reflective commentary explaining why you chose the format and style for each piece of information, linking directly to audience analysis.
    • 💡When creating materials, use real or realistic workplace scenarios to demonstrate practical application—employers value authenticity.
    • 💡Always begin by defining the purpose of your communication and identifying the target audience before choosing a format.
    • 💡Use bullet points and headings to break up text and make key information easy to scan.
    • 💡In assessments, provide specific examples of how you have adapted your presentation for a real or simulated workplace audience.
    • 💡Always read the assignment brief carefully to identify the required audience and format; tailor your response explicitly to meet those requirements.
    • 💡Use real or realistic workplace scenarios to demonstrate practical understanding; this adds authenticity and depth to your work.
    • 💡Practice creating different types of information (e.g., a briefing note, a slide deck, a spreadsheet) so you are familiar with their conventions before the assessment.
    • 💡**Demonstrate Practical Application:** Don't just define concepts; show *how* you would apply them. For example, when discussing CVs, explain *why* certain sections are included and *how* they target a specific job role, rather than just listing what a CV contains. Use examples from your own experiences where appropriate.
    • 💡**Structure and Clarity:** Ensure your answers are well-organised, use clear language, and directly address the question asked. For scenario-based questions, break down your response into logical steps, explaining your reasoning for each decision or action you would take.
    • 💡**Relate to Learning Outcomes:** Always keep the specific learning outcomes of each unit in mind. Examiners are looking for evidence that you have met these outcomes. For instance, if an outcome is 'identify personal strengths and weaknesses', ensure your response clearly demonstrates this identification and links it to development.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that one presentation style fits all audiences; failing to adjust language, tone, or content depth for different readers or listeners.
    • Overloading slides or documents with excessive text, making it difficult for the audience to extract key points.
    • Neglecting to proofread for spelling and grammar errors, which undermines professional credibility.
    • Using visual aids that are poorly labeled or unrelated to the main message, causing confusion.
    • Failing to structure information logically, resulting in a disorganized flow that loses the audience's attention.
    • Forgetting to consider accessibility needs, such as font size or colour contrast for visually impaired audience members.
    • Assuming all information should be presented in the same way regardless of audience.
    • Confusing data collection with data presentation, e.g., presenting raw data without summarizing.
    • Overcomplicating visual aids or using inappropriate chart types that confuse the message.
    • Failing to check the accuracy and reliability of collected data before presentation.
    • Learners often confuse the purpose of information with the content itself, focusing on what the information says rather than why it is being communicated.
    • A common error is failing to verify data before presentation, leading to inaccuracies being shared with the audience.
    • Many students present work-related data in overly complex ways that do not suit the audience, such as using technical jargon with non-specialist colleagues.
    • Misidentifying the audience—for example, assuming a presentation is for a manager when it is for a customer—which results in inappropriate tone and content.
    • Confusing the purpose of information with the content (e.g., thinking the purpose is to 'provide numbers' rather than 'inform decisions').
    • Selecting an inappropriate data collection method for the task (e.g., a questionnaire when a checklist is needed).
    • Presenting data without considering the audience's prior knowledge, leading to unclear or overly complex formats.
    • Confusing the audience with the purpose, e.g., stating the audience is 'to inform' rather than identifying who will read/hear the information.
    • Selecting an inappropriate data presentation format, such as using a dense paragraph when a table would be clearer.
    • Failing to tailor the language and detail level to the audience, e.g., using technical jargon for a non-specialist audience.
    • Collecting data from unreliable sources or without a clear plan, leading to incomplete or biased information.
    • Overlooking the need to summarise or highlight key points, simply listing raw data without interpretation.
    • Confusing the purpose of information, for example assuming all documents are purely informative when they may also aim to persuade, instruct, or request action.
    • Selecting a data collection method without considering its feasibility, bias, or relevance to the question, such as using a questionnaire for observations.
    • Presenting data in a raw, unorganised list without summarising or visualising it, making it difficult for the audience to interpret quickly.
    • Confusing the purpose of the information (e.g., thinking an instruction manual is to persuade rather than to instruct).
    • Using the same presentation method for all audiences without considering their needs (e.g., presenting technical data to customers using jargon).
    • Presenting collected data in a disorganized manner, such as including all raw numbers without summarising or using unclear labels.
    • Misinterpreting the audience’s prior knowledge, either overestimating or underestimating what they already know, leading to inappropriate level of detail.
    • Mistaking the audience for the sole reader, rather than considering all potential stakeholders (e.g., using informal language for a manager because they are friendly).
    • Ignoring the purpose: presenting purely factual data when a persuasive angle is needed, or vice versa.
    • Using complex data visualisations for simple data, such as a pie chart for a single data point, leading to confusion.
    • Failing to label axes, provide a key, or include a title on charts, making the presentation unclear and unprofessional.
    • Copying raw data directly without summarising or highlighting key points relevant to the audience’s needs.
    • Assuming that one format (e.g., email) is universally suitable for all workplace communications without considering the audience's needs or the information's complexity.
    • Failing to proofread or check for factual accuracy, leading to errors that undermine the credibility of the presented information.
    • Overloading presentations with excessive text or jargon, reducing clarity and engagement for the target audience.
    • Failing to consider the audience's level of expertise, leading to overly technical or overly simplistic content.
    • Neglecting to proofread, resulting in spelling and grammar errors that undermine professionalism.
    • Overloading slides or documents with too much text, reducing clarity and audience engagement.
    • Using a generic approach without adapting the presentation style to the intended audience (e.g., overly technical language for non-specialist staff).
    • Failing to structure information logically, leading to confusion or inability to locate key points.
    • Neglecting to proofread, resulting in spelling and grammatical errors that undermine professionalism.
    • **"This award is only useful if I want to start my own business."** Correction: While it introduces enterprise, a significant portion of the award focuses on core employability skills crucial for *any* job, such as CV writing, interview techniques, and understanding workplace expectations, making it highly valuable for traditional employment too.
    • **"My CV just needs to list everything I've ever done."** Correction: A highly effective CV is tailored to each specific job application, highlighting only the most relevant skills, experiences, and achievements that match the job description, rather than being a generic chronological list.
    • **"Interviews are just about answering questions correctly."** Correction: Interviews are also about demonstrating enthusiasm, asking insightful questions, showcasing appropriate body language, and effectively communicating your personality and suitability for the role, not just reciting memorised answers.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1**Week 1: Unit 1 - Self-Assessment & Personal Development:** Begin by thoroughly reviewing the learning materials for understanding your own skills, qualities, and aspirations. Complete any self-assessment activities and draft an initial personal development plan, identifying areas for growth related to employability and enterprise.
    2. 2**Week 1: Unit 2 - Job Search & Applications:** Focus on researching different job roles and industries. Practice writing a generic CV and cover letter, then adapt them for a specific hypothetical job advertisement. Pay close attention to tailoring content to match job specifications.
    3. 3**Week 2: Unit 3 - Interview Skills:** Dedicate time to understanding common interview questions and practicing your responses. Conduct mock interviews with a friend or family member, focusing on body language, communication, and asking insightful questions. Review feedback to refine your technique.
    4. 4**Week 2: Unit 4 - Introduction to Enterprise:** Explore the characteristics of successful entrepreneurs and brainstorm potential business ideas. Consider the basic steps involved in developing a business concept, even if it's just a simple plan for a small venture.
    5. 5**Ongoing: Review and Refine:** Throughout both weeks, regularly review all learning outcomes for each unit. Consolidate your notes, practice applying concepts to different scenarios, and refine your CV, cover letter, and interview answers based on your learning. Ensure you understand the key differences between employment and enterprise.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋**Short Answer Questions (e.g., 'List three qualities of a good team player.'):** These require concise, accurate responses. Focus on providing specific points directly related to the question, demonstrating your knowledge of key terminology and concepts.
    • 📋**Scenario-Based Questions (e.g., 'You are preparing for an interview for a customer service role. Describe three things you would do to prepare and explain why each is important.'):** These assess your ability to apply theoretical knowledge to practical situations. Structure your answer by outlining your actions and providing clear justifications for each step.
    • 📋**Practical Tasks (e.g., 'Draft a personal statement for a CV applying for a retail assistant position, highlighting relevant skills.'):** These require you to produce a piece of work that demonstrates a specific skill. Pay attention to the purpose, audience, and key elements required for the task, ensuring it is professional and effective.
    • 📋**Reflective Questions (e.g., 'How has completing this award helped you to understand your own career aspirations better?'):** These ask you to reflect on your learning and personal growth. Provide specific examples and insights into how the course content has influenced your thinking or future plans, demonstrating self-awareness.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills sufficient to understand written materials, complete forms, and perform simple calculations.
    • •An interest in personal development, career planning, and exploring future employment or self-employment opportunities.
    • •Basic IT skills for research, creating documents (e.g., CVs), and potentially participating in online learning or assessments.

    Key Terminology

    Essential terms to know

    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.
    • Audience identification
    • Purpose-driven communication
    • Data collection methods
    • Visual presentation of data
    • Workplace relevance
    • Recognise the intended audience and the purpose of information presented at work., Know how to collect and present work-related data.
    • Audience awareness
    • Purpose alignment
    • Data gathering
    • Clear presentation
    • Workplace relevance
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • This unit contains 2 learning outcomes which will support the learner to be able to: Recognise the intended audience and the purpose of information presented at workUnderstand how to collect and present work-related data
    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.
    • Workplace communication formats
    • Audience analysis and adaptation
    • Clear and concise structuring
    • Visual and verbal presentation techniques
    • Professional tone and language
    • Understand how work-related information is most commonly presented., Be able to originate and present information for specific audiences within a place of work.

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