EYBM Elevator Pitches (30%) Assessment Guide PDF

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EYBM Elevator Pitches (30%) Assessment Guide...

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‘The Elevator Pitch’, officially known as ‘The Gaddie Pitch’, forms the basis of the presentation assessments within this unit. The Gaddie Pitch is a succinct, persuasive speech that is used to engage the audience at an emotional level, not technical. This formula has the ability to make any encounter, whether in a boardroom or in an elevator, that much more memorable using just three sentences: 1. You know how…? 2. Well what I/we do is… 3. In fact…

The Elevator Pitches assessment contains two (2) parts; each part will be done within a single seminar during the semester. Elevator Pitch part A will be done in seminar 3, and Elevator Pitch part B will be done in seminar 8.

Part A (10%) – seminar 3 The first presentation will be introducing students to the Gaddie, or Elevator Pitch – a short pitch (up to 90 seconds) where the student must use the three (3) opening lines of the Gaddie Pitch presented above. This presentation will be done in pairs. The content of this presentation will be based upon something your partner teaches you, therefore it will be impossible to prepare any content prior to the class. Once pairs are formed, 10 minutes will be given for student A to teach student B something they know a lot about; this can be literally anything! At the completion of the 10 minutes student B will present a Gaddie Pitch on what they have learnt; students will be told to stop at 90 seconds. Once this has been done the students will swap roles and student A will now present. The tutor will grade each student presenting out of 10 using the marking rubric found in this document on page 3. The grade will be given on presenting skill (80%), not what is presented, and adherence to the Gaddie Pitch format (20%). This presentation will be done in class time (within the seminar) in teaching week 3 (seminar 3). Assessment extensions will NOT be given for this assessment; students can apply for a deferred assessment as long as adequate justification and verification is provided. Students not at this seminar will forfeit this 10%.

Part B (2 x 10% = 20%) – seminar 8 The second presentation will allow students to implement everything they’ve learnt from and since the first presentation. Whilst the presentation component is the same (even using the same marking rubric), the content of the presentation, and how the grades are allocated, are very different. This presentation will be done in pairs. The content of this presentation will be based upon the Marketing Plan done in class time (within the seminar) in teaching week 7 (seminar 7). The presentations will again be a short pitch (up to 90 seconds) where the student must use the three (3) opening lines of the Gaddie Pitch presented above. In Part B, once pairs are formed, student A will give student B their Marketing Plan; 10 minutes will be given for student B to read, learn, and discuss student A’s Marketing Plan. At the completion of the 10 minutes student B will present a Gaddie Pitch on student A (effectively selling them to the audience); students will be told to stop at 90 seconds. During the Gaddie Pitch on themselves, student A will be grading student B’s presentation out of 10 using the marking rubric found in this document on page 3. The tutor will also be grading student B’s presentation out of 10 using the same marking rubric. Student A’s grade will apply to student B UNLESS the grade is unrealistically high or low (10% maximum difference between student grade and tutor grade), in which case the tutors grade will be applied to student B. In addition, student A will be required to give written feedback to student B on their presentation. Student A will use the form on page 4 of this document to give student B legitimate, constructive, and supportive feedback on their presentation; this feedback will then be given to the tutor to be graded out of 10 using the marking rubric found in this document on page 5, before it is given to student B. Once all this has been done the students will swap roles and student A will now get student B’s Marketing Plan and present, with student B doing the grading out of 10 and providing written feedback. Students without a Marketing Plan will be required to do a Gaddie Pitch on themselves, and i) will only have the tutor grade their work, and ii) will forfeit their 10% for the written feedback. This presentation will be done in class time (within the seminar) in teaching week 8 (seminar 8). Assessment extensions will NOT be given for this assessment; students can apply for a deferred assessment as long as adequate justification and verification is provided. Students not at this seminar will forfeit this 20%.

Elevator Pitch Presentation Marking Rubric (2 x 10%) Below Expectations (Fail) 0-49 The Gaddie Pitch presentation style was not followed.

Meets Expectations (Pass) 50-59 Some of the Gaddie Pitch presentation style was followed, but not properly.

Meets Expectations (Credit) 60-69 The Gaddie Pitch presentation style was adequately followed.

Exceeds Expectations (Distinction) 70-79 The Gaddie Pitch presentation style was presented and performed well.

Exceeds Expectations (High Distinction) 80-100 The Gaddie Pitch presentation style was presented and performed perfectly.

Language choices are appropriate for the task. Expression is sufficiently clear for audience understanding.

Language and Clarity (2 marks)

Language choices are inappropriate or inadequate for the task. Numerous errors cause difficulty in understanding for the audience.

Language choices are appropriate for the task. Expression is substantially clear for audience understanding.

Language choices are appropriate and effectively used for the task. Expression errors rarely cause difficulty for the audience’s understanding.

Language choices are flexibly and effectively used and appropriate for the task. The presentation is crystal clear and virtually error free.

Sufficient audience engagement is achieved. Notes are used and/or the presenter did not stimulate the audience.

Sufficient audience engagement is achieved, and the interest of the audience is retained. Notes are used sparingly.

Strong audience engagement is achieved, and the interest of the audience is retained. Notes barely used.

Audience Engagement (2 marks)

Adequate audience engagement is not achieved. The presenter read from notes too much and/or did nothing to stimulate the audience.

Complete audience engagement is achieved, and the interest of the audience is retained throughout the presentation. Notes are not used at all.

Confidence and Enthusiasm (2 marks)

The presenter is not confident and appears nervous throughout the entire presentation. The enthusiasm level is low which makes for an uninspiring presentation.

The presenter is not confident throughout the entire presentation. The enthusiasm level is adequate.

The presenter is confident throughout the presentation. A good enthusiasm level is maintained.

The presenter is very confident. High enthusiasm is present for some of the presentation.

The presenter exudes confidence. High enthusiasm is maintained throughout the entire presentation.

Presenter does not maintain eye contact with the audience and/or has negative body language. Presenter’s delivery techniques detract from the presentation.

Some eye contact is maintained with the audience and/or body language is inconsistent. Presenter’s delivery techniques adequately convey information.

Eye contact and/or body language is good. Presenter’s delivery techniques convey relevant information.

Eye contact and/or body language is good. Presenter’s delivery techniques clearly convey relevant information.

Good eye contact and body language is maintained for the entire presentation. Presenter’s delivery techniques strongly convey the most relevant information.

Standards Criteria Gaddie Pitch Format (2 marks)

Non-Verbal Communication (2 marks)

Elevator Pitch Feedback Presenter Name: Marker Name: Mark (turn over for Marking Rubric): Gaddie Pitch Format /10

Comments:

Language and Clarity /10

Audience Engagement /10

Confidence and Enthusiasm

Non-Verbal Communication

/10

/10

Elevator Pitch Feedback Marking Rubric (10%) Standards Criteria

Quality of Feedback (6 marks)

Writing Style and Written Delivery (4 marks)

Below Expectations (Fail) 0-49 The student has provided poor feedback which is not useful to the presenter. The student has not discussed things the presenter did well nor any areas that could be improved for future pitches.

Meets Expectations (Pass) 50-59 The student has provided feedback with some explanation. The student has discussed limited things the presenter did well and/or areas that could be improved for future pitches.

Meets Expectations (Credit) 60-69 The student has provided relevant feedback with good explanation. The student has discussed some things the presenter did well and should continue and/or some areas that could be improved for future pitches.

Exceeds Expectations (Distinction) 70-79 The student has provided relevant and constructive feedback. The student has discussed some things the presenter did well and should continue as well as some areas that could be improved for future pitches.

Exceeds Expectations (High Distinction) 80-100 The student has provided relevant, objective and specific feedback which is constructive and useful. The student has discussed a number of things the presenter did well and should continue as well as a number of areas that could be improved for future pitches.

The student provided feedback that was incomprehensible; the language used did not allow understanding of the feedback. The feedback is not sensitive and the writing tone is negative.

The student provided feedback that was understandable but used poor language. The feedback is partially sensitive and the writing tone is borderline negative.

The student provided feedback that was adequately-written using a concise writing style and suitable language. The feedback is partially sensitive and the writing tone is mainly positive throughout.

The student provided feedback that was wellwritten using an appropriate writing style and language. The feedback is sensitive and the writing tone is mainly positive throughout.

The student provided feedback that was well-written and clearly communicated using an appropriate writing style and language. The feedback is sensitive and the writing tone is positive throughout....