Lesson 11 - Presenting Your Siting Project
An Overview of Lesson 11
Many times during your working career, you will be asked to make presentations before your peers, to the management, and to the public. The ability to communicate effectively, both verbally and visually, is something sought after by industry today. Those employees who can present information in a clear, concise, and professional manner generally succeed in the business world. This lesson will give you the opportunity to develop these skills by creating a presentation of your siting process and your public participation plan from lessons 9 and 10.
What will we learn in Lesson 11?
Your goal in this lesson is to take what you have developed in Lessons 9 and 10 and put that information into a presentation package that is suitable for presentation to management and to the public.
By the end of this lesson, you should be able to:
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create a presentation that incorporates your transmission site plan, public participation plan, final route selection and an explanation of why you chose your particular route.
What is due for Lesson 11?
This lesson will take us one week to complete. Please refer to the Calendar for specific time frames and due dates. Specific directions for the assignment below can be found in this lesson.
- Prepare a brief (10-12 minutes), narrated PowerPoint presentation that explains your site selection process and your public participation plan.
Questions?
If you have any questions, please post them to our Questions? discussion forum. I will check that discussion forum daily to respond. While you are there, feel free to post your own responses if you, too, are able to help out a classmate.
Term Project Rubric (L11 & 13) Rubric
Part A: Data Analysis and Presentation
| Category | Weight | 31 – 40 Points | 21 – 30 Points | 11 – 20 Points | 1 – 10 Points | 0 Points |
|---|---|---|---|---|---|---|
| Project Description | 10% | Full graphic showing proposed area for the new line. Identified the company, the planned line size, the general location for the new line and the reasons why the line is needed. Presented logically and in an understandable manner. No more than two slides. |
Partial graphics showing 3 of 4 graphic elements, graphics, but meets all the other requirements listed for 40 Points. Logically presented. No more than two slides. |
Partial graphics showing 2 of 4 graphic elements and identifies at least two of the descriptive criteria listed for 40 Points. More than two slides. |
No graphics and only one criterion listed. Poorly organized. |
No graphics and no criteria listed. Poor understanding of the project. |
| Base Map | 15% | Includes all 6 required elements: start and end points, avoidance information, conservation information, building centroids, land use, land cover, and North Arrow, Scale bar & Legend. | Includes 5 of the 6 required elements. | Includes 4 of the 6 required elements. | Includes 3 of the 6 required elements. | Includes 2 or less of the 6 required elements. |
| Alternate Route Map Completeness | 15% | 3 alternate routes and 3 corridors are displayed. | 3 alternate routes and 2 corridors are displayed. | 3 alternate routes and 1 corridor are displayed. | 2 alternate routes and 1 corridor are displayed. | Less than 2 of the alternate routes and corridors displayed. |
| Spreadsheet Completeness | 5% | Includes all 7 required elements: route data, normalized data, built emphasis, natural environment emphasis, simple average emphasis, combined rank and chart graphs. | Includes 6 of the 7 required elements. | Includes 5 of the 7 required elements. | Includes 4 of the 7 required elements. | Includes 3 or fewer of the 7 required elements. |
| Final Route Selection | 5% | Minimizes impacts to natural, built and engineered environments. | Minimizes impacts to 2 of the 3 environments. | Minimizes impacts to 1 of the 3 environments. | -- | No minimized impacts. |
| Route Selection Process Explanation | 10% | Followed the Photo Science tutorial completely without assistance. Explained the major outcomes from each step showing a complete understanding of the GIS siting process. Presented graphics from each completed step in the analysis. | Followed the Photo Science tutorial without assistance. Explained the major outcomes from each step showing a complete understanding of the GIS siting process. | Followed the Photo Science tutorial with minimal assistance. Explained the major outcomes from each step, but not having a complete understanding of the GIS siting process. | Followed the Photo Science tutorial with major assistance. Explained the major outcomes from each step, but having only a minimal understanding of the GIS siting process. | Did not follow the Photo Science tutorial. No understanding of the GIS siting process. |
| Addressing Public Participation | 5% | States the purpose of public participation clearly and creatively and is extremely well thought out. | States the purpose of public participation clearly and is generally well thought out. | States the purpose of public participation, and is somewhat thought out. | -- | Does not clearly state the purpose of public participation, and organization is poor or non-existent. |
Part B: Presentation
(Consists of three parts, Organization, Appearance, and Verbal Delivery. The total weight for all three parts is 40%
| Category | Weight | 31 – 40 Points | 21 – 30 Points | 11 – 20 Points | 1 – 10 Points | 0 Points |
|---|---|---|---|---|---|---|
| Organization | 13% | Extremely well organized. Introduces the purpose of the presentation clearly and creatively. Effectively includes smooth, clever transitions which are succinct but not choppy in order to connect key points. Presents information in logical, interesting sequence which audience can follow. Ends with an accurate conclusion showing thoughtful, strong evaluation of the evidence presented. Concludes by thanking the audience and opening the floor to a discussion in a stellar and professional manner. |
Generally well organized. Introduces the purpose of the presentation clearly. Includes transitions to connect key points but better transitions from idea to idea could have been used. Presents most information in logical sequence; A few minor points may be confusing. Ends with a summary of main points showing some evaluation of the evidence presented. Concludes by thanking the audience and opening the floor to a discussion in an unprofessional manner. |
Somewhat organized. Introduces the purpose of the presentation. Includes some transitions to connect key points but there is difficulty in following the presentation. Jumps around topics. Several points are confusing. Ends with a summary or conclusion; little evidence of evaluating content based on evidence. Does not thank the audience or open the floor for discussion. |
-- | Poor or non-existent organization. Does not clearly introduce the purpose of the presentation. Uses ineffective transitions that rarely connect points; cannot understand presentation because there is no sequence for information. Presents choppy and disjointed information; no apparent logical order of presentation. Ends without a summary or conclusion. Does not thank the audience or open the floor for discussion. |
| Category | Weight | 31 – 40 Points | 21 – 30 Points | 11 – 20 Points | 1 – 10 Points | 0 Points |
|---|---|---|---|---|---|---|
| Appearance | 13% | Graphics are designed to reinforce presentation thesis and maximize audience understanding; use of media is varied and appropriate with media not being added simply for the sake of use. Visual aids are colorful and large enough to be easily read. Font size and selection is appropriate for reading and viewing. Media are prepared in a professional manner. Details are minimized so that main points stand out. Use of graphical media is varied and appropriate. Graphical media does not clutter or overwhelm presentation. |
While graphics relate and aid presentation thesis, these media are not as varied and not as well connected to presentation thesis. Font size is appropriate for reading. Appropriate information is prepared. Some material is not supported by visual aids. Presentation has no more than two misspellings and/or grammatical errors. |
Occasional use of graphics that rarely support presentation thesis; visual aids are not colorful or clear. Choppy, time wasting the use of multimedia; lacks smooth transition from one medium to another. Font is too small to be easily seen. Communication aids are poorly prepared or used inappropriately. Too much information is included. Unimportant material is highlighted. Presentation has three misspellings and/or grammatical errors. |
Student uses superfluous graphics, or graphics that are so poorly prepared that they detract from the presentation. Font is too small to be easily seen. Student's presentation has four spelling errors and/or grammatical errors. |
No graphics are used. Font is unreadable. Student’s presentation has 5 or more spelling and/or grammatical errors. |
| Category | Weight | 31 – 40 Points | 21 – 30 Points | 11 – 20 Points | 1 – 10 Points | 0 Points |
|---|---|---|---|---|---|---|
| Verbal Delivery | 14% | Poised, clear articulation; proper volume; steady rate; enthusiasm; confidence; speaker is clearly comfortable in front of a group. Uses correct, precise pronunciation of terms. Selects rich and varied words for context and uses correct grammar. Sentences are complete and grammatical, and they flow together easily. Words are chosen for their precise meaning. |
Clear articulation but not as polished; slightly uncomfortable at times. The presenter’s voice is clear and shows command of the subject matter, but presenter sounds uncomfortable. Pronounces most words correctly. Selects words appropriate for the context and uses correct grammar. For the most part, sentences are complete, grammatical and they flow together easily. With a few exceptions, words are chosen for their precise meaning. |
Audience occasionally has trouble hearing the presentation. Presenter sounds uncomfortable and lacks confidence. Incorrectly pronounces terms. Selects words inappropriate for context; uses incorrect grammar. The audience can follow the presentation, but some grammatical errors and use of slang are evident. Some sentences are incomplete/ halting, and/or vocabulary is somewhat limited or inappropriate. |
Presenter is obviously anxious and/or is monotone with little or no expression. Student mumbles, pronounces terms incorrectly. Selects words inappropriate for context; uses incorrect grammar. The audience cannot focus on the ideas presented because of difficulties with grammar and appropriate vocabulary. |
Presenter cannot be heard. |
The grade for each category is calculated by multiplying the weight for the category times the number of points awarded for the category to arrive at the weighted score for the category. The final grade is the sum of all category-weighted scores.
| Category | Weight | Points Earned | Weighted Score |
|---|---|---|---|
| Project Description | 10% | 40 | 4.0 |
| Base Map | 15% | 40 | 6.0 |
| Alternate Route Map Completeness | 15% | 25 | 3.75 |
| Spreadsheet Completeness | 5% | 30 | 1.5 |
| Final Route Selection | 5% | 36 | 1.8 |
| Route Selection Process | 5% | 20 | 1.0 |
| Address Public Participation | 5% | 25 | 1.25 |
| Presentation (Parts A, B, And C) | 40% | 35 | 15.75 |
| Total Score | 100% | -- | 35.05 out of 40 = 87.6% |
Summary and Final Tasks
In this lesson, you learned that effective communication is a vital part of success in the business world. To help you achieve this success, you developed a PowerPoint presentation with narration. This project allowed you to develop skills in making a concise and professional presentation that can be given to any level of management and the public.
So, what's next? Lesson 12 will be the culmination of this project. In Lesson 12, you will be a member of the site-selection committee with the responsibility to review and comment on a presentation submitted by one of your fellow students!
Reminder - Complete all of the lesson tasks!
You have finished Lesson 11. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.
Tell us about it!
If you have anything you'd like to comment on, or add to, the lesson materials, feel free to post your thoughts in the Discussion Forum.