978-0078025587 Section 1 Lecture Note Part 2

Provided for class distribution. Use file to edit to suit instructor’s preference

1. To develop learning to learn skills. These assignments will require you to utilize outside

2. To develop effective teamwork and interpersonal skills. Your team will have to

determine the most efficient and effective approach to completing the assignment. This

3. To develop communication skills. Business situations, in a variety of business career

1. To learn about the topic of the presentation. Discovery is the most active form of

2. To teach the class the topic. The highest level of retention is when you teach others. Your

team has an enormous responsibility in that the team presentation will be the primary

1. All members must participate in the preparation and the presentation.

2. On the day of the presentation, your team must send a memo to the instructor explaining the

following:

3. The day after the presentation, each teammate must complete and submit the Peer

Evaluation Form—Team Presentation Preparation.

16 Fundamental Accounting Principles, 21/e

1. Your accounting and other accounting textbooks. Your instructor may lend you, or have

2. Instructional videos. Publishers of textbooks sometimes provide instructional and/or tutorial

or lecture review or enhancement videos. Your instructor may make these available.

3. Library. Particularly business periodicals—newspapers and magazines. These resources

4. Interviews. The following special notes apply:

When the assignment recommends interviews, the entire team should brainstorm who they

might be able to interview and how it might be arranged. Consider relatives, friends, and past

and present employers of teammates, relatives, and friends. You do not have to have a

1. Articulate clearly and make sure presenters can be heard by the entire audience.

2. Display enthusiasm, seriousness, and humor at appropriate times.

3. Present an appropriate appearance.

4. Make eye contact with audience.

5. Involve the audience.

6. Leave time for questions, answers, and discussion.

C. Use visuals. Use of appropriate, clear, and effective visuals will be highly valued in

decide it would be effective to show short excerpts from videos. This is appropriate but it cannot

take a majority of the presentation time.

If you prepare black and white masters on 8 ½” x11” paper, your instructor might assist you in

1. Have all necessary materials.

2. Equipment is in place and functioning properly.

3. Presentation is well planned/organized—attention-getting introductions and summarizing

conclusions are desirable.

4. Rehearsed.

5. Have a broad knowledge base on topic and feel comfortable taking questions from audience.

18 Fundamental Accounting Principles, 21/e

1. Participation

2. Preparedness

• Were technical (equipment) preparations made?

3. Organizational Format

• Did the introduction gain the audience’s attention?

4. Content

5. Effectiveness

• Did presentation hold the audience’s attention?

• Did the class appear to comprehend and learn from presentation?

• Were the audience’s questions handled well?

RECOMMENDATIONS FOR ASSESSING TEAM PRESENTATIONS

1. Use the team and individual evaluation forms on the following two pages.

2. While viewing the presentation, indicate with plus and minus signs and check marks how the

3. Jot down comments next to relevant criteria for later consideration.

4. Determine your criteria weighting. You may determine that some criteria are more significant than

others for the particular presentation being evaluated.

5. Make an evaluation for the team presentation based on the above.

6. To assign an individual grade, adjust team grade (up or down) if:

a. An individual team member exhibited particularly weak or strong presentation skills (see grid).

b. The team report indicated a greater or lesser individual contribution.

20 Fundamental Accounting Principles, 21/e

1. Participation

2. Preparedness

• Were technical (equipment) preparations made?

3. Organizational Format

• Did the introduction gain the audience’s attention?

4. Content

5. Effectiveness

• Did presentation hold the audience’s attention?

EVALUATION OF INDIVIDUAL TEAM MEMBER’S PRESENTATION SKILLS

Team Members

Individual Grade

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

_________________

Team Member

Presentation Skills:

1

2

3

4

5

• Articulated clearly

• Could be heard by entire audience

• Displayed enthusiasm, seriousness,

humor where appropriate

• Made eye contact with audience

• Appropriate appearance

Comments:

______________________________________________________________________________

Provided for class distribution. Use file to edit to suit instructor’s preference

22 Fundamental Accounting Principles, 21/e

team role of each. Circle your name.

1.____________________________________________________________

2.____________________________________________________________

3.____________________________________________________________

4.____________________________________________________________

5.____________________________________________________________

B. An ability to evaluate others’ work effectively is a skill you must develop for the workplace. You

should try not to use same rating more than once for each criteria. Try to find a basis or distinction

for at least the highest and lowest rating on each or most criteria.

Using a scale of 1 to 5 (5 being highest or best), rate each member on each criteria listed below.

MEMBER # (from above)

1

2

3

4

5

Criteria:

Did their share of work in gathering information

Showed respect for team members through preparation

Was motivating in the preparation process

Was effective in organizing the presentation

Came to meetings prepared

Showed cooperation as responsibilities were delineated

Total

C. Additional comments:

_____________________________________________________________________

Instructor’s Resource Manual, Section I 23

OBJECTIVES AND REQUIREMENTS FOR WRITING ASSIGNMENTS

A. Objectives:

1. To improve written communication skills

Writing assignments are primarily designed to give students business and financial writing

2. To discover the real world relevance of accounting topics and the wealth of

information available in business periodicals and annual reports

Writing assignments will frequently require using articles in the financial press and annual

3. To develop your learning to learn skills

Writing is an important vehicle for learning. You will be reading and writing about the

1. Prepare typed or word-processed correspondence or reports that:

• Are well organized, clear, to the point, and speaks appropriately to the intended reader.

2. Turn in all assignments on time. Severe penalties for late assignments.

24 Fundamental Accounting Principles, 21/e

RECOMMENDATIONS FOR EFFECTIVE WRITING

“Write to express, not to impress”1

A. Follow these rules: 2

1. Analyze the purpose of the writing and the needs of the readers. Consider your audience.

2. Use an outline to organize the ideas you want to present.

3. Write the draft, and then revise it to make the writing polished and correct.

B. Get an outsider’s opinion: Have someone who is not in your class read your draft. Did the

reader clearly understand what you had to say?

C. Use the college writing laboratory services: Bring your draft to the lab for

recommendations.

1 Professor Sandy Kern, Business and Accounting Writing Specialist, Reading Area Community College.

2 Claire May, Effective Writing – A Handbook for Accountants, third edition, p. 99, Upper Saddle River, NJ,

RECOMMENDATIONS FOR GRADING WRITING ASSIGNMENTS

1. Analytical Scale Method:

a. On the first read through, make as many positive and supportive written comments as

possible. Circle spelling errors or typos and underline any blatant grammatical errors.

2. Holistic or General Impression Method:

First follow step A above. Then stack papers into piles according to their overall quality: best,

1. Allow rewriting of individual assignments within a specified time frame. This is

2. If your campus has a writing laboratory or clinic, you might require students to attend before

they are allowed to submit a revision.