COM 220 Module 6 Management Presentations Example

Course	COM 220 Management Communication
Module	Module 6
Paper type	Presentation plan
Length	About 1,004 words, 6 pages
Format	APA 7 student paper
School	Aspen University
Program	Business Administration
Updated	October 2026

Free sample paper for COM 220 Module 6

Nine Slides, Fifteen Minutes, One Decision: Planning a Presentation to Property Owners

Student Name

Business Administration Program, Aspen University

COM 220: Management Communication

Instructor Name

Month Day, Year

What this page is doingThe title states the presentation's constraints and its purpose. APA 7 student title page.

Nine Slides, Fifteen Minutes, One Decision: Planning a Presentation to Property Owners

Once a year, the owners of the properties Harborline Property Management runs meet for an afternoon review. Each regional manager has fifteen minutes. Tasha Greene, responsible for nine Tampa communities, has two jobs: report the year's results and ask for $1.2 million to renovate kitchens at Bay Crest and Palm Hollow, her two oldest communities, where rents trail the market by about $140 a month. Last year, her predecessor showed forty bullet-heavy slides and never got to the budget request before the clock ran out. This paper plans a better presentation.

The Audience and the Decision

The owners are five private investors and two asset managers from an investment firm. They will hear four presentations in one afternoon. They understand real estate finance well but do not know the daily details of each community. Their questions are simple: are the properties performing, and should they approve the capital request? The presentation should be built around those two questions.

Reducing Cognitive Load

Mayer and Moreno (2003) drew on research in multimedia learning to describe how people process presentations that combine words and pictures. Working memory has limited capacity in both its visual and verbal channels, so presentations can overload it with essential processing, incidental processing of unnecessary material or the effort of holding information while searching for related content. They described nine ways to reduce this load. Among them: off-load some words from the screen to narration; weed out interesting but extraneous material; signal the key points; align words physically near the images they describe; and eliminate redundancy, such as reading aloud the same text shown on screen.

For Tasha, this means slides with few words, each carrying a headline that states the point, and a chart or photograph that supports it. She will speak the explanation rather than show it as text.

The Trouble With Bullet Points

Kernbach et al. (2015) reviewed research on the constraining qualities of slide software. Studies they reviewed raised concerns that slides encourage presenters to break reasoning into short, disconnected bullet points, hide relationships between ideas, overload audiences with information and shift attention from the argument to the format. They also noted that the problems depend on how the software is used. Their review supports designing around the argument rather than the template.

Decoration Hurts

Bartsch and Cobern (2003) compared student learning from lectures using transparencies, plain slides and slides with added pictures, sounds and animations. Students said they preferred slides, but slides with pictures and sounds not related to the content led to lower quiz scores than the plain versions. Relevant images helped; irrelevant ones distracted.

Slide	Headline	Evidence
1	I am asking for $1.2 million to renovate kitchens at two communities	Photos of a current kitchen and a renovated one
2	Occupancy across the region rose from 93.1% to 95.4%	Line chart by quarter
3	Resident renewals rose to 58%, our best year	Bar chart, three years
4	Expenses held flat despite insurance rising 31%	Bar chart of main expense lines
5	Bay Crest and Palm Hollow rents trail nearby competitors by $140	Dot chart of rents
6	Renovated kitchens elsewhere raised rents by $150 with no rise in vacancy	Table from two Harborline communities
7	Added rent recovers the $1.2 million within roughly fifty-four months	Simple payback chart
8	Work would be done as apartments turn over, so no resident is displaced	Timeline
9	The decision: approve $1.2 million for renovation over two years	Restated request

What this page is doingEvery headline is a sentence an owner could repeat to a colleague.

Delivery

Tasha will open with the request, not her biography, because an audience hearing four presentations should know the point at once. She will rehearse aloud three times, once in front of Rob Delgado and another community manager, timing each run to stay under thirteen minutes and leave two for questions. To manage nerves, she will memorize the first two sentences and use slide headlines as her notes.

Making the Numbers Clear

The payback slide is where owners will look hardest. The request covers about 150 kitchens at roughly $8,000 each, renovated as apartments turn over. If renovated apartments rent for $150 more, as at two other Harborline communities, the added rent is about $270,000 a year, which returns the $1.2 million in about four and a half years. Tasha will state the assumption aloud and show the two communities' results beside it, so owners can judge whether the comparison holds. She will round numbers on the slides and keep exact figures in the backup slides, since precise decimals invite attention to the wrong things.

The Room

The meeting is held in a conference room with a single screen. Tasha will check the room the morning of the presentation, test her slides on its projector, confirm that the charts are readable from the back row and print a one-page summary of the request for each owner to keep. The handout follows Mayer and Moreno's advice about not overloading the screen: it holds the detail that would clutter a slide.

Questions

Tasha expects questions about construction costs, rent assumptions and timing. She will prepare three backup slides, not shown unless asked, with cost estimates by apartment, the rent comparison data and a monthly schedule. When an answer is beyond her, she will admit it and commit to a reply by Friday, which protects her credibility better than a guess. She will repeat each question before answering, so every owner hears it, and keep answers under a minute so that others have time to ask. After the meeting, she will send the owners a short email with the request, the payback figures and answers to any questions she could not answer on the spot.

Conclusion

Mayer and Moreno show how to reduce the load on the owners' attention, Kernbach, Bresciani and Eppler warn against fragmented bullet points and Bartsch and Cobern show that decoration reduces learning. Nine slides with clear headlines and one piece of evidence each, delivered with the request first, give the owners what they need to decide.

References

Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77-86. https://doi.org/10.1016/S0360-1315(03)00027-7

Kernbach, S., Bresciani, S., & Eppler, M. J. (2015). Slip-sliding-away: A review of the literature on the constraining qualities of PowerPoint. Business and Professional Communication Quarterly, 78(3), 292-313. https://doi.org/10.1177/2329490615595499

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6

COM 220 Module 6 instructions, in plain terms

Presentations are the focus of Module 6 in COM 220, and students often plan or deliver a presentation and explain the choices behind it. Your section's Module 6 instructions govern the format; the manager and figures below are invented. Analyze the audience and the decision they must make. Structure the presentation around that decision. Design slides using research on how people process words and images. Avoid common slide problems. Plan delivery, timing and practice. Prepare for questions and for the room itself. Cite research in APA 7 form.

Inside the COM 220 Module 6 example

The owners, five investors and two asset managers, will hear from four regional managers in one afternoon and want to know whether their properties are performing and whether to approve capital spending. Mayer and Moreno's Educational Psychologist article set out methods such as weeding, signaling, aligning words with images and avoiding redundancy between narration and on-screen text. Kernbach, Bresciani and Eppler's Business and Professional Communication Quarterly review discussed how slides can fragment reasoning, encourage information overload and weaken the link between points. Bartsch and Cobern's Computers and Education study found that slides with irrelevant pictures led to lower quiz scores than plain slides. The slide table gives each of nine slides a full-sentence headline stating its point, with one chart or image as evidence. Tasha will rehearse three times, prepare backup slides for likely questions and open with the decision she is asking for.

COM 220 Module 6 rubric: what earns full marks

Presentation papers earn credit when every design choice serves the audience's decision and the research behind the choices is explained. This example analyzes the owners' needs, uses Mayer and Moreno to reduce cognitive load, uses Kernbach, Bresciani and Eppler to avoid fragmented bullet points and uses Bartsch and Cobern to remove decoration. The slide table shows the plan in detail, and the delivery plan covers practice, questions and nerves. Leading with the request respects an audience hearing several presentations in one afternoon. Stating the payback assumption aloud and checking the room beforehand show a presenter preparing for what the audience will actually scrutinize, and a short follow-up email after the meeting keeps the request alive once the afternoon's other presentations have crowded it out.

Common COM 220 Module 6 mistakes, and how to avoid them

Presentation papers often describe slides full of bullet points and stock images. Give each slide one point, stated as a sentence, with evidence that supports it. Another weakness is a presentation that builds slowly to its request; busy audiences want the point first. Do not read slides aloud. Cut anything decorative. Plan timing and practice out loud. Prepare backup slides for likely questions. Finally, explain why each choice suits this audience and this decision. Put detail in a handout rather than on the screen, and check the room and equipment before you speak.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More COM 220 and Business Administration sample papers

COM 220 Module 6 questions, answered

What does COM 220 Module 6 usually ask for?

Aspen's COM 220 focuses on presentations in this module, so planning or delivering a presentation and explaining the choices behind it is typical. Read your classroom prompt.

How can slides reduce cognitive load?

Mayer and Moreno suggested methods such as removing extraneous material, highlighting key points, placing words near related images and not repeating on-screen text in narration.

Are bullet-point slides a problem?

Kernbach, Bresciani and Eppler reviewed research showing that slide software can fragment ideas into disconnected points and weaken reasoning.

Where can I find a free COM 220 Module 6 sample paper?

The example above plans a regional manager's presentation to property owners on results and a renovation request.

Do pictures on slides help?

Bartsch and Cobern found that relevant images could help, but irrelevant pictures and sounds reduced what audiences learned.

COM 220 Module 6 Presentations Example