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TOASTMASTERS INTERNATIONAL,-,,

CompeterltLeadership APractical Guide to Becoming aBetter Leader

www.toastmasters.org
http:///reader/full/www.toastmasters.orghttp:///reader/full/www.toastmasters.org


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TOASTMASTERS INTERNATIONAL

Competent Leadership

Toastmasters InternationalP.O. Box 9052 Mission Viejo, CA 92690 USAPhone: 949-858-8255' Fax: 949-858-1207e-mail: [email protected]

www.toastmasters.orglmernbers

@ 2010 Toastmasters International All rights reserved. Toastmasters International, theTQ1ISt!fl


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COMPETENT LEADERSHIP


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~ Table of Contents . _. ._ - - . ' ".. ,- - - . - -, " -" . .", " '

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Project Completion Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 CL Award Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Project 1 . Listening . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 8 Project 2 Critical Thinking . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .. . 12 Project 3 Giving Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Project 4 Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 ProjectS Planning and Implementation . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . 26 Project 6 Organization and Delegation . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . 30 Project 7 Facilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 ProjectS Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Project 9 Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Project 10 Team Building . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 50 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 55 Web Resources . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 58 EvaluateYourOub .................................................................... 59

)

COMPETENT LEADERSHIP 3


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"But just what do we mean by 'leadership?' Itwould appear to be the capacity to look ahead,think ahead, plan ahead, and then influenceother people to go ahead on the plan."

- Ralph C Smedley

Wat makes a leader? There are manybooks and many different opinions on thesubject, and each author has a differentopinion. Ralph Smedley, founder ofToastmastersInternational, believed that some people are bornwith the qualities of a leader, just as some are bornwith a natural talent for music or sports. He alsobelieved that people can discover their latentleadership talents by participating in the regularactivities of aToastmasters club.

You may intend to be one of the world's greatleaders in business or politics, or you may be aperson who sometiroes needs to motivate a groupof people to work together to achieve a commongoal. In either case, the projects in the CompetentLeadership manual will provide you with opportu-nities to build your leadership skills by serving invarious Toastmasters meeting roles. By completingthe projects in this manual, you can learn how tolisten, think critically, plan, organize, manage time,facilitate, motivate, mentor, and build a team.

How ItWorksEach of the ten projects in this manual focuses ona different leadership skill. Each project consists oftwo parts: a short, informative introduction to theskill and an assigoment that's designed to provideyou with an opportunity to practice and learn anaspect of that skill. For most projects, you canchoose from a list of several meeting roles to servein; others require you to help your dub in otherways. While leadership skills can be learned in

every meeting role, some meeting roles providebetter learning experiences than others. Youneedn't complete the projects in order, althoughit is beneficial to do so.

Some meeting roles fulfill the requirements forseveral different projects. For example, projects 1,2, 3, and 8 give you the option to serve as anevaluator for a prepared speaker; however, servingonce as an evaluator meets the requirement foronly one project, not for all four. To receive creditfor all four projects, you must serve as an evalua-tor four different tiroes.When you complete a leadership role, a leader-ship evaluator will give you feedback. Just like aspeech evaluator, a leadership evaluator can be anydub member, and he or she will provide a person-al opinion of your performance in the leadershiprole, identifying strengths as well as suggestionsfor improvement.

You can complete the manual at your own pace,and you can work in it at the same time you areworking in the Competent Communication manualor Advanced Communication Series manuals.

The Rewards Are ManyOnce you've completed all ten projects in thismanual and turned in your award application, youwill receive the Competent Leader (CL) award.

COMPETEm LEADERSHIP


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You will receive a certificate and, at your request,Toastmasters International will send a letter toyour employer announcing your accomplishment.

But that's only the beginning. Toastmastersoffers two tracks to grow your skills. When youparticipate in the communication track to developyour presentation skills, you can be recognized as aCompetent Communicator, Advanced Communi-cator Bronze, Advanced Communicator Silver, andAdvanced Communicator Gold. When you partici-pate in the leadership track, you can be recognizedas a Competent Leader, Advanced Leader Bronze,and Advanced Leader Silver. The tracks are notmutually exclusive. You can complete the manualat your own pace, and you can work in it at thesame time you are working in the CompetentCommunication manual or Advanced Communica-tion Series manuals.

The ultimate recognition is the DistingnishedToastmaster award, given to those who haveworked in both tracks and have received theAdvanced Communicator Gold and AdvancedLeader Silver awards.

For a list of available awards and the require-ments for each, visit www.toastmasters.orglmembereducation.

How Do I Get Started?1. Ask your vice president education (VPE) for

a mentor. An experienced fellow member willhelp you with your first few assignments andanswer any questions you may have as youbegin working in the Toastmasters educationalprogram.

2. Ask your VPE to schedule you to serve in yourfirst meeting role. The sooner you begin partic-ipating in the club, the faster you will learn.

Also ask the VPE to orient you to the club.During this orientation, the VPE will explainhow the club operates, the learning opportuni-ties the club provides, and your responsibilitiesas a member. You will discuss your goals andhow the club can help you achieve them.

3. Begin preparing for your first meeting role.Work with your mentor to prepare for yourfirst meeting role, following the project gnide-lines. Preparation will help you overcome anynervousness you may have and make you abetter leader.

4. Bring your CompetentLeadership (CL) manualto every meeting. Fulfilling meeting roles ispart of being a Toastmaster, and you'll achieveyour CL in less time i f you get credit for eachrole you fulfill. Even if you're not scheduled fora meeting role, you may be asked to fill in for amember who is absent.

Using the Project Completion RecordThe Project Completion Record on the next pageserves two purposes: it provides an easy referenceto the project requirements in the CL manual, anda way for the VPE to sign off on your projects asyou complete them. When you have completed allten projects in this manual, send a copy of thisform along with a copy of the CL Award Applicationto World Headquarters to receive your CL certifi-cate. (Detailed instructions for submitting yourapplication to World Headquarters appear on theCL Award Application itself.)

Read Before You BeginIt is important that you read each project carefullybefore you embark on each assignment.

http://www.toastmasters.orgl/http://www.toastmasters.orgl/


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TOASTMASTERSProject Completion Record INTERNAllONAL:Use this form to keep track ofyour Competent Leadership projects as you mmplete them. When all 10 projects arecomplete, submit a copy of this record along with the CL award application to receive your CL award.

VPE Initials



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TOASTMASTERSCompetent Leader (CL) Award Application INTERNATIONAL.:To Apply:You must be a current member at the time your application isreceived atWorld Headquarters to be eligible for the award.

Complete alllD projects in the Competent Leadershipmanual.Complete both sides of this application.Ensure a club officer signs and dates your application.

Ask a club officer to submit your application online through the Club Business Section on the TI Web site, www.toastmasters.org/members.

Alternatively, you can mail or fax the completed lonn to:Member Services AwardsToastmasters InternationalP.O. Box 9052, Mission Viejo, CA 92690 USAGFax: 949858-1207If you meet the CL requirements, you will receive:

A Competent Leader (CL) certificate, suitable for framingAn optional letter of recognition, sent directly toyour employer

PLEASE PRINT OR TYPE: Member No. DC[][][]DCIDClub No./Name ____________________________ District______Name _______________________ ~ - - - - - - - - - - - - - - - -(as you wish it to appear on your certificate)Address 1 ______________________________________Address 2 _________________________________________________________ State/Province________________ZIP/Postal Code ________________ Country'_________________ _Email _______________________ Phone______________City

o Check here if this represents a change to your address on file at World Headquarters.Club Officer Verification: The Toastmaster whose name appears above has completed all the projects in the Toastmasters Comperent Leadership manual. He/she has earned the Competent Leader award. Signature __________________ Print Name________________ _ Club Office Held ____________________ Date______________

(Members may not sign their own application.)

OPTIONAL: Upon your request, Toastmasters International will send an appropriate letter to your employer or supervisorrecognizing your accomplishment.PLEASE PRINT OR TYPE:Name of Employer/Supervisor COmpanyName _____________________________________ _

A d d r ~ s l ________________________________________Address 2 ________________________________________City _______________________ State/Province______________ZIP/Postal COde____________________ Country________________E-mail Address_______________________________________

Rev. 4/2010 Item 1227

http://www.toastmasters.org/membershttp://www.toastmasters.org/members


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PROJECT 1- - - ~ -

- - ~ ~ ". - , -'

SUMMARYis.an important lead-skill fIlat enables you 10

inrormation, Idenlifyissues, make deci

and resolve conflict.

Listening

Lstening is an important leadership skill. Through

good listening, you can acquire information, identifyand clarify issues, make decisions, and resolve conflict.Aleader's listening skills playa major role in team building. Leaders must be able to connect with their teams,

showing concern for them and their work. This connectionis accomplished through listening to what team membersthink, to their plans, and to their ideas. When they believeyou are listening to them, team members feel importantand respected. In turn, they trust and respect you and perform to the best of their abilities.

HowWell Do You Usten?In order to evaluate your current ability to listen, determine how oftenyou can honestly make the following statements. After yolive completedthis entire project, repeat the exercise to measure your progress.

Always Sometimes Neverskills also playa I focus my attention on the speaker and don't thinkrole In team building. about anything else.learn to be a beller I do not anticipate what the speaker is going to sayby following a few before she actually says it.suggesllOllS. I wait until the speaker has Iinlshed to furmulatemy response.~ I look the speaker in the eye, nod my head, and smilewhile listening to show the speaker I'm interested.OBJECTIVES I do not perfurm other tasks while someone is talking to me. Illsten carefully to the speaker even when I disagreewith what is heing said. When the speaker has finished, I summarize what he said to ensure I understood correctly. I ask questions when I arc not sure ahout something the speaker said.

3 2 13 2 13 2 13 2 13 2 I

3 2 I

3 2 13 2 1

Scoring: Add the circled numbers. If)lOu scored 2224 points. congratulatiom! You'rean excellent listener. Ifyou scored 1721 points, )IOurskills are good. butthey may needsome attention. If)lOu scored 16 points or fewer, time 10 make some improvements.



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HowtoUstenWhile listening may Seem like it should be easy todo, it can be very difficult, often requiring moremental effort than speaking. To learn to listen better:1. Keep an openmind. Avoid making assump-tions and judgments before the speaker finishes.2. Maintain eye contact. Give the speaker your

full attention.3. Watch your body language. Relax. Uncross

your arms and legs. and refrain from tappingyour fingers or making other nervous gestures.Instead. lean toward the speaker and nod andsmile when appropriate.

4. Listen for key ideas and full understanding.Seek out and remember the speaker's mainideas and points. For example. if the speaker isrelaying the reasons why a major project isbeing delayed, listen carefully for each specificreason.

5. Rephrase what the speaker is saying. Showthe speaker yOu understand what he is sayingand allow him to clarify i f you are missing thepoint. For example, say something like, "If I

understand correctly, the main reason for thedelay is the design change."

6. Ask questions. Confirm your understandingand get more information: "Why was the previ-ous design inadequate""How much will thedesign changes cost?"

7. Evaluate. When the speaker is finished. thinkcarefully about what he said before yourespond.

Your AssignmentApply the behaviors of a good listener by perform-ing any three of the following roles (each at adifferent meeting).

Speech evaluatorTable Topics1M speakerAh-CounterGrammarian

Learn about these roles atwww.toastmasters.orgfmeetingroles.

http://www.toastmasters.orgfmeetingroles/http://www.toastmasters.orgfmeetingroles/


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role, focusing on the information provided in this project.If any aspect of the role was performed outside of the meeting, conduct an interview to gain the details youneed for a complete evaluation.

Speech EvaluatorEvaluator____ '-ff)-'.....:iJu=-=:...:_ _ _ " _ ' _ ' _ V ' _ _ ' _ ~ _ ' _ _ ________ Date

Outstanding Average Needs WOlkThe speech evaluator engaged the speaker, using eye contact andother nonverbal behavior to show interest. n 2 1The speech evaluator devoted his or her entire attention to thespeaker and did not perform other tasks while the speaker was talking. Q 2 1The speech evaluator summarized the content of the speechand/or repeated key phrases from the speech in his or her evaluation. (f) 2 1Assess the speech evaiuatorJs behavior as a listener. What specific behaviors demonstrated that the ~ a l u a t o r understood thespeaker's ideas? Did the evaluator r e m e ~ b e r the speaker's main ideas and points?

Table Topics SpeekerEvaluator______________________ U,"'"_ _ _ _ __

Outstanding Average Needs WorkThe speaker devoted his or her entire attention to the Thpicsmaster and did notperform other tasks while the Thpicsmaster was talking. 3 2 1The speaker demonstrated complete underStanding of the topic. 3 2 1The speaker listened politely to all otherTable Topics"" speakerS. 3 2 1A"e5S the speaker's behavior as a listener. Did the Table Topics'" speaker's body language indicate that he or she was listening tothe Topicsmaster as the topic was delivered? How did the Table Topics'" speaker's answer demonstrate his comprehension ofthe ropicr

10 COMPETENTLEADERSHIP


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Ah-CounterEvaluator_______________________ Date______

Outstanding Average Needs WorkThe Ah-Cotinter devoted his or her entire attention to all speakers and did notperform other tasks while the speaker' were talking. 3 2 IThe Ah-Counter's repotts clearly demonstrated that he or she listened intentlyto aU sp


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information,le.namiilyzas, interprets; and

~ d e r s t a n l d s it before acling.question what

read and hear. Then theyi the quality of a .

. of information and usereasoning IU reach

, n ~ l l l s i i o n s . Critical thinkers

, ' ~ v a l u a t e your ability to think. and apply success-

c r ~ i , c a l - t h i n ' k i l l pl1lctices.

Critical Thinking

Auccessfulleadergathers information, then carefully analyzes,interprets, and understands it before acting. This process is calledcritical thinking. Critical thinking is about how to approachproblems, questions, and issues.

How Well Do You Think Critically?To evaluate your critical thinking skills, determine how often you canhonestly make the fullowing statements. After you've completed thisentire project, repeat the exercise to measure your progress.

Always Sometimes NeverWhen confronted with a problem, I spend timegathering informalWn about it from several sources. 3 2 II ask questions to get more information. 3 2 II examine beliefs, assumptions, and opinions andweigh them against faCti. 3 2 1I refrain from making judgments or decisions untilI've considered all facts. 3 2 1I try to see the meritl of others' opinions even ifthey are different from mine. 3 2 1I enjoy finding new solutions to problems. 3 2 1Scoring: Add the circled numbers. If you scored 17-18 points, congratulations! Yourcritical-thinking skills are excellent. Ifyou scored 12-16points, your skills are good,but they may need some attention. Ifyou scored 11 points or fewer, it's time to makesome improvements.

12 COMPETENT LEADERSHIP


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Critical ThinkingCritical thinkers question what they read and hear.They determine the quality, merits, and faults ofan idea and can distinguish between fact andopinion. They use logical reasoning and analysisto reach conclusions. Critical thinkers considerinformation in several ways:

They interpret the meaning of experiences,situations, data, and judgments. Criticalthinkers can paraphrase someone else's ideas,recognize how someone is feeling from the lookon their face, or clarify the meaning of a graphor chart.Critical thinkers identify and analyze relationships between events, statements, concepts, andsituations. For example, they can recognize thedifferences and similarities in two newspaperaccounts of the same event.They assess credibility by determining the logical strength of a statement, description, or interpretation and judging if he evidence supports the conclusion being drawn. Critical thinkers infer by forming hypothesesand deducing the consequences of data orevents. For example, they use reasoning todetermine the consequences of a certain courseof action before moving forward.

How to Think CriticallyBe informed. Collect information from numerous sources. The Internet, books, magazines,journals, newspapers, videos, and CDs are goodsources of information. Consulting with col-leagues and employees also is useful.Refrain from making decisions too early. Makesure you have all the facts, and allow yourselftime to think about them. Quick decisions maylead to regrets.

Keep an open mind. You may find informationthat changes your perspective of the problem.Ask questions. Do not make assumptions.Probing questions that begin with why or howhelp you get more information. "Why do youbelieve this is the reason?" "How does this sys-tem work?"Be honest about yourself. Acknowledge yourbiases, and avoid letting them influence you.Weigh opinions against facts. Be wary ofplacing more value on opinions than on facts.Someone may tell you they are in favor of aproposal, but their reasons for it may be basedon personal biases rather than facts.Be persistent.The entire process takes time, andyou may encounter difficulties. Don't give up.Be organized. Sort the information you collect,and devise criteria for evaluating it. Write downimportant points or things you would like toinvestigate further.Consider and analyze all options. This is the most important part of critical thinking. Only after analyzing the options can you decide which one is best.

Your ASSignmentApply the critical-thinking practices discussed inthis project by performing any two of the follow-ing roles (each at a different meeting).

Speech evaluatorGrammarianGeneral evaluator

Learn more about these roles atwww.toastmasters.orgfmeetingroles.

COMPETENTLEADERSHIP 13


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role, focusing on the information provided in this project.If any aspect of the role Was pctformed outside of the meeting, conduct an interview to help you in yourevaluation. .

Speech EvaluatorEvaluatof_______________________ Date______

Outstarnling Average Needs WorkThe speech evaluator demonstrated understanding of the spealrer's ideas. 3 2 1The evaluator's sppraisal of the speech was well organized. 3 2 1The evaluator showed insight into the speaker's feelings about his or her topic. 3 2 1Evaluate the critical-thinking practices the speech evaluator used. How did the evaluator demonstrate his or her understandingof the speaker's ideas? How did the evaluator reveal that he or she had gained insight into the speaker's point ofview? Did theevaluator analyze the speech andlor the speaker's presentation style?

GrammarianEvaluator________________________ Date______

Ou1s1llllding Average Needs WorkThe grammarian addressed specific issues relating to grammar. 3 2 1The grammarian demonstrated good critical thinking skills. 3 2 1The grammarian provided well-infurmed suggestions for improvement. 3 2 1How did the grammarian go about clarifying grammar wues? What specific suggestions did the grammarian provide thatdemonstrated his or her knowledge ofEnglish grammar?

14 COMPETENTLEADERSHIP


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General EvaluatorEvaluator________________________ Date______

Outstanding Average Needs WorkThe general evaluator demonstrated a clear understanding of a successful clubmeeting. 3 2 1The general evaluator's appraisal of the meeting was well organized. 3 2 1All evaluators for the meeting were well prepared due to the preparation of thegeneral evaluator. 3 2 1The genera! evaluator offered specific suggestions to help clarify what is neededfor the dub to become more successful and wefuI to members. 3 2 1Did the general evaluator comment on the quality of the meefinis evaluations, such as whether they were positive and helpful andpointed the way to improvement? What other suggestions did the general evaluator make to ensure the club is meeting the needsofeach member?

NOTES



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EXIECUlriVE SUMMARYam rnembers need to

what they are doinghat they are not

.well, and how they canGiving performanceis a necessary lead-

function. When done, eedback can relieve

improve interpersonali.latlonshilPS, and promote

and respect for leaders

OBJECTIVES~ t " i l " ' , t p your abilily to give

. Identify and apply successpractices foi giving

Giving Feedback

Sccessfully giving constructive performance feedback is a crucial leadership skill. Nevertheless, many leaders are uncomfortable evaluating the performance of others. We view it as criticism, know-ing that most people-on both the giving and receiving end - consider criticism a negative experience. So we hesitate, for any number of reasons:

We never told the other person what we expected of them. We assume the other person understood. We blame ourselves when the other person misunderstands. We hope that the situation resolves itself. We hope our team member figures out for herself what we want. We are afraid of alienatiug team members. We feel guilty for criticizing others.

Feedback can be a positive experience. It can be an opportunity for the receivers to recognize what they are doing well and to learn what they can do better. Moreover, it is an opportunity for the leader to help the team function more effectively. Feedhack can relieve stress, improve interpersonal relationships, and promote trust and respect for leaders and team members.

16 COMPETENT LEADERSH:P


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How Well Do You Give Feedback?To evaluate your ability to give feedback, determine how often you can honestly I11llke the following state-ments. After you've completed this entire project, repeat the exercise to measure your progress.

Always Sometimes NeverI talk with a team member about his perrormance when I am calm.I offer feedback only on the team member's actions, not on her personalityor qualities.

33

22

11

I describe the specific behavior or action that is problematic and give examples. 3 2 1I explain the effect this behavior has on the team. 3 2 II ask for the team member's comments and explanations. 3 2 1I offer specific suggestions for improvement. 3 2 II offer specific examples of what the team member does wen. 3 2 1I conclude by encouraging the team member. 3 2 1Scoring: Add the circled numbers. If you scored 22-24 pcints, congratulations! You hove excellent skills giving feedback. Ifyouscored 16-21 points, your skills are good, but may nred some attention. If you scored 15 points or fewer, it's time to makesome improvements.

How to Give FeedbackTo be most helpful, feedback should be givenimmediately after the behavior occurs in a respect-ful, calm, encouraging way that is tailored to theindividual team member. Take the following stepsto offer feedback effectively:1. Describe the specific behavior that needs

correction: Cam, the weekly shipment to ourBrazil division was two days late. This is thesecond time this month that this shipment hasbeen late. In both instances, the shipment waspacked on thne but did not leave here on thescheduled day." Don't try to analyze the reasonbehind the behavior: "Cam, rknow you areupset because you didn't get that promotion."Instead, just describe the behavior.

2. Explain the behavior's effect: "The Brazil divi-sion lost three sales because ofthe late shipments.This cost the company thousands of dollars,and our team members in Brazil couldn't meettheir sales goals."

3. Listen. The team member may offer explana-tions: "1Wo of our staff were sick tha t week," or"r was in a meeting all day." Acknowledge them,but stay focused on the problematic behavior.

4. Ask for a change in behavior: "The shipmentsmust leave here on schedule:'

5. Reaffirm the person's ability to make thechange: "By calling our freight company earlier,you can ensure that the shipment will leave hereon schedule."

6. End on a positive note: "Cam, you've beenshipping supervisor for five years, and 1appreciate all you have done to help our com-panygrow."

7. Follow up. Observe the team member's subse-quent performance. If improvement occurs, besure to offer praise: "Cam, the Brazil divisiontold me their last two shipments arrived a dayearly. Thank you!"

Be tactful. How you say something affects the teammember's reaction. You want the team member tobe receptive to your comments. Offer commentsfrom your own experience or point of view. Don'tsay, "Everyone thinks ... " or "People are saying ...Instead, speak for yourself: "I saw ... " or "I amconcerned ...

Avoid making the team member defensive. Say,for example, "When I don't get the data on time, Ican't finish my report to the president." Don't say,"Ifyou would just do your job, I wouldn't have tokeep calling you for the information:'



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Recognize Good PerformanceFeedback also involves recognizing those whoperform well. If you hope to promote continualimprovement among team members, recognizethem for their accomplishments. Positive feedbackcan motivate people to perform even better. Whenyou ofrer positive feedback, remember these tips:1. Be specific. State what the team member did to

deserve praise.2. Express your appreciation. Explain why the

team member's effort was efrective and how itcontributed to the success of the team.

3. Encourage more of the same.

Your AssignmentApply the practices for giving feedback by per-forming all three of the following roles (each ata different meeting).

Speech evaluatorGrammarianGeneral evaluator

Learn about these roles atwww.toastmasters.orglmeetingroles.

http://www.toastmasters.orglmeetingroles/http://www.toastmasters.orglmeetingroles/


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role, focusing on the information provided in thisproject. If any aspect of the role was performed outside of the meeting, conduct an interview to help youin your evaluation.

Speech EvaluatorEvaluator_______________ ________ Date______

Outslanding Average Needs WorkThe evaluator offered feedback only on the speaker's presentation, not on his orher personality or qualities.The evaluator offered specific suggestions for improvement

33

22

II

The evaluator offered specific examples of what the speaker did weD..... - ~ .The evaluator concluded by encouraging the speaker.33

22

I1

How did the evaluator tailor his or herfeedback to the speaker? Did the evaluator understand the s p e . k e r ~ goals? How did theevaluator demonstrate his or her understanding? Suggest improvements.

GrammarianEvaluator_______________________ Date______

Oulslandlng Average NeedsWOIkThe grammarian offered feedback only on the speaker's presentation, not on hisor her personality or qualities.When the grammarian noted incorrect grammar usage he or she supplied thecorrect usage,

33

22

I

1The grammarian called attention to memberS employing creative language usage. 3 2 IThe grammarian announced who used the word of the day (or a derivative of it)correctly or incorrectly. 3 2 IGive examples ofhow the grammarian provided specific suggestions for improvement, Did the grammarian's report provid,encouragement to the spe.kers?



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General EvaluatorEvaluator_______________________ Date______

Outstanding Average Needs WorkThe general evaluator offered specific suggestions for improvement when needed.The general evaluator offered specific examples ofwhat meeting participantsdid weU.

3

3

2

2

I

IThe general evaluator concluded his orher evaluation on a positive note andencouraged meeting participants to continue improving. 3 2 IDid the general evaluator provide comment< that enabled fel/ow Toastmaster, to develop their skills? How well was the generalevaluator able to explain her suggestions for improving the meeting?

NOTES



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; ~ ~ ~ p u n V E SUMMARY~ ~ ~ e l ~ ~ ~ ~ _ n : helps

, o , ~ . " , a " o the most of the .available to them. You can

PROJECT 4 '- .' >- - ~ - . . . . . . -- -' - -".

Time Management

God time-management skills are invaluable to leaders. Meetings.paperwork, crises-they all consume our time and leave littleavailable for what leaders are expected to do: provide leadershipnow and plan for and lead into the future.How Well Do You Manage Time?To evaluate your ability to manage time, determine how often you canhonestly make the following statements. After you've completed thisentire project, repeat the exercise to measure your progress.

Always Sometimes NeverImm a list of things to do each day. 3 2 1I set deadlines for myself. 3 2 1I prioritize the lings I need to do. 3 2 1I delegate tasks when possible. 3 2 1I schedule time for creative projects and important tasks. 3 2 1I break large projects into smaller, more manageabletasks. 3 2 1I do creative work at the time of day when I have themost energy. 3 2 1I allow time each day to manage unexpected problemsor tasks. 3 2 1I handle every piece of paper on my desk only once. 3 2 II complete unpleasant tasks first 3 2 IScoring: Add the circled numbers. Ifyou scored 2730 points, congratulations! Youhave excellent time-management ,kills. Ifyou scored 20-26 points, your skills are good,but may need some attention. Ifyou scored 19 or fewer point>, it's time to makesOme improvements.



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How toManage TimeTo meet the challenge of time management, youmust be able to do the following:

Understand what you can realistically achievewith your timeMake the best use of the time availablePlan enough time for things you absolutelymust doAllow some time to handle the unexpectedMinimize stress by avoiding over-commitmentto yourself and to others

Some people believe that by working faster andlonger, they get more done. Often, working fasterproduces more problems because people makemore mistakes. Working for a longer period oftime is tiring, diminishes judgment, and createsmore problems.

Procrastination has a major effect on yourefforts to manage time. When you wait until thelast minute to tackle a big project or handle a pileof paperwork, you put additional stress on yourself and risk making mistakes Or doing a poor job.

The following practices can help you budgetyour time and accomplish projects and tasksefficien tly:

Identify long- and short-term goals. Long-termgoals are those you want to accomplish monthsor years from now. Short-term goals are thoseyou want to accomplish within days or weeks.Make a daily to-do list. Base the list on your long- and short-term goals, specifying tasks that will help you accomplish them. Prioritize the list. Identify items that are 1) urgent and important, 2) important but not urgent, and 3) nice to do when you have the time. Make a schedule. Block out time for the urgentand important items and for those that take alot of time to complete. In the remaining time,schedule other items. Break down large tasks

into smaller, more manageable ones. Plan to domore difficult items when you are at your best.Some people work best in the morning, whileothers do better in the afternoon or evening.Delegate whenever possible. Do not spend valuable time doing something that someone else is capable of doing. Leave time for emergencies. No matter how carefully you plan, something unexpected inevitably occurs that needs your immediate attention. Build time into your daily schedule to handle these emergencies. Manage interruptions. Interruptions consumevaluable time. When you are working on animportant task, isolate yourself from others ifyou can.

Should you find spare time, such as the ten minules before lunch or a meeting, use it to accomplish tasks on the "important-but-not-urgent" listor the "nice-to-do-when-you-have-time" list. Besure to schedule time for yourself, too. Periodicbreaks help keep you alert and focused.

Keep your schedule realistic. If it causes youstress, or if you continually cannot accomplish thetasks on your daily to-do lists, rethink and adjustyour schedule.

Your AssignmentApply the time-management practices by performing the role of timer and anyone of the remainingfour roles (each at a different meeting).

Timer (mandatory)ToastmasterSpeakerGrammarianTopicsmaster

Learn about these roles atwww.toastmasters.orglmeetingroles.

http://www.toastmasters.orglmeetingroles/http://www.toastmasters.orglmeetingroles/


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role, focusing on the information provided in this project.If any aspect of the role was performed outside of the meeting, conduct an interview to help you in yourevaluation.

TImerEvaluator ________________________ Date______

Outstanding Average Needs WorkThe timer understood how to operate the timing and signal devices smoothlyand accurately. 3 2 IThe timer explained the timing rules and how timing signals would be given. 3 2 IThe timer was organized. 3 2 IThe timer recognized when meeting segments were not meeting the establishedtime requirement. 3 2 IWhat steps did the timer take to keep the meeting on schedule? How did the timer demonstrate his preparedness for the role?

ToastmasterEvaluator_________________________ Date______

Outstanding Average Needs WorkThe Toastmaster was prepared and adhered to the times in the meeting agenda. 3 2 IThe Toastmaster ensured that the meeting began and ended on time. 3 2 IThe Toastmaster avoided awkward interruptions or gaps in meeting flow by usingfluid transitions between meeting segments. 3 2 IThe Toastmaster's introductions for speakers were tightly organized and brief. 3 2 IHow did the Toastmaster control interruptions in the meeting schedule? lrV'hat evidence did you see that the Toastmaster hadbegun preparing for this role several days before the meeting?



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SpeakerEvaluator_______________________ Date______

Outstanding Average Needs WOIkThe speaker met the time requirement for the manual project. 3 2 1The speech. was organized so that the speaker presented the neces",,), informationin the availahle time. 3 2 1The speaker displayed detailed knowledge of the speech topic, indicating that thetopic was weU-resealXhed. 3 2 IHow did the speaker make adjustments to keep his or her speech within time limits? Did the speaker try to cover too much infor-mation in his speech? Suggest improvements.

Grammarian

Evaluator_______________________ Date______Outslanding Average Needs WOIkThe word of the day was wen-researched and easily incorporated into everydayconversation. 3 2 1The grammarian prioritized his or her comments to the best benefit of meetingparticipants within the allotted time. 3 2 1The visual aid for the word of the day was prepared in advance and plared for

:llllIXimum effect at the meeting. 3 2 1Was the grammarian able to adhere to the time limit? Ifnot, how could he or she improve?

24 COMPEfEI'IT LEADERSH'P


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TopicsmasterEvaluator_______________________ Date______

Olllslanding Average Needs WorkTopics were well-researched and reflected the meeting's theme. 3 2 1The Thpksmaster'. comment; were short. giving respondent; more opportunityto speak. 3 2 1The Table Topics'" segment ended on time. 3 2 1What evidence did you see that the Toastmaster had begun preparing for this role several days before the meeting? Offer methodsfor managing and simplifying this preparation.

NOTES



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: Y ~ ~ ' n T I 1 ~ ~ SUMMARY.

process involvesiligiloals and objectives,'Drelo.riiI1o plans and

accomplish them ..forces leaders to

. i!lyol'/ing team mem'process encourages

'. OBJECTIVES~ E y a l u a t e y o u r ability to plan

and implementand apply success

:.fulplanning and impleman-practices.

Planning andImplementation

Laders need a plan to ensure they will accomplish their goals in anefficient manner. A plan provides direction for the team. The plan-ning process involves setting goals and objectives, and preparing

plans and schedules for inDplementing them. Planning is the thinking thatprecedes the work and yields the following positive results:Planning makes leaders future-oriented. They are forced to look beyond their everyday activities and think about the future. Planning enables leaders to coordinate decisions. When makingdecisions, good leaders take into consideration the effects on the future.For example, spending $25,000 for furniture this month may not leavesufficient funds to upgrade the company's software six months from now.Planning reinfurces goals. Because goals are the starting point for aplan, they reinforce what the organization is trying to achieve. Ifyourcompany's goal is to provide its clients with the most current andaccurate financial data every day, then most of the company's decisionsare made with this goal in mind.

How Well Do You Plan and Implement?To evaluate your ability to plan and implement, determine how oftenyou can honestly make the following statements. After you've completedthis entire project, repeal the exercise to measure your progress.

Always Sometimes NeverI establish clear goals and objectives. 3 2 1I involve others in the planning process. 3 2 1I carefully develop plans fur accomplishing goalsand objectives. 3 2 1I communicate goals and objectives to others. 3 2 1I establish timetables and deadlines and communicatethem to everyone. 3 2 1I establish a communication system for coordinatingeffort, and providing feedback. 3 2 IScoring: Add the circled numbers. Ifyou scored 17-18 points, congratulations! Yourplanning and implementation skills are excellent Ifyou scored 12-16points, your skillsare good, but may need some attention. If you scored I I or fewer pointt it's time Ivmake some improvements.



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How to Plan and ImplementThe planning and implementation process can bebroken down into five steps:

Determine goals. Agoal is a clearly writtenstatement that communicates the results youwant to achieve. It specifies what and when, notwhy or how: "Our committee's goal is to raise$1,000 for the church library by OctoberEstablish strategies. List the specific steps ortasks that must be taken to achieve the goal.Strategies for the church committee may includeholding a bake sale or car wash to raise funds,or to solidt money from the congregation.Set a timetable. Priorities and scheduling arecritical to planning. Make a list of tasks accord-ing to their priority and establish deadlines forcompletion of each. For example, the churchcommittee's timetable may include a bake saleon December 12.

Assign responsibilities. Delegate tasks to yourteam. Be clear about what you want each personto do. Consider the various skills or other COn-tributions each person can bring to the project,and assign people to tasks that make use oftheir skills. For example, if a church committeemember knows the owner of a printing com-pany, the committee member may be able topersuade the owner to donate printing servicesto the committee.

Anticipate obstacles. Leaders anticipateproblems and turn them into possibilities.Often, obstacles motivate the team to thinkmore creatively.As you proceed with the process, strive to developcommitment in your team members. People usuallycommit to a goal when they have been involvedin its creation. Involvement makes them feelimportant and needed, and it makes them feelresponsible for results.

CommunicationFor your team to be successful, everyone mustunderstand the goal and embrace it. Your respon-sibility as a leader is to communicate the goal toteam members in a manner that excites andmotivates them.lil


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role, focusing on the information provided in this project.If any aspect of the role was performed outside of the meeting, conduct an interview to help you prepareyour evaluation.SpeakerEvaluatoT_______________________ Date______

Outstanding Average Needs WorkThe speaker delivered a weD-developed speech that demonstrated planningand furethought. 3 i 2 1The speaker displayed confidence in the quality of her speech. 3 2 IThe speaker discussed her speech goals and concerns with her evaluator beforethe meeting. 3 2 1Did the speaker meet the Objectives ofthe speech assignment? Did the speech ref/ect careful planning? What could the speaker havedone differently to demonstrate better planning skillsl

General Evaluator.EvaluatoT________________________ Date______

Outstanding Average Needs WorkThe evaluation portion of the meeting demonstrated careful planning andforethought. 3 2 1In his report, the general evaluator provided guidance for the planning of futuremeetings. 3 2 IThe evaluation team (timer, grammarian, All-Counter, and speech evaluators) !demonstrated careful planning and forethought in the completion of their duties,as led by the general evaluator. 3 2 1How did the general evaluator prepare to overcome obstacles, such as the unexpected absence ofan evaluation team memherlWas the general evaluator's report effective? Why or why not?



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ToastmasterEvaluator_______________________ Date______

Outstanding Average Needs WorkThe Toastmaster was prepared with thoughtful, well-planned introductions foreach speaker. 3 2 IThe Toastmaster ensured that the meeting began and ended on time. 3 2 IThe Toastmaster demonstrated careful planning and forethought in the conductof the meeting as a whole. 3 2 IHow didthe Toastmaster prepare to overcome obstacles, such as the unexpected absence of a meehng parhcipant? Was theToastmaster's preparation effective? \rVhy or why not?

TopicsmasterEvaluator_________________________ Date______Outstanding Average Needs WorkTopics were well-researched and reflected the meeting's theme. 3 2 IThe Topicsmaster's comments were short, giving respondents more opportunityto speak. 3 2 IThe Table Topics'" segment ended on time. 3 2 IWhat evidence did you see that the Topicsmaster had begun preparingfor this role several days before the meeting? Offer methodsfor managing and simplifYing this preparation.



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PROJECT 6 -.. . . - - _.... . . . , , ~ , . , . : : - ~ .' , .

enough to accom,.and objectives; .' .

ihe structure In ..'Iho:'.omopera1Bs,tion olallS a major role. "

pernlrm's tunc- .and authority to

delegating all otherteam members.

and apply successiiro,-...on;","nn and

1 ~ I ~ g a t l o n practices.

Organization andDelegation

Laders must ensure organization, smoothing the roadfor the team to accomplish its goals and objectives. Bydelegating tasks to team members, leaders are able toperform functions that require their special knowledge andauthority.How Well Do You Organize and Delegate?To evaluate your ability to organize and delegate, determine how oftenyou can honestly make the following statements. After you've completedthis entire project, repeat the exercise to measure your progress.

Always Sometimes NeverIdetermine the resources needed to achieve goalsand make sure they are available. 3 2 II can determine how many people are needed forthe work involved. 3 2 II can divide work into tasks and groupings thatmake sense. 3 2I set up timetables and checkpoints to measureprogress, 3 2 II establish dear lines of authority, 3 2 IWhen delegating work, I emphasize the resultsdesired, not how to accomplish them. 3 2 IWhen delegating work, I brief the team member onthe details I'm aware of. 3 2 IWhen delegating work, I select the team member(s)carefully. 3 2 I\"Ihen delegating work, I make sure each teammember knows what I expect. 3 2 II refrain from doing work that others could do. 3 2 1Scoring: Add the circled numbers. Ifyou scored 27-30 paints, congratuiatiam! YOurorganization and delegation skills are excellent. Ifyou scored 2026 paints, your skillsare good, but may need some attention. Ifyou scored 19 or fewer points, it's time tomake some improvements,

http:///reader/full/Iho:'.omhttp:///reader/full/Iho:'.om


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How to OrganizePeople have difficulty being productive in a chaoticenvironment. One of your responsibilities as aleader is to provide structure and organization sothat the team functions efficiently and effectively.

Divide work into logical tasks and groupings toprevent overlapping assignments and gaps.Provide the resources the team needs. Whena team doesn't have enough staff, the righttechnology, or the appropriate materials, itdoesn't function well.Determine lines of responsibility and authority.Who reports to whom? Who makes what typesof decisions?Establish a communication network for coordinating efforts and providing feedback.

Careful organization enables leaders to establish afoundstion and climate that supports the team inits efforts to accomplish its objectives and goals.

DelegationDelegation is essential to a leader's effectiveness. Asdiscussed briefly in Project 5, a good leader relieson the team to carry out responsibilities. Agoodleader performs functions that only she has theknowledge and authority to perform and delegatesall other tasks, such as the following, to teammembers:

Minor decisions that are made routinelyTasks for which the leader is least qualifiedWork that provides experience for other teammembersTasks that others are able to do or couldlearn to doDelegating often causes hesitation that hinders

effectiveness, so it's important to adjust yourthinking when you catch yourself making thesefamiliar excuses:

"1 can do it better myself. Others will makemistakes.""My team members won't like Assigningthem a lot of work will generate resentmentand dislike.""What if a team member outperforms me?I don't want to look bad to others."

"1 could complete the work myself in the time itwould take to explain it to someone else."

Succumbing to these thoughts diminishes youreffectiveness as a leader.

How to DelegateTo be effective, you must delegate appropriately.Follow these steps:

Choose the right person. Select someone whois capable, is willing. and shows initiative. Whenpossible. match tasks to a team member whohas experience in that area. For example, ifsomeone is a skilled writer, make that personresponsible for producing reports.Make expectations dear. Describe the project or task, the expected results, and the timetable for completion. Establish how and when you want progress reports. Do you prefer daily verbal reports? Would a weekly e-mail be more convenient? Give appropriate authority. Nothing is more frustrating to a team member than being expected to do something she doesn't have the power to do. For example. it would be fruitless to expect a team member to prepare progress reports when other team members are not authorized to share data with her. Get agreement. Ideally, the person chargedwith the task willingly commits to carrying outthe work.

Your AssignmentApply the organization and delegation practices byperforming anyone of the fullowing tasks.Help organize a dub speech contest.

Help organize a dub special event.Help organize a dub membership campaignor contest.Help organize adub public relations campaign.Help produce a dub newsletter.Assist the club Webmaster.

For an explanation of these tasks, see theAppendix.



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Note 10 the Evaluator: Pease read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the task, focusing on the information provided in thisproject, If any aspect of the task was performed outside of the meeting, conduct an interview to helpyou in your evaluation.Help organize aclub speech conlestEvaluatoT_______________________ Date______

Outs1anding Average Needs WorkThe member ensured that required resources were available when needed.Tasks were completed on time.The member coUaborated successfully with others on the team.

333

i 222

III

In what ways did the m e m b e r ~ organizational skills contTibute to accomplishing objectives and goals? Did the member work wellwith others on the teem and delegate tasks appropriately?

Help organize aclub special eventEvaluatoT_______________________ Date______

Outstanding Average Needs WorkThe member ensured that required resources were available when needed. 3 2 ITasks were completed on time. 3 2 1The member was organized.The member collaborated successfully with others on the team.

33

22

1

1In what Wtl)'S did the member's organj",,/ionol skills contribute to accompluhing objectives and goals? Did the member work wellwith others on the ream and delegare tlIsks appropriately?



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Help organize aclub membership campaign or contestEvaluator_________________________ Date______

Outstanding Average NeedsWorkThe member ensured that required resources were available when needed,Tasks were completed on time.

33

22

11

The member was organized, 3 2 1The member collaborated successfully with others on the team,The membership campaign was successfuL

33

22

11

In what ways did the member's organizational skills contribute to act:Dmplishing objectives and goals? Did the member work we/!with others on the team and delegate tasks appropriately?

Help organize aclub public relations campaignEvaluator_________________________ Date______Outstanding Average NeedsWorkThe member ensured that required resources were available when needed.Tasks were completed on time,

33

22

11

The member was organized. 3 2 1The member collaborated successfully with others on the team, 3 2 1The public relations campaign was successful. 3 2 1In what ways did the member's argan;Z


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Help produce aclub newsletterEvaluator________________________ Date______

Olllslanding Average Needs WorkThe member ensured that required resources were avaiJable when needed. 3 2 1The newsletter was published on time. S 2 1Strategies for planning, organizing, and completing tasks were carried outsystematically.The member collaborated successfully with others on the tearn.

33

22

11

In what ways did the member', organizational ,kills contribute to accomplishing objective5 and goals? Did the member work weRwith others on the tetlm and delegate tasks appropriately?

Assist the club WebmasterEvaluator________________________ Date______Outstanding Average Needs WorkThe member ensured that required resources were available when needed. 3 2 ! 1The Web site was maintained with up-ta-date information. 3 2 1Strategies for planning. organizing. and completing tasks were carried outsystematiceRy. S 2 1The member coDaborated successfully with others on the team. 3 2 1In what way, did the member's organizational skills contribute Ie accomplishing objective5 and goals? Did the member work wellwith others on the team and delegate tasks appropriately?



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PROJECT 7-- ~ - -- . " .- -. -- -, "" - ,- .

Facilitation

not,unusual anymore people are'work W"o",o'"w,v

-- ---'

Oe role a leader plays is that of facilitator. Afacilitator managesthe structure the team needs to function effectively, ensures thestructure is working, and removes obstacles impeding progress.For example, suppose your team missed a critical deadline and no oneseems to know why. Your role as facilitator requires you to bring theteam together to discuss the situation and reach a conclusion. You leadthe discussion, allowing everyone to have input. Was there a misunderstanding among team members? Was important information missing?Did a supplier fail to deliver a product? Through your questions andmoderation of the discussion, you enable the team to discover the causeof the problem and resolve it.



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How Well Do You Facilitate?To evaluate your ability to facilitate, determine how often you can honestly make the following statements.After you've completed this entire project, repeat the exercise to measure your progress.

Always Sometimes NeverI encourage team members to use their own methods to do the tasks they've beenassigned. 3 2 1I encourage team members to communicate with one another.I encourage team members to communicate with me.

33

22

11

I ask questions to clarify information.I help the team focus on its objectives.I encourage the team to resolve issues together.I remain neutral and don't try to influence the group's efforts.

3333

2222

1111

When disagreements arise, I ensure all parties have the opportunity to discusstheir concerns. 3 I 1Scoring: Add the circled numbers. Ifyou scored 22-24 points, amgratulations! You have excellentfacilitation skills. Ifyou scored17-21 points, yourskills are good, but may need some attention. Ifyou scored 16points or fewer, it's time to rna'" someimprovements.

FacilitationA facilitator empowers the team, encouraging theteam to take control and assume responsibility forproceeding with its work. Here are some of theways this is done:

Interpret information Clarify tasks Define team members' roles, determining dear

lines of responsibility and authority Plan projects Identify processes Establish a communication network Resolve conflicts

Facilitators remain neutral. They do not expresspersonal opinion, display bias, or influence theteam's efforts. Instead, they focus on the processesand methods the team uses to do their work. Thebest way to enhance your facilitation skills is byroutinely practicing these tasks:1. Observe. Watch how the team works together.

Be alert for problems that the team may nothave noticed yet. How does the team handleconflict?

2. Listen. Pay attention to how team members talkto one another and to you. Do they share ideasfreely? Do they talk through their differences?

3. Ask questions. A well-timed question canenable the team to understand the real issueand how to resolve it.

4. Keep the team focused on its objectives. Teamscan become sidetracked. A facilitator helps theteam keep its overall direction in mind.

Conflict and ConsensusConflict is not necessarily a bad thing. When it isaddressed and resolved, conflict often leads topositive changes, increased productivity, betterdecisions, innovation, and bonding. Unresolvedconflict can lead to poor productivity, low morale,distrust, and failure.

Many consider that reaching a consensus is thebest goal when a conflict arises. Adecision madeby consensus takes into consideration everyone'sconcerns and opinions. Therefore, it can be sup-ported by every participant without necessarilybeing everyone's preferred choice. It is a decisionwith which no one str(mgly disagrees. Reaching aconsensus has several benefits:1. Better decisions: Each group member's ideas

are considered, which means that decisions areof a higher quality.

2. Better teamwork: Participants must worktogether.



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3. Better support: Because participants had theopportunity to voice their opinions and areconfident that others understood their position,they are more likely to accept and support thedecision.

How to FacilitateReaching a consensus requires more time thanother decision-making processes. It also requires afacilitator who listens, asks questions, clarifies, andmanages disagreements.

As the facilitator, consider these guidelinesduring a discussion intended to reach a consensus:

Keep a respectful, empathetic, caring, and neutral attitude toward everyone. Be a good listener. Allow others to speak without interruption. Acknowledge what they say and repeat their keypoints to prevent misunderstanding.Ask questions if needed.

Prevent the discussion from dissolving intoaccusations, blame, or debates over who is rightor wrong.

Limit the discussion to the facts and the presentsituation. Help the group focus on solutions once the issues have been identified

With these guidelines in mind, you can begin acon1lict-resolution discussion directed towardreaching a consensus. Asuccessful discussionfollows a specific order:1. Present the issue. Explain how the conflict is

affecting team members' performances and preventing the team from achieving its goals. Thenallow participants to ask questions about it.

2. Explain the process for arriving at a consensus.Be sure to set ground rules before starting-do not interrupt a speaker, do not raise vokes,do not call names.

3. Open the discussion to all parties. Invite teammembers to share their opinions, ideas, andsuggestions. Allow each team member to present his view of the situation.

4. Identify priorities. The discussion may involvea number of points with varying degrees of

importance. As a group, prioritize the points.Then focus first on the most important ones.

5. Identify areas of agreement Find topics orideas on which everyone concurs, such as common goals, interests, and values.

6. Identify areas of disagreement or concern. Askteam members to state their objections. Discussthese objections so that the group can discoverthe fundamental problem: George objects topeople coming in late when he is expected to behere at 8 o'clock, but his fundamental objectionis that certain people are paid the same forworking fewer hours.

7. Identify possible solutions. All team memberswork together to create a list ofpossible solutions.

8. Identify areas ofagreement and disagreementwith each possible solution. Repeat this step asneeded until most of the concerns have beenresolved.

9. Call for a consensus. Identify the decision withwhich no one strongly disagrees and which canbe supported by all team members. This decision likely isn't everyone's first choice, but onethat everyone can accept.

At the end of the discussion, every group membershould be able to make the following statementshonestly: "I had the opportunity to voice my opinions. "I believe my teammates understood myopinions.)

"I can support the final decision."

Your AssignmentSharpen your facilitation skills by performingany two of the following roles or tasks (each atseparate meetings). Toastmaster General evaluator Topicsmaster Befriend a guest

Learn about the meeting roles atwww.toastmasters.orglmeetingroies. For anexplanation of the task. see the Appendix.

http://www.toastmasters.orglmeetingroies/http://www.toastmasters.orglmeetingroies/


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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role or task, focusing on the information provided in thisproject. If any aspect of the role or task was performed outside of the meeting, conduct an interview tohelp you in your evaluation.ToastmasterEvaluator________________________ Date______

Outstanding Average Needs WorkThe Toastmaster ensured that all meeting roles were filled. 3 2 1The Toastmaster ensured that each meeting segment stayed within thepres


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TopicsmasterEvaltultor_______________________ Date______

Outstanding Average Needs WorkThe Topicsmaster prepared topics reflecting the meeting theme. 3 2 1The Topicsmaster adjusted the number of topics so that the Table Topics"" segmenended on time. 3 2 1The Topicsmaster kept his or her comments short and direct.The Topicsmaster called first on members at the meeting who were not alreadyassigned a speaking role.

3

3

2

2

1

1How effectively did the Topicsmaster facilitate the Table Topics'" discussion? Was he or she able to pltJn the Table Topics'" sessionso that as many people as possible could participate? Why or why not?

Befriend aclub guestEvaluator_______________________ Date______Oulslanding Average Needs WorkThe member helped the guest overcome his Or her fears and influenced them tojoin the club or attend another meeting.The member discussed the guest's goals and concerns.

33

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1I

The member described how the Toastmasters program would help the guestachieve his or her goals.The member made him- or herself available to the guest outside of the dubmeeting.

3

3

2

2

1

1

How well did the member use questions to cltJrijY the u e s t ~ concern,? What did the member do to make it easkr for the guest tojoin the dub?



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j ( ~ r . I l T l l J ~ SUMMARY .t e a ~ o v e r c o m e ~ ..

of all types io. its goals. Aleader

maintains an envi-... where team members

members; thenI reward syslllms

_ ~ i ' _ c , .." what team mem-'.' They also look for. to reward team members

Motivation

Te ability to motivate people-to instill in them a desire to performin a superior fashion - is one of the most valuable skills a leadercan have. A motivated team overcomes obstacles of all types toachieve its goals. To inspire the team, a leader understands the differingneeds of team members and tries to satisfy them. Although you can'tforce them to be motivated, you can create and maintain an environ-ment where team members are likely to become motivated.

How Well Do You Motivate?To evaluate your ability to motivate, determine how often you canhonestly make the following statements. After you've completed this

Scoring: Add the drded numbers. Ifyou sCOTed 17-18 points. "mgratukltWm! You arean excellent motivaror. Ifyou scored 12-16 points. your ,kills are good. but may needsome attention. Ifyou scored 11 points or fewer, it's time to moire ,orne improvements.

~ i . j ' o f d o i n g the right things.

OBJECTIVES~ f J ' E \ i a l u 8 i t e your ability to

' f J O I ~ t ) t i f y and apply leadership:"piilcticesthat effectively.,ijiQ\ivate people.

entire project, repeat the exercise to measure your progress.Always Sometimes Never

1treat other people with respect. 3 2 1I provide clear direction and purpose when leadinga team. 3 2 II am honest with team members. 3 2 1I know what each team member values and rewardaccordingly. 3 2 1I work with team members to identify performancebarriers and methods for improvement. 3 2 1I reward people immediately after their achievement. 3 2 1

40 COMPETENT LEADERSHiP


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How to MotivateMotivation is based on several principles:

People like to do meaningful work. Whenpeople believe what they are doing is important,they feel good about their work.People must find their leader credible. Teammembers must know that you mean what yousay and do what you promise. Your actions mustbe consistent with your words.People prefer rewards over punishment.Reinforce your instructions with the promise ofa reward rather than the threat of punishment.Misused rewards discourage people. If youoveruse praise or reward the wrong people,team members don't value the reward, or you.People want you to act like a leader. They wantyou to provide clear direction and purpose andnot to retreat when you are confronted withtough decisions or difficulties.

Find out what motivates your team members.Then develop reward systems that match whatthey value. There are a number of concepts thatmotivate most people:

Respect: People want to be treated with respect.They want to feel important.Interesting work: Many people prefer work thatis not routine or repetitive.Purpose: People want their work to havemeaning. Make sure team members understandhow their work helps to achieve a greater pur-pose or goal.Praise: People like to know they are appreciated.Make a point to meet with leam members andthank them. Follow up with written notes ofappreciation.Public recognition: Acknowledgment in meet-ings and the company newsletter may inspireteam members.Challenge: Some team members enjoy solvingproblems and figuring out ways to do some-thing better.More responsibility: Giving team membersgreater control over their work often gives themmore satismction and a desire to perform well.

Promotion: People typically like the opportunityto achieve and advance in the organization.Skill development: People like to learn newskills and sharpen existing ones.Camaraderie: People usually enjoy being part ofa team that works well together.Money: People appreciate being rewarded withmoney for their work.

Rewarding ProperlyTeam members do what you want them to dowhen you make your expectations clear andreinforce these expectations. Leaders look forways to reward team members for doing the rightthings. Whatever the reward may be, it's veryimportant that you offer it properly:

Recognize immediately. Don't wait untilDecember to reward someone for somethingthey did in June. Reward someone as soon aspossible after the achievement. This encouragesrepetition of the behavior.Be specific. Explain why the reward is being gIven. Match the reward to the achievement. A team member who completes a year-long, complex project deserves to be rewarded more substan-tially than a team member who spent an extra hour reviewing a document. Reward only the desired behavior. Reward onlythe specific behavior that you want to encourage,and reward only when performance is betterthan the standard.Correct wtdesirable behavior. If you do notdeal with those who are not performing to yourexpectations, you give them the message thattheir behavior is acceptable. This encourages theundesired behavior and discourages team members who do perform well.Eliminate discouraging factors. Certain circum-stances can frustrate a team. For example, ifteam members don't have the right equipmentto complete their tasks, it is difficult for themto work efficiently. Removing such problemscreates a more positive work environment forthe team.



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Your AssignmentApply the behaviors of a motivator by performingany two roles (each at a different meeting) andanyone task.Roles:Toastmaster

Speech evaluatorGeneral evaluator

Tasks:Chair a dub membership campaign or contestChair a dub public relations campaign

Learn about the meetiug roles atwww.toastmasters.orgfmeetingroles. For anexplanation of the tasks. see !be Appendix.



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Note to the Evaluator: Please read the project carefully before the meeting. Offer comments and specificrecommendations about the performance of the role or task, focusing on the information provided in thisproject. If any aspect of the role or task was performed outside of the meeting, conduct an interview tohelp you in your evaluation.

Chair aclub membership campaign or contestEvaluator________________________ Date______

outstanding Average Needs WorkThe chair created and maintained a motivating environment. 3 2 1The chair developed a reward s)'Stem that matched team values. 3 2 1The chair treated the team with respect.The chair provided clear direction and purpose to the team,

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What motivation techniques did the chair use to acknowledge team members' performance? Were the motivation techniquessuccessful? Did the team achieve its goal(s)?

Chair aclub public relations campaignEvaluator________________________ Date______

Outstanding Average Needs WorkThe chair provided dear direction and purpose to the team. 3 2 1The chair recognized only positive performance by team memberS. 3 2 1The chair's recognition of team members' achievement was appropriate andtimely. 3 2 1The chair ensured that the team had all of the materials it needed to conductthe public relations campaign. 3 2 1What motivation techniques did the chair use to acknowledge team membersl perfonnance? Were the motivation technitjuessuccessful? Did tire team achieve its goal(,)1



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Toastmaster Evaluator_____________________ Date______

Outstanding Average Needs Wor1

leadership 400 bad request 400 bad request nginx/1.2.9

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