Evaluation Guide for "Pilot A Panel"
Note to the Evaluator: The purpose of this project was for the group leader to select panelists and moderate a panel discussion. The information should be adequately divided among the panelists so that no overlap of information occurs. The moderator should give evidence that he or she has carefully limited the scope of the topic for presentation to be managed within the 30-40 minute time period. In addition to your oral evaluation, please write answers to the questions below.
· In opening the session, did the moderator clearly explain the topic for discussion in terms of a stated problem?
· Did the moderator define the common goals or purpose of the panel?
· Did the moderator introduce each panelist and his or her topic for presentation?
· Did the moderator limit the speaking time of each panelist from five to seven minutes?
· Did the moderator repeat questions from the audience and limit panelist's responses to two minutes?
· In closing, did the moderator thank the panelists and the audience?
· As evaluator, call for a discussion of the points and suggestions for improvement.
Monday, May 4, 2009
Pilot A Panel, Discussion Leader - Part 7
Your Project Speech
For this project, select a problem for a panel discussion. Consider a problem of importance to you from one to four areas: personal problems, educational problems, political and social problems, and business and organizational problems. You may wish to talk about the vital goals of safety, survival, or behavior, motivation, and social relationships. State the problem as a question. For example, "How can we change the law to deal effectively with crimes committed by juveniles?"
Select not less than three panelists for the presentation. Whatever problem is agreed upon, your participants should be knowledgeable about the subject. This will require that you and your panelists prepare for the presentation at least a week in advance.
Determine with each panelist what information he or she will present. Discuss what the others will cover so that repetitions are avoided. Moderate the panel according to the steps described in this unit.
Allow three minutes for your introduction of the subject.
1. Allow one minute for the introduction of each panelist.
2. Allow each panelist five to seven minutes for his or her presentation.
3. Allow two minutes for your summary.
4. Allow five minutes for questions from the audience. Repeat each question. Allow a maximum of a two minute response per question from each panelist.
5. Thank the panelists and audience and close the session.
For this project, select a problem for a panel discussion. Consider a problem of importance to you from one to four areas: personal problems, educational problems, political and social problems, and business and organizational problems. You may wish to talk about the vital goals of safety, survival, or behavior, motivation, and social relationships. State the problem as a question. For example, "How can we change the law to deal effectively with crimes committed by juveniles?"
Select not less than three panelists for the presentation. Whatever problem is agreed upon, your participants should be knowledgeable about the subject. This will require that you and your panelists prepare for the presentation at least a week in advance.
Determine with each panelist what information he or she will present. Discuss what the others will cover so that repetitions are avoided. Moderate the panel according to the steps described in this unit.
Allow three minutes for your introduction of the subject.
1. Allow one minute for the introduction of each panelist.
2. Allow each panelist five to seven minutes for his or her presentation.
3. Allow two minutes for your summary.
4. Allow five minutes for questions from the audience. Repeat each question. Allow a maximum of a two minute response per question from each panelist.
5. Thank the panelists and audience and close the session.
Pilot A Panel, Discussion Leader - Part 6
Moderating The Discussion
The day has arrived. There is a large expectant audience. Much is at stake depending on the information to be considered. You seat the panel members at the front of the audience or head of the table with their name cards, large white tent cards with names printed in bold, easily seen by the audience. You begin the meeting by making a brief statement that explains what the session is about. You state the problem for discussion, and then explain how the meeting will proceed:
· Introduction of each panelist and his or her topic for presentation. In handling the introduction of another speaker, remember your purpose is to highlight that individual. You accomplish this by explaining who the speaker is and why he or she is addressing the subject to that audience. Follow the formula of why this speaker? Why this subject? Why this audience? Why this time? Each panelist is introduced prior to speaking and is allowed a specific time limit. It is your responsibility to signal the speaker when time is up.
· After the panelists have spoken, you present a summary of the points discussed and conclusions.
· Conduct a question / answer session. Open the panel to questions from the audience. You can prompt and guide the audience by stating that the first panelist will now answer questions of concern to his or her presentation and field of authority. Warn the panelist of the time limit for response and repeat the question so it is audible to everyone. After the questions and responses are completed for the first panelist, follow this same pattern for the others.
A second way to open the panel to questions is to invite the audience by asking them, "Is there any information you've just heard that you would like further clarified by a member of the panel?" Or, "The panel is now open to questions. Any member of the audience wishing to address the panel, please raise your hand to be recognized. I will call upon you individually and direct your question to the appropriate panel member."
Remember to repeat the question for the benefit of both the panelists and the audience. Allow only two or three minutes for any one panelist to respond to a particular question.
· Close the session thanking the panel members and the audience for their contributions.
The day has arrived. There is a large expectant audience. Much is at stake depending on the information to be considered. You seat the panel members at the front of the audience or head of the table with their name cards, large white tent cards with names printed in bold, easily seen by the audience. You begin the meeting by making a brief statement that explains what the session is about. You state the problem for discussion, and then explain how the meeting will proceed:
· Introduction of each panelist and his or her topic for presentation. In handling the introduction of another speaker, remember your purpose is to highlight that individual. You accomplish this by explaining who the speaker is and why he or she is addressing the subject to that audience. Follow the formula of why this speaker? Why this subject? Why this audience? Why this time? Each panelist is introduced prior to speaking and is allowed a specific time limit. It is your responsibility to signal the speaker when time is up.
· After the panelists have spoken, you present a summary of the points discussed and conclusions.
· Conduct a question / answer session. Open the panel to questions from the audience. You can prompt and guide the audience by stating that the first panelist will now answer questions of concern to his or her presentation and field of authority. Warn the panelist of the time limit for response and repeat the question so it is audible to everyone. After the questions and responses are completed for the first panelist, follow this same pattern for the others.
A second way to open the panel to questions is to invite the audience by asking them, "Is there any information you've just heard that you would like further clarified by a member of the panel?" Or, "The panel is now open to questions. Any member of the audience wishing to address the panel, please raise your hand to be recognized. I will call upon you individually and direct your question to the appropriate panel member."
Remember to repeat the question for the benefit of both the panelists and the audience. Allow only two or three minutes for any one panelist to respond to a particular question.
· Close the session thanking the panel members and the audience for their contributions.
Pilot A Panel, Discussion Leader - Part 5
Outlining The Points To Be Covered
You have selected the panelists based on their knowledge and expertise, which allows for a division of the subject according to their corresponding fields of authority. You discuss with each individual the nature of the information to be presented and insure that each knows what the others will cover.
For example: The public relations representative will explain the nature of the products manufactured by his company, architectural design of the plant, how much and what sources of power will be required to run and maintain it, how pollution control will be managed, and what the employment opportunities will be. The tax commissioner will report on the nature of the revenue and how it would be employed depending on whether commercial, residential, or a combination development is adopted. The planning commissioner will report on effects of zoning and influence on property values. The city council member will present community opinion and will report on environmental impact for each development plan.
You have selected the panelists based on their knowledge and expertise, which allows for a division of the subject according to their corresponding fields of authority. You discuss with each individual the nature of the information to be presented and insure that each knows what the others will cover.
For example: The public relations representative will explain the nature of the products manufactured by his company, architectural design of the plant, how much and what sources of power will be required to run and maintain it, how pollution control will be managed, and what the employment opportunities will be. The tax commissioner will report on the nature of the revenue and how it would be employed depending on whether commercial, residential, or a combination development is adopted. The planning commissioner will report on effects of zoning and influence on property values. The city council member will present community opinion and will report on environmental impact for each development plan.
Pilot A Panel, Discussion Leader - Part 4
Selecting The Panelists
Looking at the scope and importance of the subject, you decide that to explore the problem of commercial and residential development comprehensively, you will need four panelists who are knowledgeable about existing development proposals, local tax revenue levels, urban planning and community opinion. Your selections are a public relations representative for a major manufacturing corporation desiring to construct a plant utilizing two hundred acres of the land; the local tax commissioner; the local planning commissioner; and a resident of the community who is on the city council and is an authority in the field of environmental impact.
Looking at the scope and importance of the subject, you decide that to explore the problem of commercial and residential development comprehensively, you will need four panelists who are knowledgeable about existing development proposals, local tax revenue levels, urban planning and community opinion. Your selections are a public relations representative for a major manufacturing corporation desiring to construct a plant utilizing two hundred acres of the land; the local tax commissioner; the local planning commissioner; and a resident of the community who is on the city council and is an authority in the field of environmental impact.
Pilot A Panel, Discussion Leader - Part 3
Methods For Defining A Problem
In narrowing the focus of a problem or question for discussion, you will find it helpful to determine what kind of a problem it is according to the following categories:
· Problems of fact refer to questions of truth and falsity. The kinds of information you will consider are factual statements that can be verified and tested. Proven facts, including statistics, provide good supporting material in arriving at a conclusion. "What manner of development will generate more tax revenue for the local community?" is an example of a problem of fact.
Remember to interpret and clarify facts so that the group reaches a common level of understanding. If you choose to discuss a question of fact, you may be able to correct errors and distortions held by the group.
· Problems of value concern the attitudes you hold and the judgments you make. Discussion of questions of value rely on facts to support the position you may take toward solving a particular problem. "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?" is a question of value.
· Problems of policy require that you decide what procedure to use or what action to take to achieve some goal. Given this kind of problem, you and your group will encounter wide points of view in considering alternative choices. "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?" is an example of question of policy.
In narrowing the focus of a problem or question for discussion, you will find it helpful to determine what kind of a problem it is according to the following categories:
· Problems of fact refer to questions of truth and falsity. The kinds of information you will consider are factual statements that can be verified and tested. Proven facts, including statistics, provide good supporting material in arriving at a conclusion. "What manner of development will generate more tax revenue for the local community?" is an example of a problem of fact.
Remember to interpret and clarify facts so that the group reaches a common level of understanding. If you choose to discuss a question of fact, you may be able to correct errors and distortions held by the group.
· Problems of value concern the attitudes you hold and the judgments you make. Discussion of questions of value rely on facts to support the position you may take toward solving a particular problem. "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?" is a question of value.
· Problems of policy require that you decide what procedure to use or what action to take to achieve some goal. Given this kind of problem, you and your group will encounter wide points of view in considering alternative choices. "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?" is an example of question of policy.
Pilot A Panel, Discussion Leader - Part 2
Focusing The Problem
Knowing that you are a Toastmaster, a member of your local city council has called you and asked if you will organize and lead a panel discussion to illuminate the problem of combined residential and commercial zoning on one thousand acres of prime land recently sold for development. How will you go about it? What steps will you take? What are your responsibilities as a panel discussion leader?
In this hypothetical case, the subject for your and your panel has been predetermined. A topic of particular importance calls for investigation. You receive the assignment in broad general terms. To make it manageable, you find that you must narrow the scope of the problem or define what kind of problem it actually is. Your question cannot be so general that you cannot adequately cover the points of your topic in the allotted time. As moderator, you focus the discussion on particular aspects of that topic such as,
· "What manner of development will generate more tax revenue for the local community?"
· "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?"
· "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?"
Knowing that you are a Toastmaster, a member of your local city council has called you and asked if you will organize and lead a panel discussion to illuminate the problem of combined residential and commercial zoning on one thousand acres of prime land recently sold for development. How will you go about it? What steps will you take? What are your responsibilities as a panel discussion leader?
In this hypothetical case, the subject for your and your panel has been predetermined. A topic of particular importance calls for investigation. You receive the assignment in broad general terms. To make it manageable, you find that you must narrow the scope of the problem or define what kind of problem it actually is. Your question cannot be so general that you cannot adequately cover the points of your topic in the allotted time. As moderator, you focus the discussion on particular aspects of that topic such as,
· "What manner of development will generate more tax revenue for the local community?"
· "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?"
· "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?"
Pilot A Panel, Discussion Leader - Part 1
A panel discussion is a method of informing a group regarding a subject that is presented by a smaller group. This small group, or panel, is generally made up of people who have knowledge and experience about the subject under discussion and are able to approach the topic with some authority.
A panel discussion adds variety and helps to get more members on a program. It appeals to a wider interest in that the audience may readily relate to a particular point covered by any one of the panelists. For example, a panel of four members is presenting a discussion on the problems of maintaining employee morale. Representing four different sectors of the marketplace, the panelists are a personnel manager from a major corporation, the foreman of an assembly line, the supervisor of a government office, and an administrative secretary in a large research firm.
A panel discussion adds variety and helps to get more members on a program. It appeals to a wider interest in that the audience may readily relate to a particular point covered by any one of the panelists. For example, a panel of four members is presenting a discussion on the problems of maintaining employee morale. Representing four different sectors of the marketplace, the panelists are a personnel manager from a major corporation, the foreman of an assembly line, the supervisor of a government office, and an administrative secretary in a large research firm.
Tuesday, March 31, 2009
The 'Backward Meeting' Format
A 'Backward Meeting' is a great way for Toastmasters members to build skills. Both challenging and entertaining this unusual theme meeting achieves several goals. Listening, thinking and speaking skills are all engaged. With a little advanced planning the meeting will run smoothly and be very entertaining. The backwards meeting room set-up is the same as a regular meeting. The meeting simply runs in reverse:
- Adjournment & Awards: the president starts by adjourning the meeting, asking for guest comments, any special announcements, awarding of ribbons, and followed by reviewing next week's roles
- Evaluation Segment: the general evaluator gives an overall evaluation of the meeting, the functionaries give reports, evaluators give evaluations of manual speeches (speech title will be written in the evaluators guide) based on project objectives, the general evaluator explains the purpose of evaluations, and finally the introduction of general evaluator
- Table Topic Segment: selected members will deliver oral responses, table topic master will then give the topic or question, concluding with explaining the purpose of table topics, and the table topic master's introduction
- Speech Segment: Speeches are given from manuals (speech title written in the evaluation page for the evaluators)
- Functionaries: give the explanation of his or her meeting role
- Educational Focus: a point from the Communication or Leadership manuals or Successful Club Series or Better Speaker Series is expounded
- Meeting: toastmaster expands the meeting theme, followed by toastmaster being introduced
- Business Segment: president has guests introduce themselves, club business items are processed
- Pledge-Invocation: in reverse order as the summary of the meeting
- Call to Order: sergeant-at-arms calls the meeting to order and the meeting ends
Monday, February 2, 2009
Develop Mentoring Relationships
Develop and practice mentoring skills by serving as a mentor to others. You will find opportunities to share your experience with others in your club, at your job, in any group where you are involved. In areas where you want to improve, seek out someone who is succeeding and ask to be mentored to accelerate your skill building. It recognizes their accomplishment and is a sincere complement.
In your Toastmasters club ask the vice president education to assign you to serve as mentor for a new member working in the Competent Communication or Competent Leadership manual. Offer to mentor an experienced member working in the Advanced Communication program. As you fulfill your role, the "mentee" will observe you and give feedback on your leadership skills, writing comments on the evaluation guide at the end of the 'Mentoring' project in the Competent Leadership manual.
Ask the VPE if your mentee/evaluator will be able to give a verbal evaluation during a meeting. Some clubs may or may not be able to accommodate verbal evaluations of leadership projects during their meetings. If this is the case in your club and you would like a verbal evaluation, ask your mentee/evaluator beforehand to meet with you to provide one.
Mentoring is a 'win - win' relationship where both parties learn, grow and can benefit from each other's unique experiences.
In your Toastmasters club ask the vice president education to assign you to serve as mentor for a new member working in the Competent Communication or Competent Leadership manual. Offer to mentor an experienced member working in the Advanced Communication program. As you fulfill your role, the "mentee" will observe you and give feedback on your leadership skills, writing comments on the evaluation guide at the end of the 'Mentoring' project in the Competent Leadership manual.
Ask the VPE if your mentee/evaluator will be able to give a verbal evaluation during a meeting. Some clubs may or may not be able to accommodate verbal evaluations of leadership projects during their meetings. If this is the case in your club and you would like a verbal evaluation, ask your mentee/evaluator beforehand to meet with you to provide one.
Mentoring is a 'win - win' relationship where both parties learn, grow and can benefit from each other's unique experiences.
Practice Mentoring In Your Club
- Determine your current mentoring skills
- Identify the steps in being a good mentor
- Practice mentoring skills in various roles
Mentor for a new member. A mentor for a new member helps that member with the first three speech projects in the Competent Communication manual, with projects in the Competent Leadership manual, and to become familiar with the club, its operations and how to fill various meeting assignments.
Mentor for an existing member. A mentor for a more experienced member helps that person develop new skills or enhance existing ones. For example, a long-time club member may need assistance learning how to use humor in presentations.
Guidance committee member for someone who is working on a High Performance Leadership Program project. The High Performance Leadership program requires a member to serve as a leader for a project of his or her choice inside or outside of the Toastmasters environment. You can serve on the guidance committee for a member who is working on her project, providing feedback to the member as she works on the project.
How To Be A Good Mentor
A mentor provides a positive, nurturing environment that benefits the other person. You can provide this environment by:
- Offering opportunities for skill development. Provide special projects and assignments that will build new skills. Or refer the person to books or articles about that skill.
- Helping the person recognize areas needing work. Often a gap exists between the person's existing skills and the skills needed to complete a project or to advance in a career. Draw attention to that gap, then let the person discover what he or she can do to close that gap.
- Providing helpful advice. Offer ideas or information, when asked, that will enable the person to find a solution: "It might be useful to look at the data from last year."
- Being a role model. We all listen to people we respect and admire. Know that people will watch you to see how you handle difficult or challenging situations.
- Encouraging people to think for themselves. Don't solve your protege's problems for him. Instead, encourage him to find possible solutions himself. "You have several options. Which one do you think is best?"
Characteristics Of Mentors
Effective mentors possess certain characteristics. A good mentor is:
- Available. You must have time to spend with someone, observing him or her, listening carefully and offering guidance.
- Patient. People learn at varying speeds, and some need more guidance than others. It's important that you are willing to provide whatever it takes to help.
- Sensitive. Tact and diplomacy are vital. As a mentor, your role is to motivate and encourage.
- Respectful. Everyone is different. A mentor respects the differences between herself and the other person.
- Respected. A mentor is recognized and admired by peers, by others higher in rank and, in some situations, even by people outside the organization.
- Flexible. Not everything happens according to plan. You must adapt and adjust to various situations and accept that your "student" may make decisions you don't agree with.
- Knowledgeable. Before you can help someone else, you must be experienced and knowledgeable yourself.
- Confident. You need to be self-assured and friendly.
- A good listener. A mentor listens carefully. Often just listening, without taking on the other person's problem, can be of great help, because you enable the other person to articulate the problem and sort things out.
- Concerned about others. You must care about other people and truly want to help them.
The Benefits of Mentoring
Mentoring has several benefits:
- It helps reduce turnover. Many people leave organizations because their careers are not developing as they had hoped. A mentor can be influential in helping such a person in his career and convincing him to stay. This is especially true in your Toastmasters club. New members who have mentors are more likely to participate and remain in the club.
- It helps develop talent. Often an organization faces a shortage of qualified personnel. Mentors can be helpful in finding and training others to fill the void.
- It helps develop leaders. Leaders should be grooming others to assume leadership positions. In your Toastmasters club, having more leaders means having a larger pool of qualified people available to share the responsibilities involved in running the club.
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