Coaching new members
One
of the requirements for Advanced Toastmaster - Gold is "Coach a new member
through their first three speeches". This page outlines what a
coach is, and how you should perform this role.
What is a coach?
According to the dictionary, a "coach" is an instructor or trainer. A
"
Most
new members join Toastmasters because they have problems and/or needs that
relate to public speaking. Research has shown that a majority of these men and
women equate the self-improvement they seek from Toastmasters with career
advancement or professional development. So it's
vitally important to most new members that they solve their problems and meet
their speaking-related needs.
Yet
many new members fail if simply left to "sink or swim" with no
guidance other than that provided by speech evaluations. It's
a mistake to assume that they can succeed without psychological or other
support. They need reassurance that their goals and the effort required to
attain them are worthwhile. They need practical advice from someone who
thoroughly understands the Toastmasters program. In short, they need someone
like you.
Clubs
are urged to conduct an orientation interview for each
new member. This is normally the responsibility of the
educational vice-president who completes a New Member Profile Sheet during the
interview. On this sheet are brief biographical data, along with a
summary of the new member's needs and expectations. You should
be given a copy of this sheet and should use it as a basis for
establishing an ongoing dialogue with the new member.
Here are the six steps for successfully fulfilling your role as a coach/mentor:.
Here are the six steps for successfully fulfilling your
role as a coach/mentor:
1.
Build a personal rapport
with the new member. If you and the new member aren't
already well-acquainted, get together informally and establish a mutual
rapport. Discuss you own experiences as a Toastmaster, and relate some of the
benefits you've earned.
2.
Discuss the new member's needs and
expectations. Using the New Member Profile Sheet as a basis for
discussion, secure an understanding of what the new member expects to gain from
his/her Toastmasters membership. Empathize with the other person's needs, and
project confidence that Toastmasters participation will help to meet them.
3.
Translate the new
member's needs into Toastmasters program levels. Get the new member to equate
his or her self-development with Toastmasters-related accomplishments, such as
the CTM or ATM. For example, "When you complete
the basic manual and get your CTM certificate, you
will have learned to overcome nervousness and express yourself well in an
impromptu speaking situation." Or, "By the
time you earn your ATM you'll be able to speak to community groups as a
representative of your company."
4.
Set specific goals
and objectives for the new member. Agree upon a realistic set of program goals,
as well as a timetable for achieving them. Have the new member write them down.
5.
Discuss the effort and commitment
needed to meet these goals. Most Toastmasters establish a set behavioral
pattern from the beginning. Emphasize the need to prepare diligently for each
manual speech to attend meetings regularly and to participate fully in club
programs and activities. Discuss the new member's upcoming Icebreaker speech
and urge him or her to put forth a good effort.
6.
Monitor the new
member's performance and progress. This is the ongoing part of your role as
coach/mentor. It involves several activities.
a.
During the new member's Icebreaker speech, compare his/her actual performance
with his/her self-appraisal at the time of joining. Was the member's self perception accurate? Were there additional weaknesses
requiring immediate attention? Was the member's skill level actually higher
than he or she perceived it to be? Should
the member's goals or the timetable for achieving them be adjusted?
Confer with the new member shortly after the Icebreaker and provide positive
reinforcement and support. Offer constructive suggestions for the second manual
speech.
b.
Supplement the evaluations given after the new member's first few speeches. If
an assigned evaluator fails to recognize improvement or identify significant
problem areas, provide your own evaluation, making it as positive and
supportive as possible.
c. Be sure the new member is actively involved in club programming and
is being given ample opportunities for participation. If not, confer with the
educational vice-president.
d.
Keep track of the new member's progress. Is he or she "on track" in
terms of his/her goals? Is he or she improving as steadily as he/she should be?
e.
Offer periodic advice, striving to be helpful and constructive rather than
overbearing. Remember: Your aim is to help the member become able to identify
and solve his/her own problems.
f.
Answer questions.
What's in it for you?
The
rewards of being a coach/mentor are tremendous. You'll find you are just as
proud of the new member's accomplishments as you are of your own....perhaps more.
And you gain credit for your Advanced Toastmaster - Gold award.
Prepared by